下面是小编为大家整理的i作文初一，本文共21篇，欢迎阅读与收藏。
篇1：初一作文游记i
大巴在一条小径前停下，我们在茂密的原始森林中行走，小径曲曲折折，导游说，我们要去的是最著名的景点：吴哥城。
走了好一会儿，树木仿佛往两侧移动，刹那间几道光芒，雄伟的吴哥城向我们呼唤高大的吴哥城城门，在几百年的风雨侵蚀下岿然不动，岁月只是在石柱子上刻下残缺的图案，城门两旁比树木高出许多的城墙，往两边无尽般延伸吴哥城的雄伟与壮阔，从此窥见一斑。
登上城门内的石楼梯，城门内阴暗潮湿的空气随即被明亮的光线取代眼前是连接内外城的主要通道，完全可以两辆卡车并行，古老的石板上深深浅浅的车辙在城道上刻印出水波般的花纹，不难想象当年几车并驱，人丁兴旺的场景；城道下，是无限广阔的阅兵场。一阵风刮起尘土，整个阅兵场顿时被棕黄色的尘雾覆盖了，尘雾下，仿佛有铺天盖地的士兵，金戈铁马，嘶声呐喊，冲出城门，开始向马来群岛发起漫漫长征……
可惜，风沙过后，吴哥城仍然静静地伫立着。当年几万兵马，也如这阵风沙般，消逝无踪，唯有那万古不移的顽石，默默地守护着这座雄伟的躯壳……
走过那无限风光的城道，眼前便是精致的吴哥内城，内城的石墙上雕梁画栋，尽管早已被无情的风沙毁去原本的姿色，可细腻的雕刻仍不失当年的风流。沿一条平缓的石阶向上，上一层便是文武百官的住所。木门、木窗等早已随烟而去，只留下一间空室让我们怀想当年，木桌上一定摆满了厚重的书简，石墙上一定悬挂着兵器和披挂。我们再也无法目睹当年文武官员的面容，只能感叹这已从历史上抹去的吴哥王朝。
石阶的尽头，是只有苏耶跋摩才有权力登上的一百尺吴哥塔，那是他俯瞰整座城池的地方。从塔顶的窗口俯瞰，大半座吴哥城在眼底展开，一瞬间，我仿佛忘了我只是一个游览这古迹的游客，而是吴哥王朝鼎盛时期的苏耶跋摩七世，在我眼下是一个辉煌的王朝：城道上，几十辆马车在向城内进贡物资；阅兵场上，兵车，士兵，在喊着整齐划一的号令；东到海，西按蒲甘，南抵加罗西“，整个中南半岛都在掌控之下，可谓举世无双。忽然，只听得一声惊慌失措的呼唤吴哥通亡了，刹那间那繁荣的景象灰飞烟灭，只剩下寂静的阅兵场凝望着天空，城外参天的古木掩去使者的身影，吴哥王朝最终只剩下一座斑驳的空城，苍凉而悠远……
教师点评
每个王朝在历史上只不过是短短的一瞬，是非成败转头空。青山依旧在，几度夕阳红。所有事物都将被历史抹去，历史不会关注吴哥的呼唤，只会留下猎猎回响的风声在诠释着天地永恒。
[初一作文游记i]
篇2：初一下册英语作文 I like basketball
【参考范文】
I'm a tall and lively boy. I like playing basketball very much because it's interesting. I like NBA, too. There are many famous stars in it. Such as Alan, Iveson, Tim, Donken, Jordan, Kobe, O'Neal and so on. Yao Ming is in the NBA, too. He's Chinese. He plays basketball well. He's a center forward. He's our pride. All the ball stars can jump, shoot and pour in the basket. So each game of the NBA is wonderful. Sometimes the players can perform miracles, I think.
This year's champion is Spur Team. It’s one of the strongest contenders.
I like NBA. I love basketball.
【参考译文】
我是一个又高又活泼的'男孩。我非常喜欢打篮球,因为它很有趣。我也喜欢NBA。有很多著名的明星。比如艾伦,Iveson,蒂姆,Donken,乔丹,科比,奥尼尔等等。姚明是NBA。他是中国人。他篮球打得很好。他是一个中心。他是我们的骄傲。所有的球明星能跳,拍摄,倒在篮子里。所以每一个NBA的比赛很精彩。我觉得有时候,玩家可以创造奇迹。
今年的冠军是激励团队。这是最有力的竞争者之一。
我喜欢NBA。我爱篮球。
篇3：初一年级英语作文：I like basketball
初一年级英语作文：I like basketball
I'm a tall and lively boy. I like playing basketball very much because it's interesting. I like NBA, too. There are many famous stars in it. Such as Alan, Iveson, Tim, Donken, Jordan, Kobe, O'Neal and so on. Yao Ming is in the NBA, too. He's Chinese. He plays basketball well. He's a center forward. He's our pride. All the ball stars can jump, shoot and pour in the basket. So each game of the NBA is wonderful. Sometimes the players can perform miracles, I think.
This year's champion is Spur Team. It’s one of the strongest contenders.
I like NBA. I love basketball.
篇4：初一难忘暑假英语作文：I Find My Confidence
初一难忘暑假英语作文：i find my confidence
i used to be a humble girl, the thing is that i am too humble, i always think that my ability is not good enough, but in fact, i am just not confident. one day, when i went back home after school, my mother asked me to help her, she had some problems with the computer. i helped her to solve her problems, she said i was so great, i knew so much things. until then did i realize that i should be confident, i have ability to do some things. when people give me compliment, i will accept and say thank you, i am confident now. i believe in myself, i won’t be defeated by the difficulty.
篇5：新目标初一Unit 1Period I
新目标初一Unit 1（Period I）
内容预览：
Unit 1 Where’s the post office? Period I 教学目标： 1、掌握表示地点的词汇； 2、掌握where 引导的`特殊疑问句； 3、能够简单地描述地点方位； 4、能够画出简单的示意图。 教学向导： 语言目标 学习策略与思维技巧重点词汇表示地点的词汇 where 引导的特殊疑问句 个体、群体思维； 看图作答； 交……
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篇6：i作文
hello everybody! you ought to know my bar! i beg to introduce oneself to my family and my friends. i have a friend , he calls daniel , his looks very young . we are that school is know in xia en english. in there, i have returned a lot of friends back to a cognition. today is november 21 , the weather is very good.
today miss yu is very beautiful. because she has had a piece of beautiful clothes and a pair of beautiful shoes. inform you of her teaching with the prpper method, we are fond of her very much. there are five people in my family. my father is company's manager , i think that he is having a conversation with the customer at present. my mother is one accountant , i think that she is reading a magazine in the unit. my grandma is one retired worker , i think that she is watch
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篇7：狡猾老爸I服了you初一作文
狡猾老爸I服了you初一作文
要问我们一家三口谁最狡猾，我们会不假思索的说：老爸！，每当我和狡猾老爸展开PK的时候，老爸总是屡屡得手初中，我呢，则是节节败退。请听我细细凑来。
NO。1乖乖猪世界的** 今天，我对老爸说：“老爸，交给你个艰巨任务，把我的乖乖猪世界打到41级，OK？”“没问题，我一定会完成的”我一听，心里美滋滋的，因为41级就可以买坐骑了。到了中午回来的时候，我问老爸：“给我打到41级了吗？”老爸不假思索的说：“你给我的任务，我怎能不完成呢！”“真的？”我怀疑老爸在吹牛。“好呀你，不信我，哼！我这就给你删了！”我一听，连忙上前阻止，这时老妈对我说：“放心，他不敢的！”老妈这么一说，我就没在意。可我打开电脑一看，乖乖猪世界—0级，什么？老爸怎么这样？我气愤的问老爸：“你到底给我打了没有！”“打了，只不过是你刚才一惹我，我一生气就把乖乖猪世界的等级删除了！！”啊？我终于明白了，老爸根本没给我打，知道我会怀疑他，所以就用这种卑鄙的手段让我“跳井”我这可是哑巴打官司——有理说不清了 NO。2老妈的难处
被骗的不只有我，连老妈也对老爸无可奈何。有一次，老妈对老爸说：“你天天在家里什么都不干，今天你必须擦地，买菜，知道吗，否则，哼哼，我罢工！”老爸一看老妈来势汹汹，知道自己斗不过他，只好答应了，老爸刚说一声好，老妈就对我说：“走，乖，咱去吃顿饭，然后去公园玩，怎么样？”“ye！“可等我和老妈回来的时候，一看，家里简直是一片狼藉，而老爸却坐在沙发上，瞧这个二郎腿，悠闲的看着报纸，手里还居然夹着我们家的禁品——烟，老妈立刻脸上阴云密布，对老爸说：“怎么回事呀你，说好的你干，怎么还弄成这样？”老爸却说：“你只是说的`让我买菜，擦地呀，看，菜买好了，地也擦完了，我有什么做错的？”老妈一看，的确，地擦完了，菜买好了。老妈抓不住老爸的把柄，只好自认倒霉了。
NO。3老妈发怒了
终于，老妈实在受不了老爸的狡猾了，今天，老妈就单独跟老爸来了个PK（打架），我也“唯恐天下不乱”在一旁使劲的给老妈鼓劲，老爸眼看自己吃了亏，只好“低头认罪”说：“你们别揍我了，我要是在耍你们，我不是人！”“这还差不多，好了，不揍你了”“的确，我要是在耍你们，我不是人，我是神，嘿嘿！”
哎，狡猾老爸，I服了you！！！
篇8：初一年级英语作文：I have a dream
初一年级英语作文：I have a dream
I'm looking for a weekend. It's happy and it's free. This is my dream.
At this weekend, I don't have to play the violin; I don't have to draw pictures; Olympic Maths is far away from me; Handwriting doesn't bother me.
I can play and I can sing; I can do everything interesting. No one can stop me.
Oh, what a happy weekend! But, it's only my dream. I hope it will come true.
篇9：初一年级英语作文：Who Am I
初一年级英语作文：Who Am I
Who Am I?
My name is Li Ming. I, thirteen years old, am a student in No. 2 Middle School. My parents are kind and friendly. They love me very much. My mother is a doctor and my father is a teacher.They work hard. I study hard as a student. I love my parents.
I am interested in playing football and chatting with friends on the Intemet. I have other hobbies, such as swimming, reading books, etc..
参考翻译
我是谁?
我的`名字是李明。我十三岁，是第二中学的一名学生。我的父母和蔼可亲。他们非常爱我。我母亲是医生，我父亲是一名教师。他们努力工作。我努力学习作为一名学生。我爱我的父母。
我有兴趣踢足球，和朋友们在因特网上聊天。我有其他的爱好，比如游泳、读书等等。
篇10：初一期末考试英语作文：I Have a Dream
Recently, I read about Dr. Martin Luther King with his famous lecture called “I have a dream” in order to find my direction and catch my dream in the new university life. Affected by his power, I think a lot myself.
最近，为了寻找我的方向并实现我在大学的梦想，我看了马丁路德金的著名的演讲“我有一个梦想”。受到他的影响，我想了很多关于自己的事情。
Everybody has a dream, and I believe even a dog or a kitty has their dream, too. Why such a thing, that everyone has, can play such an important role in one’s heart? Did you ever wonder why a dream, sometimes it comes so easy? To me, the reason is that, I believe I am unique and young. You’re different from me while I’m different from her. Maybe you want to be a painter and she wants to be a singer. We are young, we own the future, and we are the designer of our future. Every young man can have their own idea about the future. Even though sometimes it seems that your dream will not come true, you just can’t help thinking about it over and over, right?
每个人都有梦想，我相信即使是一只狗或猫都有自己的梦想。为什么每个人都会有梦想，在人们的心里起着如此重要的角色呢?你有没有想过为什么有时候梦想那么容易实现?对我来说，原因是我相信自己是唯一的，年轻的。你和我不一样，我和她也不一样。也许你想成为一名画家，而她却想成为一名歌手。我们年轻，我们拥有自己的未来，我们是我们未来的设计师。每个年轻人对未来都有自己的想法。虽然有时候，你的梦想看起来不会成真，但是你会禁不住一次次地想起来，是吧?
To be honest, I dream to be a fashion designer. I loved those gorgeous glamorous clothes, especially for females’. I think making a lady looks charming is an amazing work. Once she put on those clothes designed by me, then changed into a princess, just like Cinderella. This surging feeling drove me crazy. Even till today, I am still thinking, youth should have youth’s momentum. Never wild is never young. Now, dream is not only a dream but also a power sticking me on my future.
说实话，我梦想是成为一名时装设计师。我喜欢那些漂亮迷人的衣服，尤其是女装。我觉得让一个女性变得迷人是是一个了不起的工作。她一穿上那些我设计的`衣服，就像灰姑娘一样变成了公主。这种强烈的感觉让我抓狂。现在，梦想不仅仅是一个梦也是对于未来坚持的动力。
篇11：初一期末考试英语作文：I Have a Dream
When I was small, I like to eat candy so much, I would always ask my parents to buy candy for me. In order to eat all kinds of candies, I wanted to open a candy shop when I grew up, this is my dream. Now I still hold that dream, I can sell candy to the children and I like to see their happy faces.
当我还小的时候，我很喜欢吃糖果，我总会叫父母给我买糖果。为了吃到各种各样的糖果，我想要在长大后开一间糖果店，这是我的梦想。现在我仍然怀抱着那样的梦想，我可以卖糖果给孩子们，我喜欢看到他们开心的笑脸。
篇12：新目标 初一 unit 4 I want to be an actor
Unit 4 I want to be an actor.
教学设计：
教学目标：（teaching aims）
学会谈论自己与他人的职业；谈论自己或他人将来想从事的职业并陈述原因；能够阅读招聘广告，并写一份招聘广告。
语言目标：（language goal）
New language: What do you do? I’m a reporter.
What does he/she do? He’s / She’s a student.
What do you want to be? I want to be an actor.
What does he/she want to be? He/she wants to be a policeman.
Names of jobs and professions.
教学方法：（teaching methods）
任务性教学
教具：（teaching aids）
图片，录音机，多媒体辅助课件
教学步骤：（teaching procedures）
Step1 Revision
Brainstorm with students a list of jobs that friends or family members do. Then list new words of jobs and teach students.
Step2 Presentation
1. Teach students the new language (what do you do? I am a …; Where do you work? I work at /in….What do you want to be? I want to be a/an…)by using the scenes in activity 1a. Then let students practice the new language in spoken conversation.(work with partner)
2. Show a photo of my family, then introduce the members’jobs. Teach students the new language (What does he /she do? He /she is a/an… where does he/she work? He /She works … What does he/she want to be? He/She wants to be a/an…) .Then ask and answer about their family members and friends’ jobs.
Then listen and fill in the chart:
who job Wants to be
1 Anna’s mother bank clerk
2 Tony’s father
3 Susan’s brother
Ask and answer questions about the chart. Like the following dialogue：
A：What does Anna’s mother do?
B: She is a bank clerk.
A: What does Anna’s mother want to be?
B: She wants to be a policeman.
Step3 activity 3a
Talk about the jobs (waiter, nurse, bank clerk, policeman, reporter),then look at the pictures and match the jobs with the people in the pictures.
Play the recorder and repeat them.
Read and practice.
Look at the pictures and recite the passages.
Step4 Say something about your favorite job, and let others guess what it is.
Step5 Homework:
Write a passage about your ideal job and the reasons you want the job.
教学反思：
我在设计本课教学环节时，运用多种教学手段。为每一个学生提供参与教学全过程的机会。学生参与越多，主体地位的体验就越强烈，就越能增强主体意识，从而进一步提高参与的积极性和自觉性。
在Revision过程中，让所有学生参与warming-up exercises,营造英语氛围，然后请值日生根据课前布置，以free talk的形式上台表演，并且就其所说文章提问其他同学，检查听力情况。
在呈现阶段，针对当堂课教学的单词，短语，句型等重点，难点，通过实物，图片，动作，表情及多媒体等多种直观教学手段，激活学生的形象，思维，吸引学生注意力的高度参与，完成新语言知识的输入。
在操练和实践阶段，运用全班，半班，分行，小组，同桌，个人多种形式，引入竞争机制，组织学生参与机械性的模仿操练和开放性的时间活动。加以小组活动形式，画“全家福”照片，并向其他组员介绍各自家庭成员，以及职业和工作地点，然后选出几组，向全班展示并介绍。全方位地调动学生的所有感官，积极参与教学活动。
教学笔记：
众所周知，在学习过程中，“兴趣就是最好的老师。”许多学生不愿学英语，关键是他们对英语没有兴趣。因此，作为中学的英语教师，首先应该先去激发学生的学习兴趣。
一、让学生制作教具，激发学习英语兴趣
为了激发学生的学习英语兴趣，我采取发动学生自己动手绘制制作教具的方法。对教学中所要用到的图片，提早一个星期布置下去，要求他们用彩笔画在白色的硬纸片上，在纸片的背面再写上图画所表达的单词及其音标，为了便于以后保存，我对纸片的大小作了统一的规定。一周后，一些“作品”被运用在课堂上。这样，在课外学生都兴趣盎然地制作图片，课上他们都期待着自己“作品”的出现。开展画图片活动，其意义已经超出图片的本身，它让学生体会到成功，这种成功的喜悦大大激发了学英语的兴趣，使学生愿意来上英语课。此外画图片，也培养了学生的绘画能力，开发他们的智力，也可让他们先熟悉一下将要教的新课，达到预习的目的，真是一举多得！
二、自编短剧，调动学习积极性。
学习要“学以致用”，而英语的学习更是如此。我们要让学生学了英语后，要会开口说英语。为此，每节课，笔者都花五分钟左右时间让学生到讲台前表演他们自编的课本剧。具体做法如下：上课前，由当天的值日生（两个），先用英语作Duty Report.内容有：星期、日期、出席情况、天气等。（未学到的项目可适当删减）。然后由这两个值日生，或者他们再邀请别的两三个同学一起，表演他们课前已编排好的短剧，剧情可依照已学过的课文的情景，也可自己创设情景，但是台词必需要运用已学过的类型。之所以这样做，为了复习旧课，而这种复习不是简单的重复，而一种创造，是语言的活用，从而加深对新学内容的理解，最终达到“学以致用”。自编自演课本剧，让学生在笑声中复习，巩固旧知识，避免了让学生紧张得窒息的提问复习法，而收效却远远超过后者，这点，我深有体会，一些学生毕业后，仍恋恋不忘他们英语课上的五分钟表演。这种方法能使学生处于积极主动的学习状态，也能培养学生的创造思维能力。
三、开展竞赛，调动学习兴趣。
初中学生具有进取心和荣誉感，尤其在市场经济竞争的熏陶下，学生的竞争意识更加激烈。将竞争机制引入英语课堂教学中来，则是一种行之有效的形式。例如，我们可以将日常口头操练用语变化成竞赛用语；问答可以来一个“抢答”；拼读学词，来一个拼“单词大王”竞赛，以及书写比赛，猜谜语大赛，传悄悄话竞赛等多种多样的形式；再用积分法，给予鼓励效果更佳。课堂上适当的竞赛，学生乐于参与，乐于争先，乐于学习，这就调动了全体学生的学习兴趣。
总之，兴趣是推动学生学习的内存动力。教师要因时、因地、因人，创设多种能激发学生学习兴趣的教学情景，以增强英语课堂教学效果，提高学生的英语水平。
篇13：i(english)作文
me
hello!my dear friend.my name is ningxu.iam a girl. i have a happy
fimily.there are three people in my fimily,my father,my mother,and i.
my fother and mother are framer.my mother like playing class. but my
father like reading books.i?i like reading books too.i have a pet.it is a
little dog.her name is benben.
i am kind.i like making friend.i have lots of friends.i have a good
friend,her name is lele.her as beautiful as me.her have long and black hair,her eyes are very small.we often read books togher.i like her,and she
like me,too.in my borthday,she gave a nice clock,i like the clock very much.
my all friend are like me.and i will mike friend witch you.i love me.
do you love me?
篇14：I Will英语作文
I Will英语作文
意志是可以用WILL来表达的，WILL表意志与意愿.如：钢铁意志：will of steel.有志者事竟成：Where there is a will, there is a way.
作文：
I Will
The will is the psychological process that poeple control their action voluntarily and get over the difficulties for some purpose. I don＇t know if I am tough-minded or weak-willed.But if the full mark is 10, my self-conscious would be 5,steadiness gets 8,decision gets 5 and self-mastery gets 7.
I believe that where there is a will,there is a way,so I am trying to be strong-minded.
我的意志
意志是人为了一定的目的，自觉地组织自己的行为，并克服困难的心理过程。我不知道我的'意志是强还是弱。如果用10分为满分，我的自觉性大约5分，坚定性8分，果断性5分，自制力7分。
我相信有志者，事竞成，所以我要做一个意志坚强的人。
篇15：i奥作文
i奥作文
，假如我是一名青奥志愿者，要同来自异国他乡的外宾进行交谈。我现在正努力学习英语，我要让外宾们感受来自中国的友谊，亲眼目睹中国学生的风采。 南京，它有着丰富的人文景观，它有着悠久的历史文明。南京，依山傍水，古迹众多，是我国著名的“六朝古都”。更重要的是，南京人民有着无限的'热情，时刻欢迎着各国朋友及嘉宾的光临!20，假如我是一名青奥志愿者，我会微笑地为外宾们介绍我们的城市。我会带他们游中山陵、爬紫金山、逛夫子庙，还有那碧波荡漾的玄武湖。我要让他们好好看看南京的古都建筑，看看南京的美丽河山。 为了迎接青奥会的到来，我们现在应该好好学习，上课专心听讲，按时完成作业。讲文明、讲礼貌;加强体育锻炼，争当一个品德优良，团结友爱，健康向上的好少年。 青奥会是一次体育盛会，一次文化的盛会，一次传播友谊的盛会。我们要把中国的文化传到世界各地，把中国人的友谊带到四面八方。 让我们行动起来，为青奥喝彩，为南京加油，人人争做青奥小主人!篇16：新目标 初一下册 Unit 4: I want to be an actor.
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. (”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
Point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.
Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Point to the three headings in the chart and read the headings to the class. Ask students, What does ”wants to be“ mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample
2c This activity provides guided oral practice using the target language.
Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“
Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
Play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
Point out the blank lines where students will write the name of a job (under the words wants to be).
Play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words ”wants to be.“
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
Play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word ”Why?“
Play the recording. Students write their answers.
Check the answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask individual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means ”working at night.“ To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.
篇17：i made it英语作文
Since I went to the middle school,my Chinese grades went down rapidly. I felt very disappointed .And I didn't know the way to improve Chinese grades better.”Never give up“,my father said to me,”look for the methods which belong to you".After hearing these,I decided to make a studying plan about improving Chinese.The plan included doing some reading,reading newspapers,watching TV and so on.Since I made up the plan,I followed the details of the plan to do.The f ollowing exam was coming.This time I became self-confident.I got nearly full marks.This made me very happy,because I defeated myself.My parents congratulated me on this.And they said that they were proud of me.From then on,I become more and more confident,and I determine to continue to try my best to study Chinese as well as other subjects.
【参考译文】
篇18：i made it英语作文
自从我上中学以来，我的语文成绩迅速下降了。我感到非常失望，我不知道怎样才能更好地提高语文成绩。
“永不放弃”，父亲对我说，“寻找属于你的`方法”，听了这些，我决定制定一个学习汉语的计划。
这个计划包括做一些阅读，看报纸，看电视等等，自从我制定这个计划后，我就按照计划的细节做了。
下面的考试就要到了。这一次我变得自信。我几乎得到了满分，这让我很高兴，因为我战胜了自己。我的父母祝贺我，他们说他们为我骄傲。
从那时起，我变得越来越自信，我决心继续努力学习汉语以及其他科目。
篇19：If I will be a teacher英语作文
If I will be a teacher英语作文
Do you think about you want to be what?If not，let us begin to do that for a while.I think it is important.If I will be a teacher，I won‘t let my students just be a know-nothing school pupil.I can get on well with my students and their parents.Because I will always talk with them about kids‘ study.Will I teach my students to learn to how to get good grades.I must teach them that!I can play basketball with my class students.We can play together.Although it is not enough to be a good teacher，I will tell them my life experience that let them know the biggest trouble is ourselves.We must win ourselves.After that we are the life winner and we are the best in our heart.We should paly apart in letting them improve students’study.
篇20：i like英语作文
personally,i am really into motivational books cause essentially it is an excellent way to find strength, courage and confidence.whenever i feel frustrated and disappionyed, you know when you read a good book, you communicate with a great mind and expands your thoughts, besides i think reading english fiction is a good approch to boost my vocabulary because written materials are carefullypolished before being published.so they contain elaborate grammatical structures, well chosen word and stirctly logic coherence.
篇21：i like英语作文
My favorite little animal is a puppy. It has hairy fur all over the body and black eyes like jewels.
The little yellow dog likes to eat bones. Every time I eat it, it jumps and eats. When I throw it to the bone, it jumps up and eats the bones in the nest.
East, Im our best friend, we want to protect it, dont hurt them.
★初一作文
★初一作文
★作文初一
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