The writing part of module
新编剑桥商务英语(中级)Module-2精选全文完整版
可编辑修改精选全文完整版Useful language from Module 2Wordlistbranch headquarters promotiontake part in call centre holding company recognition take seriously cash bonus manufacturing research and developmenttake with a pinch of salt corporation parental leave distribution centre pension reward trademark division perks subsidiary turnover flexible plant take care warehouse found (a company) position take onExpressionsPresentingGood morning and thanks for coming.Today I'd like to tell you about...If you have any questions, I'll be happy to answer them at the end.In my brief presentation we'll begin by looking at... First of all there's.../ and finally there's...Then I'll give an overview of...OK, let's move on to look at...One thing I'd like to point out is...Take a look at this chart, which shows...Here you can see...Finally. I'd like to talk about...So that brings me to the end of my presentation. Thanks for listening.Are there any questions?Module 2.1 Company benefitsBenefits and incentivesV ocabulary1) Ask students to work alone as they rank the ten items and then compare and discuss in pairs. Make sure they give reasons.ExtensionIn Part Two of the Speaking Test, students might need to give a one-minute presentation entitled, "What is important when choosing a job?". Put students in pairs and tell them to practise a similar presentation, taking turns to be the examiner or the candidate. Students can use some of the ideas listed in exercise 1.2) 2.1 Students listen out for five of the benefits and incentives in exercise 1. Note that this is a similar task to Part Two of the Listening Test.Answers1 a company car2 flexible working hours3 parental leave4 an impressive job title5 a pension2.1 Listening scriptSpeaker 1 It's great because usually it means my wife can use the one at home and we even take mine away at weekends. I work for quite a relaxed company and they don't seem to mind how I use it for leisure.Speaker 2I thought it wouldn't change the way I worked after the first six months, but as they got older it actually became more complicated with getting them to school or if they wanted to do activities in the afternoon. But my boss has been really good about it and some days I can do a half day if I want and then I might work later on other days - or I take work home, which I don't like doing, but it's the only way... Speaker 3 It's actually the law now so they had to let me have it. It was only two weeks but at least I had time to help my wife out. Mind you, after all the late nights and crying I was really happy to get back to work for a while and have a rest!Speaker 4I've just been promoted from Assistant IT Technician to Chief Operational Network Administrator. It means I get a bit of a pay rise and new business cards with my name on. I'm not sure if I get my own office though.Speaker 5The problem for me is that I won't have enough to live on when I'm 60 and I can't afford a private plan. So I'll probably try and keep working for a few more years, and anyway, I heard the government is planning to raise the age of retirement...Is working for Xerox too good to be true?Reading3) Set students a time limit of about three minutes to answer the question. The aim is to find any benefits andincentives, but tell students not to read in too much detail at this stage.Answersopportunities for promotion, training and staff development, a pension*Note that the article also mentions a "reward and recognition scheme" which is another form of incentive.4) Now students read the article in much more detail to answer questions 1-5. Refer them to the Exam Success tip on reading the complete text before answering any questions.Answers1 B2 A3 C4 B5 CExpressions with takeV ocabulary5 As a quick lead-in, ask students to brainstorm collocations and expressions they can think of with take, eg take a day off, take a taxi, take a break, take off, etc.Answers1 take (Moloney's comments) with a pinch of salt2 take care of3 Take (Carole Palmer)4 took part in5 takes on6 takes seriouslyExtensionAsk students to write six new sentences using take from the exercise. They can relate the sentences to their own work or life, eg I'd take the news of a pay rise with a pinch of salt. (not so sure, doubtfully)Module 2.1 Company benefitsAsking questions about jobsSpeaking1) Tell students to imagine they were the journalist writing the article on Xerox on the previous page. They need to create the questions they asked during the interviews with Kim Moloney and Carole Palmer. The article offers clues as to the tense needed for each question. This exercise should be a review for students at this level and provides some basic questions for asking about a job.Answers1 How long have you been working for the company?2 When did you join (the company)?3 What was your first job?4 What are you responsible for?5 Where are you based?6 What would you like to do in the future?2) Students practice asking and answering the questions. If possible, try to pair students who haven't yet met in the class. Make sure the answers use the correct tense and give feedback.The PastGrammar3) Students match the three verb forms to the correct tense definitions.AnswersPast simple: startedPresent perfect: has movedPresent perfect continuous: has been workingRefer students to the Grammar reference on page 128. Suggest they also re-read the information on the present perfect and present perfect continuous in Module 1. Remind students that we tend not to use continuous forms with stative verbs. Also point out that verbs like work and live can often be used in the present perfect and present perfect continuous form with little change in meaning. The main change in emphasis is that the continuous form emphasises that the action is ongoing. You could also draw these timelines on the board to help clarify the meaning:Past simplePast NowX ↑Present perfectPastNowPresent perfect continuousPast Now4) Students underline the correct verb form. When checking answers, ask students to try and explain their choice.Answers1 began2 trademarked3 became4 has been5 has been working6 has been7 took partPhotocopiable activity 2.1See page 162.5) Students complete the letter of application with the verbs in different tenses.Answers1 have been working2 joined3 have had4 have been considering5 has expanded / has been expanding (we are unsure if the expansion has ended)6 completed7 have been studying8 has agreedA letter of applicationWriting6) Begin by asking students if they have ever applied for a job. Elicit the process, eg Where did you find out about the job? Did you have to write a letter or fill in a form? This task resembles the format for Part Two of the Writing Test with students being given a text and then some handwritten notes. Ask students to underline key information. Make sure they realise that they must include the handwritten notes and stay within the word limit. If you are short of time this could be set as homework. If it is done in class, students could work in pairs and draft the letter together.Possible answerDear Sir or Madam,I saw your advert for the post of Personal Assistant to Overseas Sales Manager in yesterday's newspaper and I would like to apply for the position.As you can see from my attached CV, I have been working for a travel agency for the last six months, which I have really enjoyed. Before that I worked as a receptionist and secretary for two years.I have a good knowledge of English as I completed a course at college and I am also fluent in Italian having lived in Rome for the summer in 2006. Please note that my current manager has agreed to write me a reference. I look forward to hearing from you.Yours faithfully(students' name)Module 2.2 Presenting your companyCompany termsVocabulary1) This activity checks that students know some key vocabulary before starting. The definitions are in the information files on pages 126 and 131, or students can check in their dictionaries.During the task, make sure students know how to pronounce all the words. It may be helpful to drill the word stress in these words:distribution, warehouse, headquarters, subsidiary, corporation, division.PresentationsListening2) 2.2 For this first listening, students only need to listen out for the words in exercise 1.Answersheadquarters corporation divisions2.2 Listening scriptExtract 1 Good morning and thanks for coming. Today I'd like to tell you about the world's largest document management company. With a turnover of nearly sixteen billion dollars the Xerox Corporation develops and markets innovative technologies with products and solutions that customers depend upon to get the best results for their business. In my brief presentation we'll begin by looking at some of the key figures behind the company's success and how the company is structured. Then I'll give an overview of Xerox around the world and finally I'd like to talk about some of the trends affecting out market and its future growth. If you have any questions, I'll be happy to answer them at the end. So, here you can see, the turnover for last year was nearly sixteen billion dollars, with a final income of 978 million dollars. We operated from our headquarters in Rochester New York State in 160 countries with 55,000 employees, with over half of those in the USA. This next chart shows you how the corporation is splitinto four divisions. First of all there's Xerox Global Services...Extract 2And finally there's Xerox Innovation with five centres in the United States, Canada and Europe. Note that six percent of revenue was dedicated to research and development last year as the key part of our mission statement is, and I quote, "to help people find better ways to do great work." OK, let's move on to look at Xerox around the world in a little more detail. Take a look at this chart, which shows revenue by region. So about half our revenue is from the US market. Then Europe with over five billion dollars and the rest of the world with over two. One thing I'd like to point out is...Extract 3 Finally, how is the market for the document industry looking? Well it would be unrecognisable to the people who founded the orginal company in 1906 and even compared to the second half of the twentieth century. More and more offices are moving from black and white printing to color, and from paper documents to electronic documents. These are clearly the future opportunities and areas of growth in what is a total market worth an estimated 112 billion dollars...So that brings me to the end of my presentation. Thanks for listening. I hope it's been of interest. Are there any questions?3) Students can work in pairs and try to say the numbers. In order to check their answers, you could play the recording again so students can listen for pronunciation.Answerssixteen billionnine hundred and seventy-eight millionone hundred and sixtyfifty-five thousandhalffoursixfive billiontwo billionnineteen oh sixone hundred and twelve billion4) 2.2 Students listen again and write notes. Answers16,000,000,000 turnover978,000,000,000 final income160 countries55,000 employeeshalf of 55,000 in the USA4 divisions6% of revenue dedicated to research and development 5,000,000,000 dollars revenue in Europe (over) 2,000,000,000 dollars rest of world revenue 1906 company founded 112,000,000,000 total marketPhotocopiabel activity 2.2See page 163.5) 2.2 Give students time to study the flowchart and read the expressions. Then, play the recording at least once for students to match the expressions. Afterwards, students could check their answers by reading the listening script.Answers1 A2 F3 F4 D5 A6 C7 B8 B9 B 10 D11 D 12 A 13 B 14 C 15 FPronunciation6) 2.3 Students might find the idea that we pause so often in a presentation quite strange, but it is a standard technique with experienced presenters, especially when talking to larger audiences. Play the recording and students mark the pauses. With more confident groups, let them try to predict where the pauses will go before listening. It might help to point out that we tend to pause whenever there is a full stop or comma, after signal phrases (Today/Firstly/Next), to separate key information (eg the name of a company), or to emphasise information (as in the presentation about Xerox - the world's / largest / document / management / company). Students can check their answers in the listening script on page 135 where the pauses are indicated already.2.3/2.4 Listening scriptPresenter Good morning/ and thanks for coming. / Today/ I'd like to tell you about/ the world's/ largest/ document / management/ company./ With a turnover ofnearly sixteen billion dollars/ the Xerox Corporation develops/ and markets/ innovative technologies/ with products and solutions/ that customers depend upon to get the best results/ for their business./ In my brief presentation/ we'll begin by looking at/ some of the key figures/ behind the company's success/ and how the company is structured./ Then/ I'll give an overview of Xerox around the world/ and finally/ I'd like to talk about some of the trends/ affecting our market/ and its future growth./ If you have any questions,/ I'll be happy to answer them at the end.7) 2.4 This is designed as a drill and helps to focus students on intonation and stress, as well as pausing. It's a useful strategy that they can learn to apply to their own presentations. Drill it as a class, or students could also practice on their own at home.Giving a presentationSpeaking1) Ask students what kind of company they would like to run if they had the chance. Tell them this is their "dream" company and they are going to create it. Working alone, they make up facts and figures to fill in the first column of the table. The aim of the task is to give controlled practice of the expressions for presenting. Their ideas can be as far-fetched as they like.2) Refer students back to the expressions in exercise 5 on page 21. Students work in pairs and give their presentations. They may find it helpful to repeat their presentations at least twice so they could also change partners. The person listening takes notes and could also offer feedback and suggestions on possible improvements.ExtensionAfter students have give their presentations to partners, you could ask them to do the same again to the class. Also, students could follow the advice in the Learning Tip and record their presentation or transcribe it, marking pauses as they did in exercise 6 on page 21.3) Students prepare a full-length presentation about a company for their next lesson. This could be their own company or one they know well. Alternatively, students could research a company using information on its website and use this as the basis for a presentation.A memoWritingAsk students if they receive memos at work. What are they about?Who writes them? With pre-work learners, ask them if they can define what a memo is.4) Refer students to the Exam Success tip before they read the instructions.Answers1 All staff.2 Any staff with a company based pension scheme.3 There have been changes in the government pension laws.4 This will affect the current company based pension scheme.5 A presentation will be given by the Head of Finance on the changes and any effects.5) The next two exercises help students to write effective subject lines. Make sure students realise the importance of a subject line, which is to summarise the key content of the memo and help the reader to identify the purpose easily.Answerpresentation, changes, pension, schemeExtensionBefore students do exercise 6, ask them to apply questions 2-5 from exercise 4 to each of the memos in exercise 6. Note that all the memos are to "All staff".6) Students should begin by underlining any key words. They could compare these with a partner. Then they will need to choose the best three or four words to keep the subject lines brief.Possible answersMemo 1: Display of new factory plansMemo 2: Presentation on flexitime and home-workingMemo 3: Spanish classes7) This is very similar to the writing task in Part Two of the Writing Test. It could be done in class (perhaps with students in pairs) or set for homework.Possible answerTo: All StaffFrom: (name of student)Date: 1st OctoberSubject: Presentation of new insurance policyTo offer staff a better health insurance scheme, we are now working with a new insurance company. Please note therefore that a representative from this company will present the new staff policy on 9th October at 2pm in the conference room. All staff are welcome to attend.Module 2.3 Reading Test: Part fiveExam practice1) Students complete the table with words that are typically focused on in this part of the Reading Test. Answersprepositions articles conjunctions auxiliary pronounsverbsfor the because has whichto a so are whoof and do2) After students work in pairs, ask everyone to feed back to the class so ideas can be shared. It's also a good idea for students to use good dictionaries so they can check the word types beforehand.Possible answersprepositions articles conjunctions auxiliary pronounsverbsin an when have itat no article while does himby that3) Ask students to read the rubric carefully. They should always read the whole text first before trying to answer. You might want them to work in pairs and discuss possibilities. Draw their attention to the fact that many of the words will be those looked at in exercises 1 and 2, although other types of words may still be incorrect (see 10 in this text).Answers1 WILL2 OF3 WHO4 IN5 DO6 CORRECT7 TO 8 AND 9 CORRECT10 TAKE 11 FOR 12 CORRECTWriting Test: Part OneExam PracticeRefer students to the Exam Success tip. Students will be fairly familiar with this type of task now as they were introduced to the format on page 12 of Module 1 (exercise 3) and page 23 of Module 2 (exercise 7). For this reason, you can set exam conditions so students can work alone. Allow 10-15 minutes.Possible answerFrom: (student's name)Subject: Confirmation of seminar detailsDate: XXXTo: Assistant seminar organisersPlease note that I have booked Rooms 101 and 102 for the seminar next week. I'd be grateful if you would now confirm this booking and the final schedule for the event with security. Also note that Mr. Singh will be one hour late on the Monday morning.Exam self-checkRefer students to the advice in the Learning Tip. They should swap their work with a partner. It's helpful if students become used to commenting on and being supportive of each other's work.。
初中英语八年级上(外研版)Module 4 unit 2课例分析
初中英语八年级上（外研版）Module 4 unit 2课例分析本课是我于9月29日在课改大课堂上给八年六班讲授的。
这篇文章是外研版教科书英语八年级上册第四模块第二单元的阅读课文章，课文承接了第一单元对话中提到的Hope school的话题，主要讲述了希望工程创建的原因，到目前为止取得的成绩，并在文章的结尾引发了学生们对于作为中学生的自己应该怎样做的思考。
通过整个第四模块的学习，使学生更好的掌握现在完成时的用法，同时培养学生关爱他人的情感素质。
一、对于教学内容的反思这篇文章知识点丰富，且与前面学生所学紧密联系，既达到了温故的目的，有实现了知新的效果。
能够掌握与希望工程相关的新词汇及词组是教学的重点，而学会运用现在完成时进行描述则是本课的难点。
根据教参的提示，本课的学习目标是让学生了解希望工程为贫困孩子们所作出的成绩，并能使学生熟练运用新学单词词组及时态。
二、对教学过程的反思在教授本课时，为了充分发挥学生自主学习的主动性和积极性，使学生找到自己在课堂上的归属感，我主要采用了合作探究式的授课方式。
在授课过程中，试图运用五环教学法来指导教学。
五环教学法包括，1、单元导入，明确目标。
2、自学指导，合作探究。
3、小组汇报，教师点拨。
4、变式练习，拓展提高。
5、课堂小结，单元回归。
根据这五个环节，我利用知识树的形式设计教学过程如下：1、热身复习 2、导入新课 3、学习课文 4、课堂训练1．热身复习：首先为学生呈现学段知识树，使学生们了解本课重难点及其在整个学段中所占的地位。
然后为学生呈现本课知识重点-现在完成时的知识树，帮助学生更好的复习所学的知识，从而为学习新知打下良好的基础。
2、新课导入：①通过连线题，复习之前所学相关词组及表达方式，根据本题，使学生对新课文的大体内容有一个初步的猜测。
②向同学们展示一幅希望工程的背景图片，通过苏明娟的故事，使学生对这篇有关希望工程的文章产生兴趣。
③通过课本设计的activity1的了解，进一步激发学生想要了解希望工程的愿望。
Module3知识点笔记外研版九年级英语上册
M3知识点笔记U11.choose（chose;chosen）:v. 意为“选择；决定”choice: n.意为“选择”①chose to do sth. 选择做某事I choose to tell her the truth. 我选择告诉她真相。
②have no choice but to do sth. 除了做某事别无选择I have no choice but to study hard. 除了努力学习，我别无选择。
2.one of +形容词的最高级（the不可省略）+可数名词的复数形式，意为“最......之一”He is one of the tallest boys in our class. 他是我们班最高的男孩之一。
3.include：vt.意为“包括；把......列为......的一部分”，在句中作谓语拓展：including: prep.意为“包含；包括”，前面可用逗号隔开，后接名词、代词或动名词等。
My work includes cooking meals, cleaning the house and so on.我的工作包括做饭、打扫房间等。
I have much work to do, including cooking meals and cleaning the house.我有很多工作要做，包括做饭和打扫房间。
4. stop doing sth. “停止做某事”, 表停止正在做的事情。
They stopped talking to me. 他们停止了与我交谈。
拓展：stop to do sth. “停下来去做另一件事”, 不定式为stop的目的状语。
They stopped to talk to me. 他们停下来和我交谈。
Let’s stop to have a rest. 让我们停下来休息一会儿。
5.辨析attend, join, join in和take part in （均含“参加”之意）①attend：侧重参加或出席会议或学术活动等。
职高一年级英语基础模块修订版一单元作文
职高一年级英语基础模块修订版一单元作文全文共3篇示例，供读者参考篇1Unit 1 - My WorldThe first unit of this revised English foundation module is called "My World" and it's all about introducing ourselves and describing the world around us. As a first-year vocational student, I feel like this unit is the perfect way to ease into learning English again after being out of an English class for so long.The very first lesson was just getting us comfortable using simple phrases and vocabulary words to talk about ourselves. We learned how to say our names, where we're from, how old we are, and what we like to do in our free time. Seems pretty basic, but it was a good refresher on foundational English skills. The activities had us going around introducing ourselves to our classmates which was a little awkward at first, but it definitely helped build confidence.After that initial icebreaker, the unit moved into describing our daily routines and schedules. We covered vocabulary for days of the week, times of day, common activities like "wake up","eat breakfast", "go to school", etc. This was all vocabulary I had learned before in earlier English classes, but it was good practice putting it into coherent sentences about my typical day. The exercises had us writing out our schedules and then sharing them which helped solidify the language.Next up was learning to describe the places that make up our world - our homes, our schools, our neighborhoods. The module had tons of pictures and visuals to teach words for different rooms, furniture, buildings, and public places. We learned how to describe locations using prepositions like "next to", "across from", "between", etc. One of the activities had us drawing maps of our neighborhoods and labeling all the places which I thought was a creative way to apply the new vocabulary and skills.Speaking of being creative, that's exactly what we had to do for the unit project - make a short video tour of our personal spaces like our bedrooms or backyards. We had to script it out beforehand describing what was in the space, where things were located, and expressing our opinions about our favorite/least favorite parts. Some students went all out and it was fun to see the variety of living situations. Definitely brought the lesson to life in a very real way.The final part of the unit was about describing people's personalities, interests, and relationships. We learned adjectives for describing someone's character like "outgoing", "shy", "ambitious", etc. We also covered vocabulary for hobbies, talents, and interests which could branch off into lots of subcategories like sports, arts, academics, and more. Describing relationships was about using family vocabulary like "brother", "aunt", "cousin" but also vocabulary for friends, classmates, and other non-family relationships.For this section, we did an activity where we had to write a brief biography about one of our family members describing their personality, hobbies, relationships and other key details about their life. It was a good way to pull together all the new vocabulary and language skills from this final part of the unit. We also did some fun role playing activities pretending to interview each other about our interests, skills, friend groups, etc. Overall, this final section really rounded out our ability to fully describe ourselves and the people in our lives.Looking back over the entire unit, I'm actually pretty impressed by how much practical and relevant vocabulary and language ability we covered. What started as basic introductions ultimately led to us being able to comprehensively describe ourdaily personal, social, and physical worlds using precise vocabulary and language constructions. The activities, projects, and visuals made it feel tangible and applicable to our real lives rather than just dull academic exercises.While a lot of the core vocabulary was a refresher from previous English study, the revised module seemed to place more emphasis on using that vocabulary in coherent and contextualized ways to describe ourselves and our surroundings. The progression from self to daily routine tohome/neighborhood to people in our lives felt like a logical flow that really laddered and spiraled the learning. I feel like I've solidified my fundamental verbal and written skills for talking about my world as a first-year vocation student in Taiwan.Of course, this is just the start and the foundation. English study will progressively get more challenging from here covering broader topics and more advanced grammar, writing, and conversation skills. But this opening unit made for a smooth and approachable on-ramp. Provided we keep building from this strengthened base, I'm optimistic we'll keep making steady progress toward true English proficiency and fluency over the course of the full program. The revised material at least seems thoughtfully designed to make the early stages of languagelearning engaging, practical and achievable. That's a promising start that makes me motivated to stick with it for the long haul.篇2My First English Module of the YearAs a first-year vocational high school student, the English foundation module is crucial for building the basics before we delve into more specialized content. The revised Unit 1 has been an engaging introduction, covering essential vocabulary, grammar concepts, and practical scenarios. Let me walk you through my experience with this unit.The unit kicked off with a comprehensive vocabulary section, introducing words and phrases related to personal introductions, hobbies, and daily routines. I found the interactive exercises particularly helpful in reinforcing these new terms. Repetition through fill-in-the-blanks and matching activities ensured the words stuck in my memory. Surprisingly, some of the vocabulary items were quite relatable, making the learning process more enjoyable.Next up was the grammar section, which initially seemed daunting. However, the clear explanations and abundant examples made it much more approachable. We covered thefundamentals of subject-verb agreement, verb tenses, and sentence structure. The exercises gradually increased in complexity, allowing us to practice and solidify our understanding. I particularly enjoyed the group activities where we collaboratively constructed sentences, correcting each other's errors in a supportive environment.One aspect that stood out to me was the emphasis onreal-life situations. The unit presented dialogues and scenarios centered around common social interactions, such as introducing oneself, discussing hobbies, and describing daily routines. These practical examples not only made the content more engaging but also highlighted the immediate applicability of what we were learning. I could envision myself using these phrases and structures in my daily interactions, both within and outside the school environment.The listening and speaking components were particularly challenging yet rewarding. We practiced active listening by identifying key details and overall meanings from audio recordings. The speaking exercises encouraged us to construct and deliver our own introductions, articulating our interests and routines. Initially, I felt self-conscious about speaking in front ofmy classmates, but the supportive atmosphere and constructive feedback from our teacher helped me gain confidence over time.The reading and writing sections further solidified our comprehension and expression skills. We analyzed short texts related to the unit's themes, identifying main ideas, supporting details, and making inferences. The writing assignments, ranging from simple paragraphs to longer compositions, challenged us to apply the vocabulary and grammar concepts we had learned. Peer review sessions were particularly valuable, as we could learn from each other's strengths and weaknesses.Throughout the unit, our teacher incorporated a variety of engaging activities and multimedia resources. From interactive whiteboards to language learning apps, the incorporation of technology made the lessons more dynamic and interactive. We even had the opportunity to collaborate with students from other schools through online platforms, practicing our English skills in authentic conversations.One aspect that I particularly appreciated was the emphasis on cultural awareness. The unit included insights into different cultural norms and perspectives regarding introductions, hobbies, and daily routines. This exposure not only expanded our understanding of the world but also highlighted theimportance of being respectful and adaptable in cross-cultural interactions.As we neared the end of the unit, we had the opportunity to put everything we had learned into practice through a culminating project. Each student created a multimedia presentation introducing themselves, their interests, and their daily routine. We then shared these presentations with the class, receiving feedback and celebrating our achievements.Looking back, the revised Unit 1 of the English foundation module has been a solid foundation for my language learning journey. The comprehensive coverage of vocabulary, grammar, and practical scenarios has provided me with the necessary building blocks to communicate effectively in English. The engaging activities and real-life applications have made the learning process enjoyable and meaningful.However, the journey doesn't end here. As I move on to the subsequent units, I am excited to build upon the skills and knowledge acquired in Unit 1. The emphasis on continuous practice and application will undoubtedly reinforce and expand my English proficiency.Overall, the revised Unit 1 has been a positive and enriching experience. It has instilled in me a newfound appreciation for theEnglish language and a curiosity to explore its nuances further. With the solid foundation laid by this unit, I am confident in my ability to navigate the challenges that lie ahead, both in my academic pursuits and future endeavors.篇3My First Year of Vocational High School EnglishHey there! I'm a first-year student at a vocational high school here in China. This year, we've been using the revised English foundation module textbooks. I have to say, English class is way different from middle school!In Unit 1, we jumped right into some solid vocabulary and conversation practice around the topic of personal introductions and interests. The unit started off pretty basic with words like "name," "age," "hobby," etc. But it quickly ramped up to more advanced phrases for describing our personalities, talents, hopes and dreams.At first, I felt a bit overwhelmed trying to memorize all the new vocabulary. But our teacher had us do lots of engaging exercises to really drill the words into our brains. We did flashcard games, conversational roleplays, even some funsinging activities. She made sure we were using the vocabulary actively instead of just doing rote memorization.Once we had a solid grasp of the key words and patterns, the real challenging work began - putting it all together through speaking and writing. We spent a ton of time practicing introducing ourselves and interviewing our classmates. Our teacher pushed us to use increasingly complex sentences and really stretch our abilities.For me, the writing prompts were the biggest hurdle. Having to compose coherent paragraphs about my interests, future goals, and personality traits really forced me to pull together everything I'd learned. Let me tell you, staring at a blank page wondering how to start was brutal at first! But getting constant feedback and doing drafts really helped.I remember one writing assignment in particular where we had to introduce a friend or family member. I decided to write about my cousin who is a few years older than me. Trying to find the right adjectives to describe her personality was so tough. Is she more "outgoing" or "sociable"? Is she an "ambitious" person or just "hard-working"? Little word choices like that really made me stop and think.What helped a lot was the example passages and model dialogues in the textbook. They gave me something to analayze and emulate in terms of vocabulary, grammar patterns, and organizational structure. The textbook writers did a great job making the examples relatable to vocational school students like me.By the end of Unit 1, I could finally introduce myself fairly fluently. Writing about my life still took a bunch of drafts and error correction. But I could feel my skills improving in leaps and bounds compared to just a few weeks earlier. Putting together clear, grammatically-correct sentences was getting easier and easier.Looking back on it now, Unit 1 could feel basicat times with its focus on self-introductions. But honestly, that simplefoundation was vital. If I couldn't describe myself well, how could I bemexpected to handle more complex topics? Establishing that solid base ofvocabulary and sentence patterns prepared me for the challenges ahead.For example, Units 2 and 3 took my English abilities to the next level byhaving me learn vocational terminology related to my specific trainingtrack. As someone studying automotive repair and maintenance, I had tomaster tons of words aboutvehicle components, tools, diagnosticprocedures, and more. Knowing how to introduce myself first made thistechnical vocab just a bit more approachable.The revised foundation module has definitely been an intense batchallenge so far. Looking ahead to the rest of my first year, I knowthere's still a long road of vocabulary, grammar, and comprehensionahead of me. But I feelready to tackle whatever towers of flashcards and writing promptscome my way next!I'm sure my English abilities will continue improving immenselythrough hard work and practice. While verbal communication is stillawkward for me at times, I can clearly see the progress I've made. Justcompare my shaky self-introductions at the start of the semester to thesmooth paragraphs I can write now about my life and interests. The gapsare shrinking every day.For any other vocational high school students out there feeling overwhelmed by English, I hear you! It can definitely be a struggle,especially with all the technical vocabulary and emphasis on realcommunication rather than just rote memorization. But don't get discouraged!If you put in the effort and take advantage of all the activities andresources, your English skills can grow in leaps and boundstoo. Stay focused on building that strong vocabulary and grammar foundation,especially on topics relevant to your future career. Listen to theexamples and use them as guides for your own speaking and writing. Mostimportantly, don't be afraid to make mistakes! Thafs how we learn.Believe me, if I can go from stumbling through basicself-introductionsto writing smoothly about myself and my interests in just a semwter,you can accomplish incredible English growth too. Just stick with it,work hard, and enjoy the journey! English is tough, but extremelyrewarding once you start seeing the fruits of your labor. Keep grindin'!。
秘书英语Unit1 How to Become a Competemt Secretary
1.1 Sprsking Module
Task Two Pair Work
B: That’s of great help. Well, if someone calls in to set up an appointment and on checking the diary you see it’s quite full, what should I do? A: Let them know the earliest they could see your boss. If it is quite a while away, say, a week or so, ask if it could be dealt with over the phone. If so, let them know you could arrange for the boss to give them a call as early as tomorrow. B: I see. A: Well, it is worth mentioning that if clients arrive early for their appointment, offer them a cup of tea or coffee. Always have some reading materials available to occupy them too. B: It’s very kind of you to offer your great help for me. A: It’s my pleasure.
1.1 Sprsking Module
Task Two Pair Work
Direction: Work with your partner on the following conversation Tips for a Secretary, using it as guide when making up your own conversation.
外研版英语八年级下册(教学设计)Module 2 Unit 2
Module 2 Experiences Unit 2 They have seen the Pyramids. 本模块以个人经历为话题，主要谈论与旅游相关的经历，分设三个课时进展学习。
本节课是这个模块中的第二课时，是一节读写课型的新授课。
作为模块的第课，它为第二、三单元不仅提供了话题和语境，同时也为学生们后来的学习扫清语言和文化的障碍。
本单元的阅读内容讲述的是美国小孩迈克.罗宾逊和妹妹随父亲在不同国家生活，所获得的生活见闻和收获的事情。
内容与学生们的实际生活息息相关，激发了学生的学习兴趣，语言实践活动也比拟好开展。
本单元的重点是在语境中理解现在完成时的含义，并熟练掌握用现在完成时表达询问他人经历和向他人介绍自己的经历。
难点是在特定语境下理解现在完成时的含义并能正确运用这一时态，使语法知识的学习融入生活实践，培养用语言做事的能力。
【知识目标】Key vocabulary—move, send, Germany, France, tower, ancient, king, queen,Arabic, way, mix, miss, countKey structures—count down, so far, in many ways,have been to, find it hard to do sth.【能力目标】To get information about the Pyramids.To master the present perfect tense.【情感目标】在教学过程中，学生们通过实践、参与有意义的各种形式的活动，体验与他人合作，共同完成学习任务的乐趣。
在本课中，通过对于罗宾逊家庭的工作和生活经历的了解，让学生了解西方人热衷旅行，追求自由的个性；了解各地不同的地理环境和风景名胜。
【教学重点】1. To learn some expressions in the passage.2. To learn the present perfect tense.◆教材分析 ◆教学目标◆教学重难点 ◆【教学难点】1. To get information from the article.2. To write a composition by using the present perfect tense. PPT 课件、录音机、课堂练习Step 1 RevisionAnswer the questions according to the pictures, and let Ss know about experiences.Step 2 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.Step 3 Pre-reading1. Ss ask and answer the questions in pairs.1).Which interesting places in China have you visited?2).Have you ever seen the Great Wall?3).Have you ever visited another country?2. Look and say what you can see in the picture.Step 4 ListeningLook at the two questions, then listen to the tape and answer the questions.Step 5 ReadingRead the passage and answer the six questions.1. How long have the Robinsons been in Egypt?2. Why do they live in Cairo?3. What have they seen and done in Egypt?4. What do Mike and Clare find difficult about Arabic?5. Who do they miss in the US?6. Are they looking forward to going home?Answers: 1. Two years.2. Because Peter’s company sent him to work and his family went with him.3. They have seen the Pyramids, travelled on a boat on the Nile River, and visited the◆课前准备 ◆ ◆教学过程palaces and towers of ancient king and queens.4. This language is different from English in many ways, and they find it hard to spelland pronounce the words.5. They miss their friends in the US.6. Yes, they are counting down the days.Step 6 Complete the passage with the correct form of the words in the boxMike and Clare live in Cairo in Egypt because their father works there. They have visited many places in Egypt. For (1) ________, they have seen the Pyramids, and they have visited the (2)_______ palaces of the (3) ______ and (4) _______ of Egypt. Mike and Clare have learnt a little Arabic, and when they speak it, they often (5) ______ it with German, French and Chinese. Recently, their father’s company has asked him to go back to the US. Mike and Clare are (6)_________ down the days.Step 7 Learning to learnLet Ss master the methods of learning English.Step 8 Language points1. …, and it has sent Peter to work in Germany, France and China before.send sb. to do sth. 表示“派遣某人去做某事〞。
六年级下册外研版第4模块作文英语
六年级下册外研版第4模块作文英语English:In Module 4 of the sixth grade textbook, students are required to write a composition in English. The topic of the composition is about their favorite hobbies. Students are encouraged to introduce their hobbies, explain why they like them, and share their experiences related to their hobbies. This composition aims to practice students' English writing skills, expand their vocabulary, and encourage them to express their thoughts and ideas in English. Through writing about their favorite hobbies, students can not only improve their language proficiency but also develop their creativity and critical thinking skills. It is a great opportunity for students to showcase their interests and personalities through writing.中文翻译:在六年级课本的第四模块中，学生需要用英语写一篇作文。
作文的题目是关于他们喜欢的爱好。
鼓励学生介绍他们的爱好，解释为什么喜欢它们，并分享与他们的爱好相关的经历。
新时代核心英语教程写作2课件
新时代核心英语教程写作2课件In the new era, the importance of English as a global language has only grown, making it an essential skill for communication, business, and academic pursuits. The "Core English Tutorial Writing 2" courseware aims to refine students' writing abilities to meet the demands of this interconnected world.The courseware is designed to build upon the foundational writing skills acquired in the first part of the series, focusing on advanced writing techniques and strategies. It includes comprehensive lessons on various aspects of English writing, such as structuring an argumentative essay, crafting a compelling narrative, and writing effective business correspondence.Each module within the courseware is meticulously crafted to provide a step-by-step guide, from understanding the purpose of the writing task to organizing thoughts logically, developing a clear thesis statement, and supporting it with relevant evidence. The courseware also emphasizes the importance of proofreading and editing to ensure clarity, coherence, and grammatical accuracy.Interactive exercises and real-world examples are integrated throughout the courseware to engage students and apply the concepts learned. These activities range from peer reviews to simulated writing tasks that mimic professionalscenarios, thus preparing students for practical applications of their writing skills.Moreover, the courseware incorporates technological tools and platforms to facilitate learning. Students have access to online resources, such as a digital library of writing samples, forums for discussion, and tools for collaborative writing projects. This not only enhances the learning experience but also encourages the development of digital literacy, a crucial skill in the modern age.The "Core English Tutorial Writing 2" courseware is a comprehensive resource for students looking to excel in English writing. It is designed to be adaptable to various learning styles and levels, ensuring that all students can benefit from its structured approach to improving writing proficiency. By the end of the course, students will have a robust set of writing skills that will serve them well in their academic and professional lives.。
Module1Unit2Writing教学设计2024-2025学年英语外研版八年级上册
3. 评价方式：我在评价学生作业时，发现过于注重写作结果，而忽视了写作过程中的思维和创造力的发展，需要调整评价方式，更注重学生的写作过程和思维能力。
（三）改进措施
1. 激发学生兴趣：我将尝试更多有趣的教学活动，如游戏、角色扮演等，以激发学生的学习兴趣和积极性。
四、教学资源
1. 软硬件资源：多媒体教室、投影仪、计算机、黑板、教学卡片。
2. 课程平台：学校教学管理系统、英语学习软件。
3. 信息化资源：英语学习网站、电子教材、教学视频。
4. 教学手段：任务型教学法、合作学习、小组讨论、角色扮演、口头报告。五、教学实施过程1 课前自主探索教师活动：
- 发布预习任务：通过在线平台或班级微信群，发布预习资料（如PPT、视频、文档等），明确预习目标和要求。
5. 教师评价与反馈：针对学生在课堂表现、小组讨论、随堂测试和作业中的优点和不足，给予具体的评价和反馈。鼓励学生发挥优势，改进不足，并提供进一步的学习建议和指导。
八、反思改进措施
（一）教学特色创新
1. 情境模拟：我在课堂上尝试了情境模拟的方式，让学生在模拟的场所中进行交流和描述，这样他们能够更直观地理解和学习如何描述一个场所。
教学方法/手段/资源：
- 自主学习法：引导学生自主完成作业和拓展学习。
- 反思总结法：引导学生对自己的学习过程和成果进行反思和总结。
- 作用与目的：巩固学生在课堂上学到的描述场所的写作技巧。通过拓展学习，拓宽学生的知识视野和思维方式。通过反思总结，帮助学生发现自己的不足并提出改进建议，促进自我提升。
2. 学生的学习兴趣、能力和学习风格：八年级的学生对于新鲜事物充满好奇，他们具有较强的学习能力和创新思维。在学习风格上，他们更倾向于通过实践活动和互动交流来学习。因此，在教学过程中，教师可以充分利用多媒体教学资源和实地观察等教学手段，激发学生的学习兴趣，提高他们的学习效果。
高中英语外研版必修三的范文
高中英语外研版必修三的范文As a high school student, the required English module 3 curriculum has been an integral part of my academic journey. This module, which focuses on various aspects of the English language, has provided me with a deeper understanding and appreciation for the intricacies of communication. Through the diverse range of topics covered, I have gained invaluable knowledge and skills that have not only enhanced my linguistic abilities but also broadened my perspectives on the world around meOne of the key aspects of the required English module 3 is the emphasis on vocabulary development. The extensive list of vocabulary words introduced in this module has been instrumental in expanding my lexical repertoire. By delving into the etymological origins, contextual usages, and nuanced meanings of these words, I have developed a more precise and articulate command of the English language. This has not only improved my performance in academic settings but has also enabled me to engage in more meaningful and insightful conversations with my peers and teachersAnother crucial component of the required English module 3 is the exploration of various literary genres and their distinctive features. From the captivating narratives of novels to the rhythmic cadence of poetry, I have been exposed to a diverse array of literary works that have broadened my understanding of the written word. Through the analysis of literary devices, character development, and thematic elements, I have honed my critical thinking skills and gained a deeper appreciation for the power of language to convey complex ideas and emotionsFurthermore, the module's focus on enhancing writing skills has been particularly valuable. The extensive practice in crafting well-structured essays, persuasive arguments, and coherent narratives has equipped me with the tools necessary to effectively communicate my thoughts and ideas in a clear and concise manner. The feedback and guidance provided by my teachers have been instrumental in refining my writing style, ensuring that I am able to express myself with clarity and precisionOne of the most significant aspects of the required English module 3 has been the emphasis on cross-cultural understanding and global perspectives. Through the study of diverse literary works, cultural references, and international perspectives, I have gained a deeper understanding of the interconnectedness of the world. This exposure has not only broadened my horizons but has also fostered a greatersense of empathy and respect for different cultures and traditions. By engaging with these global perspectives, I have been able to develop a more nuanced and well-rounded understanding of the world we live inMoreover, the module's incorporation of multimedia resources and technological tools has been particularly engaging and relevant to my generation. The use of digital platforms, interactive learning activities, and multimedia presentations has not only made the learning process more dynamic and interactive but has also equipped me with valuable skills in navigating the digital landscape. These technological advancements have not only enhanced my learning experience but have also prepared me for the demands of the 21st-century workforcePerhaps one of the most valuable aspects of the required English module 3 has been the development of my critical thinking and problem-solving skills. Through the analysis of complex texts, the evaluation of diverse perspectives, and the formulation of well-reasoned arguments, I have honed my ability to think critically and approach challenges with a more nuanced and analytical mindset. This skill set has not only benefited me in my academic pursuits but has also equipped me with the tools necessary to navigate the complexities of the modern worldIn conclusion, the required English module 3 has been a transformative experience that has significantly impacted my personal and academic growth. From the expansion of my vocabulary to the enhancement of my writing skills, from the exploration of diverse literary genres to the cultivation of cross-cultural understanding, this module has provided me with a well-rounded and comprehensive education in the English language. As I continue on my academic journey, I am confident that the knowledge and skills I have acquired through this module will serve me well in my future endeavors, empowering me to become a more effective communicator, a more critical thinker, and a more engaged global citizen。
小学人教版五年级英语第一模块的作文模板
小学人教版五年级英语第一模块的作文模板In the first module of the fifth grade English textbook of People's Education Press, there are several topics covered, including greetings, self-introduction, and classroom language. In this article, we will explore these topics and provide a template for writing a composition based on the content of the module.Greeting someone is an essential part of communication. When meeting someone for the first time, it is polite to say "hello" or "hi." Additionally, we can ask "How are you?" to show our concern for the other person's well-being. It is important to respond to greetings appropriately, such as saying "I'm fine, thank you" or "I'm good, thanks." By using these simple greetings, we can establish a friendly atmosphere and make others feel comfortable.Self-introduction is another important skill in communication. When introducing ourselves, we can start with our names, ages, and nationalities. For example, "My name is Lily. I'm ten years old. I'm from China." We can also mention our hobbies and interests to make the introduction more interesting. Sharing information about our families, such as the number of family members and their occupations, can help others understand us better. By introducing ourselves confidently and clearly, we can make a good impression on others.In the classroom, we often use specific language to communicate with teachers and classmates. For example, when we want to ask a question, we can say "Excuse me, may I ask a question?" or "Teacher, can you help me?" It is important to use polite language when talking to teachers and show respect for their authority. When we want to answer a question, we can raise our hands and say "I know the answer!" or "I can answer that!" By using appropriate classroom language, we can actively participate in class discussions and enhance our learning experience.Now let's move on to the composition template based on the topics covered in this module:Introduction:In this module, we have learned about greetings, self-introduction, and classroom language. These skills are essential for effective communication and building relationships with others. In this composition, I will share my experiences and provide examples of how to use these skills in various situations.Body:1. Greetings:Importance of greetings in communication。
牛津模块一英语作文模板
牛津模块一英语作文模板Oxford Module 1 English Writing Template。
Introduction。
The Oxford Module 1 English Writing Template is designed to help students effectively structure their essays and improve their writing skills. This template provides a clear and concise framework for organizing ideas and developing coherent arguments. By following this template, students can enhance the quality of their writing and achieve better results in their academic pursuits.I. Introduction。
The introduction serves as the opening statement of the essay and should provide a brief overview of the topic. It should also include a thesis statement, which outlines the main argument or purpose of the essay. Additionally, the introduction should capture the reader's attention and establish the relevance of the topic.II. Body Paragraphs。
二年级外研英语下册m4听力
二年级外研英语下册m4听力全文共3篇示例，供读者参考篇1Title: Second Grade Foreign Language English Listening Book M4In the fourth module of the second grade foreign language English listening book, students will continue to hone their listening skills through a variety of fun and engaging activities. This module focuses on building vocabulary, practicing pronunciation, and improving comprehension.The module begins with a warm-up exercise where students listen to short sentences and repeat after the audio. This helps students familiarize themselves with the pronunciation of common words and phrases in English. The sentences gradually increase in complexity, challenging students to enunciate clearly and accurately.Next, students move on to listening to short conversations between two speakers. These conversations are designed to help students understand the context in which certain phrases are used and to improve their listening comprehension. Students willbe asked to answer questions about the conversations to demonstrate their understanding of the dialogue.Following the conversations, students will listen to a series of short stories read aloud by a native English speaker. These stories are specially crafted to captivate the students' attention while introducing them to new vocabulary and sentence structures. After listening to the stories, students will be asked to retell the main events and key details in their own words.In the final part of the module, students will participate in listening comprehension exercises where they will listen to longer passages and answer questions about the content. These exercises help students practice their listening skills in a more challenging setting, preparing them for more advanced listening tasks in the future.Overall, the fourth module of the second grade foreign language English listening book is designed to help students improve their listening skills in a fun and interactive way. By engaging with a variety of listening activities, students will develop a stronger grasp of the English language and become more confident in their ability to understand and communicate effectively in English.篇2Title: Listening Comprehension in Grade Two: Oxford English Book 4In Grade Two, students are introduced to the Oxford English Book 4, which includes a variety of listening comprehension exercises aimed at improving their English language skills. These exercises cover a wide range of topics such as daily activities, family members, hobbies, and more. By actively engaging in these listening exercises, students are able to enhance their listening skills, expand their vocabulary, and improve their overall English proficiency.Listening comprehension plays a crucial role in language learning, as it helps students to understand spoken language, recognize different accents, and practice their pronunciation. The Oxford English Book 4 provides students with a variety of audio materials, including conversations, stories, songs, and poems, which are designed to not only improve their listening skills but also keep them engaged and motivated.One of the key features of the listening exercises in the Oxford English Book 4 is the use of visuals to support the audio materials. For example, students may be shown pictures ofdifferent family members while listening to a conversation about family relationships. This visual aid helps students to better understand the vocabulary and context of the conversation, making it easier for them to comprehend the spoken language.In addition to improving listening skills, the listening exercises in the Oxford English Book 4 also focus on developing students' speaking and writing abilities. After listening to a conversation, students may be asked to answer comprehension questions orally or in written form. This not only tests their understanding of the material but also encourages them to practice expressing themselves in English.Overall, the listening comprehension exercises in Grade Two are an essential component of the English language curriculum. They provide students with the opportunity to practice their listening, speaking, and writing skills in a fun and interactive way. By actively engaging in these exercises, students are able to build a strong foundation in English language and become more confident and proficient speakers.篇3Title: Listening Practice for Grade 2: Oxford English Step Forward Level 4Listening is an essential skill in language learning, as it helps students improve their understanding of spoken English and develop their listening comprehension. In the Grade 2 curriculum of the Oxford English Step Forward Level 4 textbook, there are various listening activities that can help students enhance their listening skills effectively. In this article, we will explore some of these listening activities and provide tips for improving listening comprehension in Grade 2.Listening Activities in Grade 2 Textbook1. Listening to Conversations: In the Grade 2 textbook, students will listen to conversations between different characters, such as family members, friends, and classmates. These conversations cover various topics, including daily activities, hobbies, and preferences. By listening to these conversations, students will learn how to understand spoken English in context and improve their listening comprehension.2. Listening to Instructions: Another important listening activity in the Grade 2 textbook is listening to instructions. Students will listen to teachers or peers giving instructions on how to do a task, such as following a recipe, playing a game, or completing a craft project. This activity helps students practicelistening for specific information and develop their ability to follow directions accurately.3. Listening to Stories: Grade 2 students will also listen to stories in the textbook, which include narratives about animals, family adventures, and fantasy worlds. Listening to stories helps students improve their listening skills by following the plot, understanding the characters’ emotions, and predicting what will happen next. This activity enhances students’ listening comprehension and encourages them to engage with the content on a deeper level.Tips for Improving Listening Comprehension in Grade 21. Practice Regularly: To improve listening comprehension, Grade 2 students should practice listening to English audio materials regularly. They can listen to English songs, podcasts, radio shows, and audiobooks to expose themselves to different accents, speech patterns, and vocabulary.2. Focus on Key Words: When listening to spoken English, Grade 2 students should focus on key words and phrases that convey the main idea of the conversation or story. By identifying and understanding these key words, students can grasp the overall meaning of the audio material more effectively.3. Take Notes: Grade 2 students can take notes while listening to audio materials to jot down important information, such as names, dates, locations, and events. Taking notes helps students stay focused, retain information, and review the content later for better comprehension.4. Use Visual Aids: Grade 2 students can use visual aids, such as pictures, illustrations, and subtitles, to support their listening comprehension. Visual aids provide context, clarification, and additional information that can help students understand the spoken English more easily.In conclusion, listening is a crucial skill for Grade 2 students learning English, and the listening activities in the Oxford English Step Forward Level 4 textbook can help students enhance their listening comprehension effectively. By practicing listening regularly, focusing on key words, taking notes, and using visual aids, Grade 2 students can improve their listening skills and become more confident in understanding spoken English.。
英语评论文作文模板
英语评论文作文模板英文回答：Introduction。
The English language has become a global phenomenon, with millions of people around the world speaking it as a first or second language. This widespread adoption has led to the development of numerous English proficiency tests, designed to assess individuals' skills in reading, writing, listening, and speaking the language.One such test is the IELTS (International English Language Testing System), which is widely recognized by educational institutions and employers as a reliable measure of English proficiency. The IELTS is divided into four modules: Listening, Reading, Writing, and Speaking. Each module is scored on a scale of 0 to 9, with 9 being the highest possible score.Body Paragraph 1: Listening Module。
The Listening module of the IELTS consists of four sections, each of which contains a different audio recording. The recordings are of varying lengths and may include conversations, lectures, and news broadcasts. Test takers are required to answer a variety of questions about the recordings, including multiple choice, fill-in-the-blank, and short answer questions.The Listening module is designed to assess test takers' ability to understand spoken English in a variety of contexts. The recordings are presented at a natural pace of speech, and test takers are expected to be able to follow the conversations and extract the relevant information.Body Paragraph 2: Reading Module。
英语拓展模块unit
• English vocabulary expansion • English Grammar Expansion • Expansion of English listening
and speaking abilities • Expansion of English Reading
Improvement of oral expression capability
• Encouraging active speaking: Encourage students to actively participate in speaking activities, such as role plays, debites, and discussions Provide feedback on their promotion, fluency, and grammar
and Writing • Expansion of English Cultural
Background
目录
01
English vocabulary expansion
Expansion of common vocabulary
General words
Common words
words that are widely used in various contexts, such as "the", "and", "is", "it", etc
Teaching listening strategies
Instruct students on effective listening strategies, including predicting the content, summarizing key information, and distinguishing between important and immediate information
深国交入学考试英语作文最后一模块
深国交入学考试英语作文最后一模块全文共10篇示例，供读者参考篇1Title: My Experience in the Deep International Exchange Entrance ExamHi everyone! I'm so excited to share with you my experience in the final module of the Deep International Exchange entrance exam. It was a tough test, but I had a lot of fun doing it!The last module of the exam was all about English. We had to read a passage and answer questions about it. There were also some grammar and vocabulary questions, which were a bit tricky, but I did my best to answer them.I remember one particular question where we had to choose the correct preposition to fill in the blank. I was a bit confused at first, but then I remembered my teacher's advice and chose the right answer. I felt so proud of myself when I got it right!Another part of the exam was writing a short essay. We had to write about our favorite animal and why we liked it. I chose to write about my pet dog, Sparky. I talked about how loyal andfriendly he is, and how he always makes me happy. I even drew a picture of him at the end of my essay!After the exam, I felt a mix of nervousness and excitement. I really hope I did well and can get into the Deep International Exchange program. I've been dreaming of studying abroad and making new friends from different countries.Overall, the exam was challenging but also a lot of fun. I can't wait to see the results and hopefully start my international exchange journey. Wish me luck, everyone!篇2Hello everyone! I'm so excited to share with you about the last module of the Deep International School entrance exam. This module is all about English, and it's the final part of the exam before we find out if we get accepted into the school.In this module, we had to show off our English skills by writing a long essay. We had to choose a topic and write at least 2000 words about it. It was a lot of work, but also really fun because we got to pick something we were interested in.I chose to write about my favorite animal, the panda. I talked about how cute and fluffy pandas are, and how important it is toprotect them. I also shared some interesting facts about pandas, like how they eat bamboo all day long and sleep for up to 14 hours a day. It was so much fun doing research and learning more about my favorite animal.After I finished my essay, I read it out loud to my friends and they all loved it. They said I really captured the magic of pandas in my writing. I felt really proud of myself and I hope the examiners like my essay too.Overall, the English module of the Deep International School entrance exam was a great experience. I got to show off my writing skills and learn more about something I love. I can't wait to find out if I get accepted into the school!篇3Oh my gosh, guys! Can you believe it? The last module of the Shenzhen International School entrance exam is finally here! I can't believe how fast time flies when you're having fun. But hey, we can do this! We've been studying hard all year long and we are totally ready for this.So, for the last module of the exam, we have to write an English essay. I know, I know, essays can be boring sometimes, but trust me, this one is going to be super fun! We get to chooseany topic we want and just let our imaginations run wild. How cool is that?I think I'm going to write about my dream vacation. I've always wanted to go to Paris and see the Eiffel Tower. Or maybe I'll write about my superhero alter ego and all the amazing adventures I go on to save the day. The possibilities are endless!But hey, no matter what topic we choose, I know we're all going to knock this essay out of the park. We've worked so hard and we are so smart and talented. I believe in us, guys!So let's put on our thinking caps, grab our pencils, and show this exam who's boss. We've got this, team! Let's go out there and crush it!篇4Hey guys, today I want to share with you my experience in the final module of the Deep International School entrance exam. It was super exciting but also a bit nerve-wracking!The last module of the exam was all about English. We had to show off our grammar skills, vocabulary, and writing abilities. The first part was a grammar test where we had to fill in theblanks with the correct verb tense or preposition. It was a bit tricky, but I think I did pretty well.Next, we had a vocabulary section where we had to match the words with their definitions. Some of the words were pretty tough, but I studied really hard so I think I got most of them right.The last part of the exam was a writing task. We had to write a short essay about our favorite holiday and why it's special to us.I wrote about Christmas because I love decorating the tree with my family and exchanging presents. It was so much fun to write about something I love.Overall, the final module of the Deep International School entrance exam was challenging but also a lot of fun. I can't wait to find out if I passed and get to start at this awesome school!篇5Oh my goodness, the final module of the Shenguoji entrance exam is finally here! I can’t believe we’re almost done with this super tough test. But hey, we’ve studied hard all year long, so I know we can totally nail this last part!So, the last module is all about English. We have to write a really long essay, like over 2000 words long! That’s like, super long! But don’t worry, I’ve already started brainstorming some ideas for what I can write about. Maybe I’ll write a story or talk about my favorite animal. Or I could even write about what I want to be when I grow up. There are so many possibilities!I’ve been practicing my English writing skills a lot leading up to this final module. I’ve been reading books, watching English movies, and even chatting with my English-speaking friends. I really want to do well on this part of the exam, so I’m putting in all the effort I can.I know the exam is going to be tough, but I believe in myself and all my classmates. We’ve worked so hard all year long, and we’ve improved so much. I know we can do it! So let’s all give it our best shot and ace this final module of the Shenguoji entrance exam! Let’s go, team!篇6Wow! I can't believe it's finally here - the last module of the Deep International School entrance exam! It's been a long journey, but we're almost at the finish line. This last module is allabout showing what we've learned and how much we've grown throughout the process.In this module, we have to write an essay in English. I know some of us might feel a little nervous about this, but I believe in all of us! We've been studying hard and practicing our English skills, so we're prepared for this challenge.For my essay, I'm going to talk about my favorite subject in school. I love learning about science because it helps me understand how the world works and why things happen the way they do. It's like solving a puzzle and discovering new things every day.I also want to write about my goals for the future. I dream of becoming a scientist and making important discoveries that will help people all over the world. I know it won't be easy, but with hard work and determination, I believe I can achieve my dreams.I'm so grateful for all the support and encouragement I've received from my teachers, classmates, and family. They've helped me stay motivated and focused, and I couldn't have come this far without them.As we complete this last module and finish the entrance exam, let's remember to stay positive and believe in ourselves.We've worked hard for this moment, and I know we'll all do our best. Good luck to everyone, and let's show the world how amazing we are!篇7Once upon a time, in the magical land of Deep International School, there was a final exam for the new students to show off their English skills. The exam had four modules and the last module was the most exciting one!The final module of the exam was all about speaking English. The students had to talk about their favorite hobbies, their families, and their dreams for the future. They were nervous but also excited to finally show what they had learned in class.First up was Lily, a shy girl with curly hair and big glasses. She stood up in front of the class and started talking about her love for painting. She described how she loved to mix colors and create beautiful masterpieces. Everyone clapped and cheered for her bravery.Next was Jack, a sporty boy with messy hair and a big smile. He talked about his family, how he loved playing soccer with his dad and how his little sister always stole his toys. Everyone laughed and nodded along with his funny stories.And finally, it was Emily's turn. She was a smart girl with a passion for reading and writing. She talked about her dreams of becoming a famous author one day and how she wanted to travel the world to get inspiration for her stories. Everyone was amazed by her creativity and ambition.In the end, all the students passed the exam with flying colors. They hugged each other and promised to always keep practicing their English skills together. And as they left the classroom, they knew that they were one step closer to achieving their dreams at Deep International School.篇8Title: My Final Module of the Deep International Exchange Entrance ExamHey guys, guess what? I just finished the last module of the Deep International Exchange entrance exam. It was so exciting and nerve-wracking at the same time!The last module was all about speaking and listening. We had to listen to some dialogues and answer questions about them. It was pretty tough because the speakers in the dialogues spoke really fast. But I tried my best to concentrate and catch all the important information.After that, we had to do some speaking exercises. We were given different topics to talk about, like our favorite hobbies, our dream job, and what we would do if we could travel anywhere in the world. I had so much fun speaking about my interests and dreams.I also had to have a conversation with one of the examiners. They asked me questions about my family, my school, and my future plans. I was a little nervous at first, but the examiner was really nice and made me feel comfortable.Overall, I think I did pretty well in the speaking and listening module. I'm so relieved that the exam is finally over, and now all I have to do is wait for the results. I hope I did well enough to get into the Deep International Exchange program. Fingers crossed!篇9Hello everyone! Today, I want to share with you my experience in the final module of the Shen Guojiao entrance exam. It was a bit challenging, but I did my best and had fun too!In the last module, we had to write an English essay about our favorite animal. I chose to write about my pet dog, Max. He is a cute Labrador Retriever and always makes me happy with his wagging tail and playful antics.I started my essay by introducing Max and describing his physical appearance. I wrote about his shiny black coat, floppy ears, and big brown eyes that always seem to be full of love. Then, I talked about his personality, how he is friendly, loyal, and always ready to play fetch or go for a walk.Next, I shared some funny stories about Max, like the time he stole a slice of pizza off the table or how he snores loudly when he sleeps. I also mentioned how he comforted me when I was feeling sad or scared, showing that animals can be great companions and friends.In the end, I concluded my essay by expressing my love for Max and how grateful I am to have him in my life. I also included a cute drawing of us together, with a caption that read, "Best friends forever."Overall, I had a lot of fun writing about my favorite animal and sharing my love for Max with everyone. I hope I did well on the exam and can't wait to see the results. Thank you for listening to my story!篇10Okay, here we go! Hi everyone, my name is Lily and I want to tell you all about the last module of the entrance exam for Deep International School. It's all about English, so let's get started!The last module of the entrance exam was the English test. We had to do a lot of different things like reading, writing, listening, and speaking. It was super fun, but also a little bit challenging.First, we had to read a story and answer some questions about it. The story was about a girl named Sarah who went on an adventure to the jungle. It was so cool and exciting! I loved reading about all the animals she saw and the things she did.Next, we had to write a short essay about our favorite holiday. I chose Christmas because I love getting presents and spending time with my family. I wrote all about the decorations, the food, and the fun activities we do together. It was so much fun to write about something I love!After that, we had to listen to a recording of someone talking and answer some questions about it. The person in the recording was talking about their favorite movie and why they liked it. It was really interesting to hear someone else's opinion on a movie.Finally, we had to do a speaking test where we had to talk about our favorite hobby. I talked about how much I love drawing and painting. I showed some pictures of my art and explained why I enjoy it so much. It was a little bitnerve-wracking to speak in front of everyone, but I did my best and had a lot of fun.Overall, the English test was a great way to show off our language skills and have some fun at the same time. I can't wait to see how I did on the test and hopefully, I'll get to join Deep International School and continue to learn and grow in English. Thanks for reading my article, and I hope you enjoyed it! Bye for now!。
十二模块英语作文
十二模块英语作文The world of education is constantly evolving, and one of the most significant developments in recent years has been the introduction of the Twelve Module English Essay. This innovative approach to teaching and learning English has transformed the way students engage with the language, offering them a more comprehensive and engaging educational experience.At the heart of the Twelve Module English Essay is the idea of breaking down the learning process into manageable and focused units, each addressing a specific aspect of the English language. This modular structure allows students to build their skills gradually, mastering one module before moving on to the next, ensuring a solid foundation and a deeper understanding of the language.The first module, "Foundations of Grammar," lays the groundwork for the entire program, providing students with a thorough understanding of the fundamental rules and structures of the English language. From parts of speech to sentence structure, this module equips learners with the essential tools they need to effectivelycommunicate in English.The second module, "Vocabulary Expansion," focuses on expanding the students' lexical repertoire. By introducing a diverse range of words and phrases, this module helps students develop a more nuanced and expressive command of the language, enabling them to convey their ideas with greater precision and clarity.The third module, "Effective Writing Strategies," delves into the art of composition, teaching students how to organize their thoughts, craft compelling narratives, and effectively communicate their ideas in written form. From crafting strong thesis statements to developing cohesive paragraphs, this module empowers students to become confident and skilled writers.The fourth module, "Mastering Oral Communication," addresses the crucial aspect of spoken English. Through a series of interactive exercises and simulations, students learn to effectively express themselves, engage in discussions, and deliver presentations with confidence and clarity.The fifth module, "Critical Reading and Analysis," equips students with the tools to navigate complex texts, understand underlying themes and messages, and develop the ability to think critically about the information they encounter. This module lays thefoundation for academic success and lifelong learning.The sixth module, "English in the Digital Age," explores the evolving role of technology in language learning and communication. Students learn to leverage digital tools and platforms to enhance their language skills, engage in online discussions, and navigate the ever-changing landscape of digital communication.The seventh module, "Intercultural Communication," delves into the nuances of cross-cultural exchange, preparing students to navigate the global landscape with sensitivity and understanding. By exploring diverse cultural perspectives and communication styles, this module fosters empathy, respect, and the ability to effectively communicate across cultural boundaries.The eighth module, "Advanced Grammar and Syntax," builds upon the foundations laid in the first module, delving deeper into the complexities of English grammar and sentence structure. Students learn to navigate the more intricate aspects of the language, developing a more sophisticated command of the written and spoken word.The ninth module, "Research and Academic Writing," equips students with the skills necessary for success in higher education and beyond. From conducting thorough research to crafting well-structured academic essays, this module prepares students for the rigors of college-level writing and research.The tenth module, "English in the Workplace," focuses on the practical application of language skills in professional settings. Students learn to communicate effectively in business meetings, write professional emails and reports, and navigate the nuances of workplace communication.The eleventh module, "Creative Writing Techniques," encourages students to explore the more artistic and expressive aspects of the English language. Through workshops and guided exercises, students develop their ability to craft compelling narratives, poetry, and other forms of creative writing.The twelfth and final module, "Capstone Project," allows students to synthesize the skills and knowledge they have acquired throughout the program. By completing a comprehensive project that showcases their language proficiency, critical thinking, and problem-solving abilities, students demonstrate their mastery of the English language and their readiness to apply their skills in real-world contexts.The Twelve Module English Essay is not just a curriculum; it is a transformative educational experience that empowers students to become confident, versatile, and highly proficient in the Englishlanguage. Through this innovative approach, students develop a deep understanding of the language, the ability to communicate effectively in a variety of contexts, and the critical thinking skills necessary for success in the 21st century.As the world becomes increasingly interconnected, the importance of mastering the English language cannot be overstated. The Twelve Module English Essay provides students with the tools and the confidence they need to navigate this global landscape, opening doors to new opportunities and unlocking their full potential. By embracing this comprehensive and dynamic approach to language learning, students can emerge as true leaders in their chosen fields, equipped with the linguistic and cognitive skills to thrive in an ever-evolving world.。
外研版英语八年级下册英语作文笫三模块
外研版英语八年级下册英语作文笫三模块Module Three: My HobbiesIn Module Three of the New Standard English Eighth Grade textbook, we explore the theme of hobbies. Hobbies are activities we enjoy doing in our spare time, and they play an important role in enhancing our well-being and personal growth. In this module, students are encouraged to express their interests, share their experiences, and learn from each other.The module begins with a discussion on different types of hobbies, such as sports, music, painting, reading, gardening, and cooking. Students are introduced to vocabulary related to hobbies and are provided with practical language skills to talk about their own hobbies and interests. Through various reading passages, listening exercises, and interactive activities, students are given the opportunity to practice using this language in context.One of the highlights of Module Three is the writing task, where students are asked to write a short essay about their favorite hobby. This exercise not only helps students improve their writing skills but also allows them to reflect on the importance of their hobbies in their lives. By sharing their essayswith their classmates, students are able to learn more about each other's interests and hobbies, fostering a sense of community and understanding in the classroom.In addition to the writing task, students are also engaged in speaking activities where they discuss their hobbies with a partner or in small groups. These activities provide students with the opportunity to practice speaking in English, express their ideas and opinions, and develop their communication skills.Overall, Module Three of the New Standard English Eighth Grade textbook is a fun and engaging exploration of hobbies. Through a variety of activities and exercises, students are able to not only improve their language skills but also develop their creativity, critical thinking, and social skills. By encouraging students to share their interests and passions, this module helps create a supportive and inclusive learning environment where students feel valued and appreciated for who they are.。
七年级下册英语书m5u3列清单作文外研版
七年级下册英语书m5u3列清单作文外研版全文共3篇示例，供读者参考篇1Module 5 Unit 3 in the 7th grade English book from Foreign Language Teaching and Research Press is a comprehensive unit that covers a variety of topics related to daily activities, hobbies, and interests. In this unit, students will learn new vocabulary, grammar structures, and practice their listening, speaking, reading, and writing skills.The unit begins with a vocabulary list of common activities and hobbies, such as playing soccer, reading books, drawing pictures, and listening to music. Students will also learn how to talk about their interests and daily routines using the present simple tense.Next, students will focus on reading comprehension where they will read short passages about different hobbies and activities. They will practice identifying key information, making inferences, and answering questions about the text.Following the reading comprehension exercises, students will work on their listening skills by listening to conversationsand dialogues related to hobbies and interests. They will practice understanding spoken English, following instructions, and answering questions based on what they hear.In the writing section of the unit, students will have the opportunity to write short paragraphs about their own interests, hobbies, and daily routines. They will practice using the vocabulary and grammar structures they have learned throughout the unit.Overall, Module 5 Unit 3 is a well-rounded unit that allows students to practice and improve their English language skills in a fun and engaging way. By the end of the unit, students will have a better understanding of how to talk about their hobbies and interests in English and will be able to communicate more effectively in everyday conversations.篇2Unit 3 of Module 5 in the seventh grade English book from the Foreign Language Teaching and Research Press focuses on making a list of items. Lists are an essential part of organizing information and are commonly used in daily life. In this unit, students will learn how to create different types of lists and how to effectively use them.The unit begins with an introduction to the concept of lists, explaining their importance in our daily lives. Students will be taught the different types of lists, such as to-do lists, shopping lists, and wish lists. They will also learn how to make a list of items using bullet points or numbers to organize information effectively.After understanding the basics of making lists, students will be given exercises to practice creating lists of their own. They will be asked to make a to-do list for a weekend trip, a shopping list for a party, and a wish list for their birthday. Through these exercises, students will learn how to prioritize items on a list and how to write clear and concise items.The unit also includes activities to help students improve their English writing and vocabulary skills. They will be introduced to new words related to making lists, such as items, categories, and priorities. Students will also practice writing sentences in which they list items in a specific order, using conjunctions and proper punctuation.By the end of the unit, students will have a better understanding of how to make a list of items and how to effectively use lists in their daily lives. They will be able to organize information more efficiently and improve their writingand vocabulary skills. Making lists is a valuable skill that can help students in many aspects of their academic and personal lives, and this unit provides a solid foundation for mastering this skill.篇3Unit 3 in Module 5 of the New Standard English Grade 7 textbook focuses on creating a shopping list and learning vocabulary related to shopping. In this unit, students will practice using words and phrases related to shopping, such as types of stores, items to buy, quantities, and prices. They will also learn how to write a shopping list and understand the importance of budgeting and saving money.The unit starts with a warm-up activity where students are introduced to the topic of shopping and asked to brainstorm words and phrases related to shopping. They will then learn new vocabulary through a variety of activities, such as matching exercises, fill-in-the-blanks, and listening comprehension exercises. Students will also practice using the new vocabulary in context through role-plays and dialogues.One of the key activities in this unit is creating a shopping list. Students will be asked to imagine they are going shopping and write down the items they need to buy. They will need to usethe vocabulary they have learned to list the items, quantities, and prices. This activity will help students practice writing skills and reinforce the new vocabulary in a practical way.In addition to vocabulary and writing practice, this unit also covers important grammar points related to shopping, such as countable and uncountable nouns, quantifiers, and expressions of quantity. Students will learn how to use these grammar points correctly when talking about shopping and making a shopping list.Overall, Unit 3 of Module 5 in the New Standard English Grade 7 textbook provides students with the necessary vocabulary and grammar skills to talk about shopping and create a shopping list. By the end of the unit, students will be able to confidently navigate a shopping situation, understand how to budget and save money, and communicate effectively in a shopping context.。
Module 4 Unit 3 Writing课件
Many things in our school _w_i_ll_c_h_a_n_g_e_(change)in the future.
Teachers_w_i_ll_u_s_e_(use)computers to teach students, check the students’ level and help them. Theyw__o_n_’t_u_s_e(not use)chalk on the blackboard . Students _w_i_ll_u_s_e__(use) computers to learn , theyw__o_n_’t_u_s_e(not use) pens and paper, or erasers any more .
1.is → will be e→ will use 3.works → work 4.good → well 5.on→ for 6.because → so 7.many → much 8.see→ to see 9.take→ will take 10.your→yours
Step 5 Fill in the blanks.
Step 7 Write a short composition about our country in the future.
Our country in the future ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
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The writing part of module 2 in book 6（外研社）普兰店市第一中学任晓坤The writing part of module 2 in book 6Hello, everyone! My name is Ren Xiaokun. I’m from Pu Landian No.1 senior high middle school. Today I’m very pleased to have an opportunit y to talk about some of my teaching ideas. My topic is the writing part of module 2 in Book 6. According to the demands of new English curriculum standard, I divide my teaching material into four parts:Part One My understanding of this lessonThe analysis of the teaching material :As we know, writing is as an important skill as listening, speaking and reading for the students to learn English as an foreign language and that’s what I want to emphasize in this period.Teaching aims:1.knowledge aim: Enable the students to write a fantasy story.2.Ability aim: Improve the students’ creative writing ability.3.Emotional aim: Arouse the students’ interest in fantasy literature. Teaching important points:Help the students to invent a fantasy story using the opening given. Teaching difficult points:How to arouse the students’ interest in fantasy literature.Teaching key points:Enable the students to use the past tense and the –ing form of the verbs in their writing.Part Two My teaching theories, methods and aidsBefore dealing with the lesson, I will do my best to carry out the following theories:1.Make the students the real master in class while the teacher himself acts as a director.bine the language structures with the language functions.3.Let the students receive some moral education while they are learning the English language.Teaching methods:1. Task-based method.2. Question and answer activity teaching method.3. Free discussion method.4. Individual, pair or group work method.Teaching aids:1.a projector2.a tape recorder3.the multimedia4.the blackboardPart Three Teaching proceduresStepI GreetingsGreet the whole class as usualStep II RevisionAsk the students to do some exercises to revise the –ing form of the verbs.Through this part they can consolidate what they have studied in the grammar period and prepare for the new lesson.Step III Lead-in and preparation for writingAsk the students to read the start of the story together. Then ask them to find out the tense and the -ing form of the verbs.This part can arouse the students’ interest in study and enable the students to know what to write.StepIV DiscussionAsk the students in groups of four to discuss the following questions:1. Did the young man do good things with the ring or bad things?2. How did the young man do good or bad things with the ring?3. Did he have problems because of the ring?4. Did other people find his secret ?How?5. Did the story end happily or unhappily?This part help the students to learn more about how to organize information. Therefore, the students can get a clear idea about what and how to write before they write their drafts.StepV WritingAsk the students to continue writing the story; meanwhile, using the pasttense and the–ing form of verbs they have learnt.In this way the students’ capability of autonomous learning is strengthened.StepVI CorrectionPair the students to exchange work and revise the drafts.That is the reflection of how much they have achieved and what they are still weak in.StepVII ReadingAsk some students to read out their writing.In this part the students can appreciate the story written by themselves and train the ability of do-it-yourself.StepVIII Summary and homeworkSummarize the whole class and ask the students to copy their story on their homework books.Then ask the students to write a short description of their favourite book after class. And they can use the passage in INTRODUCTION Activity 1 to help you.Part Four Blackboard DesignQuestions:1.Did the young man do good things with the ring or bad things?2.How did the young man do good or bad things with the ring?3.Did he have problems because of the ring?4.Did other people find his secret ?How?5.Did the story end happily or unhappily?Homework:The title of the bookThe name of the writerDescription of the bookGive some reasonsIn my opinion, the blackboard design can reflect the teacher’s ability of mastering the class and leading the students to master the content of the class easily.In this period, the blackboard design is not easy to write. I write the questions on the blackboard so that the students can discuss them clearly and easily.I want to make the design inductive, instructive and artistic.Part Five reflection after teachingThey can cooperate well with me and are very active, but some students still need practice.Therefore, there is still a long way to go with the new method of writing teaching.That’s all. Thank you!。