英语写作课教案英文版

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完整)高中英语写作课教案

完整)高中英语写作课教案

完整)高中英语写作课教案1.Honesty2.XXX3.orthiness4.Supportiveness5.Sense of humor6.Kindness7.XXX8.iveness9.Respectful10.XXXBad qualities:1.XXX2.Disloyalty3.orthiness4.Unsupportiveck of humor6.Unkindness7.iving8.Disrespectful9.Unreliable10.SelfishnessStep 2 WritingNow。

let’s write a short story about friends or friendship。

You can use the following prompts to help you:1.Who are the main characters in your story。

What is their nship?2.What is the conflict or problem in the story?3.How do the characters resolve the conflict?4.What is the theme or message of the story?XXX:XXX: XXX FriendsMain characters: Lily and Jane。

best XXX.Conflict: Jane moves away to a different state and they lose touch.n: Lily decides to visit Jane and they reconnect。

realizingthat distance can’t break their friendship.XXX: True friendship XXX.Step 3 SharingShare your stories with the class。

初中英语写作教案(15篇)

初中英语写作教案(15篇)

初中英语写作教案(15篇)初中英语写作教案(15篇)教案是教师对教学目标、教学内容、教学方法和评价方式进行系统规划的产物。

下面是小编为大家整理的初中英语写作教案,如果大家喜欢可以分享给身边的朋友。

初中英语写作教案篇1Good morning ladies and gentlemen,尊敬的各位评委老师上午好!今天我要说课的内容是新目标七年级上册英语Unit8 when is your birthday Section A部分。

我将从以下几个方面阐述我的说课内容。

一、教材分析1、Section A是本单元的重点部分,也是核心教学。

为口语练习课,主要学习日期的表达。

它上承Unit7的数字教学,下接Section B与以后有关日期的英语教学。

因此本部分是前后知识的载体,在本单元以及今后的英语学习中都占重要的地位。

2、教学目标《课程标准》中说:英语教学的目的是培养学生运用语言进行交际的能力,为用而学,在用中学,学了就用。

因此我把本课的教学目标定为以下几个方面:(1)、知识目标①词汇掌握1-12月份,序数词1-31的表达②日常交际用语when is your birthdayMy birthday is ….③语法掌握日期表达法(2)、能力目标在连贯的听说读写活动中,训练学生的逻辑思维,快速反应能力和实践能力,使学生能熟练应用:when is your birthday句型及其回答。

(3)、情感目标热爱生命,孝敬父母的思想教育3、本课的重点难点及其理论依据根据《课程标准》,重点是掌握句型when is your birthday 及其回答.难点是日期表达中月份和序数词的正确使用。

二、教学策略教学的实质是交际,为此我选用了以下教法:1.提问引入法通过提问,由集体,分组,分行回答,或学生逐个回答的形式开展教学,检查和巩固新旧知识。

2.交际功能法通过集体,分组,两人,个人操练等形式,达到交初中英语写作教案篇2各位评委、老师们:我今天说课的内容是仁爱教材七年级下册Unit7 Topic3 SectionA下面我就教材分析、教学方法与学法指导、教学过程等几点对本课进行说明。

英语写作课教学设计全英教案

英语写作课教学设计全英教案

英语写作课教学设计全英教案Title: English Writing ClassLevel: IntermediateDuration: 60 minutesObjectives:1. To introduce and practice various types of English writing.2. To improve students" writing skills, including grammar, vocabulary, and structure.3. To enhance students" creativity and critical thinking through writing tasks.4. To provide opportunities for peer review and feedback on writing.Materials:- Whiteboard or blackboard- Markers or chalk- Handouts with writing prompts or samples- Student worksheets- Writing materials (pens, pencils, paper)Procedure:1. Warm-up (5 minutes)- Greet the students and have a brief introduction to theclass.- Ask students about their experiences with writing in English. What challenges do they face? What do they enjoy about writing? Write their responses on the board.2. Introduction to Writing Types (10 minutes)- Explain the different types of English writing, such as descriptive, narrative, persuasive, and argumentative.- Provide examples of each type and discuss their characteristics.- Ask students to identify the purpose and audience for each type of writing.3. Grammar and Vocabulary Review (15 minutes)- Review relevant grammar points and vocabulary that students can use in their writing.- Use examples and exercises to practice the grammar and vocabulary in context.- Encourage students to ask questions and clarify any doubts they may have.4. Writing Task 1: Descriptive Writing (20 minutes)- Distribute a handout with a descriptive writing prompt or provide a sample paragraph.- Ask students to brainstorm ideas and write a descriptiveparagraph individually.- After the time is up, pair students to exchange and give feedback on each other"s writing.- Discuss some of the best examples as a class and provide feedback.5. Writing Task 2: Persuasive Writing (15 minutes)- Present a persuasive writing prompt or provide a sample paragraph.- Instruct students to write a persuasive paragraph individually.- Pair students again for peer review and feedback.- Discuss the effectiveness of different persuasive techniques used by students.6. Conclusion and Feedback (5 minutes)- Summarize the main points covered in the class.- Ask students to share their thoughts on what they learned and any areas they would like further practice.Extension Activity (optional):- Assign a longer writing task as homework, such as a short story or an argumentative essay.- Provide individual feedback on the students" writing and encourage them to revise and improve it.Note: The timing for each activity may vary depending on the students" level and pace. It is recommended to adjust the activities accordingly.。

英语作文课教案

英语作文课教案

英语作文课教案英文回答:In an English composition class, students learn the essential skills of writing effectively in English. These skills include grammar, punctuation, vocabulary, and organization. Students also develop their critical thinking skills by analyzing and evaluating written texts. Through a variety of writing assignments, students gain experience in different writing genres, such as essays, stories, and poems. They also learn how to conduct research and use sources to support their arguments. By the end of the course, students will have a strong foundation in English writing and will be able to communicate their ideas clearly and effectively.In this lesson, students will learn the basics of writing an essay. They will learn how to choose a topic, develop a thesis statement, and organize their ideas into a logical structure. They will also learn how to use evidenceto support their arguments and how to write effectively in the English language.中文回答:在英语写作课程中,学生学习用英语有效写作的基本技能。

教师资格证英语写作教案模板(共9篇)

教师资格证英语写作教案模板(共9篇)

《教师资格证英语写作教案模板(共9篇)》摘要:seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common. 3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa.,diphthong(记着此处换词).It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound/ə/,( write the /ə/ on the blackboard) remember, when you pronounce the Zhaozhao .You, please.diphthong(记着此处换词)________, you should change the shape of your mouth as you move from one sound to another.Now, / look at the position of my lips when I pronounce this sound.________, ________, ________.Now read after me,________ S: ________. T: ________. S: ________. T: ________. S: ________,By the end of this leon the students: 1.will have a better understanding of the structure and characteristics of an advertisement.2.will grasp some useful words and expreions to describe a good restaurant such as: ...Ability objectives 1.To grasp the use of persuasive sentences.2.To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives 1.To improve the students’ learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discuing.Teaching important and difficult points Task-based approach, cooperating approach and communicative approach. Teaching procedures Step 1Teaching material:必修。

七年级英语写作教案5篇

七年级英语写作教案5篇

七年级英语写作教案5篇学习效率的凹凸,是一个同学综合学习力量的体现。

在同学时代,学习效率的凹凸主要对学习成果产生影响。

当一个人进入社会之后,还要在工作中不断学习新的学问和技能,这时候,一个人学习效率的凹凸则会影响他(或她)的工作成果,继而影响他的事业和前途。

可见,在中学阶段就养成好的学习习惯,拥有较高的学习效率,对人一生的进展都大有好处。

以下是我带来的七班级英语写作教案内容,感谢您的阅读,盼望能关心到您!七班级英语写作教案1Subject: Module5 Healthy food, Unit 2 A lesson in good health Teaching contents:Words: favourite, candy, Coke, hamburger, ice cream, unhealthy Phrases: in good healthTeaching aims:Grammar: Countable and uncountable 1.Learn to use “but” and “and”.2.Learn to use words for food and drinks.Difficulties: Use words for food and drinks to talk about how to be in 3.Make dialogues of how to be in good health.Step1 Revision: Tgood health.Ask and answeralking about food and drinks that the students know. 1.What dopeople eat? 2.What do people drink?3.What is your favourite food and drink? (Learn the new word: favourite) Make lists for food and drinks Food:Meat: beef, chicken, pork…VFruit: apples, pears, oranges…egetable: onion, potatoes, tomatoes, carrot… Drink: milk, water, orange…Get the students to tell the food and drinks are healthy or notAre they healthy? .Step 2 Presentation more words for food and drinks. Is it healthy? Label the pictures with these words:Candy, Coke, fish, hamburger, ice cream, noodles, rice Words family: Make lists for food and drink. Food: candy, fish, hamburger, ice cream, noodles Drink: CokeCountable: hamburger, ice cream, noodles Uncountable: fish, Coke Speak and practise We eat candy, fish……We drink Coke……Ask and answerIs it healthy? Is it your favourite? Are they healthy?Are they your favourite?Step 3 Read and say Are hamburgers and candy healthy food? Listen and answerWhat drink isn’t healthy?Read and tick: Tick the true statements in Part3. Healthy food:_______ Learn and make a conclusion(Learn the new word “unhealthy”) Unhealthy food: To be healthy, we eat noodles or rice and some vegetables. Learn and sayTo be healthy, we drink juice, water and milk, not Coke. ……What’s your favourite food and drink?Ask and answerStep 4 Task.Are they healthy food and drinks? Are they healthy food and drinks? To be healthy, eat noodles or rice and some vegetables. To be healthy, drink juice, water and milk, not Coke.Learn and say AndMeat and fish are healthy food.ButHamburgers and candy aren’t healthy food. Meat and fish are healthy food but hamburgers and candy aren’t healthy Join sentences with but in Part 5. food.Write: Complete this sentence for youTalk about students’ families and classes with “and” or “but”. I have got two brothers and a sister.I haven’t got any brothers, but I have got a sister. There are five pictures There are 25 girls and 30 boys in our class.in my classroom, but there isn’t a computer.七班级英语写作教案2课题:Unit3 Topic1 SectionC English Around the world1、Teaching aims and demands 教学目标和要求(1)Learn some new words and useful expressionsStudy、show、number、more and more、leading position (2)Learn “Passive voice”(被动语态)2、Teaching importance 教学重点(1)Learn “Passive voice”(2)improve students ability of reading and comprehension3、Teaching difficulties 教学难点The use of “Passive voice”4、Teaching procedures 教学步骤Step1、greeting (1 minute)Good morning, everybody! First let me introduce myself to all of you. My name is XueZhihui. You can call meTina. I’m so happy to stand here. Today We’ll talkabout an article named “English Around the world”. Nowlet’s begin our class. OK? (中文复述一遍)Step2、Explanation(讲解)(35 minutes)(1)Write the title on the blackboard “”English Around theworld. Ask one to explain the meaning of the title and then evaluate his or her answer. (2minutes)(2)Give 5 minutes to students to go through the first twoparagraphs. Write a question on the blackboard “Why is English more and more widely used in the world?(2 minutes)(3)ask one to answer the question and evaluate the performance. Explain the importance of grasping general idea in reading an article.(2 minutes)(4)Ask one of the students to read the first paragraph.Correct the pronunciation errors. Encourage his or her performance.(2 minutes)(5)Analyze several points of the first and the secondparagraph. Many interactions are included in the process.(10 minutes) (6)Ask one to summarize the first and the second paragraph.Praise the student. Let them to write the answer on the paper. Explain to them “mastering the idea of each paragraph is crucial to understand the whole article”.(2 minutes)(7)Ask one to read the third paragraph. Correct thepronunciation errors. Evaluate his or her performance.(2 minutes)(8)Analyze several points of the third paragraph.Communication and interactions are necessary.(10 minutes)(9) Make a summary of the third paragraph ——Great Britain becamea powerful country, so English became an Ineternational languages. At the same time, the internet Has helped English become much morepopular.Step3、Summary( 2 minutes)(1)New words and useful expressions(2)Passive voiceStep4、Saying goodbye (2 minutes)OK. That’s all for today. I hope you can review whatyou have learned in today’s class and do some related exercise after class. I also want you to prepare for next two paragraphs. I’ll ask you some questions at the beginning of next class. (中文复述一遍). Is everything clear? OK. The class is over. See you next time!七班级英语写作教案3一、教学目标:1. 语言学问目标:1) 能把握以下单词:guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能把握以下句型:① —Can you play the guitar? —Yes, I can./ No, I cant.② —What can you do? —I can dance.③ —What club do you want to join? —I want to join the chess club.2) 能了解以下语法:情态动词can的用法want to do sth.的用法2. 情感态度价值观目标:以培育同学的一种群体意识。

2024年英语写作课教案英文版

2024年英语写作课教案英文版

2024年英语写作课教案英文版一、教学内容This teaching plan is based on Chapter 5 of the English writing textbook for senior high school, which focuses on narrative writing. The detailed content includes the basic structure of a narrative essay, techniques for vivid description, and how to create an engaging plot.二、教学目标1. Students will be able to understand the elements and structure of a narrative essay.2. Students will learn to use various descriptive techniques to make their writing more vivid and engaging.3. Students will be able to write a narrative essay witha clear plot and welldeveloped characters.三、教学难点与重点The main difficulties and focuses of this lesson are:1. How to effectively use descriptive language to createa vivid setting and characters.2. How to organize the plot in a logical and engaging manner.3. How to provide constructive feedback to peers to improve writing skills.四、教具与学具准备Materials needed for this lesson include:1. Whiteboard and markers for the teacher to demonstrate and illustrate key points.2. Handouts with writing prompts and descriptive language exercises.3. Peer evaluation sheets for students to provide feedback.五、教学过程1. Introduction (10 minutes)Engage students with a practical scenario: Sharing a personal experience that inspired them.Introduce the objectives of the lesson and briefly go over the structure of a narrative essay.2. Presentation (20 minutes)Explain the elements of a narrative essay, including setting, plot, characters, and resolution.Provide examples of vivid descriptions and techniques to engage the reader.Discuss how to organize the plot in a logical sequence.3. Guided Practice (15 minutes)Give students a writing prompt and guide them through the process of brainstorming ideas and creating an outline.Conduct a group discussion to share and provide feedback on the outlines.4. Independent Practice (20 minutes)Instruct students to write a narrative essay based on their outline.Encourage them to use descriptive language and focus on the structure of the essay.5. Peer Evaluation (15 minutes)Students exchange their essays with partners and provide constructive feedback using the evaluation sheets provided.6. Sharing and Reflection (10 minutes)Select a few students to share their essays with the class.Discuss strengths and areas for improvement in their writing.六、板书设计The board will display the following information:1. The structure of a narrative essay.2. Key descriptive techniques and phrases.3. The writing process steps: brainstorming, outlining, writing, and revising.七、作业设计Homework:1. Revise the narrative essay based on the feedback received.2. Write a reflective paragraph on the writing process, discussing what they found challenging and how they overcame it.Sample Homework Answer:I found it challenging to create vivid descriptions in my narrative essay. However, after incorporating techniques such as using sensory details and strong action verbs, my writing became more engaging. I also realized the importance of organizing my thoughts through an outline before starting to write.八、课后反思及拓展延伸1. Reflection:Assess the effectiveness of the teaching methods and the students' understanding of narrative writing.Consider any adjustments needed to better support students' learning.2. Extension Activities:Provide additional writing prompts for students to practice narrative writing.Encourage students to explore different writingstyles and techniques reading diverse narrative texts.重点和难点解析一、教学内容:描述性语言的使用和情节的组织1. 五感描述:教授学生如何运用视觉、听觉、嗅觉、味觉和触觉来描述场景和人物,使作文更具立体感。

小学英语教案范文全英文版

小学英语教案范文全英文版

小学英语教案范文全英文版IntroductionIn today’s world, English is one of the most important languages that children need to learn. Hence, a well-prepared English lesson plan for primary school students is essential for teachers to effectively teach English. This document presents a sample English lesson plan for primary school students, focusing on vocabulary building and sentence formation.Lesson Objectives1.To introduce new English vocabulary words related to animals.2.To practice using the new vocabulary in sentences.3.To engage students in a fun and interactive learning experience.Lesson PlanWarm-up (10 minutes)•Greet the students and review the previous lesson’s vocabulary.•Play a quick vocabulary game where students match pictures of animals with their corresponding names.Presentation (15 minutes)•Introduce new animal vocabulary words (e.g., lion, elephant, monkey) using flashcards.•Pronounce the words clearly and have students repeat after you.•Display pictures of the animals and have students describe them using the new vocabulary.Practice (20 minutes)•Divide the class into small groups and give each group a set of animal flashcards.•Ask students to form sentences using the new vocabulary words.•Walk around the class to provide assistance and feedback to each group.Production (15 minutes)•Have each group present their sentences to the class.•Encourage other groups to ask questions about the sentences.•Give positive reinforcement and corrections as needed.Review (10 minutes)•Review the new vocabulary words and practice using them in sentences as a whole class.•Assign a small task for homework related to the lesson.ConclusionThis sample English lesson plan offers a structured and engaging approach to teaching English vocabulary to primary school students. By incorporating various activities such as games, group work, and presentations, teachers can create a dynamic learning environment that caters to the diverse needs of young learners. With proper planning and execution, English lessons can be both educational and enjoyable for students.。

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”。

英语写作课教学设计(共7篇)

英语写作课教学设计(共7篇)

英语写作课教学设计〔共7篇〕第1篇:英语写作课教学设计英语写作课教学设计一、教学目的知识目的: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、学会内容表达的完好性、行文的连接性、遣词造句的准确性。

才能目的:进步学生写作程度和综合运用英语的才能。

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。

在老师的指导下进展答复以下问题,小组讨论。

1、要求学生答复以下问题: What is pocket money? Do you have pocket money?2、四人小组讨论以下题目: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,老师巡视,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,指导他们掌握英语根本句型,尤其是五个根本句型和动词句型。

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 discu how to write a report on “How to use pocket money for Junior school student?”〔二〕Presentation指导学生分析^p 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〔总分值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”。

请你根据提示写一篇发言稿。

使用方式好处存入银行养成节约的习惯购置书籍获取知识其他培养兴趣〔音乐、体育、集邮等〕注意:1、词数:80左右;What should we write? 2)What expreions and sentence can we use? 3)How can we organize the neceary information and the related ideas we want to write?再要求学生分小组讨论〔4人1组〕。

英语写作课优秀教学设计

英语写作课优秀教学设计

英语写作课优秀教学设计英语写作课优秀教学设计模板(通用6篇)作为一名教职工,常常需要准备教学设计,借助教学设计可以促进我们快速成长,使教学工作更加科学化。

那么问题来了,教学设计应该怎么写?以下是店铺精心整理的英语写作课优秀教学设计模板,希望能够帮助到大家。

英语写作课优秀教学设计篇1一、教学内容议论文写作训练,以“九年级的学生应不应该进行体育锻炼”为话题,针对学生不知道如何才能写好一篇议论文的情况,开展一节如何写好一篇议论文的专题课。

二、学情分析本堂课的教学对象是九年级的学生。

他们积累了语言运用的一定基础,班级整体英语学习的氛围较好,有能力完成本堂课的写作任务。

但是大部分学生缺乏谋篇布局的能力:句子结构单一,篇章缺乏逻辑性和条理性;尤其是对议论文的写作,很大一部分学生不能抓住重点,写出的文章观点不明确,论据不充分。

在这样的情况下,给予学生正确的方法和理念的指导是非常必要的。

三、教学目标(一)、写作技能目标1、了解并掌握议论文的写作的基本技能,并能运用这些基本技能更好地完成一篇短文。

2、培养学生发现问题的能力,提高学生解决问题的水平。

3、学会把握语篇的整体性、关联性和逻辑性。

4、培养写作中的创新意识和想象力。

5、学会运用正确的评价方式反思自己的写作行为和结果。

(二)、学习策略目标1.从字词到句子再到文章的整体教学流程,使学生能学会如何思考一篇文章的写作流程。

2.采取小组合作形式,与同伴合作交流,互相帮助共同提高写作技能。

(三)、情感目标使学生能明白体育锻炼和抓好学习二者之间的辩证关系,能过正确对待合理的体育锻炼;培养学生的合作学习的意识,为今后的学习打好基础。

四、教学重点与难点1. 如何掌握议论文的基本结构,写好一篇议论文。

2.掌握议论文的基本写作技巧;怎样把握文章的整体性、关联性和逻辑性。

五、教学过程Pre-writingActivity 1. Show the students some sentences in Chinese, get the students to translate them into English.1. 作为九年级的学生,我们每天都有大量的功课要做。

英语写作教案范文全英文版

英语写作教案范文全英文版

英语写作教案范文全英文版English: In this writing lesson, students will learn how to effectively structure and present their ideas in a coherent and cohesive manner. They will be introduced to the basics of creating a well-organizedand well-developed essay, including the introduction, body paragraphs, and conclusion. Students will also learn about the importance of using strong evidence and persuasive language to support their arguments. Additionally, they will practice incorporating transition words and phrases to create a smooth flowof ideas. By the end of the lesson, students will have the skills and confidence to write clear, compelling, and well-structured essays.中文翻译: 在这节写作课上,学生将学习如何有效地组织和表达他们的观点,以一种连贯和一致的方式呈现。

他们将被介绍到创建一个有条理和发展健全的文章的基础知识,包括引言、主体段落和结论。

学生们还将学习使用有力的证据和有说服力的语言来支持他们的论点的重要性。

此外,他们将练习整合过渡词和短语,以创建思想的流畅过渡。

初中英语写作课说课稿英文版

初中英语写作课说课稿英文版

初中英语写作课说课稿英文版Title: The Power of PerseveranceLadies and Gentlemen,Today, I'd like to share with you a lesson on the essence of perseverance, utilizing the English language as a tool for personal and academic growth. This lesson is designed to inspire students to embrace challenges, stay determined, and believe in their ability to overcome obstacles.Firstly, we'll delve into the definition of perseverance. Through a series of interactive activities, students will explore various examples of perseverance in daily life, both in their personal and academic pursuits. This will help them grasp the concept and its relevance to their lives.Next, we'll move on to the power of perseverance. Here, students will read and analyze a selection of motivational quotes and stories that highlight the impact of perseverance in achieving goals. They willengage in group discussions to share their insights and understand how these stories resonate with their own experiences.The main part of the lesson focuses on a hands-on writing task. Students will be asked to write a short essay on a challenge they faced and how they overcame it through perseverance. This exercise aims to foster critical thinking and encourage them to apply what they have learned about perseverance into their own lives.To conclude, students will share their essays with the class, providing an opportunity for them to receive feedback and suggestions on their writing. This peer-to-peer learning not only helps them improve their writing skills but also instills a sense of community and encouragement among classmates.By participating in this lesson, students will not only enhance their English language skills but also gain valuable life lessons on the importance of perseverance. I believe this lesson will be both engaging and enlightening for all involved. Thank you.。

大学英语写作教案英文版

大学英语写作教案英文版

Objective: To improve students' writing skills, including the ability to express ideas clearly, organize information logically, and use appropriate vocabulary and grammar.Duration: 2 hoursMaterials:1. Whiteboard and markers2. Handouts: Writing prompt, checklist for essay writing, and model essay3. Writing samples from previous lessons4. Computers with internet access (optional)Introduction (10 minutes)1. Begin the class by reviewing the previous lesson's writing assignment. Ask students to share their experiences and any challenges they faced.2. Discuss the importance of writing skills in university education and future careers.3. Introduce the writing prompt for the new lesson.Body (1 hour)1. Write the writing prompt on the whiteboard and ask students to brainstorm ideas related to the prompt.2. Divide the class into small groups and have them discuss their ideas and choose a topic for their essay.3. Provide each group with a checklist for essay writing to guide them through the writing process.4. Have each group write a draft of their essay, emphasizing the importance of clear organization and appropriate vocabulary.5. While the groups are working, circulate around the classroom andoffer guidance and feedback on their drafts.6. After the groups have finished writing their drafts, ask them to share their essays with the class.7. As a class, review the essays and discuss the strengths and weaknesses of each essay.8. Provide feedback on the essays, focusing on the following areas:- Clear organization- Logical flow of ideas- Appropriate vocabulary and grammar- Use of supporting evidenceConclusion (30 minutes)1. Ask students to reflect on the writing process and what they learned from the lesson.2. Summarize the key points of the lesson, emphasizing the importance of clear organization, logical flow of ideas, and appropriate vocabulary and grammar.3. Assign a follow-up writing assignment that builds on the skills learned in this lesson.4. Provide additional resources for students to continue improving their writing skills, such as online writing labs or writing workshops.Assessment:1. Evaluate students' writing assignments based on the checklist for essay writing and the criteria mentioned in the feedback.2. Keep track of students' progress throughout the course and adjust the lesson plan as needed to address their individual needs.By the end of this lesson, students should be able to:1. Identify the key components of a well-organized essay.2. Develop a clear and logical argument.3. Use appropriate vocabulary and grammar in their writing.4. Receive and apply constructive feedback on their writing.。

小学教资英语作文课的教案模板

小学教资英语作文课的教案模板

小学教资英语作文课的教案模板Title: Lesson Plan for Elementary English Writing Class。

Objective:To help students understand the structure and elements of a good English essay。

To teach students how to brainstorm and organize their ideas before writing。

To guide students in writing a well-structured and cohesive essay。

Materials Needed:Whiteboard and markers。

Handouts with essay prompts。

Sample essays for analysis。

Writing paper and pencils for each student。

Introduction (10 minutes):Begin the lesson by discussing the purpose of writing essays in English. Explain that essays are a way for students to express their thoughts and ideas in a structured and organized manner.Show examples of well-written essays and discuss the key elements such as introduction, body paragraphs, and conclusion.Introduce the essay prompt for the day and explain the topic to the students.Brainstorming (15 minutes):Ask students to brainstorm ideas related to the essay prompt. Encourage them to write down any thoughts or ideas that come to mind.Discuss the importance of organizing their thoughts before writing and show them how to create an outline for their essay.Writing (30 minutes):Instruct students to begin writing their essays based on the outline they created during the brainstorming session.Circulate around the classroom to offer assistance and guidance to students as they write.Encourage students to focus on their writing and to use descriptive language to support their ideas.Peer Review (15 minutes):Have students exchange their essays with a classmate for peer review. Instruct them to look for areas where the essay can be improved and to offer constructive feedback.Emphasize the importance of constructive criticism and how it can help improve their writing skills.Discussion and Analysis (20 minutes):Lead a class discussion on the essays written by students. Ask students to share their thoughts on the writing process and any challenges they faced.Analyze the structure and content of the essays, pointing out areas of strength and areas for improvement.Provide feedback and suggestions for improvement, emphasizing the importance of clarity, coherence, and organization in their writing.Conclusion (10 minutes):Summarize the key points of the lesson and emphasize the importance of practice and perseverance in improving their writing skills.Encourage students to continue practicing their writing and to seek feedback from their teachers and peers.Assign homework for the students to write another essay based on a different prompt, using the skills they have learned in the lesson.Assessment:Evaluate students based on their participation in the brainstorming and writing process, the quality of their essays, and their ability to provide constructive feedback during the peer review session.This lesson plan is designed to help students develop their writing skills and become more confident in expressing their ideas in English. By providing guidance and feedback, students will learn how to write well-structured and cohesive essays that effectively communicate their thoughts and ideas.。

初中英语写作课教案设计英文版

初中英语写作课教案设计英文版

学校英语写作课教案设计英文版学校英语写作课教案设计英文版1教学目标学习打招呼的用语,询问和相互间的问候。

教学重点打招呼用语,询问对方的特殊疑问句及答复。

教学难点一天中不同时间的打招呼用语教具多媒体、录音机课时1教学课程1.Greeting.2.Warming-upT: Good morning.What’s your nameS: I’m … / My name is…T: How are youS: Fine, thank you. And youT: I’m fine. too.3.Drills1)练习打招呼的用语Good morning/Good afternoon/Good evening。

2)练习询问和相互间的问候。

What’s your name I’m …How are you I’m fine, thank you.4.Practise1)Work in pairs part72) Listen and number3) Write the sentences.5.Conclude6.HomeworkComplete part3#714578学校英语写作课教案设计英文版4教学目标:1、能听说、认读yellow、red、green、blue、brown这些表示颜色的单词,发音正确。

2、能听懂特殊疑问句Whatcolour并能依据状况用It’s…答复,语音语调正确。

3、通过开展同伴学、小组学等向同学进行学习方法的渗透,同时培育同学合作精神。

4、运用评价手段,鼓舞同学大胆运用所学的英语,激发同学学英语、用英语的爱好。

教学重点:能听、说、认读五个颜色单词。

教学难点:鼓舞同学在生活中大胆运用所学英语。

教学预备:1、老师预备红、黄、绿、蓝、棕五颜色笔及相应的单词卡片、磁带、放音机、彩虹图一份、无颜色虹图每组一份。

2、同学预备红、黄、绿、蓝、棕五颜色笔及文具。

教学过程:一、Warmup/Revision1、TPR.(Showmeyourpen/pencil/Englishbook/crayon…)2、EnjoyanEnglishsong“Whoiswearingyellowtoday〞,让同学尝试跟唱,用中文解释“Whoiswearingyellowtoday〞。

英语写作课教案英文版

英语写作课教案英文版

英语写作课教案英文版Title: English Writing Lesson PlanObjective:By the end of this lesson, students will be able to:1. Understand the basic structure and components of a well-written paragraph.2. Use appropriate vocabulary and grammar structures to express ideas clearly and coherently in writing.3. Apply effective writing strategies to improve their writing skills.Level: IntermediateTime: 60 minutesMaterials:1. Whiteboard or blackboard2. Markers or chalk3. Handouts with writing prompts4. Sample paragraphs for analysisProcedure:1. Warm-up (5 minutes)- Greet the students and engage them in a brief discussion about their favorite activities or hobbies.- Write some key vocabulary related to the topic on the board and ask students to share their ideas using these words.2. Introduction to paragraph structure (10 minutes)- Explain the concept of a paragraph and its purpose in writing.- Discuss the three essential components of a paragraph: topic sentence, supporting sentences, and concluding sentence.- Provide examples of well-written paragraphs and analyze their structure together as a class.3. Vocabulary and grammar review (10 minutes)- Review relevant vocabulary and grammar structures that students can use in their writing.- Provide examples and explanations of how to use these words and structures correctly.- Encourage students to ask questions and clarify any doubts they may have.4. Writing activity (25 minutes)- Distribute handouts with writing prompts or topics related to the students' interests or current curriculum.- Instruct students to write a paragraph using the structure discussed earlier. - Encourage creativity and originality in their writing, while also emphasizing the importance of clarity and coherence.- Monitor students' progress and provide assistance as needed.5. Peer feedback and revision (10 minutes)- Pair students and ask them to exchange their paragraphs for peer review.- Instruct students to provide constructive feedback on each other's writing, focusing on areas such as organization, vocabulary usage, and grammar.- Encourage students to make revisions based on the feedback received.6. Conclusion and reflection (5 minutes)- Recap the main points discussed during the lesson.- Allow students to share their experience and insights gained from the writing activity.- Provide positive feedback and encourage further practice to improve their writing skills.Extension activity:For homework, assign students to write a short essay on a given topic using the paragraph structure and writing strategies discussed in class. Encourage them to apply the feedback received during the peer review session.Note: This lesson plan can be adapted and modified according to the specific needs and proficiency level of the students.。

写作课英文教案

写作课英文教案

写作课英文教案Writing Lesson PlanLesson Objectives- Introduce students to the basics of writing in English- Teach students the structure and organization of a well-written paragraph- Provide practice in writing clear and coherent sentencesLesson PlanWarm-up Activity (10 minutes)- Engage students by asking them to write a short paragraph describing their favorite place.- Allow students to share their paragraphs with the class.Introduction to Writing (15 minutes)- Introduce the concept of writing and its importance in various aspects of life.- Discuss the purpose of writing and different types of writing.Structure of a Paragraph (20 minutes)- Explain the structure of a paragraph, including the topic sentence, supporting sentences, and concluding sentence.- Provide examples and explain the importance of each part.Writing Practice (30 minutes)- Divide students into pairs or small groups.- Provide each group with a topic or prompt and ask them to write a paragraph using the structure discussed.- Allow students to share their paragraphs with the class and provide feedback.Sentence Construction (15 minutes)- Teach students how to construct clear and coherent sentences.- Discuss the importance of subject-verb agreement, avoiding run-on sentences, and using proper punctuation.Conclusion (10 minutes)- Review the key points covered in the lesson.- Allow students to ask any questions or seek clarification on any topic discussed.Assessment and Evaluation- Observe students' participation and engagement throughout the lesson.- Evaluate students' paragraphs for clarity, organization, and coherence.- Provide constructive feedback to help students improve their writing skills.Materials Needed- Whiteboard or blackboard- Markers or chalk- Prompts or topics for writing practice- Paper and pencils for students。

英语写作课教案

英语写作课教案

英语写作课教案Lesson PlanSubject: English WritingGrade: 8th gradeDuration: 60 minutesClass size: 30 studentsObjective: Students will be able to write a descriptive paragraph about a place using appropriate vocabulary and sentence structures. Materials:- Whiteboard and markers- Printed pictures of different places- Worksheet with writing prompts- Sample descriptive paragraphsProcedure:1. Warm-up (5 minutes)- Show pictures of different places on the whiteboard.- Ask students to describe what they see in each picture.- Discuss as a class and write down some key vocabulary on the board.2. Introduction (10 minutes)- Introduce the concept of descriptive writing.- Explain that descriptive writing is all about painting a picture with words.- Show a sample descriptive paragraph and ask students to identify the descriptive elements (adjectives, adverbs, figurative language).- Discuss as a class.3. Guided Practice (15 minutes)- Distribute the worksheet with writing prompts to the students.- Explain that each prompt describes a different place and students have to write a descriptive paragraph about it.- Model the writing process by choosing one prompt and writing a descriptive paragraph on the board, thinking aloud while doing so. - Emphasize the importance of using specific and vivid language. - Allow students to work on their own, but move around the class to provide assistance and feedback.4. Sharing and Feedback (15 minutes)- Ask students to share their descriptive paragraphs with a partner. - Encourage them to provide constructive feedback on each other's writing.- Select a few students to share their work with the whole class. - Provide positive feedback and highlight examples of effective language use.5. Independent Practice (10 minutes)- Ask students to choose one more prompt from the worksheet and write a descriptive paragraph individually.- Collect their paragraphs for evaluation.6. Conclusion (5 minutes)- Summarize the main points of the lesson.- Emphasize the importance of using descriptive language in writing.- Provide positive reinforcement and encourage students tocontinue practicing their writing skills.Assessment:- Students' participation in class discussions and activities.- Quality of descriptive paragraphs written during guided practice and independent practice.- Use of appropriate vocabulary and sentence structures.- Ability to provide constructive feedback to their peers.。

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英语写作课教案英文版【篇一:高一英语写作课教学设计】高中英语写作课教学实施及反思为了提高教学质量和升学率,我校实施了一系列的课堂改革举措。

在“三段六环”课堂模式的引领之下,我们都在尽自己所能力争将自己的课堂打造成高效的课堂。

作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。

《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作的精神,使学生掌握一定的英语基础知识和基本技能,形成一定的语言综合运用能力。

作为教师我们要转变自身的角色,确认自己新的教学身份。

我们是学生学习活动的组织者、指导者、参与者。

教师与学生都是课程资源的开发者,共创共生,共同发展。

学校对我们的“三段六环”课堂教学的要求一再强调要突出互动探究环节,这就要求我们的英语教学就必须要建立以学生为主体的英语教育方式,使英语学习既有利于学生打好英语基础,也有利于学生形成健全的人格,更有利于学生去探索,创新。

教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥,做到以学生为主体,同时也要营造一个和谐、民主、轻松的课堂气氛,并在教学过程中注重实效,提高课堂教学效率。

在教学方法上,教师应多采用启发式教学。

教师可以通过设计各种情境,问题来引导学生发现问题,解决问题,并帮助学生自主地总结归纳。

教师的引导要做到含而不露,指而不明,开而不达,引而不发。

下面我谈谈写作课在新课改下的实施情况及我对此的一些反思。

培养学生规范准确的书面表达是高中英语教学目的之一,而英语听说读写四项技能中,写作是相对较难的.在教学中,学生惧怕写作,教师觉得写作教学难,批改学生作文也难,因此一般对阅读理解较为重视,而对写作的重要性认识不足,忽视对学生写的能力的培养,以致有相当一部分学生学了多年外语后,写作能力仍然很差.学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。

针对以上问题,我认为高中英语写作教学的目标必须做到: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。

3、通过词到句子再到文章的训练,提高学生用英语进行思维的能力,培养学生自主学习和协作学习的习惯,锻炼学生用英语进行自我表达和交际的能力;拓展学生的英语思维,发展学生观察与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。

通过写作,教育学生积极参与、主动思维、大胆实践,感受“合作学习”是一种非常有效的学习策略,体会交流思想和共享知识的乐趣。

我以一个教学案例来谈谈我的认识和感悟。

这堂课我主要是要求学生通过所学的单元话题,进行讨论来写出我们如何保持健康。

具体过程如下:step1: lead-in应用2则谚语导入:1. an apple day keeps the doctor away.2. two heads are better than one.唤起注意,酝酿情绪,让学生清楚本次课内容是:1.关于健康话题的写作2.完成写作方式采取“合作”策略在教师的指导下进行回答问题。

1、要求学生回答下列问题(全班分为三大小组分别讨论下列题目)1).what is healthy eating habit?2).what food should we eat to have a balanced diet?3).how can we keep healthy?2、每一组将讨论结果在讲台上展示。

1).关于healthy eating habit2). 关于a balanced diet3).关于keep healthy3、收集话题素材,为写作做热身。

通过以上提问,让学生尽快进入角色,对健康话题说出自己的看法。

让学生分小组活动,四人一组,教师巡视,需要时给予帮助,并参与学生的讨论。

引导学生扩大词汇量和英语惯用法,指导他们掌握话题词汇。

然后,选出某一小组的代表向全班汇报他们小组讨论的内容,再请1—2位学生发表他们的观点。

4、向学生布置接下来的任务:today we are going to write an essay about“how to keep healthy for us students?” step2: 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25分)假如你们学校“英语爱好者俱乐部”将对“健康话题”进行讨论。

请根据下列提示,用英语写一篇发言稿。

内容要应包括:1.部分同学的饮食习惯2.良好的饮食习惯3.个人看法注意:1.发言稿必须包括所有内容要点,可适当发挥;2.发言稿开头与结尾已为你写好,不计入总词数;3.词数:100左右.dear friends,as we all know, we are what we eat. therefore , it’s very important for us to form healthy eating habits.______________________________________________________ ________ that’s all. thank you!一、要求学生认真阅读材料,读完材料后,问学生有关问题1). what should we write?2). what expressions and sentence can we use?3). how can we organize the necessary information and the related ideas we want to write?二、discussion (讨论)再要求学生分小组讨论(4人1组)。

这一过程的任务是拓宽思路,集思广益,讨论找出全部要点并交流如何表达这些要点以及可用哪些词组和句型,应用什么时态。

同时进一步引导学生复习和扩大词汇和短语,使用相关的基本句型。

教师巡视,必要时给予帮助和指导或参与学生的讨论。

三、collection(搜集)选出某一小组的代表向全班汇报他们小组讨论的结果;听同学反馈,请1—2名学生对刚才的汇报作简要的评述。

从文章的内容要点、结构、语言形式、及交际功能的体现等方面进行评述。

然后教师作简要的评述。

收集并整理学生所用词汇、短语,写在黑板上。

四、outline (提纲)要求每位学生各自完成拟写提纲的任务,可以是潦草提纲,这种提纲不仅字迹潦草,往往也是只言片语。

但在应试写作中往往是很有实效的一种写作提纲。

也可以是句子式提纲,在这种提纲中,每一部分的内容用完整的句子列出,能较详尽地体现出实质内容和各部分之间的逻辑联系。

五、writing(请3位同学板书分段落共同完成作文)要求其他学生将写作完成在特定地作文纸上(附有作文评判标准):writing在这一写作阶段,学生在充分准备的基础上进行文字写作实践。

这一阶段的具体任务有四项:1、草稿;2、自检错误;3、文字推敲、润饰;4、初步定稿。

在这一过程中,教师巡视,给以学生必要的帮助和指导,特别是帮助指导一些有困难的学生。

查看学生写作的内容要点是否齐全,表达是否准确,用词、句型结构的使用是否正确,单词拼写是否有误,语法结构的数量和准确性,上下文【篇二:英语作文教案】【篇三:英语写作教案 2】xxxxxx学院教案2013—2014学年度第一学期授课课程:英语写作授课教师:xxxx授课班级:交流生项目英语强化班授课章节名称 chapter 1using proper words教学目的与要求 grasp correct usage of words教学重点 diction教学难点 the ways of distinguishing the levels of words思考题与作业 task 1-2教学内容、设计与时间安排:i. teaching method: discussion and interactionii. teaching proceduresstep 1. revision and lead-in1. tell the function of the words2. discuss the synonyms and antonymsstep 2. presentation:Ⅰ. types of wordsthe words that are often used may be divided, from a stylistic point of view, into three types: formal, common, and colloquialformal words may also be called learned words, or literary words, or bigwords. they mainly appear in formal writing, such as scholarly or theoretical works, political and legal documents, and formal lectures and addresses. many such words contain three or more than three syllables; most of them are of greek or latin origin. they are seldom used in daily conversation, except for special purposes.Ⅱ. choice of wordsthe meaning of a word has two aspects: denotative and connotative. a word’s denotation is what it literally means, asdefined by the dictionary; its connotation is the feeling or idea suggested by it. for instance, country, nation, state and land have more or less the same denotation and may all be translated into guojia in chinese, but their connotations are quite different. country refers to an area of land and its population and government, nation emphasizes the people of a country, state refers to the government or political organization of a country, and land is less precise but more literary and emotive than country.as compared here, these four words may be said to be synonyms. english is particularly rich in synonyms as a result of incorporating words from other languages over the centuries. but we should remember that itis difficult to find two words that are exactly the same in meaning and use. they may be different in stylistic level, in the degree of emphasis, in emotional coloring, in tone, and in collocation. small and little are often interchangeable, but there is some difference in emotional coloring between them. small is objective, while little may imply a feeling of fondness. modest and humble both indicate a lack of pride, but modesty is a virtue and humbleness is not. humble often connotes undue self-depreciation. so they are different in tone: one is laudatory and the other is derogatory.some synonyms have different collocations: they are habitually used with certain words. large, not big, for instance, is used to modify nouns like amount, number and quantity (a large amount of money, a large number of people, a large quantity of beer, etc.). similarly, with nouns denoting personal qualities, such as courage, confidence, ability, and wisdom, not big or large, but great, is commonly used.Ⅲ.general and specific words and synonymscomparatively speaking, some words are more general or more specific in meaning than others. professionals, for instance, is more general than scientists, doctors, teachers, lawyers, journalists, etc. all of which are more specific. but scientists may be called a general word when compared with physicists or chemists, which, in turn, is more general than biochemists.it is easy to see that the specific words on the right are much more concrete and colorful than the general ones on the left; they seem to make the reader see, hear, or feel what the writer wishes to ing specific words should go along with providing details, and then there will be effective and impressive writing. study the following examples.Ⅳ. idioms and some phrasesstep 4. summary:1. make a brief summary of the word usage2. summarize the synonymsstep 5. assignment:chapter 1finish doing the task 1,2 ,3 on p2-14chapter 2 making correct and effective sentences教学目的与要求 grasp the coordinative and subordinate sentences教学重点 the ways of making complex sentences in writing教学难点 the ways of making complex sentences in writing思考题与作业 task 1-13 教学内容、设计与时间安排:discussion and interactionii. teaching proceduresstep 1. revision and lead-in1. review the ways of complex sentence making2. discuss the functions of coordination and subordinationstep 2. presentation:i. coordination and subordination1. some sentences follow climactic order, the last word being the most important, and because many words are piled up before the key word, the sense of climax is made very strong. most of the sentences are compound and compound-complex, and all of them, except the second half of the last sentence, are loose in structure. there is no suspense or climax; the tone is easy, relaxed and informal. the writer uses these loose sentences because he is enumerating facts or ideas of equal importance, and also because he aims at a natural and orderly presentation.loose sentences are easier, simpler, more natural and direct; periodic sentences are more complex, emphatic, formal, or literary.when a sentence contains two or more chapters of the same form and grammatical function, it is one with parallel constructions: such parallel sentences are emphatic and forceful. when a sentence contains two parallel clauses similar in structure but contrasted in meaning, it is a balanced sentence.balanced sentences are impressivebecause of the contrast, and pleasing to hear because of the rhythm. they are mainly used in formal writing, like expository and argumentative prose, and speeches.2.figures of speechthere are various ways of using words figuratively. they are called figures of speech. among the most common of them are: 1. simile it is a comparison between two distinctly different things and the comparison is indicated by the word as or like: 2. metaphor it is the use of a word which originally denotesone thing to refer to another with a similar quality. it is also a comparison, but the comparison is implied, not expressed with the word as or like. if robert burns had written ―0 my loves ared, re rose‖ with the word like omitted, he would have used a metaphor instead of a simile. in the changed line, my love‖ is also compared to a red rose, but there is no word to indicate the comparison; hence rose is a metaphor.step 3. practice:make some coordinative and subordinate sentences according to the knowledge mentioned above.step 4. summary: 1. make a brief summary of the ways of making oordinative and subordinate sentences 2. summarize the contents of this subjectstep 5. class writing exercise: solar energy reference answer: the energy crisis the world is now experiencing has forced scientists to investigate new sources of energy. it is clear that the fossil fuel era is gradually coming to an end. oil and natural gas will be depleted first, followed eventually by coal. the need for developing energy alternatives is thus evident.solar power is receiving wide attention as one of the possible best sources of energy. it has mainly two factors in its favor. firstly, unlike fossil fuels, it is an environmentally clean source of energy. secondly, it is an abundant and inexhaustible source of energy.however, solar power has its disadvantages. one of them is that large collecting areas are required. the second disadvantage is that this system would not work in a cloudy area as well as at night. however, in sunny area, solar power could help solve the energy crisis.step 6. assignment:chapter 2 task1,2p28-34授课章节名称 chapter 3 developing paragraphs。

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