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（1）仿寫
   為了便于優(yōu)等生寫作潛能的發(fā)揮，教師可以要求學生只模仿體裁，而不局限于模仿運用課文的詞匯。以下是一篇模仿lincoln一文而作的夸獎任課教師的學生習作。該學生在文章中運用了許多學過的詞組和句型，且敘述簡明扼要。
   when mr lou, our maths teacher , was young , he studied very hard and later entered zhe jiang norrmal university. after graduation, he became a teacher. at that time the government called on the teachers in the eastern cities to work in tibet, he made up his mind to go there. during the days in tibet, he devoted himself to teaching. three years later, he returned to his hometown and continued his work. now he often spends his spare time on his studies and is active in carrying out teaching reforms. he is regarded as one of the best teachers in our school.
  (2) 縮寫
  高中英語教科書中每個單元的第二課均為一篇閱讀文章，且在workbook 中有針對該文的問答題，教師可通過串連式的問答，使學生更好地理解和識記課文內容，并形成寫作的技能技巧。下面是一篇根據(jù)the necklace 一文縮寫的文章。文中的句子基本上由劇本的主要內容構成，有些段落被完全刪除，以保證重點突出，前后連貫。
  one day, pierre received an invitation to an  important ball held at the palace. mathilde was very excited about that; at the same time she felt sad because she had no jewellery to wear. she didn't want to lose face, so she went and borrowed a lovely diamond necklace from her good friend jeanne.that night, mathilde and pierre did have a very good time. but on their way home, mathilde suddenly found her necklace gone. she could do nothing but buy a new one to turn it to jeanne. but it was so expensive that they had to spend 10 years working day and night to pay the money off. in fact, the necklace jeanne lent to mathilde wasn't a real diamond one. it was worth 500 francs at the most! what a real pity for mthilde!
  (3) 改寫
  以sefc book 1b lesson 102 an interesting life 為例，教師可以讓學生將課文改為以第一人稱敘述的文章，并提示學生開篇可以這樣寫：i said to myself,“why did they invite me?”下面是學習sefc book 1b lesson 65 milu deer return to china 后，教師引導學生把一位記者和gary之間的問答作適當補充和修改，串句成篇，改寫成的一篇短文。
  four people are planning a bicycle trip from beijing to london. they are peter from china and gary from britain. the trip is about 20000 kilometres and it will take them one and a half years to arrive in london. the purpose of the trip is to collect money for a wild life project ——protecting the milu deer. the milu deer is an important chinese deer, whose number is very small now. they want to give some money to the project so that the number of the milu deer in china can be increased gradually.
  (4) 導寫
  引導學生寫作有許多形式，其中采用關鍵詞作文和提綱作文的形式較為有效。在整個教學過程中，教師精心選擇關鍵詞最為重要，這有助于形成一種循序漸進的階梯式訓練格局。提綱作文是指給出題目和段落提綱的寫作方法。段落寫作提綱可以采用給出段落主旨名的形式。這樣，學生初學寫作時減少審題環(huán)節(jié)，且可引導學生的寫作思路。
 （5）評寫
  評寫是就所學課文或閱讀材料進行評論，通過分析原文中的內容和觀點，提出自己的看法。評寫可以是對原文觀點的贊同，也可以提出異議。評寫是學生“一半依原文材料，一半發(fā)揮”的習作方式。在內容，用詞和行文布局上，一部分取自原文，一部分靠學生自己的發(fā)揮和創(chuàng)造。