第1个回答 2016-01-06
On the English class is a personal knowledge and the basic skills of the show. J u it in any foreign language teaching are essential, occupies a very important position; its practical value is high, if the proper teaching methods, can arouse the students on language learning interest. English writing is so. College English writing teaching should focus on ways and means, as far as possible to listen, speak, read, speak (to explain the culture) and so on through them, cultivate students' English thinking mode and thinking habits. College Students' English writing in practice stage, it is inevitable that there are some mistakes and summed up mainly in the following aspects: the first is the errors in the syntactic word, word, phrase and sentence; followed by the composition of Chinglish; thirdly, discourse cohesion level errors. Therefore, the cultivation of students writing ability should not be too hasty, but should be gradual, to prevent the mother tongue negative transfer and mode of thinking of the negative transfer. Writing is one of the basic skills of language learning, and it is bound to be restricted by thinking. It can be said that thinking mode determines the writing mode. Therefore, before entering the formal writing, the teacher should let the students understand our mother tongue, namely Chinese heavy meaning, and the target language, that is, the English language. English Chinese background, the whole structure forms a ring shape or said a spiral type. That is to say, the author does not directly enter into the subject, also directly put forward related to the theme argument, but in the theme around around, get a conclusion, and then repeatedly proved this conclusion. The native English composition, the structure of the text is linear, that is, the theme of the first, and then provide the argument, and finally come to the conclusion. First, the teacher can find two articles on the same subject native English and native language for the English writing of Chinese students, make them clearly to understand the difference between different thinking mode under the control of composition, allowing them to understand English phrasing sentence, discourse structure and other characteristics. Next, want to let the students realize the outstanding composition should have what characteristics and the evaluation standard of an article. At this stage, the teacher can find two or three students to write about the same topic on the same topic for students to evaluate. Students can be divided into a number of groups, in order to discuss the advantages and disadvantages of the composition of the group, in particular, to make a positive evaluation of the article. Teachers should play a guiding role, you can design a number of questions for students to answer, such as the content of the article, the language, the context of cohesion, grammar, etc.. Then the members of each group exchanges, the article comments. After the discussion, a representative of each group will be stated in this group of ideas. Finally, the teacher and the class together to analyze all the points listed in each group, summed up a good article should have the quality and evaluation criteria. In this way, not only the completion of the mission objectives, listing the excellent characteristics and the evaluation criteria, and during the group discussion with the class discussion in an interactive exchange, training students' ability of listening and speaking and thinking ability, this vast contrast teacher direct explanation, direct inculcation of the effect is much better. This process is not essential, it is on the back of the composition plays a key role. Formal writing, the teacher can be divided into groups, groups to write. Should pay attention to the outstanding students and students temporarily backward collocation group. This will not only help students to improve the basic skills of English, but also to stimulate the positive competition between the group and the group, so that they strive to show the best work. Next, the teacher gives students a topic, clear writing purpose and writing object, through a variety of ways to inspire students, help them to open the train of thought. For example, can be discussed in the quiz or group activities, to provide students with an opportunity to communicate with each other in english. For certain topics, the teacher can prepare some listening materials or reading materials in advance, let the students have a clear understanding of the topics set by listening or reading. H, the teacher should try to listen, speak, read and write through the integration in the writing class. Records from the point of view of at the same time, the teacher should let the leader of the group will be discussed when burst out inspiration and group members on a piece of paper, then tissue classification, prioritize, and lays out a general frame, ready for the back of the composition. This stage not only fully mobilize the basic skills of the students, but also to lay a solid foundation for writing. Followed by the composition can be carried out in a variety of different ways, the individual is completed, two people a group of people together to complete the Chengdu together. To a group discussion closely link, I think the task allocation, many people together to achieve better and this way can also save time, guarantee that the students can finish the writing task in the classroom. Independent completed his that part, in piecing together the various paragraphs of the article, the teacher should let group members of the mutual marking. In the traditional teaching of writing, the task of the students is to write, and the evaluation of the work is to be performed by the teacher. Students can only be based on the evaluation of the teacher to understand the level of their composition. It is not useful to effectively improve their writing level. Because in this way, students can't fully understand what kind of work.本回答被网友采纳