【正文】 r debate is whether education is a lifetime ，其中一個(gè)問(wèn)題就是教育是否是個(gè)終身學(xué)習(xí)的過(guò)程。 view is now being questioned by more and more 。 is a matter of life and deatha matter no country can afford to ，任何國(guó)家都不能忽視。 should spare no effort to beautify our 。 equate success in life with the ability of operating 。 one can deny the fact that a person39。 view of the seriousness of this problem, effective measures should be taken before things get ，在事態(tài)進(jìn)一步惡化之前，必須采取有效的措施。 experts point out that(physical exercise)contributes directly to(a person39。 increasing number of people are beginning to realize that education is not plete with 。 invention has received more praise and abuse than(Internet).沒(méi)有一項(xiàng)發(fā)明像互聯(lián)網(wǎng)一樣同時(shí)受到如此多的贊揚(yáng)和批評(píng)。Teaching Plan : Writing A story Aim: According to the pictures of a story, teach the students how to write a story using the effective Points: Teach the students how to get the key words of each picture and how to use effective sentences to plete a coherent Aids: Computer Method: Discussion Procedure: Step Present the position with the typical mistakes made by the students to the the students work in pairs to discuss the position and try to find out as many mistakes as they some students to correct the mistakes in the same time, present the right ones to the whole the typical Present the pictures of a story to the the students two minutes to look through the pictures and try to get the main idea of the the students work in groups of four to get the key words of each picture several students to report their answers to the rest of the these key words to the whole According to the key words, ask the students to write down their own sentences about each two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole another two students’ sentences about Picture 2 to the class and correct the grammar mistakes this step with the other either of the models from each picture to make up a it to the Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more this passage with the whole the model to the the way of writing this kind of Write another story as homework.第五篇：英語(yǔ)寫(xiě)作常用經(jīng)典句子good sentences in writing英語(yǔ)寫(xiě)作點(diǎn)之筆經(jīng)典句型之經(jīng)典之處就是能夠讓你在短時(shí)間之內(nèi)突破寫(xiě)作，寫(xiě)出精彩的文章來(lái)！背誦方法：1循環(huán)口頭背誦，英語(yǔ)和漢語(yǔ)互譯（口筆譯） to a recent survey, four million people die each year from diseases linked to ，每年有4，000，000人死于與吸煙有關(guān)的疾病。九、鞏固(Consolidation)總結(jié)寫(xiě)此類(lèi)看圖書(shū)面表達(dá)的思路：掌握全文中心——確定每幅圖的中心詞——由詞成句——由句成文——修改篇章結(jié)構(gòu)。然后分組討論如何對(duì)篇章結(jié)構(gòu)進(jìn)行修改，使文章更連貫。七、討論(Discussion)要求學(xué)生先朗讀全文（由于此時(shí)的文章是由各自獨(dú)立的句子羅列而成，句子之間必然缺乏連貫性。展示其它幾幅圖的句子。六、反饋(Feedback)，選取兩位學(xué)生所寫(xiě)的第一幅圖的兩組句子，展示給大家（也可通過(guò)實(shí)物投影儀展示）。同時(shí)，教師將這些詞按圖片順序依次輸入計(jì)算機(jī)，展示給大家（也可通過(guò)實(shí)物投影儀展示）。四、討論(Discussion)（必要時(shí)可變?yōu)樗娜艘唤M，增強(qiáng)協(xié)作性），針對(duì)每幅圖進(jìn)行討論，并確定描述每幅圖的中心詞。三、展示(Presentation)通過(guò)計(jì)算機(jī)展示給學(xué)生一篇新的看圖書(shū)面表達(dá)材料。首先，針對(duì)文中學(xué)生未找出或改對(duì)的錯(cuò)誤，幫助學(xué)生一起改正。（在進(jìn)行此步驟時(shí)，學(xué)生無(wú)須根據(jù)文章的先后逐行挑錯(cuò)，只要找到錯(cuò)誤即可發(fā)言。二、討論(Discussion)，討論文章的優(yōu)缺點(diǎn)，并對(duì)錯(cuò)誤之處進(jìn)行修改。教學(xué)輔助手段：電腦（或?qū)嵨锿队皟x）教學(xué)方法：討論法 教學(xué)步驟：一、展示(Presentation)。然后 依次確定出描述每幅圖所需的中心詞，并由詞成句，由句成文。無(wú)論在詞語(yǔ)的選擇還是句子結(jié)構(gòu)的處理上，我們對(duì)其適用范圍都要作到心中有數(shù).第四篇：高三英語(yǔ)寫(xiě)作課教案高三英語(yǔ)寫(xiě)作課教案課題：看圖書(shū)面表達(dá)（Writing A Story）教學(xué)目的：教會(huì)學(xué)生如何用英語(yǔ)描寫(xiě)一個(gè)過(guò)去的故事。所以當(dāng)我們翻譯各個(gè)詞語(yǔ)時(shí)，要做到相 互協(xié)調(diào)，前后一致，邏輯嚴(yán)謹(jǐn)。英語(yǔ)作文正確句子The Chinese have the custom of eating yuanxiao(sweet dumplings made of glutinous rice flour)and watching festive lanterns on the fifteenth evening of the first lunar 。(3)動(dòng)詞使用不當(dāng):appreciate為“贊賞”(to value or regard highly)之意，而原文中的“賞”意思應(yīng)該是“觀(guān)賞”(watch).(4)介詞使用錯(cuò)誤:原文指具體某一天的晚上，譯文介詞應(yīng)由at改為 on(on the evening of)。原作文Chinese have the custom that they eat sweet dumplings made of glutinousrice flour and appreciate festive lanterns at the night of January (1)少用冠詞:“中國(guó)人”應(yīng)該譯為the Chinese(people)。因?yàn)樗鼘儆谟⒄Z(yǔ)學(xué)習(xí)的基礎(chǔ)內(nèi)容，與漢譯英本身沒(méi)有直接關(guān)系。句子結(jié)構(gòu)是否自然?要避免中式 英文和翻譯腔。你還需要自問(wèn):詞語(yǔ)是否譯得恰當(dāng)?要避免虛假對(duì)應(yīng)。把漢語(yǔ)原文的詞語(yǔ)都變成英文詞語(yǔ)，按一定順序串成句子，確實(shí)已經(jīng)讓初學(xué)者費(fèi)了不少腦筋。在這個(gè)過(guò)程 中，我們可以做一件非常有用的事，就是把找出的錯(cuò)誤分門(mén)別類(lèi)，然后根據(jù)自己容易犯的錯(cuò)誤類(lèi)型，有針對(duì)性地進(jìn)行深入的英語(yǔ)學(xué)習(xí)和寫(xiě)作訓(xùn)練。下面 列舉的學(xué)生譯文收入了學(xué)生們?cè)诰毩?xí)和考試中普遍出現(xiàn)的、具有代表性的英語(yǔ)錯(cuò)誤。更多