sharing 作文教案资料
Unit 4 Sharing教案
Unit 4 SharingPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(ALETTER HOME)IntroductionIn this period, after the warming up, students will first be guided to pre-read the text by getting to know about a place called Papua New Guinea. Then they shall read the text for forms and copy expressions. Writing a letter of your own comes before reading the text once again for the type of writing and summary of A LETTER HOME. The class shall end by students reading more on voluntary work.ObjectivesTo help students understand the text’s forms and contents and learn about sharingTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by defining volunteerHello, class. Have you ever taken part in any volunteer work? No? Then welcome to our school volunteer work group. But first what is a volunteer? A volunteer is:* One who enters into, or offers for, any service of his own free will.* (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.2. Pre-reading by getting to know about a place called Papua New GuineaHave you ever heard of a place called Papua New Guinea? Now read the fact sheet and the map.: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua regionPresbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant3. Reading for formsIt is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying collocationsA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.5. Writing a letter of your own.Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.6. Reading the text once again for the type of writing and the structure of A LETTER HOMEMost articles and their paragraphs have a three-part structure—introduction, body, and conclusion. You can see this structure in our texts whether they are narrating, describing, comparing,contrasting, or analyzing information. Each part of the article or paragraph plays an important role in communicating our meaning to our reader.Now read the text once again for the type of writing and the structure of A LETTER HOME7. Closing down by reading more on voluntary work。
unit4《Sharing》教案---writing
Unit 4 Sharing ---WritingTeaching goals 教学目标1. Ability goals能力目标Enable the students to write about a person’s experience by using time expressions.Enable the students to write a letter to a child they would like to sponsor.2. Learning ability goals学能目标Help the students learn how to write about a person’s experience by using time expressions.Help the students learn how to write a letter to a child they would like to sponsor.Teaching important and difficult points教学重难点The characteristics of narration.Teaching methods教学方法Task-based method and writing.Teaching aids教具准备A projector and a computer.Teaching procedures & ways教学过程与方式Step I RevisionCheck the homework.Ask some students to read the sentences with attributive clauses in “A LETTER FROM PLAN”. 1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember.2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time.3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor.Step Ⅱ Pre-writingT: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence.Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF).Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa.…Step Ⅲ WritingT: Very good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 36.1. who she is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences6. her plans for the futureAfter the students have finished writing, show two samples on the screen and check the mistakes if any.Step Ⅳ Writing taskDeal with WRITING TASK on Page 75.T: Imagine that you have decided to sponsor Shan-shan, a 11-year-old girl from Gansu Province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribe your familyLet her know you want to make friend with her and hear from herOther things you would like to tell herAfter the students have finished writing, ask several of them to read their letters.。
unit4《sharing》教案3(人教版选修7).doc
Unit 4 Sharingi. 教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。
教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。
Warminq Up部分通过对同学进行采访的小组活动,了解同学们平时帮助别人的方式。
最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。
Pre-readinq部分介绍了阅读课文的背景知识。
Reading部分是一封家书。
作者是一个到巴布亚新几内亚教书的志愿者。
文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。
Comprehending部分设置了三个练习,目的在于让学生逐层加深对课文的理解。
Learning about Language部分突出了词汇和语法的学习与ij11练。
本单元的语法是复习限制性定语从句，特别是用that不用which的情况。
Using Language部分中包括了听、读、写三个部分的内容。
阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。
听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。
学习用时间表达法叙述事件是本听力练习的重点。
Summinq Up部分要求学生对本单元所学的知识进行总结和评价z以找出不足之处，从而改进。
Learninq Tip部分建议学生要积极参加小组活幼,以练习口语，培养交际能力。
II .教学重点和难点1.教学重点(1)本单元的生词和短语；(2)系统掌握运用限制性定语从句。
2.教学难点(1)认识帮助别人的重要性；(2)学会发表评论和表达自己的看法；(3)学会以时间为线索，叙述人物生平。
III .教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing ( Using Language )第五课时：Listening and speaking ( Using Language )第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV.教学步骤：Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1.To help Ss to learn the importance of helping others and the ways to help others.2.To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3.To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1.Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2.Get some Ss to present their opinions on the question above before the class. Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot always receive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and importantfor those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1.Ask Ss to discuss the following question.In what ways do we help the people around?2.Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3.Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”？Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29 ~ P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ssimagine their living conditions.3.Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the sout h of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text. Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sumup the main idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built an d far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1.Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?”Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visited Jenny — thewriter’s fellow worker Kiak —Tombe’s mother Mukap —Tombe’s father2.Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field andshe thought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits. Step 6. Language point1.Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave...to do sth., dry out, dry up, fall into bed2.Lead Ss to deal with some more language points.(1)be dying to do sth (line 2, paral): want very much to do sth, have a strong desire to dosth.I am dying to know what has happened.我迫切想知道发生了什么。
英语课文sharing教案
英语课文sharing教案一、语言要点I单元要点预览〔旨在让同学整体了解本单元要点〕词汇部分词语辨析1. imaginative/imaginable/imaginary 2. dry up/dry out 3. other wise/therefore/however词形改变operate v. 操作, 动手术operator n. 操作员, (电话)接线员,operation n. 运转, 操作, 实施. donate v. 捐赠, 赠予donation n. 捐赠品, 捐款, 奉献 arrange v. 支配, 排列,arrangement n. 排列, 支配adjust v. 调整, 调整adjustable adj.可调整的adjustment n. 调整, 调整, 调整器participate v. 参加,共享, participant n. 参加者,participation n. 共享, 参加重点单词1.adjust vt.vi.调整；使适合.2. participate vi.参加；参与.3. otherwise adv.用别的方法；其他方面. Adv conj.否则；不然4. arrangement n.支配；排列.5. donate vt.捐赠.6. purchase vt.n.买；购置.7. distribution n.安排；分发；分布状态.8. relevant adj. 有关的, 相应的9. operate v. 操作, 运转, 开动, 起作用重点词组(be) dying to. 极想；渴望. the other day 几天前stick out. 伸出 in need. 在困难中；在危险中.重点句型1.When I reach the school gro unds there are lots of “good morning” for me from the boys.2. You asked whether I’m getting to know any local people.3. The gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages.重点语法限制性定语从句 (见语法专题)II 词语辨析 (旨在供应完形填空所需材料)1). imaginative/imaginable/imaginary adj.【解释】imaginative富有想象力的，创新的imaginable可想象得到的imaginary想象中的'，虚构的【练习】选择imaginative/imaginable或imaginary并用其适当的形式填空1) Although the main characters in the novel are so true to life, they are _______. 2) It’s _______ for such an _______ writer to create _______ stories.3) This is the only solution _________. 4) The famous poem was from an ______ poet.eys: 1) imaginary 2) imaginable; imaginative ; imaginary 3) imaginable 4) imaginative2). dry up/dry out 【解释】dry up 使完全变干；〔河流，湖泊等〕干枯dry out变干，干透(不及物短语) 【练习】选择dry up或dry out，并用其适当的形式填空1) The farmers pumped water to their fields to stop the soil ________.2) The pool ________ in the late autumn.3) The villagers had to wait for the sun to _________ the dirt road.4) Don’t leave the vegetable on the table, or it will ________.eys: 1) drying out 2) dries up 3) dry up 4)dry out3) otherwise/therefore/however【解释】otherwise否则；不然therefore adv.因此, 所以however无论如何, 可是【练习】选择otherwise/therefore或however并用其适当的形式填空1) He didnt work hard at English_______ he wouldnt find it difficult to learn now．2) We do not have enough money．_________we cannot afford to buy the new car．3) The first part was easy；the second，________，tookhours．4) He is noisy， but ________a nice boy．5) We were going to play football，but it was so hot that we decided to do_____________．eys: 1)otherwise 2)Therefore 3)however 4) otherwise 5)otherwise。
Book7Unit4Sharing教学设计、教案
The definition of Volunteer
器官捐赠--心跳篇
广告中，一个哭闹不安的婴儿，无论是阳光 的叔叔、慈祥的奶奶，还是温柔的阿姨、可爱的 姐姐，都无法让他平静下来。最后却因为一个陌 生大叔的抱抱， 停止哭泣、慢慢微笑。因为“妈 妈的心脏，数月前移植给了他”。
爱，因为传递和分享而变得无止境，无数观众 在泪崩的同时也表示深深得感受到器官捐赠者的 伟大。
2. ability aim 能力目标
用自己语言表述图片内容，训练口语表达能力
3. emotion aim 情感人文目标：
①通过图片展示，拓展视野；使学生了解世界上很多地方 依然很落后，从而懂得同情，学会分享。结合针对短文话 题的探讨激发学生的国际意识，通过各种渠道力所能及地 为贫困地区的孩子做出自己的贡献。②帮助学生理解志愿 者工作的意义，培养学生在日常生活中帮助他人、扶贫救 困的爱心。③在小组合作互动中，增强学生的团队合作精 神与分享意识。
People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.
Unit 4 Sharing 写作案 导学案-人教选修7精品
Unit 4 Sharing写作案导学案学习目标通过对本单元单词、短语、句型的进一步学习,逐步掌握字词句的用法。
学习内容复习本单元主要词汇、语法,通过掌握的知识组织一段文字。
第一部分自主学习词汇串记：同学们根据下文内容,完成英文段落的空白部分。
不久前的一天,我收到朋友李扬的来信。
他现在在西藏当志愿者老师。
这封航空信件用了大约两星期的时间才到我手里。
那里发生了暴风雪,否则它早就到了。
李阳说她现在住在一个偏僻的村里了,条件相当差。
没有课本的孩子们在一间屋顶有一个大洞的教室里学习。
起初,她无法忍受这里的条件,但后来她适应了。
河里的水干了,李阳不得不沿着一条满是杂草的小路用桶去挑水喝。
尽管贫穷和困难,孩子们却非常渴望知识,他们梦想着能当翻译过宇航员。
李阳除了教给他们基本的知识外,还叫他们一些相关的经济或金融知识。
她甚至还跟他们讨论政治的问题。
每天,李阳都做很多文书工作,还要为第二天的工作做好安排。
她很累,但感到很高兴。
李阳建议我加入一个志愿组织,参加一些活动帮助那些处于困境的人。
我可以买一些书或电脑捐给那些贫穷的孩子。
她可以带我分发给他们。
她还说帮助他们不是某个人的特权,这需要每个人的努力。
最后,她邀请我明年夏天去西藏做一些实际工作。
也许我可以开一个临时诊所为那里的人们治病。
____ _____ _____I_____ _______ my friend, Li Yang, working in Tibet as a volunteer teacher, It took about a________ for this ________ letter to reach me. A snowstorm happened there, _______ it would have reached me earlier.Li Yang says is now living in a _______ village. The condition is very poor. Children with no_______ study in classroom whose_______ has a big hole. At first, she couldn’t stand it, and late she_______ ___ it. The river has _________ and Li Yang has to carry the water with_______ along a path with______. Despite poverty and difficulties, children ___________learn__________knowledge and dream of being an ___________ or _________. Li Yang teaches them some_________ and __________ knowledge besides basic knowledge. She also discusses ________ problems with them. Every day Li Yang does much__________ and makes _______________ for next day. She feels tired but happy.She also advises me to join a voluntary organization to __________ in activities to help those ___________. I can___________ some books and computers to _______ those poor-children, She will help me _________ them. She also says it isn’t someone’s _________ to help them. It needs everyone’s efforts. In the end, Li Yang invites me next summer to Tibet to do some practical work. Maybe I can ________ a temporary _____ to treat the disease for people there.第二部分写作训练用本单元所学词组、句型翻译下列短文亲爱的王平,你好！很高兴收到你的来信。
英语：unit4《Sharing》教案(1)
Unit 4 sharingReading：A letter HomeTeaching goals1. Target languageImportant words and phasesrelevant, doorway, adjust, platform, soft, grill, privilege, be dying to, adapt to, for sure, come across, make a difference, shake hands with, get through, stick out, dry out, dry up.2. Ability goalEnable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.3. Learning ability goalHelp the students learn how to read between lines and find the positive and negative aspects of doing something.4.Emotional goalDevelop the students’ sense of responsibility.Teaching important and difficult pointHelp the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.Teaching methodsSkimming, scanning and task-based method.Teaching aidA tape recorder.Teaching procedures.Step Ⅰ Pre-readingTalk about sharing and volunteers.Talk about some information about PNG.Introduce Jo and let the students answer the questions in Pre-reading according to the pictures.They may discuss with each other.Photo 1 to 31. What kind of student was in Jo’s class?2. Describe the classrooms.Suggested answers：1. Teenage boys. They are poorly dressed.2. The classroom are made with wooden poles and have bamboo walls and grass roofs(except for the new science lab which has a metal roof). The floor has bamboo matting on it. The walls do not reach the roofs. There is no glass in the windows.Photo 4 to 101. Jo took many photos of a visit to a student’s village. What can you say about the village?2. What can you say about life in the village?Suggested answers：1. The village is very small. It is by a river at the bottom of a valley. It has steep slopes all around it.2. The village huts are small. They have on windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and looked outside. One of the crops grown is peanuts. The tool used for this crop is digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heaving-looking bag. She has bare feet.Step Ⅱ Reading comprehendingSkimmingT：Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.The students are given three minutes to finish the task.Suggested main idea for each part：Part 1 (Para 1)：Opening of the letter and introduction to what will be talked about in the passage.Part 2 (Para 2-3)：The school where Jo worked and Jo’s work at the school.Part 3 (Para 4-8)：Jo and Jenny visited Tombe’s home in the village.Part 4 (Para 9)：Closing of the letter.Reading carefullyT：Now you’re to read the passage carefully to complete the tables below! Five minutes for you.Table 1 (about the school)Table 2 (about the life in the village)After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.Then deal with Exercise 2.T：Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?Suggested reasons：1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.3. I think it’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and otherinsects from coming in. Or maybe they can’t afford to buy glass to make windows.5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.Step Ⅳ DiscussionT：Now I have two questions for you to discuss.Look at the following questions on the paper. Let the students get into groups and have a discussion.1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.2. Would you like to work as a volunteer in a poor area? Give reasons.Step Ⅴ HomeworkWrite a passage about 100 words to introduce the village and life in the village according to the photos and table in Exercise.。
Unit 4 Sharing 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 SharingReading :A letter homeTeaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others.2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1 Lead the students to describe the pictures shown on screen , purposely introduce some useful words and expressions .2 ask the students to say something about PNG , introduce the location of it on the mapStep 2. SkimmingAsk the students to find out what the letter mianly talks about , get them better prepared for the following comphrehension.Step 3.ScanningAsk the students to find one or two key word as the main idea of each paragraph , the task will be completed in group.Para 1 Opening of letter Para 5 hut ,sleepPara 2 high school Para 6 cookingPara 3 teaching Para 7 beliefPara 4 visit Para 8 leavePara 9 the closing of letterStep 4 Careful readingRead para 2 ---3 and answer the following questions1 Every morning who says hello to Jo?2 Why do you think the boys jumped out of the windows ?3 What will most boys do after year 8?Listen to para 4—8 and find the information about the following itemsTheir types of houses Sleep arrangement Their possessions Their diet and cooking method Their family relationships BeliefsSt ep5 post reading1 ComprehensionCompare their school and life in PNG and ours1 School Classroom , equipment , electricity and water ,textbook , chemistry experiment2 lifePossessions , house ,food ,cooking method ,bedroom , relationship2 Discussion1) Can you tell me other stories of volunteers ?2 )Would you like to be a volunteer?By WangHanying。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
精品文档
生活中每个人都有与他人分享的体验，分享一本有趣的书，一段难忘的精力，一个闪光的想法。
现在，某英文报纸就分享“sharing”话题正文，请你投稿。
描述一次你与他人分享的精力，并谈谈你的感受。
分析：
今年中考英语作文话题依然是在每个人身上都会发生的事情，“分享”需要展现的是心胸开阔，是“帮助”，是“无私”。
这与平时练习的乐于助人、微笑、朋友等话题非常相似。
文章类型为“夹叙夹议”，要求学生对文章的结构把握到位，逻辑清晰。
分为四段为妙。
第一段：总体评价“分享”，有时要翻译题干;
第二段：叙述自己的经历
第三段：结合经历谈谈自身感受;
第四段：议论+升华(这里最好上升到社会进步的高度，只有多分享，社会才能进步，人类的光辉文化才能传承下来。
)
好的开头: It is true that everyone has his favorite things which can't given to others. but I take it for granted that it is sharing that brings joy to others.
好句子:1. Nothing could have been more amusing. (这真是最有趣的一次经历)
2. If I have a story like this, I cannot fail to share with my friends!(如果我有这样的故事，我一定会和朋友分享的！)
3. If you have an experience like this, you cannot fail to share it.(如果你有这样的经历，你一定会和别人分享的！)
例文1：In our life, everyone has some experiences of sharing something with others, like sharing an interesting book, a good idea and problems.
I had a memorable experience of sharing. Though I was interested in math in Grade 6, my math was poor. I could hardly understa nd what my math teacher said in class. I didn’t know how to deal with the math problems. My best friend, whose math was pretty good, give me some suggestions on how to learn math well. With his help, my math has made more progress.
Sharing not only brings me happiness, but also, more importantly, I get a precious friendship.
In a word, sharing is a good way to encourage everyone to make a change and enjoy happiness.
例文2：There's a saying goes that if you share your happiness with others, you'll have double happiness. So I often share something with other people.
Sharing brings me happiness. For example, my friend met a difficult math problem last week, I tried my best to help him and sharing my successful experience with him. To my joy, he dealt with the problems himself at last. And we all felt happy.
Sharing brings me not only the good feelings but also the happiness! When we share with each other, we can get not only the happiness but also fun. Sharing brings happiness whenever in my life or in my study.
If everyone of us can share our experiences, knowledge and love with others , our society will develop more rapidly.
精品文档。