CommunicationWorkshop教案。
一名优秀的教师在每次教学前有自己的事先计划，作为高中教师就要在上课前做好适合自己的教案。教案可以让学生能够听懂教师所讲的内容，减轻高中教师们在教学时的教学压力。高中教案的内容具体要怎样写呢？下面是小编精心收集整理，为您带来的《CommunicationWorkshop教案》，希望能为您提供更多的参考。
英语：Unit1CommunicationWorkshop教案（北师大版必修1）
Teachingaims:
Tolearntherightformofletter
Towriteapersonalletter
Toreadapersonalletterandmatchparagraphsandtopics
Teachingcourse:
ⅠWarmup
T:Communicationisveryimportantinourlife.Weneedtocorporateinourwork,exchangeourideaorourfeeling----everythinginhumansociety.Thinkaboutwhatkindsofcommunicationweneed.
S:bodylanguage,talkbytelephone.Sende-mail,writealetter
T:Thoughtherearemoremodernmeansofcommunication,stillwritinglettersisthoughtagoodwaytoconnectpeople.It’sconvenientandespeciallyforthingspeoplewouldnottosaydirectly.Doyouthinkso?
S:
T:Youaretolearnhowtowritealettertosomebody.Now,first,readtheletterbyWangYingandthentrytowritetosomeoneinEnglish.
ⅡReading
Dotheexercise1.ReadWangYing’sletter.Matcheachparagraphwithoneofthefollowing
areasontoendtheletter
●questionsabouttheotherperson
●informationaboutWangYing’slife
●sayingwhoareyou
Inordertohelpstudentstounderstandthetexttheteachercanaskstudentstolistentothetapethemanswerthefollowingquestions
1.WhomdoesWangYingwriteto?
2.Whenweretheyfriends?
3.Howmanyyearshaven’ttheyseeneachother?
4.FromwhomdidWangYinggetFangLan’saddress?
5.WhatjobdidFangLanwanttochooseinthepast?
6.WhatisWangYingstudyingnow?
Showaslidetoteachstudentstheformofletter
Writealettertosomeone.Followthesteps:
1.Makeaninformationcardaboutwhatyouaregoingtowrite..
1).Aboutthepersonyouarewriting
2).Aboutyourself
Howtowriteaddressontheenvelope(showslides)
ⅢSpeaking
Dotheexercise2
Studentscopythetableintotheirnotebooks
Studentslistentothecassetteandcompletethetable
Playthecassetteagain,pausingforstudentstochecktheiranswer
Dotheexercise3
Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown
Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
ⅣHomework:
Writealettertoyourselvesin20years.Talkaboutanythingyouwantto.Makesurethereisanenvelopalongwith.
Step1Whoareyougoingtowrite?whoareyou?
Step2Questionsabouttheotherperson
Step3Whatareyoudoingnow?
Step4Areasontoendyourletter.
Step5Signoff(bestwishesyourname)<JAb88.cOM/p>
精选阅读
高二英语CommunicationWorkshop教案
高二英语CommunicationWorkshop教案
CommunicationWorkshop
教材分析
本课是第14单元的CommunicationWorkshop。本课主要是运用本单元学习的话题、词汇和结构进行写作和听说的练习。
本课话题为阅读招聘广告和根据广告内容写求职信,与学生的实际生活联系紧密，实用性很强。本课的口语表达也与学生感兴趣的职业相关，话题接近生活，学生会比较感兴趣。
本课计划分两个课时完成，第一课时重点是写作，第二课时重点是听和说。
可用资源Writinghelp。
教学内容
1.复习本单元所有话题词汇。
2.了解招聘广告和求职信的格式，练习写求职信。
3.以演讲或采访的形式谈论与职业有关的话题。
4.听一首英文歌曲,提取关键信息。
第一课时
FirstPeriod
(Writing)
教学目标
本课结束时，学生能够：
读懂一则招聘广告和一封学生的求职信；
了解求职信的格式；
运用所学的词汇和结构根据招聘广告中的内容写一封求职信。评价手段:
评价手段:
小组评价
教学过程
教学活动
Activities设计意图
Intentions互动模式时间
IPtime
Lead-in
Step1TgetstheSstoreviewthewordsaboutjobsinthisunit.
[PPT3]回顾有关职业的词汇。
CW
2’
Step2TaskstheSshowtoapplyforthejob
[PPT4-5]引入如何申请职位---写求职信。
CW
2’
Preparations
Step3SsreadtheadvertisementandtheletterofapplicationthenanswerthequestionsonPage30.
[PPT6-10]学生们阅读回答问题了解招聘广告和求职信的内容。IW
6’
Step4Ssreadeachpartoftheapplicationletter,understandtheirfunctionsandthenmatchtheheadingswiththepartstheyhaveread.
[PPT11–16]
[学案I-1]学生做连线找每段标题的活动，了解招聘广告和求职信的结构。CW
5’
Step5Sslookattheunderlinedwordsandanalyzethefunctionsofthelinkingwordsanddealwiththeusefulexpressionsoflinkingwords.
[PPT17-19]明确连词在文章中的作用。CW
3’
Writing
Step6TexplainsthetasktotheSs---Writinganapplicationletter.
[PPT20]明确布置任务，使所有学生都清楚要写求助信。CW
1’
Step7Ssworkingroupsof4,thinkingofwhatpersonalitiesaresuitableforthejobs,discussingwhatpersonalitiesaresuitableforthejobandhowtoapplyforthejob.Eachchoosesonejobtheyareinterestedin.
[PPT21-30]
[学案I-2]复习描述人的个性的词汇,组织学生讨论阅读课文招聘广告中的几个职位所需要的性格特点,选择并确定写作的内容。GW
4’
Step8SswriteasimpleCV,andthenwritenotesabouttheirreasonsforapplyingforthejob,theirpersonalities,qualificationsandpracticalskills.
[学案I-3]学生思考,并准备好写作的素材。IW
5’
Step9Ssplantheirparagraphsliketheapplicationletteraboveandwritedowntheirideasforeachpart,usingthelinkingwords.
RefertoWritingHelp1onPage90.
[PPT31]
[学案I-4]学生写作实践:应用所学内容,写一封求职信IC
12’
Step10SsreadtheirapplicationlettertoeachotherandtaketurnstoaskquestionsasthepartofTALKBACKonP31.
[PPT32]学生相互交流。CW
3’
Step11Homework.
1.Polishuptheirwritingofapplicationletter.
2.DotheexercisesintheLanguagePowerP74Exx.1and3.
[PPT33]
第一课时学案
Unit14CommunicationWorkshop
I.Writing:Aletterofapplication
1.Layout
1)Heading
2)Body
3)Ending
2．Wordsaboutpersonalities
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutone’sexperience
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutqualification
______________________________________________________________________________________________________________________________________________________________
3.Sentencepatterns
Paragraph1Simplystateyourreasonsforwriting.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph2Explainwhyyouareinterestedinthejob.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph3Giveexamplestoshowyourpersonalqualitiesandexperiences.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph4Writeaboutyourqualificationsandpracticalskills.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Formalending
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4.Yourletterofapplication
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
第二课时学案
II.Listening:ASong
Fillintheblanks
Ifyoucouldreadmymindlove,
Whata_____mythoughtscouldtell,
Justlikeanoldtimemovie,
‘boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
With________uponmyfeet.
Youknowthatghostisme,
AndIwillneverbe_______________,
___________I’maghostthatyoucan’tsee.
IfIcould______________love,
Whatataleyourthoughtscouldtell.
Justlikeapaperbacknovel,
Thekindthedrugstoressell.
Whenyoureachthepart_________theheartachecomes,
Theherowouldbeme.
Butheroesoften_______,
Andyouwon’treadthatbookagain,
Becausetheending’sjust_______________.
I’dwalkawaylikeamoviestar,
Who____________inathreewayscript,
Enternumbertwo,
Amoviequeentoplaythescene,
Of________allthegoodthings_____inme.
Butfornowlove,let’sbereal.
IneverthoughtIcouldfeelthisway.
AndI’vegottosaythatIjustdon’tgetit
Idon’tknowwherewe_____________,
Butthefeeling’sgone.
AndIjustcan’tgetitback.
Ifyoureadmymindlove,
Whatatalemythoughtscouldtell,
Justlikeanoldtimemovie,
‘Boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
Withchainsuponmyfeet.
Butstoriesalwaysend,
Andifyou________________________,
You’llknowthatI’mjusttryingtounderstand,
Thefeelingsthatyou______.
IneverthoughtIcouldfeelthisway
AndI’vegottosaythatIjustdon’tgetit
Butthefeeling’sgone,
AndIjustcan’tgetitback.
Unit7TheSea-CommunicationWorkshop教案
俗话说，居安思危，思则有备，有备无患。作为教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助教师缓解教学的压力，提高教学质量。优秀有创意的教案要怎样写呢？下面的内容是小编为大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能对大家有所帮助。
Unit7TheSea-CommunicationWorkshop教案
Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.
Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.
Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.
Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.
Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.
LanguagePower:pages62-63.
Writing:AReport
Beforeyoustart
Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.
Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion
■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.
Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.
Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.
Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.
Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.
Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate
Beforeyoustart
Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).
Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.
Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.
■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.
Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.
Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.
Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.
Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.
Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.
■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?
Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.
Unit6Design-communicationworkshop教案
Unit6Design-communicationworkshop教案
Teachingaims:
Topractiseusinglinkingwords(sothat)expressingreason
Todesignandwriteadescriptionofyourperfecthouseorflat
Tolistentoandunderstandasong
Todescribeanddiscusspaintingandhouse.
Teachingdifficulties:
Todesignandwriteadescriptionofyourperfecthouseorflat
Todescribeanddiscusspaintingandhouse.
Ⅰbeforeyoustart
Firstaskthestudentstoreadthesentencetogether
Infrontofmyhouse,thereisasmallpondsothatIcanswiminitinthesummer.
Whatdoes“sothat”express?
Showreasonsfordoingsomething.
Dotheexercisetofurtherpractiseusingsothat
Usethenotestowritesentenceswithsothat
ⅡWriting
Stage1vocabularyabouthouses
Designyourhouseorflat.Thinkaboutthesethings:
Encouragestudentstothinkofwordsaboutthehouseasmanyaspossible.
Kindofhouse/flat:traditionalhouses,modernflat,
Materials:brick,stone,concrete,wood,steel,glass.
Rooms:study,dinningroom,kitchen,livingroom,basement,garage,bathroom,balcony.
Location:inthemiddleofforest.,belocatedatthefootofmountain,buildontheriver.
Special:ayardwithabeautifulgarden,thehouseisn’tfarawayfromthesea.
Stage2Useyourideastomakeparagraphplans
Para1:introduction–location/kindofhouse/flat.
Para2:rooms–whatrooms,wheretheyare
Para3:specialfeaturesofthehouse/flat
Para4:conclusion–whyyouwanttolivethere.
Itisnecessarytohavestudentsfirstreadthearticleonpage91
Stage3workinpairs.
Giveyourplanstoyourpartneranddiscussyourideas
Stage4Writethecompositionabouthouseaccordingtotheaboveparagraphs
Talkback
Ingroups,readeachother’sdescriptions.Choosethehouse/flatwiththebestdesign.
ⅢListening
Readthroughthewordswiththeclass
Studentsthenlistentothesongtohearwhichwordsarementioned.
ⅣListeningandspeaking
Listentothedialogue.Whatkindofpaintingaretheytalkingabout?
Listenagain.CompletetheexpressionsintheFunctionFile
ReadtheStrategies
Lookatthepaintingabove.writenotesaboutthesequestions:
ⅤHomework:writing
Writeacompositionaboutyourschool
Unit5Rhythm-CommunicationWorkshop&CultureCorner学案
俗话说，磨刀不误砍柴工。作为高中教师就要在上课前做好适合自己的教案。教案可以让学生们能够更好的找到学习的乐趣，让高中教师能够快速的解决各种教学问题。那么如何写好我们的高中教案呢？经过搜索和整理，小编为大家呈现“Unit5Rhythm-CommunicationWorkshop&CultureCorner学案”，欢迎大家阅读，希望对大家有所帮助。
Unit5Rhythm-CommunicationWorkshopCultureCorner学案
1．BluesstartedoffasthemusicofAfricanslavesbroughttotheUnitedStates．
蓝调音乐起源于非洲奴隶带到美国的音乐。
Jazzgrewoutofblues．爵士乐起源于蓝调音乐。
Rock‘n’rolldevelopedfromfastblues．摇滚乐起源于快节奏的蓝调音乐。
startoffas．．．
growoutof．．．起源于……
developfrom．．．
①Thiscustomstartedoffascelebrationsofharvest．
这种风俗起源于对丰收的庆祝。
②Allartsgrewoutofnecessity．一切艺术皆因需要而产生。
③Landanimalsarethoughttohavedevelopedfromseaanimals．
陆地动物被认为是由海洋动物进化而来的。
2．ItiscloselyrelatedtothemusicofWestAfrica．
这同西部非洲音乐有着密切的联系。
berelatedto和……有联系；和……有亲戚关系
①Neighboursarecloselyrelatedasthelipsandteeth．
邻居就像唇齿一样相互依存。
②WearerelatedtoTom．我们和汤姆有亲戚关系。
拓展
relatingto．．．关于，和……有关的
in／withrelationto关于……；就……而论
③Thisisanarticlerelatingtonuclearweapons．
这是一篇关于核武器的文章。
④Hesaidalottousin/withrelationtothatthing．
关于那件事，他给我们说了很多。
3．Improvisationhappenswhenamusicianplaysunwrittenmusictofitthemoodoftheoccasion．
即席创作是在音乐家为了迎合场合气氛时演奏的没有书面固定音律的音乐作品。
moodn．心情；氛围；语气
inthemoodtodo／fordoing有做……的心情
①NowIamnotinthemoodtoread．现在我没心情看书。
②Thecityisinafestivalmood．
全城处在一片节日氛围中。
③Ithinkheisamanofmoods．我认为他是一个喜怒无常的人。
④ItisalittledifficultforsomestudentstolearnthesubjectivemoodinEnglish．
对于一些学生来说，学习英语中的虚拟语气有点难。
4．IwouldliketorecommendJimLiutotakepartintheShow．
我想推荐吉姆刘去参加这个表演大赛。
recommendvt．
1)推荐，介绍
recommendsb．sth．＝recommendsth．tosb．向某人推荐……
recommendsb．for．．．推荐某人做(某职位)
recommendsb．as．．．推荐某人为……
①I’dliketorecommendyouabookonEnglishstudy．
我想推荐给你一本关于英语学习的书。
②Mostpeoplerecommenddictionariesasteachers．
很多人都说词典就是老师。
③Hewillrecommendyouforthejob．
他将会推荐你担任那项职务。
2)建议，劝告
recommenddoing
recommendsb．todo
recommendthat-从句(从句动词用shoulddo形式，should可省略)
④Theyrecommendedhavingmealsfirst．他们建议先吃饭。
⑤Herecommendedthemachinebecheckedcompletely．
他建议把这台机器彻底检修一下。
⑥Thedoctorrecommendedthepatienttotakesomejogging．
医生建议病人进行一些慢跑活动。
开放性作文
最近，中央电视台播出了一则关于一名外籍教师带领中国学生上街清理垃圾的新闻。请据此写一篇词数在100～120的英语短文，发表自己的观点。
这是一篇开放性作文，给考生们留出了较大的发挥空间，考生们可以根据自己由这一事件所想到的自由发表看法。针对本篇文章，第一部分可对新闻报道的事件进行简要论述，以引起下文；第二部分可就此提出自己的看法，具体谈谈应该采取怎样的措施来维护城市环境；第三部分，简要地对全文进行总结。
AccordingtotherecentCCTVnews,aforeignteacherhasorganizedhisChinesestudentstocollectrubbishinthestreets.IwasshockedwhenIwaswatchingthenewsreportonTV.Tobefrank,Ifeelalittleashamedaboutit.Butatthesametime,Ithinktheteacherhassetashiningexampletousandweshouldlearnfromhim.Then,whatshouldwedotoprotectourownenvironment?
First,Ithinkweshouldcarefortheenvironmentinourdailylives.Forexample,weshouldn’tthrowlitterorspitinthestreets.Second,weshouldremindourselvesthatit’severybodysdutytohelpmakeourcitiescleanandbeautifulandnotjustleavethejobtothestreetcleaners.Third,Ithinkit’snecessarytoenhancethepublic’sawarenessoftheimportanceofenvironmentalprotection.
Tosummarize,Ithinkeverybodyshouldlearnfromtheforeignprofessoranddosomethingtoprotectourenvironment.
该篇习作很好地完成了写作要求所规定的任务，有分析、有思考、有倡议，符合开放式作文的要求。另外，作者也使用了一些较好的句式和文段过渡词，如．．．theteacherhassetashiningexampletous；First；Second；Third；Tosummarize等，从而使文章过渡自然，逻辑清晰。
PeopleinChongqingareproudof________theyhaveachievedinthepasttenyears.
（2008重庆，25）
A.thatB.whichC.whatD.how
选C。本题考查宾语从句的引导词，根据对宾语从句中句子成分的分析，空格处缺少of后宾语从句的引导词且宾语从句中缺少宾语，所以选用what。
that引导宾语从句不作成分，只起连接作用，可排除；how是副词，只能作状语；which虽然也可以作宾语，但它强调在已知的范围内进行选择“哪一个”不符合句意，所以排除。名词性从句中要注意引导词在句中是否充当句子成分。
选择宾语从句的引导词关键是看从句中缺少什么成分，原则上缺什么补什么。
wefirmlybelievethatwarneversettlesanything.Itonly________violence.
（2007浙江，11）
A.runsintoB.comesfromC.leadstoD.beginswith
选C。本题考查动词短语的意思。句意为：我们坚决认为战争不会解决任何事情，只会导致暴力。leadto“导致”。
runinto“撞上”；comefrom“来自”；beginwith“以……开始”，三者均不符合语境。
熟练掌握动词短语的意思，根据上下文做出正确选择。
Leaveyourkeywithaneighbor________youlockyourselfoutoneday.
（2007北京，33）
A.eversinceB.evenifC.soonafterD.incase
选D。句意为：把你的钥匙放在邻居那里，以防你某一天把自己锁在门外进不来。incase“以免，以防”正合题意。
eversince“自从”；evenif“即便，尽管”；soonafter“之后，不久”，均不合语境。
通晓句意和熟练掌握四个短语的意义及用法是解决问题的关键所在。
