GRE作文16

下面是小编为大家整理的GRE作文16，本文共30篇，仅供参考，大家一起来看看吧。

篇1：GRE作文16

GRE作文范例16

As people grow older, an enzyme known as PEP increasingly breaks down the neuropeptide chemicals involved in learning and memory. But now, researchers have found compounds that prevent PEP from breaking neuropeptides apart. In tests, these compounds almost completely restored lost memory in rats. The use of these compounds should be extended to students who have poor memory and difficulty in concentrating-and therefore serious problems in school performance. Science finally has a solution for problems neither parents nor teachers could solve.

In this argument, the arguer states that researchers have found compounds that keep an enzyme known as PEP from breaking neuropeptides apart, which are known to be involved in learning and memory. The arguer states that tests have shown that these compounds almost completely restored lost memory in rats, and that therefore, these compounds should be administered to students with poor memory and difficulty in concentrating. This argument is unconvincing because it contains several critical flaws in logic.

First of all, the arguer states that as people grow older, PEP breaks down the neuropeptide chemicals that are involved in learning and memory. It is true that generally, as people get older, they tend to have more problems with learning and memory. However, there is no direct link mentioned between the breaking down of the neuropeptide chemicals and the loss of learning ability or memory. Additionally, the arguer mentions neuropeptide chemicals that are broken down by PEP. What the researchers have found is a compound that prevents neuropeptides from breaking apart. These are two different physical actions: the breaking down of neuropeptide chemicals as opposed to the breaking apart of the neuropeptides themselves. Furthermore, it is not stated which of these physical actions is involved with the loss of learning ability and memory. It is not explicitly stated that the breaking down of chemicals

篇2： 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3：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。

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)

篇4：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5：“作文素材”[16]

1、用药量

诺贝尔医学奖获得者格·拉德教授是神经病理学的奠基人。他给上门求医的病人用药的剂量总是规定用量的一半，有的甚至更低些。一些接受过拉德教授治疗的政界要人、商业巨子得知真相后，觉得受了戏弄，一些人开始怀疑他的医术和医德。后来，在纪念拉德去世5周年时，人们发现拉德生前在神经学课堂上向学生反复讲过这么一句话：药对于心地不再单纯的人来讲，剂量再大都没有用，尤其是安眠药。

2、选择智慧

上帝让所罗门从金钱、权力、智慧中选择一样，所罗门毫不犹豫地选择了智慧。他凭着智慧 生产、经商，使自己家的财产富可敌国。同时他又乐善好施，急公好义，深得民心。当老国王因病去世时，国内的百姓都推举所罗门做希伯来人的国王。他凭着智慧使人民安居乐业， 征战四方，使得他在位的时期成了希伯来历史上最辉煌的时期。

3、没想到

古老的未庄有一条规矩：每逢天旱全庄的人都要去龙王庙跪香，求龙王爷下雨。这招有时灵 有时不灵。村里元老级的人物根生老汉说，龙王爷看村里人心诚就下雨，心不诚则不下。这年天又旱了，根生老汉又带领人跪香了。这时上边来了个工作组，说要打机井抽水浇地 。村里人不相信这些人比龙王爷还厉害，照样去跪香。工作组奋战了三天三夜，终于将机井打好，帮村民浇了地。未庄人想，早先我们怎么就想不到呢?4、偶像

人们往往崇拜自己不熟悉的人和远离自己的人，因为这会有一种神秘感。而神秘 感一旦消失，崇拜的情绪就可能淡化。

据说，耶稣在外游历了很长时间后，返回家乡布道。起初，人们为他的学问和智慧所叹服。 当大家仔细一瞧，发现眼前这个口惹悬河的人，原来不过是本地一个木匠的儿子，诚服钦敬之心顿减，立即变得不恭不敬起来。耶稣还是刚才的耶稣，乡邻却已不是刚才的乡邻了。

5、快乐极了

《读者》杂志曾刊载过署名凡夫的一篇精美短文——

一群年轻人到处寻找快乐，却遇到许多烦恼、忧愁和痛苦。 他们向苏格拉底请教，快乐到底在哪里?

苏格拉底说：“你们还是先帮我造一条船吧。”

这群年轻人暂把寻找快乐的事放到一边，找来造船的工具，用了七七四十九天，锯倒了一棵 大树，挖空树心，造出了一条独木船。

独木船下水了，他们把苏格拉底请上船，一边合力荡桨，一边齐声唱起歌来。

苏格拉底问：“孩子们，你们快乐吗?”

他们齐声回答：“快乐极了!”

6、历史

维特克是德国的一位历史学家，和马克思私交甚笃。马克思女儿燕妮，每次见到维特克，总 要听他讲历史故事。一次，燕妮问维特克：“你能用最简练的语言，把人类的历史浓缩在一 本小册子里吗?”

维特克说：“不必，只要四句话就够了。”这四句话是：

1上帝让谁灭亡，总是先让他疯狂。

2时间是筛子，最终会筛去一切渣滓。

3蜜蜂盗花，结果却使花开得更茂盛。

4天黑透了的时候，更能看得见星光。

维特克的这四句话，其实是德国流行的四句谚语，而几乎在每一句话里，都蕴藏着一个绝妙 的比喻，让人对历史产生清晰而深刻的认识

7、智慧

有一只老虎，看见曾打败过自己的水牛被人吆喝着耕地，便去问牛为什么怕农人 。 牛说，因为人有智慧。老虎向农人要求看看他的智慧。农人说把智慧忘在家里了，可以去拿，但要先把老虎捆起来，免得他走后老虎把牛吃掉。老虎听从了。农人回村叫来村民，把老 虎装进铁笼，对老虎说：“这就是智慧。”

8、赞美

一个女孩迷上了小提琴，每晚在家拉个不停，家里人不堪这种“锯床腿”的干扰 ， 每每向小姑娘求饶，女孩一气之下跑到一处幽静的树林，独自奏完一曲。突然听到一位老妇的赞许声。老人继而说：“我的耳朵聋了，什么也听不见，只是感觉你拉得不错!”于 是，女孩每天清晨来这里为老人拉琴。每奏完一曲，老人都连声赞许：“谢谢，拉得真不错 !”终于，有一天，女孩的家人发现，女孩拉琴早已不是“锯床腿”了，惊奇地问她有什么 名师指点。这时，女孩才知道，树林中那位老妇人是著名的器乐教授，而她的耳朵竟从未聋过!

9、后悔

拿破仑流放在圣赫勒拿岛的时候，有一位原来追随他的部下送来一副棋盘。拿破仑觉得奇怪 ， 因为这位部下是一纠纠武夫，根本没有下棋的雅兴，但又看不出棋盘有什么异常之处。几年后，在他病重垂危时，不小心将床头的棋盘摔裂在地，在夹层露出一角发黄的纸。让人拿过 来一看，原来是指点他逃离圣赫勒拿岛的路线图。拿破仑心中大悔，一阵急怒攻心，便失去了知觉。

10、合作

希尔顿集团在当今世界旅店业中可称是临界在五洲，200多幢巍峨壮观的高楼大 厦遍 布世界各都市，希尔顿集团能在激烈的竞争中立于不败之地，其原因中最值得称道的是希尔顿集团上下团结一致，唐拉德·希尔顿曾这样说过：“我可能是得克萨斯州最幸运的，是福 中之人，这种福来自于友谊，来自于志同道合的伙伴，我希望我的一生能永远与同僚相处愉快，合作无间，因为我的福来自于他们。”

11、精诚团结

取经路上，八戒老闹着分家伙回高老庄。悟空烦了，便让唐僧准许八戒回去，反正有他不多 ，无他不少。唐僧答应了。于是悟空既要探路，还要化斋，有时还得帮沙僧照看行李，忙得团团转。再加上唐僧严肃、沙僧木讷，悟空觉得很是无趣，不由得想念八戒的贫嘴饶舌。最后只好又叫回八戒，八戒也因老呆在家里憋闷，非常高兴能重新回来。于是师徒四人又继续西行。

12、别上名誉的当

华山派掌门岳不群雅号“君子剑”，江湖上人人敬重，到最后读者(观众)才发现他是伪君子 。这说明名誉有时是骗人的东西。当今社会也不乏这样的伪君子，你看名誉教授、名誉顾问等满天飞，报纸上揭露说其中欺世盗名的不在少数。所以我们不能由名看人，应看他的实 质。

13、寻找机会

泰国许多地方盛产椰子，而椰树高达十几米，且树干光滑没有枝丫，采摘椰子难度非常大， 每年上树摘椰子都要出一些安全事故。一位高中毕业的挪农设立了一个驯猴学校，主要是训练猴子摘椰子的技术。然后把这些训练有素的猴子卖给那些园主或者是想以出租猴子为业 的农民。因为猴子摘椰子的工效比人高了三四倍。结果，他训练的猴子供不应求。短短几年这位农民就成了当地首屈一指的富翁。

14、小洞不补

从前有个渔夫，渔网破了几个小洞他懒得理，别人告诫他这样会事倍功半，捞着的鱼少，他 却说这样正好只捞大鱼。一天，他果然网到一条大鱼，正欣喜地收网，那大鱼却在挣扎中将几个小洞连成一个大洞，趁机溜回了海里。渔夫后悔莫及……

15、昭君摔镜

昭君随和亲的队伍来到塞上，再往前就是匈奴的国土了。她命令队伍停下，拿出一面镜子整 了整自己的头饰，忽然从镜子中瞥见大汉的青山绿水，不禁后悔到那蛮荒之地。但转念又一想 ：我如不去和亲，匈奴又会起战争。于是心一横，将镜子掷于地下，命令队伍重新上路 。于是汉和匈奴得以和平共处。

篇6：Lesson 16

课型：练习课

课时：1节

ⅠTeaching Materials

1. Functional and notional items

Talk about how to get to a place

2. Language Materials

Word: least

Sentences: She said the fastest way to travel was by plane.

Grammar: 宾语从句（二）主句为过去时，从句要用过去相应时态

ⅡTeaching Objectives

1. Learn to combine an indirect speech orally and talk about the way to travel.

2. Finish the exercises in this lesson and master the use of the Objective clause (2)

3. Master the word: least

ⅢTeaching Points

1. The main points-(1)&(2) in the teaching Objectives

2. The difficult points: the use of least

ⅣTeaching Procedure

1. Organization of the class

Talk about travel

2. Revision

A. Wb. Ex.3

3. The teaching of the new lesson

A. Lesson 16

B. Part 2

We know Jim travelled to Chengdu by train. When you travel, how can you get to a place?

By airuscar rainikewateron foot.

Here we’ve got some places in Part 2, how can we get there?

Talk about the how to get to those places in Part 2 . Ask and answer in pairs and ask some to do it in class.

C. Part 3

What do you think is the fastest way to travel?

Ask and answer by using Part 3.

D. Write about the good points and bad points of travel and ask some to talk about it in class

We know travel can give us a chance to see more and learn more. But sometimes it is also dangerous. I’d like you to write down the good points and the bad points as well.

E. Part 5.

Play the game and point out the use of the objective clause.

F. Workbook Ex. 3

G. Part 1

Listen and do workbook Ex 1

H. Checkpoint 4

4. Homework.

A. Finish all the exercises in the workbook

B. Go over the whole lesson and get ready for a dictation.

篇7：Lesson 16

Step 1 Revision

Books closed! Revise the story in SB page 15, Part 1. Ask the questions in SB page 15, Part 2.

Step 2 Word families

SB page 16, Part 1. Speech Cassette Lesson 16.

Practise the pronunciation of these words. Pay special attention to the/u/ sound: make sure the Ss do not prolong it. Use flashcards to practise the words in the usual way. /(+/is a new sound. (See Appendix Ⅱ in TB1.)

Wb Lesson 16, Ex. 1. The answers are： good, book, Who, Sue.

Ask the Ss to distinguish/u/from/u:/when reading what Polly says.

Step 3 Stress and intonation

SB page 16, Part 2. Speech Cassette Lesson 16.

Get the Ss to show the stress and intonation with gestures as they say these sentences.

Step 4 Presentation

Ask a student of his/her plans for one day next week. Get other Ss to ask questions about other days. Then ask e. g. Can he/she go shopping on Tuesday? Help the Ss to reply No, he/she can't.

He's/She's going to play basketball.

Pairwork：Ss write down their plans for next week, then ask their partner Can you go shopping on Friday? etc.

Step 5 Ask and answer

Wb Lesson 16, Ex. 2. Ss ask two friends about their plans for next week. Get some Ss to report their answers.

Step 6 Checkpoint 4

Go through the be going to sentences and the adjective forms in Checkpoint 4. Explain any difficulties that the Ss raise. Review the expressions in Checkpoint 4(See page 17 of the TB.)

Step 7 Test

Write this dialogue on the Bb and get the Ss to copy it and fill in the blanks.

Lin Tao：We're going to play football tomorrow.

Sam：Great! ____?

Lin Tao：Sure! You're welcome!

Sam：____?

Lin Tao：We're going to play at two o'clock.

Sam：I see. ____?

Lin Tao：We're going to meet outside the park gate.

Sam： All right! See you tomorrow!

Lin Tao： ____!

Suggested answers：1 Can/May I come?

2 What time are you going to play?

3 Where are you going to meet? 4 See you then. /Goodbye.

Step 8 Writing

Wb Lesson 16, Ex. 3 may be done orally. Then get the Ss to fill in the blanks with suitable answers.

Homework

Finish off the Wokbook exercises.

Learn the contents of Checkpoint 4.

Write down the complete dialogue in Wb Ex. 3 in the exercise books.

篇8：《春》 16

《春》 16

11、春

教学目标：

1、流利、有感情地朗读课文，感知课文内容，把握作者的感情。

2、学习作者抓住特点、多角度、按顺序描写景物的写法。

3、揣摩、品味本文优美的语言。

4、培养学生热爱大自然、珍惜青春的感情，为理想而奋斗的品质。

教学重点：

1、流利、有感情地朗读课文，感知课文内容，把握作者的感情。

2、揣摩、品味本文优美的`语言。

教学难点：

1、学习作者抓住特点、多角度、按顺序描写景物的写法。

2、揣摩、品味本文优美的语言。

教学方法：导读法

教具准备：小黑板

.计划课时：2

备课时间：10月6日

上课时间：

第一课时

教学目的：朗读课文，感知课文内容，理清文章结构，研读春草图，品味语言。

教学重点：整体感悟课文内容，研读春草图，归纳分析其他春景图的方法。

教学难点：归纳分析其他春景图的方法。

教学过程：

一、整体感悟

1、导人新课：春天是绚丽的，她让人目不暇接、心旷神怡。于是，古往今来，

无数文人墨客，挥毫泼墨，描绘春天、歌颂春天。今天，我们也来学

习一篇朱自清的散文《春》，具体感受一下春天的美好。

2、简介作者：朱自清，字佩弦，生于18，逝世于1948年，”诗人、散文家、学者、民主战士“，记录着朱自清先生的一生：在大学读书后期，开始创作新诗；19他毕业于北京大学哲学系，曾任中学教师，后任清华大学教授，这期间从事散文创作，做学问；1946年7月著名民主战士李公朴、闻一多遭国民党特务暗杀，血的教训使他成为一个坚强的革命民主主义战士。1948年，他贫病交加，但坚决不向反动派屈服，8月在北平逝世。

朱自清一生勤奋，共有诗歌、散文、评论、学术研究著作26种，约200多万字。散文代表作有《背影》、《绿》、《荷塘月色》等。

3、范读课文。

（1）听读时注意语气、语速、语调及重音的把握。

（2）学生带着问题听读课文。

①课文主要写了什么内容?

②文中具体描绘了哪五幅春景图?

③作者以怎样的心情迎接春天的到来？哪些词语表现出？

④具体抒发了作者对春天怎样的感受?

4、学生自由朗读，讨论明确三个问题。

（1）四人小组讨论上述四个问题。

（2）全班交流。

①《春》是一篇优美的写景抒情的散文，作者着力描写了春回大地、万物勃发的动人景象，赞美了春天的活力带给人们希望和力量。

②春草、春花、春风、春雨、春天里的人们。

③盼春     盼望  来  近。

④赞美    像刚落地的娃娃  像小姑娘   像健壮的青年。

5、检查预习：（注音） 捉迷藏 散在草丛  酝酿  应和  黄晕  披蓑戴笠

抖擞精神  繁花嫩叶  朗润

二、研读与赏析

1、小组学习l、2、3，小节。

小黑板出示：

（1）第1节写什么？  此时春天来了没有？哪个词可以看出？

（2）第2小节写了哪些景色，有什么特点？你认为用得好的词有几个？

（3）第3小节写出了小草的什么特点？你认为哪些词用的好，好在哪里？

（4）除了小草以外，作者还写了谁的活动？你从哪些词中看出的？这些

词表达了怎样的情感？

2、全班交流：

（1）    写盼望春天到来的急切心情。“盼望”连用，把这种心情表达出来。

篇9：16社戏

16社戏

16社戏 第一课时

教学目的

1．掌握文章内容。

2．理解文章叙事有详有略的写法。

3、体会作者热爱农村，热爱劳动人民的思想感情。

教学重点

目标1 目标2

教学难点：

目标2

教学过程

课前预习

1．查字典，给下列加点的字注音。

归省（xing）行家hang ）惮（dan）絮叨（xudao）怠慢（dai）撺摄（cuan duo 凫水（fu）潺（chan）歌吹（chui蕴藻（yun zao）家眷juan）皎洁（jiao）漂渺（piao miao。）纠葛（jiuge）

2．查工具书，解释下列词语。

（1）倘：（2）大抵：（3）相仿：

（4）欺生：（5）怠慢：怠：诚然：

（7）舒展： （8）通通：

（9）朦胧： （10）歌吹：（11）屹立： 12）疏疏朗朗 （13）扫兴：

（14）纠葛：纠缠不清的事情。葛：葛藤，比喻纠缠不清的关系。

3．自读课文，思考课后练习一、二、三题。

教学过程

一、课前口头作文（课外阅读读后感）

二、创设情景，导入新课。

对许多人来说，童年多时美好快乐的。我们学习过的鲁迅的散文《从百草园到三味书屋》也是描写童年快乐的文章，今天我们学习的课文--鲁迅的小说《社戏》中也可以看出。

1．作者简介

鲁迅，原名周树人，字豫才。浙江绍兴人。伟大的无产阶级文学家、

思想家和革命家。中国现代文学的奠基人。代表作有我国现代文学史

上第一篇白话小说《狂人日记》，中篇小说《阿Q正传》，散文集《朝花夕

拾》，小说集《呐喊》，杂文集《坟》《二心集》等。

2・关于课文

这是鲁迅1922年写的一篇短篇小说。作品以少年时代的生活经历

为依据，用第一人称写看社戏的经过，表达了作者对少年时代生活的怀

念，特别是对农家小朋友诚挚情谊的眷恋。

三、课文分析

1．学生自由默读文章，思考问题。

提问：请按时间顺序给课文分段、分层，归纳段意、层意。

讨论并归纳：

第一部分（第1-3节）写平桥村随母亲归省的生活，交代出看社戏

的时间、地点、机缘和参与人物。

第一层：（第1节）交代看社戏的时间、地点和机缘。

第二层：（第2节）交代乡间生活的小朋友。

第三层：（第3节）平桥村乐土的乐事：钓虾、放牛。为最大乐事--

看社戏作铺垫。

第二部分（第4－30节）写到赵庄看社戏的全过程。

第一层（第4-9节）写看社戏前的波折。

第二层（第10-13节）写去看社戏途中的见闻感受。

第三层（第14－21节）写在赵任看社戏。

第四层（第22－30节）写看社成后归航偷豆。

第三部分（第五节到完）写看社戏后的余波。

2．课文写了几件事，哪些事详写？哪些事略写？

讨论并归纳：

（1）写了人随母亲归省小住平桥村；B．钓虾放牛的乡间生活；C．

看社戏前的波折；D．夜航去看社戏途中；E．去赵庄看社戏；F．看社戏

后归航偷豆；G．六一公公送豆。

（2）详写的是：C D E F

（3）略写的是：A B G

3．提问：为什么有的情节详写，有的情节略写？

讨论并归纳：因为文章主要写看社戏，所以赵庄着社戏，夜航去看

社戏途中，看社戏前的波折，看社戏后归航偷豆详写，其他情节与看社

戏关系不大，所以略写。

4．提问：“我”看社戏的时间在什么季节？你怎么知道的？

讨论并归纳：在春末夏初。因课文写“消夏”“扫墓完毕之后”，“罗汉

豆成熟”“两岸的豆麦”。写的是春末夏初时的景物。

5．提问：“我”看社戏的地点是平桥村。平桥村是一个什么样的地

方？我为什么称它为乐土？

讨论并归纳：平桥村是一个离海边不远，极偏僻的，临河的小村庄；住户不满三十家，都种田，打鱼，只有一家很小的杂货点。但在我是乐土。因为：（l）我在这里不但得到优待，又可以免念“秩秩斯于幽幽南山”了；（2）许多小朋友伴我来游戏，掘蚯蚓，钓虾，放牛；（3）没有封建礼教的约束，人人平等。

（以上环节由教师提出问题，学生独立思考或交流回答。）

四、小结

本文作者围绕看社戏，浓墨重彩地铺写看社戏前的波折，去看戏途中，看社戏的过程和看戏后归航偷豆，令人读来如身临其境，深受感染。而对于得以看戏的机缘，看戏后的余波，作者则简略带过，用笔非常高明。详略之间，又并非简单化的截然分开的。详写中也间杂着略写（如母亲深夜候船），略写也绝不是都作笼统的交代（如放牛钓虾的乡间生活就写得充满情趣）。这些写法，都值得我们认真学习。（.写作特色）

五、布置作业

A．把“预习提示”中加点的字词连拼音一起抄写两遍。

B．完成练习一。

C、写一篇回忆童年趣事的文章，二三百字即可。

六、说课精要：设计一些问题让学生思考，可让他们把思考的东西写在纸上，这样有利于培养.总结归纳的能力。

七、教学后记：

第二课时

教学目的

1．分析双喜，六一公公的人物形象。

2．理解本文景物描写对表达中心思想的作用。

3．体对文章最后一段的理解，体会作者热爱农村，热爱劳动人民的思想感情。

教学重点：

目标1 目标2

教学难点：

目标3

课前预习

1．再读课文，思考双喜和六一公公各是什么样的人？

2．背诵：从“一出门”到“赵庄使真在眼前了”。思考文章是怎样写

景物。

教学过程

一、课前口头作文（课外阅读读后感）

二、回顾上节课的内容，从而导入新课。（一学生讲文章的内容）

三、课文分析

1．提问：分析双喜的言行，谈谈双喜是好孩子头还是坏孩子头？

讨论并归纳：

（1）当我看社戏受到波折时，双喜大悟似的提议--表现双喜聪明。

（2）当外祖母担心都是孩子们时，双喜大声打包票，理由有三：①船又大；②迅哥儿向来不乱跑；③我们又都是识水性的？--表现双喜反

应灵敏，考虑周到，善解人意，办事果断。

（3）看戏时双喜分析铁头老生不翻筋斗的原因--表现双喜聪明、细心。

（4）归航偷豆时征求豆主人阿发的意见--表现双喜考虑事情周到；双喜以为再多偷，倘给阿发的娘知道是要挨骂的--表现双喜考虑周到。

（5）吃完豆，双喜所虑的是用了八公公船上的盐和柴，并考虑好对

策--表现双喜考虑事情周到。

（6）双喜送我回到家，“都回来了！那里会错。我原说过写包票的！”--表现双喜做事有始有终。

（7）双喜回答六一公公的'问话--表现双喜反应灵敏。

小结：双喜是一个聪明、机灵、善解人意，考虑周到，办事果断的好

孩子头。

如有学生提出双喜是坏孩子头，并以偷豆作为理由时，可引导学生

讨论如何看待偷豆的事。

讨论并归纳：（1）偷的是自家的豆，请的客是公共的，偷豆请客，理

所当然；（ 2）从六一公公的话可以证明：“请客？--这是应该的。”（ 3）

六一公公还送豆给客人尝尝。因此，这不算什么盗窃行为。而是表现孩

子们热情好客，淳朴善良，天真活泼。

2．提问：分析六一公公的言行，谈谈六一公公是一个什么样的老人。

讨论并归纳：

（1）“双喜，你们这班小鬼，昨天偷了我的豆了罢？又不肯好好的摘，

踏坏了不少。”证实双喜他们是否偷了豆，重在指责他们踏坏了庄稼。--表现六一公公善良、宽厚，爱惜劳动果实。

（2）六一公公看见我，便停了揖，笑道，“请客？--这是应该的。”还问“迅哥儿，昨天的戏可好么？”“豆可中吃呢？”--表现六一公公淳

朴、好客。

（3）六一公公夸自己的豆好“我的豆种是粒粒挑选过的”--表现六一公公好高。

（4）六一公公送豆给母亲和我吃--表现六一公公淳朴、好客、热诚。

小结：六一公公是一个宽厚、善良、淳朴、好客、热诚的老人。

3．朗读课文第11节，谈谈课文从哪些感官写景，写出景物的什么特征？这些景物描写对表现文章中心思想起什么作用？ 讨论并归纳：从嗅觉（清香）、触觉(扑面吹来）、视觉（朦胧的月色、淡黑的起伏的连山、依稀的赵庄，几点火）。听觉（歌吹）、想象（戏台、渔火），写出江南水乡月夜的特征。这些景物描写，写出了江南水乡夜景的清新，写出小朋友行船之快，也很好地烘托了“我”急于看到社戏的迫切心情。情景交融，抒发了作者热爱农村的感情。

4．戏并不好看，豆也很普通，为什么文章结尾却写道：“真的，一直

到现在，我实在再没有吃到那夜似的好豆--也不再看到那夜似的好戏了”？

讨论并归纳：我所难忘的是平桥村的老人孩子那种淳朴、善良、真挚的感情和他们的劳动的本领、办事的能力。再加上特有的农村风光，自由的空气，入与人之间的和谐亲密的关系。这一切都是“我”童年时代在城镇未曾见到过。在以后的人生路上也很少见到的。“我”对这段往事的回忆，表达了对美好生活的向往之情。

（以上环节由教师提出问题，学生独立思考并交流回答）

四、.总结

本文通过“我”与农村孩子看社戏前后故事的叙述，赞美农民和农

家孩子淳朴的品质和聪明的才干。表现作者热爱劳动人民的思想感情。

（思想教育）

五、布置作业

A．课后练习第二、三。

B．写一段二三百字的文章，介绍你家乡的地方，

C、写一篇回忆童年趣事的文章，二三百字即可。

六、说课精要：设计一些问题让他们有从分发表意见的机会。

七、教学后记：

16社戏由本站会员分享，版权归作者所有,请注明出处!

篇10：16 兵车行①

篇11：梦江南.16

我近日都懒洋洋的，姑苏姐姐和雪蕾表姐去了请教宫中向教礼仪的姑姑，丫头们聚在一起玩儿风筝也不带上我，只便整日围着大哥的酒转悠，大哥吓得脸色霎时惨白，抱着酒坛子和斗篷躲到了昆吾世子家，临走前还雄纠纠气昂昂地仰天大笑，得意地挑衅着：“别想打酒的主意了，你一辈子也喝不到墨卿那家伙送来的酒了，近水楼先得月，不在的日子里，别太想我。”说罢，便故作潇洒地摔门而走，在我记忆中，二哥从未回过江南，每年都是他接我们去京城的将军府【二哥隆恩正盛，皇上破了先例，建了许多座将军府，可以说，到处都是安陵家的地盘，将军府满天飞啊~】，爹爹娘亲天天花前月下，游湖赏花，哪有空管我着小丫头呢？啊啊啊~好烦哪。我便被清五押在房里，练字绣花，做一个正常女子该做的功课。我写的字其他丫头只能勉强瞎猜蒙对，画的明明是一朵国色天香的牡丹，硬生生地被千五嘲笑成菊花，我日日弹奏《高山流水》，每日晚上都会发现在她们的床上有一大团用来塞耳朵的棉花，被我理解为对牛弹琴，我连卒和帅都分不清，所以一怒之下把府中所有的棋子都拿去喂给我新养的宠物“曦五”吃。这几天日子虽过得自由，但无聊透顶了。所以，我整日去衙门找那混混玩，唔，根据那小子的话：“本公子名为赫连子良。”

他与我整日唧唧喳喳地闹架，倒也不错。几日不见，他已从衙役升为捕头，我俩吵吵闹闹，呼来喝去，互相欺负。一日，二哥的信从京城寄来——要我进京面圣！

五年级:喵葵

篇12：16威尼斯商人

第四单元。

・单元要点分析

这是剧本单元。学习的主要任务是认识戏剧和剧本的基本常识，

明白戏剧的基本特征，掌握阅读剧本的基本方法，初步培养欣赏戏剧文

学、电影文学的能力。

本单元共有五篇剧本选段。（威尼斯商人》”《打渔杀家》《白毛

女》《一个都不能少》《泰坦尼克号》代表着几个不同的剧种：《威尼斯

商人》是话剧，《打渔杀家》是传统京剧，《白毛女》是现代歌剧，〈一个都

不能少〉〈泰坦尼克号〉都是电影文学剧本。

学习本单元，应了解戏剧的一般常识，了解歌剧、话剧、京剧、电影

的一般常识。如：戏剧是一种综合的舞台艺术，借助于文学、音乐、舞

蹈、美术等艺术手段来塑造舞台艺术形象。戏剧的基本要素是矛盾冲

突，观众通过视觉和听觉感受激起强烈的情感反映。在中国；戏剧是戏

曲、话剧、歌剧的总称，也常常专指话剧。在西方，戏剧就指话剧。删

按不同的标准可分为不同种类。从作品类型可分为：悲剧（命运悲剧、

英雄悲剧、社会悲剧＊喜剧（讽刺喜剧、抒情喜剧、闹剧）正剧（悲喜

剧人从作品题材所反映的时代内容可分为：现代剧、历史剧、传统剧、

童话剧。从艺术形式和表现手法上可分为话剧、歌剧、舞剧。从剧憎径

简和结构上可分为：独幕剧、多幕剧等等。

电影是百年前刚刚兴起的一种视觉艺术。电影文学就是指电影剧

本，它除了要有完整的故事情节和尖锐集中的矛盾冲突外，还必须适应

电影是视觉艺术这一特点，细节要具体真实，避免静止的、冗长的人物

对话（这与话剧不同）要把抽象的思想化为直观的电影画面。电影文

学中的人物语言要精辟简短，要与画面结合起来等等。

学习本单元，要明白戏剧的两个基本特征，即戏剧冲突和戏剧语

言。在戏剧文学中，戏剧冲突主要表现为剧中人物的性格冲突，对立性

格的人物发生的面对面的冲突就构成了戏剧冲突。戏剧冲突要表现

为一系列的戏剧动作。人物之间的矛盾只有通过戏剧动作才会成为冲

突，展示人物性格的基本手段也是戏剧动作。戏剧动作既指人类的外

部动作，又指人物的内心动作，戏剧语言包括人物语言和舞台说明

舞台说明仅是一种辅助手段，重要的是人物语言一台词。戏剧中的

情节发展、人物性格的揭示和剧作家对人物事件的评价，一般都依靠人

物语言来完成。

学习这个单元，要注意掌握阅读剧本的基本方法。

首先是明确戏剧类型，了解时代背景。明确戏剧的类型，对戏剧内

容和形式有了初步的了解之后，还要了解时代背景和作者的创作意图，

这样作品的主题和艺术手法就容易把握了。

其次要抓住戏剧冲突，挖掘冲突根源。所谓“冲突”；就是矛盾斗争

的一种表现形式。阅读剧本，要抓住戏剧冲突，要看它怎样在矛盾冲突

中表现人物性格的，要看它反映的生活是否有一定的广度和深度。

学习本单元，更要培养阅读欣赏戏剧文学的能力。

欣赏戏剧文学，主要是欣赏人物语言。戏剧文学中的人物语言，特

征鲜明，个性突出。鲍西娅的语言能见其聪明和智慧；夏洛克的语言，

能见其狡诈和残忍；喜儿的语言，能见其天真和纯朴；杨白劳的语言，能

见其忠厚和懦弱；黄世仁的语言，能见其凶残和阴险；穆仁智的语言，能

见其狡诈和狠毒，萧恩的语言，能见其深沉和忍让，李俊、倪荣的语言，

能见其刚勇和侠义，丁郎的语言，能见其狡猾和心虚。学习中要细加品

味，欣赏这种个性化的语言。

・教学设计・

篇13：16威尼斯商人

莎士比亚

教学目的

1了解莎士比亚的生平和对戏剧文学的'巨大贡献，了解他的一些

重要作品。

2．认识本戏剧的矛盾冲突及其发展，口述课文的故事梗概。

3．品味本文语言的诙谐生动、优美流畅。

4．认识文中几个主要人物的思想性格，明确这篇戏剧所反映的社

会生活。

重点难点

1．重点：正确认肌个主要人物的思想性格，认识本戏剧的矛盾冲突。

2．难点：感受莎士比亚戏剧的艺术风格，品味本文语言的诙谐生

动、优美流畅。

教学时间

二课时

教学过程

第一课时

一、预习

1．通读全文，查阅一些资料，了解本文故事梗概。

2．掌握课前“预习提示”中的词语，抄写三遍，并在课文中做好解词

旁批。

二、导入

莎土比亚 1564---1616：威廉・莎士比亚是英国文艺复兴时期伟大

的人文主义戏剧家和诗人。生于英国中部斯特拉福镇的一个商人家庭。

1584年后他到伦敦谋生，先后在剧场充当杂役、马夫、演员、导演

和“环球剧院”的股东。他生活和创作的时代正是英国封建势力衰微、

资本主义势力兴起的时代，是资产阶级人文主义思想在英国传播的时

代。人文主义是这一时期资产阶级进步文学的中心内容，也是莎土比

亚创作的中心内容。他一生写了两部长诗、一百五十四首十四行诗和

三十六个剧本（包括十一部悲剧、九部历史剧、十六部喜剧和传奇剧人

其中著名剧作有悲剧《哈姆雷特》〈奥赛罗〉〈李尔王〉〈麦克佩斯〉历

史剧《亨利五世》〈亨利六世〉《理查三世》喜剧《仲夏夜之梦》《威尼

斯商人》（第十二夜）等。他的戏剧反映了十六世纪和十七世纪初期英

国资产阶级反封建斗争的过程，体现了新兴资产阶级的要求。他在创

作中运用了现实主义和浪漫主义的创作方法。马克思对莎士比亚的创

作给予很高的评价，提出艺术创作要“莎士比亚化”。所谓“莎士比亚

篇14：16 荷花

16 荷花

教学目的要求：

1.通过对课文学习的指导，使学生了解荷花、荷叶的样子和颜色，从中培养学生欣赏美、感受美的能力。训练学生的观察能力，发展学生的想象能力，培养学生的美好情操。

2.学习生字新词，能联系上下文理解“挨挨挤挤”、“饱胀”、“翩翩起舞”等词语的意思。

3.能用“有的……有的……有的”写话。

4.指导学生有感情地朗读课文并背诵课文。

教学重点难点：

课文描写荷花的样子的第2、3自然段是重点；课文描写我幻想自己变成荷花的第4自然段是难点。

教学思路：

这篇课文是根据《荷花》图而写的一篇短文，写的是“我”去看荷花时看到的荷花的样子及看荷花时“我”的想象，写出了荷花的美妙。教学时，教师要引导学生先弄清谁在什么时候什么地方看荷花，为什么看荷花；接着要搞清楚荷花开时是什么样子的，作者是围绕哪一句话来写的。在学习第2段时，要引导学生注意作者是从荷叶、荷花的颜色、形状，并通过“有的……有的……有的……”的句式形象地写出了荷花形态各异的花姿。学习第3段时，应注意通过反复朗读，着重理解“我”把眼前的一池荷花当作一大幅活的巨画的表现手法，从中体会到一池荷花的美妙无比。在老师的指导下，学生能运用“有的……有的……有的……”的句式用自己的话说说荷花盛开的样子。学习4、5自然段时应使学生了解“觉得自己仿佛就是一朵荷花”是想象开始，“我才记起”是想象的终止。还应知道为什么作者会产生这样的想象，由此引伸出这是因为荷花静时美，动时更美。还可发散思维：如果你站在这样的荷花池边有什么样的想法？也可结合看图，文图对照，认识荷花美。学生学习时教师应注意对学生进行学法指导。

教学时间： 两课时。

教学过程 ：

第一课时

一、引题。

1.板书课题，读题。

2.析题：谁见过荷花？它是什么样的？你知道哪些赞美荷花的诗句？（简介有关荷花的知识。）

二、指导学生按顺序观察《荷花》图。

1.荷花开得怎样？长得怎样？形状和颜色怎样？

2.白荷花刚开、全开和没开时各是什么样子？

3.满地的白荷花开得怎样？

4.图上除了荷花、荷叶还有什么？想想它们与荷花有什么关系。

三、初读课文，读通句子。

1.小声读课文，这篇课文主要写什么？

2.通过拼音认识莲、胀、翩、蹈、梦等生字。

3.查字典并联系上下文，理解下列词语意思：

(1)挨挨挤挤：（一个接着一个）说明荷叶、枝叶多繁茂。(2)碧绿：青绿色，课文指荷叶的'颜色。（ 3)莲蓬：莲花开过后的花托，倒圆锥形，里面有莲的果实。(4)翩翩起舞：轻快地跳舞。(5)饱胀：饱满，指花骨朵快要开了。(6)破裂：出现裂缝，课文里指荷花开时花骨朵的样子。

四、再读课文，理清脉络。

①我看荷花

讨论：看提纲；给课文分段。

2.总结：第一段(1，2)写“我”一进门就闻到花香。

第二段(3)写荷花美丽、我爱荷花。

第三段(4，5)写“我”看着满地漂亮的荷花

仿佛自己也变成了荷花。

3.分段指名朗读课文：要求读正确，特别是课文中的生字词，读后评议。

五、总结学法。

1.回忆旧知：上一课我们学过《放风筝》，属于什么课文。（看图学文。）

2.提示方法：我们该怎样去学习？（①结合看图，初读课文，读通句子，了解词意。②结合看图，再读课文，理解脉络，了解大意。③结合看图，细读课文，深究文意，领会中心。）

小结：这节课我们初读课文之后又再读课文，对课文内容有了大致了解。

第二课时

一、分组读课文，读后评议，指导朗读。

二、细读课文，深究文意。

1.精读第1部分。

（1)教师读第 1自然段，学生思考：“我”为什么去看荷花？这里指出了荷花的什么特点？（清香）

(2)自读第2自然段：荷叶、荷花是什么样子的？找出书中有关语句，用“ ”画下来。

(3)再看图：图文对照，谁能用自己的话说说荷叶、荷花的样子？（提示：①你看到荷叶怎么样？图上的荷花有几种姿势？②“我”到荷花池边，先看什么，再看什么，再仔细看什么？）

（同座讨论、教师巡视指导、个别说、再集体说）

(4)质疑：

①荷叶是什么样的？书上怎么写的？出示幻灯片，读读比比：

A.分析比较上述两个句子，体会课文句子的写法。（第2句描写荷叶的具体形象。“碧绿”写出了荷叶的“颜色美”；“大圆盘”写出了荷叶的样子，突出了荷叶的“姿势美”，挨挨挤挤，写出荷叶的繁茂，把荷叶写活了。）

B.指导朗读：该怎样读才能把荷叶的美表现出来？（碧绿重读；挨挨挤挤读慢……）

C.课文题目是荷花，为什么这里要写荷叶呢？（为了更好地突出荷花的美。）

②池塘里的白荷花是什么样的？课文用了哪一种句式写出来的？（有的……有的……有的……）

A.这个句式说明了什么？（白荷花的样子多，花姿不同）引导学生用这种句式说话。

B.“才”“全”“还”表示什么？（花“刚开”“全开”“未开”。）

③还有哪些词表现了白荷花的颜色美？姿势美？（想想、画画、议议。）

(5)出示挂图：瞧，这就是荷花开放时的样子（教师指图口述）：一眼看去，微波粼粼的水面上，漂浮着碧玉盘似的绿叶，透过荷叶的缝隙我们看见一枝枝荷花从水里探出头来，就像穿着洁白的衣裙的少女，在微风中亭亭玉立，它们当中有的花瓣已开放，露出了嫩黄的莲蓬；有的则微露笑脸，含苞待放；有的还未绽开，刚吐花蕾。啊，小鱼儿在荷叶下快活地游来游去，岸边丝丝垂柳轻拂着水面，像一位老爷爷，看着自己的爱女――满池荷花，不住点头称赞：多么生动的一幅荷花图啊！同学们，你们听了老师说的话有什么感想呢？

(6)练习：①刚开的白荷花（ ）。

②全开的白荷花（ ）。

③将要开的花骨朵（ ）。

小结：这段从颜色、姿势两方面写出了荷叶荷花的美。

2.导读第3自然段。

(1)指名读第3自然段：作者为什么把这一大幅画看作“活的画”？

(2)“看作”是什么意思？（当作）

(3)这幅画怎么会活起来？从哪些词句可以看出来？请用“ ”画下来。

(4)用这么美的词句来描写荷花，表达了作者一种怎样的感情？“这么多……一朵有一朵的姿势”――千姿百态，“看看这很美……那也很美”――朵朵荷花都非常美丽；“如果……可真了不起”――难以做到更显其美。这样写，表现了作者对荷花的强烈的喜爱之情。

3.自学第4、5自然段。

(1)默读课文，想象：当作者陶醉在荷花盛开的美景中时，眼前出现了怎样奇特的景象？

(2)（再次出示图）学生看图个别说，再集体说。（教师可出示幻灯进行点拨：①“我”变荷花的情景；②风起时，“我”和满池荷花舞蹈的情景；③风过后……④蜻蜓、小鱼告诉我……）

(3)思考：为什么“我”由看荷花却情不自禁地变成了荷花，而蜻蜓和小鱼还要和荷花说上一阵悄悄话，是什么原因让荷花对人、物产生那么大的吸引力呢？表达了作者什么感情？（荷花清香四溢、

篇15：16社戏

16社戏

16社戏 第一课时

教学目的

1．掌握文章内容。

2．理解文章叙事有详有略的写法。

3、体会作者热爱农村，热爱劳动人民的思想感情。

教学重点

目标1 目标2

教学难点 ：

目标2

教学过程

课前预习

1．查字典，给下列加点的字注音。

归省（xing）行家hang ）惮（dan）絮叨（xudao）怠慢（dai）撺摄（cuan duo 凫水（fu）潺（chan）歌吹（chui蕴藻（yun zao）家眷juan）皎洁（jiao）漂渺（piao miao。）纠葛（jiuge）

2．查工具书，解释下列词语。

（1）倘：（2）大抵：（3）相仿：

（4）欺生：（5）怠慢：怠：诚然：

（7）舒展： （8）通通：

（9）朦胧： （10）歌吹：（11）屹立： 12）疏疏朗朗 （13）扫兴：

（14）纠葛：纠缠不清的事情。葛：葛藤，比喻纠缠不清的关系。

3．自读课文，思考课后练习一、二、三题。

教学过程

一、课前口头作文（课外阅读读后感）

二、创设情景，导入  新课。

对许多人来说，童年多时美好快乐的。我们学习过的鲁迅的散文《从百草园到三味书屋》也是描写童年快乐的文章，今天我们学习的课文--鲁迅的小说《社戏》中也可以看出。

1．作者简介

鲁迅，原名周树人，字豫才。浙江绍兴人。伟大的无产阶级文学家、

思想家和革命家。中国现代文学的奠基人。代表作有我国现代文学史

上第一篇白话小说《狂人日记》，中篇小说《阿Q正传》，散文集《朝花夕

拾》，小说集《呐喊》，杂文集《坟》《二心集》等。

2・关于课文

这是鲁迅1922年写的一篇短篇小说。作品以少年时代的生活经历

为依据，用第一人称写看社戏的经过，表达了作者对少年时代生活的怀

念，特别是对农家小朋友诚挚情谊的眷恋。

三、课文分析

1．学生自由默读文章，思考问题。

提问：请按时间顺序给课文分段、分层，归纳段意、层意。

讨论并归纳：

第一部分（第1-3节）写平桥村随母亲归省的生活，交代出看社戏

的时间、地点、机缘和参与人物。

第一层：（第1节）交代看社戏的时间、地点和机缘。

第二层：（第2节）交代乡间生活的小朋友。

第三层：（第3节）平桥村乐土的乐事：钓虾、放牛。为最大乐事--

看社戏作铺垫。

第二部分（第4－30节）写到赵庄看社戏的全过程。

第一层（第4-9节）写看社戏前的波折。

第二层（第10-13节）写去看社戏途中的见闻感受。

第三层（第14－21节）写在赵任看社戏。

第四层（第22－30节）写看社成后归航偷豆。

第三部分（第五节到完）写看社戏后的余波。

2．课文写了几件事，哪些事详写？哪些事略写？

讨论并归纳：

（1）写了人随母亲归省小住平桥村；B．钓虾放牛的乡间生活；C．

看社戏前的波折；D．夜航去看社戏途中；E．去赵庄看社戏；F．看社戏

后归航偷豆；G．六一公公送豆。

（2）详写的是：C D E F

（3）略写的是：A B G

3．提问：为什么有的情节详写，有的情节略写？

讨论并归纳：因为文章主要写看社戏，所以赵庄着社戏，夜航去看

社戏途中，看社戏前的波折，看社戏后归航偷豆详写，其他情节与看社

戏关系不大，所以略写。

4．提问：“我”看社戏的时间在什么季节？你怎么知道的？

讨论并归纳：在春末夏初。因课文写“消夏”“扫墓完毕之后”，“罗汉

豆成熟”“两岸的豆麦”。写的是春末夏初时的景物。

5．提问：“我”看社戏的地点是平桥村。平桥村是一个什么样的地

方？我为什么称它为乐土？

讨论并归纳：平桥村是一个离海边不远，极偏僻的，临河的.小村庄；住户不满三十家，都种田，打鱼，只有一家很小的杂货点。但在我是乐土。因为：（l）我在这里不但得到优待，又可以免念“秩秩斯于幽幽南山”了；（2）许多小朋友伴我来游戏，掘蚯蚓，钓虾，放牛；（3）没有封建礼教的约束，人人平等。

（以上环节由教师提出问题，学生独立思考或交流回答。）

四、小结

本文作者围绕看社戏，浓墨重彩地铺写看社戏前的波折，去看戏途中，看社戏的过程和看戏后归航偷豆，令人读来如身临其境，深受感染。而对于得以看戏的机缘，看戏后的余波，作者则简略带过，用笔非常高明。详略之间，又并非简单化的截然分开的。详写中也间杂着略写（如母亲深夜候船），略写也绝不是都作笼统的交代（如放牛钓虾的乡间生活就写得充满情趣）。这些写法，都值得我们认真学习。（写作特色）

五、布置作业

A．把“预习提示”中加点的字词连拼音一起抄写两遍。

B．完成练习一。

C、写一篇回忆童年趣事的文章，二三百字即可。

六、说课精要：设计一些问题让学生思考，可让他们把思考的东西写在纸上，这样有利于培养总结归纳的能力。

七、教学后记：

第二课时

教学目的

1．分析双喜，六一公公的人物形象。

2．理解本文景物描写对表达中心思想的作用。

3．体对文章最后一段的理解，体会作者热爱农村，热爱劳动人民的思想感情。

教学重点：

目标1 目标2

教学难点 ：

目标3

课前预习

1．再读课文，思考双喜和六一公公各是什么样的人？

2．背诵：从“一出门”到“赵庄使真在眼前了”。思考文章是怎样写

景物。

教学过程

一、课前口头作文（课外阅读读后感）

二、回顾上节课的内容，从而导入  新课。（一学生讲文章的内容）

三、课文分析

1．提问：分析双喜的言行，谈谈双喜是好孩子头还是坏

篇16：16 故乡

16 故乡

教学目的：通过比较，使学生认识到闰土从少年到中年、杨二嫂从青年到老年，肖像、语言、行为、思想、性格诸方面的深刻巨大的变化以及这种变化的社会根源；体会鲁迅憎恨旧社会、渴望创造新生活的思想感情。

教学步骤 ：第一课时――对比朗读；第二课时――比较分析；第三课时――――辨析判断。

第一课时

对比朗读

在通读全文的预习基础上，重点进行对比朗读。朗读的内容：

一 景物对比

（一）现实的故乡

从“我冒了严寒……”到“……本没有什么好心绪”。

（二）记忆中的故乡

1.从“这时候，我的脑里忽然闪出一幅神异的图画来……”到“……反从他的.胯下逃走了”。

2.从“我在朦胧中……”到“……也便成了路”。

二 肖像对比

（一）闰土肖像的巨大变化

1.闰土30年前的肖像

从“这时候，我的脑里忽然闪出一幅神异的图画来……”到“……我们便熟识了”。

2.闰土30年后的肖像

从“一日是天气很冷的午后……”到“……象是松树皮了”。

（二）杨二嫂肖像的巨大变化

从“哈！这模样了！……”到“……所以竟完全忘却了”。

三 闰土言、行、神、心变化之对比

（一）闰土少年时的言、行、神、心以及他和“

[4] [5]

篇17：16 故乡

16 故乡

教学目的：通过比较，使学生认识到闰土从少年到中年、杨二嫂从青年到老年，肖像、语言、行为、思想、性格诸方面的深刻巨大的变化以及这种变化的社会根源；体会鲁迅憎恨旧社会、渴望创造新生活的思想感情。

教学步骤：第一课时――对比朗读；第二课时――比较分析；第三课时――――辨析判断。

第一课时

对比朗读

在通读全文的预习基础上，重点进行对比朗读。朗读的内容：

一 景物对比

（一）现实的故乡

从“我冒了严寒……”到“……本没有什么好心绪”。

（二）记忆中的故乡

1.从“这时候，我的脑里忽然闪出一幅神异的`图画来……”到“……反从他的胯下逃走了”。

2.从“我在朦胧中……”到“……也便成了路”。

二 肖像对比

（一）闰土肖像的巨大变化

1.闰土30年前的肖像

从“这时候，我的脑里忽然闪出一幅神异的图画来……”到“……我们便熟识了”。

2.闰土30年后的肖像

从“一日是天气很冷的午后……”到“……象是松树皮了”。

（二）杨二嫂肖像的巨大变化

从“哈！这模样了！……”到“……所以竟完全忘却了”。

三 闰土言、行、神、心变化之对比

（一）闰土少年时的言、行、神、心以及他和“我”的关系

从“我们那时候不知道谈些什么……”到“……他们都和我一样只看见院子里高墙上的四角的天空”。

（二）闰土中年时的言、行、神、心以及他和“我”的关系

从“我这时很兴奋……”到“……他用船来载去”。

四 杨二嫂的言、行、神与闰土之对比

1.从“然而圆规很不平……”到“……出去了”。

篇18：16《石榴》

一、教学要求：

1．学会本课生字，理解由生字组成的词语。

2．理解课文的叙述顺序，学习课文按时间顺序描写的方法。

3．学习本文作者的观察方法，按时间顺序写一种果实的成熟过程。

4．能正确、流利、有感情的朗读课文。

二、教学时间：两课时

第一课时

一、导入新课，激发兴趣

同学们，你们见过石榴吗？吃过石榴吗？对石榴有哪些了解，谁来说一说?

二、自学指导：

要求：

1．听老师范读课文，思考每个自然段写了什么？

2．学生轻读课文，画出生字词，读准字音、注意字形。

三、自学检查。

1．重音要读准：

枣庄郁郁葱葱喇叭子儿玛瑙

2．指名按自然段朗读课文，说说每个自然段说了什么，课文按什么顺序写的？

3．根据学生回答板书：

春天叶

夏天花

秋天果

四、指导精读：

1．学习第一自然段：

⑴齐读第一自然段：

⑵教师教师枣庄

⑶“驰名中外”是什么意思?令家乡声名远扬的是什么？为什么这么说？

⑷教师小结：家乡的石榴声名远扬，这是作者爱家乡的原因。

2．学习第2自然段。

⑴指名读第2自然段，思考下面问题：

①这一段写了那两个季节？石榴有说什么特点？

②作者用哪些词来写叶子，花的？

体会“郁郁葱葱”的意思。

“彷佛一个个活泼的小喇叭”说明了什么？这样打比方合适吗？

⑵朗读第2自然段，体会作者的`.写作顺序。

五、作业：

1．抄写课后的词语。

2．仿写句子。

例：石榴花彷佛是一个个小喇叭，正鼓着劲儿吹。

六、板书：

篇19：16《石榴》

春天叶________

夏天花________

秋天果________

第二课时

一、听写生字：

二、继续精读课文

1．指名朗读第3自然段，回答下面练习：

这一自然段主要写（春、夏、秋）季石榴（叶子、花、果实）的生长情况。

2．默读思考：课文从哪些方面写石榴的果实的?有什么变化？画出表现石榴果实特点的词语。

3．讨论：作者按什么顺序写石榴的果实的？哪些词语表现了这些变化？

4．指导朗读：请同学们带着高兴的心情来读这一段。

5．学习第4自然段。

⑴过渡：长得这么可爱的石榴，味道怎么样？我们一起来看。

⑵轻声自由读课文，小组讨论：课文从那些方面写石榴子儿的？

讨论有：颜色：红白相间晶莹透亮

味道：酸溜溜甜津津

体会“晶莹”的意思。

6．齐读这一自然段。

7．教师小结：作者按时间顺序，写石榴果实的生长变化，还特别注意认真观察了石榴果实的颜色变化与外形特点。我们在今后的.写作中要学习这种方法。

三、作业：

1．背诵课文3、4自然段。

2．品尝一种水果，并模仿第4自然段写一段话。

板书：

篇20：16《石榴》

颜色：红白相间晶莹透亮

样子：有的……有的……

味道：酸溜溜甜津津

16《石榴》由本站会员分享，版权归作者所有,请注明出处!

篇21：16《社戏》

16《社戏》

教学目标：

一 理解主题与材料、写景与抒情的关系。

二 领会课文用词造句准确、鲜明、主动的特点。

三 认识农民及农民孩子的高尚淳朴的优秀品质和聪明的才干，了解课文所表达的对劳动人民的深厚真挚的思想感情。

教学设想：

一 安排四教时。

二 课文的.写作年代和该文所反映的时代距离今天的时间较远，因此教学重点应放在读懂弄通原文上，亦即首先让学生理解字、词、句、篇最基本的东西；在这基础上，再懂得主题与材料、写景与抒情的关系。这后面两点是教学中的难点。

三 读写结合，进行一次记事为主的.写作练习。

第一课时

教学要点：

作者简介及题解；通读课文，理清脉络。

教学过程：

一 联系旧课，引出新课。

问：上学期，我们学过鲁迅哪篇文章？这篇文章主要表现了什么内容？

答：上学期学过鲁迅的《从百草园到三味书屋》。这篇文章写了百草园中生活的趣味、欢乐和在三味书屋读书的枯燥。通过鲜明的对比，表现了对大自然，对自由生活的热爱，对束缚儿童思想的封建教育的批判。

教师：《从百草园到三味书屋》是鲁迅回忆童年时代生活的文章，内容基本上是真人真事。今天我们要学的一篇文章，虽然也是写童年生活的，不过这是一篇小说，是在真人真事基础上的艺术概括，它的题目叫“社戏”。

社戏 鲁迅（板书）

二 作者介绍及题解。

鲁迅在谈到自己青少年时代的生活和思想时曾说：“我母亲的母家是农村，使我能够间或和许多农民相亲近。”（《集外集拾遗》）这一种十分可贵的“亲近”，对鲁迅有着重要而深刻的`影响。鲁迅虽然出生在城市绍兴，但从小就同农民和农村保持密切的联系。少年时代的鲁迅接触长妈妈等贫苦善良的农民，受到他们的启发和教育。特别是鲁迅家庭破落以后，他更了解农民痛苦的生活，更同情他们悲惨的命运。这些都反映在他的作品中。《社戏》就形象地表现了迅哥儿和农民少年的美好友情，热情地歌颂了农民孩子高尚、淳朴的品质。

《社戏》的故事情节很简单，是用第一人称写的。课文叙述“我”（即作品中的“迅哥儿”）与外婆家的农民孩子在看戏前后的一些有意思的事。鲁迅把这些事写得十分生动有趣，使人读后印象深刻，难以忘怀。

在鲁迅.写作《社戏》的那个年代，一般作家不大愿意去描写农民；有的人即使写了农民，也是瞧不起农民，甚至歪曲农民。鲁迅能写出象《社戏》这样歌颂农民高尚品质的作品，是很了不起的。

三 正音

（归）省：xǐng 行辈：háng 惮：dàn 絮叨： xùdāo 怠（慢）：dài 撺掇：cuānduō 凫（水）：fú 潺潺：chán （歌）吹：chūi 蕴藻：yùnzǎo （家）眷：juòn 皎（洁）：jiǒo 漂渺：piāomiǎo 纠葛：jiūgé

四 补充注释。

（1）社戏：社、原指土地神或土地庙。在绍兴，“社”是相当于“村庄”的区域名称；社戏就是社里每年在一定的时间所演的戏。（2）日里：白天。（3）神棚：供神名牌位的凉棚，演社戏时，搭在戏台正对面，意思是请这些神看戏。（4）白篷船：船篷没有加油漆的船，旧时绍兴人民一般都使用这种船。（5）乌篷船：在白篷上用桐油抹黑，课文中指财主乡绅使用的船。

五 教师范读课文。（要求学生注意字的准确读音，并考虑课文大意。）

六 划分结构：

学生讨论，教师归纳，板书：段落大意：

第一部分“我”的乐土平桥村。（从“我们鲁镇的习惯”到“却全都嘲笑起来了”。）

第二部分，“我”在乐土中也有不乐的时候。（从“至于我在那里所第一盼望的”到“而且知道他们在戏台下买豆浆喝”。）

第三部分，“我”与农民孩子们到赵庄去看戏的情景。（从“这天我不钓虾”到“各自回去了”。）

第四部分，“我”对吃豆和看戏的怀念。（从“第二天”到文末）

七 布置作业

读课文（要求能读准字音。辨析词义，复述课文大意。）

第二课时

篇22：Unit 16

Teaching Plan

Period 1 Warming up & Listening

Learning Aims

1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.

2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.

3.To train the students’ ability of listening for information.

Learning Procedures

Step 1 Warming up

Today, we are going to talk something about the subjects you are learning.

Q1: How many subjects are you learning now?

Q2: What are the subjects in which you learn science? Is it easy for you to learn them?

1). Group work

Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.

2). Class work

Enjoy some pictures about the facilities in labs and students doing experiments in labs.

Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?

Step2 Pre-listening

1).Group work

Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.

2).Class work

Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.

Step 3 Listening

1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.

2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.

3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.

DOS DON’TS

Follow / teacher’s /instructions Don’t come into / without …

Be careful about / when… Don’t touch… / unless…

Always listen carefully to… Don’t throw… / unless…

Clean…away and leave …clean and neat Don’t forget to…

You should tie…up Never put / nose directly into…

Remember that… Never put /fingers into/ and taste…

Make sure that…

Step 4 Post-listening

1). Group work

List what you can do and can’t do in a lab as much as possible in groups.

2). Individual work

Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.

3). Group work

Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.

Homework:

Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.

Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.

Period 2 Speaking

Learning Aims

1. To learn to cooperate with partners to analysis a problem in different views.

2. Enable students to describe the advantages and disadvantages of something in specific words.

Learning Procedures

Step 1 Warming-up

Daily report

1). Class work

Watch a video about the successful launch of ShenZhou V manned space flight in China.

Nowadays, more and more new inventions and discoveries are made all over the world.

2). Brainstorming

List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.

Step 2 Pre-speaking

1). Pair work

Read the dialogue aloud to finish the following form:

inventions advantages disadvantages

Maglev train

2). Group work

Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.

Advantages Disadvantages

It’s good for… It is too expensive

It can help… It is dangerous to…

It is important for… It is unnecessary to..

It brings people… Some people will use it for…

It doesn’t pollute… It is bad / or harmful for…

Step 3 While speaking

1). Group work

Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.

2). Pair work

Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.

Step 4 Post-speaking

1). Debate

The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?

Divide the whole class into two groups to have a debate and see which group will perform better.

2). Imagination

If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?

Period 3 & 4 Reading

Learning Aims

1. To get to know something about the story of famous scientists.

2. Enable students to understand the given material better using different reading skills.

3. To have a better understanding about the importance of experiments in science.

Learning Procedures

Step 1 Warming up

Daily report: Share your poems with the other students.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

Physics chemistry medicine biology

2). Group work

A match competition. Match Column B with Column A correctly.

Column A Column B

Alexander Bell the Theory of Relativity

Thomas Edison the first telephone

Wright Brothers the electric lamp

Madame Curie black holes in Universe

Heinrich Dreser electricity

Franklin the first plane

Steven Hawking the Theory of Gravity

Elbert Einstein Radium

Isaac Newton aspirin

3) Class work

Q1. Is it easy for the scientists to make these inventions and discoveries?

Q2. How could they succeed in their research?

It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Listen with the questions below:

(1). Why did Franklin do this experiment?

(2). Was the experiment successful?

(3). What were needed when it was being done?

(4). How many steps were mentioned?

(5). What should be paid great attentions to when it was being done?

Step 3 Acting

1). Class work

With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2). Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

equipment usage

a kite

a key

a condenser

a sharp metal

strings

a silk ribbon

2). Class work

Listen to some sentences to judge whether they are true or false.

(1). In 1752 scientists already knew what electricity is.

(2). Franklin was helped by a friend to do the experiment.

(3). Franklin made the kite of silk because wet silk does not conduct electricity.

(4). A condenser was used in the experiment to store electricity.

(5). The key tied to the string was put into the door to stop the kite from flying away.

(6). The experiment can be done at any time.

(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.

Step 5 Post-reading

1). Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2). Group work

Discuss the following questions in groups:

(1). Why did Franklin do his experiment with a kite?

(2). Why the kite made of silk is better than the one made of paper?

(3). Is it dangerous for Franklin to do the experiment? Why do think so?

(4). What can you learn from the experiment and also Franklin?

Step 6 Oral practice

1). Individual work

After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.

2). Class work

During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.

Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.

Step 7 Watching, reading and thinking

1). Class work

The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.

Q: Does the mixture taste good? Why do you have a different taste from mine?

2). Individual work

Read the passage titled “Look carefully and Learn” to find out the reason.

Q 1: What do you learn after you read such a story?

Q 2: Do you think what is the most important when you are doing an experiment in the lab?

Q 3: If you want to be a scientist, what do you think are the most important qualities?

Homework:

Period 5 Language study

Learning Aims

Enable students to have a better knowledge of the rules of word-formation.

Learning Procedures

Step 1 Warming up

Daily report: Show your opinions about the two problems mentioned in the reading passage.

Individual work

Show a tongue twister to students:

If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?

Practise the tongue twister for some times and see who can say it correctly and fast.

Q: Do all “doctors” in this sentence have the same meaning?

Conclusion: The meaning of the same word varies in different sentences and so does the gender.

Step 2 Reading and thinking

1). Pair work

Read the following sentences to distinguish the different meanings of the same word.

How much do you charge for repairing my CD player?

The frightened animal charged into the toy shop.

It usually takes one hour to get my call phone fully charged.

The man was charged for being irresponsible for the job in the court.

We gave her the charge of the house when we were away for holiday.

What is the charge for using the hall?

The guide conducted the tourists around the museum.

How well does this material conduct electricity or heat?

The concert on this Saturday evening will be conducted by a world famous conductor.

The teacher scolded him because of his bad conduct.

The manager conducted the business carefully.

He was surprise to see so many crosses marked in his Maths homework.

This fruit is a cross between an apple an d appear.

The river was too deep to cross.

The two main roads cross in the center of the town.

He crossed his name off the list.

2). Group work

Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.

Step 3 Imagination

Group work

Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.

Step 4 Compound words

Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:

Blackboard is compounded with two words:

Part 1= a kind of deep color Part 2= a piece of thin wood

Show the students the formulation: Part 1 + Part 2 = ?

1). Class work

The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.

Part 1= part of the body used when we talk Part 2= a round thing to play with

Part 1= water of ten degrees below zero Part 2= medicine to put on your skin

Part 1= a liquid you need to make tea

Part 2= moving in snow with wooden thing tied to your shoes

2). Group work

Discuss to think of some some compound words in groups and then do the same game with the partners.

3) Class work

Have a competition about word guessing and see which team can give the most wonderful performance.

Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.

Step 5 Post-learning

Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.

Homework:

Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.

Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.

Period 6 Integrating skills

Learning Aims

1. Get the students to have reading extension for scientific experiments.

2. Enable students to write an argumentative essay by discussion.

Learning Procedures

Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals.

Q: What do you learn from it?

(2). Class work

Enjoy some pictures about animals killed by humans:

Q: Why do people kill so many animals? Can it be avoided?

(3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading

(1). Individual work

Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.

Q: How many questions are mentioned?

( Does animals testing work? Do people have the right to use animals?)

(2). Individual work

People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?

Prepare to make a short speech and speak it out.

(3). Group work

As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.

(4). Group work

It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.

Step 3 Writing

(1). Pair work

Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.

(2). Individual work

Read the tips carefully to check if you have the same idea.

Title Choose a clear Pro or Contra animal testing title

Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?

Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.

Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons

Conclusion Write what we should do with animals experiments in the future and why.

(3). Individual work

Then Write down your answers to the questions listed in the form one by one.

Why are animals used in the experiments?

Are you on which side of them?

Which views do you agree with? Why?

Which views don’t you agree with? Why?

What other ways can you think of to solve the problem in the future?

(4). Individual work

Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.

(5). Class work

To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.

Homework:

Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.

篇23：6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24：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25：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26：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27：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28：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29：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

篇30：GRE作文12

GRE作文范例12

The following appeared in a letter to the editor of a local newspaper.

“Too much emphasis is placed on the development of reading skills in elementary school. Many students who are discouraged by the lonely activity of reading turn away from schoolwork merely because they are poor readers. But books recorded on audiocassette tape provide an important alternative for students at this crucial stage in their education, one the school board should not reject merely because of the expense involved. After all, many studies attest to the value of allowing students to hear books read aloud; there is even evidence that students whose parents read to them are even more likely to become able readers. Thus, hearing books on tape can only make students more eager to read and to learn. Therefore, the school board should encourage schools to buy books on tape and to use them in elementary education.”

In this argument, the writer claims that elementary schools place too much emphasis on the development of reading skills; therefore books on audiocassette should be provided as an alternative method of learning. The arguer attempts to substantiate the conclusion by citing studies that show the value of allowing students to hear books read aloud; including evidence that students whose parents read to them are even more likely to become better readers. This argument ultimately fails as it suffers from several critical fallacies.

First of all, the writer flatly states, without any supporting evidence whatsoever, that many students are discouraged by the “lonely” activity of reading, then continues on in the same sentence to state that students turn away from schoolwork solely because they are poor readers. S

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