3. Problem (s) of the study

3. Problem (s) of the study

3.1 Problem (s) Identification
Writing is a high school English listening, speaking, reading and writing skills in the most difficult to improve a skill, but the English listening, speaking, reading, writing are closely related and interwoven, each base is gradually increased. Listen and reading and understanding other people's expression of understanding of ideas, is internal to the external language within the language process, writing ability in listening, speaking, reading, based on continuously develop and improve, and writing training can further improve the listening, speaking, reading ability based on many years in the author's personal experience teaching junior high school English, summed up the problems in the writing of students improve their writing skills and teaching strategies.

First, the students in writing the following problems 1, text in Chinese mode of thinking to apply, including idioms, grammar, composition and other aspects of the word, such as: I very much like the movie. Students only mode of thinking according to Chinese translation, does not know English very much is a modification of the verb , like habits on the end of the sentence, the sentence should be: I like the movie very much. The room is enough big. adverbs modify adjectives is enough big, big but must be placed after this sentence should be The room is big enough . "I singing a song now", now in progress should form be + v + ing form, students often lack the predicate be, the sentence should be "I am singing a song now".
so usually have teachers teaching in the classroom sense to guide them in English thinking to think.

2, a subject more than one predicate. Most English sentence is 'a subject + a predicate', and other often non-finite verb verb form such as, I went home watched TV yesterday. Should be changed to the infinitive phrase to watch TV, This sentence should be: I went home to watch TV yesterday. Therefore, in the classroom teaching should guide students in writing how to use the infinitive, gerund, participle and other non-predicate form.

3, a funny in the end. Sentence is a comma to connect high school students writing in English produced by the impact of a native way of sentences the student to write English composition when the total was not yet expressed a complete sentence, it is not consciously a funny in the end, would have resulted in ambiguous relations between sentences, primary and secondary unclear, unfocused, the impact effect of expression.
4, the language properly. English vocabulary is very rich, first of all to express some sense to choose the right word, showing the expression must carefully weigh the English words, so that the word should convey his ideas, articles and beautiful.

5, the text layout weak, the article subject is not prominent. Discourse in English means a rich linking, and some used in the sentence level, and some used in the discourse level, but fewer students in the written use of these means of expression, This article makes a great leap, the paper's lack of organic links between topics, there is no obvious take care of, etc., and verbiage, the theme is not prominent.

Other errors, such as punctuation, capitalization and other errors, in the high school students are also common in written expression, therefore, usually teachers in the classroom teaching and guidance in writing essays, there should be more conscious attention to these errors.

Second, the rapid increase of students in the teaching of writing strategies Teachers in the teaching of writing, the effectiveness of teaching strategies is directly related to the improvement of students' skills, the author many years of teaching practice in the use of heuristic teaching received good results.

1, the advantages of heuristic teaching In the current teaching of writing, the majority of classroom teachers use assessment to make peace is appreciated by a single mode, there is no inspiration for students and teachers under the guidance of active thinking, construct knowledge, capacity, show personality, the enthusiasm of the students and the lack of writing initiative, teachers and the principal role reversal, this would result in the blindness of student writing, but the heuristic teaching of writing so that students must first have a reserve, which is necessary to collect data, organize information, build a frame, words and sentences, and then integrated into the chapter In this series of sessions, teachers should fully carry out heuristic teaching, students focus on all aspects of the start of positive thinking, and gradually lead them to make the process of writing problems, and teachers to give students the correct way of thinking, which enable students to eliminate anxiety, happily into writing activities, so that the students will improve writing skills.

2, the heuristic teaching steps In teaching practice, writing activities can be divided into three steps: pre-writing preparation (pre-writing, the writing process (writing, article modification (revising. all aspects of a teacher on a 'start', a layer of 'fat', step by step To enter, interlocking, divergent thinking and convergent thinking in the form of combining, the enumeration method, question method, analogy, combination method, information exchange with the use of legal and other ways of thinking through the creation of 'anger,' 'can not speak' of the situation, the students cited 'into the' heart want to pass without a pass, mouth Yuyan not made the quest level, the students wake up from the dim consciousness, so that they take the initiative to explore the writing essentials, writing, looking for ways to produce 'I write,' the a strong desire. I would practice with a teaching case to illustrate the steps of heuristic teaching.

Teaching content: 'tourist guide' in the title, imagine I am a tour guide, with foreigners to visit my hometown.

Teaching goals: speaking, writing, and to improve students' practical ability and creative ability in English, for teachers and students, the emotional exchanges between life and life to inspire students to a love of home.

Teaching key and difficult points: how to do that and write the interface, guides the students to imitate the comments and evaluation.

The teaching process: write pre Activity1: to guide students to talk about their home. Links to free download http://www.hi138.com teachers set questions: A. Where is your hometown? B. Do you love your hometown? C. Why do you love your hometown? D. Is your hometown beautiful? E. How are the people there? F. Does your hometown have any specialties? G. Is there any interesting places in your hometown? The teaching to inspire students from a variety of home produced beautiful reverie details, so that a variety of writing materials come to their minds, to pave the way for the following activities, frame Approach.

Activity 2: designed to enable students to complete the form below.

This part of nexus, in co-operation activities to stimulate students to participate in thinking, active thinking, and lay a solid foundation for the following activities.

Activity 3: enter the main issues, travel guide The following describes the content students A: My hometown stands by the side of Yangtze River.

It is a good place for fishing and swimming.

B: There are many villages for holiday and beautiful countryside scenery.

C: My hometown is famous for producing Huangshantou alcohol.

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