A Study on Strategies for Improving Middle School Students' English Writing Level

A Study on Strategies for Improving Middle School Students' English Writing Level

At present, middle school students' English writing ability is still relatively weak in general, which is due to the lack of systematic guidance on students' writing knowledge. Writing is a training process from shallow to deep, from easy to difficult, from simple to complex, and problems in any link will affect the cultivation of students' writing ability. Students seem to take composition seriously, but they always bite their heads, scratch their hair, touch their chins, and rack their brains but can't write it. As the saying goes, "A clever woman can't cook without rice." I usually learn very few words, so it is difficult to write. The author believes that in view of this problem, combined with the current situation of English writing, the disparity between reality and ideal requires us to think calmly: how to improve students' English writing level and guide students to improve their confidence in English writing ability?

First, improve the quality of English classroom teaching and stimulate interest

Careful and reasonable classroom teaching design is the premise of improving classroom teaching quality, improving classroom teaching efficiency, stimulating students' interest in learning, mobilizing students' enthusiasm for learning, enabling students to learn independently, expanding their vocabulary and enhancing their memory ability, and achieving twice the result with half the effort.

1. Classroom teaching design should be interesting and diverse.

"Interesting and attractive things, the possibility of memory is almost doubled." Interest is the potential of teaching, and the cultivation of interest can not be separated from teachers' active guidance and teaching art. According to the characteristics of English subject and the age of students, teachers should adopt flexible teaching methods and create colorful teaching scenes, which will help to stimulate students' learning motivation and interest, thus mobilizing the enthusiasm of all students to learn English. In this way, students can change from passive acceptance to active participation, and from "asking me to learn" to "I want to learn".

2. English classroom teaching design should reflect the principles of English communication.

The essence of English teaching is communication. Classroom teaching is not "I teach you to learn", but the communication between teachers and students. Classroom teaching activities enable students to know and master English through communication, and form the ability to use English. In classroom teaching, both teachers and students are cognitive activities, interdependent and interactive. Teaching is to promote communication. Therefore, teachers should pay attention to setting up meaningful language situations and arranging various classroom teaching activities when designing classroom teaching. Such as: working in pairs, group activities, task-based activities, role-playing, etc. Guide students to use the language and knowledge they have learned to communicate. In order to reflect the real communication in English classroom teaching activities as much as possible, teachers should create an "information gap" when designing, so that students can feel the necessity of communication activities, thus mobilizing students' enthusiasm and stimulating students' interest in learning English. Let students truly become the masters of learning, and let them turn hard work, weariness and death into fun learning, eager to learn, eager to learn, take the initiative to acquire language with a cheerful and upward psychology, improve their language application ability, and change the situation that they cannot make great progress.

Second, lay a solid foundation.

1, recite beautiful sentences

Students' poor writing level is first of all poor sentence level. From the students' compositions, it is found that besides simple sentences, there are many broken sentences and illogical sentences in students' compositions. The author thinks that reciting good sentences is very helpful to improve writing ability. In addition, the accumulation of vocabulary and phrases is also very important for writing a good article. Proper use of some common idioms and typical sentence patterns can not only effectively reduce sick sentences in the article, but also add color to the article. Therefore, teachers should ask students to recite the typical sentences in the text they have learned and blurt them out. As time goes on, students will be able to write easily.

Step 2 rewrite the text

The purpose of rewriting the text is to deepen students' understanding of the text and cultivate their writing ability. Rewriting is usually to express the content of the original text in simple and easy-to-understand sentences in a short article with complex structure and difficult language to understand. There are many ways to rewrite. It mainly includes: rewriting the characters (names) in the text or the time and place of the event. Rewrite in a different style, rewrite the dialogue into a narrative, or rewrite only one or several paragraphs in the text. Through rewriting, students can master basic grammar and vocabulary, avoid language errors and lay a good foundation for writing.

Third, the communication between speaking and writing.

The teaching of switching between oral English and writing is aimed at the current situation of "difficult to speak and difficult to write" in English basic education, aiming at developing students' English writing ability through oral English practice. Speaking and Writing fully explains what you have learned and then translates it into writing. Say "learn while talking, and then write" ("say" here includes free debate, answering questions, group discussion, telling facts, clarifying opinions and so on. ) Speaking promotes writing: The development of listening, reading and writing is driven by the improvement of speaking ability. Students love to talk, can talk, and are good at talking. They make oral compositions from clauses to paragraphs, and finally integrate with the behavior of "writing", and writing is the ultimate goal. The transformation of speaking and writing emphasizes the creation of student activities, the participation of learning subjects, the pleasure of learning success and the development of students. For example, when students speak, the teacher's blackboard writing keyword group can help students who are temporarily behind to achieve development.

The transformation of speaking and writing can design a "question string" for the activity of "speaking and writing" according to the unit topic. The theme now is "Where did you go on holiday?" (unit 10, goforit, book 1). The first link: discussion.

After learning the whole unit, combined with the actual situation of summer camp, let students discuss the following questions: What are the advantages and disadvantages of summer camp? Steps: ① Students discuss in groups of four, and the group sends representatives to report the discussion results. (2) The teacher writes down the keyword groups on the blackboard when reporting in each group to help the underachievers complete their writing tasks. What is needed to complete the task. Language structure: Where did you spend your holiday? I went to …, and we visited …

The second link: debate. Students argue according to the following questions. whatsdoyouthinkisthemostimportantthingyoushouldtakifyougotopanastralia？ Why? whatwillyoudoifyouhaveno…？ Steps: ① Discuss first, then debate. The form of the debate is: student A answers questions first, then asks student B's opinion, and student C expresses his opinion before asking student B's opinion. Teachers summarize students' views in time to pave the way for writing.

The third link: turn spoken English into writing. On the basis of the above discussion and debate, let the students write a propositional composition. Travel diary: aplanonsummerjourney Writing requirements: explain the place of travel, accompanying companions, personal belongings, and travel feelings.

The conversion of speaking and writing enables students to learn English through speaking, acquire knowledge through speaking, cultivate their ability through speaking, and finally put themselves into writing. The conversion of speaking and writing focuses on students' learning process and learning methods, creating a language learning environment that can guide students to actively participate, stimulating students' learning enthusiasm and making speaking English a habit. Only when students speak and speak well can their writing ability be implemented.

Fourth, expand reading.

In English class, teachers should fully mobilize students' creative thinking and stimulate their intrinsic motivation for writing. While creating a harmonious learning atmosphere for students, teachers provide students with extracurricular reading materials related to the themes of each unit with moderate difficulty. The more you read after class, the higher the repetition rate of vocabulary and the more familiar you are with words and phrases, thus forming a virtuous circle of mutual promotion. In order to expand students' reading and improve their writing ability, we have carried out the following activities.

1, engage in "book dissemination"

Encourage students to read a simple English book every week and write an introduction to a good book in English. Organize "book exchange" activities regularly in class to introduce good books to each other.

2. Choose a good topic and write an English diary.

Students are required to write a diary every day, and the theme of the diary can be: "Sayyousayme-Saysomeingaroundus." Students are encouraged to write about themselves or people or things around them. Our teaching model is based on the all-round development of students, so the writing topics provided to students are also conducted in an open, divergent and diverse way. A considerable part of them are planned and implemented by students themselves in teaching activities. The topic can be selected according to the topic of each unit, according to the students' own interests and hobbies every week, and combined with their real life, to design imaginative and creative writing assignments.

3, weekly revision

Teachers should correct students' weekly writing assignments, correct common grammatical mistakes in students' writing, and give feedback in time. Comments mainly take the form of friends' communication, discussing the novelty of students' ideas, the depth of their thoughts, the clarity of their structures and whether their expressions are accurate and appropriate. We should choose distinctive articles to show or preach in class. In English teaching, teachers should have appropriate high expectations for students, often give conscious praise and encouragement to students' little progress and good performance, and strive to create conditions for students with different talents to have the opportunity to show themselves and let them see their progress at all times. Often, these watertight practices of teachers can enable students to gradually develop confidence and determination to make progress and unconsciously realize teachers' expectations.

4. Students evaluate each other.

The most important significance of mutual evaluation is to let students learn to trust and learn to be honest and fair to themselves and others. In the process of mutual evaluation, teachers should encourage students to exchange views frankly and learn to discuss, communicate and cooperate in a friendly atmosphere. Every month or so, students can choose their most satisfactory articles, exchange works with classmates or classmates, and write comments to each other. In this way, competition is used to make English writing class full of vitality. Only by constantly facing the competition can the English writing class be full of vitality. In the classroom teaching of English writing, we should encourage and motivate students to actively participate in English writing. If the classroom atmosphere is dull and inefficient, students' spirit will be lax and their ambitions will be low. At this time, let some enterprising students behave properly in class and make oral compositions, which will make other students feel compared and stressed, so as to try their best to express themselves. In the teaching process, the author often uses several students with strong expressive ability and expressive ability as locomotives to take the lead in teaching activities. By putting this method into the classroom, we can successfully break the boring atmosphere in the writing classroom, enhance the classroom vitality and improve the enthusiasm of all students, and the effect can be imagined.

Fifth, the implementation of discussion teaching.

Discussion is a way to cultivate students' communicative competence, which is beneficial to cultivate students' language expression ability. In English class, teachers should fully mobilize students' creative thinking and stimulate their intrinsic motivation for writing. Writing ability is the ability of students to express their thoughts in written words, which is closely related to students' listening, speaking and reading abilities.

In the process of English writing classroom teaching, discussion activities are a way to change teaching methods, not decorations and condiments in classroom teaching, but a bridge for two-way communication between teachers and students, which is the main way to cultivate communicative competence and improve students' quality. Discussion activities should aim at language communication, take life practice as the fulcrum and be task-driven. Teachers should be good at designing and organizing effective teaching activities, helping students learn and use the language knowledge and skills they have learned, improving their oral English and writing ability.

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