第一篇：2011年英語外研版高考作文范例

（一）People attend colleges or universities for a lot of different reasons.I believe that the three most common reasons are to prepare for a career and to have new experiences.Career preparation is becoming more and more important to young people.For many, this is the primary reason to go to college, They know that the job market is competitive.At college, they can learn new skill for careers with a lot of opportunities.Also, students go to colleges and universities to have new experiences.This often means having the opportunity to meet people different from those in their hometowns.For most students, going to college is the first time they’ve been away from home by themselves.In additions, this is the first time they’ve had to make decisions on their own.Making these decisions increases their knowledge of themselves.I would recommend that people not be so focused on a career.They should go to college to have new experiences and learn about themselves and the world they live in.（二）

Dear Haiqing，How're you doing? Are you still in low spirits just because you couldn't afford the designer clothes you wanted to but last week? As your good friend, I must give you some advice, and I hope I'm not offending you.Designer clothes may look fancy, but they are expensive.Buying the simply means placing an additional burden on your parents, who are both ordinary workers.Besides, you do not look all the more handsome just because you are wearing designer clothes.As the saying goes, “A book is not judged by it cover.” Don't you notice that all your classmates think highly of you because of your excellent performance and helpfulness at school? It is your hard work and kind heart that make you so popular with us.Cheer up, buddy!Call me any time if you feel like talking to me.Best wishes!Yours truly, Huang Ping

（三）Many people, especially those who think they are not as talented as others, tend to give up in their undertakings and thus complain about life.Such people will certainly end up getting nowhere.Notice that most successful people are not unlike us.What makes them stand out is their devotedness to the job they are doing, which is typical of the story of Li Dahua, a neighbor of mine.Dahua was brought up in a poor family.Since he didn't do well in school, he joined his father in collecting garbage for a living soon after he graduated from elementary school.His neighbors shook their heads whenever they saw him, thinking that this boy would by no means carve out a bright future.Years passed by, and Dahua kept collecting garbage, but he took one step further.Through books he knew how to sort out the waste he had collected and have it recycled.You know what? He has set up a recycling factory and become the richest man in town!His success proves the ancient Chinese saying: “There must be a use for my talent.”

第二篇：外研版英語..

外研版（三起）六年級(jí)英語上冊(cè)教案

Module 4 Unit 1 Happy Thanksgiving

一、學(xué)情分析

在這一模塊中，讓學(xué)生學(xué)習(xí)、了解不同的中外節(jié)日。談?wù)撛诓煌墓?jié)日人們做什么、吃什么、看到什么等等。讓學(xué)生了解不同節(jié)日的風(fēng)俗，特別是了解外國節(jié)日的風(fēng)俗，培養(yǎng)學(xué)生的跨文化意識(shí)。

重點(diǎn)、難點(diǎn) 重點(diǎn)：中國四大節(jié)日的英語表達(dá)法，會(huì)用英語描述這些節(jié)日。難點(diǎn)：用英語描述中國的節(jié)日。

目標(biāo)定位

寫單詞。

能力目標(biāo)：會(huì)描述本國的四大節(jié)日的特色。

情感目標(biāo)：通過學(xué)習(xí)中國的四大節(jié)日，使學(xué)生了解四大節(jié)日的特色，并會(huì)用英語表達(dá)。

二、教學(xué)過程

1.Warm-up熱身復(fù)習(xí)

全班齊唱歌曲“We wish you a happy Christmas.”引導(dǎo)學(xué)生進(jìn)入教學(xué)環(huán)境。老師可適當(dāng)把歌曲音樂延長，烘托今天教學(xué)中節(jié)日的主題。

引導(dǎo)學(xué)生說出他們了解的西方節(jié)日明稱，例如：Christmas, Halloween等等。再引導(dǎo)學(xué)生說一說關(guān)于這兩個(gè)節(jié)日的情況，例如：它們分別在什么時(shí)間？按照傳統(tǒng)，人們 在這兩個(gè)節(jié)日里會(huì)做些什么？

2.Pre-task任務(wù)呈現(xiàn)

教師向?qū)W生們出示與圣誕節(jié)相關(guān)的圖片，請(qǐng)單個(gè)學(xué)生回答問題，例如：“When is the Christams Day? Do you like it? What do people do on Christams ?”可以用同樣的方式談?wù)撊f圣節(jié)。

出示美國國旗，提問學(xué)生是否了解美國有一個(gè)關(guān)于國旗的節(jié)日。告訴學(xué)生，美國有一個(gè)傳統(tǒng)的“Flag Day”.引導(dǎo)學(xué)生開始今天的課文學(xué)習(xí)。

3.New Teaching課文教學(xué)

把教學(xué)掛圖貼在黑板上，播放錄音或是教學(xué)VCD呈現(xiàn)SB活動(dòng)1的內(nèi)容。請(qǐng)學(xué)生們看著圖認(rèn)真聽。播放三遍提出不同的要求。

輔導(dǎo)學(xué)生對(duì)重點(diǎn)詞匯及語句的發(fā)音，對(duì)學(xué)生的進(jìn)步及時(shí)進(jìn)行鼓勵(lì)。

學(xué)生理解和掌握了主要詞匯以后，再放兩遍錄音，請(qǐng)學(xué)生在跟讀的同時(shí)思考一些具體問題。文中Daming和Simon談到了哪幾個(gè)美國節(jié)日？它們分別是什么？人知識(shí)目標(biāo)：通過聽錄音、看音標(biāo)、跟讀等形式能夠聽、說、讀、些、們以什么方式慶祝這些節(jié)日？

a.What are the two American festivals in the story?

b.What do people do on Flag Day?

c.What do people do on Thanksgiving Day?

讓學(xué)生跟讀課文中的句子，每句之后停頓，要求學(xué)生重點(diǎn)模仿句子的語音語調(diào)。

教師盡可能多的學(xué)生起立跟讀。

4.Practice練習(xí)

請(qǐng)學(xué)生看SB本單元活動(dòng)2的圖片，試著談一談圖片中的內(nèi)容。然后放錄音，請(qǐng)

學(xué)生認(rèn)真聽，再放錄音，讓學(xué)生跟讀。請(qǐng)學(xué)生兩人一組重復(fù)對(duì)話。

完成SB活動(dòng)3.S1:Can you tell me something about Christmas?

S2: Well, Christmas is my favorite festival.There is Father Christmas.He gives

presents to the children.S1: Can you tell me more about it?

S2: People have special dinners and they have Christmas tree…

其后，可以讓學(xué)生編排關(guān)于圣誕節(jié)的表演劇。

引導(dǎo)學(xué)生討論中國的主要節(jié)日——春節(jié)。

5.Summary 小結(jié)

教師總結(jié)：Today we have learned how to talk about festivals.6.Homework家庭做業(yè)

a.聽錄音，讀句子，嘗試背誦課文

b.用英語描述你最喜歡的節(jié)日，試著寫一篇小短文。

三、鞏固與拓展訓(xùn)練:

選一選，填一填。

1、Thanksgiving is myfestival.A.likeB.favouriteC.best

2.We watch a football gameTV.A.onB.inC.from

3.What dodo on Flag Day?

carryflag with my friends.A.you;MyB.you;YouC.you;I

火眼金睛，找出句子錯(cuò)誤之處。

（）

1、We watch the basketball game inTV.()2.Can you tell me more with it, Mary?關(guān)注點(diǎn)、修改補(bǔ)充

()3.What do your do on Christmas Day?

小貼士：小學(xué)英語教學(xué)

英語學(xué)習(xí)、英語教學(xué)越來越受到人們的普遍重視。隨著時(shí)代的發(fā)展和社會(huì)的進(jìn)步，英語

已從一種工具變成了一種思想，一種知識(shí)庫。沒有掌握英語猶如缺乏一種思想，缺少了一個(gè)

重要的知識(shí)源泉?？梢赃@樣說，學(xué)會(huì)英語，不但多了一雙眼睛，一對(duì)耳朵，和一條舌頭，甚

至是多了一個(gè)頭腦！因?yàn)檎Z言是人類思維的工具，認(rèn)識(shí)世界的工具，掌握一種語言也即掌握

了一種觀察和認(rèn)識(shí)世界的方法和習(xí)慣。

從日常工作中的點(diǎn)點(diǎn)滴滴，總結(jié)以下幾點(diǎn)反思：

一、靠持續(xù)不斷的語言知識(shí)，而不是“玩”來培養(yǎng)學(xué)生持久的興趣

小學(xué)英語教學(xué)是要重視培養(yǎng)興趣，但單靠唱歌游戲不能培養(yǎng)學(xué)生持久的興趣。新鮮勁兒

一過，孩子們就會(huì)厭倦。所以，唱歌游戲應(yīng)該作為小學(xué)生學(xué)習(xí)英語語言知識(shí)、技能的一些手

段，而不是培養(yǎng)興趣的手段。我們可以采用多種手段幫助小學(xué)生在記憶力強(qiáng)的時(shí)期多記單詞，多學(xué)習(xí)語言規(guī)則，并盡可能多創(chuàng)造模仿的機(jī)會(huì)，提高學(xué)生的語音和語調(diào)。在英語學(xué)習(xí)中，聽、說、讀、寫、譯五種能力是可以互補(bǔ)的。真正做到聽說先行，讀寫跟上。光聽說不讀寫，很

難收到高效。只靠模仿不培養(yǎng)學(xué)習(xí)能力，也難減輕學(xué)習(xí)負(fù)擔(dān)。所以小學(xué)生還是應(yīng)當(dāng)認(rèn)真進(jìn)行

語言學(xué)習(xí)。

二、英語應(yīng)用能力需要相應(yīng)的詞匯。

而目前在小學(xué)的低年級(jí)的英語教學(xué)中，不要求學(xué)生掌握詞匯，而只要求學(xué)生能根據(jù)提示

或圖片說出該單詞，其本質(zhì)無非是要學(xué)生們死記硬背，鸚鵡學(xué)舌。由于小學(xué)生們沒有相應(yīng)的讀音規(guī)則訓(xùn)練，不熟悉詞匯的拼寫規(guī)則，單詞的音、形、意三者不能有效的結(jié)合在一起，因

而導(dǎo)致了單詞記憶的困難，并成了小學(xué)生學(xué)英語的困難。

三、努力培養(yǎng)學(xué)習(xí)興趣。

英語教師的教學(xué)重點(diǎn)是放在教學(xué)內(nèi)容，教學(xué)大綱和考試形式上呢，還是將教學(xué)注重點(diǎn)轉(zhuǎn)

移到學(xué)生的性格、興趣、情緒等方面的培養(yǎng)和控制？這是，現(xiàn)代教育思想轉(zhuǎn)變的重大原則問

題。事實(shí)證明，認(rèn)為自己“民主、開放、平靜、友好、體貼、樂于助人、聰明、富于邏輯性

和快樂”的人，一般來說，其學(xué)習(xí)英語成功的可能性要大于與上述性格相反或相差極大的學(xué)習(xí)者。另外，在外語學(xué)習(xí)過程中，由于外界因素的影響，學(xué)習(xí)者會(huì)出現(xiàn)焦慮沮喪煩躁不安等

情況，英語教師作為教學(xué)活動(dòng)的組織者，應(yīng)注意對(duì)外語學(xué)習(xí)者情感因素的培養(yǎng)和控制。尤其

是在小學(xué)的低年級(jí)階段，英語教師要培養(yǎng)對(duì)學(xué)生的親近感。在課堂教學(xué)中英語教師要十分尊

重學(xué)生，注意激勵(lì)學(xué)生，關(guān)注學(xué)生學(xué)習(xí)過程。在當(dāng)前“減負(fù)”工作中，英語教師尤其要注意

體察學(xué)生在課堂上的心理感受，親近學(xué)生，使學(xué)生喜愛英語教師和英語課，從而提高英語課

堂教學(xué)的效益。

第三篇：高二外研英語周報(bào)2016

高二外研英語周報(bào)2016/2017學(xué)年第六期 Book 5 Module 3 參考答案及部分解析 參考答案

1-5 BACBC

6-10BABCA 11-15 BCACA

16-20BABCC 21-25 DABBA

26-30DABAD 31-35 CDCAC

36-40 AEBDG 41-45 BDBCC

46-50 DBCAB 51-55 DDACD

56-60 BBDCD 61.successful

62.deeply

63.to work

64.of 65.was set

66.spent 67.a

68.who

69.appeared

70.working 短文改錯(cuò)：

71....my most favorite way...去掉most 72....and I camped...camped→ camp 73....which we sleep...which → where 74....cook in a fire...in → over / on 75....tastes wonderfully.wonderfully → wonderful 76....smelling fresh air.smelling → smell 77....in the tree...tree → trees 78....feel such peaceful.such → so 79....cost many to...many → much 80....it's best way...best前加the One possible version: Dear John, I'm glad to receive your letter and I'dlike to tell you something about the English Movie Week held in our school lastweek.The activity aimed to make our school lifemore colourful and to develop our interest in English learning.Ten movies thathad won Oscars were shown from Monday to Friday in the school hall.By watchingthe movies, I learned more about Western culture.What's more, I took advantageof the opportunity and made many new friends.We all had a pleasant time duringthe whole week.Best wishes!

Yours，LiHua

部分解析 閱讀理解： 第一節(jié)： A篇(文娛)

本文是應(yīng)用文。文章是對(duì)著名的卡通配音演員Tara Strong的采訪。21.D。推理判斷題。由文中的I've always been good atvoices and accents — it comes naturally可知，Tara Strong具有語言天賦。

22.A。詞義猜測題。由Tara對(duì)Bubbles這個(gè)角色的高度評(píng)價(jià)She's fun, always looks onthe bright side, and is not afraid to be tough if she needs to be可知，她認(rèn)可這個(gè)角色并對(duì)此感同身受，即“喜歡”。

23.B。推理判斷題。由Tara描述她作為配音演員的生活I(lǐng) work almost every day可知，她每天都很忙碌。

24.B。細(xì)節(jié)理解題。由文中的Take as many actingclasses as you can.The more acting classes you take, the better!可知，Tara建議那些想要成為配音演員的孩子們盡可能多地參加表演課。B 篇(旅游)

本文是記敘文。作者為寫一本關(guān)于克朗代克淘金熱時(shí)期的書而重走當(dāng)年淘金工穿越的奇爾庫特小徑。

25.A。推理判斷題。由第一段的I was afraid of bears.That's what was keeping me from walking the trail alone以及第二段作者遇到一起同行的Ron和Carol后的如釋重負(fù)可知，在Chilkoot Trailhead標(biāo)牌前駐足15分鐘的作者，因?yàn)楹ε滦芏o張地不敢獨(dú)自徒步旅行。

26.D。推理判斷題。由第三段的I was writing a bookabout the Klondike Gold Rush, and I wanted to follow in the footsteps of theminers to know what it was really like可知，作者此行是為了尋找寫作靈感。

27.A。細(xì)節(jié)理解題。由第四段的As I was looking aroundat the beautiful scenery in the forest, I tripped over a big tree root andinjured my ankle可知，作者徒步穿越奇爾庫特小徑時(shí)，不小心弄傷了自己。

28.B。推理判斷題。作者此次徒步旅行的目的是重走當(dāng)年克朗代克淘金熱時(shí)人們走過的路線，對(duì)比他到達(dá)目的地后乘坐火車、睡在賓館舒服的床上，當(dāng)年那些穿越奇爾庫特小徑的淘金工所經(jīng)歷的艱辛讓作者非常同情。C篇(自然)

本文是說明文。文章報(bào)道了美國夏威夷基拉韋厄火山噴發(fā)的熔巖流對(duì)當(dāng)?shù)厮斐傻挠绊憽?/p>

29.A。細(xì)節(jié)理解題。由第四段HAAS學(xué)院主任Steve Hirakami說的we have experienced a loss of asmany as 100 students可知，由于熔巖流，很多家庭搬走了，這導(dǎo)致了學(xué)院的學(xué)生人數(shù)減少。

30.D。細(xì)節(jié)理解題。由第二段的in the past severalmonths, lava flow from Kilauea...和倒數(shù)第二段的It makes it difficult to forecast when the flow might reach acertain point可知，從基拉韋厄火山噴發(fā)的熔巖流已持續(xù)了很長一段時(shí)間。

31.C。推理判斷題。由最后一段Hirakami說的Don't waste time worrying aboutwhat you don't have.Enjoy each moment, and be thankful for what you do have可知，他從火山噴發(fā)學(xué)到的人生哲理是——珍惜眼前所擁有的一切。

D篇(現(xiàn)代技術(shù))

本文是說明文。一對(duì)美國夫婦研造出太陽能電池板路面，并發(fā)起名叫Solar Roadways的眾籌項(xiàng)目用以全面改造馬路系統(tǒng)。

32.D。細(xì)節(jié)理解題。由第二段的glass panel thatcontains solar cells, which can change sunlight into electricity和第三段的...doesn't produce harmfulpollution可知，Brusaw夫婦研造出的太陽能電池板路面能把太陽能轉(zhuǎn)化成電能，對(duì)環(huán)境沒有任何污染。

33.C。推理判斷題。由最后三段內(nèi)容，尤其是倒數(shù)第三段的The U.S.government sees some promise in the Solar Roadways project可知，經(jīng)實(shí)驗(yàn)室驗(yàn)證，路面所用太陽能電池板雖然達(dá)到了路面承受的所有要求，但由于該計(jì)劃需要高昂的費(fèi)用以及其它可能面臨的阻礙可知，現(xiàn)今美國政府只是對(duì)該計(jì)劃感興趣。

34.A。篇章結(jié)構(gòu)題。Brusaw夫婦的眾籌項(xiàng)目即Solar Roadways project，結(jié)合第二段的...to use their inventionto replace the pavement on U.S.roads和第三段的...replaced all of the nation's asphalt with these solar panels可知。

35.C。標(biāo)題歸納題。本文旨在介紹Brusaw夫婦想要全面改造馬路系統(tǒng)的項(xiàng)目——用太陽能電池板代替瀝青來鋪設(shè)公路，并用于發(fā)電、供電。由最后一段作者的質(zhì)疑Could Solar Roadways be the answer to...可知，從路面獲取能源的想法還有待商榷，故C項(xiàng)標(biāo)題最符合本文主旨。第二節(jié)：

話題：自然

本文是說明文。植物是自然界中的“生產(chǎn)者”, 人類生存更離不開植物。36.A。由下文解釋植物的光合作用以及與首句People areconsumers的對(duì)比可知，植物是自然界中的“生產(chǎn)者”。

37.E。下文的Plants have special structurescalled chloroplasts that animals don't have是對(duì)E項(xiàng)“植物可以進(jìn)行光合作用而人類不可以這樣做”的解釋。

38.B。B項(xiàng)中的Chemical reactions指本段介紹的植物中的葉綠素在光的作用下吸收二氧化碳、釋放氧氣的這一化學(xué)反應(yīng)過程。

39.D。由下文的Plants rely on the carbondioxide that we breathe out, and we rely on the oxygen that they “breathe” out可知，人類與植物之間的關(guān)系是完美的搭檔。

40.G。G項(xiàng)是人類之所以建立各種自然資源保護(hù)項(xiàng)目的原因——人類生活質(zhì)量和空氣質(zhì)量的保證依賴于綠色植物。

英語知識(shí)運(yùn)用： 第一節(jié)：

話題：學(xué)校生活

本文是議論文。作者探討了人們上大學(xué)的三個(gè)原因。

41.B。由下文作者解釋的原因可知，他“相信（believe）”人們上大學(xué)的原因主要有三個(gè)。

42.D。43.B。由下文的Good preparation for future careers和increases their knowledge of themselves可知，這三個(gè)最常見的原因是——為未來職業(yè)“做準(zhǔn)備（prepare for）”、體驗(yàn)新的經(jīng)歷、“增加（increase）”自我認(rèn)識(shí)以及對(duì)周圍世界的了解。

44.C。45.C。46.D。由下文提到的jobmarket和need a largeworkforce可知，對(duì)于年輕人來說，為未來職業(yè)做準(zhǔn)備變得越來越“重要（important）”，因?yàn)樗麄冎廊瞬攀袌觥熬哂懈偁幜Γ╟ompetitive）”，這也是人們上大學(xué)最主要的“原因（reason）”。

47.B。大學(xué)所學(xué)技能可以給年輕人“提供（provide）”更多的（就業(yè)）機(jī)會(huì)。

48.C。此處的信息技術(shù)領(lǐng)域需要大量勞動(dòng)力是對(duì)就業(yè)市場的一個(gè)舉例，故用forexample。

49.A?！案惺苄碌慕?jīng)歷”與上文的“為未來職業(yè)做準(zhǔn)備”之間是遞進(jìn)關(guān)系，故用Also。

50.B。51.D。由下文的it is the first time they have been away from home by themselves可知，上大學(xué)給學(xué)生提供了“遇見（meet）”其他人的機(jī)會(huì)，而這些人并不是來自“家鄉(xiāng)（hometowns）”。

52.D。由下文的increases their knowledge ofthemselves可知，上大學(xué)也讓學(xué)生第一次學(xué)會(huì)“自己（on their own）”做決定。

53.A。由上文學(xué)生第一次自己做決定可知，這是一種對(duì)自我認(rèn)識(shí)的“探索（lookingfor）”。

54.C。55.D。56.B。由下文的somethingthat does not relate to their career可知，上大學(xué)可以讓學(xué)生學(xué)到更多讓他們感“興趣的（interesting）”課程知識(shí)，而對(duì)大多數(shù)人來說，這也可能是他們“學(xué)習(xí)（learn）”與將來職業(yè)無關(guān)的知識(shí)的最后“機(jī)會(huì)（chance）”。

57.B。“不建議把精力集中放在職業(yè)上”與“建議體驗(yàn)新的經(jīng)歷并了解自我和周圍世界”之間是轉(zhuǎn)折關(guān)系，故用Instead。

58.D。上大學(xué)提供了體驗(yàn)“新（new）”經(jīng)歷并了解自我和周圍世界的機(jī)會(huì)。59.C。由上文的the world around them可知，上大學(xué)可以讓人們認(rèn)識(shí)自我，并對(duì)所“生活（live in）”的世界進(jìn)行了解。

60.D。相較于Good preparation for futurecareers可知，作者認(rèn)為對(duì)自我和世界的了解才是對(duì)“未來（future）”更好的準(zhǔn)備。第二節(jié)：

61.successful?？疾樾稳菰~作表語的用法。設(shè)空處作表語，表示“成功的”，故填successful。

62.deeply。考查副詞。設(shè)空處修飾謂語，表示“深深地”，故填deeply。63.to work?？疾椴欢ㄊ阶髻e語補(bǔ)足語的用法。force sb.to do sth.意為“強(qiáng)迫某人做某事”。

64.of。考查介詞。instead of意為“而不是……”。

65.was set。考查一般過去時(shí)的被動(dòng)語態(tài)。由Later that year可知，應(yīng)用一般過去時(shí)，又因?yàn)镈ickens' father與set free之間是被動(dòng)關(guān)系，故填was set。66.spent。考查過去分詞作定語的用法。spend與His days之間是邏輯上的動(dòng)賓關(guān)系，且spend所表示的動(dòng)作已經(jīng)完成，故填spent。

67.a?？疾椴欢ü谠~。reporter在此意為“記者”，是可數(shù)名詞且表泛指，故填不定冠詞a。

68.who?？疾殛P(guān)系代詞。設(shè)空處引導(dǎo)非限制性定語從句，指代Catherine Hogarth且在從句中作主語，故填who。

69.appeared?？疾橐话氵^去時(shí)。此處是對(duì)過去事實(shí)的敘述，應(yīng)用一般過去時(shí)，故填appeared。

70.working?？疾閯?dòng)詞-ing形式作賓語的用法。設(shè)空處作of的賓語，故填working。

[選做題參考答案及解析] [參考答案] 1-5 DBCDC

6-10 BABAC [解析] A篇(社會(huì))

本文是記敘文。文章介紹了諾貝爾獎(jiǎng)創(chuàng)始人阿爾弗雷德·諾貝爾。1.D。細(xì)節(jié)理解題。由第二段的When Alfred joined theNobel family company, it had been developing explosives for many years和倒數(shù)第二段的Alfred...become rich byinventing a weapon可知，阿爾弗雷德·諾貝爾靠研制和銷售炸藥賺錢。

2.B。推理判斷題。由第三段的Alfred Nobel alwayswanted dynamite to be used for peaceful tasks.And when it was used to explodea path for the Panama Canal in 1914可知，阿爾弗雷德·諾貝爾發(fā)明的黃色炸藥在巴拿馬運(yùn)河修建中被廣泛使用。

3.C。細(xì)節(jié)理解題。由全文可知，阿爾弗雷德·諾貝爾的哥哥埃米爾不幸死于硝化甘油炸藥爆炸，之后他發(fā)明了較為安全的黃色炸藥，此后他的發(fā)明被用于巴拿馬運(yùn)河修建中。后來他的另外一個(gè)哥哥路德維希去世，但因訃告錯(cuò)寫成了他，于是他決定創(chuàng)建諾貝爾獎(jiǎng)。故本題選C項(xiàng)。

4.D。細(xì)節(jié)理解題。由倒數(shù)第二段阿爾弗雷德·諾貝爾對(duì)他被說成是靠發(fā)明殺傷性武器而致富的評(píng)價(jià)感到不開心可知，他創(chuàng)辦諾貝爾獎(jiǎng)是想充分地利用他的財(cái)富來獎(jiǎng)勵(lì)那些對(duì)社會(huì)做出卓越貢獻(xiàn)的人。

5.C。標(biāo)題歸納題。諾貝爾獎(jiǎng)創(chuàng)始人阿爾弗雷德·諾貝爾因發(fā)明了安全性能較高的炸藥而積累了巨額財(cái)富，但對(duì)自己發(fā)明的炸藥被用于戰(zhàn)爭而深感痛惜，為此他決定用他的財(cái)富來獎(jiǎng)勵(lì)那些為人類做出卓越貢獻(xiàn)的人。C項(xiàng)中的rests inpeace與最后一段的restmore easily相呼應(yīng)，暗指愛好和平的阿爾弗雷德·諾貝爾最終可以安詳?shù)亻L眠于世。B篇(現(xiàn)代技術(shù))

本文是說明文。為了提高天氣預(yù)報(bào)的準(zhǔn)確率，科學(xué)家正在研制新設(shè)備。6.B。細(xì)節(jié)理解題。由第三段的new drones...will helpforecasters improve predictions about local weather conditions可知，科學(xué)家正在研制的無人機(jī)可以提高天氣預(yù)報(bào)的準(zhǔn)確率。

7.A。詞義猜測題。由下文的it's difficult forweather experts to get a very good idea about how that weather is changing fromthese very limited number of data points可知，由于現(xiàn)有的信息采集數(shù)據(jù)有限，無法提供更多精準(zhǔn)的預(yù)報(bào)，故此處的sparse有“稀少、有限”之意。

8.B。推理判斷題。由最后一段的Our real goal is to tryto develop systems.I don't want to say they will replace weather balloons butthere may be that possibility可知，Phillip Chilson對(duì)該計(jì)劃充滿信心。

9.A。推理判斷題。由文章最后一段的Researchers stillhave a lot of work to do before the drones are ready可知，用于提高天氣預(yù)報(bào)準(zhǔn)確度的設(shè)備還沒有投入使用。10.C。寫作目的題。本文主要告訴讀者科學(xué)家正在研制新設(shè)備來提高天氣預(yù)報(bào)的準(zhǔn)確率，即一種新的預(yù)測天氣的方法。

第四篇：外研版英語說課稿

說課也是教師資格證考試和教師招聘考試中必需的環(huán)節(jié)。如下小編就為大家收集了外研版英語說課稿，歡迎閱讀！

外研版英語說課稿

1Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 foreign language teaching and research press》Book，.let me talk about this lessson as the following:

一、教材分析:Analysis of the Teaching material

二、教學(xué)目標(biāo):Teaching alms and demands:

三、教學(xué)重難點(diǎn):Teaching keys and difficulties:

四、教學(xué)方法:Teaching methods:

五、教學(xué)工具:Teaching aids：

六、教學(xué)過程:Teaching procedures:

七、板書設(shè)計(jì)：Blackboard Design.八 教學(xué)評(píng)價(jià)與反思

Now,let me talk about the teaching material first.本課時(shí)所教的是外研社高一上學(xué)期使用的必修2 Mudule6。本模塊介紹了----這節(jié)課學(xué)習(xí)的 是listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時(shí)，要求通過聽的活動(dòng)了解和學(xué)習(xí)有關(guān)----------------------------的詞匯，培養(yǎng)表達(dá)結(jié)果，做總結(jié)的邏輯思維能力和獲取信息的能力。Speaking 討論了------------------------------在這節(jié)課之前，學(xué)生學(xué)習(xí)了reading and vocabulary,通過閱讀文章，已經(jīng)掌握了部分------------------------的詞匯，本課由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽說為主線，對(duì)-------這一主題進(jìn)行延伸和拓展。

Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard.I will talk about it from Knowledge objects , Ability objects and emotion objects:

知識(shí)目標(biāo)：見教參

能力目標(biāo)：見教參

德育目標(biāo)見教參

(1)---------------

(2）------------

Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:

（1）握重點(diǎn)詞匯與短語，如：-----------

（2）語法方面掌握--以及一些有用的表達(dá)式和句子結(jié)構(gòu)。

（3）加深學(xué)生對(duì)于文章的理解，發(fā)展學(xué)生聽、說、讀、寫的基本技能，提高初步運(yùn)用英語進(jìn)行交際的能力，側(cè)重提高閱讀能力。

Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:

Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是說，為了更好地實(shí)現(xiàn)任務(wù)式教學(xué)和探究式教學(xué)，我采用了一下教學(xué)方法：

1、速讀法：根據(jù)高中英語教材側(cè)重閱讀理解這一特點(diǎn)，讓學(xué)生快速閱讀，以盡快了解文章的大意。

2、問答法：幫助學(xué)生理解文章的細(xì)節(jié)

3、翻譯法：適當(dāng)?shù)剡\(yùn)用翻譯可幫助學(xué)生理解文章的難點(diǎn)

4、討論法：通過Pair work.Group work.讓學(xué)生都得到一次口語訓(xùn)練的機(jī)會(huì)，教師應(yīng)設(shè)計(jì)一些適當(dāng)?shù)脑掝}。

5、快樂教學(xué)法：即教師在教學(xué)過程中，要盡可能地利用多媒體技術(shù)、圖片、課件等刺激學(xué)生的感官系統(tǒng)，創(chuàng)造一種和諧的學(xué)習(xí)氛圍，讓老師教得開心，學(xué)生學(xué)得開心。

【本課時(shí)主要以聽說教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽力理解策略。以聽力技能訓(xùn)練和口語表達(dá)訓(xùn)練為主線，貫穿聽說讀寫綜合技能的培養(yǎng)，針對(duì)學(xué)生聽力理解障礙，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識(shí)的輸入，技能的培養(yǎng)，和文化知識(shí)的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時(shí)采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快了教學(xué)的節(jié)奏。課前教師要從網(wǎng)上下載一些相關(guān)的圖片和資料?！?/p>

TEACHING AIDS:（教學(xué)輔助手段）

Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware

Teaching Process:

In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-in

Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation(show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the class;If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（賓語從句）.When transforming（變換）the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情態(tài)動(dòng)詞）and some useful expressions.Let the Ss work in pairs and then check the answers with the whole class.Step5 Homework

1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI)

在整個(gè)課程中，我的思路是這樣的：教學(xué)之初，給學(xué)生呈現(xiàn)一些--------------圖片，讓學(xué)生首先從視覺的角度對(duì)要學(xué)習(xí)的內(nèi)容有一個(gè)深刻的認(rèn)識(shí);在進(jìn)入課文的學(xué)習(xí)之前，先粗略地復(fù)習(xí)上一節(jié)課所學(xué)的相關(guān)的詞匯，要求學(xué)生用簡單英語解釋，但允許學(xué)生自主選擇想解釋的詞匯。這樣，既減少了 學(xué)生的膽怯心理，又達(dá)到了運(yùn)用語言的目的：通過對(duì)于本文的語言片段的學(xué)習(xí)，以及圍繞著它所作的拓展訓(xùn)練，培養(yǎng)學(xué)生理解含有所學(xué)生詞的句子和段落并獲取信息，找出段落和文章的從屬關(guān)系，培養(yǎng)學(xué)生對(duì)因果關(guān)系的判斷分析能力，歸納分析能力和表達(dá)能力。

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson.Thank you!

外研版英語說課稿

2Ladies and gentlemen, good morning.It’s a great pleasure for me to be here sharing my lesson with you.My name is.Firstly, I’ll introduce my teaching material to you.The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals.By studying this unit, the students will know how to ask and answer the quantities.The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English.As for this, I made my teaching aims as follows.Teaching aims:

1.Aims on knowledge:

1)The students can hear,read and use the sentence “how many?’ to ask questions.2)The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.2.Aims on abilities:

1)To develop students’ abilities of listening and speaking.2)To foster students’ abilities of communicating skills.3.Aims on the emotion:

1)To set up students’ self-confidence in language study.2)To form happy English learning situations for the students.4.Key points:

1)To help students ask and answer the question: How many?

2)To develop students intrest in English.5.Difficult point:

The right pronunciation of the numerals from 1 to 10.Secondly,I’ll introduce my teaching methods.We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.So in this lesson,I’ll mainly use “task-based” teaching method.I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson.And I will arrange many kinds of activities for them.In this class, I’ll use a recorder and some pictures as my teaching assistance.Teaching process

Ⅰ.Warm-up

1.Greetings

2.say the chant “Bob.Bob.Bob…

3.The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.(for this step, we should practice quickly.This chant can arouse exciting motion.So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1.After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil.Then the teacher shows two pencils and says: There are two pencils.The teacher can lead in the numerals by this way(This part to lead the numbers quickly.)

Activities for the children.1 to 4,we should clap our hands;after 4,we should change to stamp our feet;after 8 we should shake our bodies.That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.(we count the ten numners by different ways, Ss would like to do things like this.We’ll have a happy beginning)

2.The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

3.A game to practice the numerals.Ask students to do the counting one by one, they should line up first, then count from 1-10.(For this step, I will correct their pronunciation).Ⅲ.New lesson

1.The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.After some time, ask little teachers to do this.Then the teacher shows and teaches the new sentence ‘How many?’

2.guessing game

In this part, we can play two games.First, guess the pictures;second, guess how many students.(to drill the questions and answers with the help of the game.)

3.listen to the tape.T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape;third, Ss listen carefully and find 1 to 10 on the book.(It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory.The teacher shows a big picture with some boys and girls on it.Have the students look at this picture for 5 seconds.Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.(This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class.Then to tell their friends or to mark on the paper.(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class.So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.That’s all!Thank you!

It’s my great honor to be here sharing my lesson with you.The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two.Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.一、Teaching material

The topic of this module is “Changes”.The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”.The main patterns “They were young.” and “I was two.” are close to Ss’ daily life.Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives.By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.二、Students

The Ss in grade four have got some English foundations.They also have higher learning enthusiasm and lively personalities.As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely.Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.2．The Ss can understand and speak the sentence patterns: They were young.I was two.（二）Aims on the abilities

1．The Ss can read the dialogue fluently.2．The Ss can communicate with “was/were” according to the photos.（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.2．The Ss can describe the things past with “was/were”.（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.2．The Ss can discuss the real life with the sentence patterns freely and creatively.五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.六、Teaching process

Step 1.Warming-up

1.Greetings

2.Enjoy the song “The family”.3.Free talk

T: Here is a family photo.Let’s describe it.In this photo, Father is …(choose the appropriate adjectives)

S: ….T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.Step 2.Presentation

1.Leading-in

T: Here is another family photo.Do you know who the baby is?

S: …

T: It’s me!(Teach the word “me” at this moment.)

I was two, then.Now I am 30.(Show Ss the current photo.)

T: Our friend Lingling has got some photos, too.Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.2.Text

(1)Listen and try to find out the words they don’t know.Study them in groups.Then T consolidates the meaning of “who, grandparents, then, hair, so”.(2)Listen read and underline the sentences with “was/were”.T: What’s the difference between “am/is/are” and “was/ were”?（Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text.Explain the past tense appropriately and design the blackboard writing reasonably.Let Ss know the meaning and usage of “was/ were” clearly.（3）Listen and read the dialogue again.Step 3.Practice

1．Look, listen and guess.Show Ss four pairs of pictures, choose the correct one after listening to T’s description.2．Do Activity 3 on page 31.Discuss the answers in groups.[Design intent] Through the activities, let Ss practice the sentence patterns step by step.Cultivate Ss' abilities of cooperation and participation by group-working.Step 4 Consolidation

1.Enjoy the passage of the cartoon “The ugly duckling”.Discuss the changes of the little duckling according to the T’s reminder.2.Show Ss some photos of new and old Yantai, let them realize the great changes of our life.[Design intent] The cartoon can make Ss show more interests in learning English.Through the photos show, Ss will love and cherish the new life more.Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.Step 6 Assignment

1．Listen and repeat the text.2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence.In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.(then)(now)

I was two, then.Now I am 30.They were young, then.Now they are old.She/He was…, then.Now she/he is….[外研版英語說課稿 ]相關(guān)文章：

第五篇：外研版九年級(jí)英語免費(fèi)課件

一、復(fù)習(xí)中應(yīng)遵循幾個(gè)原則及策略：

（一）是抓住課本，有效復(fù)習(xí)。教材和課程標(biāo)準(zhǔn)是考前復(fù)習(xí)和考試命題的依據(jù)。

（二）是系統(tǒng)歸納，分清脈絡(luò)。

（三）是專項(xiàng)練習(xí)，有的放矢。

二、重難點(diǎn)分析：

1.單詞的復(fù)習(xí)

九年級(jí)新教材的突出特點(diǎn)是詞匯量大，詞匯是英語學(xué)習(xí)的基礎(chǔ)，不熟練掌握單詞，英語的學(xué)習(xí)將從我說起。因此要想方設(shè)法的搞好詞匯的復(fù)習(xí)，把單詞進(jìn)行歸類使學(xué)生容易掌握。

2、關(guān)于語法知識(shí)的復(fù)習(xí)

考試前需要復(fù)習(xí)的語法知識(shí)有：現(xiàn)在完成時(shí)、直接引語和間接引語、被動(dòng)語態(tài)、代詞的用法等。計(jì)劃對(duì)語法知識(shí)進(jìn)行全面的總結(jié)，并配合適量練習(xí)，讓學(xué)生盡量達(dá)到懂語法并且會(huì)用語法。由此，減少或解除學(xué)生心中模糊的知識(shí)。復(fù)習(xí)語法時(shí)，要注重引導(dǎo)學(xué)生記住結(jié)構(gòu)，能靈活運(yùn)用到實(shí)際生活中去，運(yùn)用學(xué)過的語法寫句子，寫簡單的文章。

3．習(xí)題的設(shè)置：

九年級(jí)的內(nèi)容多，容量大，時(shí)間緊。必須重視習(xí)題的質(zhì)量。針對(duì)這種情況要精選部分試題進(jìn)行強(qiáng)化訓(xùn)練，特別是學(xué)生容易錯(cuò)的，在復(fù)習(xí)中多加以鞏固。

三、復(fù)習(xí)目標(biāo)：

本次復(fù)習(xí)時(shí)間緊（大致有2周復(fù)習(xí)時(shí)間）、任務(wù)重，仍然采取以單元為單位進(jìn)行復(fù)習(xí)。復(fù)習(xí)時(shí)以課本知識(shí)為主，兼顧習(xí)題。單詞、語法、習(xí)題三項(xiàng)要彼此兼顧，要處理好三者之間的關(guān)系。

四、復(fù)習(xí)內(nèi)容在教材整體結(jié)構(gòu)中的作用：

九年級(jí)學(xué)生使用此教材時(shí)，大部分學(xué)生覺得知識(shí)的跨度較大，不少同學(xué)感到力不從心。因此，本次復(fù)習(xí)關(guān)系重大。對(duì)于學(xué)生知識(shí)的系統(tǒng)性，學(xué)習(xí)英語的自信心等都有極大的關(guān)系。2-4單元為復(fù)習(xí)重點(diǎn)，復(fù)習(xí)時(shí)要強(qiáng)調(diào)基礎(chǔ)知識(shí)，建議學(xué)生將已學(xué)過的語法知識(shí)進(jìn)行歸納分類，以便使零散的知識(shí)連貫起來。將詞匯，語法作為復(fù)習(xí)重點(diǎn)，復(fù)習(xí)其他詞類時(shí)多關(guān)注固定用法、平時(shí)常見的錯(cuò)誤及教師課堂上提出應(yīng)注意問題等。復(fù)習(xí)過程中以學(xué)生自檢與教師檢查相結(jié)合，及時(shí)反饋學(xué)習(xí)效果，注重復(fù)習(xí)的有效性。

五、傾向性問題及需要注意的問題：

有關(guān)課本的知識(shí)的要求，應(yīng)該分層次進(jìn)行。因?yàn)榛A(chǔ)知識(shí)內(nèi)容過多，要求所有同學(xué)全部掌握是不可能的。因此要進(jìn)行分層次教學(xué)。練習(xí)過程中采取逐步引導(dǎo)，滲透作題技巧，要注意培養(yǎng)學(xué)生的分析問題能力、解決問題能力。查缺補(bǔ)漏。復(fù)習(xí)時(shí)要強(qiáng)調(diào)針對(duì)性和有效性。不搞題海戰(zhàn)術(shù)，把各種針對(duì)性比較強(qiáng)的綜合訓(xùn)練作為檢查存在不足的工具，重點(diǎn)突破那些平時(shí)沒有熟練掌握的內(nèi)容。

注重復(fù)習(xí)技巧?，F(xiàn)在學(xué)習(xí)時(shí)就應(yīng)采取正確的解題技巧、思路和方法，包括在進(jìn)行聽力訓(xùn)練時(shí)。復(fù)習(xí)時(shí)把各類題型進(jìn)行分析、歸類，掌握解題方法，這樣才能在解題時(shí)多角度深入地理解題意，拓寬解題思路。根據(jù)期中考試試卷分析出現(xiàn)的問題，加強(qiáng)學(xué)生聽力及作文的練習(xí)。平時(shí)檢測，注意狠抓學(xué)生出現(xiàn)的問題，努力確保大多數(shù)學(xué)生不犯同樣的錯(cuò)誤。

六.學(xué)生分析

1.有部分學(xué)生的基礎(chǔ)較差,學(xué)習(xí)成績較低

2.學(xué)生的解題方法與技巧掌握的不夠好.3.優(yōu)生人數(shù)較少..4.學(xué)習(xí)的寫作與閱讀練習(xí)與能力較弱.5.九<1>班的女生學(xué)習(xí)成績較高，男生成績較低.6.少部分學(xué)生已經(jīng)對(duì)英語的學(xué)習(xí)失去了興趣與信心.7.大部分學(xué)生的書寫較好