英语应用文写作教案
英语应用文写作公开课教案和评课.docx
选修课程《英语应用文写作》教学设计Practical English Writing陈双贤Teaching aims:1 .Get students interested in practical writing・ 2.1ntroduce this optional / elective course Practical English Writing3.Introduce practical writing skills, get students to get the hang of writing common letters4.Teaching important and difficult points:Teaching important points: Master the form of the letterTeaching difficult points: How to write a standard common letter.Teaching methods: analysing and practice・Teaching aid: PPTTeaching procedures:Step One Warming up Introduce this optional / elective course---------- Practical English Writing Q: 1 • How do people communicate with others?Brainstorm: by email/ by cell phone/ by sen ding text messages / by letter etc.2.Who can write the form of letter? Writing letter is one of practical English writingSo it's important to learn practical writing.3.What is practical English writing?When we speak of practical English writing, we refer to the varieties of English for practicalpurposes.common/ personal/ business letters/ email / notice / advertisements etc.Practical English writing is of great use in our daily life, so it is important to get the hang of the basic skills of this writing. It serves as a "warming up M exercise for further studies and future work・Step Two Inform students of the contents of this course.They are common letters; letter of thanks; letter of complaints; letter of suggestion; letter of application; resume; letter of invitation ; letter of proposal ; letter of congratulations;notice; speech; diary; notes; emails'; asking for causal leave; Meeting Minutes And Schedules; A Guide to Travel & Travel AdvertisementsStep Three Learn the form of letter.A. the four parts of letter1).信头(heading)2).称呼(solution)3)•正文(body)4).结束语(complimentary close )Xinghua High SchoolBeijing J 02600 ChinaStep. 12,2013President George HopkingsPace Middle SchoolNew York, NY 10038USADear Mr. Hopkings,Yours sincerelyLi Xiuting(President of Xinghua High School)B. writing skills 具体写法1)、信头heading/ letterheadHelp to identify where letters come fromInclude name and address of addresserdate写信人的地址和日期,写在右上角。
应用文写作策划书教案
应用文写作策划书教案一、教案背景应用文写作是高校英语专业学生必须掌握的一项技能,其涉及到的文种繁多,如报告、请示、通知、函等。
然而,在实际教学过程中,我们发现许多学生对应用文写作感到困惑,难以把握各种文种的格式和写作技巧。
为了提高学生的应用文写作能力,本教案以策划书为例,详细讲解应用文写作的步骤和要点。
二、教学目标1. 让学生了解策划书的概念、特点和作用。
2. 掌握策划书的结构和写作方法。
3. 能够独立完成一篇策划书的撰写。
三、教学内容1. 策划书的概念策划书是对某一活动或项目进行策划、组织和实施的书面方案。
它具有明确的目标、具体的措施、合理的安排和详细的预算等特点。
2. 策划书的特点(1)实用性:策划书旨在解决实际问题,具有很强的实用性。
(2)针对性:策划书针对特定活动或项目,具有明确的针对性和指导性。
(3)创新性:策划书要求策划者充分发挥创意,提出新颖、独特的方案。
(4)可操作性:策划书应具备实施的条件和可能,确保方案的可行性。
3. 策划书的作用(1)明确目标:策划书有助于明确活动或项目的目标,为实施提供方向。
(2)规划实施:策划书对活动或项目的实施过程进行详细规划,确保顺利进行。
(3)协调资源:策划书有助于整合各方资源,提高活动或项目的成功率。
(4)评估效果:策划书为活动或项目的评估提供依据,便于总结经验教训。
4. 策划书的结构(1)封面:包括策划书名称、策划者、日期等基本信息。
(2)目录:列出策划书各章节及页码,方便查阅。
(3)引言:简要介绍策划书的背景、目的和意义。
(4)主体部分:包括活动或项目的目标、策划依据、实施步骤、预算、风险评估等。
(5)附录:提供相关资料、数据、图表等,以支持策划书的内容。
5. 策划书的写作方法(1)明确目标:根据活动或项目的性质,确定具体、明确的目标。
(2)收集资料:广泛搜集与活动或项目相关的资料,为策划提供依据。
(3)策划依据:分析活动或项目的背景、现状和市场需求,找出策划的依据。
高中英语应用文教学案例范文
高中英语应用文教学案例范文全文共四篇示例,供读者参考第一篇示例:高中英语应用文教学案例范文一、教学背景在高中英语教学中,应用文是一个重要的教学内容,它涉及到学生在实际生活中如何运用所学的英语知识和技能,表达自己的想法和观点。
在教学中,教师应该充分引导学生认识应用文的特点和结构,培养学生的写作能力和语言表达能力,使学生能够灵活运用所学的知识和技能进行写作。
二、教学目标1.了解应用文的基本概念和特点。
2.掌握应用文的写作结构和技巧。
3.培养学生的写作能力和语言表达能力。
4.激发学生的写作兴趣,提高学生的写作水平。
三、教学内容应用文是指在实际生活中常用的文体,如书信、备忘录、邀请函、广告等。
它主要分为人物介绍、邀请函、备忘录、建议信、求职信等几个主要类型。
在教学中,教师可以通过教授不同类型的应用文模板和例句,让学生了解应用文的基本结构和写作技巧,培养学生的写作能力和语言表达能力。
四、教学方法在教学中,教师可以采用多种教学方法,如板书、讲解、示范、练习等。
教师可以通过板书的形式,向学生展示不同类型的应用文结构和写作技巧,让学生了解应用文的特点和要求。
在讲解过程中,教师可以向学生详细解释应用文的写作要点和技巧,引导学生正确理解和掌握应用文的写作方法。
在示范过程中,教师可以向学生展示范文,并对范文进行点评和分析,让学生了解应用文的优秀之处,并学习其中的写作技巧。
在练习过程中,教师可以设计不同类型的写作练习,让学生实践所学的写作技巧,提高学生的写作水平。
五、教学案例以下是一份简单的应用文教学案例范文:题目:写一封邀请函内容:你即将举办一个生日派对,邀请你的好朋友们一起来参加。
请用英语写一封邀请函,包括活动时间、地点、内容等信息。
Dear friends,I'm writing to invite you to my birthday party on Saturday, June 20th. The party will be held at my house, starting at 7 pm.We will have dinner, cake, games, and a lot of fun! I hope you can come and celebrate with me.Please let me know if you can make it. I'm looking forward to seeing you there.Best regards,[Your Name]通过这个案例,学生可以了解邀请函的基本结构和写作要点,掌握应用文的写作技巧,提高学生的写作能力和语言表达能力。
英语应用文写作备课教案A4编辑版
Unit One IntroductionTeaching Time: 2 periodsTeaching Contents◆What is IELTS writing◆What should be paid attention on in IELTS writing◆The marking criteria in IELTS writingTeaching Objectives◆To familiarize students with the introduction of IELTS and IELTS writing ◆To have students grasp the instructions of IELTS writing◆To have students comprehend the marking criteria in IELTS writing◆To help students learn to know the importance of IELTS writing Teaching Focuses◆Introduction of IELTS and IELTS writing◆Introduction of marking criteria and writing instruction of IELTS writing Teaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay about how to improve writing skill (no less than 100 words)Step oneIntroduce what IELTS and IELTS writing are to students;Step twoExplain the whole procedure of IELTS test and the requirements and instructions of IELTS writing test;Step threeExplain what the marking criteria are in IELTS writing1.task response2.coherence and cohesion3.lexical resource4.grammatical range and accuracyStep fourShow students some samples to help them to comprehend the importanceof IELTS writing and the instructions of participating in IELTS writing.Unit Two Writing ProcessTeaching Time: 2 periodsTeaching Contents◆How to understand the key points of the question◆How to organize the outline and structure of an essay◆What lexical resource e should be used◆SamplesTeaching Objectives◆Show students how to comprehend the question◆To have students grasp the outline and structure of an essay◆To familiarize the students with some necessary lexical resource andconjunctionsTeaching Focuses◆Familiarizing the writing process in IELTS writing◆Learning to organize the outline and structure of an essayTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay about why choosing this major and aiming to go abroadStep one:Explain what the writing process of IELTS writing test are to students; First, read the question and the chart or graph carefullySecond, comprehend the question and remember the requirements of the questionThird, organize the outline and structure of the essayFourth, finish writing the essay within 20 minutesStep two:Show some samples to students, helping them to get knowledge of how to finish an essay within 20 minutes and how to roughly organize the outline and structure of an essay in IELTS writingStep three:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Three Lexical ResourceTeaching Time: 4 periodsTeaching Contents◆Indispensible lexical resource in IELTS writing◆Necessary verbs showing the changing trend◆Samples◆Some sentence patternsTeaching Objectives◆Introduce the students with indispensible lexical resource◆To have students grasp the usage of these lexical resource◆To have students practice writing sentences with these lexical resource ◆Writing practice: practicing writing sentences with the lexical resourceand verbsTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Translate Chinese sentences into English with all the lexical resource and verbs learnedStep one:Present the necessary lexical resource which would be widely used in IELTS writing to students and highlight the significance of the lexical resource Step two:Explain how to use the lexical resource to write correct sentences and pay attention on the past tenseStep three:Translation practice: students translate Chinese sentences into English, utilizing the lexical resource learned in order to familiarize the usage of the lexical resourceStep four:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Four ConjunctionsTeaching Time: 4 periodsTeaching Contents◆Necessary conjunctions which would be widely used in IELTS writing◆The usage of these conjunctions◆Samples◆Translation practiceTeaching Objectives◆To familiarize students with some necessary conjunctions which arewidely used in IELTS writing◆To have students grasp the usage of these conjunctions◆To have students practice translating Chinese sentences into Englishwith these conjunctionsTeaching Focuses◆Translation practice: translating Chinese sentences into English with allthe conjunctions taughtTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Translate Chinese sentences into English with all the conjunctions taughtStep one:Present the indispensible conjunctions which would be widely used in IELTS writingStep two:Explain how and when to use the conjunctions when writing an essay and how to polish the essay with beautiful conjunctionsStep three:Translation practice: students translate Chinese sentences and paragraphs into English, utilizing the necessary conjunctions learned in order to familiarize the usage of the conjunctionsStep four:Ask students for their puzzles. If they have puzzles, explain the usage of conjunctions again to guarantee that students grasp how to polish essay with conjunctionsUnit Five Bar ChartTeaching Time: 4 periodsTeaching Contents◆What a Bar Chart is◆Main structure and outline of a Bar chart◆Writing requirements of a Bar chart◆Sample◆Write an essay of a Bar chartTeaching Objectives◆To familiarize students with Bar chart◆To have students grasp the structure and outline of a Bar chart◆To have students grasp the writing requirements of a Bar chart◆To show students two samples of Bar Chart and explain the writingskillsTeaching Focuses◆Writing practice: practicing writing an essay of a Bar chartTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay of a Bar chartStep one:Show students hat the bar chart is by a sampleStep two:Explain how to take the bar chart and the writing requirements apart so that students can understand the question and the bar chart respectivelyStep three:Explain how to organize the outline and the structure of a bar chart by a sampleStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Six Line chartTeaching time: 4 periodsTeaching Contents◆What a Line Chart is◆Main structure and outline of a Line chart◆Writing requirements of a Line chart◆Sample answer◆Write an essay of a Line chartTeaching Objectives◆To familiarize students with Line chart◆To have students grasp the structure and outline of a Line chart◆To have students grasp the writing requirements of a Line chart◆To show students two samples of Line Chart and explain the writingskillsTeaching Focuses◆Writing practice: practicing writing an essay of a Line chartTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay of a Line chartStep one:Show students what the line chart is by a sampleStep two:Explain how to take the line chart and the writing requirements apart so that students can understand the question and the line chart respectivelyStep three:Explain how to organize the outline and the structure of a line chart by a sample answerStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise and ask students for feedback and help them to solve the problemUnit Seven Pie chartTeaching Time: 4 periodsTeaching Contents◆What a Pie Chart is◆Main structure and outline of a Pie chart◆Writing requirements of a Pie chart◆Sample◆Write an essay of a Pie chartTeaching Objectives◆To familiarize students with Pie chart◆To have students grasp the structure and outline of a Pie chart◆To have students grasp the writing requirements of a Pie chart◆To show students two samples of Pie Chart and explain the writingskillsTeaching Focuses◆Writing practice: practicing writing an essay of a Pie chartTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay of a Pie chartStep one:Show students what the pie chart is by a sampleStep two:Explain how to take the pie chart and the writing requirements apart so that students can understand the question and the pie chart respectivelyStep three:Explain how to organize the outline and the structure of a pie chart by a sampleStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Eight Table chartTeaching time: 4 periodsTeaching Contents◆What a Table Chart is◆Main structure and outline of a Table chart◆Writing requirements of a Table chart◆Sample◆Write an essay of a Table chartTeaching Objectives◆To familiarize students with Table chart◆To have students grasp the structure and outline of a Table chart◆To have students grasp the writing requirements of a Table chart◆To show students two samples of Table Chart and explain the writingskillsTeaching Focuses◆Writing practice: practicing writing an essay of a Table chart Teaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay of a Table chartStep one:Show students what the table chart is by a sampleStep two:Explain how to take the table chart and the writing requirements apart so that students can understand the question and the table chart respectively Step three:Explain how to organize the outline and the structure of a table chart by a sampleStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Nine Processing chartTeaching Time: 2 periodsTeaching Contents◆What a Processing Chart is◆Main structure and outline of a Processing chart◆Writing requirements of a Processing chart◆Sample◆Write an essay of a Processing chartTeaching Objectives◆To familiarize students with Processing chart◆To have students grasp the structure and outline of a Processing chart ◆To have students grasp the writing requirements of a Processing chart ◆To show students two samples of Processing Chart and explain thewriting skillsTeaching Focuses◆Writing practice: practicing writing an essay of a Processing chart Teaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay of a Processing chartStep one:Show students what the processing chart is by a sampleStep two:Explain how to take the processing chart and the writing requirements apart so that students can understand the question and the processing chart respectivelyStep three:Explain how to organize the outline and the structure of a processing chart by a sampleStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Ten MapTeaching Time: 2 periodsTeaching Contents◆What a Map is◆Main structure and outline of a Map◆Writing requirements of a Map◆Sample◆Write an essay of a MapTeaching Objectives◆To familiarize students with Map◆To have students grasp the structure and outline of a Map◆To have students grasp the writing requirements of a Map◆To show students two samples of Map and explain the writing skills Teaching Focuses◆Writing practice: practicing writing an essay of a MapTeaching Approaches◆Multi-media Teaching---Flash video, Power-point, IE◆Communicative approach and task-based approachAssignments◆Write an essay of a MapStep one:Show students what the map is by a sampleStep two:Explain how to take the map and the writing requirements apart so that students can understand the question and the bar chart respectivelyStep three:Explain how to organize the outline and the structure of a map by a sample Step four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectively。
英语应用文写作教案a4打印版
Unit One IntroductionTeaching Time: 2 periodsTeaching Contents◆What is IELTS writing◆What should be paid attention on in IELTS writing◆The marking criteria in IELTS writingTeaching Objectives◆ To familiarize students with the introduction of IELTS and IELTS writing ◆ To have students grasp the instructions of IELTS writing◆ To have students comprehend the marking criteria in IELTS writing◆ To help students learn to know the importance of IELTS writing Teaching Focuses◆ Introduction of IELTS and IELTS writing◆ Introduction of marking criteria and writing instruction of IELTS writing Teaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay about how to improve writing skill (no less than 100 words)Step oneIntroduce what IELTS and IELTS writing are to students;Step twoExplain the whole procedure of IELTS test and the requirements and instructions of IELTS writing test;Step threeExplain what the marking criteria are in IELTS writing1.task response2.coherence and cohesion3.lexical resource4.grammatical range and accuracyStep fourShow students some samples to help them to comprehend the importance of IELTS writing and the instructions of participating in IELTS writing.Unit Two Writing ProcessTeaching Time: 2 periodsTeaching Contents◆How to understand the key points of the question◆How to organize the outline and structure of an essay◆What lexical resource e should be used◆SamplesTeaching Objectives◆ Show students how to comprehend the question◆ To have students grasp the outline and structure of an essay◆ To familiarize the students with some necessary lexical resource andconjunctionsTeaching Focuses◆Familiarizing the writing process in IELTS writing◆Learning to organize the outline and structure of an essayTeaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay about why choosing this major and aiming to go abroadStep one:Explain what the writing process of IELTS writing test are to students; First, read the question and the chart or graph carefullySecond, comprehend the question and remember the requirements of the question Third, organize the outline and structure of the essayFourth, finish writing the essay within 20 minutesStep two:Show some samples to students, helping them to get knowledge of how to finish an essay within 20 minutes and how to roughly organize the outline and structure of an essay in IELTS writingStep three:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Three Lexical ResourceTeaching Time: 4 periodsTeaching Contents◆ Indispensible lexical resource in IELTS writing◆ Necessary verbs showing the changing trend◆ Samples◆ Some sentence patternsTeaching Objectives◆ Introduce the students with indispensible lexical resource◆ To have students grasp the usage of these lexical resource◆To have students practice writing sentences with these lexical resource ◆ Writing practice: practicing writing sentences with the lexical resourceand verbsTeaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Translate Chinese sentences into English with all the lexical resource and verbs learnedStep one:Present the necessary lexical resource which would be widely used in IELTSwriting to students and highlight the significance of the lexical resource Step two:Explain how to use the lexical resource to write correct sentences and pay attention on the past tenseStep three:Translation practice: students translate Chinese sentences into English, utilizing the lexical resource learned in order to familiarize the usage of the lexical resourceStep four:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Four ConjunctionsTeaching Time: 4 periodsTeaching Contents◆ Necessary conjunctions which would be widely used in IELTS writing◆ The usage of these conjunctions◆ Samples◆ Translation practiceTeaching Objectives◆ To familiarize students with some necessary conjunctions which are widelyused in IELTS writing◆ To have students grasp the usage of these conjunctions◆To have students practice translating Chinese sentences into English withthese conjunctionsTeaching Focuses◆ Translation practice: translating Chinese sentences into English withall the conjunctions taughtTeaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆Translate Chinese sentences into English with all the conjunctions taughtStep one:Present the indispensible conjunctions which would be widely used in IELTS writingStep two:Explain how and when to use the conjunctions when writing an essay and how to polish the essay with beautiful conjunctionsStep three:Translation practice: students translate Chinese sentences and paragraphs into English, utilizing the necessary conjunctions learned in order to familiarize the usage of the conjunctionsStep four:Ask students for their puzzles. If they have puzzles, explain the usage of conjunctions again to guarantee that students grasp how to polish essay with conjunctionsUnit Five Bar ChartTeaching Time: 4 periodsTeaching Contents◆ What a Bar Chart is◆ Main structure and outline of a Bar chart◆ Writing requirements of a Bar chart◆ Sample◆ Write an essay of a Bar chartTeaching Objectives◆ To familiarize students with Bar chart◆ To have students grasp the structure and outline of a Bar chart◆ To have students grasp the writing requirements of a Bar chart◆To show students two samples of Bar Chart and explain the writing skills Teaching Focuses◆ Writing practice: practicing writing an essay of a Bar chart Teaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay of a Bar chartStep one:Show students hat the bar chart is by a sampleStep two:Explain how to take the bar chart and the writing requirements apart so that students can understand the question and the bar chart respectivelyStep three:Explain how to organize the outline and the structure of a bar chart by a sample Step four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Six Line chartTeaching time: 4 periodsTeaching Contents◆ What a Line Chart is◆ Main structure and outline of a Line chart◆ Writing requirements of a Line chart◆ Sample answer◆ Write an essay of a Line chartTeaching Objectives◆ To familiarize students with Line chart◆ To have students grasp the structure and outline of a Line chart◆ To have students grasp the writing requirements of a Line chart◆To show students two samples of Line Chart and explain the writing skills Teaching Focuses◆ Writing practice: practicing writing an essay of a Line chart Teaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay of a Line chartStep one:Show students what the line chart is by a sampleStep two:Explain how to take the line chart and the writing requirements apart so that students can understand the question and the line chart respectivelyStep three:Explain how to organize the outline and the structure of a line chart by a sample answerStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate thewriting structure and methodStep six:Revise and ask students for feedback and help them to solve the problemUnit Seven Pie chartTeaching Time: 4 periodsTeaching Contents◆ What a Pie Chart is◆ Main structure and outline of a Pie chart◆ Writing requirements of a Pie chart◆ Sample◆ Write an essay of a Pie chartTeaching Objectives◆ To familiarize students with Pie chart◆ To have students grasp the structure and outline of a Pie chart◆ To have students grasp the writing requirements of a Pie chart◆To show students two samples of Pie Chart and explain the writing skills Teaching Focuses◆ Writing practice: practicing writing an essay of a Pie chart Teaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay of a Pie chartStep one:Show students what the pie chart is by a sampleStep two:Explain how to take the pie chart and the writing requirements apart so that students can understand the question and the pie chart respectivelyStep three:Explain how to organize the outline and the structure of a pie chart by a sample Step four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Eight Table chartTeaching time: 4 periodsTeaching Contents◆ What a Table Chart is◆ Main structure and outline of a Table chart◆ Writing requirements of a Table chart◆ Sample◆ Write an essay of a Table chartTeaching Objectives◆ To familiarize students with Table chart◆ To have students grasp the structure and outline of a Table chart◆ To have students grasp the writing requirements of a Table chart◆To show students two samples of Table Chart and explain the writing skills Teaching Focuses◆ Writing practice: practicing writing an essay of a Table chart Teaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay of a Table chartStep one:Show students what the table chart is by a sampleStep two:Explain how to take the table chart and the writing requirements apart so that students can understand the question and the table chart respectivelyStep three:Explain how to organize the outline and the structure of a table chart by a sampleStep four:Show students the sample answer sentence by sentence and explain everysentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Nine Processing chartTeaching Time: 2 periodsTeaching Contents◆ What a Processing Chart is◆ Main structure and outline of a Processing chart◆ Writing requirements of a Processing chart◆ Sample◆ Write an essay of a Processing chartTeaching Objectives◆ To familiarize students with Processing chart◆ To have students grasp the structure and outline of a Processing chart ◆ To have students grasp the writing requirements of a Processing chart ◆To show students two samples of Processing Chart and explain the writingskillsTeaching Focuses◆ Writing practice: practicing writing an essay of a Processing chartTeaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay of a Processing chartStep one:Show students what the processing chart is by a sampleStep two:Explain how to take the processing chart and the writing requirements apart so that students can understand the question and the processing chart respectivelyStep three:Explain how to organize the outline and the structure of a processing chart by a sampleStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectivelyUnit Ten MapTeaching Time: 2 periodsTeaching Contents◆ What a Map is◆ Main structure and outline of a Map◆ Writing requirements of a Map◆ Sample◆ Write an essay of a MapTeaching Objectives◆ To familiarize students with Map◆ To have students grasp the structure and outline of a Map◆ To have students grasp the writing requirements of a Map◆ To show students two samples of Map and explain the writing skills Teaching Focuses◆ Writing practice: practicing writing an essay of a MapTeaching Approaches◆ Multi-media Teaching---Flash video, Power-point, IE◆ Communicative approach and task-based approachAssignments◆ Write an essay of a MapStep one:Show students what the map is by a sampleStep two:Explain how to take the map and the writing requirements apart so that students can understand the question and the bar chart respectivelyStep three:Explain how to organize the outline and the structure of a map by a sampleStep four:Show students the sample answer sentence by sentence and explain every sentence of the essay.Step five:Explain why we write an essay like the sample answer and how to imitate the writing structure and methodStep six:Revise officially and ask students for feedback and solve their problems and puzzles respectively。
高中英语写作应用文学案+范例(新闻报道)
应用文学案:新闻报道一、词汇积累:1. encourage sb. to do2. take an active part in3. be required to do4. be good at5. have a better understanding of6. attend7. witness 8. draw one’s attention9. manage to do sth. 10. measure11. sth wins wide popularity 12. speak highly of13. provide sth. for sb. petition→contest15. have a good command of → have a good knowledge of16.thrilled→excited 17.evident→obvious18. favor →help 19. raise →improve20. theme →topic21. situation=condition二、写作套路第一段:事件的目的、时间、地点和参与者。
1. To help…build…, the Students' Union of our school organized a volunteer activity last weekend. 为了帮助......建设……,我们学校的学生会上周末组织了一次志愿者活动。
2. In order to provide the students with a colorful school life, our school held... last week. 为了给学生们提供丰富多彩的学校生活,我们学校上周举办了……3. In an attempt to mourn sb/mark sth, our school held an activity on..., which received great attention. 为了悼念某人/纪念某事,我们学校在…… (时间) 举行了一次活动,受到了极大的关注。
初中英语应用文写作 教案设计
初中英语应用文写作教案设计Teaching middle school students how to write different types of application documents in English is an essential part of their language learning journey. It not only helps them develop their writing skills but also equips them with practical skills they can use in real-life situations.教学初中生如何以英语写不同类型的应用文是他们语言学习过程中的一个重要部分。
这不仅有助于他们发展写作技能,还使他们具备在现实生活中可以使用的实用技能。
When designing a lesson plan for teaching application writing in English, it is important to consider the different types of application documents students may encounter in their academic and professional lives. These may include resumes, cover letters, job applications, college applications, and more.在设计英语应用文写作教案时,有必要考虑学生在学术和职业生活中可能会遇到的不同类型的应用文档。
这些可能包括简历、求职信、工作申请、大学申请等等。
One effective way to teach application writing is to provide students with real-life examples and templates they can refer to when crafting their own documents. This can help them understand the structureand language used in different types of application documents and guide them in creating well-organized and compelling content.教授应用文写作的一个有效方法是为学生提供真实生活中的例子和模板,以便他们在撰写自己的文件时进行参考。
大学四级英语写作教案
教学目标:1. 提高学生英语写作能力,特别是应用文写作能力。
2. 帮助学生熟悉并掌握大学英语四级写作的评分标准。
3. 培养学生逻辑思维和表达能力,提高语言组织能力。
4. 激发学生对英语写作的兴趣,增强自信心。
教学内容:1. 大学英语四级写作的基本要求与评分标准。
2. 应用文写作的常见类型及写作技巧。
3. 英语写作中的常见错误及修改方法。
教学步骤:一、导入(5分钟)1. 回顾上一节课所学内容,检查学生对英语写作基本知识的掌握情况。
2. 引导学生思考:为什么英语写作能力对大学生来说很重要?二、讲解与示范(15分钟)1. 讲解大学英语四级写作的基本要求与评分标准,包括切题、条理、语言和字数。
2. 以应用文写作为例,讲解常见类型(如祝贺信、拒绝信、申请信等)的写作技巧。
3. 通过范文展示,让学生了解优秀作文的特点。
三、实践与指导(30分钟)1. 学生分组,根据所学知识,尝试撰写应用文。
2. 教师巡回指导,解答学生在写作过程中遇到的问题。
3. 学生互相评改作文,教师对部分优秀作文进行点评。
四、总结与反思(10分钟)1. 学生分享写作心得,总结写作过程中的经验教训。
2. 教师对本次写作课进行总结,强调重点知识。
五、布置作业(5分钟)1. 学生根据所学知识,完成一篇英语应用文写作。
2. 要求学生在课后进行修改,下节课进行展示。
教学评价:1. 通过课堂提问、学生作业、课堂展示等方式,检查学生对写作知识的掌握程度。
2. 观察学生在写作过程中的表现,如逻辑思维、表达能力、语言组织能力等。
3. 定期进行写作测试,了解学生英语写作能力的提升情况。
教学资源:1. 大学英语四级写作指南等相关书籍。
2. 教学课件、范文等教学材料。
3. 互联网资源,如英语写作网站、论坛等。
教学注意事项:1. 注重培养学生的写作兴趣,激发学生的学习热情。
2. 在讲解写作技巧时,结合实际案例,让学生更好地理解。
3. 鼓励学生积极参与课堂活动,提高课堂互动性。
高中英语写作课程教案3篇
高中英语写作课程教案3篇高中英语写作课程教案篇1教学目标1. 语言知识目标:1) 能掌握以下单词: newspaper, use, soup, wash, movie, just能掌握以下句型:① —What are you doing? —I'm watching TV.② —What's he doing? —He's using the computer.③ —What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2) 能掌握语法:现在进行时态的用法。
3) 能运用所学的知识,描述人们正在干的事情。
教学重难点1. 教学重点:1) 词汇、词组搭配和现在进行时的用法。
能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等2. 教学难点:现在进行时中现在分词的结构及读音,能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
教学工具多媒体教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words and expressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and try to remember the new words and expressions.4. (Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.6. Check the answers with the Ss.Ⅲ. Game (guess)1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?2. Ss watch and guess the actions.3. Ask and answer about the pictures.—What's he/she doing?—He's/She's …Ⅳ. Listening1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the rig ht activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.Ⅴ. Pair work1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.2. Ss make conversations by themselves and practice the conversations.Ⅵ. Listening1. Work on 2a;T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )Check the answers.2. Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)Ⅶ. Pair work1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation in front of the class.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and answerthe questions below.① Are Jenny and L aura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ When do they meet at Jenny's home?(At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.Homework:1. Review the words and expressions in this period.2. Understand the knowledge about the present progressive tense.3. Make five sentences on what are you doing now.高中英语写作课程教案篇2教学内容:This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.教学目标:1、Knowledge aims:a. To enable students to master and use these new words : blind , special.b. To enable students to master the usage of “can” .c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .2、Ability aims:a. Talking about abilities with “can” , “can’t ” and know the objective case.b. To improve students’ language ability.3、Emotion aims:a. To encourage students to cooperate with the others , help each other and learn from each other.b. To educate students to protect animals and help disabled people .教学重点:To master and use the new words , sentence pattern and the usage of “can”。
大学英语及应用文写作教案
课程名称:大学英语授课班级:XX级XX班授课教师:XX授课时间:2课时教学目标:1. 学生能够了解应用文的基本特点、类型和写作规范。
2. 学生能够掌握应用文的写作技巧,包括格式、结构和语言表达。
3. 学生能够运用所学知识,独立撰写各类应用文。
教学重点:1. 应用文的基本特点和类型。
2. 应用文的写作格式和结构。
3. 应用文的语言表达技巧。
教学难点:1. 不同类型应用文的写作技巧。
2. 在实际写作中如何运用恰当的语言表达。
教学准备:1. 教师准备相关应用文写作的PPT或讲义。
2. 学生准备笔记本和笔。
教学过程:第一课时一、导入1. 教师简要介绍应用文的概念和重要性。
2. 提问:大家平时接触过哪些应用文?它们有哪些特点?二、讲解应用文的基本特点和类型1. 应用文的特点:实用性、规范性、目的性、真实性。
2. 应用文的类型:信函、报告、通知、邀请函、简历等。
三、讲解应用文的写作格式和结构1. 格式:标题、称呼、正文、结尾、落款。
2. 结构:引言、主体、结尾。
四、讲解应用文的语言表达技巧1. 语言要简洁明了,避免冗余。
2. 语言要准确规范,避免歧义。
3. 语言要礼貌得体,尊重对方。
五、课堂练习1. 学生根据所学知识,撰写一篇简短的信函。
2. 教师对学生的作品进行点评和指导。
第二课时一、复习上节课内容1. 教师提问:上节课我们学习了哪些内容?2. 学生回答并补充。
二、讲解不同类型应用文的写作技巧1. 信函:注意称呼、正文、结尾等部分的写作规范。
2. 报告:注意报告的结构、数据和图表的运用。
3. 通知:注意通知的格式、内容和发布时间。
4. 邀请函:注意邀请函的格式、内容和邀请对象。
5. 简历:注意简历的结构、内容和排版。
三、课堂练习1. 学生根据所学知识,撰写一篇简历。
2. 教师对学生的作品进行点评和指导。
四、总结1. 教师总结本节课所学内容。
2. 提醒学生注意应用文的写作规范和技巧。
教学评价:1. 学生课堂参与度。
初中英语实际应用写作教案
初中英语实际应用写作教案一、教学目标1.了解英语写作的基本要素和实际应用场景。
2.掌握表达观点、写作结构、语法和词汇等写作技巧。
3.培养学生运用英语进行实际写作的能力。
二、教学准备1.教学课文和篇章,包括各种实际应用场景的写作范例。
2.多媒体设备和课堂展示材料。
三、教学过程Step 1: 导入在开始教学之前,向学生介绍写作的基本要素,如写作目的、读者对象和写作格式等。
通过示例和图片展示,让学生了解不同应用场景下的英语写作。
Step 2: 写作结构1.为学生介绍写作结构的重要性,并列举不同类型写作的基本结构,如报告、书信、应用文等。
2.与学生一起分析不同结构的写作样例,整理出各种结构的共同特点和关键要素。
Step 3: 语法和词汇1.通过语法讲解和练习,帮助学生掌握句子结构和语法规则。
2.引导学生学习一些常用的词汇和短语,用于各类实际应用写作中。
Step 4: 实际应用写作1.根据学生年级和能力,选择适合的实际应用写作任务,如写一封邀请信、写一篇旅行日记等。
2.给学生充分的时间进行写作,同时提供必要的指导和反馈。
3.鼓励学生相互修改和编辑自己的作文,提高写作质量。
4.学生完成作文后,展示部分优秀作品,鼓励学生分享自己的写作经验和感受。
Step 5: 写作评价1.为学生提供详细的写作评价标准和反馈,包括内容、结构、语法和词汇等方面。
2.鼓励学生对自己的作文进行反思和改进,以提高写作能力。
四、课堂延伸1.组织学生进行写作比赛,鼓励他们在实际应用中运用所学知识。
2.开展写作分享活动,让学生互相学习和交流写作心得和技巧。
3.引导学生进行实际场景下的写作训练,如写一封投诉信、写一篇求职信等。
五、课堂总结通过本节课的学习,学生对英语写作的基本要素和实际应用有了更深入的理解。
他们学会了分析写作结构、运用语法和词汇,并提高了实际应用写作的能力。
同时,他们也掌握了自我评价和改进的方法,为今后的英语写作打下了坚实的基础。
大学英语实用写作教案模板
课时:2课时教学目标:1. 学生能够掌握实用写作的基本原则和技巧。
2. 学生能够运用所学知识完成一篇实用写作任务。
3. 学生能够提高英语写作能力和表达能力。
教学重点:1. 实用写作的基本原则和技巧。
2. 写作过程中的构思和布局。
3. 写作过程中的语言表达和修辞手法。
教学难点:1. 如何在有限的时间内完成一篇高质量的实用写作。
2. 如何运用所学知识解决实际写作中的问题。
教学过程:一、导入1. 教师简要介绍实用写作的概念和重要性。
2. 学生分享自己曾经接触过的实用写作实例。
二、基本知识讲解1. 实用写作的定义、分类和特点。
2. 实用写作的基本原则:准确性、简洁性、逻辑性、连贯性。
3. 实用写作的技巧:开头、主体、结尾的写作方法。
三、案例分析1. 教师展示一篇优秀的实用写作范文,分析其写作特点。
2. 学生分组讨论,分析范文的优点和不足。
四、写作练习1. 学生根据所学知识,完成一篇实用写作任务。
2. 教师巡视指导,解答学生写作过程中的问题。
五、互评与修改1. 学生之间互相评阅作文,提出修改意见。
2. 教师选取优秀作文进行点评,指出优点和不足。
六、总结与反思1. 教师总结本次课程的重点内容。
2. 学生分享自己的写作心得,反思自己的写作过程。
教学评价:1. 学生能够完成一篇符合实用写作要求的作文。
2. 学生能够运用所学知识解决实际写作中的问题。
3. 学生能够提高英语写作能力和表达能力。
教学资源:1. 教师准备实用写作相关教材、范文、图片等。
2. 学生准备笔记本、笔等写作工具。
教学反思:1. 教师在讲解过程中,注意引导学生主动思考,提高学生的参与度。
2. 教师注重培养学生的写作兴趣,激发学生的写作潜能。
3. 教师关注学生的个体差异,针对不同学生的写作水平进行差异化教学。
大学英语实用写作教案范文
教学目标:1. 学生能够掌握实用写作的基本技巧和格式。
2. 学生能够运用所学知识进行各类实用文体的写作。
3. 学生能够提高英语写作能力和表达能力。
教学重点:1. 实用写作的基本技巧和格式。
2. 各类实用文体的写作方法。
教学难点:1. 实用写作中如何运用恰当的词汇和句型。
2. 实用写作中如何表达清晰、简洁、准确。
教学过程:一、导入1. 教师简要介绍实用写作的定义和重要性。
2. 学生分享自己在生活中遇到的一些实用文体,如信件、简历、报告等。
二、讲解实用写作的基本技巧和格式1. 教师讲解实用写作的基本要素,如开头、正文、结尾等。
2. 学生跟随教师一起分析各类实用文体的格式和结构。
三、案例分析1. 教师选取一篇实用写作范文,带领学生分析范文的结构、用词和表达方式。
2. 学生根据范文,总结实用写作的技巧和注意事项。
四、写作实践1. 教师给出一个写作任务,如写一封求职信、写一篇报告等。
2. 学生根据所学知识和范文,进行写作实践。
五、批改与反馈1. 教师对学生的写作进行批改,指出优点和不足。
2. 学生互相批改,交流写作心得。
六、总结与拓展1. 教师总结实用写作的技巧和注意事项。
2. 学生分享自己在写作过程中的收获和体会。
教学反思:1. 本节课通过讲解、案例分析、写作实践等多种形式,使学生掌握了实用写作的基本技巧和格式。
2. 学生在写作实践中,能够运用所学知识进行各类实用文体的写作。
3. 教师在批改过程中,发现学生普遍存在词汇量不足、句型单一等问题,需要在今后的教学中加强词汇和句型的训练。
4. 针对学生的写作问题,教师可以提供更多样化的范文和写作指导,以提高学生的写作能力。
《英语应用文写作》教案
《英语应用文写作》教案教案:英语应用文写作一、教学目标1.了解英语应用文的基本概念和特点;2.掌握常见的英语应用文写作技巧;3.能够写作常见的英语应用文,如求职信、邀请信、感谢信等。
二、教学准备1.教材:《新编英语教程》2.多媒体教具:投影仪、电脑三、教学过程Step 1: 导入通过投影仪展示一些常见的英语应用文,如求职信、邀请信、感谢信等。
简要介绍这些应用文的特点和用途。
Step 2: 讲解1.英语应用文的基本概念和特点:字数较短、结构简洁明了、要求语言准确流畅、体现得体的礼貌用语等。
2.常见的英语应用文及其写作技巧:(1)求职信:介绍自己的基本情况和求职意向、展示自己的能力和优势、表达对面试的期望。
写作技巧:开头部分要引起读者的兴趣,说明来信目的;中间部分要列出具体的工作经历和能力;结尾要表达对面试的期望,并表达感谢之情。
(2)邀请信:礼貌邀请对方参加项活动。
写作技巧:开头要表示邀请意图;中间部分说明活动的时间、地点和内容;结尾再次表达邀请的诚意并表示期待对方的参与。
(3)感谢信:对对方的帮助和关心表示感谢,展示自己的态度和诚意。
写作技巧:开头表达对方的帮助和关心;中间部分具体描述对方的帮助和自己的感受;结尾再次表达感谢之情,并表示愿意回报对方的帮助。
Step 3: 练习1.让学生分组进行小组讨论,针对不同的应用文类型进行写作训练。
每个小组选择一种应用文进行写作,可以在班内进行互相交流和分享。
2.分组展示并互评。
每个小组派代表上台介绍他们写的应用文,并接受其他小组的评价和建议。
Step 4: 拓展通过给学生分发一些真实的应用文,并要求他们分析和评价。
例如,分析一封求职信的优点和不足之处,或者评价一封邀请信的礼貌程度等。
Step 5: 总结总结英语应用文写作的基本要点和技巧,并强调语言的准确性和得体的礼貌用语的使用。
Step 6: 作业布置要求学生回家写一篇自己选择的英语应用文,并要求使用课堂上学到的写作技巧和表达方式。
【2018最新】英语应用文写作教案(共5篇-范文word版 (16页)
本文部分内容来自网络整理,本司不为其真实性负责,如有异议或侵权请及时联系,本司将立即删除!== 本文为word格式,下载后可方便编辑和修改! ==英语应用文写作教案(共5篇篇一:英语应用文写作教案教案(章节备课)篇二:英语应用文写作课程教学大纲《英语应用文写作》课程教学大纲一、课程基本情况二.课程性质与任务英语应用文写作的课程性质拟定标准为教育部颁布的《大学英语课程教学要求》,即高等学校非英语专业本科生经过大学阶段的英语学习与实践应当达到一定的标准,该标准分为一般要求,较高要求和更高要求等三个层次的英语能力要求。
结合我校学生的实际情况,经过一年(或一年半)的基础英语课程学习后,传媒和体育学院学生应达到《要求》的一般要求,一级班达到较高要求,达到更高要求。
因此,英语应用文写作课程在高等学校非英语专业培养目标中具有重要的地位。
本课程教学任务是为达到《大学英语课程教学要求》正式版相关规定的“较高要求”而打下扎实的语言基础。
通过实施过程式教学法使学生掌握应用文的写作方法,真正提高他们运用英语的能力。
另一方面,课堂管理模式采用项目式教学法以培养学生的职业意识及职场所需的职业素质,为今后走入社会做准备。
三. 课程主要教学内容及学时分配四.课程教学基本内容和基本要求(一)职业意识及职业素质背景下的写作技能提升1. 商务英语相关的词汇、短语、句型学习,进一步扩大学生的写作词汇。
2. 掌握商务背景下的应用文写作句型和表达法,加强学习者的语言输入,使学生能在相应的场景下灵活自如的运用相关句型和表达法。
3. 以外资公司事务为内容设计以学生为中心的应用文写作活动,采用过程式教学法与项目式教学法交叉的立体教学法,并采用pair work, group discussion, role play,presentation等活动形式,提升学生在真实文化场景中的应用文写作能力。
(二)提高运英语应用文体写作的能力,培养学生职业意识和素质。
英语应用文写作教案
英语写作教案英语写作Chapter 1 Letter WritingUseful Words and Expression:For private letter:1.I’m very glad to receive your letter of 16th April.2.Thank you for your letter of 16th April written from Shanghai.3.I had been looking forward to hearing from you and you can imagine my pleasurewhen I got your letter.4.I hope you can forgive me for putting off writing you for so many days.5.I was so glad to get your letter of 16th April and to learn that all’s well with you.6.It was a great pleasure to get your letter telling me about your recent trip.7.I’m sorry that I didn’t write you as soon as I got your letter, but I’ve been verybusy.8.Please forgive me for having delayed my answer to your lettr.9.I hope this will not greatly inconvenience you.10.I look forward to seeing you soon.11.I wish you every success.12.I hope you’ll get well soon.13.I wish you every happiness on the coming trip.14.Please remember me to your mother.15.I hope you won’t mind my not going.For business letter:16.This letter is to inform you that we have lately obtained a patent for an improvedmethod of aluminum soldering.17.In response to your letter of the 16th respecting the account, I will send you acheck shortly.18.We received your letter dated 6th February.19.We confirm our call of last week respecting our offers to you.20.We have received your favor of 16th May, and confirm your today’s telegram asper the copy enclosed.21.We thank you for you inquiry.22.We thank you for your past favor, and I trust that you will continue the same infuture.23.Please accept our apologies for the inconvenience this matter has given you.24.We trust that this business may prove to our mutual advantage.25.We hope to have your further orders for serges at an early date.26.Enclosed please find the invoice of 80 bales of wool bought by your order.27.We enclose for realization drafts as per the list at foot.Notes of Format:1.信头:给亲友写信时,信头里只写门牌号码,街道名和城市名,以及写信日期。
英语应用作文教学设计
英语应用作文教学设计英语应用作文教学设计导语:烦恼是别人带来的开心快乐是自己找的,快乐也是一天,痛苦也是一天,何不快快乐乐开开心心过完每一天。
以下小编为大家介绍英语应用作文教学设计文章,欢迎大家阅读参考!英语应用作文教学设计1一、教学目标知识目标: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。
能力目标:提高学生写作水平和综合运用英语的能力。
二、教学辅助:多媒体三、教学过程:(一)Lead-in导入的任务是唤起注意,酝酿情绪,带入特定的语言交际场。
在教师的指导下进行回答问题,小组讨论。
1、要求学生回答下列问题:What is pocket money?Do you have pocket money?2、四人小组讨论下列题目:How do we deal with(处理) our pocket money?通过以上提问,让学生尽快进入角色,对如何使用零花钱,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,指导他们掌握英语基本句型,尤其是五个基本句型和动词句型。
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、将“How to use our pocket money?” 写在黑板中的上方。
向学生布置接下来的任务:Today we are going to discuss how towrite a report on “How to use pocket money for Junior school student?”(二)Presentation指导学生分析写作材料,找出所有内容要点,已有材料,掌握事实。
用大屏幕展示写作材料:书面表达(满分15分)假设你班将举行一次英语班会,主题为“中学生应如何使用家长给的零花钱”。
英语写作课教案模板
英语写作课教案模板一、教学内容二、教学目标1. 理解并掌握现在完成时和过去完成时的基本概念及构成。
2. 学会运用现在完成时和过去完成时进行句子创作和篇章写作。
3. 提高学生对英语时态的敏感度,培养他们在实际语境中灵活运用不同时态的能力。
三、教学难点与重点1. 教学难点:现在完成时和过去完成时的区别及用法。
2. 教学重点:现在完成时和过去完成时的构成及其在句子和篇章中的应用。
四、教具与学具准备1. 教具:PPT、黑板、粉笔、教学挂图。
2. 学具:学生用书、练习册、笔记本、文具。
五、教学过程1. 实践情景引入(5分钟)利用PPT展示一组图片,描述不同时间段的动作。
引导学生观察并回答问题,引出现在完成时和过去完成时的概念。
2. 例题讲解(15分钟)结合教材例句,讲解现在完成时和过去完成时的构成及用法,分析两者之间的区别。
3. 随堂练习(15分钟)让学生根据所学知识,完成练习册上的相关习题,巩固对两种时态的理解。
4. 句子创作(10分钟)学生自由创作,用现在完成时和过去完成时分别写三个句子,并在课堂上进行分享。
5. 篇章写作(25分钟)给出写作主题,要求学生运用所学时态进行篇章写作。
期间,教师巡回指导,解答学生疑问。
对本节课的重点内容进行回顾,强调现在完成时和过去完成时的用法。
六、板书设计1. 现在完成时与过去完成时2. 主要内容:现在完成时的构成:主语 + have/has + 过去分词现在完成时的用法:表示从过去某一时刻开始,一直延续到现在的动作或状态;表示过去发生的动作对现在造成的影响或结果。
过去完成时的构成:主语 + had + 过去分词过去完成时的用法:表示在过去某一时刻之前已经完成的动作或状态;表示在过去某个时间点之前的动作对过去造成的影响。
七、作业设计1. 作业题目:(1)用现在完成时和过去完成时各写五个句子。
(2)以“我的周末”为题,运用所学时态进行篇章写作。
2. 答案:(1)例句:I have finished my homework. He has gone to the library.(2)篇章写作范文(部分):Last weekend, I had a wonderful time. I have visited my grandparents and had dinner with them. Before that, I had finished my homework.八、课后反思及拓展延伸1. 反思:关注学生在课堂上的表现,针对他们对现在完成时和过去完成时的掌握情况,调整教学方法,提高教学效果。
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
Part 2 Secretarial writingNotice of meetingThe different forms of notice of meeting and examples: Notice of meeting on the blackboard or bulletin board:Notice of meeting in memo:Notice of meeting of an international symposiumLook at the examples on the book of page 58, compare the differences between the English version and the Chinese version in both layout and contents.Writing of Minutes of meetingThe heading of minutes:A meeting is usually of a particular body, e.g. Board of Directors, Department, Finance Committee etc, so the heading should indicate in some way WHAT meeting this is. The heading of minutes is like this: Minutes of the meeting of the Finance Committee held on…MINUTES OF BOARD OF DIRECTORS MEETINGBOARD OF DIRECTORS--Minutes of meeting held on…The generic structure of minutes:The minutes of meeting include:1 What the meeting was about(heading)2 When and where the meeting was held(time & place)3 Who attend the meeting(presiding, present, absent)4 What happened at the meeting(agenda & activities)The format of minutes of meeting:[layout 1][layout 2]Past tense and passive voice in minutes:Past tense and passive voice are often used in minutes, for example: ◆ The Minutes of the meeting held on 21 January 1999 were agreed andsigned.◆ The Continuing Education Schemes of Study were discussed and thefollowing observations were made:◆ A letter received by Alwyn Roberts from the Welsh Funding Councilwas noted.◆ Staff member were recommended to submit as many orders as possible.◆ The testing results were examined and found in the conformity tothe specifications stated.◆ After some discussions, it was decided that…Reported speech in minutes:Reported speech is another distinct feature of minutes, it will be usedin the following examples:notedbelievedobserved/ maintainedSb. Admitted/denied that …Insisted that…called attention to…suggested/proposed/recommend… etc.Amendments in minutes:Making amendments is difficult in wording, following are some examples used in making amendments:deleteshould be deleted to read……the specific line/word delete as irrelevant/inapplicablenot applicable and should therefore deletedMemoranda and office memosFunctions of memoranda:Memoranda are drawn up in legal language and signed by both parties. They make specific information a matter of record. They serve as legal documents that can be referred to and used as the basis for review and action or as a source material. It is a record of joint efforts and negotiations between the two parties concerning the cooperation in manufacturing and selling of a brand product. It has the function as a Letter of Intent, which will serve as the basis for the signing of a format contract.Functions of memos:1 Memos record policies, decisions and action items agreed to at a meeting or conference. They provide summaries of meetings for participants as well as for those who are absent.2 Memos serve as an effective medium of office communication. They provide an easy channel through which the executive and the stall communicate with each other. On the one hand, the executives can inform staff of policies, procedures, and actions. On the other hand, staff can report to the superior, to make proposals or to ask for comments, approval and instructions. Staff member may also use the memo to brief each other on new developments or to make comments or requests. Communicating through memos saves time and avoids lengthy conversations.3 Memos may also be sent to individuals both inside or outside the institution to confirm the understandings reached after a telephone conversation or an interview, especially when the matter concerned isimportant.The format of memos:Writing practice:Write a short memo for the following purpose.to call a meeting of your staffto warn employees that they will be penalized for negligence of fire precaution measuresto recommend a raise in salary for an employeeto announce the retirement of 2 long-term employeesto request suggestions from employees for improving the quality of productionClassification of business reports:Informal & analyticAn informal report contains facts. It presents a situation as it is, not as it should be. The writer does not include his own opinions, nor does he offer his conclusions or recommendation.An analytic report contains not only facts but also analysis of the facts and the writer’s conclusions or recommendations. The analytic report is frequently the basis for an important company decision. Thus the writer shoulders great responsibility. An analytic report might call for the writer’s recommendations on how a new product could be successful marketed, on how a company’s assembly line could be speed up, or how a specific aspect or management could be improved. Informal & formalA formal report, is often organized according to a standard format, such as having a title page, an introduction, a section of detailed discussions.A formal report is often accompanied by a covering letter, which serves to transmit the report from the writer to the reader. It consists of a short message, almost perfunctory in nature.The organizational pattern of business reports:A typical business report is made up of three parts:Introduction: stating briefly the purpose of writing and/or thecircumstances under which the report has beenprepared.Discussion: exploring relevant issues, such as presentingfacts, analyzing statistics and data, anddiscussing implications.Conclusion: summarizing the result of the discussion and makingrecommendations.Business report in contrast with memos:A memo is a short, covering one specific item—giving instructions, Making requests…etc.A report, generally covers broader topics, such as plans for a new product or a study of a problem like declining sales…etc. They are different in genres and have different structure.Business report in contrast with science/ research reports:The form and content of a research report:◆TITLE◆ABSTRACT (vary from 200to 500 words, including a statement of thepurpose of the project, methods and procedures used and principle findings and conclusions)◆INTRODUCTION( a review of other people’s findings, which willexplain your motives for undertaking the project)◆SCOPE OF RESEARCH(which should be clearly stated and defined, whetheryou are searching for or testing hypotheses, suggesting a theory, or merely reporting some observations made under clearly specific conditions.◆METHOD AND PROCEDURES( a detailed description of the methods oranalytical frame work, the steps of research, as well as the equipment and conditions or any other factors which could effect the outcome of research)◆FIDINGS AND OBSERVATIONS(numerical data and other statistics,usually presented in the form of tables)◆ANALYSIS AND INTERPRETATION OF DATA◆CONCLUSIONS(such as re-examining the hypothesis, to be rejected ifthe data show it to be wrong; or to be accepted if supported by the research.)◆IMPLICATIONS(a discussion of how your research may provide a betterunderstanding of a board are of science)Writing practiceBased on your own experience write a report.Layout of an itinerary:Verbs forms in itineraries:Details of planned activities in an itinerary are rarely given in full sentences; usually they are presented in verbs phrases. For example: Leave Beijing International Airport for San FranciscoArrive at San Francisco International AirportMet by Mr. T. Keith and Miss Louis Lowes and transferred to Holiday Inn Dinner at hotelMeeting with Mr. Antonio…Essential quality in writing itineraries:In preparing an itinerary, you need to find out information about: a)Details of each departure, arrival, and intermediate stops,including exact time, date and placesb)Dates and detailed schedules of talks/meetings, appointments,functions or events if they are included in the programme.c)Special interests of the individual/delegation, such as places tosee, or other requests.The most important quality for an itinerary is ACCURACY, which means that all details are accurate and clear, to ensure this, you should: a)Be sure to indicate clearly the DATE and TIME of each departure andarrival. Use the 24-hour clock for time and avoid confusion. Providea note as to whether the time is local time or not.b)Name the airport or station for each departure/arrival, especiallywhen there is more than one in the city.c)Indicate the type of transport used. Give the name of the airlineand flight number in air travel. Give train number if rail transport is used.d)Give details of the hotel if service is provided, including detailedaddress, telephone number, room category and number as well as information about catering service.e)In listing planned activities, check every detail and languageexpression to make sure that no confusion will arise.Writing practice:Write an itinerary according to the following items:a)由当地导游接至北京饭店,客房已定b)出席使馆招待会c)由张先生带领观光,游览景点包括……d)商务会谈e)拜见(约会)公司总经理f)与进出口部经理会谈g)由副市长陪同参观高科技工业园h)出席总经理在国际饭店的告别宴i)不安排Layout of different kinds of notes: Telephone slip:Visitor slip:Message slip:Mechanics of note writing:a)Notes are simpler in form as compared with letters. You don’t haveto use “dear” at the beginning, but you may do.b)The date of a note is made quite clear. It may be written inabbreviation with or without the year. It may be written in numbers,though possible confusions may arise as 04/02/02 means somethingdifferent to the British and the American.c)It is not necessary to include the complimentary closing, such as“sincerely”“faithfully”at the end, but you must put your name on the note.Stylistic features of note writing:a)Most notes are informal in language and colloquial in tone. It isnot always necessary to use “complete” sentences when writing notes, although there are no rules about this.b)When writing to someone of higher social status or when the relationbetween the addresser and addressee suggests distance, the style may become formal.Organization of different publicity materials:a)company profilesGeneral information about S.C.(i.e. an international bank headquartered in UK)Introducing the bank’s scope of businessconsumer bankingwholesale bankingAdvertising the bank’s image & strengthStrong presence in marketCommitments to customersManagement idealSchool prospectus:Headings of school prospectus:Profiles( a brief history, location, size, programmes…)Facilities ( for study, teaching & research)Accommodation & welfareAdditional information(sport, recreation and social programmes) Contact detailsSome schools may create separate sections following the headings of: HistoryLocationAcademic curriculumCourse feesEnglish language supportAchievements/ key strengthQuality indicatorsCity surveysDescriptions of a city usually concentrate on:LocationSize and physical backgroundClimatePopulationIntroduction of a city for advertising purposes may also include the city’sEconomic foundationDevelopments in foreign tradeEconomic indicatorsOther special strengths and / or featuresUseful expressions and structures:History:Ownership:Location:X is located /situatedX standsThe structure of English letters Traditional layout of English letters: indented styleStructure of business letter:Layout of letters1 Heading 信头If you are writing business letter, the heading should include your full address, for personal letter the address can be used in simplified form.2 Date 日期The date can be written in a number of acceptable ways: 3 September 2001,3 Sept.2001, September 3 2001, 3/09/01. but in business letter, the date should notabbreviated, use 3 September 2001 instead of 3 Sept.2001 or 3/09/01.The British put the day first, followed by the month and year, but the American put the month first, followed by the day and the year. For the British 3/09/01 is 3 September 2001 and for the American is 9 March 20013 reference number 编号The form of this part is usually Your ref: 贵方文件号Our ref:我方文件号4 inside address 封内地址The inside address is the receiver’s name and address, for example:(1)Mr. John Smith(address)(2)Personal Manager(address)(3)Mr. John SmithPersonal Manager(address)5 salutation 称呼Different salutations are used according to how well you know the receiver, for example:Dear + Mr./ Mrs./ Ms./ Miss+ Surname when you know the sex of the person who you are writing toDear Sir or Madam, or Dear Sir/Madam, if you do not know the name or sex of the personDear Sir, if you are writing to a man whose name you do not knowDear Sirs, if you are writing to an institution not an individualDear + given name, if you write a personal letter6 Body of the letter 正文The purposes of the body of the letter:(1)the opening paragraph makes a start(2)the middle part stated the main points(3)the ending part concludes the letter7 complimentary closing 信尾敬语The closing for business letters are:Yours faithfully, if you are writing to someone whose name you don not know Yours sincerely, if you know the receiver’s name,For personal letter usually put “Best whishes” before “Yours sincerely”8 Signature 签名For business letter, always print your name below your signature, including the official title and courtesy title. For example:Yours faithfully,M. BrownSales ManagerCriteria of good correspondence:( ABC)Accuracy (A)No careless mistake: spelling, punctuation, grammar, your detail in names, titles, addresses, or figures.Brief (B)Contains no unnecessary paragraphs and words, leave out the unnecessary words and expressions.Clear ( C)Understand your own idea and render it in clear, orderly and readable prose. Avoid old-fashioned, high sounding phrases that complicate the message and confuse the reader.Differences between British and American conventionsAmerican BritishDate August 12 th 2001 12 August 2001 Complimentary closing Truly yours, Yours faithfully,Sincerely yours, Yours sincerely, Terminology President ChairmanInc. Ltd.Chief Executive Managing DirectorResume Curriculum Vitae Spelling program programmeinquiry enquiryCovering letter writing:The organization of a covering letterA covering letter is often organized in a three section patterns1 the introductory paragraphWHY I am writingWHAT specific post I am applying forWHERE I got the information to make the application2 the body paragrapheducationwork experienceother relevant experience3 the concluding paragraphrequest a prompt replyrefer to enclosuresoffer further contactsask for an interviewExpressions for writing a covering letter1 to make an openingI am writing to apply for the post of … advertised in …In answer to your advertisement in … for the post of…, I would like to apply for…With reference to your advertisement in…(place) on… (date), I would like to apply for the post/position of…I have learned from…(sb)of your opening /vacancy for…(job), and am therefore writing to apply for the post.2 to present qualifications and experienceI am now a fourth year student in …(department) of ( university) and I expect tograduate in…(date) with a degree in…(displine)I received my …(degree) in…(subject) from…(name of university) in…(date) Since graduation, I have been working with…(name of company) as…(job title) After graduation, I joined…(name of company) and work as…For the past three years, I have been employed by…(name of company)At present, I am working with…(name of company)3 to mention awardsI was awarded the prize of…(title) in…(month/year) for…I won/received the prize/award of…(title)in…(date)4 to refer to enclosuresPlease find enclosed my CV for your reference.Please refer to my enclosed CV for details.5 to ask an interviewI shall be glad to come for an interview.I look forward to meeting you in the interview.I should very much appreciate the chance to talk with you.I should be happy to tell you more about my experience in an interview.6 to request a prompt replyI look forward to your prompt reply.I would be very much obliged if you can give me an early reply.I would be grateful if you can let me know the result of my application in due course.The layout of a CVThe curriculum vitae is a short account in a clear form of the details of your life, it mainly includes:Personal details:name in fulldate of birthplace of birthnationalitymarital statusaddresstelephone numberE-mail address(if any)Education:a precise record of schools and colleges attendeddegree awardsWork experience:a precise record of employment positions held, including part-time work References:Names, profession titles and detailed address of people who will write a reference for you approached.Impressing aspects in applying for jobs:Professional training in their major area of study, i.e. EnglishUsable knowledge in related areas, e.g. business, trade, politics…etc.Relevant work experience, e.g. internship, assistantship, tutorship…etc.Working skills, in interpreting/translation, secretarial writing, computer operation, second foreign languages…etc.Qualifications in standard examinations, e.g. CET-4/6, TOEFL, IELTS,BEC Awards and prizesSpecial personal attributes, e.g. cooperative, interpersonal communication skills, etc.Application procedures for university admission:1 contact the university to obtain an application form and prospects, or download the application form from the internet.2 read the prospects carefully to get guidance on how to complete the form3 fill in the application form and post it to the university’s admission office4 receive from the university the letter of acceptanceContents of a personal statement1 your reasons for choosing the course/award2 the background to your interest in the subject( academic qualifications & professional training)3 the work experiences( employment, working shadowing, voluntary work…etc) and/or personal developments which have been most important to you and which are relevant to your application4 research( experience, skills, scope of study, achievements, etc) to demonstrate your potential5 future career plans6 interests and activitiesEssential qualities of a good personal statement1 The officers look for motivation and character. They want to know whether you have good academic reasons for wanting to study in their institution and whether you have had enough training/qualification to ensure the success of your further academic pursuit.2 the secret of a good personal statement is, a natural and unpretentious style. No need of flowery language, or flatter of the university. Avoid emotive language like “ excellent”“remarkable”“great”“wonderful” etc. such high-sounding modifiers would only produce a negative effect-being insincere or conceited.Writing practice:Write a letter of application to a university in Britain or in the USA, applying for admission into your chosen program. Write your personal statement so as to apply for a scholarship.Fill in application formsStandard headings in university application formsNameThe alternative expressions for the Chinese 姓and 名姓surname family name last name名forename first name Christian name given nameother names in fullOther terms in full may include:full name 姓名any previous family name( which may refer to maiden name, or name in a previous marriage, or to a change of name, as of an immigrant who wants to have a more English name) 曾用名maiden name(a wife’s surname before the marriage)婚前姓氏initials( the first letter or letters of the words of a person’s name or names) 姓名开头字母AddressThe alternative expressions for addressHome addressPermanent addressPostal addressMailing addressPresent/current addressSome forms may require you to provide:Future addressTerm-time addressDatespay attention to the different expression of date between British and American conventions.Programme of study & mode of studyProgrammes of study at higher education are:PhD( Doctor of Philosiphy)MPhil( Master of Philosiphy)MLitt( Master of Letters)MA/MSc(Master of Arts/Sciences)MEd( Master of Education)Diploma/CertificateMode of studyFull-time (research)Full-time (taught)Part-time (research)Part-time(taught)Qualificationsthe details information you should provide about qualifications are:the overall title of each qualification/awardthe awarding authoritythe date the qualification was takenthe individual subjects with any marks obtained and the overall result of the examination, if appropriateresults of school-leaving exams and bridging and access coursesvocational and professional qualificationsdates and results of any recent English languages tests, together with the examination title and awarding board (usually with copies of exam certificateattached)any exams you are about to takethe tests taken by many Chinese applicants to access their level of English include: International English Language Testing System(IELTS), offered on demand at British Council offices and other approved centers throughout the world.Test of English as a Foreign Language(TOEFL), offered monthly at approved testing centers throughout the world.FinanceYou’ll be asked to give the name and address of the person who will be paying for the fees. You may have to provide details of how the fees are to be met. ReferencesYou will be asked to list the name, title and address of two to three people who can comment on your academic abilities and potential. Normally your referee would be one of the following: dean of your college/department, course tutor of your present or last course of studies. If you have been out of education for some time, you may wish to consider one of the following: your current or last employer, or training officer, or a senior collegue.SignatureAny offer of a place you may receive is made on the understanding that in accepting it you agree to abide by the rules and regulations of the university, and by signing the application form you are confirming your agreement to this. By signing the application form, you are also declaring that the information you have provided in the application is true and complete.。