2019-2020年高中人教版英语必修一教学案：Unit1SectionⅢ(含答案)
→ Anne’ s sisterasked her what she called her diary. 4．“ Why did you go to bed so latelast night？” Father asked Anne.
④ She said, “’Ｉll do it tonight. ”
→ She said that she would do it that_night.
⑤ He said, “I brought it home with me. ”
→ He said that he had taken it home with him.
→ My teacher told us yesterday that early birds catch worms . 昨天老师告诉我们早起的鸟儿有虫吃。 (变成间接引语时态不变 )
[即时演练 2] 将下列句子改为间接引语
① I said, “I will give her some advice tomorrow. ” → I said that I would_give her some advice the next day. ②“ You have already done your duty ，” he said to her.
→ The organizer said that they had begun their plan.
组织者说，他们已开始了他们的计划。 (间接引语为过去完成时 )
[名师点津 ] 直接引语变间接引语，时态无变化的情况：
(1) 直接引语是客观真理、谚语和格言； (2) 直接引语中有具体的过去的某年、某月、某日作状语。 My teacher said to us yesterday， “Early birds catch worms .” 昨天老师对我们说： “ 早起的鸟儿有虫吃。 ” (直接引语是谚语 )
[名师点津 ] 直接引语是陈述句时， 若变为间接引语， 主句谓语动词 “said to sb.”常改为
→ He told Mary that she was wasting her time day- dreaming. ③ Mr. Smith said, “His voice is wonderful. ” → Mr. Smith said his voice is wonderful. 二、时态的变化 直接引语变间接引语时动词变化如下表：
→ She asked whether that book was his.
她问那本书是不是他的。 (间接引语中改为 that)
take 带走 go 去
“ I ’ ll be very busy today，” said the man. 那个人说：“我今天会很忙。 ” (直接引语中用 today) → The man said he would be very busy that day. 那个人说，那天他会很忙。 (间接引语中改为 that day)
四、连接词的选择
1．直接引语是陈述句，变为间接引语时，常变成由 that 可以省略。
that 引导的宾语从句。在口语中，
He said， “ I was cooking when the earthquake happened.
”
→ He said (that ) he was cooking when the earthquake happened.
2019-2020 年高中人教版英语必修一教学案： Unit 1 SectionⅢ(含答案 )
语法图解
探究发现 1．“ I don’ t want to set down a series of facts in a diary，” said Anne.
→ Anne said that she didn’ t want to set down a series of facts in a diary. 2．“ Doesa friend always have to be a person？” the writer asks us.
two days before 两天前
three days before 三天前 the next/following week
第二周
地点状语
ago(至今 )以前 here 这儿
before(那时 )以前 there 那儿
方向性动词
bring 带来 come 来
She asked, “ Is this book his？” 她问：“这本书是他的吗？” (直接引语中用 this)
[即时演练 3] 将下列句子改为间接引语
① They said, “We arrived this morning. ” → They said that they had arrived that_morning.
② John said, “I wrote back telling him about it yesterday.
(2) 直接引语是一般疑问句或反意疑问句， 变为间接引语时， 常将它变成由 if 或 whether 引导的宾语从句，其主句动词常用 ask。如句 2。
(3) 直接引语为特殊疑问句，变为间接引语时，将它变成由原来的疑问句引导的宾语从 句。如句 4、 6。
(4) 语序变化：直接引语如果是疑问句，变为间接引语时，要把疑问句语序变为陈述句 语序。如句 2、 3、 4、 6。
句子时态 一般现在时
直接引语 一般过去时
间接引语
现在进行时 现在完成时 一般过去时 过去完成时 一般将来时
过去进行时 过去完成时 过去完成时
不变 过去将来时
His friend said to him,
are“pWlanening to have a picnic.
”
他的朋友对他说： “我们计划去野餐。 ” (直接引语为现在进行时 )
0℃ .” → The teacher told the students that water freezes when the temperature falls below 0℃ .
6．“ What did Edison do to help the doctor operate on his mother？” the teacher asked us.
→The teacher asked us what Edison had done to help the doctor operate on his mother.
[我的发现 ] (1) 在直接引语变为间接引语的过程中，从句的主语常常按照一定的规律发生变化，从 句的主语作适当改变， 从句中的时态往往有一定改变， 如句 1；但陈述客观事实时时态不变， 如句 5。
三、指示代词、时间状语、地点状语及方向性动词的变化
引语 用词
直接引语
间接引语
指示代词
this 这个 these这些
that 那个 those 那些
now 现在
then 那时
today 今天 this morning 今天上午
tonight 今天晚ay 那天 that morning 那天上午
→ He told her that she had already done her duty.
③ H e said, “I am living with my old brother. ”
→ He said that he was_living with his old brother.
④“ Light travels much faster than sound ，” he said.
”
→ John said that he had written back telling him about it the_day_before.
③ He said, “’It s ten o’ clock now. ”
→ He said that it was ten o’ clock then.
→ He said that light travels much faster than sound.
⑤ My friend Linda said to me, “I saw the film three days ago. ”
→ My friend Linda told me that she had_seen the film three days before.
→ Father asked Anne why she had gone to bed so late the night before. 5． The teacher said to the students, “ Water freezes when the temperature falls below
→ His friend told him that they were planning to have a picnic.
他的朋友告诉他说，他们计划去野餐。 (间接引语为过去进行时 )
The organizer said,
h“avWeebegun our plan. ”
组织者说：“我们已开始了我们的计划。 ” (直接引语为现在完成时 )
that night 那天晚上 the next/following day
第二天
时间状语
yesterday 昨天 last night 昨天晚上
the day before yesterday 前天 three days ago三天前 next week 下一周
2019_2020学年新教材高中英语WELCOMEUNITSectionⅢDiscoveringUsefulStructures课件新人教版必修第一册 (1)
②I'm really looking forward to seeing you again.
③They are looking into the cause of the accident.
④Look out for pedestrians who may be crossing or standing
＝Would you please pass that dictionary to me? 5．I saw a stranger enter the building. 6．A girl has been standing there. 7．She stopped teaching English two years ago. 8．There is a teacher and many students in our classroom.
仰视；尊敬；赞赏
look down on/upon
俯视；轻视；看不起
①I look forward to hearing from you as soon as possible.
我期盼能尽快收到你的来信。 ②She always looked up to her father.
她一直都很敬仰她的父亲。
[联想] 含介词“to”的常见短语：
①lead to 导致
②refer to 参考；提及
③stick to 坚持
④object to 反对
⑤devote to 献身于
⑥add to 增加
⑦pay attention to 注意
⑧be used to 习惯于
[即时训练] 介、副词填空 ①A good teacher never looks down on/upon slow students.
2019-2020学年人教版高一英语必修1教案设计：unit1《Friendship》-readin
Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedures:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2. Does a friend always have to be a person? What else can be your friend?3. What do you know about the World War II?4. Background introductionStep 2 fast reading1. Who is Anne?Who/What was Anne’s best friend?When and where did the story happen?1. Answer the following questions:Why did Anne made her diary her best friend?What is an ordinary diary like according to Anne?What about her diary?Why was she so crazy about things to do with nature?Why did she stay awake on purpose until very late one evening?Why didn’t she dare open the window when the moon was too bright?How do you understand the expressions “spellbound” and “held me entirely in their powder”?2. Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.Step 4 Post-readingimply.Four students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step 6. Homework1.Review the important words, phrases and difficult sentences in the text andmake sentences using the words given by the teacher.2.Finish Ex.1-3 on p4.。
高一英语人教新课标必修1Unit3教案
I. Warming up Step1. lead-in by discussing Talk about experence of journey. 1. Where have you ever been before/ in the National Day? 2. How do you like the travel to …? (eg: I have been Beijing during holiday. It is very interesting that … We visit … and found … That journey helps me know the culture there better.) 3. Why do you think the journey is helpful? To To ……(to brunden our horizons; to learn more about local culture and history; to relax; to make friends; to get a better understanding of of……) Step2. Warming up Task1. Part 1 on Page17 1. If you want to go travelling, where are you going? How did you get there? (on foot; by bike; by bus; by car/jeep; by train; by plane/by air; by boat/by ship/by sea )2. If you are given a chance to travel around the world, what kind of transportations will you use and why? (What do you have to consider before you decide which means of transport you will use? Cost(花费)/ Safety(安全安全)/ Comfort (舒适)/ Quickness/ Convenience (方便)) 3. Now look at the following chart on Studentbook and discuss it in your group. (Discussion Making note Grouping sentencesSpeech ) Task2. Part 2 on Page 17 Make dialogues A: When are you leaving? B: I am leaving …Sample dialogue A: Tom, where are you going on holiday? B: I ’m going to Laos. A: When are you leaving? B: I am leaving next Sunday. A: How are you going to Laos? B: I ’m taking a plane. A: How long are you staying in Laos? B: I am staying there about two weeks. A: Great. Have a good trip. B: Thanks. Step3. Homework 1. Make a speech (workbook) 2.导学大课堂P67-68/课前导读课前导读II. Reading(1) Step1. RevisionMake a speech on Page55 Workbook Step2. Lead-in Do you like traveling along a river, a great river? What role does a river play in people’s life? In other words, how do people who live along a river use it? 1. Where are you going on holiday? 2. When are you leaving? 3. How are you going to…?4. When are you arriving in/at…?5. Where are you staying? 6. How long are you staying there? 7. When are you coming back?The suggested answers:People can drink the water in a river or wash their clothes. People can swim in a river in summer. People can use a river to irrigate their fields. People can use a river to produce electricity. People can travel along a river. of/abouta…dreamthat…sb.1) He dreams of working for himself and not having a boss one day.= sb.sb.sb.sb.sb. persuade persuade5) 我想把这些椅子弄到楼上去．I want to get these chairs ________. 6. stubborn1) He is too stubborn to apologize. 2) You’ll have to push hard, that door is a bit stubborn.3) The old man has got a stubborn cough that has lasted for weeks. (as) stubborn as a mule 7. Although she didn’t know the best way of getting get to p laces, she insisted that she organize the trip properly. 尽管她不知道旅行的最佳方式, 但是她还是坚决主张她来合理安排这次旅行。
高中英语人教版(2019) 必修第一册 Unit 3 教案
必修一Unit3 Reading and Thinking【Teaching Objective:】1.Enhance sports-related vocabulary and idiomatic expressions commonly used in sports contexts.2.Enable students to understand and appreciate the achievements and resilience of Lang Ping and Michael Jordan as living legends in sports.3.Develop students' critical thinking and analytical skills while reading the article.4.Foster a sense of admiration and motivation for sports and personal growth.【Teaching Key and Difficult Points:】Key Point: Understanding the achievements and challenges faced by Lang Ping and Michael Jordan in their sports careers.Difficult Point: Encouraging students to connect the legends' determination and perseverance to their own lives and challenges.【Teaching Procedure:】Step1.Warm-UpAsk students to name their favorite athletes or sports stars and share the reasons for their admiration. Discuss what qualities make a sports legend and the impact they have on society.Step 2. Pre-ReadingIntroduce the topic of "Living Legends of Sports" and the two athletes, Lang Ping and Michael Jordan. Show images of them in action and ask students to make predictions about their achievements and challenges based on the pictures.Step3. While-ReadingActivity 1: Legends' Achievements and ChallengesDivide the class into two groups, with each group assigned to one athlete.Provide each group with a short summary of their respective athlete's achievements and challenges. In a jigsaw activity, students from each group pair up with students from the other group to share their findings. Have them discuss the impact of the athletes' achievements and how they overcame challenges to become legends.Activity 2: Analysis of Mental StrengthAfter reading the section about Michael Jordan's mental strength, lead a class discussion on the importance of resilience and perseverance in sports and life. Ask students to share personal experiences where they had to overcome challenges and how they applied Jordan's approach to learning from failures.Activity 3: Role-Play InterviewsDivide the class into small groups and assign each group a role-play scenario. Each scenario will involve a famous interviewer conducting an interview with either Lang Ping or Michael Jordan. Students should research the athlete they are representing and come up with thoughtful questions and responses based on the information from the article.Step4. Post-ReadingActivity1. Living Legends ComparisonDivide the class into small groups and assign each group two different living legends from the article (e.g., Lang Ping and Michael Jordan, or other sports legends if available). In their groups, students should create a Venn diagram or a table to compare and contrast the two athletes' achievements, challenges faced, and the impact they have had on their respective sports and communities. Each group presents their findings to the class.Activity2. Create a Sports Legend ProfileAsk students to create their own sports legend profiles of an athlete they admire. The profile should include the athlete's achievements, challenges they faced, and the qualities that make them inspirational. Encourage students to include personal reflections on how the athlete's story motivates them in their own pursuits, whether in sports or other areas of life.Homework: Request students to write a short reflection piece on the importance of determination and perseverance in achieving personal goals. Theyshould mention specific examples from the article or their own experiences to support their views.。
2019_2020学年新教材高中英语Unit1TeenagelifeSectionⅢGrammar——短语Ⅰ教案(含解析)新人教版必修1
Section ⅢGrammar——短语(Ⅰ)短语或词组(phrases)有以下三种形式：1．名词短语(Noun Phrase)：指以一个名词为中心构成的短语，在句中的功能相当于名词。
2．形容词短语(Adjective Phrase)：指以一个形容词为中心构成的短语，在句中的功能相当于形容词。
3．副词短语(Adverb Phrase)：指以一个副词为中心构成的短语，在句中的功能相当于副词。
1．在“组成”中，括号里的成分是可选项。
2．在名词短语的“组成”中，限定词包括冠词(a/an/the)、指示代词(this、that、these、those等)、物主代词(my、your、his、her、our、their等)和不定代词(some、no、neither、both等)。
3．副词enough在修饰形容词或者副词构成形容词短语或者副词短语时，一般放在所修饰的形容词或者副词后面。
[即时演练] 完成句子①There is a beautiful campus at the foot of the hill.山脚下有一所美丽的校园。
②Our students can join in some school clubs in our spare time.我们学生可以在业余时间参加一些校园俱乐部。
③Don't drive so fast！It's dangerous.不要开的这么快！很危险。
④The students worked very hard in the classroom last week.上周学生们在教室刻苦学习。
Ⅰ.指出下列句中划线短语的类型1．I think I'll finish my task pretty soon.(副词短语)2．Our new English teacher is very nice and patient.(名词短语) (形容词短语)3．Adam has joined some clubs in senior high school.(名词短语)4．We all know that Rila plays violin very well！(副词短语)5．My school advisor says that the advanced literature course(名词短语) (名词短语)is difficult but very interesting.(形容词短语)Ⅱ.单句语法填空1．A timely (time) snow makes good harvest.2．He was very confused(confuse) about the result of the exam.3．Li Hua speaks English quite fluently(fluent)as she has lived in England for many years.4．One can never be careful(carefully)enough while crossing the street.5．This problem is a lot more_difficult (difficult)than that one.6．Our school is so beautiful(beautifully)that all of us like it very much.7．My teacher speaks English so quickly(quick)that I can't follow him in class.8．Now many kids have such a busy (busily) schedule that they don't get enough sleep.9．The course seems very difficult and is not very suitable(suit) for freshman students.10．It's raining quite heavily(heavy)．You'd better stay at home.。
2019新人教版英语必修一全册教案教学设计
教案一：Unit 1 Friendship1. 课时安排本单元共分为4个课时，分别安排如下：第一课时：Section A 1a-1c第二课时：Section A 2a-2d第三课时：Section B 3a-4第四课时：Section B 5-72. 课时内容第一课时：Section A 1a-1c本课时主要目标是让学生通过听力和阅读理解，学习关于友谊的表达和句型。
首先通过1a部分的图片描述让学生对友谊的概念有初步的了解，然后通过1b的听力练习使学生能够听到不同人对友谊的看法，最后通过1c的阅读练习巩固所学内容。
第二课时：Section A 2a-2d本课时主要目标是让学生通过听力和口语练习，掌握能够表达友谊的句型和词汇。
通过2a的图片描述和2b的录音材料，学生可以听到不同人对友谊的表达，然后通过2c和2d的口语练习，学生可以有机会自己表达对友谊的看法。
第三课时：Section B 3a-4本课时主要目标是让学生通过听力和阅读理解，了解不同文化对友谊的看法。
通过3a和3b的录音材料，学生可以听到不同国家对友谊的表达，然后通过4的阅读练习，让学生更深入地了解不同文化对友谊的认识。
第四课时：Section B 5-7本课时主要目标是让学生通过听力和口语练习，掌握能够用英语表达友谊的能力。
通过5和6的听力材料，学生可以听到不同人对友谊的看法，然后通过7的口语练习，让学生能够自己用英语表达自己对友谊的看法。
3. 教学重点和难点本单元的教学重点是友谊的表达和句型，教学难点是如何让学生在实际生活中运用所学知识，进行口语交流。
4. 学情分析本单元学生的芳龄一般在14-16岁之间，他们对友谊这一主题可能会有一些自己的认识，但在英语表达方面可能还存在一定的困难。
因此在教学过程中需要及时发现学生的问题，并进行有针对性的辅导。
5. 教学方法本单元将主要采用任务型教学法，让学生通过实际的听力、阅读和口语练习来掌握所学内容。
高中英语人教版(2019)必修第一册Unit 3 Reading for writing 教学设计-
Reading for Writing 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 1 姓名学校教学内容分析【What】本节课的话题是为班级健康小册子撰写一页内容。
该话题属于主题语境--人与自我（学习与生活）。
子话题为健康的生活方式、健康的生活态度。
本篇是一篇第一人称记叙文。
标题为Going Positive。
本文讲述了Kayla，从一开始一味的追求身材苗条，过分担忧体重，到阅读完一篇文章后改变了态度，开始考虑健康而不是体重，并且积极看待自己和身体，从而变得更加快乐和健康的故事。
文章共3段，具体内容如下：第一段：Kayla一味追求身材苗条以至于精神一度接近疯狂。
第二段：Kayla阅读完一篇文章后，态度发生转变。
从关注体重转为关注健康。
第三段：Kayla停止将自己与女演员和模特进行比较，也不再寻找她的脸或身体有问题的地方。
相反，她列出了自己喜欢的东西。
通过积极看待自己和身体，从而变得更加快乐和健康。
备注：5:2饮食，也称为快速饮食，是目前最受欢迎的间歇禁食饮食。
它是由英国记者迈克尔·莫斯利推广的。
这被称为5:2饮食，因为一周中的五天是正常的进食日，而另外两天将热量限制在每天500-600卡路里。
因为对吃什么食物没有要求，而是你应该什么时候吃，这种饮食更像是一种生活方式。
许多人发现这种饮食方式比传统的热量限制饮食更容易坚持。
【Why】本篇记叙文对比Kayla对待体重态度的前后转变，讲述她从一味追求身材苗条到积极看待自己和身体，从而变得更加快乐和健康的故事。
阅读这篇文章，可以促进学生思考什么是真正的健康以及如何实现真正的健康，也启发学生思考获得真正的健康的关键是积极地看待自己和身体，从而真正领悟文章标题“积极向上”的深刻含义。
此外，这篇文章还可以引导学生关注记叙文讲述对比与变化的语言特色。
【How】从内容上讲，本文包含两大块内容：第一部分是作者讲述过去对于苗条身材的痴迷导致对于体重的极度担忧，为了突出强调这种痴迷的程度，作者使用了让步状语从句来强调尽管作者也知道变得苗条很困难，但仍要坚持用这种标准来衡量自己I always wanted to look like the slim girls on TV even though l knew that it was impossible。
新教材高一英语人教版(2019)必修第一册教案：Unit 1含答案
Unit 1 Teenage lifeDiscovering Useful Structures 教学设计科目：英语课题：Discovering Useful Structures 课时：1 课时教学目标与核心素养：熟练掌握名词短语、形容词短语和副词短语的形式和意义后。
能力目标：能够将名词短语、形容词短语和副词短语运用到语篇中，使语言表达更加充实，使语言表达更加充实、生动和准确。
情感目标：激发学生学习语法的兴趣。
教学重难点：重点：帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语。
难点：帮助学生丰富语篇表达内容，提高语篇质量。
课前准备：多媒体，黑板，粉笔教学过程：Pre-class:Explain the following sentences and let students find out NP, AdjP and AdvP.Being a freshman at snior high school is a really big challenge.It's a little confusing to choose suitable courses and extra-curricular activities.To choose suitable courses, I have to think very careful and ask the school adviser for help.My adviser recommended that I should sign up for advanced literature. As to extra-curricular activities, I won' quit football and I will find a way to improve so that I can make the team.I have to study harder and be responsible for a lot more.I'm a bit worried about keeping up with the other students in my advanced course.While- class:Guide students to finish Activity 1 and 2 and correct answers.let students look at the given examples, then discuss in a group that how to improve their writing by adding more details and information through the use of noun phrases, adjective phrases, and adverb phrases.After- class:Guide students to finish practices of Activities 3,4 and 5.homework:语法填空Jim was a shy boy. He was afraid of talking to 1 (strange). As a result, he didn't have any friends after he entered high schoolOne day, when Jim 2 ( walk)on his way back home from school, it suddenly began to rain 3 (heavy). He saw a boy walking in front of him. The road was so wet that 4 boy slipped( 滑倒)and fell on the ground. Jim quickly ran to the boy and helped 5 (he) get up.The boy was wet all over. Jim 6 (think) the boy must feel cold, so heasked the boy where he lived. When Jim 7 (tell) about the address, he found it was a bit far from there. Jim lived nearby,8 he invited the boy to his home.After they arrived, Jim gave him some clean clothes and asked him to get changed. The boy was so grateful 9 Jim that he thanked Jim again and againThe following day, the boy saw Jim at school. He thanked Jim again for 10 (help) him out. From then on, they often spent time together and became best friends.答案1. strangers2. was walking3. heavily4. the5. him6. thought7. was told8. so9. to10. helping。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案一、教学目标本教案旨在帮助学生达到以下教学目标：1. 掌握必修1全册的英语单词、词组和句型；2. 培养学生的听、说、读、写的综合语言能力；3. 培养学生的跨学科研究能力，通过阅读、听力和讨论提高学生的综合素养；4. 培养学生的研究策略，教会他们如何有效地研究和使用英语。
二、教学内容本教案包括必修1全册的以下内容：1. 单元一：Greeting and Introduction2. 单元二：Time and Daily Routines3. 单元三：Hobbies and Leisure Activities4. 单元四：School Life5. 单元五：Family and Relationships6. 单元六：Travel and Holidays每个单元的教学内容包括听、说、读、写的综合练，以及文化背景和研究策略的介绍。
三、教学方法本教案采用以下教学方法：1. 任务型教学：通过给学生一些具体任务，培养他们自主研究和合作研究的能力；2. 情境教学：将研究内容置于真实的生活情境中，帮助学生理解和使用英语；3. 多媒体教学：结合多媒体资源，提供丰富的听力、口语和阅读材料，激发学生的研究兴趣；4. 提问引导：通过提问引导学生思考和表达，激发他们的研究动力；5. 小组合作：鼓励学生进行小组讨论、合作研究，提高他们的沟通和合作能力。
四、教学评估本教案将通过以下方式进行教学评估：1. 课堂表现：观察学生在课堂上的参与程度、口语表达能力等；2. 书面作业：布置书面作业，检查学生对教学内容的理解和掌握程度；3. 小组项目：布置小组项目，评估学生的合作能力和综合运用能力；4. 课堂测验：定期进行课堂测验，测试学生的听力、阅读和写作能力。
五、教学资源本教案所需的教学资源包括：1. 教科书：人教版高中英语必修1全册；2. 多媒体资源：包括录音、视频和网络资源；3. 手机、平板电脑等电子设备：用于学生查阅和使用研究资源。
2019新人教版高中英语必修一 ：Unit1TeenageLifeReadingforWriting教学教案
自查和互查评价表1)观点多元性。
Do you think Ms. Luo’s advice is useful? Why or why not?在回答此问题时学生使用了本文阅读中的新学短语：I think I should encourage him to focus on other things in life, instead of concentrating on playing computer games constantly.2）话题多元性4.完整性和目标性俱乐部看图描写（1）自然俱乐部There are four students in the Nature Club because they are interested in plants and animals. They are planting trees. Now, one is carrying a tree and holding it straight. One is digging some soil for the tree, while other girls help them. Actually, they are very good extra-curricular activities for senior high school students.（2）芭蕾舞俱乐部A beautiful girl loves dancing, so she often dances in the Ballet Club. Now, she is learning new movements. She often practices dancing with the help of dance pole. As a dance player, she can dance on the tiptop wearing a white short skirt with two-belts on her shoulders. Actually, she is good at dancing and very pleased to have this extra-curricular activity to build up her talents.写作方法概述，描写图片，即找出图片中的要点写成段落主题句，然后对要点形成解释，2~4句加结论，过渡词加结论（即观点，也就是对要点的情感表达。