七年级英语写作课(赵艳)
七年级英语 Unit6 写作课教学设计
课题：Do you like bananas?备课时间：2018 年8月20 日设计说明：1.理念：基于课程标准，追求目标—教学—评价的一致性，以评价驱动教学，有效落实国家课程、实现有效教学。
2.内涵：1）既定教学目标、课中学习目标及评估目标三者内容上的同一性2）教学目标、学习方法、评估工具三者本质上的同一性3.基本程序与原则：以“教学效益”为纬线，“教师的教学哲学、智慧与能力”为经线，遵循教学评的一致性，处理好三个程序：制定学习目标（回答：什么最值得学习）——设计课堂评价（回答：如何证明实现了目标）——选择教学策略（回答：怎样安排教学活动帮助达标）4.构成：包括四部分：（一）学习目标的设置（二）评价任务的设计（三）教学设计（四）作业/拓展设计。
5.操作方法：首先，确立清晰的学科目标体系。
依据制定目标的三个依据:课标在哪里？——回答：学生需要学什么？文本在哪里？——回答：学什么最有价值？学生在哪里？——回答：学生学习的起点是什么？通过一系列的目标具体化技术,制定出准确、清晰、可测量的学习目标。
其次，设计基于目标的评价任务。
明确目标之后，教师就应该设想“我用什么样的检测工具可以检测学生目标达成的程度”，了解学生已经学习到了什么，离预设的目标还有多远，以便于自己作出基于证据的教学决策。
第三，规划基于目标的教学过程。
即如何在教学过程中落实上述的评价任务，以便于学生有更好的表现，同时也便于自己不断了解学生的目标达成情况。
这样既体现基于课程标准的教学、以学定教、目标导向教学等思想，也体现了教学与评价二合一的思想。
第四，实施规划好的教学过程。
这一环节最关键的问题有三个：一是自始之终把目标当作一节课的灵魂，教学的关键行为都应指向目标的达成；二是把教的过程当作评的过程，不断了解学生学到了什么，不断作出后续基于证据的教学决策；三是处理好预设与生成的问题。
第五，布置基于目标检测的有效作业。
在设计、实施教学的基础上，进一步地思考作业的问题，如，布置的作业是检测什么目标的，与目标相匹配的作业是什么样的，如何反馈作业结果才能促进学生的后续学习等。
浅谈中小学英语写作能力的培养与提高—赵燕
浅谈中小学英语写作能力的培养与提高赵燕潘店镇中学浅谈中小学英语写作能力的培养与提高摘要：基于初中生写作这一难题，如何培养学生的写作技能而达到提高呢？本文主要从以下几方面阐述：1、掌握写作技能2、背好文章、范文3、亲自实践、动手写作4、注重语言环境的使用关键词：写作技能；多背文章；亲自写作；语言环境书面表达在中考中占有相当大的比重，而许多学生在此方面丢分甚多，以致影响最后总分，因此，提高学生写作能力势在必行。
在考试中最常见的形式是要求学生根据所给信息（information）和思想（idea）来作文，亦称为“情景作文”或“提示作文”，而学生对于语言要素综合应用的能力较弱，写出的东西往往是不符合英语表达习惯的“中文式英语”。
作为一名英语教师，就必须经常提醒学生注意这一问题，有意识地让学生逐步接受英语表达的思维方式。
一、掌握写作技能、知道该怎样动手写作和其他笔头练习，如造句、填空、改错等有根本的区别。
写作要求表达清楚而完整的思想，主要目的是提高学生用英语表达思想的能力、写作涉及的问题很多，除了语言方面的问题外，还有思想内容和所用材料，组织条理、书写格式等，都需要仔细考虑，认真对待。
各种体裁文章格式：1、记叙文：这是最普遍，最基本的一种文体。
写作应注意：（1）交待要素，即人、时、地、事（2）按事件发生的先后顺序叙述完整、具体（3）重点突出，目的明确。
记叙文所记的都是过去发生的事，原则上通常用过去时态写。
2、说明文（Exposition），描写文（Description）3、日记（Diary）把自己当天生活中经历的有意义的事以及见闻或感受记录下来的书面形式。
通常用第一人称写。
格式：a、Oct26,1999 Wednesday FineIt is two months since I ……b、Friday May lst cloudyToday is……(常用天气的形容词有：fine,cloudy,rainy,windy,snowy等)4、书信（letters）英文书信从信封到正文，其格式与汉语有许多不同。
冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》教学设计
冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》教学设计一. 教材分析冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》是一篇以日记形式出现的阅读材料。
本课主要讲述了Jenny的一天，包括她早上起床、吃早餐、去学校、上课、放学回家的活动。
通过这篇课文，学生可以学习到日常英语表达方式，提高阅读理解能力，同时培养对英语日记的兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。
他们对日记这种文体有一定的了解，但可能对英语日记的格式和表达方式还不够熟悉。
因此，在教学过程中，教师需要帮助学生掌握英语日记的基本格式，并引导他们运用所学知识进行表达。
三. 教学目标1.知识目标：–能够理解课文内容，把握Jenny的一天的活动。
–掌握英语日记的基本格式和表达方式。
–学会运用一般现在时描述日常活动。
2.能力目标：–能够独立阅读并理解英语日记。
–能够运用所学知识，编写一篇简单的英语日记。
3.情感目标：–培养学生对英语日记的兴趣，激发他们学习英语的积极性。
四. 教学重难点•英语日记的基本格式和表达方式。
•运用一般现在时描述日常活动。
•英语日记的写作技巧，如开头、结尾的表达方式。
•正确使用动词时态。
五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中学习英语。
2.情境教学法：创设生活情境，让学生在真实环境中学习英语。
3.互动式教学法：引导学生参与课堂互动，提高他们的积极性。
六. 教学准备1.教材：冀教版英语七下Unit 1《Lesson 6 Jenny’s Diary》。
2.多媒体设备：电脑、投影仪、音响等。
3.教学课件：制作与课文内容相关的课件。
4.练习题：编写相关的练习题，巩固所学知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般现在时的用法，如“What do you usually do in the morning?”，从而引出本课内容。
七年级英语写作课(赵艳)
1. 确定文体.
短文、书信、日记、便条、通知、 e-mail …
2. 确定人称.
第一人称、第二人称、第三人称…
3. 确定时态.
一般现在时、一般过去时、现在进行时…
watch TV 抓
read a newspaper
要点 do the dishes
do her homework
play computer games
1. grandfather---watch TV
2. father---read a newspaper 3. mother---do the dishes 4. Tom---play computer games
用自己最熟悉 的单词，最有 把握的句型来 造句。
游戏时间，思维扩张 PK Time!
What are they doing?
PrParcaticcteicmeamkeaskpeesrfpeectr.fect. 熟熟能能生巧生。巧。 T书h山eTrh有eei路rse勤nios为rno径oy，arlo学ryo海aadl无rto涯oal苦dea作tron舟ilnega.rning. 书山有路勤为N径o，cro学ss海, no无cr涯ow苦n.作舟
书面表达评分标准：
一档 17-20分 内容完整，语言基本无误；行文连贯，表 达清楚；书写规范，卷面整洁。
二档 13-16分 内容完整，语言有少量错误；行文连贯， 表达基本清楚。
三档 9-12分 内容完整，语言有一些错误；行文不够连 贯，表达不够清楚。
四档 5-8分 内容不完整，语言错误较多；只有个别句 子可读。
Beginning First, you can write something
about the time and place.
七年级u4第六课时英语作文教学
七年级u4第六课时英语作文教学Here is an essay on the topic of "English Writing Lesson for Grade 7 Unit 4 Lesson 6" with over 1,000 words, written in English without any additional title or punctuation marks.In the ever-evolving landscape of education, the importance of effective English writing instruction cannot be overstated. As students progress through their academic journey, the ability to communicate effectively through the written word becomes increasingly crucial. This is particularly true for the students in grade 7, who are navigating the complexities of the English language and honing their skills in the unit 4 lesson 6 of their curriculum.The primary objective of this English writing lesson is to equip students with the necessary tools and strategies to craft well-structured, coherent, and engaging compositions. By the end of the lesson, students should possess a deeper understanding of the elements that contribute to successful written communication, and be able to apply these concepts to their own writing.At the heart of this lesson lies the fundamental understanding of the writing process. Students will be guided through the various stagesof writing, from brainstorming and outlining to drafting, revising, and editing. By breaking down the process into manageable steps, students will learn to approach writing with a methodical and organized mindset, ensuring that their final products are polished and effective.One of the key components of the lesson will be the exploration of different writing genres and styles. Students will be exposed to a variety of text types, such as narratives, informative essays, and persuasive pieces, and will analyze the unique characteristics and conventions of each. This exposure will not only broaden their understanding of the written word but also inspire them to experiment with different approaches in their own writing.Equally important is the emphasis on developing a strong command of the English language. Students will delve into the intricacies of grammar, vocabulary, and sentence structure, learning to harness these elements to create clear, concise, and compelling written work. Through targeted exercises and feedback, they will hone their ability to express their ideas with precision and clarity.Moreover, the lesson will address the importance of organization and coherence in writing. Students will explore techniques for crafting effective introductions, body paragraphs, and conclusions, ensuring that their ideas flow logically and seamlessly. They will alsolearn strategies for maintaining a consistent tone and voice throughout their compositions, further enhancing the overall impact of their writing.In addition to the technical aspects of writing, the lesson will also encourage students to tap into their creativity and personal experiences. By prompting them to draw inspiration from their own lives and perspectives, the lesson will foster a sense of ownership and investment in the writing process. Students will be encouraged to experiment with different styles and techniques, ultimately developing a unique and authentic writing voice.Throughout the lesson, students will be provided with ample opportunities to engage in collaborative activities and peer feedback. By working together, they will learn to critically evaluate their own writing and that of their classmates, gaining valuable insights and perspectives that can be applied to their own work. This collaborative approach not only enhances the learning experience but also fosters a supportive and inclusive classroom environment.As the lesson progresses, students will be given the chance to put their newfound skills into practice through a series of writing assignments. These assignments will cover a range of topics and genres, allowing students to demonstrate their mastery of the concepts covered in the lesson. Feedback and guidance from theteacher will be crucial during this process, ensuring that students receive the necessary support to continue refining their writing abilities.Beyond the immediate scope of the lesson, the skills and strategies acquired during this unit 4 lesson 6 will have far-reaching implications for the students' academic and personal development. Effective written communication is a cornerstone of success in various fields, from literature and journalism to business and academia. By equipping students with the tools to express themselves eloquently and effectively, this lesson lays the foundation for a lifetime of effective communication and self-expression.In conclusion, the English writing lesson for grade 7 unit 4 lesson 6 is a vital component of the educational journey. By focusing on the fundamental elements of the writing process, genre exploration, language proficiency, and creative expression, the lesson empowers students to become confident and competent writers. As they progress through their academic careers and beyond, the skills cultivated in this lesson will serve as a valuable asset, enabling them to communicate their ideas, thoughts, and perspectives with clarity, precision, and impact.。
初一英语写作课
初一英语写作课Ⅰ. Teaching contents:A Busy TermWe have some interesting and fun things this term. On September 20th, we have a school trip, it is very relaxing. Next month is an exciting month. Sports Day is on the 12th. We have a basketball game on October 20th. I don’t play basketball, but I like watching basketball games very much. There is also a soccer game in October. It is on the 26th. And on December 18th, we have an English party. You can practice English in the party and you can make some new friends. This is a really busy term! Have fun!(1)Underline the school activities.(2)Finish the chart.(3) Answer the following questions.(1)When is the school trip?(2)When is Sports Day?(3)When is the basketball game?(4)When is the soccer game?(5)When is the English party?Ⅱ. Writing requirementsThe students can write down the expression of dates correctly. There are few grammatical mistakes in their compositions. And they can use logical words and phrases to finish their articles fluently.Ⅲ. Writing strategies合作策略和批改策略。
写作课七年级下unit(优秀版)word资料
写作课七年级下unit（优秀版word资料课后反思：1.填空写作简单，口头作文内容较难，没有掌握。
2.对本节课所涉及的动物通过学习有所了解，拓宽了学生的知识面。
Worksheet 学案2、Look at the picture and fill in the blanks A: What’s your favorite _______? B: My favorite animal is ______. A: _____ do you like _____? B: Because _____ are funny. A: _________ they _____? Are they from Canada?B: No, they ______. They’re _____ _________. A: What food do they like to ________? B: They like to eat __________. 3、口头作文How to protect(保护) the wild animals? 4. WritingDescribe your favorite animal 描述你最喜欢的动物What food do they like?Pandas Koalas Tigers LionsElephants Giraffeslikemeat (肉). grass(草).bamboo (竹子). leaves (树叶).《猫》教学目标：1．熟读课文，掌握本课基础生字词。
2．概括并比较三只猫的不同来历、外形、性情和在家中的地位。
3．体会对三只猫的感情，感悟对第三只猫死后的悔恨之情，思考其中蕴含的人生哲理。
4．形成关爱动物，善待生命，尊重生命的情感。
教学重点：概括比较三只猫的不同来历、外形、性情和在家中的地位。
教学难点：体会对第三只猫特殊的思想感情，感受其中蕴含的人生哲理。
教学方法：讨论法、提问法、引导法教具准备：多媒体课件课时安排：一课时教学过程：第一课时一、新课导入（多媒体展示漂亮可爱的猫的图片）猫是大家都很熟悉的一种小动物。
冀教版七年级下册名师培训课例七下第一单元lesson6优秀教学案例
（五）作业小结
在作业小结环节，我会布置一些与课程内容相关的作பைடு நூலகம்，让学生在课后进行巩固练习。例如，在教授词汇时，我会布置一个作业：用所学词汇编写一个小故事。同时，我会提醒学生在完成作业过程中注意复习和巩固所学知识，为今后的学习做好铺垫。
小组合作是一种重要的教学策略，能够培养学生的团队合作精神、自主学习和问题解决能力。在本节课中，我组织学生进行小组讨论和互动交流，让他们在合作中学习，共同完成任务。例如，在教授词汇时，我让学生以小组为单位，用所学词汇编一个小故事。这样的任务既能够激发学生的创造力，还能够提高他们的团队合作能力。
（四）反思与评价
反思与评价是教学过程中不可或缺的一环，通过反思与评价，学生能够了解自己的学习情况，及时调整学习策略，提高学习效果。在本节课中，我采用了自评、互评和教师评价相结合的方式，对学生的学习情况进行评价。例如，在课堂结束后，我会让学生对自己本节课的学习进行总结，同时鼓励他们相互之间进行评价，以便于发现自己的不足，提高今后的学习效果。
（二）讲授新知
在讲授新知环节，我采用了直接法，以生动的语言、丰富的表情和身体动作，让学生在真实语境中感受和理解新知识。例如，在教授一般现在时时，我会用夸张的表情和动作演示一般现在时的构成和用法，同时结合实例进行讲解。在讲解过程中，我会鼓励学生积极参与，提问和解答相关问题。通过这种方式，学生能够更好地理解和掌握新知识。
二、教学目标
（一）知识与技能
在本节课中，学生需要掌握以下知识点：
Unit1SectionB写作课教案
此外，学生在小组讨论中表现出了很高的积极性，他们能够围绕日常活动的主题展开热烈的讨论，并提出自己的观点。这让我深感欣慰，也证明了我的教学方法在一定程度上激发了学生的学习兴趣。在今后的教学中，我会继续采用小组合作的方式，鼓励学生多思考、多交流。
3.运用目标词汇和一般现在时态，进行自我介绍，描述自己的日常活动和兴趣爱好；
4.完成一篇以"My Daily RoutineSection B写作课教案》
本节课核心素养目标如下：
1.提高学生的语言表达能力，使他们能够熟练运用一般现在时态描述日常活动和兴趣爱好；
然而，我也注意到在小组讨论过程中，部分学生过于依赖同伴，缺乏独立思考。为了培养学生的自主学习能力，我将在接下来的课程中，适时调整教学策略，引导学生独立思考，提高他们的问题解决能力。
在写作环节，学生们的作文整体质量较好，但部分作文在逻辑组织和语言表达上还存在一定问题。针对这一点，我计划在今后的写作教学中，加强作文辅导，指导学生如何构建篇章结构，提高作文的连贯性和表达能力。
四、教学流程
《Unit 1 Section B写作课教案》
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《My Daily Routine》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中都有哪些固定的活动？”（举例说明）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索日常活动的表达方式。
初中英语人教版七年级下册unit4Section B写作课
Unit 4 Don’t eat in class .Section B Writing topic—Rules 一、【教材分析】二、【教学流程】Step 1 : Warming up and review1.Greet the class .2.Game—Guess the rules in the pictures .Step 2 : Present1.Listening exercises .1.Listen and fill in the blanks .2.Listen again and finish the map .2.Read the listening passage and ask students to underline the useful sentences they think and share .3.Show the writing tips--Before writing the passage ,you can draw a mind map first .4.Show the writing task .Congratulation ! Now you are the member of our music class in Binhai Middle School . To make us study well , let’s mak e some rules together and write a passage .5.Let students discuss how to finish the mind map of the passage .( Do you like it ? )6.Show the sample .7.How to finish a passage :Pay attention to the structure！(总—分—总)Beginning（开头）：Hello,everyone . / Hi, I’m …Welcome to our music class . / I am a student in …We have some rules . / There are some rules in our class . / Do you want to know our rules ? I will tell you ./ I will tell you something about our rules .... .Body（主体）:First, … . Second , … . Third , … . At last , … .… . And … . Next , … . What’s more（另外）, … .Finally（最后）, … .Before class , ... . In class , ... . After class , ... .... .Ending（结尾）:These are some of our rules . / We have a lot of rules . / Here are our rules in the music class .I think we should follow the rules . / I like our rules . / I think we can make more rulesWhat about you ? / Do you have class rules ? / Do you want to join us ?… .(3) After writing , please check your passage .单词拼写/ 句型表达/ 语法错误8.Ask students to finish the passage in class and share .9.Check the mistakes of your deskmates’ passages .10.Show the sample and underline the useful sentences .Step 3 : SummaryReview the writing steps .Step 4 : Homework1. Free talkAre there any rules at your home? What are they ?2.Writing task:If you are Wang Junkai , your mother always makes some family rules for you . And do you like them ? Why? Please tell us some of them .1.列出至少四条家庭规则；2.说明哪些规则你喜欢和哪些不喜欢及原因;3.60词左右。
Review of Units 5-6 Cloze Writing Course 教案人教版七下
教学设计七年级（下）Review of Units 5-6Cloze Writing Course(完型写作课)教学设计授课教师邹丽单位内蒙古自治区呼伦贝尔市授课时间及授课班级课题Review of Units5-6Cloze Writing Course教材版本课标版课型及课时完型写作课1课时课标分析根据《英语课程标准要求》，七年级学生应达到三级要求，且对英语学习表现出积极性和初步的自信心。
在本课中，学生基于第五和第六两个单元的学习，能够通过解题技巧完成有关“某人日常活动以及户外活动”方面的完型填空题；能够通过真实的语境——“调查采访活动”达成写作；能尝试使用适当的学习方法，克服学习中遇到的困难。
教材分析本节课是科普2011课标版七年级下册第五、第六两个单元的复习课的最后一课时，围绕着“户外活动”这一主线，通过解析完型填课题，引导学生通过真实的语境——采访活动达成写作。
学情七年级的学生经过七年级上学期以及本学期两个月的学习已经具备了一定的自主学习能力，大多数学生对本学科表现出了浓厚的学习积极性和自信心。
我在日常教学中一直将小组合作学习和情境教学作为学生学习英语的主要学法方式，所以他们的合作学习意识也较强。
但是由于一部分学生基础薄分析弱，加之缺乏用英语交流和学习的信心，还是不能很好地融入到各个环节的学习中。
我在本节课中根据不同程度的学生进行分层教学，让各个层面的学生或多或少地参与其中。
课前及课外也进行了精心地准备，如导学案地使用，让学生搜集自己感兴趣的与“户外活动”相关的词汇、短语等信息。
学习策略基本策略和认知策略：1、根据需要进行预习；2、对所学内容能主动复习并加以整理和归纳；3、在课堂交流中，注意倾听，积极思考；调控策略：1、明确自己的学习需要；2、积极探索适合自己的英语学习方法；交际策略：善于抓住用英语交际的机会，遇到困难时，有效地寻求帮助；资源策略：使用简单的工具书查找信息，注意生活中和媒体上所使用的英语，并能初步利用图书馆或网络上的学习资源。
初一英语教材写作教案及反思
初一英语教材写作教案及反思教案标题：初一英语教材写作教案及反思教案目标：1. 帮助学生了解和掌握初一英语教材中与写作相关的基本知识和技巧。
2. 提供学生实践机会，以提高他们的写作能力。
3. 培养学生的写作兴趣和自信心。
教学准备：1. 初一英语教材中与写作相关的教材资源。
2. 学生的写作作品范例。
3. 课堂展示材料。
教学步骤：引入：1. 通过展示一些优秀的英语写作作品，激发学生的学习兴趣和写作欲望。
2. 引导学生讨论写作的重要性以及他们在英语学习中遇到的写作困难。
主体：1. 介绍写作的基本要素：主题句、支持句和结论句。
解释每个要素的作用和特点。
2. 分析初一英语教材中的写作任务类型，例如叙述、说明和议论。
讲解每种类型的写作特点和结构。
3. 提供一些写作技巧和策略，如使用适当的词汇和句型、组织写作结构、合理运用连接词等。
4. 给学生展示一些范例，让他们分析和评价范例中的写作优点和不足之处。
5. 组织学生进行小组讨论和合作写作，以提高他们的写作能力。
教师提供指导和反馈。
总结：1. 总结本节课的重点内容和学习收获。
2. 强调写作的重要性和持续练习的必要性。
3. 鼓励学生在日常学习中积极运用所学的写作技巧。
教学反思：1. 回顾学生在课堂讨论和合作写作中的表现，评估他们对写作知识和技巧的掌握程度。
2. 分析学生在写作过程中出现的常见问题和困难，以便在后续教学中进行针对性的辅导。
3. 总结教学中有效的教学方法和策略，以便在今后的教学中继续应用。
通过以上教案的设计和实施，学生将能够更好地理解和掌握初一英语教材中与写作相关的知识和技巧。
他们将有机会实践写作，并通过教师的指导和反馈不断提高自己的写作能力。
同时，教师也可以通过反思和评估，进一步改进教学方法，提升教学效果。
赵艳妍-人教版七年级(上)Unit 4 Where's my schoolbag？教学设计新部编版
趣味图片教学，引出重点语法：特殊疑问词where与方位借词in，on，under
Step 6
Pair work
Practice “where”句型以及回答（使用方位借词in，on，under）
图片练习：a mouse, a cat, a baseball
学情分析
农村的学生英语基础普遍较差，口语一般。很多学生对英语学科学习有畏难情绪，所以七年级的课程尽量设计的有趣些，旨在培养学生对英语的学习兴趣。学生通过三个预备单元和三个正式单元的学习，对于特殊疑问句的构成及回答方式都有了一定的了解，同时也具备了一定的学习能力和表达能力，可以通过自主学习与合作学习自己分析问题、解决问题。
（2）学会用英语准确描述物品的具体位置。
3．情感目标：
（1）培养学生整齐摆放自己物品的生活习惯。
（2）通过小组对话、讨论等一系列的课堂活动，培养学生的合作精神。
教学重难点
重点：1.新单词bed, table, bookcase…
2.方位介词in, on, under的用法。
3.Where的特殊疑问句及其回答。
教学目标
1．知识目标：
（1）掌握有关物品的新名词：table、 bed、bookcase、sofa、 chair
（2）熟练运用介词in, on, under。
（3）熟练运用where问句及其回答。
（4）掌握名词单复数及人称代词they的用法。
2．能力目标：
（1）学会用英语询问自己的和他人的物品的具体位置。
Group K, list as many things as you can!
小组竞赛：尽可能多地列举房间的物品！
七下冀教英语作文课
七下冀教英语作文课Here is the 600-word English essay on the topic "七下冀教英语作文课":Learning English through Writing Assignments in Middle SchoolWriting assignments have always been an integral part of the English curriculum in middle schools. In my case, the English writing classes during my time in the seventh grade at Hebei Middle School were particularly memorable and impactful. The course, titled "English Composition," provided me with invaluable opportunities to develop my English writing skills and explore the nuances of the language.One of the key aspects of this course was the diverse range of writing assignments that we were tasked with. Our teacher, Mrs. Li, believed in exposing us to a wide variety of writing styles and genres, from personal narratives and descriptive essays to persuasive arguments and creative fiction. This approach allowed us to experiment with different forms of expression and discover our own unique voices as writers.For instance, one of the early assignments was to write a personal narrative about a memorable event or experience in our lives. Thisexercise not only helped us practice our storytelling skills but also encouraged us to reflect on our own experiences and perspectives. I chose to write about a family vacation to the scenic Jiuzhaigou National Park, where I had the opportunity to witness the breathtaking natural beauty of the region and forge closer bonds with my family members.As we progressed through the course, the writing assignments became increasingly complex and challenging. We were tasked with crafting descriptive essays that transported the reader to a specific place or scene, using vivid language and sensory details to create a immersive experience. I remember writing about the bustling streets of our city, with its vibrant markets, towering skyscrapers, and the hustle and bustle of daily life.One of the most thought-provoking assignments was the persuasive essay, where we were required to take a stance on a controversial issue and construct a well-reasoned argument to convince the reader of our perspective. This exercise not only honed our critical thinking skills but also encouraged us to consider multiple viewpoints and engage in constructive dialogue. I chose to write about the importance of environmental conservation and the need for individuals to adopt more sustainable practices.In addition to these traditional academic writing assignments, Mrs. Lialso incorporated more creative writing tasks into the curriculum. We were asked to write short stories that explored themes of love, loss, or personal growth, allowing us to tap into our imagination and experiment with different narrative techniques. This exercise was particularly enjoyable, as it gave us the freedom to express ourselves in a more artistic and expressive manner.Throughout the course, Mrs. Li provided us with detailed feedback and guidance, helping us to identify our strengths and areas for improvement. She encouraged us to revise and refine our work, emphasizing the importance of the writing process rather than just the final product. This approach not only improved our writing skills but also instilled in us a sense of pride and ownership over our work.Beyond the tangible benefits of improving our English writing abilities, the English Composition course also had a profound impact on our personal growth and development. The act of writing allowed us to explore our own thoughts, emotions, and perspectives, and to communicate them effectively to others. This, in turn, fostered a greater sense of self-awareness and confidence, as we learned to express ourselves with clarity and conviction.Moreover, the course exposed us to a wide range of literary works and genres, expanding our cultural horizons and broadening our understanding of the world. We were introduced to the writings ofrenowned authors from diverse backgrounds, which not only enriched our reading comprehension but also inspired us to appreciate the nuances and complexities of language and storytelling.In conclusion, the English Composition course I experienced during my time in the seventh grade at Hebei Middle School was a transformative and invaluable experience. Through a diverse range of writing assignments, thoughtful feedback, and a focus on the writing process, I was able to develop my English writing skills, foster my creativity and critical thinking, and gain a deeper appreciation for the power of language. The lessons I learned in that course have continued to serve me well throughout my academic and personal pursuits, and I am grateful for the opportunity to have participated in such a rewarding and enriching educational experience.。
英语七下作文第四单兀冀教版
英语七下作文第四单兀冀教版Here is an English essay with more than 1,000 words, as requested, without a title and without any extra punctuation marks in the body of the text.Learning a new language can be a challenging yet rewarding experience. As a student in the seventh grade, I have been studying English as a foreign language, and the journey has been both exciting and enlightening. The English language, with its rich history, diverse vocabulary, and complex grammar structures, has opened up a world of opportunities for me to explore and grow.One of the most fascinating aspects of learning English has been delving into the cultural nuances and idiomatic expressions that are deeply rooted in the language. Each lesson has been a treasure trove of new discoveries, from understanding the subtle differences in word usage to grasping the underlying meanings behind common phrases. This cultural immersion has not only enhanced my language skills but has also broadened my perspective and fostered a deeper appreciation for the diversity of human experiences.Moreover, the process of learning English has been a testament tothe power of perseverance and dedication. As I navigate through the intricacies of grammar, conjugations, and sentence structures, I have learned to embrace the challenges and find joy in the small victories. Each successfully constructed sentence, each new vocabulary word committed to memory, and each engaging conversation with my classmates or teachers has been a testament to the progress I have made.Beyond the academic benefits, learning English has also opened up a world of opportunities for me. The ability to communicate effectively in a global language has unlocked doors to new experiences, from accessing a wealth of information and resources online to engaging with people from diverse cultural backgrounds. I have found myself drawn to the rich tapestry of English literature, from the captivating narratives of classic novels to the thought-provoking poetry that has the power to touch the soul.As I continue my journey in mastering the English language, I have come to appreciate the invaluable skills and perspectives it has instilled in me. The ability to think critically, express myself clearly, and engage in meaningful discussions has not only enhanced my academic performance but has also equipped me with the tools to navigate the complexities of the modern world.Moreover, the process of learning English has fostered a sense ofresilience and adaptability within me. Navigating the nuances of a new language has taught me to approach challenges with an open mind, to embrace mistakes as opportunities for growth, and to continuously seek out new ways to improve and expand my linguistic abilities.One of the most rewarding aspects of my English language learning journey has been the opportunity to connect with people from around the world. Through online platforms, language exchange programs, and cultural events, I have been able to engage with individuals from diverse backgrounds, sharing our perspectives, experiences, and stories. These interactions have not only enriched my understanding of the English language but have also cultivated a deep sense of global citizenship and cultural empathy.As I look towards the future, I am excited to see how my proficiency in English will continue to shape my personal and professional aspirations. Whether it is pursuing higher education in an international setting, exploring career opportunities that require cross-cultural communication, or simply engaging in enriching conversations with people from all walks of life, the skills I have gained through learning English will undoubtedly be a valuable asset.In conclusion, my journey in learning English has been a transformative experience that has not only enhanced my languageskills but has also profoundly impacted my personal growth, cultural understanding, and global perspective. As I continue to navigate the challenges and embrace the joys of mastering this dynamic language, I am confident that the lessons I have learned will continue to guide and empower me in the years to come.。
七年级英语写作课教案 甄选
七年级英语写作课教案（优选.)rdThe writing class of Units1-2Book7BTeaching aims: Use the drills of Units1-2 to talk about what you/your friend/your parentcan do or your daily routine.about what you/your friend/your parentTeaching importances:What can you/she/he do?I/She /He can sing./play basketball…What time do you get up?/ go to school?/ get home/do homework?/go to bed?I usually get up at…Teaching Difficulties:Use the drills of Units1-2 to talk about what you/your friend/your parent can do or your daily routine.Teaching preparation:Multimedia.Teaching steps:Step1: GuessingGuess what he/she can do.Lin Tao is good at sports. What can he do? Can you guess?swim, play ping-pong, play tennis, play soccer and play volleyballJenny is good at languages. What can she speak? Can you guess?She can speak …English, Chinese, Japanese and FrenchLinda is good at music and arts. What can she do? Can you guess?She can sing. She can …draw, dance, play the guitar, play the violin, play the piano and play the drumsStep2: Survey.What can you do? What your family members do? Make a survey.—Can you …?—Yes, I can./ No, I can’t.names I mom dad sister Can you play the guitar?Can you sing?Can you dance?Can you draw?Can you speak English?…Step3: Make a report.Then try to make a report to your class.Report:Hello, everyone, I’m …, I can … but I can’t … My mom can …, and … but she can’t … My dad can …, but he can’t … My si ster can … but she can’t …Step4: PracticeMake a poster. Ask for help with an event at your school.你们学校的体育俱乐部招聘一位体育老师来帮助学生练习体育运动。
看英语原声电影指导学生写好英语作文
看英语原声电影指导学生写好英语作文
赵艳
【期刊名称】《英语教师》
【年(卷),期】2011(000)002
【摘要】@@ 在新课程理念下,教师可尝试新的教学手段--看英语原声电影指导学生写好英语作文.学生在观看影片和写作的过程中,通过听、读、写等活动,发展和完善自己的语言能力,把知识和技能融为一体.这一新的教学手段的尝试更能激发学生学习英语的热情,培养想象力、自主学习能力和创新能力.
【总页数】1页(P63)
【作者】赵艳
【作者单位】北京市陈经纶中学
【正文语种】中文
【相关文献】
1.看英语原声电影指导学生写好英语作文 [J], 赵艳
2.怎样写好高中英语作文——高中英语作文写作方法之我见 [J], 闫岂诚
3.指导学生写好英语作文的三点尝试 [J],
4.怎样写好高中英语作文——高中英语作文写作方法之我见 [J], 闫岂诚
5.怎样写好高中英语作文--高中英语作文写作方法之我见 [J], 张少峰
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审
审题
grandfather watch TV
father
read a newspaper
mother
do the dishes
Mary
do her homework
Tom
play computer games
要 求：1.运用现在进行时。2.包括所有内容要点，
可以适当发挥。3.语句通顺、语法正确，60个词左右。
What are they doing?
PrParcaticcteicmeamkeaskpeesrfpeectr.fect. 熟熟能能生巧生。巧。 T书h山eTrh有eei路rse勤nios为rno径oy，arlo学ryo海aadl无rto涯oal苦dea作tron舟ilnega.rning. 书山有路勤为N径o，cro学ss海, no无cr涯ow苦n.作舟
扩
简单句
watch TV
别忘记加标 点哦！
主语+谓语+... read a newspaper do the dishes
注意动词的变化 do her homework
play computer games
扩句
Which one can you write?
1.Mary is doing her homework.
1. grandfather---watch TV
2. father---read a newspaper 3. mother---do the dishes 4. Tom---play computer games
用自己最熟悉 的单词，最有 把握的句型来 造句。
游戏时间，思维扩张 PK Time!
grandfather
watch TV
father
read a newspaper
mother
do the dishes
Mary
do her homework
Tom
play computer games
改
修改标准
1.文体格式是否正确规范。
2.字数是否达到要求，有无遗漏要点。
3.词语使用是否正确，有无语法或用词上 的错误。
1. 确定文体.
短文、书信、日记、便条、通知、 e-mail …
2. 确定人称.
第一人称、第二人称、第三人称…
3. 确定时态.
一般现在时、一般过去时、现在进行时…
watch TV 抓
read a newspaper
要点 do the dishes
do her homework
play computer games
read a newspaper
mother do the dishes
Mary
do her homework
要 求：Tom
play computer games
1.运用现在进行时。
2.包括所有内容要点，可以适当发挥。
3.语句通顺、语法正确，60个词左右。
现在是晚上8:00，根据Mary提供的信息，请描述一 下Mary一家的活动情况。
书面表达评分标准：
一档 17-20分 内容完整，语言基本无误；行文连贯，表 达清楚；书写规范，卷面整洁。
二档 13-16分 内容完整，语言有少量错误；行文连贯， 表达基本清楚。
三档 9-12分 内容完整，语言有一些错误；行文不够连 贯，表达不够清楚。
四档 5-8分 内容不完整，语言错误较多；只有个别句 子可读。
连 成篇
常用连接词总结
first, second, third... 表示罗列增加
1
on the one hand, on the other hand,
表示时间顺序
2
first, then, next, finally, at last, now…
3 表示解释说明 for example, in fact,
4.单词拼写，字母大小写是否有错，标点 符号有无遗漏或错用。
5.时态是否正确，人称是否上下文一致。
抄
用你最漂亮最工整的英语书法， 把这一节课里修改好的作文抄写在 作业本上。
抄
书写规范, 卷面整洁。
评分标准 1.内容 要点齐全吗？ 字数够吗？
2.准确性
时态正确吗？ 主谓一致吗？ 大小写规范吗？
3.流畅性 结构、过渡连贯自然吗？
452.3. dp.roledaa1yohd.ectwarhohnaemotecpdmwhuissetTpewhV
Beginning
•
Topic sentence 主题句
成篇
Body Supporting sentences支持句
Ending Concluding sentence 结论句
Beginning First, you can write something
about the time and place.
Body
Next, you can write about what people are doing.
Ending Then, you can write about your
五档 0-4分 只能写出与所要求内容有关的一些单词。
Show Time
Who is the best writer? 谁是最好的作家？
Summary
What have you learned from this lesson?
书面表达六步法： “审、抓、扩、连、改、抄”
Homework:
• 话题：给你的笔友(Bob)写信，寄一张你和家人或朋友的 照片，并描述照片中的人和正在发生的事。
不N经o历cr风os雨s, n，o怎cr么ow见n彩. 虹。
不经历风雨，怎么见彩虹。
4 表示并列关系 and, not only…but also…, both…and…
5 表示转折关系 but, or, however, while, though
6 表示概括归纳 in a word, in my opinion
口头作文-- Memory challenge!
（综合同学说的和自己想的句子，口头说一说作文。）
feeling.
书面表达六步法
审
抄
抓
书面
表达
改
扩
连
1.“审”-审题 2.“抓”-抓要点 3.“扩”-扩展成句 4.“连”-连句成文 5.“改”-查错改错 6.“抄”-抄写
现在是晚上8:00，根据Mary提供的信息，请描述一下Mary一家 的活动情况。
grandfather watch TV
father
注意动词的变化，减少语法错误。
2.Mary is doing her homework in her room.
加上地点状语，表达更清楚 。
3.Mary is doing her homework in her room. She is a good girl.
适当增加内容，句子更丰富。
扩 Make sentences with the key words.
Writing :My Daily Life
Number Two Experimental Middle School Zhao Yan
1.Grasp the writing method of using the present progressive tense to describe the narrative with time as the clue. 2. Learn to observe small things around you and be good at looking at things with appreciation.