Abstract

 

Under the background of "Internet ", education gradually merges with the network and becomes an important form of teaching. In this form, the current junior high school English teaching writing also requires teachers to pay attention to grasp the students' writing goals at all stages. Emphasis on the main position of students to carry out English classroom teaching, improve teaching results.  In view of the limited English proficiency of junior high school students and the lack of content of teaching materials, teachers can use the Internet to design and provide English writing activities to find out the common problems of middle school students in English writing teaching. By comparing traditional English writing teaching methods, this paper explores the innovation and implementation strategies of junior high school English writing teaching by combining educational ideas, educational means and classroom teaching methods.

Keywords: junior high school English; writing teaching method; application

 

Contents

1. Introduction 1

2.Traditional Way of Teaching Writing 2

2.1. Traditional writing method 2

    2.1.1 A product approach to writing 2

    2.1.2 A process approach to writing 3

    2.1.3 A genre approach to writing 3

2.2 Problems in teaching writing 4

    2.2.1 Lack of practice variety in English writing 4

    2.2 .2 Lack of timeliness in correcting English writing assignments 5

3. Writing approach based on internet 5

3.1. Making full use of resources on the Internet in teaching 6

    3.1.1 Using network resources to Enrich classroom design 6

    3.1.2 Using network resources to find information 6

3.2 Creating personal digital analyze in writing ability 7

     3.2.1 Building the theme-based digital teaching mode 7

     3.2.2 Building digital self-learning learning model 8

3.3 Extending the learning content of writing 9

     3.3.1 Developing student’s critical thinking ability 10

     3.3.2 Improving student’s writing ability in grammar and language organization 11

4. Teaching Suggestions 11

4.1 Opening a micro-lecture group 12

4.2 Utilizing flipped classroom 12

5. Conclusion 13

References 14

Acknowledgments 15