When we walk on clean and tidy streets, do we think of some people? Yes, those people who silently contribute to the beautification of the city - cleaning workers. It is they who keep the dirty streets spotlessly clean.

There are many cleaning workers and even elderly people with wrinkled old faces and silvery white hair. The most prominent thing is a pair of tired, bloodshot eyes and a pair of tired eyes. Hands covered with thick calluses.

Every ordinary cleaner reminds me of a famous saying: "People live to make others live happier." The cleaner may not know this sentence, but he uses it Our own unknown actions tell us the true meaning of this sentence.

Improving skills

Writing ability is an important part of human language expression ability. Therefore, in the process of Chinese teaching, it is very important to cultivate students' writing ability.

Discover problems

1. The vocabulary is limited and cannot be expressed in detail: for example, "My mother is a good mother. She is not only very good to me, but also very good to everyone. She is such a good mother." Simple repeated words obviously limit expressiveness of language.

2. My expressive ability is limited and it is difficult to organize an article with a complete structure and a coherent tone. Because students are not yet familiar with the thinking and expression habits of Chinese, when they transition from writing a single sentence to organizing an article and expressing coherently in Chinese, they often seem to be unable to do so, and the articles they write are often fragmented or incomplete. express one's intention.

3. I don’t know what I wrote in my article. This is a very special phenomenon that mostly happens to Chinese children. It looks like a well-written essay, but its author can't read it. Why? Because the composition is written with the help of parents, and the choice of words and sentences reflects the parents' thinking. Such composition exercises do not function as exercises at all.

4. Afraid of writing essays. Some students perform well in reading, dictating, and even constructing sentences, but because they are afraid of writing, they almost give up studying Chinese for several years.

In front of such teaching objects, only explaining how to review questions and how to organize materials seems to be far away but does not quench the immediate thirst. Because they still have a series of obstacles to overcome before they start writing. If they are not helped to overcome these obstacles, writing will only be possible on paper.

In teaching practice, I found that changing the writing process from "thinking-writing" to "thinking-speaking-writing" is one of the effective ways to help students overcome these obstacles. This change means that the teaching focus for this specific group at this time cannot only be on "writing", but should first do the first two steps: "thinking" and "speaking", that is, preparation and guidance before writing.

Since these activities are based on students as the main body, we can also call it "pre-writing before writing".

Reference for the above content: Baidu Encyclopedia-Composition