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1、Senior English writing and the expression of the accumulation毕业生姓名：所属院系： 牡丹江师范学院外语系所属专业： 英语专业所属年级： 2004级导师评语：成 绩：指导教师：职 称：职 务：Abstract Secondary English curriculum and require students to the college entrance examination on the conditions for the presentation write about 100 words in English notes.
2、Coherent content, arts and sciences proper, without serious grammatical or structural errors. This seemingly is not high, the practice of teaching and learning is not achieved. College entrance examination calendar year, and day and night fighting efforts, the written expression always score low rat
3、e, which is proof. Key words : Secondary English W riting Analysis ContentsIntroduction1. No font changes in the Chinese language predicate2 1.1 English predicate many changes2 1.2 The sentence structure in English verb21.3 From the physical21.4 Express words written3.High school English classroom t
4、eaching as a textbook32.1 waiting to happen5 .Outlined 7 Concluding remarks8 References10Senior English writing and the expression of the accumulation IntroductionStudents also reported that it is difficult to express in English writing, to difficulty Lane? I used previous college entrance examinati
5、on for the original written expression of the generation and high school classes for two 95-second test survey rating criteria, time constraints and the college entrance examination similar. Then answer wrong analysed statistics. Found that students in the English predicate of ways, the tone, the ve
6、rb meaning sentence structure and highlights the shortcomings of approximately 42% for many, spelling words wrong about 25%, terminology, and word category pronoun errors 15%, preposition and conjunction, improper use of 8%, adjective, adverb and other errors accounted for 9% more. It stresses stude
7、nts feel after written words used to express the content and structure of notes is easily understood that their judgement was to write bad. Statistical analysis and assessment of students speak foreign languages, the overall feeling and some degree of the students had a face-to-face talks to discuss
8、 individual found written expression in English students of the main difficulties are : . No font changes in the Chinese language predicate 1.1 English predicate many changesEnglish predicate many changes, tense, voice, tone, grammar concepts and the relationship between changes in the English verb,
9、 to writing applications unclear movement, coupled with English Chinese verb in the sense of differentiated, English writing, is prone to error. Clearly this is Chinese language as their mother tongue, students learning English as a second language in predicate, verb and a negative migration applica
10、tions. Need to the contrary, the strengthening of English predicate verb changes to the training overkill. 1.2 The sentence structure in English verbThe sentence structure in English verb for each specific mix of the center, in writing, the students feel a sense of a lack of language to express idea
11、s. Chinese-English translation of the word often translated word hard phenomenon, coupled with the two languages English Chinese language in the cultural mentality of a significant difference, but also caused certain difficulties expressed by the English writing. To train the students to the English
12、 language to express the sense of the need to strengthen their oral and written word to express customary understanding for the establishment and hearing. 1.3 From the physicalFrom the physical and psychological aspect, the high school students have relatively mature, and they can use the English la
13、nguage in written English expression is wanted to say many, meaning is also very good, the language forms are not words express ideas, errors, to the extent possible to make contact with a large number of students and their physical development suited to the English language materials, in order to e
14、nrich their knowledge of English they absorb. 1.4 Express words writtenExpress words written for a certain proportion of spelling errors on the students English proficiency is not accurate terminology memory. Some students said some words reflect very skilled, do not know why wrote on written expres
15、sion appears from the words of memory requires a written application, the process is a repeated use of the slow absorption of understanding memory skills. These students written expression in English mistakes and difficulties, the presentation of the possible ways to address this problem and directi
16、on. Second, Dishuichuanshi As the saying goes, the journey of a thousand miles begins with taking. English written expression of his ability to not 1, not a week in February of skill, must be seen in the classroom every start, perseverance, Dishuichuanshi can finally resolve the problem of English w
17、ritten expression. .High school English classroom teaching as a textbookWritten in English lessons teaching students grasp the difficult and critical expression - predicate verb meaning more grammatical form change in a variety of forms for writing basic training is to help students develop written
18、communication skills in English one of the main instruments. Specific practices are : First, the textbook vocabulary teaching is not restricted to follow the Sun chapter, but in English graduate, synonymous anti-yi comparison terms are few and endless sense of the distinction, strengthen students to
19、 the English word-changing understanding, expand their vocabulary, and encourage them - written texts, this train students to use complete sentences table to capacity. Second, the process of textbook teaching reading, writing, listening, speaking turn. General that precede the writing in the post-.
20、Writing for the training of listening, speaking, reading and writing materials to the attention of the contents of the form and language of the text content of a form of language appropriate changes and the overall systemic to the text content of questions, for example, teachers use the phrase by th
21、e structure and content of the relevant texts, but texts and language terms used to be appropriate differences, so that students can understand some thought, same meaning for many English students do similar forms of expression, the accumulation of material in unconsciously understand more English w
22、ords to express. Third guide students on writing short text content long sentence, clause are written-written exercises to help students have a mastery of English sentence structure, commonly used verb changes, a single sentence and the sentence of between key. Use high-frequency, structural changes
23、 more frequently used verb English verb such as Wishhopeexpect often repeated using different forms of exercises to help students familiar with commonly used verb sentence structure and word distinction, and gradually establish a psychological confidence in using English texts express ideas and habi
24、ts. sometimes combining text, and sometimes other supplementary materials, the use of various forms of guidance students rewritten, or abbreviation or Lyrics completed short article notes conjunction completed. However teaching English texts of the above writing training guide does not address the e
25、xpressed written English all, the process mainly to seize English verb of the sentence and single changes in English superior to the written expression of basic training to help students develop a solid language written communication skills are required more extensive and complicated English reading
26、. 2.1 waiting to happen study break hundred thousand copies, if God can write. These words vividly illustrates the extensive reading and written expression. World famous American theorist of foreign language teaching in its 1993 publication StephenKrashen teaching theories have been a masterpiece Po
27、werofReading-Insightfromtheresearch that foreign language learning process First, the number of foreign language learning opportunities, their literacy study is limited in quantity than the strong. Second reading in a second language and the language learned of the relationship between affirmative.
28、Research shows that the correct solution is to guide the students in reading vocabulary and effective way to rapidly enhance second language. Reading and writing can be compared to import and export without sufficient input from a large number of export is impossible. High school students with limit
29、ed English vocabulary, branches operating burden, English reading must consider content, ease appropriate time as possible not to increase their additional burden. After more options, the use of provincial colleges and universities Press issued high school English Fandou Guide main national publicat
30、ion High School English pornography and the nationwide secondary English newspaper and remedial English newspaper secondary. This broad several reading materials, vivid language, diverse forms of literature, the appropriate length of the article, much students welcome. Timing in the use of time-boun
31、d completion early study by oneself, to 50 to 100 per minute reading of words calculated, using two three-week periods of time devoted to their students reading English magazines and newspapers freedom, individual guidance from the teacher, after two semester general adherence to the three semester
32、reading, Students will find English words commonly used in the basic concepts and scenes has been significantly enhanced. Verb structures and are more familiar with their habits and, in fact students have unwittingly delightful fulfilled the English vocabulary to the arduous task of consolidating an
33、d written expression in English has accumulated the necessary words, the way and background material. Whether students English reading proactive, with enthusiasm for language understanding and absorb a great impact on the material, if operating with the attitude of the teachers completed study on th
34、e possible monks recite and chant scripture sing, read ahead, behind her optical phenomena. Therefore, only interesting for students to choose suitable reading material and arrangements is not enough time, teachers in guiding students to the idea of reading to students to stimulate interest in learn
35、ing foreign languages, enhanced self-confidence of students advise and create a good habit of correctly reading foreign language materials, Our basic approach is to keep students in their students individually before understanding, the successful completion of appropriate difficulty reading English,
36、 the teacher promptly give encouragement. .Outlined English written expression outlined in the comprehensive training to the province, is relatively effective method. Especially senior graduating class of the tight schedule, refresher large volume, so. Here program refers to the curriculum and exami
37、nation requirements for students on the important concept of grammar and written expression of the different sports and requirements. Here, a is a written expression of a training process that we oral training, written training consistently. To outline Kaogang plus various written forms of expressio
38、n as required by the order, in three English general refresher course each specialized writing training guidance, clarity of purpose, to facilitate arrangements; Well targeted, easily summarized lessons. Each special, combining style, first oral, written after the writing training enables students i
39、nteract and learn from each pool, and better grasp the same topic, stylistic expression of a variety of different forms and coherent portfolio. Also helps boost the self-confidence of students written expression and accuracy, reduce unnecessary simple mistake, tantamount to a topic and style for mor
40、e than two Yupian expressed training - a consolidation of its role. Kaogang and outline requirements for written notification to the style as an example, to illustrate how the writing overall refresher training : First, the use of projectors make oral notification and the same content format and the
41、 way its written notification to compare characteristics. Second, students repeat the same content in both oral notification. Third, teachers and other elements necessary for the notification words. prepared by individual students, the oral notification requirements as expressed by different English
42、 sentence structure and Yu Xu expressed similar content. And teachers organizations more students expressed orally Yuxu different structures and the differences and effects. Lien summarized commonly used oral and written notice of the chapeau; Middle content verb structure; At the abstract and basic
43、 format requirements. layout oral written notice in writing exercises. Everyone recovery exercises immediately checked, the exchange students in the classroom or write a basic feature of the correct notice. collective or individual translation refresher notice at the beginning, middle and end of the
44、 common way. More concrete steps are training students to use writing to express the basic procedures, which can probably see how outlined express written training. Concluding remarks Based on the above, the students expressed written difficult error in the classroom, extensive reading writing speci
45、alized training and classification of combining training guide for English writing, a bit a face, gradual. In tackling difficult problems, it is necessary to start with the easier ones; World affairs, we should begin with the smaller ones; If thinking carefully from the end of things will be natural
46、. References1.Krashen,S(1982).PrinciplesandPracticeinSecondLanguageAcquisition.Oxford:pergamon. (1985).The Input Hypothesis: Issues and implications. Longman Group Limited 2.Smith.F.(1978).Understanding ReadingA Psycholinguistic Analysis of Reading and Learning to Read”. Second Edition, Holt,Rinehartand Winston. 3.Sack, A and Yourman,J.(1983) 100 Passages to Develop Reading Comprehension”. College Skill s Center Baltimore, Maryland P 30,55,284.Nuttall,Christine,(1982),Teaching Reading Skills in a Foreign Language”. English Language Book5.SocietyHeinemann Educational Books.P410
