论文部分内容阅读
很多英语教师理解的“写”仅仅局限于机械地翻译或抄写。而事实上,“写”还包括语言的重组,即用英语进行写作。造成对“写”的忽视或淡化的原因,笔者认为有以下几个方面:认为小学生的词汇量较少,学生写作无从下手;农村小学学生所经历的活动不够丰富,学生无话可说;英语写作在调研测试中分值较低,即使写了也基本属于简单的句子翻译。一、激发兴趣,层层推进1.让三年级学生学说句子语篇是由句子构成的,造句能力直接影响着写作能
Many English teachers understand that “writing” is limited to mechanical translation or transcription. In fact, “write ” also includes language reorganization, that is, writing in English. The reasons for ignoring or desalting “write ”, I think the following aspects: that the pupil vocabulary less, students can not start writing; primary school students in rural areas are not rich enough to go through activities, students have nothing to say ; English writing has a low score in research and test, and even if written, it basically belongs to simple sentence translation. First, to stimulate interest, advance at every level 1. Let the third grade students to say that sentence text is composed of sentences, sentence-making ability directly affects writing