(北师大版)高中英语 Unit 3 Communication Workshop,Culture Corner and Bulletin Board习题必修1

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北师大版英语八年级上册Unit3 Communication Workshop 精品教案Ⅱ

学生回顾任务，即本节课评选出班级六篇最好的报道，激发学生的热情和兴趣。由此，学生讨论好报道的评价标准。
CW
IW
5’
Example evaluation
Step 2
1. Ss read the evaluation chart silently.
2. Ss try to evaluate one classmate’s example through the projector with the help of teacher.
学生根据评价反馈表，评价自己的文章并修改。
IW
5’
Group-evaluation
Step 4
Ss evaluate the writing of each other in groups of six.
1) Ss exchange their writings clockwise and evaluate every writing individually.
2. Ss share the reasons of the top writing.
3. Ss offer some advice on how to improve it.
学生在班级展示组内最好的文章并说明理由，同时提供建议，使文章更加完善。从而培养学生的自信心和成就感。
CW
15’
Homework: Polish your writing and hand it in the next day.
学生在老师的帮助下运用评价标准阅读并评价同学的文章，为自我评价和小组评价做铺垫。
Self-evaluation and revision
Step 3
1. Ss evaluate their own writings with the help of the evaluation chart.

北师大版英语八上Unit 3 Communication Workshop 教学设计

北师大版英语八上Unit 3 Communication Workshop 教学设计一. 教材分析北师大版英语八上Unit 3 Communication Workshop的主题是“保护环境”，旨在让学生通过讨论和实践活动，提高环保意识，学会在日常生活中采取行动保护环境。

本节课的主要内容包括：词汇（污染、垃圾、回收等），语法（一般现在时态的疑问句和否定句），功能（提出建议，表达观点等），文化背景（中国的环保政策和措施）。

二. 学情分析学生已经掌握了英语学习的基本知识和技能，具备一定的听说读写能力。

但在语言运用方面，尤其是口语表达和实际操作能力方面还有待提高。

此外，学生的环保意识有待加强，需要通过课堂学习，提高他们的环保意识。

三. 教学目标1.知识目标：学生能够掌握与环保相关的词汇和短语，运用一般现在时态提出建议和表达观点。

2.能力目标：学生能够在真实的语言环境中，运用所学知识进行口头交流和书面表达。

3.情感目标：学生能够提高环保意识，学会在日常生活中采取行动保护环境。

四. 教学重难点1.重点：学生能够掌握与环保相关的词汇和短语，运用一般现在时态提出建议和表达观点。

2.难点：学生能够在真实的语言环境中，运用所学知识进行口头交流和书面表达。

五. 教学方法1.任务型教学法：通过设定具体任务，让学生在完成任务的过程中，运用所学知识进行口头交流和书面表达。

2.情境教学法：创设真实的情境，让学生在实际环境中，提高语言运用能力。

3.合作学习法：引导学生分组讨论，培养学生的团队协作能力和沟通能力。

六. 教学准备1.教学材料：教材、多媒体课件、环保相关图片和视频、录音设备。

2.教学工具：黑板、投影仪、录音机、磁带。

七. 教学过程1.导入（5分钟）通过展示一些环保的图片和视频，引导学生关注环保问题，激发他们的学习兴趣和环保意识。

2.呈现（10分钟）讲解与环保相关的词汇和短语，让学生通过听、说、读、写的练习，掌握这些词汇和短语。

北师大英语八年级上册Unit3CommunicationWorkshop教学设计

3.采用游戏、竞赛等形式，激发学生的学习兴趣，提高课堂参与度。
4.教师对学生的练习进行及时批改和反馈，帮助学生发现并改正错误。
（五）总结归纳
1.教师引导学生回顾本节课所学的内容，总结词汇、语法、句型等知识点。
2.学生分享在本节课中的收获和感悟，提高学生的自我反思能力。
3.教师强调本单元的重要知识点，提醒学生课后加强复习和巩固。
3.口语表达能力的提升：培养学生用英语进行有效交流，能自信地表达自己的观点和想法。
4.听力理解能力的加强：提高学生在实际语境中获取关键信息、理解主要观点的能力。
（二）教学设想
1.创设情境，激发兴趣：利用多媒体资源，呈现与本单元话题相关的真实场景，激发学生的学习兴趣，引导学生积极参与课堂活动。
2.分层次教学，满足个体需求：针对不同水平的学生，设计不同难度的任务和练习，使每个学生都能在课堂上得到有效的锻炼和提升。
3.小组合作，培养团队精神：采用小组合作学习，让学生在互动交流中提升英语能力，同时培养团队协作精神。
-角色扮演：设置不同场景，让学生进行角色扮演，实际运用所学知识进行交流ห้องสมุดไป่ตู้提高口语表达能力。
-小组讨论：针对某一话题，引导学生进行小组讨论，鼓励每个成员发表自己的观点，提高学生的思辨能力和沟通能力。
4.课堂互动，关注个体差异：在教学过程中，教师要注意观察学生的反应，及时给予反馈和指导，关注每个学生的成长和进步。
3.引入本单元的关键词汇和短语，让学生预测本节课将要学习的内容，为新课的学习做好铺垫。
（二）讲授新知
1.教师呈现本单元的重点词汇和短语，结合语境进行讲解，让学生在理解的基础上记忆单词。
2.通过示例句和实际操作，引导学生学习一般现在时和现在进行时，并让学生在实际语境中运用这两个时态进行交流。

北师大版高中英语必修3 Unit9 Communication Workshop 优质课件

Listening(Ex1 on P44)
Listen and find out what the traffic problems are in Ludford.
serious accidents increasing air pollution dirty and damaged old buildings terrible traffic jam nowhere to park
to get the traffic expensive, take a out of the town long time, not environmentally friendly less traffic Don’t need to go far.
improve the bus service build a shopping center
பைடு நூலகம்
4
bus service
Preparation for speaking
Possible solutions to the problems. (Ex2 on P44)
More traffic lights Shopping centre
8
6
1
A new road
5 7
2 2
tunnel
Pedestrian area station P
3
car park
Zebra crossings
Listen again and fill in the gaps
main problem is the A49 road, which goes The 1_____ right 2________ through the town. There have been accidents recently –last week two several serious 3________ children were killed by a 4____ lorrynear the school. A pollution report last year also showed that air 5________ from traffic is increasing and the old buildings in dirty and damaged. There the town are getting 6_____ is a terrible 7___________ traffic jam every morning at park in Ludford Bridge and there’s nowhere to 8_____ shoppers are the centre. Because of the traffic, 9________ going to other towns and local shops are closing down.

九年级英语北师大版全一册Unit3CommunicationWorkshop教学设计

（2）个性化指导：关注每个学生的学习状况，给予针对性的指导和建议，帮助学生克服学习困难。
（3）同伴互助：鼓励学生相互帮助，共同进步，发挥同伴的积极作用。
3.注重教学评价，采用多元化评价方式：
（1）形成性评价：关注学生的学习过程，及时发现和解决问题。
（2）终结性评价：习成果。
3.鼓励学生开口说英语，创设轻松愉快的课堂氛围，降低学生的紧张和焦虑情绪。
4.培养学生的自主学习能力，引导学生利用网络资源、学习软件等进行预习和复习。
5.强化团队合作训练，组织多样化的团队活动，提高学生的沟通协作能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握关于个人目标和计划的词汇、句型，并能运用所学进行口头表达和书面写作。
3.教师邀请学生上台演示，用所学词汇和句型进行口头表达，鼓励其他学生认真倾听并给予反馈。
4.教师针对学生的表达进行点评，纠正语法错误，指导学生正确运用所学知识。
（三）学生小组讨论，500字
1.教师将学生分成若干小组，每组选择一个话题，如：My dream job, My plan for the future等。
3.教师设计一篇关于个人目标的写作任务，要求学生运用所学词汇和句型进行写作。
4.学生在规定时间内完成写作任务，教师挑选部分作品进行点评和指导。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结关于个人目标和计划的词汇、句型以及时态运用。
2.学生分享自己在课堂上的收获和感悟，教师给予肯定和鼓励。
2.学生在小组内用英语讨论个人目标和计划，要求每个成员都参与发言。
3.各小组整理讨论成果，准备进行课堂展示。
4.教师巡回指导，关注学生的讨论过程，给予必要的帮助和指导。

高中英语北师大版高一上册《Unit3Celebration Communication W

(3) She is very particular
colour and style.
(4) Be
（particular） careful when driving at night.
单句写作
(5) There are so many sweet songs. I like the songs sung by
【要点必记】
be/feel honoured to do sth. 感觉做某事很荣幸 be honoured for 因 ……而受尊敬
be honoured as 被授予…… sth. 感觉做某事很荣幸
feel it an honour to do
it is an honour to do sth. 感觉做某事很荣幸 in honour of 为了纪念
(6) __________________________________________________________________
【教材原句】
Today，in the USA and the UK in particular，Halloween has become a special occasion for young people. 现在，尤其在美国和英国，万圣节前夕已变成了对年轻人来说很特殊的日子。
（adopt
(4) In the past，they were too poor and had to have their
daughter
（ adopt）.
选词填空（adopt，adapt，adjust）
(5) It turned out that his were his own parents.
different ways to solve

北师大版高中英语必修三Unit 9《Communication Workshop and Cultural Corner》教案

Unit 9 WheelsCommunication Workshop教案Objectives■To practise making notes of the important information from a reading text.■To practise using collocations.■To prepare for a speaking activity and to participate in discussion.■To discuss suggestions.■To write a report.■To use addition and contrast linking words.■To listen to and understand a song.Resources usedCassette, Writing Help 3.BackgroundJohn Denver (1943-1997) was a popular country and folk singer. He wrote and sang many worldwide hits (including Leaving on a Jet Plane) and his albums sold millions. He also did a lot of charity work for underprivileged children and campaigned for ecological causes. He died in a plane crash.Routes through the material. If you are short of time, set some of the written exercises for homework.. If you have time, do the Option Activity.. If you have two lessons for this unit, a suitable natural break is after the Speaking activity.Language Power: pages 86-87.Speaking: A DiscussionBefore you startExercise 1■ Advise students to read through the text quickly to get a general idea of the content before filling in as many gaps as they can.■Students compare their answers in pairs before listening to the cassette to check their answers.Answers1 main2 through3 accidents4 lorry5 pollution6 dirty7 damaged 8 traffic jam 9 park 10 shoppersTapescriptPresenter: And here is this week's County Report. At a council meeting yesterday, Ludford's traffic problems were discussed. The main problem is the A49 road, which goes right through the town.There have been several serious acc idents recently―last week two children were killed by a lorry near the school. A report last year also showed that air pollution from traffic is increasing and the old buildings in the town are getting dirty and damaged. There is a terrible traffic jam ev ery morning at Ludford Bridge and there’s nowhere to park in the centre. Because of the traffic, shoppers are going to other towns and localshops are closing down.Exercise 2■ Students work in pairs, studying the map and matching the words to the numbers on the map.Answersa) 3/4 b) 7/8 c) 5/6 d) 1/2Exercise 3■ Give students time to read through the expressions and the Function File and guess where the expressions fit into the sentences.■Students listen to the cassette and complete the Function File, checking their guesses.Answers1 should2 sure3 would4 Why don’t5 good idea6 how about7 don’t think8 What aboutTapescriptGirl: So, what do you think about all these new plans for the town? Personally, I think they should build the bypass. It would get the traffic out of the town.Boy: I’m not so sure. It would be very expensive and it would take a long time. It’s also not very ecological. Think about the wildlife. Why don’t they improve the bus service? It’s not very good at the momen t. More people would use the buses if they were cheap and came regularly, and there would be less traffic.Girl: That’s a good idea. The buses are terrible at the moment. You have to wait ages. Boy: Mm, I know.Girl: And how about building a shopping ce ntre? The nearest one’s miles away. Boy: I don’t think that’s a very good idea. What about the local shops? What would happen to them? And anyway I hate those big shopping centres …Stages 1-4■ Students follow the four stages to decide on the best plan for Ludford.■ In pairs, students read the Strategies.■Students then work in pairs listing the advantages and disadvantages of the four plans (a?Cd) in Exercise 2.■ The pairs then decide on their plan. Tell students that their plan can include their own ideas as well as the ones given in Exercise 2.■ In groups of four, the pairs tell each other about their plans and try to agree on a solution. Remind students to use the expressions from the Function File.Talkback■ The groups report back to the class. Encourage students to use the board to illustrate their plans for the town if they wish.■ The class then discusses which of the solutions are the most ecological.■ Ask students if they had any language difficulties when they were working out their solutions. Was there anything they wanted to say but didn’t know how to say? Writing: A ReportBefore you startExercise 1■Ask students if they have seen or written any reports, e.g. school reports, club/society reports, town council reports, government reports.■ Elicit how reports are usually structured, e.g. stating the topic of the report, giving positive points, giving negative points and offering advice, then concluding.■ Tell students they have to order the main sections (A-E), not the sub-sections within the main sections.■ Students work individually, reading the extracts and ordering them.■ They can compare their answers in pairs before checking answers in Writing Help 3.AnswersB D A E CLinkingExercise 2■ Students find the linking words in the report and then, working in pairs, write the words in two groups: 1 listing ideas, 2 contrasting ideas.AnswersListing ideas: and in addition plus also as well as tooContrasting ideas: but although however on the one hand on the other handStages 1-3■ Students follow the three stages to write a report for a school magazine.■ As a whole class, elicit ideas for the advantages and disadvantages of the present local transport system.■ Students then work in pairs, listing the advantages and disadvantages.■ Refer students to Writing Help 3 as they write their reports.■ Students refer to Writing Help 3 as they check their reports.■ If you wish, have students work in pairs, checking their reports and helping each other correct any mistakes.Listening: A Song■ Give students time to read through the questions before they listen to the song.■ Play the song twice for students to check their answers.Answers1 He’s stan ding outside her door.2 It’s early morning.3 He feels lonesome/lonely/sad.4 He doesn’t know when he’ll come back.5 He wants to marry her.TapescriptAll my bags are packed, I’m ready to go,I’m standing here outside your door,I hate to wake you up to say goodbye.But the dawn is breaking, it’s early morn,The taxi’s waiting, he’s blowing his horn,Already I’m so lonesome I could cry.So kiss me and smile for me, tell me that you’ll wait for me,Hold me like you’ll never let me go.I’m leaving on a jet plane, don’t know when I’ll be back again. Oh, babe, I hate to go.There’s so many times I’ve let you down,So many times, I’ve played around,I’ll tell you now they don’t mean a thing.Every place I go, I’ll think of you,Every song I sing, I’ll sing for you;When I come back, I’ll wear your wedding ring.So kiss me and smile for me, tell me that you’ll wait for me,Hold me like you’ll never let me go.I’m leaving on a jet plane, don’t know when I’ll be back again. Oh, babe, I hate to go.Now the time has come to leave you, one more time let me kiss you, Then close your eyes, I’ll be on my way.Dream about the days to come when I won’t have to leave alone, About the time I won’t have to say:Leaving on a jet plane, don’t know when I’ll be back again. Leaving on a jet plane, don’t know when I’ll be back again. OptionExtensionWrite this gapped text of the first part of the song on the board:All my (1) … are packed, I’m ready to (2) … ,I’m (3) … here outside your (4) … ,I (5) … to wake you up to say (6) … ,But the dawn is breaking, it’s (7) … morn,The (8) … waiting, he’s blowing his (9) … ,Already I’m so lonesome I could (10) … .Students work in pairs, filling in the gaps.Check students’ answers by playing the song again.。

北师大版英语九年级Unit3CreativityCommunicationWorkshop

Unit 3 Communication Workshop教材分析本课是北师大版《初中英语》九年级教材第3单元的Communication Workshop部份。

是一节写作输出课，学生通过学习一篇描述我国著名科学家王选的文章，结合自己的实际情况，完成写作任务。

在本单元的前3课，学生已经通过听力和阅读活动，进行了语言学习和初步应用，即利用连词和表达观点的句型描述你最喜爱的发明家。

本课是单元学习内容的综合运用与输出，偏重语言的体验与应用，结合话题，培育写作和口语表达能力。

在本课，学生要以书面的形式写一篇记录自己最钦佩的科学家或发明家的文章。

对此话题学生并非陌生，可是如何运用更丰硕的语言和本单元学习的连词对人物的事迹进行描述则是学生面临的较大挑战。

因此本课的教学设计分为两个课时。

第一课时布置写作任务，在写作内容方面，学生结合在本单元话题下学习后的已有知识，如话题、辞汇、句型等，充分表达自己的观点，并落实到笔头。

在写作碰到困难时，通过勾画、小组讨论、全班分享等活动得以帮忙，小组合作学习范文的写作内容及方式，用于进一步改写自己的文章。

在写作中语言的利用方面，学生通过对范文的学习后，利用前三课所学语言知识对自己的文章进行进一步的丰富，最后初步完成写作任务。

第二课时在回顾任务的基础上，通过自评和互评的方式在原有的基础上慢慢提高学生的认知程度。

学生对自己的作文进行自评的同时逐步唤醒学生已有的旧知；互评是通过同伴的评价，结合新的知识，进一步找出自己作文的不足的地方。

最后假想，通过在小组内讨论并选出本组最佳作文的方式来体验、分享、感悟、总结写好一篇作文的方式。

教学内容话题：一名著名的发明家、发明的好坏、创造性思维学习内容：按照一篇描述我国著名科学家王选的文章，以描述自己钦佩的科学家或发明家为主题进行仿写；阅读：通过小组合作自主学习，理解文本主要信息，分析和归纳范文结构、主体内容和重点的语言形式和意义。

写作：仿照范文结构及语言，进行写作、评价和修改。

高中英语 Unit 3 Period 5 Communication Workshop课件北师大版

Period Five Communication Workshop
第一页，共48页。
Ⅰ.单词识记(shí jì) 1．_______m_a_t_________n ．垫子 2．______l_it_re__________n ．公升 3．_______fr_y__________v ．用油煎 4．___u_n_f_o_rt_u_n_a_te_l_y_____adv.不幸地 5．______m__e_ss_________n ．混乱
第四页，共48页。
Ⅲ.句型搜索(sōu suǒ) 1．That's ______ ______ ________ ________ ________. 那是我妈妈的家乡。 2 ． I ________ ________ ________ ________ ________ with all my friends. 我和所有的朋友们玩得非常高兴。 3 ． The house was ________ ________ ________ ________ ________ and my sister made us all a cup of tea. 房间里有些乱，我姐姐给我们每人沏了一杯茶。
【完成句子】 (1)不要看电视了，你现在应该睡觉。 Stop watching TV. You ________ ________ ________ be asleep now. (2)她应该正在家读书，但她妈妈却发现她在公园(gōngyuán) 里。 She was ________ ________ ________ ________ at home, but her mother found her in the park. 【答案】(1)are supposed to (2)supposed to be reading

Unit3Communicati...

Unit 3 Communication Workshop Writing 英语写作课设计(北师大版高一英语教案教学设计)(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!。

高中英语：unit3 clebration-communication workshop教案(北师大

unit 3 celebration-Commuicaion Workshop 教案Teaching aims:1.To build vocabulary by sorting and using them.2.To write a description of an event using an appropriate layout and linking words.3.To develop skills of self-correction and peer-help.4.To arouse awareness of different cultures.Teaching material: Communication Workshop, Unit 3, Module 1Teaching aid: A multimedia computerTeaching procedures:Stage 1 Lead-in ( 6minutes )Good morning, everybody. My name is Jenny. I will be your teacher for this lesson.You will learn to describe an event through(?) describing a party. ( I heard that you had a listening lesson about parties just now. Right? Very good. It is helpful to(?) this lesson.)I believe each of you will do a very good job. I hope you can…Show some different parties on the screen. Usually when people are happy or have something worth celebration, they will have a party. For example, a birthday party,a graduation party, a Christmas party, a classmates party, a good friends party andso on.How many of you have ever been to a party? Many or few? Please hands up.If someone has been to a party, ask some questions about the party: What party was it ? Did you organize the party or were you invited to the party? Where was the party held? Who were invited? Were some foods and drinks served in the party? What did you do in the party? Do you think it’s a great party?If many of the students haven’t been to a party, tell them that it doesn’t matter.There is a very good and complete description of a party in our textbook.Stage 2 Matching ( 2 minutes )1. Ask students to read the description of the party in the textbook and match thetopics with the paragraphs.2. Check in classStage 3 Linking ( 4 minutes )In the description, especially when we describe an event, we need to use some linking words to tell the order of the event. Now let’s finish Ex.2.1. Ask students to read the text again and fill in the gaps with the words in Exercise 2: in the end, while, first, then, after that.2.Then ask them to read the passage about linking in Writing Help 3 on page 91.3. Show linking (sequence) words on the screen.Layout(8minutes )From this passage in the textbook, what really makes a complete description of a party? In other words, how many parts are usually there in the description of an event?Encourage students to summarize the layout and ask them to think about if they want to describe another event, for example, a trip, what they can write about in each part.(1) introduction: reason (why?) place (where?) time (when?) people (who?)(2) the beginning: preparations time food(3) development: something happened during the party(4) conclusion: something happened in the end the finish time the personal feelingStage 5 Writing ( 16minutes )1. Before the writing, in a group of four, work together to brainstorm topics and ideas. What topics will you write about? How do you describe the events?The students’ thoughts can be inspired by each other’s ideas. The group can write about the same topic, but it’s not necessary. They can write about different topics from the others’.2. Each student chooses one topic and writes a composition entitled something like “My Birthday Party〞, or “An Interesting Trip〞. They should use the learned layout and ideas brought forward by the peers and they can read Writing Help 3 on page 91 for reference. Try to use the newly learned “anniversary, as well as, unfortunately,a bit of, a mess〞 if possible. Try to make the description interesting as well.3. Self-correction.(1) Can you add any adjectives to make the description more interesting?(2) How about the irregular past tenses in the description?(3) Has your description included some linking words?(4) Any punctuation and spelling mistakes?Stage 6 Exchanging of Writings ( 8minutes )1.In groups of four, students read each other’s composition and give suggestions on how to make improvement.The teacher can give some tips: criterions of evaluation of an article.2. The teacher chooses one of the writings and improves it with the students.Stage 7 Assignment ( 1 minute )In groups, choose one of the following party situations and plan an ideal party: your parents’ wedding anniversary, a friend’s birthday party, a ‘leaving school’ party, or your grandmother’s 70th birthday party. Then write a description of it in English with more than 100 words. Pay attention to the tenses you use.。