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英语作文语法评价

发布时间:2021-02-23 21:17:27

㈠ 英语作文分析(语法,流畅度)

“来There're two different opinions between students. ” 中的between应该改为自among,因为students是三者或以上。
“It's the reason that they learn the subjects which they're interested in“ 中the reason前应该加for,for the reason that 是固定结构;learn前面应该加can,这样句意更通顺
“do a lot of favour ”中lot of 应该去掉
“ who're graate from ”中 are 去掉
“ jobs whatever ” 改为whatever jobs ,因为whatever是形容词
“won't be able to ” 改为can't ,be able to 指经过努力而获得的一种能力

㈡ 英语作文的语法怎样提高

对于语法就是老师讲的背过跟据句型套句子但是你可以搜一些常用的句子自己背过当写作文时拿出来现用这样即方便又不出错

㈢ 怎样评价一篇英语作文

谈如何写好英语作文评语。然而,在当前的英语教学实践中,存在这样一种回现状:教师重视答英语写作训练,但却忽视对学生作文的反馈,未能正确认识自己在学生作文批改中所扮演的角色。总之,教师只有把评价学生的写作自始至终放在发现学生字、词、句、段、文方面的优秀之处和可取之处,并时而通过评语与他们促膝谈心,表达特别的关注和爱护,学生才能从遭遇失败到尝试成功,从惧怕写到乐于并善于写,进而全面提高自身的英语写作能力。

㈣ 英语作文语法

㈤ 求英语作文 高中语法水平即可

I have this summer to do a KFC fast food restaurant cleaners, working seven hours a day for three weeks. This work is very hard, I am very tired and almost gave up, but I still insist on completion of this work, recognized the significance of work, I think this was a successful experience .Not only improved my ability to social practice, how to deal with unexpected events. Even better, I make a sum of money, it can be appropriate to rece the financial burden of the family

㈥ 以怎么样提高你的语法,写作等写一篇英语作文,不少于60字

Today is so special a day as our dear motherland's birthday and the celebration of her 60th days.My family watched television until midnight and were deeply moved by the fantastic performance and the seccuss that our homeland has made these years.Moreover,we admired the moon on the Mid-Autumn Festival.

回答者: 双子巨蟹BADBH - 高级魔法师 五级 2009-10-6 17:33

我们也叫写这个 怎么办嘛··

回答者: 118.118.114.* 2009-10-6 18:32

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回答者: 329778665 - 实习生 一级 2009-10-9

㈦ 英语作文评析【七年级】

首先...时态要一致,全部过去时比较好,We dived three groups.Each group has three partners.就出现了两种时态了.第二,The weather in there is fine! 这句话怎么看着这么别扭呢...个别语法没注意,are first climb the top of the hill.应该是打少了人称了,不过不能又are又climb吧?你说想说We are the first one to climb the top of the hill吧?My friends want to have a competition about climb the hill.about是介词,climb要+ing还有,Then,my friends and I are having lunch at the top of the hill.这句是现在进行时,一篇文章出现三种时态就太混乱了.至于写得好不好,流水账肯定有一点了,不过对于初一而言也不需要在这方面太苛求,能通顺流畅,无语法错误就不错了,毕竟高中才注重文采方面.差不多就是这样了,自己检查下有没有语法错误之类的就差不多了~!

㈧ 英语作文求点评,找下语法错误急求!!!!!!!!!!!!!

retire-retirement
because of the injuries again and again--because of the continuous injuries或者because he injured again and again.
craziness about--~ for
were looking forward to him to lead ...-最好改成复were waiting for his leading
ring the off season--off season
get honor of our country--国外一般没有这制种为国家争光之类的讲法所以不是很懂..如果一定要写的话就是win honor for the country

大致就是这样,可能有遗漏。hope i could help=]

㈨ 英语作文点评

建议
Our school is preparing to hold (prepared被动来不合适)
Festival will be held
It includes singing songs
There are...are your fans 此句有两个自谓语动词,there be 和主系表结果冲突。可改为A number of students in our school are your fans.
We will feel pleased(pleasure 名词放feel后不合适)

㈩ 谈如何写好英语作文评语

运用英语写作的能力,作为四项基本语言技能之一,其重要性是为英语教学界所公认的。然而,在当前的英语教学实践中,存在这样一种现状:教师重视英语写作训练,但却忽视对学生作文的反馈,未能正确认识自己在学生作文批改中所扮演的角色。翻开学生的作业本,看到的多是简单的对、错符号或分数或等级,几乎没有评语,至多是千篇一律的Good / Not bad / All right / Ok或Perfect。以致许多学生对教师的这些简单评语感到莫名其妙,无法正确认识自己的写作水平。以下是本人结合自己的教学实践和亲身体会,就如何写好英语作文评语,及时向学生反馈指导性的意见,浅谈一下自己的几点看法。 一、评语中的语法修改不仅要让学生知其然,更要知其所以然。 中学生在学习英语的过程中,最大的难题就是动词及其用法。由于汉语中动词没有时态变化,英汉的这一差别往往会干扰学生正确使用英语时态。如在表达“我差点忘了。”此意思时,学生在作文中写成“I almost forget.”。其实,此例句独立表意,不受上下文的限制。在评语中,教师应引导学生进行这样的逻辑思维:The action "forget" just now happened, so we should use the Past Tense。Its use is something like the verbs--know / think / recognize…. Do you still remember the sentence--- “Sorry, I didn't recognize you." 学生写记叙文时常混用时态。如,When my cousin was a child, he likes sports and reading. He played volleyball, basketball and so on. He is reading many books about scientists such as Einstein, Madam Curie, Edision etc. And he wants to be a scientist after he graates the university. 这段文字虽时态混乱,但内容不错,简单地否定或肯定都是不对的,轻则使学生茫然失措,重则挫伤他们的学习兴趣和积极性,比较好的方法是先表扬做得对的地方后纠正错误的地方。我们可以批上:How lovely your cousin is. So are you. In your composition, you meant well, but try to make the tense correct. If you take your story as a past event, use the Past Tense all the way; if you make your story seem to take place now, use the Present Tense. You cant't use tenses at randam! 又如我们教师在批改上面的例文时,如果仅仅在 graate后添上 from,其结果是接受能力稍差的学生会不知道它为什么这样算正确。但我们教师若再画龙点睛地在旁边批上: “graate”是不及物动词,其后与from搭配才能接宾语。Remember! 这样,学生就会一目了然。 二、评语要从语篇层次上指导学生如何谋篇布局。 在作文批改中,只是订正学生所犯的语法错误是不够的。在学生习作中常常会出现一些句子,本身并没有错,却是一些涉及到语义整体中有关逻辑纽带、语法纽带和词汇纽带的问题,即是语篇质量方面的失误。对于这些失误,不能简单地以非对即错来论处,无法用语法去解释,而是要靠形成语篇时所应遵循的原则去处理,即要分析语篇的有效性、表达的得体性,并讨论遣词造句是否合乎所用语言的习惯性。例如,在笔者所任教的高三毕业生的习作中有这样的一个句子:“Teachers' Day is coming. I'm going to see my middle-school English teacher next week. 从句子平面看,既无语法错误,亦无书写错误。但从深层上分析,不难看出句子受到严重的母语干扰,且选词不当,造成意义模糊,影响了交流的有效性。批改时,笔者不仅在 English teacher 下划一条横线以示错误,并在此句旁边写道: Enjoy yourself with your teacher on the coming Teachers' Day. But I wonder who you are going to visit next week, a teacher from England or a teacher who teaches you English. 后来该学生修改后交上来:“I'm going to visit my teacher who taught me English in the middle school. 又如在学生写作中发现一个精彩的句子,我们教师应及时给予表扬,可批上:oh, what a nice sentence! / It's very clever of you to end(begin) your work with this beautiful sentence. …… 三、作文评语要以情导知,注意师生间的情感沟通。 前苏联著名教育家霍姆林斯基认为:“情感如同肥沃的土壤,知识的种子就播种在这片土壤上。”教学过程一旦触及学生的情感和意志领域,触及学生的精神需要,这种教学就能发挥高度有效的作用。 长期以来,有的学校一味地抓应试教育,以分数论英雄。于是很多教师只注重对作文本身进行评价,评语中批评多于表扬,纠错多于激励,结果容易使学生在写作时产生急躁、焦急、恐惧、恼怒等负情感体验,从而对培养学生写作能力产生干扰作用。笔者认为,现在的中学生大多数为独生子女,过多的要求甚至批评难以凑效。“愉快教育”才能适应现代化教育发展的需要。我们教师可在评语中给以学生恰如其分的评价,并表达对他们的希望。只要这些希望是真诚的、适时的和有内容的,学生就会从中理解老师对他们的信任、关心和爱心,从而转化为学习的动力。 学期伊始,给差生的评语中要批评但更要多几分鼓励。例如: John, don't you think you were a little lazy in the last term? Now, a new term begins and I hope you can work harder just from the beginning. Cheer up! You know, a good beginning makes a good ending. To tell you a secret, I like your handwriting very much. 给中等生的评语中最好要多一些督促,因为这一类学生往往就缺少那么一点“推动力”,推一推就上去了,松一松便下来了。例如: Mark, you made much progress last term. However, you can do best of all if you study harder. I'm waiting for your good news. 给优等生的评语表扬中要有指正,向他们提出更高的要求。可以批上: You've done best of all in your class, but try to make your handwriting nicer. Cora, you always did well in English last term. But I'm sorry you sometimes made some silly spelling mistakes. You see, little by little one goes far. 如知道某个学生家里最近发生不愉快事情,我们教师可在评语中说些安慰的话: Andy, I'm sorry to know what happened to you. Your class and I hope you won't be sad any more. Remember: if you need help, please come to me. 又如发现一位学生抄袭作业,可在评语中委婉地提出劝戒:Why not believe yourself? I'm sure you can do better if you try to do it by yourself. 这些充满温馨的鼓励或提醒的话语,相信每个学生都乐于接受,都喜欢这种与教师在作业本上的交流。做得好的,会期待着下一次的表扬;做得不够的,会仔细分析自己的错误,不辜负教师的期望。 “积土成山,积水成渊。”给学生写一、两次评语,就会发挥其应有的功效,这是不可能的。我们教师应在平时的写作训练中充分运用激励机制。例如:书法规范和漂亮者优;标点符号正确者优;会正确使用连词、分词、从句者优;会用主题句、支撑句者优;典型句使用恰当者优。总之,教师只有把评价学生的写作自始至终放在发现学生字、词、句、段、文方面的优秀之处和可取之处,并时而通过评语与他们促膝谈心,表达特别的关注和爱护,学生才能从遭遇失败到尝试成功,从惧怕写到乐于并善于写,进而全面提高自身的英语写作能力。(注:此论文荣获台山市教育学会第二十届年会提交论文二等奖)

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