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 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

(完整)初中英语写作课教学案例.doc

初中英语写作课教学案例 教学目：一般将来： be going to + do sth. 的用法；培养学生以 提的方式来写作的能力； 自己所喜的体育活、体育明星及自己梦想的；培养学生 生活，运。 教学内容：描述和了一些体育运目，介了自己最喜的体育明星及自己梦 想的。 教学方法：写作的方式很多，本运用其中之一的方式：提的方式来教学写 作，并用小合作、形式来完成写作任。 教学重点：培养学生一种写作能力 ---提的方式来写作。 教学程： Step 1 ．Warm-up 活：通听一首英歌：“ The more we get together， the happier we ’ ll be. ” 【明】目的是活气氛，引出今天的做准。 Step 2 ．Revision ①使用暴法（ brainstorm ）学生想出一些和 sports 有关的短和句子。 【明】目的是激活学生中和写作运相关的去写作的 思路，供稿段（ drafting stage ）有写的价和意的西参考。 ②根据下列所提示介你最喜的运（四人一小活）。 （ 1） Name ?（2）What sports ?（3）Why ? （ 4） How often ?（5）Player ?（6）looks（外貌） （ 7） personality （性格）（8）His / Her dream??【明】目的是了解一些有关运的信息，引出今天的写作做 准。 Step 3 ．Pre-reading 写作的方式很多，本运用其中之一的方式：提的方式来教学写作，先 置几个，学生回答，然后将答运用相关的串起来，再在必 要的地方添加一些句子。What sports do you like? What’s your favorite

(完整word版)高中英语写作课教学设计

高中英语写作课教学设计 一、教学目标 1知识目标 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。 2能力发展目标 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。 3思想情感目标 1）通过写作，教育学生积极参与、主动思维、大胆实践， 2）感受"合作学习"是一种非常有效的学习策略 3）体会交流思想和共享知识的乐趣。 二、教学辅助：多媒体 三、教学过程： Step 1: Lead-in 1 应用2则谚语导入：1）An apple day keeps the doctor away. 2）Two heads are better than one.让学生知道本次课的内容是：1.关于健康话题的写作 2.完成写作方式采取"合作"策略 2 要求学生回答下列问题（全班分为三大小组分别讨论下列题目） 1）What is healthy eating habit? 2）What food should we eat to have a balanced diet? 3）How can we keep healthy? 每一组将讨论结果在讲台上展示，收集话题素材，为写作做热身： 1）关于healthy eating habit 2）关于a balanced diet 3）关于keep healthy 通过以上提问，让学生尽快进入角色，对健康话题说出自己的看法。让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。引导学生扩大词汇量和英语惯用法，指导他们掌握话题词汇。然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1-2位学生发表他们的观点。 3 向学生布置接下来的任务：Today we are going to write an essay about " How to keep healthy fo r us students?" Step 2: Presentation

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.

小学五年级英语写作课教学设计

小学五年级英语写作课教学设计 一、教学内容 用英语简要介绍自己最喜欢的季节，并在组内进行交流。 字数要求：5 -10句话,60词左右。 二、教学目标 1.知识与能力目标 培养学生初步的写作能力、学会叙述自己最喜欢的季节，以及喜欢的理由。 培养学生基本的造句的能力，掌握一些固定的英语语言表达。 2.学习策略目标 学会小组合作学习，交流信息，提高英语写作能力。 掌握英语写作中组织语言的基本方法。 3.情感态度目标 通过这一写作，培养学生基本的英语写作能力，培养学生愿意用英语叙述身边的人或事物的习惯，学会热爱生活，享受生活。 三、教学重点与难点 1.学会用英语表达自己最喜欢的季节，并给出喜欢的理由。 2.使段落和句子前后连贯，相互呼应，有一定的逻辑性。 四、教学准备 1．一篇Jason’s Best Season (杰森最喜欢的季节)范文 2．多媒体设备 五、教学过程

Step 1.Greetings and free talk. T:Good morning.I’m very happy to see you again.Today I’m your English teacher.Look,there are so many teac hers here.I hope you can make the teachers happy.We lcome to our class!Clap your hands,please.Ss:（齐鼓掌） Step 2.Warm-up. 一年中有四个季节。杰森最喜欢冬季。在冬季天是冷的。（冬季）经常下雪。他能到户外和他的朋友一起玩。他能制作一个雪人。 他爱冬季。 1.给出本节课写作题目“My Best Season”及相关要求： 1.为什么喜欢这个季节，你可以自由发挥。 2.卷面整洁，词数不得少于60。 3.语句通顺，语法正确。 2.复习上节课学过的关于季节的词汇，及相关短语。 season spring summer autumn(fall) winter go on a picnic pick apples make a snow man go swimming。。。。 Step 3.Lead-in. 1.简单问句： T:Which season do you like best?

初中英语写作课教案

初中英语写作课教案 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，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。写作的材料取自于教材的“Reading and writing”。教师旨在通过与学生谈论他们熟悉的话题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．Revision①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 dream⑻…… 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. Is your e-mail complete(完整的)? 3.Is your e-mail coherently(连贯地)written? 4.Can you describe yourself in a concise（简洁的）way? 5.Are there any complex sentences （复合句）in your e-mail? 目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。 8．Share the writing. 点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上

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?

(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）

初中英语写作教案面试

初中英语写作教案面试 【篇一：初中英语写作教学设计】 初中英语写作教学设计 how to keep healthy 一、教学设计思路、指导依据说明： 本话题是仁爱英语八年级上册第二单元的第二个话题，主要学习个人卫生和饮食健康等内容，也是中考中一个重要的话题。本话题主 要通过谈论如何养成良好习惯，保持健康，学习掌握重要句型和词汇；并通过阅读有关饮食健康的文章，引入更多的词汇，同时学会 运用简单的阅读策略获取信息和学会保持良好的习惯。最后以project探究形式对所学内容进行运用，培养学生的综合语言运用能力。即是能将所学的语言组织起来，写成语句连贯、表意准确的短文。 二、教学目标分析： 1.学会描述良好的生活习惯。 2.根据所学的词或词组, 写出关于如何保持健康的重要性并给出好的建议的文章。 三、重点和难点分析： 描述出保持健康的方法，以及自己的看法。 四、教学过程设计： step 1. lead in: 通过讨论下面的问题，引出本节课的大任务。吸引学生，激发其学习兴趣，提高学生作为学习主体课堂参与意识。 列一个目录在黑板1. how often do you exercise ? 2. how often do you eat vegetables? 3. how often do you eat fruit ? 4. how many hours do you sleep every night ? 5. how often do you drink milk ? 6. how often do you eat junk food ? 7. how often do you drink coffee ? step 2．revision 让学生先以小组的形式复习section a 和section b的内容，使用大脑风暴法（让学生brainstorm）说出一些食物名称和healthy 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keep healthy 相关的东西来酝酿写作的思路，以便写作时能选择有意义的东西。 同时通过ppt出示一些good habits or bad habits及一些建议的 短语：

(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

英语写作课教学设计 授课年级：七年级下学期 授课课题：Talk about everyday activities 教材版本：《Go for it》 授课时间：1课时 一、教学内容分析： 本节课选自新目标人教版七年级下册第二单元的写作题材。针对学生的实际情况，将其设计为一堂写作课，重点学习如何将一天中的活动按时间顺序描述出来。 二、学情分析 学生由于在小学阶段基础不牢，兴趣不高，升入初中后，缺乏了英语学习的自信心和勇气，再者，学生英语语法知识的欠缺，直接导致大部分学生不会用英语遣词造句，不懂英语句子结构，学生的英语写作几乎还是一片空白。 三、教学目标 1.能表达时间的读法和写法。 2. 能用一般现在时描述一天中的活动。 四、教学重点 1. Teach the students five basic simple sentences. 2. Develop the students’ writing skills, using simple 、complex sentences and some linking words. 六、教学难点 How to make the students use some writing skills to describe everyday activities. 五、教学过程 “My day”这篇作文要求学生能描述自己一天的学习、生活、和活动情况，例如“I get up at 6:00. I go to bed at 9:30 in the evening.”等句型，当然也要学生学习掌握更多的动词词组。教学一开始，我设计了一个学生感兴趣的游戏What

初三英语写作公开课课教案.doc

初三英语写作公开课课教学设计 双沙中学李育新 2011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。 4. 指导学生小组合作评改学生习作。 教学重点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑（或实物投影仪） 学情分析： 1. 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。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。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计

最新高中英语写作课教学设计

高中英语写作课教学设计 院系：外国语学院 班级：2010级（1）班 姓名：赵乙徽

英语写作课教学设计 设计意图：运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养同学们的听说读写能力，突出阅读和写作技能的 训练、学习策略的培养、阅读和写作的实践，从而使学生领 会语言信息的输入与输出、阅读和写作之间的内在联系，并 引导学生独立思考并以讨论、合作学习的方式练习英语写作。教学年级：高一 课题名称：Unit 3 Information Report——Moon Park 授课类型：英语写作 教材版本：人教版 相关领域：景点描写 授课时间：45分钟 教学目标：1.培养学生的阅读策略和提高阅读能力 2.下课后学生能够写一篇描述地点或景点的文章 3.能够正确的运用本单元学到的单词、短语和语法 教学重点：引导学生仔细阅读文章，了解文章中心思想，并能之后用自己的话描述一个喜欢的地方，实现用词准确，行文流畅 教学难点：学生需要学会合理运用有关的语法项目来描述地点 教学方法：讨论法 教学手段：多媒体Powerpoint 教学过程：

第一环节：信息输入——阅读课（用时约20分钟） Step 1:Pre- reading 课前给学生布置如下任务：1）：what kind of things can you do at a fun park? 2）：look at the picture below.do you know what this ride is called?what does it do? 要求学生带着这些问题预习课文。由于学生是在任务目标驱 使下预习，预习就很有成效，而不是走过场。为课堂讨论奠 定了基础，同时也提高了课堂教学的效率，发挥了学生的主 体作用，培养了学生查找信息的能力和较强的自学能力。 Step 2: Lead-in 让学生讨论以下问题： Answer the following questions: 1):Have you ever been to a fun park? What kind of things can you do at a fun park? Look at the picture below.Do you know what this ride is called?What does it do? 分组展示预习任务的完成情况。一方面教师可以检查学生的 预习效果，另一方面做到以学生为中心自然导入新课。学生 分组（四人一组）讨论，（也是初步展示预习成果），学生 交流气氛热烈，学习兴趣很高。为使学生主动参与教学的全 过程开了好头。 Step 3: Reading 这一阶段为学生对语言知识、语言材料进行加工、处理的

小学英语写作教学教案

小学英语写作教学教案 【篇一：小学五年级英语写作课堂教案】 4月8号英语写作组课堂教案 一：教学目的： 让学生积累单词，并初步了解作文的构成，学会写简单的句子。二：教学内容： 1.回顾上堂课所教的单词。 2.强调课堂纪律。 3.简要说明作文的组成（词语，句子，文章），让学生初步了解作文的组成。 4.简要分析一些简单句子的构成：主语+动词+名词，例如：i love you等。 5.在学生对简单的句子有一定了解后可以进行句子拼凑的游戏：用小卡片把一些主语，谓语和名词写上，让他们把单词进行排序，使其变成一个正确的句子，可以分组进行比赛，哪个组完成的最快就能获胜，以此来活跃课堂气氛。 6.有时间的可以讲解一下优秀作文。 三：教学特色：因材施教，实行鼓励式教育。 1.扩展学生词汇量。 2.游戏中学习，使课堂活跃起来。 3.培养学生发散性思维。 四：教学反馈: 让学生提出疑问，老师给予及时的辅导，解决学生这节课的疑问。(耐心，认真，负责的解决学生的疑问) 【篇二：小学英语写作教学】 浅谈小学英语写作教学 摘要：英语写作是英语教学中重要的组成部分。指出了小学英语写作教学的主要问题，并提出了小学英语写作教学的策略，从而激发学生的写作兴趣，促进学生的写作信心。 关键词：小学英语；写作教学；问题；策略 《义务教育英语课程标准》指出：“语言技能包括听、说、读、写四个方面，这四个方面是构成语言交际能力的重要组成部分。听和读是理解的技能，说和写是表达的技能。”写，尤其是写作，这是一个

教与学的难点。如何在教师恰当的指导下，提高学生写作的能力与 水平呢？作为小学英语教师，为了有针对性地培养小学生的英语写 作能力，我们首先要分析小学生英语作文存在的问题，其次“对症下药”，找寻正确的教学方法，最后才能在实践中发挥事半功倍的作用。 一、小学英语写作教学的主要问题 目前的小学英语教学中，学生刚刚接触英语，在写作上难免出现语 法错误，句子结构混乱、含义不清，不能按照英语的语言习惯、思 维角度去安排一个较完整的写作思路。教师往往忽视了对写的有效 训练，认为写作教学枯燥乏味，写作作业难批改，英语写作对于小 学生而言太难了??许多教师失去了培养小学生英语写作能力的积极性，使学生错过了发展写作能力的良好机会，影响了学生语言综合 能力的提高。 二、小学英语写作教学的策略方法 【篇三：英语写作教案】 writing (autumn 2014) for the normal students in grade 2004 (5 years) and grade 2006 (3 years) instructor: telephone: office hours: by appointment objectives: writing, which is related to many elements, is one of the important skills in english learning. the study in this term aims at training the students to develop paragraphs into essays. the four basic english writing styles, narration, argumentation, exposition, and description will be learnt in this term. practical writing is also an important part to be trai ned on, especially writing resumes and letters applying for jobs. chapter 5, 6, and 11 in 美语路路通—写作通(3) will be finished and used as writing practice. students should be taught to integrate all the basic skills learnt before and use it in writing. requirement: 1. the students should take part in the learning activity energetically, such as discussions in the class. 2. homework must be finished on time.