GRE作文18

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下面是小编为大家收集的GRE作文18，本文共27篇，仅供参考，欢迎大家阅读，希望可以帮助到有需要的朋友。

GRE作文18

篇1：GRE作文18

GRE作文范例18

In a study of reading habits of Leeville citizens conducted by the University of Leeville, most respondents said they preferred literary classics as reading material. However, a follow-up study conducted by the same researchers found that the type of book most frequently checked out of each of the public libraries in Leeville was the mystery novel. Therefore, it can be concluded that the respondents in the first study had misrepresented their reading habits.

This argument is based on two separate surveys of the citizens of Leeville, conducted by the University of Leeville. In the first survey, most respondents said that their preferred reading material was literary classics. A follow-up study by the same researchers found that mystery novels were the most frequently checked out books from each of the public libraries in Leeville. The arguer concludes that the respondents in the first study therefore misrepresented their own reading habits. This argument does not follow the facts and is therefore unconvincing due to several flaws in logic.

First of all, it is possible that none of the citizens who responded to the first survey were participants in the second survey. Statistically speaking, it is entirely possible that the first survey contained a greater majority of literary classics readers than are present in the general population of Leeville. The difference in the first study and the study of the books that were actually checked out from the library may purely be that the respondents had different interests in literature, therefore disallowing the arguer's conclusion that the first group misrepresented its preferred reading material.

Secondly, it is possible that the difference in the survey results could be attributed to the lack of availability of literary classics in the Leeville public libraries. Simply put, the library may have thousands of mystery novels available for checkout but very few literary classics in

篇2：GRE二战刷分18天提高13分

GRE二战刷分18天提高13分来自一位工科女生的高效提分经验

第一次备考GRE的时候，记得填空当时只做了两遍陈圣元和一遍台湾老师填空书，阅读刷了36套，但是苦于36套没有很好很系统的解释，感觉一遍结束没有很实质的提高。虽然考试运气好到爆棚，高频作文，长阅读是前一天才看到的关于甲烷的机经，于是我考试的时候就乐了，各种信心满满，点report score的时候已经准备向大家报告好消息了，最后147，165的分数着实让我傻眼了，近三个月来的努力就这么被否定了。从南师大一路愣着回到学校才开始哭，在床上躺了一下午才爬出来吃东西，最后在家人和已然在大洋彼岸的男友的鼓励下，决定年前再战。

就这样，我的第一个月的前18天就在各种期末考加实验加二战准备中度过，这十几天其实真正用在GRE上的很少，就在17号我还在实验室呆到晚上六点才出来.每天唯一可以保证的就是晚上7点到10点了。时间花的虽不如从前，但是效率却很高，言归正传，说说我是怎么在这短短的十几天提高了13分的吧。

先说数学，本人是工科女，难免轻视，一战只做了OG,最后第二个Q居然有三题都没来及做，后来静下心来把陈向东有讲解的题都认认真真做了一遍，发现ETS真的好多trap,我觉得很值得一做的一本书。verbal的话一开始我都不知道是自己填空出了问题，还以为阅读全错的说，后来作文(3.5)出来，我去。diagnostic service看究竟出了什么问题，看到那个我才叫真的傻眼!!跑上来第一个V的前6个填空全错啊!最有把握的6选2也只有50%的正确率!

阅读就先不说了，直接进入了easy模式!离我的二战没几天我才知道问题所在，陈圣元虽然思路与新GRE思路一致，但是句子长度还有形式已经远远不能满足现在变态的填空了呀，我之前红宝和3000都刷了很多遍，可以说单词认识在80%以上啊，这样的结果着实让我不能接受。幸运的是我有一个学弟他12月份考的V154，推荐了我一个神器，我就花了500大洋从他那里买了回来，真心的好啊，感觉填空突然找到突破口的感觉，句子长度难度都和真正考试相近，而且统计错题，思路讲解，邮件答疑等等都让我觉得真是良心产品，对我这个自学党来说是莫大的福音，模考和真实考试一样，也有加试，让我能适应这种考试强度，所以就算昨天考了VQVQV，我依旧觉得没那么疲劳，下午还精力充沛的去实验室了有木有。

关于阅读，高智威的机经就是那个37篇的一定要看啊，我一战碰上长阅读，昨天又碰上两篇短阅读!考试虽然题不一样，但是省了好多看文章的时间啊。我一战结束觉得36套已经没有太大意义，题目答案都背下来了，于是就抱着试试的心态去网上买了(之前就是因为打印版不清楚，看了一篇后就没再看，电脑上看着真的很累，又怕纸质的效果不好就放弃了这个神书)，那个店家用了的快递25的邮费，虽然有点贵，但是真心很快，书也很棒，一本阅读一本答案，用起来很方便，讲解真是很到位，因为我时间紧张，只是迅速把前面的短阅读刷了一遍，短阅读分四类，前两类文学类的做完其实就来了点感觉，可能是因为讲解和中文翻译比较好。

考GRE的路上太多心酸血泪史，不吐槽和分享一下是不行的，一个自学的人，从对GRE一无所知到满满的几个G的资料，全是大家的帮助和无私的分享和贡献。

俞敏洪GRE词汇精选六十三

grace n优美

gracious a大方的，和善的;奢华的

gradation n渐变;阶段，等级

graduated a按等级分的 21

graft v/n嫁接;贪污

word list-18

grain n谷物;小的硬粒

grandeur n壮丽，伟大

grandiose a宏伟的;夸大的

grandstand n大看台;v哗众取宠

granite n花岗石

grant v同意给予

graphic a图表的;生动的

graphite n石墨

grasping a贪心的，贪婪的

grate v发出“吱嘎”声;磨碎;使人烦躁

grateful a感激的

gratification n满足，喜悦

gratify v使高兴，使满足

grating a(声音)刺耳的;恼人的

gratitude n感激

gratuitous a无缘无故的;免费的

gratuity n赏钱，小费

grave a严峻的;n墓穴

gravel n碎石，砂砾

gravitational a万有引力的

gravity n严肃，正经

graze v(动物)吃(地上长的)草;放牧

grease n(炼出的)动物油脂;滑脂

green a新鲜的，未成熟的，无经验的

greenhouse n花房，温室

gregarious a群居的;爱社交的

gregariousness n群居;合群

grenade n手榴弹

grief n忧伤，悲伤

grievance n委屈，抱怨

grieve v使某人极为悲伤

grievous a严重伤害的

grill v烤;拷问;n烤架

俞敏洪GRE词汇精选六十四

grim a冷酷的，可怕的

grimace v/n做鬼脸，面部歪扭

grin v露齿而笑

grind n枯燥乏味的工作;v磨碎

gripe v抱怨

gripping a紧紧抓住注意力的

grisly a恐怖的，可怕的

gristle n软骨;肉中难吃的硬组织

grit n沙粒;决心

groan v/n呻吟，叹息

groom n马夫;新郎

groove n凹线;线条;习惯

grope v摸索，探索

gross a总的;粗野的n整个，全部

grotto n洞穴

grouch n牢骚，不满

grounded a有理由的;adv地面上

group v使…集合;n群，集

grouse n松鸡;v牢骚，诉苦

grove n小树林，树丛

grovel v摇尾乞怜，奴颜婢膝

grueling a繁重而累人的

grumble v喃喃诉苦，发怨言

guarantee v保证，担保

guffaw n/v哄笑，大笑

guile n欺诈，狡猾

guileless a厚道的，老实的

guillotine n断头台

guilt n罪行;内疚

guilty a有罪的

guise n外观，装束

gullible a易受骗的

gully n雨水冲成的沟壑

gulp v吞食，咽下

gum n树胶，橡皮

guru n古鲁(印度的宗教领袖);(受尊敬的)教师或权威

gush v涌出;滔滔不绝地说

gusher n滔滔不绝说话者;喷油井

gust n阵风;一阵(情绪)

gustation n品尝;味觉

gustatory a味觉的，品尝的

俞敏洪GRE词汇精选六十五

gutter n水槽;街沟

guy n(铁塔等的)支索，牵索

guzzle v大吃大喝

gyrate a旋转的;v旋转

habitat n自然环境，栖息地

habituate v使习惯于

hack v乱劈，乱砍;n雇佣文人

hackneyed a陈腐的，平常的

hail n冰雹;v致敬

halcyon a平静的;愉快的

hale a健壮的，矍铄的

halfhearted a不认真的，不热心的

hallmark n(在金银上的)纯度印记;特征

hallow v把…视为神圣，尊敬

hallowed a神圣的

hallucination n幻觉，幻视

halo n(日、月等)晕，神像之光环

halting a踌躇的，吞吞吐吐的

hammer n锤子，槌

hamper v妨碍，阻挠n有盖提篮

handle n柄，把手;v处理

hangar n飞机库

hangdog a忧愁的;低贱的

hankering n渴望

haphazard a任意的

harangue n长篇指责性演说

harass v侵扰，烦忧

harbinger n先驱，先兆

harbor n港，避难所v包庇，隐匿

harden v变硬，变坚强

hardheaded a现实的，精明的

hardy a耐寒的;强壮的

harmony n相符，一致;协调匀称

harness n马具v束以马具;利用

harp n竖琴;v喋喋不休地说或写

harpsichord n键琴(钢琴前身)

harridan n凶恶的老妇，老巫婆

harrow n耙;v使痛苦

harrowing a悲痛的，难受的

harry v掠夺，袭扰，折磨

harsh a严厉的;粗糙的;刺耳的

篇3： GRE作文

The ability of a student to think clearly using reasoning and logical thinking is of paramount importance in order to ensure his or her success as an individual after graduation from a university. To be able to look at a situation and use logic and reason to analyze the facts and develop an opinion or solution is to have a solid foundation for success in all aspects of life. Exploring one s emotions is important, but it is outside of the realm of what can be learned in a university classroom. Emotional self-exploration is best done outside of a classroom situation, although there may be some opportunity for students in the classroom to learn a methodology for doing so.

The ability to survive and thrive in a society is based on the assumption that human beings act according to reason and logic. From a very early age, most people are taught that certain actions will bring about certain reactions, and that by using logic you can figure out what the response will be in most situations. Reasoning is also developed early on, although sometimes it is difficult to explain reasoning to a two-year old. Humans are probably born with a desire for reason and logic, as demonstrated by almost any child s incessant asking of the question Why? . To understand the underlying reasons why something happens is a fundamental part of human nature, proven by the exploits of explorers, scientists and mathematicians over the course of human history.

篇4：GRE高频作文及参考

The following memorandum is from the business manager of Happy Pancake House restaurants.

“Recently, butter has been replaced by margarine in Happy Pancake House restaurants throughout the southwestern United States. This change, however, has had little impact on our customers. In fact, only about 2 percent of customers have complained, indicating that an average of 98 people out of 100 are happy with the change. Furthermore, many servers have reported that a number of customers who ask for butter do not complain when they are given margarine instead. Clearly, either these customers do not distinguish butter from margarine or they use the term 'butter' to refer to either butter or margarine.”

Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

这个题目在13.10.1/13.12.4/14.3.9三次考试中都考到了这个题目，在题库的176个题目中考到3次的题目算是比较高频的题目了。那我们一起来分析下这个题目吧：

拿到题目，要找这个段落的结论是什么。应该是第二句：This change, however, has had little impact on our customers. 在这个段落中说到两个原因来证明结论：第一，only about 2 percent of customers have complained, indicating that an average of 98 people out of 100 are happy with the change. 第二，many servers have reported that a number of customers who ask for butter do not complain when they are given margarine instead. 其实这两个原因都不能充分地证明这个结论。

首先，我们可以先看看第一个原因，only about 2 percent of customers have complained, indicating that an average of 98 people out of 100 are happy with the change. 2%没有抱怨就一定代表100人中98人是乐于接受人造黄油吗?不一定，在100人中98人没有抱怨可能是因为他们自身的原因，觉得抱怨比较麻烦或者赶时间吃完就走了或者吃完不满意下次再也不来了，都有可能导致没有接受到所有的抱怨。

其次，第二个原因是，many servers have reported that a number of customers who ask for butter do not complain when they are given margarine instead. 这里说“many”, 很显然，vague data, 一些人没有播报，但到底是多少呢?占服务生总量的百分比是多少?而且是不是就某个连锁店里的一些服务生这么说的呢?所以他们多少人、有没有代表性都是令人质疑的。并且后边还有一个“report”,就算前边的“many”很多人也很有代表性，但是他们不一定会“report”实情，因为他们是饭店的服务生，很有可能会隐藏有抱怨的事实，没说真话。

再次，either these customers do not distinguish butter from margarine or they use the term 'butter' to refer to either butter or margarine.“注意这里面出现的”either”、”or”字眼，它们是false dilemma非常标志性字眼，简称假两难。可能就算有抱怨也不是either、or里面的任何原因导致的，有可能是：他们是冲着这的就餐环境来的，上什么都无所谓;或者他们觉着这的dish price比较低;或者非常的tasty等等优点让他们不再计较是人造黄油还是天然黄油。

参考范文：

The above argument concludes that when Happy Pancake House replaced butter with margarine in their restaurants in the Southwest, there was no effect on their customers. To support this claim, they point the fact that only 2 percent of customers have complained about the change and that many servers say customers do not complain when given margarine instead of butter. They reason that customers generally fail to distinguish margarine from butter or use the term ‘butter’ to refer to both. However, their conclusions do not follow from the evidence presented.

The author claims that only 2 percent of customers complained, and that this indicates 98 out of 100 people are satisfied. First of all, the statistic itself is suspect. Where does the 2 percent come from? Perhaps they estimated their total number of monthly customers based on sales figures and then divided their number of monthly complaints by that number, but the reader can only guess. What if customers tend to only complain the second time an error is committed? Depending on how the statistic was calculated, this could mean that it only represents half the extent of customer dissatisfaction.

Second of all, even assuming the statistic is accurate, their assumption that 98 out of 100 people must then be happy does not logically follow. Some customers may not voice their dissatisfaction—perhaps the company’s protocol for filing complaints is too inconvenient for most customers to bother with, or perhaps dissatisfied customers stop dining at the restaurant altogether. Hence there are many possible scenarios in which complaint statistics do not accurately reflect customer dissatisfaction. The author could strengthen their argument by indicating how they arrived at the 2 percent statistic and why it is a valid measure of overall customer satisfaction.

The second piece of data used in the author’s argument is even worse. Dispensing with numbers altogether, they put forward a weakly worded claim that “many servers” reported “a number of customers” do not complain when given margarine after asking for butter. The errors here are essentially the same as those in the preceding discussion, just more grievous. To begin with, how many data points were used? What constitutes “many” servers? The sample size was likely too small to generate a valid statistic, so instead we are left with this nebulous phrasing. Perhaps only a handful of servers in a couple of restaurants reported this; we cannot know. Maybe they only looked for feedback in poorly performing restaurants where customer expectations were already low; again, we cannot know.

Furthermore, even if they were able to get a wide sample of restaurants and customers, it is possible that customers are reluctant to complain directly to servers because of the awkwardness it might cause. It also might be the case that butter and margarine are relatively unimportant to customers in comparison to the overall quality of their meal. We cannot assume their silence betokens a failure to distinguish butter from margarine, or that they must use the word ‘butter’ to refer to both spreads. Without some type of a control, this piece of data is essentially meaningless.

Customer complaints can be a useful form of feedback, but the author fails to use them reasonably in their argument. Eliminating butter from their restaurants may very well be an effective long-term business strategy for Happy Pancake House. However, the pieces of data provided are not persuasive enough to advise that course of action. (570 words)

GREissue写作应该怎样积累素材

Q：请问issue应该怎样积累素材呢有什么可用的素材书吗?

A：Issue素材积累强化班上专门有提供，写作字数跟分数没有绝对关系，issue400以上就行argue要450以上。

GREissue写作里的instruction需要注重哪一条

GRE issue里的instruction有没有哪一条需要特别注意的，看instruction的话，issue是否比较注重两面性

老师：不同GRE issue的instruction的写作方法的确不同。

用这些词作文瞬间让你的GRE作文高大上

大家在进行GRE(课程)作文写作时，往往会感觉有些词经常被用到，显得整个文章单调，其实GRE作文替换词很多的，为此新东方小编特进行收集，分享给大家，希望对大家有所帮助。

能够able→ capable, in a(ny) position

一直all the time→ continually, continuously, constantly, perpetually

许多地a lot→ noticeably, considerably, a great deal, substantially

许多的a lot of→ many, numerous, a wide variety of (themes), a whole range of, a wide spectrum of (problems, themes, etc),an abundance of (opportunities, sources etc.)

总是always→ invariably

数量amount→ quantity

结果as a result→ consequently

本质上basically→ essentially, in essence, substantially

组成be, amount to→ constitute

下降become smaller→ be on the decline, be on the decrease, decline, decrease, diminish, dwindle, recede 等等

变糟糕become worse→ deteriorate

在之前before→ prior to

开始begin→ commence

更好better→ superior

习惯于be(come) used to→ be accustomed to

严重的，重大的big→ major, significant, substantial

执行carry out→ conduct, execute, commit, implement

更改change→ alter, alteration, modify, modification

办理，执行do→ conduct, transact(business)

未能do not→ fail to, omit to

结果end→ conclusion (to bring sth. to a conclusion)

充足的enough→ ample, sufficient, adequate (grounds, evidence, preparation, resources etc.)

普遍的，透彻的everywhere→ ubiquitous(mistakes), pervasive (influence)

适当地fairly→ comparatively, moderately, reasonably

弄清楚find out→ ascertain (the cause of sth., the truth of sth., whether sth. is true or not, what really happened etc); discern, discover (the cause of, factors behind sth. etc.)

适当的fitting→ proper, appropriate

憎恨hatred→ animosity

含有have→ contain, be equipped with, possess

假如if→ in the event of, in case (of)

最终in the end→ eventually, finally, ultimately

保持，一贯keep (doing)→ continue, continually, continuously, consistently, constantly, persist in

了解know→ be aware of, conversant with, familiar with

之后的later→ subsequent(ly)

越来越少less and less→ decreasing(ly)

准许let, allow→ permit

喜欢like→ to be partial to sth., liking

喜好liking→ predilection for sth, partiality for sth.

冗长的long→ extensive(coverage, footnotes, passages, scope), protracted (delay, negotiations), 长时间的prolonged(illness, interrogation)

look at→ consider, examine (argument, fact), explore, investigate (possibility), observe (behaviour)

money→ funding, funds, resources

more and more→ increasingly

much→ considerably, substantially(相当的，可观的)

need→ demand, require

next to→ adjacent

now→ at present, at this juncture, at this moment, currently

often→ frequent(ly)

quick(ly)→ rapid(ly), prompt(ly)

rich, wealthy→ affluent, opulent(society, life-style)

right→ appropriate, correct, proper

rough(ly)→ approximate, correct, proper

set up→ establish (a new state, a government, a business), institute (custom, inquiry, restrictions, democracy, rule, government)

sharp→ abrupt, drastic (rise and falls)

show→ demonstrate, evince, manifest

→ reveal, divulge

side→ aspect(of a problem)

small→ minor/insignificant (problems, differences etc), marginal (differences)

therefore→ consequently

thing→ element, aspect, object, factor, consideration

too→ excessively, inordinately, unduly

too many→ an excessive number of, a disproportionate number of

too much→ excessive(ly)

try→ endeavor, strive

understand→ appreciate

ups and downs→ vicissitudes (of war, history, fortune)

very→ extremely, in the extreme, immensely, intensely

yield→ produce(results)

以上就是GRE作文替换词的全部内容，大家如果感觉某些词用的太过频繁，不妨换个词，往往能够为文章增色不少，最后祝大家都能考出好成绩。

有的同学抱怨说，每次一写英语作文自己就只能想到那一小部分词汇，来来回回就是那几个单词，显得作文非常单调。GRE写作的难度较大，更是要求考生运用多样的词汇进行表达。

能够able→ capable, in a(ny) position

一直all the time→ continually, continuously, constantly, perpetually

许多地a lot→ noticeably, considerably, a great deal, substantially

许多的a lot of→ many, numerous, a wide variety of (themes), a whole range of, a wide spectrum of (problems, themes, etc),an abundance of (opportunities, sources etc.)

总是always→ invariably

数量amount→ quantity

结果as a result→ consequently

本质上basically→ essentially, in essence, substantially

组成be, amount to→ constitute

下降become smaller→ be on the decline, be on the decrease, decline, decrease, diminish, dwindle, recede 等等

变糟糕become worse→ deteriorate

在之前before→ prior to

开始begin→ commence

更好better→ superior

习惯于be(come) used to→ be accustomed to

严重的，重大的big→ major, significant, substantial

执行carry out→ conduct, execute, commit, implement

更改change→ alter, alteration, modify, modification

办理，执行do→ conduct, transact(business)

未能do not→ fail to, omit to

结果end→ conclusion (to bring sth. to a conclusion)

充足的enough→ ample, sufficient, adequate (grounds, evidence, preparation, resources etc.)

普遍的，透彻的everywhere→ ubiquitous(mistakes), pervasive (influence)

适当地fairly→ comparatively, moderately, reasonably

弄清楚find out→ ascertain (the cause of sth., the truth of sth., whether sth. is true or not, what really happened etc); discern, discover (the cause of, factors behind sth. etc.)

适当的fitting→ proper, appropriate

憎恨hatred→ animosity

含有have→ contain, be equipped with, possess

假如if→ in the event of, in case (of)

最终in the end→ eventually, finally, ultimately

保持，一贯keep (doing)→ continue, continually, continuously, consistently, constantly, persist in

了解know→ be aware of, conversant with, familiar with

之后的later→ subsequent(ly)

越来越少less and less→ decreasing(ly)

准许let, allow→ permit

喜欢like→ to be partial to sth., liking

喜好liking→ predilection for sth, partiality for sth.

冗长的long→ extensive(coverage, footnotes, passages, scope), protracted (delay, negotiations), 长时间的prolonged(illness, interrogation)

look at→ consider, examine (argument, fact), explore, investigate (possibility), observe (behaviour)

money→ funding, funds, resources

more and more→ increasingly

much→ considerably, substantially(相当的，可观的)

need→ demand, require

next to→ adjacent

now→ at present, at this juncture, at this moment, currently

often→ frequent(ly)

quick(ly)→ rapid(ly), prompt(ly)

rich, wealthy→ affluent, opulent(society, life-style)

right→ appropriate, correct, proper

rough(ly)→ approximate, correct, proper

set up→ establish (a new state, a government, a business), institute (custom, inquiry, restrictions, democracy, rule, government)

sharp→ abrupt, drastic (rise and falls)

show→ demonstrate, evince, manifest

→ reveal, divulge

side→ aspect(of a problem)

small→ minor/insignificant (problems, differences etc), marginal (differences)

therefore→ consequently

thing→ element, aspect, object, factor, consideration

too→ excessively, inordinately, unduly

too many→ an excessive number of, a disproportionate number of

too much→ excessive(ly)

try→ endeavor, strive

understand→ appreciate

ups and downs→ vicissitudes (of war, history, fortune)

very→ extremely, in the extreme, immensely, intensely

yield→ produce(results)

篇5：关于gre是什么？

gre是什么?

GRE，全称Graduate Record Examination，中文名称为美国研究生入学考试，适用于除法律与商业外的各专业，由美国教育考试服务处(Educational Testing Service，简称ETS)主办。GRE是世界各地的大学各类研究生院(除管理类学院，法学院)要求申请者所必须具备的一个考试成绩，也是教授对申请者是否授予奖学金所依据的最重要的标准。GRE，首次由美国哈佛，耶鲁，哥伦比亚，普林斯顿四所大学联合举办，初期由卡耐基基金会(Carnegie Foundation)承办，1948年交由新成立的教育测试中心ETS负责。之后每年在世界许多地方举行。中国国外考试协调处负责中国归口管理和承办GRE等国外考试。有些美国名牌大学把GRE专项成绩作为“推荐成绩”：即希望申请人能够提供此项成绩，无论本科专业是否与其申请研究生专业相同，但不把它作为必须要求。这时若能提供专项GRE成绩是很有利于申请奖学金资助的。因此，如果申请人有较为充足的时间，不妨参加专项考试，一个优秀的专项GRE成绩很能反映申请人的专业素质与学习潜力。GRE普通考试是申请研究生入学的必要考试，申请法律或商业学研究生以LSAT或GMAT替代GRE普通考试。目前美国大学在成绩替代上比以往要求松些。许多学校是可以提供GRE普通考试或GMAT考试成绩的任何一种作为商业类研究生应提供的成绩，法律研究生亦有以GRE普通考试成绩替代LSAT成绩的。

考试形式编辑

大陆地区

中国大陆地区、香港、澳门、韩国目前执行分开考试的形式。由机考(分析性写作)和笔试(语文、数学)组成。

其他地区

除上述以中国大陆地区为主的考区，目前执行机考(分析性写作、语文、数学)的形式。

改革变化编辑

组成

ETS将在8月推出新的GRE考试。这次考试改革集中在三个方面

1. 考试内容

2. 考试形式

3. 算分方法

以下将从三个方面来进行讨论：

算分

分数区间

改革后数学为130-170，语文为130-170，写作为0-6分。最低130+130+0，最高170+170+6。

满分考生

中国大陆考生在Verbal(语文)考试中，一直没有出现满分记录。这一状态一直持续到，北京大学大四学生黄笛在GRE考试中取得了Verbal170满分的成绩，引起了一时的轰动。黄笛也因此成为中国大陆自新GRE改革以来首个Verbal满分考生。

209月7日，北大物理系大三学生杨帆又在新GRE考试中取得V170Q170的满分。

篇6：Lesson 18

课型：阅读课

课时：二节

ⅠTeaching Materials

Words: capital, population, ridge, tomb, whether, edge, rim, cool

Phrases: the second largest, in the northeast of, be famous for

Sentences: It’s a pretty city with an interesting flower market.

There is scuba diving, fishing and boating.

Hainan Island is the place to be, whether it’s summer or winter.

ⅡTeaching Objectives

1. Read the whole lesson and finish all the questions in workbook ex. 1.

2. Master the teaching materials

3. Read it fluently, the pronunciation and intonation should be right.

ⅢTeaching Points

1. The main points: (1)&(3) in the teaching objectives

2. The difficult points: (1) the difference between if and whether; (2) the use of “population”;

ⅣTeaching Procedure

Period 1

1. Organization of the class

Talk about Hainan Island

2. Pre-read

Would you like to live on Hainan Island? Why or why not?

What kind of weather does Hainan Island have?

Talk about it with the students

3. The teaching of the new lesson

A. Lesson 18

What can we do there? Are there any places of great interest there? Let’s go on to learn Lesson 18.

B. Read and do workbook ex. 1.

C. Read and learn.

Capital the capital of China; the capital of Guangdong; capital letter

Population China has a large population.

Australia have a small population.

The population of Hainan is 7 million.

Ridge the ridge of the roof; the ridge of the field;

the ridge of the mountain

Tomb

The second largest island the first biggest city

In the northeast of the island inside it

to the northeast of the island outside it

on the northeast of the island border on

It is a pretty city with an interesting flower market. a book with a nice cover

There is…. 动词的单复数用就近一致原则

There are long white beaches to walk along.

whether 是否； + to do sth.; +… or not;

if 是否；不可以；不可以

D. Reading Practice.

E. Conclusion.

Capital, population, the second largest, whether & if

4. Homework

A. Read it fluently

B. Go over the new language points.

Period 2

1. Organization of the class

Talk about Sanya

2. Revision

A. Oral work

Which city is the capital of Hainan?

What’s the population of Hainan?

Where can you visit on the island?

What can you do on the island?

B. Phrase

Capital, population, in the northeast of, with, there be… , whether & if

3. The teaching of the next Part

A. Joy is search the Internet. Is David coming to help her?

B. Listen to the tape of Part 2 and answer

Where is Sanya?

What is Sanya famous for?

C. Read and learn

Have you found out what we can do on Hainan Island?

Let’s see if we can find some information about that city.

Be famous for; be famous as

Edge, rim

Cool= very good

D. Reading practice

E. Workbook Ex.

F. Conclusion

The object clause(4)

4. Homework

A. Revision

B. Recite Part 2

篇7：Lesson 18

Step 1 Revision

1 Check the homework .

2 Let the Ss look at the picture in SB page 17, Part 2 for half a minute. Then books closed!

Ask questions about the picture： Who is holding the ladder? etc.

Ss have to answer from memory.

Step 2 Presentation

Call three Ss to the front of the class.

Give the first student a small pile of books, the second a bigger pile and the third a very big pile.

Ask each of them： How many books do you have? Answer this question. Then say： A has some books. B has more books than A. C has the most of all. Repeat. Get the Ss to listen and repeat. Repeat with groups of three Ss and other objects (pens, apples, rulers, etc).

Practise thoroughly. Point to a group of three at the front . The class says： D has some pens. E has more pens than D . F has the most of all. Write these sentences on th Bb .

Teach few/fewer/fewest in the same way.

Step 3 Read and practise

SB page 18, Part 1. Speech Cassette Lesson 18.

Books closed! Play the tape.

Ss listen and repeat. Books open. Talk about each picture. Say to individual Ss： Tell me about Jim. Tell me about the first truck. etc.

Step 4 Ask and answer

SB page 18, Part 2. Speech Cassette Lesson 18.

Ss look at the pictures as they listen and repeat.

Practise the dialogues with the Ss. Let the Ss guess the meaning of strong. Explain He's stronger than her or He's stronger than she are both acceptable. Ask and answer questions according to the text.

Play the part of A and ask： Is Kate picking more apples than Jim? Is the small truck carrying more ladders than the big one? Get the Ss to answer them. Then the Ss practise the dialogues in pairs.

Step 5 Presentation

Call out three Ss and give each one some books, pens and rulers (a different number to each) .

Ask Who has the most books? Who has more pens, A or B? Who has the fewest rulers? etc.

Make sure the Ss understand the questions and get them to ask and answer in the same way.

SB page 18, Part 3. Demonstrate some questions and answers with individual Ss in pairs . Ss ask and answer about the pictures, then make up their own dialogues in pairs .

Step 6 Practise

Groups of three. Each group has to make up four sets of sentences about themselves using some/more/most, few/fewer/fewest or adjectives such as tall, young, short, heavy, etc.

Get some groups to present their sentences.

Step 7 Workbook

Wb Lesson 18, Exx. 1-2.

Ex. 1 may be done orally. Do the first one with the whole class, then Ss can work in pairs .

Ex.2 may be done orally first in pairs. Check the answers with the whole class.

Homework

Finish off the Workbook exercises .

Learn the sentences in SB page 18, Part 1.

Write down the questions and answers in Wb Ex. 1 in the exercise books.

篇8：未完待续（18）

“你知道，我叫你来是做什么麽？”季天笑着问程志凡道。

“呃……我、我不知道。”程志凡说道。

“呵呵，那你知道，你父亲的来历吗？”季天摸摸下巴。

“哎？！您知道我父亲？！！”程志凡一脸吃惊地看着季天，下巴快要掉下来了。而穆珊珊则是一脸的迷糊，什么呀，一会儿就扯到“爸爸”的话题上去了？

“呵呵，我和你的爸爸是队友。嗯，是很好的兄弟。”季天一脸的缅怀，脸上出现了少有的真挚的笑容，不带一点儿利益。

“那……您知道我父亲他到哪里去了吗？”程志凡一脸的急切，焦急地问道。

三年前父亲就失踪了，直到现在还没有出现。妈妈说，他到很远的地方去执行任务了，要很久才可以回来。

可是，很久……是多久？

“恩恩，我知道你的心情。”季天凝重的看着程志凡，“前提是你必须要接受事实。”

“什么……”程志凡忽然有一种心闷的感觉，很难受。

“你要做好准备啊。”季天深邃的盯着程志凡，慢慢的说。

“呼~嗯，我做好心理准备了。您说吧。”程志凡已经猜到大概了，只是不敢肯定。

他现在很害怕，但也很激动。哎，人就是一种矛盾的结合体吧。

“……”就在季天要说出真相的时候，门口突然传来一阵吵闹。这不禁让季天深深皱起了眉头。他一向讨厌说话的时候被人打断。

“报告首长！外面有一个女人，说是要见您！”一个警卫员进来报告说道。

“是谁？这个时候要见我？”季天手指不受控制的抖了几下，心里一动，扫了一眼程志凡，“莫非……不，不可能，她不可能这么早就知道我会到这里来……”想着，季天对程志凡问道：“程志凡，你母亲知道你到这里来吗？”

“啊……”程志凡有一点犹豫，但还是说道，“不知道，我偷偷溜出来的。”

季天刚想说一句还好，穆珊珊好死不死来一记天马流星拳：“对了，程志凡，我来的时候遇到你妈妈了，他问我知不知道你去哪里了。”

“那你说？！”这下两个男的都着急了，齐齐叫道。

“额……我说……”穆珊珊嘟着嘴慢吞吞地说。

“说？！！！”两个男的明显要暴走了。

“说你不在！”穆珊珊说道。

“呼~~”两的男的都放下了心。

“说你不在家，在酒吧！”这次是庐山升龙霸。必杀技。

“啊啊啊啊啊啊啊啊啊啊啊啊啊”这是程志凡。

“呜哇啊！”这是季天。

“季天！你又在对我儿子做什么！！”这是程志凡……他的妈妈！终于出场啦！！！

to be continued（未完待续）

篇9：18、数量词

教学目标 1、能借助拼音认读9个生字；学习部首页字旁，初步学习数量词的正确搭配。

2．朗读课文，做到不加字、不漏字、不改字，按标点停顿。背诵课文。积累词语9个，句子2句。

3．能在语言环境中发现并纠正用错的数量词。

教学重点和难点 1、认识本课9个生字。

2、能在语言环境中发现并纠正用错的数量词

教学媒体多媒体、录音机、识字卡片

课前学生准备预习课文、圈好生字和不理解的词语

教学流程一、以旧带新，揭示课题。

1、找朋友，说句子。

（1）出示词语：一朵、一条、一颗、乌云、彩虹、露珠。

（2）师：小朋友，你能不能给这些词语找到自己的朋友，并说句话？

（3）学生交流，教师随机组合。

2、师：这里的“一朵、一条、一颗”我们称为“数量词”。

3、板书课题，学习生字“数、量”，齐读课题。

二、整体感知

过渡：今天我们要认识哪些数量词呢？让我们来听一听课文中是怎么说的。

1、听课文录音。

2、师：你们听到了哪些数量词？

3、生交流。

4、师：你们想不想和这些数量词见见面呢？轻声读读课文，不认识的字借助拼音读正确。

三、学习1、2节

1、接龙读1、2节，注意正音（瓶——后鼻音茶——翘舌音艘——平舌音 “一”的变调）。

2、师：在我们的生活中经常用到许多数量词，你瞧！

出示图片1（内容与第一节有关）

3、师：说说你看到了什么？

如：爸爸戴着一条领带，一块表。

妈妈穿着一件衣服，戴着一顶帽。

爷爷早上喝了一瓶牛奶，中午喝了一杯茶。

奶奶在超市买了一包饼干、一盒糕。

4、师随机出示课文第一节内容。

5、学习生字

6、指名读、同桌对读、齐读。

7、看图背诵。

8、出示图片2（内容与第二节有关）。

师：图上画了哪些东西呀？天上，地上，河面上。

9、随机出示课文第二节，学习生字：架艘。

10、指名读、男女生对读。

11、看图背诵。

12、师生合作读1、2节。

13、师：读得真棒，老师再奖励你们读一句句子。

出示句子：我们坐在一艘游轮上，看到一幢幢高楼，一座座大桥，还看到几只小鸟在江面上飞翔。（自由读指名读比赛读）

四、学习第3节

1、师：你还知道哪些数量词？

2、生交流。

3、师：你们知道的数量词真不少。

4、师引读第3节。

5、学习生字：搭配。

6、齐读全文，师生合作背诵全文。

五、巩固与拓展。

1、师：有个小弟弟把数量词用错了，我们来帮他改一改，好吗？

2、游戏：数量词对对碰。

板书设计

本课小结

反馈教学效果的作业

篇10：18 吆喝

一位二十年代在北京作寓公的英国诗人奥斯伯特. 斯提维尔写过一篇《北京的声与色》，把当时走街串巷的小贩用以招徕顾客而做出的种种音响形容成街头管弦乐队，并还分别列举了哪是管乐、弦乐和打击乐器。他特别喜欢听串街的理发师（“剃头的”）手里那把钳形铁铉。用铁板从中间一抽，就会呲啦一声发出带点颤巍的金属声响，认为很像西洋乐师们用的定音叉。此外，布贩子手里的拨啷鼓和珠宝玉石收购商打的小鼓，也都给他以快感。当然还有磨剪子磨刀的吹的长号。他惊奇的是，每一乐器，各代表一种行当。而坐在家里的主妇一听，就准知道街上过的什么商贩。最近北京人民广播电台还广播了阿隆 · 阿甫夏洛穆夫以北京胡同音响为主题的交响诗，很有味道<?xml:namespace prefix =o ns =”urn:schemas-microsoft-com:office:office“ />

囿于语言的隔阂，洋人只能欣赏器乐。其实，更值得一提的是声乐部分－－就是北京街头各种商贩的叫卖

听过相声《卖布头》或《改行》的，都不免会佩服当年那些叫卖者的本事。得气力足，嗓子脆，口齿伶俐，咬字清楚，还要会现编词儿，脑子快，能随机应变

我小时候，一年四季不论刮风下雨，胡同里从早到晚叫卖声没个停

大清早过卖早点的：大米粥呀，油炸果（鬼）的。然后是卖青菜和卖花儿的，讲究把挑子上的货品一样不漏地都唱出来，用一副好嗓子招徕顾客。白天就更热闹了，就像把百货商店和修理行业都拆开来，一样样地在你门前展销。到了夜晚的叫卖声也十分精彩

“馄饨喂－－开锅！”这是特别给开夜车的或赌家们备下的夜宵，就像南方的汤圆。在北京，都说“剃头的挑子，一头热。”其实，馄饨挑子也一样。一头儿是一串小抽屉，里头放着各种半制成的原料：皮儿、馅儿和佐料儿，另一头是一口汤锅。火门一打，锅里的水就沸腾起来。馄饨不但当面煮，还讲究现吃现包。讲究皮要薄，馅儿要大

从吆喝来说，我更喜欢卖硬面饽饽的：声音厚实，词儿朴素，就一声“硬面－－饽饽”，光宣布卖的是什么，一点也不吹嘘什么

可夜晚过的，并不都是卖吃食的，还有唱话匣子的。大冷天，背了一具沉甸甸的留声机和半箱唱片。唱的多半是京剧或大鼓。我也听过一张不说不唱的叫“洋人哈哈笑”，一张片子从头笑到尾。我心想，多累人啊！我最讨厌胜利公司那个商标了：一只狗蹲坐在大喇叭前头，支棱着耳朵在听唱片。那简直是骂人

那时夜里还经常过敲小钹的盲人，大概那也属于打击乐吧。“ 算灵卦！”我心想：“怎么不先替你自己算算！”还有过乞丐。至今我还记得一个乞丐叫得多么凄厉动人。他几乎全部用颤音。先挑高了嗓子喊“行好的－－老爷－－太（哎）太”，过好一会儿，（好像饿得接不上气儿啦。）才接下去用低音喊：“有那剩饭－－剩菜－－赏我点儿吃吧！”

四季叫卖的货色自然都不同。春天一到，卖大小金鱼儿的就该出来了，我对卖蛤蟆骨朵儿（未成形的幼蛙）最有好感，一是我买得起，花上一个制钱，就往碗里捞上十来只；二是玩够了还能吞下去。我一直奇怪它们怎么没在我肚子里变成青蛙！一到夏天，西瓜和碎冰制成的雪花酪就上市了。秋天该卖“树熟的秋海棠”了。卖柿子的吆喝有简繁两种。简的只一声“喝了蜜的大柿子”。其实满够了。可那时小贩都想卖弄一下嗓门儿，所以有的卖柿子的不但词儿编得热闹，还卖弄一通唱腔。最起码也得像歌剧里那种半说半唱的道白。一到冬天，“葫芦儿－－刚蘸得”就出场了。那时，北京比现下冷多了。我上学时鼻涕眼泪总冻成冰。只要兜里还有个制钱，一听“ 烤白薯哇真热乎”，就非买上一块不可。一路上既可以把那烫手的白薯揣在袖筒里取暖，到学校还可以拿出来大嚼一通

叫卖实际上就是一种口头广告，所以也得变着法儿吸引顾客。比如卖一种用秫秸秆制成的玩具，就吆喝：“小玩艺儿赛活的。”有的吆喝告诉你制作的过程，如城厢里常卖的一种近似烧卖的吃食，就介绍得十分全面：“蒸而又炸呀，油儿又白搭。面的包儿来，西葫芦的馅儿啊，蒸而又炸。”也有简单些的，如“卤煮喂，炸豆腐哟”。有的借甲物形容乙物，如“栗子味儿的白薯”或“萝卜赛过梨”。“葫芦儿－－冰塔儿”既简洁又生动，两个字就把葫芦（不管是山楂、荸荠还是山药豆的）形容得晶莹可人。卖山里红（山楂）的靠戏剧性来吸引人，“就剩两挂啦”。其实，他身上挂满了那用绳串起的紫红色果子

有的小贩吆喝起来声音细而高，有的低而深沉。我怕听那种忽高忽低的，也许由于小时人家告诉我卖荷叶糕的是“ 拍花子的” 拐卖儿童的，我特别害怕。他先尖声尖气地喊一声“一包糖来”，然后放低至少八度，来一声“荷叶糕”。这么叫法的还有个卖荞麦皮的。有一回他在我身后“哟”了一声，把我吓了个马趴。等我站起身来，他才用深厚的男低音唱出“荞麦皮耶”

特别出色的是那种合辙押韵的吆喝。我在小说《邓山东》里写的那个卖炸食的确有其人，至于他替学生挨打，那纯是我瞎编的。有个卖萝卜的这么吆喝：“又不糠来又不辣，两捆萝卜一个大。”“大”就是一个铜板。甚至有的乞丐也油嘴滑舌地编起快板：“老太太（那个）真行好，给个饽饽吃不了。东屋里瞧（那么）西屋里看，没有饽饽赏碗饭。”

现在北京城倒还剩一种吆喝，就是“冰棍儿－－三分啦”。语气间像是五分的减成三分了。其实就是三分一根儿。可见这种带戏剧性的叫卖艺术并没失传。

篇11：《黄河颂》 18

《黄河颂》 18

黄河颂

教学目标

1.努力培养朗读、感悟和理解能力，培养学生鉴赏诗歌的能力。

2.体味歌词意境，积累经典语言。

3.深刻感悟黄河的英雄气概，深入理解中华民族的坚强品格。

教学重点

有感情地朗读诗歌，理解诗歌赞颂黄河，赞颂民族伟大的内涵。

教学难点

领会诗歌的内涵

教学过程

一、导入

黄河流域是中华民族文明的发源地，它孕育了五千年的古国文化，哺育了流域两岸的人民。黄河惊涛澎湃，具有恢弘的气势，而且它源远流长、九曲连环，仿佛象征了我们中华民族曾经有过的荣辱兴衰。每一个看到它的人都会为之而感动。在抗日战争期间，我国著名诗人光未然跟随抗日战士行军来到了黄河岸边，看到这一奇景，感慨不已，于是写下了歌颂黄河母亲的豪迈颂歌《黄河颂》，今天，我们将一起学习这首诗歌，不但要领会它的`内涵，还要学会朗诵，像诗人一样热情地歌颂我们伟大的母亲――黄河！歌颂黄河母亲的大型组诗《黄河大合唱》，共由八个乐章组成，经冼星海谱曲后风行全国：《黄河船夫曲》《黄河颂》《黄河之水天上来》、《黄河对口曲》、《黄水谣》、《黄河怨》、《保卫黄河》、《怒吼吧，黄河》（播放音频：《黄河船夫曲》《黄河颂》《黄河之水天上来》《保卫黄河》）

二、诵读诗歌：① 诗歌分为朗诵词和歌词两大部分，朗读时应该注意停顿，以示区别。

② “我站在高山之巅，望黄河滚滚，奔向东南”一句总领下文，因此停顿要稍长。后面的四个分句注意重点词语“掀”“奔”“劈”的重读，且四句不妨越读越激昂，以表现的黄河的气势。

③ 三个“啊”要读得深沉，声音稍稍延长，“黄河”要读得高昂，表明在歌颂。

④ 最后的两句“像你一样的伟大坚强！”充满了战斗的决心，要读得铿锵有力。）

三、内容研讨：

1.这首诗歌的主要内容是歌颂黄河，在歌颂前对黄河进行了一番描绘。你觉得这些句子表现了黄河的什么特点？一往无前，无坚不摧

2.歌颂黄河的部分能分为几个层次？分别是从那些方面进行赞颂的？

以“啊！黄河！”为标志分为三层，分别从黄河的历史贡献，地理特征，自然特点这三方面歌颂了黄河。

3.歌词中反复出现的“啊!黄河!”起了什么样的作用?

“啊!黄河!”反复出现，把歌词主体部分从“啊!黄河!/你是中华民族的摇篮”到“将要在你的哺育下/发扬滋长”分为三个层次，依次是：黄河养育了中华民族，黄河保卫了中华民族，黄河还将激励着中华民族。由实到虚，环环相扣，逐步深入。

4.如何理解黄河是“摇篮”，是“屏障”？

把黄河比喻为“中华民族的摇篮”较易理解，黄河是中华民族的发祥地，中华文化在黄河流域产生、发展、壮大，黄河哺育滋养了世代炎黄子孙。把黄河比喻为“民族的屏障”，侧重从黄河对中华民族的保卫作用而言。黄河天险在地理上可作为军事屏障，黄河的伟大坚强精神，更足以成为民族精神上的城防，这是中华民族抵御外侮的制胜法宝。

5.结合时代背景，你认为作者描绘黄河一往无前，无坚不摧的特点，歌颂它伟大坚强的精神，是要表达什么情感？

作者借歌颂黄河来歌颂中华民族，以激发中华儿女的爱国豪情，号召中华儿女学习黄河伟大坚强的精神，保卫黄河，保卫中国。

6、诗歌最后两句采用什么修辞方法，起什么作用，表达了什么感情？

是用反复的修辞手法，充满了战斗的决心，反复起强调作用，表达了对民族精神的赞颂，也表达了必胜的信心。

小结。

序曲：描绘雄姿和气势

主体：歌颂悠久的历史、灿烂的文化、英雄的业绩、伟大坚强团结一致的精神。

尾声：表达强烈的愿望和坚定的信念。

黄河――（象征）――中华民族

课文中值得学习借鉴的表现技法主要有：（1）呼告（2）反复（3）比喻拟人

篇12：《春》 18

《春》 18

走进春天，读懂春天

――学会春的描写

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课前活动：在古诗中探访春天――齐读齐颂春的赞美诗

春草春花春风春雨迎春

学习目标：1、美读、品读课文，体味散文优美的语言。

2、领会景物描写的妙处，学习抓住特征描写景物的方法。

3、陶冶情操，热爱春天。

教学思路：理清写思路→品味佳妙语言→学会描写方法→展示新创作

一、课题的导入（3）

1、刚才同学们很有韵味地诵读了描写春的古诗词，老师也被古诗词中所描写的意境深深地打动。而现代著名的散文作家朱自清对《春》绚丽多彩的描绘一点也不亚于哪些古诗，这节课同学们和我，还有朱自清先生一起走进《春》天，让我们共同欣赏朱自清先生笔下的江南美景。

2、树立学习目标，讲明学习思路。

3、了解朱自清：朱自清（1898～1948），字佩弦，号秋实，他是我国最优秀的散文作家之一，也是著名的诗人、学者、民主战士。他长期任清华大学教授，一生著书很多，著名散文有《春》、《背影》、《荷塘月色》等。

二、预习检查（2）

1、读准下列字音：朗润酝酿宛转黄晕

水涨起来了跟清风流水应和着散在草丛里

2、对同学们的预习情况进行评价。

三、理清.写作思路：（5）

1、用自己喜欢的方式读课文，并给每段标上序号。文章的思路是：盼春→绘春→赞春（板书：盼、春、赞），读后分分看，你能找到相关内容的起止段吗?（用“/”标示出）

2、文章的重点是对春天的描绘――绘春，你能说说作者重点描写了哪些景物吗？

3、学法指导：读课文→独立思考→交流讨论。（板书：草、花、风、雨、人）

4、学生交流，教师点拨。

四、品味语言（20）

文章以诗一样的语言对春天的景物进行了细腻而丰富地描写，其中有很多精妙之处，我们大家一起来品评。

讨论方式：分学习小组讨论。

一组：春草二组：春花三组：春风四组：春雨五组：迎春六组：赞春

友情提示：对语言的品味欣赏是多角度的，可从修辞的角度、词句的精妙之处、描写的.角度（

听觉、视觉嗅觉、触觉）、描写手法、语言特点等方面，也可以从自己的阅受来欣赏

学法指导：细心品读――独立思考――圈点勾画――互动交流――合作探究

⑴ 学生品读交流，教师点拨。 ⑵ 师生互动交流，评点妙处。

五、品读收获――描写的方法（5）

通过同学们对上文中景物描写的品读，你肯定有不少收获，你能说说作文时景物描写应从哪几个方面入手吗？

1、组织学生交流学习心得，归纳.总结描写的方法。 2、.总结学生的发言，归纳出结论。

①要抓住事物的特点进行描写；②多用修辞，如比喻、拟人等。③调动多种感官的感受来描写。④动的景和静的景结合着来写。⑤描写的语言要形象、生动，富有表现力和感染力

六、展示与创新

我们学写了这么多描写景物的方法，相信同学们有了不少的收获，请从下面的题中任意选择一道，发挥你的想象力，来完它。

① 仔细观看“春图”，根据你所学到的有关描写得知识，来写几句描写春的美句。

② 可以写意一幅关于朱自清《春》的画，并配上课文中的几句话。

③ 也可以写几句赞美春天的语，尽量用一些修辞方法。

组织学生选作上面的题，并展示同学们的作品，进行评点。

七、附自主学习材料

篇13：Lesson 18

Lesson 18

Step 1 Revision

1 Check the homework .

2 Let the Ss look at the picture in SB page 17, Part 2 for half a minute. Then books closed!

Ask questions about the picture： Who is holding the ladder? etc.

Ss have to answer from memory.

Step 2 Presentation

Call three Ss to the front of the class.

Give the first student a small pile of books, the second a bigger pile and the third a very big pile.

Practise thoroughly. Point to a group of three at the front . The class says： D has some pens. E has more pens than D . F has the most of all. Write these sentences on th Bb .

Teach few/fewer/fewest in the same way.

Step 3 Read and practise

SB page 18, Part 1. Speech Cassette Lesson 18.

Books closed! Play the tape.

Ss listen and repeat. Books open. Talk about each picture. Say to individual Ss： Tell me about Jim. Tell me about the first truck. etc.

Step 4 Ask and answer

SB page 18, Part 2. Speech Cassette Lesson 18.

Ss look at the pictures as they listen and repeat.

Play the part of A and ask： Is Kate picking more apples than Jim? Is the small truck carrying more ladders than the big one? Get the Ss to answer them. Then the Ss practise the dialogues in pairs.

Step 5 Presentation

Call out three Ss and give each one some books, pens and rulers (a different number to each) .

Ask Who has the most books? Who has more pens, A or B? Who has the fewest rulers? etc.

Make sure the Ss understand the questions and get them to ask and answer in the same way.

SB page 18, Part 3. Demonstrate some questions and answers with individual Ss in pairs . Ss ask and answer about the pictures, then make up their own dialogues in pairs .

Step 6 Practise

Groups of three. Each group has to make up four sets of sentences about themselves using some/more/most, few/fewer/fewest or adjectives such as tall, young, short, heavy, etc.

Get some groups to present their sentences.

Step 7 Workbook

篇14：Lesson 18

Ex. 1 may be done orally. Do the first one with the whole class, then Ss can work in pairs .

Ex.2 may be done orally first in pairs. Check the answers with the whole class.

Homework

Finish off the Workbook exercises .

Learn the sentences in SB page 18, Part 1.

Write down the questions and answers in Wb Ex. 1 in the exercise books.

篇15：小诗18

时光越老，人心越淡。曾经说好生死与共的人，到最后老死不相往来。岁月是贼，总是不经意偷去许多，美好的容颜，真实的情感，幸福的生活。也许我们无法做到视若无睹，但也不必干戈相向。毕竟谁都拥有过花好月圆的时光，那时候，就要做好有一天被洗劫一空的准备。

一年级:喝咖啡的猫

篇16：18绝唱

18绝唱

教学目的

1.学习本文从不同角度描写声音的方法

2.学习本文从正面和侧面相结合的描写人物的方法

3.了解我国古代民间艺人高超的演唱艺术。

教学重点：

目标1 2

难点：目标2

课前预习

1．解释下列词语。

（1）高谈阔论：（2）谈笑自如：（3）抑扬顿挫：（4）百变不穷：（5）鸦雀无声：（6）千回百折：（7）屏气凝神：（8）轰然雷动：

2．阅读课文，思考自读提示和课后练习。

教学过程

一、口头作文(成语故事加自评,后请一学生评价)3

二、创设情景，导入新课。

大家都喜欢听歌，更喜欢欣赏名家的演唱。你能不能用语言把歌唱家美妙的歌声描绘下来呢？(请一激动的学生描述)今天，我们一起来学习古代名家对民间艺术高超的歌唱艺术的描写。

1．作家作品简介

本.文书选自《老残游记》第二回。题目是编者加的，略有删节。《老残游记》写一个江湖医生在各地的见闻和活动。作者刘鹦（1857－1909），字铁云，笔名洪都百炼生，清末丹徒（现在江苏省丹徒县）人。

三、快速阅读课文，总体把握内容

阅读后请一男同学讲讲文章的内容（如果不好可继续找一好一点的）。

四、解决问题，理解课文

教师出示问题

（1）文章第①自然段写明湖居戏台前座无虚席，无处落脚，花了二百个钱，才弄了一张短板凳，在人缝里坐下。这样写有什么作用？

（2）文章第①自然段写戏台上有哪些道具，写这些有什么作用？

（3）文章第②自然段怎样写男人的外貌的？

（4）文章第②自然段写男人弹得几个曲？弹得怎样？从哪里可以看出？

（5）文章主要写白妞的表演，为什么还要琴师和黑妞？

（6）文章第③自然段怎样写黑妞的演唱？

（7）文中”如新莺出谷，乳燕归巢“用什么修饰手法？这样写有什么好处？

（8）黑妞唱得好不好？从哪里可以看出？写黑妞的演唱有什么作用？

（9）写白妞的外貌抓住什么来写，有什么特点？

（10）写白妞的神情抓住什么来写？怎样写的？这段描写白妞出场的静是怎么写的？

（11）两次写观众的评论，有什么作用？写少年人的话和旁边人的话有什么作用？

3、学生根据问题独立思考并回答。教师从中提示引导和补充，目的是解决正面侧面描写和多角度描写声音的方法。

四、教师小结

本文重点描写白妞（王小玉）这位民间说书艺人高超的演唱艺术。用通感把本来属于听觉感受的歌声，描写得有形有味，有声有色，刻画得细致入微。生动形象地表现一户说书人的艺术技巧和艺术勉力。文章还运用烘托和铺垫的手法，用男人和黑妞来烘托白妞的演唱，用观众的反映侧面描写白妞的艺术魅力表现出来。从文章里，我们了解到民间的艺术。

五、布置作业

A．完成课后练习一。

B．完成练习三。（表达欣赏的感受）

C、写一段二三百字的文章，运用比喻描述一个表演场面。

六、说课精要：由于自读课文的关系，只要设计相关的问题，学生回答时要注意用自己的语言概括，加强口头表达能力。

七、教学后记：

在声音的世界里

赵怀兵

教学目的：

1.速读课文，理解文章内容和作者的思想感情

2.理解音乐对人生的积极意义

3.提醒学生享受音乐。

教学重点：

目标1 目标2

教学难点：

目标2

课前预习

阅读课文，思考自读提示和课后练习。

教学过程

一课前口头作文（成语故事及体会）后一生评

二、创设情景，导入新课。

放一段《梁祝》的音乐，请同学们闭上眼静睛静地听，听后说说感受。今天我们学习的这篇文章便是当代作家王蒙在音乐世界中的感悟。

三、朗读课文，概括文章的内容。

教师先指出段落的起止，让学生归纳意思（要求中等以上学生归纳，其他学生学习）

第一段：（第1、2、3节）写从孩提的笛声、雨声慢慢知道，声音是世界上最奇妙的东西。

第二段：（第4、5节）写我学唱歌，感到所有的动人的歌曲似乎都带有一点感伤。

第三段：（第6节）写我对地方曲子的欣赏。

第四段：（第7节）写我对西洋音乐的欣赏。

第五段：（第8节）写我对苏联音乐的欣赏。

第六段：（第9节）写我对世界音乐大师作品的欣赏。

第七段：（第10节）写我对流行歌曲、通俗歌曲的欣赏。

第八段：（第11节）写音乐使作者体会到人生的美好和生命的神圣。

四、讨论问题

1. 提问：我孩提时听到的算命瞎子吹奏的笛声是怎样的？

讨论并归纳：寒冷的冬夜，萧瑟的生活，一声无依无靠的笛子，呜咽抖颤，如泣如诉，表达着人生的艰难困苦、孤独凄清，轻回低转，听之泪下。

2．提问：我听到的风雨声是怎样的？

小雨声使我感觉温柔、静穆、和平，而又缠绵、弥漫无尽。

中雨声使我感到活泼、跳荡、滋润，似乎这声音能带来某些新的转机，新的希望。

大雨声使我壮怀激烈、威严和恐惧呼喊着豪情。

突然的风声能使的'心一下子抽紧在一起。

风声雨声混在一起能使我沉浸于忧思中而又跃跃欲试。

3．提问：为什么小雨声会给我这样的感觉？

因为小雨细细的、密密的、下得长久，润物细无声。

4、提问：为什么中雨声会给我这样的感觉？

因为中雨较大，有一定的水量，有一定的声音。它能滋润田野，给农作物带来生机和希望。也给人带来新的希望。

5．提问：为什么大雨声会给我这样的感觉？

大雨气势磅礴，使人有壮怀激烈的感觉。大雨横扫大地，那种震撼人心的巨响使人恐怖，给人威严。

6、为什么说：”莫非，艺术是属于弱者、失败者的？“

讨论并归纳：因为，我学唱歌，所有的动人的歌曲似乎都带有一点感伤，而那些在人生道路上一路畅通的人是不怎么会唱歌的。所以作者这样认为。

7．提问；我对地方曲子是怎么理解的？

听单弦牌子曲《风雨归舟》，觉得它似乎用闲适并带几分粗护的声音吐出了心中的块垒。

听梅花大鼓《宝玉探晴霎》绕来绕去的腔调十分含蓄，十分委婉。

听河南坠子，富有一种幽默感，好像听一位热心的、大嗓门的、率真本色中流露着娇憨的大小姐的白话。

听河北梆子，苍凉高亢，嘶喊哭号，大吵大闹，如醉如痴。

8．提问：为什么说”我的燕赵故乡，你太压抑又太奔放，你太古老又太孩子气了“？你对这句话怎么理解的？

因为燕赵历代是封建统治的中心，人民在封建压迫和残酷剥削下长期过着压抑的生活。燕赵人的性格，热情奔放，豪爽朴直，

肝胆相照，生死与共。燕赵又是古老的王国，有着悠久的历史。而燕赵人又是憨直率真的、有着赤子之心。

9．提问；我对西洋音乐怎么理解的？

所有的西洋歌曲都澎湃着情潮，都拥有一种健康的欲望，哪怕这种欲望派生出许多悲伤和烦恼，哪怕是痛苦也痛苦得那样强劲。

10．提问：我对苏联歌曲怎样理解的？

苏联歌曲明朗、充实、理想、执著。掀起了我心头的波浪，点燃了我青春的火焰，插上了我奋飞的双翅，成了我生命的一部分，我生活的一部分，我命运的一部分。

12、提问：为什么作者在前面说”莫非，艺术是属于弱者、失败者“这里又说”艺术是属于强者的了，艺术的名字是坚强“？前后有没有矛盾？

没有矛盾。因为，音乐可以脱离一个时期的政治社会历史规定，脱离开那时的作曲家与听众给声音附加上去的种种具体目的和具体限制，成为永远的纪念和见证，成为永远可以温习的感情贮藏。”艺术是属于弱者、失败者“是从歌曲的感伤味道来讲，”艺术又是属于强者“是从艺术的生存价值来讲。前后并不矛盾。

13．提问：为什么说”听他们的作品，使我能够健康的活着、继续健康的活下去，战胜一切邪恶和干扰、工作下去、.写作下去的保证和力量的源泉“？

这是作者对音乐的一种理解和感悟,作者在音乐中体会到人生的美好和生命的神圣，音乐是他产生了生活的动力和前进的力量。

14．提问：作者为什么喜欢音乐？结合课文最后一段话，说说你对音乐的认识和体会。

作者认为，人生因音乐而变得更美好、更难被哈污、更值得了。作者从音乐中体会到人生的美好和生命的神圣。

（以上环节由教师出示问题，学生思考，交流回答。其中前11题采用师生交流方式,12-14采用生生交流师生交流综合方式,允许学生自由广泛地发表意见）

四、请几们音乐爱好的学生说说对自己喜欢的音乐的感受。

五、小结

这篇文章.写作者从孩提时代的笛声、雨声中，走进了声音的世界。音乐伴随着他成长，让他体会到人生美好和生命的神圣。

六、布置作业

A．完成课后练习一。

B．你认为流行音乐、通俗歌曲会给你什么样的感受？

C、你最欣赏的一首歌，把感受最深的地方写一段二三百字的文章。

六、说课精要：由于自读课文的关系，只要设计相关的问题，学生回答时要注意用自己的语言概括，加强口头表达能力。

五、作业

A 1．完成课后练习一、二 B.加三。C就所感兴趣的音乐写一篇短文谈谈自己的感受

七、教学后记：

一、复习测试:

1.描写景物时可以通过人的各种感觉来写,如视觉、＿＿＿、＿＿＿、＿＿＿、触觉。其实描写声音也可以这样做的。

2.指出下列分别属于正面描写还是侧面描写，并指出各有什么作用。

（1）当是时，妇手拍儿声，口中鸣声……一时齐发，众妙毕备。

（2）于是宾客无不变色离席，奋袖出臂……几欲先走。

3．在《爱莲说》中，作者为了赞美莲，却先写了菊，后写了牡丹，这种写法分别叫＿＿＿＿＿，＿＿＿＿＿＿＿＿＿。

二、速读课文，指出本文的.写作思路。

三、独立思考，解决下列问题：

1．课文开头描写了怎样的环境气氛？有什么作用？

2．课文主要写白妞，为什么还要写黑妞和男琴师的表演？

篇17：《背影》 18

《背影》 18

背影

益阳市六中初中部教师胡超众

[教学目标]

（一）知识能力训练点 ：体味并准确理解文章所表达的父子深情。 （二）能力训练点： 1、通过体会父子情深，品味朴实、饱含深情的语言，从而提高学生品味语言的能力和从.写作中精选材料、谋篇布局的能力。 2、培养学生的口头表达能力。 （三）德育渗透点： 体会文中所表现的'父子之间的深厚感情，理解语文与家庭生活的关系。 [教学重点]

理解文章具体描写父亲“背影”的细节，体味作者为之感动落泪的表层和深层原因；体会选择“背影”作为表现主体的美学意义。 [教学准备] .课件用FLASH制作，开头放的《背影》歌曲、父亲给儿子买橘子的朗读及动画、一首赞颂父爱的诗歌、拓展迁移的背景动画《懂你》歌曲等。教学过程：一、导入课文放《背影》歌动画。

二、作者介绍

1.作者介绍。 2.江泽民同志曾在朱自清逝世四十周年时为他题词。三、预习测评给加点的字注音四、整体感知思考问题：（放背景音乐） 1、本文写的主要事件是什么？ 2、全文共写到父亲几次背影？表达了什么中心？

五、思考讨论

（一）思考讨论一:父疼子

1、在送行过程中，父亲为儿子做了哪些事？ 2、其中哪一件事最让你感动？为什么？ 3、朗读，分析这异步分（放朗读动画）

思路： A.父亲的穿戴、走路的姿势、爬月台动作 B、品味父亲送行时说的几句话

（二）思考讨论二:子爱父

1、儿子理解了父亲的深情吗？为什么？谈谈你的看法。

儿子理解了父亲的深情，四次流泪，两次自责。儿子对父亲：人非草木，孰能无情。儿子从不理解到理解、体谅、感动、思念。真切理解，真诚感激

六、温馨提示中西方文化的差异 &

篇18：18绝唱

教学目的

1.学习本文从不同角度描写声音的方法

2.学习本文从正面和侧面相结合的描写人物的方法

3.了解我国古代民间艺人高超的演唱艺术。

教学重点：

目标1 2

难点：目标2

课前预习

1．解释下列词语。

（1）高谈阔论：（2）谈笑自如：（3）抑扬顿挫：（4）百变不穷：（5）鸦雀无声：（6）千回百折：（7）屏气凝神：（8）轰然雷动：

2．阅读课文，思考自读提示和课后练习。

教学过程

一、口头作文(成语故事加自评,后请一学生评价)3'

二、创设情景，导入新课。

1．作家作品简介

本文书选自《老残游记》第二回。题目是编者加的，略有删节。《老残游记》写一个江湖医生在各地的见闻和活动。作者刘鹦（1857－1909），字铁云，笔名洪都百炼生，清末丹徒（现在江苏省丹徒县）人。

三、快速阅读课文，总体把握内容

阅读后请一男同学讲讲文章的内容（如果不好可继续找一好一点的）。

四、解决问题，理解课文

教师出示问题

（1）文章第①自然段写明湖居戏台前座无虚席，无处落脚，花了二百个钱，才弄了一张短板凳，在人缝里坐下。这样写有什么作用？

（2）文章第①自然段写戏台上有哪些道具，写这些有什么作用？

（3）文章第②自然段怎样写男人的外貌的？

（4）文章第②自然段写男人弹得几个曲？弹得怎样？从哪里可以看出？

（5）文章主要写白妞的表演，为什么还要琴师和黑妞？

（6）文章第③自然段怎样写黑妞的演唱？

（7）文中”如新莺出谷，乳燕归巢“用什么修饰手法？这样写有什么好处？

（8）黑妞唱得好不好？从哪里可以看出？写黑妞的演唱有什么作用？

（9）写白妞的外貌抓住什么来写，有什么特点？

（10）写白妞的神情抓住什么来写？怎样写的？这段描写白妞出场的静是怎么写的？

（11）两次写观众的评论，有什么作用？写少年人的话和旁边人的话有什么作用？

3、学生根据问题独立思考并回答。教师从中提示引导和补充，目的是解决正面侧面描写和多角度描写声音的'方法。

四、教师小结

五、布置作业

A．完成课后练习一。

B．完成练习三。（表达欣赏的感受）

C、写一段二三百字的文章，运用比喻描述一个表演场面。

六、说课精要：由于自读课文的关系，只要设计相关的问题，学生回答时要注意用自己的语言概括，加强口头表达能力。

七、教学后记：

在声音的世界里

赵怀兵

教学目的：

1.速读课文，理解文章内容和作者的思想感情

2.理解音乐对人生的积极意义

3.提醒学生享受音乐。

教学重点：

目标1 目标2

教学难点：

目标2

课前预习

阅读课文，思考自读提示和课后练习。

教学过程

一课前口头作文（成语故事及体会）后一生评

二、创设情景，导入新课。

放一段《梁祝》的音乐，请同学们闭上眼静睛静地听，听后说说感受。今天我们学习的这篇文章便是当代作家王蒙在音乐世界中的感悟。

三、朗读课文，概括文章的内容。

教师先指出段落的起止，让学生归纳意思（要求中等以上学生归纳，其他学生学习）

第一段：（第1、2、3节）写从孩提的笛声、雨声慢慢知道，声音是世界上最奇妙的东西。

第二段：（第4、5节）写我学唱歌，感到所有的动人的歌曲似乎都带有一点感伤。

第三段：（第6节）写我对地方曲子的欣赏。

第四段：（第7节）写我对西洋音乐的欣赏。

第五段：（第8节）写我对苏联音乐的欣赏。

第六段：（第9节）写我对世界音乐大师作品的欣赏。

第七段：（第10节）写我对流行歌曲、通俗歌曲的欣赏。

第八段：（第11节）写音乐使作者体会到人生的美好和生命的神圣。

四、讨论问题

1. 提问：我孩提时听到的算命瞎子吹奏的笛声是怎样的？

讨论并归纳：寒冷的冬夜，萧瑟的生活，一声无依无靠的笛子，呜咽抖颤，如泣如诉，表达着人生的艰难困苦、孤独凄清，轻回低转，听之泪下。

2．提问：我听到的风雨声是怎样的？

小雨声使我感觉温柔、静穆、和平，而又缠绵、弥漫无尽。

中雨声使我感到活泼、跳荡、滋润，似乎这声音能带来某些新的转机，新的希望。

大雨声使我壮怀激烈、威严和恐惧呼喊着豪情。

突然的风声能使的心一下子抽紧在一起。

风声雨声混在一起能使我沉浸于忧思中而又跃跃欲试。

3．提问：为什么小雨声会给我这样的感觉？

因为小雨细细的、密密的、下得长久，润物细无声。

4、提问：为什么中雨声会给我这样的感觉？

因为中雨较大，有一定的水量，有一定的声音。它能滋润田野，给农作物带来生机和希望。也给人带来新的希望。

5．提问：为什么大雨声会给我这样的感觉？

大雨气势磅礴，使人有壮怀激烈的感觉。大雨横扫大地，那种震撼人心的巨响使人恐怖，给人威严。

6、为什么说：”莫非，艺术是属于弱者、失败者的？“

讨论并归纳：因为，我学唱歌，所有的动人的歌曲似乎都带有一点感伤，而那些在人生道路上一路畅通的人是不怎么会唱歌的。所以作者这样认为。

7．提问；我对地方曲子是怎么理解的？

听单弦牌子曲《风雨归舟》，觉得它似乎用闲适并带几分粗护的声音吐出了心中的块垒。

听梅花大鼓《宝玉探晴霎》绕来绕去的腔调十分含蓄，十分委婉。

听河南坠子，富有一种幽默感，好像听一位热心的、大嗓门的、率真本色中流露着娇憨的大小姐的白话。

听河北梆子，苍凉高亢，嘶喊哭号，大吵大闹，如醉如痴。

8．提问：为什么说”我的燕赵故乡，你太压抑又太奔放，你太古老又太

篇19：Unit 18

TEACHING PLAN FOR

Book Ⅰ太原一中黄晓红

TEACHING PLAN FOR UNIT 18

A. THE ARRANGEMENT FOR THE WHOLE LESSONS OF UNIT 18

I. TEACHING AIMS AND DEMANDS

1． After teaching this unit, get the students to master two kinds of personal pronouns. The students can use them correctly both in written and in spoken English.

2． The students can talk about the pictures in L.70 and L.71. They can make up their own dialogues about asking for help and showing help to others.

II. TEACHING CONTENTS

1． Words: Four skills: other, sorry, put away, get down, catch, him, worry, right, mend, knife, help sb.

Three Skills: Sock, broken, plane, with

Two skills: Thank goodness! Hmm?

2． Word families:

c /s/ c /k/ ck /k/ g /d/ g /g/ ch /t/

III. FOCUS

Four skills:

What’s wrong?

I can get it.

Thanks very much.

What’s wrong with…?

Three skills:

Don’t wrong.

I don’t think so.

Do you have a knife?

IV. TEACHING METHODS

In teaching this Unit, we choose communicative language teaching method.

1． Use objects: drawing, teaching cards, slides, to help teaching.

2． Teaching of word families: c /s/ c /k/ ck /k/ g /d/ g /g/ ch /t/

B. TEACHING PLAN FOR LESSONS

THE FIRST PERIOD

Lesson Sixty-five

Teaching contents

1． Words: Four skills: other, put away, sorry

Three skills: sock

2． Focus: Put it/ them away

Teaching aids:

1． The tape-recorder and speech cassette

2． The real objects

3． The slide and the cards

Teaching procedure:

Teacher: Good morning, class!

Students: Good morning, teacher!

T: What day is it today?

S1: It’s Monday.

Step 1: Revision

T: (Point to the classroom objects)

What’s this in English?

Ss: It’s a map of China.

T: What’s that over there?

Ss: It’s a small blackboard.

T: (Repeat with other questions about colour, size, etc.)

T: Where’s the broom?

Ss: It’s behind the door.

T: Where’s my pen?

Ss: It’s on the teacher’s desk.

T: (Repeat with other questions.)

Step 2 Presentation

T: (Point to my coat) Look at me, please. What’s this?

Ss: It's a coat.

T: What’s that?

Ss: It’s a sweater.

T: What colour is it?

Ss: It’s yellow.

T: (Show a card) What’s this in English?

It’s sock.

Ss: It’s a sock.

T: Is it a football sock?

Ss: No, it isn’t.

T: (Go on revising other names of clothes.)

(Show the slide) Now look at the picture and answer my questions.

What can you see in the picture?

Ss: We can see a kite, a bed, a football…

T: (Go on with other questions)

Ss: (Answer)

T: Ask and answer in pairs.

Ss: (Ask and answer)

T: (Get a few pairs ask and answer)

Step 3 Presentation

T: (Pick up a pen from a student’s desk)

Is it your pen?

S2: Yes.

T: Put it away, please. You must look after your thing.

(Pick up some books from another student’s desk)

Are they your books?

S3: Yes.

T: Put them away, please. You must look after your things.

(Get students to repeat my dialogues.)

T: Make up your own dialogues.

(Get two pairs to act it out.)

Step 4 Read and say

T: Close your books and listen to the tape.

Ss: (Listen

T: Answer these questions.

What’s in Mother’s hand?

Ss: (Answer.)

T: (Finish off other questions)

Listen to the tape again. (Then check the answers.)

T: Open your books, read the dialogues together. (Then get a few pairs to act it out in front of the class.)

Step 5 Workbook

T: Turn to your workbooks. Do Ex.3 in pairs.

(Call out four pairs to demonstrate their dialogues.)

Step 6 Homework

T: Write the answers to Ex.1 and Ex.2 in your exercise books as your homework.

Lesson Sixty-nine

Put it / them away, please.

Look after your things.

Bb design

THE SECOND PERIOD

Lesson Seventy

Teaching contents

1． Words: Four skills: get down, catch, him, worry, right

Three skills: broken

2． Focus: Four skills: what’s wrong?

I can get it.

Three skills: Don’t worry.

I don’t think so.

Two skills: Thank goodness!

Teaching aids:

1． The tape-recorder and speech cassette

2． The drawing

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: (What to open the window) Could you help me, please?

Ss: Certainly.

T: Thanks.

Ss: you’re welcome.

T: (Repeat with other actions.)

Step 2 Presentation

T: (Show I’m in trouble with facial expression.)

Could you help me, please?

T0: (Act like another person)

What’s wrong?

T: I can’t find my pen.

T0: OK! Don’t worry! Here you are!

T: Thank goodness!

(Write “What’s wrong? Don’t worry! Thank goodness.” On the Bb.)

T: Could you help me, please?

S1: What’s wrong?

T: I can’t find my book.

S1: OK! Don’t worry! Here you are!

T: Thank goodness!

T: Very good. By the way, who can tell me the meaning of these sentences?

Ss: Yes, I think so. Don’t worry is used to calm a person and thank goodness is used when a person feels relieved.

Now let’s practise the dialogue in pairs.

(Then ask a few pairs to demonstrate.)

Step 3 Presentation

T: (Draw a tree and a girl under the tree on the Bb.)

This is Kate. Where is she?

Ss: She is under the tree.

T: (Draw a kite in the tree.)

What’s this?

Ss: It’s a kite.

T: Where’s the kite?

Ss: It’s in the tree.

T: (Take out a broken ruler.) Look at the ruler. What’s wrong? It’s broken (Write “broken” on the Bb)

(Point to another broken thing.) What’s wrong with the desk?

Ss: It’s broken.

T: That’s right. Look at the picture. Is the kite broken?

S3: No, I don’t think so.

Step 4 Listen and say

T: Don’t look at your books and listen to the tape.

Ss: (Listen)

T: Answer these questions. Where’s Kate’s kite?

Ss: It’s in that tree.

T: Is it broken?

Ss: No.

T: What’s wrong with Jim?

Ss: Jim is in that tree.

T: Listen again. (Then check the answers.)

Please read the dialogue.

Ss: (Read)

T: Do you have any questions?

(Answer their questions)

Do you understand the meaning of “catch”?

Ss: No.

T: (Use body language to show its meaning.)

When I throw something to somebody, I say to him “catch”.

T: Now would you please practise in groups of three.

Ss: (Practise then several groups act out their dialogues.)

Step 5 Listen and answer

T: Please turn to your workbooks. Read through the questions in Ex.1 then let’s listen to the dialogue.

Ss: (Listen two times. Do the exercises.)

T: Let’s check.

Step 6 Workbook and homework

T: Look at Ex.2. Would you please make up your own dialogues?

Ss: (Practise and demonstrate.)

T: Copy the dialogue in Ex.2 and finish Ex.3 and Ex.4 as your homework.

Lesson Seventy

What’s wrong? broken

Don’t worry. catch

Thank goodness. he-him(宾格)

Bb design

THE THIRD PERIOD

Lesson Seventy-one

Teaching contents

1． Words: Four skills: mend, knife, help

Three skills: Plane, with

One skill: Hmm!

2． Focus: four skills: Thanks very much.

What’s wrong with…

Three skills: Do you have a knife?

Oh dear!

Teaching aids:

1． The tape-recorder and speech cassette

2． The teaching cards

3． The slide

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: Please practise the dialogue begins with “could” you help me, please?

Ss: (Practise and act)

T: (Point to a pen) Is that your pen?

S1: Yes. It’s mine.

T: Is that my book?

S2: No, it’s hers.

T: Is this her pencil-box?

S3: No, it’s his.

T: Is this my pen?

S4: Yes, it’s yours.

T: (Write mine/ yours/ hers/ his on the Bb)

Step 2 Presentation

T: (Collect the school things from students)

Can you describe it?

S5: That’s a nice pen.

T: Whose is it?

S5: It’s Li Ming’s

T: Thank you. Li Ming. Here you are.

(Repeat with other things. Ask them to use mine. Her, his etc. in their dialogues.)

T: (Draw a sad face on the Bb)

Oh, dear, where’s my watch? I can’t find it.

(Repeat)

Ss: (Repeat)

T: Why did I use “oh dear” in the sentence?

Because it shows something is wrong or sad. (Explain in Chinese if necessary)

T: (Show them a broken clock)

Oh, dear! My clock is broken. Can you mend it?

Ss: Let me have a look. Sorry, I don't think so.

T: (Repeat with a broken pen)

Please practise this dialogue.

Ss: (Practise)

Step 3 Practice

T: (Show the teaching cards)

What’s this in English?

Ss: It’s a kite.

T: You can say like this “That’s a nice kite”.

What’s this in English?

Ss: That’s a nice kite.

T: Whose is it?

Ss: It’s Kate’s.

T: (Go on with a plane. A knife, a coat)

T: (Ask in random order)

Whose is this plane? Whose is this coat? Etc.

Step 4 Listening

T: Please listen to the tape with your books closed.

Ss: (Listen)

T: Please answer these question in Ex.1 of your workbooks. (Ask)

Ss: (Answer)

T: Open your books, and listen to the tape again. Then repeat.

S3: (Listen and repeat)

T: Do you have any questions?

(Explain some difficult sentences)

Step 5 Read and act

T: Read the dialogue together.

Ss: (Read)

T: Practise in the groups of three.

(Then call out three groups to act out their dialogues, by looking at the slides.)

Step 6 Presentation

T: (Draw on the previous picture)

Look at the picture. What’s wrong?

Ss: her kite is broken. (Help to say “her”)

T: Can you mend it?

Ss: I think so.

T: Good. Look at the dialogue in Part 2. And practise reading. (Divide the class into halves and get them read.)

Ss: (Read)

T: Now practise in pairs, using the words in the box. (Callout a few pairs to act it out.)

Step 7 Workbook and homework

T: Do Ex.3 (Then check)

T: Today’s homework is Ex.2 & Ex.4. And revise the new language items in L.69, L.70 and L.71.

Bb design

Lesson Seventy-one

What’s wrong with…? mine

yours

Do you have a knife?

her hers

Oh, dear. his

THE FOURTH PERIOD

Lesson Seventy-two

Teaching contents

1． Words families: c /s/ c /k/ ck /k/ ch /t/ g /d/ g /g/

2． Words stress:

3． Silent letters kn /n/ wr/r/

Teaching aids:

1． The tape-recorder and speech cassette

2． The teaching cards

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: Please read the dialogues in L.69, L.70 and L.71

Ss: (Read)

T: Please translate these useful expressions into English. 怎么了？etc.

Ss: (Answer)

Step 2 Word families

T: Look at these teaching cards and read (c /s/, c /k/, g /d/, g /g/, ck /k/, ch /t/)

Ss: (Read)

T: Don’t look at your books and listen to the tape.

Ss: (Listen and repeat.)

T: Open your books, listen again and repeat.

Ss: (Listen again and repeat.)

T: (Show the teaching cards of words in random order) Please read it.

Ss: (Read) chair…

T: Pay attention to these. We have two ways of pronouncing the letter c: /s/ and /k/, and ck is pronounced /k/ not /kk/.

(Write c /s/ /k/, ck /k/ on the Bb.)

Also the letter g has two sounds, /g/ and /d/, but when it is pronounced /d/?

S1: When there is an “e” after it.

T: Very good. Do you have any other questions?

Ss: No.

T: Let’s do Ex.1 in your workbooks.

(Then check)

Step 3 Word stress

T: Close your books! Listen and repeat

Ss: (Listen and repeat.)

T: Open your books. Do it again.

Ss: (Listen again and repeat.)

T: Please look at these cards and read it out.

Ss: broken …

T: (Make gestures to show the stress while students reading.)

Step 4 Silent letters

T: Look at Part 3 and listen

Ss: (Listen and repeat)

T: Which letter is silent?

Ss: (Answer)

T: Read them again

Ss: (Read)

Step 5 Checkpoint 18

T: Go through this part.

(Teacher and students discuss any questions that they have.)

T: Now please close your books and take out a piece of paper. Let’s do a simple dictation. It’s a dialogue between Kate and Lucy. It begins with Kate.

Kate: Can you help me, please?

Lucy: What’s wrong?

Kate: I can’t find my watch.

Lucy: Is it under your bag?

Kate: Yes, thanks.

(Then check)

Step 6 Workbook and homework

T: Turn to your workbooks, do Ex.2

(Then check)

T: Do Ex.3 in the exercise book as your homework

Bb design

Lesson Seventy-two

/s/ /d/

c g kn- /n/

/k/ /g/

ck /k/ ch /t/ wr- /r/

篇20：Unit 18

Warming up

1.Look at the map of China and the names of countries, islands and seas beyond China. What are the positions of the different places and waters in relation to China?

beyond China 除中国外 beyond 的用法如下：

1)除了；除…以外

I didn’t notice anything beyond his rather strange accents.

除了他那颇为古怪的口音以外，我没注意到别的。

2)越出…范围；超越；为…所不能及

The bicycle is beyond repair.

这辆自行车已不能修理了。

After 25 years the town center has changed beyond recognition.

25年后，市中心已变得认不出来了。

The news is beyond belief.

这一消息令人难以置信。

Her skill as a musician is beyond praise.

这位音乐家的技巧令人赞叹不已。

The result is beyond his hopes.

这一结果令他始料未及。

3)迟于、超过（某一时间）

It won’t go on beyond the midnight.

这不会持续到午夜以后。

4)在…的远处，向…的远处

The house is beyond the bridge.

房屋在桥的那一边。

相关短语：be beyond sb.使某人难以想象、理解、估计

It’s beyond me why she wants to marry Jim.

How people design computer games is beyond me.

in (with )relation to China 关于中国

relation 的用法如下：

1)(抽象)关系（=relationship）（不可数）

the relation between cause and effect因果关系

in(with)relation to that affair关于那件事

an answer with no relation to the question与问题无关的答复

bear no relation to something同某事无关

2）(具体）关系（常用复数）；利害关系；国际关系

the foreign relations of a country国家的对外关系

have business relations with a person同某人有商业来往

3）亲属；亲戚（可数）（=relative）

a poor relation 穷亲戚

a close/near/distant relation of mine我的一个近亲、远亲

2 The East China Sea lies to the east of Zhejiang Province.

China lies/is in the east of Asia.（在范围之内）

Canada lies/is on the north of America.（接壤）

Japan lies /is to the east of China.（不接壤、在范围之外）

East /south/west/north of A lies/is B A的东南西北有一个B

North of the school lie/are two shops.

South of the toilet lies/is a post office.

N---Adj N---Adj

East-eastern west-western-westerner(N)

north-northern south-southern

northeast-northeastern southwest-southwestern

northwest-northwestern southeast-southeastern

Speaking

1.Where is your great-grandfather on your father’s side from?

On your father’s side 意思是“父系的、父亲的”

My aunt on my mother’s side我的姨妈

A cousin on my father’s side 父系的表亲

Reading

1.New Zealand is an island that lies off the eastern coast of Australia.

注意：on the coast 与off the coast 两者的意思都是“靠近岸边”,但前者表示“在岸上”；后者表示“在海上”。

1)off 意为“离、距”

The town is five miles off.这里离城五英里。

They were sailing two miles off shore.他们在离岸两英里的海上航行。

The holidays are not far off.离假期不远了。

May Day is only a week off.离“五一”节只有一星期了。

2)off 还可解释为“靠近

The restaurant is just off the main road.这家饭店就在主干道旁边。

2.It is made up of two large islands…

be made up of…由…组成，其主动形式为 “ make up”

This class is made up of 65 students.

65 students make up this class.

make up 的其他意思

Make up a story/a dialogue(=create a dialogue)编故事、编对话

Make up a list造表，列表

She likes making up before leaving.在走之前，她总是化一下妆。

Make up (for)the loss弥补损失

Shake hands and make it up握手言归于好。

Make up one’s mind下定决心

Make up a bundle of old clothes for the flood victims为水灾受难者整理出一包旧衣服

3.New Zealand is surrounded by the Pacific Ocean to the north and east…

Vt surround …with/by…

He woke up and found himself surrounded by several children.他醒来发现自己身边围着几个孩子。

They have surrounded the town with troops.他们出动军队包围了该城。

The house is surrounded by/with a wall.这所房子周围有一道围墙。

N a fireplace with a tiled surround 周围镶有瓷砖的壁炉

Adj York and the surrounding country 约克城及其近郊

N(pl) surroundings

Live in comfortable surroundings.生活在舒适的环境里。]

The hospital is in beautiful surroundings.这所医院环境优美。

4.It rains quite a lot.=It rains much.=It rains a great deal

5.More than 120 years later, Captain James Cook took possession of the islands in 1769 and from that time British people started to settle in New Zealand.

Possession

1) 所有、拥有、占有（不可数）

get possession of sth 取得某物

The players fought for possession of the ball. 队员们争取对求得控制。

2）所有物、占有物、财产（可数）

my personal possessions我个人的财产

a man of great possessions 富翁

3）领地、属地、殖民地

Most of Britain’s possessions overseas are now independent countries.

大不列颠以前的许多殖民地现在已成为独立国家了

篇21：6分GRE作文

As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.

Discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

Essay Response ― Score 6

The statement linking technology negatively with free thinking plays on recent human experience over the past century. Surely there has been no time in history where the lived lives of people have changed more dramatically. A quick reflection on a typical day reveals how technology has revolutionized the world. Most people commute to work in an automobile that runs on an internal combustion engine. During the workday, chances are high that the employee will interact with a computer that processes information on silicon bridges that are .09 microns wide. Upon leaving home, family members will be reached through wireless networks that utilize satellites orbiting the earth. Each of these common occurrences could have been inconceivable at the turn of the 19th century.

The statement attempts to bridge these dramatic changes to a reduction in the ability for humans to think for themselves. The assumption is that an increased reliance on technology negates the need for people to think creatively to solve previous quandaries. Looking back at the introduction, one could argue that without a car, computer, or mobile phone, the hypothetical worker would need to find alternate methods of transport, information processing and communication. Technology short circuits this thinking by making the problems obsolete.

However, this reliance on technology does not necessarily preclude the creativity that marks the human species. The prior examples reveal that technology allows for convenience. The car, computer and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology. For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation. Likewise dependence on oil has created nation-states that are not dependent on taxation, allowing ruling parties to oppress minority groups such as women. Solutions to these complex problems require the unfettered imaginations of maverick scientists and politicians.

In contrast to the statement, we can even see how technology frees the human imagination. Consider how the digital revolution and the advent of the internet has allowed for an unprecedented exchange of ideas. WebMD, a popular internet portal for medical information, permits patients to self research symptoms for a more informed doctor visit. This exercise opens pathways of thinking that were previously closed off to the medical layman. With increased interdisciplinary interactions, inspiration can arrive from the most surprising corners. Jeffrey Sachs, one of the architects of the UN Millenium Development Goals, based his ideas on emergency care triage techniques. The unlikely marriage of economics and medicine has healed tense, hyperinflation environments from South America to Eastern Europe.

This last example provides the most hope in how technology actually provides hope to the future of humanity. By increasing our reliance on technology, impossible goals can now be achieved. Consider how the late 20th century witnessed the complete elimination of smallpox. This disease had ravaged the human race since prehistorical days, and yet with the technology of vaccines, free thinking humans dared to imagine a world free of smallpox. Using technology, battle plans were drawn out, and smallpox was systematically targeted and eradicated.

Technology will always mark the human experience, from the discovery of fire to the implementation of nanotechnology. Given the history of the human race, there will be no limit to the number of problems, both new and old, for us to tackle. There is no need to retreat to a Luddite attitude to new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.

Reader Commentary for Essay Response ― Score 6

The author of this essay stakes out a clear and insightful position on the issue and follows the specific instructions by presenting reasons to support that position. The essay cogently argues that technology does not decrease our ability to think for ourselves, but merely provides “additional time for people to live more efficiently.” In fact, the problems that have developed alongside the growth of technology （pollution, political unrest in oil-producing nations） actually call for more creative thinking, not less.

In further examples, the essay shows how technology allows for the linking of ideas that may never have been connected in the past （like medicine and economic models）， pushing people to think in new ways. Examples are persuasive and fully developed; reasoning is logically sound and well supported.

Ideas in the essay are connected logically, with effective transitions used both between paragraphs （“However” or “In contrast to the statement”） and within paragraphs. Sentence structure is varied and complex and the essay clearly demonstrates facility with the “conventions of standard written English （i.e., grammar, usage and mechanics），” with only minor errors appearing. Thus, this essay meets all the requirements for receiving a top score, a 6.

篇22：GRE作文6

GRE作文范例6

Topic

The following is a letter to the editor of the Atticus City newspaper

“Former Mayor Durant owes an apology to the city of Atticus. Both the damage to the River Bridge, which connects Atticus to Hartley, and the traffic problems we have long experienced on the bridge were actually caused 20 years ago by Durant. After all, he is the one who approved the construction of the bridge. If he had approved a wider and better-designed bridge, on which approximately the same amount of public money would have been spent, none of the damage or problems would have occurred. Instead, the River Bridge has deteriorated far more rapidly over the past 20 years than has the much longer Derby Bridge up the river. Even though the winters have been severe in the past several years, this is no excuse for the negligence and wastefulness of Durant.”

Sample Essay

The author of this letter concludes in his or her argument that former Mayor Durant should apologize to the city of Atticus because he is at fault for damage that has occurred over a twenty-year time span to the River Bridge. The author also blames Mayor Durant for long-time traffic problems on the bridge, stating that Durant actually caused these problems twenty years before because he approved the construction of the bridge and did not approve a wider and better-designed bridge. The arguer may have a personal vendetta against Mayor Durant but the elements stated in the argument do not support such an accusation.

First of all, the author squarely places blame on Mayor Durant for the simple act of approving the construction of the bridge. There is no evidence presented that merely appr

篇23：GRE作文3

GRE作文范例3

Issue

“People work more productively in teams than individually. Teamwork requires cooperation, which motivates people much more than individual competition does.”

Sample Essay

Teamwork as a whole can naturally produce an overall greater productivity through the concept of “synergy”, where the total of the whole is greater than the sum of its individual parts. But the idea that people work more productively in teams rather than as individuals is going to vary greatly between the types of teams that are organized, the end reward or motivation for both the team and the individuals, as well as the individuals themselves.

Regarding individuals, some people are born with the desire to succeed, no matter what the situation or task that they are facing. These people may evolve into the classic “Type A” personalities that work ferociously because they are driven by an internal fire that says they must always be doing something, whether individually or as part of a team. Other people may desire to be less socially involved or are very highly competitive with other people. For these people, their work is most productive as individuals, because the very idea of cooperating with other people limits their effectiveness and efficiency because they simply do not want to be a part of the team. Whether this mindset is innate or developed over time does not matter, it is merely the state of their being and neither motivation nor rewards can generate inside them the desire to work collectively as a team.

Some people are highly motivated by social interaction and the desire to work with others towards a collective effort. Obviously these individuals are at their most productive when working as part of a team. Organizational behavioral studies have shown that Asian cultures are much more likely to develop this type of collective behavior as opposed to the more individualistic beha

篇24：GRE作文经典语句

GRE作文经典语句分享

1、媒体、历史、政治

媒体和历史，都是用反抗的面貌来充当政治的婢女。

Media and history, appeared to be discontented, are the chambermaid of politics。

2、选择、人民与政治自由

选择意味着迷茫，而没有选择则是丧失自由。故而，自由的前提是一个理性的头脑和一个允许理性公开使用的外在环境。

Choice is puzzlement; without choice, freedom is lost. Thus, a rational mind and a circumstance allowing rationality be exercised publicly, are the prerequisite of freedom。

3、理想与现实

吃饱饭之后的理想探讨是现实派;吃饱饭不谈理想是无耻之徒;不吃饱饭谈理想是理想主义者;不吃饱饭也不谈理想的人，永远吃不饱饭。

Idealism without starvation are realists; lacking idealism without starvation, the barbarians; starvation with idealism, idealists; starvation without idealism, those always in hunger。

4、知识与信仰

信仰的前提是理性。

Rationality is the prerequisite of faith。

5、科技与环保、人类与自然

人类中心主义是狭隘的把人与自然予以割裂。自然可以为友，自然可以为师。

Human-centralism narrowly separates humans from nature. Nature can be a friend, and a teacher。

6、衣着时尚、习惯、身份认同

人的心理最为复杂，不能用其外在表现予以判断;但人的内心却有耐不住寂寞，总想通过外在表现让别人了解自己。

The mind of a man is so complex that it can never be judged by its out appearance. However, the mind never satisfies with solitude and always leaks some clues for others to explore。

篇25：GRE作文1

GRE作文范例1

Issue

“The reputation of anyone who is subjected to media scrutiny will eventually be diminished.”

Sample Essay

The intensity of today's media coverage has been greatly magnified by the sheer number and types of media outlets that are available today. Intense competition for the most revealing photographs and the latest information on a subject has turned even minor media events into so-called “media frenzies”. Reporters are forced by the nature of the competition to pry ever deeper for an angle on a story that no one else has been able to uncover. With this type of media coverage, it does become more and more likely that anyone who is subjected to it will have his or her reputation tarnished, as no individual is perfect. Everyone makes mistakes. The advances in technology have made much information easily and instantaneously available. Technology has also made it easier to dig further than ever before into a person's past, increasing the possibility that the subject's reputation may be harmed.

The above statement is much too broad, however. “Anyone” covers all people all over the world. There are people whose reputations have only been enhanced by media scrutiny. There are also people whose reputations were already so poor that media scrutiny could not possibly diminish it any further. There may very well be people that have done nothing wrong in the past, at least that can be discovered by the media, whose reputations could not be diminished by media scrutiny. To broadly state that “anyone” subjected to media coverage will have his or her status sullied implies that everyone's reputation worldwide is susceptible to damage under any type of media scrutiny. What about children, particularly newborn children? What about those people whose past is entirely unknown?

Another problem with such a broad statement is that it does not define the particu

篇26：GRE作文14

GRE作文范例14

Topic

The Trash-Site Safety Council has recently conducted a statewide study of possible harmful effects of garbage sites on the health of people living near the sites. A total of five sites and 300 people were examined. The study revealed, on average, only a small statistical correlation between the proximity of homes to garbage sites and the incidence of unexplained rashes among people living in these homes. Furthermore, although it is true that people living near the largest trash sites had a slightly higher incidence of the rashes, there was otherwise no correlation between the size of the garbage sites and people's health. Therefore, the council is pleased to announce that the current system of garbage sites does not pose a significant health hazard. We see no need to restrict the size of such sites in our state or to place any restrictions on the number of homes built near the sites.

Sample Essay

In this argument, the council comes to the conclusion that the current system of garbage sites does not pose a significant health hazard and that therefore, there is no need to restrict the size of the garbage sites or the number of homes built near the site. To support this conclusion, the council cites a study of five garbage sites and three hundred people that showed only a small correlation between the closeness of the homes to the sites and the incidence of unexplained rashes among those people living there. Additionally, the council came to this conclusion despite the fact that people living near the largest such site had a slightly higher incidence of the rashes. This argument suffers from several critical weaknesses in logic and information presented.

First of all, the members of the “Trash-Site Safety Council” are not listed, which could make a big difference in the believability of the study. A truly independent council could produce results that could be considered much more reliable than on

篇27：GRE作文8

GRE作文范例8

The following is from an editorial in the Midvale Observer, a local newspaper.

“Ever since the 1950's, when television sets began to appear in the average home, the rate of crimes committed by teenagers in the country of Alta has steadily increased. This increase in teenage crime parallels the increase in violence shown on television. According to several national studies, even very young children who watch a great number of television shows featuring violent scenes display more violent behavior within their home environment than do children who do not watch violent shows. Furthermore, in a survey conducted by the Observer, over 90 percent of the respondents were parents who indicated that prime-time television--programs that are shown between 7 p.m. and 9 p.m.---should show less violence. Therefore, in order to lower the rate of teenage crime in Alta, television viewers should demand that television programmers reduce the amount of violence shown during prime time.”

The author of this editorial states that the rate of teenage crime in the country of Alta has increased along with the increase in violence shown on television, beginning with the 1950's when television was introduced in the average home. In addition, the author states that several national surveys have shown that young children watching violent television programs are more prone to violence than children who do not. The write also says that a survey indicated that ninety percent of parents responding said that prime-time programs should show less violence. Finally, the author comes to the conclusion that to lower the rate of teenage crime in Alta, television watchers should demand a reduction in violence shown during prime time. This argument suffers from several critical fallacies.

Firstly, the writer equates the rate of increase in teenage crime in Alta to the increase in violence shown on television but gives no causal linkage other than the s

★GRE作文16