Writing skills Description of a person

Describing a Person: Adding DetailsLesson 3 presents a unique set of problems for students. They must describe a person in detail and place the subject in a setting; yet they must not end up writing a narrative, or story. Even with WriteShop’s careful gui delines and instructions, many still end up focusing on the activity and neglecting the actual description of their subject. But it’s good to let your kids struggle with the initial writing process. It helps them wrestle with ideas and words, and it reminds them of the importance of brainstorming adequately and effectively.Once your students have had the chance to brainstorm and write the sloppy copy, edit it, and write a first revision, they’ll be ready for helpful feedback. If they’re like most kids, the chances are good that they’ll need to add more description. How can you help them consider details they may never have thought about? Start here! Encourage your kids to improve description in a couple of areas you’ve indicated as weak. Attach a copy of th e tips (below) to your Teacher’s Writing Skills Checklist. These ideas will help them improve their paragraph as they think of more concrete ways to describe their subject’s appearance.And here’s a thought: you don’t have to wait till they turn in their f irst revision to introduce these ideas.1. Use the tips as teaching tools when you’re presenting the lesson. Discuss the variousaspects of describing a person before letting the kids loose to brainstorm.2. Or once the sloppy copy has been written and edited, give this list of ideas to stimulatecreativity and to help the students write a meatier first revision.It will be impossible (and unnecessary) for your child to include all the descriptive elements listed below. After all, the composition is limited to one little paragraph! But you can certainly expect that paragraph to sparkle with a few additional, well-chosen details. What really matters is this: Regardless of when or how you approach it, improved description will result. And after all, isn’t that the p oint?Face Shape∙Square∙Oval∙Round∙Triangular∙Heart-shapedSkin/Face/Complexion (Complexion is the natural appearance and color of the skin, especially of the face; e.g. Mary has a soft, creamy complexion.∙Freckled: sprinkled or covered with light brown spots∙Rosy: pink-cheeked; fair complexion that glows with a hint of pink∙Ruddy: skin that has a healthy reddish tint; may have the appearance of sunburn∙Tanned: skin with a healthy golden-brown tint∙Wrinkled: full of or covered with lines or loose folds of skin; often associated with age∙Other skin-related adjectives: pale, spotless, silky, smooth, creamy, baby-soft, glowing, paper-thin or translucent (as with a very old person); rough, callused, dryEyesGeneral∙Brown-eyed mother, bright-eyed sister, wide-eyed childEye expressions:∙Adj. eyes: piercing, mesmerizing, sad, sorrowful, tear-filled, gentle,sympathetic, warm, compassionate, expressive, twinkling, lively, dancing,laughingEye Shape and Size∙Large, small, almond-shaped, round, slanted, squinty, crinklyMouth/Lips∙Thin lips, full lips, pouting lips, pursed lips (puckered up, like when someone isconcentrating)∙Laugh, smile, beam, grin, frown, grimace, scowlHairTexture/Appearance∙wavy, curly, straight, spiky, stiff, buzzed, shaved, parted, neatly-combed,tamed, long, short, croppedHair Styles∙braids, ponytail, pigtails, bun, twist, bob, ringlets, flip, bangs, buzz∙layered, feathered, chopped, gelled, spiked, slicked downLots of hair∙thick, full, lustrous, bushy, coarse, wiry (stiff)Little hair∙thin, scraggly, fine, baby-fine, wispy, limp, flat, balding, bald, bald spot,receding hairline (gradual loss of hair at the front of the head)Treated hair∙permed, dyed, bleached, highlighted, weavedHair colors∙black, brunette, brown, chestnut-brown, honey-blond, blond, golden-blond,ash-blond, auburn, red, strawberry-blond, gray, silver, white, salt-and-pepper Facial Hair∙Beard, goatee, mustache, sideburns∙Five o’clock shadow: new beard growth, shadowy in appearance, that can beseen late in the day on the jaw, chin, or cheek area (also known as stubble) ∙Adjectives: bearded, unshaven, clean-shaven, trimmed, neatly-trimmedClothing∙Fabric: denim, twill, wool, cotton, tweed, polyester, corduroy, fleece, spandex,leather∙Bottoms: jeans, cargo pants, flat-front pants, pleated pants, slacks, trousers,overalls, sweatpants, crop pants, capris, skirt, culottes, shorts, board shorts ∙Tops: sport shirt, dress shirt, polo shirt, button-down shirt, tank top, blouse,long-sleeve, short-sleeve, sleeveless, collared, T-shirt, sweatshirt, hoodie,pullover, sweater, cardigan∙Other clothing: dress, uniform, costume, pajamas, bathrobe, robe, vest, jacket,blazer, coat, socks, stockings, gloves, hat, cap, shoes, boots, slippers,sandals, flip-flops, heels, pumpsSentence Starters Describing Clothes∙Smartly dressed in (name of garment), she...∙Casually attired in (name of garment), Jolene…∙Simply clad in (name of garment), Mark...∙Dennis sports a (name of garment)…。

选修7 Unit 4 Writing教学设计授课教师：薛姗姗I．Teaching aims⑴ Target Language（目标语言）①Finish the writing task and master the writing skills of introducing a person.②Grasp some useful words and expressions.③Try to polish the writing and make it less mistakes.⑵ Learning Ability goals（能力目标）①Develop students’ ability of using language and writing.②Develop the ability of analyzing the questions.⑶ Emotional goals（情感目标）① Try to be active in writing activity. ② Overcome the anxiety about writing.Ⅱ.Teaching key and difficult points (教学重难点)⑴ Analyze the topic of writing.⑵ How to polish the style and avoid mistakes.Ⅲ.Teaching methods （教学方法）Discussion (group work); answer questions (individual work)Ⅳ.Teaching aids （教具准备）Multimedia equipment; blackboard; preview paper, discussion paperⅤ.Teaching procedures （教学过程）Step I Greeting and lead in (情景导入）T: This unit is about a voluntary teacher, who worked in an African country. In our class , there is also one person who contributes a lot. Let’s see who he is(show a picture of the monitor).Now,would you like to have a description of him?................Today, we will learn how to write a passage about introducing a person. At first, let’s enjoy a passage which is also about a monitor.StepⅡpresentation (预习展示)Analyzing【典例示范】Li Lin, monitor of Class 1 Grade 2 , is healthy and lively. She does well in all her subjects, and she is fond of sports, singing and dancing.When she came to school, she had much difficulty with English, but through hard work she made great progress. In 2006 she took part in the National Physics Olympic Competition , in which she won the first prize. Li Lin is very strict with herself in her work and daily life. In the meantime, she is always ready to help others.Having set a good example to us, so she deserves the honor and we should learn from her.预习卡片的展示【词汇积累】【亮点积累】According to the tips of analyzing, students show the important words and expressions they have underlined in the model passage.(实物展台上展示)常用句式：The teacher could ask some students to show the useful expressions and sentences that can be used in this kind of writting.(学生预习的时候提前收集总结，课堂中在实物展台上展示，老师补充)be admitted into .....major in....get a master’s degreegraduate from....win the first prizewin a gold medal/the Nobel Prizeset a good example to usbe highly thought ofbe awarded a medal for.....be awarded the title of...devote ...to ...Of all..., ...is the one who impress me mostHe was born in...He is a young...with a round face, long hair, and a big nose.He is a lovely..., who is easy-going, talkative, and ready to help others.He got/received...He is such a learned person that we all admire him very much.He set a good example to us and we have learned a lot from him.I admire him for his..............Step III Teacher’s guidance (教师指导)【写作指导】思考：1. 结构：人物介绍可以分为三部分写：开头部分：主体部分：结尾部分：2.时态3.漂亮用法1）. 职位头衔：用同位语, 年龄性别与家境也可用同位语。

梁祝的故事
越州上虞县有一女子祝英台，喜欢吟 读诗书，一心想出外求学，但是当时 的女子不能在外抛头露面，于是就和 丫头银心乔装成男子，前往越州城读 书。二人在半途遇见了也要前往越州 念书的鄞县书生梁山伯及书僮士久， 梁山伯和祝英台二人一见如故，遂义 结金兰，一同前往越州。 在越州三 年期间，梁山伯和祝英台形影不离
后来家人写信催祝英台回家，临走 前，祝英台留一封信告诉梁山伯 「二八、三七、四六定」，意思是 要梁山伯十天后去祝府提亲，但是 梁山伯却以为是三个十天加在一起， 所以一个月后才去提亲，等到梁山 伯欢欢喜喜赶到祝家时，才知道马 文才已经抢先一步提亲、并且下了 聘礼，梁山伯只得心碎地离开，祝 英台沿路相送、难舍难分。 梁山 伯回家后，相思病重，写信向祝英 台要一些找不到、拿不到的药方， 表示病情绝望了，同时希望祝英台 能前来探望一番，祝英台则回信告 诉梁山伯，今生无缘，只希望二人 死后可以一起安葬在南山。后来梁 山伯病逝，祝英台假意应允马家婚 事，但是要求迎亲队伍必须从南山 经过，并且让她下轿祭拜梁山伯。 当祝英台下轿拜墓，一时之间风雨 大作、阴风惨惨，梁山伯的坟墓竟 然裂开，祝英台见状，奋不顾身地 跳进去，坟墓马上又合起来，不久， 便从坟墓里飞出一对形影相随的蝴 蝶…。
世界上最远的距离 不是生与死 而是我站在你的面前 你却不知道我 爱你
The most distant way in the world is not that I can't say I love you. It is after looking into my heart I can't change my love. 世界上最远的距离 不是我不能说我想你 而是彼此相爱 却不能够在一起
Notes to the Text

英语作文描写人的能力The ability to describe a person's attributes is a valuable skill that can be applied in various contexts, from professional settings to personal interactions. Effective description not only paints a vivid picture of the individual but also conveys their unique qualities, strengths, and potential. In this essay, we will explore the art of describing a person's abilities and the importance of this skill in our daily lives.Observational skills are the foundation for accurately describing a person's abilities. Keen observation allows us to notice the subtle nuances in an individual's behavior, mannerisms, and thought processes. By paying attention to the way they carry themselves, interact with others, and approach tasks, we can gain insight into their capabilities and potential. For instance, observing how a colleague resolves complex problems or how a friend navigates challenging social situations can provide valuable clues about their problem-solving skills, emotional intelligence, and adaptability.Effective description also requires a deep understanding of the person being described. This involves delving into their background,experiences, and personal motivations. By understanding the context in which an individual's abilities have been developed and honed, we can paint a more comprehensive and meaningful picture. For example, when describing a musician's technical prowess, it would be essential to consider their years of dedicated practice, the mentors who have guided their growth, and the unique challenges they have overcome to reach their current level of expertise.Moreover, the ability to describe a person's abilities extends beyond the purely objective. Incorporating subjective observations and personal impressions can add depth and nuance to the description. Noting the passion and enthusiasm with which an individual approaches their work, or the empathy and compassion they demonstrate in their interactions with others, can reveal deeper insights into their character and the way they apply their abilities.In professional settings, the skill of describing a person's abilities is particularly valuable. Employers often rely on detailed and accurate descriptions to make informed hiring decisions, assess employee performance, and identify opportunities for growth and development. When crafting a resume or preparing for a job interview, the ability to effectively communicate one's own abilities can be the key to standing out among a pool of candidates. Likewise, managers tasked with evaluating their team members must possess the ability to objectively and constructively describe their strengths,weaknesses, and potential.Beyond the professional realm, the ability to describe a person's abilities is equally important in our personal lives. When introducing a friend to a new acquaintance, the way we describe their unique qualities and talents can shape the impression and expectations of the other person. Similarly, when providing feedback or guidance to a loved one, the ability to articulate their abilities and areas for improvement can have a profound impact on their self-perception and future growth.In conclusion, the skill of describing a person's abilities is a multifaceted and invaluable tool that can be applied in a variety of contexts. By honing our observational skills, deepening our understanding of the individual, and incorporating both objective and subjective perspectives, we can craft rich and meaningful descriptions that capture the essence of a person's capabilities. Whether in the workplace or in our personal relationships, the ability to effectively describe a person's abilities can open doors, foster deeper connections, and unlock new opportunities for growth and success.。