学术英语写作教案 语言学共26页
英语写作课教案设计
英语写作课教案设计English writing courses are crucial for students to develop their writing skills, which are essential for academic and professional success. Designing an effective lesson plan for an English writing course requires careful consideration of various factors, including the students' level of proficiency, learning objectives, and appropriate instructional strategies. This lesson plan aims to provide a comprehensive framework for teaching English writing to students, fostering their ability to express themselves clearly and effectively in written form.The lesson should begin with a warm-up activity to engage students and activate their prior knowledge. This could involve a brief discussion or a writing prompt related to a familiar topic, allowing students to share their thoughts and ideas. The warm-up activity should be designed to create a supportive learning environment and encourage active participation from all students.Next, the teacher should introduce the lesson's objectives and outline the main writing skills or concepts that will be covered. This could include elements such as paragraph structure, essay organization, sentence construction, or specific writing genres likenarrative, expository, or persuasive writing. Providing clear learning goals will help students understand the purpose and relevance of the lesson.The lesson should then transition into direct instruction, where the teacher presents the key writing concepts and strategies. This can be done through a combination of lecture, multimedia presentations, and modeling examples. It is important to use clear and concise language, provide visual aids, and regularly check for student understanding through questioning and formative assessments.After the direct instruction phase, students should be given ample opportunities for guided practice. This could involve various writing activities or exercises that allow them to apply the taught concepts and strategies under the teacher's supervision. During this phase, the teacher should provide feedback, address common errors or misconceptions, and offer individualized support to students who may be struggling.Collaborative learning activities, such as peer editing or group writing tasks, can also be incorporated into the lesson plan. These activities promote social interaction, encourage critical thinking, and allow students to learn from one another's strengths and perspectives. Additionally, they can foster essential skills like constructive feedback, teamwork, and communication.Throughout the lesson, the teacher should emphasize the importance of the writing process, including prewriting, drafting, revising, and editing. Students should be encouraged to view writing as an iterative process rather than a one-time task, and they should be provided with strategies for effective revision and self-editing.Towards the end of the lesson, students should be given an opportunity to apply their newly acquired knowledge and skills by engaging in an independent writing task. This could be a short essay, a creative writing piece, or a reflective journal entry. The teacher should provide clear instructions, rubrics, and guidelines to support students during this phase.Finally, the lesson should conclude with a reflection and assessment component. Students could share their writing with the class, receive peer feedback, or engage in a class discussion about their learning experiences. The teacher should also provide summative feedback and assess students' understanding of the lesson's objectives, identifying areas for further reinforcement or enrichment.Throughout the lesson, it is essential to incorporate differentiated instruction to cater to the diverse needs and learning styles of students. This could involve providing additional scaffolding or support materials for struggling learners, offering extension activitiesfor advanced students, or incorporating various instructional strategies such as visual aids, hands-on activities, or technology integration.By following this comprehensive lesson plan, teachers can effectively guide students through the intricacies of English writing, fostering their ability to express themselves clearly, coherently, and creatively in written form. Consistent practice, constructive feedback, and a supportive learning environment will enable students to develop the writing skills necessary for academic and professional success.。
大学英文写作技巧教案
大学英文写作技巧教案一、引言大学英文写作是提高学生语言表达能力和思维逻辑能力的重要课程之一。
本篇教案旨在为大学英文写作课程的教师提供一个指导框架，以帮助他们有效地教授和辅导学生学习英文写作技巧。
二、目标本教案的主要目标是帮助学生掌握以下几项关键技巧： 1. 理解写作任务：学会正确理解和分析写作任务要求。
2. 针对受众撰写：了解不同受众群体需求，选择合适的语言风格和用词。
3. 结构组织能力：掌握文章结构的基本概念，如引言、主体段落和结论，并能进行清晰有效的组织。
4. 逻辑表达与连贯性：培养良好的逻辑思维和条理清晰的表达能力，使文章内容连贯有序。
5. 文法与拼写准确性：强调正确使用英语文法规则和拼写单词的重要性。
三、教学内容及方法1. 写作任务分析•讲解学生如何正确理解写作任务，包括审题、分析关键词和限定词等技巧。
•提供不同类型的写作任务案例，让学生进行实践分析。
2. 受众意识与语言风格选择•引导学生了解不同受众群体的需求和喜好。
•示范如何根据不同受众选择合适的语言风格和用词。
3. 文章结构组织•解释文章结构基本概念：引言、主体段落和结论。
•提供模板和示例，引导学生进行结构化写作练习。
4. 逻辑表达与连贯性•强调合乎逻辑的写作思维和方法。
•教授过渡词和连接词的使用技巧来增加文章的连贯度。
5. 文法与拼写规范•着重讲解常见英文文法错误并提供纠错策略。
•引导学生进行拼写检查，并推荐使用自动拼写检查工具。
四、教学评估为了确保学生有效地掌握英文写作技巧，可以采用以下评估方法： 1. 写作练习：布置一系列书面练习，让学生应用所学的技巧进行写作，并给予反馈和评分。
2. 作业批改：认真审查学生提交的作业并提供具体建议和指导。
3. 小组讨论：创建小组活动，让学生在小组中相互分享和讨论写作经验以及互相批评。
五、总结本教案旨在帮助教师有效地教授英文写作技巧，培养学生的语言表达和思维逻辑能力。
通过正确理解写作任务、合适受众撰写、良好结构组织能力、逻辑表达连贯性以及文法拼写准确性等技巧的培养，学生将能够在大学英文写作中取得更好的成绩。
学术英语写作教案 语言学
语言学类论文题目举例
1. A Cognitive Semantic Analysis of Basic Color Terms "Black" and "White" in English and Chinese 英汉基本颜色词"黑"、"白"的认知语义 分析 2. An Interpretation of the Cognitive Process and Pragmatic Function of Space Deixis 空间指示的认知心理过程和语用功能解 析
Conceptual semantics: This theory is an effort to explain properties of argument structure. The assumption behind this theory is that syntactic properties of phrases reflect the meanings of the words that head them. With this theory, linguists can better deal with the fact that subtle differences in word meaning correlate with other differences in the syntactic structure that the word appears in. The way this is gone about is by looking at the internal structure of words. These small parts that make up the internal structure of words are termed semantic primitives
英语写作课教学设计全英教案
英语写作课教学设计全英教案Title: English Writing ClassLevel: IntermediateDuration: 60 minutesObjectives:1. To introduce and practice various types of English writing.2. To improve students" writing skills, including grammar, vocabulary, and structure.3. To enhance students" creativity and critical thinking through writing tasks.4. To provide opportunities for peer review and feedback on writing.Materials:- Whiteboard or blackboard- Markers or chalk- Handouts with writing prompts or samples- Student worksheets- Writing materials (pens, pencils, paper)Procedure:1. Warm-up (5 minutes)- Greet the students and have a brief introduction to theclass.- Ask students about their experiences with writing in English. What challenges do they face? What do they enjoy about writing? Write their responses on the board.2. Introduction to Writing Types (10 minutes)- Explain the different types of English writing, such as descriptive, narrative, persuasive, and argumentative.- Provide examples of each type and discuss their characteristics.- Ask students to identify the purpose and audience for each type of writing.3. Grammar and Vocabulary Review (15 minutes)- Review relevant grammar points and vocabulary that students can use in their writing.- Use examples and exercises to practice the grammar and vocabulary in context.- Encourage students to ask questions and clarify any doubts they may have.4. Writing Task 1: Descriptive Writing (20 minutes)- Distribute a handout with a descriptive writing prompt or provide a sample paragraph.- Ask students to brainstorm ideas and write a descriptiveparagraph individually.- After the time is up, pair students to exchange and give feedback on each other"s writing.- Discuss some of the best examples as a class and provide feedback.5. Writing Task 2: Persuasive Writing (15 minutes)- Present a persuasive writing prompt or provide a sample paragraph.- Instruct students to write a persuasive paragraph individually.- Pair students again for peer review and feedback.- Discuss the effectiveness of different persuasive techniques used by students.6. Conclusion and Feedback (5 minutes)- Summarize the main points covered in the class.- Ask students to share their thoughts on what they learned and any areas they would like further practice.Extension Activity (optional):- Assign a longer writing task as homework, such as a short story or an argumentative essay.- Provide individual feedback on the students" writing and encourage them to revise and improve it.Note: The timing for each activity may vary depending on the students" level and pace. It is recommended to adjust the activities accordingly.。
学术英语写作讲义
Lecture 11.1Features on the lexical level（词汇层面）(1) The analysis didn’t yield any new results. (Informal)The analysis yielded no results. (Formal)(2) These semiconductors can be used in robots, CD players, etc. (Informal)These semiconductors can be used in robots, and CD players. (Formal)1.1.2Nominalization（名词化）(1)[Everyday English]If a potential is applied to gas at low pressure, ionization of the molecules will result. [Academic English]The application of a potential to gas at low pressure will result in ionization of the molecules. (2)[Everyday English]The progress of the work will depend on how modern the equipment is.[Academic English]The progress of the work will depend on the modernization ofthe equipment.1.1.3Hedging（模糊语）(1)On the evidence of the findings presented in Figure 1, it would appear that students in Hong Kong generally have little need to speak in English outside the classroom.(2) Weismann suggested that animals become old because, if they did not, there could be no successive replacement of individuals and hence no evolution.1.1.4 Use of single verbs （使用单一动词）(1)The material amenities of life have gone up in Western society.( increased )(2)A primary education system was set up throughout Ireland as early as 1831.(establish)其他如look into（investigate）;get rid of（eliminate）1.2.1大量使用被动语态(1) Any container can be filled by these as they diffuse and spread out to fill them. The atoms or molecules of gases move very rapidly and are widely spaced..(2) Using a simplified input-output (I-O) framework, the aggregate economic output of the non-energy sector (Yt) can be formulated as the sum of value-added in the non-energy sector (Vane,t) and inter-industry payments for energy and transport services.1.2.2客观语言（1）I chose this method because it is less complex. (personal)This method is chosen because it is less complex.（2）The conclusions are appalling and account, to a large extent, for the terrible morbidity and mortality statistics of this community.客观语言，句子改写Text 2This paper presents the findings of an analysis of teamwork development. The group selected for this assignment (the survey team) is a small team of four people working in a small department of Advance Tours. The performance of the team and the team members’ attitudes to their team were measured using two questionnaires developed by Cacioppe (1998). An analysis of the findings is then presented and recommendations are made as to what measures can be employed to improve the overall teamwork and performance of the team.Being brief and concisee.g. (1a) Preliminary observations on the effect of Zn element on anticorrosion（防腐蚀）of zinc plating layer (镀锌层) (wordy)(1b) Effect of Zn on anticorrosion of zinc plating layer (concise)e.g.《中国近代纸币史》中几个学术问题的探讨(2a)Discussion on Several Academic problems in the Book The Modern History of Chinese Paper Money (wordy)(2b)Several Questions in Modern History of Chinese Banknotes (concise)2.3 Keywords(1)Functions of keywordsKeywords of a research paper are the most frequently used words and the most important words and phrases of the paper. They are representative of the theme of the paper. As it mainly functions for easiness of retrieval, “keywords”is also variously called “indexing terms”(索引词), “keywords index”, “keywords and phrases”.(2)Form and number of keywords◇Keywords of research paper appear in the form of nouns, not verbs, For example, “investigation”is used instead of “investigate”.◇In general, the number of keywords ranges from 2 to 8. The normal limited number of keywords is four to six in one paper◇As usual, keywords are chosen from the “title”and/or “abstract”, where the key terms of words and phrases are usually contained(3)Location of keywordsThough keywords can be either above or below the abstract of a paper, they are yet, in most cases, placed below the abstract. They are in lowercase except abbreviations.(4)Methods of spacing keywordsThere are three methods of spacing keywords:using comma ,semicolon ;larger partitionFull stop could not be used to space keywords.如：（1）“software component,(;) UML, (;) rational database”.2.4Common scientific foundation elements in Acknowledgements.1.国家高技术研究发展计划资助项目（863计划）（No.）National High Technology Research and Development Program of China (863 Program) (No.) 2．国家自然科学基金（面上项目：重点项目：重大项目：）No.National Natural Science Foundation of China (General Program; Key Program; Major Program)3.国家教育部博士点基金资助项目（No.）Ph.D Programs Foundation of Ministry of Education of China.4国家重点基础研究发展规划项目（973计划）（No.）The Major State Basic Research Development Program of China (973 program)5. 国家“十一五”攻关项目National Key Technologies R & D Program of China during the 11th Five Year Plan Period (No.)Descriptive Abstract(1) This paper presents an analysis of the principles of magnetic refrigeration with application to air-conditioning. A comparison with conventional evaporation-condensation gas cycle device is presented. Conclusions concerning the applicability of magnetic refrigeration to air conditioning are made.(2) The purpose of this project is to measure environmental equity in Salem, Oregon, with an aim to contribute to a growing body of literature concerned with the unequal distribution of environmental hazards .The project analyzes important previous studies and then conducts an investigation that centers around a series of GIS (Geographic Information System) maps that reveal correlations between environmental hazards and demographics(统计学), such as race and income level. The results will be revealed and discussed.(3) The Postmodern Appeal of complementary and Alternative medicines (CAM) to Australian Consumers: A Review of the LiteratureThe increasing popularity of complementary and alternative medicines (CAM) amongst health consumers and orthodox service providers in Australia is well documented. However, understandings about the reasons for increasing consumer use of CAM in Australia and elsewhere are poorly developed and invite further research.This paper presents the results of a systematic literature review on reasons for CAM use by the Australian population.There are four main themes: 1) criticism of conventional medicine, 2)attraction to the holistic model（整体模型）of health, 3) treatment options for chronic and terminal illness, and 4) lifestyle factors which are identified and explored through social change theory, namely, globalization and post-modernization(4) Mechanism of Angiogenesis(血管生成) and Arteriogenesis （动脉生成）Endothelial（内皮细胞）and smooth music cells interact with each other to form new blood vessels. In this review, the cellular and molecular mechanisms（细胞分子机制）underlying the formation of endothelium-lined channels (angiogenesis) and their maturation via recruitment of smooth muscle cells (arteriogenesis) during physiological and pathological（病理学的）conditions are summarized, alongside with possible therapeutic applications.Informative AbstractThe major components of an informative abstract:(1)PurposeThe purpose of the study introduces the reason, the origin, the importance and significance of the study in question, including the premise, purpose and tasks and scope of the research. The purpose section of an informative abstract might also contain the hypothesis of the experiment.(2)MethodologyResearch methods present the methods or techniques of the research, including the model, theory, conditions, objects, sampling method, sample size，materials, technology, means, equipment, procedures (study design (e.g., survey), data collection and analysis.(3)ResultResults report the results of the study, including data, identified relationship, observation results, effectiveness and performance achieved.(4)ConclusionsConclusions comment on the main contribution or value of the research paper. It includes ananalysis, comparison, evaluation of the research results (e.g. interpret the results as supporting or not supporting the theory or hypotheses), new issues raised, further studies of the future, assumptions, inspirations, recommendations and forecasts.当今绝大部分的科技期刊和会议论文都要求作者提供信息性摘要）:信息性摘要主要报道论文的研究目的、研究方法、研究结果与结论。
学术英语写作English Academic WritingPPT课件
2021/3/25
授课：XXX
4
For Academic Writing:
--- It is based on extensive research of proved facts and authoritative testimony.
first-hand experiments
field research
--- Value Principle
--- Scientific Principle
--- Innovative Principle
--- Feasibility Principle
2.2 Methods for Choosing a Title
--- Consult your professor or an expert
The role of women in today’s society is changing. One reason is that women have begun to assert themselves as independent people through the women’s movement. Also, women are aware of the alternatives to staying at home. Another reason is that increasing numbers of women who enter new fields and interests serve as role models for other women. Moreover, men are becoming more conscious of the abilities of women and have begun to view their independence positively.
《英语写作教案》ppt课件
导入
介绍课程背景和目的
回顾相关知识点
展示案例或实物
引导学生思考并提问
讲授新课
导入新课：介绍课程背景和目标，激发学生的学习兴趣
讲解知识点：详细讲解英语写作的基本知识和技巧，包括文章结构、段落 组织、语言表达等方面
范文分析：选取一篇优秀的英语范文，分析其优点和特色，引导学生理解 并掌握英语写作的精髓
改进措施
针对教学方法和手段的不足， 提出改进措施
针对学生写作中存在的问题， 提出具体的改进建议
针对教学评价和反馈的不足， 提出改进措施
针对教学资源的不足，提行 总结和反思，指 出学生的不足之 处，提出改进意 见
归纳小结
回顾本次课程的主 要内容
总结英语写作的基 本技巧和方法
强调英语写作的重 要性和应用价值
鼓励学生将所学知 识应用到实际写作 中
教学重点与难点
第六章
重点
掌握英语写作的基本技巧和规 范
理解不同类型的英语写作要求
第三章
写作基本要素
主题明确：选择一个明确的主题，并围绕主题展开 结构清晰：文章应该有清晰的开头、中间和结尾 语言表达：使用准确、清晰、生动的语言 语法正确：确保语法正确，避免拼写和语法错误 逻辑连贯：段落之间应该有逻辑联系，使文章流畅易懂
写作技巧
写作基本要素：主题、结构、语言
写作技巧：运用修辞手法、注重细 节描写、表达清晰准确
练习与反馈：布置相关练习题目，让学生实践所学知识，并及时给予反馈 和指导，帮助学生改进和提高
巩固练习
写作练习：提供 与课程内容相关 的写作题目，让 学生进行实际写 作练习
小组讨论：让学 生分组讨论写作 题目，互相交流 思路和观点
课堂展示：让学 生展示自己的写 作成果，并接受 同学和老师的评 价和建议
大学英语写作课授课教案
课程名称：大学英语写作授课对象：大学英语一年级学生授课时间：2课时教学目标：1. 使学生掌握英语写作的基本技巧和结构。
2. 培养学生的英语写作兴趣，提高写作能力。
3. 帮助学生了解英语国家文化，拓宽视野。
教学重点：1. 英语写作的基本技巧和结构。
2. 常见英语写作类型的写作方法。
教学难点：1. 如何运用恰当的词汇和句型。
2. 如何合理安排文章结构，使文章条理清晰。
教学内容：一、课堂导入1. 通过提问的方式，引导学生回顾已学过的英语写作知识。
2. 播放一段英语国家文化视频，激发学生的兴趣。
二、英语写作技巧讲解1. 写作前的准备：确定主题、收集素材、列出提纲。
2. 词汇和句型的运用：恰当的词汇、多样的句式、正确的语法。
3. 文章结构：引言、正文、结论。
三、写作实践1. 分组讨论：每组选取一个话题，共同讨论写作提纲。
2. 指导学生进行写作练习，强调写作技巧的运用。
四、课堂小结1. 回顾本节课所学内容，强调写作技巧的重要性。
2. 鼓励学生在课后多加练习，提高写作水平。
教学步骤：第一课时：1. 课堂导入（10分钟）- 提问：同学们，你们在英语写作中遇到过哪些困难？- 播放英语国家文化视频，激发兴趣。
2. 英语写作技巧讲解（20分钟）- 写作前的准备：确定主题、收集素材、列出提纲。
- 词汇和句型的运用：恰当的词汇、多样的句式、正确的语法。
- 文章结构：引言、正文、结论。
3. 写作实践（20分钟）- 分组讨论：每组选取一个话题，共同讨论写作提纲。
- 指导学生进行写作练习，强调写作技巧的运用。
第二课时：1. 课堂小结（10分钟）- 回顾本节课所学内容，强调写作技巧的重要性。
- 鼓励学生在课后多加练习，提高写作水平。
2. 学生展示（20分钟）- 学生自愿展示自己的写作成果，其他同学给予评价和反馈。
- 教师针对学生的写作成果进行点评和指导。
3. 课后作业布置（10分钟）- 学生根据本节课所学内容，完成一篇英语作文。