workbook and writing
现代大学英语基础写作(课件)
Conclusion
The paragraph's closing sentence, which summarizes the main points and/or transitions to the next paragraph.
Chapter layout
Title
A concise and descriptive title that reflects the chapter's content.
Practical Approach
The course emphasizes practical writing skills, focusing on effective communication and clear expression.
Integration of Theory and Practice
The course combines theoretical knowledge with practical exercises to help students apply what they learn to real-world situations.
Learning suggestions
Learning objectives
01
To learn effective writing techniques and strategies to improve their English writing skills.
02
To understand the basic principles of English grammar and punctuation to ensure their writing is clear and coherent.
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
英语金牌练习册及答案电子课本
英语金牌练习册及答案电子课本# English Gold Practice Workbook and Answer KeyWelcome to the English Gold Practice Workbook and Answer Key, an essential resource for students aiming to enhance their English language proficiency. This workbook is designed to provide a comprehensive set of exercises that cover various aspects of the English language, including grammar, vocabulary, reading comprehension, and writing skills.## Table of Contents1. Introduction2. Grammar Exercises- Tenses- Sentence Structure- Clauses- Conditionals3. Vocabulary Building- Synonyms and Antonyms- Phrasal Verbs- Idiomatic Expressions4. Reading Comprehension- Narrative Texts- Expository Texts- Persuasive Texts5. Writing Skills- Descriptive Writing- Narrative Writing- Argumentative Writing6. Answer Key7. Appendix- Additional Resources- Glossary of Terms## IntroductionThe English Gold Practice Workbook is tailored to meet the needs of learners who wish to improve their English language skills systematically. Each section has been carefully curated to challenge and develop your understanding of the language.## Grammar ExercisesGrammar is the backbone of any language, and our workbook provides a variety of exercises to strengthen your grammatical knowledge.- Tenses: Master the past, present, and future tenses with practical examples and exercises.- Sentence Structure: Learn how to construct well-formed sentences with subjects, verbs, and objects.- Clauses: Understand the use of dependent and independent clauses to create complex sentences.- Conditionals: Explore the different types of conditional sentences and their usage.## Vocabulary BuildingA rich vocabulary is key to fluent communication. This section will help you expand your word bank with practical applications.- Synonyms and Antonyms: Enhance your ability to express yourself with precision by learning synonyms and antonyms. - Phrasal Verbs: Grasp the meanings and uses of common phrasal verbs to sound more natural in English.- Idiomatic Expressions: Learn idiomatic language that will help you understand and use figurative speech.## Reading ComprehensionImprove your reading skills by engaging with a variety of texts.- Narrative Texts: Practice understanding stories and narratives.- Expository Texts: Learn to analyze and summarize information from expository texts.- Persuasive Texts: Develop critical reading skills to identify arguments and counterarguments.## Writing SkillsWriting is a critical skill that requires practice. This section will guide you through different types of writing.- Descriptive Writing: Learn how to paint a picture with words.- Narrative Writing: Practice telling stories in a compelling manner.- Argumentative Writing: Develop your ability to present and support an argument.## Answer KeyThe answer key provides solutions to all exercises, allowing you to check your understanding and learn from your mistakes.## Appendix- Additional Resources: Links and references to further your English language studies.- Glossary of Terms: A list of key terms used throughout the workbook for quick reference.This workbook is more than just a collection of exercises;it's a stepping stone to mastering the English language. Practice regularly and watch your skills flourish. Happy learning!。
高中英语必修二Unit1 Workbook
03
Reading section
Reading Skills Guide
Skimming technique
Quickly grasp the main idea and theme of the article by quickly browsing through the title, beginning and ending paragraphs, and key sentences.
Analysis of Listening Practice Questions and Answers
Question 2
What are the two speakers talking about?
Answer and analysis
The two speakers are talking about (Fill in according to the content of the listening materials). By listening to key information and inferring the context in the conversation, one can understand the theme and content of the conversation.
Ability objective
Students should be able to understand, read, and write simple articles related to cultural heritage, and be able to express themselves orally and in writing on topics related to cultural heritage protection.
广东开心版英语六年级下册 uint12
Unit 12 Review(The first period)Teaching contestsThe Activities 1, 2, 3, 4 (page 65~66)The objectivesRevise the old words , sentences, reading and sounds:/sk, st, r, bl, pl/.Teaching main pointRevise the old words , sentences, reading and sounds:/sk,st, r, bl, pl/.Teaching difficult pointJust the same of the main pointTeaching aidsTapeProcedureActivity 11.T:(Point to sentence A.) (S1’sname), can you read the beginning of thesentence?[S1:He had…]2.Continue with the questions B-E.3.Play the tape. Let the Ss do it ,then check.Activity 21.Bring in Picture Cards 49—72. to review the cards orally with Ss.2.Let the Ss do the Activity 2 in groups. Then check it.Activity 3 Reading.Getting ready:1.T: We’re going to read Gogo’s Daily Newspaper again.What’s the date? [Ss: Friday, March4th.]2. T: (Point to the newspaper headline.) Look at the picture. What you see? [ Ss: People arerunning.]3.T: Let’s read the article.4.Give Ss time to read the passage silently.5.T: ( Point to question A.) ( S1’s name), can you read the question? [S1:How are the peoplefrom Africa going to come?]6.T: What’s the answer, (S2’s name)? [S2: They are going to come by plane.]7.T: Read the other questions and write the answers on the page.8.Continue with the rest.Activity 4 sounds.1.Revise the sounds reading.( /sk, r, pl/)2.Ask individual Ss to read the Words out loud.3.Play the tape so that the class can check the answers.Task: Plan a tripAsk Ss to look at SB p.67. Ask six Ss to read out the example questions. Put Ss into groups of five. Ask them to answer the example questions and fill in the record table on SB p.68.Once they have filled in the record table, give each group a sheet of paper and ask them tomake a poster similar to the example poster on p 68. When they have finished, each group should show the class their poster and talk about it.Sum upCheck the Students’ answers.Writing on the blackboardThe answers.(略)教学后记学生能掌握9-11单元的单词句型，并能完成练习。
新编英语教程(第三版)第3册电子教案
Book IIIUnit 1 (2)Unit 2 (4)Unit 3 (6)Unit 4 (8)Unit 5 (10)Unit 6 (12)Unit 7 (14)Unit 8 (16)Unit 9 (17)Unit 10 (19)(6 hours) (19)Unit 11 (21)Unit 12 (23)Unit 13 (24)Unit 14 (26)Unit 15 (27)Unit 1(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to h elp to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narrationand practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile ofIII. Teaching Procedures: (4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson:1). Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the main idea;3). Do the guesswork of vocabulary;4). Study Text I intensively;5). Answer the questions of Text I both in SB (student’s book) and B(workbook)orally;6). Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7). Do oral work;8).Study the main points of guided writing, including theinformation about précis writing, paragraph writing of narration and description, and the heading and salutation of a letter;9). Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the jobchances of doing sth.land: succeed in getting sth.E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.2. summon sb. to do sth.3. …smell unpleasantly of stale cabbagesmell of: give out the smell of scent ofE.g. smell of brandy/paint/garlicHis accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to doprecede: come, go or happen just before sth. precede sth (with sth)E.g. proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5. attach importance to sth.; consider… importantE.g. attach much importance/weight/significance to the theory6. have sth. in common7. not so much…but the fact that…E.g. It was not so much there being no councils of workers, peasants and soldiersworthy of the mane, but the fact that they were very few.8. the last straw: an addition to a set of troubles which makes one unbearableE.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II1.prompt sb. to do sth or prompt sth: urge or causeE.g. His action was prompted by fear.Hunger prompted him to steal.2. Feeling anything but well.: feeling far from being wellanything but (恰恰不,才不) nothing/nobody but (正是,只是)all but(几乎,差一点)E.g. She looks anything but well. ( She looks ill.)You have nobody but yourself to blame.The thief has all but succeeded in escaping.3. be set on/upon (doing) sth: be determined to do, make up one’s mind4. get round to doing sth.: find time to do sth. at lastE.g. After a long delay, he got around to writing the letter.5. instill sth. in/into sbinstill: to put (ideas feelings, etc.) gradually but firmly into someone’s mind by a continuous effortE.g. instill the idea of discipline and obedience into new soldiers6. It was more a cross-examination than an interview.7. In due course, you will hear from us.Due: right and properE.g. He has his due reward.Unit 2(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice italong with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, preyIII. Teaching Procedures: (4 hours)1.Review the main points in last class;2.Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) andWB(workbook) orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraphof description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.He looked his goodbye at the garden.: He said his goodbye by looking at thegarden.2.cling toE.g. She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to beadjusted to a new condition, idea, or an event4.at such short notice: with little time for preparationE.g. The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilledcondition at present, in the past or in the future. The verb is generally in the past or past perfect.E.g. If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sthE.g. I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped upE.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II1.hoax: deceive, play tricks on sbhoax sb with sth, hoax sb into doing sthcoax: get sb to do sth by kindness or patiencecoax sb to do sth, coax sb into/out of doing sth2.needless to say3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influencedE.g. Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…fromE.g. A doctor’s note will exempt you from physical education.VI. Some information about April Fool’s DayApril Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.Unit 3(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice italong with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive s kills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdueIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answe r the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronologicalorder, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.consent: agreement or permission (v. n.)consent to sth.E.g. The young couple won/obtain/had their parent s’consent to theirmarriage.Shakespeare is, by common consent(公认), the greatest Englishdramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no differenceE.g. A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice5.purple with angergreen with envyash-white with terror6.My watch gains/loses a minute every day.V. Language points for Text II1.refer to sth as sth2.literally: really, without exaggeration; word for word, strictlyE.g. The children were literally starving.translate literally; carry out orders too literally3.vanish into thin air: disappear completely4.contribute to: help to cause sthE.g. Plenty of fresh air contributes to good health.Unit 4(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation toimprove students’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliantIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Answer the pre-reading questions orally;2) Allow students 4 minutes for rapid reading and 10 minutes for writing down themain idea for each paragraph;3）Do the guesswork of vocabulary;4）Study Text I intensively;5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7）Do oral work;8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9）Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. be comfortably/well /better/best/badly/worse/worst off2. amount to: add up to, reach; be equal in meaning, be the same asE.g. Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literatureE.g. literary works; literary styleliteral: being or following the exact or original meaning of a wordE.g. literal meaning ←→figurative meaningliteral translation ←→free translationliterate: able to read and write4.conviction: the feeling of being sure about sthE.g. It’s my conviction that our team will win the game.convict: declare sb is guiltyconvict sb. of sth5.realize in a flashV. Language points for Text II1.be apprenticed to2.set foot on the road to sthVI. More Information on William ShakespeareOne of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the worl d’s literature. His close friend, the playwright Ben Johnson, said of him that he was “not of an age, but for all time.”His works are a great landmark in the history of world literature for he was one ofthe first founders of realism, a master hand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the ShrewRomeo and Juliet,A Midsummer Night’s DreamThe Merchant of VeniceMuch Ado about Nothing,Twelfth NightAll’s Well that Ends Well, HamletOthelloKing LearMacbethTimon of AthensMeasure for MeasureThe TempestUnit 5(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communica tive abilities;4.Get to know the organization of a feature report and learn some writing skills innarration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sthIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Read the information of the text on p.54, 55 to get a better understanding ofChunnel;2) Answer the pre-reading questions orally;3) allow students 5 minutes to read the text rapidly for the main idea;4) do the guesswork of vocabulary;5) Study Text I intensively;6) Answer the questions of Text I both in SB(student’s book) and WB(work book)orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing ofnarration in informal tone, and letter writing to ask for information;10) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’smetonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried whenin pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time oftrouble.2. A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp. as a sign o f disapproval3.by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.pound adjectives made up in various ways:the soon-to-be-opened Chunnelthe gull-wing eyebrowscross-Channel-link schemestungsten-tipped teethV. Language points for Text II1.alternative: adj. OtherE.g. Have you got an alternative suggestion?n. choice of twoE.g. Caught in the act, he had no alternative but to confess.alternate: adj. A. (of two things) happening or following one after the otherE.g. alternate triumph and despairB. every second e.g. on alternate daysv. cause to occur one after the otherE.g. Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: couragehave the/no nerve to do sth or lose one’s nerveUnit 6(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scornIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing ofargument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.dream of sth or doing sth2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱or you’ll do…= If …not…you’ll…Imperative sentence,╲and you’ll do…= If … you’ll…E.g. Practice speaking English more, and you’ll improve your oral Englishquickly.Be careful in your pronunciation, or you’ll have great trouble in listeningand speaking.3.outlay: a spending of moneyoutlay on sth.E.g. the weekly outlay on groceries;a considerable outlay on basic researchOur country has outlaid (v.) a large sum of money in capital construction.4.economy: A. economic situation B. thrift and frugalityE.g. The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economicsE.g. Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or timeE.g. The writer is famous for his economical style.5.be well on the way toE.g. We were well on the way to the age of knowledge-based economy.V. Language points for Text II1.pour scorn on sb/sthhold /think it scorn to do sthy out: displayE.g. lay out merchandise3.in a panicUnit 7(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directoryIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writingof argument, and the letter writing to make an offer;9) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. take sth. for granted or take it for granted that: believe sth. withoutthinking about it very much2. He is proposing to attempt the impossible…: When he intends to do impossible…propose: have formed a plan; intendusage: propose to do sthpropose: suggestusage: propose doing sth./ that clause3.pose as unusual: pretend to beE.g. He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question4.suspense: anxiety or apprehension resulting from an uncertain, undecided ormysterious situationusage: in suspense, keep (sb) in suspense, hold in suspenseE.g. He waited in great suspense for the doctor’s opinion.suspension:E.g. the suspension of arms, suspension from school/officesuspicion:E.g. above suspicion, under suspicion5.justify: give a good reason forjustify sth or doing sthE.g. The editors are perfectly justified in refusing your work.6.have/ show an aptitude for sth.7.be bent on questioning you: be determined to question you.E.g. She is bent on becoming a good pianist.He is bent on making journalism his career.V. Language points for Text II1.for a start: to begin with, to start with2.…get away scot-free: escape without punishmentE.g. No student can get away with a breach of the rules of the university.got away from the restaurant scot-free3.turn a deaf ear to: ignore, pay no attention toE.g. I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…plague: pester or annoy persistently or incessantlyE.g. Runaway inflation further plagued the wage or salary earner.Unit 8(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the stu dents’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensiv e skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flickIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the mainidea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing ofpersuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.shelter: cover and protectionfind/take shelter from; give shelter to; be a shelter from; under the shelter of2.be engrossed in: be absorbed in, be taken upE.g. The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one likeE.g. S he n ever dares to eat to her heart’s content for fear that she would put onweight.4.…the assistant should retire discreetly…retire: move back or awayE.g. retire to one’s room; retire to bed;retire from the service; retire from the world;5.Apart from running up a huge account.run up: make or become greater or largerE.g. run up a huge account/bill/debts6.indulge: yield to, gratifybe indulged inE.g. She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sthE.g. He beckoned me to come nearer.8.tell sb off: scold or rebuke severelyE.g. The teacher told him off for not doing his homework.9. tuff away sth: put sth in a safe placeE.g. The troop was tucked away in a quiet valley.V. Language points for Text II1.be mean with sth2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;fever-stricken3.It’s real a bargain.A bargain is a bargain.make a bargain with sb; bargain sth for sth4.has a nose for gossip/informationnose into other’s affairsKeep your big nose out of my affairs.Unit 9(6 hours)I. Teaching Aims:。
人教版(2019)必修第三册 Unit 3 Diverse Cultures 语法填空(有答案)
人教必修三Workbook P76 P78 Unit3 Diverse CulturesReading and Writing SYMBOLS OF AMERICAN CULTURE语法填空根据高考语法填空考点设计, 原文略有改编。
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Each country has its ow unique culture, often 1._________(represent) by symbols, such as foods, sports, music, and clothes, 2._______ tell us something about it. When you think of America, what symbols come to your mind first?Perhaps one of the most famous symbols of the US is fast food. Fast-food restaurants became popular when people began driving cars around the country. Many of the 3.________(early) fast-food restaurants were drive-ins 4._________people ate in their cars while they were parked. However, now drive-throughs have become popular because people need 5.______ (keep) up with the speed of modern life. With a drive-through, you can just drive up to a window, pick up the food,and then drive away. About 20% of all American meals 6._______(eat) in the car, and Americans spend about 10% of their income on fast food. No wonder America 7.________(call) the “'fast-food Nation”!When it comes to seeing a game in person, baseball is by far the 8._________ (popular) sport in America. In a typical year, more people attend baseball games than football and basketball games 9.________(combine). And for most people, baseball is “America's game" in a way that football and basketball are not, because it is a special symbol of the American spirit. For one thing, while baseball is a team sport, every player can be a hero or star. For 10._________, almost anyone can play baseball, even if you do not have great skills or ability. Finally, there is nothing 11. ________(much) American than eating a hot dog while watching a baseball game 12._________a hot summer afternoon. Baseball still is the “national pastime”Jazz is often called “America's music”. It is a music style completely 13._________(create) in the United States by African American musicians. Jazz music broke the colour barriers, 14.________ has become a key part of American culture. One early jazz pioneer was the trumpet player Louis Armstrong (1901-1971).Perhaps more than any other person, Armstrong helped spread jazz beyond its home in New Orleans 15._________the rest of the United States, and to the world. Jazz musicians freely make 16.________(they) own music to express their own feelings, even while 17._______(play) in a group. This. 18._________(free )and individuality make jazz a popular symbol of America.There 19._________(be) many other symbols of America, such as the Statue of Liberty, Hollywood, and Broadway. These are but a few symbols 20.________show something of American culture.答案：1.represented, 2.which 3.earliest, 4.where, 5.to keep 6. are eaten 7.is called, 8.most popular bined 10. another 11. more 12. on 13.created 14. and 15.to 16.their 17.playing 18.freedom 19. are 20.that/whichP78 Expanding Your WorldNew Zealand And Maori Culture--The Land of the Long White Cloud阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
八下英语小练第一单元作文范文
八下英语小练第一单元作文范文Learning a new language can be a challenging yet rewarding experience. As a student in the 8th grade, I have been studying English as a second language, and the first unit of our workbook has provided me with a solid foundation to build upon. Through the various exercises and activities, I have gained a deeper understanding of the English language, its grammar, vocabulary, and the nuances that make it a truly global means of communication.One of the key aspects covered in the first unit was the importance of developing strong listening and speaking skills. As someone who has primarily used my native language in my daily life, transitioning to an English-dominant environment has been a significant adjustment. However, the workbook exercises focusing on conversational scenarios, role-playing, and listening comprehension have been invaluable in helping me become more comfortable and confident in my ability to engage in real-world interactions.The unit also delved into the fundamentals of English grammar, which I found to be both challenging and fascinating. Learning aboutsentence structure, parts of speech, and the rules that govern the language has not only improved my written communication but has also enhanced my overall understanding of how the language functions. The workbook provided ample practice exercises, ranging from fill-in-the-blank activities to constructing original sentences, which have reinforced these grammatical concepts and helped me apply them more effectively.Another aspect of the first unit that I found particularly engaging was the exploration of English vocabulary. The workbook introduced a wide range of new words, along with their definitions, pronunciations, and usage in context. This not only expanded my lexical repertoire but also helped me understand the nuances and connotations associated with different words. The vocabulary exercises, such as matching words to their synonyms or antonyms, have been instrumental in solidifying my understanding and enabling me to use these words with greater precision in my own writing and speech.One of the most valuable components of the first unit, in my opinion, was the emphasis on developing reading and writing skills. The workbook included a variety of reading passages, ranging from informative articles to short stories, which challenged me to not only comprehend the content but also analyze the structure, tone, and underlying themes. The accompanying writing prompts encouraged me to synthesize my understanding and express my thoughts andideas in a clear and organized manner. This has been particularly beneficial in improving my overall written communication abilities, which will be crucial as I progress through my academic journey.Throughout the first unit, the workbook also incorporated elements of cultural awareness and understanding. By exploring topics related to customs, traditions, and societal norms in English-speaking countries, I have gained a deeper appreciation for the diversity and richness of the global community. This exposure has not only broadened my perspective but has also helped me develop empathy and respect for different ways of life, which I believe will be invaluable in my future interactions and collaborations with individuals from diverse backgrounds.As I reflect on my experience with the first unit of the 8th grade English workbook, I am struck by the comprehensive and well-structured approach it has taken to language learning. The combination of targeted exercises, engaging content, and practical application has allowed me to make significant strides in my English proficiency. I feel more confident in my ability to comprehend and communicate effectively in the language, and I am eager to continue building upon the foundations laid in this first unit.Looking ahead, I am excited to delve into the remaining units of the workbook, as I anticipate encountering new challenges andopportunities for growth. I am confident that the skills and strategies I have developed through this first unit will serve me well as I navigate the complexities of the English language and continue to expand my linguistic horizons.In conclusion, the first unit of the 8th grade English workbook has been a transformative experience for me. It has not only equipped me with the necessary tools to improve my proficiency in the language but has also fostered a genuine appreciation for the richness and diversity of the English-speaking world. As I continue on my language learning journey, I am grateful for the solid foundation provided by this first unit and look forward to the exciting challenges and discoveries that lie ahead.。
新开心学英语三年级下册《unit 9 what time is it》第三课时优秀教案(重点资料).doc
（广东版）开心英语三年级下册教案Unit 9 What time is it? Lesson 3一、Objectives and Requirements:1. LanguageTarget: What time is it? It’s eleven o’clock.Is it twelve o’clock? Yes, it is.Sounds and words: / ai /2. VocabularyKey: one o’clock, two o’clock, three o’clock, four o’clock, five o’clock, six o’clock, seven o’clock, eight o’clock, nine o’clock, ten o’clock, eleven o’clock, twelve o’clock Sounds and words: ride, kite, bike, rice, white, light3. Materials：Picture cards 49-60, ball / soft object, digital watch / clock, chalk / maker, paper cards, paper / plastic bag, dice, hole punch / scissors, paper二、Procedure:1. Activity 31) Getting readyA. Draw boxes and clocks as in Activity 2.B. Have S1 / S2 draw in the time on his / her Student A clock. S1 / S2 leaves his / her StudentB / Student A box blank.C. S1 / S2 reads the time that S2 / S1 drew: What time is it? It’s …o’clock.D. S1 / S2 draws in two o’clock in Student B / Student A box.2) Using the bookE. Put Ss in pairs, Student A and Student B.F. Ss do activity as demonstrated.2. Sounds and words1) Getting readyA. Write the alphabet letter Ii on the board.T: What’s this letter? Ss: Ii.T: Yes, today’s sound is the same sound as the letter Ii.B. Practice the sound / ai /. T: / ai / Ss: / ai /2) Using the bookC. Have Ss look at the words on the page.D. Make the sound / ai /, pointing to the spelling patterns (i-e, igh).E. Listen to the tape and have Ss point to each word as the tape says it.F. Play the tape again and have Ss repeat after the tape.G. After enough practice, point to the pictures randomly and have Ss say the word.3) Listen and chantH. Have Ss look at the clocks next to the lyrics.I. Ask them what times are being illustrated.J. Play the tape and have Ss point to the corresponding clocks while listening.K. Play the tape again, and have Ss point to the clocks as they chant the lyrics. 3. Finish the exercises in Unit 9 in Workbook and Writing book.。
通过做英语作业提高英语水平的英文作文
通过做英语作业提高英语水平的英文作文全文共6篇示例，供读者参考篇1Doing My English Homework Helps Me Get Better at EnglishI used to think homework was just something my teachers gave me to torture me after a long day at school. Why did I need to do more work when I was already so tired from all the learning? It didn't seem fair. But then I realized that the homework, especially the English homework, was actually helping me get much better at English.My English homework comes in many different forms. Sometimes I have to write sentences using new vocabulary words we learned in class that day. Other times I have to read a short passage and answer comprehension questions about what I read. My favorite is when we get creative writing assignments and I get to write silly stories using my imagination.At first, the English homework was pretty hard for me. I'm not a native English speaker, so forming sentences that made sense was tricky. My vocabulary was limited, and I didn't always understand the reading passages. But my teacher was patientand would go over anything I struggled with. Little by little, doing the homework helped reinforce what I was learning.The vocabulary practices were really useful for expanding my English word knowledge. Having to use those words in sentences helped cement them in my brain instead of just memorizing them for a test and then forgetting them. Now when I watch TV shows or movies in English, I recognize more words than before.The reading comprehension was tough initially because I would get hung up on words I didn't know and lose the overall meaning. But rereading the passages and referring to the questions got me into the habit of focusing on understanding the main ideas rather than getting stuck on every little word. It prepared me for reading longer books and articles in English.The creative writing is probably what I enjoyed most because I could have fun with the language instead of just following rules. Making up stories allowed me to practice putting English words together in unlimited ways. My teacher would mark up my writing and I'd learn where I made mistakes so I could improve for next time. Getting that feedback was invaluable.Doing my English homework wasn't always exciting, I'll admit. Sometimes I would get frustrated when I got stuck or didn't understand something. But I could tell that the morehomework I did, the more English started making sense to me. It was like exercising a muscle - the more I worked at it, the stronger I became.My English ability is far from perfect, but it's so much better than when I started the homework. Conversations and classes are easier to follow now. Reading is smoother and I don't have to stop as frequently to look up words. Writing paragraphs with decent grammar has become second nature. I'm nowhere near fluent yet, but the homework made a huge difference.If you're learning English, I can't emphasize enough how important it is to do the homework your teacher assigns. It may not be thrilling, but that practice is the key to making real progress. It allows you to apply what you learned in class over and over again until it sticks. It exposes you to vocabulary, reading, writing, listening, and speaking in a low-pressure environment where you can make mistakes and learn from them.So as much as I may have resisted it at first, I'm grateful my teacher made me do English homework. It was hard work, but that hard work paid off immensely. My English keeps improving because of that practice. Having strong English skills opens up so many opportunities for the future too. I may complain about homework sometimes, but deep down I know it's helping me aton. Every English learner should embrace the power of homework - it really does make a huge difference if you stick with it.篇2Doing My English Homework to Become a Better English SpeakerHi there! My name is Emily and I'm in the 5th grade. I really enjoy learning English at school. It's such an interesting and useful language. By doing my English homework, I've been able to improve my English skills a lot. Let me tell you all about it!In class, we learn new vocabulary words, grammar rules, and practice conversation. But the real practice happens when I do my homework assignments. My teacher gives us workbook pages, writing assignments, and reading comprehension activities to complete at home. At first, the homework seemed really hard. I didn't know a lot of the words and the instructions were confusing sometimes. But my parents encouraged me to try my best and use resources like online dictionaries if I was stuck.One of the most helpful homework activities is the vocabulary workbook pages. Each week, we get a list of 10-15new words to learn. The workbook pages have us write the definitions, identify parts of speech, use the words in sentences, and sometimes draw pictures to illustrate the meanings. At first, I'd just try to memorize the words and definitions. But now I make an effort to really understand each new word. When I come across an unfamiliar word in my reading, I'll look it up and add it to my vocabulary list for extra practice. Doing this has helped me learn so many new English words!The writing assignments are also very valuable for improving my English skills. Sometimes we have to write short stories or descriptions of something we did. Other times, we have to write persuasive essays or research reports. No matter what kind of writing it is, I have to think carefully about vocabulary choice, grammar, conventions like capitalization and punctuation, and how to organize my ideas. After I finish a draft, I do multiple rounds of proofreading and editing to fix any mistakes. My parents and sometimes my older brother helps me identify areas to improve too. Revising my work is hard sometimes, but it really does help me write better. My writing has improved so much from all this practice!Another really important part of my English homework is the reading comprehension work. We often have to read passagesfrom books, short stories, news articles, or other texts and then answer questions that check if we understood the main ideas, vocabulary in context, and other details. I've learned that I can't just skim the passages or I'll miss important information. Instead, I have to read slowly, take notes on key points, look up words I don't know, and track details that seem important. Then when I get to the comprehension questions, I can refer back to my notes and the passage itself to find the evidence for my answers. Doing this reinforces my reading skills and also gives me more vocabulary exposure.Sometimes English homework can definitely be a chore. Vocabulary memorization isn't exactly thrilling, and reading dry passages or proofreading essays for the third time is pretty tedious. But I know it's helping me get better and better at understanding, speaking, reading and writing English. It's empowering to be able to communicate well in such a major world language. Also, my parents have explained that building strong English fundamentals now will pay off when I move on to more advanced courses in middle school, high school and college. Doing my English homework is an investment in my future!So while I may grumble about it in the moment, I'm actually pretty grateful that my teacher takes the time to assign quality English homework. My skills have improved tremendously thanks to all the reading, writing, vocabulary, and comprehension work I've done. My advice to anyone learning English is: Don't slack off on those homework assignments! Every worksheet, writing piece, and assigned reading is a chance to get valuable practice. If you put in the hard work now, your English abilities will continue soaring. Before you know it, English homework won't feel so difficult anymore. Thanks for reading, and happy studying!篇3Learning English Through HomeworkHomework can be such a drag sometimes, but I've learned that it's actually really important for improving my English skills. At first, I used to groan whenever my teacher passed out worksheets or assigned writing prompts. Why did we have to do all this extra work at home on top of everything we did in class? It just seemed like a big waste of time. But as I've gotten older, I've realized how valuable English homework truly is.Working on vocabulary words each week has helped me understand so many new terms and phrases. When I first see those long lists of vocab words, they look totally foreign and impossible to memorize. By spending time practicing them through flashcards, writing sentences using the words, or finding examples in books, those strange terms become familiar friends. Pretty soon, I find myself recognizing and using those words in my everyday conversations and writing. My English vocabulary keeps growing bigger and bigger thanks to those vocab lists!The reading comprehension homework has also been a huge help. I used to dread having to read passages and answer question after question about them. It felt like such a chore. But going through that process consistently has trained my brain to focus, comprehend what I'm reading on a deeper level, and understand key ideas. Now when I read books for fun, I find that I can follow the plot and understand themes much better than before. Reading comprehension work has truly improved my English reading abilities.Grammar exercises seemed so boring at first, but now I realize their importance. English has so many little rules for sentence structure, punctuation, verb tenses, and more. All those homework assignments identifying parts of speech, combiningsentences with proper conjunctions, fixing capitalization errors, and unscrambling words into a logical order were reinforcing vital grammar rules. Thanks to that practice, using proper grammar is starting to feel automatic when I speak and write in English. I cringe now when I see grammar mistakes!One final advantage to all this English homework is simply the repetition and reinforcement it provides. The concepts and skills get drilled into my brain through doing the assignments over and over. It's those little steps of consistency that lead to big progress over time. English homework ensures I use and practice those skills regularly rather than letting them get rusty.So as much as I may grumble about having to complete those worksheets, vocabulary lists, reading comprehension questions, grammar exercises, and writing assignments, they've been worth the effort. English is such an important language for communicating in our world. Being skilled in areas like reading, writing, speaking, and understanding English will serve me so well in the future for academics and whatever career I pursue. I'm grateful my teachers have given me a consistent way to actively improve through homework practice. The growth in my English abilities makes all that extra work worthwhile. Homework hasplayed a pivotal role in taking my English skills to a whole new level.篇4Doing My English Homework is the Key to Getting Better at EnglishI used to think doing homework was just a big waste of time. I'd much rather be outside playing with my friends or watching TV shows. Homework seemed so boring and unnecessary. Why did I need to spend hours every night working on stuff I had already learned in class that day?That was before I realized how important doing my English homework actually is for improving my English skills. Now I've changed my mindset completely. I get excited to do my English homework because I know it's helping me get better and better at speaking, reading, and writing in English.The main reason why English homework helps so much is that it gives me extra practice outside of class. In class, we only have a limited amount of time to learn new vocabulary, grammar rules, writing techniques, and other concepts. By doing reinforcing exercises for homework, I get to keep practicing and solidifying what I learned during the school day.For example, when we learn a new list of vocabulary words in class, my teacher has us do activities using those words to help us remember their meanings and usages. But we can't possibly spend the whole class period just drilling those new words. So for homework, we often have exercises where we have to write sentences using the vocabulary or fill-in-the-blank paragraphs with the new words. Going through and actually producing the words and meanings myself, instead of just reading them, really cements the words in my brain.The homework also allows me to work at my own pace. Sometimes I'll fly through the easier homework problems in a matter of minutes. But then I'll get stuck on trickier parts for a while until I finally understand through trying multiple approaches. In class, the teacher has to keep pushing forward, so I don't always master every single concept. But at home, I can take as long as I need until I've got it down.Another great thing about English homework is that it encourages me to look more deeply into areas that confuse me initially. A homework problem might seem baffling at first, but then I'll re-read the explanations and examples we went over in class, look at my notes, or find extra resources online to getclarification. The struggle of having to persevere through challenges is amazing for my learning.English homework also gets me to explore using my English skills in different contexts beyond the classroom. Sometimes I have to write stories from my own imagination. Other times, I read novels or news articles for homework and then discuss them through written responses. This variety keeps me engaged. It's way more interesting than just doing drills from a textbook.My homework also gives my parents a window into what I'm learning and allows them to get involved. When my mom sees me struggling with a homework assignment, she can re-explain certain grammar points using examples I can relate to. Or she'll make sure I don't just copy answers from online but put effort into figuring them out myself. Having my parents' support and oversight keeps me accountable.The more I practice my English through homework, the stronger my skills become. This will allow me to get better grades in school, communicate better with English speakers around the world, understand English movies and books, and potentially get into a good university or career later on. So even when I'm tempted to rush through assignments or copy a friend's work, I don't let myself slack off.After all, isn't the whole reason I'm learning English to become truly proficient in this global language? If so, then doing my homework diligently is one of the best ways to reinforce what I've learned. It's really the key to turning English from just another school subject into a real-life skill I'll have forever.So to all my fellow students out there - don't groan when your English teacher assigns homework! See it as an opportunity to solidify your knowledge and get tons of valuable practice outside of class. If you want to go from just passing English tests to actually mastering the language, homework is your ticket. So grab your pencil, open that workbook, and get ready to improve your English one homework assignment at a time!篇5Doing My English Homework to Become an English MasterHello friends! My name is Emma and I'm 10 years old. I go to Oakwood Elementary School and I'm in 5th grade. I really enjoy learning English and doing my English homework because I want to become an English master! Let me tell you all about how my homework assignments help me get better at English every day.First of all, my vocabulary homework is super helpful. Every week, my teacher Ms. Roberts gives us a list of 20 newvocabulary words to learn. She teaches us the definitions and we have to write sentences using each word. Then we have exercises where we circle the vocabulary words we see in short stories or pick the right definition from multiple choices. Doing this vocabulary homework really expands my word knowledge. The more words I learn, the better I can communicate in English!My favorite kind of English homework is the reading comprehension assignments. For these, we have to read a short story or article and then answer questions about the main idea, the characters, the plot, and other details. I love getting lost in a good story. Reading is amazing practice for improving my English comprehension skills. Plus, I learn so many new words from the context of the stories. The more I read, the easier it is to understand spoken English too.Another way my homework boosts my English is through the writing exercises. Maybe I'll have to write a descriptive paragraph about my favorite place. Or I'll have to write a short narrative story about something that happened to me. Sometimes I even get creative writing assignments where I can use my imagination! Writing is excellent practice for improving my English grammar, vocabulary, and sentence structure. It also helps me get mythoughts across clearly. The more I write, the stronger my English skills become.Don't forget about speaking and listening practice too! Sometimes for homework, we have to record ourselves reading a passage out loud or giving a short speech. Then we get feedback from Ms. Roberts on our pronunciation and fluency. Other times, we have to watch videos in English and answer comprehension questions. Listening to native English speakers is so valuable for training my ear. I'm getting better every day at understanding when people talk at normal speeds.On top of all the homework, we also have tests and quizzes quite often in English class. Getting ready for those assessments really motivates me to study hard and remember all the grammar rules, vocabulary, and reading strategies I've learned. It's so satisfying when I get a good grade because I know my skills are improving!To be honest, doing all this English homework does take a lot of time and effort. But it's 100% worth it. My English abilities have skyrocketed since the beginning of the year. Now I can read longer books, write more advanced stories, understand movies and songs, and have longer conversations. English homework is my secret weapon for success!My dream is to one day become an English master who can speak, read, and write perfectly. I'm already so much better than I used to be thanks to doing my homework diligently. If you want to boost your English to the next level too, just follow my example. Study hard, practice a lot, and never miss a homework assignment! Before you know it, you'll be an English expert. Let's continue working towards our goals together. Thanks for reading my story, and happy studying!篇6Here's an essay about improving English through homework assignments, written from the perspective of an elementary school student, with around 1,000 words:Doing English Homework Helps Me Improve My EnglishHi there! My name is Emma, and I'm a 4th grader at Sunny Hill Elementary School. I love learning new things, and one of my favorite subjects is English. I know that practicing and doing homework is super important for getting better at anything, and English is no exception.When I was younger, I used to think homework was just a chore that teachers gave us to torture us after a long day at school. But as I've gotten older, I've realized that homework,especially English homework, is actually a really helpful tool for improving my skills. Let me tell you why!First of all, English homework gives me extra practice with the things we learn in class. In our English lessons, we learn about grammar rules, new vocabulary words, and how to write different types of texts. But class time flies by so quickly, and it's easy to forget things if we don't keep practicing. That's where homework comes in! When I have to write sentences using the new grammar concepts we learned, or make flashcards for the vocabulary words, it really helps cement that knowledge in my brain.Another great thing about English homework is that it allows me to work at my own pace. In class, we have to move at a certain speed to cover all the material. But with homework, I can take my time and really think through the concepts that are tricky for me. If I'm having trouble with a particular grammar rule or writing assignment, I can re-read the instructions, look back at my notes, or even ask my parents or friends for help. Working through challenges on my own (with a bit of support when I need it) really boosts my confidence and understanding.English homework also gives me a chance to be creative and have fun with the language. Sometimes, our assignments involvewriting stories, poems, or dialogues. I love using my imagination and putting the English skills I've learned into practice in a creative way. It makes the assignments feel more like games than work.I'll be honest, there are definitely times when I don't feel like doing my English homework. After a long day at school, seguida por atividades extracurriculares, sometimes the last thing I want to do is more work. But my parents always remind me that the effort is worth it because it's helping me become a stronger English speaker, reader, and writer. And they're right!Looking back on my English homework from previous years, I can see how much my skills have improved. Assignments that used to be really hard for me are much easier now. My writing has become more sophisticated, and I've expanded my vocabulary tremendously. All of that progress makes me excited to continue doing my English homework because I know it's helping me work toward mastering the language.So to all my fellow students out there – don't think of English homework as a chore or punishment. Think of it as an opportunity! An opportunity to practice, to be creative, to challenge yourself, and to steadily improve your English abilities. The more work you put into it, the more you'll get out of it. Andstrong English skills will benefit you for your whole life, no matter what path you choose. Just keep practicing, keep learning, and don't be afraid to ask for help when you need it. You've got this!。