现代大学英语中级写作课程教案

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现代大学英语中级写作课程教案

现代大学英语中级写作课程教案第一章：课程概述1.1 课程目标本课程旨在提高学生的英语写作能力，使之能够熟练运用英语进行表达和交流。

通过本课程的学习，学生将能够掌握英语文章的基本结构，运用恰当的写作策略，并且能够写出内容丰富、条理清晰、语言准确的英语文章。

1.2 课程内容本课程将涵盖英语文章的各类体裁，包括叙述文、说明文、议论文等。

课程内容将包括写作技巧的讲解、写作实践、同伴评审和自我修正等环节。

1.3 课程安排本课程共计30课时，每课时45分钟。

课程将分为10周进行，每周安排3课时。

第二章：英语文章结构2.1 导言部分讲解导言部分的写作技巧，包括如何吸引读者的注意力，如何清晰地提出文章的主题等。

2.2 主体部分讲解主体部分的写作技巧，包括如何组织论点，如何使用恰当的例证和支持等。

2.3 结尾部分讲解结尾部分的写作技巧，包括如何总结文章的主要观点，如何给出结论等。

第三章：写作策略与技巧3.1 写作策略3.2 语言表达技巧讲解如何使用恰当的词汇和句式，如何进行句子的连接和过渡等。

3.3 修辞手法讲解如何使用修辞手法，如比喻、拟人、对比等，以增强文章的表现力。

第四章：同伴评审与自我修正4.1 同伴评审讲解如何进行同伴评审，包括如何给出建设性的反馈，如何从同伴的作文中学习等。

4.2 自我修正讲解如何进行自我修正，包括如何识别和改正自己的写作错误，如何提高自己的写作能力等。

第五章：写作实践与案例分析5.1 写作实践布置写作任务，让学生进行实际的写作练习，培养他们的写作能力。

5.2 案例分析选取优秀的作文案例进行分析，让学生了解优秀的写作特点，从而提高自己的写作水平。

第六章：叙述文写作6.1 叙述文特点讲解叙述文的基本特点，包括时间顺序、人物、情节等。

6.2 叙述文写作技巧讲解如何构建吸引人的叙述文，包括如何创造生动的人物形象，如何设置紧张的情节等。

6.3 案例分析与写作实践分析优秀叙述文案例，学习其写作技巧。

大学英语教材写作教案

教学目标：1. 培养学生英语写作的基本技能，提高写作水平。

2. 帮助学生掌握英语写作的基本结构和常用表达方式。

3. 培养学生的逻辑思维和语言表达能力。

教学重点：1. 英语写作的基本结构和常用表达方式。

2. 英语写作的修辞手法和句子结构。

3. 英语写作的审题和构思。

教学难点：1. 英语写作的审题和构思。

2. 英语写作的修辞手法和句子结构。

教学准备：1. 教学课件。

2. 教材。

3. 写作练习材料。

教学过程：一、导入1. 通过提问或讨论，让学生了解英语写作的重要性。

2. 介绍英语写作的基本结构和常用表达方式。

二、讲解1. 讲解英语写作的基本结构，包括引言、正文和结尾。

2. 讲解英语写作的常用表达方式，如：并列句、复合句、倒装句等。

3. 讲解英语写作的修辞手法，如：比喻、拟人、夸张等。

4. 讲解英语写作的句子结构，如：简单句、并列句、复合句等。

三、练习1. 让学生根据教材内容，完成一篇英语短文。

2. 引导学生运用所学知识和技巧，提高写作水平。

四、点评1. 对学生的写作进行点评，指出优点和不足。

2. 针对学生的不足，提出改进建议。

五、总结1. 总结本节课的重点内容，让学生回顾所学知识。

2. 强调英语写作的重要性，鼓励学生多加练习。

教学反思：本节课通过讲解和练习，使学生掌握了英语写作的基本结构和常用表达方式，提高了写作水平。

在教学过程中，要注意以下几点：1. 注重学生的个体差异，因材施教。

2. 鼓励学生多加练习，提高写作能力。

3. 注重培养学生的逻辑思维和语言表达能力。

4. 及时反馈，帮助学生改进不足。

课后作业：1. 完成教材中的写作练习。

2. 针对课后作业，进行反思和总结。

现代大学英语_教案

课程名称：现代大学英语授课对象：大学一年级学生授课时间：每周二下午2:00-4:00授课地点：英语教学楼302教室课时安排：共16课时教学目标：1. 提高学生的英语听说读写能力，使学生能够熟练运用英语进行日常交流。

2. 培养学生的跨文化交际意识，增强学生对英语国家文化的了解。

3. 培养学生的自主学习能力，提高学生独立解决问题的能力。

教学内容：1. 第一单元：Greetings and Introductions（问候与介绍）2. 第二单元：Travel and Tourism（旅游）3. 第三单元：Food and Cuisine（美食与烹饪）4. 第四单元：Work and Employment（工作与就业）5. 第五单元：Education and Study（教育与学习）6. 第六单元：Science and Technology（科学与技术）7. 第七单元：Art and Culture（艺术与文化）8. 第八单元：Health and Fitness（健康与健身）教学过程：第一课时：Greetings and Introductions1. 导入：通过简短的英语歌曲或视频，激发学生的学习兴趣。

2. 新课导入：教师用英语进行简单的自我介绍，并引导学生进行自我介绍。

3. 词汇学习：教授与问候、介绍相关的词汇，如hello, goodbye, introduce, name, age等。

4. 句型练习：让学生练习使用“Hello, my name is...”和“I'm...”等句型进行自我介绍。

5. 课堂活动：分组进行角色扮演，模拟在不同场景下的问候与介绍。

6. 总结：教师总结本节课所学内容，布置课后作业。

第二课时：Travel and Tourism1. 导入：播放与旅游相关的视频或图片，激发学生的学习兴趣。

2. 新课导入：教师用英语介绍旅游的相关话题，如旅游胜地、旅行方式等。

3. 词汇学习：教授与旅游相关的词汇，如travel, destination, tourist, travel agency等。

中级英语写作2课程教学大纲

中级英语写作2课程教学大纲课程英文名称：Intermediate English Writing (2)课程编号：0400522 学分：2 学时：32一、课程教学对象本课程教学对象为英语专业（商务英语、翻译方向和师范类）本科二年级第二学期的学生。

二、课程性质及教学目的本课程是英语专业学生的必修基础教程之一，旨在进一步培养学生的基础写作能力，特别是加强培养学生段落写作能力、短文构思能力、应用写作能力和修辞能力。

要求学生能运用不同的段落展开的方式、写出中心突出、扩展充分、逻辑得当的段落。

能根据所给题目，在35分钟内写出一篇内容切题，条理清楚、语言通顺、表达得体的、长度为200个单词左右的短文。

能根据提示在10分钟内写出格式规范、语言通顺得体的、长度为60个单词左右的应用文。

并掌握常用的修辞格。

三、对先修知识的要求本课程的先修课程为《中级英语写作-1》，综合英语1-3》、泛读1-3》，学生掌握基本语法知识和约4000个左右最常见的词汇，具有初步的书面表达能力。

四、课程的主要内容、基本要求和学时分配建议（总学时数: 32 ）五、建议使用教材及参考书建议使用教材：丁往道，2006，英语写作基础教程《（第二版）[M]. 北京：高等教育出版社。

参考书目：[1] 吕熙，2004，实用英语修辞[M]。

北京：清华大学出版社。

[2] 张玉娟、陈春田，2006，新世纪实用英语写作[M]。

上海：上海外语教育出版社。

[3] 谭外元，2004，英文写作新编[M]。

北京：机械工业出版社。

[4] 许健健，2006，《大学英语短文写作200篇》。

上海：上海交通大学出版社出版。

[5] 张世耘，2005，英语交际实用写作[M]。

上海：上海外语教育出版社。

[6] 邹申，2005，写作教程《（第二册）[M]。

上海：上海外语教育出版社。

六、课程考核方式开卷考试，结合平时作业及课堂表现综合评定成绩，其中考试成绩占50%，平时表现和作业占50%。

大学生英语写作课教案

课程目标：1. 提高学生的英语写作能力，使其能够独立完成各类英语写作任务。

2. 培养学生的逻辑思维和批判性思维能力，提高写作的条理性和连贯性。

3. 增强学生的词汇和语法知识，丰富写作内容。

4. 培养学生的英语写作兴趣，激发其学习热情。

课程内容：一、课程导入1. 回顾上节课所学内容，检查学生对英语写作基本知识的掌握情况。

2. 引导学生思考英语写作的重要性，激发学习兴趣。

二、课堂讲解1. 介绍英语写作的基本要素：引言、正文、结论。

2. 讲解各类英语写作体裁：议论文、说明文、记叙文、应用文等。

3. 分析各类写作体裁的写作技巧和注意事项。

4. 介绍常用的写作方法和技巧，如：主题句、支持句、过渡句等。

三、课堂练习1. 学生根据所学知识，独立完成一篇英语写作练习。

2. 教师对学生的写作进行点评，指出优点和不足。

3. 学生互相批改作文，学习借鉴他人的写作优点。

四、课堂讨论1. 学生分组讨论英语写作中常见的问题和解决方法。

2. 各组代表分享讨论成果，全班共同学习。

五、课后作业1. 学生根据课堂所学，完成一篇英语写作作业。

2. 作业要求：字数不少于300字，体裁自选。

教学步骤：1. 导入新课，回顾上节课所学内容。

2. 课堂讲解，介绍英语写作的基本要素和各类写作体裁。

3. 课堂练习，让学生独立完成写作练习。

4. 课堂讨论，引导学生分享讨论成果。

5. 布置课后作业，巩固所学知识。

教学评价：1. 课堂表现：观察学生在课堂上的参与程度，评价其学习态度。

2. 写作作业：检查学生的写作水平，评价其写作能力。

3. 课堂讨论：评估学生在讨论中的表现，评价其思维能力和表达能力。

教学资源：1. 教材：选用适合大学生英语写作的教材。

2. 网络资源：利用网络平台，查找相关写作技巧和范文。

3. 写作练习册：为学生提供丰富的写作练习素材。

教学时间：1. 课堂讲解：40分钟2. 课堂练习：20分钟3. 课堂讨论：10分钟4. 课后作业：课后完成教学注意事项：1. 注重学生的个体差异，因材施教。

现代大学英语中级写作课程教案精选版

现代大学英语中级写作课程教案Document serial number【KKGB-LBS98YT-BS8CB-BSUT-BST108】《现代大学英语中级写作》，徐克容，外语教学与研究出版社英语写作中级（上）课程教案I 授课题目：Unit One We Learn As We Grow一、教学目的、要求：（一）掌握：1、To learn the basics of exemplication:→ Definition→ Kinds of examples→ Sources of examples2、To learn to outline expositive essays知识点：→ The definition and introduction of exposition and essay.→Exposition is explanatory writing. It’s purpose is toexplain or clarify a point.→ An essay is a related group of paragraphs written for some purpose（二）熟悉:→ Practice the basics of exemplification→ Practice outlining知识点：→ Patterns of exposition, the choice of examples, the choice of appropriate examples, the organization of anexemplification essay:→Types of essays, basic structures of an expositive essay, elements of the expositive essay→ Types of outline, rules concerning outline（三）了解：→Patterns of exposition, types of essays, types of outlineprocess analysis, cause-effect analysis, Comparisonand contrast, classification, definition andanalogy， narrative essays, descriptive essays,expositive essays and argumentative essays二、教学重点及难点：重点：Exemplification, types of outline；难点：Sentence outline and topic outline三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第一课 Exemplification第一课Elements of the Essay: Outlining六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write an example paper of 200-250 words on the given topic.第二次：Read on the subject and write an essay of 200-250 words on the given topic, using either a single extended example or two or three short ones to develop your thesis statement.第三次： Ask students to practice outlining八、课后小结：Emphasis on the writing procedure→ Prewriting-choosing a topic and exploring ideas→ Drafting: getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errorsII授课题目：Unit Two I Made It一、教学目的、要求：（一）掌握：1、To learn the basics of process analysis→ Definition→ Uses→ Types→ Methods2、To learn to write thesis statement知识点：→ The definiton and introduction of process analysis→ The function of process analysis→ The differences between thesis statement vs. topic sentence（二）熟悉:→ The areas the process analysis is usually used.知识点: → Functions of process analysis:giving instructions, giving information and giving the history→ Major types of process analysis: directive analysis, informative process analysis→ Writing an effective thesis statement（三）了解：The basics of process writing and thesis statement二、教学重点及难点：重点：Organization of a process paper, practice of effective thesis statement；难点：Guidelines on process analysis, writing effective thesis ststement三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第二课 Process Analysis第二课 Elements of the essay: The Thesis Statement六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write an informative process paper describing how you succeeded in doing something第二次：Read on the subject and write a directive process paper telling first-year students how to adjust to life at college. 第三次：Ask students to practise writing the thesis statement八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→ Drafting:getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errors授课题目：Unit Three College Is Not a Paradise一、教学目的、要求：（一）掌握：1、To learn the basics of Cause-Effect analysis→ Definition→ Uses→ Patterns2、To learn to write an introduction to expositive essays→ What to include in the introduction→ How to write effective introduction知识点：→ The definiton and introduction of cause-effect analysis → The function of cause-effect analysis→ The writing of effective introduction（二）熟悉:→ The functions and areas the cause-effect analysis is usually used.知识点: → Functions of cause-effect analysis: explaining why certain things happen, analyzing what will happen as a result → Major types of cause-effect analysis: focusing on cause and focusing on effects,→ How to start and write effective introduction（三）了解： the basics of cause-effect analysis and writing effective introduction二、教学重点及难点：重点：How to focus on cause or effects, How to start and write effective introduction；难点：How to focus on cause or effects, How to start and write effective introduction三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第三课 Cause-Effect Analysis第三课 Parts of the essay: The Introduction六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write an essay on any of the given topics analyzing cause.第二次：Read on the subject and write, from your own experience, an essay analyzing the effects of anthing taught in class.第三次：Ask students to practise writing the introduction八、课后小结：Emphasis on the writing procedure→ Prewriting- chossing a topic and exploring ideas→ Drafting: getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errors授课题目：Four What Makes the Differences一、教学目的、要求：（一）掌握：1、To learn the basics of Comparison and Contrast→ Definition→ Uses→ Patterns→ Methods2、To learn to develop the body of expositive essays→ What its structure looks like?→ What it includes知识点：→ The definiton and introduction of Comparison and Contrast → The function of cause-effect analysis→ The writing of effective introduction（二）熟悉:→ The functions and areas the comparison/contrast is usually used., the general structure of the body ofan essay知识点: → Functions of comparison/contrast: clarifying something unknown, bringing one or both of the subject intosharper shape→ Three patterns of comparison/contrast: subject bysubject, point by point, mixed sequence→ Familiarity of the general structure of the body of an essay（三）了解： The basics of Comparison and Contrast and the general structure of the body of an essay二、教学重点及难点：重点：Three patterns of comparison/contrast: subject by subject, point by point, mixed sequenceGeneral structure of the body: Beginning, Body and End难点： How to organize a comparison/contrast essay, How to develop body paragraphs三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第四课 Comparison/Contrast第四课 Parts of the essay: The Body六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write a subject-by-subject essay of comparison/contraston any of the given topics第二次：Read on the subject and write a point -by-point essay of comparison/contraston any of the given topics第三次：Ask students to practise writing the body of the essay 八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→ Drafting:getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errors授课题目：Unit Five It Takes All Sorts to Make a World一、教学目的、要求：（一）掌握：1、To learn the basics of Classification→ Definition→ Uses→ Methods2、To learn to write the conclusion of expositive essays→ What is classification?→ What is classification used for?知识点：→ The definiton and introduction of classification→ The function of classification→ The writing of effective classification（二）熟悉:→ The functions and areas the classification is usually used., the conclusion of expositive essays知识点: → Functions of classification:To organize and perceive the world around usTo present a mass of material by means of some orderly systemTo deal with complex or abstract topics by breaking a broad subject into smaller, neatly sorted categories.→ The general pattern of classification→ sentence patterns in classification→ Familiarity of the the conclusion of expositive essays （三）了解： The functions and areas the classification is usually used., the conclusion of expositive essays二、教学重点及难点：重点：some sentence patterns in classificationthe conclusion of expositive essays难点： Parts of the conclusion: a summary of the main points, or restatements of your thesis in different work.三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第五课 classification第五课 Parts of the essay: The conclusion六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write a classification essay on any of the given topics第二次：Write an essay of 200-250 words on any of the given topics. 第三次：Ask students to practise writing the conclusion of the essay 八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→ Drafting:getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errors授课题目：Unit Six What Does It Mean一、教学目的、要求：（一）掌握：1、To learn the basics of Definition→ Definition→ Types→ Methods of Organization2、To learn to write the title of expositive essays→ What is definiton→ Types of definition知识点：→ The Standard /Formal Definition→ The Connotative/Personal Definition→ The Extended Definition（二）熟悉:→ The functions and areas the definition is usuallyused., the title of expositive essays知识点: → Functions and patterns of definition:→ The Standard /Formal Definition is used to explain a term or concept your audience or reader may not know orunderstand,→ The Connotative/Personal Definition is used to explain any word or concept that doesn’t have the same meaningfor everyone.→ The Extended Definition is used to explore a topic by examining its various meanings and implications.（三）了解： How to write an extended definitionHow to organize an extended essay二、教学重点及难点：重点：Functions and patterns of definitionHow to write an extended definitionHow to write the title of an expositive essay难点：How to organize an extended essayHow to write the title of an expositive essay三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第六课 definition第六课 Parts of the essay: The Title六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次： Read on the subject and write a definition essay on any of the given topics第二次：Write an essay of 200-250 words on any of the given topics. 第三次：Ask students to practise writing the title of the essay八、课后小结：Emphasis on the writing procedure→ Prewriting- choosing a topic and exploring ideas→ Drafting: getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errorsUnit Six Task One DefinitionI What is definition?In talking with other people, we sometimes offer informal definitions to explain just what we mean by a particular term. That is, to avoid confusion or misunderstanding, we have to define a word, term, or concept which is unfamiliar to most readers or open to various interpretations.Suppose, for example, we say to a friend:” Forrest is really an inconsiderate person.” We might then explain what we mean by“ inconsiderate” by saying, “He borrowed my accounting book overnight but didn’t return it for a week. And when I got it back,it was covered with coffee stains.Definition is the explanation of the meaning of a word or concept, and it is also a method of developing an essay.II. The ways to define a word or termThere are three basic ways to define a word or termA. To give a synonym For example: ‘ To mend is to repair.” Or“ A fellow is a man or a boy.”B. To use a sentence (often with an attributive clause) For example,ink may be define in a sentence: “Ink is colored water which we use for writing.”C. To write a paragraph or even an essay But a synonymy or asentence cannot give a satisfactory definition of an abstract term whose meaning is complex. We have to write a paragraph or an essay with examples or negative examples (what the term does not mean),with analogies or comparisons, with classification or cause-effect analysis.III. When we give a definition, we should observe certain principles: 1.First, we should avoid circular definitions. “Democracy is thedemocratic process.” And “astronomer is one who studiesastronomy” are circular definition.2.Second, we should avoid long lists of synonyms if the term to bedefined is an abstract one. For example: By imagination, I meanthe power to form mental images of objects, the power to form new ideas, the gift of employing images in writing, and the tendency to attribute reality to unreal things, situations and states.(picking up words, expressions from a dictionary , in the hopethat one will hit)3.Third, we should avoid loaded definition, Loaded definitions donot explain terms but make an immediate appeal for emotionalapproval.A definition like:’ By state enterprise, I mean high cost andpoor efficiency.” is loaded with pejorative emotionalconnotation. Conversely, “ By state enterprise, I mean one ofthe great blessing of democratic planning” is loaded withfavorable emotional connotation. Such judgements can be vigorious to a discussion, but they lead to argument, not clarification,when offered as definition.IV. Types of definition1.Standard/ Formal definition---denotation is a word’s core, direct,and literal meaning.2.Connotative/Personal meaning---Explains what you mean by a certainterm or concept that could have different meanings for others.On the other hand, connotation is the implied, suggested meaning of a word; it refers to the emotional response stimulated byassociations the word carries with it.A.For Americans, Water gate is associated with a politicalscandal that means dishonesty. And more words are created with the suffix—gate to mean some scandal in English now, thus,Iran Gate, Intelligence GateB.Dogs, in Chinese culture, may be quite a negative image. It isinsulting to call someone a dog. What about the western people In their eyes, dog is lovely and has good associated meanings.They say “ Love me, love my dog.”C.Imperialism means to us Chinese quite negative. Some of thewestern people may be proud of being imperial and imperialismitself.D.People everywhere may also share some connotations for somewords. They are general connotations. Mother means love, care, selfless, etc.E.Let’s get the gang together for a party tonight. (a group)Don’t go around with that gang or you’ll come to no good.(degraded group of people or group of criminals)Connotation can make all the difference. It is the mirror ofyour attitude.3.Extended definition---is an essay length piece of writing usingthis method of development.V. How to write an extended definitionFollow 4 rules for a good definition:1. Don’t use the words “when “‘where”, giving a definition. A commonpractice is to define the noun with a noun, adjective with adjective and so on.2. Remember, that definition is not a repetition.3. Use simple and well- known term in your explanation.4. Point out the distinguishing features of the term.Unit Six Task Two: The TitleI.What is title?A title is a very brief summary of what your paper is about.It is often no more than several words. You may find it easierto write the title after you have completed your paper.A title may be a phrase which can indicate a topic ofinterest (i.e. your focus) and at the same time point towardsa particular kind of discussion (your mode of argument).Accordingly, your title needs not only to indicate what theessay will be about, but also to indicate the point of view itwill adopt concerning whatever it is about.II.The purpose of the titleTo give the reader an idea of what the essay is aboutTo provide focus for the essayTo arouse the reader’s interestIII.How to write a good titleMake it clear, concise and preciseUse a phrase rather than a sentenceExclude all extra wordsIV.Other rules to obeyCenter it at the top of the first page.Use no period at the end or quotation marksCapitalize the first and last wordsCapitalize all other words exceptarticles (a, the)the to in infinitivesprepositions containing one syllablecoordinating conjunctions (and, but, or, etc)A title leads, but a poor title misleads. Be sure that it is appropriate. Besides, be careful with the capitalization.Write an appropriate title for each of the introductory paragraphs that follow.1.Title: _____Reactions to Disappointment___________________Ben Franklin said that the only sure things in life are deathand taxes. He left something out, however: disappointment. Noone gets through life without experiencing many disappointments.Strangely, though, most people seem unprepared fordisappointment and react to it in negative ways. They feeldepressed or try to escape their troubles instead of usingdisappointments asan opportunity for growth.2.Title: ____Annoying People_____________________President Richard Nixon used to keep “enemies list” of all the people he didn’t especially like. Iam ashamed to confess it,butI, too, have an enemies list—a mental one. On this list are the people I would gladly live without , the ones who cause my blood pressure to rise to the boiling point. The top threeplaces on the list go to people with annoying nervous habits,people who talk in movie theatres, and people who talk on carphones while driving.3.Title: ___The Meaning of Maturity______________________Being a mature student does not mean being an old-timer.Maturity is not measured by the number of years a person havelived. Instead, the yardstick of maturity is marked by thequalities of self-denial, determination, and dependability.4.Title: _____College Stress____________________Jack’s heart pounds as he casts panicky looks around theclassroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what thesubject is. In front of him is a test. At the last minute hisroommate awakens him. It’s only another anxiety dream. The very fact that dreams like Jack’s are common suggests that college is a stressful situation for young people. The cause of thisstress can be academic, financial, and personal.5.Title: __How to Complain_______________________I’m not just a consumer—I’m a victim. If I order a product, it is sure to arrive in the wrong color, sixe, or quantity. If I hire people to do repairs, they never arrive on the dayscheduled. If I owe a bill, the computer is bound to overcharge me. Therefore, in self-defense, I have developed the following consumer’s guide to complaining affectively授课题目：Unit Seven The Insight I Gained 一、教学目的、要求：（一）掌握：1、To learn the basics of Analogy→ Definition→ Uses→ Methods of Organization2、To learn to use transitions→ What is analogy→ The difference between analogy and comparison知识点：→ The field analogy is used→ The difference between analogy and comparison→ The patterns of analogy（二）熟悉:→ The functions and areas analogy is usually used., to learn to use transition知识点: → Functions and patterns of analogy:→ A comparison explains two obviously similar things and considers both their differences and similarities→ An analogy compares two apparently unlike things, and focus only on their major similarities→ An analogy is thus an extended metaphor—the figure of speech that declares one thing to be another（三）了解： How to organize an analogy by the way ---subject bysubjectHow to organize an analogy by the way—point by point 二、教学重点及难点：重点：Functions and patterns of definitionThe differences between comparison and analogyHow to learn to use transitionHow to organize an analogy by the way ---subject by subject How to organize an analogy by the way—point by point难点：How to learn to use transitionHow to organize an analogy by the way ---subject by subject How to organize an analogy by the way—point by point三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第六课 definition第六课 Parts of the essay: The Title六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次： Read on the subject and write a definition essay on any of the given topics第二次：Write an essay of 200-250 words on any of the given topics. 第三次：Ask students to practise writing the title of the essay八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→ Drafting: getting your ideas on paper→ Revising: strengthening your essay→ Editing and proofreading: eliminating technical errors。

英语专业写作教案

英语专业写作教案教案标题：英语专业写作教案教学目标：1. 通过本课程的学习，学生将能够提高英语写作能力，包括语法、词汇、语言表达和写作结构等方面；2. 培养学生批判性思维和创造性思维，使他们能够更好地运用英语进行学术和专业写作；3. 培养学生的团队合作和沟通能力，以便他们能够在实际工作中进行有效的英语写作。

教学内容：1. 英语写作基础知识：包括语法、词汇、句子结构等方面的基本知识；2. 学术写作技巧：包括如何进行文献综述、写作提纲、论证和引用等方面的技巧；3. 专业写作实践：包括学生在不同专业领域进行写作实践，如商务写作、科技写作、报告写作等。

教学步骤：1. 导入：通过引入一个相关的话题或问题来激发学生的兴趣，并与他们讨论英语写作的重要性和挑战；2. 介绍基础知识：向学生介绍英语写作的基本要素，包括语法、词汇和句子结构等方面的知识，并提供相关的练习；3. 学术写作技巧：向学生介绍学术写作的特点和要求，包括文献综述、写作提纲、论证和引用等方面的技巧，并提供相关的练习和范例；4. 专业写作实践：根据学生的专业背景和兴趣，让他们选择一个专业领域进行写作实践，如商务写作、科技写作或报告写作等，并指导他们进行实践；5. 团队合作和展示：组织学生进行小组合作，让他们相互交流和修改彼此的写作作品，并在课堂上展示和讨论他们的成果；6. 总结和评估：对学生的写作作品进行评估，并提供反馈和建议，以便他们进一步改进和提高自己的写作能力；7. 课堂延伸：鼓励学生在课后继续进行英语写作的练习，并提供相关的资源和指导。

教学资源：1. 教材：选择一本适合本课程的英语写作教材，包括基础知识和实践案例等；2. 多媒体资源：准备相关的多媒体资源，如幻灯片、视频和在线资源，以便更好地呈现教学内容；3. 练习材料：准备一些练习材料，包括语法练习、写作练习和模拟考试等，以帮助学生巩固所学知识；4. 学术资源：提供一些学术资源，如学术论文、期刊文章和书籍等，以帮助学生了解学术写作的规范和要求。

《英文写作课教案》

《英文写作课教案》一、课程简介本课程旨在通过系统的教学，帮助学生提高英文写作能力。

课程将涵盖写作技巧、语法、句式结构、词汇运用等方面，通过讲解、练习、讨论等方式，使学生能够熟练掌握英文写作的基本技能，并在实际应用中提高写作水平。

二、教学目标1. 学会正确使用英文语法和句式结构。

2. 掌握常用的写作技巧和词汇运用。

3. 提高逻辑思维能力和表达能力。

4. 能够独立完成各类英文写作任务。

三、教学内容1. 写作技巧：如何构思、如何组织文章结构、如何写开头和结尾等。

2. 语法和句式结构：时态、语态、主谓一致、复杂句式等。

3. 词汇运用：常用词汇、同义词、反义词、固定搭配等。

4. 实例分析：分析优秀范文，学习其写作技巧和表达方式。

四、教学方法1. 讲解：教师讲解写作技巧、语法和句式结构等知识。

2. 练习：学生进行写作练习，教师进行点评和指导。

3. 讨论：学生之间进行写作经验交流，共同提高。

4. 实例分析：分析优秀范文，学习其写作技巧和表达方式。

五、教学评估1. 平时练习：考察学生的写作技巧和表达能力。

2. 作文作业：评估学生的写作水平和进步情况。

3. 考试成绩：考察学生对课程知识的掌握程度。

注意事项：1. 学生需认真听讲，积极参与练习和讨论。

2. 学生需按时完成作文作业，认真对待每一次写作练习。

3. 教师要及时给予学生反馈，指导其不断提高写作水平。

教案编辑专员：[你的名字]六、教学计划第1周：写作技巧概述与构思训练第2周：基本语法和句式结构第3周：词汇积累与运用第4周：开头和结尾的写作技巧第5周：文章组织与逻辑性第6周：优秀范文分析与模仿第7周：写作实践中常见问题与解决方法第8周：总结与复习七、教学资源1. 教材：英文写作教程2. 参考书籍：英文写作手册、语法大全3. 网络资源：英文写作网站、在线语法检查工具4. 范文：优秀范文精选八、教学活动1. 写作技巧讲解：教师讲解各种写作技巧，如如何构思、如何组织文章结构等。

现代大学英语中级写作上课程教案

《现代大学英语中级写作》，徐克容，外语教学与研究出版社英语写作中级（上）课程教案I 授课题目：Unit One We Learn As We Grow一、教学目的、要求：（一）掌握：1、To learn the basics of exemplication:→ Definition→ Kinds of examples→ Sources of examples2、To learn to outline expositive essays知识点：→ The definition and introduction of exposition and essay.→Exposition is explanatory writing. It’s purpose is to explain or clarify a point.→ An essay is a related group of paragraphs written for some purpose（二）熟悉:→ Practice the basics of exemplification→ Practice outlining知识点：→Patterns of exposition, the choice of examples, the choice of appropriate examples, the organization of an exemplification essay:→Types of essays, basic structures of an expositive essay, elements of the expositive essay→ Types of outline, rules concerning outline（三）了解：→Patterns of exposition, types of essays, types of outlineprocess analysis, cause-effect analysis, Comparison and contrast, classification,definition and analogy，narrative essays, descriptive essays, expositive essaysand argumentative essays二、教学重点及难点：重点：Exemplification,types of outline；难点：Sentence outline and topic outline三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第一課Exemplification第一課Elements of the Essay: Outlining六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write an example paper of 200-250 words on the given topic. 第二次：Read on the subject and write an essay of 200-250 words on the given topic, using eithera single extended example or two or three short ones to develop your thesis statement. 第三次：Ask students to practice outlining八、课后小结：Emphasis on the writing procedure→Prewriting-choosing a topic and exploring ideas→Drafting: getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errorsII授课题目：Unit Two I Made It一、教学目的、要求：（一）掌握：1、To learn the basics of process analysis→ Definition→ Uses→ Types→ Methods2、To learn to write thesis statement知识点：→ The definiton and introduction of process analysis→ The function of process analysis→ The differences between thesis statement vs. topic sentence（二）熟悉:→ The areas the process analysis is usually used.知识点: → Functions of process analysis:giving instructions, giving information and giving the history→Major types of process analysis: directive analysis, informative process analysis→Writing an effective thesis statement（三）了解：The basics of process writing and thesis statement二、教学重点及难点：重点：Organization of a process paper, practice of effective thesis statement；难点：Guidelines on process analysis, writing effective thesis ststement三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第二課Process Analysis第二課Elements of the essay: The Thesis Statement六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write an informative process paper describing how you succeeded in doing something第二次：Read on the subject and write a directive process paper telling first-year students how to adjust to life at college.第三次：Ask students to practise writing the thesis statement八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→Drafting:getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errors授课题目：Unit Three College Is Not a Paradise一、教学目的、要求：（一）掌握：1、To learn the basics of Cause-Effect analysis→ Definition→ Uses→ Patterns2、To learn to write an introduction to expositive essays→ What to include in the introduction→ How to write effective introduction知识点：→ The definiton and introduction of cause-effect analysis→ The function of cause-effect analysis→ The writing of effective introduction（二）熟悉:→ The functions and areas the cause-effect analysis is usually used.知识点: → Functions of cause-effect analysis: explaining why certain things happen, analyzing what will happen as a result→Major types of cause-effect analysis: focusing on cause and focusing on effects,→How to start and write effective introduction（三）了解：the basics of cause-effect analysis and writing effective introduction二、教学重点及难点：重点：How to focus on cause or effects, How to start and write effective introduction；难点：How to focus on cause or effects, How to start and write effective introduction三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第三課Cause-Effect Analysis第三課Parts of the essay: The Introduction六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write an essay on any of the given topics analyzing cause.第二次：Read on the subject and write, from your own experience, an essay analyzing the effects of anthing taught in class.第三次：Ask students to practise writing the introduction八、课后小结：Emphasis on the writing procedure→ Prewriting- chossing a topic and exploring ideas→Drafting: getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errors授课题目：Four What Makes the Differences一、教学目的、要求：（一）掌握：1、To learn the basics of Comparison and Contrast→ Definition→ Uses→ Patterns→ Methods2、To learn to develop the body of expositive essays→ What its structure looks like?→ What it includes知识点：→ The definiton and introduction of Comparison and Contrast→ The function of cause-effect analysis→ The writing of effective introduction（二）熟悉:→ The functions and areas the comparison/contrast is usually used., the general structure of the body of an essay知识点: →Functions of comparison/contrast: clarifying something unknown, bringing one or both of the subject into sharper shape→Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence→Familiarity of the general structure of the body of an essay（三）了解：The basics of Comparison and Contrast and the general structure of the body of an essay二、教学重点及难点：重点：Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence General structure of the body: Beginning, Body and End难点：How to organize a comparison/contrast essay, How to develop body paragraphs三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第四課Comparison/Contrast第四課Parts of the essay: The Body六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write a subject-by-subject essay of comparison/contraston any of the given topics第二次：Read on the subject and write a point -by-point essay of comparison/contraston any of the given topics第三次：Ask students to practise writing the body of the essay八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→Drafting:getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errors授课题目：Unit Five It Takes All Sorts to Make a World一、教学目的、要求：（一）掌握：1、To learn the basics of Classification→ Definition→ Uses→ Methods2、To learn to write the conclusion of expositive essays→ What is classification?→ What is classification used for?知识点：→ The definiton and introduction of classification→ The function of classification→ The writing of effective classification（二）熟悉:→ The functions and areas the classification is usually used., the conclusion of expositive essays知识点: → Functions of classification:To organize and perceive the world around usTo present a mass of material by means of some orderly systemTo deal with complex or abstract topics by breaking a broad subject into smaller,neatly sorted categories.→The general pattern of classification→sentence patterns in classification→Familiarity of the the conclusion of expositive essays（三）了解：The functions and areas the classification is usually used., the conclusion of expositive essays二、教学重点及难点：重点：some sentence patterns in classificationthe conclusion of expositive essays难点：Parts of the conclusion: a summary of the main points, or restatements of your thesis in different work.三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第五課classification第五課Parts of the essay: The conclusion六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write a classification essay on any of the given topics第二次：Write an essay of 200-250 words on any of the given topics.第三次：Ask students to practise writing the conclusion of the essay八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→Drafting:getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errors授课题目：Unit Six What Does It Mean一、教学目的、要求：（一）掌握：1、To learn the basics of Definition→ Definition→ Types→ Methods of Organization2、To learn to write the title of expositive essays→ What is definiton→ Types of definition知识点：→ The Standard /Formal Definition→ The Connotative/Personal Definition→ The Extended Definition（二）熟悉:→ The functions and areas the definition is usually used., the title of expositive essays知识点: →Functions and patterns of definition:→ The Standard /Formal Definition is used to explain a term or concept your audience or reader may not know or understand,→The Connotative/Personal Definition is used to explain any word or concept that doesn’t have the same meaning for everyone.→The Extended Definition is used to explore a topic by examining its various meanings and implications.（三）了解：How to write an extended definitionHow to organize an extended essay二、教学重点及难点：重点：Functions and patterns of definitionHow to write an extended definitionHow to write the title of an expositive essay难点：How to organize an extended essayHow to write the title of an expositive essay三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第六課definition第六課Parts of the essay: The Title六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write a definition essay on any of the given topics 第二次：Write an essay of 200-250 words on any of the given topics.第三次：Ask students to practise writing the title of the essay八、课后小结：Emphasis on the writing procedure→ Prewriting- choosing a topic and exploring ideas→Drafting: getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errorsUnit Six Task One DefinitionI What is definition?In talking with other people, we sometimes offer informal definitions to explain just what we mean by a particular term. That is, to avoid confusion or misunderstanding, we have to define aword, term, or concept which is unfamiliar to most readers or open to various interpretations.Suppose, for example, we say to a friend:”Forrest is really an inconsiderate person.”We might then explain what we mean by “ inconsiderate” by saying, “He borrowed my accounting book overnight but didn’t return it for a week. And when I got it back, it was covered with coffee stains.Definition is the explanation of the meaning of a word or concept, and it is also a method of developing an essay.II. The ways to define a word or termThere are three basic ways to define a word or termA. To give a synonym For example: ‘ To mend is to repair.”Or “ A fellow is a man or aboy.”B. To use a sentence (often with an attributive clause) For example, ink may be define in asentence: “Ink is colored water which we use for writing.”C. To write a paragraph or even an essay But a synonymy or a sentence cannot give asatisfactory definition of an abstract term whose meaning is complex. We have to write a paragraph or an essay with examples or negative examples (what the term does not mean), with analogies or comparisons, with classification or cause-effect analysis.III. When we give a definition, we should observe certain principles:1.First, we should avoid circular definitions. “Democracy is the democratic process.”And“astronomer is one who studies astronomy” are circular definition.2.Second, we should avoid long lists of synonyms if the term to be defined is an abstract one.For example: By imagination, I mean the power to form mental images of objects, the power to form new ideas, the gift of employing images in writing, and the tendency to attribute reality to unreal things, situations and states.(picking up words, expressions from a dictionary , in the hope that one will hit)3.Third, we should avoid loaded definition, Loaded definitions do not explain terms but makean immediate appeal for emotional approval.A definition like:’ By state enterprise, I mean high cost and poor efficiency.” is loaded withpejorative emotional connotation. Conversely, “ By state enterprise, I mean one of the great blessing of democratic planning”is loaded with favorable emotional connotation. Such judgements can be vigorious to a discussion, but they lead to argument, not clarification, when offered as definition.IV. Types of definition1.Standard/ Formal definition---denotation is a word’s core, direct, and literal meaning.2.Connotative/Personal meaning---Explains what you mean by a certain term or concept thatcould have different meanings for others.On the other hand, connotation is the implied, suggested meaning of a word; it refers to the emotional response stimulated by associations the word carries with it.A.For Americans, Water gate is associated with a political scandal that means dishonesty.And more words are created with the suffix—gate to mean some scandal in English now, thus, Iran Gate, Intelligence GateB.Dogs, in Chinese culture, may be quite a negative image. It is insulting to call someone adog. What about the western people? In their eyes, dog is lovely and has good associated meanings. They say “ Love me, love my dog.”C.Imperialism means to us Chinese quite negative. Some of the western people may beproud of being imperial and imperialism itself.D.People everywhere may also share some connotations for some words. They are generalconnotations. Mother means love, care, selfless, etc.E.Let’s get the gang together for a party tonight. (a group)Don’t go around with that gang or you’ll come to no good. (degraded group of people or group of criminals)Connotation can make all the difference. It is the mirror of your attitude.3.Extended definition---is an essay length piece of writing using this method of development. V. How to write an extended definitionFollow 4 rules for a good definition:1. Don’t use the words “when “‘where”, giving a definition. A common practice is to definethe noun with a noun, adjective with adjective and so on.2. Remember, that definition is not a repetition.3. Use simple and well- known term in your explanation.4. Point out the distinguishing features of the term.Unit Six Task Two: The TitleI.What is title?A title is a very brief summary of what your paper is about. It is often no more thanseveral words. You may find it easier to write the title after you have completed your paper.A title may be a phrase which can indicate a topic of interest (i.e. your focus) and at thesame time point towards a particular kind of discussion (your mode of argument).Accordingly, your title needs not only to indicate what the essay will be about, but also to indicate the point of view it will adopt concerning whatever it is about.II.The purpose of the titleTo give the reader an idea of what the essay is aboutTo provide focus for the essayTo arouse the reader’s interestIII.How to write a good titleMake it clear, concise and preciseUse a phrase rather than a sentenceExclude all extra wordsIV.Other rules to obeyCenter it at the top of the first page.Use no period at the end or quotation marksCapitalize the first and last wordsCapitalize all other words except●articles (a, the)●the to in infinitives●prepositions containing one syllable●coordinating conjunctions (and, but, or, etc)A title leads, but a poor title misleads. Be sure that it is appropriate. Besides, be careful with the capitalization.Write an appropriate title for each of the introductory paragraphs that follow.1.Title: _____Reactions to Disappointment___________________Ben Franklin said that the only sure things in life are death and taxes. He left something out, however: disappointment. No one gets through life without experiencing many disappointments. Strangely, though, most people seem unprepared for disappointment and react to it in negative ways. They feel depressed or try to escape their troubles instead of using disappointments asan opportunity for growth.2.Title: ____Annoying People_____________________President Richard Nixon used to keep “enemies list” of all the people he didn’t especially like. Iam ashamed to confess it, butI, too, have an enemies list—a mental one. On this list are the people I would gladly live without , the ones who cause my blood pressure to rise to the boiling point. The top three places on the list go to people with annoying nervous habits, people who talk in movie theatres, and people who talk on car phones while driving.3.Title: ___The Meaning of Maturity______________________Being a mature student does not mean being an old-timer. Maturity is not measured by the number of years a person have lived. Instead, the yardstick of maturity is marked by the qualities of self-denial, determination, and dependability.4.Title: _____College Stress____________________Jack’s heart pounds as he casts panicky looks around the classroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what the subject is. In front of him is a test. At the last minute his roommate awakens him. I t’s only another anxiety dream. The very fact that dreams like Jack’s are common suggests that college is a stressful situation for young people. The cause of this stress can be academic, financial, and personal.5.Title: __How to Complain_______________________I’m not just a consumer—I’m a victim. If I order a product, it is sure to arrive in the wrong color, sixe, or quantity. If I hire people to do repairs, they never arrive on the day scheduled.If I owe a bill, the computer is bound to overcharge me. Therefore, in self-defense, I have developed the following consumer’s guide to complaining affectively授课题目：Unit Seven The Insight I Gained一、教学目的、要求：（一）掌握：1、To learn the basics of Analogy→ Definition→ Uses→ Methods of Organization2、To learn to use transitions→ What is analogy→ The difference between analogy and comparison知识点：→ The field analogy is used→ The difference between analogy and comparison→ The patterns of analogy（二）熟悉:→The functions and areas analogy is usually used., to learn to use transition知识点: →Functions and patterns of analogy:→ A comparison explains two obviously similar things and considers both their differences and similarities→ An analogy compares two apparently unlike things, and focus only on their major similarities→An analogy is thus an extended metaphor—the figure of speech that declares one thing to be another（三）了解：How to organize an analogy by the way ---subject by subjectHow to organize an analogy by the way—point by point二、教学重点及难点：重点：Functions and patterns of definitionThe differences between comparison and analogyHow to learn to use transitionHow to organize an analogy by the way ---subject by subjectHow to organize an analogy by the way—point by point难点：How to learn to use transitionHow to organize an analogy by the way ---subject by subjectHow to organize an analogy by the way—point by point三、课时安排：共4课时四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解五、教学基本内容第六課definition第六課Parts of the essay: The Title六、参考书目：《英语写作手册》，《美国大学英语写作》七、作业和思考题：第一次：Read on the subject and write a definition essay on any of the given topics 第二次：Write an essay of 200-250 words on any of the given topics.第三次：Ask students to practise writing the title of the essay八、课后小结：Emphasis on the writing procedure→ Prewriting-chossing a topic and exploring ideas→Drafting: getting your ideas on paper→Revising: strengthening your essay→Editing and proofreading: eliminating technical errors。

中级写作教学备课教案

中级写作教学备课教案一、教学目标1. 帮助学生理解写作的基本概念和技巧。

2. 提供不同类型写作任务的练习和实践机会。

3. 培养学生批判性思维和创造性思维。

4. 提高学生的写作水平和技能。

二、教学内容本次备课教案将围绕中级写作教学展开，内容涵盖了如下几个方面：1. 写作基本概念的介绍- 写作的定义- 写作的特点和分类- 写作的重要性和应用领域2. 中级写作技巧的讲解- 如何选择合适的写作题目- 如何进行写作准备和素材收集- 如何组织文章结构和段落- 如何运用恰当的词汇和语法结构- 如何增加文章的可读性和吸引力3. 不同类型写作任务的练习- 议论文写作- 图表描述和数据分析- 看图写作- 读后感和观后感- 短篇故事和剧本创作4. 批判性思维和创造性思维的培养- 如何对作品进行评价和批判分析- 如何展开独到的见解和观点- 如何培养创造性的写作思维和想象力5. 写作水平和技能的评估与提高- 利用写作评估工具进行评估- 针对学生的写作问题提供指导和帮助- 组织写作比赛和作品展示，激发学生的写作热情三、教学方法1. 归纳法：对写作基本概念进行系统总结和归纳。

2. 演绎法：通过解析篇章结构和语言特点，引导学生掌握写作技巧。

3. 实践法：通过大量的写作练习和作品创作进行实践，提高学生的写作水平。

4. 分组合作：组织学生进行小组讨论、写作分享和互相批评，促进合作学习和对等交流。

5. 个性化辅导：根据学生的写作水平和特点，进行个别辅导和指导。

四、教学流程安排1. 导入：通过提问和简短的写作演示引发学生的兴趣和思考。

2. 介绍写作基本概念：板书写作的定义和写作的重要性。

3. 讲解中级写作技巧：系统讲解如何进行写作准备和素材收集、如何组织文章结构和段落等内容。

4. 练习不同类型写作任务：进行一系列的写作练习和实践，如写议论文、图表描述和观后感等。

5. 培养批判性和创造性思维：引导学生对文本进行分析和评价，同时鼓励他们展开独到的创造性思维。

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