1. Background of the question.
English writing has always been a difficult part of English learning, and it is also one of the most headaches for our teachers and students. In recent years, our rural middle school students have a very weak basic knowledge of English, and it is difficult for students to interact with teachers in class, especially when it comes to writing essays. We have found in years of teaching practice and final marking that the vast majority of students either do not write, or write a few sentences scribbly, or just write out some words or phrases, but cannot form a coherent sentence.
2. Specific research plan.
Phase I: (3.)2nd-313th).
1.Members establish tasks.
2.Collect relevant information and summarize the data.
3.After analyzing the writing topics of each year, the writing topics are determined.
Phase II: (3.)14th—324th).
1.Collect a variety of reading articles to provide students with sample essays on a variety of topics.
2.Brainstorm and prepare for a class of writing first, and observe as a group.
3.The teacher in class reviews the students' works in class, evaluates the excellent works, and guides the works in response to the problems.
Stage 3: (3.)25th-424th).
1.Again grinding and discussing the class, and improving the in-class writing mode.
2.The in-class writing teaching model is carried out in the grade department.
3. Collect and organize students' essays to form their own library.
Stage 4: (4.)24 - June 15).
Division of labor collation of micro-topic research results: in-class writing teaching design, teaching records, **
Third, the results are preset.
1.Micro-topic instructional design.
2.Open classes, teaching records.
