作业帮home,alone,作文
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篇一：中学英语作文--Staying at Home Alone
Staying at Home Alone
I took my school report and came back home cautiously only to find mother wasn't at home. She went to my aunt's and wou!d come back in the evcning. I knew that fi'om a note on the table. I was still a little bit frightened as if mother would come back suddenly.
Seeing the low marks on the school report and remcmbering mother's cold face, I almost trembled with fear. lf mother know I got so low marks oa the subjects, especially English, she would tear all my cartoon books which are my fovourite. I have been treating them as my own life for a long time. But mother always thought cartoon diverted my attention from study and had a bad effect on me. Frankly speaking, I had realized it. Mother hated those books. She had warned me if I got low marks once more she would get rid of them. I Still wanted to keep those books even if I would mever touch them from then on. What should I do? I knew that any persuation was in vain. I would prevent mother from doing that.
A good idea stroke me. I gathered all the books and put them in a box. Then, I hid the box under my bed. Having done it carefully, I had a breathing spell.
Opening the English book, I sat at the desk and began to read. It was really the time that I learned English carefully, I thought.
独自在家
2003年11月16日 星期四 晴
我拿着成绩单小心翼翼地回到了家中，不料竟发现妈妈不在。她去了阿姨家，晚上才回来。从桌上的便条中我知道了这些。我还是有点害怕，好像妈妈会突然回来。
一看到成绩单上的低分，一想到妈妈那冷冷的脸，我几乎怕得发抖。如果妈妈知道我得了这么低的分数，特别是英语，她会撕了我所有的漫画书。我喜欢漫画，那是我的最爱。长久以来，我把这些漫画书当作了我的生命，但是妈妈总是认为漫画分散了我的学习精力，给我造成了很大的影响。说实话，我也已经意识到了。妈妈厌恶这些书，她曾警告我，如果我再考低分，她就把它们部清除掉。即使我从此以后不再碰这些书，我还是想把它们保存下来。我应当怎么办呢?我知道说服是徒劳的，我要阻止妈妈那么做。
突然，我想出了一个主意，我把所有的书集中起来放进一个箱子，然后把箱子藏在床下。小心翼翼地做完这些后，我舒了一口气。
我打开英浯书，坐在桌子前看了起来。我想，的确是该认真学英语的时候了。 头牌英语
篇二：外延版八年级英语作文整理
外延版八年级英语作文整理
1.假如你叫李华，你的美国笔友暑假来你市旅游，她想了解一下你市宜人海滩的情况。请你根据以下信息，给她写一封e-mail。字数：80左右。
Dear Ann,
I’m very glad to hear that you’ll travel to our city. Now let me tell you something about the Yiren Beach.
The Yiren Beach is in the west of our city, 10 kilometres away. It’s one of the best beaches in the world. The sand there is fine, soft and clean. And the water is clear with small waves. It’s suitable for swimming and playing volleyball.
You can get to the beach easily. Many buses can take you there. You can also take a taxi at any time. Of course there are toilets, dressing rooms and shops.
I’m sure you will have a wonderful time there.
I’m looking forward to your coming.
2根据下列表格提示,用英语写一篇有关自己经历的短文。词数在60-70 左右。
Yours, Li Hua
Last weekend our teachers and our classmates visited Yellow Mountain and went camping there. We have been there by bus. We took food and drinks with us. We have climbed the mountain and seen the cloud sea. It's very beautiful. We met at the school gate at 7:30 on Saturday morning. We have had a good time there.
3.要求：根据提示以第一人称，写一篇不少于80词的故事。短文必须符合内容，故事完整，情节合理。表达准确，文字简练，文章开头已经给出。
1.今天我们的老师告诉我们关于希望工程的事。我们知道在农村还有许多孩子没有机会上学。
1. 下课后，我回家看了放零花钱的小盒子。我本想为自己买一个新书包。但现在我想，农村的孩子更渴望上学，于是我决定把我的钱寄给他们。
2. 我立刻给他们写信，写完后，我去邮局，把信连同我所有的零花钱寄了出去。我希望这能对他们有帮助。
Today our teacher told us something about Project Hope.
We heard that…
_______________________________________________________ _______________________________________________________
Today our teacher told us something about Project Hope. We heard that many children in the countryside still had no chance to go to school. “They are too poor to go to school,” the teacher said. After the class, I went back home and saw the little box in which I saved my pocket money. I wanted to buy myself a new school bag. But now I thought of the country children who were eager to go to school. So I decided to send my money to them. I started to write a letter to them right away. After finishing it, I went to the post office and mailed the letter together with all my pocket money. I hope it could help the children in poor area.
4.请你用英语介绍我国伟大的音乐家冼星海，字数：60-80.
Xian Xinghai is one of the great composers of classical and traditional music. He was born in Macao, China, 1905. He studies in Paris. Xian Xinghai is famous for the song The Yellow River. He wrote it in 1939 in only six days. His music describes China to the rest of the world. And his songs have been popular for more than sixty years. He is called the People’s Musician. He died in 1945.
5. 李明是二年级的学生。上星期六，他父母去乡下了，他第一次自己独自留在家里。他早上7点20分才起床。他没有吃早餐匆匆忙忙背着书包跑去学校。来到学校，学校大门关着。没有人在里面。他突然记起今天是周末，不用上学。
Li Ming is a student of Grade Two. ___________________________ .
Last Saturday his parents went to the country. He stayed at home alone for the first time. After he got up late at 7:20 in the morning，he ran to school in a hurry without breakfast. When he got to school, the school gate was shut, and nobody was inside. He suddenly remembered it was the weekend, and they didn’t go to school.
6.假设你叫Lingling，昨天收到了笔友Tom的e-mail, 得知他不久要到广州来学习中文。他想了解如何学好中文。请你用英文给他回复一封e-mail, 介绍学习中文的体会和方法，提出你的建议，以及表达你帮助他学好中文的愿望。
(信的开头和结尾已给出，其字数不计入所完成的短文内。)
提示词语; Chinese, be, useful, many foreigners, learn, now, difficult, different from, it is important…., listen, talk, read, write
Dear Tom,
I’m glad you’ll come to Guangzhou to learn Chinese. Hope to see you soon in Guangzhou.
Yours,
Lingling
Dear Tom,
I’m glad you’ll come to Beijing to learn Chinese. Chinese is very useful, and many foreigners are learning it now. It’s difficult for you because it’s quite different from English. It’s also important to do some reading and writing. You can watch TV and listen to the radio to practise your listening. Do your best to talk with people in Chinese. You can learn
___________________________________________________________
篇三：M4_Home_alone
Module 4 Home alone
一.教材内容分析
本模块话题相对分散，主要是谈论假或想象的话题。语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would /wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。教学中应结合学生实际情况，调整教学内容，合理设置课时。适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。
二、学情分析
1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教 材的过程中需要多设置一些令学生有谈论欲望的话题。
2.would/wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。
三．教学目标
1． 语言知识目标
了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。
同时让了解其他国家风景，增加学生的背景知识。培养学生具有一定的责任意识和关爱他人之心。
5．情感态度目标
1） 通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。
2） 通过学习送行分别时所用的交际用语，学会与人友好相处。
3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。
4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
四．重点难点
1. 教学重点
以谈论假设的话题为中心，谈论各种情况下的可能性。
2． 教学难点
1）表达猜想的词汇及它们在句中的正确运用。
2）能用恰当正确的英语介绍个人的旅游计划。
3. 突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。
五、教材处理
1、任务
核心任务：能够运用所学句型结构向朋友介绍所去旅游的地方的具体情况以及行程的安排。三个环节如下：
pre-task： 学生联系生活实际，激活思维。
Task-cycle：通过整个模块的听说读写的训练，强化“假设和想象”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排
Period One: Unit 1
Period Two: Unit 2
Period Three: Unit 3 (Activity 1,2,5,7,8)
Period Four: Unit 3 (Activity4,10,around the world)
六．教学设计
第一课时：Unit 1
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:perfect, board, flight, gate, silly, outdoor, so…that…
Key structure:would/wouldn’t do sth; so…that…; although
2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.
3. Speaking skill :practice the structure of “ would/wouldn’t do sth”; express correctly.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Revision and Leading in
1.Revise the heroes and heroines mentioned in last module.Ask : “Who are they?/What are they?”
2.Ask student “What would you like to be?”
设计意图：复习前一模块所学的内容,回忆一些英雄人物,由What would you like to be?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。
Step 2 Practice
1. Show a picture of Helen Keller, introduce one of her books Three Days to Me.
2. Have the students talk in pairs.Suppose: If you are like Helen, you have three days to see,
what would you do?/ What wouldn’t you do? Give an example to help them express themselves with “ would/wouldn’t”.
3. Practice orally: What would you do for the coming holiday?
设计意图:通过英雄人物而引出海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。
Step 3 listening practice（Activity 1＆2）
1. Show a picture of Sally. Sally’s holiday is coming.Ask questions about the picture.
2. Students listen to the conversation and answer the questions.
设计意图:通过谈论假日，转换渡假人物，设置图片相关的问题，既是设置悬念，又做好听力练习前的准备和铺垫工作。学生可以学习有的放矢的听力方法。
Step 4 Listen and read
1. Ask: “ Where will Sally go?” and “Where would Sally’s friends go?”
2. Show the table, ask the students to finish it after listening.
3.Finish activity2 and 3,check the answers with the students.Discuss when necessary.
4.Finish the table.Students ask and answer in pairs.
设计意图
Step 5 practice
1. Make clear the difference between “will” and “would” by pictures.
2. Practice the use of “so…that…”.
3. Practice the use of “although/but”, pay special attention that these two words mustn’t be used
in one sentence.
设计意图:这是第一节课向学生呈现would的用法,要使得学生能够区别will与 would.但是用语言直接表述并不合适,所以利用图片进行处理,让学生在真实的语言环境中体会两个词所传达的语意的不同。在so...that..句型和although句型切换时采用同一幅图，使过渡比较自然，同时能培养学生的发散性思维。
Step 7 Homework
1.Workbook page133,Ex2,5.
2.Finish Unit3 activity1,2 on your book.
3.Preveiw Unit2. Finish page82 Ex2,3.
4.Suppose if you are a teacher.
What would you do? /What would not you do?
设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。
第二课时：Unit 2
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:business, empty, stomach, burn, enough, everything, college, living, simple, properly,
Key structure: would/wouldn’t do sth
not…at all…
2. Reading skill: Reading for specific information
3. Speaking skill : express “would / wouldn’t do sth” practically and coherently.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Revision and check the homework
1. Revise the use of “so…that…”. Make sentences while looking at the pictures.
2. Present the homework of students. “If you are a teacher…”
Show their homewok by OHP, have the student present at the front of the class.
设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。
Step 2 Discussion(pair work or group work)
1. Discussion 1: The 2008 Olympic Games is coming. Students will have finished their exam by
then. Have them discuss: How would you watch the games? Would you go to Beijing to watch games? etc.
2. Discussion 2: Ask student: “Have you ever seen the film ‘Home Alone’?” If your parents
are not at home, would you look aftre yourself? Would your life be ok?
设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。
Step 3 Read and learn
Let’s have a look at two students-Zheng Chengyu and Sima Yige, what about their home alone?
1. Student scan the passage, help them find out the best summary of this passage.
2. Listen to the passage, then try to answer the qu(来自:WwW.smhaida.Com 海达 范文 网:home,alone,作文)estions of activtty3.
3. Check the answer with the students.
4. Give some explainations where necessary.
设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。
Step 4 write
1.Write down in the table, what you wold do? What you woldn’t do? And write down a few sentences. Students can finish it by discussing with their deskmates.
设计意图：由说进入到句子的书写，力图循序渐进。
Step 5 Discussion
1. Your parents have done much for you in your life.Imagine:When you grow up, what would
you do for them?
2. (option)Introduce a book,Robison Crusoe,(maybe most students are familiar with the content
of this book). Then have a group discussion:Imagine: If you will live on an island alone for a month.1.what three things would you take? 2.what would you do with the three things?
设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。
Step 6 Homework
1.Finish WB Ex4.
2.Finish Unit3 Ex4,5,7,10.
3.Suppose you will run for the monitor of the class,prepare for your lecture.Using would, wouldn’t, so…that…, although
设计意图：进一步巩固would结构，进入到书写阶段。
第三课时：Unit 3 (Activities 1,2,5,7,8)
一.Teaching Aims and Demands:
1. Language Knowledge
Key structure: would/wouldn’t do sth; so…that…; though/but;
2. Speaking skill:
3. Writing skill :
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Warming-up and revision
1. Run for the monitor!
Have some students to the front to give a lecture, other students listen to them and then made a vote, decide who will be our next monitor?
Step2 summary
1. Make a summary of the “would/ wouldn’t”,finish activity 1and 2.
2. Revise the structure “although/but”, finish activity 5.
3. Make a consolidation of “so…that…”,finish activity 7.
Step3 Listening
1.Listen and check.
Listen for the first time to finish the table of activity8.
2.Listen and repeatstep4 Homework
1.WB Ex3,6,10.
第四课时：Unit 3 (Activities 4,10,around the world)
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:see off, manage
2. Foundation information:learn about different kinds of holidays around the world.
3. Writing skill :Form a draft of each student’s holiday plan.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Warming up and Leading-in
1. Revise the text of unit 2
Step 2 Activity4
1. Finish the passage, check the answer with the students.
Step 3 Activity 10
Students have finish it the night before, so the teacher just need to check the answer with the students.
Step 4 Around the world
1. Show some pictures of the ice hotel. Let students guess where it is.
篇四：M4_Home alone
Module 4 Home alone
一.教材内容分析
本模块话题相对分散，主要是谈论假或想象的话题。语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would /wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。教学中应结合学生实际情况，调整教学内容，合理设置课时。适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。
二、学情分析
1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教 材的过程中需要多设置一些令学生有谈论欲望的话题。
2.would/wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。
三．教学目标
1． 语言知识目标
2．语言技能目标
3．学习策略目标
了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。
同时让了解其他国家风景，增加学生的背景知识。培养学生具有一定的责任意识和关爱他人之心。
5．情感态度目标
1） 通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。
2） 通过学习送行分别时所用的交际用语，学会与人友好相处。
3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。
4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
四．重点难点
1. 教学重点
以谈论假设的话题为中心，谈论各种情况下的可能性。
2． 教学难点
1）表达猜想的词汇及它们在句中的正确运用。
2）能用恰当正确的英语介绍个人的旅游计划。
3. 突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。
五、教材处理
1、任务
核心任务：能够运用所学句型结构向朋友介绍所去旅游的地方的具体情况以及行程的安排。三个环节如下：
pre-task： 学生联系生活实际，激活思维。
Task-cycle：通过整个模块的听说读写的训练，强化“假设和想象”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排
Period One: Unit 1
Period Two: Unit 2
Period Three: Unit 3 (Activity 1,2,5,7,8)
Period Four: Unit 3 (Activity4,10,around the world)
六．教学设计
第一课时：Unit 1
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:perfect, board, flight, gate, silly, outdoor, so…that…
Key structure:would/wouldn’t do sth; so…that…; although
2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.
3. Speaking skill :practice the structure of “ would/wouldn’t do sth”; express correctly.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Revision and Leading in
1.Revise the heroes and heroines mentioned in last module.Ask : “Who are they?/What are they?”
2.Ask student “What would you like to be?”
设计意图：复习前一模块所学的内容,回忆一些英雄人物,由What would you like to be?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。
Step 2 Practice
1. Show a picture of Helen Keller, introduce one of her books Three Days to Me.
2. Have the students talk in pairs.Suppose: If you are like Helen, you have three days to see,
what would you do?/ What wouldn’t you do? Give an example to help them express themselves with “ would/wouldn’t”.
3. Practice orally: What would you do for the coming holiday?
设计意图:通过英雄人物而引出海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。
Step 3 listening practice（Activity 1＆2）
1. Show a picture of Sally. Sally’s holiday is coming.Ask questions about the picture.
2. Students listen to the conversation and answer the questions.
设计意图:通过谈论假日，转换渡假人物，设置图片相关的问题，既是设置悬念，又做好听力练习前的准备和铺垫工作。学生可以学习有的放矢的听力方法。
Step 4 Listen and read
1. Ask: “ Where will Sally go?” and “Where would Sally’s friends go?”
2. Show the table, ask the students to finish it after listening.
3.Finish activity2 and 3,check the answers with the students.Discuss when necessary.
4.Finish the table.Students ask and answer in pairs.
设计意图
Step 5 practice
1. Make clear the difference between “will” and “would” by pictures.
2. Practice the use of “so…that…”.
3. Practice the use of “although/but”, pay special attention that these two words mustn’t be used
in one sentence.
设计意图:这是第一节课向学生呈现would的用法,要使得学生能够区别will与 would.但是用语言直接表述并不合适,所以利用图片进行处理,让学生在真实的语言环境中体会两个词所传达的语意的不同。在so...that..句型和although句型切换时采用同一幅图，使过渡比较自然，同时能培养学生的发散性思维。
Step 7 Homework
1.Workbook page133,Ex2,5.
2.Finish Unit3 activity1,2 on your book.
3.Preveiw Unit2. Finish page82 Ex2,3.
4.Suppose if you are a teacher.
What would you do? /What would not you do?
设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。
第二课时：Unit 2
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:business, empty, stomach, burn, enough, everything, college, living, simple, properly,
Key structure: would/wouldn’t do sth
not…at all…
2. Reading skill: Reading for specific information
3. Speaking skill : express “would / wouldn’t do sth” practically and coherently.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Revision and check the homework
1. Revise the use of “so…that…”. Make sentences while looking at the pictures.
2. Present the homework of students. “If you are a teacher…”
Show their homewok by OHP, have the student present at the front of the class.
设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。
Step 2 Discussion(pair work or group work)
1. Discussion 1: The 2008 Olympic Games is coming. Students will have finished their exam by
then. Have them discuss: How would you watch the games? Would you go to Beijing to watch games? etc.
2. Discussion 2: Ask student: “Have you ever seen the film ‘Home Alone’?” If your parents
are not at home, would you look aftre yourself? Would your life be ok?
设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。
Step 3 Read and learn
Let’s have a look at two students-Zheng Chengyu and Sima Yige, what about their home alone?
1. Student scan the passage, help them find out the best summary of this passage.
2. Listen to the passage, then try to answer the questions of activtty3.
3. Check the answer with the students.
4. Give some explainations where necessary.
设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。
Step 4 write
1.Write down in the table, what you wold do? What you woldn’t do? And write down a few sentences. Students can finish it by discussing with their deskmates.
设计意图：由说进入到句子的书写，力图循序渐进。
Step 5 Discussion
1. Your parents have done much for you in your life.Imagine:When you grow up, what would
you do for them?
2. (option)Introduce a book,Robison Crusoe,(maybe most students are familiar with the content
of this book). Then have a group discussion:Imagine: If you will live on an island alone for a month.1.what three things would you take? 2.what would you do with the three things?
设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。
Step 6 Homework
1.Finish WB Ex4.
2.Finish Unit3 Ex4,5,7,10.
3.Suppose you will run for the monitor of the class,prepare for your lecture.Using would, wouldn’t, so…that…, although
设计意图：进一步巩固would结构，进入到书写阶段。
第三课时：Unit 3 (Activities 1,2,5,7,8)
一.Teaching Aims and Demands:
1. Language Knowledge
Key structure: would/wouldn’t do sth; so…that…; though/but;
2. Speaking skill:
3. Writing skill :
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Warming-up and revision
1. Run for the monitor!
Have some students to the front to give a lecture, other students listen to them and then made a vote, decide who will be our next monitor?
Step2 summary
1. Make a summary of the “would/ wouldn’t”,finish activity 1and 2.
2. Revise the structure “although/but”, finish activity 5.
3. Make a consolidation of “so…that…”,finish activity 7.
Step3 Listening
1.Listen and check.
Listen for the first time to finish the table of activity8.
2.Listen and repeatstep4 Homework
1.WB Ex3,6,10.
第四课时：Unit 3 (Activities 4,10,around the world)
一.Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary:see off, manage
2. Foundation information:learn about different kinds of holidays around the world.
3. Writing skill :Form a draft of each student’s holiday plan.
二.Teaching Aids: Multi-Media (or Tape recorder, OHP)
三.Teaching Procedures:
Step 1 Warming up and Leading-in
1. Revise the text of unit 2
Step 2 Activity4
1. Finish the passage, check the answer with the students.
Step 3 Activity 10
Students have finish it the night before, so the teacher just need to check the answer with the students.
Step 4 Around the world
1. Show some pictures of the ice hotel. Let students guess where it is.
篇五：作文考试简约版
Home Alone:
1. 大体情况介绍
开头：I have had the experience of staying home alone. My parents went to Shanghai to see my grandparents 2 years ago. So I had to stay at home by myself.
2.经历experience
I got up at 8 o’clock and I made a list of things I needed to do and made a timetable. Then I finished my homework carefully in the morning. I also do some cleaning in the afternoon. In the evening, I watched TV to relax myself. Before going to bed, I remembered to set the alarm so that I wouldn’t be late for school the next day.
3. 问题以及解决
问题1：I met a problem. I didn’t know how to cook. . And I just ate some snacks when I felt hungry, which made me have a stomachache. However, I solved it by myself. I searched on the Internet to learn to cook some simple meals. Although it wasn’t delicious, I was still happy to enjoy the food made by myself.
问题2：
I met a problem. I couldn’t manage my time(control myself) very well. As a result, I turned on the computer and began to play computer games as soon as I arrived home without finishing my homework. And the next morning, I got up late because nobody could wake me up. I tried to solve it by myself. And I made a timetable and finished my homework first when I came back home. Before going to bed, I remembered to set the alarm so that I wouldn’t be late for school once more.
4. 学到的事情：
I learn/learnt/have learnt a lot from the experiences. I learn/learnt/have learnt that it is important for me to learn more life skills (to control myself) and I should be more independent.
5. 感受：
I felt happy/proud/terrible.
6. 观点
I think it’s important to learn more life skills (to control myself) and I should be more independent.
Advice(注意使用提建议句型即可，将解决方案转化成建议)
Sports：
1. 运动经历：
My favorite sport is playing basketball. I started it at the age of nine when I watched a basketball match of NBA for the first time on TV. How wonderful the players were! From then on, I began to enjoy it.
At first, I couldn't play it well, but I tried harder and often practiced it with my friends. What’s more, I often had some matches after school twice a week. Now I became a member of the school basketball team and won many matches.
2. 日常锻炼：
As a grade nine student, I am so busy that I can only play it with my classmates every Saturday. (once a week). Sometimes, we divide into two teams and have a match.
3. 原因及优点
原因：Whenever I play it, I feel happy and confident especially when I am upset because of bad marks in exams. That’s why I like it very much. More important, I can make some new friends.
优点或收获：
It can not only help me stay healthy but also bring me happiness and excitement.
4. 学到的事情
I learn a lot from it. I learn how important the teamwork is. More important, when I can’t do something very well, I should keep practicing it instead of giving up easily.
5. 观点：
All in all, I think everyone should choose one favourite sport, because it can not only help us stay healthy but also bring us happiness and excitement. （对整个做运动这件事情的看法）
All in all, I think playing basketball is a very good sport, because it can not only help us stay healthy but also bring us happiness and excitement. (对于打篮球的看法)
6. 建议：
If you want to choose a kind of sport to do, I think basketball is a very good choice. And I’d like to give you some advice about it. First, it’s necessary for you to buy a pair of comfortable sports shoes which may help you move fast and keep you from being hurt. What’s more, you can watch some matches of NBA to learn some basic skills. Last but not least, remember one thing: practice makes perfect. If you want to improve your skills, just keep practicing it more often. （对于打篮球这项运动的看法）
Museum:
1. 博物馆以及自身去那里的大体介绍
I have been to many museums including the Science Museum, a museum about science and technology. It’s open from 10 am to 6 pm everyday and it is free to enter.
I went there last summer holiday with my classmates. As soon as I got there, I was amazed to see all kinds of wonderful science exhibitions
2. 做的事情以及看到的事物
On the first floor, I saw some machines in ancient China and learnt how they worked in the past. I even took some photos so that I could show them to my classmates. On the second floor, the exhibitions of physics and chemistry caught my eyes. The most interesting thing was that I could do some experiments by myself.
3. 最喜欢的地方
The room called “Go to the future” on the fourth floor is my favorite one, /impressed me most, where (because) I could see some new things and imagine the fantastic life in the future!
4. 感受
In a word, I felt so happy that I didn’t want to leave.
5. 观点及学到的事情（请随时关注问题时态）
All in all, I think the Science Museum is interesting for people of all ages and it is really a wonderful museum. I learn some skills of doing experiments as well as some knowledge about science.
6. 建议：
I want to give you some advice. First of all, you can take a camera which you can use to take some photos. What’s more, remember to obey the rules there. You can’t shout loudly in it and run too fast. You mustn’t touch the exhibitions if you see the sign “No touching.” Last but not least, it’s a good idea to take a notebook to write down something you learn there.
Travel: （注意详略得当）
1. 乐于帮助他人
I am glad to know you will come to Beijing this winter holiday. I’d like to tell you something about Beijing and give you some advice so that you can have a good trip.
2. 北京整体介绍：
Beijing, the capital of China, is not only an old city with many famous places but also a modern city with tall buildings.
3. 可去的地方以及能做的事情，能看到的事情，还有特色小吃（区分提建议和描述）
So there are many places you can visit and many interesting things you can do. If you are interested in Chinese culture, you can go to the Forbidden City on the first day. You can see many buildings of ancient China and take some photos. After that, why not go to “Quanjude” restaurant to taste Beijing Duck, a traditional food in Beijing. On the third day, you can go to Wangfujing Street to do some shopping and buy some gifts for your friends and parents.
All in all, I hope you will have a good time in Beijing.
4. 自身经历
I think it’s the best place I have ever been to. I went there with my friends two years ago. We not only drank some tea but also ate some traditional Beijing snacks. How delicious they were! And we watched Beijing Opera. We planned to watch for an hour, but it was so interesting that we stayed there three hours to enjoy the beauty of it. What’s more, we also saw a magic show. I learnt a lot about traditional Beijing culture there. （学到什么关注时态哦）
5. 提建议
On the second day, it’s a good idea to visit the Teahouse, a place standing for Beijing culture. And if you want to go there, remember to order the tickets on the Internet and the price of it is not very expensive. It is open from 9 to 5 o’clock everyday. You can’t speak loudly there, because it’s against the rules. Maybe you should take a camera to take some photos with the actors and you can show them to your friends.
Problem：
1. 总说：
Everyone had (has) some problems including me.
2. 问题描述（已经解决的问题，所以用过去时描述）：
My problem was that I couldn’t manage my time very well and sometimes I played cell phone when doing homework. As a result, I went to bed so late that I couldn’t listen to the teacher carefully in class, which made me get bad scores in exams. I felt so sad.
3. 解决过程及感受
I knew I needed to found some ways to solve it. I made a list of things I had to do and made a timetable every evening. What’s more, I gave my mobile phone to my parents. Now I finish homework quickly and my score is better. I feel（felt） proud of myself.
4. 学到了什么或者观点
From it, I learn/learnt/have learnt a lot. I think/ learn/learnt/have learnt it’s/it was important for me to have a plan before doing things. More important, when I face problems, I should find ways to solve it instead of giving up easily.
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