“雨燕服务公司”通过精心收集，向本站投稿了6篇北京地区英语科写作资料，下面小编为大家带来整理后的北京地区英语科写作资料，希望大家能够受用!
篇1：北京地区英语科写作资料
Teaching Plan (writing)
Teaching Aims: 1. Get the students to know how to write an essay of argumentation.
2. Give the students a chance to practice their writing ability.
Teaching procedures:
Step 1. Warm-up
In our life we sometimes try to persuade the listeners or readers to embrace a viewpoint. To achieve our goal, we need to describe our viewpoint, draw a contrast, explain a process, or define a term. So it is very important to know how to write an essay of argumentation. Now let’s read a short passage.
Step 2. Reading a passage
It is not very necessary to spend much time on grammar if we want to learn English well. What is the purpose of mastering a foreign language? To know a lot of grammar rules? Certainly not! Grammar helps us understand well or use the language correctly, but it cannot replace listening, speaking, reading or writing. What do you suppose will happen if you meet foreign friend and are asked the way to the hospital, but you don’t know how to answer him in English? Therefore we should spend more time on practice. Only through practice, that is to say, through listening more, speaking more, reading more and writing more, can we gain the ability to use English for communication.
Step3. Summary
Ask the students some questions to make them know the ways of writing an essay of argumentation.
1. What’s the style of the passage?
2. What is the thesis /topic of the passage?
3. Where can you find the thesis /topic?
4. What viewpoint did the writer hold?
5. What conclusion did the writer make in the end?
6. How did the writer support his viewpoint？
7. What tense did he use?
8. What conjunction or sentences did the writer use to connect the whole passage?
9. Please write the outline of the passage
Thesis: It is not very necessary to spend much time on grammar if we want to learn English well.
Supporting detail 1: Grammar cannot replace listening, speaking, reading or writing.
Supporting detail 2: An example to support detail 1.
Conclusion: We can get the ability of communication in English by practice
10． What should we pay attention to if we write an essay of argumentation?
要点提示：
﹡主题明确：主题句常为文章或段落的开头句，且常用简单句。
﹡论据清晰：注意逻辑性；注意句子之间的连贯，包括正确使用联结词，适当增加过渡句；论据要典型，可靠。
﹡语言正规：多用一般现在时；避免口语语体；用词确切。
Step 4. Writing
We have know how to write an essay of argumentation. Now it is your turn to practice writing a passage.
某校附近拟兴建一座化工厂。 请你以该校学生的名义， 写一篇短文， 称述反对兴建此化工厂的理由。 短文要包括下列几点：
1． 不仅你本人， 大部分同学都反对兴建。
2． 尽管该厂可为本市赚不少钱， 但危害大于好处。
3． 严重污染饮用水， 防范措施不充分。
4． 造成空气污染。
5． 侵占学生们游戏，运动的场所。
注意： 还可以补充若干理由， 不要仅仅翻译各点。
Step 5. Analyse the writing.
1. Which personal pronoun should we use? (the first and the second personal pronoun)
2. What tense should we use? (the present tense; the present perfect tense; the future tense)
3. What’s the thesis of the passage?
4. What points should we mention in the writing?
1. 不仅你本人， 大部分同学都反对兴建。
2. 尽管该厂可为本市赚不少钱， 但危害大于好处。
3. 严重污染饮用水， 防范措施不充分。
4. 造成空气污染。
5. 侵占学生们游戏，运动的场所。
5. What phrases and patterns can we choose to express the points in writing?
1. 不仅你本人， 大部分同学都反对兴建。
be against / a chemical works.
2. 尽管该厂可为本市赚不少钱， 但危害大于好处。
make a lot of money / do sb more harm than good.
3. 严重污染饮用水， 防范措施不充分。
pollute the drinking water/ prevent from .
4. 造成空气污染。
polluted
5. 侵占学生们游戏，运动的场所.
play games and have sports /occup
6. Making sentences using the phrases
1. 不仅你本人， 大部分同学都反对兴建。
Most students of our school, including me, are against the construction of a chemical works.
2. 尽管该厂可为本市赚不少钱， 但危害大于好处。
Although the works will make a lot of money for our city, it will do us more harm than good.
3. 严重污染饮用水， 防范措施不充分。
The drinking water will be badly polluted. They have done little to prevent the water from being polluted.
4. 造成空气污染。
The air over the city will be polluted too.
5. 侵占学生们游戏，运动的场所.
The only place where we students play games and have sports after school will be occupied.
7.合理调整句型，适当增加细节和必要的过渡句，组句谋篇成文。
Step 6 Model
Most students of our school, including me, are against the construction of a chemical works near our school.
Although the works will make a lot of money for our city, we do think it will do us more harm than good. The drinking water will be badly polluted. Of course, they have promised to do something to prevent the water being polluted, however, it is far from enough. On the other hand, the air over the city will be polluted too. We will never be able to breather fresh air. How can we live here any longer? Last but not the least, the site of the works to be built has been the only place where we students play games and have sports after school. Where would we go if it were occupied?
Step 7 Evaluation
Capitalization Punctuation mark
Conjunction Logical
Grammar Spelling
篇2：考研英语资料 写作热点词组
考研英语资料 写作热点词组
届考研已经开始备战，下面为大家总结了 8 类常用词汇， 以及一些短语， 供广大考生参考掌握， 并希望大家能在英语写作项目中有更好的发挥，对您么有所帮助。
句型，词组搭配
1. 随着经济的繁荣 with the booming of the economy
2. 随着人民生活水平的显著提高 with the remarkable improvement of people's living standard
3. 先进的`科学技术 advanced science and technology
4. 为我们日常生活增添了情趣 add much spice / flavor to our daily life
5. 人们普遍认为 It is commonly believed that…
6. 我同意前者(后者)观点 I give my vote to the former / latter opinion.
7. 引起了广泛的公众关注 Sth. has aroused wide public concern. / Sth has drawn great public attention.
8. 利远远大于弊 The advantages far outweigh the disadvantages.
9. 开阔眼界 widen one's horizon / broaden one's vision
10. 考虑到诸多因素 take many factors into consideration
11. 从另一个角度 from another perspective
12. 致力于/ 投身于 be committed / devoted to…
13. 日益激烈的社会竞争 the increasingly keen social competition
14. …有其自身的优缺点 … has its own merits and demerits / pros and cons
15. 对…有害 do harm to / be harmful to / be detrimental to
16. 交流思想/ 情感/ 信息 exchange ideas / emotions / information
17. 跟上…的最新发展 keep pace with / keep abreast with the latest development of…
18. …的健康发展 the healthy development of…
19. 把时间和精力放在…上 focus one's time and energy on…
20. 导致很多问题 give rise to / lead to / spell various problems
21. 可以替代 think 的词 believe， claim， maintain， argue， insist， hold the opinion/ belief / view that
22. 优先考虑/发展… give (top) priority to sth.
23. 与…比较 compared with…/ in comparison with
24. 提供就业机会 offer job opportunities
篇3：高考英语写作素材：母亲节的资料
高考英语写作素材：关于母亲节的资料
母亲节是美国法定的全国性节日。在每年5月的第二个星期日举行。为母亲过节最早源于古希腊的民间风俗。那时，古希腊人每年春天都要为传说中的众神之母、人类母亲的象征——赛比亚举行盛大的庆祝活动。但这时还未形成母亲节。
Mother's day in the United States legal a national holiday. Held on the second Sunday of May each year. Mother festival originated from the ancient Greek Folk customs. At that time, the ancient Greeks in spring every year as a symbol of the legend of the mother of the gods, human mothers -- Serbia held a grand celebration. But at this moment is not formed on Mother's day.
19，美国的安娜·贾维丝小姐遭受到母亲突然去世的强大打击，因为她太爱自己的母亲了。如何表达对母亲的怀念和感激呢?贾维丝小姐决定实现母亲生前渴望创立一个母亲节的遗愿。为此，她首先提出了设立母亲节的设想，并为此而四处奔走，历尽艰辛。同年，她还在家乡费城组织了第一次庆祝母亲节的活动。她还分别给国会议员、政府官员、教师以及新闻界写了上千封信，恳求帮助。她的热诚和努力，终于赢得了社会各界的普遍支持。19，美国国会通过决议，并由威尔逊总统亲自签署，将每年5月的第二个星期天定为母亲节。当时很多国家成千上万的欧战中阵亡将士的妻子、母亲正深陷在痛苦之中，美**亲节的创立，使她们得到了极大的安慰，引起了强烈共鸣。母亲节的'活动丰富多彩。节日这天，家庭成员都要做各种使母亲欢心的事情，并向她赠送礼品表示祝贺。
In 1906, the United States miss Anna Jarvis suffered a strong blow to the sudden death of her mother, because she loves her mother. How to express thanks and remembrance of her mother? Miss Jia Weisi decided to realize the mother's desire to create a mother's day wishes. To this end, she first put forward the idea of the establishment of mother's day, and this everywhere, experienced all kinds of hardships. The same year, she was at his home in Philadelphia organized the first mother's day celebrations. She also gave members of Parliament, government officials, teachers and journalists wrote thousands of letters to ask for help. Her hard work and dedication, won widespread support from all sectors of society. In 1914, Congress passed a resolution America, and by Wilson president personally signed, will be held on the second Sunday of May is mother's day. At a time when many countries of Europe in the memorial's wife, mother is mired in pain, the creation of the United States Mother's day, so they are a great comfort, aroused a strong resonance. Mother's Day activity of rich and colorful. On this day, family members have to do to make mother happy things, and to congratulate her gifts.
各家的父亲在这天则主动管理家务和孩子，以便让妻子休息一天。美国加利福尼亚的芬德尔镇庆祝方式尤为独特，即在每年的这天都要举行为期一周的“活动雕塑比赛大会”。现在，世界上已有43个国家公认这一节日，可以说，母亲节已成为一个世界性的节日了。
The house and the children active management in this day the father, in order to let his wife one day of rest. California American fendall town celebration is particularly unique, in every year of this day will be held the week of “mobile game conference”. Now, 43 countries in the world have recognized this holiday, it can be said, mother's day has become a worldwide festival.
篇4：中考英语写作素材：端午节的资料
中考英语写作素材：端午节的资料
中国民间的传统节日，在夏历五月初五，也叫“端阳”、“蒲节”、“天中节”、“大长节”、“沐兰节”、“女儿节”、“小儿节”。它是汉族的传统节日之一此外，端午节还有许多别称，如：午日节、重五节，五月节、浴兰节、女儿节，天中节、地腊、诗人节、龙日、艾节、端五、夏节、重午、午日等等。虽然名称不同，但总体上说，各地人民过节的习俗还是同多于异的。 时至今日，端午节仍是中国人民中一个十分盛行的隆重节日。
A traditional Chinese Folk Festival, in the fifth day of the fifth lunar month lunar calendar in May, also called the “Dragon Boat Festival”, “Dragon Boat Festival”, “day day”, “long day”, “Mu Lan day”, “daughter Festival”, “children's day”. It is one of the Chinese traditional festival the Dragon Boat Festival and many another name, such as: Good afternoon, section, section five, May Festival, bath Festival, daughter of festival, festival days, to LA, poet Festival, dragon day, AI Festival, at the end of five, the summer festival, afternoon, afternoon and so on. Although the names are different, but generally speaking, people around the custom of the feast or more than the same. Today, the Dragon Boat Festival is the Chinese people is still a very popular in the grand festival.
端午节是全年四大节之一。五月是毒月，五日是毒日，五日的中午又是毒时，居三毒之端。端午节又叫“五月端”。五月是整个热天的开端，五毒蛇开始活跃，鬼魅魍魉也会猖獗，这些都会给人特别是会给无所顾忌又无抵抗能力的孩子带来灾难，必须在五月端这天集中地为孩子消灾防毒，因此，人们又把五月端午节说成是“小孩节”或“娃娃节”。
The Dragon Boat Festival is one of the four major festivals throughout the year. May is the month of five days is poison, poison, five noon is poison, poison ranks three in the end. The Dragon Boat Festival is also called “the end of the May”. May is the beginning of summer, the beginning of the five active snakes, ghosts and monsters are rampant, these will give people in particular will give no children and no resistance to bring disaster, must focus on that day in May at the end of anti disaster for the children, therefore, the people and the Dragon Boat Festival in May as a “children's Day” or “doll festival”.
过端午节，是中国人二千多年来的传统习惯，由于地域广大，民族众多，部分蒙古、回、藏、苗、彝、壮、布依、朝鲜、侗、瑶、白、土家、哈尼、畲、拉祜、水、纳西族、达斡尔、仫佬、羌、仡佬、锡伯族、普米、鄂温克、裕固、鄂伦春等少数民族也过此节，加上许多故事传说，于是不仅产生了众多相异的节名，而且各地也有着不尽相同的习俗。其内容主要有：女儿回娘家，挂钟馗像，迎鬼船、躲午，帖午叶符，悬挂菖蒲、艾草，游百病，佩香囊，备牲醴，赛龙舟，比武，击球，荡秋千，给小孩涂雄黄，饮用雄黄酒、菖蒲酒，吃五毒饼、咸蛋、粽子和时令鲜果等，除了有迷信色彩的.活动渐已消失外，其余至今流传中国各地及邻近诸国。有些活动，如赛龙舟等，已得到新的发展，突破了时间、地域界线，成为了国际性的体育赛事。
The Dragon Boat Festival, is a traditional Chinese habits of more than two thousand years, because of the vast territory, numerous nationalities, part of Mongolia, Hui and Tibetan, Miao, Yi, Zhuang, Buyi, Dong, Yao, Bai, North Korea, Tujia, Hani, Yu, Lahu, water, Naxi, Daur, Mulao, Qiang, Gelao, Xibe, Pumi, Ewenki, Yugur, E Lunchun and other ethnic minorities also have this day, plus many stories, not only have so many different section, but also has the same throughout. The main contents are: his daughter back home, the clock up like, welcome the ghost ship, hide afternoon, with midday leaf character, hang calamus, wormwood, travel sickness, Sachet, prepared sweet wine offerings, dragon boat race, tournament, batting, swing, give the child Tu Xionghuang, drinking realgar wine, sweet wine, eat a cake, salted eggs, dumplings and seasonal fruits, in addition to a superstitious activities have gradually disappear, the other has spread throughout China and neighboring countries. Some activities, such as dragon boat racing, has been the development of new, breakthrough time and geographical boundaries, become an international sporting event.
端午祭正式被韩国申请为非物质文化遗产，并已获得成功，这对我们中国人本国文化遗产的保护也是一次深刻的教训。
The Dragon Boat Festival was officially apply for non-material cultural heritage of Korea, and has been successful, which is the Chinese people to protect their cultural heritage is also a profound lesson.
篇5：2006年广东地区英语科动被动语态资料
第十一章 被动语态和虚拟语气
第一节 被动语态
一、复习旧课，讲评所做的练习
二、导入新课：
语态是表示句子的主语和谓语动词行为之间关系的动词形式。英语的语态分为两种：主动语态和被动语态。
1． 主动语态表示主语是谓语动词行为的发出者。如：
He killed the animal. 他杀死了那动物。
2．被动语态表示主语是谓语动词行为的承受者。如：
The animal was killed. 那动物被杀死了。
不及物动词一般不能用于被动语态；及物动词则一般都能用于被动语态，但也有一些不可，如：fit , have , hold （容纳）, lack , own , suit 等等。
知识要点
1．被动语态的构成：
被动语态通常由助动词be+过去分词构成，行为的发出者可由介词by引出。如：
Houses are built by builders .
房子是建筑工人盖的。
主动语态和被动语态的转换
通常是将宾语变为主语，谓语动词变为被动式，主语变为介词by的宾语，其他成分一般保留不变（参见以下各例）。
如：Builders build houses. 建筑工人盖房子.
Houses are built by builders. 房子是建筑工人盖的。
如：We can trust her . 我们可以信任她。
She can be trusted ( by us ) . 她可以（让我们）信任.
2．被动语态的时态
被动语态的时态由助动词be的各种时态形式+过去分词构成，常用者如下：
（1）、一般现在时。如：
My car is parked near our house. (I park my car near our house . )
我的车存在我家附近。
（2）、一般过去时。如：
The wall was painted white . ( He painted the wall white . )
墙油成了白色的。
（3）、一般将来时。如：
He will be offered a high pay . ( They will offer him a high pay .)
将会给他高报酬。
双宾语及物动词变被动语态时可用间接宾语做主语（如上例），也可用直接宾语做主语（注意介词的使用）。如：
A high pay will be offered to him .
（4）、现在进行时。如：
The child is being taken good care of . ( They are taking good care of the child .)
那孩子正在受到精心照料。
“动词+名词+介词”构成的成语结构变被动语态时可用句子宾语做主语（如上例），也可用该成语结构中的名词做主语。如：
Good care is being taken of the child .
（5）、现在完成时。如：
The boy has been made to work long .
( She has made the boy work long . 那男孩已被迫工作很长时间了。)
接不带to的不定式短语做宾语补足语的动词，如：see , hear , observe , notice ,
make , have 等，若变为被动语态，不定式前通常要加to ，否则是错误的。
四． 被动语态的使用
被动语态多用于书面语体，口语中不常用。使用被动语态通常出于下列原因：
（1）、当叙述的中心是行为的对象而不是行为者时。如：
Meat shoule always be kept cool .
肉应该总是保存在低温下。
（2）、当不知道、不容易指出、或不必要指出行为者时。如：
His car was stolen last night . 他的车子昨天夜里被窃了。
（3）、当要强调行为者时（此时用 by 短语）。如：
The book was written by a college student .这本书是一个大学生写的。
（4）、当为了行文方便（如为了避免变换主语、行为者带有较长修饰语等）时。
如：He arrived late and was showed to the last row .
他到晚了，被领到最后一排。
第 二 节 虚拟语气
一． 语气（mood）是表示说话人对谓语动词行为的态度的动词形式。英语的语气分为三种：
1、陈述语气--陈述事实，用于陈述句、疑问句。如：
Everyone is careful . 人人都小心。
2、祈使语气--表示命令、请求等，用于祈使句。如：
Be careful , everyone !
3、虚拟语气--表示并非事实的假设、主观愿望。如：
She demanded that everyone be careful.
她要求人人要小心。
She wishes that everyone were careful.
她真希望人人都能小心。
二．虚拟语气分为两种：be型和were型。
知识要点
be型虚拟语气
这种虚拟语气无人称、数和时间之别，一律用动词原形；多见于美国英语，英国英语中则主要用于正式文体（非正式文体中常用should+动词原形代替）。主要用于下列情况：
1、宾语从句中：当主句谓语动词为command，suggest，demand，insist，order，require等表示要求、建议等时（可用should+动词原形代替；参见第十八章第四节“宾语从句”）。如：
He ordered that they (should) stay where they were.
他命令他们呆在原地。
2表语从句中：当主句主语为command , suggestion , demand ,order 等（与1中动词同词根）以及idea , plan 等时（可用should + 动词原形代替；参见第十八章第二节“表语从句”）。如：
His order was that they (should ) stay where they were .
他的命令是他们呆在原地。
3.同位语从句中：当其前为command , suggestion , demand , order 等（与1中动词同词根）以及idea 等时（可用should + 动词原形代替；参见第十八章第五节“同位语从句”）。如：
They received the order that they (should ) stay where they were.
他们得到命令让他们呆在原地。
4.主语从句中：主句It is ...中含command , suggest , demand , order , require 等动词的过去分词或better , necessary , important 等形容词时（参见第十八章第一节“主语从句”）
如：
It was ordered that they (should ) stay where they were .
命令他们呆在原地。
It is necessary that they ( should ) stay where they were .
他们有必要呆在原地。
主句 It is ...中含interesting , natural , normal , possible , strange , surprising 等形容词和
pity shame , ( no ) surprise 等名词用以表示惊讶、惋惜、遗憾等语义时，其后的主语从句
中用should + 动词原形（参见第十八章第一节“主语从句”），不可用be型虚拟语气。
如：
It is strange that they shoulfd stay where they were.
很奇怪，他们竟然呆在原地。
此时，若无惊讶、惋惜、遗憾等语义仅指事实，主语从句中也可用陈述语气。如：
It is strange that they stay where they are.
很奇怪，他们呆在原地。
二．were型虚拟语气
这种虚拟语气表示并非事实的假设和主观愿望，多用于正式文件。动词be用were(但越来越被陈述语气形式was所取代，仅If I were you 中必须were)，其他动词用其各种过去时形式（一般过去时、过去进行时、过去完成时--参见相关章节）。主要用于下列情况：
1、在虚拟条件句中：
1）表示与现在事实相反的假设--从句中用were或其他动词的一般过去时、过去进行时：主句中用should/ would(或情态动词would/ could/ might)+动词原形。如：
If you knew everything, you would not be so angry with him.
你如果了解全部情况，就不会这么生他的气了。
If he were still staying here , he might see all this.
他如果现在还呆在这里，也许就会看见这一切。
2）表示与过去事实相反的假设--从句中用过去现在时：主句中用should/ would(或情态动词would/ could/ might)+have+动词的过去分词。如：
If I had known his number , I might have telephoned him yesterday.
我要是知道他的号码，昨天也许就给他打电话了。
3）表示将来不大可能实现的假设--从句中用were或其他动词的一般过去时、were/ was/ to+动词原形；主句中用should/ would(或情态动词would/ could/ might)+动词原形。如：
If he had enough money next year, he might go abroad soon.
他明年要是有足够的钱，也许马上就出国。
If the sun stopped shining some day, living things couldn’t live.
如果太阳有朝一日不再照耀，生物就无法生存了。
If he were to hear you talking, he would think you were mad.
他要是听见你说，就会认为你是疯了。
4）如果if从句的谓语动词为were、had或含有were、had时，if可省去，而将were或had挪至句首，形成倒装句。（试与上面例句对比）如：
Were he still staying here, he might see all this.
Had I known his number, I might have telephoned him yesterday.
Had they enough money, they might go abroad soon.
Were he to hear you talking, he would think you were mad.
5）虚拟的条件有时不if从句而是由某些介词短语或通过上下文表示。如：
I caught her by the hand Otherwise she would have fallen into the sea.
我抓住了她们的手，要不她就掉进海里去了。
She would have failed without your advice .
没有你的忠告他就失败了。
But for the safety-belt , I wouldn't be alive today .
要不是那条安全带，我今天就不会活着了。
You could have done better in my place.
你要是处在我和位置可能比我干得好。
2、在表示祈愿的动词wish后：
The boy wishes he had wings.
那男孩真希望有翅膀。
How she wishes she hadn't left home !
她真希望她没有离开家。
3、在表示祈愿的if only 后：
If only I knew how to do it .
我要是知道如何做这件事该多好啊。
If only they hadn't made such a mistake .
他们要是没有犯这样一个错误该多好啊。
4、在as if , as though 引导的从句中（此时也可用陈述语气）：
She acts as though she knew everybody there .
她那样子就好像她认识这里的每一个人似的。
He talked about the moon as though he had been there .
他讲起月亮来就好像他去过似的。
5、在It 's time 结构后：
It 's high time you left home for work .
你真该离家去上班了。
6、在’d rather后：
We 'd rather you lived far away from us .
我们宁愿你住得离我们远远的。
We 'd rather we hadn't been there before .
我们宁愿以前没有去过那里。
三、练习Finish off ExⅠ.Ⅱ.Ⅲ and Ⅳ 并讲解 .
四、小结1. 被动语态 2. 和虚拟语气
五．作业：Finish off the other exercises .
篇6：人教版新目标英语科Unit3 This is my sister资料教案
Unit 3 This is my sister
一、教学目标
●对人物进行简单的描述
●根据相关信息辨别人物
语言目标 学习策略与思维技巧 重点词汇
This is my brother.
Is she your sister?
Yes, she is./ No, she isn't. *运用对话练习，掌握如何用于介绍家人、朋友。
*运用对话练习，获取家庭基本信息。
*通过学习、识别、记忆，学会归纳、总结一些单词的构成（复合词）学会巧记单词。 bother, father, sister, brother, grandmother, grandfather, grandparent, uncle, aunt, cousin, parent.
语言结构 语言功能 跨学科学习
1、指示代词this, that, these, those
2、人称代词I, he, she
3、Yes / No问句的简单回答
4、Plural nouns Introduce people
Identify people 艺术：画出家庭成员图画并根据此介绍。
语言艺术：利用卡通画学习单词、句型。
文化艺术：能编写简单的家谱
●能简单介绍自己的家人和朋友
二、教学设计的思路及教学建议
思路：本单元的Topic是“Talk about family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。所以，在这一单元的教学过程中，我本着《新标准》所提倡的“面向全体学生”，这一教学思想，尽可能多地创设让所有学生都参与的活动，采用任务型教学途径，倡导体验参与，让学生在做中学，学中做，使所有学生都能体验到成功的喜悦，使其在愉快和自信的情绪中保持积极的学习态度，增强信心。同时，根据“整体设计目标，体现灵活开放”这一教学原则，在强调任务设计的实用性与可行性的同时，也注意阶梯性，使特长生有展示才能的舞台，使班里的英语优秀生有创新、展示的机会，并培养他们课外自主学习、合作学习、探究学习等学习策略，也拓宽了他们的学习渠道（查字典、翻阅资料、上网等）。从而促使全班同学在各自原有的水平上得到发展。基于此，结合教材特点，我提出以下教学建议：
教学建议：英语教学的最终目的就是能用英语“做事”，即让学生在课堂上或课后有机会运用所学到的语言材料，并能用英语解决问题，因此在教学中应积极创设语言情境，在活动中引导学生“主动”做。同时教材本身围绕单元话题，设计了很多有趣的、贴近生活的教学活动/游戏。因此，我们可以结合本单元的功能项目及句型，将这些游戏、活动扩展开来，并真正应用于生活实际中去，灵活性、创造性地使用教材，将机械、枯燥的内容融入有意义的英语活动中，即“做事”，从而达到巩固句型并培养学生语言综合适用能力的目的。
eg Task One:（看图添加人头）
Game: Guess, “Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head.
Task Two:（家庭-学校联系册）
Fill in a form: Fill in the form that given by the teacher on the basis of the Ss' families in order to build an easy contact between the school and the Ss' family.
Task three:名信片设计能手
Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English description and the best English oral teller as well.
四、具体教案设计
第一课时：（P13-P14）
Step1 Warming up （Recycling）
（Greetings）T: Hi/Hello, Nice to meet you!
（Personal names）T: What's your/his/her name?
（Identify objects）T: Is this/that your……?
（Yes, itis./No, it isn't.
Unit 3 This is my sister
课时安排：四课时
第一课时：P13-P14 第二课时：P15-P16
第三课时：P17 第四课时：P18及练习册
Step2 Presentation
（出示自己家庭的一张大照片）
T: What's this?-It's a photo.
Is this your photo?
Ss: No, it isn't.
T: This is my photo. Look! This is my family.
Who's this/that?
Who are these/those?
-This/That is my father/mother……（讲授新词）
These are my brothers/……
用Who's this/that?句型讲授新词，在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜地、讲对的学生应予以肯定，表扬并适当奖励。
2、Read all the words.（先跟老师读，然后组内读，再随意抽读，注意学生语音（美音）的纠正）。
3、Match the words with the people in the picture（1a ）.
Step 3 Listen and practie.
1、（出示挂图P13）T：Now we all know David's family members. Look at Dave. Who does he talk about? （Ss guess first）Listen to the tape and circle the people he talks abut.
2、T: What about the others? Who are they?
让学生到黑板前，指着图并能加以介绍，用上句型。
This/That is his……
or These/Those are his……
3、Introduce your best friend/friends.
向同桌介绍班里你最要好的一个或几个朋友，并能相互问好。
eg SA: Hi,××, This is my friend LiMing(SC).
SB: Hello,LiMing, Nice to meet you.
SC: Hello,××,Nice to meet you, too.
（Or） SA: Hi, ××,These are my friends LinLin and Fangfang.
SB：……
Step4 Listening
（出示一男孩画面）T: And this is David's friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him? Finish 2a 2b.
Step5 Game
1、First according to 2C, ask and answer in pairs.
2、Play a guessing game.
每组推选一人上台，用布将他/她眼睛蒙上，其它组任选四人上前问候（Hi/Hello）。其余学生问：Who's this?让他/她猜Is this××?Ss: Yes, it is./No, it isn't.可猜三次，猜中小组得1分并继读猜。猜错，退下。
Step6 Task
出示一张Tom's Family photo like this
让学生根据人物的衣着特征，小组共同合作，添上相应的人头，并在旁边写出家庭成员的名称。然后抽取几个小组上前展示并口头介绍，并评出最佳创意奖及最佳表达奖。
第二课时（P15-P16）
课前先布置学生带来一些照片（全家福/个人照片/幼时照片/侧面、背影照片/朋友、亲戚照片等）。
Step1 Revision
1、Game: Teacher gives some word cards (with pictures) to some students. When the teacher asks“Where'sDavid's father?”
持有相应卡片的学生应立即站起并回答（She/he is）here.
2、以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮流认读，根据读对的单词数及所用时间评出优胜组。
Step2 Guessing Game and Presentation
T: Yesterday I told you something about my family and friends. Now I'll write some of their names on the Bb. Guess who the person is, I'll see who has the best memory.
（让猜对的人到黑板前写名字继续游戏）
eg 写下“Peng Haibing”
S1: Is he your father? T: No, he isn't.
S2: Is he your brother? T: Yes, he is.
又如：“Cai YiLuo”
S1（可能）:Is she your mother/dahghter/aunt?
在游戏过程中根据学生猜测的需要及相应情景，适时地教授新词Son, daughter, aunt, uncle,cousin.
Step3 Pairwork
1、First look at the picture, finish 3a
2、Practise the conversation with your partner.
Step 4 Groupwork
1、Identify persons
Take out their photos and put them together in their group.
Take turns to ask and answer questions about the photos.
Identify the person in the photo.（利用照片问答，辩认人物）
2、Ask some pairs/ groups to make a conversation in front of the class on the basis of their photo. or give an introduetion of their own family photo.
Step 5 Listening
T：Lin Hai and Dave are also talking about the photo. Finish Section B （2a、2b）.
Step 6 Make a family tree
先老师示范，然后完成Section B (1)中的family tree, 并让学生制作自己家的family tree,并加以评比展示。
Step 7 Task
（制作家庭--学校联系册）
T：I want to know something about each of your families. Please fill in the form in pairs first.
老师将表格发给学生，让学生两人一组询问对方并填写下表
然后两人交换并带回家，家长核查（予以一定的纠正）， Members Name Age Job Telephone Number
××'s Father
格交给老师，老师评阅、定等级并将调查表装订成“家庭--学校联系册”，以方便学校与家庭的联系。
第三课时：（P17）
（课前布置学生画一张自己家庭成员的照片或带一些照片）
Step 1 Revision
Ask Students to give an introduction of his / her family according to the picture he / she drew or the photo he / she takes to school（用画或照片介绍家人、朋友）
Step 2 Read and draw
Read the letter. Draw a picture of Emma's family 完成(3a)
Step 3 Look and write 完成(3b)
Step 4 Write a letter
（对(3b)中的写作内容进行点评之后）
T：You also have a photo of your family or your friends, Can you write a letter about it ?
让学生试着将先前的口头介绍写下，先在小组内交流，然后老师任意抽选几张照片及信函，贴在黑板上，让几位学生上前将相应的照片与文章连线。
Step5 Task
（Sending cards to your penfriend / teacher）
让学生给自己的笔友/老师制作一张附有照片及文字说明的名信片，然后评出最佳设计奖、最新创意奖、最佳文采奖。
第四课时（P18及练习册）
1、复习整个单元的单词及句型，让学生自测词汇掌握情况（1）
2、完成（3）中的对话
3、完成练习册中练习（练习册未到，不知具体内容）
4、阅读“Just for run!”
5、Having a quiz
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