Teach Writing
英语论文-How to Teach Writing in Senior High School under New Curriculum Criterion
How to Teach Writing in SeniorHigh School under New Curriculum Criterion1. Introduction (2)2. Existing Problems of English Writing Teaching (3)2.1 Problems in teaching program and methods (3)2.2 Problems in students‟ English writing (4)3. On the Rules of Writing (5)3.1 Definition of Writing (5)3.2 The Nature of Writing (6)3.3 Process of writing (8)4. On Scaffolding Theory of English Writing Teaching (12)4.1 Theories of writing teaching (12)4.1.1 The Zone of Proximal Development (12)4.1.2 Scaffolding Theory (13)4.2 Relationship between Scaffolding and ZPD (16)5. Scaffolding Theory-based Writing Teaching (17)5.1 Learning supports (17)5.2 Steps of organizing an English writing lesson (18)5.3 A Writing Teaching Example on the Basis of Scaffolding Theory (23)6. Advantages of scaffolding theory-based writing (25)6.1 Helping students have peer review (26)6.2 Helping students learn from each other (26)6.3 Helping students know each other better (27)6.4 Helping students improve their oral English (28)6.5 Helping teachers save time and energy (28)6.6 Helping improve writing assessments (28)7. Conclusion (29)References (30)1. IntroductionWriting is a primary way that individuals can communicate with others, telling others what they think and express their emotions, thoughts, hopes, dreams and opinions through writing. According to Erika Lindermama (1987: 11), writing is a process of communication that uses a conventional graphic system to convey a message to a reader. Teaching writing can be enormously rewarding and valuable because using written English is a form of power.With the development of society and economy, English teaching at senior high schools must be reformed. In accordance with the reforming of basic education, English curriculum for senior high schools calls for reformation, which led to the issue of the New English Curriculum Standards in 2001. And the new reformation of English teaching in English Curriculum Standards(Ministry of Education, 2003) requires different bands of English levels at different stages. And students are required to reach the three bands of objectives, from Band Six to Band Eight. Concerning writing skill, for senior high school graduates, the Band-8 objective requires that the students should be able to retell the passages or write summaries according to the texts read, be able to write paragraphs or reports based on the words or diagrams given, be able to write paragraphs with coherent discourses and good structures, be able to write accounts of events or express ideas and attitudes clearly, and be able to compose fluently with standard formats.The New English Curriculum Standards defines writing as composition in its true sense and designs a higher objective for English teaching, which is highlighted inthe requirement for the ability of writing or composition. So as a teacher, we should pay special attention to English writing teaching to meet the need of this instruction reformation.2. Existing Problems of English Writing Teaching2.1 Problems in teaching program and methodsTraditionally, middle school students don‟t have to take any composition courses and few teachers have been received any systematical writing teaching program. Leaving ten or twenty minutes for written exercises and assigning a certain amount of written homework have become a convention in teaching English writing. Most of the teachers just teach writing in the intensive reading classes, without sparing any special time for the purpose of instructing writing. After students hand in their compositions, the teacher only reads the compositions and points out the errors then returns the graded papers to students, either hoping that they will study the corrections in order to eliminate those in students‟writing----the obvious mistakes in spelling, punctuation from their writing in future, or requiring them to correct their own errors and to hand in the paper for a final check on the grammatical accuracy. Generally speaking, what most teachers focus on are the accuracy of vocabulary and grammar and structures while they are grading or commenting on students‟ papers. Few of them pay particular attention to coherence or clarity. And a great many of teachers seldom writecomments on the student s‟ papers. They just give students a mark or a grade.Of course there are some difficulties for teachers to teach English writing. The difficulty in writing teaching is how to correct students‟ papers. Error correction is an important part of teaching. In most of senior high school, teachers are required to correct all of the students‟ homework because of examine-oriented system. They must spend a lot of time to grade or correct the students‟ homework. However, that is not the only problem. As is know to all, one of the features of Chinese education is that middle schools usually have large class size with a total of more than 60 students in a class. An English teacher is usually in charge of two classes and some even have three classes. Thus, it often takes hours for a teacher to correct student s‟ written exercises and it takes even days to correct the composition of a class of more than sixty. This task has become a burden or even a fear to middle school English teachers, so quite a number of teachers are afraid of assigning the students writing task and have to reduce the writing, which affecting the efficiency of composition teaching.2.2 Problems in students’ English writingStudent s‟ problems in English writing can mirror some inadequacies of English writing teaching in the middle schools. As Brown observes, motivation is probably the most often used catchall term for explaining the success or failure of virtually any complex task (Charles, 1984: 116).However, although English is a required subject in China, quite a number of students don‟t show much interest in it, especially in English writing. They even have a fear for it. For many senior high school students, writing is more of an obstacle thanan opportunity. Apart from the purpose to continue their study at college, many of them do not think they need to spend so much time and energy learning to write, for they cannot see the direct use of it. As writing seems difficult and threatening and also dull, they just take it reluctantly, even with fear. For most of them, the only motivation for writing is to pass exams or to finish the tasks assigned by their teachers. As a result, teachers find it hard to motivate their students. There is no doubt that low motivation accounts for students‟ failure to learn English, especially English writing.Another problem is that middle school students are lacking sustained practice of writing because they don‟t have any English writing course at school. General speaking, they don‟t write without exams. Their draft papers are reduced to about five or six in one term, which is far from enough compared to the exercises on other skills like reading and listening. The most serious problem with students is that most of the senior students fail to have a good command of English composition. We all know that practice makes perfect, so how can we ask the students to produce good products without sufficient practice?3. On the Rules of Writing3.1 Definition of WritingThe writing term “writing” may have at least two meanings. One is the act of writing.The other is the more generally recognized meaning: to express ideas andopinions by use of written words sentences. “Writing which involves composing”(Grabe &Kaplan, 1996: 4) means that writing that involves the use of English vocabulary, grammar and text to express ideas in a meaningful and logical way.3.2 The Nature of WritingThe study of language in the twentieth century has tended to concentrate on spoken language. Written language was thought by someone to be spoken language put into written form. Many linguists from de Saussure through to Chomsky, for what seemed like good reasons at the time, neglected the written mode in favor of the spoken. Based on a comparison of oral speech, inner speech and writing, Vygotsky claims that writing is the more abstract and demanding activity. He thinks that we first experience and learn “the skill and partnership of conversation” in the external arena of direct social exchange with other people and develop “oral speech”. Then we learn to displace that “skill and partnership” by playing silently, in imagination, the parts of all the participants in the conversation, and thus develop “inner speech”. Writing (or “written speech”as he calls it) follows on and presupposes the existence of inner speech (the act of writing implying a translation from inner speech). In other words, Vygotsky thinks that writing is a process one learns through social interaction that subsequently become internalized. This, however, contributed to the fact that writing was for a long time neglected area in language teaching. A review of student‟s written work has revealed widespread and serious deficits in writing skills. Many students‟compositions are lacking in ideas and coherence, and also show lapses in clarity and organization. Most students adopt Chinese thinking pattern when writing in English.Furthermore, the assumption that writing is putting the spoken language into written form is only true for activities like taking down dictation or transcribing a tape. But, there are many differences, big and small, between writing and speaking. Biber (1988: 36-7) once commented on the differences writing and speech in the following way: There is no linguistic or situational characterization of speech and writing that is true of all spoken and written forms. On the one hand, some spoken and written genres are very similar to one another. On the other hand, some spoken genres are quite different from one another, as are some written genres. The relations among these genres are systematic, but must be specified in a multi-dimensional space.Only by learning the differences, can people have a complete and exact understanding about writing. Among all the understanding of writing, one outstanding view is the cognitive view of the writing process. Many theorists claimed that writing is a …non-linear, exploratory and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning‟(Zamel, 1983: 165).Flower and Hayes‟(1981) model was seminal to this understanding. It suggested that the process of writing is influenced by the task-environment and the writer‟s long-term memory. Its main features are that:A)Writers have goals.B)They plan extensively.C)Planning involves defining a rhetorical problem, placing it in a context,then making it operational by exploring its parts, arriving at solutions andfinally translating ideas on to the page.D)All work can be reviewed, evaluated and revised, even before any text hasbeen produced.E)Planning, drafting, revising and editing are recursive, interactive andpotentially simultaneous.F)Plans and text are constantly evaluated in a feedback loop.G)The whole process is overseen by an executive control called a monitor.To summarize, writing is of great importance. Writing allows people to transcend time or space.3.3 Process of writingWriting is a complicated and painstaking process of language production. Many researchers show great concern on what takes place during the writing process. They observe writers as they write; interview them before and after writing to determine how they dealt with particular aspects of a writing task; or have writers verbalize some of the decisions they are making as they write; examine their journal accounts of their writing process. Several models of writing processes have been achieved.Murray (1980) distinguishes three stages in writing: rehearsing, drafting and revising. Rehearsing, or prewriting, includes finding a topic; finding ideas about the topic, thinking about the topic; letting ideas interact, develop, and organize themselves; and thinking about the audience and the purpose of the writing task. Drafting refers to getting ideas onto paper in rough form Revising involves checking what have been written and making deletions or additions as necessary. Murray‟sModel is criticized by many researchers for looking writing process as three linear and independent stages. For example, revising can occur at any time in the composing process.Flower and Hayes (1980) study the writing process with the “think-aloud”protocol. This activity requires writers to say aloud as much as possible of what they thought while performing a writing task. Protocols obtained from skilled writers make it evident that, although there is obviously a structure to the composing process, it does not correspond to the traditional picture of collecting material, organizing it, writing it out and then revising it. Those procedures all occur, but not in such a linear manner.Flower and Hayes (1980) define three major processes of writing as planning, translating and reviewing. The planning process involves generating, organizing and goal-setting subprocesses. The heart of planning is generating ideas, most of which are ideas for what to write. Some of the generated ideas, however, are ideas for goals to be pursued, and these are stored for consultation throughout the composing process. The translating process involves producing actual text corresponding to information in the writer‟s memory. The function of the reviewing process, consisting of reading and editing subprocesses, is to improve the quality of the text produced by the translating process. The most striking strength of this model lies in its claim to account for the amazing diversity of mental event during composition on the basis of a relatively small number of such subprocesses (Scardamalia & Bereiter, 1986). This is accomplished by a control structure that permits virtually any subprocess toincorporate any other subprocess. The processes and subprocesses can be “recursive”, which means the whole planning process may be called up in the service of editing, or the reviewing process may be called up for the purpose of arriving at an organizing decision.Fig. 2.2: Structure of a model of the composing process (by Hayes & Flower, 1980. Cited from Scardmalia & Bereiter, 1986)It is easy to find that self-regulation holds a prominent position in the language production process. Hayes and Flowers (1980) note that “great part of skill in writing is the ability to monitor and direct one‟s own composing process”. A skilled writer can employ flexibly the self-regulatory skill when composing. He directs the process of composing by identifying and organizing goals and subgoals for what to do and say, and then accomplish these intentions or goals by deftly bringing into play the cognitive process involving planning, sentence generation, and revising. Hayes and Flower posited the existence of a control structure, the monitor, to coordinate these processes.The Hayes and Flower model illustrates that writing is intentional and resourceful. Although the degree of control that individual writers exert depends on factors such as experience, level of knowledge, and metacognitive skills, as well as the writing task and the accompanying social and physical context (Zimmerman, 1989), composing is not a passive activity. The theories underlying self-regulation provide considerable potential for describing and explaining the actions of writers.4. On Scaffolding Theory of English Writing Teaching4.1 Theories of writing teaching4.1.1 The Zone of Proximal DevelopmentWe can‟t make ourselves familiar with the scaffolding theory without the knowledge of the zone of proximal development (ZPD), from which the scaffolding theory was developed. The zone of proximal or potential development is the best-known concept of Vygotskian‟s (1978:86) socio-cultural psychology. It is defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential developmental as determined through problem solving under adult guidance or in collaboration with more capable peers.”Initially, it was elaborated for psychological testing in schools. Vygotsky (1962) states that testing should be based not only on the current level of a child‟s achievements but also (and mainly) on the child‟s potential development. The actual level of development (level of independent performance) refers to all the functions and activities that a child can perform on his/her own, independently, without the help of anyone else. It does not sufficiently describe development. Rather, it indicates what is already developed or achieved; it is a “yesterday of development”. On the other hand, the ZPD includes all the functions and activities that a child or a learner can perform only with the assistance of someone else. The level of assisted performance indicates what a person can achieve in the near future, what is developing or potentiallevel. It is called “tomorrow of development”. In this scaffolding process, the person providing non-intrusive intervention could be an adult (parent, teacher, caretaker, language instructor) or another peer who has already mastered that particular function. Vygotsky (1978: 86) elaborates it by describing how a teacher or a more advanced peer might provide an explanation to enable a child to attain a higher level of achievement with support. Accordingly, instruction is only useful when it moves ahead of a child‟s development and provides activities that enable the child to rise above himself but are not beyond his capability.A student‟s ZPD is defined as the student‟s range of ability with and without assistance from a teacher or a more capable peer. On one end of the range is the student‟s ability level without assistance. On the other end of the range is the student‟s ability level with assistance. So as a teacher, he/she should try his/her best to stimulate the students‟ potential development, or we can say it‟s the teacher‟s duty to do so and help the students to make full use of their potentialities. But how can a teacher do to prompt the students‟ potential development? What techniques can be used to ensure the transformation of assisted performance into independent performance? That‟s what we are going to discuss next—scaffolding theory.4.1.2 Scaffolding TheoryBefore we discuss the Relationship between scaffolding and ZPD, let‟s acquaint ourselves with the definition of scaffolding. The term …scaffolding‟comes from the works of Wood, Bruner and Ross (1976), which is used to describe the way the adult or more capable peer guides the learner through the Zone of Proximal Development.This will often involve joint problem solving, with the adult-peer gradually withdrawing support as the learner‟s mastery of a given task increases. Originally a scaffold is a nomenclature in architecture. It‟s a temporary framework that supports a building during construction. When the structure is firm enough to stand on its own, the scaffold will be removed. In an educational sense, scaffolding, in the form of coaching or modeling, supports students as they develop new skills or learn new concepts. When the student achieves competence, the support is removed. The student continues to develop the skills or knowledge on his or her own. So what kind of scaffolding will decide how student will develop.Vygotsky identifies four phases of instructional scaffolding. The first phase is modeling, with verbal commentary. The second phase is student imitation of the skill they‟ve seen modeled by their instructor, including the commentary. During this phase, the instructor must constantly assess student understandings and offer frequent assistance and feedback. The third phase is the period when the instructor begins to remove her scaffolding. She offers progressively less assistance and feedback to her students as they begin to master new content and/or process. In phase Four, the students have achieved an expert level of mastery. They can perform the new task without any help from their instructor.The term …scaffolding‟was developed as a metaphor to describe the type of assistance offered by a teacher or more knowledgeable peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. Of great importance is allowing thestudent to complete as much of the task as possible without any assistance. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student‟s errors are expected, but with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently.Now let‟s look at another explanation of scaffolding. “Scaffolding”, Winnips explained to Education World, “focuses on active learning and student choice. The technique works especially well with technology-based learning, in which students need to be more self-reliant. Scaffolding allows them to work self-reliantly while receiving adequate support.” (Net. 1) This is the final goal of instruction: teaching for not teaching.Instructional scaffolding is a teaching strategy that was cleverly named for the practical resemblance it bears to the physical scaffolds used on construction sites. The strategy consists of teaching new skills by engaging students cooperatively in tasks that would be too difficult for them to complete on their own. The instructor initially provides extensive instructional support, or scaffolding, to continually assist the students in building their understanding of new content and process. Once the students internalize the content and/or process, they assume full responsibility for controlling the progress of a given task. The temporary scaffolding provided by the instructor is removed to reveal the impressive permanent structure of student understanding. The purposes of scaffolds are making the task accessible, supportingthe development of expertise (explicit/intrinsic), providing information and advice, encouraging reflection, self-evaluation, and self-regulation, helping students to measure the progress and understanding, and helping students to make decision, explore, and to be …constructive‟.4.2 Relationship between Scaffolding and ZPDThe ZPD characteristic of transfer of responsibility for the task to the student is as the major goal of scaffolding in teaching. In order to qualify as scaffolding, a teaching and learning event should enable the students to carry out the task which they would not have been able to manage on their own, be intended to bring the students to a state of competence which will enable them eventually to complete such a task on their own, and be followed by evidence of the students having achieved some greater level of independent competence as a result of the scaffolding experience (Wells, 1999: 221). The emphasis of the definition is on the cooperation between the teacher and the students in constructing knowledge and skill in the former.Children learn from listening and talking with a more knowledgeable person, but they also require scaffolding through demonstration, and actual participation in the task or activity in a realistic context. Effective teachers know that they cannot leave learning to discover but must structure activities at the just-right level and support learning through conversation, modeling, and active participation in tasks (Pressley, 2002). So during the process of instruction, only when the scaffolding is put up in time and rightly can the children arrive at their zones of proximal development. Inother words, timely and appropriate scaffolding is the base of the zone of proximal development. The students‟ potential abilities can not be developed without effective supports or with ineffective supports.5. Scaffolding Theory-based Writing Teaching5.1 Learning supportsTeaching has a supportive dimension and scaffolding is the term widely used to describe effective learning support. Students require intensive instructional support when learning important skills and strategies that are challenging and in the zone of proximal development. The “scaffolds”provided by a teacher do not make the task itself easier, but rather make it possible for a learner to complete the task with support. But what supports can a teacher offer his/her students to help them finish the task? The support that is given in educational scaffolding comes in the form of modeling, giving students cues, prompts, hints, and partial solutions.The principles are to provide experience of the knowledge construction process, to provide experience in and appreciation of multiple perspective, to create learning tasks that are relevant and authentic, to encourage ownership and voice in the learning process, to embed learning in social experience, to encourage the development of multiple modes of representation, and to encourage self-awareness of the knowledge construction process.Beed, Hawkins and Roller (1991) state that learning supports should include assisted modeling, element identification and strategy naming. Assisted modeling means that teachers provide some coaching and models that enable the completion of the task. Element identification is that the teacher identifies the elements of the desired approach or strategies to help students complete the task. Strategy naming is about the teacher‟s articulation of a relevant strategy and students‟ employment of it on their own.Based on those discussed above, an English teacher can provide the students with the following learning support during English writing instruction so as to help them improve their writing skills gradually.5.2 Steps of organizing an English writing lessonIn a dynamic exciting classroom, scaffolding best occurs in learning situations where the students have the opportunity to share their thoughts through discussion, conversation and support. The gradual release of responsibility model requires variable amounts of assistance. In the first stage, the teacher has high responsibility for modeling and explaining the learning task. In the second stage, the teacher and students share responsibility for learning. Students practice the task, and the teacher gives constructive feedback. When students are ready for the third and final stage, they take on all or nearly all of the responsibility for the work. Teachers who assess students to provide the right amount of challenge and reflect on how they can provide just the right support and its gradual release will have students who attain high levels of achievement.Scaffolding is used in a very wide range of situations. Based on Scaffolding Theory and the Zone of Proximal development, how can the teacher organize an English writing lesson? How can the teacher provide students with helpful learning supports and help them make great progress in English writing? And the most important is that how the teacher can do to make students complete writing without any supports in the end. It can break down into the following steps.Step 1: Dividing the class into groups of four to sixThere is good evidence that, if the tasks are well designed, learners working in groups get far more practice in speaking and participating in conversation in group work than they ever could in a teacher-centered class. While dividing groups, the teacher should provide students with strategy on group division. The groups should not be too small or too big. If there are too many people in a group, it will reduce the students‟ participation in the activity. That is to say, perhaps some of them will have fewer or no chance to express their ideas while discussing, whereas in a too small group, group members are not able to share enough ideas with others. Besides teachers should also consider that each group be made up of boys and girls, and different levels of students. If necessary, students can choose their peers with freeness.Step 2: Group discussion and debateIn this step, students have brainstorming practice. They can express their ideas about the topic given freely, and they make a plan of the writing before they start. In groups, the idea is to generate lots of questions about the topic. This helps students focus on audience as they consider what the reader needs to know. The answers to。
英语教学法教程十二单元Teaching Writing
Task 2 Activity 1: it‟s obviously “writing for consolidating language”. All the Ss have to do is combine the sentence pairs into one sentence and make other minor changes. There is no communication in the activity. Activity 2:it can be considered as “writing for communication” though the situation is an imagined one. If the Ss write truly about the sightseeing possibilities in their locality the activity promotes a lot of communication. Activity 3: it can be considered as “writing for learning” and “writing for communication”. It depends on who the Ss are writing to. If the writing is to be read by classmates, there is no communication. If the writing is to be read by other people, it is communication.
Task 3 Ss should be more motivated to write the things that are more communicative and close to their daily life.
八年级英语教学中常见问题及应对方法
八年级英语教学中常见问题及应对方法Eight Common Problems in Eight Grade English Teaching and Their SolutionsIn the year 2023, as the world continues to be connected and globalized, English becomes a more important language than ever before. Thus, teaching English in middle school, especially in eight grade, plays a crucial role in students' language development. However, as with any teaching, there are certain common problems that arise in 8th-grade English classrooms. In this article, we will discuss eight common problems and offer some practical solutions.Problem 1: Limited VocabularyMany eighth-grade students lack essential vocabulary required for academic language proficiency. This makes it difficult for them to comprehend reading materials and express their ideas clearly and coherently.Solution: Encourage Active Vocabulary LearningIncreasing student vocabulary requires continuous effort on the teacher's part. Teachers can integrate contextualized vocabulary learning into the curriculum to help students retain and apply new words in context. Also, teachers can encourage students to learn actively by reading, finding unfamiliar words, and looking them up in a dictionary.Problem 2: Inadequate Reading Comprehension SkillsMany eighth-graders struggle with understanding texts. They may not be familiar with textual analysis skills, such as identifying themes or detecting author's purpose.Solution: Explicit InstructionTo address this issue, teachers need to provide explicit instruction in reading strategies. For example, teachers can teach students how to preview and predict based on text features and graphic organizers. Additionally, teachers can provide opportunities for small-group discussions, where students can practice and apply their reading strategies.Problem 3: Poor Writing SkillsMany eighth-graders have difficulty organizing their thoughts and presenting them effectively in writing.Solution: Teach Writing StrategiesTeachers can use writing prompts to challenge students to write creatively. Teachers can also teach writing strategies such as brainstorming, outlining, and editing. In addition, teachers should provide feedback on students' writing to help them improve in the future.Problem 4: DisengagementMany students are uninterested in English lessons, and some may even refuse to participate in class activities.Solution: Make English Lessons RelevantTo engage students, teachers can use real-life examples or use current events and trends to make English lessons more relevant. Teachers can also incorporate games and activities to make learning English more interactive and fun.Problem 5: Time ManagementSome teachers may struggle with the limited time allocated to cover all necessary materials.Solution: Prioritizing and PlanningTeachers can prioritize the critical concepts while planning their lesson plan. Also, they can use technology tools, such as online resources, to supplement classroom instruction while saving time in the classroom.Problem 6: Classroom ManagementManaging a classroom with 8th-graders can be challenging since students are becoming more opinionated and independent.Solution: Establishing Routines and ExpectationsTeachers can establish clear expectations for students. They can also set rules and consequences for engaging in disruptive behavior. Teachers should also praise good behavior to encourage a positive classroom environment.Problem 7: Limited Access to ResourcesLack of school resources can affect the quality of English teaching.Solution: Make Use of Available ResourcesTeachers can make use of available resources, such as online educational materials and local libraries. They canalso collaborate with their colleagues for shared educational resources.Problem 8: Differentiated InstructionSince students come from diverse backgrounds, learning styles, and support systems, it can be a challenge to provide differentiated instruction.Solution: Adapt to Individual NeedsTeachers can use formative assessments to guide their instruction and differentiate their instructional methods based on students' needs. Teachers can also use technology, such as interactive whiteboards, to increase student engagement and understanding.In conclusion, English teaching in the 8th grade comeswith its share of common problems. However, by implementingthe solutions discussed above, teachers can significantly address these challenges to enhance student learning outcomes. The key lies in putting continuous effort, being creative in lesson planning, and adapting instruction to meet students' needs.。
《怎样教英语》读书笔记-第8章.how to teach writing
第8章：如何教写作（How to teach writing）-----------------------------------------------------------------------------【手写笔记】-----------------------------------------------------------------------------【读书笔记中英文对照】-----------------------------------------------------------------------------■8-1：为什么要教写作？（why teach writing？）◆8-1-1：强化和巩固语言（reinforcement）；【1】→可视化的语言结构演示，对于学生理解语言如何组织在一起，以及帮助学生记忆新的语言都是无价的。
（the visual demonstration of language construction is invaluable for both our understanding of how it all fits together and as an aid to committing the new language to memory）；◆8-1-2：语言提升（language development）；【1】→写作过程有助于学习（process of writing helps to learn）；◆8-1-3：学习风格（learning style）；【1】→花费时间思考、缓慢输出语言都是无价的（the time to thinkthings through ；to produce language in a slower way is invaluable）；【2】→是一种安静的沉思活动（being a quiet reflective activity）◆8-1-4：写作是一种技巧（writing as a skill）；【1】→基本的语言技能（a basic language skill）；【2】→和说、听、读同样重要（as important as speaking，listening and reading）；【会心之处】：在中学英语的实际教学中，写作教学其实一直处于被弱化的地位。
英语怎么教会孩子写作业
英语怎么教会孩子写作业1. Start with the Basics: Begin with the ABCs and simple words. Make it fun by using colorful flashcards and engaging songs.2. Encourage Reading: Introduce children to a variety of books that match their reading level. Reading aloud together can also be a great bonding activity.3. Practice Writing: Provide them with lined paper and encourage them to write simple sentences. Start with their name, age, and favorite things.4. Use Visual Aids: Utilize pictures, diagrams, and charts to help children understand and remember new words and concepts.5. Incorporate Technology: Educational apps and online games can make learning English fun and interactive.6. Teach Grammar in Context: Instead of teaching grammarrules abstractly, show them in sentences and stories.7. Create a Routine: Establish a consistent time for homework and English practice to help children develop good study habits.8. Encourage Questions: Foster an environment where children feel comfortable asking questions about what they don'tunderstand.9. Make it Interactive: Use games like word searches, crossword puzzles, and Mad Libs to make learning English fun.10. Set Realistic Goals: Set achievable goals for yourchild's progress and celebrate when they reach them.11. Provide Feedback: Offer constructive feedback on their work and encourage them to learn from their mistakes.12. Integrate English into Daily Life: Encourage the use of English in everyday situations, such as shopping, cooking, or going to the park.13. Role Play: Engage in role-playing activities where children can practice conversations and use new vocabulary.14. Use English Songs and Rhymes: Songs and rhymes are catchy and can help children remember words and phrases.15. Teach Writing Skills: Teach them how to write a simple essay or report, including how to structure their thoughts and organize their work.16. Encourage Creativity: Allow children to express themselves creatively in English, such as writing stories or creating their own comics.17. Be Patient: Learning a new language takes time. Bepatient and supportive throughout the process.18. Connect with Other Learners: If possible, arrange playdates or study groups with other children learning English.19. Use Real-Life Examples: Relate what they are learning to real-life situations to make it more meaningful.20. Monitor Progress: Keep track of your child's progress and adjust the teaching approach as needed.。
How to teach writing
To Improve the Effectiveness of the Teaching of English WritingEnglish writing is generally divided into these three basic process: the thinking, organization and expression. Through writing training to improve their listening, reading and other language skills. Therefore, writing can reflect the integrated pragmatic competence. Writing can improve listening, speaking and reading ability, at the same time, listening and reading skills can also promote the improvement of writing skills. All the language skills are interrelated and mutually reinforcing.Students often have some problems in writing:1. The lack of basic knowledge of language is the first question which exists in the English writing of middle school students. V ocabulary is the basic essential element of English writing. To write an essay or to express their ideas, the students must be sufficient for the basis of vocabulary.2. The grammar is a major problem in the English writing of middle school students.3. the lack of necessary writing skills.4. The expression does not follow the English expressions or thinking habits, resulting in mistakes in writing, called “the Chinese type English”.5. The students does not pay enough attention to English writing, which may be influenced by the teaching ideas, teaching methods, examination mode and other reasons.Having found out the existing problems in students' writing, we must take measures to deal with them. My initial idea is this: teachers should pay attention to the teaching of writing, to put the writing teaching into classroom teaching: to take effective teaching methods, cultivating students' interest in writing, and improve the effectiveness of teaching.The strategies to improve their writing ability.1. use the text learning writing: retell the text: in-depth understanding of the text, based on the interpretation of articles which can encourage students to use their own language and diversified forms of expression to retell the text2 . guide students to strengthen vocabulary and grammar learning3. Rewrite and imitation: let the students recreate according to the requirements of the text from different angles, different persons, different forms of activities , which is an effective way to cultivate students' writing ability.4. the language inputWriting is a process of selection, the output of the accumulation of language material. The ability of language output needs a long period of training, so the teacher should pay attention to the cultivation of the ability of students.5. guide the students to recite classical model, add the color6. pay attention to language output, experience the joy of writingOnly having the language input is not enough, I think, the effective language output is a way to test language learning. Students should observe things around them and accumulate life experience, which will be very good writing inspiration and subject matter, such as writing a diary that is a good habit of writing. In the arrangements for students writing tasks, let students pay more attention to writing the details, including the design, the title of the outline before writing the articles, the topic sentence writing and the logical arrangement etc..In short, in order to improve English writing level, require much effort, not only the teachers’but also the students’. Teachers should realize the importance of the teaching of writing, put the writing teaching into classroom teaching, adopt effective teaching methods, cultivate students' interest in writing, and improve the effectiveness of teaching. Students need two aspects of training, one of whom is the basic language training, to have a solid basic skills such as sentences, translation, using lexical, syntactic knowledge make correct sentences, the second of whom is the writing knowledge and writing ability training, to master the basic party source.。
how to teach reading and writing
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•Reading for detailed comprehension, whether looking for detailed information or language, must be seen by students as something very different from the reading skills mentioned above. When looking for details, we expect students to concentrate on the minutiae of what they are reading. •One of the teacher’s main functions when training students to read is not only to persuade them of the advantages of skimming and scanning, but also to make them see that the way they read is vitally important.
What kind of reading should students do?
There has been frequent discussion about what kinds of reading texts are suitable for English language students. The greatest controversy has centered on whether the texts should be authentic or not. That is because people have worried about more traditional language-teaching materials which tended to look artificial and to use over-simplified .language which any native speaker would find comical and untypical.
teach的用法总结大全
teach的用法总结大全（学习版）编制人：__________________审核人：__________________审批人：__________________编制学校：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如英语单词、英语语法、英语听力、英语知识点、语文知识点、文言文、数学公式、数学知识点、作文大全、其他资料等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of classic sample essays, such as English words, English grammar, English listening, English knowledge points, Chinese knowledge points, classical Chinese, mathematical formulas, mathematics knowledge points, composition books, other materials, etc. Learn about the different formats and writing styles of sample essays, so stay tuned!teach的用法总结大全teach的意思vt. 教；教导，训练；教授；vi. 教书；teach的用法teach后面一般接的形式如下：teach sb. to do sth.教某人做某事teach sb. sth. 教某人某事teach oneself 自学我们重点讲解teach sb. to do sth的用法一、teach sb to do sth 的基本用法“教某人做某事”，如：He promised to teach her to water-ski. 他答应教她滑水。
teach的用法和固定搭配
teach的用法和固定搭配“teach”是英语单词，它用来表示“教”的意思。
它是一个十分常用的单词，有时也用作及物动词，有时可以作为不及物动词，可以表达“学习”的意思。
teach的意思非常广泛，用来表达不同的观点，但它的基本含义是向某人传授特定的知识或技能。
teach作为一个及物动词，可以与各种名词结合使用。
它可以搭配名词“students”，“class”，“teacher”等，其中最常用的是“teach students”这一固定搭配。
它们在使用上十分简单，句子结构基本没有变化，例如：The teacher teaches students.位老师教学生。
teach这个词也可以与不定式结合使用，例如：The teacher teaches students to read.位老师教学生阅读。
teach这个动词在后面可以跟不定式来表达“教某人做某事”的意思，例如：The teacher teaches students to write.位老师教学生写作。
teach也可以用来表示“传授某人智慧，给某人以启发”的意思。
这种情况下，“teach”可以与“lesson”，“wisdom”，“inspiration”等名词搭配使用，表达“从某人处学习智慧”的意思。
例如：She taught me a lesson about life.教给我一句有关生活的启发。
另外，还有个单词“instruct”，它的意思和teach很像。
“instruct”和“teach”都可以表达“教”的意思，但“instruct”这一单词强调的是给某人提供正确的指示，例如：Theteacher instructed the students on how to do the experiment.位老师给学生们提供了如何做实验的正确指示。
再比如，还有一个单词“educate”，它的意思也与“teach”很像。
“educate”强调的是“从教育角度来教授和训练某人，使其拥有懂得判断，责任感，以及其他社会技能所必需的知识”。
Lecture8Howtoteachwriting.ppt
Provide opportunities for students to write – practice writing.
Make feedback and correction helpful and meaningful: over-correction?
Written symbols
Another technique which many teachers use is to agree on a list of written symbols (S = spelling, WO = word order etc.).
Write a comment at the end of a piece of written work.
Language development: the actual process of writing helps us to learn as we go along.
Learning style: for many learners, the time to think things through, to produce language in a slower way, is invaluable. Writing is appropriate for such learners.
Since 1911: progressive writing instruction – the foundation of National Council of Teachers of English (NCTE)
the 1960s: Broader understanding of writing. Writing instruction includes the entire process of writing – invention, drafting, feedback, revision – and not just the product.
how to teach ielts writing -回复
how to teach ielts writing -回复如何教授雅思写作：一步一步指南写作部分是雅思考试中最具挑战性的部分之一。
学生们常常感到困惑，不知道该如何准备和掌握这个技能。
本文将提供一步一步的指南，以帮助教师有效地教授雅思写作，并帮助学生们在考试中取得好成绩。
第一步：熟悉考试要求在教授雅思写作之前，教师应该详细了解雅思写作考试的要求和评分标准。
了解这些规定能够帮助教师更好地指导学生，让他们了解什么样的作文能够得到高分。
这一步也有助于学生了解他们需要注重哪些方面来提高他们的写作能力。
第二步：建立基本知识雅思写作的基本知识涵盖了写作技巧、结构和语法。
教师应该向学生简要介绍这些方面，并确保他们对诸如主题句、段落结构和标点符号等基本要素有一定的理解。
教师可以通过讲解、示范以及提供练习题目来帮助学生建立这些基本知识。
第三步：阅读和分析范文为了帮助学生更好地理解雅思写作的要求和标准，教师应该提供一些范文供学生阅读和分析。
教师可以指导学生寻找范文中的主题句、关键论点和段落结构，并就其中的语法和词汇问题与学生进行讨论。
通过反复阅读和分析范文，学生们将会更好地理解如何写出符合雅思考试标准的作文。
第四步：针对性练习一旦学生们掌握了雅思写作的基本知识，并理解了范文的要求和标准，教师可以开始提供针对性的练习题目。
这些练习题目应该涵盖各种题材和写作风格，以帮助学生熟悉不同类型的题目和写作要求。
教师可以为学生提供反馈和指导，帮助他们改善写作技巧并纠正语法和词汇错误。
第五步：模拟考试和评估在学生们熟悉了雅思写作的要求和基本技巧后，教师应该组织模拟考试，让学生在真实的考试场景中练习。
这样可以帮助学生熟悉考试的时间限制和压力，并且能够将他们在课堂上学到的知识应用到实际写作中。
同时，教师应该进行针对学生作文的评估，指出他们的优点和需要改进的地方，并提供进一步的建议和指导。
第六步：提供额外资源除了课堂教学和练习题目外，教师还可以提供额外的资源，使学生能够更全面地准备雅思写作。
teach的用法和短语例句辨析
teach的用法和短语例句辨析一起来回顾一下teach都有哪些用法，有哪些是你目前为止没有接触过的?以下是店铺给大家带来teach的用法辨析和短语例句，以供参阅。
teach的用法teach的用法1：teach的基本意思是以训练或授课的方式“传授知识或技能”。
可引申指“教书,教人,教学,授课”“使某人学会做某事”“以某事或某经验教训或教育某人”“教训〔告诫〕某人别做某事”“使…学习”“做…的教师”等。
teach的用法2：teach既可用作及物动词,也可用作不及物动词。
用作及物动词时,可接名词、代词、动名词或从句作宾语,也可接双宾语,其直接宾语可由名词、带疑问词的动词不定式或that/wh-从句充当; 其间接宾语可转换为介词to的宾语。
teach还可接由动词不定式或动名词充当补足语的复合宾语。
teach的用法3：teach后可接“sb+to- v ”结构。
作“教(导)某人做…”解时,动词不定式是宾语补足语; 作“因做某事而教训某人”解时,动词不定式是原因状语,这时常与will连用。
teach的用法4：teach有时可用主动形式表达被动意义,常作“(课程等)被讲解”“被教起来”解。
teach的用法5：teach所接的动词不定式,是否加疑问词how,往往取决于工艺大小、复杂与否。
工艺大、复杂的,多加how; 工艺小、简单的,一般不加how。
如:(how) to swim〔dance,ride,type〕等。
但在下面的句子中, how不能省略：He taught me how to light a fire without matches.他教我在没有火柴时怎样生火。
teach的用法例句1. Most religions teach you to be truthful and self-disciplined.多数宗教教导人们要真诚和律己。
2. He uses tapes of this program to teach English.他用这个节目的录像带教授英语。
teaching-writing
Aims of Teaching Writing
- to understand the nature of writing in reality - to be aware of the problems in writing tasks in existing textbooks - to understand the process approach to writing - to design writing tasks - to master some cohesive ties in writing
Why do we write?
We write for various reasons, such as to convey messages or just to keep a record of what is in our mind.
Reasons why we should get students involved in writing in a foreign language: Writing can give a voice to shy students as writing can serve as a medium through which less confident students can communicate with their teacher. Writing can be less threatening for anxious students as it gives them time to think about their meaning and purpose (Morgan, 2005). Writing can also raise awareness of how language works. Through writing, students will become more familiar with the linguistic and social conventions of writing in English.
教别人写书法的英语作文
教别人写书法的英语作文Sure, here's an example of a response that meets your requirements:Paragraph 1:Well, teaching someone calligraphy is quite an interesting task. You see, calligraphy is all about the art of writing, and it requires a certain level of skill and precision. It's like dancing with a pen, gracefully creating strokes and curves that form beautiful characters. So, if you want to teach someone calligraphy, you need to start by introducing them to the basics, like holding the brush or pen correctly and understanding the different types of strokes.Paragraph 2:Now, when it comes to calligraphy, practice makes perfect. So, encourage your student to practice regularly.They can start by copying simple characters and gradually move on to more complex ones. It's important to emphasize the importance of patience and perseverance because calligraphy is not something that can be mastered overnight. It takes time and dedication to develop the necessaryskills.Paragraph 3:One of the key aspects of calligraphy is payingattention to details. Each stroke should be executed with precision, and the overall composition of the characters should be balanced and harmonious. So, teach your studentto observe and analyze the work of experienced calligraphers. By studying different styles and techniques, they can gain a deeper understanding of the art form and incorporate elements into their own writing.Paragraph 4:Another important aspect of calligraphy is creativity. While it's essential to learn the traditional rules andtechniques, encourage your student to explore their own unique style. Calligraphy is an expression of one's personality, so encourage them to experiment with different tools, colors, and textures. This will help them develop their own artistic voice and create truly original pieces.Paragraph 5:Lastly, don't forget to instill a sense of appreciation for calligraphy's cultural and historical significance.It's not just about writing beautifully; calligraphy has a rich tradition and has been an integral part of various cultures for centuries. By understanding the cultural context, your student can develop a deeper appreciation for the art form and its impact on society.Remember, teaching calligraphy is not just about imparting technical skills; it's about nurturing creativity, patience, and a deeper understanding of art. So, go ahead and inspire someone to embark on a journey of beautiful writing!。
How To Teach Writing To ESL Students
How to T each Writing to ESL StudentsBy Sarah DrayWriting can be one of the most difficult aspects of ESLteaching. Because of the complexities of writing, manyteachers simply avoid the area, instead concentrating onreading and pronunciation. Writing is, however, essentialto ESL students, especially those in higher levels, andwhile it may be hard to get started teaching it, therewards are more than worth it.Instructions1.Give them lots of things to read. Depending on what their native language is, ESL students may have ahard time grasping the concept of sentences and idea flowing because of the way their native languagestructures stories. By giving them access to rea ding material, you’re showing them samples of what they can do in English and helping them target their writing.2.Choose a type of writing appropriate to the students’ level. Lower levels could write a short Thank Younote, while more advanced students can work on a cover letter to go along with a resume. By choosingtopics that are relevant to their lives as well as their capacity, you’re also encouraging them to bring their own knowledge into the mix.3.Make it a game. Rather than focusing on the grammar side of writing, find activities that require yourstudents to write, such as a PenPal exchange program like IECC, where teachers can connect students and classrooms to people all over the world. While eventually you want your students to write with nomistakes, this could be a great way to encourage writing in shy or hesitant students (see Resourcesbelow).e activ ities and worksheets. Websites such as the ESL Teachers’ Board have a variety of games andexercises you can use to teach writing to ESL students. Examples include helping them compose answers to job advertisements, creating comic answers to letters and writing letters to friends and family (seeResources below).5.Bring sentences for them to complete. Lower-level students may have a hard time formulating ideas ontheir own, so you can push them along by giving them a topic to work of, such as “This summer, I’mhoping…” or “After work, I will…”. Then let them write the rest of the sentence on their own.6.Emphasize the importance of using simple constructions. English can get confusing once you startintroducing lots of commas or other punctuation inside a single sentence. For beginner ESL students, itmay be easier to stick to short sentences without complicated clauses.Tips & WarningsIf your students are resistant to the idea of writing, consider creating a classroom diary. Use a large notebook or a block of paper and ask each student to write something about themselves or their day in the book. This can be a simple sentence or a more elaborated text. This will help students see writing as part of their everyday life, rather than a task to be afraid of.。
ai教我写书法 英语作文
ai教我写书法英语作文全文共6篇示例，供读者参考篇1Ai teacher taught me how to write calligraphyHi everyone! Today I want to share with you my experience learning calligraphy with the help of Ai teacher. It was super cool and I learned a lot. Let me tell you all about it!First of all, I didn't know anything about calligraphy before, but Ai teacher explained to me that it's a way of writing that is very artistic and beautiful. I was so excited to try it out!Ai teacher showed me different tools I needed - a brush, ink, and paper. I was a bit nervous at first because I didn't want to make any mistakes, but Ai teacher reassured me that it's okay to make mistakes and that practice makes perfect.I started by practicing basic strokes and shapes. Ai teacher guided me through each stroke, showing me how to hold the brush and move it in a smooth and steady manner. It was a bit tricky at first, but I quickly got the hang of it.As I practiced more, I started to feel more confident and my strokes became more precise. Ai teacher encouraged me to be creative and add my own flair to each stroke. I had so much fun experimenting with different styles and techniques.After a few lessons, I was able to write simple words and phrases in calligraphy. It was so satisfying to see my progress and I felt proud of my work. Ai teacher praised me for my hard work and dedication.I can't wait to continue practicing and improving my calligraphy skills. Thanks to Ai teacher, I discovered a new passion and hobby that I never knew I had. I'm excited to see where this journey will take me!That's all for now, thanks for listening to my story. I hope you feel inspired to try calligraphy too. Bye!篇2Title: AI Taught Me How to Write CalligraphyHey guys, guess what? I learned how to write calligraphy with the help of AI! Isn't that cool? Let me tell you all about it.One day, my teacher introduced us to a new program that uses artificial intelligence to teach calligraphy. At first, I was alittle confused. How can a computer help me write beautiful letters? But my teacher showed us how the AI program works, and I quickly got the hang of it.The program had different levels, from beginner to advanced. I started at the beginner level, where I practiced writing simple letters and words. The AI would give me feedback on my strokes and help me improve. It was like having a virtual calligraphy teacher right there with me!As I progressed through the levels, I learned more advanced techniques and styles of calligraphy. I practiced for hours, trying to perfect each letter and flourish. The AI program was always there to guide me and encourage me to keep going.After weeks of practice, I finally felt confident enough to try writing my own calligraphy piece. With the help of the AI program, I was able to create a beautiful artwork that I was proud to show to my friends and family.Thanks to AI, I not only learned how to write calligraphy, but I also discovered a new passion. I can't wait to keep practicing and improving my skills. Who knows, maybe one day I'll become a master calligrapher!In conclusion, AI has opened up a whole new world of possibilities for me. I'm grateful for the opportunity to learn calligraphy in a fun and interactive way. AI truly is amazing, and I can't wait to see what else it can teach me in the future.篇3Title: AI Teaching Me CalligraphyHey guys! Today, I want to tell you all about how I learned calligraphy with the help of AI. It was super cool and fun!So, it all started when my teacher introduced us to this new AI program that can teach us how to write calligraphy. At first, I was a little skeptical because I thought how can a computer teach me something so artistic and creative? But boy, was I wrong!The AI program had all these cool features like showing me different styles of calligraphy, teaching me the proper strokes and even correcting my mistakes. It was like having a personal calligraphy teacher right on my computer screen!I spent hours practicing and perfecting my calligraphy skills with the help of AI. And let me tell you, it really paid off! Myhandwriting improved so much and I even started to develop my own unique style.I love how AI can make learning so much more interactive and engaging. It's like having a friend who is always there to help you improve and grow. I never thought I would enjoy learning calligraphy so much, but thanks to AI, I now have a new passion!In conclusion, I think AI is an amazing tool for learning and I can't wait to see what else it can teach me in the future. Who knows, maybe next I'll be writing a book with the help of AI! The possibilities are endless!That's all for now, folks! Thanks for listening to my story and remember, never stop learning and exploring new things. Bye!篇4Today, I want to talk about how AI helps me learn calligraphy. It's super cool and makes me feel like a calligraphy master!First of all, let me tell you what AI is. It's like a super smart computer that can learn things and help us do tasks. It's like having a super smart friend who knows everything!So, I downloaded an app on my tablet that uses AI to teach me calligraphy. It's called CalliAI and it's so much fun to use. Theapp has different lessons and drills to help me practice my strokes and improve my handwriting.One of the coolest things about CalliAI is that it gives me feedback on my writing. It tells me if my strokes are too shaky or if I need to work on my spacing. It's like having a calligraphy teacher right in my tablet!Another way AI helps me learn calligraphy is by analyzing famous calligraphy styles. It shows me examples of beautiful writing from famous calligraphers and helps me understand how they use different strokes and techniques.I also love that CalliAI has a practice mode where I can write on the screen and see my progress in real-time. It's like a game where I try to write as neatly and beautifully as possible.Thanks to AI, I've become a much better calligrapher. My writing is neater and more elegant, and I feel like a real artist when I use my calligraphy skills. I'm so grateful for technology that helps me learn and improve in my hobbies.In conclusion, AI is amazing and has made a big difference in how I learn calligraphy. I can't wait to see what other cool things AI can help me learn in the future!篇5Title: AI Teaches Me CalligraphyHi friends! Today I want to tell you about something really cool –AI teaching me calligraphy. It’s super exciting, so let me share my experience with you.First of all, you may be wondering what AI is. Well, it’s like a really smart computer program that can do all sorts of amazing things. And one of the things it can do is teach me how to write beautiful letters in calligraphy.I used to struggle with my handwriting, but now with the help of AI, I’m getting better and better at it. The AI program shows me step by step how to form each letter and stroke, and gives me tips on how to improve my technique.It’s like having a virtual calligraphy teacher right in my own home! I can practice anytime I want, and the program gives me feedback on my progress. It’s so much fun to see my writing improve with each practice session.I never thought I could learn calligraphy so easily, but with the help of AI, anything is possible. I’m so grateful for this amazing technology that’s helping me develop a new skill.So if you ever want to improve your handwriting or learn calligraphy, don’t be afraid to give AI a try. It’s a fun and easyway to learn something new. Who knows, you might discover a hidden talent you never knew you had!That’s all for now, friends. Thanks for listening to my story about AI teaching me calligraphy. I’ll be sure to keep you updated on my progress. Keep on writing, and have a great day!篇6Title: AI Teaches Me How to Write CalligraphyHey guys! Today I want to tell you about something super cool – learning calligraphy with the help of artificial intelligence (AI)! It’s like having a super smart robot teach you how to write beautiful letters and make your handwriting super fancy.So, the other day I was struggling with my handwriting and my teacher suggested I try out this new AI program that helps kids learn calligraphy. At first, I was a bit skeptical. I mean, how can a computer teach me how to write like a pro, right? But wow, was I in for a surprise!I downloaded the program and started practicing. The AI was so helpful, giving me tips on how to hold the pen correctly, how to make the strokes smooth and even, and how to space outthe letters just right. It even showed me examples of different calligraphy styles and let me practice copying them.At first, it was a bit tricky, and my letters looked a bit wonky. Bu t with practice and the AI’s guidance, I started to see some real improvement. My letters were becoming more graceful, my strokes were getting smoother, and my handwriting was looking more professional.I was so excited to show off my new skills to my friends and family. They were super impressed and couldn’t believe that I had learned all this with the help of AI. It just shows you how technology can be such a great tool for learning and improving ourselves.So, if you’re struggling with your handw riting like I was, give AI calligraphy a try! It’s fun, it’s easy, and it’s a great way to make your writing look super fancy. Trust me, you won’t regret it!。
英文老师教写作文
英文老师教写作文英文：As an English teacher, I believe that writing is an essential skill that every student should master. Writing not only helps you to express your thoughts and ideas clearly but also enables you to communicate effectively with others.When it comes to writing, one of the most important things to keep in mind is to have a clear understanding of your audience. Knowing who you are writing for will help you to tailor your message and choose the appropriate tone and style.Another key aspect of writing is to be concise and to the point. Avoid using overly complex sentences or using too many words to express your ideas. Instead, focus on using simple and clear language that your audience can easily understand.In addition, it's important to use examples and anecdotes to illustrate your points. This not only makes your writing more engaging but also helps your audience to better understand your message.中文：作为一名英语老师，我认为写作是每个学生都应该掌握的基本技能。
我想让你教我作文英语
我想让你教我作文英语As an AI language model, I have no personal experience of learning English writing. However, I can provide a high-quality essay on the topic of "Teach Me English Writing" based on a popular downloaded sample online.Teach Me English Writing。
English writing is an essential skill that can open doors to many opportunities in life. As a non-native English speaker, I have always struggled with expressing my thoughts and ideas in writing. Therefore, I am seeking guidance on how to improve my English writing skills.Firstly, I understand that reading is a crucial aspect of improving my writing skills. Reading different genres of literature, such as novels, newspapers, and academic articles, can help me to expand my vocabulary, improve my grammar, and gain a better understanding of sentence structure. By reading extensively, I can also learn how towrite in different styles and formats.Secondly, I need to practice writing regularly. Writing is a skill that can only be improved through continuous practice. I can start by writing short paragraphs or essays on various topics, such as my personal experiences, current affairs, or academic subjects. With regular practice, I can develop my writing skills and become more confident in expressing my ideas in English.Thirdly, I need to seek feedback on my writing. Feedback from a teacher, tutor, or peer can help me to identify my strengths and weaknesses and provide suggestions for improvement. By receiving constructive criticism, I can learn from my mistakes and make necessary adjustments to my writing style.Lastly, I need to use online resources to enhance my writing skills. There are many websites and apps available that offer writing tips, exercises, and tools to help me improve my writing. For instance, I can use grammar checking tools to correct my grammar mistakes, or I can usevocabulary building apps to expand my vocabulary.In conclusion, improving my English writing skills requires dedication, practice, and feedback. By reading extensively, practicing regularly, seeking feedback, and using online resources, I can enhance my writing skills and become a competent writer in English. I hope that with the guidance of a teacher or tutor, I can achieve my goal of becoming a proficient English writer.。
teach doing的用法
teach doing的用法Teach Doing的用法什么是Teach Doing？Teach Doing是一种动词短语，由”teach”（教授）和”doing”（做某事）组成。
它表示教授或指导某人做某事。
用法1：Teach Someone + V-ing•Teach someone swimming•Teach someone cooking这种用法表示教授某人进行某项活动或技能。
“Teach”后面使用不定式的动词，可以是任何活动或技能。
用法2：Teach Someone How to + V•Teach someone how to play the guitar•Teach someone how to drive这种用法表示教授某人如何进行某项活动或技能。
“Teach”后面使用不定式的动词，再加上介词”how to”。
用法3：Teach oneself + V-ing•Teach oneself coding•Teach oneself painting这种用法表示自学某项活动或技能。
“Teach”后面使用不定式的动词，再加上反身代词”oneself”。
用法4：Teach oneself how to + V•Teach oneself how to swim•Teach oneself how to cook这种用法也表示自学某项活动或技能，但是使用了介词”how to”。
用法5：Teach Doing + Object•Teach swimming to children•Teach cooking to beginners这种用法表示教授某项活动或技能给特定的对象。
“Teach”后面使用动名词，再加上介词”to”。
用法6：Teach Doing as + Noun•Teach photography as a hobby•Teach dancing as a profession这种用法表示将某项活动或技能作为某个角色或身份进行教授。
毛笔的英语单词
毛笔的英语单词毛笔，是一种源于中国的传统书写工具，也逐渐成为传统绘画工具。
那么你知道毛笔的英语单词是什么吗?下面跟店铺一起学习关于毛笔的英语知识吧。
毛笔英语单词writing brushChinese brush毛笔的英语例句这两个字不是用毛笔写的These two characters were not written with a writing brush.熟悉如何握毛笔,并学习挥墨。
We learned how to hold the brush and the order to make the strokes on the paper.她手握毛笔，正在练习仿影摹写。
She is copying model characters to practice calligraphy.毛笔沾满了墨汁。
A brush is charged with black ink.公爵用一根羽毛笔写信。
The duke wrote a letter with a quill pen.毛笔是用来写字的。
The brush pen is used for writing.用毛笔试着写。
He tried writing with a brush.如今很少有人用毛笔了。
Few people use writing brushes nowadays.这两个字不是用毛笔写的。
What material is used to make a writing brush?你知道那是谁的毛笔吗?Do you know whose Chinese brush is it?当时他没有找到毛笔。
Because he didn't find any writing brush.中国毛笔书法是祖国特有的传统文化和艺术。
Chinese brush calligraphy is a unique Chinese art form.It has long been traditional culture to illustrate and exchange calligraphy.教师依次将白纸取下，讲授订书机、毛笔、磁盘三个新单词。
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1> levels of words: 2> meaning of words: 3> general and specific words：
According to their use, sentences can be divided into declarative, interrogative, imperative and exclamatory ones. According to the structure, sentences can be divided into simple, compound, complex and compound-complex ones. Short and long sentences.
1> Unity: 2>Coherence： 3> Conciseness: 4> Emphasis:
Teach Writing
Product writing imitate model text organisation of ideas more important than ideas themselves one draft features highlighted including controlled practise of those features individual emphasis on end product Process writing text as a resource for comparison ideas as starting point more than one draft more global, focus on purpose, theme,text type, i.e., reader is emphasised collaborative emphasis on creative process
1> What should word? 2> What should spelling: 3> What should 4> Write letters
we do when we want to cross out a we do when we write a word in wrong we do when we want to add a word: clearly:
Teach Writing
Note-taking Written models Freewriting Trips Discussions Telling a story/Interview Listing Mind-mapping/Webbing/Charting Outlining Create several opening sentences
Questions for drafting:
Teach Writing
Rivising
Add relevant information. Delete irrelevant information. Rearrange sentences. Clear up confusing sentences. Use vivid words. Show don’t tell. Use sensory details. Make changes: Something Added Something Removed
Teach Writing
Feedback
Self-editing Peer-editing Teacher-editing Final draft
Publishing Summary
Teach Writing
Teach Writing
Drafting
put ideas on paper write on every other line don't erase or be concerned ab write your own thoughts Are my thoughts organized? Which ideas do I want to develop? In what order do I want to say my ideas? Did I skip lines? Did I label everything?
Teach Writing
Composition Writing Process
Prewriting Think before you write. Drafting Write it down. Revising Make it better. Editing/Proofreading Make it correct. Publishing Share it with others.
Teach Writing
Qi Weiquan
May 2008
Teach Writing
Types of Writing Narrative Descriptive Personal Exposition Research Workplace writing The basic writing rules
Teach Writing
1. Pre-write = Plan
Plan what you are going to write. Choose a topic. Identify your audience and purpose. Brainstorm ideas. Organize your information. Who is my audience? What is my purpose? What do I want to say? How do I want to say it? What graphic organizer will I use?
Manuscript Form: 1. Arrangement: How do we write the title? Where, what kind of words, punctuation rules.
Teach Writing
2. Word Division rules: Who’d like to list the word division rules in writing? When do it, pay attention to syllables and the form of the word 3. Capitalization rules: When do we use capitalization? 4. Punctuation (for general rules): What kinds of Punctuations are usually used in writing? 5. Handwriting:
Teach Writing
Effective sentences.
The Paragraph 1. Effective paragraphs: (1) Unity: (2) Coherence: (3) Transition: 2. Ways of developing paragraphs. 1> Development by time. 2> Development by process. 3> Development by space. 4> Development by example or generalization. 5> Development by comparison and contrast. 6> Development by cause and effect. 7> Development by classification.
Questions for pre-writing thinking & planning
Teach Writing
Pre-writing activities
Warm-up Review Brainstorming Observing Reading Interviewing Memory Chain / Looping Use of photographs or pictures DrБайду номын сангаасwing
Diction (the choice and use of words)
Teach Writing
1. Words
2. Idioms: 3. Figures of speech: The Sentence 1. Complete sentences and sentence fragments: 2. Types of Sentences.
Teach Writing
Something Moved somewhere else Something Substituted for something else Questions for revising Are my details clear? Should I add or take out parts? Is my writing in a sensible order? Editing/Proofreading Capitalization Usage Punctuation Spelling Grammar correction Format checking