Middle School Teaching English Writing.docVIP

Middle School Teaching English Writing 1, the results pedagogy (product approach) in secondary school teaching of English writing in less than The existing “English curriculum standards” explicitly to “writing” requirement included in the objectives of English language skills, it attached great importance to train students in writing the English language communication skills; and in recent years, the College Entrance Examination in English Writing Questions score is also rising. However, over the years of teaching English writing and discourse has been a high school English teaching in the most easily overlooked aspects. From the calendar year college entrance examination results, the students listening and reading skills to improve year by year, while the improvement of writing ability is not so obvious, writing some of the results have not yet meet the requirement (Leiqing, 2000). Can be seen that among secondary school students in English writing skills, breaking the traditional lack of secondary school teaching of English writing is a priority. At present, the secondary school teaching of English writing the status of results-oriented pedagogy, in which train students under the Shariah, writing mainly in the level of language ability is poor, hollow in content. The outcome of pedagogy (product approach) emphasis on knowledge of the language with special emphasis on vocabulary, syntax and interface means (cohesive devices) of the appropriate use of (Pincas, 1982). In this method, generally consists of four steps: familiar with Fan (familiarization); controlled training (controlled writing); guided writing (guided writing); free writing (free writing). The results of their teaching in order to behavioral theoretical basis, teaching process has also been seen as a stimulus-response process. Teachers to students in writing as the final results of modification, rate, judge of the basis; and students believe that the improvement of writing is only to correc