Lecture 12 Guided precis writing
unit12-Teaching-Writing
particular for expressing unusual or original ideas. ➢ Many of them are test-oriented.
reality. 3. A process approach to writing. 4. The main procedures of process writing. 5. How to motivate students to write?
Why teach writing?
Reinforcement
Process-oriented approach
(重过程的教学模式）
重过程的写作教学模式将学生和学生的需求置 与师生间交互学习的中心。教学力求营造一种 教学氛围使学生能够： 1. 共享信息, 相互帮助; 2. 对阅读和写作做出个性化的选择; 3. 自己负责自己的学习; 4. 把写作视为一个过程, 认识到第一稿只是这 个过程的开始; 5. 写作时敢于大胆尝试; 6. 与其他同学合作评估自己的努力和进步;
(writing for communication)
Activity 3: Writing
Guideded Writing
答案 1.One of the reasons ;too ;to 2.Another reason; think it useless 3.A third reason；are not interested in
Байду номын сангаас
写作模板
Now in the countryside, there are many children out of school . I think one of the reasons is that their families are too poor to afford their schooling .As a result ,they have to stay at home to work to support their families .Another reason is that many parents think it useless for the girls to study and they would not like them to go to school .
3.还有一个原因就是部分儿童对功课不感 兴趣，不愿上学。 _______is that some children ______their lessons ,and would not like to go to school.
答案
1.be too poor to afford the schooling/can’t afford the schooling 2.make money/make a living 3. support one’s family 4. think it useless to do sth 5.be not interested in… 6.have the chance to do sth 7.pay attention to/focus one’s attention on 8.play a role in…
英语教学法教程十二单元Teaching Writing
Task 2 Activity 1: it‟s obviously “writing for consolidating language”. All the Ss have to do is combine the sentence pairs into one sentence and make other minor changes. There is no communication in the activity. Activity 2:it can be considered as “writing for communication” though the situation is an imagined one. If the Ss write truly about the sightseeing possibilities in their locality the activity promotes a lot of communication. Activity 3: it can be considered as “writing for learning” and “writing for communication”. It depends on who the Ss are writing to. If the writing is to be read by classmates, there is no communication. If the writing is to be read by other people, it is communication.
Task 3 Ss should be more motivated to write the things that are more communicative and close to their daily life.
GUIDED WRITING事理说明文
说明文事理说明文(二) 事理说明文【考例再现】假定你是李华，你的英国朋友Peter来信向你咨询如何才能学好中文。
请你根据下列要点写封回信。
要点 1. 参加中文学习班；2. 看中文书刊、电视；3. 学唱中文歌曲；4. 交中国朋友。
注意：1. 词数100左右；2. 可以适当增加细节，以使行文连贯；3. 开头语已为你写好。
June 8, 2008Dear Peter,I’m glad t o receive your letter asking for my advice on how to learn Chinese well.【范文展示】June 8, 2008Dear Peter,I’m glad to receive your letter asking for my advice on how to learn Chinese well.Here are a few suggestions. First, it is importantto ta ke a Chinese course, as you’ll be able to learn from the teacher and practice with your fellow students. Then, it also helps to watch TV and read books, newspapers and magazines in Chinese whenever possible.Besides, it should be a good idea to learn and sing Chinese songs, because by doing so you’ll learn and remember Chinese words more easily. You can also make more Chinese friends. They will tell you a lot about China and help you learn Chinese.Try and write me in Chinese next time.Best wishes,Li Hua (2008全国卷Ⅱ)【范文赏析】★文体分析本文为书信格式，主体部分体裁是事理说明文。
新编英语教程(第三版)第一册第12课课件
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
No backing out.: No quitting. To back out is to decide not to do something you promised to do previously.
新编英语教程（第三版）第一册
新编英语教程（第三版）第一册
Unit 12 The Western Frontier in the United States
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
clubhouse: a place where the members of a club, especially a sports club, meet 会所
What does this quote bring to your mind?
新编英语教程（第三版）第一册
Unit 12 The Western Frontier in the United States
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
Language Structures
新编英语教程（第三版）第一册
Unit 12 The Western Frontier in the United States
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
Ellie: I‘m gonna move my clubhouse there and park it right next to the falls. Who knows what lives up there. And once I get there? Well, I‘m saving these pages for all the adventures I‘m gonna have. Only I just don‘t know how I‘m gonna get to Paradise Falls. That‘s it! You can take us there in a blimp! Swear you‘ll take us! Cross your heart! Cross it! Cross your heart! Good, you promised. No backing out. Well, see you tomorrow, kid. Bye! Adventure is out there! You know, you don‘t talk very much. I like you! Carl: Wow.
十二节课英语作文模板
十二节课英语作文模板Introduction: 。
In contemporary education, the significance of English learning cannot be overstated. As students, we often find ourselves engaging in various English writing tasks, one of which is crafting essays. In this essay, I will present a comprehensive template for a 12-lesson English essay, tailored to ensure coherence, cohesion, and clarity throughout the writing process.Lesson 1: Introduction to the Topic。
Begin with a captivating opening sentence to grab the reader's attention. Introduce the topic of the essay and provide some background information or context to establish a foundation for the discussion.Lesson 2: Thesis Statement。
Craft a clear and concise thesis statement thatoutlines the main argument or purpose of the essay. This statement should guide the direction of the writing and provide a roadmap for the reader to follow.Lesson 3-4: Supporting Arguments。
新编英语教程第3册(李观仪主编)第一单元课后练习答案-
Answers to Unit 1TEXT 1 ( P2 )My First JobComprehensionA. True (T) or False (F)?1. The writer thought that the likelihood of him getting the job was not great though he was young and eager to do something useful.T2. The headmaster liked the young man at first sight.FThe headmaster did not like the young man when he went for an interview. He looked at him with surprised disapproval and, instead of showing welcome to the young man, he just grunted, which was an expression of irritation and displeasure3. The headmaster saw eye to eye with the writer as far as children’s games were concerned.FThey did not think alike. To the headmaster, games played an essential role in a boy’s education but the writer did not consider games to have so much importance to the boys.4. The writer was not happy about his having to teach algebra and geometry, but he did not mind having to walk a mile along the dusty road to the Park.T5. The young man was satisfied with the salary he would get.FThe young man would only get twelve pounds a week including lunch, which was by no means good pay. Of course the writer was not satisfied. However, before he could say anything about the poor pay, the headmaster had stood up and asked the young man to meet his wife.6. The writer did not feel unhappy at the idea of working under the headmaster’s wife.FThe writer thought it was something he could hardly bear. To him, for a young man to work under a woman would be shameful and would result in a loss of dignity and self-respect.B. Explain the following in your own words.1. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim. Because I was in bad need of money and was eager to do something of use, I applied for the job. But at the same time that I did so, I was afraid that the possibility for me to get the job was very small because I didn’t have a university degree, nor did I have any teaching experience.2. ...three days later a letter arrived, summoning me to Croydon for an interview.… three days later I received a letter, asking me to go to Croydon to have an interview.3. He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone.He cast a look at me with the same surprise and dislike as a colonel would look at a soldier when his bootlaces came loose.4. The headmaster and I obviously had singularly little in common.Apparently the headmaster and I had no similar interests or beliefs.5. The teaching set-up appalled me.The way teaching was organized filled me with terror (or, I was shocked at the teaching arrangements).6. I should have to split the class up into three groups and teach them in turn at three different levels.I should have to divide the class into three groups of three different levels and teach them one after another.7. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.I felt troubled not because I had to walk for a mile along the dusty streets of Croydon, followed bya group of boys, but because at that time most of my friends would be having a good time and relaxing.8. The prospect of working under a woman constituted the ultimate indignity.The fact that I would have to work under a woman in future made me feel totally humiliated.TEXT 2 ( P3 )How to Do Well on a Job InterviewComprehensionTrue (T) or False (F)1. Most people think that a job interview is a terrible experience.Key: T2. You’re often given a reason if you’re not hired after an interview.Key: FIf you don’t get the job, you’re rarely given any reason why.3. You should neither wear casual student clothing nor overdress yourself when going to aninterview.Key: T4. To demonstrate your ability to be politely sociable, you should initiate small talk before gettingdown to business.Key: FYou should follow the interviewer’s lead and should not initiate any small talk or drag it out.5. You should be frank and list all your flaws to the interviewer.Key: FYou’ll come across as more believable if you admit a flaw – but make it one that an employer might actually like.6. A thank-you note shortly after the interview is one more chance to help you make a goodimpression.Key: TTEXT 3 ( P4 )Comprehension1 FThe Times is to sell the benefits of the classified columns by telephone.2. T3. FEducation is important4. FDrive here is a noun, meaning a forceful quality of mind or spirit that gets things done or initiative (动力、干劲). Applicants must possess this sort of drive.5. FIt’s a job that anyone who thinks he is qualified can apply for.6. TGuided writing ( P5 )I love travelling by train. Fast expresses, slow local trains which stop at every station, suburban trains taking businessmen to their offices and home again; I enjoy them all. It must be the element of romance that attracts me. There is no romance on motorway, which is a box of metal and rubber on a strip of concrete, or in flying through the air in a pressurized tube from one identical plastic and glass airport to another. But trains are different. On a train, you can walk around, look at the scenery, observe your fellow passengers; whereas in a plane all you can see are the clouds and the back of other people’s heads. And then there are the stations. Some, I’m afraid, have become too like airport; others, fortunately, are old and dirty, full of unexpected details and with their own individual peculiarities. Traveling by train remains an adventure, as you try to interpret the timetable, persuade the booking office clerk to sell you a ticket and understand the incomprehensible messages coming over the loudspeaker system. Then there is that delightful uncertainty as you wonder whether you are on the right train, or the right part of the train. There’s nothing like it.Precis writing ( P7 )I applied for my first job before I entered university because I was short of money. The school where I applied for a job was ten miles away from where I lived and I was not sure if I could get the job. However, after a terrible journey I was so depressed that I no longer felt nervous. The Victorian schoolhouses stood amid fumes and dust main road. The headmaster was not at all scholarly, neither was the inside of the house academic looking. By and by I discovered that the headmaster and I had very little in common. He wanted me to teach twenty-four boys from seven to thirteen who, were to be split up into three levels. I had to teach everything including the subjects I abhorred (憎恶). Furthermore, I had to work on Saturdays too. The pay was low. To top it all, I had to work under a woman, the headmaster’s wife, who was the real manager of the school.Paragraph Writing( 略)Letter Writing （略）Comprehensive Exercises ( P9 )1. Spelling ( P9 )1. advertise2. suburb3. range4. interview5. quarter6. depress7. dreary8. indignity9. disapproval10. geometry11. singularly12. leisure2. Dictation ( P9 )The most important day I remember in all my life is the one on which my teacher, Anne Sullivan, came to me. It was the third of March, 1887, three months before I was seven years old. On the afternoon of that eventful day, I stood on the porch, dumb, expectant, I guessed from my mother’s signs and from the hurrying in the house that something unusual was about to happen, so I went to the door and waited on the steps. Hanging down from the porch was sweet-smelling honeysuckle. My fingers lightly touched the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what surprise the future held for me.I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to help me discover all things to me, and, more than anything thing else, to love me.3. Listening Comprehension ( P10 )A. True (T) or False (F)?For false statements, write the facts.1. Henry would have liked his interview to begin at once.T2. The secretary waited in the manager’s office while the manager signed the letters.FThe manager signed the last letter and then rang the bell for his secretary to come in and take the letters away.3. The technical journals were very carefully arranged on the top shelf.FIt looked as if the technical journals might at any moment slip off the shelf and fall to the ground.4. The manager’s desk was very tidy.T5. The manager had no idea what job Henry had come for.FThe manager knew what job Henry had come for; he said, “You’ve come about our advertisement for a clerk in the accounts section, haven’t you?”B. Complete the following sentences with relevant information from the passage.1. The telephone rang just as the manager was explaining t that he was waiting for a long-distance call from Manchester.2. The manager apologized for keeping Henry waiting.3. The bookcase was so large that it covered the greater part of one wall.4. In the box which marked OUT, the manager dropped the letters which he had signed.4. Translation ( P10 )A. Translate the following sentences from Chinese into English.1.他们都认为他成功的可能性很小。
Guided writing
the story.
e) Soon, the ox came up to the
manger to eat some of the hay ...
Guided writing
Telling a fable
Tell a fable following the instructions.
Imagine that you are spellbinding tellers of tales. Choose a favorite fable and retell it in your own words before a group. Before retelling the fable, you should list the events in the fable in the order in which they occur on a sheet of paper or on note cards. You may use the list or note cards to practice telling the fable. As you deliver your fables, try to vary your presentation. For example, You can change your pitch or volume of voice, or the speed of delivery.
2. What does a fable teach? A moral (or lesson) about humans.
3. How is a moral drawn from? It is drawn from what happens in a fable, so it is usually revealed at the end of the fable. Sometimes the moral is delivered as a statement, such as “Acceptance can be deceptive”.
五年级下册英语第12课基本功训练作文背诵
五年级下册英语第12课基本功训练作文背诵的魅力In the world of language learning, the fundamental skills of reading, writing, speaking, and listening are the building blocks of proficiency. In the context of the 12th lesson of the fifth-grade English textbook, the emphasis is on honing these skills through essay recitation. This practice not only enhances language proficiency but also cultivates a deeper understanding of the subject matter.The essay chosen for recitation in the 12th lesson is a rich tapestry of vocabulary and grammar, offering students an opportunity to practice their language skills. By repeatedly reading and reciting the essay, students are able to familiarize themselves with new vocabulary and sentence structures, thereby expanding their language repertoire. This repetition also helps to solidify their understanding of grammar rules, enabling them to apply them more confidently in their writing and speaking.Beyond the linguistic benefits, essay recitation promotes cultural awareness. As students recite essays dealing with diverse topics, they are exposed to differentperspectives and ideas, broadening their cultural horizons. This exposure to a variety of viewpoints cultivates a more tolerant and understanding attitude towards others, fostering a global mindset.Moreover, essay recitation enhances memory and concentration skills. The act of repeatedly reading and memorizing the essay requires students to focus their attention and retain information for longer periods. This exercise strengthens their cognitive abilities, making them more effective learners.In conclusion, the practice of essay recitation in the 12th lesson of the fifth-grade English textbook is not just about learning language skills; it is about fostering a comprehensive understanding of the subject matter, promoting cultural awareness, and enhancing cognitive abilities. By embracing this traditional yet effective method of learning, students are able to build a solid foundation in English, preparing them for future academic and professional challenges.**五年级下册英语第12课基本功训练作文背诵的魅力**在语言学习的世界里，阅读、写作、口语和听力这四项基本技能是精通一门语言的基石。
学术英语视听说lesson 12
Pros
Cons
BEFORE VIEWING
VOCABULARY PREVIEW
Proper Names
Antarctica 南极洲
Words and Phrases
have no problem doing sth. 做某 事没难度 pretty much 基本上，差不多 caption n. 标题，说明文字 artistically adv. 在艺术方面
8. I think one of the most inspirational parts about photography is that you’re never droanllye.
VIEWING
THIRD VIEWING
v Complete these notes as you watch the video. Write only important words, not full sentences, and abbreviate common words.
2. When making friends in new communities, people don’t always have the same language in common.
3. Flexibility is an important quality for professional photographers on assignment because they might have to set up camp in some unusual places.
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英语十二步作文法
英语十二步作文法Title: Mastering the Twelve-Step English Essay Writing Method。
Writing essays in English can be a daunting task, especially if you're not familiar with a structured approach. However, fear not! The Twelve-Step English Essay Writing Method is here to guide you through the process effectively. Let's delve into each step:1. Understanding the Prompt: The first step is to thoroughly understand the essay prompt. This sets the direction for your essay and ensures you address all required aspects.2. Brainstorming Ideas: Spend some time brainstorming ideas related to the prompt. Jot down key points, examples, and arguments you could use in your essay.3. Thesis Statement: Craft a clear and concise thesisstatement that encapsulates the main argument of your essay. This statement will guide your writing and provide acentral focus.4. Outline Creation: Create a detailed outline that organizes your ideas logically. Include an introduction, body paragraphs, and a conclusion. Each paragraph should contain a topic sentence and supporting details.5. Introduction: Begin your essay with an engaging introduction that introduces the topic and provides context. End the introduction with your thesis statement toestablish your argument.6. Body Paragraphs: Each body paragraph should focus ona single point that supports your thesis. Start with atopic sentence, provide evidence or examples, and analyze how they support your argument.7. Evidence and Examples: Use credible evidence and relevant examples to support your points. This strengthens your argument and adds credibility to your essay.8. Analysis and Interpretation: Analyze the evidence and examples you've provided to demonstrate how they support your thesis. Interpret their significance and relevance to your argument.9. Counterarguments and Rebuttals: Acknowledge opposing viewpoints and address them in your essay. Present counterarguments and provide rebuttals to strengthen your position.10. Transitions: Use transitional words and phrases to ensure smooth transitions between paragraphs and ideas. This enhances the flow of your essay and improves readability.11. Conclusion: Summarize your main points and restate your thesis in the conclusion. End with a strong closing statement that leaves a lasting impression on the reader.12. Revision and Proofreading: Finally, revise and proofread your essay to correct any errors in grammar,punctuation, and spelling. Ensure clarity and coherence throughout your writing.By following these twelve steps, you can master the art of English essay writing. Remember to practice regularly and seek feedback to improve your skills further. With dedication and perseverance, you'll become proficient in crafting compelling and coherent essays in no time. Happy writing!。
基础英语(3)教案
3.Skimming for the main ideas of the text
prehension questions (pair work)
大连大学教案
(Teaching Plan)
Unit 3
(NEC 3)
Text I
Title:Three Sundays in a Week
TeachingGoals andBasicRequirements:
1. Familiarizing the students with the précis writing
基础英语
（3）
教学单位：英语学院英语专业教研室
授课对象：英语专业二年级学生
本学期学时/课程总学时：96 / 378
基本教材：
1.新编英语教程第三册(李观仪)上海外语教育出版社
A New English Course (NEC) Book 3
2.现代大学英语第三册（杨立民）外语教学与研究出版社
ContemporaryCollegeEnglish (CCE) Book 3
DifficultPoints:
Paraphrasing the difficult sentences.
TeachingOutline andTeachingMethods:
1.Study plan of this coursefor this termand therequirements of the course
2. Train the students to use skimming skill in reading
2012年12月英语四级作文
2012年12月英语四级作文It was December 2012, and the excitement around the upcoming English proficiency test was palpable. Students buzzed with anxiety and anticipation, some poring over books, others practicing their speaking skills.For me, the test was a challenge and an opportunity.I'd been studying hard, trying to improve my vocabulary and grammar. But more than that, I wanted to show that I could use English in real-life situations, not just in a classroom or on a test.One thing that really helped me was practicing with friends. We'd get together and chat in English, discussing everything from movies to current events. It was a great way to improve our fluency and confidence.Another thing I found helpful was to focus on the speaking section. I knew that was where I could really shine, so I spent extra time preparing for it. I practicedanswering questions, giving opinions, and even telling stories in English.On the day of the test, I was nervous but ready. The writing section went smoothly, and I felt confident about my answers. When it came to the speaking section, I was able to relax and enjoy the conversation.In the end, I was pleased with my performance。
新视野大学英语第四版读写教程12单元作文
新视野大学英语第四版读写教程12单元作文全文共6篇示例，供读者参考篇1My Awesome Summer VacationSummer vacation is the best time of the year! No school, no homework, just fun all day long. This summer was especially awesome because my family went on a big trip to the beach. I'm going to tell you all about it!We left really early in the morning when it was still dark out. My little brother Timmy was grumpy because he didn't want to wake up that early. But my older sister Sarah and I were excited and couldn't wait to get going. The drive took forever and I asked about a million times "Are we there yet?" Finally, after what felt like years in the car, we made it to the beach town.Our beach house was huge! It was right on the sand with an amazing view of the ocean. As soon as we got there, I raced outside and dug my toes into the warm sand. The ocean stretched out as far as I could see, shimmering and sparkling in the sunlight. I couldn't wait to splash around in the waves.After unpacking, we immediately changed into our bathing suits and headed for the beach. The sand was hot on my feet but I didn't care one bit. I ran straight into the cool, refreshing water. The waves knocked me over a few times, but I just laughed and kept playing. Timmy wasn't so brave at first and stayed closer to the shore making sand castles. But Sarah and I convinced him to come out deeper and we had a blast jumping over the waves together.When we got tired, we laid out on our beach towels to dry off in the warm sunshine. I made a sand angel and then mom covered me in sand until I looked like a sandy mermaid! Dad took a million pictures of us all sandy and wet from the ocean fun. After we rinsed off in an outdoor shower, mom cut up watermelon and we ate sweet, juicy slices while listening to the relaxing sounds of the waves.One day, we went on a dolphin watching cruise. We sailed out into the deep water on a big boat and got to see pods of sleek dolphins swimming alongside us. They jumped out of the water doing flips and playing in the wake of the boat. It was incredible to see them up so close in their natural habitat. I wish I could dive like a dolphin!Another day, we explored tide pools filled with tiny sea creatures when the tide went out. We found hermit crabs, sea anemones, snails, and even a few little fish trapped in the pools. We had to be very gentle and not remove anything from its home. After observing them for a while, we'd gently return each creature and let the tide come back in to refill the pools.When we weren't at the beach, we had fun exploring the little beach town. We went mini golfing one night and I got a hole-in-one! We visited quirky souvenir shops full of seashells, beach towels, and T-shirts. The homemade ice cream shops were my favorite, with delicious flavors like watermelon, banana bread, and chocolate turtle.In the evenings, we'd take long walks on the beach. Dad would search for unique shells and shark teeth fossils. Timmy would run ahead chasing ghost crabs in the sand. Mom and I would drawn designs and write our names in the damp sand with driftwood sticks. While Sarah took a million pictures of the gorgeous orange and pink sunsets over the sparkling waves.On our last night, we had a big bonfire on the beach and roasted marshmallows for s'mores. We sang silly campfire songs and told spooky ghost stories while the fire crackled and glowed against the night sky. I'll never forget those magical sunsets,star-filled skies, and nights filled with the peaceful rushing sounds of the ocean waves.Summer vacation went by way too fast. Before I knew it, it was time to pack up and head back home. I cried while we pulled away from the beach house because I didn't want to leave. But now I have a million wonderful memories and can't wait to go back to the beach again next summer. Third grade will be here before I know it, so I need to soak up every last second of no school and no responsibilities. This truly was the best summer vacation ever!篇2My Amazing School TripHi there! My name is Lily, and I'm a fourth-grader at Sunshine Elementary School. Today, I want to tell you all about the most exciting adventure I've ever had – our class trip to the Natural History Museum!It all started a few weeks ago when our teacher, Mr. Johnson, announced that we were going on a field trip. We all cheered and jumped up and down with joy. A field trip meant no boring lessons and getting to explore something new and fun!The days leading up to the trip felt like they were dragging on forever. My friends and I could hardly sit still in class, eagerly counting down the days until our big adventure. Finally, the day arrived, and we were all buzzing with excitement as we boarded the big yellow school bus.The ride to the museum was a blast! We sang songs, played games, and pressed our faces against the windows, trying to catch a glimpse of the museum as we got closer. When we finally arrived, the sight of the massive building left us all in awe.As we stepped inside, the first thing that caught our eye was the gigantic dinosaur skeleton towering over us. My jaw dropped, and I couldn't believe how massive those creatures must have been millions of years ago! We learned all about the different types of dinosaurs, their sizes, and how they lived. It was like stepping back in time to the prehistoric era!Next, we visited the ancient Egyptian exhibit, and it felt like we had traveled back to the time of pharaohs and pyramids. We saw mummies, hieroglyphics, and even a replica of King Tutankhamun's tomb. It was like walking through a real-life adventure movie!The next stop was the gemstone and mineral exhibit, and let me tell you, it was a dazzling sight! We marveled at the vibrantcolors and sparkling crystals, learning about their unique properties and how they're formed deep within the Earth's crust.As we wandered through the museum, we encountered so many fascinating exhibits, from ancient civilizations to diverse ecosystems and even outer space! We learned about the wonders of the natural world, the marvels of human ingenuity, and the incredible journey our planet has taken throughout history.One of my favorite parts was the interactive science exhibit, where we got to conduct our own experiments and see scientific principles in action. We launched mini rockets, played with magnets, and even got to create our own mini tornados! It was like being a real scientist for a day.By the end of the trip, our brains were bursting with newfound knowledge, and our hearts were filled with excitement and wonder. We had experienced so many incredible things, and our curiosity had been ignited in ways we never imagined.As we boarded the bus to head back to school, we were already buzzing with stories and memories to share with our families. We couldn't wait to tell them about the towering dinosaur skeletons, the ancient Egyptian mummies, and all the other incredible sights we had witnessed.Looking back, that school trip was more than just a fun day out of the classroom – it was a journey of discovery, a spark of curiosity, and an adventure that opened our minds to the wonders of the world around us. I'll never forget the excitement, the learning, and the pure joy that filled my heart on that amazing day at the Natural History Museum.篇3My Family Vacation to the Grand CanyonThis summer my family went on a really fun vacation to the Grand Canyon! The Grand Canyon is this gigantic hole in the ground in Arizona. It's called a canyon because it's really long and deep with huge cliff walls on both sides. I had seen pictures of it before but I didn't really understand how massive it actually is until I saw it with my own two eyes.We drove there from our house, which took like a whole day of driving. My little brother Timmy kept asking "Are we there yet?" over and over again. He's so annoying sometimes! But my parents are really patient with him. Finally after what felt like forever, we arrived at our hotel near the Grand Canyon Village.The next morning, we got up bright and early to start exploring. First we went to the visitor center to watch this movieabout how the canyon was formed. It was made by erosion from the Colorado River over millions of years. The water carved deeper and deeper into the rock, creating the gigantic gorge. The lady at the visitor center said the Grand Canyon is over a mile deep in some parts! That's hard for me to even imagine something being that deep.After the movie, we drove over to the South Rim to get our first glimpse of the real thing. We pulled into a parking lot and walked over to the rim trail. And there it was...the Grand Canyon! It literally took my breath away. The sheer size of it wasmind-blowing. The canyon stretched out for miles and miles in front of me, with the Colorado River looking like a tiny ribbion snaking along the bottom. The layers of red, orange and tan rocks made cool patterns and shapes on the walls. I felt so tiny standing there looking out over the vastness.That first overlook was really crowded with tons of people jostling around, trying to take pictures. My mom had to pull me back from the edge because she was scared I would fall over the rim! After that, we spent the whole day hiking along the rim trail and stopping at all the different lookout points. Each viewpoint gave you a slightly different perspective over the canyon. Myfavorite spot was Mather Point because it curved out over the rim and you could see for forever in both directions.On the second day, we did something really awesome – we hiked part way into the canyon itself on the Bright Angel Trail! The park ranger warned us that it was very steep going down, but coming back up would be even harder because of the elevation change. He said we should only hike down as far as we felt we could comfortably make it back up. So we decided to just go down about 1.5 miles to the first rest house and then turn around.That hike was no joke! The trail immediately started zigzagging down a series of steep switchbacks cut into the canyon wall. The views looking out over the canyon with every turn were insane. But it also made me kind of dizzy looking down sometimes. About halfway to the rest house, I thought my legs were going to give out. It was a great workout! I had to stop and rest a few times, guzzling water from my Camelbak. That's when I really started to appreciate just how deep and massive this canyon really is.Finally we made it to the rest house, which felt like a huge achievement. We stopped for a snack break in the shade and I just tried to take in the incredible views from down inside thecanyon. The rock formations looked even more impressive from below, with their wavy lines and different colors. A group of hikers going all the way down to the bottom passed by us looking exhausted but happy. I can't even imagine doing that whole hike – those people are like superhumans!After resting a bit, we had to start the brutal climb back up to the rim. My body had not realized how high we had hiked down, and it was totally kicking my butt now. Every step felt like moving through quicksand as we climbed those endless switchbacks. I was drenched in sweat and had to stop to catch my breath every few minutes. My dad kept encouraging me saying "You got this champ, we're almost there!" I honestly didn't know if I could make it at certain points.But finally, finally we crested the rim again. I have never felt such a sense of accomplishment! We had tackled a tiny portion of the Grand Canyon and lived to tell the tale. That evening we celebrated by feasting on pizza and ice cream. I fell into bed that night utterly exhausted but so proud of myself.On our last day there, we drove out to the desert view watchtower on the east end of the park. It was this cool old stone tower built on the highest point of the rim. You could climb up to the top and get 360 degree panoramic views of the canyon andthe desert surrounding it. The vastness of the landscape in every direction was humbling. It really made me feel how small we are as humans compared to the incredible scale of nature.As we drove away from the park towards home, I kept sneaking looks back at the Grand Canyon in our rearview mirror until it shrank into the distance. I already knew I would never see anything else quite as magnificent in my lifetime. The Grand Canyon made me feel so small and yet so alive at the same time. It's a special place on this Earth that everyone needs to experience.So that's the story of my awesome family adventure to the Grand Canyon! We made so many great memories that I'll never forget. It opened my eyes to how beautiful and powerful our natural world truly is. I feel so lucky to have been able to witness the grandeur of the Grand Canyon in person. It's definitely an experience I will carry with me forever!篇4Title: My Dream SchoolHi there! My name is Emma, and I'm a 10-year-old student in the 5th grade. Today, I want to share with you my dream of how I'd like my school to be. Get ready for an exciting adventure!First of all, my dream school would have the coolest playground ever! Imagine a huge area filled with swings, slides, monkey bars, and even a zip line! But wait, there's more! We'd also have a bouncy castle, a giant trampoline, and a maze made of hedges. Recess would be the most fun time of the day!Inside the school building, the classrooms would be like nothing you've ever seen before. Instead of regular desks and chairs, we'd have beanbags, hammocks, and rocking chairs to sit in. The walls would be covered in chalkboards, so we could draw and write wherever we wanted. And get this – every classroom would have a pet! We could choose from cute puppies, fluffy bunnies, or even a friendly iguana!But the best part of my dream school would be the subjects we'd get to learn. We'd have classes like "Superhero Training," where we'd learn how to fly, shoot laser beams from our eyes, and develop super strength. In "Candy Making," we'd get to create our own delicious treats and eat them too! And who could forget "Outdoor Adventures," where we'd go on exciting field trips like camping, rock climbing, and even zip-lining through the forest!Lunchtime would be a blast too! Instead of a boring cafeteria, we'd have a huge picnic area with tables set up under the shadeof trees. And the food? Well, let's just say it would be a kid's dream come true – pizza, burgers, ice cream, and all our favorite treats!After school, there would be so many awesome clubs and activities to choose from. We could join the "Nerf War Club" and have epic battles with foam darts. Or maybe we'd want to be part of the "Video Game Design Club" and create our own amazing games. For those who love animals, there would be a "Pet Pals Club" where we could take care of and play with different furry (or scaly) friends.And let's not forget about the best part of any school day –no homework! That's right, in my dream school, we'd get to learn and have fun without any boring assignments to take home. Instead, we'd get to spend our evenings and weekends playing outside, hanging out with friends, or pursuing our own hobbies and interests.Now, I know what you're thinking – this all sounds too good to be true. But hey, a kid can dream, right? And who knows, maybe one day someone will make my dream school a reality. Until then, I'll just have to keep using my imagination and making the most out of my regular school days.So, what do you think? Would you want to attend my dream school? I sure would! It would be the most amazing, fun-filled place ever, where learning and playing go hand in hand. And isn't that what school should really be about?Well, that's my dream school. I hope you enjoyed hearing about it as much as I enjoyed imagining it. Now, it's your turn –what would your dream school be like? Let your imagination run wild and share your ideas with me! Who knows, maybe together we can make our dreams a reality someday.篇5My Awesome Summer Vacation!This summer was the best summer ever! I had so much fun and did tons of cool things. I can't wait to tell you all about it.It started off with my family going on an amazing trip. We went to this huge water park called Splashtastic Waterworld. It was like the hugest water park I've ever seen! There were pools and lazy rivers and waterslides that seemed a million miles high.The first thing we did was go on the Tubes of Terror, which are these insanely tall and twisty waterslides. I was kind of nervous at first, but my big brother Zach said he'd go down firstto show me it was safe. When I got to the top and looked down, my stomach felt like it was gonna come shooting out of my mouth! But I closed my eyes and went for it. It was so fast and crazy, with loops and turns that made me feel like I was in a haunted house! I screamed the whole way down but it was so much fun.After that, we checked out the Endless River, a huge lazy river that looped all around the park. We got these big inner tubes to float on. It was really relaxing just drifting along, except when Zach would try to splash me and get me all wet! A few times I had to splash him back to get him to stop. The water was so nice and cool on such a hot day.Later on, we headed to the wave pool, which was ginormous! They had these cool machines that made huge waves roll across the whole pool. Me and Zach would boogie board and try to surf on them. We'd get knocked over by the waves and come up laughing hysterically. Mom and Dad just relaxed on their chairs, cooking themselves in the sun.We spent the whole day at Splashtastic riding every slide and attraction at least twice. By the end, I was exhausted but didn't want to leave! I made Mom and Dad promise we could come back again before summer ended.A couple weeks later, it was the 4th of July, which is my favorite holiday! We always go over to my aunt and uncle's house and they have this ginormous cookout and fireworks show in their backyard. My cousin Emily and I spent most of the day swimming in their pool and trying to do flips and tricks off the diving board. Emily is a really good swimmer so she was teaching me how to dive properly. I didn't quite get it but kept trying - that's how you learn, right?Once it got dark, we got to set off some little fireworks and sparklers. My uncle let me light a few of them, but I had to be super careful. They looked so cool shooting off bright colors and whistling up into the night sky! Later, my aunt and uncle put on this epic fireworks display that seemed to last forever. Huge fireworks would explode high overhead showering down red, white and blue sparks. Some whistled as they shot up, others crackled and popped. A few even glittered and made smiley face shapes! Emily and I oohed and aahed at all of them. It was easily the best fireworks show ever.After the 4th, we had a fun visit from my cousin Jake, who had just graduated college. He stayed with us for a week and we did all sorts of fun summer stuff. One day, we went hiking at a nature reserve near our house. Jake is really into birdwatching sohe brought along his binoculars and bird book to try and spot different species on the trail.At first, I thought hiking would be boring. But it turned out to be a blast! We saw tons of cool birds like blue jays, cardinals, and this tiny yellow one called a goldfinch. Jake could recognize them all just from their colorings and calls. We also spotted lots of other neat critters like chipmunks, squirrels, and even a family of deer drinking from a stream! Hiking was way more fun than I expected.Another day, Jake took us fishing at this lake not far from our neighborhood. We had to get up bright and early before the sun was even up! I was really tired at first, but that didn't last long. Soon after we got our lines in the water, Jake's went crazy as he got a bite from a huge largemouth bass! It must have been two feet long at least. Jake struggled to reel it in, with the fish pulling his line every which way. Finally, after a epic back-and-forth, he got it up onto the dock - success! We all cheered and gave him high fives. That sucker would have been my weight in gold if we were allowed to keep it! Instead, we let it go and it swam off to grow even bigger.We only caught a couple other fish after that. Amedium-sized catfish that felt like gripping a balloon covered inslime, and a feisty little perch that Jake nabbed. It wasn't the hugest haul, but it was still a total thrill scrambling to set the hook every time our line twitched. Fishing was way more exciting than any of the video games I play. I can't wait to go again!So as you can see, I packed a ton of fun into this summer between waterparks, fireworks, hiking, fishing, and just hanging with my cousin Jake. We made so many great memories that I'll never forget. I'm kinda sad that it all has to come to an end soon as school starts back up. But I'm already counting down the days until next summer when I can have another awesomely epic few months off! Maybe we'll finally get to go on that camping trip Dad keeps talking about...篇6My Life as an Elementary School StudentHi there! My name is Emma and I'm 10 years old. I'm in the 5th grade at Oakwood Elementary School. I thought I'd share with you what my life is like as an elementary school student.I wake up pretty early every morning, around 6:30 am. My mom comes into my room to wake me up. I don't like getting up that early, but I have to be at school by 8 am. I get dressed, brushmy teeth, and have breakfast. My favorite is waffles or pancakes with syrup and fruit.Then my mom drives me to school. The drive takes about 15 minutes. I see my friends at the school entrance and we walk to class together, chatting and laughing. The morning bell rings at 8am and we have to line up outside our classroom. Our teacher, Mrs. Roberts, comes to get us.The first few hours are always the hardest for me. We start with reading, which I like. But then we have math, which I find really difficult sometimes. Algebra with all those letters and numbers is so confusing! I much prefer simpler things like addition and subtraction. After math is science or social studies. I enjoy learning about animals, planets, and history.We get a break at 10:30am for morning recess. My friends and I love to run around and play tag or hide-and-seek on the playground. We also like jumping rope and playing on the swings and slides. Recess is my favorite part of the day because I get to relax and have fun.After recess, we have writing lessons. I don't mind writing stories or journals, but I really dislike writing essays and reports. Coming up with a thesis and supporting arguments is hard work!Luckily, we move on to art or music class next. I love being creative and making things.We break for lunch at 12pm. I usually pack a sandwich, fruit, veggies, and a juice box or milk carton. My friends and I sit together and talk about our morning or what we did over the weekend. We have 45 minutes to eat and then we go out to the playground again until 1pm.The afternoon is a bit easier for me. We might have P.E. or computers, which are both fun. In P.E. we play games like kickball or do gymnastic exercises. In computer lab, we practice typing skills and learn about coding and other tech stuff.Around 2:30pm, we start wrapping things up. We clean up our desks and Materials Center baskets. We go over homework assignments. I always have some reading and math work to do, maybe a short essay or project too.Finally, the bell rings at 3pm! My friends and I pack up our backpacks and head outside to wait for our parents or buses. My mom picks me up and we drive home. Once there, I have a snack and get started on my homework right away so I can take a break before dinner.After homework, I like to relax by reading, playing outside, or watching a show. We eat dinner around 6:30pm. Then I take a bath and get ready for bed around 8pm. I read for a little while before going to sleep at 9pm.That's basically my typical day as a 5th grader! Of course, every day is a little different. We might have an assembly, a field trip, or special event. But mostly my days follow that routine.Being an elementary student is a lot of work. We have so much to learn in all our subjects. My brain gets tired easily from all the new information! But I really enjoy seeing my friends every day and trying my best. My teachers make learning fun too with games, activities, and creative projects.I'm lucky to go to such a good school with caring teachers. They teach us important skills and knowledge. Even if I struggle sometimes with a subject, they make sure I understand before moving on. I know I'm getting a great education that will prepare me for middle school, high school, and beyond.Overall, I'd say my life as an elementary student is pretty great. Sure, I have to wake up early and there's a lot of homework and assignments. But I get to learn so many fascinating things. And I have recess and fun classes like art and P.E. mixed in.I'm making wonderful memories and building a strong foundation for the future. Maybe someday I'll be a teacher, scientist, author, or engineer thanks to what I'm learning now. I just need to keep working hard and doing my best. Elementary school rocks!。
英语基础写作训练课程
英语基础写作训练课程English Basic Writing Training Course (2000 words) Introduction:The English Basic Writing Training Course is designed to help individuals improve their writing skills in the English language. Through interactive lessons, hands-on exercises, and personalized feedback, participants will gain a strong foundation in writing conventions, grammar, vocabulary, and composition.Course Objectives:1. To develop a solid understanding of English grammar rules, including tenses, sentence structure, and word choice.2. To expand vocabulary and improve word usage in writing.3. To enhance participants' ability to compose coherent and well-structured essays, reports, and letters.4. To improve proofreading and editing skills.5. To build confidence in expressing thoughts and ideas in writing. Course Duration:The English Basic Writing Training Course is designed to be completed in 12 weeks, with 2 hours of weekly class time. Each lesson will include an interactive lecture, followed by individual and group exercises, as well as assignments to practice freshly acquired skills.Course Components:1. Grammar:a. Understanding sentence structureb. Proper use of tensesc. Subject-verb agreementd. Pronoun usagee. Modal verbsf. Articles and determiners2. Vocabulary Building:a. Synonyms and antonymsb. Contextual word usagec. Phrasal verbsd. Idioms and expressionse. Academic vocabularyf. Prefixes and suffixes3. Composition:a. Organizing ideas effectivelyb. Creating strong introductions and conclusionsc. Developing paragraphs and maintaining logical flowd. Using transitions and connectorse. Writing clear and concise sentencesf. Avoiding common writing mistakes4. Proofreading and Editing:a. Revision techniquesb. Identifying common grammatical errorsc. Correcting spelling and punctuation mistakesd. Checking for coherence and claritye. Polishing writing to enhance overall quality Course Delivery:The English Basic Writing Training Course will utilize a combination of in-person and online teaching methods. The in-person sessions will focus on interactive lectures, discussions, and group exercises. Online components will include video lectures, online quizzes and tests, and access to supplementary study resources.Assessment and Grading:Participants will be assessed based on their participation in class activities, completion of assignments, quizzes, and tests. Feedback will be provided regularly, allowing individuals to track their progress throughout the course. A final assessment will be conducted to evaluate the overall improvement in writing skills. Conclusion:The English Basic Writing Training Course is a comprehensive program aimed at providing individuals with the necessary skills to become proficient in English writing. By focusing on grammar, vocabulary, composition, and editing, participants will be equipped with the tools to successfully communicate their thoughts and ideas in writing. Join us and unlock the power of effective written communication!Continue Writing:5. Building Confidence in Writing:a. Overcoming writer's blockb. Developing a personal writing stylec. Practicing self-reflection on writing progressd. Receiving constructive feedback from instructors and peerse. Building a writing support networkf. Engaging in regular writing exercises and challenges6. Writing for Different Purposes and Audiences:a. Understanding the needs and expectations of different writing tasksb. Adapting writing style and tone for different audiencesc. Writing persuasive essays, informative reports, and formal lettersd. Tailoring language and content for specific target readerse. Practicing empathy and cultural sensitivity in writing7. Developing Research Skills:a. Locating credible sources for researchb. Evaluating and organizing information gatheredc. Incorporating sources effectively in writingd. Avoiding plagiarism and maintaining academic integritye. Properly citing sources using recognized citation styles8. Using Technology in Writing:a. Utilizing digital tools for brainstorming and organizing ideasb. Leveraging grammar and spell-checking softwarec. Formatting and editing in word processing softwared. Collaborating and sharing documents onlinee. Engaging in online writing communities and platforms9. Building a Writing Portfolio:a. Collecting and organizing written work for future useb. Showcasing writing skills to potential employers or clientsc. Highlighting progress and growth as a writerd. Creating a personal brand through writing samplese. Seeking feedback and guidance on portfolio development10. Continuous Improvement and Lifelong Learning:a. Engaging in regular writing practice beyond the courseb. Seeking feedback and advice from experienced writersc. Reading extensively to expand writing skills and knowledged. Participating in writing workshops, conferences, and seminarse. Embracing challenges and taking risks in writing Conclusion:The English Basic Writing Training Course provides individuals with a comprehensive foundation in writing skills. By focusing on grammar, vocabulary, composition, proofreading, and editing, participants will develop the necessary tools to become proficient writers in the English language. Building confidence in writing, understanding different writing purposes and audiences, developing research skills, utilizing technology, and creating a writing portfolio are essential components of the course that further enhance participants' writing abilities. The course encourages continuous improvement and lifelong learning, empowering individuals to become effective communicators through the written word. Enroll in the English Basic Writing Training Course and embark on a journey towards mastering the art of writing!。
Unit12InnovationWriting写作课件高中英语北师大版选择性
transportation, steam engines were used to power trains
product barcoads.
be used to do 被用于做某事
a3n.Cdhbinoeastes,rehseelaprcinhgerspehooppeletotousteratvheelingsrteruamteerndtsisotannbocaersdiCnhmanugc’he—4
非谓语
s(fhinodrt)earntdimstueds.y areas of the South Pole—Aitken basin.
首段：简单介绍人 物身份，出生日期 家庭及爱好等
主体：详细介绍人 物，生平大事，成 就等
结尾：对人物进行 评价或发表感想
1.Who was James Watt？
顶部,（容器的）盖子
上下跳动
and down. He thought deeply about (what was happening), as
what引导的宾从
因为
steam was only water but seemed to be powerful enough to lift
be+adj+enough er he began to experiment with steam and eventually
用...进行实验
developed the steam engine. This was a great improvement
on the Newcomen steam engine, which was commonly used
4.What contribution did he make to human history？
Guided Precis Writing
Lecture 131.Teaching task: Guided Precis Writing2.Teaching target and object:(1)Let students know the differences among abstract, summary and précis.(2)Let students know how to write the guided précis.3.Teaching focus:(1)The differences among an abstract; a summary and a précis.(2)The guidelines for précis writing(3)Guided précis writing stages4.Teaching method: free writing--–commentary --–discussion---guided writing---commentary–-comparison with the samples---summery5.Teaching procedures:(1) Checking the student s’ assignments: resume writinga.Ask one review panel to do the classroom report about resume writing.b.The teacher does the classroom report about the assignment : resume writing(2) Let students know the teaching tasks, target and teaching focus for this lectureThe word of the day:précis: n. a short version of a speech or a piece of writing that gives the main ideas or points. E g. to write/give/make a précis of a report. V. to précisa scientific report.The quotation of the day: “Write it on your heart that every day is the best of the year.” ---by Ralph Waldo Emerson)(3) Discuss the differences among an abstract; a summary and a précis.A précis is a brief statement of a speech or a piece of writing such as a report, a newspaperarticle, or perhaps a chapter in a book in your own words to give only the main idea of the original.Abstract: a shortened form of a statement or speech especially of a scholarly sort. E.g. the abstract of a thesis; the dissertation.Summary: short amount of something longer, giving the main points. Summary is often used loosely to refer to précis. Actually, there are subtle differences between the two terms.First, the précis follows the order and proportion of the material in the original, whereas the writer of the summary is free to change the order and proportion if he wishes to do so.Second, the précis states only the thought of the original; the writer of the summary is free to interpret the material and to comment on it. Therefore , the summary is a loose type of précis.(4) Discuss the purpose of writing a précis:We write a précis to state the important or main ideas of the original which is usually much longer so that the reader can spend less time in reading.(5) Discuss the guidelines for précis writing:Precis writing should follow these guidelines:1)State the important ideas and omit the specifics. Record the bare bones of the original,leaving out any repetition, lists of examples, detailed descriptions, subordinating ideasand modifiers. Use the most economical wording possible.2)Write accurately and faithfully. Report exactly what you read in the order in which it ispresented. Write as if the original author were explaining his own ideas to the reader.Do not include your personal comments or opinions. For example, instead of saying “This article is about …” you simply state the idea of the article.3)Keep the same proportion of part to part. If the original devoted 70 percent of its spaceto one idea and only 30 to another, your précis should reflect that emphasis.4)Maintain the same tone of the original. If you précis a humorous article, you should usean informal tone to indicate that the article was humorous. Similarly, if you précis a serious article, use a factual,objective tone to reflect that substance of the original work.5)Write clear, continuous sentences in your own words. Your précis must not be apatchwork made up of phrases and sentences quoted from the original. It should be a connected whole in your own words.6)Observe the word limit given in the instruction. Often the required précis is about onethird or one fourth in the length of the original. Do not go above the word limit, but do include enough information to convey the main ideas.7)Always remember to give your précis an appropriate title.(6) Discuss the advantages of practicing writing a précis:1)It trains us to read more actively and accurately. In order to get the main ideas out ofa piece of writing, we have to thoroughly understand the original.2)It is a good way to practice composition. Precis requires brevity and clarity. Towrite a good précis, we have to put ideas in the briefest and clearest possible grammatical arrangement. Therefore, précis writing teaches us to choose their words carefully and express our ideas clearly, concisely and logically.3)Precis writing can also sharpen our skills for grasping the main idea of the original,organizing information, and expressing ourselves in idiomatic English.(7) Discuss the process of writing a précis:Situation 1: You are given a passage and after the passage, there are a series of questions with transitional expressions given in brackets. You arerequired to write simple, compound or complex sentences, and thenjoin these sentences together, using the given transitions, to form acontinuous paragraph by answering the questions in a single statement.Deliver the students a handout with a passage and questions in it and ask the students to follow the following précis writing processes:1)Read the passage carefully two or three times.2)Write a full answer to each question. When several questions are given together,join up your answers with the conjunctions or phrases given in brackets. Eachanswer you write must be a complete sentence.3)Your answers to the questions must follow each other so that all your sentenceswill form a complete paragraph.4)Read through your work and correct your mistakes.5)Count the number of words in your paragraph. Do not go over the word limit. Atthe end of your paragraph, write the number of words used.6)Give your paragraph a title.An example:The passageMy neighbor’s children love playing hide-and-seek as all children do, but no one expected that a game they played last week would be reported in the local newspaper.One afternoon, they were playing in the street just outside the post-office. Young Ian, who is only five years old, found the perfect place to hide. His sister, Janet, had shut her eyes and was counting up to ten when Ian noticed that the small metal door of the letter box had been left open. The postman has just taken all the letters out and had gone into the post-office to see if there were any parcels. Ian climbed into the letter box and pulled the door from the inside so hard that it locked. Soon realizing what he had done, he became very frightened and started crying. Meanwhile, Janet was looking for him everywhere but could not find him. It was lucky. She happened to stop outside the letter box and hear her brother’s cries. She immediately ran to tell the postman who hurried out to unlock the metal door. Ian was now free, but he had had such a bad fright that he could not stop crying. The postman, however, soon found a way of making him laugh again. He told him that next time he wanted to hide in a letter box, he should remember to stick a stamp on himself!Questions:Your answers must not be more than 80 words.1)What were my neighbor’s children playing outside the post office oneafternoon?2)Had the letter box been left open or not? Where did young Ian climb? Didhe lock himself in or not ?(Finding that ) ( and )3)When did his sister Janet realize where he was hiding? What did she do?(so)4)How did the postman make Ian stop crying after he had let him out?( After letting… by telling )The possible answer:A Strange “Letter “One afternoon my neighbor’s children were playing hide-and-seek outside the post office. Finding that the letter box had been left open, young Ian climbed into it and locked himself in. His sister, Janet, realized where he was hiding when she heard his cries, so she ran to tell the postman. After letting him out, the postman made Ian stop crying by telling him that next time he wanted to hide in a letter box he should remember to stick a stamp on himself! (80 words)Situation 2You are still provided with transitional expressions so that you can write different types of sentences. But there are no more questions and answers. Instead, you can give note-form “answers”to imaginary questions. These note-form “answers”are, in fact, the main points of a précis. You will be asked to put the notes together to make a paragraph by using the given questions.An example:The passageForty-two horses had taken their positions on the starting line for the greatest raceof the season. The course was extremely difficult and few horses were expected to finish. All eyes were on the favorites, College Boy and Sweet Seventeen. Both horses had won a great many races in the past and they had the equal chances of winning now.Though the horses got off to a good start, it was not long before over half of them were out of the race. As was expected, College Boy and Sweet Seventeen had got well in front with the remaining horses grouped together some way behind. On a starting corner, three of the horses leading the group fell, throwing the riders behind into great confusion. As the race progressed, the tract became full of horses without riders. Towards the end, there were only three horses left: College Boy and Sweet Seventeen were still leading with an unknown horse, Tom Thumb, a very long way behind. The crowd was very disappointed when on the last jump in the race, the riders of both favorite horse failed to keep in the saddle. Everyone roared with delight when College Boy continued himself and “won” the race without the rider! Tom Thumb now took his time and the crowd cheered and applauded as he crossed the finishing line without a rival in sight.Instructions:In not more than 80 words describe what happened from the moment the horse set off to the end of the r ace.Points Transitions1)Race began As soon as2)Favorites , C. Boy ,S Seventeen, ahead3)Bend ---riders over On4)Horses following---out of race and5)Three left: favorites, unknown Towards the end6)Riders fell However7) C. Boy won by himself though8)T. Thumb alone—real winner SinceSituation 3:We are given neither questions nor transitional expressions to join your sentences.We have only a list of main points. We should join the points together to write our précis. (examples omitted )(8) Analyzing the two passages with the class and try to find out the purpose of writingthese two passages; what are the main ideas and what the specific descriptions; the tones of the two writers in the passages;(9) Commenting on the possible answers especially in the aspects of writing purpose(whether the writing purpose is the same with that of the original );the contents in your précis (whether the information is important); the tone (whether the tone is the same with that in the original );the wording (whether the most economical words are used and whether it is written in your own words or just a patchwork made up ofphrases and sentences quoted from the original); the grammar ( whether the ideas are expressed and organized properly and correctly.);the word limit (whether your précis has gone over the word limit or not ); the title ( whether you have put a title to your précis or not and whether the title is appropriate.)(10) Summary:A précis is a brief statement of a speech or a piece of writing such as a report, a newspaper article, or perhaps a chapter in a book in your own words to give only the main idea of the original.We write a précis to state the important or main ideas of the original which is usually much longer so that the reader can spend less time in reading.Precis writing should follow these guidelines:1)State the important ideas and omit the specifics. Record the bare bones of theoriginal, leaving out any repetition, lists of examples detailed descriptions,subordinating ideas and modifiers. Use the most economical wording possible.2)Write accurately and faithfully. Report exactly what you read in the order in whichit is presented. Write as if the original author were explaining his own ideas to thereader. Do not include your personal comments or opinions. For example, insteadof saying “This article is about …” you simply state the idea of the article.3)Keep the same proportion of part to part. If the original devoted 70 percent of itsspace to one idea and only 30 to another, your précis should reflect that emphasis.4)Maintain the same tone of the original. If you précis a humorous article, youshould use an informal tone to indicate that the article was humorous. Similarly, ifyou précis a serious article, use a factual, objective tone to reflect that substance ofthe original work..5)Write clear, continuous sentences in your own words. Your précis must not be apatchwork made up of phrases and sentences quoted from the original. It should bea connected whole in your own words.6)Observe the word limit given in the instruction. Often the required précis is aboutone third or one fourth in the length of the original. Do not go above the wordlimit, but do include enough information to convey the main ideas.7)Always remember to give your précis an appropriate title.Précis writing processes:1)Read the passage carefully two or three times.2)Write a full answer to each question. When several questions are given together,join up your answers with the conjunctions or phrases given in brackets. Eachanswer you write must be a complete sentence.3)Your answers to the questions must follow each other so that all your sentenceswill form a complete paragraph.4)Read through your work and correct your mistakes.5)Count the number of words in your paragraph. Do not go over the word limit. Atthe end of your paragraph, write the number of words used.6)Give your paragraph a title.How to self-evaluate your précis:Comparing your précis with the original especially in the aspects of writing purpose (whether the writing purpose is the same with that of the original ); the contents in your précis (whether the information is important); the tone (whether the tone is the same with that in the original ); the wording (whether the most economical words are used and whether it is written in your own words or just a patchwork made up of phrases and sentences quoted from the original); the grammar( whether the ideas are expressed and organized properly and correctly.); the word limit (whether your précis has gone over the word limit or not ); the title ( whether you have put a title to your précis or not and whether the title is appropriate.)(11) Exercises:Read the following passage carefully, and then join the notes below them to forma précis. Use the transitional expressions on the right to give your préciscoherence.We were about to gather up our belongings and return our car when a man appeared. He looked very annoyed indeed and asked us angrily if we realized that these grounds were private property. Father looked confused and the man pointed to a notice which said camping was strictly forbidden. Poor father explained that he had not seen the notice and did not know that camping was not allowed. Through father apologized, the man did not seem satisfied and asked him for his name and address. All the way home, we were so upset that hardly anyone spoke a word. This unpleasant event had spoilt a wonderful day in the country.For the rest of the week, we wondered what would happen. The following Sunday, we stayed at home even though it was a fine day. About noon,a large and very expensive car stopped outside our house. We were astonishedwhen we saw several people preparing to have a picnic in our small garden.Father was very angry and went out to ask them what they thought they were doing. You can imagine his surprise when he recognized the man who had taken our address the week before! Both men burst out laughing and father welcomed the strangers into the house. In time, we became good friends, but we learned a lesson we have never forgotten.Instructions:In not more than 80 words describe what happened after the man pointed out that camping was forbidden.Points Transitions1)Father explained---camp forbidden Although--- that…2)Man not satisfied, took name and address and3)Went home—upset We all4)Following Sunday midday5)Large car outside house6)Several strangers---picnic garden and7)Father angry—laughed—recognized but…when…8)Week before---invited strangers---house whom.. and…。
学术论文写作手册(英文)Chapter12 Revising the PaperPPT
C h a p t e r12 Revising the Paper
12c Eliminate technical errors.
•Quotations suitably presented. Have you introduced all quotations or merged them with your own senteces? Have you placed all brief quotations in quotation marks within your paragraphs? Have you set off long quotations ten spaces (and omitted the quotation marks)? •Paraphrases clearly incorporated. Have you “translated” paraphrased ideas into your own words and selectively quoted phrases of special importance？Have you introduced long paraphrases?
C h a p t e r12 Revising the Paper
12c Eliminate technical errors.
•Correct grammar used throughout. Are your sentences complete? Do nouns agree with pronouns, and subjects with verbs, in number and gender as appropriate? • Punctuation and mechanics handled suitably. Is all punctuation accurate? Are spelling, quotation marks, and the use of italics (or underlining) accurate?
新编研究生英语系列教程 12
Left-to-Right Progression
Your eyes are already well trained to move in a left-to-right pattern across the page. The speed of this progression, however, is variable and can be significantly increased with practice and training.
Practice of Reading Techniques Read the following paragraphs, broadening your eye span as much as possible while reading. 1. Since the second war, and particularly during the last few years, a rapidly growing amount of effort has been devoted to the use of high-power rockets to carry instruments up to great heights above the earth, to launch artificial satellites and deep space probes. 2. Without written language, we would be completely shut off from the great minds of the past, and it would be quite impossible for us to undertake such a study, since we would have no means of knowing anything about the language of the people who lived in this country five hundred or a thousand years ago, and still less should we be in a position to relate that language to the tongues spoken in other countries.
英语学科教学论Unit 12 Teaching Writing1.2 课件
structure and the most important points. Drafting: enough time, the development
How:
collaborative: project work, posters solitary: diaries, learning notes never put down a word write anything ,draft, edit in ELT classroom: pseudo writing: make
A process approach
Product-oriented: pays great attention to the accuracy of the final product but ignore the process. If fail, be asked to do again. If fail again…likely equally unsatisfactory work. Fruing Provide opportunities to share Provide constructive and positive feedback Treat ss’ errors strategically Give the sense of achievement
Writing for communication: motivated by authentic writing
Between writing for learning and writing for communication
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Differences between Précis and Summery ① The précis follows the order and proportion of the material in the original, whereas the writer of the summary is free to change the order and proportion if he wishes to do so. ② The précis states only the thought of the original; the writer of the summary is free to interpret the material and to comment on it. ∴ The summary is a loose type of précis.
E g. to write/give/ make a précis of a report. V. to précis a scientific report.
School of Foreign Languages Zhejiang Ocean University
summary abstract
a shortened form of a statement or speech, especially of a scholarly sort E.g. the abstract of a thesis/ the dissertation. Short amount of something longer, giving the main points. Summary is often used loosely to refer to précis. Actually, there are subtle differences between the two terms.
English Writing Ⅰ
“Write it on your heart that every day is the best of the year.”
By Ralph Waldo Emerson
School of Foreign Languages Zhejiang Ocean University
School of Foreign Languages Zhejiang Ocean University
English Writing Ⅰ
Three situations of guided precis writing
Situation 1: You are given a passage and after the passage, there are a series of questions with transitional expressions given in brackets. You are required to write simple, compound or complex sentences, and then join these sentences together, using the given transitions, to form a continuous paragraph by answering the questions in a single statement.
School of Foreign Languages Zhejiang Ocean University
English Writing Ⅰ
③ Keep the same proportion of part to part. If the original devoted 70 percent of its space to one idea and only 30 to another, your précis should reflect that emphasis. ④ Maintain the same tone of the original. If you précis a humorous article, you should use an informal tone to indicate that the article was humorous. Similarly, if you précis a serious article, use a factual, objective tone to reflect that substance of the original work.
English Writing
Lecture 12
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Teaching Target and Object
Teaching Target and Object
Let us know the differences among abstract, summary and précis. Let us know how to write the guided précis.
School of Foreign Languages Zhejiang Ocean University
English Writing Ⅰ
⑤ Write clear, continuous sentences in your own words. Your précis must not be a patchwork made up of phrases and sentences quoted from the original. It should be a connected whole in your own words.
Zhejiang Ocean University
English Writing Ⅰ
Situation 3: We are given neither questions nor transitional expressions to join your sentences. We have only a list of main points. We should join the points together to write our précis. (examples omitted )
School of Foreign Languages Zhejiang Ocean University
English Writing Ⅰ
⑥ Observe the word limit given in the instruction. Often the required précis is about one third or one fourth in the length of the original. Do not go above the word limit, but do include enough information to convey the main ideas. ⑦ Always remember to give your précis an appropriate title.
School of Foreign Languages Zhejiang Ocean University
School of Foreign Languages Zhejiang Ocean University
English Writing Ⅰ
Situation 2 You are still provided with transitional expressions so that you can write different types of sentences. But there are no more questions and answers. Instead, you can give note-form “answers” to imaginary questions. These note-form “answers” are, in fact, the main points of a précis. You will be asked to put the notes together to make a paragraph by using the given questions. School of Foreign Languages
School of Foreign Languages Zhejiang Ocean University
English Writing Ⅰ
Байду номын сангаас
The guidelines for précis writing
① State the important ideas and omit the specifics. Record the bare bones of the original, leaving out any repetition, lists of examples, detailed descriptions, subordinating ideas and modifiers. Use the most economical wording possible.
Teaching Focus
School of Foreign Languages Zhejiang Ocean University
The differences among an abstract, a summary and a précis. the guidelines for précis writing; guided précis writing stages
English Writing Ⅰ
précis
A brief statement of a speech or a piece of writing such as a report, a newspaper article, or perhaps a chapter in a book in your own words to give only the main idea of the original.