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在英语教学中最让学生头疼、最薄弱的环节就是英语作文，甚至有些学生在考试中的作文交了白卷。加强中学生英语写作能力，突破传统中学英语写作教学的不足是当务之急。我摸索出了几种写作初步练习的策略。
1. 加标点符号，并检查掌握大写字母使用规则的情况。如：
Dear Lucy
Im afraid Ive got a big problem recently my mother talks too much to me she always tells me be careful while crossing the street put on more clothes did you do a good job at school and so on I am annoyed what shall I do
Yours
Zhang Hua
2. 把一篇短文打散，让学生按逻辑关系把它重新排成思想连贯的文章。如：阅读下列各句，把你认为正确的次序用数字填入句后的圆括号内。
（1）My alarm clock didn’t go off, and by the time I woke up, my father had already gone into the bathroom and I had to wait for him to come out.()
(2)I took a quick shower, had some breakfast, and then ran off to the bus stop.()
(3)I had to really rush. ()
(4) I’ve never been late for school, but yesterday I came very close.
()
(5)Unfortunately, by the time I got there, the bus had already left.
()
(6)Luckily, my friend Tony and his Dad came by in his car, they gave me a ride.()
(7)I started walking, but I knew I couldn’t get to school on time. ()
(8)When I got to school, the final bell was ringing. I only just made it to my class. ( )
Key to the exercise:(4)(1)(3)(2)(5)(7)(6)(8).
3. 提一组问题，要求用完整句回答，并把这些问题的答案串起来，就成为一篇短文。先口头回答，后笔头作文。如教完九年级Unit 8 Section B 3a 一文后，我提出几个问题： What was everyone trying to do last week? Is Jimmy happy again this week？What problem did Jimmy have last week？How did Jimmy solve his problem？Are the ways of Jimmy’s dealing with problem OK？Why does he want to buy old bikes？学生回答后，要求学生根据答案复述几遍，检查无误后，再把它写出来。
4. 将书面表达与听力、口语教学相结合。我先组织学生听课文一至两遍，然后提问，以检查学生是否能够听音会意。在听懂的情况下，就课文梗概提问，要求学生说。最后写出每段的关键句、主题句或全文大意。
5. 看图写短文。给学生看一组图片，先把画中的主要意思说出来，然后写。画面不要太复杂，让学生容易抓住主要内容。操练时我根据需要分步出示简笔画，要求学生就每幅图说几句话，最后能借助图画连贯地复述课文，经反复操练后，要求学生写出所说内容，形成课文的缩写版或改写版。
6. 指导学生归纳出常见的表达方法与技巧。比如按时间顺序表达的词汇有first, second, third, after, before等。按空间顺序表达的单词一般都是介词，如：on, in, under, near, above等。按事物发展顺序，可用start，begin, when…then…and then…
7. 互动写作，扬长避短。比如可以让学生进行演讲比赛。课前让同学们都准备自己演讲比赛的内容，然后五人一组进行活动。每个同学在组内演讲，其他同学对其文章进行评论，进行修改，集思广益，选出优美的句子。最后由他们共同写出本组的范文，推选出一名同学代表本组在全班进行演讲比赛。
责任编辑魏文琦
1. 加标点符号，并检查掌握大写字母使用规则的情况。如：
Dear Lucy
Im afraid Ive got a big problem recently my mother talks too much to me she always tells me be careful while crossing the street put on more clothes did you do a good job at school and so on I am annoyed what shall I do
Yours
Zhang Hua
2. 把一篇短文打散，让学生按逻辑关系把它重新排成思想连贯的文章。如：阅读下列各句，把你认为正确的次序用数字填入句后的圆括号内。
（1）My alarm clock didn’t go off, and by the time I woke up, my father had already gone into the bathroom and I had to wait for him to come out.()
(2)I took a quick shower, had some breakfast, and then ran off to the bus stop.()
(3)I had to really rush. ()
(4) I’ve never been late for school, but yesterday I came very close.
()
(5)Unfortunately, by the time I got there, the bus had already left.
()
(6)Luckily, my friend Tony and his Dad came by in his car, they gave me a ride.()
(7)I started walking, but I knew I couldn’t get to school on time. ()
(8)When I got to school, the final bell was ringing. I only just made it to my class. ( )
Key to the exercise:(4)(1)(3)(2)(5)(7)(6)(8).
3. 提一组问题，要求用完整句回答，并把这些问题的答案串起来，就成为一篇短文。先口头回答，后笔头作文。如教完九年级Unit 8 Section B 3a 一文后，我提出几个问题： What was everyone trying to do last week? Is Jimmy happy again this week？What problem did Jimmy have last week？How did Jimmy solve his problem？Are the ways of Jimmy’s dealing with problem OK？Why does he want to buy old bikes？学生回答后，要求学生根据答案复述几遍，检查无误后，再把它写出来。
4. 将书面表达与听力、口语教学相结合。我先组织学生听课文一至两遍，然后提问，以检查学生是否能够听音会意。在听懂的情况下，就课文梗概提问，要求学生说。最后写出每段的关键句、主题句或全文大意。
5. 看图写短文。给学生看一组图片，先把画中的主要意思说出来，然后写。画面不要太复杂，让学生容易抓住主要内容。操练时我根据需要分步出示简笔画，要求学生就每幅图说几句话，最后能借助图画连贯地复述课文，经反复操练后，要求学生写出所说内容，形成课文的缩写版或改写版。
6. 指导学生归纳出常见的表达方法与技巧。比如按时间顺序表达的词汇有first, second, third, after, before等。按空间顺序表达的单词一般都是介词，如：on, in, under, near, above等。按事物发展顺序，可用start，begin, when…then…and then…
7. 互动写作，扬长避短。比如可以让学生进行演讲比赛。课前让同学们都准备自己演讲比赛的内容，然后五人一组进行活动。每个同学在组内演讲，其他同学对其文章进行评论，进行修改，集思广益，选出优美的句子。最后由他们共同写出本组的范文，推选出一名同学代表本组在全班进行演讲比赛。
责任编辑魏文琦