【正文】 ed to do …/ I’m delighted that…./ It’s a delight to do…./ my first delight is to do(doing)/It seems that… / It seems as if…../sb.(sth.)seems(to be)+n/adj/ sb.(sth.)seems to ：Wanted: Traveling partnerThe summer holiday is can make a plan for my holiday in suggest that I should take advantage of this all, let me introduce ’m a 18yearold my name is ’m very ’s a delight to take a trip with plan to leave our country for England next such as St Paul’s Cathedral, Westminister Abbey, Greenwish and so most important place is Library of the British must visit it and read some books which are good for must keep your eyes open if you are going to make your trip to the England So wele to join need a traveling partner who is good at one thing, my traveling partner must help municate with foreign another thing, my traveling partner should have experience about traveling ’m willing to take a trip with will arrange the ，只要我們教師做個有心人，認真研究學生的病因，找出治療方法，堅持不懈就一定能抵抗母語的干擾。所以在課文學習中要關注詞塊，本人每單元教學后都幫助學生列出重點短語、詞組、句型，然后讓他們在寫作中加以運用。我們的寫作不正是檢測學生用英語思維和表達的能力嗎？學生如果通過文本學習獲得了良好的語感自然不會犯上述錯誤。其次，寫摘要(summary writing)也很有用。學生輸入的主要閱讀材料是課文、主要輸入渠道在課堂，所以扎扎實實抓好課文輸入才是根本。然后筆者讓他們判斷以下句子：Britain,American and Australian are Englishspeaking country.(簡單句；兩個或更多的主語可以共一個謂語)They get coal out of the ground, change it into electricity, and send it hundreds of kilometres away.（簡單句；兩個或更多的謂語可以共一個主語）Finally Hank and his friends gave each other their addresses and promised to get in touch with each other.(簡單句； 可以有兩個主語和兩個謂語)lunch with them.(兩個分句用并列連詞連接是并列句)再向他們說明一個分句中不能有兩個或兩個以上謂語動詞堆積而無并列連詞。學生知道了這個知識，在寫句子時就可先寫出框架，再變化謂語動詞的時態(tài)。所以，作為高中英語教師應該從高一就對學生寫作進行引導、幫助、訓練。第一篇：如何提高高一新生英語寫作水平對癥下藥，加強營養(yǎng)——淺談如何消滅學生的基本寫作錯誤浙江龍泉一中張 芬摘要：寫作是高考的重頭戲，每位老師都不辭辛勞常年在批改學生習作，但學生卻照樣呈現(xiàn)大量的中文式句子，說明光靠寫和批是不夠的，要進行適當講解和長期點滴抓起。為了達到“治病救人”的目的，首先要訂正他們的基本語言錯誤，通過多年批改學生習作發(fā)現(xiàn)下列基本語言錯誤普遍存在：“病癥”例如：In different country___ has different 、English often report sth related to art,________ can also develop our writing skill.“病癥”例如：we can____ in beautiful house from now 、If ___no this accident, our life____ more 、It ____not only very delicious, but also ……..Our life can’t____ without food“病癥”（一個分句不能有多個謂語堆積而無連詞）例如：I am speak 、We eat nutritious food fight 、However，They have a lot of fat is harmful to our health.“病癥”例如：I will back you the 、It is difficulty to 、They will get beautiful but lose 、“病癥”例如：The newspaper which write in English is very 、“病癥”例如：I prefer not to go to Beijing because I had been there several 、“病癥”1．主句不全例如：Ice cream which has a lot of fat and 例如：He got up early so that could catch up the 例如：I don’t know which kind of English do I speak.“病癥”例如：This was the first time that I have been to the city, I was nervous and 、對癥下藥針對上面病癥進行適當講解對于沒有母語環(huán)境的中國學生掌握一定的句法知識可以起到幫助作用。例如：我讓學生翻譯“我已經(jīng)完成了我的家庭作業(yè)”。學生可以訂正病癥3中的句子如下：（這是主語+干什么的句子，而不是主語+是什么的句子，去掉am或改成I am speaking English.）改成and asked或to ask)We eat nutritious food fight disease.(改成to fright)However，把are old 放到從句中作謂語：there are a number of books which are old.)同上，改成：harmful to our health.③針對病癥6重在平時點滴鞏固，而不專門在作文課中講解④針對病癥7筆者講解如下：主句和從句都是完整的句子并且一切從句用陳述句式。但遺憾的是，我們有時只是匆忙處理文章，沒有經(jīng)過思維加工的閱讀在學生頭腦里沒什么印象，離開課文語境學習的語料和文章結(jié)構(gòu)也只是浮光掠影，不能在寫作中加以運用，這樣的閱讀教學自然對寫作沒有什么意義，不能達成閱讀教學的以下目標：reading for language and reading for ，所以扎扎實實抓好課文輸入才是根本。其實我們不一定都進行命題寫作，可經(jīng)常讓學生寫課文摘要，促進學生進一步去細讀課文，同時促進他們?nèi)ニ伎寄男┦顷P鍵句、哪些是概括性的句子、文章結(jié)構(gòu)如何等，這又是一次熟悉文本和梳理篇章結(jié)構(gòu)的過程，肯定有利于寫作時的謀篇布局。詞塊教學，運用積累重視課文中的詞塊學習(lexical phrase)。學生受益匪淺：一是詞塊作為最小化的語境，讓學生掌握了詞的用法，在寫作中能有效避免漢式英語，大大地提高了語言的精確度和流暢程度；二是幫助學生通過模仿運用積累了豐富的語料。第二篇：提高英語寫作水平如何巧思怪招得高分高分作文特征：（切題即可）（分幾段？每段怎么寫？）（高級詞匯、復雜句式）第一講：如何寫出史上最漂亮的字體