A paragraph about describing a person with using showing and telling

英语八上期中作文万能句Paragraph 1: Expressing Interest.You know, I've always been fascinated by the way different cultures celebrate their festivals. Like, the Dragon Dance during Chinese New Year is so vibrant and energetic!Paragraph 2: Sharing an Experience.Remember the time we went hiking together? That view from the top of the mountain was breathtaking! I still talk about it with my friends.Paragraph 3: Describing a Person.My best friend is the most caring person I know. She's always there for me, no matter what. Her smile can brighten up the darkest day.Paragraph 4: Expressing an Opinion.I think technology has both its pros and cons. It'sgreat for connecting with people, but it can also be a distraction. Balance is key.Paragraph 5: Recalling a Memory.Those summer days at the beach were so carefree. The sound of the waves, the smell of the sea, and the feelingof sand between my toes – it's like a dream come true.Paragraph 6: Making a Suggestion.Why don't we try a new recipe for dinner? I found this one online and it looks delicious! It's got all ourfavorite ingredients.Paragraph 7: Expressing Emotions.I was so excited when I heard about the school trip to the zoo. I love animals and this is going to be so much fun!。

人教版英语八年级第一次月考作文预测下册全文共6篇示例，供读者参考篇1Uh oh, the first monthly exam for 8th grade English is coming up soon! I'm a little nervous because writing essays in English is still pretty hard for me. But I've been practicing a lot and paying close attention in class, so I think I have a good idea of what kinds of topics might show up on the exam.First off, I bet there will be a question about describing someone's personality. We just learned all the vocabulary words for different personality traits like "outgoing", "shy", "patient", and "hot-tempered". The exam probably wants us to use some of those new words to describe a friend or family member.For example, it might say "Write a paragraph describing your best friend's personality. Use at least 3 personality adjectives and give examples to support your descriptions." If I got that prompt, I would write something like:"My best friend Xiaoming has a very easygoing and cheerful personality. He is outgoing and loves making new friends. Whenever a new student joins our class, Xiaoming is the first oneto introduce himself with a big smile. He is also very patient. I've seen him helping younger students with their math homework for over an hour without ever getting frustrated. However, Xiaoming can sometimes be a little disorganized. His bookbag and bedroom are always really messy! Overall though, his friendly and caring personality is what I admire most about him."Another topic I think could appear is writing about a special day or memory. Maybe it would say "Write about a memorable day or event from your life. Describe what happened and why it was meaningful to you." For a prompt like that, I would write about the time I got my first pet hamster:"One day that really sticks out in my memory is my 9th birthday. That was the day my parents surprised me with my very first pet hamster! I had been begging them for a hamster for months, so when I unwrapped the little plastic ball with "Nibbles" inside, I was overwhelmed with joy. Nibbles was a tiny golden hamster who loved exploring every nook and cranny of his cage. Watching him stuff his cheeks with sunflower seeds and run on his squeaky wheel always made me laugh. Caring for Nibbles taught me important lessons about responsibility too. I had to remember to clean his cage every week and make sure he always had fresh food and water. Nibbles was my best little furry friendfor three wonderful years before he passed away. Getting him as a surprise on my 9th birthday is a special memory I'll never forget."The exam might also have us write about our hobbies or free time activities. A question like "What are your favorite hobbies or activities? Why do you enjoy them?" would be pretty straightforward for me to answer. I would say:"Two of my biggest hobbies are reading novels and playing badminton. I've loved reading from a very young age. Getting lost in the pages of a exciting fiction book is one of my favorite ways to relax and stimulate my imagination. My all-time favorite book series is Harry Potter because of its rich fantasy world and endearing characters. I also really enjoy the fast-paced sport of badminton. It's an incredibly fun way to stay active while improving skills like hand-eye coordination and strategizing. Whether I'm reading a book or rallying on the badminton court, I always get a feeling of peaceful happiness and satisfaction."One other idea I can think of is describing a person who inspired or impacted you in some way. The exam may ask "Who is someone you admire or look up to? How have they influenced or inspired you?" For a question like that, I might write about my grandfather:"The person I admire most is my grandfather. Even at 75 years old, he has more energy and optimism than most young people! Despite growing up in a very poor family, he never let poverty be an excuse for not working hard. He put himself through university and had a successful career as an engineer. What inspires me most about my grandfather though is his lifelong commitment to helping others. For the past 20 years, he has volunteered at a local soup kitchen every single week. He always greets the homeless guests with a warm smile and makes sure they have enough food to eat. My grandfather once told me 'The greatest gift you can give is kindness freely given.' His words and selfless actions motivate me to be a kind and giving person as well. I hope that when I'm his age, I can look back on a life of helping those in need just like my grandfather."Phew, writing out practice essays has me feeling a lot more prepared! I guess we'll find out soon what the real exam prompts are. Wish me luck!篇2My Awesome Summer Vacation!Hi friends! Summer vacation was so much fun this year. I had an awesome time doing all sorts of cool activities and adventures. Let me tell you all about it!First up, my family went on a big road trip! We packed up the car and hit the road, driving all the way from our home city to the beach. It took forever, like a whole day of driving, but it was worth it when we finally made it. The beach was beautiful with soft golden sand, bright blue ocean waves crashing against the shore, and tons of seagulls flying around squawking loudly. We stayed in a cute little beach house right by the water. Every morning I could hear the soothing sound of the waves from my bedroom window. So peaceful!At the beach, I spent hours playing in the sand and swimming in the salty ocean. I tried boogie boarding for the first time and wiped out a bunch, getting knocked over by the big waves. It was hilarious and I couldn't stop laughing! I also went snorkeling and saw so many cool tropical fish and coral reefs under the crystal clear water. My mind was blown by all the amazing sea creatures.One day, we took a boat tour out into the open ocean to go whale watching. It was unbelievable seeing those massive whales breaching and spouting water up into the air. They werehumongous, like bigger than a bus! Our guide taught us all about the different whale species and their behaviors. I'll never forget that awesome whale watching adventure.After the beach, we drove to the mountains for some camping and hiking. Sleeping in a tent under a canopy of bright stars was such a fun experience. We cozied up in our sleeping bags, roasted s'mores over the campfire, and listened to the relaxing sounds of nature all around us. During the days, we went on long hikes through the forest, climbing up and down the trails. The views from the mountain tops were breathtaking - we could see for miles and miles in every direction. I felt like I was on top of the world up there! We even went whitewater rafting down a rushing river, hanging on tight as our raft bounced through the choppy rapids. Totally wild but so thrilling!On the way back home, we stopped at a really cool science museum in a big city. They had all kinds of awesome exhibits on space, dinosaurs, the human body, physics, and more. I could've spent days exploring everything there was to see and do. My favorite was the immersive earthquake simulation - the whole room started violently shaking like a real earthquake was happening. Scary but amazing! I learned so much mindblowing science facts.Those are just some of the highlights from my super awesome summer vacation. Between the beach, camping, hiking, museums and all the adventures in between, it was definitely one I'll never forget. I can't wait for next summer so I can make more incredible memories! Staying home is nice, but getting out to explore the world and try new things is where the real fun happens. This summer was epic!So what did you all do for your summer vacations? I want to hear all about your adventures too! Let me know in the comments. :)篇3My Predictions for the PEP 8th Grade English Monthly Exam Essay TopicsHey guys! You know the first monthly exam is coming up soon for our PEP 8th grade English class. I was thinking about what kind of essay prompts might be on the test. I tried to make some smart guesses based on the units we've covered so far this semester. Maybe my ideas will help you prepare!First off, I'm pretty sure at least one of the prompts will be about traveling somewhere. We just finished Unit 4 which was all about different travel experiences. The textbook had really coolarticles about skiing in Switzerland, exploring ancient ruins in Egypt, and even taking a road trip across America. Those would all make good essay topics for us to write a narrative about an imaginary travel adventure.For example, the prompt could be something like "Write a story about a trip you took to an interesting place. Describe what you did, what you saw, and how you felt during the journey." For a prompt like that, I would pick a famous location I've always wanted to visit, like the Pyramids of Giza in Egypt. Then I could use lots of descriptive language to paint a picture in the reader's mind of approaching those massive, ancient structures and feeling the sense of history all around. Maybe I would write about touring inside one of the pyramids and discovering hidden treasures! A travel writing prompt gives you a chance to let your imagination run wild.Another likely topic is describing a person who is important to you. We spent a lot of time in Unit 3 reading biographies and autobiographies about influential people's lives. So an essay question could be "Write about a person you admire and explain why they have made a positive impact."If I got an assignment like that, I would probably pick my grandpa as the subject. He has always been really wise, kind, andhard-working. I could give specific examples of times when his advice helped me, or when I saw him put in long hours at his job to provide for our family. Describing his personality traits like his patience and sense of humor would make him sound like a great role model.Of course, no English exam would be complete without at least one creative writing prompt. We learned a ton of vocabulary for describing different emotions and personality types in Unit 2. So I wouldn't be surprised if a prompt asked us something along the lines of "Create a fictional character and describe what they are like, how they think, and how they feel about something important to them."For a creative writing prompt like that, I would try to come up with a unique character that doesn't just feel like myself or someone I know. Maybe I would write about a grumpy old man who acts tough but is actually really lonely inside. Or I could do a character who puts on a confident, happy mask for the world but is troubled by low self-esteem. The best fictional characters are ones that seem complex and realistic, with a mixture of strengths and flaws. Using lots of those new emotion words we learned would help bring them to life.Finally, I'm guessing there will be one prompt asking us to express and support our opinion on an issue. Back in Unit 1, we read persuasive pieces that defended different viewpoints with logic and evidence. An opinion prompt might say "What is your stance on banning all vehicles from city centers to reduce pollution and congestion? Explain your reasoning."For a question like that, I would need to carefully lay out both the pros and cons of car-free city zones. A good argument explores multiple perspectives before stating your thesis. I could talk about how banning cars would lead to less air pollution, noise, and traffic jams. But I'd also have to address potential downsides like making it harder for people to get around, especially the elderly or disabled. Maybe I would suggest a compromise solution, like only allowing zero-emission electric vehicles in city centers during certain hours. The key is using clear examples and logic to persuade the reader of your viewpoint.Well, those are my top predictions for the types of writing prompts we may see on the big test! Of course, this is just my guess. Our teacher could surprise us with something totally different. But if I had to bet, I'd say we'll get a travel writing narrative, a biographical description of someone influential, acreative fiction piece developing a character, and a persuasive essay on a controversial topic.No matter what prompts actually appear, as long as we really understand the examples from each unit, we should have plenty of vocabulary, grammar, and writing strategies to handle anything that comes our way. Just try to relax, do your best, and pour your creativity onto the page. Good luck, everyone! Let me know if my predictions end up being right or not. I'll see you all in class!篇4Hooray, It's Time for the First Monthly Test Essay!Hey guys, can you believe we're already halfway through 8th grade? It feels like just yesterday we were nervously walking into the middle school building for the first time. But now, we're the cool older kids that all the 6th graders look up to. How awesome is that?Anyway, I'm getting a little off track here. The real reason I wanted to chat with you all today is because our first monthly test of the second semester is coming up soon in our English class. I don't know about you, but I'm both excited and a teeny bit nervous for the essay portion.You know how much I love writing though, so I've been putting on my thinking cap to try and predict what kind of essay prompt we might see. I asked Ms. Roberts for some hints, but you know how she is - no spoilers! She just grinned and told me I'd have to wait and see. Typical teacher move!Since she wasn't any help, I've been going back through all the units we've covered so far to look for clues. I have a few ideas about what the essay could be about, but of course I could be way off base. Either way, it will be good practice to get my thoughts down on paper (or I guess computer screen is more accurate these days!).My first prediction is that the essay could be about our roles and responsibilities at home, school, and in the community. We just finished that unit on civic duties and ways we can all pitch in to make our town an even better place. Maybe we'll have to write a persuasive essay convincing people our age to volunteer more or do community service projects.Or perhaps they'll ask us to discuss our own responsibilities and chores at home. I could see the prompt being something like "What are your roles and duties as a family member? Why is it important to help out around the house?" That would be a pretty straightforward topic to write about.Another possibility I've considered is that the essay might be related to the environment and conservation unit we just wrapped up. Environmental protection is such a hot topic right now, so it would make total sense for the test essay to cover those themes. Like maybe "Describe three major environmental problems today and what steps we can take to solve them." Or "Explain why it's crucial for individuals to reduce waste and practice eco-friendly habits."Those topics would be pretty interesting to write about, but they'd also require a good amount of background knowledge and examples. We'd need to make sure to really show off everything we learned about carbon footprints, renewable energy, pollution, and all those other issues we discussed. It would be a challenge but also a great way to prove our mastery of the subject matter.Hmm...what other topics could the essay cover? Well, we did spend quite a while on that unit about diet, nutrition, and healthy lifestyles. A prompt about making smart food choices or the importance of daily exercise wouldn't surprise me at all. A "Write a letter to your future self about your goals for developing lifelong healthy habits" essay could be kind of fun and creative too.Okay, okay, I'll admit that was probably a bit of a reach. Those health topics seem like they were more towards the beginning of the semester. For the big test, the essay will probably pull more from the more recent units we've covered.Oooh, you know what? I just had another thought! What if the writing prompt is about our future career goals and aspirations? The unit on different professions and occupations was super fascinating to me. I'd be totally excited if I got to write an essay imagining where I'll be 10 or 20 years from now and what awesome job I might have. Although part of me is also low-key terrified about having to plan out my entire life already at 13 years old!Those are just my initial predictions based on the content we've learned so far. But who knows, maybe the essay question will be something completely off-the-wall that none of us were expecting. Wouldn't that be just like a teacher to throw us a curveball?Well, no matter what the prompt ends up being, I'm sure we'll all be prepared. We've been working so hard on our English skills all year - reading comprehension, grammar, vocabulary, you name it. Most importantly, all the practice writing differenttypes of essays, like argumentative, expository, and narrative, has really helped get us ready.When it's time to put pen to paper (or fingers to keyboard?) on test day, we'll be able to approach that essay prompt with confidence. Just think about your outline, have a clear thesis statement, back up your points with lots of specific details and examples, and be sure to wrap it all up with a thoughtful conclusion. Piece of cake!Honestly, I'm definitely a lot more excited than nervous at this point. Writing the first monthly essay test is just another opportunity for us to show off our amazing English skills and keep leveling up. We've got this!So get ready, study up, and let's ace this essay! Then we can all celebrate by grabbing ice cream and patting ourselves on the back for a job well done. Bring it on, second semester - we're ready for you!篇5Hi! My name is Lily and I'm in 8th grade. My English teacher just told us that for the final exam, we'll have to write an essay. I'm kind of nervous because writing essays in English is hard! ButI've been studying really hard from our textbook, so I have some ideas about what topics might show up on the test.One topic that will probably be an essay question is about our hobbies and free time activities. In Unit 6, we learned a ton of vocabulary words related to hobbies like reading, hiking, skateboarding, and collecting things. We also practiced writing sentences describing our favorite hobbies using phrases like "In my spare time, I enjoy..." and "My biggest hobby is..." For the essay, we might have to write a few paragraphs introducing ourselves and talking about the hobbies we have.Another section that's definitely going to be on the exam is Unit 7 about holidays and celebrations. There were so many new words to learn like "festival", "occasion", "get-together", and the names of holidays in different cultures. We did speaking exercises comparing holidays like Christmas and Lunar New Year. For the essay prompt, maybe we'll be asked to pick one holiday and describe its traditions, food, and activities in detail. That would be a good chance to use all the vocab and phrases we practiced.Unit 8 was all about shopping, so I wouldn't be surprised if we get an essay question related to that topic too. We learned words for different stores, items you can buy, and phrases forbargaining and paying. Perhaps the essay will be a story about a shopping experience we had - like a descriptive narrative of a fun trip to the mall with friends. Or it could be an informative essay explaining the process of how to be a smart consumer.Personally, I'm hoping there's an essay about travel and tourism from Unit 9. That was my favorite unit because I really want to be a traveler when I'm older. We read passages about famous destinations and learned journey-related vocabulary like "depart", "overnight stay", "scenic route", etc. Maybe the essay prompt will be about describing our dream vacation spot and travel itinerary. I could write all about wanting to go on an adventure to explore ancient ruins or dive in beautiful coral reefs!The last unit we covered was on common idioms and expressions, like "piece of cake" or "a writer's block". While it might seem random, I could see them including an essay where we have to use those idioms correctly in practice sentences. That would definitely make the writing more challenging!No matter what the actual essay topic ends up being, I'm going to make sure I:Have a clear introduction, body, and conclusionUse transition words and phrases to connect ideasInclude examples, details, and explanations for clarityCheck my spelling, grammar, and punctuation at the endI've been working so hard on improving my English writing skills all year, so I just need to stay focused and do my best on the exam. Wish me luck! Those are my predictions for what the final essay prompts could be about. I'll find out soon whether I was right or not. Let's hope all my studying pays off!篇6My First Monthly Exam Essay PredictionsHi friends! I wanted to share my thoughts on what the first monthly exam essay topics might be for our second semester 8th grade English textbook. I've been studying the units we've covered so far and I have some ideas!Unit 1 was all about festivals and celebrations. I think we could definitely see an essay question related to this unit. Maybe something like "Write about your favorite festival or celebration and why it is meaningful to you." Or they could ask us to compare and contrast celebrations in China with celebrations in other countries.For Unit 2 on outdoor activities, I'm picturing a question where we have to describe our favorite outdoor hobby or sport. They may want us to explain why we enjoy that activity and maybe discuss the benefits of being active outside. An alternative could be writing about an outdoor adventure or trip we went on.Then in Unit 3 we learned about international tourism. A potential essay topic could be "If you could travel anywhere in the world, where would you go and why?" For this one, we'd need to describe the location, explain what appeals to us about it, and maybe mention any cultural attractions or experiences we'd like to have there.Unit 4 covered giving advice and making suggestions. An essay question could be something like "Give advice to a friend who is struggling with a problem. Explain the problem and provide suggestions for how they can improve their situation." We'd have to use lots of phrases for giving advice that we learned.Unit 5 was about inventions and discoveries. Maybe they'll ask us to "Describe an important invention from the past or present and how it has impacted people's lives." Or we could get a question like "If you could invent anything, what would it beand why?" Those would let us show what we learned about inventions that changed the world.So those are my predictions for the first exam essay section! Of course, the actual questions could be totally different. But I tried to think of topics related to each unit that would let us practice the language and writing skills we need to demonstrate. No matter what the questions end up being, as long as we review our notes and examples, we should be prepared.I'm a little nervous about the exam, but also excited to show off what I've learned this semester! Writing has always been one of my favorite parts of English class. Just getting my thoughts down on paper (or computer screen I guess!) helps me process everything. And essays let me be creative while still following a structure.My biggest challenge is probably going to be making sure I have enough specific details and examples in my body paragraphs. I sometimes get lazy and just write general statements instead of developing my ideas fully. But I'll be paying extra attention to that while studying!Another tricky part is using a good variety of vocabulary and sentence structures. It's so easy to keep repeating the same basic words and patterns. I need to remind myself to integrate moredescriptive adjectives, supplemental adverbial phrases, and complex sentences with clauses. Showing off our higher level language is important for scoring well.Time management during the exam will also be key. I have a bad habit of spending too long on my introduction paragraph trying to make it perfect. Then I end up rushing the body paragraphs and conclusion. This time, I'll plan to just write a simple intro to start, and go back and refine it later if I have time. The meat of the essay is most crucial.Well, I've rambled on enough with my thoughts! Thanks for reading, and I hope these predictions are helpful to you as well. We've got this upcoming exam...it's just another step towards becoming amazing English writers and communicators. Let's encourage each other and do our best!。

英语读写教程参考答案Unit 1: Greetings and Introductions1. Vocabulary Exercise:- Greet: to say hello to someone as a sign of politeness. - Introduce: to present someone to others, often with a brief description.- Acquaintance: a person known slightly or casually.- Formal: characterized by adherence to traditional or established usage, methods, or rules.- Informal: not formal; relaxed and casual.2. Reading Comprehension:- The passage discusses the importance of greetings in social interactions and the differences between formal and informal greetings.- According to the passage, a handshake is a common formal greeting in many cultures.- The passage suggests that informal greetings can include a wave, a nod, or a simple "hello."3. Grammar Focus:- The present simple tense is used to describe habitual actions or general truths.- The present continuous tense is used to describe actions happening at the moment of speaking.4. Writing Task:- Write a short paragraph introducing yourself to a new classmate.- Include your name, where you are from, and your interests.Unit 2: Describing People1. Vocabulary Exercise:- Attractive: pleasing in appearance.- Intelligent: having a high level of mental ability.- Ambitious: having a strong desire and determination to succeed.- Humorous: having or showing a sense of humor.2. Reading Comprehension:- The article describes the qualities that people often find attractive in others.- It suggests that physical appearance is not the only factor in attractiveness.- The article emphasizes the importance of personality traits such as kindness and a sense of humor.3. Grammar Focus:- Adjectives are used to describe nouns.- Comparative adjectives are used to compare two things, while superlative adjectives compare three or more.4. Writing Task:- Write a short paragraph describing a person you admire. - Use adjectives to describe their physical appearance and personality traits.Unit 3: Daily Routines1. Vocabulary Exercise:- Routine: a sequence of regular actions.- Schedule: a plan for carrying out a process or procedure. - Morning person: someone who is more active and alert in the morning.- Night owl: someone who prefers to stay up late.2. Reading Comprehension:- The text describes the daily routines of different people.- It highlights the importance of having a balancedroutine for physical and mental health.- The text suggests that everyone's routine is unique and should be tailored to individual needs.3. Grammar Focus:- The present simple tense is used to describe daily routines.- Adverbs of frequency (e.g., always, usually, sometimes) are used to indicate how often an action occurs.4. Writing Task:- Write a short essay describing your daily routine.- Include details about your morning, afternoon, and evening activities.Unit 4: Travel and Holidays1. Vocabulary Exercise:- Destination: the place to which someone is traveling.- Itinerary: a detailed plan of a journey or trip.- Souvenir: a keepsake or reminder of a place visited.2. Reading Comprehension:- The passage discusses the benefits of travel forpersonal growth and cultural understanding.- It describes various types of holidays, such asadventure holidays and beach holidays.- The passage advises on how to plan a trip, including setting a budget and researching the destination.3. Grammar Focus:- The future simple tense is used to talk about futureplans and events.- Modal verbs (e.g., can, will, might) are used to express possibility or ability.4. Writing Task:- Write a short essay about your dream holiday destination. - Describe what you would do there and why you would liketo visit.Unit 5: Food and Cooking1. Vocabulary Exercise:- Recipe: a set of instructions for preparing a particular dish.- Ingredient: a component or part of a mixture.- Appetizer: a small dish served before the main course tostimulate the appetite.- Dessert: a sweet course usually eaten at the end of a meal.2. Reading Comprehension:- The article explores the cultural significance of food in different societies.- It explains the process of cooking, from selecting ingredients to preparing a dish.- The article encourages trying new recipes and experimenting with flavors.3. Grammar Focus:- The imperative mood is used to give instructions or commands.- The passive voice is used when the focus is on the action rather than the doer of。

总课题 9A Unit 6 Detective stories 总课时 10第1 课时 课题Comic strip & Welcome to the unit课型新授教学目标知识目标1. To understand clues about a crime.2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect. 能力目标 Describe a person情感目标Learn to tell a good man from a bad man教学重点 V ocabulary about describing a person 教学难点 Learn to describe a man 课前预习Preview the new words and phrases教 学 过 程 教 师 活 动 学 生 活 动备课札记Step1. warm-up Ask:What do you want to be when you grow up? Why? Do you think of being a detective when you grow up? (Give your opinions to be or not)Do you know something about the things about detective stories? etc. Step2. welcome to the unitExplain the context. This is a detective’s report. Everyone wants to make sure who the murder is , so let the Ss read the profiles of every suspect in Part A Discuss in groups of four and guess who is the murder. Ask some students to stand up to say who the murder is .and give out the reason, sent the best drawer to draw out the murder onthe blackboardTalk about their own dreams and give the reasons Discusssomethingabout detectiveDiscuss and guesswho is the realmurder看侦探方面的故事是很多学生所喜爱的事情,所以这话题很容易引起他们的兴趣教 学 过 程 教 师 活 动学 生 活 动备课札记Compare which team is the best group. Underline some words and phrases about describing a person’s appearance.Step 3. Practice Still in groups, learn to describe their own friends’ appearance, using the phrases they learned.Have a speech, choose the best speaker and give him some prize.Step 4. comic stripes Give a listening taskAfter learning some vocabularyabout describing a person, try to describe a friend of theirs by themselvesListen to the tape and 让学生了解如何用英语去描述一个人Questions:1.Why is Eddie dressed like a detective?2. What is he really looking for?Play the tape for the Ss to catch the answers.Act the dialogue out in pairDiscussion :What do you think of Eddie? Do you like him?Point out the phrases:dress sb / dress upgo missingStep 5 TopicTalk about the topic of this unit and guess some vocabulary Learn about some famous detectives in the worldLearn to tell a detective story find sth about Eddie让学生认识到本单元的主题是侦探,预习并搜索相关的词汇与故事总课题 9A Unit 6 Detective stories 总课时 10 第2课时 课题Reading (A)课型新授教学目标知识目标1. To understand key vocabulary related to crime.2. Understand sentences as true or false by reading3. Know about the main meaning of the text.能力目标 To develop the students’ abilities of listening, speaking, reading and writing.情感目标have a sense of protecting yourself教学重点 Know something about the detective story by reading 教学难点 Learn some vocabulary about the crime 课前预习New words about this text教 学 过 程 教 师 活 动 学 生 活 动备课札记Step 1. Presentation1) Say: Good morning, everyone. First of all, let’s watch a part of a film.2 Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.) Step 2 Reading1. Say this film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal wit h the new words first. 2 skim and answer the following 3 questions: a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?Watch and feel the situation then learn the new words. 创设一案件的现场情景引入部分单词attacker,victim, andmurder教 学 过 程 教 师 活 动 学 生 活 动 备课札记3 ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake. a)The victim’s body was found in Valley Town. _____ b)The victim sold computer programs. _____ c)The victim worked in New Town, _____ d)It is possible that there was more than one ttacker. e)The victim had lots of enemies. _____ f)The victim was attacked with a gun. _____ g)The suspect is a short, fat man. _____ h)The police have arrested the murderer. _____ Readthetextcarefully again andlearn more about thetext.Make sure thelanguage points theycan’t understand.通过“情境导入—词汇教学——快速阅读—研读—分析疑难知识点”等环节激发学生的兴趣，引导学生掌握一定的阅读技巧，了解文章基本概况。

[必刷题]2024高一英语上册写作能力提升专项专题训练（含答案）试题部分一、选择题：10道1. 在英语写作中，以下哪个词组最适合用来表达“随着科技的发展”？A. With the development of technologyB. With the technology developingC. As the technology developsD. The technology develops2. 以下哪个句子使用了正确的比较级形式？A. He is taller than any other student in our class.B. She is more intelligent than her sister.C. The book is more interesting than that one.D. This puter is more expensive than that one.3. 在英语写作中，以下哪个词组可以用来引出原因？A. Because ofB. In order toC. As a result ofD. Due to4. 以下哪个句子使用了正确的倒装句结构？A. Only after he finished his homework did he go out.B. Never have I seen such a beautiful sight.C. Scarcely had she arrived when it started to rain.D. Not only did he speak English well, but also he wrote it fluently.5. 以下哪个句子使用了正确的强调句型？A. It is because of his hard work that he succeeded.B. It is him who is going to the party.C. It is the teacher who helped me a lot.D. It is a book that I bought yesterday.6. 在英语写作中，以下哪个词组可以用来表示“尽管”？A. DespiteB. In spite ofC. Because ofD. Instead of7. 以下哪个句子使用了正确的虚拟语气？A. If I were you, I would accept the offer.B. If I had known the truth, I would have told you.C. If it were to rain tomorrow, we would cancel the trip.D. All of the above8. 以下哪个句子使用了正确的被动语态？A. The window was broken the boy.B. The cake was eaten the children.C. The letter was written her.D. All of the above9. 在英语写作中，以下哪个词组可以用来表示“”？A. In conclusionB. To sum upC. In briefD. All of the above10. 以下哪个句子使用了正确的同位语从句？A. The fact that he didn't tell the truth disappointed us.B. The news that our team had won the game excited us.C. The rumor that the pany would go bankrupt worried the employees.D. All of the above二、判断题：5道1. 在英语写作中，使用过渡词可以增强文章的连贯性。

Lesson SixLife Beyond Earth1. Analysis of the text:(1) Paras. 1--2 the emergence of life(2) Para. 3 (transition) What else is alive out(3) Paras. 4--10 search for life(4) Paras. 11--23 search for intelligence(5) Paras. 24--42 Mars.(6) Paras. 43--45 Dyson's argument(7) Paras. 46--52 conclusionLesson SevenPart III. Analysis of the text:Para 1. From this opening paragraph we readers can learn a number of important things:(l) By saying "It goes a long way back, some twenty years," the author tells us that the story took place in the past.(2) The "I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story. As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3) Words like "I was looking for myself" and "I am nobody but myself" point out the central theme of the novel--searching for self-identity.Para. 2 This paragraph tells us a bit about the historical background against place. It also introduces a new character--the narrator's grandfather. On his deathbed, he said something that alarmed and puzzled the whole family.Para 3 This paragraph is about the tremendous effect of the grandfather's words upon thenarrator, Those words became a constant puzzle for him. As the old man said these words ironically, the boy couldn't understand him. Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4 It tells us about the setting of the battle royal. The narrator was to give his speech at a smoker in a leading hotel in the town. The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town. Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para. 5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who were to take part, who were "tough guys".Para 6 to 9 The main body of the battle royal incident is from Paragraph 4 to paragraph 9. It can be further divided into 4 subsections: the naked white girl's dance; the fight itself; the grabbing for the prize money; the narrator's speech. Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras. 10--28 They form the second subsection of the battle royal incident violent and brutal fight itself. Pay attention to the use of specific words narration realistic and vivid.Paras. 29--46 They describe how the white men further humiliated the black boys even after the battle royal was over. Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug. This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident. In this part the narrator finally got his chance to deliver his well-prepared speech. However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para. 91—94 They bring the story to a final end. The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV. Complete the exercise in the textPart V. Do some translation work.Lesson Eight4.How does the author develop the article?He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing. This technique of montage is used largely in cinema.For example:The 1981 conference and the author’s indecision—(flashback to 1925—1927) earlier life of Oppenheimer and his relations with Dirac—(back to 1981) the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981) meeting with Spender—(bringing the scene to 1996) concluding remarks.Lesson NinePart III. The analysis of the textPara 1. the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2. the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3. it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4. it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5. the author returns to his grandmother again. Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6. The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7. this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8. in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9. the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10. for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe. Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is abou t the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty. This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child. We can see the author accepts change and loss as facts of life. He neither denies nor defies them. Imagination helps him strike a balance between them. So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it. As a child Momaday took part in those events. By re-creating those scenes, he reminds himself of who he is.Part IV. Complete the exercise of the text。

上海牛津英语教案----9A9A Unit 1 Ancient Greece Reading – The night of the horse （1） (2)9A Unit 1 Ancient Greece Reading – The night of the horse （2） (3)9A Unit 1 Ancient Greece Grammar-The present perfect tense (4)9A Unit 1 Ancient Greece More practice-- Archimedes and the crown (6)9A Unit 2 Traditional skills Reading – Fishing with birds （1） (7)9A Unit 2 Traditional skills Reading – Fishing with birds （2） (8)9A Unit 2 Traditional skills Grammar—the Passive voice (9)9A Unit 2 Traditional skills More practice—some facts of tea (11)9A Unit 2 Traditional skills Revision (12)9A Unit 3 Pets Reading—Head to head (14)9A Unit 3 Pets Grammar---adverbs (15)9A Unit 3 Pets Writing-My favourite shop (17)9A Unit 4 Computers Reading-Computer facts (1) (19)9A Unit 4 Computers Reading-Computer facts (2) (21)9A Unit 4 Computers Grammar-Comparison of adj &adv (23)9A Unit 4 Computers Speaking (25)9A Unit 5 The human brain Reading-Memory (26)9A Unit 5 The human brain Reading-Memory (26)9A Unit 5 The human brain Grammar--Adverbial clauses (II) (28)9A Unit 5 The human brain Writing-Memory Corner (29)9A Unit 6 Detectives Reading --Protecting the innocent (32)9A Unit 6 Detectives Grammar: Using infinitives (34)9A Unit 6 Detectives Listening--Mrs White’s lost jewellery (35)9A Unit 6 Detectives Writing: A crime report (36)9A Unit 7 Escaping from kidnappers Reading: Comic strips (1) (37)9A Unit 7 Escaping from kidnappers Reading- Comic strips (2) (38)9A Unit 7 Escaping from kidnappers Grammar: Adjectives (39)9A Unit 1 Ancient Greece Reading – The night of the horse （1）Objectives:1.To understand the meaning of the key words in the text.2.To get further understanding of the context of the text3.To help the students realize the importance of thinking4.To improve students’ oral English and team spirit through activitiesFocus and difficult points:To enable the students to retell a complete historical eventProcedure:I. Pre-task1. Ask the students to look at the picture and the dialogue between Hi and Lo. Then answer the following questions:1)Where is Hi? What is Hi doing there?2)Does Hi think children who lived long ago were lucky? Why does he think so?3)From this cartoon, do you think that Hi likes learning history? Give your reasons.1.Introduce some famous landmarks in history. Ask the students to look at the picturesand guess which country they are in.Pyramid:Stonehenge:Parthenon Temple:2.Ask the students to brainstorm: what do you know about the story: the night of the horse?Then ask them to use their imagination to arrange the pictures in the correct order. II. While-task1. Ask the students to read the text and match the words with their English meanings. (C1,2)2. Ask the students to answer some extra questions.1) How long had the Greeks tried to capture the city of Troy?2) Did the Greeks take everything with them?3) Was it difficult for the Trojans to take the huge wooden horse into the city? Why or why not?4) Read Line 13,14, what do you think would the soldier say?5) How did the Trojans move the horse into the city?6) The Greek soldiers were caught by the Trojans, weren’t they?3. Ask the students to answer some questions. (D1)III. Post-task1.Ask the students to retell the story.2.Ask the students to think about the questions and discuss with their group members.1)What can we learn from the Greeks?2)What lesson can we get from the Trojans?IV. Assignment1.Read the new words and text fluently, and recite the new words.2.Finish the exercise on workbook.3.Finish the extra Ex.9A Unit 1 Ancient Greece Reading – The night of the horse （2）Objectives:To let students understand the text better and know some more words and expressions. To enable students to use the new language.Words and expressions:1.history – historical2.Greece – Greek; Egypt – Egyptian; Britain – British; America – American3.The soldiers came down the stairs—two at a time.1) down prep. Tears ran down her face.2) up prep. He went up the stairs.3) two at a time = He came down two stairs at a time.4.But the captain of the guards was no longer listening.no longer = not …any longer5.seconds later = minutes later6.look down at look up atlook down upon 瞧不起, 歧视7.The Greeks have tried for ten years to capture our city.1) the Greeks 希腊人姓氏的复数形式和民族名称前，表示全家和整个民族the Turners, the Wangsthe Chinese, the British, the Japanese2) capture our city = make our city their prisoner 占领我们城capture + 人/地点/动物/事物8.You don’t have to think.don’t have to = needn’t 没必要9.drag (用力而缓慢地)拖拉drag sth.drag sb. 硬拉，硬拖10.make jokes about 以……为笑柄，取笑play a joke on 开(某人)玩笑have a joke 开玩笑11.Everybody in Troy went to sleep, _____ the guards.A. includeB. includesC. includingD. included12.By midnight, the square was empty, except for the giant horse.except for 除了……之外区别： besides; except; except for13.The Greeks seized the captain.14.It had returned in the darkness.return= come back15.In one night, they succeeded in capturing it through a trick.succeed in doing sth.=be successful in doing sth.词性转换：succeed; success; successful; successfully重点句型16.It is so big that they couldn’t take it with them.so…that…如此……以致于……9A Unit 1 Ancient Greece Grammar-The present perfect tense Objectives:To have students know the rules of the present perfect tense.To let students express their feelings with the present perfect tense.Steps:I.The form.1) We can use the present perfect tense to talk about things that happened in the past, but are connected with the present. It is formed with has/have + the past participle form of the verb.2)Write down the present perfect tense for each conjugation.3)complete the sentences with have or have not, and suitable verbs.II. just, already and yet1) We can use just, already and yet with the present perfect tense.2) Read the conversation, put the verbs in the right tense, and add just, already or yet.III. ever and never1) We often use ever and never with the present perfect tense.IV. since and forWe often use since and for with the present perfect tense.V. have been to and have gone to1) There is an important difference in meaning between have been to and have gone to. Compare these two sentences about Mr Hu and Mr Luo who work in the same office.2) Complete the sentences below with been or gone.VI. Review exerciseComplete Ann’s diary by putting the verbs in italics in the present perfect tense and choosing the correct underlined words.I (1)__________________ (ever/just finish) reading a wonderful book. It’s the best bookI (2)__________________ (ever/never read). My friend Penny is reading it too. She(3)______________________ (not finish it/ already/yet), but she really likes it.I asked her, ‘(4)_______________________ (you/ever/already enjoy) a book so much?’ ‘No, I haven’t. I (5)_____________________________ (just/never read) such a good book,’ she replied.I love reading, and I (6)_______________________ (already/never start) another book. I t’s the first science fiction story I (7)_________________ (try for/since) a long time —(8)_______ (for/since) last year, in fact.Assignments:Do more exercises with what you have learned.9A Unit 1 Ancient Greece More practice-- Archimedes and the crown Objectives:1.To offer the students another chance to read stories in ancient Greece.2.To enlarge students vocabulary.3.To have students try to find information from a long text.Pre-reading1. Read the questions below and circle the correct answers.1)Which of these ancient countries was in Europe?2)When was ancient Greek civilization at its strongest in history?3)Which of these people lived in ancient Greece?4)What was Archimedes?5)Archimedes died in 212 BC. How long has he been dead?2. Ask students whether they know any stories about Archimedes or other famous ancient Greeks and let them discuss with their friends.3. Look at the picture, the title, the first and the last paragraphs of the story on page 14. Then decide whether the following statements are true or false.While-reading1. Find words to match these meanings in the story on page 14.2. Read the story again and decide whether the statements below are T(true) or F(false). If the story does not tell you about them, circle DK(Don’t know).3. Ask students to arrange the pictures in order, 1–9, as they happened in the story.Post-reading1. Pair work:Ask students to think about what Archimedes and his servant would talk about. Remember that Archimedes owns the servant; the servant is not his friend!2. More exercises.Assignments:1. Read the text twice.2. Try to memorize the new words and know how to make sentences with some certain phrases.1.To understand the meaning of the key words in the text.2.To get further understanding of the context of the text3.To help the students realize the importance of thinking4.To improve students’ oral English and team spirit through activitiesFocus and difficult points:To enable the students to retell a complete historical eventProcedure:I. Pre-task1. Introduce some traditional skills or jobs to students.2. Tell students that people and animals have always worked together. Ask them too match the beginning of each sentence with its ending.3. Tell students to match the words in the box with the things in the picture.4. Tell students to read the first sentence of each paragraph on pages 20 and 21. Then close their books and answer the following questions.5 Read the four sentences below. Then look quickly at the article on pages 20 and 21, and write the numbers 1–4 in the blanks.II. While-reading1. Ask students to read through the text.2. Read the first paragraph again and complete the information about Damin and a cormorant.3. Read the second paragraph again and complete the flow chart.4. Ask some questions about the text.●What does Damin do after the birds bring fish back to the raft?●How does Damin deal with the fish that he gets?●How old is cormorant fishing?●What is Damin teaching his grandson?●How soon will cormorant fishing probably disappear in the world?III. Post-reading1. Pretend that you are Damin’s grandson. Tell whether you would like to learn this traditional skill of cormorant fishing and give your reasons as well.2. ConsolidationHave students read the text and new words again.Assignments:1.Read the new words and text fluently, and recite the new words.2.Finish the exercise on workbook.3.Finish the extra Ex.1. Knowledge: Know about cormorant fishing.2. Ability: Improve students’ divergent, convergent and creative thinking.3. Moral education: Care about and develop Chinese traditional cultures.Teaching procedures:I. Organizing the classGreet students and have them read the words of this chapter.II. Brainstorming1. Display a set of pictures about Chinese traditional cultures.2. Encourage students to talk more about Chinese traditional cultures.III. Pre-task1. What elements does a story consist of?2. Complete the table about the story.3. Use one sentence to generalize the information in the table.IV. While-task1. Sub-task 1: Describing a person (Guessing & arguing)1) Teacher describes a person and let students guess who it is. (Demonstration)2) Students practice this guessing game and teacher assigns one or more pairs to describe the fisherman.3) Two or three pairs including the appointed one are demanded to act out in front of class and let the rest guess.4) Teacher encourages students to judge whether the description about the fisherman is similar to the one in the story. (Double Bubble Maps)2. Sub-task 2: Depicturing an animal (Meeting)1) Teacher talks about the difference and similarity between a panda and a dog with some students. (Demonstration)2) Students are encouraged to simulate to hold a meeting to compare and contrast a cormorant and any other animal they like. There must be a chairperson and some participants. (GW & Double Bubble Maps)3) Some groups may be asked to perform their meetings in front of class.3. Sub-task 3: Exploring fish-catching methods (Debating)1) Teacher leads students to speak of the fish-catching methods and attempt to divide them into traditional method and modern method.2) Teacher divides the whole class into two groups. One group holds that the traditional fish-catching methods are better than the modern ones; the other argues over the left shoulder. One student will be elected to be the referee. (GW)3) The referee should instigate the sides to debate more fiercely and decide the group who wins.4. Sub-task 4: Considering the challenge of cormorant fishing (Discussing)1) Students are required to read the last paragraph and think about: What is the matter with cormorant fishing?2) Students discuss what challenges the cormorant fishing. (GW)3) Each group recommends one speaker to make a report about their discussion.V. Post-task (Interviewing & Designing)1. Interviewing the Culture Minister about how to develop Chinese traditional cultures.The reporters may come from different TV stations, newspapers and even different countries. (In-class)2. Designing a project on Chinese traditional culture. (After-class)9A Unit 2 Traditional skills Grammar—the Passive voice1、语态概述我吃了一个苹果，那现在苹果怎样了？苹果被我吃了。

自考本科英语2作文万能模板Here's an example of a versatile essay template for a self-taught undergraduate English 2 writing assignment, following the given requirements:---。

First Paragraph (Describing an Experience)。

It was a sunny day, and I remember the bright rays of the sun shining through the gaps in the leaves. I was walking down the street, feeling the warmth of the sun on my skin. Suddenly, I spotted a small bookstore and decided to go inside. The atmosphere was cozy, filled with the scent of paper and ink. I browsed through the shelves, and then my eyes caught a book that seemed to speak to me. It was a novel I had never heard of, but something about it drew me in.Second Paragraph (Expressing an Opinion)。

I firmly believe that everyone should have the opportunity to travel. It's not just about seeing new places; it's about experiencing different cultures, meeting new people, and expanding one's horizons. Traveling can be challenging, but it's those challenges that make us growand learn. It's an adventure that can change a person for the better.Third Paragraph (Describing a Person)。

初中英语教学评一体化案例Introduction:Integrated teaching and assessment involves theincorporation of various teaching methods and evaluation strategies within a single lesson or unit. This approach aims to promote a more holistic learning experience for students by assessing their understanding and skills through different means. In this case, we will discuss a detailed example of integrated teaching and assessment in a junior high school English class.Case Study:Subject: EnglishGrade level: 8th gradeUnit: Describing PeopleDuration: 3 weeksObjectives:1. Develop students' vocabulary related to physical appearance and personality traits.2. Enhance students' ability to describe people using appropriate adjectives.3. Improve students' listening, speaking, reading, andwriting skills in English.4. Foster students' critical thinking and creativity through project-based learning.5. Evaluate students' overall performance in the unit through various assessment activities.Overview of Activities:Week 1:1. Introduction to physical appearance vocabulary through visual aids, flashcards, and role-play activities.2. Group work: Each group creates a poster showcasing different physical appearance adjectives and presents it to the class.3. Individual task: Write a short paragraph describing a famous person based on their physical appearance.Assessment: Assess students' understanding of physical appearance vocabulary through the group presentation rubric. Evaluate their writing skills and ability to use appropriate adjectives in the paragraph.Week 2:1. Introduction to personality trait vocabulary through interactive discussions and online resources.2. Pair work: Students interview each other and record their partner's personality traits.3. Class debate: Divide the class into two groups and debate whether physical appearance or personality is more important in forming impressions.Assessment: Assess students' ability to participate in interviews and express personality traits orally. Evaluate their critical thinking and speaking skills during the class debate.Week 3:1. Reading and discussion: Students read a short story abouta character with an interesting appearance and discuss its impact on the story.2. Creative writing: Students write a short story or poem about a character who undergoes a physical transformation and discuss its impact on their personality.3. Reflection and peer evaluation: Students review each other's creative writing pieces and provide constructive feedback.Final Assessment:1. Vocabulary test: Students are given a short quiz to evaluate their retention of physical appearance and personality trait vocabulary.2. Project presentation: Each student presents theircreative writing piece to the class.Conclusion:。