小学高年级英语写作论文
小学英语论文(3篇)
小学英语论文(3篇)目的是让学生巩固基本的语法、单词、句型等知识，但要注意不要让作业过于枯燥乏味，可以适当加入游戏、竞赛等元素，增加趣味性。
2．布置实践性作业。
让学生将所学知识应用到实际生活中，例如写英文日记、口头表达等，这样不仅能够提高学生的实践能力，还能让学生感受到英语的实用性。
3．布置合作性作业。
让学生分组完成任务，例如小组讨论、角色扮演等，这样能够培养学生的合作能力和交流能力。
4．布置创意性作业。
让学生自由发挥，例如编写英语故事、设计英文海报等，这样能够发挥学生的想象力和创造力。
总之，小学英语作业的布置要根据学生的实际情况和课程要求，注重质量而不是数量，多样化形式，激发学生的研究兴趣和潜能，真正达到提高学生英语水平的目的。
第二篇：小学英语口语教学策略探析随着英语教育的普及和国际化的趋势，英语口语教学也逐渐受到重视。
小学英语口语教学是英语教育的重要组成部分，具有重要的意义。
本文旨在探讨小学英语口语教学的策略，以期提高小学英语口语教学的效果。
一、营造良好的语言环境语言环境是影响学生英语口语能力的重要因素。
小学英语教师应该营造一个良好的语言环境，让学生在轻松、愉快的氛围中研究英语口语。
可以通过播放英语歌曲、英语小故事等方式，让学生在听、说、唱、跳等多种形式中研究英语，提高学生的英语听说能力。
二、创设情境，激发学生兴趣小学生喜欢感性、直接的研究内容，英语教师在教学中应该创设情境，让学生在情境中研究英语，激发学生的兴趣。
例如，教授“shopping”这个话题时，可以模拟商场购物的情境，让学生在模拟情境中进行英语口语练，这样不仅能够提高学生的口语能力，还能让学生感受到英语的实用性。
三、注意语音、语调的训练语音、语调是英语口语的重要组成部分，小学英语教师应该注重语音、语调的训练。
可以通过模仿、朗读等方式，让学生熟悉英语的语音、语调，提高学生的英语口语水平。
四、注重交流能力的培养英语口语教学的目的是为了让学生能够流利地用英语进行交流。
浅谈小学高年级英语写作教学
浅谈小学高年级英语写作教学坪溪河小学闵桂兰摘要：培养小学高年级学生的英语写作能力，扎实掌握大纲要求的词汇、句型，加强阅读，勤于积累，充分发挥学生的主体性，调动学生的积极性并进行多元评价。
关键词：英语写作、积累、仿写、主体、批改。
《小学英语新课程标准》中提出对于从三年级开设英语课程的学校要求是：三四年级完成一级目标；五六年级完成二级目标。
二级目标中对“写”的要求是：能模仿范例写句子；能写出简单的问候语；能根据要求为图片、实物等写出简短的标题或描述；能基本正确地使用大小写字母和标点符号。
小学生写作包括：能用所学词汇、语法和句型造简单的句子，回答问题，改写课文，看图写话，依照学过的题材写小短文，要求句子通顺，层次清楚，内容完整。
但在教学中，由于写作在小学的考试占的分值不多，很多教师认为抓好学生的基础知识更重要，口头的表达技能和一些单词、句子的操练更受到重视。
而且写作教学不像唱歌、表演等那般有趣，比较费时，所以教师们不轻易上一节写作课。
只有在高年级的单元测试或者期末考试前才重视写作，而且缺乏对学生有效的写作指导，有时候上完一节课就布置学生写相关内容的作文，完全不理会学生是否有相关的生活经验。
写作就有如涓涓细流，没有源头，何来的清水。
没有内心的体验，学生就没有表达的欲望，更谈不上体会表达的乐趣了，在这种观念的影响下，学生没有兴趣英语写作，甚至恐惧英语写作。
教师对此也很头疼。
那么，我们如何有效进行英语作文教学呢？一、英语作文必须重视单词和句型的运用。
在小学高年级，英语教师尤其要注意“以新带旧”教学手段的运用。
在教授新单词和句型的时候，使以前的语言知识点也得到相应的巩固并适当地教学一些教材以外的常用的简单词句，有意识帮助学生扩大词汇量，这对写作是非常有益的。
同时教师应该鼓励学生多诵读课文，记忆经典句型，增强英语语感，形成英语思维。
此外还要经常鼓励学生增加课外阅读量，加大语言输入量，而且还要要求每个学生都必备一本笔记本，用于记录教材外所学的新词汇（随堂笔记和课外阅读摘抄的好词句），并利用早读多读、多记，积累词汇服务写作。
学得开心,写得精彩!——浅谈小学高段英语写作的培养(论文)
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式比较受学生欢迎。如：学完关于食物的内容后让学生以
ｆｏｏｄ为题材介绍一下自己喜欢的食物，或者是先写再画。这 样在写作过程中就可以增加图片与英语思维表达的直接联 系，减少对中文的依赖。 ３．互动作文 互动作文即通过小组互动合作的形式，由多人在规定 时间内同时完成一篇作文。我们常组织学生以小组活动的 形式展开，做好记录，相互修改更正，最后形成一份让自己 满意的作文。限时写作有利于培养学生直接用英语思维的 习惯，学生必须在规定的时间内完成规定的内容，这就要求 他们不能用母语思考，再译成英文，而是直接用英语来思 考。通过多人的智慧让学生逐步学会运用语言来表达自己 的思想与别人交流。 ４．阅读作文 阅读作文就是为了相互交流阅读而写的作文。培养学 生良好的阅读能力有助于英语文字信息量的有效输入，促 进语言的表达和创作能力，为写作的顺利进行做好铺垫。 如何培养学生良好的英语阅读能力呢？阅读作文必不可 少。我们把学生的作品当作课外英语读物。 四、培养学生用英语思维的好习惯，充分发挥学生的主 体作用 听、说、读、写原汁原味的英语，养成用英语思维的好习 惯，只有采用英语思维，形成正确的意识，写出来的东西才 是真正的英语文章，才不会出现中式英语，才不会出现歧 义，或是闹出笑话。教师选择的写作话题一定要贴近生活。 如果选择的话题材料接近学生的现实生活和学习，可充分 发挥学生的主体作用，变“要我写”为“我要写”。比如以学 生最喜欢的动物、人、身边的事情等为题材，这样学生的积 极性就被调动了，最终达到逐步用英语写作的目的。 综上所述，小学生写作能力的培养必须经过一个持续 的、有效的训练过程，它需要教师有计划地进行组织、训练 并正确引导。教师需要在激发学生动机与兴趣的基础上， 注重学生基础知识的积累，并以良好的英语思维为指导，通 过多种写作形式，切实提高小学生的英语写作能力。
小学英语论文小学英语高段写作教学策略之我见通用版
小学英语论文-小学英语高段写作教学策略之我见通用版一、引言英语课程除了要求学生具有其它学科都具备的能力外，还要求学生具有实际使用英语的能力，使学生在掌握英语知识的过程中，注意培养他们在实际生活中使用英语的能力，而英语写作能力就是实际应用能力之一。
写作是语言综合运用能力的表现。
同时，写作是英语听、说、读、写四种能力中最难习得的部分，也是小学英语高段教学中比较重视的一个方面。
在教学实践中，高年段小学生在英语写作能力方面的滞后普遍存在。
写作能力一直是学生的弱项，写作是我们英语教学的薄弱环节。
学生拿到英语作文题目时不知从何处落笔，要么写出来的作文就是文不对题，词不达意;因此，英语作文成了我国中学生最惧怕的事。
因此教师应在教学过程中高度重视英语写作能力的培养。
下面我就对高年段小学英语写作教学中谈一些看法，供大家一起探讨。
二、小学英语写作的铺垫工作但由于过去一段时间忽视了读写教学，致使学生四会能力得不到协调发展。
学生普遍感到：在做语法、词汇等填空题时得心应手，一看到阅读理解和书面表达就束手无策了。
这就需要我们在平时的教学中，有目的地采取各种教学手段来加强写作能力训练，激励学生多写多练，提高写作能力，我们可以采取以下几种方法：1、背诵范文佳句。
俗话说熟读唐诗三百首，不会做诗也会吟。
背诵范文佳句对写作帮助极大。
英语作文和汉语作文一样，要写出好文章，除篇章结构好和内容好之外，就是词句好。
我们应该广泛阅读，汲取养料，尽可能为写作准备必要的语言素材，要从所学的课文中选取并背诵佳句，这样，在写作时学生就可以信手拈来，做到下笔如有神。
背诵是最古老，也是最有效的语言学习方法。
背诵可以帮助你增加对词汇和句子结构的熟练程度，提高接受信息的速度;背诵可以帮助你积累语言素材(词汇和句式)，提高写作的基本功，培养正确的写作思路，全面拓展自己的知识范围，有效提高英语写作水平。
2、听写。
听写是检查和巩固所学的语言材料，有利于学生注意单词的拼写，句型的操作和理解的提高，也有利于写作能力(尤其是写作速度)的锻炼。
英语议论文模板 英语议论文模板范文 英语议论文万能模板简单优秀5篇
英语议论文模板英语议论文模板范文英语议论文万能模板简单优秀5篇英语议论文一直以来被认为是书面语篇中一种基本的文本模式。
而英语议论文对外语学习者来说也是较难的一种语篇类型。
参考一些英语议论文模板，问题或许就迎刃而解了。
下面这5篇英语议论文模板范文英语议论文万能模板简单是作者为您整理的英语议论文模板范文模板，欢迎查阅参考。
大学英语议论文篇一要求从一句话或一个主题出发，按照提纲的要求进行论述。
1. 阐述名言或主题所蕴涵的意义。
分析并举例使其更充实。
the good old prover________(名言或谚语)reminduthat ________(释义). indeed, we can learn manthingform it.first of all,________(理由一). for example, ____________(举例说明). secondly,________(理由二). another case ithat ________(举例说明). furthermore , ____________(理由三).英语四级英译汉的目的。
,要求和评分in mopinion, ________(我的观点). in short, whatever you do, please remember the say____a. if you understand it and applit to your studor work, you”ll necessarilbenefit a lot from it.2.大学英语议论文通用模板the topic of ①________(主题)ibecoming more and more popular recently. there are two sideof opinionof it. some people saa itheir favorite. thehold their view for the reason of②________(支持a的理由一)what imore, ③________(理由二). moreover, ④________(理由三).while otherthink that ia better choice in the following three reasons. firstly,________(支持b 的理由一). secondl(besides),⑥____________(理由二). thirdl(finally),⑦____________(理由三).from mpoint of view, i think ⑧________(我的观点). the reason ithat ⑨____________(原因). aa matter of fact, there are some other reasonto explain mchoice. for me, the former isurela wise choice .(2) 给出一个观点，要求考生反对这一观点some people believe that ①________(观点一). for example, thethink ②________(举例说明).and it will bring them ③________(为他们带来的好处).in mopinion, i never think thireason can be the point. for one thing,④____(我不同意该看法的理由一). for another thing, ⑤____(反对的理由之二). form all what i have said,i agree to the thought that ⑥____(我对文章所讨论主题的看法).英语六级考试写作技巧大学英语议论文篇二1. 问题现状英语四级英译汉的目的，要求和评分怎样解决(解决方案的优缺点)in recent days, we have to face i problem——a, which ibecoming more and more serious. first, ________(说明a的现状).second, ________(举例进一步说明现状) confronted with a, we should take a serieof effective measureto cope with the situation. for one thing, ________(解决方法一). for another ________(解决方法二). finally, ________(解决方法三).personally, i believe that ________(我的解决方法). consequently, i’m confident that a bright future iawaiting ubecause ________(带来的好处).说明利弊题型这种题型往往要求先说明一下现状，再对比事物本身的利弊，有时也会单从一个角度(利或弊)出发，较后往往要求考生表明自己的态度(或对事物前景提出预测)1. 说明事物现状事物本身的优缺点(或一方面) 你对现状(或前景)的看法nowadaymanpeople prefer a because it haa significant role in our daillife. generally, itadvantagecan be seen afollows. first ________(a的优点之一). beside____________(a的优点之二).but evercoin hatwo sides. the negative aspectare also apparent. one of the important disadvantageithat ________(a的一个缺点).to make matterworse,____________(a的第二个缺点).through the above analysis, i believe that the positive aspectoverweigh the negative ones. therefore, i would like to ________(我的看法).(from the comparison between these positive and negative effectof a, we should take it reasonabland do it according to the circumstancewe are in. onlbthiway, ________(对前景的预测).推荐英语议论文模板范文(精篇三姓名：性别：女民族：汉族政治面貌：团员出生日期：婚姻状况：未婚学历：大专毕业院校：师范学院毕业时间：所学专业：英语教育外语水平：英语（pets—3）电脑水平：熟练工作年限：3年联系方式：工作类型：全职期望行业：培训机构、教育、科研院所期望职位：幼儿教育、教师、培训工作地点：不限期望月薪：1000—20xx20xx年9月—20xx年6月就读于xx幼儿师范学校，多次获得奖学金20xx年9月—20xx年6月就读于师范学院，多次获得奖学金。
小学高年级学生英语写作能力的提升研究
小学高年级学生英语写作能力的提升研究一、研究背景（一）问题提出在基础教育阶段，英语课程的任务之一，是使学生掌握基本的英语基础知识，发展基本的英语听、说、读、写技能，形成一定的综合语言运用能力。
语言技能是语言运用能力的重要组成部分，听和读是理解的技能，说和写是表达的技能。
《义务教育英语课程标准》（2011年）明确提出：写是小学英语教学的基本技能之一。
写作也叫书面表达，它对语言运用提出了较高要求，同时也是语言交际的实现过程。
小学生在高年级时写的技能应达到二级水平。
因此，小学高年级英语写作在小学英语教学中起着越来越重要的作用。
笔者长期承担高年级学段的英语教学工作，在实际教学中发现，相对于听、说、读的技能，孩子们的写作能力是最弱的，写作方面也出现了各种各样的问题。
首先，孩子们对英语写作兴趣不高，每次的练笔作业上交拖沓，全班有40% 左右的孩子都未按时上交，经过多次催促才能基本交齐，仍会出现有5%未上交的现象。
其次，孩子们的练笔作业质量不高，问题百出，各类英语测试中的写作部分，得分率也都是最低的。
下面以金水区2017-2018学年第二学期六年级英语试卷中的写作部分为例，总结写作部分存在的问题：1. 学生写作时主题把握不当。
2. 学生作文语言错误较多，尤其涉及到句型时态、标点，单词单复数、大小写及整个句子结构时，错误率较高。
（二）原因分析之所以出现这样英语写作方面的问题，笔者认为应该从客观与主观两个方面进行分析：1.客观原因小学低、中年级的写作以写词、写句训练为主，到了高年级难度一下提升，由写词、写句变为写话、写小短文的训练，并且对句数、字数、语言、内容有一定的要求，比如不少于5句话、不少于30个词、语言通顺、内容完整等。
因此。
这种写作难度的跳跃使得学生一时难以接受，写作兴趣不高，甚至逃避、排斥写作练习。
2.主观原因一方面，在小学英语课堂中，大部分教师将教学重点放在听、说、读的训练上，较少开展写作教学训练，课时中没有固定的写作教学时间；即使有一定的写作时间，教师也没有一套像听说教学那样行之有效的写作教学方法及教学模式，往往出现“填鸭式”教学，写作训练手段单一，枯燥无味，没有给学生留出一定的思考与创造空间；加之教学技巧指导不到位，孩子们写作缺乏逻辑性、条理性。
论小学高年级学生英语写作能力的提升策略
论小学高年级学生英语写作能力的提升策略就工具性而言，写作技能占据着很重要的位置。
根据义务教育阶段《英语课程标准》规定，在小学6年级结束时应达到二级目标。
二级目标的语言技能目标中规定了写作技能目标：1.能正确地使用大小写字母和常用的标点符号；2.能写出简单的问候语和祝福语；3.能根据图片，词语或例句的提示，写出简短的语句。
对比这个目标，作为一名小学英语一线教师，我们发现了高年级学生在写作中的一些问题和不足：一：语法错误频繁。
在安徽地区，广泛从小学五年级时开始正式进行英语写作能力的考察，在日常作业批改以及阅卷过程中，笔者经常发现很多学生的作文没有正确的语法规则支撑，他们经常分不清单复数，人称，时态等等，比如很多学生在描述My family一文时，经常犯My father and my mother is worker. They goes to work by subway.等等之类的错误；二：中式思维局限英语写作能力。
因为学生是不以英语为母语，因此很多学生在进行英语写作时，会受到中式思维的影响。
但是我们知道中文和英语的语法结构和词法构成是截然不同的。
比如学生在介绍人称顺序时会按照中式的“你我他”顺序，但是在英语当中单数人称代词通常按“二三一”排列，即“you, he and I”；复数人称代词通常按“一二三”排列，即“we, you and they”进行排列；三：词汇，句子累赘，不简练。
在小学高年级写作中，题干通常要求学生用不超过五句话或者50个左右的单词来描述清楚相关信息。
但在日常教学中，笔者发现很多学生经常词不达意，句子繁琐，重复。
话不在多而在精。
四：语句泛泛而谈，难以创新。
通过日常的教学，笔者还发现大多学生的作文都仅仅是简单的仿写，谈不上创作，更谈不上创新。
他们的作文有的是根据课本内容加以仿写，有的是根据某篇范文仿写。
因而缺乏新意，因此得的分数也较低。
根据以上小学高年级学生英语写作能力的种种不足，结合日常教学实践，特提出以下策略，供大家一起探讨：一：夯实常规课堂教学，打好坚实语言基础。
小学英语论文：小学高年级英语写作能力培养策略谈
小学高年级英语写作能力培养策略谈[摘要]：英语写作作为一个重要的输出环节在语言教学中占有举足轻重的地位，更是学习英语的主要任务之一。
本文试图阐述两个方面内容：如何根据小学生的生理和心理特点以及发展需求开展写作教学？小学英语特别是小学高年级开展英语写作有什么行之有效的方法与手段？[关键词]：英文写作选材积累循序渐进写既是外语教学所要达到的目的之一，又是重要的教学手段。
在培养学生英语综合素质过程中，英语写作作为一个重要的输出环节在语言教学中占有举足轻重的地位。
那么，如何根据小学生的生理和心理特点以及发展需求开展写作教学？小学英语特别是小学高年级开展英语写作有什么行之有效的方法与手段？一．写作内容的选择小学英语学习有别于其他英语学习者。
新课标提出，小学英语课程目的首先是激发学习兴趣，培养英语学习的积极态度，……为进一步学习打下基础。
因此，在写作内容的选择上，笔者认为主要遵循以下几个原则：1．合乎学生的语言水平语言知识本身是写作的基础，合乎学生实际的选择会使英语写作教学更具实用性。
在小学阶段，初学英语的学生可以进行看图写词、看图写句子、看图写短文等以看图为基础的写作活动。
而描写一系列的日常活动、编写对话、写便条、写明信片、写信等则更适合小学高年级的学生，因为高年级的学生已经掌握了一定的英语语言知识，并且积累了一些英语写作知识。
2．贴近学生的兴趣爱好兴趣是最好的老师，是学生学习真正的动力。
激发学生的写作兴趣是提高写作能力的内在因素。
所以作为老师，应该充分了解学生对什么样的话题或形式更感兴趣，这些决定着学生对写作活动的力量投入。
比如： My Robot 、Sports Star、My Pretty Doll、Superman 等题材，学生就兴致勃勃,连差生都跃跃欲试。
3．结合课文内容在学完一个对话后，可指导学生进行填空式写作。
在学完一个单元以后，指导学生把它改编成短文，这既是对学生综合能力的训练，又是对教材的拓展。
2.研究报告《小学高年段英语写作教学的问题与对策研究》
《小学高年段英语写作教学的问题与对策研究》研究报告一、课题的界定：小学高年段：指小学五、六年级阶段。
英语写作：指运用英语进行书面表达，包括用所学词汇、语法和句型进行简单造句、回答问题、看图写词、写句、写话或根据主题写小短文。
英语写作是一种书面表达和传递信息的交际能力。
英语写作教学：教师指导学生运用所学的英语词汇、语法和句型起草一篇短小的习作或一两段话，做到语言通顺、内容完整丰富、层次清楚等。
小学高年段英语写作教学的问题与对策研究：小学高年段英语写作教学中存在着各种各样的问题，如：教师的写作教学素材取材形式单一，教师在指导学生写作时没有给学生留出思考、想象和创造的空间等，这些问题直接影响了小学生的英语写作水平，降低了学生的写作兴趣。
本课题通过访谈调查、文本分析以及对小学高年段英语教师的访谈，结合学生写作文本中的错误分析来发现小学高年级写作教学中存在的问题，并对问题产生的原因进行分析，以期能提出问题解决的教学对策。
二、课题研究的理论依据1. 思维导图思维导图的最早提出者和最早倡议者是托尼巴赞。
“思维导图”的核心思想就是把形象思维与抽象思维很好地结合起来，让左右脑同时运作，将思维在纸上用图画和线条形成发散性的结构。
从表现形式上来看，“思维导图”和大脑本身的思维方式是统一的,是一种利用大脑语言思维的模式，而只有利用大脑自身的语言来思考问题才能最大程度地激发大脑的联想与创造力。
从支持“思维导图”的科学理论来看，最主要的就是创造性思维理论、回忆功能理论。
思维导图是表达发射性思维的有效的图形思维工具。
它有助于使零散的知识更直观化、可视化、网络和逻辑化。
对于中国小学生来说，英语写作的难点恰恰是不知如何下笔，如何组织写作思路并构建写作框架。
尝试将思维导对运用于小学生的英语写作，提高学生的英语写作兴趣和能力，具有良好的应用价值。
2. 支架式教学理论以“学生为主体”的支架式教学是从结构主义理论提出的重要教学方法。
它强调教学应为学习者搭建理解知识的概念框架。
怎样提高小学高段学生英语写作水平(论文)
2013年第21期（总第213期）怎样提高小学高段学生英语写作水平高建瑞西固区福利东路第一小学，甘肃兰州730000小学高段英语写作教学是英语课堂教学的重要环节，写作水平的高低是学生综合运用语言能力的综合反映，结合教学实践，我认为作文教学应在“细”“密”“勤”上下功夫，做到让学生作文有“趣”而作，有“材”可言，有“法”必循。
一、兴趣，是作文的前提，措施重在“密”兴趣，是一个人力求接触和认识某种事物的一种意识倾向，是人们顺利完成某些活动的先决条件。
当前学生对作文普遍存在着消极心态，主要表现在对写作的“情感冷漠”“畏惧情绪”，这些情绪给作文教学的顺利进行带来了极大的障碍。
教师应怎样排除学生的消极心态，提高他们的写作兴趣呢？途径是很多的——提高学生的英语写作意识，组织多渠道的写作实践，引导学生原有兴趣的转移或模仿写作等等，都可以收到良好的效果。
1．字词训练，学习掌握大量字词。
掌握运用字词的金钥匙：联系自己熟悉的事物；联系自己生活实际；联系自己学会的语言及字词知识。
运用“十引说”的方法，把字、词、句学习与说话训练相结合。
“十引说”是：1．分析词形；2．利用教具；3．凭图学词；4．组词扩词；5．选词填空；6．词语搭配；7．调整词序；8．触景用词；9．词语分类；10．联词成句。
丰富了说话训练内容，使自己积累大量会说会用的字词，为写作文打下坚实基础。
2．句子训练，只要是一个句子，都包括两个方面：一是说的人、事、物、景，二是说目的。
可有些教师指导学生说一句话时，没有很好凭借图画和事物，认真教学生观察、认识、分析、表达的方法，只是拿出一张图或一事物让学生说写一句话，学生不知道为什么要说写一句话，怎样说写一句话，说写一句什么句型、什么句式的话，导致作文中语调单一、呆板、不活泼生动。
可以改让学生凭图、看物、对话、练习说写一句时间、地点、人物、事件四要素完整的话，四种句型，九种句式的话。
学生才会在作文中运用不同句型、句式，表达不同的思想、感情、态度、目的。
浅谈小学英语高年级写作现状分析与对策
浅谈小学英语高年级写作现状分析与对策摘要：英语写作是小学英语教学中的一个难点，小学高年级（二级）关于写作的要求，分别是能模仿范例写句子;能写出简单的问候语;能根据要求为图片、实物等写出简短的标题或描述;能基本正确地使用大小写字母和标点符号。
但目前写作教学存在着种种问题，学生的语法错误多，大小写和标点符号使用错误，写作内容单一，审题不清，缺乏兴趣等。
本文就导致这些小学英语写作的现状进行了分析，最后提出解决问题的对策。
该论文分为了四部分，第一部分简单介绍了小学英语教学的背景和课标要求。
第二部分探讨了目前小学英语写作存在的问题，并举了一些日常教学写作时学生犯的错误。
第三部分浅谈了导致现状的原因，从两方面分析，一是教师方面，其次是写作本身的方面。
第四部分给出了解决现状的一些建议，这些建议是在给学生实施的基础上，根据学生的反馈和表现整合出来的一些较为有用的措施。
关键词：小学英语写作;写作问题;教学对策1 介绍背景和课标的要求英语写作是英语教学中的重要内容，更是小学英语教学中的一个难点，英语写作考察的是对英语的运用和表达的能力，同时英语写作又是同听说读相辅相成、相互促进的。
在小学高年级阶段对语言技能中的听、说、读写等技能提出了二级要求，其中，小学高年级（二级）关于写作的要求，分别是能模仿范例写句子;能写出简单的问候语;能根据要求为图片、实物等写出简短的标题或描述;能基本正确地使用大小写字母和标点符号。
但就我任教的经历看来，小学英语高年级阶段的写作存在着很多的问题。
2 存在的问题2.1 学生的语法错误多，词汇量匮乏语法是英语写作的框架，英语写作必须遵循语法规则。
但是，在批改小学高年级学生的写作时很容易发现这样的错误，We going to see a film tomorrow. 主谓不一致：He go hiking on Sundays. She like doing kungfu.等这样的句子，不符合英语表达的规范性。
小学英语教学论文-浅谈小学高年级的英语阅读与写作_通用版
浅谈小学高年级的英语阅读与写作“听说读写”是小学生学英语必须掌握的四种技能，它们之间的关系是相辅相成，互相促进的。
听说重要，读写同样不可轻视，只不过在小学生学英语不同的阶段应该有不同的侧重，例如在低年级，毫无疑问是以听说为主；在中年级，要在听、说、读方面下功夫，并可以作尝试如仿写之类的初步写作训练；而在高年级，则应该着重抓好阅读与写作的教学。
英语的听、说、读、写四者密切相关，，互为基础，又呈螺旋式提高。
因此，写的训练应该贯穿于整个教学的全过程，寓写于听、说、读、等诸方面的训练中，才能真正全面提高学生写的能力。
一、阅读是写作的基础，养成良好的阅读习惯，帮助学生积累更多的语言材料。
多阅读不仅可以帮助学生积累大量的词汇和句式，而且可以促使学生在读的过程中学习，感悟作者观察事物、分析事物、谴词造句、连句成段、连段成篇的方法和技巧，并内化成学生自己的认识，从而指导学生的写作实践。
阅读包括两方面：一是阅读好英语课本上的故事；二是在教师的指导下阅读好课本以外的文章。
要想使学生学到更多的知识，并使其转化为能力，就必须加大阅读量。
古人云："读书破万卷，下笔如有神。
"可见阅读与写作的关系是密切的。
阅读应养成良好的习惯：一是要把每课的句型读熟。
二是多读课外的英语小故和短文。
在阅读的过程中，要教会学生进行读书笔记。
（1）词汇手册(V ocabulary books)的积累，教师应教会他们如何做词汇手册，记录在不同情景中学到其所遇到的（包括课外的）词汇和简单的表达方式。
鼓励学习者通过绘图、剪贴画、抄录范例等方式记录单词的意思。
教会他们如何把新学的词汇按类别分成有意义的组别，如：颜色、食物、植物、活动、月份、动物等。
鼓励学习者在记录单词时，不仅要记录单词的意思，还要记下含该词的例句。
（2）使用和制作词典(Using and making dictionaries) ，到了小学高年级，教师应在教学课程进行过程中培养学习者用词典查找拼写词义的能力。
【全英语毕业论文】小学高阶段学生的英语写作现状分析
xxxxxxx学院毕业论文论文题目：小学高阶段学生的英语写作现状分析专业：英语学习形式：年级：XXXX级学生姓名：XXX指导教师：完成时间：XXXXCatalogueAbstract .................................................... 错误!未定义书签。
I、Introduce the background and requirements of the curriculum (2)II、Existing problems (2)（I）Students have many grammatical errors and a poor vocabulary (2)（II）Unable to correctly imitate sentences and express meanings due to the influence of Chinese mother tongue (3)（III）Incorrect use of capitalization and punctuation during writing (2)（IV）Students' unclear review of writing content (3)（V）Students lack interest and confidence in English writing (4)III、Reasons for the current situation (4)（I）Teachers pay insufficient attention to writing and most teachers focus on students' listening and speaking (4)（II）Teachers lack experience and guidance in teaching writing (4)（III）Writing is a difficult part of language skills (4)IV、Solutions (5)（I）The accumulation and application of vocabulary (5)I.Teaching vocabulary in context (5)II.Association and Classification of Vocabulary (5)（I）Proficiency and repeated recitation of textbooks and texts (5)（II）Copywriting (5)（III）Encourage students to write more after class and increase their chances of writing (6)Conclusion (6)Reference (7)AbstractEnglish writing is a difficult point in English teaching in primary schools. The requirements for writing in senior primary school students (Level 2) are to be able to imitate examples and write sentences; Can write simple greetings; Be able to write short titles or descriptions for pictures, objects, etc. as required; Be able to use uppercase and lowercase letters and punctuation marks basically correctly. However, there are various problems in writing teaching at present, such as students' frequent grammatical errors, incorrect use of uppercase and lowercase letters and punctuation marks, single writing content, unclear examination of questions, and lack of interest. This article analyzes the current situation of English writing in these primary schools, and finally proposes countermeasures to solve the problems. The paper is divided into four parts. The first part briefly introduces the background and curriculum requirements of English teaching in primary schools. The second part discusses the current problems in primary school English writing, and lists some mistakes made by students in daily teaching writing. The third part briefly discusses the reasons for the current situation, and analyzes it from two aspects, one is the teacher's side, and the second is the writing itself. The fourth part gives some suggestions to solve the current situation. These suggestions are based on the implementation of students' feedback and performance, and are integrated into some more useful measures.Keywdrds：Primary school English writing; Writing questions; Teaching countermeasures.II、Introduce the background and requirements of the curriculum：English writing is an important content in English teaching, and it is also a difficult point in English teaching in primary schools. English writing examines the ability to use and express English. At the same time, English writing is complementary and mutually reinforcing with listening, speaking, and reading. In the upper grades of primary school, there are secondary requirements for listening, speaking, reading, and writing skills in language skills. Among them, the requirements for writing in the upper grades of primary school (Level 2) are to be able to imitate examples and write sentences; Can write simple greetings; Be able to write short titles or descriptions for pictures, objects, etc. as required; Be able to use uppercase and lowercase letters and punctuation marks basically correctly. However, from my teaching experience, there are many problems with writing in the senior stages of primary school English.II、Existing problems：（I）Students have many grammatical errors and a poor vocabulary.Grammar is the framework of English writing, and English writing must follow grammatical rules. However, it is easy to find such errors when correcting the writing of senior primary school students. We are going to see a film tomorrow He go hiding on Sundays Sentences such as “She like doing kungfu.”do not conform to the norms of English expression. Secondly, during writing classes, students often do not know what vocabulary to use to express their meaning. They often have good ideas and ideas, but they do not know how to express them correctly in English. This shows that students' vocabulary is very poor.The English writing skills of senior students in primary schools should reach the following levels: being able to correctly use uppercase and lowercase letters, using punctuation markscorrectly, writing basic greetings, writing simple greetings, and writing short sentences based on the words and sentences prompted by pictures. However, in actual English teaching in senior primary schools, teachers often focus only on how to respond to exams, ignoring the guidance and practice of students' English writing.（II）Unable to correctly imitate sentences and express meanings due to the influence of Chinese mother tongue.Chinese is the mother tongue of students. When writing in English, students are accustomed to using Chinese thinking due to the influence of their mother tongue. Students often create some Chinglish, such as: I want to see a film tomorrow For some students whose foundation is not particularly good, Chinese thinking makes it easy for them to translate word for word when writing in English.（III）Incorrect use of capitalization and punctuation during writing.It is not difficult to find errors in the use of uppercase, lowercase, and punctuation marks in correcting compositions in the senior years of primary school. The initial letter of a sentence is in lowercase, such as “she is happy.” In addition, when using punctuation marks in English writing, students can easily write the ending punctuation “.” in English as “.” in Chinese, or forget to add punctuation at the end of a sentence.（IV）Students' unclear review of writing content.For example, if you are Amy and this is her schedule for the weekend, please write a short article using My weekend. The question has already asked you to assume that you are Amy and should be written in the first person, but during the grading process, it was found that some students wrote the sentence "Amy is going to do morning exercise on Saturday morning." Writing in the third person without carefully examining the topic led to errors in writing. There are also some students who do not use the correct tense. For example: I doing morning exercise on Saturday morning Due to unclear examination and incorrect use of the correct tense, there is a serious loss of score.（V）Students lack interest and confidence in English writing. Interviewing students in Grade 5 and Grade 6, do you think English writing is difficult? Where is the difficulty? Most students say that writing in English is the most difficult. They say they have no way to start writing in English, lack a vocabulary, cannot remember words clearly, and are unable to expressIII、The accumulation and application of vocabulary：（I）Teachers pay insufficient attention to writing, and most teachers focus on students' listening and speaking.Due to the impact of exam oriented education, most teachers focus on listening and reading, which are easy to score, and thus neglect writing.（II）Teachers lack experience and guidance in teaching writing.The most popular class for studying outside is listening and speaking class, followed by reading class and pronunciation class. Therefore, many teachers lack experience in writing classes. Due to their lack of experience, teachers do not know how to make writing classes lively, interesting, and easy to understand; Moreover, due to the tedium of writing classes, many teachers have no way to start teaching writing. There are also very few lively and interesting game activities in writing classes, and the overall atmosphere of writing classes is relatively dull, so students are even more intimidated by writing.（III）Writing is a difficult part of language skills.Language skills mainly include listening, speaking, reading, writing, and the comprehensive use of these skills. Among them, listening and reading are the skills of understanding and the input of knowledge, while speaking and writing are the skills of expression and the output of students' knowledge. Therefore, speaking and writing are more difficult than listening and reading, while writing requires the output of writing ability based on speaking. It is conceivable that writing is difficult.III、Solutions：（I）The accumulation and application of vocabulary.When writing in English, some students write fluently, while others are difficult to write. The difference lies in the different levels of vocabulary accumulation and application. Here are some suggestions on how to effectively improve vocabulary storage and vocabulary use ability:I.Teaching vocabulary in context.When teaching new vocabulary, teaching words in context is more effective than teaching words alone.In the classroom, teachers can make the form of writing teaching more diverse, adding more interesting and easily accepted writing requirements to writing training, so that students no longer have a fear of writing, and gradually develop interest in English writing. In primary school English textbooks, there are some particularly good articles that teachers can guide students to imitate. In the daily teaching process, teachers can also combine reading and writing. When a classic article is presented in class, teachers can ask students to write accordingly . After reading the original text, students also have a certain reference mode when writing, and their writing thinking has direction. In this stage, many problems that arise in writing will be eliminated, and students' enthusiasm for practicing writing will increase. This is the most effective English writing training mode.Teachers should provide an objective evaluation of students' writing, effectively addressing various issues that arise during their writing process. At the same time, it is also necessary to incorporate this evaluation process into students' appreciation education to help them build confidence. Teachers should have diverse ways of evaluating students' essays. After students finish writing an essay, the teacher can first ask them to self check and comment, and identify and correct some of the problems that exist inside; Afterwards, the teacher encourages students to watch and comment on each other's essays, allowing them to identify existing problems during the process of peer review. This also provides students with an opportunity to appreciate their essays, allowing them to learn from the good aspects of others' essays and emulate themwhile writing. Finally, it is the teacher who makes the final evaluation. If there are high errors among students, the teacher must raise them and focus on explaining them. In the evaluation of students, it is necessary to choose diverse evaluation methods, so that students can better highlight the student-centered concept during the writing process. In addition, this can also increase students' language proficiency in the writing process.II.Association and Classification of Vocabulary.（I）Vocabulary association activities can help expand students' vocabulary and help them remember a group of words or a class of words. Generally, in vocabulary association activities, the teacher will give a word and ask the students to blurt out the associated word. For example, when the teacher says panda, students can associate vocabulary such as basketball, China, and animal. This method can deepen students' understanding of vocabulary.(II) Mind mapping: memorizing words in chunks helps students remember words efficiently, accurately, and in large numbers.（II）Proficiency and repeated recitation of textbooks and texts.Writing as an output skill requires sufficient language input to produce output. For primary school students, knowledge mainly comes from textbooks. The standardized language of model texts is typical and readable. Therefore, it is essential to memorize texts skillfully, which can increase language input and language sense.When conducting English writing exercises, teachers should start with a simple approach and provide students with a step-by-step writing process to gradually improve their overall literacy. In the field of English writing, specialized classroom tutorials can be conducted, and of course, writing training can also be interspersed in different teaching stages. The implementation of various teaching methods and the development of writing teaching are conducive to promoting students' improvement in English writing proficiency. When teachers encounter good articles during the teaching process, they can encourage students to carefully analyze the important vocabulary in the article. They can also deepentheir mastery of key vocabulary during writing training, allowing students to have a deeper impression of these vocabulary during the learning process. The teacher can provide a few words for students to make sentences, or throw out a few key keywords for students to shape the article based on these keywords. The learning tasks set by the teacher for students in the classroom and the guidance provided during the completion process will help students become more familiar with the standardized requirements of English writing and better complete English writing training.（III）Copywriting.Some students have a weak foundation in writing, and about half of them have no way to start writing. At the beginning, I asked most of them to try copying. Copying is relatively simple, has a template, and is purposeful. Students will not feel that they are unable to start, so it is easy to improve their confidence in writing.The knowledge points mentioned in primary school English textbook materials are quite numerous and messy, and some of them are relatively difficult, which makes primary school students feel a bit difficult in the process of writing. So English teachers should teach students some basic writing skills, so that they can quickly express their opinions during the process of learning English knowledge. In terms of writing, the teacher should ask students to describe the characters, locations, processes, and feelings in the writing accordingly. First, provide a basic framework for the composition, allowing students to think first, and then express the content with correct sentences. For example, if the teacher throws an emotional essay topic, students can first think and recall about the things that happen with friends in daily life, the time spent with parents, and the feelings of being with teachers, classmates, etc., and then boldly express their opinions. Of course, the main body of the composition should revolve around love, and the form of writing can be based on students' feelings and some gains. If a student has rich experience in this field in daily life, they can quickly write a good English exercise.（IV）Encourage students to write more after class and increase their chances of writing.Ask students to prepare a notebook for recording daily life, regardless of topic, and record what they want to write and can write in the form of essays or diaries. There should be hierarchical requirements for different students. Students with weak foundation can have lower requirements, while students with good foundation have higher requirements. In short, let students write more, and teachers provide timely feedback. Slowly let students develop the habit of writing in English.Primary school students' English knowledge is not yet solid enough, and they may encounter many difficulties when writing, which will have a great impact on their future learning. If primary school students want to have a better understanding of writing, then teachers should encourage them to observe more things happening in daily life, as well as changes in things and characters, so that students can learn the true meaning of writing through practice. Writing is different from learning in other subjects [3], and the quality of writing cannot be enhanced by memorization. Therefore, in response to this situation, teachers must warn students not to have high expectations but low abilities. They should accumulate more materials and practice writing to improve their writing skills. In the process of communicating with students, teachers will inevitably encounter many problems, most of which are related to writing skills or determining the subject of the article. On the basis of learning, students are divided into different levels. If all students are required to communicate with the same subject, various problems will inevitably arise. In response to this situation, teachers need to have a general understanding of students' learning abilities, allowing students from different levels to participate in different stages of practice, in order to improve students' writing skills. If students have a clear understanding of the meaning of the writing topic and the main idea, and can think about their writing as a whole, their writing ability and enthusiasm will be greatly improved. In daily classrooms, students are not very willing to communicate with teachers because they cannot articulate their own problems well. If they want toimprove the writing level of primary school students, teachers must communicate more with them, so that students can enjoy the communication process and improve their writing skills. In addition, teachers can carry out corresponding writing activities to stimulate students' interest in writing.ConclusionEnglish writing is a difficult point in primary school English teaching. The requirements for writing in higher grades of primary school are to be able to imitate examples and write sentences; Can write simple greetings; Can write short titles or descriptions for images, physical objects, etc. as required; Be able to use uppercase and lowercase letters and punctuation mark basically and correctly. But at present, there are many problems in writing teaching, such as students' syntax error, incorrect use of capitalization and punctuation mark, single writing content, unclear examination of topics, lack of interest, etc.The primary school stage in China is a strong age for learning English as a foundation, and it is also a key stage for us to cultivate good written English writing habits and form correct written English writing skills. Here, teachers need to help Chinese primary school students lay a good foundation for English writing, gradually stimulate and improve their interest in English writing for students, encourage them to persevere in their efforts and cultivate their good English writing learning habits, pay attention to the application and accumulation of English knowledge, apply what they have learned, and promote the improvement of Chinese primary school students' writing ability and quality in English.The improvement of English writing is not overnight, but requires a little accumulation of time and energy. Therefore, as an English teacher, it is necessary to have confidence and patience in students' writing, and gradually improve their comprehensive language skills.The improvement of English writing is not overnight, but requires the accumulation of time and energy. Therefore, as an English teacher, one should have confidence and patience in students' writing and gradually improve their comprehensive language proficiency.Teachers should first identify students' weaknesses in their writing, and make changes in teaching methods and concepts to address this weakness,so that students can truly feel the importance of English writing. By changing writing guidelines and enriching writing forms, the most important aspect of students' diversified evaluation is their writing skills, which are combined with practice to increase writing materials and enhance students' overall literacy.Reference[I] Tian Li. Research on the Problems and Countermeasures of Teaching English Writing in Senior Middle School Students [D]. Shandong Normal University, 2013 [II] Liu Junxian. Problems and Guiding Strategies in English Writing for Senior Primary School Students [D]. Inner Mongolia Normal University, 2015 [III] Nie Zhenyu. How to Quickly Improve the English Writing Ability of Senior Primary School Students [J]. Primary and Secondary School Teaching Research。
小学高年级英语小作文
小学高年级英语小作文English:In the higher grades of elementary school, English writing becomes more important as students are expected to communicate their thoughts and ideas in a structured and coherent manner. To improve their writing skills, students can practice writing different types of essays such as narrative, descriptive, and persuasive essays. They can also focus on building a strong vocabulary, using varied sentence structures, and organizing their thoughts logically. Additionally, reading extensively can help students expand their knowledge, enhance their creativity, and improve their writing style. By incorporating feedback from teachers and peers, students can further refine their writing skills and become more proficient in expressing themselves effectively in English.Translated content:在小学高年级，学生被期望能用结构化和连贯的方式表达自己的想法和观点，因此英语写作变得更加重要。
谈小学高年级英语作文的实践研究
谈小学高年级英语作文的实践研究Learning to write effectively is a crucial skill for students in upper primary grades. As they progress through their education, they are expected to produce more complex and sophisticated written work, including longer and more detailed essays. This requires a focused and structured approach to teaching English composition. In this essay, I will explore the key aspects of practicing English composition in upper primary grades, including the challenges, best practices, and the role of the teacher.One of the primary challenges in teaching English composition at the upper primary level is the wide range of writing abilities within a single classroom. Some students may be highly proficient in expressing their thoughts in writing, while others may struggle with the basic mechanics of sentence structure and grammar. This diversity can make it challenging for teachers to design and deliver lessons that cater to the needs of all students.To address this challenge, teachers must adopt a differentiated approach to instruction. This may involve providing scaffolding andadditional support for struggling writers, while also offering more advanced tasks and activities for those who are ready to take on greater challenges. Strategies such as peer-editing, where students review and provide feedback on each other's work, can be particularly effective in fostering a collaborative learning environment and encouraging students to take ownership of their writing.Another key aspect of practicing English composition in upper primary grades is the emphasis on developing critical thinking and analytical skills. As students progress, they are expected to move beyond simple descriptive writing and engage in more complex forms of expression, such as persuasive essays, research-based reports, and literary analyses. This requires a strong foundation in reading comprehension, as well as the ability to synthesize information, formulate arguments, and support their ideas with evidence.To cultivate these higher-order thinking skills, teachers can incorporate various instructional approaches, such as the use of graphic organizers, model essays, and targeted feedback on the structure and content of student writing. Additionally, providing opportunities for students to engage in peer discussions and collaborative writing tasks can help them develop the critical thinking and communication skills necessary for successfulcomposition.The role of the teacher in the process of practicing English composition is also crucial. Effective teachers must possess a deep understanding of the writing process, as well as the ability to diagnose and address the specific challenges faced by their students. This may involve providing explicit instruction on grammar, mechanics, and the organizational structure of different types of essays, as well as offering personalized feedback and guidance to help students improve their writing skills.Moreover, teachers must be skilled in creating a supportive and engaging learning environment that fosters a love of writing. This can involve incorporating a variety of writing genres and topics that are relevant and meaningful to students, as well as providing opportunities for students to share their work and receive positive reinforcement.In conclusion, practicing English composition in upper primary grades is a complex and multifaceted process that requires a comprehensive and strategic approach. By addressing the challenges of diverse writing abilities, emphasizing the development of critical thinking and analytical skills, and leveraging the expertise and guidance of effective teachers, schools can help students develop thewriting proficiency necessary for success in their academic and professional pursuits.。
小学高年级英语写作教学浅探
小学高年级英语写作教学浅探论文摘要：检测一个人对某种语言的真正习得与否必然离不开对其“听说读写”四会能力的考察。
因为语言所起到的沟通桥梁作用必须通过“听说读写”方式中的某一种或几种才得以体现。
其中，写作是前三者语言知识积累到一定程度的显现。
但是，在小学英语教学中，由于高年级学生对这种外域语言之建立在低中年级时薄弱的语言基础上，所以这个阶段的英语写作教学开展既是一个重点，更是一个难点。
因此，教师应运用多种形式扎实学生的英语基础知识和技能，采用灵活多样的写作训练模式引导学生渐入佳境。
关键词：英语写作扎实基础训练模式小学高年级英语写作教学的目的是要提高学生综合运用语言的能力，发展学生从口头表达转向书面表达的能力，让学生主动学会将所学的单词、语法、句型等知识、技能整合到写作中。
而要真正地培养和发展学生的英语写作表达能力，需要知识的积累和行之有效的写作教学方法。
一扎实掌握基础知识和技能。
1、多种形式积累词句，打好写作基础。
联想词语活动可用于扩展学生的词汇，教师可帮助学生回忆学过的同音词、同义词、反义词、同类词和与之相关的的短语等。
在此类活动中，通常会给学生一个词或一个词组，要求他们联想到与之能搭配的词语。
如：open , open the book ,open the pencil-case ,open the door , open the window…自制词汇手册，不但能调动学生的主动性，而且能积累词语。
教师应教会学生如何做词汇手册，记录不同情景中学到及其遇到的词汇和简单的表达方式。
鼓励学生通过绘图、剪贴画、抄录范例等方式记录单词的意思。
把新学词汇按类别分组，如：食物、动物、植物、表情、颜色、月份、星期等。
2、模仿例句造句。
教师应不断培养学生造句，让他们一造句就自然地考虑到学过的句型。
课文中出现的重点词汇、词组在原有知识的基础上，可模仿例句进行造句。
在练习造句的过程中应注意方法指导，让他们了解句子的结构、语法及各句子成分在句中的价值、相互之间的关系和各自的位置关系。
试论高年级小学英语写作教学
试论高年级小学英语写作教学作者：高希芹来源：《课程教育研究》2018年第47期【摘要】英语写作教学是小学英语教学中较为重要的一部分教学内容，学生写作能力的高低直接关系着学生其他英语语言技能的发展，因此小学阶段学生英语写作教学备受重视。
本文首先分析了小学英语写作教学的现状，其次针对教学过程中存在的问题提出了几点建议。
【关键词】小学英语写作教学现状建议【中图分类号】G623.31 【文献标识码】A 【文章编号】2095-3089（2018）47-0088-02小学英语写作教学作为小学英语教学中的重点内容，其主要的教学目的就是为了提高学生的英语综合学习的能力，尤其是对于小学高年级的学生来讲，他们本身已经具备了一定的英语基础，英语思维能力也有了一定的提升，自己已经有能力进行英语创作。
本文简单的分析了目前高年级小学英语写作中存在的问题，并针对性提出了几点建议。
一、高年级小学英语写作教学存在的问题1.教师对写作教学重视程度欠缺教师对英语写作教学的重视程度欠缺，是目前英语教学过程中的主要问题之一，在教学过程中教师虽然也重视学生的写作，但是一定程度上是在提升学生的考试能力，而不是针对性的进行写作能力的培养。
在日常的教学过程中，教师对英语教学的认识并没有十分全面，很多教师在教学过程中只是针对考试中比较常见的考点，进行针对性的写作练习，因此学生的写作能力并不强。
2.学生写作兴趣低，写作内容空洞小学高年级学生对英语的认知还不全面，再加上英语学习的时间较短，词汇量也不丰富，英语基础知识比较匮乏，常常会出现无话可说的现象，而且学生在写作的过程中很容易受到汉语思维的影响，因此写作的兴趣并不是特别高，从而影响了小学英语教学的有效性。
二、高年级小学英语写作教学对策1.重视写作教学，做好基础工作小学阶段是学生语言学习的关键时期，英语学习也是如此。
作为教师要注重学生英语学习全面技能的发展，在写作教学过程中，首先要注重学生词汇量的积累，词汇是进行英语写作的基础。
关于小学英语高年级写作训练研究
关于小学英语高年级写作训练研究作者：何美英来源：《成长》2020年第03期摘要：新课改不断深入，小学英语教学已经越来越受到广泛关注和重视。
小学英语高年级的写作训练教学一直是整个小学英语教学中的重点和难点。
本文就小学英语高年级写作训练进行一定分析和探究，并且提出一些合理化教学建议，以供参考。
关键词：小学高年级英语;写作训练;教学策略1 引言毫无疑问，英语学科的一大重点和难点就是英语作文教学。
并且英语作文在现阶段的各类英语考试中的评分都占据相当重要的比例。
小学英语现阶段教学过程中，教师应该在高年级写作训练过程中全面提高小学生们的写作学习兴趣和积极性，并且结合当前较为新兴的教学方法和教学辅助技术全面提升高年级小学生们的英语作文写作水平和综合写作能力。
2 教师应全面加强学生基础知识学习训练毫无疑问，英语写作学习过程中，英语单词拼写的积累和水平是小学生们的学好英语写作的先决条件和基本要素。
教师在日常教学过程中必须要非常重视学生们的英语基础知识，单词积累和拼写等方面的针对性训练，可采用实物教学、图片教学以及多媒体立体教学指导高年级小学生们对英语单词的學习、理解和掌握，通过丰富生动的教学手段让小学生们建立起较为形象化、具体化的英语单词学习思维体系，增强对英语单词的记忆效果。
教师在教学过程中也应对英语写作过程中最常用、最常见到的一些词汇从音、形、义等多个方面以及角度强化讲解，让学生们深刻理解英语单词的搭配方法和方式，以及在句子中的具体使用规则和方法，尽量避免一些同义词的错误使用。
笔者建议，教师可以采用现行较为先进的单词归纳记忆法让学生们对新单词进行记忆和巩固。
举个教学案例，在人教PEP小学英语教材中，六年级学到“cousin”一词时，教师可以通过单词归类法让学生们联想在四年级学到的“mother，sister”等单词以及五年级学习掌握的“grandma”等相近意义的单词，通过联想，提高学生们的学习兴趣并且加深学生们的单词记忆印象，增强学生们单词储备量的同时，提升高年级小学生英语写作素材的积累。
改进小学高年级学生英语写作问题的对策 - 小学英语教学论文随笔
改进小学高年级学生英语写作问题的对策-小学英语教学论文随笔（一）学生，1.唤醒学生的写作意识：笔者从调查研究和日常的教学实践观察中发现，只有少数学生乐意写作，而多数学生都对写作感到很难下手，讲台上老师布置作文，讲台下学生"啊"声一片。
如何才能改变学生写作困难及严重的厌写心理呢？"问渠那得清如许，为有源头活水来"。
笔者认为，首先，家长可以带着孩子多观察多发现，引导孩子多思考多交流。
看得多、想得多，学生的想象力自然就更加丰富，写作时就不会遇到"巧妇难为无米之炊"的现象。
同时也可以从孩子的爱好出发，给孩子多看他们喜欢的英语绘本，采用和学生用英语通信等形式，激发学生学英语、用英语的意识。
其次，教师可以通过激励等形式唤醒学生的写作意识()，让学生从不想写向我想写进行转变。
教师可以采用不同的评价方式对学生的作文进行评价，使学生从自我评价和他人评价中获得满足感和荣誉感。
笔者在检查学生作文的时候，对每位学生的每一篇作文进行面批，在当面交流的过程中与学生交流、沟通，不断激发他们的写作意识。
从人本主义角度看，我们应该把学生看成是不断发展的个体，应该鼓励学生不断自我实现，从而唤醒他们的写作意识。
2.培养学生的写作兴趣亚里士多德说过："古往今来人们开始探索，都应起源于对自然万物的惊异"。
好奇的目光往往能看到更多的东西。
所以，一旦学生对英语写作产生了兴趣，自然就会乐意去思考、勤动笔、爱写作。
无论是教师还是家长，都应该注重学生写作兴趣的培养，注重激发学生英语学习的积极性。
首先，教师应该针对学生的年龄特点，布置给学生跳一跳就能够得到的英语写作题目，由易到难、循序渐进。
在对中年级学生的写作训练中，教师可以采用模仿写话的方式进行训练。
以译林英语4AUnit1Ilikedogs为例，在写作部分我们可以组织学生仿写。
以Ilike……为题目完成下面作文。
Ilikedogsverymuch.Ilike______verymuch.I____________verymu ch.I______________________.这样的作文对中年级的学生来说并不困难，第一句给出了完整的示范，第二句只需填写动物类单词一个，第三句只需在第二句的基础上多加like一次，以此类推，学生就能较好的完成作文。
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小学高年级英语写作初探
要学好英语，听、说、读、写是学生必须要掌握的四种技能。
其中写是学好英语的最高境界，也成为教师和学生的难题。
英语教学的最终目的是发展学生的英语语言技能,培养学生良好的英语交
际能力。
写作教学对于帮助学生了解英语思维的方法,形成用英语
进行思维的习惯,提高学生综合运用知识的能力大有益处。
因此，
在平时的教学中我很注重培养学生的英语写作能力，主要从以下几方面着手：
1、积累词汇和句型，为写作作铺垫
写作文在小学生中是有一定的难度,但细想难中也有巧法,我觉
得我们可以在每学完一篇课文后,总结重点单词、词组和句型,能联系的专门抄在一个本子上,每学完一课的句型,就可即时让他们复
习以前学过的单词，并在课下让他们写下来，为写作文做好铺垫。
长期以来,学生会养成一种好的学习方法和习惯,到时不用再费好
大力气让他们扩充单词量,反而会自觉的寻求、归纳，这样不仅满
足渴求知识的欲望,而且他们肯定有一种成就感。
例如：引导学生
收集描写个人感情色彩的单词：happy, excited, surprised, angry, bored, sad, tired …重点句型：1.i hope i can… 2.i wish i could … 3.there is/are … in/on/under/near…
2、帮助学生理清思路，确定正确的时态
在平时的教学中，发现学生普遍犯着几乎相同的毛病，就是写
作文时大凡是随手拈来一般现在时进行描写，根本不去审题，完全
不思考事情发生的时间，不去判断该用何种时态来写，故在写作的过程中难免会出现语言不规则,句子结构混乱,含义不清，所以这样的作文根本不可能得到高分，更谈不上英语思维的形成，因此，我很注重学生审题能力的培养。
例如：命题作文：请用50个单词来描述本周末的计划。
我首先让学生认真读题，要求寻找关键词“本周末的计划”；然后启发学生理解“计划”一词的含义——事情只是做安排，表示即将要发生的事情；最后引导学生确定要使用的正确时态——一般将来时。
接着马上讨论该时态的句子结构：…be going to ＋动词原形…或者…will＋动词原形…。
有了审题能力及正确的句型，学生写起作文来就得心应手。
3、篇章结构的安排,落实写作的三个步骤
当学生积累一定的单词和句型后，就要考虑篇章结构的安排，如何传授文章的构成呢？我把它称谓写作三部曲：龙头——猪肚——凤尾。
龙头（即开头）——猪肚（事情经过即主要内用）——凤尾（即结尾）。
“龙头”就是用开门见山法，引出主题。
例如：暑假即将来临，要求学生以my summer holiday 为题描述自己的计划。
那么，就可以教学生用开门见山法引出“龙头”,例如：my summer holiday is coming . i am going to have about two-month holiday.
i am going to have something to do .“猪肚”将是整篇文章的重头戏，所以一定要教会学生具体的方法，为了条理清晰，可以用first… .then… . last….三个关联词引出事情的具体安排。
例如：first i am going to stay at home and do my summer
homework .then i am going to beijing . i am going to visit the great wall . i am going to take some photos there . last i am going to hong kong . i am going to visit disneyland .i am going to have fun there . 最后，用首尾呼应法引出“凤尾”，即i think i will be tied ,but i will have a happy summer holiday .这样，学生就会有一个完整的写作思路。
4、开拓思维，提升学生应用英语的能力
有了清晰的思路和落实篇章结构之后，我开始着手于开拓学生的思维，提升他们的应用英语的能力。
例如：以my bedroom 为题，学生会写i have a bedroom. there is a bed in my bedroom. there is a window beside the bed. there are some books on the shelf…进行描述，基本情况是写出来了，可是平铺直叙，显得干干巴巴，对读者来说也没有多大吸引力，于是，我注意引导学生找出每一句的中心词，启发他们用所学过的词语去修饰它，把它变得有血有肉，我把这种方法叫做一物一评价法。
句子丰富了，就更有欣赏价值了，应用英语的能力自然得到体现。
例如：i have a bedroom中的bedroom，可以用上的修饰词有nice, clean, new, old, small, big, tidy…. there is a bed in my bedroom中的bed, 可用big, small, comfortable, new, old, beautiful…等词来修饰。
there are some books on the shelf中的books,可以把他想象为chinese book, english book, maths book, art book and other story books 等等。
自从拓展学生这种思维之后，学生就好像打开了话甲子一样，
不愁没东西可写，而是有说不完的话，写不完的句子。
5、多练，巩固写作方法
要熟练写作方法，多练是必不可少的途径。
所以，在每教完一课书，我都让学生模仿课文写一篇相应的小作文。
每教完一个单元都要布置学生写一篇命题作文。
同一种文题我会布置不同时间段的作文让学生操练。
例如：为了学生熟练一般过去时，我会设计如下题目给学生练习：1、用50个单词描述上个周末所发生的事情。
2、用50个单词描述去年你开生日会的情景。
3、用日记的形式，写一写去年植树节种树的情况…。
经过不同事情的描写，学生既能巩固不同的词汇量，更能对一般过时孰能生巧。
写作对小学生而言，的确不容易，但在这个过程中只要老师付出，方法得当，反复为学生作出恰当的引导和示范，写作内容由易到难，循序渐进，要教会学生有完整的写作思路并不是一件难事。