摘要：
教资初中英语面试听力课真题2018年下半年教师资格面试-英语学科-试讲-考题解析初中英语 语法一、考题回顾二、考题解析【教案】Teaching aims:... 教资初中英语面试听力课真题
2018年下半年教师资格面试-英语学科-试讲-考题解析
初中英语 语法
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the rule of the Simple Past Tense.
Ability aim:
Students will able to talk about the things happened in the past in their daily life.
Emotional aim:
Students will learn how to cooperate with others.
Key and difficult point:
Key Point: Students will master the structure of the Simple Past Tense.
Difficult Point: Students will use the structure of the Simple Past Tense in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.
Step 2: Presentation
1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.
2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’ real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.
3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used with temporal adverbial, such as yesterday, last week and so on.
4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).
Step 3: Practice
1. Ask student to role play the dialogue and ask two groups to show in class.
2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.
Step4: Production
Discussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their in 1, 5 minutes will be given.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.
Blackboard design:
【答辩题目解析】
1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?
【参考答案】
Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on.
高中英语教资面试听力课真题
2020下高中英语教师资格证面试试题及答案【1月10日下午】
【来源于网络】
高中英语 语音
一、考题回顾
二、考题解析
【教案】
Internet users
Teaching aims
Students can understand the passage and realize the rapid growth of China’s Internet users.
Students can be able to master the pronunciation rules of the definite article the in phrases and use them correctly in daily communication.
Students will develop their ability to read accurately.
Students can strengthen the sense of national pride and learn to use the Internet properly.
Key and difficult points
Key point
To understand the passage and master the pronunciations of the
Difficult point
To apply the pronunciations of the in speaking accurately and learn to use the internet effectively.
Teaching procedures
Step 1: Warming-up
1. Greetings.
2. Have students list the things people can’t live without nowadays. Share their answers and reasons. Lead in the internet—one of the things modern people can’t live without.
Step 2: Presentation
1. Have students read the article quickly and summarize the main idea (China’s Internet population grows rapidly).
2. The teacher reads the passage. Have students listen to it carefully and focus on the pronunciations of the underlined words the. While listening, think about two questions.
1. Do they sound the same?
2. If not, what’s the difference? Invite students to share their findings.
3. Guide students to find the rules of pronunciation.
Rule1: say “thee” /ðɪ/ before vowel sounds; say /ðə/ before consonant sounds.
Rule2: connect the with the word beginning with vowel sounds and add a short /y/.
Step 3: Practice
1. Read the article by themselves individually in 3 minutes and invite some to share their reading. Give positive feedback.
2. Show several phrases and sentences on the screen and have a reading competition in groups of 5. Students should read them. Then invite 5 representatives to read. The group which reads the most quickly and correctly will win.
Step 4: Production
Group discussion for two questions:
Q1: Why we can’t live without the Internet?
Q2: How do we use the Internet correctly?
5 minutes are given for discussion. Then invite some groups to share.
Step 5: Summary and Homework
Summary: summarize today’s lesson and remind them to use the Internet properly and not to be addicted to the Internet.
Homework: ask students to design a poster of top tips for using the Internet.
Blackboard design
Teaching reflection
【答辩题目解析】
1.你为什么想成为一名老师?
1. Why do you want to be a teacher?
【参考答案】
我想成为一名教师，原因如下：
第一个原因是不想停止学习。我喜欢学习，每天都希望学到新东西。成为一名教育者是继续学习较好的方法。在以后的工作中，我可以不断地向我的老师，甚至我的学生学习。
第二个原因是和孩子们一起工作是一件充满惊喜的事情。就我个人而言，我认为和孩子一起工作比和大人一起工作要好得多。孩子们乐于说出自己的想法，让工作变得更加有趣。
第三个原因是孩子是祖国的未来。学生将来都是祖国的建设者。作为一名教师，我有能力帮助他们学习在成人世界中所需要的技能和思维方式。
以上是我的看法，谢谢你的问题。
【Suggested version】
I want to be a teacher because of the following reasons:
The first reason is that I never want to stop learning. I love to learn, and I yearn to learn new things every day. And I think to become an educator can help achieve that goal. I will constantly learn from my fellow teachers and even my students in the future.
The second reason is that working with kids is amazing. Personally, I think working with kids is much better than working with adults. Kids are open to speaking their minds, and make the workday so much more interesting.
The third reason is that children are the future. Someday these tiny humans in my class will be contributing to our country in one way or another. As a teacher, I have the ability to help them learn skills and ways of thinking that will be needed when they are out there in the adult world. Someday these will be the people running the country.
That is all for my thoughts. Thanks for your question.
2.你怎么评价这堂课?
2. How do you evaluate your class today?
【参考答案】
我认为我基本完成了我的教学任务。
首先，我相信基本实现了我的教学目标。通过学习，我的学生将理解阅读文本的主要思想，掌握了“the”的发音规则，并能应用于口语交际中。
第二，我的课堂有序且简洁。我引导学生独立地一步一步地寻找规则，并且结合语篇话题让学生讨论相关问题，鼓励学生发表自己的看法。通过讨论活动，他们将本节课所学的语音知识用于日常交流中，并且锻炼了口语表达的能力，培养他们不要成为互联网奴隶的意识。
众所周知，并非所有的事情都是完美的，我的教学也不例外。本节课必定还还存在一些不足，今后将不遗余力地向资深、有经验的教师学习，提高自己的教学能力。
【Suggested version】
I think my teaching is relatively good if not perfect for the following reasons.
First of all, I believe I have mainly achieved my teaching aims. After learning, my students would grasp the main idea of the reading material and master the pronunciation rules of the article the and apply them to speaking correctly.
Secondly, I have delivered my class in an orderly and concise way. Students are guided to find the rules step by step independently. I also asked them to have a discussion to express their ideas on the related topic. By doing this, my students will use what they have learned in daily communication, practice their oral English and foster the awareness of not being the slaves to the Internet.
As is known to all, not all things are perfect and my teaching is not an exception. There are some defects in my teaching, and I will spare no effort in the future to learn from senior and experienced teachers to improve my teaching ability.
初中英语教资面试真题
真题列举：处理细节的听力教学活动，关于ways to get good results when students study口语教学关于school rules一篇阅读文章是关于城市最好的电影院。要求：阅读全文并且讲出划线单词单词是比较级最高级。听力课。一段对话，开头一句是shall we have class party after class?要求：全英文作答，朗读课文，要有板书。所给短文大意为“大多数人probably会对朋友老师父母生气，perhaps是因为误会而生气，maybe是因为受到不公正对待而生气，但只要我们生气就会影响心情”。要求：辨析probably，perhaps和maybe。
【 #教师资格证# 导语】考生想要一举拿下教师资格考试，光看书还是不够的， 诚意整理了初中英语教师资格证面试教案模板：《How do you get to school》，希望大家喜欢！ 一、教学目标 1.语言知识目标 (1) 能掌握以下单词 train, bus, subway, ride, bike, foot,walk. (2) 能掌握以下句型： ① —How do you get to school? —I ride my bike. ② —How does Mary get to school? —She takes the subway. about how to get to places (谈论出行方式) take the bus /subway /train /taxi , ride a bike /walk . 3.情感态度价值观目标 让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。 二、教学重难点 1.教学重点：乘坐 交通工具的表示方法. 2.教学难点 —How do you get to school? —I take the …/ride …/ walk… —How does Mary get to school?—She takes the subway. 三、教学过程 (一)Warming-up and Lead in 学生和老师进行简单的问候并播放英文歌曲Over the mountains Ss : Good morning , teacher. T: Good morning , class T: Listen to the song and answer my questions. Q1:How many kinds of transportation can you see? Q2:What are they? (二)Presentation 1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。 bike, car, ship, train, taxi, boat, plane, bus. 2. A guessing game. Listen to sound of the transportation and guess what kind of transportation it is. (三)Free talk How do you get to school? Ss: I take the bus /plane/ boat / ship / car / taxi I ride a bike / motorbike T: Do you know any other way? 2. Teacher shows pictures on the big screen .归纳出行方式和常用短语. Ask some questions about how you get to…? (让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍) 3. Show a picture about Part 1, on the screen. Point at girls or boys in the picture. Ask students to answer and write in the blanks. S1 : How does he / she go to school? S2 : He / She … … (四)Practice 通过图片解释交通方式的不同表达方法。 ride a bike by bike 骑自行车 walks on foot 走路、步行 take the subway by subway 乘坐地铁 take the train by train 乘坐火车 take a car by car 乘坐小车 take the plane by plane 乘坐飞机 take the bus by bus 乘坐公车 take a boat by boat 乘坐船 (五) 1a T: Look at the picture on your book. Match the words with the picture. (学生们完成1a的学习任务，然后校对答案) (六)Listening 1. Make sure the Ss know what to do. Give them an example if possible. 2. Read the names in the box. 3. Play the tape and check the answers. (七)Pair work Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture. Finally ask some pairs of students to present their conversations to the class. (八)A survey Make a survery:How do your classmates get to school? Classmates(同学) How to get to school? BobBy bus (九) Consolidation Let students do some exercise. (十)Homework Write an article about how your families(家人)go to work.
2018年下半年教师资格面试-英语学科-试讲-考题解析
初中英语 语法
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the rule of the Simple Past Tense.
Ability aim:
Students will able to talk about the things happened in the past in their daily life.
Emotional aim:
Students will learn how to cooperate with others.
Key and difficult point:
Key Point: Students will master the structure of the Simple Past Tense.
Difficult Point: Students will use the structure of the Simple Past Tense in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.
Step 2: Presentation
1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.
2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’ real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.
3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used with temporal adverbial, such as yesterday, last week and so on.
4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).
Step 3: Practice
1. Ask student to role play the dialogue and ask two groups to show in class.
2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.
Step4: Production
Discussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their in 1, 5 minutes will be given.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.
Blackboard design:
【答辩题目解析】
1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?
【参考答案】
Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on.
初中英语教资面试口语课真题
真题列举：处理细节的听力教学活动，关于ways to get good results when students study口语教学关于school rules一篇阅读文章是关于城市最好的电影院。要求：阅读全文并且讲出划线单词单词是比较级最高级。听力课。一段对话，开头一句是shall we have class party after class?要求：全英文作答，朗读课文，要有板书。所给短文大意为“大多数人probably会对朋友老师父母生气，perhaps是因为误会而生气，maybe是因为受到不公正对待而生气，但只要我们生气就会影响心情”。要求：辨析probably，perhaps和maybe。
【 #教师资格证# 导语】考生想要一举拿下教师资格考试，光看书还是不够的， 诚意整理了初中英语教师资格证面试教案模板：《How do you get to school》，希望大家喜欢！ 一、教学目标 1.语言知识目标 (1) 能掌握以下单词 train, bus, subway, ride, bike, foot,walk. (2) 能掌握以下句型： ① —How do you get to school? —I ride my bike. ② —How does Mary get to school? —She takes the subway. about how to get to places (谈论出行方式) take the bus /subway /train /taxi , ride a bike /walk . 3.情感态度价值观目标 让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。 二、教学重难点 1.教学重点：乘坐 交通工具的表示方法. 2.教学难点 —How do you get to school? —I take the …/ride …/ walk… —How does Mary get to school?—She takes the subway. 三、教学过程 (一)Warming-up and Lead in 学生和老师进行简单的问候并播放英文歌曲Over the mountains Ss : Good morning , teacher. T: Good morning , class T: Listen to the song and answer my questions. Q1:How many kinds of transportation can you see? Q2:What are they? (二)Presentation 1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。 bike, car, ship, train, taxi, boat, plane, bus. 2. A guessing game. Listen to sound of the transportation and guess what kind of transportation it is. (三)Free talk How do you get to school? Ss: I take the bus /plane/ boat / ship / car / taxi I ride a bike / motorbike T: Do you know any other way? 2. Teacher shows pictures on the big screen .归纳出行方式和常用短语. Ask some questions about how you get to…? (让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍) 3. Show a picture about Part 1, on the screen. Point at girls or boys in the picture. Ask students to answer and write in the blanks. S1 : How does he / she go to school? S2 : He / She … … (四)Practice 通过图片解释交通方式的不同表达方法。 ride a bike by bike 骑自行车 walks on foot 走路、步行 take the subway by subway 乘坐地铁 take the train by train 乘坐火车 take a car by car 乘坐小车 take the plane by plane 乘坐飞机 take the bus by bus 乘坐公车 take a boat by boat 乘坐船 (五) 1a T: Look at the picture on your book. Match the words with the picture. (学生们完成1a的学习任务，然后校对答案) (六)Listening 1. Make sure the Ss know what to do. Give them an example if possible. 2. Read the names in the box. 3. Play the tape and check the answers. (七)Pair work Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture. Finally ask some pairs of students to present their conversations to the class. (八)A survey Make a survery:How do your classmates get to school? Classmates(同学) How to get to school? BobBy bus (九) Consolidation Let students do some exercise. (十)Homework Write an article about how your families(家人)go to work.
2018年下半年教师资格面试-英语学科-试讲-考题解析
初中英语 语法
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the rule of the Simple Past Tense.
Ability aim:
Students will able to talk about the things happened in the past in their daily life.
Emotional aim:
Students will learn how to cooperate with others.
Key and difficult point:
Key Point: Students will master the structure of the Simple Past Tense.
Difficult Point: Students will use the structure of the Simple Past Tense in daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.
Step 2: Presentation
1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.
2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’ real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.
3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used with temporal adverbial, such as yesterday, last week and so on.
4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).
Step 3: Practice
1. Ask student to role play the dialogue and ask two groups to show in class.
2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.
Step4: Production
Discussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their in 1, 5 minutes will be given.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.
Blackboard design:
【答辩题目解析】
1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?
【参考答案】
Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on.
初中英语教资面试真题写作课
在当老师之前，相信很多人都需要通过试讲课，初中英语老师也不例外。下面是我给大家整理的初中英语试讲写作课，供大家参阅!
英语写作让很多学生都谈“文”色变，是一个让学生颇感头疼的问题，学生常常感到无话可说，无从下笔而放弃英语写作。同时，由于英语教材课时安排紧凑，教学任务繁重，在教学过程中不少教师为了赶课时进度而无暇顾及教材中安排的写作任务，当然更谈不上为学生专门上英语写作课。英语写作课对老师来说也是比较难上的课，但是张燕英老师对初中的英语写作教学进行了深入的探究，通过多媒体向我们展示了如何教学英语写作，为我们奉献了一堂精彩的写作课，给我们今后的作文教学带来了很好的指导作用。从总体来看，这不失为一堂非常成功的课。从这一课的教学过程中可以看出，教师的基本功非常扎实，不管是学生学情分析，还是教学内容结构安排，都非常详细、具体，并且重难点突出。同时张老师还善于及时表扬鼓励学生，充分调动了学生的学习积极性，学生的写作疑惑也大大减少，他们不再谈“文”色变。张老师的教学让我们知道如何使用恰当的方式去引导学生写作，激活学生写作，让学生喜欢写作，从而真正有效提升学生的英语写作水平。其中，以下几点尤其值得我们学习：
第一、进行从易到难的引导，降低难度，激发学生的写作兴趣。
张老师通过一个话题后面设计的几个问题，让学生说出几个短语，再引导学生通过短语把它们扩写成句子。通过这样的方式逐步引导学生，让每个学生都有话说。这种先说后写的教学，学生观点各异，极大地激发了学生写作兴趣，有效降低了难度，然后逐步练习，步步深入，达到了很好的教学效果。
第二、理解写作要素，实践兴趣写作，掌握写作技巧。
课堂上张老师紧紧围绕学生感兴趣的话题对如何写作做了方法上的正确指导，在这一环节中，张老师教学生写作的几个步骤：写出主题句(点题)、展开句(拓展)、结尾句(总结)，清点字数等，组句成文，要点明确，层层深入，让学生觉得每一个环节都不难，让学生有东西可写、敢于去写，有信心去写。通过把难题分解成好几个简单句，让每个学生都能下笔，让每个学生都有话可写，这是非常值得我们学习的教学方法。在课堂中花几分钟时间给同学们思考、自己动笔，充分锻炼了听、说、读、写能力。
第三、适当鼓励，恰当点评，加深学生记忆。
在同学们完成写作之后，先让学生小组讨论作文，由学生交流，然后老师点评，使学生在发现别人的错误的同时，改掉自己的毛病。这又是一个亮点，这种方法往往让学生记忆深刻、很难遗忘。
一、 背景说明
《牛津初中英语》8A Unit 4 第二课时为阅读第一课时。在整个单元中起着承上启下的作用。在本课时中，一是要求学生阅读有关大熊猫的文章，从上下文猜测词义，学习新单词;引导学生通读全文，找出文中的关键词和要点，从整体上把握全文;通过泛读、跳读、精读，培养学生的阅读能力，总结文章的大意以及作者的写作意图。二是通过文章学习了解大熊猫的成长过程及面临的困难，探讨保护大熊猫的措施，并培养学生爱护动物、保护动物的意识。
二、 教学过程
1. 课前导入(在秋日私语优美的音乐声中，学生放松，呈现图片。通过猜词、
头脑风暴，学生复习了大量和动物有关的词汇，激发了学生的学习兴趣，很快进入学习状态。)
2. Pre-reading
(用图片导入生词，图文并茂，形象直观，学生记住了生词和情景，为接下来的阅读做好了准备。)
3. While-reading
(任务一：快速阅读、回答问题。指导学生快速搜索相关信息，培养学生快速阅读能力。)
问题设计：What does Xi Wang mean? What will happen to giant pandas if we do nothing?
(任务二：学生听录音、精读文章，小组合作设计问题，互相提问。初中阶段学生养成模仿磁带朗读的习惯，有助于形成正确的语音、语调，形成语感。提问检测了学生对文章细节的理解，培养学生合作学习的能力。)
(词汇量的大小直接影响学生的阅读速度和理解程度，通过上下文理解词义，通过语境的设置推知部分语篇意义，是阅读中重要的能力。初二英语教学应该让阅读插上想象的翅膀，学生初步了解不同体裁的文章所应有的信息量。)
S：Finish Part B.
(任务三：听读总结文章大意，揣测写作意图。引导学生总结文章大意，是阅读的一项重要任务，有利于文章整体把握。通过视频了解大熊猫幼崽的早期生活，图文形象生动，学生在听的同时，进一步了解文章。多媒体进一步发挥了教师的主导作用，创设了英语学习的情景，使学生处于最佳学习状
态。)
The growth of Xi Wang: lines 1—14
Problems Xi Wang may have in the future: lines 15—22
Actions to protect giant pandas: lines 23—30
(任务四：学生快速阅读文章，填入所缺的词。设计意图：培养学生快速阅读的能力，从整体上把握文章。阅读的目的不仅是欣赏，更重要的是获取信息，并利用信息解决问题。将任务与阅读结合，使阅读有了新的意义。语言必须有完整的形式、完整的结构，这项练习实际上是课文的缩写，对所学内容及时反馈、巩固。在课堂上完成，进一步了解学生的掌握情况，讲究实效。Giant pandas are in We must help them Hunters should not giant pandas for their Farmers should not work in giant panda People should not take if they find them on This is S: Finish the close test and check the answers.
(任务五：难点处理 学生阅读文章，标出重要词组。设计意图：学生不是被动接受知识的容器，而是需要点燃的火把。引导学生提出问题，再次经历知识获得的全部过程。阅读教学不能只停留在表面，要做到点面结合，形式和内容结合。不但从面上指导学生运用阅读策略，培养学生自主学习的能力，还要从点上指导学生归纳、整理和总结有用的信息，培养学生的自学能力、终生学习能力和可持续发展能力。)
4. After-reading
(任务六：学生阅读讨论“希望”在生存过程中可能面临的困难以及保护大熊猫的措施，学生讨论很激烈。设计意图：英语教学应源于教材，高于教材，教师应灵活运用教材，并在教学中渗透德育知识，这也是新课程所倡导的教学方法。课堂应是点燃学生智慧的火种。采用多种活动途径，倡导体验参与是英语课程标准的基本理念之一。学生通过小组讨论学会合作、集思广益，学生的思维能力、协作和创新精神得到提高。教师应帮助学生表达思想，培养、鼓励他们的创新精神。)下面是学生讨论的结果：
Problems Xi Wang may have in the future: Air / Water pollution; weather changes; food shortage; the change of environment.
Ways to protect giant pandas: plant more trees; stop cutting down forests; refuse the products made of pandas’ fur; call on more people to do something for giant pandas. T : Today we learnt about the story of Xi Wang. Giant pandas are in trouble. They are losing their homes. They need our love and care. We should try our best to protect
them. People and wild animals should live in harmony.
(课堂结尾是教学的重要组成部分，体现了教学的完整性，有利于师生间的情感交流。)
三、 课后反思
“Tell me, I forget; show me, I remember; involve me, I understand.” 正如叶圣陶先生所言;“教师之为教，不在全盘授予，而在相机诱导。” 任务教学法的意义就在于以任务为中心，从“学”的角度去设计任务，为学生营造一个有利于语言习得的最佳环境。教师把教学目标细化为任务，在教学过程中应不断强调任务，学生在完成任务的过程中，获得语言运用的能力，实现知识到能力的转化。阅读是学生的难点，进行大量阅读是提高学生语感，提高英语水平的方法之一。阅读是为了提高语言水平，更是为了获取信息、获得乐趣。教学过程中通过猜谜、小组讨论等活动，调动学生的积极性。教师应在平时的教学中进行阅读方法的指导，培养学生的阅读能力。同时注重学习过程的评价，帮助学生树立英语学习的自信心和成就感，快乐地学习。
例如，学习了新目标八年级Unit3之后，我就要求学生仿写My Parrot/Rabbit/Dog….”等写宠物的文章。我结合范文结构和要求仿写的文章的信息,将学生喜欢的或在写作中可能用到的内容找出来,有选择地设计到表格中,设计出类似于以下表格提纲,让学生根据图表信息仿写。
通过仿写，既可以帮助学生了解和掌握教材中不同体裁文章的写作特点和技巧，又可以帮助学生巩固文中的词语、短语和句型，提高他们在具体篇章中综合运用基础知识的能力.
初中英语写作课教学案例二(making friends)
背景知识介绍。书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对湛江市中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在柳市镇一中进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于新目标九年级第一单元的“Reading and writing”。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。二、教学过程。
活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”引出上课主题。
Step ①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。] ②根据下列所给提示介绍你的朋友(四人一小组活动)。
⑴Name and age.
a thirteen-year-old boy/girl, at the age of thirteen
⑵What are his/her hibbies?
like swimming best,fish is her/his favourite hobby
⑶What he is?
⑷Who are his / her friends?
⑸appearance(外貌)
tall, short, of meidum height, have long/short/curly hair, wear glasses
⑹personality(性格)
quiet,shy,outing,creative, confident, energetic, friendly
⑺His / Her dream
Being an engineer is the only thing he would like to do
achieve/realize one’s dream
⑻„„
通过提问，How can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。
，读两则广告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she„
引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。
. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。
. 提供写作标准
要求学生根据这个标准，修改自己的e-mail.
1. Do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?
2. I s your e-mail complete(完整的)?
your e-mail coherently(连贯地)written?
you describe yourself in a concise(简洁的)way? there ancomplexy sentences(复合句)in your e-mail? 目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。
the writing.
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
初中英语的写作面试试讲，各位老师们是怎么设计出试讲案例的?下面是我给大家整理的初中英语面试写作试讲，供大家参阅!
一、背景知识介绍。
书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作“(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直
是我们英语教学的一个难点，也是学生应试的一个难点。
从初中英语教学实际情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于仁爱版英语八年级(上)“Unit 1 ，Topic 1，Section D ，3 Written work”。教师旨在通过与学生谈论他们熟悉的话题“sports”，搜索学生头脑中有关运动的信息，通过阅读本话题，获取有关运动的一些信息，指导学生如何写My Favorite Sport ，从而达到
写作的目的。
二、教学课时：1课时(45分钟)
三、教学方法：写作的方式很多，本课运用其中之一的方式：提问的方式来教学
写作，并用小组合作、讨论形式来完成写作任务。
四、教学目标：总结一般将来时：be going to + do sth.的用法;
培养学生以提问的方式来写作的能力;
谈论自己所喜欢的体育活动、体育明星及自己梦想的职业;
培养学生热爱生活，热爱运动。
五、教学内容：描述和谈论了一些体育运动项目，介绍了自己最喜欢的体育明星及自己梦想的职业。
六、教学重点：培养学生一种写作能力---提问的方式来写作。
七、教学过程：
Step 活动：通过听一首英语歌：“The more we get together，the happier we’ll be.”
【设计说明】目的是活跃气氛，为引出今天的话题做准备。
Step ①使用头脑风暴法(brainstorm)让学生想出一些和sports 有
关的单词短语和句子。
【设计说明】目的是激活学生头脑中和写作话题运动相关的去酝酿写作的思路，
供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。 ②根据下列所给提示介绍你最喜爱的运动(四人一小组活动)。
(1)Name ? (2)What sports ? (3)Why ?
(4)How often ? (5)Player ? (6)looks(外貌)
(7)personality(性格) (8)His / Her dream……
【设计说明】目的是了解一些有关运动的信息，为引出今天的话题写作做准备。
Step
写作的方式很多，本课运用其中之一的方式：提问的方式来教学写作，先设置几个问题，让学生回答，然后将答语运用相关的连词串起来，再在必要的地方添加一些句子。What sports do you like? What’s your favorite sport? Why? How often do you do it? Who is your favorite player? Why do you like him /her?
【设计说明】目的是教会学生一种通过提问方式来写作的技巧。
Step ，读本话题，了解与运动有关的内容，完成表格的要求：
Name What sports Why How often With
whom Looks Personality Dream
【设计说明】也可采用表格的形式列出，使学生思路清晰，目的明确。
Step
引导学生讨论：Do you like doing sports ? Why?
当大部分学生都持肯定观点时进一步思索，What’s your favorite sport ? Why? How often do you do it? Who is your favorite player? Why do you like him/her?
【设计说明】通过讨论为下面事实写作埋下伏笔，提供铺垫。
Step .
教会学生运用提问的方式来写作的格式，同时提供关于运动、选手和原因的一些
精彩句子，为学生写作提供素材。
【设计说明】培养写作能力，提供写作素材。
Step . 提供写作标准
要求学生根据这个标准，修改自己的佳作.
(1)Do you use the tense ，spelling ，punctuation ，Capitalization correctly?
(2)I s your composition complete ?
(3)Is your composition coherently(连贯地)written?
(4)Can you describe it clearly ?
(5)Are there any complex sentences in your composition?
【设计说明】目的是通过自改，有助于他们提高书面表达中的语言准确性，提高
了学生通过自己独立思考，来解决问题的能力。
Step the writing.
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。 【设计说明】目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，
指导学生多模仿好文章的优点。
八、教学反思：
通过这一系列的活动，充分调动了学生的动手，动口，动脑，以及协同工作能力，让他们得以全身心地投身于老师所安排的各项活动要求中，并能在活动中发现自我，表现自我。从而真正达到了寓教于乐的教学效果。这节课后，绝大部分学生能够通过写作方式之一提问的方式来写作，并能自如地运用be going to + do sth.
句型。
就整节课而言，有两个精彩片段更值得与同行们分享。使用brainstorming培养学生在英语写作中自主学习的能力。1.围绕话题：“ My Favorite Sport ”进行Brainstorming。2.当学生完成careful reading之后，围绕话题：My Favorite Sport
教师通过两个问题进行引导。
①Do you like playing soccer? Why?
②What’s your favorite sport?
当然，任何事物都有两面性。虽然这节课不失为一节成功的英语课，但它也有值得改进的地方。一方面，学生在小组合作过程中有一部分学生不开口，做享其成。这时就要老师进行适当的调整学生，力求做到每个小组中都有优等生、中等生、学困生。另一方面，由于一部分学生的胆怯害羞心理，他们说话比较轻，以至于部分同学听不到或者听不清，从而造成课堂的暂时紊乱。这就要求教师多鼓励学
生，不时的帮助学生克服胆怯害羞心理，大胆开口。
总之，写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养，只要我们思想上重视，训练方法得当，经
过初中三年持续有效的训练，定能达成《2011版新课程标准》中的要求，从而为学生进一步学好英语打下扎实的基础，为学生在中考中取得满意的成绩。
一、背景知识介绍。
书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有分(满分为12分)。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。
二、教学过程。
活动：通过听一首英语歌：“The more we get together, the happier we‟ll be.”目的是活跃气氛，为引出今天的话题做准备。
①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。]
②根据下列所给提示介绍你的朋友(四人一小组活动)。 ⑴Name and age. ⑵Where he / she comes from subject? ⑶What he is? ⑷What his / her friend? ⑸looks(外貌) ⑹personality(性格) ⑺His / Her dream ⑻……
通过提问，How can you know your friends, if you haven‟t seen each other for a long time? 联系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。
，读两则广告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she…
引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。
. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。
. 提供写作标准
要求学生根据这个标准，修改自己的e-mail.
1. Do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?
2. Is your e-mail complete(完整的)?
your e-mail coherently(连贯地)written?
you describe yourself in a concise(简洁的)way?
there any complex sentences(复合句)in your e-mail?
目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。
the writing.
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
三、本堂课中的精彩片段。
就整节课而言，这无疑是一堂令人喝彩的课，无论是从学生参与课堂实践的积极性来看，还是从学生出色完成教师布置的任务后而展示的成果来看，都给听课的老师留下了一种意犹未尽的印象。而我自己觉得其中有两个精彩片段更值得与同行们分享。 ☆使用
brainstorming培养学生在英语写作中自主学习的能力。 Brainstorming 这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型会议的组织形式，让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点，并以此诱发集体智慧，激发学习者创意与灵感的学习方法。在英语课中的 pre-writing阶段，使用brainstorming对促进学生的自主学习，发展学生写的能力起着积极的促进作用。
Brainstorming在本堂写作一课中的应用实例。
1.围绕话题：“friends and friendship”进行Brainstorming。教师使用web-spider在黑板的一侧写下学生能够想到的单词、词组和句子， friends and friendship 结合学生思维一下子开阔起来，下面是学生讨论后呈现出来的词和短语：good friends, boy friends, girl friends, pen friends, friends are important, my friends are handsome/ugly, I want to make friends with you, friends in need are friends indeed…. 在这个阶段，教师引导和鼓励学生积极参与讨论，并把每个学生的发言要点写在黑板上，出现有个学生用英语表述“患难之交才是真正的朋友”对允许其先说出中文，然后向全班同学或老师求助。
2.当学生完成careful reading之后，围绕话题：Write an email to one of the e-pals. 教师通过两个问题进行引导。 ①Do you like to write an e-mail to Mary or Jack? Why? ②What will you write in your e-mail? 让学生进行小组活动，互相启发，把双方的想法清晰化和条理化，并用英语口头表述出来。我把学生讨论的结果通过投影形式展现出来。 ⑴ I want to make friends with Jack because I like playing basketball too. ⑵ I want to make friends with Mary because she is a girl. ⑶ I want to make friends with Jack because I can visit his country. ⑷ I want to make friends with Jack because he is very handsome …. 至于第二
个问题，学生想到的就越多了：I will tell him/her about my family, my hobby ,my interests, my good friends ,my hometown, my study, my teachers, my dream, my QQ number and my telephone , my school… 下面是Brainstorming 之后一个学生写出的短文。 Dear Mary, My name is Gu Bo. I „m a 14-year-old girl
四.反思评价
写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养。因此，盲目的训练往往多做无用功，我们必须在平时就十分注重方法与技巧。
1 注意多种训练方法相结合。与任务(task)相结合。有目的的写作常能更好地调动学生的积极性，所以在培养学生这方面的能力时，应尽量与教学的多种任务相结合，而不是纯粹布置一篇作文。贯穿这节写作课的也是一系列的任务： Activity1: Write out some words, phrases and sentences about friends and friendship. Activity2: Please introduce your friend to us. Activity3: Read the two ads(广告). Get to know Mary and Jack Activity4: Write an e-mail to Mary or Jack 组织多样的小组活动。新世纪中，我们很重视培养学生的合作精神，而小组活动就是培养其合作精神的捷径。这堂写作课中在pre-writing时采取二人小组活动，四人小组活动，组织学生在小组活动中共同完成教师呈现的任务，从而降低其难度，使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。如资料、信息的搜集，材料关键点的把握，文章完成后的修改等。
2平时注重解题技巧的养成：
1. 准备工作
①.仔细审题，明确要求。罗列题目所提供的信息，然后认真分析，审清题意后，把要求表达的各个要点按顺序和层次一一列出。
②.紧扣要点，寻求思路。草拟一个提纲，按时间、空间或逻辑顺序，确定开头，再围绕这一顺序，周密选词、选句，并拟好如何结尾(可适当发表自己的观点)。
2. 写作之中
①.开门见山，紧扣主题。如写参观农场的日记，就可用“Last Sunday we visited the West Hill Farm.” 直接说明时间及地点。如写的是关于度假的，则可以“We had a happy holiday in Jiaxin last Sunday.” 来开头等等。
②.语言正确，规范地道。尽量使用学过的、最熟悉也最有把握的句型、结构，应尽量避免中国式英语。要养成正确运用标点符号的好习惯，切忌一点到底的错误方法。(I spent 10 yuan buy the book. He by bike to school.)
③.重短轻长, 就易避难。重短轻长——写短句忌长句，由写简易句子开始，即“主语(谁)谓语(做/是)宾语/表语(什么)，应尽量写出自己最有把握，最熟悉的句子，避免写长句，以写正确、通顺为最基本要求。就易避难——多用简单句少用复合句，首先在写好简单句的基础上然后可逐步过渡到较为复杂的复合句，例如用when, before等连词引导的从句。整个句子越长，出错的可能性就越大。
3.成文之后鼓励学生学会批改自己的习作。
①.一般语法项目的检查——英语中的人称、时态、单复数、习惯用法等都是非常重要的，即使在朗读中好像全理解，但在动笔的实践中就往往出错。
②.注意语序——英语中的疑问句、感叹句和宾语从句都是通过语序的变化来构成和体现的，不注意会出现错误和意义上混淆。
③.符合习惯——说英语的国家有自己民族的文化、习俗、情感、思维方式、生活习惯等。受母语思维定式的影响，应避免在练笔当中受母语的干扰，要注意语言表达地道。例如汉语“我的工作很忙。”就不能用英语My work is very busy. 来表达，而应当说I‟m very busy with my work.又如：有的同学在表达很常用的“我很喜欢它”时，会说“I very much like it.”, 而其正确表达应是 “I like it very much.”
④.书写规范，卷面整洁。卷面不整洁，使人无法看清你写的究竟是什么，那么就可能按错处理。所以在写时，如时间允许，应先打草稿，修改后再抄清楚。
总之，只要我们思想上重视，训练方法得当，经过初中一年年持续有效的训练，定能达成《课程标准》中的要求，从而为学生进一步学好英语打下扎实的基础，为学生在中考中取得满意的成绩。
例如，学习了新目标八年级Unit3之后，我就要求学生仿写My Parrot/Rabbit/Dog….”等写宠物的文章。我结合范文结构和要求仿写的文章的信息,将学生喜欢的或在写作中可能用到的内容找出来,有选择地设计到表格中,设计出类似于以下表格提纲,让学生根据图表信息仿写。
通过仿写，既可以帮助学生了解和掌握教材中不同体裁文章的写作特点和技巧，又可以帮助学生巩固文中的词语、短语和句型，提高他们在具体篇章中综合运用基础知识的能力.
初中英语写作课教学案例二(making friends)
背景知识介绍。书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对湛江市中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在柳市镇一中进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于新目标九年级第一单元的“Reading and writing”。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。二、教学过程。
活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”引出上课主题。
Step ①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。] ②根据下列所给提示介绍你的朋友(四人一小组活动)。
⑴Name and age.
a thirteen-year-old boy/girl, at the age of thirteen
⑵What are his/her hibbies?
like swimming best,fish is her/his favourite hobby
⑶What he is?
⑷Who are his / her friends?
⑸appearance(外貌)
tall, short, of meidum height, have long/short/curly hair, wear glasses
⑹personality(性格)
quiet,shy,outing,creative, confident, energetic, friendly
⑺His / Her dream
Being an engineer is the only thing he would like to do
achieve/realize one’s dream
⑻„„
通过提问，How can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。
，读两则广告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she„
引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。
. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。
. 提供写作标准
要求学生根据这个标准，修改自己的e-mail.
1. Do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?
2. I s your e-mail complete(完整的)?
your e-mail coherently(连贯地)written?
you describe yourself in a concise(简洁的)way? there ancomplexy sentences(复合句)in your e-mail?
目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。
the writing.
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
