大学英语写作教程1册 第七单元(课堂PPT)
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大学英语写作教程册第七单元优质课件专业知识讲座
3. or
当之处，请联系本人或网e liquid, or pure gas is rare.
Eggs or chickens are very cheap now.
I can’t stay longer or I’ll be late.
He did not eat or drink.
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Part II
当之处，请联系本人或网站删除。
Coordinating Words or Coordinators 1) single coordinators and, but, or, for 2) paired coordinators both … and … either … or … not only … but also …
2. but They are poor but proud. He called out to me and waved excitedly. He not only called out to me but also waved
excitedly.
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Unit Objec当ti之v处e，s请联系本人或网站删除。
1. features of a coordinate sentences 2. different types of coordinate sentences 3. how to coordinate sentences 4. unity in a paragraph 5. coherence in a paragraph
七年级英语上册写作教程课件Unit7BigsaleColoreClothesStore共51张
② We have/sell our green sweaters for only 30 yuan!
③ Our white socks are only 10 yuan for three pairs.
（2）Patterns（句型）
宣传语：
① Come and see for yourself! ② Come to our store now! ③ Come and buy your clothes at our great sale! ④ Come and have a look for yourself!
shorts
? trousers
yellow shorts
? black trousers
颜色+名词（复数）
? a hat ? a pink hat ? a small pink hat
?a hat ?a brown hat ?a big brown hat
? a skirt ? a green skirt ? a long green skirt
1.应用文的定义及特点、分类 应用文是人们日常生活中广泛使用的文 体。它最突出的特点是它的实际应用性，应 用文包括书信、通知、日记、海报、便条、 启事、请柬、电报、合同等。
Pre-writing Writing guidelines(写作方法指导)
2.本单元的话题写作线索 本单元的话题写作是为某一服装店写营 销海报，属于广告的一种，是带有装饰性宣 传作用的一种文体，通常配以绘画图案，版 面设计活泼。因此要注意广告的格式以及语 言的灵活运用——清晰地介绍本商店的产品 、颜色、价格等，吸引起购买者的眼球。
语言（3分）
词汇丰富 (1 分)
句法正确 ，语言优美( 2分)
③ Our white socks are only 10 yuan for three pairs.
（2）Patterns（句型）
宣传语：
① Come and see for yourself! ② Come to our store now! ③ Come and buy your clothes at our great sale! ④ Come and have a look for yourself!
shorts
? trousers
yellow shorts
? black trousers
颜色+名词（复数）
? a hat ? a pink hat ? a small pink hat
?a hat ?a brown hat ?a big brown hat
? a skirt ? a green skirt ? a long green skirt
1.应用文的定义及特点、分类 应用文是人们日常生活中广泛使用的文 体。它最突出的特点是它的实际应用性，应 用文包括书信、通知、日记、海报、便条、 启事、请柬、电报、合同等。
Pre-writing Writing guidelines(写作方法指导)
2.本单元的话题写作线索 本单元的话题写作是为某一服装店写营 销海报，属于广告的一种，是带有装饰性宣 传作用的一种文体，通常配以绘画图案，版 面设计活泼。因此要注意广告的格式以及语 言的灵活运用——清晰地介绍本商店的产品 、颜色、价格等，吸引起购买者的眼球。
语言（3分）
词汇丰富 (1 分)
句法正确 ，语言优美( 2分)
新目标大学英语(第二版)综合教程 第1册
新目标大学英语(第二版)综合教程第1册教材主题：《新目标大学英语(第二版)综合教程第1册》旨在培养学生的英语综合运用能力。
通过各种语言要素的讲解和练，帮助学生扩大词汇量，提高语法应用能力，并激发学生进行英语交流的兴趣。
教材主题：《新目标大学英语(第二版)综合教程第1册》旨在培养学生的英语综合运用能力。
通过各种语言要素的讲解和练，帮助学生扩大词汇量，提高语法应用能力，并激发学生进行英语交流的兴趣。
教材结构：教材分为十二个单元，每个单元包含了听力、口语、阅读、写作等不同语言技能的训练。
教材采用逐步深入的教学方法，从基础知识到语言运用，从简单到复杂，帮助学生逐步提升英语能力。
教材结构：教材分为十二个单元，每个单元包含了听力、口语、阅读、写作等不同语言技能的训练。
教材采用逐步深入的教学方法，从基础知识到语言运用，从简单到复杂，帮助学生逐步提升英语能力。
教材结构：教材分为十二个单元，每个单元包含了听力、口语、阅读、写作等不同语言技能的训练。
教材采用逐步深入的教学方法，从基础知识到语言运用，从简单到复杂，帮助学生逐步提升英语能力。
教材结构：教材分为十二个单元，每个单元包含了听力、口语、阅读、写作等不同语言技能的训练。
教材采用逐步深入的教学方法，从基础知识到语言运用，从简单到复杂，帮助学生逐步提升英语能力。
具体而言，每个单元包括以下内容：具体而言，每个单元包括以下内容：课文：每个单元包含一篇课文，内容涵盖了各种实用主题，帮助学生提高阅读理解能力。
课文理解：通过对课文的理解和分析，学生可以加深对文本内容的理解，培养阅读技巧和策略。
听力训练：通过听力练，学生可以提高听力理解和口语能力，并锻炼对不同语速和语调的适应能力。
口语练：通过对话和口语练，学生可以提高口语表达和交流能力，培养英语思维和口语思考能力。
阅读理解：通过阅读练，学生可以提高阅读理解能力和语言运用能力，培养对不同文体和文章结构的理解。
写作练：通过书面表达和写作练，学生可以提高写作能力和语法应用能力，培养英语写作思维和写作技巧。
人教新课标选修七Unit1写作课 课件(共23张PPT)
Wheelchair __r_a_m_p__s__are designed to help provide adequate __a_c_ce_s_s___ for wheelchairs users.
_L_i_ft_s___ can help give barrier free access to disabled people and make their travel in modern cities easier.
P8
Comprehending
• Glance through the text and divide the text into 3 parts.
Part I: the first paragraph
Part II: Para 2-Para 6
Part III: the last paragraph
人教新课标选修七Unit1写作课 课件(共23张PPT)
人教新课标选修七Unit1写作课 课件(共23张PPT)
4 The writer uses polite forms in the letter. Underline the examples of the polite forms in this letter. Underline the examples in the letter.
6) Hearing-impaired people cannot hear. F
人教新课标选修七Unit1写作课 课件(共23张PPT)
Read and answer P8, Ex. 3.
2. Why do you think the writer numbered her suggestions and used italics (斜体)?
全新版大学英语第一册课件Unit7
signal: send (sth. such as a warning or a message) by a light or an act ---The student raised his hand, signaling to the teacher that he had finished his paper. ---She signaled a passing taxi and asked him to take her to the railway station.
out of the way: at a distance from the usual route; in a state or condition so as not to hinder (used after a verb) ---Step out of the way and let me handle the stone. ---The house is well out of the way on the back road.
grab: seize suddenly; take roughly and quickly ---A mugger grabbed my handbag as I was walking across the park. ---The man grabbed the boy’s arm to stop him from running into the road.
draw one’s attention to: make sb. aware of and be concerned about sth. ---The article was intended to draw the public’s attention to environmental protection. ---My teacher drew my attention to an error in the term paper.
英语写作基础教程课件
教学课件是辅助教学的多媒体教具，是现代教育技术发展的产物，具有很强的时代特点，也是教育现代化的标志之一。
下面是小编整理的英语写作基础教程课件，希翼对你有匡助。
本课程为高等学校英语专业课程体系中一门英语专业知识课程，属专业必修课性质。
通过本课程的教学，使学生能正确理解和掌握英语写作的基础知识和技巧，例如词汇的恰当用法、英语成份与各类型结构的多样化运用等，并能按照不同要求正确书写便条、信函和通知等应用文，缩写课文内容，组织提纲并根据提纲书写短文，正确使用标点符号。
本课程面向英语专业一年级学生，学生应具备基本英语写作能力，达到英语专业入学时的各项要求。
课堂讲授学时： 2其他教学学时： 1通过举例及练习提升学生对词汇的敏感度，学会如何正确运用词汇；写便条。
辨析词汇不同侧面的意义，如： denotative & connotative meanings; affective & collocative meanings.1. Denotation and connotation2. Attitude and collocation3. False friends4. Subject-verb agreement5. Note-writing5. Follow-up exercises课堂讲授学时： 2其他教学学时： 1学会鉴别不同文体，即正式、常用、口语和俚语，并根据不同文体使用恰当的词汇；写较为正式的便条。
避免中式英语styles in English2. Chinglish3. Writing notes to older people, strangers and business clients5. Follow-up exercises课堂讲授学时： 2其他教学学时： 1纠正学生习作中常见的冗余用词，匡助学生建立分类记忆词汇的习惯从而精确用词；写正式通知。
提高学生对词汇细微差别的敏感度，特别是名、动、形容词，培养良好的词汇学习的习惯。
新编英语教程1 unit 7PPT课件
4. (“come” and “go” are the bare infinitive used as the object complement, 不带to 的不定式用作宾语补足语。)
5. 用法与see相同的动词通常为感官动词， 如：hear, feel, listen to, look at, watch, notice, observe, perceive, note等；或少 数使役动词，如let, make, have, bid等。
Байду номын сангаас
①When to leave for London has not been decided yet. （不定式在句子中做主语）
②Mr. Smith didn't know whether to leave or stay there. （不定式在句子中做宾语）
③The question was where to get the medicine
singing and dancing. ③当形容词，作定语、宾补和表语。 ·e.g. Falling leaves danced in the air.
I saw a soldier get on the train and disappeared. I saw a soldier getting on the train.
She heard the door slam. She heard the door slamming.
8
4. Would you mind telling the time? (The –ing participle used as the object in the
Non-finite verb / non-predicate verb
5. 用法与see相同的动词通常为感官动词， 如：hear, feel, listen to, look at, watch, notice, observe, perceive, note等；或少 数使役动词，如let, make, have, bid等。
Байду номын сангаас
①When to leave for London has not been decided yet. （不定式在句子中做主语）
②Mr. Smith didn't know whether to leave or stay there. （不定式在句子中做宾语）
③The question was where to get the medicine
singing and dancing. ③当形容词，作定语、宾补和表语。 ·e.g. Falling leaves danced in the air.
I saw a soldier get on the train and disappeared. I saw a soldier getting on the train.
She heard the door slam. She heard the door slamming.
8
4. Would you mind telling the time? (The –ing participle used as the object in the
Non-finite verb / non-predicate verb
人教英语选修7Unit1writing(共29张PPT)
再次致谢
感谢信的写作指导
3. 灵活把握时态 感谢信的正文中的时态灵活多变。 通常，在提到对方曾经所给予的帮助时，应用
过去时态； 在提到对方的帮助所产生的实际效果时，可以
使用现在完成时态； 在涉及到现状时，应用一般现在时； 在表达祝愿或希望时，使用一般将来时态。
感谢信的写作指导
help, I couldn’t have…/ But for your help, I couldn’t have…/ If it hadn’t been for your help, I
couldn’t have…等，这样更能增强表达效果。
5. 表达感激之情
感谢信的主要目的在于向对方致谢，因此语
➢ 三、 邀请信的常见表达(Useful sentence patterns and expressions)
Para. 1 我想表达我对……的谢意 I wish to express my appreciation for… 你真好…… It was really kind of you to… (也可以用在 Para.2再次强调) 我真的很感激你…… I am truly grateful to you for…(也可以用在 Para.2再次强调)
➢ 一、什么是感谢信？ (What is a letter of thanks like?)
➢ 感谢信是指在日常学习和生活中，当收到 馈赠、邀请、赴宴、照顾、慰问、祝贺时或 者是获得对方的帮助后，给对方道谢的信件。 感谢信应写得真诚、具体；语气友善真诚。
感谢信的写作指导
1. 掌握写信格式 Dear ---, ---------------------------------------------------------------------- ---------------------------------------------------------------------- ------------------------------------------------------------------------
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▪ 4. for ▪ We must start early, for we have a long
way to go.
7
Classroom Activities [p. 99]
1. Supply suitable coordinators 2. 1) and 3. 2) and 4. 3) and, or 5. 4) or 6. 5) or 7ing Words or Coordinators ▪ 1) single coordinators ▪ and, but, or, for ▪ 2) paired coordinators ▪ both … and … ▪ either … or … ▪ not only … but also …
5
Coordinating Words
▪ 1. and ▪ They drank, sang and danced all night. ▪ Write and tell them what has happened. ▪ Work hard, and you will pass the examination.
2) Without a coordinator in the first part. “no pattern, no meaning no significance” shows a kind of frustration, or even indignation. By repeating the coordinator in the second half, the writer may wish to indicate that his frustration and indignation have been gradually replaced by fatigue and resign.
▪ 2. but ▪ They are poor but proud. ▪ He called out to me and waved excitedly. ▪ He not only called out to me but also waved
excitedly.
6
▪ 3. or ▪ Pure solid, pure liquid, or pure gas is rare. ▪ Eggs or chickens are very cheap now. ▪ I can’t stay longer or I’ll be late. ▪ He did not eat or drink.
▪ My life on campus is both challenging and colorful. I naturally devote most of my weekdays to courses, both compulsory and optional. As the academic requirements demand that I must spend all my weekday evenings in the library reading reference books and drafting papers, I think it is worthwhile to stay up late to come up with original ideas for my papers. This makes me a late riser. I exercise every afternoon so that I can keep fit. Such a pace will, I believe, prepare me to finish my university study.
9
3.
▪ 1) In this city that school is the only one without compulsory courses or various exams. / In this city that school is the only one without neither compulsory courses nor various exams.
Unit Seven
Joining Sentences Together
(1)
1
Unit Objectives
▪ 1. features of a coordinate sentences ▪ 2. different types of coordinate sentences ▪ 3. how to coordinate sentences ▪ 4. unity in a paragraph ▪ 5. coherence in a paragraph
birthday and who never remembers her age clause + clause ▪ 4) Soldiers win battles, but generals get credit. sentence + sentence
3
Write a short paragraph to discuss ways to make your campus life more colorful.
2
1. features of a coordinate sentences
▪ warm-up activities
▪ 1) tired but happy word + word ▪ 2) one percent inspiration and ninety-nine
percent perspiration phrase + phrase ▪ 3) who always remembers a woman’s
8
2.
1) Without a coordinator, “the elusiveness of the enemy, the wide spread use of drugs, the American soldier’s sense of outrage” creates a quick pace, thus emphasizing the difference.
way to go.
7
Classroom Activities [p. 99]
1. Supply suitable coordinators 2. 1) and 3. 2) and 4. 3) and, or 5. 4) or 6. 5) or 7ing Words or Coordinators ▪ 1) single coordinators ▪ and, but, or, for ▪ 2) paired coordinators ▪ both … and … ▪ either … or … ▪ not only … but also …
5
Coordinating Words
▪ 1. and ▪ They drank, sang and danced all night. ▪ Write and tell them what has happened. ▪ Work hard, and you will pass the examination.
2) Without a coordinator in the first part. “no pattern, no meaning no significance” shows a kind of frustration, or even indignation. By repeating the coordinator in the second half, the writer may wish to indicate that his frustration and indignation have been gradually replaced by fatigue and resign.
▪ 2. but ▪ They are poor but proud. ▪ He called out to me and waved excitedly. ▪ He not only called out to me but also waved
excitedly.
6
▪ 3. or ▪ Pure solid, pure liquid, or pure gas is rare. ▪ Eggs or chickens are very cheap now. ▪ I can’t stay longer or I’ll be late. ▪ He did not eat or drink.
▪ My life on campus is both challenging and colorful. I naturally devote most of my weekdays to courses, both compulsory and optional. As the academic requirements demand that I must spend all my weekday evenings in the library reading reference books and drafting papers, I think it is worthwhile to stay up late to come up with original ideas for my papers. This makes me a late riser. I exercise every afternoon so that I can keep fit. Such a pace will, I believe, prepare me to finish my university study.
9
3.
▪ 1) In this city that school is the only one without compulsory courses or various exams. / In this city that school is the only one without neither compulsory courses nor various exams.
Unit Seven
Joining Sentences Together
(1)
1
Unit Objectives
▪ 1. features of a coordinate sentences ▪ 2. different types of coordinate sentences ▪ 3. how to coordinate sentences ▪ 4. unity in a paragraph ▪ 5. coherence in a paragraph
birthday and who never remembers her age clause + clause ▪ 4) Soldiers win battles, but generals get credit. sentence + sentence
3
Write a short paragraph to discuss ways to make your campus life more colorful.
2
1. features of a coordinate sentences
▪ warm-up activities
▪ 1) tired but happy word + word ▪ 2) one percent inspiration and ninety-nine
percent perspiration phrase + phrase ▪ 3) who always remembers a woman’s
8
2.
1) Without a coordinator, “the elusiveness of the enemy, the wide spread use of drugs, the American soldier’s sense of outrage” creates a quick pace, thus emphasizing the difference.