三八妇女节英文-

On the improvement of Junior Middle School students

’

writing

This thesis is an empirical study on the teaching methods in Junior Middle School. Writing is

an extremely complex process .Wich it is very import but difficult for students .Cognitive

listening ,speaking ,reading and writing is keep touch each other not isolated .The new Teaching

standard theory says that call for the higher requirement on writing .Writing training as an

effective method that could bring up complex skill for junior students .It takes writing method as

the research topic to train the student

’

s basic skill ,how to write sentences ,thesis statement ,and

compete Contraction and Expansion .The teacher intervene in student

’

s writing ,help student

effective and smoothly finish writing task.

这篇文章是用任务型教学法来对初中课堂进行研究的。

写作过程 是一项极其复杂的过程，

对学生来说很重要也很难。

认知理论认 为听说读写是相互联系不可分割的，

而读和背在英语

写作中更显 得重要。

新课程标准对初中学生的英语综合应用能力提出了更高要求，

< br>而写作训

练成了培养初中学生的英语综合应用能力的有效方法。

< br>学生的写作技能在教学法中是研究的

焦点。

怎样让学生学 会写句子和主体句，

会扩写和缩写，

在教师适时介入，

保证学生有效而

顺利的完成写作“任务”

。

Key words:

the Application of Task

—

based

Junior Middle School

English

writing

关

键

词：

任务型教学法

初中

英语写作

1.

Introduction

The problem of writing for Junior middle school student always haunts English

teachers in China .When proofing or correcting the students exam paper ,or exercise

books find that the majority of students can

’

t express their ideas clearly and correctly

and

can

’

t

get

satisying

marks

on

writing

exercises

.In

English

class,I

often

hear

complaints among students that teachers always ask us to write a composition writing

ability.

“

No

matter

hoe

hard

I

try,it

doesn

’

t

work

.

‖

My

compostition

is

not

improved .Most of them seem to have no interest in English writing and aren

’

t wiling

to writing exercises ,some students often copy others at random in order to finish the

writing

,there

are

some

problems

about

writing

during

the

English

learning

,which

is

worth

the

teachers

’

attention

to

help

and

enhance

the

students

’

writing ability.

So my purpose of this study is to invesitage these problems and their effects on

students ,hoping to help teachers and students find ways to solve the peoblems:Three

research question are raised for this purpose:

are the difficulties for students to write a good essay ?

to deal with these difficulties?

can be done to help students improve and hance students writing ability ?

1.1 The importance of writing

Reviewing the exam paper about writing in recent 3 years, we can find the title is changeable, but

1

the message given is less. So it is very difficult for students to write a composition about 80 words

in 25 minutes. We can see it from the following chart:

1

2

3

1.

Writing

in

English

is

important

as

a

student,

especially

in

future,

he

or

she

has

to

produce

written

materials

to

their

teacher

for

judging

.Writing

practice

in

school

provides,

a

solid

foundation for further improvement if stunts command of the language as well as ability to use it

as a means

of obtaining whatever information they need in their filed of specialization.

1.1 The difficulty of writing

Most of students

complain that writing a satisfactory article is very difficult for them .This

is

especially

true

to

Chinese

students .As

we

know

,writing

is

an

extremely

complex

cognitive

activity ,it includes control of content,format , sentence,punctuation ,spelling and letter formation

There

are

some

reasons

why

student

cannot

write

so

good

in

their

article

.The

first

one

is

vocabulary .Lots of students always complain they could not remember the words clearly .They

remember it today but forget in another day ,3 days latter ,they can remember nothing .The second

one

is

Chinese

student

always

use

the

way

that

Chinese

thinking

people

have

to

write

composition .They could not think about the correct other when they write a sentence .They are

influenced by the mother tongue when they want to express their minds, they might meet some

complex

or

changeable

sentence

structure

but

could

not

express .The

interacts

in

writing

,they

usually think writing is difficult in China .

1.2 The writing teaching present in China: we ask 5 questions to 210 students in all.

Table 1

content

message

1

The important in writing

very

25

interest

63

very

141

150

not

102

useful

49

not

35

dislike

45

not

20

2

The interest

in writing

3

The effect reciting

2

4

How often practice writing

usually

16

vocabulary

97

sometimes

36

grammar

51

never

158

skill

62

5

The factor of writing

We get the message:

The important of English writing was approve by 83.3

％

students, only 16.

7

％

students deny

the

importance

.Most

of

student

year

for

use

English

write

letter

,sent

E

—

mail

or

write

congratulate

r

,The

students

interested

in

writing

only

account

for

23.

8

％

.The

students

not

interesting

in

and

dislike

writing

occupy

above

7

0

％

.The

student

can recite

modei

essay earnest for writing reach about 7

1

％

.It is proved that reciting is usefui for writing ,but only

2

9

％

student come to realize the effect is weak.

二

: Literature Review

2.1 The definition of Task

–

basked Language teaching method

The

idea

of

getting

learners

to

acquire

English

in

the

process

of

doing

other

task

was

developed

in

India

by

N.S .Prabhu

in

the

1980s

,His

―

Procedural

Sylla bus

’

s

”

consits

,

not

of

language

items

,but

of

task

requiring

increasingly

complex

use

of

language

.The

Problem

—

solving or interest and challenge the learners sufficiently to get them it use the English

the already knew and incorporate new items provided by input materials and the teacher .That let

to

a

general

proposal

for

Task

—

based

learning

,suitable

,in

principle

,for

use

in

most

English

teaching

situations .A

three

—

stage

proposal

is

commonly

recommended

:Pre

—

task

,Task

and

Post

—

task .

There

is

also

quite

a

variety

from

within

the

field

of

second

language

teaching

as

the

following definition show:

[a

task

is

]

a

piece

of

work

undertaken

for

oneself

or

for

others,

freely

or

for

some

reward

.Thus

,examples

of

task

include

painting

a

fence

,dressing

a

child

,filling

out

a

form .buying

a

pair

of

shoes

,

making

an

airline

reservation,

borrowing

library

look

,taking

a

driving test, typing a letter ,weighing a patient

……

.In other words, by task is meant the hundred

and one things people do in everyday life ,at work, at play and in between .(Long 1985:89)

2.2

Krashen

’

s

“

Input Hypothesis

‖

“

‘

Input

Hypothesis’

proposed

by

Krashen

is

proved

to

be

an

important

element

in

understanding

second

language

acquisition

.It

consists

of

five

hypothesizes

,namely

,the

Acqu isition

—

learning

Hypothesis,

the

Nature

Order

Hypothesis

,The

Input

Hypothesis,

the

Monitor

Hypothesis ,and the Affective Filter Hypothesis .

‖

(

Huang ying ,

2003:31)

This

hypothesis

claims

that

human

acquire

language

by

understanding

message

or

by

receiving

―

contains structures a little beyond their current level of competence. that is , they move

from

their

current

level

i

,to

the

next

level

along

the

natural

order

by

understanding

input

containing i

﹢

1

,i

’

is the acquirer

’

s current competence ,the last rule acquired along the natural

order .

What contradicts the

“

i

﹢

1

”

hypothesis is the evidence provided by Green (1984) .He

argues that the claim is confused by lack of clarity, that is ,it is not clear, for instance ,whether

“

i

﹢

1

”

refers to the learner

’

s competence after stage I or the next structure to be acquired .And white

shows that there are cases where the development of grammar in a learner is show to be internally

driven rather than the result of context or meaning .she give evidence of some potential dangers of

simplified ,input which lead to incorrect generalizations .(in Spolsky ,1990).

三、

Discuss

The Activity Task

—

Based Language Teaching

Activity (1)

Stage: Grade 1 of junior school

Aim: write a article

Table:

communication

Style: group work

3