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初中英语课本写作教案一、教学目标：1. 知识目标：（1）学生能够理解并运用常用的英语句子结构进行写作。
（2）学生能够运用所学词汇和语法知识，表达自己的观点和感受。
2. 能力目标：（1）培养学生独立思考和创作的能力。
（2）培养学生与他人合作、交流的能力。
3. 情感目标：（1）激发学生学习英语的兴趣，提高学生自信心。
（2）培养学生积极向上的学习态度，养成良好的学习习惯。
二、教学内容：1. 教学主题：以初中英语课本中的课文内容为基础，结合学生的生活实际，确定写作主题。
2. 教学方法：采用任务型教学法，引导学生通过观察、思考、讨论等方式，完成写作任务。
3. 教学步骤：（1）导入：教师通过提问、情境创设等方式，引导学生回顾所学知识，为新课写作任务做好铺垫。
（2）课堂活动：教师提出写作任务，引导学生进行观察、思考、讨论，充分调动学生的积极性和创造力。
（3）写作指导：教师对学生的写作过程进行指导，包括句子结构、词汇选择、语法运用等方面。
（4）学生独立写作：学生在教师的指导下，独立完成写作任务。
（5）展示与评价：学生展示自己的作品，教师和学生共同对作品进行评价，给予肯定和鼓励。
三、教学评价：1. 过程评价：关注学生在写作过程中的表现，如态度、参与度、合作能力等。
2. 成果评价：评价学生写作作品的质量，如内容完整性、语言准确性、创意性等。
3. 情感评价：关注学生在学习过程中的情感变化，如兴趣、自信心、学习动力等。
四、教学资源：1. 教材：初中英语课本。
2. 辅助材料：相关写作话题的图片、视频、文章等。
3. 教学设备：投影仪、电脑、黑板等。
五、教学建议：1. 注重培养学生的语言基础，提高学生的词汇量和语法水平。
2. 鼓励学生多阅读，拓宽视野，积累写作素材。
3. 教师应给予学生足够的关爱和支持，关注学生个体差异，调整教学策略。
4. 创设良好的学习氛围，让学生在轻松愉快的环境中学习英语。
5. 定期进行写作训练，提高学生的写作能力。
课时：2课时年级：大一教材：《新起点大学基础英语教程：读写教程1》教学目标：1. 培养学生对英语文章的理解能力，提高阅读速度和准确性。
2. 培养学生英语写作能力，使学生能够运用所学知识撰写各类文章。
3. 增强学生英语语感，提高学生的英语综合运用能力。
教学重点：1. 阅读理解：掌握阅读技巧，提高阅读速度和准确性。
2. 写作能力：学习写作技巧，提高写作水平。
教学难点：1. 阅读理解：理解长难句，把握文章主旨。
2. 写作能力：运用恰当的词汇和句型，提高文章质量。
教学过程：一、导入1. 老师简要介绍本节课的教学目标和教学内容。
2. 学生分享自己对英语阅读和写作的看法。
二、阅读理解1. 老师选取一篇课文，引导学生进行自主阅读。
2. 学生在阅读过程中注意掌握以下技巧：a. 预测文章内容，把握文章主旨。
b. 注意文章结构，理解段落之间的关系。
c. 理解长难句，抓住关键信息。
3. 学生完成阅读后，老师组织学生进行讨论，分享阅读心得。
三、写作训练1. 老师讲解写作技巧，如：a. 选择合适的主题。
b. 确定文章结构。
c. 运用恰当的词汇和句型。
2. 学生根据所学技巧，完成一篇短文写作。
3. 老师对学生的写作进行点评，指出优点和不足。
四、课堂小结1. 老师对本节课的教学内容进行总结，强调重点和难点。
2. 学生分享本节课的学习心得。
五、作业布置1. 阅读课文，完成课后练习题。
2. 撰写一篇短文，主题自选。
教学反思：本节课通过阅读理解和写作训练，提高了学生的英语阅读和写作能力。
在今后的教学中，我将进一步优化教学方法，关注学生的个体差异，激发学生的学习兴趣，提高教学效果。
同时，关注学生的英语语感培养，使学生在英语学习过程中逐步提高综合运用能力。
初中英语作文教案一、教学目标：1.能够掌握基本的英语作文写作技巧；2.能够运用所学知识，写出简单、连贯、有逻辑的英语作文；3.培养学生的英语写作兴趣，提高写作能力。
二、教学重点：1.培养学生的写作兴趣；2.教授基本的英语写作技巧；3.激发学生的写作创造力。
三、教学难点：1.如何培养学生的写作兴趣；2.如何激发学生的写作创造力。
四、教学内容：1.教师引导学生阅读范文，分析范文结构、语言表达等；2.教师讲解英语作文写作技巧，如句型搭配、词汇运用等；3.教师指导学生进行写作训练，如写作练习、写作指导等；4.教师布置作业，让学生在家继续练习写作。
五、教学过程：1.教师引导学生阅读范文，分析范文结构、语言表达等，激发学生的写作兴趣；2.教师讲解英语作文写作技巧，如句型搭配、词汇运用等，提高学生的写作能力；3.教师指导学生进行写作训练，如写作练习、写作指导等，培养学生的写作技能；4.教师布置作业，让学生在家继续练习写作，巩固所学知识。
六、教学方法：1.导入法，通过引导学生阅读范文，激发学生的写作兴趣；2.讲授法，通过讲解英语作文写作技巧，提高学生的写作能力；3.示范法，通过指导学生进行写作训练，培养学生的写作技能；4.作业法，通过布置作业，巩固所学知识，提高学生的写作水平。
七、教学手段：1.多媒体课件，用于展示范文、写作技巧等；2.教学实物，如英语作文书籍、写作范文等；3.黑板报，用于记录重点、难点内容，帮助学生复习。
八、教学检查与评价：1.教师在课堂上进行实时检查，发现学生写作中的问题并及时纠正；2.教师在课后进行作业批改，对学生的写作进行评价，指导学生改进。
九、教学反思：1.教师要及时调整教学方法，根据学生的实际情况进行针对性教学；2.教师要注重培养学生的写作兴趣，激发学生的写作热情；3.教师要关注学生的写作能力提高情况，及时进行评价和指导。
初中英语作文教案到此结束，希望本教案能够帮助到广大英语教师，提高学生的写作水平。
英语基础写作训练课程1. 课程简介英语基础写作训练课程旨在帮助学习者提高英语写作能力。
通过系统的讲解和实践，学习者将掌握英语写作的基本技巧和方法，能够准确、流畅地表达自己的想法和观点，并能撰写各类文体的作文。
2. 课程目标•掌握英语写作的基本要素，如语法、词汇和句子结构等；•学习使用丰富的句型和表达方式，使自己的文章更加生动和有吸引力；•培养良好的写作习惯，如提纲拟写、逻辑清晰和段落划分等；•通过大量的练习培养写作的自信心和技巧；•实践写作，提高思维能力和表达能力。
3. 课程大纲Module 1: 英语写作基础•语法基础知识回顾•词汇扩充与运用•句子结构和语言风格•英语段落写作技巧Module 2: 各类文体写作•议论文写作技巧•描写文写作技巧•说明文写作技巧•报告和演讲稿写作技巧Module 3: 写作技巧进阶•高级语法运用•衔接词的使用•推理和逻辑写作•文章结构和布局4. 授课方式•线上授课：通过在线平台进行课堂讲解和讨论，学员可以随时提问和互动；•练习作业：每节课后有一定的练习作业，学员需要按时提交并接受评估；•作业反馈：老师会对学员的作业进行评估和反馈，指出不足并提供改进建议；•课后辅导：学员如果有疑问可以通过邮件或在线平台进行课后辅导。
5. 适合人群本课程适合英语学习者，尤其是初级和中级水平的学生或职场人士。
无论是准备高考、托福、雅思等考试或是提升写作能力的个人，都可以通过本课程得到专业的指导和训练。
6. 学习收益通过学习英语基础写作训练课程，学员将获得以下收益：•培养良好的写作习惯和思维方式；•提高英语写作的技巧和水平；•学会有效地组织和表达观点和论证；•提升解决问题的思维能力和逻辑思维能力；•增强语言表达能力和沟通能力；•增加独立思考和创新能力。
7. 结束语英语基础写作训练课程将成为你提升英语写作能力的关键一步。
无论你是准备考试还是提升职场竞争力，写作是一项重要的技能。
通过本课程的学习，你将掌握英语写作的核心技巧和方法，为你的学术和职业发展打下坚实的基础。
英语教案模板初中写作1. 教学目标：让学生掌握一定的写作技巧，提高他们的英语写作能力。
2. 教学内容：介绍一种有效的教学方法，通过课堂实践和课后作业，帮助学生提高英语写作水平。
3. 教学过程：步骤1：课堂导入（5分钟）教师简要介绍本节课的教学目标和内容，激发学生的学习兴趣。
步骤2：写作技巧讲解（15分钟）教师讲解一些基本的写作技巧，如如何构思、如何组织文章结构、如何使用恰当的词汇和句型等。
步骤3：课堂实践（20分钟）教师给出一个写作话题，学生现场进行写作练习。
教师在课堂中巡视，为学生提供个别指导。
步骤4：作文展示与评价（15分钟）学生展示自己的作文，其他学生对其进行评价，教师进行总结性评价。
步骤5：课后作业布置（5分钟）教师布置一道课后作文题目，要求学生在课后完成。
4. 教学方法：采用讲解、实践、展示和评价相结合的教学方法，让学生在课堂实践中掌握写作技巧，提高写作能力。
5. 教学评价：通过课后作业和课堂实践，评价学生的写作能力提高情况。
6. 教学反思：教师在课后对自己的教学进行反思，看看是否达到了教学目标，有哪些优点和不足，以便在今后的教学中进行改进。
7. 教学资源：教师准备相关的写作技巧资料，如范文、写作指导等，以便在课堂上进行讲解和示范。
8. 教学时间：一节课（45分钟）9. 教学对象：初中生10. 教学重点：让学生掌握一定的写作技巧，提高他们的英语写作能力。
11. 教学难点：如何引导学生运用所学的写作技巧进行实际写作。
通过以上教案，教师可以有效地提高学生的英语写作能力，让学生在课堂实践中掌握写作技巧，提高他们的英语水平。
教案英语写作基础：我的一天小学教案第一部分：教学目标1. 语言技能：学生能够运用基本的英语词汇和句型，描述自己一天的日常生活。
2. 语言知识：学生能够学习和掌握与日常生活相关的词汇和句型，如“get up”, “go to school”, “have lunch”等。
3. 情感态度：培养学生对英语写作的兴趣和自信心，鼓励他们用英语表达自己的想法。
4. 学习策略：通过小组合作和讨论，学生能够学会如何组织语言，进行简单的英语写作。
第二部分：教学重难点1. 教学重点：学生能够运用所学的词汇和句型，描述自己的一天的活动。
2. 教学难点：如何引导学生用英语进行思考和表达，以及如何组织语言，形成连贯的段落。
第三部分：教学方法1. 情境教学法：通过创设情境，让学生在真实的语言环境中学习和使用英语。
2. 任务型教学法：通过设计任务，让学生在完成任务的过程中，学习和运用英语。
3. 合作学习法：鼓励学生进行小组合作，共同完成任务，提高他们的合作能力和团队精神。
第四部分：教学过程1. 导入：通过图片或视频，展示一天的日常生活场景，激发学生的学习兴趣。
2. 新课内容：介绍和教授与日常生活相关的词汇和句型，如“get up”, “go to school”, “have lunch”等。
3. 练习：通过小组合作，让学生练习描述自己的一天，教师进行指导和反馈。
4. 产出：学生独立完成一篇关于“我的一天”的英语写作，教师进行评价和反馈。
第五部分：教学资源1. 教材：使用与日常生活相关的英语教材，如《新概念英语》等。
2. 多媒体资源：使用图片、视频等多媒体资源，创设真实的语言环境。
3. 网络资源：利用网络资源，如英语学习网站、在线英语课程等，提供更多的学习材料。
第六部分：教学反思1. 教师在教学过程中，是否有效地创设了真实的语言环境，让学生能够在实践中学习和使用英语。
2. 学生是否能够积极参与课堂活动，用英语进行思考和表达。
高中英语基础写作教案Section 1: Writing FormatTeaching Objectives:Students will be able to have a basic knowledge of proper writing format.Teaching Key Points:Word division, capitalization and punctuationTeaching Duration: Two periodsTeaching Steps:Step 1: Arrangement1. Rules of leaving margins2. Rules of writing the title3. Rules of paragraphingStep 2: Word division12 rules of word divisionStep 3: Capitalization1. Basic rules2. Special usage of capital letters and punctuation in quoted words and sentences Step 4: PunctuationFull stop “.”; comma “,”, colon “:”, semicolon“;”, exclamation “!”, question mark “?”, hyphen”-”, dash“----”Step 5: The importance of punctuationChoices in punctuation can greatly affect meaning.Example:dear john I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when were apart I can be forever happy will you let me be yours GloriaStep 6: ExercisesPut the correct punctuation marks in the spaces underlined in the following paragraphs. Also add CAPITAL LETTERS where necessary1. married people live__ happily ever after__ in fairy tales__ but they do so less and less often in real life __I__ like many of my friends__ got married__ divorced__ and remarried__ I suppose__ to some people__ I__ m a failure__ after all__ I broke my first solemn promise to __love and cherish until death us do part__ but I feel that I m finally a success__ I learned from the mistakes I made in my first marriage__ this time around__ the ways my husband and I share our free time__ make decisions__ and deal with problems are very different__2. the first of the great civic universities established in england__ manchester is today the largest unitary university in the united kingdom and an internationally famous center of learning and research__ it is well __endowed with resources and facilities__ the university library__ for instance__ is one of the four big academic libraries in the country__ and the university has its own modern theatre __television studio__ art gallery__ museum__ shopping centre and __of course __extensive sports facilities__ Put the correct punctuation marks in the following passages. Also add CAPITAL LETTERS where necessary1. mr brown had been teaching english abroad for a number of years he had forgotten how cold it could be in england in the winter it was often dull and grey in november but it could be really cold in december january and february even in the spring it could snow mr brown looked out of the window as the train crossed the river avon heremembered the weather forecast that he had heard on the bbc at 9 oclock that Tuesday morning it said that it would be wet and windy in the north west manchester where he was now travelling to was unfortunately in the northwest2. let me just say again that i think that investing in the space program is also an investment in the people i think that the long range benefits of the space program can drastically change life on this earth for everyone i think that mankind has the chance to move ahead to make real progress toward a better life and that this will happen as a result of scientific achievements in space I think we invest more in our existing social programs we will be thinking only about today and forgetting tomorrow we will not be moving forwardSection 2: Usage of wordsTeaching Objectives:Students will be able to have a basic knowledge of choosing and using words properly.Teaching Key Points:Choice and use of wordsTeaching Duration: One periodTeaching Steps:Step 1: Principles: appropriate; exact; idiomatic; interestingStep 2: Being appropriateWriting styles: formal, common, colloquialThe levels of words: formal (learned or big words), common (daily used), colloquial (informal familiar conversation)Step 3: Being exactTry to use specific words and pay attention to connotative General——professional ----- scientist ------ chemist -------biochemist——specific Example:Country: refers to an area of land and its population and government.Nation: emphasizes the people of a country.State: refers to the government or political organization of a country.Land: is less precise but more literary and emotive.Step 4: Being idiomaticTry to use idioms. Idioms are fixed groups of words with a special meaning which is different from the meanings of the words that form it. All the phrasal verbs, set expressions, pairs of words and sayings.Step 5: Being interestingThere are various ways of using words figuratively. They are called figures of speech or rhetorical devices. Such use makes the expression more interesting and vivid. Step 6: Dictionary1. How to use a dictionary2. Useful dictionariesSection 3: SentencesTeaching Objectives:1. Students will be able to write correct sentences.2. Students will be able to write sentences of different patterns with same meanings. Teaching Key Points:How to write correct sentencesTeaching Duration: Five periodsTeaching Steps:Step 1: The introduction of sentencesCorrect sentence: grammatical concept, that is, the sentence should be correct in grammar.Effective sentence: refers to the fact that a sentence can achieve the goal of communication.How to achieve effective sentences?1. Unity“All roads lead to Rome.” ---“All words lead to a single thought.”2. CoherenceTry to avoid faulty parallel constructions/prons with ambiguous references/ dangling or misplaced modifiers/ confusing shifts in person and number or in voice, tense and mood.3. ConcisenessAvoid being wordy.4. EmphasisEmphatic sentences should be used.5. VarietyMix the long and short sentences, simple and compound complex sentences as well as try to use some rhetorical sentences.The purpose of seeking sentence variety is to avoid monotony in one’s speech or writing so as to achieve the most satisfactory result in communication.Step 2: Coordinate sentences1. What are coordinate sentences?Examples:We must make great efforts to catch up, or we will lag behind the others forever. Honey is sweet, but the bee stings.2. Conjunctionsand, as well as, both…and, not only… but also, neither, norbut, however, whereas, while, yet, still, instead, nevertheless, notwithstanding, on the other hand, not… but, rather than, in contrast, on the contraryor, nor, or else, otherwise, either…orbesides, also even, moreover, likewise, furthermore, what’s more, in additionfor, thus, so, therefore, hence, consequently, accordingly, as a resultthen, meanwhile, subsequently, afterward, laterthat is ( to say ), in other words3. ExercisesCombine each group of the following sentences by using such connecting words as and, but, yet, for, so, or, nor, to make them into compound sentences.1. Mr. Smith has stayed in London for five years.He knows the city quite well. (so)2. The old man stood on the street.He didn’t know which way to go. (for)3. The two sides were asked to settle the dispute by themselves.Soon they reached an agreement. (and)4. Jimmy fell off his bike.He was unhurt. (but)5. Let’s hurry up.We will be late. (or)6. I like classical music.My sister likes popular music. (yet)7. We may stay here for another few days.We may go right now. (or)8. The boss is flying to New York.His secretary will be responsible for daily affairs. (so)9. We fished all day long.We did not catch a thing. (yet)10. Mr. Fisher does not love the food.He is not accustomed to the climate, either. (nor)Step 3: Complex sentences1. Adverbial clausesExamples: Hardly had I opened the door when the telephone rang.He had to put on his coat because the wind was blowing harder and harder.He talked clearly so that he could leave a good impression upon theinterviewer.He is doing the job as he was asked to.Even if he was over seventy years of age, he insisted on reading regularly.The story was so interesting that the children would like it to be told againand again.A host does not show his guests around the house unless there is a specialreason for doing so.2. Attributive clausesExamples: They have been invited to visit their country, which is very kind of them.The headmaster, with whom the parents had discussed their son’s future,advised the boy to take up engineering.Let’s think of a situation where this idiom can be used.3. Noun clausesExamples: We demanded a guarantee that no similar incident would take place again.I hope that we could talk about the problem in the next few days.That he will come and help you is certain.This is how Henry solved the problem.5. Exercises.Translate the following sentences into English using complex sentences.1. 我正在街上走着，这时忽然有人从后面拍我的肩膀。
高中英语写作课教案目的本教案旨在通过高中英语写作课的教学，帮助学生提升英语写作能力，培养学生的语言表达能力和思维能力，提高学生的写作水平。
教学内容本教案的教学内容包括以下几个方面：1.英语写作基础知识和技巧介绍2.英语写作练习和改进方法探究3.英语写作的常见错误及其纠正方法教学方法1.组织课堂讨论，引导学生关注写作技巧和方法；2.开展写作练习，让学生掌握各种写作技巧；3.组织写作比赛，营造学生写作热情；4.辅导学生作文，帮助学生克服英语写作中的问题。
教学步骤第一阶段：英语写作基础知识和技巧介绍1.阅读楼梯体及其结构特点介绍，并进行课堂讨论；2.解析文章逻辑结构，并通过案例分析让学生更好地理解；3.介绍英语常用句型和词汇，让学生充分利用语言工具，提升写作水平。
第二阶段：英语写作练习和改进方法探究1.通过课堂写作提供机会，让学生掌握写作技巧；2.鼓励学生多写多练，多阅读优秀英文文章，提高思维能力；3.老师进行集体点评和指导，根据学生作文情况，提供改进建议和思路。
第三阶段：英语写作的常见错误及其纠正方法1.介绍英语写作常见错误，如语法、标点、拼写等，在讲解中加强概念和规则的理解；2.通过实例演练，引导学生根据错误分析找到问题所在，并给出改正方法；3.鼓励学生通过自我反思、自我纠正，不断提升英语写作质量。
教学评价本教学内容旨在通过系统化和详实的教学安排，提供全面教育和发掘学生潜力的平台。
教学评估将以实际学习效果为评价方向。
评价指标包括：1.学生的写作水平是否有效提高；2.学生是否能够独立完成英语写作，并做出理性的评估；3.学生是否能认识英语写作中的问题和解决方法。
总结本教案根据高中英语教学大纲的要求和复杂性，强调了基础知识的授予，以培养学生的创造性思维和语言表达能力。
同时，教学质量也将由对学生培养的效果进行评价。
期望通过这样的教学方法，为学生在英语写作的提高及成就做出贡献。
外研社版基础模块1教案教案内容要求：1. 详细列出教学目标，并确保教学目标与该教案相关的教材内容、学生能力以及教学环境相匹配。
2. 分析学生的需求和兴趣，设计适合学生学习的教学活动和教学材料。
3. 提供明确的教学步骤和组织安排，以确保教学按照合理的顺序进行。
4. 给出适当的评估方法，以检测学生对教学内容的理解与掌握程度。
5. 提供必要的教学资源和辅助教材，以支持教学活动的开展。
----------基础模块1教案教学目标：1. 通过本教学模块，学生能够熟悉基本的英语单词、句型和语法结构。
2. 学生能够正确地使用所学的语言知识进行简单的日常对话。
3. 学生能够通过听、说、读、写的综合训练，提高语言的交际能力。
教学活动设计：1. 游戏化的词汇教学：使用图片、卡片等教具帮助学生记忆英语单词，并进行语音模仿练习。
2. 情景对话练习：设计多个情景对话，让学生在实际场景中运用所学句型，进行口语训练。
3. 听力训练：结合录音材料，让学生进行听力理解练习，并进行相关问题的回答。
4. 阅读理解：提供适当难度的英语阅读材料，让学生复习所学知识，并进行相关问题的回答。
5. 书面表达：提供写作任务，要求学生根据所学的语法结构和句型，完成相关写作练习。
教学步骤：1. 激发学生学习兴趣：通过展示有趣的图片、视频等资源，引起学生对英语的兴趣。
2. 引导学生预习：在课前要求学生预习相关教材内容，做到既有针对性地进行学习，又能与课堂内容相衔接。
3. 课堂教学：根据教学目标，按照设计好的教学活动，进行系统的教学。
4. 课后巩固：布置相关的练习作业，让学生进行巩固和复习。
评估方法：1. 口语交际能力评估：通过情景对话和口头回答问题的练习，评估学生的口语表达能力。
2. 书面表达评估：通过学生的写作作业，评估学生的书面表达能力。
3. 听力和阅读理解评估：通过听力和阅读理解练习，评估学生的听力和阅读理解能力。
教学资源：1. 课本和教辅材料：提供课本和教辅材料作为基础教学资源。
英语基础写作1授课教案临沂师范学院外国语学院2008-2009学年第一学期《英语基础写作1》教案教材:《英语写作手册》,丁往道主编,授课人:邢元平王之波2008年9月ContentsA Brief Introduction of the Course 1 period Chapter One Using Proper Words 5 periods Chapter Two Making Correct and Effective Sentences 6 periods Chapter Three Developing Paragraphs 6 periods Chapter Four Composing Essays 8 periodsChapter Five Manuscript Form and Punctuation 4 periodsChapter Six Practical Writing (1) 2 periods授课A Brief Introduction of A Basic Course in English Writing 题目教学Grasp the characters, aim, important and difficult points, learning methods and 目的the requirements of the tests of the course. 与要求教学方Discussion, Explanation,Group Activity 法与手段The criterion of a good composition 教学The writing process of a good composition 重点与难点Week 1 1 period 授课时间授课学时I. A brief introduction of English Basic WritingIts characters, aim, important and difficult points, learning methods and therequirements of the tests.II. What is a Good WritingAs Earnest Boyer says: Clear writing leads to clear thinking; clear thinking is 教the basis of clear writing. Perhaps more than any other forms of ommunication, 学writing holds us responsible for our words and ultimately makes us more内 thoughtful human beings.容 2.1 What is writingThe dictionary defines writing as “relating or communicating by formingsymbols on a surface with a pen, pencil, or other tools.” The key words here arerelating and communicating. Written ideas are usually meant to pass on a message.2.2 What is a good WritingThe basic principles of a good writing are as the follows: honesty, clarity, brevity, and variety1.Being honest: don?t try to fake your ideas.2.Being clear: don?t puzzle your readers.3.Being brief: don?t waste your reader?s time.4.Seeking variety: to vary sentence length; to work on liveliness.He still mentions other attributes of effective writing: “good humor, good sense, vitality, imagination”. If you can master the four essentials --honesty, clarity,brevity, and variety, you?ll be a competent writer.2.3 Differences between Chinese Writing and English WritingWriting in a foreign language at first may seem to be much likewriting in our native language, but of course it isn?t. Thesedifferences exist because each culture has its own special way of thinking. And how a person thinks largely determines how he writes. Thus, in order to write well in English, a student should first understand how English speakers usually arrange their ideas. This arrangement of ideas can be called a Thought Pattern.A basic feature of the English paragraph is that it normally follows a straight line of development. This English thought pattern isimportant for a writer to understand. The paragraph often begins with a statement of its central idea, known as topic sentence, followed by a series of sub-divisions of the central. Thesesub-divisions have the purpose of developing the topic sentence, preparing for the addition of other ideas in latter paragraphs. In following a direct line ofdevelopment, an English paragraph is very different, for instance, from an oriental paragraph, which tends to follow a circular line of development. It also differs from a Semitic paragraph, which tends to follow parallel lines of development.A. It is generally accepted that “Chinese thought pattern is circular”. The idea isintroduced and as the idea is developed or the conversation processes, eachloop comes closer to the point until the main issue is finally addressed. Incontrast, English thought is linear.B. The second area of differences between Chinese and English writing is inobjectivity. Generally speaking, “ Chinese writing is very personal”. TheChinese writer spends a great deal of effort telling the reader how he feels,wanting the reader to feel the same way. The Chinese writer writes from insideof the event or issue.“The English writer is more objective.” His reader wouldsay, “Don?t tell me how you feel, tell me what happens. I will decide how Ifeel.”C. In writing, “English emphasizes creativity and individualism.”A compositionis a reflection of the person who is doing writing. Freshness and originality arepraised. However, Chinese writing honors the use of proverbs like “No pains,no gains.” And “Time flies like an arrow.”Chinese also values models andimitation in writing.D. In pervasive writing, “Chinese are more militant” in their language and tone.The imperative is much more common. Phrases such as “ We must…, Youshould…, or absolutely” are frequently see n. A western writer would state hispoint and let the facts and logic speak for themselves.E. The last area in which Chinese Writing differs from western writing is in thearea of stating a moral or specific lesson to be learned from an issue or event.First of all, to a westerner, not every issue has a moral that needs to beemphasized. Secondly, in some cases he would feel the lesson one personlearns may be different from what another person learns. And third, the moralor the lesson may be clearly presented in the story and to restate it as a specificpoint would be redundant or trite.2.4 Writing ProcessWriting gives you the freedom to express yourself. Unlike conversation, it also allows you with the luxury to refine your wording before you let anyone else see it.So the “classroom writing” is a kind of five-step process writing: generatingidea, organizing these ideas, writing,revising and editing.Example:Topic: The accidentIntroduction: I. People must stay calm when they see an accident because manybad things will happen if they don?t.Transition: II. Many lives can be saved by remaining relaxed during a crisis.Body : A. Call B. Help C. WaitConclusion: III. It may not be easy to stay controlled in emergency situations, butit is absolutely necessary思考What are the differences of Chinese Writing and English Writing? 与练习齐宗一. 《英语写作入门》. 科学普及出版社, 1993.6. H315/Q132:1参毛荣贵. 《英语写作纵横谈》. 上海外语教育出版社, 1998.02.H315/M198:1考张弘. 《大学英语写作理论与实践》. 东北林业大学出版社. 2003.07 资Harmer, J. The Practice of English Language Teaching. London: Pearson Education Limited, 料2003.课Strategies: The teacher checks the students for comments and feedback. 后Purpose: checking for understanding. 分析授Chapter One Using Proper Words 课题目教学目的Teach students to use proper words while writing.与要求教学方Discussion, explanation,exploring, project and presentation 法与手段教学General and special words, synonyms 重点与难点授课时间 Week 1,2,3 授课学时 5 periods1. Types of wordsCommon words: the core of the English vocabulary.Formal words: used by people of special professions or fields, on special occasions or for special purposes.Nonstandard words: understand but avoid using them.Types of words have much to do with style.2. Choice of words2.1. use common or informal words for general purposes; use formalor nonstandard words only special occasions or for special purposes;2.2. use specific and concrete words when giving details; usegeneral or abstract words when making summaries;2.3. use idiomatic expressions and words in acceptable collocations; avoid combinations that are unidiomatic;Both general and specific words are useful in writing. When we describe or explain things, 教 or when we give details, we should try to use specific or concrete words wherever possible, for学 they are vivid, exact and interesting; when we summarize or generalize, we may find general orabstract words useful. 内3. Synonyms 容3.1. Definition: words different in sound and spelling but more nearly alike or exactly the same in meaning.3.2. Types of synonymsabsolute synonyms: scarlet-fever/ scarlatinaRelative synonyms: change/ alter/ vary3.3. Discrimination of synonyms4. Some good dictionariesLongman Dictionary of Contemporary EnglishOxford Advanced Learner?s Dictionary of Current EnglishCollins Cobuild English Language DictionaryWebster?s New World DictionaryDictionaries of idiomsDictionaries of collocationsDictionaries of synonyms and thesauri思Write a short paragraph about the following topic: 考与Sandstorm gives a great influence on people?s life and environment 练Pay attention to the words you use and try to use the most proper ones. 习[1] 丁往道主编，《英语写作手册》，外语教学与研究出版社，2004.参[2] 王西玲主编，《遣词?造句?组段》，西北工业大学出版社，2004. 考[3] Harmer, J. How to Teach English. Beijing: Foreign Language Teaching and Research 资料 Press, 2000.课Strategies: The teacher checks the students for comments and feedback. 后Purpose: checking for understanding. 分析授课Chapter Two Making Correct and Effective Sentences 题目教学目的Teach students to make correct and effective sentences与要求教学方Analysis, explanation, discussion, group activities, project and presentation 法与手段教学重Completeness in structure, clear pronoun , reference, unity, coherence 点与难点Week 4,5,6 授课时间授课学时 6 periods1. Correct sentencesAll kinds of writing are made up of sentences. If we want to write well, we should learnto write correct and good sentences. In this section, we shall talk about the requirements of a correct sentence.Completeness in structureThe right subjectAgreement between the subject and the predicate verbClear pronoun referenceEnding sentences with full stops教 Joining clauses with conjunctions学 A main clause in a complex sentenceProper use of comparisons 内Correct use of the tense 容 2. Coordination and subordinationThe choice of coordination or subordination is mainly decided by the relationship betweenthe ideas to be expressed.3. Effective sentencesUnityCoherenceConcisenessEmphasisVarietyChoose one of the following topics and free write for 10 minutes. Share your ideas withanother person in the class. Do not make any marks on the paper,just try to get the main point.Write three suggestions and several sentences to your partner. 思考Topics: 与a. a custom in your country 练习 b. your schoolc. your favorite foodd. a recent trip[1] 丁往道主编，《英语写作手册》，外语教学与研究出版社，2004; 参考[2] 王西玲主编，《遣词?造句?组段》，西北工业大学出版社，2004。
