英文人物英文描写(课堂)
英语人物动作优美句子大全
英语⼈物动作优美句⼦⼤全1. 给我⼀些关于⼈物动作描写的英语句⼦(1)⼩伙⼦跑得不错，已经从起跑冲刺进⼊途中匀速跑。
他像⼀匹马驹昂头急奔：步幅匀称，步频紧凑，蹬动有⼒，腰肢放松——整个动作显得优美⽽富有弹性 The boy runs well, already began sprinting into uniform runs way from. He is like a pony head: a stride frequency symmetry, compact, pedal, powerful, waist relaxed -- the whole action is beautiful and full of elasticity (2)我听了这话很不服⽓，也学他那样朝树上爬，没想到我们⼥孩⼦的体⼒不⾏，才爬了⼀尺多，⼿⼀松，脚⼀滑，“扑通”⼀声就溜下来。
但是，我并没泄⽓，⽽是⼜想到了⽐爬树摘枇杷更巧妙的办法：我让林林丽丽拿来⼀根长长的⽵竿，⼜让⼩红回家拿来⽊杈，我把⽊杈绑在⽵竿上，⽤⼿举起只在枇杷的枝上⼀拧，只听到“”⼀声，⼀串枇杷就落下来了。
我把枇杷分给⼏个⼩妹妹，她们边吃边笑，我⼼⾥真有说不出的⾼兴 I heard this very ill-affected, also be like him to climb the tree, we did not expect that girl's physical strength is not good, to get more than a foot, hand a loose, foot slipped," splash" slipped down. However, I was not discouraged, but also thought than climb a tree picking loquat more subtle approach: I let forest Lily took a long bamboo pole, and let the red home used wooden pitchfork, I put the wooden pitchfork tied on a bamboo pole, with the hand only in loquat branches twist, only to hear the "" a sound, a bunch of loquat falls down. I put the loquat among several little sister, they ate and laughed, I really can't say how delighted (3)⼩飞坐在座位上，埋头只顾写呀写呀，笔底下好像有源源不断的泉⽔涌流出来，⽤不到⼀节课的时间，⼀篇作⽂竟全写好了。
仁爱版七年级英语上Unit2Topic1Ihaveasmallnose教学设计
二、学情分析
七年级学生正处于青春期，他们好奇心强，求知欲旺盛，对于新鲜事物充满兴趣。在英语学习方面，他们已经具备了一定的词汇量和基本的语法知识，能够进行简单的英语交流和表达。然而，学生在描述外貌特征时，词汇量和表达能力仍有限，需要进一步拓展和巩固。
此外，学生在学习过程中容易出现以下问题：1.对第三人称单数动词变化的掌握不够熟练；2.在实际交际中，对词汇和句型的运用不够灵活；3.部分学生对英语学习缺乏自信，课堂参与度不高。
2.一般现在时和第三人称单数动词变化：这是英语语法的基础，学生在使用时容易出错。
重难点突破设想：通过对比、归纳、反复练习等方法，让学生熟练掌握第三人称单数动词变化规则。
3.句型运用：本节课的句型“I have a/an/some...”是描述外貌特征的重要句型，学生需要能够在实际情境中灵活运用。
重难点突破设想：设计多种情境，如自我介绍、猜谜游戏等，让学生在实际交流中练习和巩固句型。
3.设计丰富的课堂活动，如角色扮演、小组讨论等，让学生在实践中掌握英语知识，提高英语运用能力。
4.引导学生通过自主学习、合作学习和探究学习等方式，培养良好的学习习惯和策略。
（三）情感态度与价值观
1.培养学生热爱生活、乐观自信的态度，学会欣赏自己和他人。
2.培养学生尊重他人、关爱他人的品质，学会用礼貌的语言进行交流。
（五）总结归纳
Unit5FamousPeopleLesson2(教案)人教新起点版英语六年级上册
Unit 5 Famous People Lesson 2（教案）人教新起点版英语六年级上册教学内容本课为人教新起点版英语六年级上册 Unit 5 Famous People 的第二课时。
本课主要围绕著名人物展开，通过阅读和讨论，使学生了解不同领域的著名人物，并学习如何用英语描述这些人物的特点和成就。
教学内容包括词汇学习、语法点掌握、阅读理解、听力训练以及口语表达。
教学目标1. 知识与技能：学生能够识别并使用描述著名人物特点的词汇和短语；掌握定语从句的构成和用法；能够理解并表达著名人物的事迹和成就。
2. 过程与方法：通过小组讨论、角色扮演等互动活动，提高学生的英语听说能力；通过阅读分析，提升学生的阅读理解能力。
3. 情感态度价值观：培养学生对名人的正确认识和评价，激发学生对英语学习的兴趣和热情。
教学难点1. 词汇的记忆与应用：本课涉及多个描述人物特点的词汇，学生需要通过反复练习来熟练掌握。
2. 定语从句的理解与运用：对于六年级学生来说，定语从句是语法学习的一个难点，需要通过实例讲解和练习来加强理解。
3. 阅读理解的深入：要求学生不仅能够理解文章表面信息，还要能够分析文章结构和作者观点。
教具学具准备1. 多媒体课件：用于展示课文内容、名人图片和相关视频。
2. 词汇卡片：帮助学生记忆新词汇。
3. 小组活动材料：用于分组讨论和角色扮演。
教学过程1. 导入：通过展示一些著名人物的图片，引导学生用英语说出这些人物的名字，并简单描述他们的特点。
2. 词汇学习：使用词汇卡片和多媒体课件，教授学生本课的新词汇，并通过游戏活动加强记忆。
3. 阅读理解：学生阅读课文，回答相关问题，以检测对文章的理解程度。
4. 语法讲解：通过例句和练习，讲解定语从句的用法。
5. 小组活动：学生分组讨论课文中的著名人物，用英语表达他们的观点和感受。
6. 角色扮演：学生模拟课文中的情景，进行角色扮演，提高口语表达能力。
板书设计课文重点词汇和短语定语从句的结构和例句阅读理解问题的答案要点小组活动的指导要求作业设计1. 词汇练习：完成课后练习题，巩固新学的词汇。
英语关于人物描写的英语作文完整优质课件
英语关于人物描写英语作文完整优质课件一、教学内容本节课教学内容来自英语写作教材第四章——人物描写。
详细内容包括人物描写要素、技巧和方法，着重讨论如何生动、具体地描绘一个人物外貌、性格、动作和情感。
二、教学目标1. 让学生掌握人物描写基本要素和技巧。
2. 培养学生运用丰富词汇、短语和句型进行人物描写能力。
3. 提高学生写作兴趣和自信心，使其能够独立完成一篇关于人物描写英语作文。
三、教学难点与重点1. 教学难点：如何运用生动、具体语言描绘人物特点。
2. 教学重点：人物描写要素、技巧和方法掌握。
四、教具与学具准备1. 教具：PPT课件、黑板、粉笔。
2. 学具：笔记本、文具。
五、教学过程1. 实践情景引入：展示一幅描绘人物特点漫画，让学生观察并描述漫画中人物。
2. 讲解人物描写要素和技巧，通过PPT课件展示相关例句和词汇。
3. 例题讲解：以一篇关于朋友人物描写作文为例，分析其结构和用词。
4. 随堂练习：让学生选择一个熟悉人物进行描写，并提供指导。
5. 小组讨论：学生分组讨论，互相评价、修改作文。
六、板书设计1. 人物描写要素：外貌、性格、动作、情感。
2. 人物描写技巧：形容词、副词、比喻、夸张等。
3. 常用句型和词汇。
七、作业设计1. 作业题目：请以“我老师”为题，写一篇人物描写英语作文。
2. 答案：见附件。
八、课后反思及拓展延伸2. 拓展延伸：推荐学生阅读相关英文书籍和文章，积累更多关于人物描写词汇和句型。
通过本节课学习，希望学生能够掌握人物描写基本技巧，提高写作水平，为今后英语学习打下坚实基础。
重点和难点解析一、教学内容选择与安排我深知教学内容选择与安排是教学成功关键。
因此，我精心挑选教材第四章人物描写部分，并详细规划教学内容，确保涵盖人物描写外貌、性格、动作和情感等多个方面。
我认为，这一全面教学内容有助于学生构建完整知识体系。
二、教学难点突破1. 通过展示漫画和实际例句，引导学生观察和思考如何运用形容词、副词等修辞手法来描绘人物。
英语五年级上册课堂笔记
英语五年级上册课堂笔记一、Unit 1 What's he like?1. 重点单词。
- 描述人物外貌和性格特征的形容词。
- old（年老的），young（年轻的），funny（滑稽的；可笑的），kind（和蔼的；亲切的），strict（严格的），polite（有礼貌的），hard - working（工作努力的），helpful（有用的；愿意帮忙的），clever（聪明的），shy（羞怯的；腼腆的）。
- 人物称呼。
- principal（校长），university student（大学生）。
2. 重点句型。
- - Who's your art teacher?（你的美术老师是谁？）- Mr Jones.（琼斯先生。
）- - What's he like?（他长什么样？/他是什么样的人？）- He's old.（他年纪大了。
）- - Is she strict?（她严格吗？）- Yes, she is.（是的，她严格。
）/No, she isn't.（不，她不严格。
）3. 语法点。
- be动词（am/is/are）的用法：- 第一人称单数I用am，如I am a student.（我是一名学生。
）- 第三人称单数（he/she/it等）用is，如He is a teacher.（他是一名教师。
）- 第二人称及复数（you/we/they等）用are，如You are my friends.（你们是我的朋友。
）- 一般疑问句的构成：将be动词提前，句末用问号。
如：She is kind.（她很和蔼。
）变成一般疑问句Is she kind?（她和蔼吗？）二、Unit 2 My week。
1. 重点单词。
- 星期的表达。
- Monday（星期一），Tuesday（星期二），Wednesday（星期三），Thursday （星期四），Friday（星期五），Saturday（星期六），Sunday（星期日）。
英语人物的描述作文
英语人物的描述作文Title: A Character Description。
In a quaint town nestled amidst rolling hills and whispering forests, there exists a figure of profound mystery and quiet wisdom. This individual, known simply as the Wanderer, traverses the winding paths and hidden trails of the countryside, leaving whispers of enigmatic tales in their wake. With a countenance weathered by time and experiences untold, the Wanderer embodies a unique blend of solitude and connection to the world around them.At first glance, one might mistake the Wanderer for a mere traveler, their tattered cloak billowing gently in the wind as they navigate the landscape with measured steps. Yet, those who dare to engage in conversation with this elusive figure soon discover a depth of knowledge and insight that surpasses their wildest imaginations.Wrapped in an aura of quiet contemplation, theWanderer's eyes hold the wisdom of ages past, reflecting the myriad hues of the changing sky. It is said that they have wandered through ancient ruins and forgotten civilizations, absorbing the echoes of history whispered by the stones themselves. With each step, they carry the weight of these memories, a silent witness to the ebb and flow of human existence.Despite their penchant for solitude, the Wanderer possesses a magnetic presence that draws kindred spirits like moths to a flame. Travelers and villagers alike seek out their company, eager to glean fragments of knowledge from the wellspring of their experiences. Whether sitting by a crackling fire under the starlit sky or strolling through fields ablaze with the colors of autumn, the Wanderer's words weave a tapestry of wonder and reflection.Though their origins remain shrouded in mystery, rumors abound regarding the Wanderer's past. Some whisper of a tragic love lost to the mists of time, while others speak of a quest for enlightenment that spans generations. Yet, amidst the speculation and conjecture, one thing remainscertain: the Wanderer walks a path uniquely their own, guided by an inner compass that defies conventional understanding.In the tapestry of the Wanderer's life, each encounter is a thread woven into the fabric of destiny. From the humblest peasant to the most exalted noble, all who cross paths with this enigmatic figure are forever changed by the experience. For in the presence of the Wanderer, time seems to stand still, and the boundaries between past, present, and future blur into insignificance.As the sun sets on another day in the timeless landscape that the Wanderer calls home, one cannot help but wonder what secrets lie hidden beneath the surface of their serene facade. Perhaps, in the quietude of the night, when the world is bathed in shadows and the stars whisper secrets to those who listen, the truth of the Wanderer's existence will finally be revealed.But until that moment arrives, they will continue to wander the winding paths and hidden trails of thecountryside, leaving whispers of enigmatic tales in their wake. For the Wanderer is not merely a traveler, but a guardian of the ancient wisdom that lies buried beneath the layers of time, waiting to be unearthed by those brave enough to seek it. And in their footsteps, a legacy of mystery and wonder shall endure for generations to come.So, if ever you find yourself wandering the countryside on a moonlit night, keep an eye out for a figure cloaked in shadow, for you may just have the honor of crossing paths with the Wanderer, a living legend whose story is writtenin the stars.。
英语描写人物作文
英语描写人物作文Title: A Portrait of a Unique Character。
In the bustling city of London, amidst the sea of faces, there exists a character who stands out with hisdistinctive demeanor and eccentricities. Let me paint avivid picture of this individual who embodies a blend of charm and peculiarity.Meet Felix, a man in his early thirties, whose presence exudes an aura of enigma. Clad in mismatched attire that seems to defy conventional fashion norms, Felix's style isa curious amalgamation of vintage elegance and avant-garde eccentricity. His wardrobe boasts an eclectic collection of tweed jackets, brightly colored trousers, and bowler hats adorned with quirky pins, each item seemingly chosen to reflect his idiosyncratic taste.Felix's physical appearance is equally intriguing. With piercing blue eyes that seem to hold a world of secrets anda mop of tousled chestnut hair that falls haphazardlyacross his forehead, he possesses an unconventional attractiveness that commands attention. His angularfeatures are accentuated by a perpetually mischievous smile, hinting at a playful spirit lurking beneath the surface.However, it is not just Felix's outward appearance that sets him apart; it is his eccentric behaviors and peculiar habits that truly define him. Observed from afar, one might notice his penchant for engaging in animated conversations with imaginary companions, gesticulating wildly as if conducting a symphony of ideas that only he can hear. At times, he can be spotted lost in reverie, seemingly transported to a realm of his own creation, where reality and fantasy intertwine in a kaleidoscope of imagination.Despite his eccentricities, Felix possesses a keen intellect and a thirst for knowledge that is as insatiable as it is eclectic. A voracious reader, his eclectic tastes span from classic literature to obscure philosophical treatises, and he can often be found immersed in a tome, oblivious to the world around him. His intellect is matchedonly by his wit, and his sharp tongue is capable of delivering biting satire or poignant observations with equal aplomb.Yet, beneath his eccentric facade lies a gentle soul with a profound sensitivity to the world around him. Despite his outwardly flamboyant demeanor, Felix harbors a deep-seated empathy for those less fortunate than himself, and he can often be found volunteering at local shelters or engaging in acts of kindness that go unnoticed by the masses.In a world that often values conformity over individuality, Felix stands as a beacon of authenticity, unapologetically embracing his quirks and idiosyncrasies with a defiant grace. He is a reminder that true beautylies not in perfection, but in the courage to be unapologetically oneself, no matter how unconventional that may be.In conclusion, Felix is more than just a character; he is a living embodiment of the idea that it is ourdifferences that make us truly remarkable. In a world that often seeks to mold us into uniform shapes, he serves as a reminder that it is our quirks, eccentricities, and unique perspectives that give color to the tapestry of life.。
牛津译林版英语九下Unit 2《Great people》(Grammar)教学设计
牛津译林版英语九下Unit 2《Great people》（Grammar）教学设计一. 教材分析牛津译林版英语九下Unit 2《Great people》主要介绍了一些杰出人物，包括他们的生平、事迹和对世界的影响。
本单元的语法重点是现在完成时态和过去进行时态的运用。
通过学习这两个时态，学生能够更好地描述过去发生的事情和现在的结果，以及过去正在进行的动作。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对于现在完成时态和过去进行时态的概念和用法有一定的了解。
但是，他们在实际运用中可能会出现错误，特别是在时态的搭配和句型的结构上。
因此，在教学过程中，需要引导学生正确运用这两个时态，并进行大量的操练，以提高他们的语言运用能力。
三. 教学目标1.知识目标：学生能够掌握现在完成时态和过去进行时态的用法，能够正确运用这两个时态描述过去发生的事情和现在的结果，以及过去正在进行的动作。
2.能力目标：学生能够通过阅读和听力材料，理解杰出人物的事迹和对世界的影响，提高阅读和听力理解能力。
3.情感目标：学生能够激发对杰出人物的敬仰之情，培养他们的崇高品质和追求卓越的精神。
四. 教学重难点1.重点：学生能够正确运用现在完成时态和过去进行时态描述过去发生的事情和现在的结果，以及过去正在进行的动作。
2.难点：学生能够在实际语境中灵活运用这两个时态，并正确进行时态的搭配。
五. 教学方法1.情境教学法：通过创设生动有趣的情境，激发学生的学习兴趣，提高他们的语言运用能力。
2.任务型教学法：通过完成各种任务，培养学生的合作意识和解决问题的能力。
3.交际法：通过师生互动和生生互动，提高学生的口语表达能力和交际能力。
六. 教学准备1.教师准备：提前准备好相关的教学材料，如PPT、听力材料、阅读材料等。
2.学生准备：学生提前预习课文，了解本节课的主要内容。
七. 教学过程1.导入（5分钟）教师通过展示一些杰出人物的照片，引导学生谈论他们的事迹和对世界的影响，激发学生的学习兴趣。
人教版(PEP)英语四年级上册《Unit3MyfriendsPartA》教学设计
人教版（PEP）英语四年级上册《Unit 3 My friends Part A》教学设计一. 教材分析人教版（PEP）英语四年级上册《Unit 3 My friends Part A》主要包括以下内容：课本、练习册、单词卡片等。
本节课的主要内容是介绍朋友，学习有关人物特征的词汇，如高、矮、胖、瘦等。
同时，本节课还会学习一些基本的交际用语，如“What’s your name?”, “I’m …”等。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并简单运用日常用语进行交流。
但是，对于一些描述人物特征的词汇和交际用语，他们可能还比较陌生。
因此，在教学过程中，需要注重引导学生理解和运用这些新词汇和交际用语。
三. 教学目标1.知识目标：学生能够掌握描述人物特征的词汇，如高、矮、胖、瘦等；能够运用基本的交际用语进行自我介绍和介绍朋友。
2.能力目标：学生能够听懂、说出一篇小对话，并在实际情景中进行运用。
3.情感目标：通过学习，学生能够培养对朋友的关爱和尊重，增强团队协作意识。
四. 教学重难点1.重点：描述人物特征的词汇和基本的交际用语。
2.难点：如何运用所学知识进行实际交流和情景模拟。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际环境中学习和运用英语。
2.交际法：引导学生进行角色扮演，模拟真实场景进行英语交际。
3.游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识。
六. 教学准备1.准备相关的人物特征词汇卡片。
2.准备一篇小对话，用于练习交际用语。
3.准备一个场景，用于模拟实际情景。
七. 教学过程1.导入（5分钟）通过播放一首英文歌曲，引导学生进入学习状态。
歌曲内容可以涉及朋友、快乐等主题，让学生在轻松愉快的氛围中开始学习。
2.呈现（10分钟）向学生展示人物特征词汇卡片，如高、矮、胖、瘦等，并引导学生跟读。
同时，用英文解释这些词汇的含义，让学生理解并记住这些词汇。
3.操练（10分钟）将学生分成小组，每组挑选一张人物特征词汇卡片，用英文描述卡片上的人物特征。
人教PEP四年级上册英语说课稿 Unit 3 My friends 第四课时
人教PEP四年级上册英语说课稿 Unit 3 My friends 第四课时一. 教材分析《人教PEP四年级上册英语》第三单元“My friends”主要围绕描述人物特征和相互介绍朋友展开。
通过本单元的学习，学生能够进一步掌握日常英语交际用语，提高听说能力，同时培养他们热爱生活、关爱他人的美好情感。
第四课时则是对该单元知识的巩固和拓展。
二. 学情分析四年级的学生已经具备一定的英语听说基础，对于描述人物特征和相互介绍有一定的了解。
但部分学生可能在发音、词汇运用上还存在困难，需要重点关注和指导。
此外，学生之间的学习程度存在差异，教学过程中要兼顾各个层次的学生，提高他们的学习兴趣和自信心。
三. 说教学目标1.知识目标：学生能够熟练掌握描述人物特征的词汇和句型，如 tall,short, fat, thin, cute, smart 等，并能运用所学知识进行相互介绍。
2.能力目标：通过听力、口语、阅读等多种途径，提高学生的英语交际能力，增强团队协作意识。
3.情感目标：培养学生热爱生活、关爱他人的美好情感，提高他们的综合素质。
四. 说教学重难点1.重点：掌握描述人物特征的词汇和句型，能够运用所学知识进行相互介绍。
2.难点：词汇的准确发音和运用，以及在不同情境下的恰当表达。
五. 说教学方法与手段1.采用任务型教学法，以学生为主体，教师为指导，通过完成各种实际任务来提高学生的英语应用能力。
2.运用情境教学法，创设各种真实情境，让学生在实际语境中练习英语，提高他们的交际能力。
3.采用分组合作学习，鼓励学生互相帮助，共同进步。
4.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性。
六. 说教学过程1.热身（5分钟）：通过播放英文歌曲，让学生放松心情，调动学习氛围。
2.导入（10分钟）：教师展示一组图片，包括不同人物特征的图片，引导学生用英语描述这些人物。
3.新课展示（15分钟）：教师引导学生学习描述人物特征的词汇和句型，如 tall, short, fat, thin, cute, smart 等，并通过举例、情景模拟等方式让学生进行实际操作。
2024年四年级英语上册Unit8Dolls第三课时教案牛津译林版
本节课的核心素养目标旨在培养学生以下能力：1.语言能力：通过描述人物和玩偶外貌，提升学生的词汇运用和句型构建能力，增强英语口语表达和听力理解能力；2.思维品质：激发学生的观察力和想象力，使其能够创造性地运用所学描述词汇，形成个性化的表达；3.文化意识：通过学习描述人物外貌的英语表达，增进学生对中外文化差异的了解，培养跨文化交际意识；4.学习能力：鼓励学生在小组合作中积极探究、分享经验，提高自主学习能力和团队协作能力。这些目标与新教材要求相符合，有助于全面提升学生的英语学科核心素养。
-组织学生参加课后英语角活动，实际运用所学描述词汇和句型进行交流，提高学生的英语口语表达能力。
作业布置与反馈
1.作业布置：
-完成课本Unit 8的相关练习题，重点在于形容词和冠词的搭配使用，以及描述人物和玩偶外貌的句型练习。
-创作一篇小作文，描述自己喜欢的玩偶或家庭成员的外貌特征，至少使用5个本节课学习的形容词和句型。
-阅读材料：《My Dollhouse》一书，其中包含丰富的人物和玩偶描述，以及与之相关的日常活动，帮助学生巩固和拓展词汇。
-视频资源：选择与人物描述相关的英语动画短片，如《Ruby's Studio: The Shape of Me》等，通过动画形式展示人物特征，增强学生的学习兴趣。
-英语歌曲：推荐歌曲《I'm a Little Teapot》，让学生在轻松愉快的氛围中学习身体部位的英文表达。
-布置创意写作任务，要求学生编写一个小故事，故事中的角色需要用到本节课学习的描述词汇，如：“Once upon a time, there was a doll with long curly hair and bright blue eyes...”
一百条裙子英文版各人物分析课堂作业
The Hundred DressesBy Eleanor EstesLevel OThis Reading Log Belongs To:Take a picture walk…....and write down your predictions!What do you think is going to happen throughout The Hundred Dresses? Look through the illustrations and consider all of your thoughts on the title itself. Write down everything that you think of!______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________Vocabulary Masterscourteous inseperable askew inconsolate derisively incredulous impulsively stolidly vague dismal1.Jeremy’s neckt ie was completely _____________ and flopped off to his rightshoulder instead of lying neatly down his chest.2.Meagan wanted to be ________________, so she smiled and happily shook theman’s hand before sitting down to eat dinner.3.Henrietta was not being very nice when she kept repeating her sister andmocked her ___________________.4.Because Jojo wasn’t too sure if Dodo birds ever existed, he was pretty_______________ during the science lesson.5.Harry and Ron are absolutely ___________________; they do EVERYTHINGtogether!6.The reading homework was _____________ and difficult to understand.7.Sometimes I act _________________, and don’t think about what I’m doingbefore I do it.8.When Sarah was being teased, she showed no emotion at all and responded________________.9.Since Springtime hasn’t arrived yet, every cloudy day is dreary and_____________.10.Patty was so sad about her dog dying, she was __________________ andcouldn’t be comforted.Vocabulary Challenge!A lot of the words used in The Hundred Dresses can be very difficult to understand and are incredibly new to us as readers. Take three words from above and write a new sentence for each of them. Be sure that the context you choose helps to make the meaning of the vocabulary word clear.1.___________________________________________________________________________________________________________________________________________________2.___________________________________________________________________________________________________________________________________________________3.___________________________________________________________________________________________________________________________________________________Wondering QuestionsWhen you read books, you often have “I wonder…” moments. For The Hundred Dresses, I’d like you to record those thoughts here in your reading log. Whenever you stop and think as you read, feel free to write it down. We’ll talk about these questions when we meet as a group, so be on the look out for stuff that interests you.1.____________________________________________________________________________________________________________ ______________________________________________________ 2.____________________________________________________________________________________________________________ ______________________________________________________ 3.____________________________________________________________________________________________________________ ______________________________________________________ 4.____________________________________________________________________________________________________________ ______________________________________________________Chapter One: Wanda1.Did you notice that Chapter 1 covers Monday, Tuesday, AND Wednesday?Why do you think the author made this jump so quickly?______________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________2.Draw a picture of the corner of the room where Wanda most often sat.Keep in mind all of the details that Estes uses to paint the picture.3.How far away do you think Boggins Heights is from the school?______________________________________________________ ______________________________________________________ ______________________________________________________4.What do you think it means that the other classmates “had fun with”Wanda?______________________________________________________ ______________________________________________________ ______________________________________________________5.Why do you think Wanda hasn’t been in school so far this week?______________________________________________________ ______________________________________________________ ______________________________________________________Chapter Two: The Dresses Game1.What is wrong with old man Svenson’s house?______________________________________________________ ______________________________________________________ ______________________________________________________2.What do you think about the illustration on page 13? Why do you think thepicture seems to lack some detail?______________________________________________________ ______________________________________________________ ______________________________________________________3.With a last name like “Petronski,” where do you think Wanda’s family isfrom?______________________________________________________ ______________________________________________________ ______________________________________________________4.Do you think Wanda has one hundred dresses in her closet? Why or whynot?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________5.Maddie feels a little embarrassed at the way Peggy teases Wanda. Wouldyou be embarrassed as well? What would you do to make Peggy stopteasing Wanda?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________Chapter Three: A Bright Blue Day1.On page 21, Estes writes that “a small frown puckered her forehead”. Howcan your forehead frown?______________________________________________________ ______________________________________________________ ______________________________________________________2.Why do you think Wanda decided to share that she had one hundreddresses at home with the girls in the circle?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________3.Draw a picture of Cecile and her crimson dress on that bright, blue Octobermorning.4.Why do you think Wanda isn’t at school? Why is Maddie so concerned?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________Chapter Four: The Contest1.Even though Maddie has never SAID anything mean to Wanda, hasn’t shestill been a part in hurting her feelings? How?______________________________________________________ ______________________________________________________ ______________________________________________________ 2.Where did Maddie get the dress that she has on? Why is that embarrassing?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________3.Why does it take Wanda so long to read a paragraph in front of the class?Think about all of the possibilities.______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________4.Pretend that you are a part of the drawing competition. Design the bestdress or boat that you can.Chapter Five: The Hundred Dresses1.How do you think Wanda got all 100 of her designs to school for thecompetition even though she has been absent?______________________________________________________ ______________________________________________________ ______________________________________________________2.Rewrite the letter from Wanda’s father to make it easier to understand.______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________3.Do you th ink it’s a good idea for Peggy and Maddie to go see if Wanda hasmoved yet?______________________________________________________ ______________________________________________________ ______________________________________________________4.Draw a pictur e of what you think Wanda’s house might look like.Chapter Six: Up on Boggins Heights1.What does it look like on the walk to Boggins Heights? Include as muchdetail as possible.______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________2.If you were in Maddie’s shoes, would you have gone into the Petronski’sempty house? Why or why not?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________3.Old man Svenson is all “yellow”. Wha t color would you be if every part ofyou was the same shade?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________4.What was Maddie thinking about before she finally fell asleep? Use details.______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________Chapter Seven: The Letter to Room 131.Why did Peggy and Maddie write a letter to Wanda after she had moved?What sorts of things did they write about?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________2.Because Wanda did not have a mother, what might she be responsible fordoing at home?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________3.Why do you think Maddie seems to be more bothered about what she didto Wanda than Peggy is? Have you ever had an experience like that – one that you can’t forget?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________4.What did the letter from Wanda say to the Room 13?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________5.What was so interesting about the dresses that Wanda had drawn forPeggy and Maddie?______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________。
描写你的榜样人物英语作文
描写你的榜样人物英语作文英文回答：In the tapestry of life, there are threads that weave intricate patterns, connecting us to others and shaping who we become. Among these threads, there are those that stand out as beacons of inspiration, guiding us towards our own potential. For me, such a thread is embodied by my exemplar, a person whose life and values have left an enduring markon my own.My role model possesses an unwavering belief in the power of education. Despite facing adversity and limited opportunities in their early years, they pursued knowledge with relentless determination. Their thirst for learning extended beyond textbooks and classrooms, encompassing a wide range of subjects and experiences. They embraced the pursuit of knowledge not as an end in itself, but as a means to empower themselves and uplift others.Beyond their intellectual pursuits, my exemplar is a paragon of compassion and empathy. They have a genuine concern for the well-being of others, regardless of their background or circumstances. Their actions are driven by a deep-seated desire to alleviate suffering and foster a more just and equitable society. They tirelessly advocate for the voiceless and marginalized, using their voice and platform to amplify the stories of those who often go unheard.Furthermore, my role model demonstrates exceptional resilience and perseverance. Throughout their life, they have faced numerous challenges and setbacks. Yet, instead of succumbing to despair, they have drawn upon inner strength and an unyielding determination to overcome obstacles. Their ability to persevere in the face of adversity serves as a constant source of inspiration, reminding me that no matter the difficulties I may encounter, there is always hope and the possibility of triumph.The impact of my role model extends far beyond mypersonal life. Their unwavering commitment to socialjustice has ignited within me a passion for creating a more inclusive and equitable world. I am inspired by theirability to bridge divides, build consensus, and advocatefor policies that benefit the greater good. Their example has taught me the importance of using my voice and talents to make a positive contribution to society.In essence, my role model is an exceptional individual whose life embodies the values of perseverance, compassion, and intellectual curiosity. They have inspired me to pursue my dreams, to never give up in the face of challenges, and to strive to make a meaningful difference in the world. Their unwavering belief in the power of education, empathy, and resilience serves as a constant source of motivation, guiding me towards a life of purpose and fulfillment.中文回答：对我而言，榜样人物就像生命长河中的明灯，指引我走向自己的潜能。
《Unit5 People around me》教学设计英语一年级上册小学人教PEP版(一起)
《Unit5 People around me》教学设计2024-2025学年英语一年级上册小学人教PEP版（一起）（2024）（2）教师展示单词卡片，让学生认读单词。
可以采用多种方式，如齐读、个别读、小组读等。
（3）教师把单词卡片贴在黑板上，然后随机指一个单词，让学生快速说出单词。
设计意图：通过照片展示和反复认读，让学生直观地学习新单词，加深记忆。
2. Practice（练习）（1）Play a game: What's missing?（什么不见了？）教师把几张单词卡片贴在黑板上，让学生看几秒钟后闭上眼睛。
教师快速拿走其中一张卡片，然后让学生睁开眼睛，说出不见了的单词是什么。
设计意图：通过游戏的方式，让学生在轻松愉快的氛围中巩固所学的单词，提高学习积极性。
（2）Pair work（结对活动）学生两人一组，拿出自己家庭的照片，用“This is my... He/She is...” 的句型互相介绍自己的家人。
教师巡视并给予指导。
设计意图：让学生在实际情境中运用所学的句型进行交流，提高语言运用能力。
三、Consolidation（巩固）1. Listen and repeat（听录音并跟读）播放教材中的录音，让学生听并跟读单词。
注意模仿录音中的语音、语调。
设计意图：通过听录音并跟读，让学生进一步熟悉所学的单词，培养学生的语感。
2. Let's chant（说唱）教师带领学生说唱一首关于家庭成员的儿歌，如：Father, father, this is my father.Mother, mother, this is my mother.Grandfather, grandfather, this is my grandfather.Grandmother, grandmother, this is my grandmother.设计意图：通过说唱儿歌的方式，让学生在轻松愉快的氛围中巩固所学的单词，提高学习兴趣。
英语人物描写步骤作文
英语人物描写步骤作文标题，A Step-by-Step Guide to Writing Character Descriptions。
Introduction:Character descriptions are crucial elements in storytelling, providing readers with vivid images of the individuals within a narrative. Crafting effective character descriptions requires attention to detail and skillful use of language. In this guide, we will explore the step-by-step process of creating compelling character descriptions that captivate readers and bring your characters to life.Step 1: Know Your Character。
Before you can effectively describe a character, you must first have a deep understanding of who they are. Consider their personality traits, physical appearance,motivations, and backstory. Take the time to develop a character profile outlining these details, as it will serve as a foundation for your description.Step 2: Choose Descriptive Details。
英文人物英文描写(课堂PPT)
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性格：
lazy 懒的
punctual 守时的
kind 善良的
efficient 办事高效率的
strict 严厉的
generous 慷慨的，大方的
patient 有耐心的
forgetful 健忘的
reliable 可靠的
boring 令人乏味的
open-minded 思想开放的
appetite. 妻子的病令他茶饭不思。 E.The news depresses her. 这个消息让她愁苦。
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愤怒 A.She was burning with anger. 她怒火中烧。 B.He easily loses his temper. 他很容易发脾气。 C.He was in a rage. 他大发雷霆。 D.She was red with anger. 她因为发怒脸涨得通红。
淡黄色的; golden 金黄色的; dyed 染色 的; brunette 浅黑色的; mousey 灰褐 色的; chestnu(1) 眼睛（eye）: deep-set 深陷的; sunken 凹陷的;
bulging/protruding 凸出的; eyelashes 睫 毛; eyebrows 眉毛. A. His eyes are deep-set because he has worked till midnight for a long time. 他的眼睛深陷，因为他这段时间经常工作到深夜。 B. She had the most beautiful blue eyes I had ever seen. 她有一双我从未见过的漂亮蓝眼睛。
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悲伤 A.He looks so sad. 他看起来很悲伤。 B.He is no stranger to sorrow. 他生活在悲伤中。 C.His sad story makes her feel pity. 他的悲惨经历使她深表同情。 D.His wife’s disease took away his
2022人教精通版五上U2《She looks cute》(Lesson 8)教案
Lesson8 教学设计一、教学内容与分析1. Just practise继续拓展用于描写人物外貌特征的英文表达方式，遵循词不离句的原那么，在句子中灵活运用这些表达方式。
要求听、说、认读词语：Carl, Cathy, Carla, clever, quiet, pretty;句子：He’s clever. She’s pretty.要求听、说、读、写词语：her, his, eye, nose, hair；句子：What’s his name His name is Peter. What’s h er name Her name is Zhou Pei.2. Just write学习和练习正确书写四会单词：her, his, eye, nose, hair和四会句子：What’s his name His name is Peter. What’s her name Her name is Zhou Pei.3. Let’s find活动形式：一名学生用英语描述人物特征，其他学生根据这些描述用绘画形式再现人物形象。
目的是学习和熟练描写人物特征的表达方式，要求学生做到正确理解、正确表达。
4. Let’s chant这首歌谣包含了两个主要内容，让学生了解字母t在单词中的读音规律，同时复习稳固关于人物年龄的表达。
通过这首歌谣，让学生重点训练/t/的发音。
二、课前准备1. 准备Just practise和chant的录音。
2. 准备一些常用的描写人物外貌特征的词语，写在卡片上。
3. 提前布置学生准备彩笔、硬纸片等。
三、教学步骤与建议1. 热身/复习(Warm-up / Revision)师生共同说唱Lesson 7中学习的歌谣：What’s her name What’s her nameHer name is Zhou Pei. Her name is Zhou Pei.She has big eyes. She has long hair.She’s pretty. She’s clever.2.新课呈现(Presentation)1) 教师向学生介绍三位新朋友，通过课件呈现Just practise中三个人物的图片(人物Carl, Cathy, Carla下方分别标注A, B, C)，请学生听教师的介绍，根据所听对人物外貌的描述，学生猜出每个人物的姓名。
人物描写的英语作文
人物描写的英语作文Character Description。
Character descriptions are an essential part of storytelling as they help readers visualize and connectwith the characters in a story. In this essay, I will provide a detailed character description in English without revealing my prompt.One of the main characters in the story is John, a middle-aged man with a rugged appearance. He stands atabout 6 feet tall, with broad shoulders and a strong build. His weathered face is adorned with a thick, salt-and-pepper beard that extends to his chest, giving him a somewhat intimidating look. His piercing blue eyes, however, reveala depth of wisdom and experience.John's hair, once jet black, has now turned mostly gray, adding to his distinguished appearance. He keeps his hair short, neatly trimmed, and combed back, giving him aprofessional yet approachable demeanor. His strong jawline and slightly crooked nose hint at a life filled with challenges and battles fought.Despite his rough exterior, John possesses a kind and compassionate nature. His warm smile and gentle demeanor instantly put people at ease. He has a calming presence, which makes him a trusted confidant and friend to those around him. John's voice is deep and resonant, with a hintof gravel, reflecting the strength and resilience he has acquired over the years.John's style of dressing is simple yet elegant. He prefers to wear tailored suits in neutral colors like navy blue or charcoal gray, which accentuate his strong physique. He pairs his suits with crisp white shirts and silk ties, often opting for a classic Windsor knot. A silver pocket watch, a family heirloom, is always tucked neatly into his vest pocket.In terms of personality, John is a man of integrity and loyalty. He values honesty above all else and believes indoing the right thing, even when it's difficult. He is a man of few words but possesses a sharp wit and a dry sense of humor. John is a deep thinker, often lost in his own thoughts, contemplating the complexities of life.Professionally, John is a successful lawyer known for his unwavering dedication to his clients. He is highly respected in his field for his meticulous attention to detail and his ability to navigate through complex legal situations. Despite his professional success, John remains humble and always puts the needs of others before his own.In his free time, John enjoys reading classicliterature and traveling to remote destinations. He finds solace in nature and often takes long walks in the countryside, seeking inspiration and tranquility. John is also an avid photographer and captures the beauty of the world through his lens.Overall, John is a multifaceted character with a captivating presence. His physical appearance, coupled with his kind-hearted nature and strong moral compass, make hima character that readers can easily connect with and rootfor throughout the story.In conclusion, character descriptions play a crucialrole in storytelling, allowing readers to form a mental image of the characters. Through this character description, I have provided a detailed portrayal of John, a middle-aged man with a rugged yet compassionate demeanor. His physical appearance, personality traits, and professional achievements make him a compelling and relatable characterin the story.。
人物介绍英语作文专题课件
人物介绍英语作文专题课件一、教学内容本节课选自英语写作教材第四章“人物介绍”部分。
详细内容包括：人物描述的常用词汇和短语、人物介绍的段落结构、人物描写的技巧和方法、范文解析及实践练习。
二、教学目标1. 掌握人物介绍的基本词汇和短语，如：outgoing、meticulous、energetic等；3. 提高学生对人物描写的技巧和方法的认识，如：使用具体事例、形象比喻等。
三、教学难点与重点难点：人物描写的技巧和方法，以及如何运用这些技巧使作文更具生动性和吸引力。
重点：人物介绍的基本词汇、短语和段落结构。
四、教具与学具准备教具：PPT课件、黑板、粉笔学具：笔记本、文具五、教学过程1. 导入：通过展示一组著名人物的照片，引导学生用英语进行简单描述，激发学生对人物介绍的兴趣。
2. 讲解：讲解人物描述的常用词汇和短语，让学生做好笔记；分析人物介绍的段落结构，并结合范文进行讲解。
3. 实践：让学生选择一个熟悉的人物，运用所学的词汇、短语和段落结构进行描述，教师巡回指导。
4. 例题讲解：选取一篇优秀的人物介绍作文，分析其写作技巧和方法，让学生进行模仿练习。
5. 随堂练习：给出几个不同的人物描述题目，让学生当堂完成，并进行互相评价。
六、板书设计1. 人物描述常用词汇和短语；2. 人物介绍的段落结构；3. 人物描写技巧和方法；4. 优秀作文示例。
七、作业设计1. 作业题目：以“我的偶像”为主题，写一篇人物介绍英语作文。
2. 答案要求：运用所学词汇、短语和段落结构，注意使用具体事例和形象比喻。
八、课后反思及拓展延伸1. 反思：教师应关注学生在课堂上的参与度和作文完成情况，针对学生存在的问题进行针对性指导。
2. 拓展延伸：鼓励学生阅读更多的人物介绍文章，积累词汇和短语，提高写作水平。
同时，组织学生进行课堂分享，互相学习、共同进步。
重点和难点解析1. 人物描述的常用词汇和短语的掌握；2. 人物介绍的段落结构的运用；3. 人物描写技巧和方法的实践；4. 作业设计的针对性和拓展延伸的落实。
描写教室人物的英语作文
描写教室人物的英语作文(中英文版)Title: Describing Classroom CharactersIn the bustling classroom, each student has their unique traits and characteristics that make the learning environment vibrant and diverse.Firstly, there is T om, the tall and athletic boy who always sits at the back of the classroom.He is known for his passion for sports and is always seen with a basketball in his hand during breaks.Despite his love for sports, Tom is also a dedicated student who always pays attention in class and actively participates in discussions.ext, we have Sarah, a creative and artistic girl who always has a sketchbook with her.She has a talent for drawing and is often seen doodling in her notebooks.Sarah"s artistic abilities are not only limited to drawing; she is also an excellent writer and often contributes to the school"s literary magazine.On the other side of the classroom, we have Alex, a tech-savvy boy who is always updated with the latest gadgets and technology.He is the go-to person when it comes to any technical issues in the classroom.Alex"s interest in technology extends beyond just playing video games; he is also involved in the school"s coding club and has won several coding competitions.Lastly, we have Emily, a kind-hearted and helpful girl who is alwayswilling to assist her classmates.Whether it"s helping with homework or providing emotional support, Emily is always there for everyone.Her positive attitude and friendly demeanor have made her a popular figure in the classroom.Each of these classroom characters brings something unique to the table, making the learning experience more interesting and enjoyable.Their diverse interests and traits contribute to the overall dynamics of the classroom, fostering a sense of unity and collaboration among students.。