注：①根据要求填写相关项目内容②不够可加页
Unit 2 Knowing our body Teaching objectives After learning this unit, Ss will learn how to ?Describe the body parts ?Talk about the functions of the body parts ?Use comparatives and superlatives ?Use the body language Teaching focus Grammar: comparatives and superlatives V ocabulary building: Name of body parts; base adjectives and strong adjectives Important words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympathetic Teaching difficulties 1. Understanding the structure and main idea of the text. 2. Grammar: comparatives and superlatives Teaching Procedures I. Warming-up questions: What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (You can skim through new words before listening.) II. Listening and speaking (1 period) a.This is a lead-in to the listening part. Before playing the recording, ask students to read the questions. Then play the recording and encounrage students to take notes while listening. https://www.doczj.com/doc/e619057792.html,anize a speaking activity based on the listening material. First ask Ss to form groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language. III. Reading 4 periods 1.Pre-reading tasks :Before you read, discuss the following questions in groups: a. Has any part of your body ever been injured? If yes, what inconveniences did it cause? Work in groups and share your experiences. b. Have you ever read or heard stories about body parts? 2.Reading comprehension a.Ask Ss to read the text first and then answer the questions in Comprehension Check. b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information. 3.Detailed learning of the text ◆Language points ※attempt n. an act of trying to do something, especially something difficult
New Progressive College English Book! UNIT 2 Con spicuous Con sumpti on
UNIT 2 Conspicuous Consumption 1. Teaching Objectives: Stude nts will be able to A. Have a thorough un dersta nding of the text con textually and lin guistically B. Talk about the con spicuous con sumptio n of luxury goods C. Con duct group discussi on cen teri ng on the “uerdai" phe nomenon in China D. Become familiar with expository writi ng 2. Time Allotment: 1 Period: Lead-i n Activities (Warm-up activities; Discussi on about the topic) 2 nd Period: Global-readi ng (Text: Approach ing the theme; an alyz ing the text orga ni zati on) rd 3 Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures) 4 th Period: Detailed readi ng Activities (Lear ning new words, summariz ing good usage) 5 th Period: Comprehe nding Readi ng 1 (Skim ming the text, expla ining the difficult sentences of the Text, doing sentence tran slati on)) 6 th Period: After-readi ng Activities (View ing and Liste ning; Speak ing; Assig nmen ts) 3. Teaching Procedures: 3.1 Lead-in Activities Step 1. Warm-up activities Ask Ss to listen to a song and fill in the missing words in the lyrics. Have Ss work in pairs. One student asks the other the questions in Opener, the other answers. Then switch roles. Method: PPT, com mun icative approach. Step 2: Discussion about the topic Introduce the topic of the unit to Ss either in English or Chinese: Sometimes people buy things just for the purpose of showing that they are richer, or have better taste than others. Expe nsive brand-n ame goods can serve this purpose, and are often wan ted precisely because they are expe nsive. Whether spe nding money in this way is good, bad or simply silly is somethi ng we are going to explore. Method: Usi ng task-based Ian guage teach ing method, com muni cative approach. 3.2 Global reading Step 1. Approaching the theme Ask Ss to take a look at the Culture Notes, or ask them to do some further readi ng before class about the idiom keep up with the Joneses” , its origins ad its social impact, etc. Guide Ss to explore the text to fide the meaning and origi n of the expressi on keep up with the Jon eses',how this phe nomenon came into being, and what we should do to rid ourselves of the pressure of keep ing up with the Jon eses. Method: PPT; com muni cative approach. Step.2 Analyzing the text organization The teacher tells students that the text can be divided into three parts which have been given in the Text Organization . Then students should summarize the main idea of each part and compare no tes with each other.
Section One Around the topic Step 1 Topic introduction:
Many Chinese students find it very difficult to introduce Chinese culture to foreign friends. The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word. Step 2 Your ideas Work in groups or pairs and discuss the following questions 1)Why is spring Festival so important for the Chinese people? 2)What do you usually do during the Spring Festival 3)Are there any special celebration activities in your hometown during Spring Festival? 4)In what ways do you think the Spring Festival has Changed? How much do you know about the Chinese New Year? A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to their parents-in-law? The third and fourth days. B. What is the fifth day called? Po Woo. C. How many kinds of traditional New Year food do you know? Dumplings, a whole fish, chicken, New Year cake… D. Do we use knives or scissors on New Year's Day? NO. They may cut off fortune. E. What fruit do we usually use as a decoration during the Spring Festival? Oranges and Tangerines. They are symbols for abundant happiness. Step 3 Vocabulary There are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings. Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to the
Period One – Around the Topic Period Length: 50 minutes Goals -Activate background knowledge about curiosity Purposes -Get familiar with vocabulary related with curiosity and being inquisitive -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 18 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not. -Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18 -Discuss both the advantages and disadvantages of curiosity -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious
千纸鹤 1. 这个故事开始于1945年。当时，一个名叫佐佐木祯子的小女孩和其他50万人一样，住在日本的广岛市。祯子两岁的时候，历史上第一颗以人类为攻击目标的原子弹在广岛投放。这个城市的大部分地区被彻底摧毁，夷为平地。祯子当时就在离原子弹爆炸地点约一英里的地方，但是她没有被烧到，也没有受伤，至少看起来是这样。 2. 原子弹爆炸后几个星期，广岛的市民开始陆续死去，他们的死因连医生都无法诊断。这些看上去非常健康的人突然间变得虚弱无比，呈现病态，然后就死掉了。这种现象非常奇怪，大家都不知所措 3. 原子弹爆炸事件过去十年之后，祯子已经12岁了。读七年级的她，和其他孩子一样玩耍，一样学习。她最喜欢的事情就是跑步。 4. 有一天，她参加了一场很重要的接力赛，比赛结束后，她觉得十分疲倦，还有些眩晕。过了一会，她感觉好点了，心想应该没什么问题，所以很快就把这件事情忘记了。但是，自那以后，她开始经常感到眩晕，尤其是在跑完步后。这件事情她没有对任何人说，甚至连她最好的朋友千鹤子也没有告诉。直到一天早晨，她严重眩晕，倒在地上躺了好一会儿。这一次，每个人都注意到了。他们把祯子送到了红十字医院，接下来的检查结果让大家难以置信。祯子患了白血病，这是一种血液的癌症。几乎所有的白血病患者都会死亡，这让祯子非常害怕。她不想死。 5. 祯子被送往医院后不久，她最好的朋友千鹤子来看她。千鹤子给祯子带来了一些纸鹤，并告诉她一个传说。她说，鹤在日本是一种能活千年的圣鸟，如果生病的人折够一千只纸鹤，他/她的病就能痊愈。于是，祯子决定折一千只纸鹤。因为患病，祯子常常感到虚弱疲惫，所以她不能不停地折纸鹤。但从那一天开始，只要身体情况允许，她都在折纸鹤。 6. 祯子真的折完了一千只纸鹤，然而她的身体并没有好转。但祯子并没有放弃，她决定折更多的纸鹤。她开始向两千只的目标努力。每个人都惊叹于祯子的勇气和耐心。1955年10月25日，在挚爱她的家人的陪伴下，祯子最后一次平静地睡着了。 7. 但故事并没有随着祯子的去世而结束。她有许多爱她、想念她的朋友。他们并不仅仅只为她一人悲痛。在广岛，还有很多儿童因原子弹爆炸所引起的疾病而死亡，或是正面临着死亡。祯子的朋友很想为祯子做些什么。于是她的39位同学成立了一个俱乐部，并且开始为修建一座祯子的纪念碑而组织募捐。这个消息传得很快。来自日本和其他九个国家的共计3,100 多所学校的学生为祯子捐了款。最终，在1958 年5月5日，祯子去世后大约三年，她的同学筹到了足够的钱，修成了纪念碑。纪念碑被命名为“儿童和平纪念碑”，安放在位于广岛市中心的和平公园内，这也是当年原子弹投放的地点。 8. 修建纪念碑的活动引起了广泛关注，有人还专为这个故事拍摄了一部名为《千纸鹤》的电影。约60名来自广岛和约20名来自东京的儿童参与了影片的拍摄。影片拍完后，这些孩子们决定成立一个“纸鹤俱乐部”照看祯子的纪念碑，同时看望那些原子弹爆炸的幸存者。9. 俱乐部还常常组织另外一项活动——折纸鹤。有时他们把折好的纸鹤挂在祯子的纪念碑和和平公园的其他纪念碑上，有时他们把纸鹤寄给其他国家的元首和领袖，提醒他们全世界儿童消除核弹的愿望。 10. 也许，刻在儿童和平纪念碑底座上的话能最好地诠释出折纸鹤所代表的意义： 这是我们的呼吁 这是我们的祈祷 建立一个和平的世界。
上海交大版应用型大学英语综合教程-第3册-unit-2课文翻译与答案
Unit 2 Part 1 Language Skills Development 1. Starter A.Look at the following pictures. Think over these questions. Reference answer： The four pictures represent four different ways of getting rich. The first picture suggests that one can get rich quick by buying stocks. The second picture shows that people can become rich through inheritance of fortunes, either of their own parents, or of some wealthy persons. The third picture indicates that marriage could be a passport to the kingdom of wealth. That is to say, a man or a woman could be a rich person if his or her spouse is rich. The fourth picture tells people that lotteries make millionaires. 2. Which do you think is the quickest way to get rich? Reference answer： All these four methods of getting rich quick could turn a penniless guy into a millionaire overnight, but it seems to me that winning a lottery is the quickest way of making people rich. Just pay a dollar or two and you could become a rich person overnight! But on the other hand, such an opportunity is very rare. - 2 -
Unit Three Communication by Phone Teaching Objective In "Talking Face to Face", learn how to make and receive phone calls. In "Being All Ears",practice listening comprehension to make and receive phone calls. In "Maintaining a Sharp Eye",master the key words and structures and learn to understand the author’s attitude towards the communications revolution by reading through passage I; learn and practice how to communicate by phone in the US through passage II. In "Trying Your Hand", learn to understand the telephone message in English and learn to write our own ; review the noun clauses. Teaching Procedures Section I Talking Face to Face 1.Warm- up: Expressions of telephone communication： 1).Person calling (打电话) (1) Can you put me through to 2355213? (2) Could I have extension 125? (3) Could you tell me the number of the English Department? (4) Hello, this is Jack. (5)Good morning, Jack speaking. (6)Let me talk to Jack. (7)I would like to talk to Jack. (8)When is he expected to be back? (9)What time could I reach her? (10)Sorry to have troubled you. (11)Would you tell her I called? (12)Can I contact him this morning? (13)Could you ask her to call me back? (14)I must have dialed the wrong number. (15)Please tell him to phone 856852? 2). Person called (接电话) (1) A moment, please. (2) The line is busy. (3) He is on another phone. (4) Just a minute. I will get the number for you. (5) May I ask who is speaking?
《全新版大学进阶英语综合教程3》课程单元教学设计（教案） 编号：U2-01
Steps （步骤） 教学组织 Step One （步骤一） Lead-in: Here is a song that once made Billboard’s Top 5 ‘Hot Country Singles’ (美国Billboard乡村音乐单曲榜TOP 5). Listen to it two or three times, go over the lyrics printed below and fill in the missing words. Then answer the questions that follow. Before you start, reading the culture notes about “keeping up with the Joneses” on page 41 and getting to know the following new words and expressions might be helpful. Keeping up with the Joneses Helpful Expressions make the rounds 四处走动 fall apart 崩溃；破裂 trial n. 审判 file /fail/ n. 纵列 Notes: 1. ’C ause conj. (colloq) = because 2. …going out on the town: Here it means they began to go to expensive places they probably couldn’t afford. 3. trial: Here it refers to a divorce (离婚) trial in court. 4. in single file: one by one, as opposed to hand in hand. “Guess we’ll follow them in single file” implies that we, like the Joneses, will not be a couple anymore. Video watching: Watch the video clip and answer the questions. After watching the video clip, discuss the following questions with your classmates.
江西外语外贸职业学院教案备课纸（2） 授课标题Unit 2 Saying Thanks or Sorry 课时12 节授课班级 1.Express pleasure and thanks 教学目的和要求2. Send a message of congratulation and respond to it 3.Express regrets and ask for forgiveness 4. Write an reply to: a thank-you note How to thank an sorry to people when they are some mistakes Listening skill: practice listening to say thanks and sorry 授课重点和难点 New words and important sentence in passage 1 and passage 2 Writing: a gift card; a congratulation message 总其中 节次内容课 时讲授 实验 练习 课堂 作业 1 Section I 2 0.5 1 0.5 2 Section I and section II 2 0.5 1 0.5 课 3 SectionⅢ 2 0.5 1 0.5 时 4 SectionⅣ（1）：passage 1 2 1 0. 5 0.5 安 5 SectionⅣ（2）：passage 1 2 1 0.5 0.5 排 6 SectionⅣ：Passage2 2 1 0.5 0.5 SectionⅤ: Cultural tips 合计12 节 4.5 4.5 3
高中英语必修三 unit 2 Healthy eating教案设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 知识技能目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohy drate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food a nd clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 过程与方法目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“hea lthy diet”，并阐明设计的依据。 3.情感态度,价值观目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
课题Unit 2 What time do you go to school? Section A Grammar Focus 授课 时间 课时 1 课型语法课 核心素养目语言能力 能掌握以下句型： ①—What time do you usually get up? —I usually get up at six thirty. ①—When do you go to work? —I usually go to work at eleven o'clock. —He's never late for school. ①—When does Rick eat breakfast? —He eats breakfast at seven o'clock. ① —When do your friends exercise? —They usually exercise on weekends. 思维品质 通过对该部分内容的学习，让学生们学会用频率副词谈论自己日常生活及 日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用 所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习 惯。 文化意识 通过了解不同国家的学生的学习和生活时间安排，意识到各国文化差异， 同时增加自己好好学习报效国家的积极动力。 学习能力 继续学习运用when和what time引导的特殊疑问句询问时间、运用数词表 达不同的时间，通过对目标语言的学习使学生学会更合理地安排自己的学 习和课活动时间。 教学重点1.总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。 2. 通过不同形式的练习方式来训练及熟练运用用频率副词谈论自己日常生活及日常作息习惯。 教学难点1.总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。 2. 用频率副词来造句，表达日常作息习惯。 教学方法讲授法；课堂讨论法；任务教学法学习方法小组合作法；讨论法； 教学用具书本；PPT；教案；导学案等 教学过程 教学过程 二次备课 设计意图(手写） 一. Warming- up and revision 1. Greet the Ss and check the home. 2. Let some pairs role-play the conversation in 2d. （设计意图：复习上节课所学内容，同时锻炼学生的交际能力。） （预计时间：） 二、Grammar Focus. 1. 下面是对用频率副词谈论自己日常生活及日常作息习惯的句型进行
小学英语第三册第二模块Direction Unit 2 It’s at the station优秀教案 和教学反思 学情分析 通过学习一些描述位置的单词，增加学生生活中运用英语的能力，同时培养学生日常生活中的文明礼貌，乐于助人的良好习惯。 教学目标 一）知识目标：1. 学习单词station/ houses/hill/train/up/ down/ near 2. 学习句子Whereis train 1?The train is up/downthe hill. 二）能力目标：1. 能听说认读单词station/ houses /hill/ train/ up /down
2 . 能运用句子It’satthe station.来描述位置 三）情感目标：通过学习本课的知识，培养学生礼貌、热心、乐于助人的好习惯。 教学重点和难点 1. 认读单词station / houses / hill/ train 和理解方位介词up/ down /near / at,并明白他们表示的方位。 2. 运用句子It’s at the station.描述位置 一）Warming—up 1.师示出词卡“supermarket”,学生认读单词；师在
黑板上画出本市的平面 和标上“supermarket”.T:“Excuseme,where is supermarket?”S1“Turn right. Go straight on andturn left.” S2:“Turn left. Gostraight on.”师示出“school”学生认读，T:“Excuse me,where is school?” S3 S4….等回答。） 二 )Presentation 1 .T:“Li Hong will go to GuangZhou next week Excuse me, where is station?”师示出词卡“station”范读单词，T:“Where is station?”学生跟读单词和句子，师在地图上标上“station”,S5/S6:Turn left.Go straight on. It’snext to the zoo.（单词融入句子中教学，学生能活学活用的知识。） 2. 师播放火车轰鸣的声音，T:“Let’s guess,what is this?”;然后师呈现课件卡通“Thomas and friends.”的
Unit3 Topic2 SectionD教案 1.整体设计思路、指导依据说明 整体设计思路： 输入和输出是语言习得中不可分割的两个重要环节。本节课应用师大黄远振教授提出的“读思言”英语教学模式，黄教授认为，英语阅读教学应注意“深教”概念，即注意思维教育，学思结合等，从而引导学生“深学”，即获得知识理解，内容整合，建构反思，迁移应用等能力。对文本应该“解其言，知其意，明其理。”不仅要让学生理解文本，而且要让学生自我构建知识，在发展语言能力的同时，受到情感重陶，思想启迪，审美乐趣的文化积淀，实现对文本的超越。 本堂课我将应用“读-思-言”教学模式来展开教学，通过任务来达到教学目标。导入环节，以游戏竞猜的形式，吸引学生注意力，引起对本节课话题的关注。主要目的是复习与本话题相关的词汇（职业，工作场所和家庭成员)并引出与课文内容相关的话题，为阅读做好准备。 读：包括导读，默读和朗读。在导读环节，我利用读前设疑来激活背景知识，确立阅读任务和目标；默读是无声阅读，整体输入，整体感知，整体理解；我设计了判断正误、设置问题、引导学生获取、理解文章的信息。朗读环节是口语化阅读，流利准确朗读作品，来感受语言。 思：包括思索，探究，交流三个层面。思索是个体与文本互动，发现新词语，理解篇章结构和段落大意。探究是读中发现，分析和解答问题，运用思维技能获取新信息，证实自己的判断和猜测；交流是群体互动，交换意见或分享观点。在思的环节中，我设计划分段落，查找中心句及中心词等任务来达到对本课重点词汇和短语的巩固及内化，并以此来达到对文章篇章结构的了解。另外设置一个探究性问题留给学生课后去探讨并通过查找资料找答案。 言：是语言输出环节，包括说和写两种语言表达技能，说或写是思维活动的产品，也是评价思维成果是否达到预期目标的环节。在言的环节中，我将引导学生通过图文结合的形式来复述，并通过思维导图来进行书面表达，直至展示、评价反馈，最终达到综合语言运用能力的提高。最后以My Family的方式进行总结，使课堂有始有终，首尾呼应，并进行德育渗透。 当然，本节课属于读写结合课型，课堂气氛比较不像对话课那么活泼，但通过设计多种活动，并实行小组合作、小组竞争模式，读写课同样可以“激情”飞扬
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Exercises Directions: Fill in the blanks with the words or phrases given below, change the form if necessary. (P44) terminal impose racial conviction bid authorize historic site mission decade on the side slender make the best of religious close in on web 1. China's economic success over the past three has raised the living standards of hundreds of millions of Chinese citizens. 2.Citibank(花旗银行) picked the chief executive of Etang. com as its first Chinese customer Thursday to open an account at its new branch in the Peace Hotel along Shanghai's fabled waterfront. 3.The United States last Wednesday tariffs(关税)of up to 30 percent on a range of foreign steel imports to help protect its domestic(国内的)industry. 4.Although he was raised as a Christian, he's not really very . 5.You can distinguish between frogs and toads（蟾蜍） in