写作课report (1)
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。
Unit4ReadingforWriting教案高中英语人教版(18)
Unit4写作课教案Write a Summary一、Teaching Objectives:By the end of this lesson, students will be able to:1. Identify the key elements of a news report and their importance in conveying information effectively.2. Use the given vocabulary words and phrases to write a concise and accurate summary of a news report.3. Apply proper sentence structure and grammar rules when writing a summary.4. Evaluate and analyze the effectiveness of the original news report and their own summary.二、Teaching Key Points and Difficulties:1. Key Points:Recognize the main ponents of a news report (headline, lead, body, and conclusion). Understand the importance of accuracy, brevity, and clarity in writing a summary. Use appropriate vocabulary and grammar structures to convey the intended meaning.2. Difficulties:Ensuring that the summary is concise and does not include unnecessary details. Maintaining the integrity of the original news report while summarizing it.Using proper sentence structures and grammar rules for effective munication.三、Student Analysis:The students are at an intermediate level of English language proficiency, with some experience in writing essays and reports. They should have a good grasp of basic grammar rules and vocabulary words related to news reporting. However, they may struggle with summarizing plex information effectively and using proper sentence structures.四、Teaching Process:1. Warmup (5 minutes)●Begin by asking students about their recent experiences reading or watchingnews reports. This will help them relate to the topic and get into the learning mindset.●Briefly discuss the importance of news reports in today's society and why it isessential to understand their structure and content.2. Guided Practice (20 minutes)●Ask students look at the news report in the textbook and read carefully, find outthe main idea of each paragraph and answer the question under the news report.●Distribute worksheets with the key ponents of the news report (headline, lead,body, and conclusion) as well as vocabulary words related to news reporting.●Instruct students to read the news report carefully and identify the main points.Then, ask them to use the vocabulary words to write a brief summary of the news report in their own words.●Monitor students as they work, providing feedback on their summaries andencouraging them to use proper sentence structures and grammar rules.3. Independent Practice (15 minutes)●Have students work in pairs or small groups to plete the same task as guidedpractice, but without supervision from the teacher. Encourage them to discuss their summaries with each other and provide constructive feedback.●Afterward, ask each group to share their summarized news report with the class,explaining how they chose which information to include and why they made those decisions. This will foster critical thinking skills and improve their ability to analyze the effectiveness of their own summaries.4. Summarize and Review (5 minutes)●Ask each student to summarize one of their group's news reports in their ownwords, focusing on accuracy, brevity, and clarity. This will help reinforce the key concepts learned during guided practice.●Review any mon errors or challenges encountered by students duringindependent practice and provide additional guidance as needed.●End the lesson by discussing the importance of being able to write effectivesummaries in various academic and professional contexts.五、Homework:Assign students to write a daily news report summary based on a current event they learned about during class or through personal research. Encourage them to use proper sentence structures, vocabulary words, and grammar rules while maintaining brevity and clarity in their writing. The homework will serve as an extension of the lesson and help reinforce the key concepts learned throughout the school year.。
英语说明文写作课教案
英语说明文写作课教案【篇一：高三英语写作课教学设计】高三英语写作课教学设计（时间:2009-3-11 15:04:26 ）一、教学目标知识目标：1、明确高考书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。
2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。
能力目标：提高学生写作水平和综合运用英语的能力。
二、教学辅助：多媒体三、教学过程：（一）lead-in导入的任务是唤起注意，酝酿情绪，带入特定的语言交际场。
在教师的指导下进行回答问题，小组讨论。
1、要求学生回答下列问题：what is pocket money?do you have pocket money?2、四人小组讨论下列题目：how do we deal with our pocket money?通过以上提问，让学生尽快进入角色，对如何使用零花钱，说出自己的看法。
让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。
引导学生扩大词汇量和英语惯用法，指导他们掌握英语基本句型，尤其是五个基本句型和动词句型。
然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1—2位学生发表他们的观点。
3、将“how to use our pocket money?” 写在黑板中的上方。
向学生布置接下来的任务：today we are going to discuss how to write a report on “how to use pocket money for high school student?”（二）presentation指导学生分析写作材料，找出所有内容要点，已有材料，掌握事实。
用大屏幕展示写作材料：书面表达（满分25分）（nmet2004天津卷）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买书籍获取知识其他培养兴趣（音乐、体育、集邮等）注意：1、词数：100左右；2、考词汇：零用钱——pocket moneydearfriends,_____________________________________________________________________________________________________________________ _____________________________________________________________________ _______________ 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?再要求学生分小组讨论（4人1组）。
人教课标版高中英语必修2 Unit2_写作课_名师教学设计(一)
Unit2 写作课名师教学设计（一）A. JournalB. ReportC. StoryD. Book review2. Reading for characters and main characters:3. Reading for title of the story: A Story of _____________?设计意图：引导学生通过scanning技巧迅速把握文章的体裁，并能够有效判断文章的主角。
1. Reading for main plot设计意图：引导学生通过小说体裁的特点概括出故事发展的主线，并在此过程中确定在了续写部分的主要角色与主要事件。
设计意图：通过引导学生概括续写部分的几个要素总结出续写文章发展的主线。
2. Group discussion about the following story设计意图：通过小组讨论，进行头脑风暴来拟定剧情发展方向及确定故事题目。
3. Share the story by orally设计意图：通过复述前文以及阐述接下来故事发展的剧情，引导学生重视前后剧情的连贯性与逻辑性。
4. Possibilities of the DevelopmentIV. Writing 1. Requirement设计意图：引导学生了解高考评卷中读后续写的评分要点，尤其突出续写部分的衔接与连贯性。
V. Writing1. Continue the story on the handouts2. Appreciate the samples and give comments设计意图：通过分享学生的范文，并邀请学生一同评判其逻辑与连贯性，可以有效反馈本堂课的重难点。
VI Tips on continuation writing七、教学反思笔者在授课过程中发现绝大部分同学能在课堂续写中实现了本堂课的重点目标，注意到了文章的上下衔接与连贯性。
但是由于所授课班级的英语程度不错，可以考虑简化文章分析的部分，给学生更多的时间去展示讨论结果与写作成品。
Lecture5BookReport英语专业写作教学课件
2) Background information: Supply any information about the author which shows their credentials for writing in this field or which reveals any influences, which may have affected the author’s point of view. Note any interesting circumstances that led to the writing of the book.
4) Classification on the basis of the author’s intention: The author's intention may be apparent by the way the author treats the subject. Is the material meant for specialists, students, or the general public? Is it limited to a narrow area or is it a survey of the subject? Several areas may provide clues: appendices(appendix 的复数形式), bibliographies and general indexes usually accompany scholarly works; prefaces and introductions often contain an author's explicit statement of intention; the content and style of expres of the intended audience.
Cultural+Heritage+Reading+for+writing写作课教案
Unit1写作课教案Write a News ReportI. Teaching Objectives:1. Students will be able to understand the basic structure and elements of a news report.2. Students will be able to write a clear and concise news report based on a given topic.3. Students will be able to use appropriate language and tone for a news report.4. Students will be able to conduct research and gather information for their news report.5. Students will be able to revise and edit their work to ensure accuracy and clarity.II. Teaching Key Points and Difficulties:1. Key points: understanding the structure and elements of a news report, writing a clear and concise news report, using appropriate language and tone, conducting research, revising and editing.2. Difficulties: organizing ideas, finding reliable sources, using proper grammar and punctuation, maintaining objectivity.III. Student Analysis:The students are at an intermediate level of English proficiency, with some experience in writing essays and reports. However, they may still struggle with organizing their thoughts and using appropriate language for formal writing. They should be able to follow basic research techniques and understand the importance of accuracy and objectivity in news reporting.IV. Teaching Process:1.Introduction (10 minutes)Introduce the topic of the news report and explain the purpose and structure of a news report. Use examples from real-life news reports to illustrate these points.2.Structure and Elements (20 minutes)Discuss the key components of a news report, including the headline, lead, body, and conclusion. Show examples of each component in different types of news reports.3.Writing Practice (30 minutes)Provide students with a list of potential topics for their news reports. Have them brainstorm ideas for their reports, taking into account the key elements discussed earlier. Then, have them draft a rough draft of their report, focusing on clarity and accuracy.4.Revision (20 minutes)Go over the drafts together, pointing out areas where students can improve their writing. Encourage them to revise their reports until they are clear, concise, and free of errors.5.Publishing (10 minutes)Allow students to share their final reports with the class, either individually or as a group. Ask questions about their reports to assess their understanding of the key concepts covered in the lesson.6.Homework (1 hour)Assign homework that involves conducting further research on a topic related to current events or social issues, and then writing a detailed news report about it. Encourage students to use the skills they learned in class to create a well-structured and informative report.V. Teaching Resources:1. News articles from reputable sources for research purposes2. Example news reports for reference3. A list of potential topics for student brainstorming4. A rubric for evaluating student work on their final reports5. Online resources for improving grammar and punctuation skills。
Unit4ReadingforWriting教案高中英语人教版(19)
Unit4写作课教案Write a Summary一、Teaching Objectives:1. Students will be able to identify and analyze the key information in a news report.2. Students will be able to write a concise and accurate summary of a news report.3. Students will be able to improve their reading prehension and summarization skills.二、Teaching Points and Difficulties:1. Identifying the main idea and supporting details in a news report.2. Writing a clear and concise summary without including personal opinions or biases.3. Enhancing students' ability to prehend plex information and express it in a summarized form.三、Student Analysis:The students are at an intermediate level of English proficiency, with a good grasp of basic grammar and vocabulary. However, they may struggle with understanding plex texts and expressing their thoughts clearly in writing. They should have some experience with reading newspapers or online news articles.四、Teaching Process:1. Warmup (5 minutes)●Begin by asking students about their daily routines and how they access news.This will help them understand the importance of news reports in our lives.●Discuss different types of news reports (e.g., local, national, international) andthe purpose of each type.2. Reading and Analysis (15 minutes)●Present a news report on in the textbook and summaize the main idea of eachparagraph.●Ask students to read the report carefully and identify the main idea, supportingdetails, and any important quotes or facts.●Guide students in analyzing the structure of the report, such as the headline, leadparagraph, body paragraphs, and conclusion.3. Writing Activity (20 minutes)●Divide students into small groups and give each group a news report on adifferent topic.●Instruct them to write a summary of their chosen report, focusing on the mainidea and key supporting details.●Encourage them to use transition words and phrases to connect their summarywith the original report.●Allow time for students to revise their summaries and share them with the class.4. Sharing and Feedback (10 minutes)●Have each student present their summary to the class and explain their reasoningbehind their choices.●Encourage other students to ask questions or provide feedback on thepresentations.●Assign points based on the clarity, accuracy, and coherence of the summaries.5. Homework (5 minutes)●Ask students to find another news report on a topic of their choice and write asummary for homework.●Encourage them to use the strategies learned during class to improve theirsummaries.五、Assessment:●Class participation and engagement during the reading and analysis activity.●Quality of the summaries written by each student during the writing activity.●Understanding of the main ideas and supporting details in the selected newsreports during the sharing and feedback session.。
英语写作课Writing Class
• ―As part of the Ministry’s strategic planning, we set ourselves some targets in 1978-98,‖ said Clarke. ―We said we would aim to reduce the backlog by 20 per cent or about 400 cases, and try to reduce the severely backlogged cases from 25 to 10 per cent of the total caseload.‖
colon+ capitalized
• Having this information available to the public makes the process more transparent. ―People may disagree with our interpretation, but they can see where we are coming from,‖ Clarke said. There are 120 officers across Ontario. ―If an officer varies from the policy, people can point to the manual and say: How come you are doing something different? It ensures better consistency on our part.‖
comma+ inserted part+ comma
• ―When the normal caseload tripled in the early 1990s,‖ said Cornacchia,
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Solution:
A cluster random sample of 66 undergraduates were investigated with an anonymous questionnaire in order to obtain real information.
Findings
1.Capacity for consumption 2.Propensity to consume
2.propensity to consume
Findings
2.propensity to consume
Findings
3.Purchasing psychology
Findings
3.Purchasing psychology
Findings
4.Purchasing behavior
Findings
3.Purchasing psychology
4.Purchasing behavior
Findings
1.Capacity for consumption
Findings
1.Capacity for consumption
Findings
1.Capacity for cooducts Consumption of College Girls
--A Survey in ECJTU
Members:朱俊红 01 杭乃卿 02
刘宽宽 03
方继超 28 李洁琼 16
Main Items
1.Method 2.Findings
Capacity for consumption Propensity to consume Purchasing psychology Purchasing behavior
3.Conclusion
Method
Two Consideration:
1. Our questionnaire mentioned one’s cost of living every month and how they spend them. Some students who did not have much living expense may would not like others know the amount of their pocket money 2. To make our research more objective we must ask students to fill in our questionnaire as more as we can find.
4.Purchasing behavior
Conclusion
According to the above findings, it can be see that female college students’ are reasonable, their consumption on cosmetic was low, they have no incomes and the disposable money to spend on cosmetic was little. In fact, female students more like to buy skin care products such as facial cleanser or face cream than other cosmetics such as make-up product. But to the female college students, they are going to step into the society. They would better to begin to learn how to make up. After graduation, make-up will do well to the students’ temperament and their future jobs.