How to improve your written language expression ability

The following are several training methods that we often adopt. (1) Read aloud and recite. Reading aloud and reciting is a way to express written language orally. It can train students' oral English strictly and is an effective means to improve students' oral expression ability. Reading aloud and reciting are not only helpful for students to deeply understand the content of the text and enhance their memory, but also aim at improving their correct expression ability. Reading aloud can also enhance students' sense of language. In the process of repeated reading aloud, they can turn the language of the text into their own language, increase their vocabulary, learn a variety of sentence patterns and improve their oral expression ability. Reading aloud first requires correct and clear pronunciation, no missing syllables, and no long rhyme. Determine the appropriate intonation. Read the sentences clearly. It is necessary to express the thoughts and feelings of poetry with the level, weight and speed of sound. To do this, teachers must be good at guiding students into the artistic conception described in poetry, so that students can clearly imagine the scene described in poetry, because good reading and recitation are based on a deep understanding of poetry. Only when students have a vivid picture of the content of poetry and a deep understanding of the basic ideas of poetry and prose can they express their feelings and determine their intonation when reading and reciting. The deeper students understand the content of poetry, the more emotionally infected they can be, and the better they can express themselves in reading and reciting, so that they will not make a hullabaloo about and pretend when reading and reciting. There are various ways to train reading aloud. For example, group reading, individual reading, relay reading, angle reading, group reading, or teacher reading and student reading. Collective reading can create conditions for individual reading. Teachers should also be good at discovering and cultivating students who can read, so as to set an example and drive the whole class. We should make full use of modern teaching methods, let students listen to the tape and read aloud, so that students can imitate and improve. Reading appreciation once or twice a semester is conducive to improving students' reading ability. (2) oral retelling. Retelling refers to telling the text in your own language. The purpose is to train students' deep understanding of the content of the article, enrich their vocabulary, cultivate their generalization ability and develop their oral English, especially their coherent speaking skills and selective and focused speaking ability. There are three main ways of retelling: First, retelling in detail. That is to say, repeat clearly, clearly and coherently in the order of the text. ..... detailed retelling is not necessarily retelling all the texts. Teachers can assign students to repeat a paragraph. Second, a short retelling. That is, according to the order of the text, delete those minor explanatory or descriptive parts and grasp the main things in the article to repeat. Third, creative retelling. "It requires students not only to retell the content of the text, but also to add their own imagination and opinions in the process of retelling." (Quoted from the textbook editing room of Jiangsu Education Department, page 68) For example, after learning the last lesson, students should repeat in detail what little Franz saw when he came to the classroom (from "ordinary days" to "so it turned out"). This kind of retelling should encourage students to quote more original texts, so as to enrich their vocabulary, learn text sentence patterns and improve their oral expression ability. For example, after learning the greatness of life and the glory of death, students can be asked to briefly retell Liu Hulan's heroic struggle with the Kuomintang gang and his generous death. When retelling, teachers should guide students to determine the key points and make a coherent and coherent narrative. After learning Carbon Man, students should adapt the poem into a story, add their own reasonable imagination and comments appropriately, and then repeat it orally. This is a creative retelling. It can make more use of its own language narration to help develop students' oral English. Students can be asked to write a retelling outline before retelling. In this way, students can better grasp the level and focus of retelling and be clear. The following is a retelling outline of "What Little Franz saw when he got to class" written by a student: 1. What happened before class; 2. Everything is calm today; 3. Mr. Hamel put on his clothes, and the people in the town came; 4. Mr. Hamel announced the last lesson gently and seriously; 5. That's it. The exercises that require students to retell in detail should be carried out after analyzing the content of the text and compiling the retelling outline. If students don't deeply understand the content of the text and the thoughts and personalities of the characters, ask them to repeat them in detail. This kind of oral training is of little value. (3) Describe the illustrations. The pictures are colorful, vivid and touching, which can easily arouse students' emotional excitement. Beautiful illustrations can not only cultivate students' observation, develop students' imagination and enhance students' memory, but also stimulate students' strong interest, thus expressing their thoughts in vivid language. Ushinski of the Soviet Union once said, "Take out the pictures and we can talk in the classroom." In the process of teaching, we sometimes find that beautiful and interesting pictures "incite" students' language, and even extremely stubborn and taciturn students can arouse their lively conversations and make their thinking active. Some pictures with continuous plots can inspire students to describe their thoughts coherently and methodically and develop creative thinking activities. For example, when I was instructing students to learn the text "The Cowherd and the Weaver Girl", I used the illustrations drawn by Wang Shuhui in combination with the study of the text content. After the students read part of the text "Happy Family Life of Cowherd and Weaver Girl", I asked the students to observe the illustrations carefully and pay attention to the sentences below the illustrations and the descriptions in the text. Then I asked the students a few questions: What is the background of the picture? What's the expression of Cowherd and Weaver Girl? What would they say? At this time, the students became active and the atmosphere in the classroom changed. Everyone actively raised their hands to speak. The following is the dictation of several students: "There is a curved moon hanging in the sky. The twinkling stars in the clouds emit faint light. The distant mountains are faint and continuous. There are also two tall and green pine trees standing on the hillside in the field. Nearby is the rice field cultivated by Cowherd with hardworking hands. " "Next to the old tree, it is a straw house built by the cowherd. Weaver girl is wearing a pink tulle dress brought from the sky and wearing a beautiful hairstyle, sitting under a big tree. She held a little girl in her right hand, pointed deftly at the stars in the sky with her left hand, and told the children stories in the sky with a smile. She said that although the sky is magnificent, there is no freedom, and she doesn't like it. She likes life on earth. She likes working with her father. Playing with my brother and sister, she likes it. Look at the water flowing in the stream in front of the door. She likes it. Listening to the breeze blowing gently through the Woods, she likes it. Cowherd sat on the stone opposite her, holding the big boy pointing at the starry sky in his right hand, smiling at Weaver Girl and listening to her story. Behind the cowherd is a gurgling stream. " It can be seen from students' oral descriptions that they are meticulous in observation, rich in imagination and active in thinking. In this way, speaking according to the pictures in the text has obvious teaching effect on training students' thinking ability and developing their organized oral expression ability. (4) class discussion. Make use of certain teaching opportunities to organize students' discussion properly. The purpose is to guide students to read independently, cultivate students' self-study ability, encourage students to actively explore problems, give full play to students' intelligence, vigorously develop students' oral English and improve students' oral expression ability. As students are participants in the discussion rather than recipients, it is easy to arouse their enthusiasm. Most students are willing to think positively and express their opinions. This kind of class discussion can generally be divided into two forms. One is class discussion with debate, and the other is exploratory group discussion. Let's talk about the class discussion first. Take me as an example to guide students to learn "Blessing". After the students are familiar with the content of the text, I give them several discussion questions: I ask the students to read the text independently again, prepare the discussion outline and participate in the class discussion. In this way, students must pay serious attention to the differences between the three portraits, describe the characteristics of the eyes many times from the comparison, so as to explore the inner world of the characters from the external description, and thus clarify their views from the analysis and induction. When discussing the performance of Xianglinsao's forced marriage, some students thought it was Xianglinsao's resistance to feudal ethics. Some students disagree with this view and think that "Xianglinsao's forced marriage is essentially a reflection of the feudal ethical thought of' a fierce woman does not marry two husbands'. She cried and howled, and in order to maintain her chastity, she bumped into a corner of the incense table. This is the manifestation of feudal ethics poisoning Xianglinsao. It strongly shows that Xianglinsao was deeply poisoned by feudal ethics, and it also profoundly shows that feudal ethics is a soft knife to kill people without seeing blood. " When it comes to "who killed Xianglinsao", there are also different opinions. Some students think it's Master Lu Si. Some people say it's four aunts, because they are the main figures who directly persecute Sister Xianglin. Some students also thought: "The pernicious influence of feudal ethics and superstition was reflected in all aspects of society at that time, which caused strong public opinion and formed a terrible habit force. At that time, it not only had its defenders within the ruling class, but also had a deep influence among the ruled class. For example, Xianglinsao's mother-in-law, brother-in-law and uncle, although different from Master Lu, were also eaten, and all participated in the persecution of Xianglinsao. This shows that although the main figures who directly persecuted Xianglinsao were Master Lu and Aunt Lu, in essence, it was feudal ethics and feudal thoughts that killed Xianglinsao, which was a feudal system that ate people. " These discussions, accompanied by intense thinking activities, shine with students' wisdom, which is greatly beneficial to the development of students' oral English.