如何提高学生的英语作文

如何提高学生的英语作文

禹州市第二高级中学时魁英语写作过程既是应用已掌握的语言知识表达自己思想的过程也就是语言输出的过程。英语是一门语言，和学习其他语言一样，积累是很重要的因素。同样对于写作来说，积累也是英语写作的基础。万丈高楼平地起，只有有了根基，上层建筑才能稳固。那么中学生应该如何提高写作能力呢，大体可以从以下几个方面着手：

一、词汇积累

词汇是一篇文章最基本的组成要素。头脑中如果没有一定数量的、且处于鲜活状态的词汇，就无法写出好文章。要写出好的文章，就必须善于从众多的词语中选择和运用最恰当的词语。因此，加强词汇教学、扩大和丰富学生的词汇量是提高学生写作能力的基础工作。克拉申的“语言输入假说模式”认为：正确和恰当的语言输入将会使语言学习的效果更佳。最佳语言输入的两个必要条件：1）密切相关的，2）大量的。因此，将密切相关的常用词汇、习惯搭配适当集中教学，反复归纳、不断循环和强化是较好的词汇输入方法，同时也保证了常用词汇在头脑中的鲜活状态，为写作输出提供可靠保障。

二、广泛阅读

阅读是人们学习语言一种十分重要的手段，也可以是说是语言学习的目的之一。在大量的阅读过程中，学生能够开拓视野，拓展知识，增加语感，积攒必要的语言材料。写作和阅读是互相促进、相辅相成的。二者决不能割裂。很多时候，学生看到词汇和句型，只是似曾相识，却不能准确把握其含义，而通过广泛的阅读能促使学生把这些东西运用得更熟练，表达得更准确。同时这也会有效地提高学生的阅读理解能力。开展英语书籍阅读活动。以读促写我在教学中大力提倡读书，并列出参考书目，以读促写。在这方面，首先要明确选材原则。

一是思想性要强，内容健康；二是材料难易适合学生的实际水平；三是文章体裁多样化，趣味性强；四是语言地道、规范，其次是掌握正确的阅读方法，提倡泛读，即把重点放在针对问题快速捕捉信息上。主要方法和技巧是根据题目猜测文章大意；快速阅读，知其大意；根据上下文猜测词义；根据构词法猜测词义；注意深层意思的理解。我主要选了以下材料作为学生进行课外阅读训练所选主要材

料：

人教社出版的与新教材课文配套的《阅读训练》；《新概念英语)Practice and Progress；《阅读理解指导与训练-- 阅读美国》．通过两年时间的课外阅读分项训练，很多学生尝到了阅读的甜头，曾对我说："做语法和语言练习还不如阅读有趣。"高三时同学们纷纷要求订阅英语杂志，在我的推荐下大家订了《二十一世纪》、《英语辅导报》、《英语学习》、《英语世界》等报刊。

大量正确的课外阅读既提高了学生的阅读技巧和方法，培养了学英语的兴趣，巩固了课文中所学的好多语言知识。阅读的同时配上笔头练习，学生的书面表达能力也得到了一定程度的提高。

提倡学生用英语记日记，以改促写我提倡学生每周用英语写两篇13记，使写日记成为提高作文水平、发挥才情的练兵场。并号召学生在不涉及个人隐私、能够在小范围内公开的情况下，自愿交给老师批阅。做过学生的都明白，作业本发下来后，大家最关心老师的评语。我就利用日记批语的"威力"来激发学生的英语写作兴趣，既促进学生在不断练习中提高写作水平，又在老师与学生之间架起了情感沟通的平台。

出版班级英语作文集。充分调动学生写作积极性针对班级学生英语写作能力普遍有了一个大的提高的实际，我产生了在毕业生中试验出版优秀作文集的设想；以全面展示同学们的英语写作成果。

学生看到自己的文章变成了手中的书，那份欣喜可想而知。对他们的后续学习、写作起到了极大的推动作用。实现"要我学"到"我要学"的转变，达到教会学生学习的目的。

三、加强基础写作训练，做到活学活用

狠抓基本功的训练，培养初步写作能力

1、抓好句型训练

英语语言句型丰富，句型结构固定，掌握句型是学好英语的基本功。中学阶段句型不多，学生应学会总结、归纳学过的所有句型。我们应指导学生掌握句型，多作模仿练习，让学生适应英文的表达方式，为写作打好扎实的基础。

2、抓好时态、语态的训练

中学阶段有许多学生搞不懂时态、语态是怎么回事，其实中学阶段所涉及时态不过8—10个，如果每个时态练习造句一周(英汉互译各半)这样经过一段时间训练，就能较为清楚和熟练地掌握时态的用法，明白了时态的用法，再学习语态的用法就容易多了。

3、结合高中英语基础知识，进一步提高对学生写作能力的要求

课文是学生学习英语，培养能力所依靠的主要内容。教师应结合课文，由浅入深，由零散到系统地指导学生掌握写作规律。如学了课文“A New Factory”教师可指导学生写一篇“Our Beautiful School”。教师可给学生提供写作中可能使用的词汇或限定使用一些简单的语法内容，进行模仿写作。

4、有目的、多形式地进行题材专练

英语写作实践是英语写作理论转化为写作能力的"中介"。英语写作要突出实践,正如学习游泳一样,写作的能力是练出来的。课外练笔是课堂写作训练最有益的补充,因为课堂时间有限,仅靠课堂写作训练培养学生的写作能力是不够的。作文不是"学"出来的,而是"写"出来的。学生必须进行大量的写作练习才能掌握并且灵活运用各种写作技能,而且写作技能只有在不断写作的过程中才能逐步得到提高和完善。此外,学生的英语语言意识和英语思维能力的培养也需要大量的练习。

学生仅限于模仿范文写作是远远不够的，教师应有目的地训练学生根据所给文字或图示情景的要求，正确理出思路，按不同文体的要求写出一定字数文字作文或看图作文。训练中，教师要提供各种文体的范文，书写格式及方法等,有计划地进行半控制性的作文指导。从实际操作的经验看，3到5周练习一种题材，能循序渐进地掌握其写作技巧，领悟写作步骤，形成写作思路，提高写作水平四、重视批改和讲评

改正作文的错误要以学生为中心来进行，要放手让学生自主来写作修改以及来改正错误。因此教师在批改作文时，不必纠正每一处错误。严重的错误只要标出，集中解决即可。典型的错误可以让学生共同来参与和修改，这样做可以为学生营造一个积极的氛围，培养学生相互尊重和学习的好习惯。对于那些写的较好的，可以在全班宣读参考和借鉴。另外，教师在写评语的时候注意避免给学生带来负面影响。这样让学生容易接受，不会有反感和厌恶的逆反情绪。改变评语方

式让学生相互交换作文，欣赏优美句型。

五、限时训练

在高考中，书面表达是30分，那么时间也应该掌握在25到30分内。学生写作时，在不限时的情况下，慢慢地精雕细琢，会写出好文章，但在特定的时间和环境里就不一定了。这就要求教师对学生进行不定时的训练，有了一定的基础后就进行限时训练。在有限的时间里也能写出好文章。

概括来说，广大的中学生，如果想要写出好的英语作文，一定要注重词汇的积累和广泛的阅读，多学多练方为成功之道。

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