English Writing Obstacles and Skills英语写作障碍及其技巧.docx

English Writing Obstacles and Skills英语写作障碍及其技巧.docx

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EnglishWritingObstaclesandSkills英语写作障碍及其技巧

中央广播电视大学人才培养模式改革和开放教育试点

英语教育专业毕业论文

英语写作障碍及其技巧

姓　　名：

学　　校：

　安阳电大

学　　号：

　081070098

指导教师：

定稿日期：

附录一：

题目：

英语写作障碍及其技巧

项目设计者

安阳电大

提交日期：

2009年12月9日

课程名称：

教学实践设计

附录二：

ProjectTitle：

EnglishWritingObstaclesandSkills

Investigator

AnYangRadio&TvUniversit

Submittedon9thJune2009

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgement

IammostlygratefultoGuideandMr.Sun,withoutwhosesupportthisprojectwouldnotimplemented.

Iamalsogratefultomycolleaguesfortheirtimespentonbrainstorming,andYuZhonghua,WangYongandsoon.

Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthankstomymotherandfather,withoutwhosesupportIwouldnothaveself-confidencetofinishthisproject.

附录四：

中文摘要

目前，对与大多数中学生来说，在听、说、读、写四项技能中，很多同学认为写是四项技能中最难的一项，英语写作成为了他们的共同弱点，写作是最能考查学生的基础知识，因为它综合考察了学生的知识，词汇、语法、句型等都能在写作中得到考察。

但是英语写作往往被同学忽视，在平时没有养成一个好的习惯，遇到写作时感到有些慌张，不知道如何手。

可是我们都有知道英语写作在英语这门课程中占了很重要的一部分。

英语写作的好坏在一定程度上决定了一张英语试卷的成功与否。

至此，我在本文章中主要说明一下英语写作中存在的一些障碍以及对障碍的分析，障碍住要包括主观因素和客观因素，本文章在最后还将为同学们提上一些建议以便帮助同学们提高英语写作水平。

在实践过程中实用了语意分析法，原因分析法，问卷调查法，集体讨论法。

理论方法验证了这个假设。

关键词：

英语写作；障碍；技巧.

附录五：

英文摘要

Abstract

Atpresent,withmostofthestudents,forinlistening,speaking,readingandwritingskillsinfour,manystudentsthinkwritingisdifficultinthefourskills,Englishwritingbecametheirweaknesses,writingisthemostcommonknowledgebasetoteststudents'comprehensiveinvestigation,becauseitwasthestudents'knowledge,vocabulary,grammarandsentencepatternsetccangetinwriting.ButEnglishwritingisoftenneglectedinpeacetime,thestudentsnottodevelopagoodhabit,writingfeltpanic,don'tknowhowtohand.ButwehaveknowEnglishwritinginEnglishinthecourseofaveryimportantpartofit.GoodEnglishwritinginacertainextentdeterminethesuccessofanEnglishexam.Inthisarticle,ImajorinEnglishwriting,explainsomeobstaclestothebarrier,andlivetoincludeobstaclessubjectivefactorsandobjectivefactors,thisarticleinthefinalforstudentsinsomeSuggestionstohelpstudentsimproveEnglishwriting.

Amongthemethodsofscientificinvestigationusedareanalyticmethod,causeanalysis,questionnairesurveyandbrainstorming.

Keywords:

Englishwriting,Barriers,skill.

Contents

Acknowledgment………………………………..………………

I

Abstract（inChinese）……………………………..…………….

II

Abstract（inEnglish）……………………………..……………..

III

Contents……………………………..………………………….

IV

1.Introduction……………………………………..…………..

1

2.Problem…………………………………………………...…

1

3.Problemanalysis…………………………………………….

1

3.1Analyticalmethod………………………..……………………

1

3.2Questionnaire………………………..…………………………

2

3.3Brainstorming………………………..…………………………

2

4.Projectobjective…………………………………...………..

3

5.Projecthypothesis…………………………………...…….....

4

6.Projectrationale…………………………………...………….

4

7.Projectdesign…………………………………...……………

6

8.Projectimplementation…………………………………........

12

9.Dataanalysis…………………………………...………….....

13

10.Problemunsolved…………………………………...………

14

11.Conclusion…………………………………...……………...

14

References…………………………………...…………………

15

EnglishWritingObstaclesandSkills

1.Introduction

IhavebeenteachingthestudentswhoareintheirsecondyearofajuniormiddleschoolinmyteachingI’vefoundtherearesomeproblems.NowI’llfinishmystudyinAnYangRadio&TVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfrommywork.

ThispartofmystudywasconductedduringSeptember,2009-October,2009

2.Problem

Englishwritingmainlyincludestwoaspects,aabjectivefactors:

thepsychologicalproblems,thequalityofteaching,teachingmanagement;2thesubjectivefactors:

grammar,vocabulary,andtheinfluenceofmiddlestudentsEnglishwriting.HereIwillanalyzetheexistingEnglishwritingandobstaclestoovercomethesebarrierssomeskills,hopetohelpthoseweekstudentsEnglishwriting.

3.Problemanalysis

Inmyteaching,theproblemidentifiedwasreallyaseriousproblem.MypreliminaryresearchconfirmedEnglishwritinginsufficient.

3.1Analyticalmethod

Confidence,cultivatestudents'interestinlearning

BeginnersofEnglishwriting,Englishhasanintensecuriosity,iftheteachercantakeadvantageofthisfeature,correctstudents'learningguidance,setuptheconfidence,willreceivetwicetheresultwithhalftheeffort.Whenstudying,themostimportantoneistomakethestudenttomakeclearwhytolearnEnglishwell?

AndencourageeverystudentshouldlearnEnglishwell.Clearthepurpose,willenablestudentstogeneratestrongdesire,andpromotethestudenttostudyEnglishhard,makegreaterprogress.

ThefamousEnglishteachingMwestexpertssaid"istolearnforeignlanguages,insteadofthechurch."AsateacherofEnglish,notonlyshouldguidestudentsto"learn",moreimportantistoguidethemto"learn".Example:

inpeacetime,theteachermustguidestudentstouseEnglishwithfriends,students,parentsandteachers.Regardlessofclass,orthecampus,trytoformakindofEnglishatmosphere,letstudentsunconsciouslylearnedhowtospeakEnglish,sothatovercomethefearandmakestudentsdaresay,daretopractice.ThengraduallyrealizedbyusingEnglishtouseEnglishpart.Thishasgraduallysetupstudents'confidence,soastocultivatestudents'interestinlearning.

Studentssaytheloveislove,theyloudlychildishtodaretoasknewactive,saidtheintensedesire,sowemustexploit,don'tblindlypursuingclassroomdisciplineblowtheircuriosityanddesire,class,theteacherasmuchaspossible,andintonationwithpropervolumn,fullofhumorisrich,thelanguage,incentivesorsuspenseandrichexpressionsandgesturestoorganizeteaching,studentscancreateateachingenvironment,openandrelaxedatmosphererelaxedclassroominharmonycanmakestudentswithrelaxedandhappymoodintolearningEnglish,naturaldarespeakboldly,positivethinking,continuouslyproducelearnEnglishandabilitytocasttheinterest,therearealotofteachingcontentinvolvesstudentsfamiliarlife,soweshouldappropriatelytotheclassroomintotheirplaces,letthemfreelydisplaycharacter,tostimulatetheirinterestinlearningEnglishandlearningmotivationofnaturalincreasesteadily.Agoodbeginningishalfofsuccess,therefore,thefiveminutesbeforeclassset,thensingasongoforalcommunicationinEnglishsongsthatalreadyactiveclassatmosphere,andenhancedtheinterestofEnglishclassroom,causetheydesire.

3.2Questionnaire

Createcertainsituations,letsthestudentatsecondaryschool,music,playbyvariousformsofconsolidatinglively,andhowtostimulatestudents'interestinlearning.Whenthecallforlearninglanguage,cancreateasituation,IfA,Btwoacquaintance,guidesthestudenttoponderoverthephone,whatshouldtheysay"hello".Afterthemaster,toassumeAcallB,Cconnectoftelephone,howshouldAandCsay?

IfB,Cinhowsaid:

"ifB,Candhowshouldsay?

Throughtheguidance,letsthestudentinthefamiliarenvironmentisnervousandhappilyinvolvedforlanguagetraining,fullysatisfystudents"self-expressiondesire,"saidmorethan1,tosay,enablesthestudenttolearn,canlearn,youcan'tunderstandknowledge.

3.3Brainstorming

Researchshowsthatjuniorhighschoolstudents'emotionallearningstageisstillthekeyperiod,thisphaseofstudentswithlearningactivitylargelyemotionaltendencies,whenstudentshavegreatinterestinlearning,curiosityandintensecuriosity,notonlycanproduceemotiontransfer,andwillmakeattentionfocusedparticularlyandlasting,learningandskillsquickly.Therefore,weappealtoexplore,mustattachesgreatimportancetostudents'learninginterestandtraining.Certainlyinspiredandthecultivationofstudents'studyinterest,improvetheirEnglishlevelisthedeterminantofinteractionbetweenteachersandstudents.One,theteacheristeachingthesuccessorfailureofinterest,itrequiresteachersinteaching,towidespreadappealtotriggertheinterestofstudentsinEnglishclass.Thisteachermusthavegoodmoralqualitiesandaesthetictemperamentandinterest,thelanguageandtheorganizationability,theteacherintheclassroomraising,smilingeyeswillgivestudentsaprofoundimpression,Teachersinteachingactivities,willdevoteourselvesintotheconsciousnessofstudentslearningsituationstands.

4.Projectobjective

Middleschoolstudents'Englishlearningistheimportantstage,becauseitembodiestheessentialroleobjectively,therefore,improvethequalityofEnglishteachinginmiddleschoolhasveryimportantpracticalsignificance.CombinedwiththenewcurriculumstandardsofEnglishlearning,wethinkofEnglishinmiddlephaseofteachingrequirementsisnolongersimplylisteningandspeakingskillstraining,andthedevelopmentofstudents'EnglishwritingtothebasicskillsinusingEnglishtocultivatetheabilitytocommunicate,thisisaconcept,purpose,content,modeofthewholeteachingetc.

5.Projecthypothesis

JuniormiddleschoolEnglishteachingisoneofthecharacteristicsofstrongpracticality,shouldelaboratedesign,payattentiontostudents'participation,emphasizethestudentsmustsubmitthequantityandqualityofexerciseandactivitiestoensurestudentsinunittimeenoughtocontactpurposelanguageteaching,wemustgivestudentsachancetopracticeEnglishlanguagepractice,andreceivedgoodteachingeffect,