而英语教学是一种非母语教学，在以汉语作为母语的日常环境中，培养学生的英语意识就显得尤为重要，是广大英语教师应该关注和需要深入研究的课题，也是提高学生英语写作能力的有效途径。
在非母语教学环境中，积极营造一种英语学习的浓厚氛围，让学生置身于类似母语学习的教学情景中，耳濡目染，感同身受。如，江苏洋思中学，在教学楼的走廊上写满英语单词、英语格言等，并在校园内设置英语角，为学生学习英语创造了良好的环境。同时，像提倡师生讲普通话一样，在课堂内外开展英语对话，或用英语写日记、记笔记等，使之习惯成自然。另外，还要多开展各类英语活动，为学生提供更多地展示自我的机会，让学生得到锻炼，获得成功。通过种种手法，潜移默化地培养学生的英语意识，感受到英语学习的无穷魅力，变“被动学习”为“主动学习”，促进英语写作能力的提高。

（二）从口头表达中引导学生写作
一般来说，讲话有条理，口头表达比较强的学生，英语写作能力也相对较强。因此，我们在教学中，应坚持以说促写，说写结合的方法。可以采用的多样的练习，比如Daily Report，就可以锻炼英语句于的表达能力，课外活动举行的英语角，或且有目的的用英语描述一件事情或一个物体，看图说话比赛等，这些活动都能促进英语句子的练习。

（三）教师的评价策略
多年来，写作的评价只以分数论输赢，单调枯燥，缺乏弹性，阻碍了学生个性的发展和潜能的发挥。为了便于学生了解自己作文的成败与优劣，树立正确的舆论导向，我们可以采取以下的评价策略：
1、评语评价 写作是一项复杂的认知、实践活动。为了使不同层次的学生取得进步，教师需采用评语对学生进行激励性评价。教师的评语也是对学生英语书面表达能力和自主学习情况的评价和指导。当学生通过努力，在写作的某些方面有所进步时，或者在特殊困难面前没有退缩，能照常完成写作时，就不失时机地对他们进行鼓励，使其体会到战胜困难取得成功的快乐，从而调动学习的积极性。例如笔者曾用如下的激励性评语：Your handwriting is beautiful. I’m proud of your composition. 　Your spelling is wonderful. I’d like to see your fast development of your written skills in English.
2、跟踪评价 认知是一个循序渐进的过程，许多学生难以一次使作文达到较高水平，得到令自己满意的结果。为了调动学生进一步改进作文质量的积极性，我们可以采取多次修改作文，逐次提高等级的评价策略。当作文发给学生后，如果他们能够纠正错误，弥补不足，就可以视情况给以提高等级。为了增加实效，教师还可以在前一次批改时，加些针对性、启发性、鼓励性的眉批。如：一位学生的作文中出现：“He like listenning music.” 教师可作提示：假如你的单词拼写和语法能适当修改，你的作文将更出色，教师可给他评中等。该学生经过修改后变成了如下一个句子：“He likes listening music.”教师为他提高了等级，又眉批道：“好，你跨出了可喜的一步!你很聪明，你定知道‘听----讲’该如何表达。”果然，学生交上来的作文中就有了这个句子：“He likes listening to music.”教师再次为他提高等级，如此的评价过程能给学生源源不断的写作动力。 因此，评价学生的写作应自始自终放在发现学生字、词、段、文等方面的可取之处，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，真正走出英语写作困境，进而全面提高自身的英语写作能力。

The English teaching is a non-mother-tongue teaching in Chinese language as their mother tongue to the day-to-day environment to foster awareness of English is particularly important, the vast number of English teachers should pay attention to the needs and in-depth study of the issue, but also to improve English writing skills of students An effective way.
In the non-mother-tongue teaching environment, to create a positive atmosphere to learn English to enable students to be on a similar study of mother-tongue teaching scenario, uncles, and share their feelings. For example, think of foreign secondary school in Jiangsu, in the corridors of the building filled with English words, such as the English proverb, and set up an English Corner on campus for students to learn English has created a good environment. At the same time, as the promotion of Putonghua teachers and students, carried out in the classroom and outside the English dialogue, in English or write diaries, notes, etc., to make it into a natural habit.In addition, various types of English than to carry out activities to provide students with more opportunities for self-display to enable students to get training, a success. Through various means to exert an imperceptible influence on students of the English sense, feel English infinite charm to learn, change "passive learning" to "active learning" and promote the improvement of English writing skills.
(C) the teacher evaluation strategy over the years, only to evaluate the writing scores of winning or losing, Dandiaokuzao, inflexible, hindering the development of student character and potential of the play. In order to facilitate the students understand their strengths and weaknesses and the success or failure of the composition, establish the correct direction of public opinion, we can take the following assessment of the strategy:
1, writing reviews evaluation is a complex cognitive and practical activities. In order to achieve different levels of student progress, teachers need to adopt comments on the incentive for students to evaluate. Teachers also comment on the written English language communication skills and self-study and evaluation of the situation and guidance. When the students through the efforts of the writing in some areas, progress, or in special difficulties did not flinch, as usual to complete the writing, it lost no time to encourage them to overcome difficulties and realize that the success of a happy, so To mobilize the enthusiasm of learning. For example, I have the incentive to use the following comments:Your handwriting is beautiful. I’m proud of your composition. 　Your spelling is wonderful. I’d like to see your fast development of your written skills in English.
2, the follow-up cognitive evaluation is a gradual process, many students make the composition difficult to achieve a high level, so that it be satisfied with the results. In order to mobilize students to further improve the quality of the writing of enthusiasm, we can take the writing has been revised many times, each time raising the level of evaluation of the strategy. When writing to students, if they can correct the error, to make up for inadequate, we can give, as the case may raise the rating. In order to increase the effectiveness, teachers may also mark the first time, plus more targeted, inspiring, encouraging Meipi.Such as: a student's essay appeared in: "He like listenning music." Teachers for Tip: If your word spelling and grammar appropriate to revise your writing will be good, teachers can choose to give him secondary commentary. The students later revised into the following sentence: "He likes listening music." Teachers for him to raise the level, Meipi: "You take a bit! You are very clever, you will be aware of 'hearing ---- Say 'how to express. "Sure enough, the composition of the student's up there in this sentence: "He likes listening to music." Teachers as he once again raise the level of the evaluation process so students can continue the momentum writing. As a result, the evaluation of student writing from beginning to end should be placed on students to find words, words, text and so on merit, students can failed attempt to succeed, wrote to fear from the good and happy to write out the real English Writing difficulties, and improve their English writing skills.