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 defi nition. 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 wh at the subject 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

→ 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

(完整)初中英语写作课教学案例.doc

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英语写作课教案

英语写作课教案 Document serial number【UU89WT-UU98YT-UU8CB-UUUT-UUT108】

How to write a composition 单位阿城区交界一中 姓名邹静

How to write 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: 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 Teaching Aids: multimedia blackboard Teaching Procedures: Step 1:Introduction of the basic elements Six steps to write a composition ① Analyzing the task ②Finding out the main points ③Thinking of key points/phrases ④Forming sentences ⑤Combining the sentences into a passage ⑥Copying normally Step 2 Discussing the composition Present the writing materials to the class, ask students to do some brainstorming: 目前，许多学校对学生采取封闭式管理，学生对此看法不一。请根据下表所提供的信息，写一篇短文，谈谈自己的看法。（字数：150左右）

初中英语写作课教学案例

初中英语写作课教学案例 郑庄中学原丽 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 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广 他们熟悉的话题“making friends”, 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?

现代大学英语第二版第二册课后翻译

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?

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

初中英语写作及教学设计优秀案例

如对您有帮助，请购买打赏，谢谢您！ 初中英语写作及教学设计优秀案例 转载于绿色圃中小学教育网 一、引言 英语写作教学是初中英语教学的一项重要内容，也是学生掌握比较薄弱的一环。我们应抓好基本功的训练、开展形式多样的写作训练、进行行之有效的讲、评、改，以切实有效地提高学生的英语写作技能。 二、抓好基本功的训练 写作是语言的输出，应建立在语言材料输入的基础上，如果学生没有关于主题信息的知识输入，没有正确的英语词法、句法、语段和语篇结构特征等知识，就很难实现正确的语言输出。俗话说：“巧妇难为无米之炊”。因此，要想写好作文，就必须抓好基础。 1.听写练习 听写每个单元的重点单词、短语和句子。听写练习既能练听又能练写，一方面检验了听的理解，另一方面也有助于提高写的速度及准确性，还可巩固所学内容，为写作打下坚实的基础。 2.说的练习 每节课前几分钟，可采用值日生报告制，内容不限，可以是读过的小故事、也可以是自己的习作；教师也可就上节课所学内容进行一连串的提问，或让学生把所学对话改写成短文等。通过这种说的练习，让学生注意时态、语态、人称和前后的逻辑关系，从而为写作打下基础。 3.词组识记以及固定表达句型背诵 在教学中要求学生多识记词组。词组就是单词根据语用实际形成的一种约定俗成的固定搭配。如果想写出或说出地道的英语，就要用那些约定俗成的词组。例如，表达吃药的词组是“take medicine”而不是“drink medicine”或“eat medicine”。记住词组have a good time 意义及用法, 写作中就不会出现“I played happily”汉语式的错误了。英语中有许多比较固定的表达方式，如：I am afraid that…. It is hard to…等，掌握了它们，对学生写作大有裨益。 4.五种简单句的句型结构训练 五种简单句是指以下基本句型：SV、SVP、SVO、SVOC、SVOO。英语中千变万化的句子归根到底都离不开这五个基本句型，因此对这五个基本句型的训练就尤为重要。 三、开展形式多样的写作训练 1.英汉互译练习 每个单元都有一两个重点句型，让学生进行英汉互译，可进行两种语言的对比，提高学生对英语语言的敏感度，从而在写作中有意识地避免母语干扰，正确使用英语语言。 2.仿写 教师容易围绕句型设计小作文，鼓励学生阅读后仿写相似题材和内容的文章，这样的写作就不会出现结构混乱、内容空洞的现象，对增强学生的自信心、提高写作能力大有帮助。如Unit 4 What would you do?这一单元主要句型是I would …if I had a million dollars，我设计这样的作文题：假如你中了一百万的彩票你将会怎样做？同学们写出的作文就比较成功了。 3.充分利用教材进行写作练习，培养写的能力 Go for it! 以单元编排，每个单元一个话题，每个单元都由易到难，最后落实到以话题为主的书面写作上来。这些话题生动有趣，贴近学生生活，题材广泛，给学生以发挥的空间和余地。每个学生可根据个人特长以及自己对同一事物的不同见解，写出与众不同、富有个人特色的作文来。 4.对写作主题加以讨论，并整理、组织成文

(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

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