高中教案教案

Unit6Design-communicationworkshop教案。

Unit6Design-communicationworkshop教案

Teachingaims:

Topractiseusinglinkingwords(sothat)expressingreason

Todesignandwriteadescriptionofyourperfecthouseorflat

Tolistentoandunderstandasong

Todescribeanddiscusspaintingandhouse.

Teachingdifficulties:

Todesignandwriteadescriptionofyourperfecthouseorflat

Todescribeanddiscusspaintingandhouse.

Ⅰbeforeyoustart

Firstaskthestudentstoreadthesentencetogether

Infrontofmyhouse,thereisasmallpondsothatIcanswiminitinthesummer.

Whatdoes“sothat”express?

Showreasonsfordoingsomething.

Dotheexercisetofurtherpractiseusingsothat

Usethenotestowritesentenceswithsothat

ⅡWriting

Stage1vocabularyabouthouses

Designyourhouseorflat.Thinkaboutthesethings:

Encouragestudentstothinkofwordsaboutthehouseasmanyaspossible.

Kindofhouse/flat:traditionalhouses,modernflat,

Materials:brick,stone,concrete,wood,steel,glass.

Rooms:study,dinningroom,kitchen,livingroom,basement,garage,bathroom,balcony.

Location:inthemiddleofforest.,belocatedatthefootofmountain,buildontheriver.

Special:ayardwithabeautifulgarden,thehouseisn’tfarawayfromthesea.

Stage2Useyourideastomakeparagraphplans

Para1:introduction–location/kindofhouse/flat.

Para2:rooms–whatrooms,wheretheyare

Para3:specialfeaturesofthehouse/flat

Para4:conclusion–whyyouwanttolivethere.

Itisnecessarytohavestudentsfirstreadthearticleonpage91

Stage3workinpairs.

Giveyourplanstoyourpartneranddiscussyourideas

Stage4Writethecompositionabouthouseaccordingtotheaboveparagraphs

Talkback

Ingroups,readeachother’sdescriptions.Choosethehouse/flatwiththebestdesign.

ⅢListening

Readthroughthewordswiththeclass

Studentsthenlistentothesongtohearwhichwordsarementioned.

ⅣListeningandspeaking

Listentothedialogue.Whatkindofpaintingaretheytalkingabout?

Listenagain.CompletetheexpressionsintheFunctionFile

ReadtheStrategies

Lookatthepaintingabove.writenotesaboutthesequestions:

ⅤHomework:writing

Writeacompositionaboutyourschool

相關閱讀

Unit7TheSea-CommunicationWorkshop教案

俗話說，居安思危，思則有備，有備無患。作為教師就要精心準備好合適的教案。教案可以讓學生更好地進入課堂環(huán)境中來，幫助教師緩解教學的壓力，提高教學質量。優(yōu)秀有創(chuàng)意的教案要怎樣寫呢？下面的內容是小編為大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能對大家有所幫助。

Unit7TheSea-CommunicationWorkshop教案

Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.

Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.

Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.

Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.

Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.

LanguagePower:pages62-63.

Writing:AReport

Beforeyoustart

Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.

Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.

Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate

Beforeyoustart

Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.

Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.

Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.

Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.

Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?

Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.

CommunicationWorkshop教案

英語：Unit1CommunicationWorkshop教案（北師大版必修1）
Teachingaims:
Tolearntherightformofletter
Towriteapersonalletter
Toreadapersonalletterandmatchparagraphsandtopics
Teachingcourse:
ⅠWarmup
T:Communicationisveryimportantinourlife.Weneedtocorporateinourwork,exchangeourideaorourfeeling----everythinginhumansociety.Thinkaboutwhatkindsofcommunicationweneed.
S:bodylanguage,talkbytelephone.Sende-mail,writealetter
T:Thoughtherearemoremodernmeansofcommunication,stillwritinglettersisthoughtagoodwaytoconnectpeople.It’sconvenientandespeciallyforthingspeoplewouldnottosaydirectly.Doyouthinkso?
S:
T:Youaretolearnhowtowritealettertosomebody.Now,first,readtheletterbyWangYingandthentrytowritetosomeoneinEnglish.
ⅡReading
Dotheexercise1.ReadWangYing’sletter.Matcheachparagraphwithoneofthefollowing
areasontoendtheletter
●questionsabouttheotherperson
●informationaboutWangYing’slife
●sayingwhoareyou
Inordertohelpstudentstounderstandthetexttheteachercanaskstudentstolistentothetapethemanswerthefollowingquestions
1.WhomdoesWangYingwriteto?
2.Whenweretheyfriends?
3.Howmanyyearshaven’ttheyseeneachother?
4.FromwhomdidWangYinggetFangLan’saddress?
5.WhatjobdidFangLanwanttochooseinthepast?
6.WhatisWangYingstudyingnow?
Showaslidetoteachstudentstheformofletter
Writealettertosomeone.Followthesteps:
1.Makeaninformationcardaboutwhatyouaregoingtowrite..
1).Aboutthepersonyouarewriting
2).Aboutyourself
Howtowriteaddressontheenvelope(showslides)
ⅢSpeaking
Dotheexercise2
Studentscopythetableintotheirnotebooks
Studentslistentothecassetteandcompletethetable
Playthecassetteagain,pausingforstudentstochecktheiranswer
Dotheexercise3
Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown
Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
ⅣHomework:
Writealettertoyourselvesin20years.Talkaboutanythingyouwantto.Makesurethereisanenvelopalongwith.
Step1Whoareyougoingtowrite?whoareyou?
Step2Questionsabouttheotherperson
Step3Whatareyoudoingnow?
Step4Areasontoendyourletter.
Step5Signoff(bestwishesyourname)

CommunicationWorkshop

英語：Unit1CommunicationWorkshop教案1（北師大版必修1）

Objectives
■Toreadapersonalletterandmatchparagraphsandtopics.
■Towriteapersonalletter,usinginformalexpressions.
■Tolistenforinformationtocompleteatable.
■Torecogniseandproducecorrectintonationofquestions.
■Tospeakaboutleisureandfreetime.
Resourcesused
Cassette,WritingHelp1.
Possibleproblems
■Somestudentsmaybelessimaginativeandsohavefeweroriginalideasforthewritingtask.
■Inthespeakingtasks,somestudentsmaynaturallybemorereticentandsospeaklessthanothersinthegroup.
Background
Theinformalfeaturesfoundintheletterherearecommonlyusedinpersonalletters.Evenmoreformalbusinesscorrespondenceisbecomingmoreinformalised.
Routesthroughthematerial
■Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
■Ifyouhavetime,chooseoneoftheOptionsactivitiestodo.
LanguagePower:pages62?C63.
Writing:APersonalLetter
Beforeyoustart
Exercise1
■Askstudentshowoftentheywritelettersandwhoto.Dotheyfinditeasytothinkofthingstowriteabout?Whendidtheylastreceivealetterandwhatwasitabout?DotheywritetopenfriendsinEnglish?
■Studentslookatthephotographanddiscusshowoldthechildrenareandwheretheyare.
■Remindstudentsoftheexercisetheydidinthepreviouslessonwheretheymatchedparagraphstotopics.Heretheydothesamethingwiththeletter.
■Studentsworkinpairs,readingtheletterandmatchingtheparagraph.
Answers
a)4b)2c)3d)1
■Studentsclosetheirbooks.HaveaclassbrainstormingtoseehowmuchinformationtheycanrememberaboutWangYingandFangLan.Studentswillprobablybesurprisedatwhattheyhaveretainedevenwhentheywerenotfocusedonthetaskofremembering.
Exercise2
Elicitwhatsortof“style”studentsusewhenwritinginformalletterstofriendsinChinese.ExplainthatthethreefeatureshereareusedininformallettersinEnglish.
■Revisethenamesofpunctuationmarkswiththeclassbywritingthemarksontheboardandelicitingtheirnames:
.fullstop,comma?questionmark
!exclamationmark?Cdash
■Studentsworkinpairsreadingthroughthelettertofind
examplesofcontractions,punctuationandinformalwords.
■Checkanswersbyreadingthroughtheletterwiththeclass,
pausingtoidentifyeachfeature.Theinformalwordsare:
Rememberme?Right?Anyway,guesswhat?Well.
Stages1?C3
■Readthroughthethreestageswiththeclasssothatstudentsunderstandexactlywhattodo.
■ReferstudentstoWritingHelp1,page90,andlookatthepagewiththeclassifyoufeelitwillbehelpful.
■Youmaydecidethatitwillbebetterforsomeoftheweakerstudentstodothetaskinpairsratherthanindividually.Iftheclasshasnothadmuchpracticeinletterwriting,itmaybehelpfultobuildupaletterontheboardwiththeclasssothatstudentshaveanothermodeltofollow.
■StudentsgothroughStages1and2makingnotes,beforetheywritetheirletterinStage3.
■Studentscanwritetheletterinclassorashomework.
■Whenmarkingtheirletters,payparticularattentiontotheuseofcontractions,punctuationandinformalphrases.
Talkback
■Studentsworkinpairs,readingeachother’sletterstofindouttwothingsthathavechanged.
■Thepairsthenreportbacktotheclass.
Speaking:AClassSurvey
Beforeyoustart
Exercise1
■StudentsreadtheStrategiesanddiscussinsmallgroups
whichtwotheythinkaremostimportantandwhy.
■Studentsthenfeedbacktotheclassandseeifthereisanygeneralagreement.
■AskstudentshowtheycaninterruptpolitelyinEnglish
(“Excuseme/Doyoumindif/I’msorrytointerruptbut...”).
Exercise2
■Studentscopythetableintotheirnotebooks.
■Studentslistentothecassetteandcompletethetable.
■Playthecassetteagain,pausingforstudentstochecktheiranswers.
Answers
FavouriteTVprogramme?Cnatureprogramme
Favouritemusic?Cdance,pop
Favouriteclothes?CT-shirtsandjeans
Tapescript
Girl1:Hey,Debbie,canyouanswersomequestionsforthissurvey,please?
Girl2:OK.
Girl1:DoyouwatchmuchTV?
Girl2:Er,notreally.
Girl1:Howmanyhoursaweekdoyouwatch?
Girl2:Well,aboutthreeorfour,Isuppose.
Girl1:Whatareyourfavouritekindsofprogrammes?
Girl2:Ireallylikenatureprogrammes.
Girl1:Doyoulikeclassicalmusic?
Girl2:No,ofcoursenot!Ican’tstandit.
Girl1:Whatsortofmusicdoyoulike?
Girl2:Er,Ilovedancemusic,popmusic…
Girl1:Whatareyourfavouriteclothes?
Girl2:Er,T-shirtsandjeans.Idon’tlikeformalclothes.
Girl1:Doyoueverwearmini-skirts?
Girl2:Mm,sometimes,butnotalot.
Girl1:Thanksalot.
Exercise3
■Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown.
■Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
Answers
TheintonationgoesupwithYes/NoquestionsanddownwithWh-questions
■Playthecassetteagain,pausingaftereachquestionforstudentstorepeatthequestionwiththecorrectintonationpattern.
Stage1
■LookattheKeyWordswiththeclassandthenreadthroughtheinstructionsforStage1
KeyWords
hobbies:collect(stamps/coins),paint/draw,make(models/clothes),play(chess/computergames),takephotos
sport:play(tennis/football),go(cycling/swimming),do(gym/kungfu)
music:play(thepiano/theguitar),favouritesingers/groups,favouritestyles(pop/classical)
television:favouriteprogrammes(sports/natureprogrammes),TVstars/actors/actresses
goingout:fastfoodrestaurants,cinema,theatre,concerts
clothes:favouriteclothes,favouritecolours,buyingclothes,shopping
■Ingroupsofthreeorfour,studentschooseoneoftheareasfromtheKeyWordsandworkoutthreequestions.Eachstudentwritesdownthethreequestions.

Stage2
■Studentsformnewgroups.
■Eachstudentaskshis/herquestionstoeverymemberofthegroupandrecordstheanswersinatable.
Stage3
■Whenallthegroupshavefinishedaskingtheirquestionsandrecordingtheanswers,thestudentsgobacktotheiroriginalgroups.
■Studentscomparetheirresultsintheiroriginalgroupsandproduceagraph.
Talkback
■Studentsshowtheirgraphstotheclassanddescribetheresults.
■Theclassdiscusseswhetheranyoftheresultsweresurprisingandvotesforthemostinterestingsurvey.
Options
Practice
StudentslookbackatSpeaking,Exercise3?Cthequestionstheywrotedownfromthecassette.Inpairs,studentsaskandanswerthequestions,givingtheirowninformationaboutTV,musicandclothes.

Unit5Rhythm-CommunicationWorkshop&CultureCorner學案

俗話說，磨刀不誤砍柴工。作為高中教師就要在上課前做好適合自己的教案。教案可以讓學生們能夠更好的找到學習的樂趣，讓高中教師能夠快速的解決各種教學問題。那么如何寫好我們的高中教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Unit5Rhythm-CommunicationWorkshop&CultureCorner學案”，歡迎大家閱讀，希望對大家有所幫助。

Unit5Rhythm-CommunicationWorkshopCultureCorner學案

1．BluesstartedoffasthemusicofAfricanslavesbroughttotheUnitedStates．
藍調音樂起源于非洲奴隸帶到美國的音樂。
Jazzgrewoutofblues．爵士樂起源于藍調音樂。
Rock‘n’rolldevelopedfromfastblues．搖滾樂起源于快節(jié)奏的藍調音樂。
startoffas．．．
growoutof．．．起源于……
developfrom．．．
①Thiscustomstartedoffascelebrationsofharvest．
這種風俗起源于對豐收的慶祝。
②Allartsgrewoutofnecessity．一切藝術皆因需要而產(chǎn)生。
③Landanimalsarethoughttohavedevelopedfromseaanimals．
陸地動物被認為是由海洋動物進化而來的。
2．ItiscloselyrelatedtothemusicofWestAfrica．
這同西部非洲音樂有著密切的聯(lián)系。
berelatedto和……有聯(lián)系；和……有親戚關系
①Neighboursarecloselyrelatedasthelipsandteeth．
鄰居就像唇齒一樣相互依存。
②WearerelatedtoTom．我們和湯姆有親戚關系。
拓展
relatingto．．．關于，和……有關的
in／withrelationto關于……；就……而論
③Thisisanarticlerelatingtonuclearweapons．
這是一篇關于核武器的文章。
④Hesaidalottousin/withrelationtothatthing．
關于那件事，他給我們說了很多。
3．Improvisationhappenswhenamusicianplaysunwrittenmusictofitthemoodoftheoccasion．
即席創(chuàng)作是在音樂家為了迎合場合氣氛時演奏的沒有書面固定音律的音樂作品。
moodn．心情；氛圍；語氣
inthemoodtodo／fordoing有做……的心情
①NowIamnotinthemoodtoread．現(xiàn)在我沒心情看書。
②Thecityisinafestivalmood．
全城處在一片節(jié)日氛圍中。
③Ithinkheisamanofmoods．我認為他是一個喜怒無常的人。
④ItisalittledifficultforsomestudentstolearnthesubjectivemoodinEnglish．
對于一些學生來說，學習英語中的虛擬語氣有點難。
4．IwouldliketorecommendJimLiutotakepartintheShow．
我想推薦吉姆劉去參加這個表演大賽。
recommendvt．
1)推薦，介紹
recommendsb．sth．＝recommendsth．tosb．向某人推薦……
recommendsb．for．．．推薦某人做(某職位)
recommendsb．a(chǎn)s．．．推薦某人為……
①I’dliketorecommendyouabookonEnglishstudy．
我想推薦給你一本關于英語學習的書。
②Mostpeoplerecommenddictionariesasteachers．
很多人都說詞典就是老師。
③Hewillrecommendyouforthejob．
他將會推薦你擔任那項職務。
2)建議，勸告
recommenddoing
recommendsb．todo
recommendthat-從句(從句動詞用shoulddo形式，should可省略)
④Theyrecommendedhavingmealsfirst．他們建議先吃飯。
⑤Herecommendedthemachinebecheckedcompletely．
他建議把這臺機器徹底檢修一下。
⑥Thedoctorrecommendedthepatienttotakesomejogging．
醫(yī)生建議病人進行一些慢跑活動。

開放性作文

最近，中央電視臺播出了一則關于一名外籍教師帶領中國學生上街清理垃圾的新聞。請據(jù)此寫一篇詞數(shù)在100～120的英語短文，發(fā)表自己的觀點。

這是一篇開放性作文，給考生們留出了較大的發(fā)揮空間，考生們可以根據(jù)自己由這一事件所想到的自由發(fā)表看法。針對本篇文章，第一部分可對新聞報道的事件進行簡要論述，以引起下文；第二部分可就此提出自己的看法，具體談談應該采取怎樣的措施來維護城市環(huán)境；第三部分，簡要地對全文進行總結。

AccordingtotherecentCCTVnews,aforeignteacherhasorganizedhisChinesestudentstocollectrubbishinthestreets.IwasshockedwhenIwaswatchingthenewsreportonTV.Tobefrank,Ifeelalittleashamedaboutit.Butatthesametime,Ithinktheteacherhassetashiningexampletousandweshouldlearnfromhim.Then,whatshouldwedotoprotectourownenvironment?
First,Ithinkweshouldcarefortheenvironmentinourdailylives.Forexample,weshouldn’tthrowlitterorspitinthestreets.Second,weshouldremindourselvesthatit’severybodysdutytohelpmakeourcitiescleanandbeautifulandnotjustleavethejobtothestreetcleaners.Third,Ithinkit’snecessarytoenhancethepublic’sawarenessoftheimportanceofenvironmentalprotection.
Tosummarize,Ithinkeverybodyshouldlearnfromtheforeignprofessoranddosomethingtoprotectourenvironment.

該篇習作很好地完成了寫作要求所規(guī)定的任務，有分析、有思考、有倡議，符合開放式作文的要求。另外，作者也使用了一些較好的句式和文段過渡詞，如．．．theteacherhassetashiningexampletous；First；Second；Third；Tosummarize等，從而使文章過渡自然，邏輯清晰。

PeopleinChongqingareproudof________theyhaveachievedinthepasttenyears.
（2008重慶，25）
A.thatB.whichC.whatD.how
選C。本題考查賓語從句的引導詞，根據(jù)對賓語從句中句子成分的分析，空格處缺少of后賓語從句的引導詞且賓語從句中缺少賓語，所以選用what。
that引導賓語從句不作成分，只起連接作用，可排除；how是副詞，只能作狀語；which雖然也可以作賓語，但它強調在已知的范圍內進行選擇“哪一個”不符合句意，所以排除。名詞性從句中要注意引導詞在句中是否充當句子成分。
選擇賓語從句的引導詞關鍵是看從句中缺少什么成分，原則上缺什么補什么。
wefirmlybelievethatwarneversettlesanything.Itonly________violence.
（2007浙江，11）
A.runsintoB.comesfromC.leadstoD.beginswith
選C。本題考查動詞短語的意思。句意為：我們堅決認為戰(zhàn)爭不會解決任何事情，只會導致暴力。leadto“導致”。
runinto“撞上”；comefrom“來自”；beginwith“以……開始”，三者均不符合語境。
熟練掌握動詞短語的意思，根據(jù)上下文做出正確選擇。
Leaveyourkeywithaneighbor________youlockyourselfoutoneday.
（2007北京，33）
A.eversinceB.evenifC.soonafterD.incase
選D。句意為：把你的鑰匙放在鄰居那里，以防你某一天把自己鎖在門外進不來。incase“以免，以防”正合題意。
eversince“自從”；evenif“即便，盡管”；soonafter“之后，不久”，均不合語境。
通曉句意和熟練掌握四個短語的意義及用法是解決問題的關鍵所在。