英语6级作文(汇编14篇)_英语6级作文
发表时间：2018-11-30英语6级作文(汇编14篇)。
一）英语6级作文
大学英语四六级写作诀窍
四、六级写作重点考查考生的英语表达能力。阅卷老师最重视的是语言，考生最需要提高的也是语言。有的同学以为使用一些高难词汇就能取得高分，其实不然。中英文写作都讲究“平淡如水”、“简洁就是美”、“绚烂之极，归于平淡”。
美国作家海明威经常使用小学词汇，但他是诺贝尔文学奖的得主，可见语言的好坏不在词藻的华丽与否，而在于使用得是否得当。中学词汇用好了，完全可以取得各种英语写作考试的满分。当然基础考试.大较好的同学，恰当使用高难词汇有助于提高分数。但是不要盲目追求难度，“与其写一个错误的复杂句，不如写一个正确的简单句。”
四、六级写作话题、观点和字数都有严格限制，它只是一个展示你英语书面表达能力的平台。因此，考生应该把构思的时间减到最少，把主要精力放在推敲语言上，力争将语法、拼写、标点等低级错误降至最低，力求用词用句准确恰当，表达地道。这样，即便没有使用高难词汇和句型，也可以保证稳得及格分数。切记作文不是口语，语言永远第一，它决定了得分高下。
阅卷老师在语言方面主要从两个方面进行评判：
1、基本正确
四、六级考生的最大问题不是写得太简单，而是严重错误太多。基础一般的同学即使使用小学或中学词汇和句型，只要使用得基本正确，也可以得到及格分数。考生最常犯的语言错误有三类：语法、拼写、标点。最常犯的语法错误包括：时态、冠词、主谓一致、名词单复数等。
2、丰富多变
基础较好的同学，要想取得四、六级写作高分，应做到丰富多变。丰富多变体现在词汇和句型两方面。同一词语在一句话、一个段落乃至一篇文章中最好不要重复出现，应尽量使用同、近义词替换（无法替换考试&大的关键词除外）。例如：think可以替换为reckon, assume, argue等词。如果想不到同、近义词，可以使用上义词进行替换。此外，句型也应富于变化，不要拘泥于主谓宾句型，可以使用主系表、过去分词和现在分词短语作状语、不定式短语作状语、状语从句等多种句型。
四级作文如果量化成句数，只需写10句左右；六级只需12句左右。全文应以短句为主，长短句相结合。所谓短句是指10个词左右的句子，不能全篇都是5、6个词的短句。同时，全文应有一定数量的长句，一般15~20词即可，太长则易冗赘。有的同学以为只写长句不写短句，就能取得高分，实际上老师看长句会觉得很累，以为你不会写短句，通常不会给高分。如果一篇中文作文每句都30多个字，定然晦涩难懂，英文也不例外。精炼的短句可以放在段首表示强调；复杂的长句可以进行具体的论证、举例或描述。
四六级作文主要题型
1.双刃剑型：亦即“是非型”，就是针对某一种社会现象，我们要谈出一些人的正面观点以及另一部分人的负面观点，最后不免还要写一些自己的看法和打算。另外，它还有一个显著的标志，就是题目大多数为一般疑问句以及选择疑问句。对于这类文章，我们直接按照提纲的指示，将这个“正面”、“负面”“自己”的观点分列三个自然段，详加阐述就可以了。
2.问题-解决型：这种类型的作文，题目大多以社会热点问题，以及由How引导的特殊疑问句的形式出现，旨在考察学生对于社会问题描述、分析、评价以及解决的能力。因此，我们可以从问题的现象、现状、原因、影响、解决以及意义六个方面加以考虑和练习。当然
这只是一个大的原则，考试不可能将六个方面都考遍。写的时候，具体情况具体分析，将提纲规定的内容依次写进去。对于没有考察到的内容，可以根据篇幅的长短适当加以补充。
3.提纲式：现在的四级考试，作文题目基本上都有一个或中文或英文的“提纲”作为导向，因此可以说，几乎所有的四级作文都属于“提纲式作文”；然而，在这里的“提纲式”指的是“狭义上的提纲式作文”——即那些提纲之间没有什么逻辑联系的作文。因而，我们只需按照提纲所给定的内容和顺序去写即可。
4.应用文：应用文写作是21世纪以来四、六级考试命题的一个新趋势，也成为许多同学的头痛所在。其实应用文并不像同学们想象的那么可怕，同学们只须把握住这样两个原则：一、四级考试中出现的应用文多以书信为主；二、书信中多以个人书信为主。从历年命题的方向看，它大体可以分为三种：建议性、说明性以及表扬/批评性。无论是属于哪一种类型，它们的区别只是内容上的，而非形式上的。从这个角度看，应用文和普通的文章没什么两样。所以，同学们可以针对这三个方面去做准备。
5.图表型：目前四、六级考试正在逐渐向雅思考试靠拢，而雅思考试每次必考图表型作文，由此也可以看出图表型作文在四、六级考试中的重要性。在写这种类型作文的时候要注意，不要过分地引用图表中的数据，而要尽量地发现数据变化的趋势和原因，从而得出结论，最后再加以总结。
天下之事，必做于细。文章亦然。比如说，句与句之间是需要衔接的，那些“起”、“承”、“转”、“合”方面的过渡词是文章中必不可少的润滑剂；像as这样的小词，背后都有丰富的用法，所以有时也会表示一些不太常用的意思，比如：Aggressive as he is, Tom is a intelligent boy.（尽管汤姆言行放肆，他还是一个很聪明的人），类似的和还有of、to等等
英文议论文的结构特点
汉语写作对文章结构的要求不是很高，如开头段应该包括什么、论题句应该在什么时候出现、文章的结尾是否必须总结全文等等。而英语写作要求文章结构必须十分严谨，文章各个部分的功能都要十分清晰，开头、中间和结尾都有严格的要求。
简而言之，英语议论文共有三大特点：
1、 观点鲜明的开头； 2、 紧扣主题的结尾；3、 有主题句并且衔接自然的中间段落。
这三点当中，第1、2点早已为绝大多数中国学生所熟知，因为开头点题和结尾扣题同样也是汉语文章的要求。但在长时间的学习过程中，这样的要求被很多学生以为是“老土”而得不到足够的重视。如果将这种思想带到英语议论文写作当中，直接的后果就是中心分散、观点不明确，加上中国学生普遍英文表达能力不强，这些因素就为整篇文章的失败埋下了隐患。
另外，英语文章和汉语不同的是段落的主题句一定要放在段首，而不能按照中文的写作习惯放在段落的中间或者最后，在英文应试写作中更加如此。正因为没有“主题句”的思想，所以中国学生在写英语文章时经常“想到什么，就写什么”，这在英语议论文中是不能接受的。例如，例文1中每一段的首句都简要地概括出了该段的主要内容，换句话说，每段的内容都是根据首句来展开的，其顺序不能颠倒。
英语作文的“过渡词”的运用
英语作文的“过渡词”可使作文文辞优美，衔接自然，布局精细，可提升作文的得分档次。现归类如下：
1、表并列关系的过渡词
and, also, as well as, or, too, not only … but also, both … and, either … or, neither … nor
2、表递进关系的过渡词
besides, in addition(加之，除……之外)，moreover(此外，而且)，what’s more(更重要的是)，what’s worse(更糟糕的是)
3、表转折对比的过渡词
but, however, yet, instead, on the other hand, on the contrary(相反), although, despite, in spite of, whereas(而), unlike, nevertheless(然而), not only … but also, here … there, years ago … today. this … that, the former … the latter, then … now, the first … whereas the second. once … now, on the one hand … one the other hand, some … others
4、表原因的过渡词 because, because of, since, as, for, now that, thanks to, due to（由于）
5、表结果的过渡词
so, thus, therefore, as a result, so that, then, thereby(从而), hence(因此), so … that. such … that
6、表条件的过渡词 if, unless, on condition（条件是）, as/so long as（只要）
7、表时间的过渡词
when, while, after, before, until, as soon as, later, afterwards（事后）, soon, lately, recently, since, from then on, eventually, in the meantime, then, suddenly, at the same time, next, early this morning/year/century, after a while, in a few days, now, presently, finally, at last, all of a sudden, from now on, at present, immediately, the moment
8、表特定的顺序关系的过渡词
first, firstly, second, secondly, third, thirdly, above all. first of all, then, next, finally, in the end, at last, afterward(s)（后来）, meanwhile（几乎同时）, thereafter（在那以后）, last, finally, eventually（终于）
9、表换一种方式表达的过渡词 in other words, that is to say, to put it another way
10、表进行举例说明的过渡词 for instance, for example, like, such as
11、表陈述事实的过渡词 in fact, actually, as a matter of fact, to tell you the truth
12、表强调的过渡词
certainly, indeed, above all, surely, most important, in fact, no doubt, without any doubt, truly, obviously
13、表比较的过渡词 like, unlike, in the same way, similarly, similar to
14、表目的的过渡词 for this reason, for this purpose（为此）, so that, in order to, so as to
15、表总结的过渡词
in a word（总之，简言之）, in general, in short（总之）, above all, after all, generally speaking, to sum up, finally, in conclusion, at last, in summary
16、用于“启”的过渡词语（常用在段落或文章的开头）
first, first of all, at first, in the first place, firstly, to start with, recently, now, at present, lately, currently,
It is often said that …As the proverb says …It goes without saying that …Many people often ask …
17、用于“承”的过渡词语（通常用在段落中的第一个扩展句中）
second, similarly, in addition, besides, then, furthermore, moreover, what is more, what is worse, for example, for instance, certainly, surely, obviously, in other words, especially, particularly, in particular, indeed, still, third, truly, in fact, at the same time, no doubt,
It is true that …Everybody knows that …It can be easily proved that …No one can deny that …The reason why … is that …There is no doubt that …To take … for an example （instance） …We know that…What is more serious is that …
18、用于“转”的过渡词语（通常用在段落中的第二个扩展句中）
but, however, on the other hand, on the contrary, in contrast, in any case, at any rate（无论如何）, nevertheless（虽然如此）, otherwise, or, or else, while, whereas, but, despite, in spite of …, yet, instead,
I do not believe that…Perhaps you’ll ask why…This may be true. but we still have a problem with regard to…
Though we are in basic agreement with …, yet differences will be found.That’s why I feel that …
19、用于“合”的过渡词语（通常用在段落中的结论句或文章的结论段中）
in a word, in general, in short, above all, after all, generally speaking, to sum up, finally, in conclusion, at last, in summary, there all（毕竟）, eventually, hence, in short, in conclusion, in a word, in sum（总之）, on the whole（就整体而言）, to sum up
From this point of view …On account of this we can find that …The result is dependent on …Thus, this is the reason why we must …
二）英语6级作文
Have you made the reservations for our holiday yet?
你为我们度假做好预订安排了吗?
I have my reservations about his ability to do the job.
Most of these workers are American Indians living on reservations.
这些工人中的大多数是住在居留地的美洲印第安人。
与居住有关的'
Playing the piano sets up resonance in those glass ornaments. 一弹钢琴那些玻璃饰物就会产生共振。
He is arrest for drunkenness and the resultant publicity ruined his career.
他因酗酒被捕,结果这一坏名声毁了他的前程。
The retail dealer buys at wholesale and sells at retail.
零售商批发购进货物, 以零售价卖出。
In this shop they retail tobacco and sweets.
He is fond of retailing the news. 他喜欢传播消息。
They advocate the retention of our nuclear power plants.
他们主张保留我们的核电厂。
He retorted the invective on her.
他用恶言讽刺还击她。
Yesterday I retrieved the bag I left in the train.
He did his best to retrieve the situation, amidst some laughter. 他在哄笑中尽力挽回尴尬的局面。
In retrospect it's obvious how we went wrong.
回想起来, 我们是如何出的错就很明显了。
三）英语6级作文
诚然，六级写作是需要背模板的，但绝不是盲目地背。
整篇背诵模板不是最有效的方法，因为模板的写作思路是固定的，然而很多时候试题的命题思路可能与所背模板思路不同。因此，可能导致“所背非所考”，甚至导致文不对题，生搬硬套。
但是，无论六级写作话题如何变化，一般都对应三个或两个汉语提纲。只要按提纲要求去写相应的内容段落，就做到了紧扣主题。历年写作提纲可以总结为六种功能段落：现象描述、危害分析(弊)、原因分析、建议措施、观点阐述(观点的本质为利弊：支持方观点等于分析“利”，反方观点等于分析“弊”)、意义阐述(利)。
如果能够掌握住六种功能段落的写作实际就掌握了六级考试写作考题的最本质特征。那样的话，无论题目如何变化，我们准备都是有的放矢的。反观，死背模板容易导致生搬硬套，甚至文不对题。
在了解了六级考试在命题特点的基础上，考生在备考阶段最需要准备的是两个内容：思路和表达。思路解决怎么写的问题，表达解决写什么的问题。如果拿到一个作文题目，你知道应该按照什么思路去写，又知道应该写什么表达，这篇作文就已经成功了一半。
表达分为四个层次：词句段篇。其中篇章层面只要按照提纲要求去组织文章即可，因此篇章方面不足为虑。段落方面按照“功能段落”的六种形式去识别，也小菜一碟。
很多同学考前也在背，背的滚瓜烂熟，脱口而出，觉得自己水平很牛!上了考场也顺利将文章写了出来，却得了一个很低的分数，为什么?因为单词都拼错了。请牢记：口头背诵得再好不等于能够写对。背写是提高写作和翻译唯一也是最有效的方法。
那么，背写什么内容哪?答案是思路和表达。思路上文中已有论述，遣词和造句的表达方面应该紧密结合功能段落来背诵有效句式和用词。考生不必刻意追求适用难词，但可以将常见词汇稍作替换：如，
exceedingly, extremely, intensely替换very;
an army of/a great many/a host of 替换a lot of;
advancement 替换 development;
positive, favorable, promising(有希望的)， perfect, pleasurable, excellent, outstanding, superior替换good;
give rise to, lead to, result in, trigger 替换cause;
harbor the idea that, take the attitude that, hold the view that替换think;
beneficial, rewarding替换helpful;
bear in mind that替换remember;
enjoy, possess替换have;
shopper, client, consumer, purchaser替换customer……
先背再写：基础较差同学一定要先背一些功能句式和教材相关范文，然后模仿该作文的思路和表达去写。背写的目的是积累语言表达实力，同时练习书写的公正和优美。建议书写较差的考生买本英语字帖练一下书写，也许你会有意外的惊喜。
阶段总结：每过一周就要问自己几个问题：所背诵的表达可以用来写什么类型的文章?该类文章的相关词汇或表达有什么?关键词如何避免重复?请记住：没有复习，没有巩固。
适当模拟：在熟练掌握背写了六种功能段落的思路和表达之后，可以结合适当题目在写作中运用所讲所背所总结提分词汇、句式。建议大家能够灵活运用，做到一例多用。
文章中心句是整个文章的主题和写作围绕的中心，通常应该放在段落的开端，这样一方面能够让阅卷老师一眼看出文章表达的主旨意思，起到开门见山的作用;另一方面可以使文章条理层次更加清晰，逻辑性强，文章的整体结构合理。中心句在作文中可以起到承接上下文的作用，放在段尾也可以起到总结全文的作用。这一方法对于写作初学者来说还是有一定困难的，因此在六级考试中，为了减少不必要的错误和损失，大家尽量将中心句放到文章的开头以保万无一失。
文章的`中心句一般是通过关键词来表现和限制文章的主旨思想的，所以为了突出主题，关键词需要尽量写得具体些。这里对“具体”的要求主要体现在两个方面：一方面是要具体到能限制和区分文章段落层次的发展;另一方面是要具体到能说明段落发展的方法。精确仔细地突出关键词是清楚地表达文章主旨、写好段落中心句的重要前提之一，这对考生来说有一定难度。
中心句及关键词确定后，文章的大概框架已经清晰了，这时候就需要选择和主题有关的信息和素材来填充这个框架。实质上，针对关键词测试每一个所选择的素材就是一个分类的过程。有一种常用的行文方法就是句子展开前加以设问，然后解答，即设问-解答(why-because)的方法，利用问题引出自己需要的话题再加以解答表现自己的观点，同时紧紧围绕主题。
四）英语6级作文
Summer plan
The summer holiday is coming . I am going to my hometown to see my grandparents first . Then I have to review my lessons because some of my lessons are bad . At last I plan to visit Beijing . Beijing is the capital of my country and there are many places of interests such as The Great Wall , The Summer Palace . I think I will have a good and interesting time this summer .
五）英语6级作文
Today I finally put summer vacation! I decided to go to Hong Kong Disneyland. I came to Disney, where it was a sea of people, so I had to squeeze hard, because it was packed into it. I first went to play over the space mountain, this game is really too exciting, and made me want to play more than a few times! But the line is really too many people, so I went to turn the cup of the turn. It was not easy for us to squeeze into a cup. The game began, we turn ah turn ah, I really hope that the game quickly end, but we sit like a cup can not stop like turn ah turn ah, finally, we have a cup. We play tired, came to the castle and fairy tale characters to play about. Then we went to the second stop? The Hong Kong famous wetland park. Where the flowers, is a good place to rest.
We went back to Guangzhou the next day.
今天我终于放暑假了!我决定第一站去香港迪斯尼。我来到迪斯尼，这里真是人山人海呀，所以我只好拼命挤，因为这样才挤得进去。我首先去玩了飞越太空山，这个游戏真是太刺激了，弄得我还想玩多几次!可是排队的人实在是太多了，所以我就去完璇转的杯子了。我们一家好不容易才挤进了一个杯子里。游戏开始了，我们转啊转啊转，我真希望游戏快点结束，可是我们所坐的杯子好像停不了似的转啊转啊转，终于，我们一家下了杯子。我们玩累了，就来到城堡和童话里的人物玩一下。之后我们就去了第二站香港著名的湿地公园了。那里鸟语花香，是休息的好地方。
我们第二天就回广州了。
六）英语6级作文
6年级英语下册教案5篇
每个英语教师要高度重视英语学科教学，重视学生英语基础知识的学习和掌握。每个六年级英语老师都要写六年级英语教案，六年级英语教案能够提高他们的教学质量。你是否在找正准备撰写“6年级英语下册教案”，下面小编收集了相关的素材，供大家写文参考！
6年级英语下册教案篇1
教学目标：
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
认知目标
学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many......进行口语交际。
能力目标
能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。
情感目标
通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。
教学重点：
让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力;
教学难点：
让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。
教学方法：
1. 教法设计 根据英语这门课本身的特点及四年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。
2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
3. 教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。
教学过程：
1.热身( Warm up)
一中外不同家庭全家福为背景，播放中文歌曲《让爱住我家》开头曲，让学生静静闭上眼睛感受家的氛围。
再此过程中有老师进行话语引导“同学们，家是温馨的港湾，每个人都有一个家，歌曲中唱到，我爱我的家弟弟爸爸妈妈，那么同学们知道这几个词语用英语怎样表达吗?”
2. 单词学习(word learning)
第一步，先由大屏幕学习本科单词，有老师详细解释;
第二步，反复领读与自我练习;
第三，拼写阶段，四线格练习;
第四，memory game的游戏。
[设计意图] 该部分有两处亮点，一是，依然重视四线格的书写，为我的学生打下一个良好的英语基础。
3. 单词游戏(memory game)
[设计意图] 既增添课堂气氛又争取让我的学生限度的当堂掌握新学的单词。记不过不要紧，目的不是必须当堂掌握，而是限度的提升课堂效率，并限度的挖掘学生潜能。
最后谁答对了还会有奖励，即道具“卡片鱼”，这样道具也不会被浪费。
4.课文学习 (text learning)
以问题导入“我们知道Ammy 的家庭有六位成员，可Ammy却说有七位，这是为什么呢?” 接下来利用视频学习课文并找出答案。
[设计意图] 让学生带着问题学课文找答案，增强目的性。本环节有两处特色，第一是，所选视频是实景实人视频而不是动画，增强真实感，限度的再现英语环境。第二是，由老师进一步解释Ammy为什么把狗也看作是家庭成员，以此培养跨文化意识。
5.语法学习(grammer learning)
此环节学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。本节课所教授的句子是“How many people are there in your family?”
[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。提高他们的表达能力，反复练习语法知识，学以致用。
6. 知识拓展(Extra tips)
由老师补充搜集课本上没有的知识，如，本课中其实爸爸妈妈在英语国家还有其他的口语化叫法mammy dady等。
[设计意图]一是，让学生开眼界。二是，为我下一步的作业布置铺路子。
7.课后作业(Homework today)
(1) “说出你的爱”：回家后用英语称呼你的家人，如“Mom，I love you!"
(2) “我学我用”：准备下节课带自己的全家福一张，向你的同学介绍你的家庭成员。
[设计意图] 巩固所学，将课内的学习延伸到生活。
8. 结束(the ending)
最后以I love my family 歌舞表演结束本课。
[设计意图] 第一，号召同学们stand up and move your body! 让同学们站起来一起唱一起跳。因为这首歌曲是精心挑选的，并且会配以动作教学。第二，从另一个侧面向孩子们昭示，只要课堂上认真听课，四十五分钟过后必定会有轻松的一刻。第三，使本节课在一个轻松愉快的氛围中结束，让每个人被这首歌所感染，心中充满浓浓的爱意，体会到英语的魅力，使思想境界得到升华。
6年级英语下册教案篇2
Teaching Aims(教学目标)
学生可以掌握单词及字母：boy,girl,egg,fan,Ee,Ff
学生可理解使用句型：Are you Kitty? Yes，I am./No,I am not.
Teaching Importances(教学重点)
boy,girl,egg,fan,Ee,Ff
Teaching Difficulties(教学难点)
Are you Kitty? Yes，I am./No,I am not.
Cultivation Education Training Points(养成教育训练点)：
继续培养学生对英语的学习兴趣，帮助学生逐步养成善于观察、勇于表现的好习惯,引导学生发现身边的英语。
Teaching Methods(教学方法)
游戏法，小组竞赛法,情境法
Teaching Tools(教学用具)
多媒体课件
Teaching Procedures(教学过程)
Pre—task preparations
1.播放音乐，带领学生朗读儿歌，感受Are you …?句型。
Are you a boy?
Are you a boy?
Yes，I am.
Yes.I am.
Are you a girl?
Are you a girl?
No，I'm not.
No，I'm not.
2.请个别学生用课时一学过的句子介绍自己。
S1：Hi，I'm…(name).I'm a… (boy/girl).
While-task procedures
1.出示Listen and say的图片,播放录音或多媒体动画，让学生跟读对话。板书句型Are you …? Yes ，I am./No，I'm not.让学生跟读，然后通过提问帮助学生理解该句型的用法。
T: Are you…?
S1：Yes，I am./No，I'm not.
2.再次播放Listen and say的录音，让学生跟读。然后请一个学生上来戴上眼罩，再请另外三个学生和教师一起参与游戏，在游戏中不断重复问Are you…?
S1：Are you…?
S2：Yes，I am./No，I'm not.
S1：Are you…?
S3：Yes.I am./No.I’m not.
3.Listen and guess：猜谜游戏。通过游戏帮助学生操练句型Are you…?先让学生看Play a game栏目的对话，然后请一个学生蒙上眼罩，站在讲台上，另一个学生与他/她打招呼，蒙眼罩的学生根据声音猜猜是谁在打招呼。
S1：Hello! I'm a girl/boy.
S2：Are you…?
S1：No.
S2：Are you…?
S1：Yes，I am./No.I'm…
4.出示Kitty, Alice，Joe，Peter的图片，每次请一位学生上来选择一张人物图片并扮演人物作自我介绍，请其他学生猜猜他/她是谁。
Sl：(pick the card of Kitty)I'm a girl.
Ss：Are you Alice?
S1：No.I'm Kitty.
Post-task activities
1.学生四人一组分角色朗读Listen and say的对话。鼓励学生仿照Listen and say的内容玩捉迷藏游戏，邀请一组学生上来玩游戏。
S1，S2&S3：One，two，three! Come and catch me.
S1：I’m a…
S4：Are you…?
S1：Yes，I am./No.I'm…
S2：I’m a…
S4：Are you…?
S2：Yes。I am./No.I'm…
S4：You’re…
S3：Yes.I'm…
2.把学生分为四人一组，发给每个小组四张人物图片，请每个组员挑选一张，然后根据图片扮演角色。要求学生用Are you…?句型互相询问对方的身份。
S1：(to S2)Are you Mr…?
S2：Yes，I am./No，I'm not.I'm…
Blackboard Design(板书设计)：
Unit3 Are you Kitty?
Are you…?
Yes，I am./No，I'm not.
6年级英语下册教案篇3
教学内容：
D Ask and answer E Read and match F Draw and guess G Listen and repeat H Sing a song
教学要求：
1、掌握单词、词组take a walk , suddenly , something , note , nearby , quickly , pick up , come up , keeper , point , fine
2、听懂、会说、会读句型Can I…?No , you can’t.
3、了解字母组合er在单词中的读音
4、会唱歌曲 The signs in the park
重点难点：
1、掌握四会单词、词组、句型
2、了解字母组合er在单词中的读音
教具准备：
录音机，磁带，单词，词组卡片，教学挂图
教学过程：
一、Revision
利用时钟 T :What’s the time ? S :It’s…
二、Presentation:
1、D Ask and answer
T : Jack is back home from the zoo. What does he want to do ?
Look at the pictures. Then ask and answer the questions in pairs.
Picture 1 A :Can I go to the park ?
B :No , you can’t . You should go home now .
Picture 2 A : Can I have an ice-cream ?
B :No, you can’t . You should have dinner now.
Picture 3 A :Can I watch TV ?
B :No ,you can’t . You should read your books now .
Picture 4 A :Can I play computer games ?
B :No , you can’t . you should go to bed now . Then say together
2、Read and match
T :Ben is reading a story . Look at the pictures and help Ben write the correct letters in the boxes .
Listen to the tape , answer the questions .
[1] What is Mr Smith doing in the park ?
[2] what does he see on the grass ?
[3]And what does he do ?
[4]Who comes up to Mr Smith and what does he say ?
[5]How much does the park keeper fine Mr Smith ?
边回答，边教授单词、词组take a walk , suddenly , something , not , nearby , quickly , pick up , come up , keeper , point , fine
集体朗读单词
集体读短文，个别表演 课文
三、Read and match
部分单词、词组较多，要多创设情景，便于学生掌握，尤其是词组：pick it up 使用需强调，以及区分ten-yuan note 与 ten yuan 3
四、Draw and guess
Today is Sunday .
Ben Nancy and Jack are playing a game about public signs.
让学生看懂P20游戏要求，请学生自己画公共标志
T :what does this sign mean ?
Yes , you’re right . Sorry , you’re worry . Try again .
五、Listen and repeat
1、跟读单词
2、How to pronounced “er”here ?
3、Any other words “er”pronounced//
4、Read the sentence
5、比较er 发音为// 5
六、Sing a song
1、Read the song
2、Explain some words or phrases
3、Listen to the tape and sing together .
七、Practice:《练习册》
A Listen and choose
八、Homework
1、Copy the new words
2、Recite Part E,G
板书设计：
Unit 2 Public signs
Jack :Can I…? Mum :No , you can’t .
You should…now .
/ / brother peter sister tiger
Peter’s brother and sister like the toy tiger
6年级英语下册教案篇4
一、教学内容
1.单元复习。
2.学习辅音字母c、g及辅音字母组合ck，ch的发音。继续学习单词重音，并初步接触不发音的字母k、w等。
3.语法：小结人称代词的用法。
二、教具
录音机;音标卡片;上节课使用过的教具等。
三、课堂教学设计
1.复习。教师拿出小飞机模型(或小风筝等东西)，与学生练习对话。对话模仿第71课课文内容。
T：Hi,…, could you help me, please?
S：Certainly. Whats wrong?
T：Its this plane (kite, etc).
S：Whats wrong with it?
T：I think its broken. Can you mend it?
S：Let me see. Yes, I can. (Sorry, I cant.)
把飞机模型等交给学生，由学生之间进行对话。
2.打开书，两人一组进行课文第三部分对话。指导学生正确利用右边给出的短语。请几组同学到前面表演(利用一些实物，以增加交际效果)。
3.教师出示以下音标卡片[s]，[k]，[g]，让学生认读。放课文第一部分录音，并指导学生小结这部分中所得到的辅音字母和辅音字母组合的发音。指导学生做练习册习题1。
继续放录音，学生练习单词重音和不发音的字母。
原文 :小学六年级英语教案——Put them away, please! Lesson 72 2
4.指导学生过一遍复习要点(18)。教师对人称代词进行总结，指导学生参阅书后所列出的语法条目：人称代词。
5.指导学生做练习册其他习题。
6.布置作业
练习朗读本课音标及例词，完成练习册习题。
7.小测验
1)听写本单元中要求四会的词汇及句型;2)就修理飞机模型(或风筝)内容编写对话。
四、难点讲解
人称代词
我们在第六单元中初步学习了人称代词的用法。人称代词除了有主格之外，还有宾格形式。人称代词的主格在句中作主语。例如：
1)Im a student. 我是个学生。
2)Could you help me, please? 你能帮我的忙吗?
人称代词宾格，在句中作宾语。例如：
1)Please help her. 请帮她一下。
2)Let me see. 让我想想。
6年级英语下册教案篇5
一、教学内容
1.围绕本单元重点词汇和句型进行复习巩固。
2.进行听说读写四项能力方面的训练。
二、教学目标
1.能够正确理解和表达本单元词句。
2.能够围绕本单元重点内容完成段落书写。
三、教学重点和难点
1.本课的教学重点是：对前三个单元学习的基本词汇和交际用语进行全面的`检测。
2.本课的教学难点是：B项对话活动。D项书写文段的活动。
四、教学手段
教学录音磁带、卡片、挂图
五、教学方法
情境教学法、听说法、翻译法、语言交际法
六、教学步骤:
1.Sort game Read the flash cards
2.T Show the pictures of partA. T: What can you see in these pictures? Where are these places? What do you know about Lhasa/Egypt/crocodiles?
3.Ss listen to the tape, and match.
4.Discuss the answers with the partners, listen again and check the answers in class.
5.Ask the Ss to read PartB. And listen to the tape.
6.The Ss can make a dialogue in pairs, and act out.
7.Part C Read and answer the questions: When did Marco Polo come to China? Did Marco Polo have an uncle? Where did Kublai Khan send Marco Polo? When did Marco Polo leave China? Did Marco Polo write many stories about China in a book? What’s the name of this boo?
8.Do the exercises, check the answers.
9.Ask the Ss to read Part D, and choose one to think about.
10. Write.
11.Homework: Finish the writing.
七）英语6级作文
大学英语六级考试中，很多同学发现听力部分很难，那么六级听力部分的难点究竟有哪些呢?下面我们具体了解下英语6级听力学习方法。
心理状态就是一个人的心情。心情的好坏，会直接地影响我们工作、学习的效果。你也能看到，在体育比赛中，由于心理状态的起伏，参赛选手的发挥会跟着有较大的起伏。同样的道理，心理状态的正常与否对参加听力考试的同学来说也至关重要。心理方面的任何失衡都会使你手忙脚乱，得分率降低，平时掌握的内容也有可能发挥不出来;相反，保持良好的心态，则会使你如虎添翼，发挥出最佳水平。
考试中的心理偏差有两种，一是过于放松，难以集中注意力，总是想起别的东西，无法抓住听力内容的关键词;二是过于紧张，心跳加快，手心出汗，有头晕的感觉。出现前一种情况的同学要加强训练，找一个与考试环境相似的教室，模仿真实的考试场景，逐渐进入状态;出现后一种情况的同学可能是对自己的能力估计不足，心中无数，有一种惧怕心理。这就要从自身做起，平时加强听力训练，做到有的放矢，弥补弱项。从而充满自信，保持心理稳定。在考前，把指令背熟，然后在放指令的录音时，阅读选择项，并进行有关的预测，这时，紧张的心理自然消除了。另外，要做到顺其自然，我们的意思是不要怕漏听一些非关键部分，像介词、连词、冠词等，总之不要去想一个没听到或一个不熟悉的单词，否则，会漏听更多内容。关于心理准备。在开首，我们提出同学们在练习听力以及正式的考试中都必须遵循的一条，就是放松心情，但要使听觉系统紧张起来。只有放松心情，才能正常(甚至超水平)发挥听力。
听的过程中，一定要集中注意力，不要胡思乱想。同学们在平时训练中，就要注意加强大脑与听觉系统之间的协调与沟通。我们在以后的每一个测试开首，都会讲解实用技巧， 希望同学们能熟练掌握并运用于试题之中。 (二)注意辨别近音
同音、近音词句一样，在英语语言中也有许多单词读音很接近。它们在被读出时，很容易对考生造成干扰，使你产生多余的联想。另外，在对所提问题设定的选项中，通常会出现与听力材料中读音接近的单词，作为对原句中音或义的干扰。比如： 原文：W： I’ve got to buy a new car. M: Really?
Q: What does the woman mean?
选项：A) She purchased a car recently. B) She knew the car was in the lot. C) She always forgets to clean her car. D) She really needs a new car.
可以看出，B)项中的knew是对原文中new的近音干扰，C)项中的forget是对have got to的近音干扰。
因此，在遇到这类题时，要求考生要仔细，不要一看到干扰项就立即作出选择，从而中了题设陷阱。
此外，还要注意语音、语调的问题。中国考生对英语中以语调、语气表意的句子不熟悉，从而难以领会说话者要表达的真实意图，结果造成失分。因此，应试者应对这一项加以研究，并加强训练。以陈述句为表达形式而句末用升调，表示说话人的怀疑，不同意或不完全同意对方的观点。句子结构是陈述形式，但句末用的是降调或低升调，表示说话人的无所谓或乐观的态度，不表示怀疑。
感叹句用升调结尾，表怀疑。疑问句句末用升调表示怀疑，而用降调不表怀疑。如Is he
honest?用降调表示说话者认为他是诚实的。同学们对连续和弱读的现象也应有所了解。 (三)要做必要记录
同学们对于记忆的培养很重要。记有两种形式，一是用脑记，二是用手记。人的脑力是有时间局限的，超出一定的时间，信息就会弱化，甚至消失。因此，训练作笔录能力大有好处。在听较长的信息时，一边脑记并理解，一边还要做事迹挥姓庋拍苡行地理解和判断。如果没有记住关键内容，所做的判断当然无凭无据，正确性就会大打折扣。 在四级考试中，听力两部分都要求考生具有迅速而准确地记录有效信息的能力。 在Section A中，有关于时间，数量推算之类的题目。做这类题目时，考生要记下有关数字，并作简单计算。否则，等听完之后，脑中暂歇的信息一经消退，你就可能无法得到正确答案，亦或出现混乱而出错。 例如：
W：I only have ten dollars,is it enough for three tickets?
M:Well, you can buy three $ 2 tickets and three $ 3 tickets, whichever you like.
W:I’ll like the cheaper seats,please.
Q:How much money will the woman have after she buys the tickets?
作这个题时，最好记下几个数字：10，3，2，3，分别代表有10元钱，买3张票，有2元一张和3元一张的，当你听到买票者要便宜的一种，你立即可得出她还剩四元钱。 在section B中，一篇短文被连续地读出来，这时记录关键信息就显得尤为重要。只有你准确地记下了有关信息，才能顺利地完成后面的题目。
怎样记?记什么?我们说速记，简记;记要点，记关键词。简单到什么程度，只要是自己能看懂，能为做题服务就足够了，记的要点包括中心思想、主要人物、主要情节，有关的地点、时间、数字(要准确)等。 (四)快速浏览选项
考生要切记，对付一切听力考试都行之有效的做法是快速浏览选择项并提炼信息点，再找出选项间的联系点。当录音人在即将开始读Directions时，这就是你阅读选择项的最佳时机。应充分抓住这段时间，速读选项，预测内容，从而做到心中有数。通过阅读，应明确以下信息：
a) 题目所涉及到的主要人物，地点等，如是场景类考题，应迅速联想起与该场景有关的词汇，全神贯注地倾听相关信息。
b) 一般四个选择项的设计都会和录音内容或多或少地有点关系，以使能够造成干扰。这时，你就要比较它们之间的联系点，大胆地进行猜想，事先得到一个印象，再与听力材料结合，就会迅速找出答案。
这一技巧是建立在考生有较强的阅读能力的基础上。当考生具有这一能力时，通过在播放录音前的短暂时间里对问题所设的选择项的涉及内容快速地通览一下，掌握其大意。这样，你就会有针对性，目的性地去注意听力材料中提供的信息。从而迅速地找出有效词句来，作出正确判断。
例如：选项：A)The doctor is busy tomorrow. B)The doctor won’t see her tomorrow. C)The doctor is busy all day today. D)The doctor will see her today.
当你阅读了这四个选项后，你就会联想到这是关于医生的活动安排的内容。这时，你就
要集中注意力在医生的日程上。请看原文： W： When can the doctor see me? M: He won’t be free until tomorrow. Q: What does the man mean?
你听到医生直到明天才会有空时，答案就很明显了。A)、B)、D)项都与原文所表达的意思不符。只有C)贴切。从这一点也可以看出，听力技巧的提高跟你阅读能力高低有很大关系，因此，平时还要加强阅读训练，以期能迅速理解选项意思。
教你如何分析题干选答案本文主要向大家介绍听力短对话的宏观方法，无论四级还是六级，听前的充分预读是必要的，因为只有认真的预读才能找到选项中的规律，另外，短对话必须遵守的一个原则就是：先听到什么不太可能是正确选项，后听到的才可能是正确答案，没听到什么最有可能选择什么!以下以六级题为例!
当选项中有两项表达意思相近时，那么正确答案必在这两项之中!这时只需稍微听一听对话，即可知答案，如果出现了双重相关，便可直接确认正确选项，只需听完对话加之认证一下即可!
典型例题： 12月第4题 4. A) Visiting the Browning. B) Writing a postcard. C) Looking for a postcard. D) Filling in a form.
例题分析：B、C两项均含有 a poscard ，B、D两项均含有写...之意，即B、C和B、D构成双重相关，即可得出B为正确选项! 本题听力原文：
4. M: What's the matter? You've been sitting there for ages, just staring into space.
W: I told the Browning I'd send them a postcard. Now I don't know what to say. Q: What's the woman doing? 第二招：异项保留原则
当选项中出现有意思明显相反的两项时，那么正确答案必在此二项中出现!如果出现双重异项，那么即可判断出正确答案，异项保留原则在六级考试听力 短对话中应用广泛! 典型例题： 1912月第6题
6. A) She can’t finish her assignment, either. B) She can’t afford a computer right now. C) The man can use her computer.
D) The man should buy a computer right away.
例题分析：B、C异项，B项的意思是她现在没有电脑，C项的意思是男方可以使用他的
电脑。B、D异项，B是说女方无电脑，而D是说男方无电脑，男女也 是一种反意关系。所以根据双重异项原则可确定正确答案为B项! 本题听力原文：
6. M: I'm frustrated. We're supposed to do our assignment on the computer, but I have difficulty getting access to the computers in the library.
W: I understand the way you feel. I'm looking forward to the day when I can afford to get my own.
Q: What does the woman mean? 第三招：女士保留原则
做题做多了，我们应该了解西方人的思维方式，当对话中出现女士的建议和要求时，我们一定要注意，这时女士说出来的话很可能就是正确选项的异意! 因为女士经常以女神的形象出面，她们代表的是美好、正面、阳光的信息! 典型例题： 年12月第9题
9. A) The man should stick to what he’s doing. B) The man should take up a new hobby. C) The man should stop playing tennis.
D) The man should find the cause for his failure.
例题分析：通过选项我们可以分析出男人做一些事情遇到了困难，这时一位女人出来安慰男人，根据女神原则可知女人一定会让男人坚持把这件事情做下去，而不要放弃，这样的题型太多了，所以可呈现出一定的规律性! 本题听力原文：
9. M: I think I'm going to give up playing tennis. I lost again today. W: Just because you lost? It that the reason to quit? Q: What does the woman imply? 第四招：概括、抽象保留原则
当选项中出现比较概括、抽象的句子时，这时我们就要把表述事实的、具体的句子划掉，而去选择表概、抽象、比较性的句子!此原则可衍生出一个包 取大的原则，在作题时应用也是十分的广泛，一般当两个选项的意思接近时，表述比较全面的一般为正确选项! 典型例题：
7. A) The visiting economist has given several lectures.
B) The guest lecturer’s opinion is different from Dr. Johnson’s. C) Dr. Johnson and the guest speaker were schoolmates. D) Dr. Johnson invited the economist to visit their college
例题分析：A、C、D均为表述事实的句子，只有B项为对比、比较的句子，较之A、C、D项更为抽象的表述了一件事情，所以B项为正确选项! 本题听力原文：
7. M: The visiting economist is speaking tonight, but Dr. Johnson doesn't seem to think much of him.
W: That's because Dr. Johnson comes from an entirely different school of thought. Q: What do we learn from the woman's remark? 第五招：态度和虚拟保留原则
这两种方法一般无单独命题的规律性，只是作为上述四种宏观方法的辅助方法出现，当只剩下两个选项时，通常正态度的选项容易是正确答案，表虚拟的选项更容易是正确答案。
八）英语6级作文
大学英语六级考试(又称CET-6，全称为“College English Test-6”)是由国家统一出题的，统一收费，统一组织考试，用来评定应试人英语能力的英语能力的全国性的考试，每年各举行两次。那么，6级英语学习方法有哪些?
首先，我学英语有一条rule: 坚持，长时间的坚持就会变成一种习惯，如果把学英语当成一种习惯你永远不会觉得累。不坚持就尝不到进步的甜头，感觉不到进步时又觉得无望，不想再坚持，这两者永远是矛与盾的关系，但反过来，只要坚持你就会体会到进步，而这样的进步又是坚持的动力。
1，单词的话根本就不是现在记忆的，已经晚了，准备开始复习六级之前就要把单词弄好，既然你已经晚了，还有补救办法，你去买本高频词汇，就是按频率排序的，你只重点记忆高频的词汇就行了，其他的不要管了，没时间了。
2，六级最关键的也是听力和阅读，这其中听力又是最重要的，你备考之前首先要买本真题，其他书籍就不要再买了，因为那些书的编书者不是命题人，他们不一定能够控制的好试题难度，最好的资料就是历年真题，这个是最好的资料。对于听力的话，就是反复听。对于真题，需要至少过三遍，对于听力，你先听，肯定很多不会，听完看原文，看着原文听第二遍，把错题改过来，第三遍什么都不看，直接听，看是否能全部听懂，不行的话再听第四遍。这就是听力最好的练习方法。
3，四六级的阅读理解难度还是不算很高，你可以采用投机取巧的办法，直接看题在文中找答案，因为四级命题非常直，不会拐弯抹角的，所以这种办法比较实用。
4，完形填空的话需要很扎实的英语基础，包括语法分析，词组辨析等等，这个要求比较高点，很多考生这部分都不怎么高，况且他只有71分，比例不大，建议不必重点复习，这部分成绩的高低是拉不开总分的。
5，写作的话全是死模板，你要看几篇历年的真题范围，总结一下，因为四级作文莫非就是简单的议论文，题目一般三句话，第一句说明一个问题，第二句分析原因，第三句你的看法，所以你也分三段写，总结模板背下来，考试时往里边套就行了，这样写作就变成翻译了。
6，还有一道难题就是阅读前边那个短阅读填空，这个和四级的那个15词填10词相比实在简单很多，你稍微练下就行了。
7，最后一点就是那5个翻译了，翻译的话每年都差不多的考点：定语从句，强调句，倒装句以及重点词组的用法，就这4个考的最多。注意弄懂前三种句型。
九）英语6级作文
1My View on Spending Craze During Graduation
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When studying human talent, the temptation is usually to concentrate on the upper reaches.
Understandably so: we all admire the Einsteins and Mozarts of this world and 36 to imitate them.In comparison, studying the opposite end of the spectrum might seem pointless,
patronizing(摆出恩赐态度的)or downright tasteless. Lack of intelligence is shameful enough withouttreating people like lab rats.
Yet it often takes a different viewpoint to find new insights into an old problem. Stupidity is tooimportant and interesting to ignore. The science of stupidity is producing results that 37 ourconcepts of intelligence and that should be humbling for many of the smart people who run the world.It turns out that a tendency for entertaining 38 , foolish or illogical ideas is not necessarily theresult of a low IQ. This measure of intelligence is largely 39 of rationality. Just because
you score on the high end of one scale doesn't mean that you won't fall at the bottom of the other.Importantly, no one is 40 to the biases that lead to stupid decisions. Yet our respect for IQ andeducation means that it is easy to rest on the laure/s (桂冠) of our qualifications and assume thatwe are,by definition, not stupid.
That can be 41 on a personal level: regardless of IQ, people who score badly on rationality testsare more likely to have unplanned pregnancies or fall into serious debt.
Large scale stupidity is even more damaging. Business cultures that 42 encourage it, for example,mayhave contributed to the economic crisis. Indeed, the effects may have been so damaging preciselybecause banks assumed that intelligent people act logically while at the same time rewarding rashbehavior based on intuition rather than 43 . As one researcher puts it: “The more intelligentsomeone is, the more disastrous the results of their stupidity”. The same surely applies to
politicians: the tenth anniversary of the invasion of Iraq serves as a 44 that clever people cando monumentally stupid things.
If we want to avoid making similar mistakes in the future, everybody--especially the most
intelligent and powerful--would do well to humbly 45 their own weaknesses. To quote Oscar Wilde:“There is no sin except stupidity. ” A)acknowledge I) independentB)aspire J)negligibleC)challenge K)nominationD)commemorate DperpetuallyE)damaging M)rash
F)deliberation N)recipientG)immune O)reminderH)inadvertently
Technology, Costs, Lack of Appeal Slow E-Textbook Adantian
[ A] Textbooks are often a luxury for college senior Vatell Martin. The accounting major atVirginia State University got by in several courses with study groups and professors' lectures.“It's not that I didn't want to buy,”he says. “Sometimes, I just didn't have the money for a $ 200book. ”VSU knows Martin isn't the only one. More than half of its students routinely skip buyingtextbooks. For a solution, the school is turning to e-textbooks.
[ B ] VSU partnered with Flat World Knowledge, a start-up publisher that produces exclusively written e-books with “open” content that can be modified by professors. In a trial with 14 businesscourses,students would be required to pay and receive a Flat World e-book and digital learningsupplements. The university and a local grant have been covering the cost, so far. “That'snothing.It's what I put in my gas tank,” says Martin, who participated in the trial. “If I waswalking into a discussion on a topic, I can just download and take out the book and read it on myphone. ”
[ C] With their promise of ubiquity (无处不在), convenience and perhaps affordability, e-textbookshave arrived in fits and starts throughout college campuses. And publishers and book resellers arespending millions attracting students to their online stores and e-reader platforms as mobiletechnology improves the readability of the material on devices such as tablet computers. SiliconValley start-ups,such as Inkling and Kno, are also aggressively reinventing textbooks withinteractive graphics, videos and social-media features.
[ D] Despite emerging attempts at innovation, the industry has been slowed by clumsy technology, thelasting appeal of print books, skeptical students who search online for cheaper alternatives, andcustomer confusion stemming from too many me-too e-textbook platforms that have failed to stand out.[ E ] The late Steve Jobs, founder of Apple, believed textbooks to be an $ 8 billion market ripe for“digital destruction,” biographer Walter Issacson writes in Steve Jobs. Apple is expected to make anannouncement Thursday about its new education products. The market is small but growing. Sales for e-textbooks in the U. S. higher education market grew 44. 3% to 7. 3 million in ,according toSimba Information, a publishing industry research firm.Print still rules
[ F] So far, students have been less than impressed and more likely to choose print books. About 11%of college students have bought e-textbooks, according to market research firm Student Monitor.Availability isn't the chief problem. Most popular textbooks have a digital version, andthey're available online. But students have largely stayed away because the most readily availabletechnology today -- PDF (portable docmnent format) or other document reader versions of the printbook―is clumsy and eye-straining to read.
[ G ] When Andrea Soto, a freshman biology major at the University of Maryland, bought Principles ofBiology, the 2 price tag came with a free online version. She prefers the touchable presence of athick book on her lap. “You can't highlight or underline things in the e-book. I find it more of atrouble,” she says. However, digital books aren't necessarily cheaper, either. While priced lowerthan new print books, they're often more expensive than buying or renting used books online, says Kathy Mickey, an analyst at Simba. A federally funded pilot study at Daytona State College in Florida found that some students who rented an e-textbook paid only a dollar less than students whobought a print edition. And e-textbook users couldn't sell the book back after the class ended.
[ H ] Despite e-textbooks' shortcomings, most agree that the print market is ripe for a technological overhaul (彻底改革). Prices of new books are rising sharply. Authors complain aboutused book sales that don't generate royalties. Professors and students axe annoyed at new editionsthat seemingly add little in content VS the previous one.
[ I] “This is an industry that's failing everyone--parents, authors, professors, and students,” saysBrad Wheeler, chief information officer at Indiana University, which is running a program thatdistributes cheaper e-textbooks but requires all students in the class to buy. Publishers areeager for a quicker transition to the format because e-textbooks cost less to publish and wouldgenerate income from every student who buys one. Digital books can't be resold, at least, not legally. “We'd prefer that all of it to go digital,” says Vineet Madan, senior vice President of newventures at McGraw-Hill Education. “There isn't a secondary market for e-books. ”Seeking market niche (商机)
[ J ] If current e-textbooks are mostly unappealing, what's next? Like online music in its infancy,the textbook industry's key players--publishers, resellers, bookstores, tech companies, even someuniversities--are all scrambling to offer their digital solutions, an effort that has only intensified with the arrival of tablet computers and app stores. “Everybody and their brothers arecoming out with an e-book platform,” says I am Williams, director of strategic learning solutious atWiley, a textbook publisher.
[ K] They all agree on one thing: The quality of e-textbooks must improve dramatically. More valueadded, interactive features will keep students interested and spur sales, they say. Tablet computersare a key stimulus in this endeavor. At Kno, tablets have allowed the Santa Clara, Calif.-based company to embed interactive tools onto an existing e-textbook in a more intuitive way, for example,the ability to write directly on the book with a finger stroke or tap on a keyword for notes. “Tablet was a needed development,” says Kno's founder Osman Rashid. Despite threats to their printbook sales, university bookstores are also coming around to embracing e-books. Follett, which runs930 university bookstores in North America, launched Follett CafeScribe last year, a cloud-baseddigital textbook lishers not on sidelines
[L] Textbook publishers are partnering with universities for exclusive trials, buying stakes in start-ups and developing their own technologies. Last year, publisher Cengage launched MindTap, an e-book/ digital learning website that is now being tried by about 50 professors, says Bill Rieders,Cengage's executive vice President of global new media. Instead of tables of content, MindTapprovides “a learning path” that students can access for text, multimedia, self-assessment tools,quizzes and note sharing.
[ M] Pearson has introduced a competing product, OpenClass. The cloud-based website means studentscan access information wherever there's an online connection--features social networking, and workswith Google Apps for Education. Reed College in Portland, Ore. , is one of several universities thatwill test OpenClass this fall.
[ N ] The CourseLoad trial has been in place since on a limited basis, with students receivingfree books. It has been expanded to 130 courses this spring semester. Students now pay a discountedprice for access to CourseLoad books and learning kits, typically “60% to70% ” cheaper than newprint books, Wheeler says. In exchange, students must pay a fee to enroll. Despite the lack offlexibility, school officials and students have embraced the low-cost approach, he says.
47The development of tablet computers is necessary to improve the e-textbook's quality.48It's difficult to make notes on the digital version, so Andrea Soto chose the print book.
49Due to the mobile technology, readability on electronic equipment becomes better.
50In MindTap, each function can be accessible through “a learning path” rather than the tables ofcontent.
51Publishers like Vineet Madan prefer e-textbooks because they couldn't be resold legally.
52OpenClass allows students to get information wherever they can get connected to the Internet.
53Many students in VSU hate to buy expensive textbooks, thus the school promotes e-textbooks tostudents.
54Students can get a discounted price from CourseLoad books but they should pay the enrollment fee.
55The e-textbook publishers cooperate with universities to achieve sole tryouts.
56Although e-textbook industry makes an effort to innovate, it's still restricted from developing.
十）英语6级作文
题目要求：
For this part, you are allowed 30 minutes to write a composition on the topic : How to Keep Psychologically Healthy? You should write at least 120 words following the outline given below in Chinese.
1. 心理健康问题往往是导致疾病的原因
压力过重、缺乏支持、缺乏人际交往能力等方面分析)
3. 你认为人们应如何保持心理健康
范文
How to Keep Psychologically Healthy?
One in four people will experience some kind of mental problem in the course of a year. When you fail to manage these problems, they are likely to cause various mental illnesses.
The cause of mental health problems often vary a lot from one case to another. In today’s society, a good number of people are suffering from heavy pressure. Others lack communication skills. In addition, a lot of people are ignorant of psychological knowledge about how to keep mentally fit.
There are a lot of ways to curb mental health problems and keep psychologically healthy. Firstly, find the real cause of your mental health problem and see whether you can do something about it. Secondly, learn to relax yourself and take exercises to release the pressure. Lastly, you may find it helpful to talk to your partner or friend about your problem, or seek support and advice form a psychological consultant.
十一）英语6级作文
Office workers who would normally step into a pub or gym to cope with the stress of a working day are being invited instead to sit in front of a painting.
Manchester Art Gallery has recruited two of the country's leading experts in stress management to choose pictures that are guaranteed to leave even the most frantic feeling at ease wich the world.They have created the “tranquility tour” which allows city-centre workers to spend their lunch hour taking a soothing tourof what are described as “some of the most relaxing and inspiring paintings ever committed to canvas”. The free tour takes the visitor through several centuries of painting, from the Victorian aesthetic movement.through the PreRaphaelite school, to modern abstract an.
Kim Gowland, a gallery executive. said: ”Looking at art is a stress-relieving activity. What we are tryingto do is encourage people who work in the city to spend half an hour of their lunchbreak in the gallery. to chill out rather than rush around the shops.“
The five works chosen by Andrew Loukes. the gallery's manager, are: John Roddam Spencer Stanhope’s The Waters of Lethe (1880), Turner's Thomson’s Aeolian Harp (1809), Sir John Everett Millais’s Autumn Leaves (1856), James Durden’s Summer in Cumberland (1925) and Bridget Riley’s Zephyr (1976).
Mr. Loukes said: ”We chose five pictures that suggest restfulness. We also wamed to display the breadth of the collection. We arc particularly strong in early-19th and early-20th-century British art.“
Their therapeutic powers have been endorsed by Olga Gregson and Terry Looker from the Department of Biological Sciences at Manchester Metropolitan University. Dr. Gregson said that ”research shows that stress levels have reduced and moods changed for the better” when subjects looked at paintings.
“Although art appreciation is very much a matter of personal choice, it is true that some works of art appeal to almost everyone, and that some paintings have qualities that can induce relaxation in most people.”Dr. Gregson said. “Great painters such as Leonardo da Vinci were masters of techniques that could evoke particular responses in the viewer.”
Dr. Gregson said the gallery represented an “oasis of calm”. “You have got this wonderful opportunity to evoke a different kind of psychophysiological response.”
1. What is done by the Manchester Art Gallery is intended to____________.
A) find out the relation between paintings and stress-easing
B) promote its magnificent collection of British art
C) reduce working people's stress levels by art appreciation
D) provide an alternative of pastime for consumers
2. The tour is named “tranquility tour" because__________.
A) it is expected to play a soothing role
B) it displays paintings through centuries
C) it comprises paintings of various styles
D) it only takes a half hour around lunch time
3. What does Kim Gowland points out about city-center workers?
A) They are pressed by family burden as well as their careers.
B) They like going shopping during their short lunchbreak.
C) They shouldn't rush around the gallery while looking at art.
D) Looking at art is much better than going to pubs or gyms.
4. According io the author, the painting's impact on relieving stress is__________.
A) based on personal experiences
5. It is indicated by Dr. Gregson that da Vinci's paintings can____________.
答案：
1. 曼彻斯特美术馆所做的事情是旨在___________________.
原文第2段说明曼彻斯特美术馆雇用两位压力管理专家并且展览画作都是为了使人缓解压力，因此选项C为美术馆的目的。曼彻斯特美术馆不是一个研究机构，因此选项A不是他们的目的。从美术馆雇用压力管理专家这一点可以知道，美术馆并非为了展出馆藏作品，因此选项B不正确,从原文可知美术馆方并不单纯把欣赏画作当作一种业余消遣，因此选项D也不正确。
十二）英语6级作文
1、单词要过关，你可以把单词放到文章中记!不要单拿出来记，虽然记的快忘的也快啊!
2、听力方面，最开始是自己听一遍，只是一遍 然后，看听力材料，边听边跟读，这样很锻炼听力的，无论是对简短对话还是对文章，因为听力里有很多的连读，如果你不熟悉，是绝对听不出来的!
3、阅读方面;尽量在规定时间内做题要不考试答不完卷!这个就得多做题了!题不怕老。模拟和真题都行!
4、作文，平时多读。把生单词多的文章，有听力材料的文章拿出来读，可多读方面锻炼啊!
十三）英语6级作文
词汇是参加任何英语考试的基础，特别是作为全国大学英语级别考试中初级水平的六级考试。其实对于六级大纲词汇所要求的4700个单词，复习过程中没必要全部都记，要坚持两个原则：去掉你已经掌握的单词，重点记忆核心词。
词汇记忆一定要“精”，做到“四到”: 手到(拼写)，口到(朗读)，心到(专心)和脑到(分析构词法，成串记忆，考点)。也要注意在平时的阅读，听力，练习，甚至生活中用心捕捉和六级单词和相关单词，特别是某些六级词汇的搭配，这些词汇很可能出现在六级试卷中。
尽管现在单独作为考试题型的语法结构越来越少，可是在任何一个六级和六级的考试题型中，语句的理解还是以语法结构为基础，比如说阅读题，光知道单词意思不知道语法结构，理解起来也是很困难的。
建议是：用真题来掌握语法，通过精读阅读文章，把阅读文章中出现的语法句型全部吃透然后掌握。
在做阅读过程中，不能只注意正确选项，也要找出错误选项的错误原因，这样才能掌握做题技巧，防止下次再出现类似的错误。做完题后，要把选项在原文中出现的位置标记出来，这对了解六级阅读的出题思路和特点也会有一定的帮助。
听力可能是许多考生头疼的问题，但是这听力分必须要慎重地抓住。听力薄弱的原因很多，词汇量，语音，语法结构(意群)，语气语调重读(语感)，锻炼，技巧等。在加强自己词汇量，语法结构的理解，以及语音尽量标准的基础上，每天或至少经常加强听力练习，以听和六级命题相类似的练习为主。如果不懂，可以反复听几遍。直到听懂为止。现在听力改革了，短对话变成了新闻，但是对于基础不好的同学，可以选择找以前的短对话来听。
5.写作和翻译训练。
十四）英语6级作文
永不言弃
It is widely accepted that “Never give up”, a strong and positive life attitude, is the key for individual success on the grounds that permanent persistence may boost our confidence, strengthen our will, and provide us a second chance for success when we are in hardship. However, others argue that sensible abandonment is more precious than blind persistence because the wise one should choose the most suitable area for him-self/herself.
In my opinion, we need to learn to give up timely. The most immediate reason is that we should adjust our aim carefully in order to go ahead continuously. Sometimes, to give up those unrealistic targets is essential for success. Besides, the attitude “Never give up” exhausts us both mentally and physically. Only through learning to give up can we lead a pleasant and relaxing life. Finally, the temporary comprise means a new start, a beginning bringing new hopes, expectations and opportunities for us.
Passive as giving up sounds alike, it represents a more mature and realistic mentality. If those opposing this attitude can take into consideration of its benefits, then this may seem acceptable in our lives.
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