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现代大学英语中级写作课程教案

现代大学英语中级写作课程教案
现代大学英语中级写作课程教案

《现代大学英语中级写作》,徐克容,外语教学与研究

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 su bject is. In front of him is a test. At the last minute his roommate awakens him. It’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

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我们像在暖房里种花那样养孩子是错误的。我们必须让他们接触各种社会问题,因为不久他们就将作为公民来应对这些问题。 It was wrong to raise our children the way we grow flowers in the greenhouse. We must expose them to all social problems because very soon they will be dealing with them as responsible citizens. 随着时间的推移,我们不可避免地会越来越多地卷入国际事务。而冲突必然会发生,因为国家之间总有不同的观点和利益。 As time goes on we are inevitably going to get more and more involved in international affairs. And conflicts are sure to occur because there always exists different views and interests among nations 我们为我们的成就而骄傲,我们有理由感到骄傲。但是我们永远不能变得狂妄,不然我们就会失去我们的朋友。 We are proud of our accomplishments, and we have reason to be. But we must never become arrogant. Otherwise we will lose our friends. 信息现在唾手可得。一个普通的电脑就能储存一个普通图书馆的信息。 Information is now easily available. An average computer can store the information of a small library. 那家建筑公司没有资格操作这个项目。他们没有任何法律文件能证明他们具备必要的专门技术。我们必须找一个专门建造歌剧院的公司。 That construction company is not qualified to handle the project. They do not have any legal document to certify that they have the necessary expertise. We must find a company that specializes in building theatres. 这些智囊团不作决策。他们力图提出一些对决策者十分有用的新主意和深刻的分析。These think tanks do not make decisions. They are out to generate new ideas and penetrating analyses that will be extremely useful for decision makers. 国内生产总值不是一切。如果人民的生活质量没有真正改善的话,我们国家就不能说已经现代化了。 The growth of GDP is not everything. Our country cannot be said to have been modernized unless the quality of our people?s lives is really improved. 虽然那时候我们在很多方面都很困难,但作为孩子我们仍然幸福,因为有干净的空气、水;江河湖泊里有很多鱼、螃蟹,黄鳝;田野里有花,有树,有鸟。 Poor as we were in many ways at that time, we were still quite happy as children, for there was clean air, clean water, a lot of fish, crabs and eels in the rivers, lakes and ponds; and a lot of flowers, trees and birds in the fields.

初中英语写作课教学案例

初中英语写作课教学案例 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 要求学生根据这个标准,修改自己的e-mail. 1. Do you use the tense (时态),spelling(拼写),punctuation (标点),capitalization( 大写字母)correctly? 2. I s your e-mail complete(完整的)? 3.Is your e-mail coherently(连贯地)written?

高中英语写作课教案

Book6 Module3 Interpersonal relationship—— Friendship 高中英语写作课教案 Teaching Aims 1.To get the students to appreciating remarks on friendship or friends. 2.To enable the students to write a short story about friends or friendships. Teaching Procedures Step 1 Discussion Now, I found 500 pounds in Roy’s pocket. Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’. If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do? Discuss it in groups of four . Collect answers from students. Draw a conclusion; whether Roy stole the money or not, we help him all the same. Because we’re friends. Friends are the ones we can get help from and we can trust. In this unit, we have talked a lot about friends and friendship, knowing the importance of friends. And what do you think of a friend or friendship?

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

(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)

初三英语一堂写作课教学案例

一堂意犹未尽的写作课 ——初三英语写作课教学案例 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 Writi ng)。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。 从最近几年对本校甚至本县的期末考试英语试卷的目测调查情况来看,英语写作是得分最为薄弱的一个题,平均分大约6分(满分为15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,英文名叫Ale nd的老师在柳市镇一中初三的一个班级进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于高一新教材第一单元的“Rea ding and writing”。该教师的教学设计目的是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-pals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,为引出上课的话题做准备。 2、Revision ①使用大脑风暴法(brainstorm)让学生想出一些和f riends 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 ? ⑶What he is? ⑷What his / her friend is? ⑸looks(外貌)⑹personality(性格)⑺His / Her dream is ⑻…… 3、Pre-reading 通过提问,How can you know your friend 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?过渡出上课话题的材料,快速看完两则e-pals广告,找出答案。 4、While-reading,读两则广告,了解Mary和Jack完成表格Na me, Age, Hobbies, Looks, Personality, E-mail address, Wish, Where she is … 5、Post-reading 引导学生讨论:Do you like to make e-pals

(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

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