第一篇：高中英語必修4 unit 4 閱讀和寫作教學案

PeriodIII Reading and writing Teaching aims: 1.understanding the new text to train the reading ability of the students 2.德育目標: 了解不同文化背景下人們的身體語言，學習使用恰當?shù)纳眢w語言進行交流。I.Preparation for the text before class by oneself.★課文重點句子翻譯

1.你不愿使老板失望，況且這對你是一次令人興奮的經(jīng)歷，因此你站在一旁，觀看著，傾聽著。

_______________________________________________________________ 2.They will be meeting at a major hotel with local business people who represent the Chinese government._______________________________________________________________ 3.不是所有人都以同樣的方式寒暄。接觸陌生人時，距離太遠太近都會使他們不舒服。_______________________________________________________________ 4.Four people enter looking around in a curious way._______________________________________________________________ 5.從西班牙，意大利或者南美洲國家來的人近距離接近對方，而且可能會用身體接觸對方。

_______________________________________________________________ 6.現(xiàn)在世界上多數(shù)人見面要握手相互問候，但有些文化背景下的人會采取另一些寒暄方式。

_______________________________________________________________ 7.You don’t want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening._______________________________________________________________ 8.它是很有趣的研究，能幫你避免交際中遇到的困境。

_______________________________________________________________ 9.You should not stand too close to him or her and should stand with your hands a little open to show that you are willing to listen._______________________________________________________________ 10.Give an example of how you can communicate a feeling to someone who does not speak your language.______________________________________________________________ II.Make a thorough inquiry for the text with students each other.STEP 1.Warming up Allow Ss to enjoy the activity and to express their own opinions about how people communicate.1).You are welcome.1).smile or shake hands.2).I am worried

2).___________________ 3).I ate too much

3)._____________________ 4).I’m sorry I did sth wrong.4)._____________________ 5).I’m so happy

5)._____________________ III.Teacher work with students to make a thorough inquiry.STEP2.Fast reading: Read the passage silently and quickly and answer the following questions, You’ll be given 5 minutes.1.What can we learn from the passage? A.Never too old to learn.B.Do in Rome as the Romans do.C.Four eyes see more than two.D.Every country has its own customs.2.Why are people visiting China? STEP3.Listening text and answer the questions.1.Which airport does the writer go to ? A.Pudong.B.Guangdong.C.Beijing.2.Who is the first person arriving? A.Ms Smith.B.Mr Garcia.C.Mr Cook.3.What does a Japanese do when meeting others? A.Bow.B.Shake hands.C.Only smile.4.Where is Darlene Coulon from?

A.Jordan

B.Spain

C.France STEP4.Make up a dialogue using the above patterns.[話題討論] 1.Why should we be careful of our body language? 2.Why is it important to watch others as well as listen to them? IV.當堂達標 Fill in the blanks Not all cultures greet each other ___________, nor are they comfortable _________________ or being too ______ or too ________.In the same way that people ___________with______ language, they also __________________using

________“l(fā)anguage” through keeping_______ _______, _______ or _______.None of these actions is either ______ or _____.They are simply the ways in which ________ have developed.______________ is very general, and not all cultures ________ the same way.STEP 4.Summary and Homework 1.Preview the second text(SB, P29).2.Using words and expressions.(WB Page 63)3.Extensive

Reading Suggested answer

1、重點句子(見學生用書)

2、Fast reading 1.D 2.省略

3、Listening to text!-4.CBAC

4、當堂達標見課文倒數(shù)第二段。

第二篇：高中英語必修3_Unit_5_語法教學案

2013-2014學紫荊中學高一英語（必修3）Unit5導學案設計：郭鳳萍

審核：高一英語集研組

班級：小組：組內(nèi)號：姓名：評價：必修3 Unit 5Canada―“The True North學案導學

Period four grammar：同位語從句

一、Preparation for the lesson before class

Stepone: make a thorough inquiry for grammar

learn by oneself（SB P37 Discovering useful structures）

Let’s students find out and understand concepts usesofby consuling materials.同位語從句是名詞性從句的一種，常用從屬連詞that引導，（when, where, who等也可引導），常常跟在fact, idea, opinion, news, hope, ability, patience, answer, order, 邏輯上表現(xiàn)為同位關(guān)系。例如：

① Finally the workers got an answer that the government could do nothing to raise their wages.工人們最終得知政府不會采取任何措施來增加他們的工資。

② They are familiar with the opinion that all matter consists of atoms.他們很熟悉這一觀點，所有的物質(zhì)都是由原子構(gòu)成的。

二、Discussing each other during class

審核：高一英語集研組

班級：小組：組內(nèi)號：姓名：評價：

Steptwo:同位語從句與that引導的定語從句的區(qū)別

：

1）從先行詞來看

同位語從句與名詞在本質(zhì)上是同一的，是形式與內(nèi)容的關(guān)系，該名詞是需要做特殊說明的抽象名詞。例如：

They were delighted at the news that their team had won.當聽到他們的球隊贏了的消息時，他們欣喜若狂。

邏輯關(guān)系：The news was that their team had won.2)從引導詞來看

引導詞that在同位語從句中是連詞，只起連接作用，無具體含義，that不可省略；that在定語從句中是關(guān)系代詞，他在從句中充當一定成分：主語或賓語，有具體詞意，作賓語時還可以省略。試比較：

①The factory(that)we visited yesterday is a chemical one.我們昨天參觀的那家工廠是化工廠。(that在從句中作賓語)

②The news that he will leave for Shanghai is true.他將要去上海的消息是真的。（that只起連接從句的作用。）

Stepthree:同位語從句的簡易判斷方法

因同位語從句與其先行詞在邏輯上是同位關(guān)系，所以，我們可在名詞和從句之間加系動詞be, 使其可以構(gòu)成一個新句子，如果合乎邏輯，句子通順，則句子為同位語從句；定語從句是不能夠用系表結(jié)構(gòu)把先行詞與從句連接起來的。例如：

審核：高一英語集研組

班級：小組：組內(nèi)號：姓名：評價：The thief that the earth is flat is still held in some countries.地球是扁平的這一觀念依然在一些國家存在。(The belief is that the earth is flat.)

三、Summary

Stepfour:Teacher and students toghter.課后拓展

※單項填空

1.A story goes _____ Elizabeth I of England liked nothing more than being surrounded by clever and qualified noblemen at court.A.whenB.whereC.whatD.that

2.There is a feeling in me ______ we’ll never know what a UFO is forever.A.thatB.whichC.ofwhichD.what

3.Word came ______ the examination will be held in June instead of in July.A.thatB.whenC.whetherD.what

4.The fact ______ he failed the exam is not the one ______ he told me.A.which;thatB.that;thatC.which;whichD./;that

5.I have no idea ______ we ______ hand in our papers after class.A.if;needB.whether;need toC.if;ought toD.that;dare

6.They didn’t tell me the fact ______ they had already paid the bill.A.thatB.howC.whatD.if

審核：高一英語集研組

班級：小組：組內(nèi)號：姓名：評價：

7.Information has been put forward ______ more middle school graduates will be admitted into universities.A.whichB.thatC.whenD.what

8.The doctors are trying to reduce the patient’s fear ______ he would die of disease.A.whichB.whenC.thatD.if

9.You have not answered my question ______ I can join in the party tonight.A.whetherB.ifC.whichD.that

10.It is a common belief _______ teenagers today know about computers and are familiar _____ using them in all aspects of life.A.that;outB.what;withC.that;withD.what;about

11.There is no doubt _____ my friend Smith will come to visit China soon.A.thatB.whetherC.ifD.when

12.The possibility ______ the majority of the labour force will work at home is often discussed.A.whichB./C.thatD.what

13.The suggestion _____ students should learn some practical knowledge is worth considering.A.ifB.whichC./D.that

14.The news came ______ The British Queen’s Mother celebrated her 101st

2013-2014學紫荊中學高一英語（必修3）Unit5導學案設計：郭鳳萍審核：高一英語集研組

班級：小組：組內(nèi)號：姓名：評價：

15.birthday in good health, _____ isn’t surprising, because she lives an easy life and gets the best medical care.A.that;whichB.which;whichC.that;thatD.when;as

16.Along with the letter was his promise _____ he would visit me on this coming Christmas.A.whichB.thatC.whatD.whether

17.There is a new problem involved in the popularity of private cars ______ road conditions need ______.A.that;to be improvedB.which;to be improved

C.where;improvingD.when;improving

17.It was with great joy ______ he received the news ______ his lost son would soon return home.A.because;thatB.that;thatC.because;whichD.that;/

18.A decision was made _______ those who once lied to the factory in order to get a job would not be allowed to stay.A.whetherB.whenC.thatD.once

19.One of the men held the view ________ the book said was right.A.that whatB.what thatC.thatD.all which

20.It is no longer a question now _______man can land on the moon.A.thatB.whichC.whetherD.what

Suggested answer:1-5.DAABB;6-10.ABCAC;11-15.ACDAB;16-20.ABCAA

第三篇：高中英語寫作學案

Part FourWriting

【學海導航】

要求：在寫作前積累一定的有關(guān)話題的詞組表達方式。并且能正確使用在寫作中。

I.Words and phrases about health

keep fit_________lose weight___________good habit________comfortable________maintain good health_________relax________affect one’s health____________regular physical exercises__________________benefit one's health_______________instead of_________________

II.Learn the following useful sentences for writing

There're many ways to keep healthy.First of all, … Second,…Finally,…

We should have a balanced diet.Some food gives us fast energy, such as…

We can/could/should/ought to…

In order to stay healthy,…

I suggest we(should)… if we want to be in good shape.Never should we… which does great harm to our health.We had better … so as to keep fit.Make sure to… so that we can build up our body.To begin with,… What’s more,… Besides,…Last but not least,…

III.Translation

1.每天做運動是保持健康的一種好方法。

__________________________________is a good way to keep fit.2.如果你想保持健康，丟掉壞習慣是一個不錯的主意。

It would be a good idea to_______________________________ if you want to stay healthy.3.保持工作和生活平衡無疑是非常重要。

It is no doubt of great importance to 4.我們是否能保持健康取決于我們的飲食是否平衡。

Whether we _____________________________________depends on whether we

【學習探究】

要求：能清楚文章的結(jié)構(gòu)布局，列出大綱，并能基本完成寫作，連句成篇。

Ⅰ.基礎(chǔ)寫作

一家叫 People’s Health Paper 的報紙來信約你撰寫一篇有關(guān)健康的文章準備刊登在該報紙上,內(nèi)容可以涉及健康與飲食習慣、食品、生活習慣的關(guān)系等。請你以“How to Keep You Healthy”為題寫一篇英語短文。注意：可以自由發(fā)揮，但是主題要鮮明，條理要清晰。字數(shù)在100左右。

1．看過題目后，請為你的文章列出大綱，確定中心思想。列出文章分為幾部分，并寫出每部

分的中心句。

Part ________________________________________________________________________ Part ________________________________________________________________________ Part ________________________________________________________________________ Part ________________________________________________________________________ Part ________________________________________________________________________

2．請寫出每部分的具體例子，來支撐每部分的中心句。

Part_____________________

_____________________

_____________________

Part_____________________

_____________________

_____________________

Part_____________________

_____________________

_____________________

Part_____________________

_____________________

_____________________

Part_____________________

_____________________

_____________________

3.請把自己所給出的信息結(jié)合寫作要求完成初稿。

How to Keep You Healthy

【自改互改】

要求：自己發(fā)現(xiàn)寫作中的問題，并通過小組互改，完善文章。提高寫作能力。

1.請自己全文通讀，挑出單詞拼寫錯誤，語法錯誤，句子結(jié)構(gòu)錯誤。

拼寫錯誤：_________---_____________________---__________

_________---_____________________---__________

_________---_____________________---__________

錯誤語法點：1)_______________________________

2)_______________________________

3)_______________________________

4)_______________________________

錯句：1)_______________________________________________________________訂正：

2)_______________________________________________________________訂正：

3)_______________________________________________________________訂正：

4)_______________________________________________________________訂正：

2.小組內(nèi)互相交流，互改。修改完善文章。

3.自己最后進行加工修改，確定最后的文章。

【課后作業(yè)】

重新整理并在作業(yè)本上完成寫作任務。

【自評】你認為本節(jié)課你對寫作技巧的掌握________

A．很好B．基本掌握C．沒搞太懂D．收獲不明顯

第四篇：高中英語寫作教學案分析

高中英語寫作教學案例分析

-----談過程性寫作的應用

重慶市云陽雙江中學校王昌福

寫作是學習外語的一種途徑和手段，它不僅是一種能力，而且能有力地促進學生的英語學習。近年來，書面表達在高考試題中占有重要地位。因此，搞好書面表達教學就顯得十分重要。然而由于各種原因及東西方文化在思維與寫作方面的差異，學生的寫作水平普遍低下。

長期以來，如何有效地進行英語寫作教學也一直困擾著廣大英語教師。“給出題目、提出要求，學生完成習作，教師批改，出示范文”的傳統(tǒng)英語寫作教學模式往往使大部分學生被動完成寫作任務，缺乏積極性和寫作的熱情，同時廣大教師苦于修改學生習作中的語法、詞匯等細節(jié)性錯誤，形成了“學生怕寫，教師厭改，效果欠佳”的現(xiàn)象。

下面我以一案例探討高中英語寫作教學，與大家共勉。

一、教學設計理念

通過近幾年高中英語寫作課的課堂教學實踐，并結(jié)合學生在英語寫作中所表現(xiàn)出的問題，我發(fā)現(xiàn)將過程教學法應用于寫作指導中的效果十分明顯，尤其是應用于寫前準備階段，更有利于培養(yǎng)學生的寫作興趣、參與意識和合作意識。過程性寫作教學法將寫作大致分為三個階段和六個步驟，即:寫前階段（pre-writing）、寫中階段（while-writing）、寫后階段（post-writing）和主題導入、小組討論、初寫文章、點撥優(yōu)化、再寫修正、作品展示六個步驟。學生在教師的反饋和指導下完成寫作任務。這種層層鋪墊，循序漸進的過程，不僅讓學生對寫作做到胸有成竹，而且系統(tǒng)地訓練了寫作思維。

二、教學案例分析

下面這個教學案例是實踐中的一部分, 應用了過程性寫作教學法，突出了學生主體，教師主導的教學理念。現(xiàn)以人民教育出版社2003版高中英語教材Unit 1,Writing部分的教學為例進行分析探討。本堂課的教學任務是“Write An E-mail to an e-pal”。作為剛進高中的學生，英語功底雖然不厚，不過對這個話題很熟悉，學生有話可說，具有真實性。

（一）寫前階段（pre-writing）

這個環(huán)節(jié)包括主題導入和小組討論兩個步驟。教師導入主題和任務，拓開學生思維，激起學生的寫作意向。然后通過學生分小組討論，激活有關(guān)詞匯和有用表達，為寫做鋪墊。就本節(jié)課而言，我考慮到學生剛進入高一，同學之間不熟悉，可能同學們開始并不太活躍，有 1

些學生的思維不夠開闊，于是首先提出了一些引導性的問題導入主題：

Do you have friends?

Do you know how to make friends?

Do you know you can use the internet to make friends?

Do you have an e-pal? Do you want to have one?

Have you ever written an e-mail? Do you know how to write an e-mail?

然后，我引導學生思考，給每個小組五分鐘討論，之后每個小組表達自己的觀點。討論中教師一定要在教室中走動，密切關(guān)注各個小組的討論進程，適時得提供一些幫助。通過小組匯報，學生歸納出如下內(nèi)容：

What to write:

introduce yourself including who you are；

where you are from, your hobbies and so on;

why do you think you can be his or her friend;

ask some questions you are interested in, eg, something about his friends, his school , his country and so on;

How to write:

Use Indirect Speech such as you wrote that or in your letter you said that talk about likes and dislikes.Conclusion(your wishes)

Useful expressions:

be from, be fond of, what I like/love/ dislike/hate is, my favorite is…….我發(fā)現(xiàn)，課堂上學生間的討論是很有益處的，不僅可以集中學習注意力，培養(yǎng)他們積極思考的習慣，還訓練他們的口頭表達能力，同時合作意識也會得到極大的開發(fā)。同時，經(jīng)過學生的討論及總結(jié)，做了良好的鋪墊，解決了不知道寫什么、怎樣表達的問題，為學生樹立了寫的信心和勇氣。

（二）寫中階段（while-writing）

這一階段為學生提供了使用語言、完善語言的機會，主要任務是培養(yǎng)學生語言的流暢性。它由三個步驟組成：初寫文章、點撥優(yōu)化、再寫修正。這個過程是一個循環(huán)的過程。具體做

法如下：首先，要求學生在討論的基礎(chǔ)上獨立寫作，要求隔行書寫，以便修改。個人完成后根據(jù)自評和互評作文評估表進行修改,商討本組的匯報內(nèi)容，確定匯報文本。然后，小組匯報，讓其他組別找出優(yōu)缺點。接著，教師結(jié)合學生所展示的初寫文章和總結(jié)出的優(yōu)缺點，從格式、內(nèi)容要點、語法修辭到語言習慣進行點撥。最后，學生獨立修改自己的文章。完成后再次互評作文。下面是一小組提供的初寫作品，我展示給大家，一起分析和修改。

Dear Jane:

I am Tolley.I want your e-pal.I studying in Yunyang Shuangjiang Middle school,Chongqing.I like English best , so I want to talk with you.I fond of reading and listen to music in my spare time.I’m a quiet girl.What about you? I want to know something about yourself and your school life.I hope you to write to me soon.Good luck to you.對待這樣一篇文章,怎么改，首先讓學生分析主要問題是什么:

（1）句中語法錯誤較多。

（2）中文式表達。

（3句型結(jié)構(gòu)單一。

（4）詞匯不豐富。

（5）文章欠流暢。

然后讓學生自改和互改，首先修改基本的錯誤；再為文章作色。

其實，互評作文也有助于作文標準的內(nèi)化，促進學生間的相互學習。同時，通過學生討論、互評、教師點撥的循環(huán)過程，讓學生明白了怎樣選擇詳弱、文章結(jié)構(gòu)如何建構(gòu)以及如何給文章添彩增色等寫作難題。

（三）寫后階段（post-writing）

這是一個展現(xiàn)自我，樹立信心，激發(fā)學生寫作積極的階段。展示幾篇優(yōu)秀習作，讓全班同學學習和欣賞。鑒于學生的好勝心，我還將一些優(yōu)秀作文張貼出來，以便大家能夠互相學習。這是當堂通過再寫修正后的一篇作文：

Dear Jane:

This is Catt from China.I’d like to be your e-pal.I’m a senior-one student in Yunyang Shuangjiang Middle school,Chongqing.English is my favorite subject, so I think it’s a good chance to communicate with you.I like reading and playing

volleyball in my spare time.I’m an out-going and optimistic boy.What about you? I want to know something about yourself and your school life.Besides, I have some difficulty in improving my oral English.I hope that you can give me some advice on it.Look forward to hearing from you.Best wishes to you.傳統(tǒng)的辦法是，在學生完成習作后，老師給出范文,并從格式,內(nèi)容要點,語法修辭到語言習慣進行講解分析。我利用學生中的優(yōu)秀作品作為寫作樣板,讓學生將自己的作文與身邊同學的進行比較,找出差距,更能激發(fā)同學們的寫作積極性。

三、教學啟示

傳統(tǒng)的結(jié)果式寫作和范文教學對學生的學習方式和思維產(chǎn)生了很深的影響。開始時大部分學生在這樣的課上都不積極參與和思考，甚至有一定的排斥，有的膽怯怕犯錯誤，不敢張嘴表達自己的觀點，但在經(jīng)過一段時間的引導，他們就會逐漸變得活躍起來，他們體會到教師引導他們思維，為寫作鋪好了路，寫起文章來就會更輕松。所以教師的鋪路搭橋的方式方法十分重要。教師要在課前精心準備寫作話題，且采用多種方式來激發(fā)學生的想象力和學習積極性。

當然寫作水平的提高不可能一蹴而就，它需要有計劃、有步驟、循序漸進的嚴格訓練。因此，教師在教學的過程中要讓學生充分意識到英語寫作的重要性，充分理解過程性寫作的三個過程六個步驟，且要將其融為一體，反復練習，最終讓其內(nèi)化。

總而言之，經(jīng)過實踐探索，我覺得過程性寫作在高中英語寫作教學中的應用還是值得推廣的，它克服了傳統(tǒng)的“教師講，學生記”的弊病，學生在教師引導下學會思考，學會分析，學會發(fā)現(xiàn)，學會表達，真正發(fā)揮了學生的主體作用和教師的主導作用，課堂上能做到全面提高學生的英語能力，通過師生、生生交流合作、探究，取得很好的教學效果。

參考書目：

（1）《外語教育實驗的理論與實踐》，重慶出版社出版

（2）《英語寫作手冊》，外語教學與研究出版社出版

（3）《青年與社會〃中外教育研究》，2011年1期《過程性寫作在高中英語寫作教學中應用的探究》

第五篇：高中英語書信寫作學案

Guiding Paper for Writing

英語寫作導學

Teaching steps：(教學步驟)Part 1：（第一部分）Task Analysis and Plan（審題和構(gòu)思）

a)Read the repuirements bellow carefully and decide on the points that should not be missed in writing.(閱讀下面的寫作要求，找到本次作業(yè)的寫作要點。)假如你是新華中學的學生李華，你的美國朋友Tom三天前給你發(fā)電子郵件，詢問你國慶長假里的活動以及高三畢業(yè)后的打算。請根據(jù)以下要點給他回封郵件：

1.表明收到來信

2.你假期的活動（如復習功課，游覽長城，干家務等）3.畢業(yè)后的打算

注意：1.詞數(shù)：120-150； 2 可適當增加細節(jié)，以使行文連貫。

b)Finish the plan of the composition.(完成下面的寫作構(gòu)思。)Paragraph 1 ____________________________________________________________________ Paragraph 2 ____________________________________________________________________ Paragraph 3 ____________________________________________________________________ Paragraph 4 ____________________________________________________________________ Paragraph 5

c)Improper analysis from students.(學生習作中的不正確的審題。)① My name is Li Hua.I’m from Xin Hua Middle School.② I’m sorry that I didn’t reply without delay.How I wish I had emailed you as soon as I received your mail.However, I was busy preparing for my final exam at that time, which is vital for me.As a result, I had no choice but to completely focus on my study.I believe that if you were me you would make the some choice.③ 畢業(yè)后的打算要點缺失。

Part 2：（第二部分）Corrections and Embelishment（修改和潤色）

a)Read the sample writing on the blackboard for mistakes and then correct them.(仔細閱讀學生習作然后改正文章中的錯誤。)①

②

③

④

⑤

⑥

b)Cross correction for more mistakes.(交換修改作文，找出更多的錯誤。)①

②

③

④

⑤

⑥

c)Discuss to decide on the skills and techniques that make a good writing.(討論確定一些實用的英語寫作技巧。)①

②

③

④

d)Beautiful lines from students.(學生習作中的佳句欣賞。)① Overall, three things will make my vacation meaningful.② I feel terribly sorry for missing the chance of answering your letter in time.③ I would do a part time job so that my interpersonal skills would be improved.④ I’d appreciate it if you can reply immediately.Part 3：（第三部分）Writing（寫作）

a)Try to write a composition according to the requirements bellow.(按照下面的要求寫作。)假定你是李華，從小喜愛大熊貓，一直通過有關(guān)網(wǎng)站關(guān)注三年前在美國圣迭哥動物園出生的大熊貓“蘇琳”和她的母親“白云”。現(xiàn)在蘇琳即將三歲。請根據(jù)以下要點給動物園工作人員寫一封信：

自我介紹； 祝賀蘇琳生日； 感謝工作人員；

索取蘇琳三歲生日照。注意：1.詞數(shù)100左右。

2.可以適當增加細節(jié)，以使行文連貫；

______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________

_______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________

b)Evaluation and Summary(評價和總結(jié))

① Good points and bad points of the composition.② Things you learnt in the class.附：

可借鑒的英語寫作六步驟

Step1.仔細審題

體裁______________人稱____________時態(tài)_______________ 詞數(shù)__________

標題___________________ 內(nèi)容要點_______________________________________________________ ________________________________________________________ Step2 謀篇布局

Heading ___________________________________________________________ Body

___________________________________________________________

___________________________________________________________

Conclusion_________________________________________________________ Step3 譯寫單句(在紙上寫草稿)

1._____________________________________________________________________________ 2._____________________________________________________________________________ Step4 連句成篇

Ask yourself:

Did I use conjunctions to connect sentences? Step5 檢查潤色

Ask yourself:

Did I leave anything out? Did I use any beautiful expressions?

Did I have any grammar and spelling mistakes?

Did I use any conjunctions? Step6 定稿謄寫

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________