现代大学英语中级写作上课程教案(新)

《现代大学英语中级写作》，徐克容，外语教学与研究出版社

英语写作中级（上）课程教案

I 授课题目：Unit One We Learn As We Grow

一、教学目的、要求：

（一）掌握：1、To learn the basics of exemplication:

→ Definition

→ Kinds of examples

→ Sources of examples

2、To learn to outline expositive essays

知识点：→ The definition and introduction of exposition and essay.

→Exposition is explanatory writing. It’s purpose is to explain or clarify a point.

→ An essay is a related group of paragraphs written for some purpose

（二）熟悉:→ Practice the basics of exemplification

→ Practice outlining

知识点：→Patterns of exposition, the choice of examples, the choice of appropriate examples, the organization of an exemplification essay:

→Types of essays, basic structures of an expositive essay, elements of the expositive essay

→ Types of outline, rules concerning outline

（三）了解：→Patterns of exposition, types of essays, types of outline

process analysis, cause-effect analysis, Comparison and contrast, classification,

definition and analogy，narrative essays, descriptive essays, expositive essays

and argumentative essays

二、教学重点及难点：

重点：Exemplification,types of outline；

难点：Sentence outline and topic outline

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第一課Exemplification

第一課Elements of the Essay: Outlining

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write an example paper of 200-250 words on the given topic. 第二次：Read on the subject and write an essay of 200-250 words on the given topic, using either

a single extended example or two or three short ones to develop your thesis statement. 第三次：Ask students to practice outlining

八、课后小结：Emphasis on the writing procedure

→Prewriting-choosing a topic and exploring ideas

→Drafting: getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

II授课题目：Unit Two I Made It

一、教学目的、要求：

（一）掌握：1、To learn the basics of process analysis

→ Definition

→ Uses

→ Types

→ Methods

2、To learn to write thesis statement

知识点：→ The definiton and introduction of process analysis

→ The function of process analysis

→ The differences between thesis statement vs. topic sentence

（二）熟悉:→ The areas the process analysis is usually used.

知识点: → Functions of process analysis:giving instructions, giving information and giving the history

→Major types of process analysis: directive analysis, informative process analysis

→Writing an effective thesis statement

（三）了解：The basics of process writing and thesis statement

二、教学重点及难点：

重点：Organization of a process paper, practice of effective thesis statement；

难点：Guidelines on process analysis, writing effective thesis ststement

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第二課Process Analysis

第二課Elements of the essay: The Thesis Statement

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write an informative process paper describing how you succeeded in doing something

第二次：Read on the subject and write a directive process paper telling first-year students how to adjust to life at college.

第三次：Ask students to practise writing the thesis statement

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→Drafting:getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

授课题目：Unit Three College Is Not a Paradise

一、教学目的、要求：

（一）掌握：1、To learn the basics of Cause-Effect analysis

→ Definition

→ Uses

→ Patterns

2、To learn to write an introduction to expositive essays

→ What to include in the introduction

→ How to write effective introduction

知识点：→ The definiton and introduction of cause-effect analysis

→ The function of cause-effect analysis

→ The writing of effective introduction

（二）熟悉:→ The functions and areas the cause-effect analysis is usually used.

知识点: → Functions of cause-effect analysis: explaining why certain things happen, analyzing what will happen as a result

→Major types of cause-effect analysis: focusing on cause and focusing on effects,

→How to start and write effective introduction

（三）了解：the basics of cause-effect analysis and writing effective introduction

二、教学重点及难点：

重点：How to focus on cause or effects, How to start and write effective introduction；

难点：How to focus on cause or effects, How to start and write effective introduction

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第三課Cause-Effect Analysis

第三課Parts of the essay: The Introduction

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write an essay on any of the given topics analyzing cause.

第二次：Read on the subject and write, from your own experience, an essay analyzing the effects of anthing taught in class.

第三次：Ask students to practise writing the introduction

八、课后小结：Emphasis on the writing procedure

→ Prewriting- chossing a topic and exploring ideas

→Drafting: getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

授课题目：Four What Makes the Differences

一、教学目的、要求：

（一）掌握：1、To learn the basics of Comparison and Contrast

→ Definition

→ Uses

→ Patterns

→ Methods

2、To learn to develop the body of expositive essays

→ What its structure looks like?

→ What it includes

知识点：→ The definiton and introduction of Comparison and Contrast

→ The function of cause-effect analysis

→ The writing of effective introduction

（二）熟悉:→ The functions and areas the comparison/contrast is usually used., the general structure of the body of an essay

知识点: →Functions of comparison/contrast: clarifying something unknown, bringing one or both of the subject into sharper shape

→Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence

→Familiarity of the general structure of the body of an essay

（三）了解：The basics of Comparison and Contrast and the general structure of the body of an essay

二、教学重点及难点：

重点：Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence General structure of the body: Beginning, Body and End

难点：How to organize a comparison/contrast essay, How to develop body paragraphs

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第四課Comparison/Contrast

第四課Parts of the essay: The Body

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write a subject-by-subject essay of comparison/contraston any of the given topics

第二次：Read on the subject and write a point -by-point essay of comparison/contraston any of the given topics

第三次：Ask students to practise writing the body of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→Drafting:getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

授课题目：Unit Five It Takes All Sorts to Make a World

一、教学目的、要求：

（一）掌握：1、To learn the basics of Classification

→ Definition

→ Uses

→ Methods

2、To learn to write the conclusion of expositive essays

→ What is classification?

→ What is classification used for?

知识点：→ The definiton and introduction of classification

→ The function of classification

→ The writing of effective classification

（二）熟悉:→ The functions and areas the classification is usually used., the conclusion of expositive essays

知识点: → Functions of classification:

To organize and perceive the world around us

To present a mass of material by means of some orderly system

To deal with complex or abstract topics by breaking a broad subject into smaller,

neatly sorted categories.

→The general pattern of classification

→sentence patterns in classification

→Familiarity of the the conclusion of expositive essays

（三）了解：The functions and areas the classification is usually used., the conclusion of expositive essays

二、教学重点及难点：

重点：some sentence patterns in classification

the conclusion of expositive essays

难点：Parts of the conclusion: a summary of the main points, or restatements of your thesis in different work.

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第五課classification

第五課Parts of the essay: The conclusion

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write a classification essay on any of the given topics

第二次：Write an essay of 200-250 words on any of the given topics.

第三次：Ask students to practise writing the conclusion of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→Drafting:getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

授课题目：Unit Six What Does It Mean

一、教学目的、要求：

（一）掌握：1、To learn the basics of Definition

→ Definition

→ Types

→ Methods of Organization

2、To learn to write the title of expositive essays

→ What is definiton

→ Types of definition

知识点：→ The Standard /Formal Definition

→ The Connotative/Personal Definition

→ The Extended Definition

（二）熟悉:→ The functions and areas the definition is usually used., the title of expositive essays

知识点: →Functions and patterns of definition:

→ The Standard /Formal Definition is used to explain a term or concept your audience or reader may not know or understand,

→The Connotative/Personal Definition is used to explain any word or concept that doesn’t have the same meaning for everyone.

→The Extended Definition is used to explore a topic by examining its various meanings and implications.

（三）了解：How to write an extended definition

How to organize an extended essay

二、教学重点及难点：

重点：Functions and patterns of definition

How to write an extended definition

How to write the title of an expositive essay

难点：How to organize an extended essay

How to write the title of an expositive essay

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第六課definition

第六課Parts of the essay: The Title

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write a definition essay on any of the given topics 第二次：Write an essay of 200-250 words on any of the given topics.

第三次：Ask students to practise writing the title of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting- choosing a topic and exploring ideas

→Drafting: getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

Unit Six Task One Definition

I What is definition?

In talking with other people, we sometimes offer informal definitions to explain just what we mean by a particular term. That is, to avoid confusion or misunderstanding, we have to define a

word, term, or concept which is unfamiliar to most readers or open to various interpretations.

Suppose, for example, we say to a friend:”Forrest is really an inconsiderate person.”We might then explain what we mean by “ inconsiderate” by saying, “He borrowed my accounting book overnight but didn’t return it for a week. And when I got it back, it was covered with coffee stains.

Definition is the explanation of the meaning of a word or concept, and it is also a method of developing an essay.

II. The ways to define a word or term

There are three basic ways to define a word or term

A. To give a synonym For example: ‘ To mend is to repair.”Or “ A fellow is a man or a

boy.”

B. To use a sentence (often with an attributive clause) For example, ink may be define in a

sentence: “Ink is colored water which we use for writing.”

C. To write a paragraph or even an essay But a synonymy or a sentence cannot give a

satisfactory definition of an abstract term whose meaning is complex. We have to write a paragraph or an essay with examples or negative examples (what the term does not mean), with analogies or comparisons, with classification or cause-effect analysis.

III. When we give a definition, we should observe certain principles:

1.First, we should avoid circular definitions. “Democracy is the democratic process.”And

“astronomer is one who studies astronomy” are circular definition.

2.Second, we should avoid long lists of synonyms if the term to be defined is an abstract one.

For example: By imagination, I mean the power to form mental images of objects, the power to form new ideas, the gift of employing images in writing, and the tendency to attribute reality to unreal things, situations and states.

(picking up words, expressions from a dictionary , in the hope that one will hit)

3.Third, we should avoid loaded definition, Loaded definitions do not explain terms but make

an immediate appeal for emotional approval.

A definition like:’ By state enterprise, I mean high cost and poor efficiency.” is loaded with

pejorative emotional connotation. Conversely, “ By state enterprise, I mean one of the great blessing of democratic planning”is loaded with favorable emotional connotation. Such judgements can be vigorious to a discussion, but they lead to argument, not clarification, when offered as definition.

IV. Types of definition

1.Standard/ Formal definition---denotation is a word’s core, direct, and literal meaning.

2.Connotative/Personal meaning---Explains what you mean by a certain term or concept that

could have different meanings for others.

On the other hand, connotation is the implied, suggested meaning of a word; it refers to the emotional response stimulated by associations the word carries with it.

A.For Americans, Water gate is associated with a political scandal that means dishonesty.

And more words are created with the suffix—gate to mean some scandal in English now, thus, Iran Gate, Intelligence Gate

B.Dogs, in Chinese culture, may be quite a negative image. It is insulting to call someone a

dog. What about the western people? In their eyes, dog is lovely and has good associated meanings. They say “ Love me, love my dog.”

C.Imperialism means to us Chinese quite negative. Some of the western people may be

proud of being imperial and imperialism itself.

D.People everywhere may also share some connotations for some words. They are general

connotations. Mother means love, care, selfless, etc.

E.Let’s get the gang together for a party tonight. (a group)

Don’t go around with that gang or you’ll come to no good. (degraded group of people or group of criminals)

Connotation can make all the difference. It is the mirror of your attitude.

3.Extended definition---is an essay length piece of writing using this method of development. V. How to write an extended definition

Follow 4 rules for a good definition:

1. Don’t use the words “when “‘where”, giving a definition. A common practice is to define

the noun with a noun, adjective with adjective and so on.

2. Remember, that definition is not a repetition.

3. Use simple and well- known term in your explanation.

4. Point out the distinguishing features of the term.

Unit Six Task Two: The Title

I.What is title?

A title is a very brief summary of what your paper is about. It is often no more than

several words. You may find it easier to write the title after you have completed your paper.

A title may be a phrase which can indicate a topic of interest (i.e. your focus) and at the

same time point towards a particular kind of discussion (your mode of argument).

Accordingly, your title needs not only to indicate what the essay will be about, but also to indicate the point of view it will adopt concerning whatever it is about.

II.The purpose of the title

To give the reader an idea of what the essay is about

To provide focus for the essay

To arouse the reader’s interest

III.How to write a good title

Make it clear, concise and precise

Use a phrase rather than a sentence

Exclude all extra words

IV.Other rules to obey

Center it at the top of the first page.

Use no period at the end or quotation marks

Capitalize the first and last words

Capitalize all other words except

●articles (a, the)

●the to in infinitives

●prepositions containing one syllable

●coordinating conjunctions (and, but, or, etc)

A title leads, but a poor title misleads. Be sure that it is appropriate. Besides, be careful with the capitalization.

Write an appropriate title for each of the introductory paragraphs that follow.

1.Title: _____Reactions to Disappointment___________________

Ben Franklin said that the only sure things in life are death and taxes. He left something out, however: disappointment. No one gets through life without experiencing many disappointments. Strangely, though, most people seem unprepared for disappointment and react to it in negative ways. They feel depressed or try to escape their troubles instead of using disappointments asan opportunity for growth.

2.Title: ____Annoying People_____________________

President Richard Nixon used to keep “enemies list” of all the people he didn’t especially like. Iam ashamed to confess it, butI, too, have an enemies list—a mental one. On this list are the people I would gladly live without , the ones who cause my blood pressure to rise to the boiling point. The top three places on the list go to people with annoying nervous habits, people who talk in movie theatres, and people who talk on car phones while driving.

3.Title: ___The Meaning of Maturity______________________

Being a mature student does not mean being an old-timer. Maturity is not measured by the number of years a person have lived. Instead, the yardstick of maturity is marked by the qualities of self-denial, determination, and dependability.

4.Title: _____College Stress____________________

Jack’s heart pounds as he casts panicky looks around the classroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what the subject is. In front of him is a test. At the last minute his roommate awakens him. I t’s only another anxiety dream. The very fact that dreams like Jack’s are common suggests that college is a stressful situation for young people. The cause of this stress can be academic, financial, and personal.

5.Title: __How to Complain_______________________

I’m not just a consumer—I’m a victim. If I order a product, it is sure to arrive in the wrong color, sixe, or quantity. If I hire people to do repairs, they never arrive on the day scheduled.

If I owe a bill, the computer is bound to overcharge me. Therefore, in self-defense, I have developed the following consumer’s guide to complaining affectively

授课题目：Unit Seven The Insight I Gained

一、教学目的、要求：

（一）掌握：1、To learn the basics of Analogy

→ Definition

→ Uses

→ Methods of Organization

2、To learn to use transitions

→ What is analogy

→ The difference between analogy and comparison

知识点：→ The field analogy is used

→ The difference between analogy and comparison

→ The patterns of analogy

（二）熟悉:→The functions and areas analogy is usually used., to learn to use transition

知识点: →Functions and patterns of analogy:

→ A comparison explains two obviously similar things and considers both their differences and similarities

→ An analogy compares two apparently unlike things, and focus only on their major similarities

→An analogy is thus an extended metaphor—the figure of speech that declares one thing to be another

（三）了解：How to organize an analogy by the way ---subject by subject

How to organize an analogy by the way—point by point

二、教学重点及难点：

重点：Functions and patterns of definition

The differences between comparison and analogy

How to learn to use transition

How to organize an analogy by the way ---subject by subject

How to organize an analogy by the way—point by point

难点：How to learn to use transition

How to organize an analogy by the way ---subject by subject

How to organize an analogy by the way—point by point

三、课时安排：共4课时

四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解

五、教学基本内容

第六課definition

第六課Parts of the essay: The Title

六、参考书目：《英语写作手册》，《美国大学英语写作》

七、作业和思考题：

第一次：Read on the subject and write a definition essay on any of the given topics 第二次：Write an essay of 200-250 words on any of the given topics.

第三次：Ask students to practise writing the title of the essay

八、课后小结：Emphasis on the writing procedure

→ Prewriting-chossing a topic and exploring ideas

→Drafting: getting your ideas on paper

→Revising: strengthening your essay

→Editing and proofreading: eliminating technical errors

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英语写作课的教学设计

英语写作课的教学设计 Company Document number：WUUT-WUUY-WBBGB-

高中英语写作课的教学设计 一、背景知识介绍 书面表达是写的一种途径，是英语交际的重要组成部分。高中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。 二、教学过程 1．Warm-up活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”目的是活跃气氛，为引出今天的话题做准备。 2．Revision ①使用大脑风暴法（brainstorm）让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段（drafting stage）选择有写的价值和意义的东西时参考。] ②根据下列所给提示介绍你的朋友（四人一小组活

人教版新目标版七年级英语上册 写作训练课教学设计1

写作训练课 学科英语 年 级 七 年 级 主备人 单位 姓名 课题 Where’s my schoolbag ? 教学目 标 教学重点 用英语流利的表述物品放置的位置，会用英语介绍自己房间里物品摆放的位置。 教学难点 用英语流利的表述物品放置的位置，会用英语介绍自己房间里物品摆放的位置。 教具准 备 1. 自编学案 2. 照片 3. 图片 4. 纸笔及小黑板 课时安 排1课时 教学过程Step 1: Free talk （拿出自己房间的照片或自己所画的房间图片）以My room 为主题在小组内进行两两对话，介绍自己房间里物品摆放的位置，活跃课堂气氛，为引出本节课的写作话题做准备。（2分钟）

Step 2 : Brainstorm头脑风暴游戏 紧紧围绕下列单词尽可能多的想出与此相关的单词或短语。引导学生复习有关词汇，拓宽思维，让学生用已学过的单词来巧妙构思写作。把这些内容联系起来，使用起来更会得心应手。学生先独立完成，然后在小组内综合讨论，把所有相关单词及短语记录下来 Step 3: Make a sentence. 用以上所想出来的单词，进行组词连句。（7分钟）如： table → on the table → My pen is on the table. plane → model plane → My model plane is under the chair. （每人用以上所想出的单词至少写5个句子。） Step 4: Discuss in groups 小组内讨论句子的正误并交流意见。组长总结在写英语句子时应注意事项。 Step 5: Draw an outline in groups, then write a composition alone. 根据以上小组讨论的结果，以 My room 为题，写一篇小短文。（10分钟）要求：①不少于7句话，60个单词左右。②介绍自己房间里物品摆放的位置, 可适当增添内容。③书写符合要求，注意大小写，保持卷面整洁。④语句通顺且上下文连贯。 Step 6 : Write a composition. Step 7: Check and correct 反复检查。 写好后先自己检查，然后在小组内交换修改评价，并写出批改意见。小组修改后请老师修改。写完之后，勿忘检查：(1) 格式是否有错。(2) 拼写有无错误。(3)单复数是否正确。(4) 形容词性物主代词是否出错。(5) 标点错误。(6)大小写是否正确。 Step 8: Show your works and teacher comments 每组选出一篇优秀作品在全班同学前展示。小组写作是集体智慧的结晶。教师修改主要是针对学生的写作从构思、措辞、布局等加以完善。对于普遍的语法或句式错误，教师要重点分析讲解，提出修改意见。把写得最好的作

(完整word版)现代大学英语精读第二册语法点总结

现代大学英语精读第二册语法点总结 Unit 1: the usages of future times；（将来时态） coordinating conjunctions（并列连词） Unit 2：“the way” in relative clauses （the way在关系从句中的用法）with + noun + preposition phrase/ participle /adjective construction （with结构做伴随状语） Unit 3: noun clauses (introduced by wh-words); （名词性从句） the gerund （动名词） Unit 4: appositive clause （同位语从句） indefinite pronoun: anybody/anyone; somebody / someone; everybody/ everyone; nobody/ no one; anything; something; everything; nothing （不定代词） Unit 5: the gerund; （动名词） the infinitive; （to do 不定式） attributive modifiers (定语) Unit 6：the present perfect continuous tense (现在完成进行时) the usage of the present participle phrase (现在分词) Unit 7：无（test） Unit 8：Comparative Degree （比较级：特别是the more….the more; bette r and better结构） Subject Complement (形容词做主语补足语：S+V+Adj.) Unit 9: with/without + noun phrase + an infinitive phrase (with、without在独立主格结构的应用) the infinitive as the subject (to do 不定式做主语) Unit 10：past participle phrase as adverbial （过去分词做定语的用法） Unit 11：part of speech （词性） Unit 12: ever/ never 的用法 比较级的用法（特别是比较级前面有副词修饰；同级比较） Unit 13：Ｖ＋Ｏ＋Ｃ宾语补足语 Could / might /should/ must +have done （虚拟语气）

(高三英语写作课教案)

How to write a composition ? (高三英语写作课教案) 张家港市后塍高级中学（南校区）魏燕萍 教学目的：教会学生用英语准确表达表格中涉及的要点。 教学重点：引导学生根据表格中的中文要点，由词成句，由句成文。最后适当使用连接词，组句成篇，实现用词准确，行文流畅。 教学辅助手段：电脑（或实物投影仪） 教学方法：讨论法 教学步骤： 一、介绍书面表达六步法(Introduction) 1.仔细审题,确立主题,明确要求. 2.围绕主题,提炼要点,编拟提纲. 3.分析要点及提纲,提炼关键单词和短语 4.恰当使用句型,连词成句 5.恰当使用连接词,组句成篇 6.规范誊写 二、呈现学生得分情况(Presentation) 反映出学生得分差距，引起学生共鸣：希望在作文上获得提高。 三、讨论 (Discussion) 1．写作人称为第三人称和第一人称,词数150词左右,时态一般现在时. 2．明确要点，确定核心词、词组、句型。 (要点“你的看法”：鼓励学生畅所欲言，激起课堂高潮。) 四、呈现(Presentation) 1. 高考英语写作关键：A.学会使用较高级词汇。B.学会使用较丰富的句式。C．学会使用恰当的连接词。2．呈现学生作文中出现的典型句子。要求学生用高级词汇、高级句型进行改写，加以完善。 3. 展示挖空后的范文,要求学生填入适当的关联词，并指出范文中的精彩之处。 五、反馈 (Feedback) 1．学生修改作文，互查互改错误。 2. 教师总结。首先，针对文中学生未找出或改对的错误， 帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。 六、提高书面表达建议：(Suggestions) 1．准确记忆单词 2．掌握足够的语言知识点，如构词法，语法知识等3．经常进行写作练习 4．适当背诵作文参考答案 5．大量阅读 七、作业 (Assignment) 发给学生另一篇体裁相似的书面表达材料，要求学生根据本课所学思路独力完成。 Teaching plan Topic: writing a composition Teaching Aims: According to the form, teach students how to write a composition using the effective sentences. Train the students’ writing ability. Teaching Important Points: 1.Improve the students’ writing ability. 2. Teach the students how to get the key words and how to use effective sentences to complete a coherent composition. Teaching Methods: Discussion, Presentation Teaching Aids: 1.the multimedia 2.the blackboard Teaching Procedures: Step 1:Introduction of the basic elements Six steps to write a composition ①Analyzing the task ②Finding out the main points ③Thinking of key points/phrases ④Forming sentences ⑤Combining the sentences into a passage ⑥Copying normally Step 2:Showing results:

现代大学英语听力第二册Unit 1 scripts

Task 1 Yesterday morning Gretel went to the city of London. She wanted to see St Paul?s Cathedral. She was surprised to see so many Englishmen who booked alike. They were wearing dark suits and bowler hats. They were all carrying umbrellas and newspapers. When she returned home she asked Mr. Clark about these strange creatures. “They must be typical English gentlemen,” she said. “ I have often read about them and seen photographs of them. They all look as if they are wearing a uniform. Does the typical gentleman still exist?” Mr. Clark laughed. “I?ve never thought about it,”he answered. “It?s true that many of the men who work in the city of London still wear bowler hats and I suppose they are typical Englishmen. But look at this.” Mr. Clark picked up a magazine and pointed to a photo of a young man. “He?s just as typical, perhaps. it seems as if there is no such a thing as a …typica l? Englishman. Do you know the English saying …It takes all kinds to make a world?? That?s true of all countries—including England. “Oh, just like the poem …If All the Seas Were One Sea?,” Gretel began to hum happily. “If all the seas were one sea, what a great sea it would be! And if all the trees were one tree, what a great tree it would be1and if this tree were to fall in the sea, what a great splash there would be!” Task 2 John is British but has worked in Japan.Etsuko is a Japanese student from Osaka and she is studying in Britain. New they are comparing life in the two countries. John: I found that living in Japan, people were much busier. They seem to work the whole day. Etsuko:Yes, that?s right. We work from Monday through Saturday, even in summer. You know, summer in Japan is just horrible. It?s very very humid and hot, and you need to shower three times a day. John: So you find it cooler in England? Etsuko: Yes, that?s right. John: where I was living in Japan in the north, it was much colder than England, especially in winter, minus thirty degrees centigrade. Does the winter in Osaka last longer than the winter in England? Etsuko: No, I don?t think so. December, January, February, Marc h… John: Yes, it?s a bit shorter if anything. Etsuko: Ever since I came here., I noticed that the countryside in England is really beautiful. John: It?s much flatter than in Japan. Etsuko: Yes, Japan is a mountainous country and our cities are full of people. There are lots of people in a limited area. John: Yes, I found Japan much more mountainous than Britain, especially in the north. The mountains are much higher and much more rocky. I found it more beautiful than Britain. Etsuko: Yes, if you like mountains. John: Therefore the towns and villages tend to be more crowded.

英语写作课教学设计范文

英语写作课教学设计范文 英语写作课教学设计范文 作为一名专为他人授业解惑的人民教师，就不得不需要编写教学设计，借助教学设计可以更大幅度地提高学生各方面的能力，从而使学生获得良好的发展。我们应该怎么写教学设计呢？以下是小编帮大家整理的英语写作课教学设计范文，希望能够帮助到大家。 为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。在“五步学习法”课堂模式的引领之下，我们都在尽自己所能力争将自己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语基础知识和基本技能，形成一定的语言综合运用能力。作为教师我们要转变自身的角色，确认自己新的教学身份。我们是学生学习活动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的`“五步学习法”课堂教学的要求一再强调要突出互动探究环节，这就要求我们的英语教学就必须要建立以学生为主体的英语教育方式，使英语学习既有利于学生打好英语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学方法上，教师应多采用启发式教学。教师可以通过设计各种情境，问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下面我谈谈写作课在新课改下的实施情况及我对此的一些反思。 培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。针对以上问题，我认为高中英语写作教学的目标必须做到： 1、明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。 2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。 3、通过词到句子再到文章的训练，提高学生用英语进行思维的能力，培养学生自主学习和协作学习的习惯，锻炼学生用英语进行自我表达和交际的能力；拓展学生的英语思维，发展学生观察与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。 通过写作，教育学生积极参与、主动思维、大胆实践，感受“合作学习”是一种非常有效的学习策略,体会交流思想和共享知识的乐趣。 我以一个教学案例来谈谈我的认识和感悟。 这堂课我主要是教会学生写作技巧，并以国家教育部要求学生参加中长跑锻炼为题进行练习。具体过程如下： 一. 学情分析 英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。

英语写作课教案英文版

英语写作课教案英文版 【篇一：高一英语写作课教学设计】 高中英语写作课教学实施及反思 为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。 在“三段六环”课堂模式的引领之下，我们都在尽自己所能力争将自 己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂 改革模式我们的外语教学的目的就是培养语言应用能力。《新课程 标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英 语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习 策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语 基础知识和基本技能，形成一定的语言综合运用能力。作为教师我 们要转变自身的角色，确认自己新的教学身份。我们是学生学习活 动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的“三段六环”课堂教学的要求一 再强调要突出互动探究环节，这就要求我们的英语教学就必须要建 立以学生为主体的英语教育方式，使英语学习既有利于学生打好英 语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的 发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的 课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学 方法上，教师应多采用启发式教学。教师可以通过设计各种情境， 问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下 面我谈谈写作课在新课改下的实施情况及我对此的一些反思。 培养学生规范准确的书面表达是高中英语教学目的之一，而英语听 说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较

七年级英语 Unit6 写作课教学设计

课题：Do you like bananas?备课时间：2018 年8月20 日

设计说明： 1.理念：基于课程标准，追求目标—教学—评价的一致性，以评价驱动教学，有效落实国家课程、实现有效教学。 2.内涵：1）既定教学目标、课中学习目标及评估目标三者内容上的同一性2）教学目标、学习方法、评估工具三者本质上的同一性 3.基本程序与原则：以“教学效益”为纬线，“教师的教学哲学、智慧与能力”为经线，遵循教学评的一致性，处理好三个程序： 制定学习目标（回答：什么最值得学习）——设计课堂评价（回答：如何证明实现了目标）——选择教学策略（回答：怎样安排教学活动帮助达标） 4.构成：包括四部分：（一）学习目标的设置（二）评价任务的设计（三）教学设计（四）作业/拓展设计。 5.操作方法： 首先，确立清晰的学科目标体系。依据制定目标的三个依据:课标在哪里？——回答：学生需要学什么？文本在哪里？——回答：学什么最有价值？学生在哪里？——回答：学生学习的起点是什么？通过一系列的目标具体化技术,制定出准确、清晰、可测量的学习目标。 其次，设计基于目标的评价任务。明确目标之后，教师就应该设想“我用什么样的检测工具可以检测学生目标达成的程度”，了解学生已经学习到了什么，离预设的目标还有多远，以便于自己作出基于证据的教学决策。 第三，规划基于目标的教学过程。即如何在教学过程中落实上述的评价任务，以便于学生有更好的表现，同时也便于自己不断了解学生的目标达成情况。这样既体现基于课程标准的教学、以学定教、目标导向教学等思想，也体现了教学与评价二合一的思想。 第四，实施规划好的教学过程。这一环节最关键的问题有三个：一是自始之终把目标当作一节课的灵魂，教学的关键行为都应指向目标的达成；二是把教的过程当作评的过程，不断了解学生学到了什么，不断作出后续基于证据的教学决策；三是处理好预设与生成的问题。 第五，布置基于目标检测的有效作业。在设计、实施教学的基础上，进一步地思考作业的问题，如，布置的作业是检测什么目标的，与目标相匹配的作业是什么样的，如何反馈作业结果才能促进学生的后续学习等。 第六，撰写教学反思。通过思考总结教学过程中的成功之处、不足之处、教学机智等，以写促思，以思促教，实现专业成长。

英语写作课教案

Writing: How to Make Vegetable Salad By 潘秋荣ⅠTeaching Objectives ?Skill : Use the knowledge to write an article of making vegetable salad ⅡTeaching Stress and Difficulties ?Knowledge: Learn the words and verb phrases: tomato, cucumber,onion, black pepper, cut... into pieces, cut up, add... to..., pour... into, mix up ⅢTeaching procedure: 1.Lead-in Play a game – Brainstorm: ask the students to give the names of the vegetables they know 2.Step 1 1)Read the title together and then learn the key words 书面表达（15分） 你喜欢蔬菜沙拉吗？知道如何制作吗？请根据提示以“How to Make Vegetable Salad”为题，介绍制作的过程。 1.把4个西红柿和1个黄瓜切成小块，把他们放进一个大碗里。 2.把1个洋葱切碎，放进同一个大碗里。 3.加入半勺盐和一些黑胡椒。 4.放入两勺橄榄油（olive oil）和一勺醋（venigar）。 5.把他们混合，10分钟后，你就可以吃了。 tomato, cucumber,onion, black pepper, cut... into pieces, cut up, add... to..., pour... into, mix up 2)Translate all the steps into English ①Cut four tomatoes and one cucumber into small pieces, and put them in a big bowl. ②Cut up an onion, and put them in the same bowl. ③Add half a spoon of salt and some black pepper to the bowl. ④Pour two spoons of olive oil and a spoon of vinegar into it as well. ⑤Mix them up. And 10 minutes later, you can enjoy it.

现代大学英语第二册 第二课Say Yes 单元测试 Unit 2教学文稿

Book 2 Unit 2 Say Yes I. Spell out the words according to the definitions given. The initial letters are given as a clue. 1. a ______to understand or realize that sth. is true 2. c ______ a feeling of worry esp. one that is shared by many people 3. c ______ thoughtful of the rights or feelings of others 4. c ______ to get a person or an animal into a place or situation from which they can’t escape 5. d ______ to discuss sth. formally, before making a decision or finding a solution 6. d ______ to show clearly 7.g ______ covered with oil or fat 8.h ______ pretending to have moral standards or opinions that they do not actually have 9.i ______ to suggest that sth. is true without saying this directly 10.i ______ lack of interest or concern 11.p ______to press tightly between finger and thumb 12.p ______ to beat quickly and loudly 13.r ______ a person who believes that people of his own race are better than others 14.r ______ to turn things over and look into all the corners while trying to find sth. 15.s ______ to say angrily; to move suddenly 16.s ______ to press firmly inward or from the opposite side 17.s ______ a collection of information shown in numbers 18.t ______ very large, very great 19.t ______ completely 20.u ______ not married or engaged; still single Keys: 1. appreciate 2. concern 3. considerate 4. corner 5. debate 6. demonstrate 7. greasy 8. hypocritical 9. imply 10. indifference 11. pinch 12. pound 13. racist 14. rummage 15. snap 16. squeeze 17. statistics 18. terrific 19. thoroughly 20. unattached II. Complete the sentences, using the proper forms of the expressions chosen among the ones 1.Unlike most men he knew, he really _____ on the housework. 2.They talked about different things and somehow ____ of whether white people should marry black people. 3.Oh boy, he thought. He said, “Don’t _____ . Look at the statistics. Most of those marriages break up. 4.“Yes, different,” he snapped, angry with her for _____ this trick of repeating his words so that they sounded hypocritical.

初中英语写作课的教学设计新部编版

教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校

初中英语写作课的教学设计 一、背景知识介绍。 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分（满分为12分）。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal 广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。 二、教学过程。 1．Warm-up活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”目的是活跃气氛，为引出今天的话题做准备。 2．Revision ①使用大脑风暴法（brainstorm）让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段（drafting stage）选择有写的价值和意义的东西时参考。] ②根据下列所给提示介绍你的朋友（四人一小组活动）。⑴Name and age. ⑵Where he / she comes from subject? ⑶What he is? ⑷What his / her friend? ⑸looks（外貌）⑹personality（性格）⑺His / Her dream ⑻…… 3．Pre-reading 通过提问，How can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。 4．While-reading，读两则广告，了解Mary和Jack完成表格Name Age Hobbies Looks Personality E-mail added Wish Where she… 5．Post-reading 引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。 6．While-Writing. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。 7．Post-writing. 提供写作标准