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书面表达指导

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1 第 1 页 共 4 页 主备： 马藏 课 题 书面表达指导---如何遣词造句 班 级 高 一（ ） 姓 名 上课日期 年 月 日 一、学习目标 （一）总体学习要求 1.Help students write distinguished sentences by using different sentences patterns and grammar structures. 二、学习重难点 （一）学习重点How to translate sentences in different way. （二）学习难点Encourage the students to use what they learnt into their compositions. 三、前置性补偿 作文写作情况反馈 四、新知探究____________________________________________________ 怎样使句式多变语言优美呢？ Step 1 怎样用不同的表达方式表示相同的意义 例：众所周知，地球绕着太阳转。 Everybody knows that the earth travels round the sun. _____ is known to ______ the earth travels round the sun. = _______ is known to everybody is that the earth travels round the sun. = _______ is known to everybody, the earth travels round the sun。 1. 他们给孩子们提供学习用书。 provide __________________________________________ supply ____________________________________________ offer ___________________________________________ 2. 这本书是如此的有趣，以致于我读了一遍又一遍。 (so…that..; such…that…) (1)__________________________________________________

(2)__________________________________________________ (3)________________________________________________ (4)__________________________________________________ 3.一听到这个消息他就脸色通红。 ______________________________________(on\upon) _______________________________________ (as soon as 等)

教学教法设计 1.在前置性补偿中通过对学生作文的展示，让学生了解他们作文中出现的问题，从而引出作文分数不高的原因：卷面、布局、用词等。

2.从他们所熟悉的单词、句式入手，向他们展示同一个句子的不同翻译形式，并且让他们自己体会各个句子的优劣。 2

第 2 页 共 4 页 ________________________________(no sooner…than) 4.The teacher took a book in his hand and came into the classroom. = The teacher came into the classroom, ____ ____ ____ ____ ____ ____ ．(用with的复合结构) Step2怎样通过对句子结构的变化,使文章显得更加丰富多彩 1. The boy was surprised at what he had seen , he stood there and couldn’t say a word. = ______ ____ what he had seen, the boy stood there , ______ _____ _____ a word. (形容词做状语) 2.I didn't realize my mistake until you pointed it out. → = ________not until you pointed it out _____I realized my mistake.(强调句型） = _________you pointed it out ______________my mistake.（倒装句） 3.What surprised me most was that he didn't know me at all. → = （让我惊讶的是）, he didn't know me at all. 4.Hurry up, or you'll miss the train. =You won't catch the train _____ you ________ hurry. =You will miss the train ________ you hurry. Step3怎样运用高级词汇，给文章增加亮点 1.Too many people to the zoo will cause traffic jam . Too many people to the zoo will ____ _____ traffic jam . Too many people to the zoo will _______ _____ traffic jam . 2.They believe a public park should be free . They believe a public park should be ______ ____ _____. 3. The railway in our county is being built. The railway in our county is ______ ___________. 4. We think the meeting is very important . = We ____ ____ ______ that the meeting is____ ______ ________. 5. As a result, the plan was a failure. The plan ____ ____ ____ _____a failure.

五．形成性检测____________________________________________

3.让学生在力所能及的范围内，尽量丰富作文句式。被动、倒装、强调等， 确保句子正确。

4.鼓励学生扩充词汇量，并在作文中呈现出来。能用短语的不要用单词，避免用词重复。 3

第 3 页 共 4 页 假定你是某中学高一一班班长李华。你们的口语教师Lulie已完成教学任务，准备回英国。请你根据以下内容要点给Lulie 写一封e-mail，附上她与全班同学的合影，并代表全班同学对她表示感谢。 要点：1.参加Lulie授课的日子非常轻松愉快； 2.Lulie总是组织很多课堂活动，让大家积极参与； 3.她教的Jazz Chant“Will I ever learn to speak English?”让大家对讲英语充满信心； 4.她经常说“Never say you can’t”给大家留下了深刻的印象； 5.她用“TEAM spirit”来鼓励大家交流和分享； 6.希望她能再到中国来。 注意：1.词数100左右； 2. 信的开头和结尾已为你写好，不计入词数。 Dear Lulie， …… ⑴ We really like the classes you gave us. We could feel happy and relaxed in your classes. We also enjoyed the various activities you organized for us. I believed that everyone had gained a lot in your lessons. Besides , the Jazz Chant”Will I ever learn to speak English?” made us more confident to speak English. ⑵ Your word “Never say you can’t”impressed us most. You told us it again and again. So even the shy students were encouraged to open their mouths to speak. What’s more, you were always calling for “TEAM Spirit” and ⑶ we communicated with each other and share our ideas in this way . We are looking forward to your second visit to China. …… 改一改： （1）________________________________(定语从句) （2______________________________________ （3）__________________________________（倒装） 六 后续性矫正_____________________________________________ Have a change of your own composition written on Saturday .

5.形成性检测的设计主要是让学生有个练兵场，结合今天所学，让学生对已呈现的文章进行修改润色。并呈现学生的成果。

6.后续性矫正的设计是让学生对自已的作文进行修改润色，通过前后对比，让学生切实体会到作文遣词造句的重要性。

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高考书面表达写作指导-过渡词的用法

高考书面表达写作指导-过渡词的用法


教学步骤（10’）
讨论Step2-Step 4 中的练习
教学步骤3
任务分配： G1— Step2: 1-3 （展示） G3— Step2: 4-5（展示） G9— Step3（展示） G2— Step4（展示） G4— Step4(质疑)
任务分配： G9— Step2: 1-3 （展示） G7— Step2: 4-5（展示） G1— Step3（展示） G2— Step4（展示） G3— Step4(质疑)
3. 使用恰当的连接词
敦品力学 真●爱教育
How can we light up our composition?
structure:
transitional words (过渡词)
3 paras (10 sentences)
教学步骤1:熟记下面的 过渡词
学生自读5分钟，熟记并 背诵常用过渡词。
写作技能（一）
记叙文的语篇连接词
在记叙文中常用one day, at first, then,
later, afterwards, soon, before, after, when, while, as soon as, since, during, eventually, at last, finally, in the end, immediately...等 来叙述前后过程。
英语写作专题训练
—过渡词
欣赏下面的习作，你能 找出下面习作中的“亮 点”吗？
高考书面表达（重庆卷）
国外某网站举办新的一轮网上讲座活动，正面向 全球中学生征集话题。假设你是新华中学的学生 李华，经常访问该网站。现请你用英文给该网站 发送一封电子邮件，向其推荐话题。内容包括: 自我介绍 写信目的 话题：我们应该感恩（thankful). 推荐理由 预祝活动成功 注意：1.词数100左右; 2.邮件格式已为你给出； 3.邮件出不能出现本人信息；4.在答题卡上作答。
初中英语 书面表达写作技巧指导课件

初中英语 书面表达写作技巧指导课件

When they’re flying in the sky, they look beautiful, even they’re the most beautiful animals. I really want to enjoy the feeling of flying in the sky. However, I know it won’t be achieved any more.
a nice tail
加 写作第三步：
• 加首尾，使结构完整。
• 可以采取总分总结构或者总分结构， 开头或结尾的句子应注意简洁，漂 亮。
• How do people spend their vacation? We made a survey and here is our survey report.
a nice head
A lot of people travel . Some people stay at home. Some other people visit friends or parents. A few people work.
nice body
Come and enjoy your vacation. People who relax well work well.
later, since then, from then on, finally, in the end; 9.表示强调: also, besides, what’s more, actually,
in fact, 10.表示结论: all in all, altogether, in a word,
Skill Two Express in different ways
Our parents really wish us to work hard. Our parents really wish us to put our heart into study. The teenagers like the computers. The teenagers are fond of the computers. We shouldn’t eat junk food. We should stay away from the junk food. When he spoke, he got more excited. The more he spoke, the more excited he got. We should learn English grammar. It’s important to learn English grammar.
初中英语书面表达写作技巧指导

初中英语书面表达写作技巧指导

• Come and enjoy your vacation. People who relax well work well.
美 写作第五步：
• 选好词句，美化文章。在有把握的情
况下展示自己的语言功底。
Skill One Make your sentences correct
• Good good study, day day up. • We should do sports aownceeeka woneecke. • SSaavvineg the environment is our duty. • There is going to hbaeve a meeting today. • I hope I can coamcheietvreue my dream.
later, since then, from then on, finally, in the end; 9.表示强调: also, besides, what’s more, actually,
in fact, 10.表示结论: all in all, altogether, in a word,
Correct the sentences:
1. She always helps her Mum cook dinner sInootrhdaert to make mum to have a rest.
2. 2. Help Mum clean up the rooms for a few times. 3. 3. Should to have a rest. 4. 4. We can learn how to take care oofuroseulrvseself better by 5.doindgo housework. 6. 5. I thinkdoindgo …… is good for …… 7. 6. Her Mum always speak highlyofshheer . 8. 7. I think it makes uSstarth/faovrme a good habit/feerlerlealxaexding. 9. 8. WAlhlatthweehhoauvesedownoeriks they do are good/right.
高二 书面表达讲评与指导

高二 书面表达讲评与指导


Dear Annie, Near my home is a factory, which often pours its waste into the river. This causes unsafe drinking water. It gives out poisonous gases, which has a bad effect on the people’s health. Seeing these, I can’t put up with what they do. My suggestion is that they should cut back on the production. I also want to stop them from giving out waste water and poisonous gases.
我学到的写作技巧
NO.1 结构 注意句子_____ 注意句子_____ 的正确搭配
2.谓语动词形式问题 谓语动词形式问题 He has already apologized to the people for what he had done and gave/give some money to them. given did
flows The waste waster was flowed directly into the river. That have resulted in unsafe drinking water. has
我学到的写作技巧
NO.2
注意谓语动词的形式--注意谓语动词的形式--时态 、_____、_______ _____、 语态 _____ _____、 单复数
The factory often pours lots of waste into the river, which causes the drinking water unsafe. makes causes unsafe drinking water causes drinking water to be unsafe cause sth. cause sb. sth. cause sb. to do…