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篇1：高中英语写作教案
高中英语写作教案
高三下学期，要进行高三英语专项讲座及练习。从英语试卷来看，唯有阅读表达和书面表达是主观试题，学生可以根据自己实际水平绕开一些难以表达的词句，从而多拿些分。另外，学生通过一段时间的英语词汇积累、语法学习、以及通过阅读培养语感，学生整体水平有一定提高。在此基础上，培养学生写作能力及技巧是大有可能的。 下面是一个书面表达教学教案。 高考英语书面表达复习―――增强书面表达效果的技巧 Ⅰ明确目标： 了解NMET书面表达评分原则，体会一篇好的书面表达文章的特点，掌握增强书面表达效果的技巧。 Ⅱ自学指导： 书面表达各档次的给分范围和要求 第五档（很好）（21-25分） 完全完成了试题规定的任务。 ü 覆盖所有内容要点 ü 应用了较多的语法结构和词汇 ü 语法结构和词汇方面有些许错误，但为尽力使用复杂结构或较高级词汇所致；具备较强的语言应用能力 ü 有效使用了语句间的连接成分，使全文结构紧凑 完全达到了预期的写作目的。 第四档（好）（16-20分） 完全完成了试题规定的任务。 ü 虽漏掉1、2个次重点，但覆盖所有主要内容 ü 应用的语法结构和词汇能满足任务的要求 ü 语法结构和词汇方面应用基本准确，些许错误主要是尝试使用较复杂结构或词汇所致 ü 应用简单的语句间的连接成分，使全文结构紧凑 达到了预期的写作目的。 第三档（适当）（11-15分） 基本完成了试题规定的任务。 ü 虽漏掉一些内容，但覆盖所有主要内容 ü 应用的语法结构和词汇能满足任务的要求 ü 有一些语法结构或词汇方面的错误，但不影响理解 ü 应用简单的语句间连接成分，使全文内容连贯 整体而言，基本达到了预期的写作目的。 第二档（较差）（6-10分） 未恰当完成试题规定的任务。 ü 漏掉或未描述清楚一些主要内容，写了一些无关内容 ü 语法结构单调，词汇项目有限 ü 有一些语法结构或词汇方面的错误，影响了对写作内容的理解 ü 较少使用语句间的连接成分，内容缺少连贯性 信息未能清楚地传达给读者。 第一档（差）（1-5分） 未完成试题规定的任务。 ü 明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求 ü 语法结构单调，词汇项目有限 ü 较多语法结构或词汇方面的错误，影响对写作内容的理解 ü 缺乏语句间的`连接成分，内容不连贯 信息未能传达给读者。 0分 未能传达给读者任何信息；内容太少，无法评判；写的内容均与所要求内容无关或所些内容无法看清。 Ⅲ合作探究： 08高考天津卷书面表达（满分25分） 假设2月12日是你父亲的生日，下面三幅图描绘的是你给父亲买完礼物后乘坐地铁回家时经历的一件事。请根据图示，用英语写一篇日记记叙这件事，并谈谈自己的感受。 注意：1. 词数不少于100； 2. 可适当加入细节，以使行文连贯。 参考词汇：地铁（列车）----- subway train 学生分组对例文进行分档、评分： （A） It is my father’s birthday today. I bought him a gift downtown to thank him for caring for me these years in the morning. Then I got on a subway train. The gift was a little heavy, but I was lucky to find a seat available to sit on. Thinking about how happy father would be when seeing the gift, I smiled happily. Several minutes later, the subway train stopped at the next stop, and an elderly lady got on with two heavy suitcase in her hands. She seemed to be tired, but there was no seat available for her. I looked around, but nobody seemed to be willing to give a seat away to the lady. I hesitated for a minute because of my heavy gift, and then stood up to let the lady sit down. I felt happy though I was tired the whole travel. As the young, I think we have duties to care for the elder people in public places. If all of us spare no effort to do this, our city must be more and more harmonious. (B) Today is my father’s birthday. I want to give my father a surprise, then I go to shop to buy a gift for my father. When I go home by subway train, I see an old woman get on the subway train. At that time, many people in the train. It’s very full. So I decide give my seat to this woman after one minute. The old woman thanks me very much, and she say I’m a good child. I feel very happy. I think that helping people when they come across difficult is very happy. (C) Today is my father’s birthday. In order to make my father happy I went to buy a present to give he. On my way go home and on the subway train is crowed. Next station. A woman net to me. I found her take many bags look as difficult. About one minute, I let the seat to her. The woman said “Thank you” gradutlly. I feeling very happy. About this case, I understand that help others is an honour behavior. It makes me very happy and could make a warn society. I feel I did a very meaningful thing. I hope everybody can do it like me. So our society could become very beautiful and hopeful. (D) Today is father’s day. I was bought something for my fathers. I think if father look this can very happy. In the subway train, I was very happy because. soon I. can saw my father. But next stop. An old woman got the bus. The wamon was very hard to then she. got two box. One minutes later, I stand up and to wamon sat down. She was very happy and saw: “Thank you.” I think. if I told this story to my father. He an. more happy then. Father’s Day. Ⅳ精讲点拨： 1．如何算是一篇好文章？ 1） 2） 3） 2．增强书面表达效果的技巧 1） 2） 3） Ⅴ练习达标： （Ⅰ）词汇练习： 1. We all think he is a great man. 2. As a result the plan was a failure. 3. He set off for Shanghai in order to find a good job. 4. In our school, there are twenty-six classrooms. 5. You can find my house easily. 6. Because the weather was good, our journey was comfortable. 7. Suddenly I thought out a good idea. （Ⅱ）句型练习： 1. When he arrives, please give me an e-mail.（使用V-ing形式）. 2. To his surprise, the little girl knows so many things.（使用名词性从句） 3. He came in and there was a baby in his arms. (用with结构) 4.由于不知道他的电话，他没法跟Mary联系(用非谓语） 5.我到十点钟才上床睡觉. I didn’t go to bed until ten o’clock. 6. She walked out of the lab and many students followed her. (用过去分词) 7. When he spoke, he felt more and more excited.（使用句型结构） 8. Because the weather is fine, many people went to climb the Western Hills. （使用独立主格结构） Ⅵ拓展提高：（河北区一模） 八月十日，星期天上午，你们班同学骑车到学校附近的公园组织了一次环保活动。请根据下表内容，写一篇日记，发表你对此次活动的看法。 1组 扫除：清理废纸、烟蒂、塑料袋等废弃物 2组 宣传：树立标牌，告诉游客要爱护花木 3组 演讲：向游客宣传“白色污染”的害处以及保护环境的重要性 你的看法 …… 注意：1）日记必须包括表内所有的内容，可以适当增加细节，使内容连贯； 2）词数：不少于100词。 3）参考词汇：烟蒂 cigarette end 学生作业：（尝试修改） August 10th Sunny On Sunday morning, our classmates rode bikes to park which near our school. We organized an activity of protecting environment. Our teacher divided students into three groups. The first group’s aim is to clean the park, they cleaned all of the rubbish and cigarette ends and so on. The second group’s aim is to make all the people of in the park know that we should protect environment. They also made signs in order to protect grass and flowers. The third group’s aim is to make a speech in public. They spoke about the white rubbish’s harm. In conclusion, the activity of protecting environment is a good action. Ⅶ范例： Ⅷ作业：篇2：高中英语写作课教学
英语写作课不知讲些什么，学生写作时不知从何写起，作文不成句，语法错误，一直是老师们的困惑，也是学生的绊脚石。到底写作课该如何上，怎么下手，下面分享几点方法：
高中英语写作课教学
一、消除学生的恐惧心理，培养写作习惯
针对我校学生基础差，学习习惯不好的状况，首先让学生知道，写作并不难，就是把我们要说的话，用自己的话写出来，我们平时讲课的例句就是很好的素材，只要稍加整理即可，关键是敢写。
二、注意平时积累词汇，打好写作基础
平时上课尤其是词汇教学时，注意提醒学生积累一些例句，段落甚至是名人名言。要求学生背诵课文中的佳句和词汇句型较多的段落，这样可以帮助学生理解课文内容，背诵重点句型和短语，积累话题写作的素材，培养学生的语感。课下注意收集各种体裁的写作 篇章结构以及开头结尾常用的优美句型。
三、练习写作的句式变化，进行专题指导
写作水平的提高非一日之功，也不能光说不练，积累素材完成后，教师要进行针对性的写作方法指导。首先，训练过程要循序渐进，要让学生体验到成功，有信心，愿意去写作，并且要安排由易到难，由课内到课外，有机械到灵活。英译汉练习让学生写出课文中的重点句子——利用单元词汇进行造句练习——缩写课文——改写课文——仿写课文——写与课文相关的短文。其次，讲解写作步骤：审题——构思——提纲——初稿——修改——定稿。并注意写作中记叙文的五个W(what---who---when---where---why or how)。最后，提醒学生注意写作规则和标点符号的使用，并把高考评分标准展示给学生们，让他们对照自己的文章，找出存在的问题。
四、真实客观的评价，批改欣赏得法
对于学生习作的批改，有两种途径，一是教师面批面改，及时发现学生存在的问题，提出改进的建议和今后要注意的问题。二是学生互评互批，这样既可以看到别人的长处，积累更多的方法，又可以发现学生们共同性的错误，以利于改正提高。教师应及时反馈具有共同性和倾向性的错误，并把优秀作文展示出来，激励优秀学生，鼓舞其他学生。
写作高分技巧
一、背诵+默写+仿写
step 1 背诵
其实，想要提高英文写作水平，无非就三大方法：多读、多背、多写。读是用心读，在阅读文章时及时将看到的精彩词汇、词组、句型记录下来，并在写作中反复运用积累下来的表达。
背诵确实是提高英语实力和考研分数的最好办法，但这个背并不是死记硬背，尽量结合译文，理解之后再背诵。前期背诵，肯定会很痛苦，很难背不下来，但如果能一直坚持下去，背诵速度会有一个明显的提高。
step 2 默写
背诵之后一定要记得默写，很多同学在完成背诵这个环节就不再进行下去。默写才能检验你真正记住了多少。大作文尽量在15分钟内默写完成，小作文默写尽量控制在8分钟以内。
小编建议大家范文只背一遍就好，多多默写几遍。每次默写之后，要仔细对比原文，并用红笔认真修改拼写、标点及语法等方面的错误，找出自己的写作弱点。
step 3 仿写
在掌握范文之后，可以尝试去写一篇话题相似的作文，尽量使用刚刚背过的词汇、词组和句型。
在经过不断地背诵、默写后，仿写一些主题相似的作文就会变得容易起来，等到考场后，自然能够灵活使用范文中学习到的词组、句型以及语法等。
二、语言>结构>内容
No.1 语言
对于阅卷老师来说，在看到一篇考生作文时，他们最看重的是语言水平。同时，语言水平也是考生最薄弱的地方。
语言有两大评分标准：1.用词和句型没有太多的严重错误，可取得写作及格分(小作文6分+，大作文12分+);2.用词和句型富于变化，可取得写作高分(小作文8分+，大作文16分+)
No.2 结构
结构即文章的逻辑性。不同于中文，英文写作比较注重逻辑的严谨性。大家在写作文的时候，可以采用总-分-总结构。
大作文每段首句一般为主题句，其次为两至三句的描述或论证。首段一般是图画或图表的描述，第二、三两段一般为观点的论证。最后一段为小结，概括论证。
No.3 内容
内容即观点或思维。内容上有三大要素：论点、论据和论证。论点即文章的中心思想，一般放在第二段首句及第三段首句;原因、例证等具体论据以及因果、分类等论证出现在第二、三段。
三、书写工整!卷面工整!字迹清晰!
根据考研英语大纲的“评分原则及方法”，如果英语作文书写较差，影响到阅卷，将分数降低一个档次。如果书写较好，小作文直接加2分，大作文直接加4分。作文卷面书写较好，涨6分以上并不是难事。
所以说，大家在写作文的时候一定要注意卷面干净，即使英文写的不好看，也要写清楚，写整齐，保证卷面的整洁度。
篇3：高中英语写作课教学设计
为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。在“五步学习法”课堂模式的引领之下，我们都在尽自己所能力争将自己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语基础知识和基本技能，形成一定的语言综合运用能力。作为教师我们要转变自身的角色，确认自己新的教学身份。我们是学生学习活动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的“五步学习法”课堂教学的要求一再强调要突出互动探究环节，这就要求我们的英语教学就必须要建立以学生为主体的英语教育方式，使英语学习既有利于学生打好英语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学方法上，教师应多采用启发式教学。教师可以通过设计各种情境，问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下面我谈谈写作课在新课改下的实施情况及我对此的一些反思。
培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。针对以上问题，我认为高中英语写作教学的目标必须做到：
1、明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。
2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。
3、通过词到句子再到文章的训练，提高学生用英语进行思维的能力，培养学生自主学习和协作学习的习惯，锻炼学生用英语进行自我表达和交际的能力；拓展学生的英语思维，发展学生观察与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。
通过写作，教育学生积极参与、主动思维、大胆实践，感受“合作学习”是一种非常有效的`学习策略，体会交流思想和共享知识的乐趣。
我以一个教学案例来谈谈我的认识和感悟。
这堂课我主要是教会学生写作技巧，并以国家教育部要求学生参加中长跑锻炼为题进行练习。具体过程如下：
一、学情分析
英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。
二、Teaching Contents 教学内容
正反观点类作文，以国家教育部要求中小学生参加冬季长跑活动为题
三、Design of Teaching Objectives 教学目标设计
1.Knowledge ability 知识目标
To know the skills of writing.
2.Ability goals能力目标
Enable the students to use advanced vocabularies and various sentence patterns.
3.Learning ability goals 情感目标
Enable the students to know the importance of doing exercise.
四、Teaching Important Points(教学重点)
The skills of a good composition
五、Teaching Difficult Points(教学难点)
The practice of different sentence patterns
六、Teaching Methods(教学方法)
Task-based method(任务型教学法)
七、Teaching Aids:(教学辅助手段)
1.A blackboard
2.A projector and a computer for multimedia
八、Teaching procedures (教学过程)
Step I Greeting and leading in (3 minutes)
T: What makes a good composition?
(Let students think about these questions and show their ideas.)
Step II Pre-Writing (10 minutes)
T: 1.Show students a picture about fish to make them know the three parts of a good composition.
T: 2.ask them a question again， what makes a good paragraph. And then do some exercise of writing skills.
Step III. While-Writing (20 minutes)
最近，国家教育部要求中小学生参加冬季长跑活动：建议小学生每天跑1000米，初中生1500米，高中生米。对此，有些人表示支持，有些人表示反对。请你根据以下材料，写一篇以“Should we give more attention to students’ health or grades?”为题的短文，谈谈你的看法。
注意：
1．词数150左右。
2．对所给要点，逐一陈述，设当发挥，不要简单翻译。
Step V Group work (3 minutes)
给学生一张评分表，让同学们互换作文，严格按照评分表上的给分点进行互评。
Let’s improve it:
Step Ⅵ Conclusion and Homwork（1 minutes）总结和布置作业 （1分钟）
Make a brief summary about How to Write a Good Composition and assign the homework.
教学反思：
1、本节课主要采用过程教学法训练学生的写作。过程教学法的理论基础是交际理论，认为写作的过程实质上是一种群体间的交际活动，而不是写作者的个人行为。它包括写前阶段，写作阶段和写后修改编辑阶段。在此过程中，教师是教练，及时给予学生指导，更正其错误，帮助学生完成写作各阶段任务。课堂是写作车间，学生与教师，学生与学生彼此交流，提出反馈或修改意见，学生不断进行写作，修改和再写作。在应用过程教学法对学生进行写作训练时，学生从没有想法到有想法，从不会构思到会构思，从不会修改到会修改，这一过程有利于培养学生的写作能力和自主学习能力。学生由于能得到教师的及时帮助和指导，所以，即使是英语基础薄弱的同学，也能在这样的环境下，写出较好的作文来，从而提高了学生写作兴趣，增强了写作的自信心。
2、在回顾课堂上学生的表现时，我发现，学生并未像以往一样表现出对写作的畏惧情绪；相反，大部分学生的写作积极性较高。究其原因，有两方面：
一是写作前我已经进行了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结构；
二是写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难度较小。
3、在合作学习中促进学生写作能力的发展。刘道义曾指出“写作不能仅仅理解成个人行为，因此在教学中不宜总是采取学生单独写出作文来让教师批改的模式，而应该提倡学生开展两人或数人小组活动，通过讨论合作完成写作”。合作学习是一种非常有效的学习策略，在小组合作完成写作任务的过程中，学生能够充分发挥各自的优势和主动性，实现彼此间的互动，创造性思维也得到了充分的展现。在我执教的另一班级，由于在课堂上没有小组合作设计广告和小组的互评环节，而是让学生独自完成，学生交上来的作品中错误明显较多，没有创意，质量不高。
4、传统的英语写作评价标准过多地注重学生语言的准确性，而忽视了文章的整体性和流畅性。因此教师对学生写作的评价应该扩大视野，从不同角度去评价学生的写作成果。我在课堂上设置一个写作报告评价量表，简单易操作，通过小组互评的形式，学生之间互相借鉴，取长补短，教师给予必要的指导。学生在听取其他同学和教师的意见后进行修改，使其写作水平得到进一步提高。
5、注意体现新课程改革的精神。在时间安排充足的情况下，教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动和逼真的情景，在轻松、民主的教学氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。教师的科学引导是前提，学生的有效参与是关键。只有在师生高效合作下，写作课才能真正达到效果。
篇4：高中英语写作课教学设计
教学目的：教会学生用英语准确表达表格中涉及的要点。
教学重点：引导学生根据表格中的中文要点，由词成句，由句成文。最后适当使用连接词，组句成篇，实现用词准确，行文流畅。
教学辅助手段：电脑(或实物投影仪)
教学方法：讨论法
教学步骤：
一、介绍书面表达六步法(Introduction)
1.仔细审题，确立主题，明确要求。
2.围绕主题，提炼要点，编拟提纲。
3.分析要点及提纲，提炼关键单词和短语。
4.恰当使用句型，连词成句。
5.恰当使用连接词，组句成篇。
6.规范誊写
二、呈现学生得分情况(Presentation)
反映出学生得分差距，引起学生共鸣：希望在作文上获得提高。
三、讨论(Discussion)
1.写作人称为第三人称和第一人称，词数150词左右，时态一般现在时。
2.明确要点，确定核心词、词组、句型。
(要点“你的看法”：鼓励学生畅所欲言，激起课堂高潮。)
四、呈现(Presentation)
1.高考英语写作关键：
A.学会使用较高级词汇。
B.学会使用较丰富的句式。
C.学会使用恰当的连接词。
2.呈现学生作文中出现的典型句子。要求学生用高级词汇、高级句型进行改写，加以完善。
3.展示挖空后的范文，要求学生填入适当的关联词，并指出范文中的精彩之处。
五、反馈(Feedback)
1.学生修改作文，互查互改错误。
2.教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类(如：名词复数、动词时态、介词等)，引起学生的重视。
六、提高书面表达建议：(Suggestions)
1.准确记忆单词。
2.掌握足够的语言知识点，如构词法，语法知识等。
3.经常进行写作练习。
4.适当背诵作文参考答案。
5.大量阅读。
七、作业(Assignment)
发给学生另一篇体裁相似的书面表达材料，要求学生根据本课所学思路独力完成。
篇5：高中英语写作课教学设计及反思
一. 学情分析
英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。
二.Teaching Contents 教学内容
正反观点类作文，以国家教育部要求中小学生参加冬季长跑活动为题
三.Design of Teaching Objectives 教学目标设计
1.Knowledge ability 知识目标
To know the skills of writing.
2.Ability goals能力目标
Enable the students to use advanced vocabularies and various sentence patterns.
3.Learning ability goals 情感目标
Enable the students to know the importance of doing exercise.
四.Teaching Important Points(教学重点)
1.The skills of a good composition
五.Teaching Difficult Points(教学难点)
1.The practice of different sentence patterns
六.Teaching Methods(教学方法)
1.Task-based method(任务型教学法)
七.Teaching Aids:(教学辅助手段)
1.A blackboard
2.A projector and a computer for multimedia
八.Teaching procedures (教学过程)
Step I Greeting and leading in (3 minutes)
T: What makes a good composition?
(Let students think about these questions and show their ideas.)
Step II Pre-Writing (10 minutes)
T: 1.Show students a picture about fish to make them know the three parts of a good composition.
T: 2.ask them a question again, what makes a good paragraph. And then do some exercise of writing skills.
Step III. While-Writing (20 minutes)
最近，国家教育部要求中小学生参加冬季长跑活动：建议小学生每天跑1000米，初中生1500米，高中生米。对此，有些人表示支持，有些人表示反对。请你根据以下材料，写一篇以“Should we give more attention to students’ health or grades?”为题的短文，谈谈你的看法。
注意：1．词数150左右。
2．对所给要点，逐一陈述，设当发挥，不要简单翻译。
Step V Group work (3 minutes)
给学生一张评分表，让同学们互换作文，严格按照评分表上的给分点进行互评。 Let’s improve it:
Step Ⅵ Conclusion and Homwork（1 minutes）总结和布置作业 （1分钟）
Make a brief summary about How to Write a Good Composition and assign the homework.
教学反思：
1、本节课主要采用过程教学法训练学生的写作。过程教学法的理论基础是交际理论，认为写作的过程实质上是一种群体间的交际活动，而不是写作者的个人行为。它包括写前阶段，写作阶段和写后修改编辑阶段。在此过程中，教师是教练，及时给予学生指导，更正其错误，帮助学生完成写作各阶段任务。课堂是写作车间,学生与教师,学生与学生彼此交流,提出反馈或修改意见,学生不断进行
写作,修改和再写作。在应用过程教学法对学生进行写作训练时,学生从没有想法到有想法,从不会构思到会构思,从不会修改到会修改,这一过程有利于培养学生的写作能力和自主学习能力。学生由于能得到教师的及时帮助和指导，所以，即使是英语基础薄弱的同学，也能在这样的环境下，写出较好的作文来，从而提高了学生写作兴趣，增强了写作的自信心。
2、在回顾课堂上学生的表现时，我发现，学生并未像以往一样表现出对写作的畏惧情绪；相反，大部分学生的写作积极性较高。究其原因，有两方面：一是写作前我已经进行了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结构；二是写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难度较小。
3、在合作学习中促进学生写作能力的发展。刘道义曾指出“写作不能仅仅理解成个人行为，因此在教学中不宜总是采取学生单独写出作文来让教师批改的模式，而应该提倡学生开展两人或数人小组活动，通过讨论合作完成写作”。合作学习是一种非常有效的学习策略，在小组合作完成写作任务的过程中，学生能够充分发挥各自的优势和主动性，实现彼此间的互动，创造性思维也得到了充分的展现。在我执教的另一班级，由于在课堂上没有小组合作设计广告和小组的互评环节，而是让学生独自完成，学生交上来的作品中错误明显较多，没有创意，质量不高。
4、传统的英语写作评价标准过多地注重学生语言的准确性，而忽视了文章的.整体性和流畅性。因此教师对学生写作的评价应该扩大视野，从不同角度去评价学生的写作成果。我在课堂上设置一个写作报告评价量表，简单易操作，通过小组互评的形式，学生之间互相借鉴，取长补短，教师给予必要的指导。学生在听取其他同学和教师的意见后进行修改，使其写作水平得到进一步提高。
5、注意体现新课程改革的精神。在时间安排充足的情况下，教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动和逼真的情景，在轻松、民主的教学氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。教师的科学引导是前提，学生的有效参与是关键。只有在师生高效合作下，写作课才能真正达到效果。
篇6：高中英语阅读课教案
高中英语阅读课教案：
LESSON PLAN
Time of Lesson: 45 minutes
Students: Senior Grade One
Teaching Material: How Did Postage Stamps Come Into Use
Teaching Objectives:
1. To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)
2. To train Ss' reading comprehension(To get messages from what they read.)
Teaching Points:
1. Ss get used to three reading skills.
2. Ss understand the given passage.
Properties:
Stamps, letters, postcards, work sheets, OHP
Teaching Method:
Communicative Approach
Lesson Type:
Reading
New Words and A Phrase:
postage, put forward, proposal, seal, deliver, system, postal
Procedures:
Step 1. Warm-up(6')
1. Lead-in
Show some stamps, letters and postcards and have free talk to arouse students' motivation.
2. Dealing with some new words
Q: Do you know the postage of a letter?
Explain “postage”, and write postage on the Bb.
postage: payment for the carrying of letters
A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.
Q: What do the postmen do with the letters?
A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.
Explain “deliver”, and write deliver on the Bb.
deliver: take letters or goods to the addressed people.
Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.
Explain “put forward” and “proposal”, and write them on the Bb.
put forward: put an idea before people for thinking over
proposal: sth. proposed, plan or idea, suggestion
Again: Who put forward the proposal to use stamps?
Step 2. Skimming(4'30“)
1. Instructions
T: Now I give you a passage to read, and for the first time you should only find the answer to the question. You have only two and a half minutes to read. So don't read word for word. Read quickly. Just try to find the answer.
2. Handing out the reading material and reading
3. Checking
Q: Who put forward the proposal to use stamps.
A: Rowland Hill, a schoolmaster in England.
Step 3. Scanning(6')
1. Instructions
T: This time I give you three minutes to read the passage. When you are reading, find the answers to the two questions.
Use OHP to project the questions:
1. Why was the postage high in the early nineteenth century when people did not use stamps?
2. When was postage stamps first put to use?
2. Reading
3. Checking
1) Pair work
2) Class checking
Ans. to Que.1. Because the post offices had to send many people to collect the postage.
Ans. to Que.2. On May 6, 1840.
Step 4. Full reading(21')
1. Instructions
T: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let's go over the questions on the work sheet.
Give Work Sheet 1 to the Ss. Explain the new words in Que. 4.
prevent: stop, not let sb. do sth.
reuse: use again
T: Try to find the answers to the questions. But don't write the answers down, you can put a sign or underline the sentences concerning the questions.
2. Reading
3. Checking
1) Group work: Checking the answers in a group of four Ss.
2) Class work: Checking the answers in class.
Possible Answers:
1. Why were people unhappy to pay postage for letters in the early nineteenth century?
Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.
2. Why was it much easier for people to use stamps for postage?
Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.
3. Why was the postage much lower using stamps?
Because in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.
4. How could the post office prevent people from reusing the stamps?
The post office could simply put seals on the stamps so that people could not use the stamps again.
Check the understanding of the word ”seal“, and write it on the Bb.
seal: 5. Did other countries take up the new postal system?
Yes.
Check the understanding of ”postal“ and ”system“, and write them on the Bb.
postal: of the post
system: a set of working ways
6. Does every country in the world has its own stamps?
Yes.
Step 5: Rounding-off(7')
1. Answering Ss' questions on the passage if any.
2. Making a guided-dialogue with the information given from the passage.
Hand out Work Sheet 2. Do it in pairs.
3. Asking two or three pairs to read their dailogues.
A possible completed dialogue:
A: Oh, What a beautiful stamp!
B: Yes, it's from the U.S.A..
A: Do you know in the early nineteenth century people did not use stamps?
B: Then how did they pay the postage?
A: They had to pay the postage when they received letters.
B: Was the postage very high then?
A: Yes. Because the post offices had to send many people to collect the postage.
B: Who put forward the proposal to use stamps?
A: Rowland Hill, a schoolmaster in England.
B: Why do post offices put seals on the stamps?
A: They can prevent people from using the stamps again.
B: When did post offices begin to sell stamps?
A: On May 6, 1840.
B: Thank you for telling me so many things about stamps.
Step 6. Assignment(30”)
Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.
*************************************************************
Reading Material:
How Did Postage Stamps Come Into Use
When you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps? Who was the first to think of this idea?
In the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.
Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.
On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.
Work Sheet 1:
Find the answers to the following questions from the passage:
1. Why were people unhappy to pay postage for letters in the early nineteenth century?
2. Why was it much easier for people to use stamps for postage?
3. Why was the postage much lower using stamps?
4. How could the post office prevent people from reusing the stamps?
5. Did other countries take up the new postal system?
6. Does every country in the world has its own stamps now?
Work Sheet 2:
Complete the dialogue with the information you have got:
A: Oh, What a beautiful stamp!
B: Yes, it's from the U.S.A..
A: Do you know ____________________ people did not use stamps?
B: Then how did they pay the postage?
A: ___________________________________________________________.
B: Was the postage very high then?
A: ___________________________________________________________.
B: Who put forward the proposal to use stamps?
A: ___________________________________________________________.
B: Why do post offices put seals on the stamps?
A: ___________________________________________________________.
B: When did post offices begin to sell stamps?
A: ___________________________________________________________.
B: Thank you for telling me so many things about stamps.
篇7：高三英语写作课教案
沈永铭
课题：看图书面表达（Writing A Story）
教学目的：教会学生如何用英语描写一个过去的故事。
教学重点：引导学生先仔细观察所给图片，掌握故事的中心意思。然后 依次确定出描述每幅图所需的中心词，并由词成句，由句成文。最后对文章的篇章结构进行修改，实现用词准确，行文流畅。
教学辅助手段：电脑（或实物投影仪）
教学方法：讨论法
教学步骤：
一、展示 (Presentation)
1.通过计算机展示上次作为作业的看图书面表达材料。（帮助回 顾、加深印象）
2.将含有学生在作业中所犯典型错误的文章展示出来，作为改错进 行练习。
二、讨论 (Discussion)
1.学生两人一组，讨论文章的优缺点，并对错误之处进行修改。
2. 请找到错误的学生现场指出并改正错误之处，其他学生一起评判 对错：若改对了，教师可用鼠标单击文中的那处错误，原本隐含的修改部分便会显示出来；若没改对，可接着请其他学生帮忙。（在进行此步骤时，学生无须根据文章的先后逐行挑错，只要找到错误即可发言。）
3. 教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。
三、展示 (Presentation)
通过计算机展示给学生一篇新的看图书面表达材料。要求学生仔细观察所给图片，掌握故事的中心意思。
四、讨论 (Discussion)
1.学生两人一组（必要时可变为四人一组，增强协作性），针对每幅图进行讨论，并确定描述每幅图的中心词。
2. 按图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。同时，教师将这些词按图片顺序依次输入计算机，展示给大家（也可通过实物投影仪展示）。
五、练习(Practice)
要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。
六、反馈 (Feedback)
1.通过计算机，选取两位学生所写的第一幅图的两组句子，展示给大家（也可通过实物投影仪展示）。和其他学生一起对句中的语法错误进行修改。
2. 重复此步骤，展示其它几幅图的句子。
3. 从每幅图的两组句子中各挑选一组，将这些刚改正的无语法错误的句子，通过计算机组合成文，重新展示给学生。
七、讨论 (Discussion)
要求学生先朗读全文（由于此时的文章是由各自独立的句子罗列而成，句子之间必然缺乏连贯性。学生只有通读全文，才会发现）。然后分组讨论如何对篇章结构进行修改，使文章更连贯。
八、反馈 (Feedback)
1.通过计算机，请学生先对他们认为不连贯的地方进行修改，教师引导其他学生进行讨论并给予必要的补充和修改，实现用词准确、行文流畅。
2.展示范文并指出范文中的精彩之处。
九、巩固 (Consolidation)
总结写此类看图书面表达的思路：掌握全文中心--确定每幅图的中心词--由词成句--由句成文--修改篇章结构。
十、作业 (Homework)
发给学生另一篇看图书面表达材料，要求学生根据本课所学思路独力完成。
Teaching Plan
I. Topic: Writing A story
II. Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.
III. Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.
IV. Teaching Aids: Computer
V. Teaching Method: Discussion
VI. Teaching Procedure:
Step 1.Presentation
Present the composition with the typical mistakes made by the students to the class.
Step 2.Discussion
1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.
2.Ask some students to correct the mistakes in public. At the same time, present the right ones to the whole class.
3.Classify the typical mistakes.
Step 3.Presentation
Present the pictures of a story to the class. Give the students two minutes to look through the pictures and try to get the main idea of the story.
Step 4.Discussion
1.Let the students work in groups of four to get the key words of each picture orally.
2. Ask several students to report their answers to the rest of the class. Present these key words to the whole class.
Step 5.Writing
According to the key words, ask the students to write down their own sentences about each picture.
Step 6.Feedback
1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.
2.Present another two students’ sentences about Picture 2 to the class and correct the grammar mistakes too.
3.Repeat this step with the other pictures.
4.Choose either of the models from each picture to make up a passage. Present it to the class.
Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent.
Step 8.Feedback
1.Correct this passage with the whole class.
2.Present the model to the class.
3.Emphasize the way of writing this kind of composition.
Step 9. Assignment
Write another story as homework.
篇8：求职信的写作 教案教学设计
求职信的写作
一、导课
在竞争激烈的社会，尤其是当前就业形势严峻的今天，机会总是青睐主动出击的人，酒香也怕巷子深，再优秀的人，也要学会自我推销，而推销自己的第一步就是给用人单位递上求职信和简历等材料。求职信以特有的方式发挥着画龙点睛的作用。
求职信是向用人单位自荐谋求职位的书信，这是随着社会经济发展而产生的新的应用文体。
出示课题：求职信的写作
二、教学内容
（一）求职信写作的四要素
1、说明本人基本情况和求职信息来源。简要介绍自己，重点介绍与应聘岗位相关的学历水平、经历和成就；写出信息来源。
2、说明应聘岗位和能胜本岗位工作的各种能力
是核心部分，向对方表明自己有专业知识和工作经验，有技能、有成就、并且特长、兴趣、性格与工作要求相符。
3、介绍自己的潜力，如：向对方介绍做过各种社会工作，预示你有潜在的管理和组织能力。缺少工作经验是因为你年轻，但年轻也是一种财富。
4、表明希望得到答复、面试的机会，附履历表，写明联系方式。
（二）格式
包括：称呼、正文、结尾、署名、日期、附言
1、称呼：单位全称或规范性的简称如“尊敬的**公司领导”
2、正文：得知消息的来源
推荐自己：写明求职意愿、个人条件、求职原因
提出请求
3、结尾：一般是祝愿、感谢的话，如感谢对方阅读你的材料，并表达期待的回音，获得面试的机会。
4、落款、署全名，日期（用阿拉伯数字写全年月日）
5、附言：联络方式（地址、电话）
附件目录：学历证、学位证、获奖证书、照片、简历
（三）注意事项
实事求是、篇幅不宜太长
[求职信的写作 教案教学设计]
篇9：高中英语写作
Dear Sir,
I’m a student of Senior 3. I am writing to tell you about the discussion we’ve had about whether to board in the school or at home. At the beginning of this term, my parents and teachers asked me to board in the school. They say it will be very convenient for me to ask questions whenever and wherever. Besides, they think boarding will make it possible to make full use of my night time, and that I can also develop the ability to look after myself. However, I have my own thought. Staying at home in the evening, I will have more time to work at my lessons. At the same time, I can learn what I think I’m not good at. I really don’t know what to do. Please give me your advice!
Yours,
LiHua
篇10：高中英语写作
Dear editor,
I’m writing to tell you about the discussion we have recently had about whether we should know our parents’ income.
We do have different opinions on this matter. Most of us (about 70%) think we should know our parents’ income since it will help us understand how hard our parents have to work, no matter how much they earn. Then we will study harder and will not waste money any more. We may also learn to share our parents’ trouble.
About 30%of my classmates think it necessary to let the children know how much their parents earn. If they know their parents have enough money to support the family, they will not study hard since they needn’t worry about the future. It is said that, especially when the children know their parents have a relatively high income, the children will easily form a wasteful habit.
Yours truly,
Li Hua
篇11：高中英语写作
Dear editor,
I’m writing to tell you about the discussion we have recently had about whether our parents should accompany us studying at school.
We do have different opinions on this matter. Most of us (about 70%) think our parents should not accompany us studying at school since it makes us fall into the habit of dependence, so that we won’t form the good habit of studying. What’s more, it is harmful for us to form the habit of controlling ourselves. At the same time it affects our parents’ work, studies and rest.
While about 30% of my classmates think it necessary for our parents to accompany us studying at school. Accompanying us studying at school can let us have more time to spare for our studies. Besides, we shall be healthier for their cooking. On the other hand our parents can help us set up our aim, urge us to finish our task, encourage us to overcome difficulties and get us into the good habit of studying.
Yours truly,
Li Hua
篇12：高中英语写作
A Heated Debate
We’ve had a debate about whether middle school students should do social practice. The pros (正面)think middle school students should do social practice. They believe social practice can help them know more about the things around them and give them much experience. By doing so, the students’ ability can be developed. Besides, they can put what they have learned in the books into practice.
On the other hand, the cons(反面，反对的) think middle school students don’t have to do social practice, because they are too young to fit the world. They say it’s a waste of time and energy. What’s more, there are no such chances. The whole debate is heated.
篇13：高中英语写作
Dear Mayor,
I' m a student of Senior Three. I'm writing to tell you about the discussion we’ve had about whether the city government should demolish illegal buildings. Opinions between us are divided.
About 70% of the students are for the government’s decision. They think the illegal buildings have taken up too much of the greenbelt and always blocked the traffic. What’s more, most illegal buildings are over years or out of date, which not only breaks the beauty of the city but also exists some hidden dangers.
About 30% of the students, however, hold the opposite opinion. The main reason is that a lot of illegal buildings are done by people who were out of job. They want to run some small business to support their families. So, to pull down these buildings will make some of them lose the means of earning a living.
Best wishes!
Yours,
Li Hua
篇14：高中英语写作
Dear editors,
I’m writing to tell you about the discussion about whether it is good or not for families to own private cars. With the improvement of people’s living conditions, more and more people have their own cars. Some of us think it good to own a car. For one thing, the car is a kind of convenient, fast and pleasant transportation. For another thing, it shows that people’s living conditions are improving and our country is getting richer and stronger. Meanwhile, it makes other businesses and industries develop faster. However, others hold different views. They think waste gases from the cars pollute our environment badly. Besides, too many cars will have some had effects on the traffic and lead to more accidents. Also, parking is another big problem. In my opinion, we shouldn’t encourage people to own private cars.
Yours sincerely,
Li Hua
篇15：求职信写作格式
求职信写作格式
标题
求职信的'标题通常只有文种名称，即在第一行中间写上“求职信”三个字。
称谓
称谓是对受信人的称呼，写在第一行，要顶格写受信者单位名称或个人姓名。单位名称后可加“负责人”;个人姓名后可加“先生”、“女士”等。
正文
正文要另起一行，空两格开始写求职信的内容。正文内容较多，要分段写。
第一，写求职的原因。首先简要介绍求职者的自然情况如：姓名、年龄、性别等。接着要直截了当地说明从何渠道得到有关信息以及写此信的目的求职的开始，介绍有关情况要简明扼要，对所求的职务，态度要明朗。
第二，简明扼要并有针对性地概述自己，突出自己的特点，并努力使自己的描述与所聘职位要求一致，切勿夸大其词或不着边际。要着重介绍自己应聘的有利条件，要特别突出自己的优势和“闪光点”，以使对方信服，
语言要中肯，恰到好处;态度要谦虚诚恳，不卑不亢。达到见字如见其人的效果。要给受信者留下深刻印象，进而相信求职者有能力胜任此项工作。这段文字要有说服力。
第三，提出希望和要求，向受信者提出希望和要求。如：“希望您能为我安排一个与您见面的机会”或“盼望您的答复”或“敬候佳音”之类的语言。这段属于信的内容的收尾阶段，要适可而止，不要��唆，不要苛求对方。
结尾
另起一行，空两格，写表示敬祝的话。如：此致之类的词，然后换行顶格写“敬礼”、或祝“工作顺利”、“事业发达”相应词语。这两行均不点标点符号，不必过多寒暄，以免“画蛇添足”。
落款
包括署名和日期。写信人的姓名和成文日期写在信的右下方。姓名写在上面，成文日期写在姓名下面。
附件
有说服力的附件是对求职者的鉴定的凭证。所以求职信的附件是不可忽视的组成部分。
篇16：求职信写作
求职信写作
Directions: For this part, you are allowed 30 minutes to write a letter applying for a position of a company. You should write at least 120 words according to the outline given below in Chinese:
1、申请职位，2、简要介绍自己的情况，3、期待回信。
范文：
Dear Sir or Madam：
I am senior from the Department of Business Administration of Beijing University. I am writing the letter in purpose of applying for admission into your esteemed institution/your recently advertised position for a staff member.
I am sure that I am qualified for it. First, enclosed with this letter is my resume, which further details my previous academic qualifications and work experience. Second, not only do my qualifications and experience make me a perfect candidate for it, my cheerful personality is well suited to studying in your prestigious university/working as a staff member. Last, my hobbies include sports and music.
Words fail me when I try to express my heartfelt gratitude to the help you rendered me. Your prompt and favorable attention to my inqquiry would be highly appreciated.
Yours sincerely,
Li Ming
篇17：求职信写作格式及
一、求职信格式
通常由标题、称谓、开头、正文、结尾、署名、日期、附件等部分构成。
(一)标题
标题是求职信的眉目，居中写明“求职信”。
(二)称谓
写给用人单位的人事部门或直接写给单位负责人，注意称谓要做到礼貌、得体。对用人单位明确的可直接写明单位名称，如 “尊敬的 ××公司人事部 ”、 “尊敬的××公司王经理”。在用人单位不确定的情况下，称谓可写 “尊敬的公司人事部领导”、 “尊敬的总经理先生”等。
(三)开头语
先写问候语“您好”，表示礼貌、尊敬。再写求职人的自我简介或用人信息的获得渠道。如“我叫×××，是××大学工商管理系××专业的应届毕业生”。又如 “近从省人才市场获悉贵公司拟招聘××专业人才×名，这给我提供施展自己智慧和才能的机遇”。开头语表述应简洁明确、干脆利落，不宜过多过长。
(四)正文
求职信的核心部分。
1、问候语。一般用“您好”即可。
2、简明扼要交代求职原因及应聘打算。包括：①自己大学即将毕业或已经毕业，急需找到一份适合自己的工作;②从何处获知对方的用人信息;③自己应聘或求职的想法和打算。
3、向用人单位介绍推荐自己。包括：①个人基本情况：姓名、性别、年龄、毕业学校及专业、学历等。让用人单位知道你是“谁”。
②学业情况：专业课程、学习成绩、专业能力和素质等。让用人单位知道你“合适”。 ③其他情况：任职及社会活动、实践经历及成绩、性格、爱好及特长等。让用人单位知道你“最优秀”。
4、可对用人单位做一点适当的、恰如其分的赞美，如科学的管理、优秀的.企业文化或精神、良好的社会声誉和影响等;还可谈一点对所谋求的工作或职位的独到见解。让用人单位知道你对此次求职很重视，提前做了较充分的准备。
其原则是：有则说无则免，宁缺勿滥，切不可阿谀奉承、不懂装懂、弄巧成拙。
5、说说一旦被聘用(成为贵公司的一员)，自己将以什么样的工作态度、作风来对待这份工作，有什么工作目标。即表表决心，让用人单位知道你“不仅能干而且肯干”。
6、恳请得到面机会。再次表达求职的愿望，希望获得机遇，起到吸引和打动对方的作用。如 “希望给予面试的机会”、 “热切地盼望着贵公司给予答复”等。
7、联系方式。(包括电话、邮箱、QQ号等)
8、祝颂语。写上礼貌用语“此致”“敬礼”。
(五)署名、日期
署上求职者的姓名、日期。
(六)附件
这也是求职信的重要组成部分，它是求职信以外的其它材料。如：学历证书、成绩单、获奖证书、技能证书、论文等复印件。如材料多，依次标上序号。这些材料是个人专业优势和能力特长的验证，对用人单位来说是反映个人才能、知识的重要证据。
二、求职信注意事项
求职信的写作应注意以下几方面的问题：
(一)客观真实，不弄虚作假
(二)格式规范、文面整洁，不杂乱无章
(三)态度诚恳、谦恭有礼、不妄自尊大
(四)用事实说话，重点突出，少发议论，不笼统空泛
(五)语言准确简练、质朴得体，少作抒情修饰
三、求职信范文：
★ 汉语老师个人简历
★ 应用文求职信教案
★ 求职信发展方向
★ 大学学习目标规划
★ 外语教学计划
★ 申请英语助教范文
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