英語寫作中的時間順序和結(jié)構層次安排

英語寫作中的時間順序和結(jié)構層次安排一、教案取材出處“EffectiveAcademicWriting:AGuidetoStructureandStyle”JohnM.SwalesandChristineB.Feak“TheElementsofStyle”WilliamStrunkJr.

andE.B.White“EnglishGrammarinUse”RaymondMurphy“AGuidetoWritingandResearch”TomperfectionandMaryamM.Qobadi二、教案教學目標理解并識別英語寫作中常見的時間順序和結(jié)構層次。學習如何有效組織文章，使其邏輯清晰，層次分明。實踐不同類型從句的運用，增強文章的連貫性和表達力。提高學生對英語學術寫作的信心，增強其寫作能力。三、教學重點難點章節(jié)內(nèi)容教學重點教學難點時間順序的識別識別過去、現(xiàn)在、將來時間順序的運用理解時間順序在文章中的作用和變化結(jié)構層次安排學習如何安排文章的開頭、中間和結(jié)尾理解不同類型段落之間的關系和作用從句的運用理解并實踐復雜句式的構成掌握從句的類型和正確使用方法實際案例分析分析優(yōu)秀文章的結(jié)構和語言運用將理論知識應用到實際寫作中，提高寫作能力時間順序的識別教學重點：使學生能夠識別和區(qū)分過去、現(xiàn)在、將來時間順序，并在寫作中正確運用。教學難點：理解時間順序在文章中的作用和變化，以及在復雜句子中的時間順序處理。結(jié)構層次安排教學重點：使學生學會如何安排文章的開頭、中間和結(jié)尾，使文章邏輯清晰，層次分明。教學難點：理解不同類型段落之間的關系和作用，以及如何在文章中自然過渡。從句的運用教學重點：使學生理解并實踐復雜句式的構成，提高文章的表達力。教學難點：掌握從句的類型和正確使用方法，避免句子結(jié)構混亂。實際案例分析教學重點：分析優(yōu)秀文章的結(jié)構和語言運用，提高學生的寫作水平。教學難點：將理論知識應用到實際寫作中，提高學生的實際寫作能力。四、教案教學方法Theteachingmethodsemployedinthislessonincludeabinationofinteractivediscussions,guidedwritingexercises,andindepthanalysisofmodeltexts.Herearethespecificstrategies:InteractiveDiscussions:Encouragestudentstoactivelyparticipateinclassdiscussionstoenhancetheirunderstandingoftimesequenceandstructuralhierarchy.Thiswillbeachievedthroughopenendedquestionsandbrainstormingsessions.GuidedWritingExercises:Providestepstepinstructionstohelpstudentspracticeorganizingtheirthoughtsandconstructingsentenceswithdifferenttypesofclauses.Thiswillinvolveamixofindividualandgroupactivities.IndepthAnalysisofModelTexts:Useexemplarytextstoillustratetheapplicationoftimesequenceandstructuralhierarchy.Studentswillanalyzethesetextstoidentifyanddiscusseffectivewritingtechniques.PeerReview:Facilitatepeerreviewsessionswherestudentscanexchangefeedbackontheirwriting,fosteringacollaborativelearningenvironment.TechnologyIntegration:Utilizemultimediatools,suchasvideoclipsorinteractivesoftware,toillustrateconceptsandprovidevisualaids.五、教案教學過程Session1:IntroductiontoTimeSequenceandStructureActivity1:InteractiveDiscussionTeacher’sGuide:Startwithaquestion,“HowdoweexpresstimeinEnglish?”andleadadiscussionontheuseofpast,present,andfuturetenses.Students’Task:Studentsshareexamplesfromtheirownwritingorreadaloudfromprovidedtexts.Teacher’sFeedback:Summarizekeypointsandclarifyanymisconceptions.Activity2:GuidedWritingExerciseTeacher’sGuide:Provideabriefscenarioandaskstudentstowriteaparagraphdescribingthesequenceofevents.Startwithasimpleoutline.Students’Task:Writeaparagraphusingpast,present,andfuturetenses.Teacher’sFeedback:Goovermonmistakesandprovidefeedbackonstructureandtenseusage.Session2:StructuralHierarchyandClauseUsageActivity1:IndepthAnalysisofModelTextsTeacher’sGuide:Presentamodeltextandaskstudentstoidentifydifferentclausesandtheirfunctionswithinthetext.Students’Task:Highlightclausesanddiscusstheirimpactonthetext’sstructure.Teacher’sFeedback:Explainthedifferenttypesofclausesandtheirrolesinasentence.Activity2:GuidedWritingExerciseTeacher’sGuide:Givestudentsalistofclausesandaskthemtocreateaplexsentenceincorporatingtheseclauses.Students’Task:Writeasentenceusingatleastthreedifferenttypesofclauses.Teacher’sFeedback:Analyzethestudents’sentencesandprovideconstructivecriticism.Session3:ApplicationandPeerReviewActivity1:GroupWritingActivityTeacher’sGuide:Dividestudentsintogroupsandassignawritingtaskthatrequirestheuseoftimesequenceandstructuralhierarchy.Students’Task:Worktogethertowriteashortparagraphoressay.Teacher’sFeedback:Observeandprovideindividualizedguidanceasneeded.Activity2:PeerReviewTeacher’sGuide:Instructstudentsonhowtogiveconstructivefeedbackduringpeerreviewsessions.Students’Task:Exchangetheirworkwithapartnerandprovidefeedbackbasedonthepreviouslydiscussedcriteria.Teacher’sFeedback:Summarizethekeypointsdiscussedduringpeerreviewsandaddressanymonissues.六、教案教材分析Theselectedtextbook“EffectiveAcademicWriting:AGuidetoStructureandStyle”JohnM.SwalesandChristineB.Feakservesasaprehensiveresourceforthislesson.Herearethekeyponentsofthetextbookthatarerelevanttothislesson:Content:Thetextbookcoversessentialaspectsofacademicwriting,includingtheuseoftimesequenceandstructuralhierarchy.Itprovidesasolidfoundationforstudentstounderstandandapplytheseconceptsintheirownwriting.Structure:Thetextbookisorganizedinalogicalmanner,withclearheadingsandsubheadingsthatmakeiteasyforstudentstonavigate.Thisstructurealignswellwiththelesson’sobjectives.Activities:Thetextbookincludesvariouswritingexercisesandactivitiesthataredirectlyapplicabletothelesson’sgoals.Theseexerciseshelpstudentspracticewhattheyhavelearnedandreinforcetheirunderstanding.ModelTexts:Thetextbookprovidesarangeofmodeltextsthatillustratetheuseoftimesequenceandstructuralhierarchyindifferentcontexts.Thesetextsserveasexcellentexamplesforstudentstoanalyzeandlearnfrom.TheintegrationofthistextbookintothelessonplanensuresthatstudentsreceiveawellroundededucationonthesubjectofEnglishwriting,withafocusonpracticalapplicationandcriticalanalysis.七、教案作業(yè)設計ThehomeworkassignmentforthislessonisdesignedtoreinforcetheconceptsoftimesequenceandstructuralhierarchyinEnglishwriting.Here’sthedetailedplan:HomeworkAssignment:“TimeTravelEssay”O(jiān)bjective:Studentswillwriteashortessaythatincorporatestimesequenceandstructuralhierarchyeffectively,usinganarrativeformat.Instructions:PreliminaryResearch(10minutes):Teacher’sGuide:“Let’sthinkaboutourfavoritefictionaltimetravelstories.Whatarethekeyeventsthatmakethemengaging?Howdotheauthorsarrangetheseeventstokeepusinterested?”Students’Task:Jotdownnotesoneventsandtheirarrangementinatimetravelstory.OutliningtheEssay(15minutes):Teacher’sGuide:“Now,let’soutlineourowntimetravelessay.We’llstartwithaninterestinghook,thenmovetothepresent,andfinally,describethefuture.”Students’Task:Createabasicoutlinewithanintroduction,bodyparagraphs(presentandfuture),andaconclusion.WritingtheEssay(30minutes):Teacher’sGuide:“Remembertousepast,present,andfuturetensesappropriatelytoshowtheprogressionoftimeinyourstory.”Students’Task:Writethefirstdraftoftheiressay.RevisingandEditing(20minutes):Teacher’sGuide:“Readyouressayaloudtoyourself.Canyouhearanyawkwardphrasesorplaceswherethestoryjumpsaroundintime?Let’sfixthat.”Students’Task:Revisetheessay,focusingontimesequenceandstructuralcoherence.Submission:Studentswillsubmittheirfinalessayviaanonlineplatformorhanditinatthebeginningofthenextclass.八、教案結(jié)語AsweconcludethislessonontimesequenceandstructuralhierarchyinEnglishwriting,Iwanttoreflectonwhatwe’veacplishedtogether.Thejourneythroughtheplexitiesoftenseusageandsentenceconstructionhasbeenbothchallengingandrewarding.Tosummarize,we’velearned:Theimportanceofcleartimesequenceinstorytellingandacademicwriting.Howtostructureanessaywithalogicalflow,startingwithanengagingintroduction,followedadetailedbody,andconcludingwithastrongsummation.Theeffectiveuseofdifferenttypesofclausestoenhancetheplexityanddepthofourwriting.Now,l