英语作文这评语怎么解释

Ⅰ 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）

Ⅱ 灏忓︾敓鑻辫浣滄枃鍙婅瘎璇

銆愮瘒涓銆戝皬瀛︾敓鑻辫浣滄枃鍙婅瘎璇

銆銆Miss Tang is my English teacher. She鈥檚 very pretty. She is tall and thin. She has two big eyes and a small mouth. Her hair is long. She likes cats very much. And she likes singing and dancing, too. Her English is very good. We often play games in English classes. She is very kind to us. We all love her.
銆銆璇勮锛
銆銆杩欑瘒浣滄枃鐨勯樼洰鏄鈥滄垜鐨勮嫳璇鑰佸笀鈥濓紝鏄涓绡囦粙缁嶄汉鐗╃殑浣滄枃銆傚皬浣滆呭紑闂ㄨ佸北锛岀洿鎺ョ偣棰橈紝棣栧厛浠嬬粛浜嗚嫳璇鑰佸笀鐨勫撳悕锛岀劧鍚庨愪竴浠嬬粛浜嗗ス鐨勫栬矊鐗瑰緛銆佸枩濂姐佽嫳璇姘村钩銆佷笂璇剧壒鐐逛互鍙婂笀鐢熸儏鎰熺瓑銆

銆愮瘒浜屻戝皬瀛︾敓鑻辫浣滄枃鍙婅瘎璇

銆銆Hello, my name is Lin Min.I live in ChangAn town.I study in No.1 primary school.I like my school.I go to school from Monday to Friday.And I like my weekend too.On Saturdays,I do homework in the morning.Then I eat lunch.I play computer games in the afternoon.I can play computer games only one hour.I play the piano at three o鈥檆lock.I like playing the piano. I can listen to music in the evening.I think it is so funny.On Sundays, I often learn English.In the evening.I must go to bed  early,because tomorrow I will go to school.
銆銆璇勮锛氭湰鏂囧皬浣滆呮濊矾娓呮櫚锛屽ス鐨勮嗚掞紝鎯呮劅锛岀敤璇閮借兘鍏呭垎鍙嶆槧灏忓︾敓鐨勫啓浣滅壒鐐癸紝浣夸汉鍊嶆劅浜插垏銆傚叏鏂囬兘閫忛湶鍑哄皬浣滆呯殑绉鏋佸悜涓婏紝鍋氫簨浜曚簳鏈夋潯鐨勭簿绁為庤矊銆傝╀汉浠夸經韬涓村叾澧冿紝鎰熷彈濂归偅蹇欑岃屽張鍏呭疄鐨勫懆鏈鐢熸椿銆

銆愮瘒浜斻戝皬瀛︾敓鑻辫浣滄枃鍙婅瘎璇

銆銆Hello锛宮y name is Zhang Songpei. I鈥檓 eleven years old. I study in Chang鈥檃n No. 1 Primary School in Dongguan City.
銆銆My school is very beautiful. Let鈥檚 have a look锛丄fter enter the school gate锛宼here is a small square. Go through the square锛宼here is a teaching building. The teachers鈥 offices are on first floor and they are on the left. Our principal鈥檚 office is on the second floor. Our principal is a lady. She鈥檚 strict锛宐ut kind. The classrooms are on the right of the teaching building. You can see many flowers around the teaching building. Near the teaching building锛寉ou can see a park. It鈥檚 small but beautiful. There is a river in the park. You can see some fish swimming in the river. How lively they are! Over the river锛宼here is a small bridge. There is a gym in our school. In the gym锛寉ou can see many sports equipments. Near the gym锛宼here is a big playground. Look锛乀here are many students playing football. They are so happy!
銆銆I like my school very much!             
銆銆璇勮锛氭湰绡囦綔鏂囨潯渚嬫竻鏅帮紝閫昏緫娓呮氾紝鐢ㄨ瘝鍑嗙‘銆傚皬浣滆呭緢璇︾粏銆佺敓鍔ㄥ湴浠嬬粛浜嗚嚜宸辩殑瀛︽牎銆

Ⅲ 英语作文的评语

导语：英语作文，是指用英语针对某一内容写出一篇文章，是英语考试最常见的一种题目类型，也是考生最容易失分的题型。下面是我为您整理的'英语作文的评语，供您参考和借鉴。

简单交待时间,地点和结果…

a brief introction of the time, place and results ...

语言简练,规范,开篇吸引人.

Concise language, norms, begins to attract people.

…以…开头,较有新意.前因后果娓娓道来.

... In order to ... First, a new, Weiweilai antecedents and consequences.

开篇简明扼要,精炼有序;重点描述…给人留下深刻印象.

The opening be concise and to the point, refining orderly; key description ... Very impressive.

以景喻情,开头颇有新意;倒叙开头,渲染意境.

To view the metaphor, beginning quite new; flashback beginning, rendering the mood.

开头直奔主题,也是一种写法.

At the beginning of straight to the subject, is also a kind of way.

开头很活泼.拟人化手法的运用使开头显得活泼,

Beginning very lively. Personification makes beginning is lively,

反问句开头,吸引读者.

Asked at the beginning of a sentence, to attract readers.

开头直奔主题,让人一目了然.

At the beginning of straight to the subject, let people stick out a mile.

开头点题,用词很吸引人.

At the beginning of the theme, with the word is very attractive.

场面和气氛描写为文章增色不少;

scene and the atmosphere for the description of grace;

将…改成…更合适些,

Will be ... Change into ... Some more appropriate,

自然承上启下,细节描写突出人物品质,令人感动.

Natural bridge, details of outstanding character, moving.

叙事中夹写景,以已度人,将心比心.

In his narration clip, Yiyiren, feel for others.

拟人化语言使文章更显得生动活泼.

Anthropomorphic language make the article more appear to be lively and vivid.

外形描写十分有趣,突出了…的可爱.介绍中融入了自己的思想,有感染力.

…对精彩地方进行简单描述;点面结合

... On the exciting place for a simple description; Dianmianjiege

简单介绍情况,自然过渡到下一段;

Brief introction of situation, natural transition to the next paragraph;

情境描写调动起悬念;

Situation description arouse suspense;

充分运用语言,动作,心理描写,使事情具体,生动.

Make full use of the language, action, psychological description, make something specific, vivid.

简要叙述前因,进行铺垫.

Brief description of antecedents, to pave the way.

Ⅳ 英语作文评语

关于英语作文评语推荐

绿色英语作文评语

作文是书面语言，作文教学旨在提高学生的书面表达能力。但是在听、说、读、写这四项基本技能中，写作一直是一项薄弱环节。学生听到作文头痛，看到作文心烦；教师批改作文头痛，写起评语心烦。因此，应该探索这种令师生“头痛”“心烦”的病因，对症下药，作文教学才有改观的可能。

新一轮课改理念，使得教师更重视学生学习的自主、协作与感悟，并获得了不小的成果。然而对于作文评价中的点睛之笔——作文评语，却往往成为教学过程中被遗忘的角落，未能充分发挥其应有的功能。究其原因，主要有师生双方消极的晕轮效应以及作文评语中感情要素的欠缺。传统的作文评语批评多于表扬，纠错多于激励，令学生感到单调、无聊，产生压抑、恐惧、恼怒等负情感体验，从而对培养学生的写作能力产生干扰作用。

德国教育家第斯多慧说：“教学的艺术不在于传授的本领，而在于激励、唤醒和鼓舞。”“愉快教育”才能适应现代教育发展的需要，绿色评语正是这种教育的体现。绿色评语是指作文批改时要摒弃传统的思维定势，运用富有朝气的、具有亲和力的、带有创造性的语言评价学生作文的优点和所取得的进步，并对其所付出的努力予以肯定和赞许，拓展学生的思维，丰富学生的情感，拉近师生之间心灵的距离，让学生在“愉快”中体验写作。

根据英语语言的特点、学生的学习水平以及课程对英语写作的要求，绿色评语可分为下列几类：

一、规范引导类评语

规范引导类评语是指针对学生在写作时应注意的规范和应养成的写作习惯进行正面引导的评语。“评价的目的不是为了检查、甄别和选拔，而是在于通过评价促使被评价者改进，促使其发展”。因此，在撰写此类评语的过程中，教师应充分发挥评语的导向、教育和促进功能。例如，在起始年级应侧重对学生写作行为规范的引领，重在对学生进行词句、大小写、标点符号和词间距等方面的引导。这类评语如果使用及时、恰当，就会对学生形成良好的写作规范和习惯起到积极、有效的引领和促进作用。这类评语主要有：

Beautiful!/ Clear!/ Wonderful!/ Good handwriting.

You 're careful of using punctuation.

Glad to see your improvement in handwriting.

当学生在写作习惯和书写方面出现问题时，教师可以采用如下引导性评语： I’m expecting clearer / more beautiful hand writing from you next time.

You’d better pay more attention to word order.

Better be more careful of your spelling!

It’s important to compose a draft beforehand.

二、专项点拨类评语

学生在写作过程中经常会出现一些词法和句法类错误，许多教师习惯于采用“裁判型”评价，即直接在错误处标注“×”，导致学生的写作热情受挫;有些教师采用“纠错型”评价，但对于接受能力较差的学生，这种纠错方式会使他们“不知其所以然”;如果采用“点拨法”评价，效果就不一样了。

专项点拨类评语是指对学生作文中的语法错误进行启发和点拨的用语，主要目的是唤醒学生的词法和句法意识。评价内容包括词法中的常用动词、非谓语动词和短语搭配以及句法中的各种从句、特殊句型和谚语、警句等。通过对学生进行专项点拨，使他们在今后的学习过程中注意语法知识。例如：

当学生作文中的graate 后漏掉了from 时，教师可以在作文后这样提醒学生：The verb “graate” is a vi, so the preposition “from” should be used before a noun. Remember! 如果学生的基础尚好，可以提出问题让其课后完成：Something is left out after the verb “graate”. Will you look it up in your dictionary and add it

三、佳句欣赏类评语

佳句欣赏类评语主要是对学生作文中优美、地道的表达给予肯定、赞美和欣赏的评价用语。这就要求教师平时多了解学生的心理特点和学习需求，带着“放大镜”寻找学生作文中的“可取之处”，善于发现学生作文中的'闪光点，并及时进行肯定和鼓励，促使其保持写作的热情，进而写出高质量的英语作文。教师可以在句尾统一标注赞美性的符号[如E(Excellent)]或标识不同星级等。例如：

For him, 300 yuan a month cannot cover the basic needs such as food and clothing.**

A good idea suddenly struck him. **

The early 1990s saw the rise of mobile phones in China. ***

或给予如下评语：

What a wonderful sentence using “cover”!

It’s really clever of you to use this beautiful sentence.

The invented sentence is well written.

佳句欣赏评语不仅可以用于教师对学生个体的评价，也可以在“佳句共赏”活动中使用。

四、情感调控类评语

情感调控类评语是指针对学生的写作情感和态度进行评价的评语。古人云：“感人心者，莫先乎情。”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。”这些话充分肯定了情感的巨大作用。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。无论是简单的格言还是温馨的话语，写在本上的鲜活的话语都会给学生以启迪。在作文中教师可以觉察到学生的思想和自主学习情况，从评语中学生也能领悟出教师对他是否关心、有信心和责任心。因此，我们要充分

利用作文评语加深师生情感交流，评语或言辞恳切，切中要害；或热情鼓励，委婉劝诫，始终使学生保持清醒的头脑、强烈的兴趣和昂扬的斗志。通过评语，教师尽可能把祝福、问候、关切、激励、真诚、信任之情化作甘甜的泉水，去滋润学生的心田，引起师生教与学的共鸣，达到教与学两者的和谐与统一。

例如：某个学生因为考试不及格失去信心，教师就要说一些激励的话：

I’m sorry to know you’ve failed in the last exam. I hope you won’t be too sad. Your classmates and I all want to help you. Remember, failure is the mother of success. I think you can do better next time. Don’t lose heart.

又如发现一位学生抄袭，可在评语中委婉地提出劝诫：

Why not believe yourself ? I’m sure you can do better if you try to do it by yourself.

给中等生的作业评语中最好有一些督促，例如：

Wangxia , you made much progress last term. However,you should work still harder this term . Do you think so ?

尤其是学习后进生，对他们进行有效的积极的鼓励评价，及时发现他们的进步，并以关怀的态度指出存在的缺点和不足，根据学生的个别差异提出今后改进的具体建议，能激发他们潜在的上进心和求胜欲。

;