高中英语写作课教学.doc
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。
高中英语写作教案范文
高中英语写作教案范文一、教学目标1. 知识目标：（1）掌握不同类型的写作技巧，如叙述、描述、议论等；（2）学会使用恰当的词汇和句型表达自己的想法；（3）了解英语文章的基本结构，如引言、和结论。
2. 能力目标：（1）能够独立完成各类英语写作任务；（2）能够对自己的写作进行修改和润色；（3）能够与他人合作，共同完成写作任务。
3. 情感目标：（1）培养对英语写作的兴趣；（2）增强自信心，勇于表达自己的观点。
二、教学重难点1. 教学重点：（1）各类写作技巧的运用；（2）丰富词汇和句型的选择；（3）英语文章的基本结构。
2. 教学难点：（1）写作思路的拓展；（2）语言的准确性和连贯性；（3）个性和创新意识的体现。
三、教学方法1. 任务型教学法：通过完成各类写作任务，提高学生的写作能力；2. 交际型教学法：鼓励学生积极参与课堂讨论，培养学生的口头表达能力；3. 案例分析法：分析优秀范文，让学生从中学习写作技巧；4. 反馈评价法：教师及时给予学生反馈，指导学生改进写作。
四、教学过程1. 导入：引导学生回顾已学过的写作知识，为新课的学习做好铺垫；2. 讲解：讲解本节课的写作技巧和注意事项；3. 实践：学生动手练习写作，教师巡回指导；4. 展示：学生展示自己的写作成果，互相评价；5. 总结：教师总结本节课的收获，布置课后作业。
五、课后作业1. 根据本节课所学，修改和完善自己的写作作品；2. 收集优秀的英语范文，分析其写作技巧；3. 准备下一节课的写作任务。
六、教学评价1. 评价方式：采用过程性评价和终结性评价相结合的方式，全面评估学生的写作能力。
2. 评价内容：（1）写作内容：是否符合题目要求，观点是否明确，内容是否丰富；（2）写作结构：文章结构是否清晰，段落划分是否合理；（3）写作语言：词汇和句型是否恰当，语法是否正确；（4）写作表达：是否能够清晰、准确地表达自己的观点。
七、教学反思本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学策略，以提高教学效果。
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。
人教版高一英语必修二Unit4 写作课 课程教学设计
Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。
教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。
通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。
学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。
II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。
而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。
本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。
III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。
这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。
整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。
IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。
高中英语写作课教学设计
人教版高中英语写作课The rubbish pollution problem in Wanning( writing ) 苏能【一】Teaching aims教学目标:1.Get the Ss to learn to use some useful expressions about an environmental problem.2.Develop the Ss’skills of writing a passage about an environmental problem.3.Get the Ss to raise the awareness of protecting the environment and take measures to beautify their hometown. 【二】Teaching important and difficult points 教学重难点:1、Develop the Ss’ writing skills2、Help the Ss to explain causes of an environmental problem and find out the solutions of it.【三】教学设计：这是一节写作课，主要训练学生的写作能力。
这堂写作课分为写作前，写作中和写作后三部分。
写作前：先明确写作目标： write a short passage about an environmental problem ；首先通过一份关于环境污染的调查问卷，让学生思考造成垃圾污染的原因及解决方法。
接着让学生阅读类似范文，分析作者是怎样阐述自己观点的，是什么文体，这种文体应该用什么时态等等；再后来给学生写作准备语言知识。
这样从文章框架、素材及语言上为写作做好了充分的准备。
写作中：老师给学生充足的时间限时写作，营造了一格外静内动的写作环境。
老师则巡查随时给学生个别指导，同时还了解学生写作中的各种情况。
高中英语写作课教学设计
高中英语写作课教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语写作课程。
教学任务是在学生已掌握基本英语语法和句型结构的基础上，进一步提高他们的写作技巧和表达能力，特别是针对不同类型的写作任务，如叙述文、议论文和说明文等。
通过本课程的教学，学生应能够创作内容丰富、逻辑清晰、语言准确、符合英语表达习惯的短文，并在高考英语写作部分取得优异成绩。
2、教学对象教学对象为高中二年级学生，他们已经完成了一年的英语学习，掌握了一定的词汇量和语法知识，具备初步的英语写作能力。
然而，在写作过程中，学生们普遍存在思路不清晰、表达不准确、句型结构单一等问题。
因此，本课程旨在帮助学生克服这些困难，激发他们的写作兴趣，提高写作水平。
同时，考虑到学生个体差异，教学将注重因材施教，关注每个学生的成长和进步。
二、教学目标1、知识与技能（1）掌握不同类型英语写作的基本框架和结构，如叙述文、议论文和说明文等；（2）学会运用丰富的词汇和多样的句型表达思想，提高文章的表达效果；（3）掌握英语写作的技巧和方法，如文章开头、过渡、结尾等；（4）学会分析写作题目，迅速确定写作思路，提高写作速度和效率；（5）通过写作实践，提高语法、拼写、标点等基本写作技能。
2、过程与方法（1）采用启发式教学，引导学生主动思考、积极参与，培养学生的自主学习能力；（2）通过小组讨论、同伴互助等方式，让学生在互动中相互学习、取长补短，提高写作水平；（3）运用案例分析法，分析优秀范文，使学生了解文章的优点，借鉴并运用到自己的写作中；（4）设计不同类型的写作任务，让学生在实践过程中掌握写作方法和技巧；（5）注重课后反馈，及时纠正学生的写作错误，指导学生进行有效的写作训练。
3、情感，态度与价值观（1）培养学生对英语写作的兴趣和热情，激发他们的学习动力；（2）引导学生树立正确的写作观念，认识到写作是一个需要长期积累和反复练习的过程；（3）培养学生严谨、认真的写作态度，注重文章的逻辑性和条理性；（4）鼓励学生勇于表达自己的观点，培养他们的创新意识和批判性思维；（5）通过写作教学，传递正能量，培养学生的社会责任感和价值观。
高中英语写作课教案
Book6 Module3 Interpersonal relationship——Friendship高中英语写作课教案Teaching Aims1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friendsor friendships.Teaching ProceduresStep 1 DiscussionNow, I found 500 pounds in Roy’s pocket. Did Roy steal themoneyfrom the charity? Someonesays ‘yes’, someonesays ‘no’. If Roy did steal the money from the charity, shall I tell theteacher or call the police? If Roy didn ’t steal the money, what should I do?Discuss it in groups of four .Collect answers from students. Draw a conclusion; whetherRoy stole the money or not, we help him all the same. Becausewe’re friends. Friends are the ones we can get help fromand we can trust.In this unit, we have talked a lot about friends and friendship,knowing the importance of friends. And what do you think of a friendor friendship?How to keep friendship?List good qualities and badqualities a friend may have.Suggested answers:Good qualities:outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature Bad qualities:dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming:Step 2 WritingDescribe a problem you had with a friend and give adviceon how to keep friends.Suggested expressions:close, trust, chat, be on good terms, get on very well, keepin touch, get to know, personal matters, be similar to , considerate, warm hearted, honest,一些有关友谊的名言警句如：On friends and friendship:A true friend is one soul in two bodies. (---Aristotle)A friend in need is a friend indeed. (---Ray)Be slow in choosing a friend; slower inchanging.(---Benjamin Franklin)A friend is a present which you give yourself. (---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life. (---William Shakespeare)The bird a nest, the spider a web, manfriendship.(---William Blake)We choose our friend by instinct, but we keep themby judgment. (---Alfred Capus)Friendship is love without his wings. (---GeorgeGordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample:Friendship is one of the most valuable relationship in ourlives, it may even last through you whole life. I have a goodfriend. Sometimes I argue with my friend. For example, once we discussed a problem of our homework, as we held different ideasand wanted to persuade each other, we argued a lot. However,after we found the correct answer, the one that was wrong apologized at once. No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thatstrue, indeed friends are willing to help you all the time. When you are down ,friends raise you up with their hearts .When you lose your way, friends guide you and pull you to the right way. Whenyou have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious. Getting along with friends is just likegrowing plants. We must use patience, trust, and honesty asfertilizer to make friendship stonger. And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands on both sides , so the more you give andthe more you will get . Remember,the key is your sincere heart. Step 3 Promotion and Homework1) Assign another writing task based on the followinginformation:What do you think of a friend or friendship?How to keep friendship?2） Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole class. Suggested sample:Friendship is the most important things in life.Good friend would like to help you when you met some troubles. Real good friends could put each other in their hearts. Real friendshipis like the spring rivers flowing down the mountains,silently. Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is likeyou planting a big tree. You should choose good seeds and take care of it to make it grow. Almost the same thoughts betweeneach other is on base. Maybe fight also will happen. Howto do? To make real friend, you don't be shy to explain your thoughts to the other. Try your best to keep friendship forever. It isnecessary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的, 是交流教学思路的一种发展形态 , 英语教学要以学生为中心 , 教师要为学生设计运用语言的环境 , 通过大量的交流活动总结和掌握语言的规律 , 并在交流活动中实践 , 从而达到目的 . ”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。
高中英语写作课教案
高中英语写作课教案一、教学目标1. 知识目标：（1）让学生掌握英语写作的基本框架和结构。
（2）培养学生运用英语进行表达和交流的能力。
（3）增加学生的词汇量和句型储备。
2. 能力目标：（1）培养学生独立思考和创新的能力。
（2）提高学生的英语写作技巧和表达能力。
（3）训练学生的语法和拼写能力。
3. 情感目标：（1）激发学生对英语写作的兴趣和自信心。
（2）培养学生的团队合作和分享的意识。
二、教学内容1. 写作框架和结构（1）引言部分：引入主题，吸引读者兴趣。
（2）主体部分：明确观点，展开论述，提供论据和例子。
（3）结尾部分：总结观点，提出建议或呼吁。
2. 写作技巧（1）如何选择合适的主题和观点。
（2）如何运用转折词和连接词。
（3）如何使用恰当的词汇和句型。
三、教学过程1. 导入：（1）引导学生回顾已学的写作知识和技巧。
（2）激发学生对写作的兴趣和动力。
2. 讲解：（1）讲解写作框架和结构的重要性。
（2）举例说明引言、主体和结尾部分的写作方法。
（3）讲解写作技巧，如选择主题、运用转折词和连接词等。
3. 实践：（1）分组讨论，让学生选择一个主题，构建写作框架。
（2）让学生进行写作实践，运用所学的写作技巧。
（3）教师提供反馈和指导，帮助学生改进写作。
四、教学评价1. 学生写作作品的评价：（1）评估学生的写作结构和组织能力。
（2）评价学生的词汇和句型的运用能力。
（3）考察学生的语法和拼写错误。
2. 学生写作过程的评价：（1）观察学生在讨论和写作过程中的参与程度。
（2）评估学生在写作过程中的创新和独立思考能力。
五、教学资源1. 教学PPT：展示写作框架和结构的例子。
2. 写作范文：提供不同主题的写作范文供学生参考。
3. 词汇和句型卡片：帮助学生增加词汇量和句型储备。
4. 写作练习册：提供写作练习题目和指导。
六、教学活动1. 小组讨论：让学生围绕一个给定主题，进行小组讨论，构建写作框架。
2. 写作练习：学生根据所学的写作技巧，进行写作练习，完成一篇短文。
高中英语必修一第三单元写作课教学设计
高中英语必修一第三单元写作课教学设计高一张驰Teaching objectives:At the end of the class, students will be able to:1.write a passage to describe an android.e the words and expressions and the grammar item in this unit properly . Teaching important points:How to use the words and expressions properly.Teaching difficult points:How to use the linking words and grammar items properly.Teaching procedures:Pre-writingActivity1. (10’)Show the students some sentences from the reading in this unit to remind them of the words and phrases that can be used to describe a computer.1.I could be made to work as “universal machine”to solve any difficultmathematical problems.2.I have been put into robots and used to make mobile phones as well as help withmedical operations.3.Anyhow, my goal is to provide humans with a life of high quality.4.I am a devoted friend and helper of the human race.5.I am as big as a human. In fact, I look like one too.6.I’m a striker so I have to be able to run very fast.7.In this way I can make up new moves using my “artificial intelligence”.8.After all,with the help of my electronic brain which never forgets anything,using my intelligence is what I’m all about.(Students read the sentences and pay attention to the underlined words and phrases, from which they can learn ways to describe an android.) Ask the students to divide the underlined words and phrases into groups according to the table.Get the students to list more words or expressions to describe a computer.(本环节可以起到承上启下的作用，学生脑海中可以复现本单元中的重点内容；通过回忆下划线的内容，既可以复习巩固，又为新的写作训练架起“引桥”，准备好充足的词汇。
高中英语《写作课》精品教案教学设计模板
高中英语《写作课》精品教案教学设计模板一、教学内容本节课选自高中英语教材第五册第二章，主题为“写作技巧与实践”。
详细内容包括：议论文结构解析、论据展开方法、写作语言技巧以及写作过程中的审题、构思、草稿和修改环节。
二、教学目标1. 让学生掌握议论文的基本结构，能够独立完成一篇完整的议论文。
2. 培养学生运用合理的论据支持观点，提高文章的说服力。
3. 提升学生的写作语言技巧，使文章表达更加准确、流畅。
三、教学难点与重点难点：论据展开方法及写作语言技巧的运用。
重点：议论文结构的掌握、观点明确、论据充分、语言表达准确。
四、教具与学具准备教具：PPT、黑板、粉笔五、教学过程1. 导入：通过展示一篇优秀的范文，引导学生关注文章的结构和语言表达，激发学习兴趣。
2. 讲解：详细解析议论文的结构，讲解论据展开方法和写作语言技巧。
3. 实践：给出一个话题，让学生进行审题、构思、草稿和修改，完成一篇议论文。
5. 例题讲解：分析一篇例文，讲解其优点和可以改进之处，加深学生对写作技巧的理解。
6. 随堂练习：针对本节课所学内容，布置一道练习题，让学生现场完成并给予反馈。
六、板书设计1. 议论文结构：引言、（论点、论据、论证）、结论2. 论据展开方法：举例、对比、引用、解释等3. 写作语言技巧：词汇、句型、连接词等七、作业设计1. 作业题目：以“网络对青少年影响”为话题，写一篇议论文。
2. 答案要求：结构清晰、观点明确、论据充分、语言准确。
八、课后反思及拓展延伸2. 拓展延伸：鼓励学生阅读更多优秀的文章，积累词汇和句型，提高写作水平。
同时，关注社会热点问题，培养学生的思辨能力。
重点和难点解析1. 议论文结构的掌握2. 论据展开方法的运用3. 写作语言技巧的提升4. 教学过程中的互动和反馈一、议论文结构的掌握1. 通过范文分析和讲解，使学生明确各部分的作用和内容。
2. 引导学生关注文章的过渡句和过渡词，理解其在结构中的作用。
3. 练习写作时，要求学生按照结构进行写作，并在修改环节关注结构的合理性。
高中英语《写作课》教案教学设计模板
高中英语《写作课》教案教学设计模板一、教学内容本节课选自高中英语教材第七册“Writing”章节，详细内容包括：文章结构分析、写作技巧讲解、实践写作训练。
重点学习如何构建清晰的文章结构，运用恰当的写作技巧，以及进行有效的实践练习。
二、教学目标1. 理解并掌握文章的基本结构，能够灵活运用到实际写作中。
2. 学会使用写作技巧，提高文章的表达效果。
3. 培养学生的写作兴趣，提高写作能力。
三、教学难点与重点难点：文章结构的设计与运用，写作技巧的灵活运用。
重点：文章结构的掌握，实践写作训练。
四、教具与学具准备1. 教具：PPT、黑板、粉笔。
2. 学具：学生笔记本、教材、写作素材。
五、教学过程1. 导入：通过展示一篇优秀范文，引导学生分析文章结构，激发学生思考。
2. 新课内容：讲解文章结构，分析写作技巧，举例说明。
a. 文章结构：引言、、结尾。
b. 写作技巧：过渡词、同义词替换、句式变化。
3. 实践练习：根据所学内容，进行课堂写作练习。
a. 分组讨论：小组内讨论写作主题，确定文章结构。
b. 个人写作：学生根据讨论结果，进行独立写作。
c. 互相批改：学生互相交换作品，进行批改和评价。
4. 例题讲解：针对写作练习中的共性问题，进行讲解和指导。
5. 随堂练习：针对讲解内容，进行随堂练习，巩固所学知识。
六、板书设计1. 文章结构：引言：背景介绍、主题阐述论点阐述、论据支撑2. 写作技巧：过渡词：表示逻辑关系的词汇同义词替换：丰富词汇，避免重复句式变化：多样化句式，提高表达效果七、作业设计1. 作业题目：以“我的理想”为题，写一篇不少于100词的短文。
2. 答案：见附件。
八、课后反思及拓展延伸1. 反思：本节课的教学效果，学生的掌握程度，以及需要改进的地方。
2. 拓展延伸：鼓励学生多阅读优秀文章，积累写作素材，提高写作水平。
同时，可以开展写作比赛，激发学生的写作兴趣。
重点和难点解析一、教学内容中的文章结构分析1. 引言：背景介绍、主题阐述背景介绍：简要介绍与主题相关的背景信息，为读者理解文章主题提供依据。
高中英语写作教案15篇
高中英语写作教案15篇高中英语写作教案篇12高中英语写作教案篇13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“五步学习法”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念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，使学生把握肯定的英语基础学问和基本技能，形成肯定的语言综合运用能力。
作为老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。
老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“五步学习法”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需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，更有利于学生去探究，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，老师应多采用启发式教学。
老师可以通过设计各种情境，问题来引导学生发觉问题，解决问题，并帮忙学生自主地总结归纳。
老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，老师觉得写作教学难，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，写作能力仍旧很差．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、谋篇布局与连接能力弱。
高中英语写作课教案
高中英语写作课教案目的本教案旨在通过高中英语写作课的教学，帮助学生提升英语写作能力，培养学生的语言表达能力和思维能力，提高学生的写作水平。
教学内容本教案的教学内容包括以下几个方面：1.英语写作基础知识和技巧介绍2.英语写作练习和改进方法探究3.英语写作的常见错误及其纠正方法教学方法1.组织课堂讨论，引导学生关注写作技巧和方法；2.开展写作练习，让学生掌握各种写作技巧；3.组织写作比赛，营造学生写作热情；4.辅导学生作文，帮助学生克服英语写作中的问题。
教学步骤第一阶段：英语写作基础知识和技巧介绍1.阅读楼梯体及其结构特点介绍，并进行课堂讨论；2.解析文章逻辑结构，并通过案例分析让学生更好地理解；3.介绍英语常用句型和词汇，让学生充分利用语言工具，提升写作水平。
第二阶段：英语写作练习和改进方法探究1.通过课堂写作提供机会，让学生掌握写作技巧；2.鼓励学生多写多练，多阅读优秀英文文章，提高思维能力；3.老师进行集体点评和指导，根据学生作文情况，提供改进建议和思路。
第三阶段：英语写作的常见错误及其纠正方法1.介绍英语写作常见错误，如语法、标点、拼写等，在讲解中加强概念和规则的理解；2.通过实例演练，引导学生根据错误分析找到问题所在，并给出改正方法；3.鼓励学生通过自我反思、自我纠正，不断提升英语写作质量。
教学评价本教学内容旨在通过系统化和详实的教学安排，提供全面教育和发掘学生潜力的平台。
教学评估将以实际学习效果为评价方向。
评价指标包括：1.学生的写作水平是否有效提高；2.学生是否能够独立完成英语写作，并做出理性的评估；3.学生是否能认识英语写作中的问题和解决方法。
总结本教案根据高中英语教学大纲的要求和复杂性，强调了基础知识的授予，以培养学生的创造性思维和语言表达能力。
同时，教学质量也将由对学生培养的效果进行评价。
期望通过这样的教学方法，为学生在英语写作的提高及成就做出贡献。
高中英语写作课教案
Task based writing—How to describe a personI. Teaching objectives:Students will be able to:1. Learn how to write a short passage of a great man.2. Get some useful adjectives for describing a person3. Develop studen ts’ awareness of waring4. Get some information about how to write a basic writing.5. Develop students’ writing ability.II. Writing strategies:1. Learning Book1 Unit 5 Nelson Mandela- a modern hero to get some useful adjectives to describe a person2. Knowing how to write a basic writing3. Brainstorm about the topic4. Finish the writing in groupIII. Teaching aids: multi-media equipments (computer, slides, PPT，etc.)IV. Homework: writing another passageV. Teaching proceduresLead inStep 1: T. let students think about how to describe a person. Such as "Mary is a nice girl." "Jim is an outgoing boy."Brainstorming how to describe a person and get vocabulary input. Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writingStep 2 T presents a short passage about a famous singer to students and asks them to guess that who he is.Showing students a sample about how to describe a personFind out:1.Who is he?2.Find out some useful words, expression and sentence patterns in the passage3.If you want to write a composition about a person, how will you write it?While-writingStep 3 1. Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2. Tell students that the passage must be written with five sentences.3. Give students time to get key informationStep 4: Ss try to translate the information they get into five English sentencesSentence Main information1 When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer3-4 What did he do for poor black man in South Africa5 His famous saying and dream.Post-writingStep 5 Group work: Discussion1. Ss check the translation for their partners and discuss how to correct their mistakes2. Thinking: Great people are also famous people, but famous people may not be great people. So what should a great people be?3. What can we learn from a great person.VI. Sample and SummaryStep 6 Show Ss a possible version for the writing and ask them to find out some useful words, expressions and sentence patternsStep 7 Sum up: How can you do a task based writing1. Examining the writing topic and ensure the person, tense and writing style of it.2. Make out an outline which can be translated into five English sentences3. Translate the information you get into five English sentences4. Check your composition and discuss it with you partner5. Correct your mistakes if availableVII. Step 8: Homework (after class)Write an article in the form of task based writing which is about an armless pianist-Liu Wei（刘伟）Book6 Module3 Interpersonal relationship—— Friendship高中英语写作课教案Teaching Aims1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching ProceduresStep 1 DiscussionNow, I found 500 pounds in Roy’s pocket. Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’. If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?Discuss it in groups of four .Collect answers from students. Draw a conclusion; whether Roy stole the money or not, we help him all the same. Because we’re friends. Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends. And what do you think of a friend or friendship?How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers:Good qualities:outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible matureBad qualities:dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming:Step 2 WritingDescribe a problem you had with a friend and give advice on how to keep friends.Suggested expressions:close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest,一些有关友谊的名言警句如：On friends and friendship:A true friend is one soul in two bodies. (---Aristotle)A friend in need is a friend indeed. (---Ray)Be slow in choosing a friend; slower inchanging.(---Benjamin Franklin)A friend is a present which you give yourself. (---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends. (---Abbe Jacques Deille)A faithful friend is the medicine of life. (---William Shakespeare)The bird a nest, the spider a web, manfriendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment. (---Alfred Capus)Friendship is love without his wings. (---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample:Friendship is one of the most valuable relationship in our lives, it may even last through you whole life. I have a good friend. Sometimes I argue with my friend. For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot. However, after we found the correct answer, the one that was wrong apologized at once. No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time. When you are down ,friends raise you up with their hearts .When youlose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the bestears for you.So please cherish your friends, because everyone of them isunique and precious. Getting along with friends is just likegrowing plants. We must use patience, trust, and honesty asfertilizer to make friendship stonger. And never forget ,plantsneed sunshine, so do friends. Often give them some warm and youwill find your hearts are getting closer.Friendship stands on both sides , so the more you give andthe more you will get . Remember, the key is your sincere heart. Step 3 Promotion and Homework1)Assign another writing task based on the followinginformation:What do you think of a friend or friendship?How to keep friendship?2） Instruct the students to write and revise by themselves.3) Let the students hand in their final copies.4) Select some good samples to read to the whole class.Suggested sample:Friendship is the most important things in life. Good friendwould like to help you when you met some troubles. Real goodfriends could put each other in their hearts. Real friendship is like the spring rivers flowing down the mountains, silently. Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree. You should choose good seeds and take care of it to make it grow. Almost the same thoughts between each other is on base. Maybe fight also will happen. How to do? To make real friend, you don't be shy to explain your thoughts to the other. Try your best to keep friendship forever. It is necessary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。
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”。
高中英语写作课逐字稿
以下是一篇关于高中英语写作课的1500字逐字稿：课程主题：高中英语写作课教学目标：1. 帮助学生掌握英语写作的基本技巧和方法。
2. 提高学生英语写作的表达能力。
3. 培养学生的英语思维和表达能力。
授课人：XXX课堂时间：X小时课程内容：一、英语写作基础1. 英语写作的重要性* 培养学生的英语表达能力。
* 提高英语交流和沟通能力。
* 为高考和未来升学做好准备。
2. 英语写作的特点* 表达清晰、准确。
* 用词准确、丰富。
* 语法正确、规范。
二、写作技巧和方法1. 审题技巧* 仔细阅读题目，明确写作要求。
* 确定文章体裁和主题。
* 分析题目中的关键词和关键信息。
2. 写作步骤和方法* 开头：简洁明了，引入主题。
* 主体：按照题目要求，分点论述。
* 结尾：总结观点，强调重点。
* 注意：结构清晰、逻辑严谨、语言得体。
三、范文分析1. 选择一篇优秀范文进行讲解和分析，引导学生了解优秀作文的特点。
2. 讲解范文中出现的语法、词汇和句型等知识点。
3. 引导学生模仿范文进行仿写，提高写作水平。
四、课堂练习和互动环节1. 给学生提供一些写作题目，让学生进行自由创作和发挥。
2. 组织学生分组讨论，分享自己的写作思路和想法，互相学习和交流。
3. 教师对学生的作文进行点评和指导，帮助学生提高写作水平。
五、课后作业和反思环节1. 布置课后作业：学生自行选择题目进行写作，字数不少于XX字。
2. 要求学生反思本次课程的学习收获和不足，以及如何改进和提高自己的写作水平。
3. 教师对学生的作业进行批改和反馈，帮助学生进一步改进和提高自己的写作能力。
课程总结：感谢大家的积极参与和配合，本次高中英语写作课的目标已经基本达成。
通过本次课程，学生们不仅了解了英语写作的基本技巧和方法，还掌握了如何审题、写作和仿写，同时也提高了自己的英语表达能力。
在课堂练习和互动环节中，学生们表现出了极高的热情和创造力，也让我深刻感受到了学生们的学习潜力和无限可能。
人教课标版高中英语必修1 Unit3_写作课_名师教学设计(一)
Unit3 写作课名师教学设计（一）课题：基于思维导图展开读后续写教学－－以Module 1 Unit 3 Travel Journal写作课为例一、教材分析所上的教学内容为人教版模块一第三单元的写作部分。
授课老师根据浙江省新高考读后续写的题型，整合了课文的reading和using language的阅读部分，出了一份读后续写的题型进行授课。
二、学情分析学生为高一年级的学生，因为学生并没有接触过读后的练习，对新题型比较生疏，授课老师希望通过指导学生用思维导图构思续写的故事和内容，帮助学生理清思路，组织好语言。
三、Teaching Contents教学内容是教师自己改变的读后续写题型：读后续写，阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamt about taking a great bike trip. After graduating from college, we finally got the chance to take a bike trip. It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Although it was autumn, the snow was already beginning to fall in Tibet. Our legs were so heavy and cold that they felt like blocks of ice. Have you ever seen snowmen ride bicycles? That’s what we looked liked! Along the way children dressed in long wool coats stopped to look at us. In the late afternoon we found it was so cold that our water bottles froze. However, the lakes shone like glass in the setting sun and looked wonderful. Wang Wei rode in front of me as usual. She is very reliable and I knew I didn’t need to encourage her. To climb the mountains was hard work but as we looked around us, we were surprised by the view. We seemed to be able to see for miles. At one point we were so high that we found ourselves cycling through clouds. Then we began going down the hills. It was great fun especially as it gradually became much warmer. In the valleys colorful butterflies flew around us and we saw many yaks and sheep eating green grass. At this point we had to change our caps, coats, gloves andtrousers for T-shirts and shorts.In the early evening we always stop to make camp. We put up our tent and then we eat. After supper Wang Wei put her head down on her pillow and went to sleep but I stayed awake. At midnight the sky became clearer and the stars grew brighter. It was so quiet. There was almost no wind—only the flames of our fire for company. As I lay beneath the stars I thought about how far we had already travelled.注意：1.所续写短文的词数应为150左右；2.应使用5个以上短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。
高中英语《写作课》教案教学设计模板
高中英语《写作课》教案教学设计模板一、教学内容本节课选自高中英语教材第九单元“English in Use”中的写作部分，详细内容为第四章“Writing: Describing People and Things”。
通过本章学习，学生将掌握如何运用丰富的词汇和句型描述人物和事物。
二、教学目标1. 能够熟练运用教材中提供的词汇和句型，进行人物和事物的描述。
2. 提高学生的写作能力，培养其观察力和想象力。
3. 增强学生的合作意识，培养其团队精神。
三、教学难点与重点1. 教学难点：如何运用丰富的词汇和句型进行人物和事物的描述。
2. 教学重点：掌握描述人物和事物的基本方法，提高写作能力。
四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔。
2. 学具：教材、笔记本、文具。
五、教学过程1. 导入：通过展示一组人物和事物的图片，引导学生观察并描述其特点，激发学生的学习兴趣。
2. 新课内容：讲解教材中关于描述人物和事物的词汇、句型，结合例句进行讲解。
3. 实践情景引入：分组让学生相互描述组内成员的外貌、性格特点，以及身边的事物，锻炼学生的实际运用能力。
4. 例题讲解：选取一道关于描述人物或事物的写作题目，进行详细讲解和指导。
5. 随堂练习：让学生根据所学内容，现场完成一篇描述人物或事物的短文。
6. 互动环节：学生相互批改短文，并提出修改意见，共同提高写作水平。
六、板书设计1. Writing: Describing People and Things2. 主要内容：人物描述：Physical appearance, Personality traits事物描述：Size, Shape, Color, Material, Function常用词汇：常用句型：七、作业设计1. 作业题目：描述一位你熟悉的人物或事物。
2. 答案示例：[人物描述示例]My best friend is Tom. He is tall with black hair and brown eyes. Tom is very outgoing and friendly, so he has a lot of friends. He is also a talented musician who plays the guitar beautifully.[事物描述示例]The watch on my desk is a birthday gift from my parents. It is a silver watch with a round face and a leather strap. The watch is not only a timetelling device but also a symbol of my parents' love and expectations for me.八、课后反思及拓展延伸1. 课后反思：本节课的教学效果如何？学生是否掌握了描述人物和事物的方法？如何改进教学手段以提高学生的写作能力？2. 拓展延伸：鼓励学生在课后观察周围的人物和事物，进行写作练习，提高写作水平。
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高中英语写作课教学
英语写作课不知讲些什么，学生写作时不知从何写起，作文不成句，语法错误，一直是老师们的困惑，也是学生的绊脚石。
到底写作课该如何上，怎么下手，下面分享几点方法：
高中英语写作课教学
一、消除学生的恐惧心理，培养写作习惯
针对我校学生基础差，学习习惯不好的状况，首先让学生知道，
写作并不难，就是把我们要说的话，用自己的话写出来，我们平时讲
课的例句就是很好的素材，只要稍加整理即可，关键是敢写。
二、注意平时积累词汇，打好写作基础
平时上课尤其是词汇教学时，注意提醒学生积累一些例句，段落甚至是名人名言。
要求学生背诵课文中的佳句和词汇句型较多的段
落，这样可以帮助学生理解课文内容，背诵重点句型和短语，积累话
题写作的素材，培养学生的语感。
课下注意收集各种体裁的写作篇
章结构以及开头结尾常用的优美句型。
三、练习写作的句式变化，进行专题指导
写作水平的提高非一日之功，也不能光说不练，积累素材完成后，教师要进行针对性的写作方法指导。
首先，训练过程要循序渐进，要让学生体验到成功，有信心，愿意去写作，并且要安排由易到难，由课内到课外，有机械到灵活。
英译汉练习让学生写出课文中的重点句
子——利用单元词汇进行造句练习——缩写课文 ——改写课文
—— 仿写课文 ——写与课文相关的短文。
其次，讲解写作步骤：审题 ——构思——提纲——初稿—— 修改 ——定稿。
并注意写作中记
叙文的五个 W(what---who---when---where---why or how)。
最
后，提醒学生注意写作规则和标点符号的使用，并把高考评分标准展
示给学生们，让他们对照自己的文章，找出存在的问题。
四、真实客观的评价，批改欣赏得法
对于学生习作的批改，有两种途径，一是教师面批面改，及时发现学生存在的问题，提出改进的建议和今后要注意的问题。
二是学生互评互批，这样既可以看到别人的长处，积累更多的方法，又可以发现学生们共同性的错误，以利于改正提高。
教师应及时反馈具有共同性和倾向性的错误，并把优秀作文展示出来，激励优秀学生，鼓舞其他学生。
写作高分技巧
一、背诵 + 默写 + 仿写
step 1背诵
其实，想要提高英文写作水平，无非就三大方法：多读、多背、
多写。
读是用心读，在阅读文章时及时将看到的精彩词汇、词组、句
型记录下来，并在写作中反复运用积累下来的表达。
背诵确实是提高英语实力和考研分数的最好办法，但这个背并不是死记硬背，尽量结合译文，理解之后再背诵。
前期背诵，肯定会很
痛苦，很难背不下来，但如果能一直坚持下去，背诵速度会有一个明
显的提高。
step 2默写
背诵之后一定要记得默写，很多同学在完成背诵这个环节就不再进行下去。
默写才能检验你真正记住了多少。
大作文尽量在15 分钟内默写完成，小作文默写尽量控制在8 分钟以内。
建议大家范文只背一遍就好，多多默写几遍。
每次默写之后，要
仔细对比原文，并用红笔认真修改拼写、标点及语法等方面的错误，
找出自己的写作弱点。
step 3仿写
在掌握范文之后，可以尝试去写一篇话题相似的作文，尽量使用刚刚背过的词汇、词组和句型。
在经过不断地背诵、默写后，仿写一些主题相似的作文就会变得容易起来，等到考场后，自然能够灵活使用范文中学习到的词组、句
型以及语法等。
二、语言 > 结构 > 内容
No.1语言
对于阅卷老师来说，在看到一篇考生作文时，他们最看重的是语言水平。
同时，语言水平也是考生最薄弱的地方。
语言有两大评分标准： 1.用词和句型没有太多的严重错误，可取得写作及格分 (小作文 6 分+ ，大作文 12 分+);2. 用词和句型富于变化，可取得写作高分 (小作文 8 分+ ，大作文 16 分+)
No.2结构
结构即文章的逻辑性。
不同于中文，英文写作比较注重逻辑的严谨性。
大家在写作文的时候，可以采用总 - 分- 总结构。
大作文每段首句一般为主题句，其次为两至三句的描述或论证。
首段一般是图画或图表的描述，第二、三两段一般为观点的论证。
最
后一段为小结，概括论证。
No.3内容
内容即观点或思维。
内容上有三大要素：论点、论据和论证。
论
点即文章的中心思想，一般放在第二段首句及第三段首句;原因、例证等具体论据以及因果、分类等论证出现在第二、三段。
三、书写工整 !卷面工整 ! 字迹清晰 !
根据考研英语大纲的“评分原则及方法”，如果英语作文书写较差，影响到阅卷，将分数降低一个档次。
如果书写较好，小作文直接
加2 分，大作文直接加 4 分。
作文卷面书写较好，涨 6 分以上并不是难事。
所以说，大家在写作文的时候一定要注意卷面干净，即使英文写的不好看，也要写清楚，写整齐，保证卷面的整洁度。