高中英语书面表达思维拓展训练
提升高中生英语学习高阶思维品质的策略和建议
提升高中生英语学习高阶思维品质的策略和建议一、培养阅读习惯阅读是提升高中生英语学习高阶思维品质的重要途径。
通过阅读，学生不仅能够提高英语词汇量和语法水平，还可以拓展思维，培养逻辑推理能力。
建议学生每天坚持阅读一定量的英文书籍、文章或新闻，通过阅读来提升学习的深度和广度。
二、注重思维训练除了传统的语法和词汇训练，高中生应该注重思维训练，培养逻辑推理和创造性思维。
可以通过参加一些思维训练班或比赛，如辩论赛、作文比赛等，来提升高阶思维品质。
老师可以设置一些开放性的问题，鼓励学生进行思维训练和探索。
三、多维度的学习方式传统的课堂教学往往以听、说、读、写为主，而忽略了思维、表达和沟通的能力。
建议学校可以引入一些多维度的学习方式，如小组讨论、项目研究、实验探究等，让学生在实际操作中提升高阶思维品质。
四、强调实践应用英语学习不仅仅是死记硬背，更应该注重实践应用。
学校可以鼓励学生参加英语演讲比赛、英语角等活动，提高他们的口语表达能力和思维逻辑能力。
学校还可以鼓励学生参与国际交流项目，提升跨文化交流能力和高阶思维品质。
五、鼓励独立思考在教学过程中，教师应该引导学生进行独立思考，鼓励他们提出问题、解决问题，并培养他们的批判性思维和创新能力。
学校可以通过开展一些思维导图、逻辑思维等训练，引导学生进行独立思考。
六、注重情感教育高中生正处于青春期，情感世界十分丰富。
英语学习也应该注重情感教育，让学生通过英语学习感受美和善，培养高尚情操。
可以通过朗诵、情景表演、英文歌曲等方式，引导学生在英语学习中获得情感体验，提升高阶思维品质。
七、建立个性化学习每个学生都有自己的学习方式和节奏，无论是学习速度还是学习兴趣都有所不同。
学校应该根据学生的个性和需求，建立个性化的学习模式，提供多样化的学习资源和途径，让学生在个性化学习中提升高阶思维品质。
提升高中生英语学习高阶思维品质需要学校、教师和学生共同努力。
除了传统的语法和词汇训练，还需要注重阅读习惯、思维训练、多维度学习方式、实践应用、独立思考、情感教育和个性化学习等方面的培养和引导，才能真正提升高中生英语学习的品质和效果。
思维导图在高中英语读后续写中的运用
思维导图在高中英语读后续写中的运用摘要：思维导图在实际的学习应用和教学应用中被证明是一种高效的学习方式。
如果能够将思维导图的方式方法应用到高中英语的教学当中，则思维导图是一项能够很好地帮助高中学生在英语写作中理清写作思路的教学辅助手段。
英语写作十分讲究行文之间的逻辑性和结构性，当前，高考英语小作文和大作文是很多高中学生在英语学习中的一大瓶颈。
思维导图的应用就可以在学生进行英语写作前很好地帮助学生规划整体的写作思路，理顺英语文章的架构和行文逻辑，从根源性上改善高中学生在英文写作时面临的思维混乱、无从下笔的状态。
关键词：思维导图；高中英语教学；读后续写1.问题的提出根据教育部《英语考试说明》的要求广东省于2021年高考中实行新题型，即删去短文改错，换成读后续写。
2016年，浙江省首次将“读后续写”作为高考英语写作题，这引起了广大教师和学者对读后续写的关注。
2012 年，王初明教授初次提出这种新的外语学习方法：读后续写。
读后续写是学生在阅读一篇短文后，学生对原文的内容、语言、结构进行甄别、理解和抉择后，合理地做出文本预判，猜测并在给出的两句话之后续写出故事结局的一种写作方式。
相比传统的写作题，读后续写对学生的思维逻辑能力、思维创造能力、语篇的把握能力以及语言的运用能力提出了更高的要求。
王初明教授认为这是将语言输入和语言输出、语言模仿和内容创造以及语言学习和语言运用紧密结合的一种释放学生的想象力和创造力的有效方法。
然而在读后续写题型的具体教学过程和解题过程中一线的教师们和学生们面临着各种各样的问题和困难。
针对这一现状，本研究将思维导图运用于高中英语读后续写中，旨在寻求一种有效教学方法来改变这一现状。
1.高中英语读后续写教学现状分析从2016年10月浙江省和上海市率先运用读后续写作为高考作文开始，读后续写作为高考大作文已陆陆续续在不同省份的高考题中出现，但普遍存在着续写的平均分不高，学生无从下笔，尤其是英语水平较低的学生，难以与文本进行互动，无法正确把握作者的写作意图和写作风格，同时容易出现理解误差，难以把握故事脉络。
北京高考英语书面表达分类训练：建议信
建议信1．假如你是红星中学高一学生李华。
近日你收到你的英国笔友Jim的来信，他跟你一样也刚进入新的高中学习，感觉压力很大。
请你给他写封回信，安慰他并告诉他如何减压。
内容包括：1. 安慰对方；2. 提出减轻压力的建议。
注意：1. 词数140以内；2. 信的开头结尾已给出，不计入总词数。
Dear Jim,_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ________________________________________________________________Yours,Li Hua 2．假设你是红星中学高三学生李华。
你的英国好友Jim最近总是感觉身体不适，因此写信向你询问如何健康饮食，请你给他回信。
内容包括：1. 对Jim表示关切2. 提出合理建议3. 表达祝愿内容注意：1．词数100 左右；2．开头和结尾已给出，不计入总词数。
Dear Jim,_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ________________________________________________________________________________________________________________Yours,Li Hua 3．假如你是红星中学高三1班班长李华。
反思高中英语书面表达教学
反思高中英语书面表达教学作者：邹春风来源：《中学生英语·外语教学与研究》2010年第08期[摘要]书面表达是高考中一项充分考查学生综合运用英语知识能力的传统题型。
近年来，高考中所占比分越来越高，考生对此也很头疼。
本文依据《普通高中英语课程标准(实验)》要求，就此现象分析了高中英语书面表达教学中存在的问题，并结合自己的教学实践提出了训练策略。
旨在提高学生的英语书面表达能力。
[关键词]高中英语书面表达写作现状训练策略一、背景书面表达，是英语语言的一种综合性表达方式。
它不仅体现学生对英语语言的表达和思维能力，更能反映学生综合运用语言的能力。
《普通高中英语课程标准(实验)》对高中学生的写作七级和八级要求作出如下目标描述：这个目标提出了三方面的规定：一是写作内容，二是语言要求，三是文体、篇章结构的基本要求。
近年来，NMET中对书面表达的要求也在不断提高。
①写作字数不断增加。
由100字左右、120字左右增加到现在的150字左右。
②所给要点提示不断减少，学生自主发挥空间不断加大。
现阶段看图作文备受推崇，其中漫画作文更是对学生提出了较高的要求。
此外高考书面表达评分标准也在不断提高，要求考生在写作时不仅要注重语言的多样性、连贯性和得体性，更要尝试语言的多样化和复杂化。
由此可见，系统、持续、高效的书面表达训练已势在必行。
二、现状分析高中英语书面表达教学历来存在“重结果，轻过程”现象。
“学生说到写作心烦，教师阅到写作头痛。
”已成共识。
迫于书面表达分值比例的加大，重视程度不断提高。
但很多教师盲目应对，重视了学生的主体性，却忽略了教师的主导作用。
要求学生多写多背，却不进行针对性的指导和提炼美言美句供学生背诵，结果事与愿违。
另一方面，学生写作意识淡薄，重视程度不够，写作时生搬硬套，所背范文中的某些句子却不做任何修改，忽视句子结构合理性和行文连贯性，常导致词不达意或句意不顺。
“挤牙膏”现象非常严重。
近年来，江苏高考推行网上阅卷，但目前学生中普遍存在书写习惯差，字迹潦草，大小写不分，字数不够，写完不检查等问题，这更违背了高考评分标准(如书写较差，以致影响交际，将分数降低一个标准。
如何提高高中英语阅读教学中的拓展活动
如何提高高中英语阅读教学中的拓展活动英语阅读教学一直是高中英语教学的脊梁，然而在新的形势下，先前的阅读教学已不能满足新的需求，拓展高中英语阅读教学势在必行。
英语阅读教学不仅要完成传授语言知识、发展学生语言能力的任务，而且要深化课文的内涵并拓展课文的外延，把课文空间延伸到社会、生活中去，从而实现知识的有效拓展和迁移，提高阅读教学的效率和质量。
二、阅读拓展训练中存在的问题阅读教学一直贯穿整个英语教学，但学生的阅读能力一直是大家头疼的问题，原因何在呢？究其原因是长期以来，许多英语老师局限于以应试为目的的阅读训练，并没有从提高学生获取信息能力的角度进行阅读教学，所以要真正提高学生阅读能力、开拓学生视野也就很难了。
那么，在阅读训练中到底存在什么问题呢？1.阅读拓展形式单一化。
许多教师习惯于依据自己的兴趣、习惯、熟悉程度、便利程度等选择阅读拓展形式。
众所周知，阅读教学中拓展的形式大致可分为三种：一是与课文内容相关的补充性拓展；二是与课文表达形式相类似的迁移性拓展；三是具有比较与鉴别意义的比较性拓展。
许多教师在教学中更多采用的是与课文内容相关的拓展，如对作者或写作背景的介绍、文中知识点的信息补充等，迁移性拓展和比较性拓展却很少用，而事实上后两者更有利于拓宽学生视野、提高阅读能力。
2.教师阅读拓展训练方法简单化。
平日所谓的阅读拓展基本上是以高考阅读理解题为模式，学生做题老师解答，这样学生始终在被动阅读，从而失去了思考的动力。
3.学生阅读习惯被动化。
大多数学生没有养成良好的阅读习惯，只是被动地完成教师交给的阅读任务，不会自觉地定时阅读一些课外资料，以此来扩大知识面。
在许多阅读课上，选择用于拓展的阅读材料、安排阅读的时间等基本上由教师决定，学生处于一种被动接受的状态。
这种以教师为主导的拓展实际上削弱了学生的主动性和积极性。
三、英语阅读教学拓展活动的选材原则拓展阅读教学的目的是通过大量的阅读，培养学生获取文字信息和文化信息的能力，扩大对英语的感性认识，掌握、了解英语国家的风俗习惯、生活方式以及历史、地理等知识，从而开阔视野、增长知识。
高中英语重点单词拓展训练
高中英语重点单词拓展训练1. Abound: (v) to exist in large numbers or amounts; to be plentifulExample: Opportunities for success abound in this city.2. Abstract: (adj) existing in thought or as an idea but not having a physical or concrete existenceExample: The concept of love is abstract and can mean different things to different people.3. Accommodate: (v) to provide lodging or make room for; to adapt or adjust to suitExample: The hotel can accommodate up to 200 guests.4. Accurate: (adj) correct in all details; exactExample: Make sure your measurements are accurate before cutting the fabric.5. Acquire: (v) to gain or obtain possession of somethingExample: He acquired a new skill through years of practice.6. Adapt: (v) to adjust or modify to fit one's environment or circumstancesExample: She quickly adapted to the new school after moving to adifferent city.7. Adequate: (adj) enough or satisfactory for a particular purposeExample: The facilities provided were adequate for the needs of the students.8. Aesthetic: (adj) concerned with beauty or the appreciation of beautyExample: She has a great aesthetic sense and can create stunning works of art.9. Affluent: (adj) having a great deal of money; wealthyExample: The neighborhood is known for its affluent residents and luxurious houses.10. Aggravate: (v) to make a problem, injury, or offense worse or more seriousExample: Talking loudly during the movie only aggravated the already annoyed audience.11. Alleviate: (v) to make suffering, hardship, or a problem less severeExample: The medicine helped alleviate the pain in her knee.12. Allude: (v) to suggest or mention something indirectly or without explicit referenceExample: The book alludes to a famous historical event but never explicitly mentions it.13. Ambiguous: (adj) open to more than one interpretation; unclear or uncertainExample: His response was ambiguous, leaving us unsure of his true intentions.14. Ample: (adj) enough or more than enough; plentifulExample: We have ample time to get to the airport, so there's no need to rush.15. Analyze: (v) to examine or study something in detail, typically for purposes of explanation or interpretationExample: The scientist analyzed the data to identify patterns and trends.16. Anecdote: (n) a short and amusing or interesting story about a real incident or personExample: The speaker shared an anecdote about a funny experience he had while traveling.17. Animosity: (n) a strong feeling of dislike or hatredExample: There is a long history of animosity between the two rival teams.18. Anticipate: (v) to expect or predict something will happenExample: She anticipated that it would rain, so she brought an umbrella.19. Apprehensive: (adj) anxious or fearful about what may happenExample: He was apprehensive about starting his new job.20. Articulate: (adj) having the ability to speak fluently and coherently; expressing oneself clearlyExample: The professor was known for his articulate lectures on philosophy.21. Ascertain: (v) to find out for sure; to discover with certaintyExample: The detective worked tirelessly to ascertain the truth behind the crime.22. Assert: (v) to state a fact or belief confidently and forcefullyExample: She asserted that she was innocent of the crime.23. Assess: (v) to evaluate or estimate the nature, ability, or quality of somethingExample: The teacher will assess the students' understanding through a final exam.24. Assimilate: (v) to absorb and integrate into a wider society or cultureExample: Immigrants often struggle to assimilate into a new country.25. Attest: (v) to provide clear evidence or proof; to declare to be genuine or trueExample: The witness attested to seeing the suspect at the scene of the crime.26. Attribute: (v) to regard as being caused by; to ascribeExample: She attributes her success to hard work and determination.27. Augment: (v) to make something greater by adding to it; to increaseExample: He augmented his income by taking on a part-time job.28. Authentic: (adj) genuine; real; true to its type or originExample: The painting was determined to be an authentic work by a famous artist.29. Avid: (adj) having a strong interest or enthusiasm for somethingExample: He is an avid reader and can finish several books in a week.30. Bias: (n) a prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfairExample: The journalist's article showed a clear bias against the political candidate.31. Brevity: (n) concise and exact use of words in writing or speechExample: The presenter's brevity ensured that the audience stayed engaged.32. Candid: (adj) truthful and straightforward; frankExample: He appreciated her candid response to his question.33. Catalyst: (n) a person or thing that precipitates an event or changeExample: The invention of the smartphone was a catalyst forsignificant advancements in technology.34. Cite: (v) to refer to a source of information as evidence or proofExample: The student cited several scientific studies to support her argument.35. Clarify: (v) to make something clear or easier to understand; to explainExample: Could you please clarify your instructions? I'm not sure what you mean.36. Coherent: (adj) logical and consistent; easy to understandExample: His essay was well-written and coherent, making it easy to follow his arguments.37. Collaborate: (v) to work together with others on a project or taskExample: The team members collaborated to complete the project ahead of schedule.38. Commend: (v) to praise or express approval for someone's achievements or behaviorExample: The teacher commended the student for her hard work and dedication.39. Compassion: (n) sympathetic pity and concern for the sufferings or misfortunes of othersExample: The nurse showed compassion towards the patients in the hospital.40. Complement: (v) to complete or make perfectExample: His skills complemented hers, enabling them to work well together.41. Compose: (v) to create or write a piece of music, literature, or artExample: The artist composed a beautiful painting inspired by nature.42. Compound: (v) to make something worse; to intensifyExample: The stress of work compounded his already difficult situation.43. Comprehensive: (adj) including all or nearly all elements or aspects of somethingExample: She wrote a comprehensive report that covered all the important details.44. Conceal: (v) to keep from sight; to hideExample: He tried to conceal his disappointment with a smile.45. Concede: (v) to admit that something is true or valid after first denyingitExample: After a lengthy argument, he finally conceded defeat.46. Conceive: (v) to form or devise a plan, idea, or concept in one's mindExample: She conceived a brilliant invention that revolutionized the industry.47. Concise: (adj) giving a lot of information clearly and in a few wordsExample: The professor's lecture was concise yet informative.48. Concur: (v) to be of the same opinion; to agreeExample: The committee concurred with the proposal and approved it unanimously.49. Condense: (v) to make something denser or more concentrated; to reduce in volume or sizeExample: The article was condensed into a shorter version for the magazine.50. Confer: (v) to grant or bestow a particular title, degree, or honorExample: The university conferred an honorary degree upon the distinguished scientist.51. Confine: (v) to keep or restrict someone or something within certainlimits or boundariesExample: The prisoner was confined to his cell for the duration of hissentence.52. Configure: (v) to arrange or set up in a particular wayExample: The IT specialist configured the computer network for optimal performance.53. Confirm: (v) to establish the truth, accuracy, or validity of somethingExample: The lab results confirmed the doctor's diagnosis.54. Congenial: (adj) pleasant or agreeable; suited to one's taste or temperamentExample: The small town had a congenial atmosphere that made visitors feel welcome.55. Connotation: (n) an idea or feeling that a word invokes in addition to its literal or primary meaningExample: The word "home" has positive connotations of warmth and comfort.56. Consecutive: (adj) following continuously in order; uninterruptedExample: She won three consecutive gold medals in the Olympic Games.57. Consensus: (n) a general agreement or opinion among a group of peopleExample: The team reached a consensus on the best approach to solve the problem.58. Consequence: (n) a result or effect of an action or conditionExample: The consequence of his reckless behavior was losing hisdriver's license.59. Conserve: (v) to protect from harm or destruction; to keep in a safe or sound stateExample: We need to conserve water during the drought.60. Considerate: (adj) showing concern for the needs and feelings of others; thoughtfulExample: He is always considerate and offers to help whenever he can.61. Consolidate: (v) to combine or unite into a single whole; to strengthen or make secureExample: The company decided to consolidate its operations to reduce62. Contemplate: (v) to think deeply or carefully about somethingExample: She sat by the window and contemplated the meaning of life.63. Contemporary: (adj) living or occurring at the same time; belonging to the same time periodExample: His art is considered contemporary and reflects current trends.64. Contradict: (v) to assert the opposite of; to deny or disagree with what someone else has saidExample: Her statement contradicted the evidence presented in court.65. Contrary: (adj) opposite in nature, direction, or meaningExample: Her actions were contrary to her words, causing confusion.66. Contrast: (v) to compare in order to show differences; to set in opposition or as a counterpointExample: The black dress contrasts beautifully with her fair complexion.67. Controversial: (adj) causing disagreement or dispute; likely to arouse argument or debateExample: The politician's controversial statement sparked a heated debate.68. Convenient: (adj) fitting in well with a person's needs, activities, and plans; suitable for one's purposesExample: The location of the new store is convenient for shoppers in the area.69. Convey: (v) to transport or carry to a place; to make an idea, feeling, or impression known or understandable to someoneExample: The picture conveys the artist's emotions and captures the viewer's attention.70. Conviction: (n) a firmly held belief or opinionExample: She spoke with such conviction that everyone believed her.71. Corroborate: (v) to confirm or give support to a statement, theory, orExample: The witness corroborated the victim's account of the incident.72. Counteract: (v) to act against something in order to reduce its force or neutralize its effectExample: Eating healthy meals can help counteract the negative effects of stress.73. Credible: (adj) able to be believed; convincingExample: The witness provided credible evidence to support her claims.74. Culminate: (v) to reach a climax or point of highest developmentExample: The concert culminated in a breathtaking fireworks display.75. Cultivate: (v) to prepare and use land for crops or gardening; to develop or improve by education or trainingExample: She cultivated a beautiful garden filled with colorful flowers.76. Cumbersome: (adj) large or heavy and therefore difficult to carry or use; unwieldyExample: The old typewriter was cumbersome compared to the lightweight laptop.77. Deceive: (v) to cause someone to believe something that is not true; to misleadExample: He deceived her into thinking he was a wealthy businessman.78. Deduce: (v) to arrive at a conclusion by reasoning from known facts or observationsExample: From the evidence presented, the detective deduced that it was a premeditated crime.79. Deficit: (n) the amount by which something, especially a sum of money, is too small or falls shortExample: The company had a budget deficit and had to make cutbacks.80. Deplete: (v) to use up the supply or resources of; to exhaustExample: The factory depletes the nearby river of its clean water.81. Depict: (v) to show or represent by a drawing, painting, or other art formExample: The mural depicts scenes from the city's history.82. Derive: (v) to obtain or receive something from a specified sourceExample: She derives great joy from playing the piano.83. Desolate: (adj) deserted of people and in a state of bleak and dismal emptinessExample: The abandoned house stood desolate on the hilltop.84. Detriment: (n) the state of being harmed or damaged; a cause of harm or damageExample: The excessive use of smartphones can be a detriment to one's mental health.。
UNIT2Writing—Writetoafriendaboutatravelplan教案-高中英语
教学目标与核心素养： 语言能力：To get some important information for writing from the reading. 学习能力：To master the structures and language features of a travel plan. 文化意识：Ss will have awareness to learn about the world and have ambition to study hard. 思维品质：To apply what you have learned in class to writing to your friend a travel plan. 教学重难点 教学重点：To master the structures and language features of a travel plan. 教学难点： To apply what you have learned in class to writing to your friend a
通过对 outline 的讨论 活动，让学生更加清晰旅行 计划的结构以及如何使用相
关的表达句型
六、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的
评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）
课程教学评价表
课程名称
评价内容
年级
班级
优 9－10
时间
friends and I are going to Peru to see the Amazon Rainforest .I've heard that there are many amazing animals and plants ,and I can't wait to go.
人教版高中英语必修三B3U3 The Million Pound Bank Note 拓展训练
高中英语学习材料madeofjingetiejiB3U3 The Million Pound Bank Note 拓展训练一、完形填空Captain America（《美国队长》）: The Winter Soldier has taken China by storm. __1__ its opening weekend earlier last month, the action movie grossed $39.2 million (243.82 million yuan) at the national box office,__2__ an estimated(估计) crowd of 5.6 million, __3__ The Hollywood Reporter. That’s more than Thor(《雷神》), __4__ was released in November, but not enough to __5__ Iron Man 3’s record-breaking performance a year ago.__6__ their commercial success, what do Captain America, Thor and Iron Man have in __7__? They’re all superheroes who we’ve __8__ since our childhood. They’re also the products of Marvel, the US publisher of comic books.Besides, they have something in common too: they’re al l __ 9_ men.Scarlett Johansson makes an __10__ starring as Black Widow（黑寡妇）alongside Chris Evans in The Winter Soldier, but it’s just that —an appearance. Her __11__ doesn’t bring any real substance(实质) to the plot(情节) and the __12__ is predominantly on Captain America.“There’s a glass ceiling cinematically,” Joss Whedon, __13__ of The Avengers(《复仇者联盟》), told Wired magazine. “There is not a major studio out there that is trying to make a movie about a __14__ superhero. They’ll say, “‘This is guy’s role.’”On those __15__occasions when women do make it into action movies, it seems they __16__ lose their femininity(女子本性) or merely __17__ supporting roles, as James Cameron, director of Avatar, told The Guardian(《卫报》). “I __18__ think Hollywood movies get it __19__ when they show women in action roles — they basically make them men. Or else they __20__ them into superheroes in shiny black suits, which is just not as interesting.”1. A. On B. In C. At D. To2. A. leading B. drawing C. affecting D. attacking3. A. according to B. compared with C. judging from D.4. A. which B. that C. what D. it5. A. beat B. win C. hit D. strike6. A. In addition B. After all C. As though D. Now that7. A. ordinary B. average C. usual D. common8. A. appreciated B. enjoyed C. admired D. loved9. A. black B. yellow C. white D. brown10. A. appearance B. performance C. action D. movement11. A. story B. role C. life D. event12. A. attraction B. focus C. interest D. attention13. A. director B. actor C. actress D. photographer14. A. male B. interesting C. female D. inspiring15. A. rare B. some C. many D. few16. A. neither B. both C. either D. other17. A. perform B. make C. gain D. play18. A. do B. have C. has D. does19. A. right B. wrong C. real D. true20. A. make B. act C. have D. get二、阅读理解：WHEN talking about French literature, Guy de Maupassant (1850-1893) is often the first name that comes to mind for Chinese readers.The master of short story-telling was brought up in Normandy in northwest France. In 1869, he went to study law in Paris but one year later, aged 20, he volunteered to serve in the army during the Franco-Prussian War.Returning to Paris in 1871, Maupassant worked as a civil servant (公务员) for eight years. His rich life experience offered good subject matter for his writing. And he learned a lot through spending time with other French literary masters such as Gustave Flaubert. By 1880, Maupassant had established himself in the literary world with his first short story, "Ball of Fat" (《羊脂球》).Over the course of his life, he wrote 300 short stories and six novels, using sad tales of Norman peasant life, the Franco-Prussian War and the fashionable life of Paris as his subject matter.He presents his characters in a simple and objective way, describing them as unhappy victims of their greed, desire or vanity (虚荣).During his final years of life, Maupassant suffered from mental illness. He died in 1893 at the age of 43. His major works are as follows: Une Vie (A Life), Bel-Ami (Best Friends), Pierre et Jean (Pierre and Jean)《两兄弟》, Boule de suif (Ball of Fat), L'Héritage (The Heritage)《遗产》, La Parure (The Necklace), Clair de lune (Moonlight) .1. Which of the following statement is true according to the passage?A. When it comes to French literature, Maupassant is the only name we can think about.B. Maupassant was brought up in Normandy in southwest France.C. Maupassant volunteered to serve in the army after he finished his study in Paris.D. “Ball of Fat” was Maupassant first short story which was very famous.2. Why did Maupassant serve in the army during the Franco-Prussian War?A. because he love his country very much.B. because he was tired of studying law in Paris.C. because he wanted to be a soldier.D. the reason was not mentioned in the passage.3. What did his short stories and novels in common?A. They were related to Norman peasant life.B. they all told us the Franco-Prussian War.C. They were from Maupassant’s life experience.D. they described the fashionable life in Paris.4. Which of the following works are written by Maupassant?A. The necklace and Bel-AmiB. The Heritage and HamletC. Romeo and Juliet and Pierre and JeanD. A life and The Cop and the Anthem5. What does the underlined word “victim” in paragraph 5 mean?A. someone who has been hurt or killed.B. someone who has suffered as a result of his actions or beliefs.C. something which is thrown away by people.D. something that people are not interested in.三、短文改错：Ever since the South Korean TV drama Man From the Stars co me out last year, the show’s lead actor, Kim Soo-hyun, have been the talk of the town. Kim plays the learned and handsome college professor Do Min-joon on the show. To many of his fan, he is irreplaceable and the hottest man on Earth. The drama is about a romance among a 400-year-old alien and a human actress. Because the new role, Kim has madehim a household name in China and earn praise for his acting. However, as the only son in his family, Kim was used to be a timid (胆怯的) child who wasn’t good in expressing his feelings. As the result, his mother took him to acting lessons with a theater company. That was the beginning of everything.参考答案：完形：ABAAA ADCCA BBAAA CDABA好莱坞大片《美国队长2：寒冬战士》可谓人气席卷全中国。
高中英语书面表达存在的问题分析训练策略
高中英语书面表达存在的问题分析训练策略【摘要】引言部分首先介绍了高中英语书面表达的重要性，随后探讨了高中生在书面表达中存在的问题。
在分别分析了缺乏词汇量、语法错误频繁、缺乏逻辑思维能力、表达不够准确以及缺乏写作技巧训练这几个问题。
在结论部分提出了解决这些问题的策略，包括加强词汇量的积累和扩展、注重语法错误的纠正、培养逻辑思维能力、提高写作准确性以及加强书面表达技巧训练。
通过这些训练策略，学生可以有效提升自己的书面表达能力，更好地应对英语学习中的挑战。
【关键词】高中英语、书面表达、问题、训练策略、词汇量、语法错误、逻辑思维能力、写作技巧、积累、扩展、纠正、准确性、技巧训练、结论、重要性。
1. 引言1.1 介绍高中英语书面表达的重要性High school English written expression plays a crucial role in students' overall language proficiency. It is not only a fundamental skill for academic success but also an essential communication tool in the real world. Mastering written expression allows high school students to effectively conveytheir thoughts, ideas, and opinions in a clear and organized manner.1.2 探讨高中生在书面表达中存在的问题高中英语书面表达是学生学习英语的重要组成部分，也是考试中的必考项目。
高中生在书面表达中存在着一些问题，这些问题影响了他们的写作水平和表达能力。
许多高中生缺乏足够的词汇量，在写作时常常会遇到词穷的情况，无法准确表达自己的思想和意见。
高中英语培优最完整方案(4份)
尊敬的各位领导、老师：大家好，今天我们一起谈一谈英语培优思路和措施。
我的汇报将从整体思路、学情分析、目标设计和具体措施四个方面展开。
一、整体思路即将进入高三，学生身份将由学生转变为考生，老师身份转变为教练。
考生要向试卷要分数。
考生教练共同发现问题，通过精准施策、批量训练、持久关注解决问题，提高分数。
二、学情分析我们对培优生的学情做了深入地了解，主要是通过以下途径来实现的：我们汇总了培优生最近几次的测试题，通过和学生一起分析试卷，了解学生答题情况，找到薄弱点，并在沟通的过程中了解学生是如何去应对自己的薄弱点，然后制定个性化的措施，帮助学生解决薄弱点。
三、目标设立树立清晰的目标，让学生清楚自己作为尖子生，在高考当中英语的目标成绩应该是多少。
我们把培优生英语目标成绩设定为 140+，具体要求为：阅读、语法填空、短文改错全对；完型填空出错不超过两个（完型填空，每个 2 分）；作文保证在 20 分以上。
当然培优生的英语成绩参差不齐，对于成绩较差的学生，我们会为他们设置阶段目标，逐步向最高目标推进，避免英语学困生望洋兴叹。
例如 1813 班的王国栋，英语成绩在 90 到 100 之间，我们为他制定的阶段目标就是三个月内提分至 110 到 120，然后再迈向 140。
四、具体措施措施 1：词汇攻坚。
词汇是英语学习的基础，重要性尤其体现在分值多达 100 分的阅读和完型中。
如何落实词汇的记忆，我们主要从以下几个方面入手：1、分摊记忆：要求学生利用课间分摊记忆考纲要求的 3500 个单词以及补充词汇，每个课间记忆约 8 个单词，每天可落实约 80 个单词。
将抽背未通过的单词罗列到下发的表格中，作为滚动复习的依据。
2、滚动检查：每天早读前或英语课前抽背重点单词，每周六下午通过词汇语境练习，检查学生本周单词记忆情况。
我们主要采取滚动检查的方式，第二周检查第一周记忆的单词，第二个月检查第一个月记忆的单词，在不断滚动的过程中，加深对单词的印象。
高中英语写作中的批判性思维训练
高中英语写作中的批判性思维训练在高中英语学习中，写作是一项重要的技能，而批判性思维的训练对于提升写作水平起着关键作用。
批判性思维不仅能帮助学生更深入地理解题目、分析问题，还能让他们的文章更具逻辑性、说服力和创新性。
批判性思维是什么？简单来说，它是一种理性、反思和独立思考的能力，要求我们不盲目接受信息，而是对其进行分析、评估和质疑。
在高中英语写作中，批判性思维能让学生从不同角度思考问题，提出独特的观点，并通过合理的论证来支持自己的观点。
那么，为什么要在高中英语写作中进行批判性思维训练呢？首先，有助于提高写作质量。
拥有批判性思维的学生能够更清晰地组织思路，使文章结构严谨、层次分明。
他们能够准确地阐述观点，避免逻辑混乱和表述不清的问题。
其次，增强文章的说服力。
通过对各种观点和论据的分析、筛选和整合，学生能够提供更有力的证据来支持自己的主张，从而让读者更容易接受他们的观点。
再者，培养创新能力。
批判性思维鼓励学生突破常规，提出新颖的见解和独特的想法，使文章更具吸引力和价值。
然而，在当前的高中英语写作教学中，批判性思维训练还存在一些问题。
一方面，教学方法较为单一。
很多教师过于注重语法和词汇的讲解，而忽视了思维能力的培养。
学生在写作时往往只是机械地套用模板，缺乏独立思考和创新。
另一方面，学生缺乏主动思考的意识。
长期的应试教育使得学生习惯于被动接受知识，缺乏对问题进行深入分析和质疑的能力。
为了在高中英语写作中有效地进行批判性思维训练，我们可以采取以下策略：一、激发学生的兴趣和主动性让学生选择自己感兴趣的话题进行写作，这样他们更愿意主动思考和表达观点。
例如，可以让学生写关于自己喜欢的电影、音乐或者运动等方面的文章。
二、培养问题意识在写作前，引导学生提出问题，例如“这个观点真的正确吗？”“有没有其他可能的解释？”通过不断地提问，激发学生的思考。
三、进行多角度的分析例如，对于一个话题，可以让学生从不同的角度进行思考，如个人、社会、文化等方面，从而拓展思维的广度和深度。
高中英语书面表达存在的问题分析训练策略
高中英语书面表达存在的问题分析训练策略我们来分析一下高中英语书面表达存在的问题。
在学生的英语写作中，最常见的问题包括语法错误、词汇贫乏、表达不清晰、逻辑不清等。
在语法方面，学生常常犯的错误包括主谓不一致、时态混乱、句子结构不清晰等。
在词汇方面，学生往往使用重复、简单、平凡的词汇，使文章显得单调乏味。
在表达方面，学生缺乏逻辑思维，文章内容常常缺乏条理，篇章结构不够严谨。
以上种种问题都导致了学生的英语书面表达水平不高，给他们的学习和考试造成了困难。
针对高中英语书面表达存在的问题，我们可以通过以下训练策略来提高学生的书面表达能力。
针对语法错误，我们可以通过大量的语法练习来加强学生的语法意识和语法应用能力。
在教学中，可以设置一些语法训练的习题，让学生多加练习，熟悉各种语法知识点的应用，提高他们的语法水平。
对于词汇贫乏的问题，我们可以通过拓展词汇的方式来提高学生的词汇量和词汇应用能力。
在教学中，可以设置一些词汇记忆、拓展词汇的任务，让学生阅读更多的英语文章，摄取更多的词汇，提高他们的词汇贮备量。
对于表达不清晰和逻辑混乱的问题，我们可以通过训练学生的写作思维和逻辑能力来提高他们的表达能力。
在教学中，可以设置一些写作训练的作业，让学生多练习写作，培养他们的当阅读能力、梳理思维能力和逻辑表达能力。
针对学生在书面表达方面的问题，我们还可以通过各种实际写作任务来提高他们的书面表达能力。
在教学中，可以设计一些实际的写作任务，如写信、写日记、写作文等，让学生应用所学的知识来解决实际的问题，提高他们的书面表达能力。
高中英语书面表达存在的问题是多方面的，需要针对性地采取训练策略来提高学生的书面表达能力。
通过对语法、词汇、逻辑和实际写作的训练，可以帮助学生克服书面表达中的各种问题，提高他们的英语写作水平。
学校和教师也应该重视对学生的书面表达能力的培养，加强对学生的写作训练，为学生的英语学习和考试打下坚实的基础。
译林版高中英语选必二Unit1 Reading (II) 教案
《英语》（选修·第二册）Unit 1 The mass mediaReading (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and expressions: extend, investigate, priority, conclusion, accurate, commit (be committed to), come about, bring... to light and sum up;2. use the above words and expressions in new situations;3. find out words with different parts of speech and think of more such words;4. revise a short paragraph in a factual and formal way.II. Key competence focus1. Understand some new words and expressions.2. Use the new words and expressions correctly.III. Predicted area of difficultyUse the new words and expressions correctly.IV. Teaching proceduresStep 1 Leading inT: Last class we learnt that we should be critical news readers because news reports differ from or even contradict each other. Then why do news reports differ from or even contradict each other? Please fill in the blanks below.•Journalists may _________________________________.•Journalists may _________________________________.•Journalists may _________________________________.T: Therefore, to be a good journalist is not so easy, and today we’ll talk about how to be a good journalist.【设计意图：回归课本，帮助学生回忆前一日所学的部分文章内容；培养学生的语言概括能力能力，并很好地引出本节课的主要内容。
高中英语教学中拓展迁移的有效教学策略
高中英语教学中拓展迁移的有效教学策略作者：赵雪莲赵蕾来源：《南北桥》2019年第23期【摘要】对于高中阶段的英语教学而言，应兼顾教学目标的实现以及学生英语水平的提升。
如何评价一个有效的教学过程，通常会从四个角度进行衡量。
教学目标的有效性、教学内容的有效性、教学过程的有效性以及教学结果的有效性。
当前高中英语教学中的拓展迁移教学，在教学效果以及落实等方面还存在较大的问题，这对于每一位教育工作人员来讲，都是值得关注的重要问题。
【关键词】高中英语拓展迁移教学优化中图分类号：G4 文献标识码：A DOI：10.3969/j.issn.1672-0407.2019.23.089高中阶段的英语学习至关重要，这不仅关系到学生的升学，同时也影响着学生今后英语学习生涯。
在以往的教学背景下，教师作为课堂的决定权威，强调在教学工作中为学生灌输扎实的理论基础。
这固然能够在一定程度上保障学生的学习效率，但是对于学生的英语素养培养以及今后的英语学习生涯发展而言，显然是不利的。
如何结合当前高中英语的教学实际，加强高中英语教学的优化与发展，这就需要每一位教职工为之努力的探索。
一、英语课堂中拓展迁移训练存在的主要问题（一）流于形式所谓的拓展迁移，其本质在于拓宽学生的知识接受面，以此来提高学生对于所学知识的理解与吸收。
但是如果在教学的过程中过于追求形式与流程，反而是没有实际意义的。
所以对于拓展迁移教学工作而言，更应该注重与内涵与实质。
在高中英语课堂上，我们时常可以看到这样的情境，教师在带领学生朗读完文章后，便匆匆忙忙的分解文章，对关键词汇及语法进行讲解后，便展开所谓的拓展迁移教学。
但是实际上很多学生甚至于对文章的内容都没有充分掌握。
（二）忽视学科特点对着拓展研究工作的不断开展，拓展迁移的形式也在逐步完善。
例如由课内向课外延伸，由文本向网络资源链接等。
在实际教学的过程中，一些英语教师忽视了英语学科本身的特点，反而在教学效果上南辕北辙。
“以写促学”教学策略在高中英语教学中的运用
“以写促学”教学策略在高中英语教学中的运用摘要：高中阶段是学生语言学习和能力发展的关键时期，英语作为一门重要学科，对学生的综合语言能力要求较高。
传统教学往往注重知识传授和应试技巧的培养，而忽视学生在实际语言交际和表达方面的能力培养。
“以写促学”强调通过写作活动来促进学生的语言学习和思维发展，使学生在实践中不断提升写作能力、语法和词汇掌握、阅读理解能力以及批判性思维能力。
所以本文分析以写促学这一教学策略在高中英语教学中的运用，以期推动英语教学的创新发展。
关键词：以写促学；高中生；英语教学；写作技能前言：传统的教学方法往往侧重于知识的灌输和应试技巧的训练，忽视学生语言实际运用能力的培养。
学生在应对各种语言任务和实际沟通时可能会面临困难，如写作能力不足、语法错误频繁出现、词汇应用有限等。
针对这些问题，越来越多的教育研究者开始关注“以写促学”教学策略的应用。
这种教学策略强调通过写作活动来提升学生的英语综合能力。
通过实际写作的练习，学生不仅可以提高写作技能，还能加深对语法、词汇和阅读的理解，培养批判性思维能力。
一、以写促学概述“以写促学”教学策略是一种注重写作实践和交流的教学方法，旨在通过写作活动来促进学生的语言学习和思维发展。
该策略强调学生在实践中不断提升写作能力、语法和词汇掌握、阅读理解能力以及批判性思维能力。
以写促学的核心原理是通过写作活动，让学生在实践中运用所学的语言知识和技能，进而加深对语言的理解和应用。
写作是一种综合性的语言任务，涉及语法、词汇、句子结构、篇章结构等多个方面，因此通过写作来练习和运用这些语言要素，能全面提升学生的语言能力。
二、“以写促学”教学策略在高中英语教学中的具体运用（一）重视写作技能提升首先，教授写作结构和技巧。
引导学生了解不同类型的写作结构，如议论文、说明文、记叙文等，解析每种结构的特点和要素。
教授写作技巧，如开头引入、段落过渡、逻辑连接等，帮助学生构建清晰的文本结构。
思维导图在高中英语写作教学中的应用-2019年文档
思维导图在xx写作教学中的应用一、引言众所周知，英语学习的四项基本技能为听、说、读、写。
四者同等重要、相互依存、缺一不可。
而写作在其中具有承上启下的作用。
写作是建立在听、说、读的基础之上，同时写作也可以巩固英语学习者的听、说、读的能力。
通过写作可以帮助学习者夯实输入的语言材料，同时为提高口语能力打下扎实稳固的基础。
刘润清曾指出：只有写作水平才能真正反映出一个人的语言修养。
由此可见，写作在英语学习中具有极其重要的地位。
高中阶段是外语教育的重要阶段。
学生的外语学习若在高中阶段能够打下坚实的基础，便能从根本上提高外语学习效果。
在全球化的今天，要求高中生具备一定的英语写作能力是时代的必需。
《普通高中英语课程标准（实验）》中明确指出，写作是高中生必备的英语学习基本技能，是英语课程的重要教学目标。
同时，写作在高考英语卷中也占据举足轻重的位置。
各地高考英语卷中，写作平均占15分。
由此可见，写作是高中英语学习的重要环节。
然而，高中英语写作教学现状不甚理想。
写作已成为众多学生最为薄弱的技能，也成为失分最严重的一题。
大多数学生认为写作困难，对写作不感兴趣。
总体来说，高中生在英语写作方面缺乏以下三种能力：（1）信息筛选能力：学生无法在短时间之内搜寻出写作要点，并进行筛选，选取最为合适的一项或几项。
（2）逻辑关联能力：无法理清各要点之间的逻辑关系。
（3）篇章布局能力：无法把各要点按照合理的顺序分布于各个段落。
学生写作能力薄弱与教师的教学方式有很大关系。
大多数教师没有写作教学计划，也并不采用有效的教学方式，写作课堂沉闷，导致学生对写作不感兴趣。
部分老师甚至怕教写作，不知如何教写作。
上述原因都会致使学生写作能力差，写作基础薄弱。
“教学”即先“教”后“学”，若要提高学生的写作能力，必须首先改进教师的教学方式。
因此为解决上述问题，本文研究了将思维导图运用于高中英语写作教学之中，在课堂上引用思维导图，在思维导图的基础上，发散思维，进行写作。
基于支架理论的高中英语“以读促写”教学路径
基于支架理论的高中英语“以读促写”教学路径英语教学中阅读与写作密不可分，学生英语语言素养的提高有赖于阅读能力的培养，语言思维和表达能力则依托于写作得以衡量。
然而高中英语实际教学中，阅读和写作则往往处于分离状态。
阅读活动中，教师更多的侧重于语篇的理解；而写作环节，往往又急于求成，缺少引领学生对主题和写法的批判性思考，致使学生深层次思维未能被激活，个性化发展的需求也被忽略。
教材是最基本的文本素材，因此依托阅读文本搭建支架，以读促写，引领学生在支架支持下进行有效的写作活动，不仅能为高效输出提供支持，促进语感和文字表达能力发展，而且也能激活学生的深度思维能力与自我创造能力。
一、搭建“话题支架”，激活表达愿望写作活动往往围绕一定的话题进行，这样才能确保写作活动的有效性，使写作活动紧紧围绕话题展开。
教师应基于学生写作需要，在阅读教学过程中借助文本给学生搭建“话题支架”，激活学生表达愿望。
借助阅读教学搭建的支架，引导学生积极地开动脑筋，形成独立的看法和见解，从而写出有深度、有思想的高品质文章。
如围绕上外版“Unit 1 Nature”单元教学主题，教师借助单元阅读“Nature”话题搭建“Nature and humans”写作话题支架，设计了以下几个教学活动：1.观图片。
围绕“Nature and humans”的写作话题，我借助多媒体给学生提供了三组图片，图片内容进行类别化处理，第一组是自然给人类提供的丰富的馈赠，包括物质、资源和良好的生存环境等；第二组是人类对自然的过度开发、索取与破坏；第三组是当前自然存在的突出问题和破坏自然造成的严重后果。
通过提供的三组图片，组织学生细致观看，一边观看，一边交流自己的感受和发现。
这个环节围绕单元阅读话题，给学生搭建写作支架。
写作支架搭建时，又重视创设直观的写作教学情境，让学生借助图片交流自己的感受。
图片运用时又重视类别化处理，较好地培养了学生思维的严谨性，对于学生深度学习活动提供有力的思维支持。
高中英语书面表达存在的问题及解决策略
高中英语书面表达存在的问题及解决策略作者：马祎松来源：《科学导报·学术》2020年第44期摘 ;要：书面表达是高中英语学习重要的一部分，直接体现了对英语知识的运用能力。
但是多数学生的书面表达都是存在问题的，因此有必要改进学生的书面表达能力。
本文将从实践中分析学生在写作中存在的问题及原因，提出几点关于提高高中生英语写作表达水平的策略。
关键词：高中英语;存在问题;解决策略观察学生在书面表达中出现频率高的问题，常常会发生词语的词性的混淆，受母语化的影响以及结构不清晰的问题。
特别是有些学生在写作中不知如何下手，对英语写作产生畏难情绪，这就需要教师在教学中根据实际情况具体问题具体分析，帮助学生找出原因，分析问题，进行心态的调整。
另外，学生也要多进行实践训练，在实践中发现问题。
是单词掌握不牢，还是句式运用不好，还是掌握的句式较简单，帮助学生形成英语表达思维，实现英语写作的提升。
一、学生书面表达中存在的问题1、学生的英语水平参差不齐高中阶段的学生受之前的英语基础、师资力量、以及教学方法等诸多影响，英语水平存在着很大的差异。
学生存在的问题普遍有，单词拼写不正确，用词不准确，词性分不清楚，针对这样的学生，教教师应当加强学生对词语的记忆和应用;有的学生语法概念不清晰，那么整个写作过程中不能够应用英语思维进行表达，写出来的作文必然得不了高分;有的句与句，段与段之间前后连接不通顺、不自然，采用的句式较为单一，显得语言贫乏，词汇较少;还有的学生由于基础不好，虽然掌握一定的词汇量，但是不能有效地进行时使用，写作时无从下手，有畏难情绪。
2、学生的阅读量少在高中阶段，很多学生都在背单词、做题，很少进行英语的课外阅读，这样学生阅读量不足，对英语的感悟也较少，英语语感差。
这样即使掌握了单词，掌握了句式，依然不能够写好，实现知识的有效利用。
3、学习英语的积极性不高由于部分学生学习英语的兴趣不高，主要是应付考试，被动性的接受教师教学，都是死记硬背单词句式。
培养书面表达能力,搞好高中英语教学
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高中二年级课后拓展训练(英语第7章含解析)
高中二年级课后拓展训练(英语第7章含解析)第七章Dive into Jason deCaires Taylor's underwater art exhibits from around the worldCreating the world's first underwater sculpture(雕像) park in Grenada in 2006, and with over 1,000 underwater artworks across the globe, deCaires Taylor has artfully highlighted the threats to our oceans while actively helping to create new life in them.Here are some of the underwater art exhibits.Molinere Underwater Sculpture ParkGrenada, West IndiesInstalled in 2006 after Molinere Bay suffered destructive damage from the 2004 Hurricane Ivan, these 75 underwater art pieces formed the world's first underwater sculpture park and was name done of National Geographic's 25 Wonders of the World.It now provides a new habitat for marine life,and it also draws divers and glass-bottomed boats away from more delicate reefs nearby.Ocean AtlasNassau, BahamasOff the coast of Nassau sits the world's largest underwater sculpture, shallow enough for divers to view.This 60-ton,16-foot tall statue of a young Bahamian girl appears to hold up the ocean, just like her Greek namesake (同名人物) Atlas, who suspended the heavens in Greek myth(神话) .The Rising TideLondon, U.K.Unlike most of deCaires Taylor's works, these sculptures can be seen from land,on the banks of the River Thames, emerging during low tide. Within sight of the Houses of Parliament, they are a nod to the Four Horsemen of the Apocalypse and are a reminder of rising sea levels and the denial of climate change.Museum of Underwater ArtGreat Barrier Reef, AustraliaExpected to open to the public in early 2020, deCaires Taylor's latest project aims to rehabilitate parts of the world's largest reef system. Works in the underwater museum include a partially-submerged(半淹没的)figure that changes color as the sea warms and which can be seen from shore, and even a submerged coral-covered greenhouse.【小题1】What do deCaires Taylor's underwater art exhibits have in common?A．Becoming National Geographic's Wonders of the World.B．Sharing names with gods in Greek myth.C．Changing colors with water temperature.D．Combining art with saving ocean creatures.【小题2】Where can you see the largest underwater sculpture?A．Grenada.B．Nassau.C．London.D．Great Barrier Reef.【小题3】Which is intended to save the world's largest reef system?A．Molinere Underwater Sculpture Park.B．Ocean Atlas.C．The Rising Tide.D．Museum of Underwater Art.Granny had just bought a sandwich for her office and was stopped at a red light in the city center. She had the window rolled down to enjoy the soft wind when a man rushed up to the driver's side window to rob her. The robber broke into the open window with one hand in his pocket. He ordered Granny to get out of the car, or he would shoot her. A word like that would have frightened anyone else. Instead, Granny saw it as a challenge.Completely unafraid she said that if he really had a gun, he would have pulled it out. She was right. The criminal had no gun actually and tried to pull her out of the car. Granny sounded the horn and started shouting out to draw others' attention. With the door now open, she started kicking the man anywhere her foot could reach. After a kick to his stomach, the man attempted to escape. But Granny wouldn't stand for that. It was now her turn to grab onto him. That poor fool didn't have a chance. She called for help to bystanders, and they rushed to her aid. With Granny leading the charge, a group of strangers came together and took the man to the sidewalk, holding him there until the police came.When asked by a young reporter covering the story why she fought back and wasn't afraid, Granny's answer was surprisingly simple: She had had her new car for less than two days and a pack of good sandwiches for her office. And there was no way for the robber to get either of those. Although we were angry with her because she could have gotten herself killed, we all learned an important lesson from her that day.1. Why did Granny think the incident as a challenge?A．She was afraid of the robber,B．She has never experienced the robbery before.C．There was possibility that the robber didn’t have a gun.D．There was possibility that her new car would be robbed2. What does the author think of the robber?A．He looked very terrible.B．He had a poor memory.C．He was not strong enough.D．He was foolish and unlucky.3. What was the main reason that the robber attempted to escape?A．Granny kicked his stomach violently.B．Granny kicked him anywhere her foot could reach.C．Granny’s reaction was beyond his expectation.D．Granny managed to grab onto him.4. Granny’s families thought her behavior to be ________.A．illegal B．annoyingC．admirable D．Confusing高二英语第七章参考答案。
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书面表达思维拓展：一句多译练习例一.写请假条。
情景：我生病了，明天不能上学。
1.I’m ill. I can’t go to school tomorrow. (太简单！句子松散)2.Why can’t I go to school tomorrow? Because I’m ill!(疑问句)3.I’m ill and I can’t go to school tomorrow.（并列句）4.I’ll be absent from school tomorrow just because I’m ill.5.I’m so seriously ill that I can’t go to school tomorrow.(so….that句型)6.I can’t go to school tomorrow because I’m ill.(表原因的复合句)7.I can’t go to school tomorrow because of illness.（用Owing to或者due to）8.Owing to illness, I can’t go to school tomorrow.9.I can’t go to school tomorrow due to illness,10.My absence from school tomorrow is due to my illness.11.I can’t go to school tomorrow on account of illness.（用介词短语）12.I’m ill so I can’t go to school tomorrow.（用so、thus或者therefore等）13.I’m ill, as a result, I can’t go to school tomorrow.14.I can’t go to school tomorrow as a result of my illness.15.Being ill, I can’t go to school tomorrow.(用分词作原因状语)16.I can’t go to school tomorrow. That’s because I’m ill.（用表语从句）17.I’m ill. That’s why I can’t go to school tomorrow. （用表语从句）18.I can’t go to school tomorrow. The reason is that I’m ill. （用表语从句）19.I’m seriously ill, which makes me unable to go to school. （用定语从句）20.I’m seriously ill, which makes it impossible for me to go to school.21.I’m seriously ill, thus making it for me go to school.（用分词作结果状语）22.How I wish I could go to school tomorrow! But I can’t because I’m seriously ill.(用虚拟语气)23.I’m ill. That’s the reason why I can’t go to school tomorrow. （用定语从句）24.It is because I’m ill that I can’t go to school tomorrow.(强调句型)25.The reason for my absence from school tomorrow is that I’m ill.（用表语从句）26.What I want to tell you is that I’m ill and I can’t go school tomorrow .(用主语从句、表语从句、并列句)27.My illness prevents me from going to school tomorrow.28.I have disease, which prevents me from going to school tomorrow.例二. 他说英语太快了！让我大吃一惊！1. He speaks English so fast, and I am surprised.2. He speaks English so fast and it is surprising to me.3. He speaks English so fast and it is a surprise to me.4. He speaks English so fast, at which I am surprised.5. He speaks English so fast, which is a surprise to me.6. He speaks English so fast, which is surprising to me.7. He speaks English so fast, which makes me surprised.8. He speaks English so fast that I am surprised.9. So fast does he speak English that I am surprised.10. So fast does he speak English that it surprises me.11. His fast English speaking is surprising to me.12. His fast English speaking is a surprise to me.13. His fast English speaking makes me surprised.14. His fast English speaking surprises me.15. How fast he speaks English, which is surprising to me.16. How fast he speaks English, which is a surprise to me.17. How fast he speaks English, and it is a surprise to me.18. How fast he speaks English, and it is surprising to me.19. What a fast English speaker he is! It does surprise me.20. It is he who speaks English so fast, which surprises me.21. It is his fast English speaking that surprises me.22. That he speaks English so fast is surprising to me.23. That he speaks English so fast surprises me.24. That he speaks English so fast is a surprise to me.25. I am surprised that he speaks English so fast.26. I am surprised that he speaks such fast English.27. I am surprised that he speaks English with fast speed.28. I am surprised by his fast English speaking.29. I am surprised by his English speaking with fast speed.30. It is surprising to me that he （should）speak English so fast.31. It is surprising to me that he （should）speak such fast English.32. It is surprising to me that he （should）speak English with fast speed.33. It is surprising to me that his spoken English is so fast.34. It is a surprise to me that he （should）speak English so fast.35. To my surprise, he speaks English so fast.36. To my surprise, he speaks such fast English.37. To my surprise, he speaks English with fast speed.38. To my surprise, his spoken English is so fast.39. When he speaks fast English, I am surprised.40. When he speaks English fast, I am surprised.例三. 2002年普通高等学校招生全国英语统一考试书面表达试题最近，你校同学正在参加某英文报组织的一场讨论。
讨论的主题是：公园要不要收门票？请你根据下表提供的信息，给报社写一封信，客观地介绍讨论情况。
60%的同学认为1、不应收门票2、公园是公众休闲的地方3、如收票，需建大门、围墙，会影响城市形象40%的同学认为1、应收门票，但票价不宜高2、支付园林工人工资3、购新花木注意：1、信的开头已为你写好。
2、词数：100左右。
3、参考词汇：门票：entrance fee1．60％的同学认为公园不应该收费。
Sixty percent of the students think that the park should not charge entrance fees．＝Sixty in／out of one hundred students hold the view that entrance fees should not be charged for parks．＝Three fifths of the students believe（suppose、think ）that a park should be free of charge．＝Three in／out of five students are against the idea of entrance fees．＝In the opinion of 60％of the students, people can enter parks for free（nothing）．＝60％of the students have the idea that people should be allowed to enter parks without charge．2．公园是公众休闲的地方。