Ideas Ways to divide the class - 英语通(in2englishcom

Unit1 Canyouplaytheguitar ？元教学分析〔元教材分析和学生已有水平分析〕本元的中心是运用情自己在某一方面所具有的能力。

整个元的内容是情can展开的。

通本元的学，使学生能运用情can表达自己在某一方面所具有的才能，自己的喜好与意愿，能自荐或参加各种外俱部，并制作海，而且学会写出招聘广告.并学生在践中学会和使用目，鼓励学生极参加各种外活，培养学生的多方面才能及精神。

教学目〔以能做什么来描述〕：1〕知目：A 学重点：dance,swim,sing,play, chess paint,speakJapanese,playtheguitar,artmusic,guitar,drum,piano,,trumpet,violin B掌握情ca n 的肯定句和否认句、情can的一般疑句、特殊疑句及肯否认答复；学会制作招聘广告2〕能力目：学会运用情自己的喜好与意愿；运用情can自己在某一方面所具的才能；成立同学自己喜的各种俱部并其制作海。

3〕情感目：通践学生体学英的趣，并能勇于展示自己的才能，通小活彼此的特与好。

指学极与他人交流，相互学，相互帮助，培养精神。

划分：第一SectionA1a-1c第二SectionA2a-4第三SectionB1a-3c第四SectionBSelf-check3Period1SectionA一、教学目：目：usetheverbsofactivitysuchassing,dance,swim...abilities.expresspersonalabilitiesmastertheusageofthemodalverb"can"andverbphrasesexpressing二、知与技能：1.常的器(guitarpiano⋯)2.学会自己的能力.(swimsingdance⋯)三、程与方法：，小活言来源于生活，学本从而启学生在余培养其它方面的能力。

Unit10Handling Personal FinancesTheme:personal financesLanguage functions:Agreeing and disagreeingObjectives:Students shall be able to talk about money-related issues and build skills in managing personal finances.In addition,students should be able to express agreement or disagreement when they discuss and debate how to earn,save,and spend money wisely.Warm-upProcedures:1.Give students one minute to identify the messages contained in the cartoon.Students may have their interpretations,but generally:1)college tuition is quite high;2)the mother is encouraging her daughter to make good use of the pocket money.2.Then,organize a free discussion on the two questions below the cartoon.3.Invite a few students to share their answers about how they pay for college and what they use their allowance for.Activity11.ConversationIn the dialogue,the two students are exchanging their ideas on how to manage personal finance.Their discussion highlights issues many students face—balancing expenses with limited budgets.Lead the students through the dialogue for language points,expressions on agreements and disagreements,and expressions on giving/taking/rejecting advice.Then ask students to have a look at the functional expressions in the Language Bank.Language points:●Agreement:That’s the point./That’s exactly my problem.●Partial agreement:Life at college should indeed be colorful,but we have to draw a linebetween what we need and what we want.●Disagreement:Come on…●Asking for advice:What’s your secret?/Tell me how./What shall I do?●Giving advice:I wouldn’t do that if I were you.●Rejecting advice:That never works for me!2.Discussion●Focus:This task is designed to have students reflect on their financial situations andspending habits.Through the discussion,students can gain greater self-awareness of sensible consumption and learn practical strategies from their peers.●Procedures:1.Divide students into small groups of four.Ask them to take turns to share in groups if they can live within their monthly budget and what actions they take when short on money.2.Then discuss in groups what they believe are healthy financial habits for students.Each member should contribute1-2ideas.3.Bring the class back together.Invite a few representatives to summarize their discussions.4.On the board,make a list of healthy financial habits for students based on their discussion. End up by encouraging students to cultivate healthy financial habits.Additional Resources for Teachers:Here are some suggested healthy financial habits for college students:-Make a budget and track spending:Know where your money is going each month and plan based on income and expenses.-Prioritize needs over wants:Spend money on necessities like food,housing,transportation first before entertainment,shopping,etc.-Save a portion of income:Put aside a percentage of any money you receive into savings. Having an emergency fund is important.-Limit eating out:Eating at the university cafeteria is much cheaper than dining out frequently.-Find free or low-cost entertainment:Take advantage of free events,student discounts,and splitting costs with friends.-Look for freebies and deals:Get free samples,use coupons and loyalty programs.-Establish a fun money allowance:Budget a set amount each week for non-essential spending.-Pay with cash:Studies show people spend less with cash.-Avoid impulse purchases:Give yourself time to think through a purchase.-Earn extra income:Get a part-time job or freelance work to supplement your budget.-Live within your means:Don’t try to keep up with others’spending.Focus on needs.3.Pair work●Focus:This task is designed to have students analyze proverbs related to personalfinances in pairs.This exchange allows students to articulate their financial philosophies while being open-minded to other stances.●Procedures:1.Ask students to review the list of money-related proverbs and select the one they most strongly connect with or find insightful.Students can also discuss one that is not on the provided list.2.Divide students into pairs.Explain to students that they will take turns to share their selected proverb and interpretation with their partner.They may agree or disagree with each other,but they should try to use the expressions that have been introduced.3.Then the teacher may ask some volunteers to share their understanding of a particular proverb with the whole class and see if others would agree or disagree with them.●Suggested Answers:Here are some suggested answers:No one is poor unless he thinks himself so.The proverb tries to persuade people never to be beaten by troubles or difficulties in life or lose hope and confidence in winning their fortune.As long as we believe in ourselves and work hard,we can one day realize our dreams and achieve what we want.Be penny-wise and pound-foolish.Don’t focus so much on saving pennies and nickels that you miss out on bigger opportunities. Being overly frugal about small expenses is counterproductive if you waste money in more significant ways.A fool can earn money,but it takes a wise man to save and dispose of it to his advantage. Financial wisdom involves more than just earning money.Knowing how to budget,save,and use money wisely is more beneficial in the long term.Invest for the future.Neither a borrower nor a lender be.Avoid both relying heavily on borrowed money and lending money to others.Too much debt burdens the borrower.Lending money can also strain relationships sometimes.4.Group work●Focus:This task provides an opportunity for students to research the financial situationsof their peers.●Procedures:1.Divide students into groups of four.Explain to students that each group will survey student expenditures.2.Ask students to review the survey template provided.They can add or modify questions as desired.3.Give students sufficient time to conduct the survey and gather results.Suggest a minimum sample size.4.In groups,students calculate and analyze the survey results.5.Each group should prepare a summary of key findings from their survey and the implications for money management.6.Each group will present their survey methodology,results,analysis,and recommendations to the class.7.After presentations,lead a class discussion reflecting on spending habits and budgeting needs revealed from survey outcomes.8.Optional:Have students write an individual reflection on how they might adjust their own finances and spending based on the survey findings.Activity21.ConversationThis dialogue depicts a married couple,Nick and Janet,arguing over their household finances and inability to budget effectively.They are frustrated by their lack of savings and mounting expenses.The conversation reveals issues stemming from their different spending habits, incomes,and attitudes about money management.This dialogue presents an opportunity for students to analyze techniques for successful financial collaboration in relationships.2.Pair work●Focus:This creative task requires students to analyze the core issues in the couple’sdispute over finances and find reasonable compromises that address each one’s concerns.Through this task,students will demonstrate empathy,communication skills,and problem-solving skills as they work to resolve the conflicting approaches to household budgeting.●Procedures:1.Have students work in pairs.Explain to students that they will play the role of Nick and Janet and resolve the couple’s budget dispute.Give students one minute to re-read the dialogue and analyze the issues presented.2.Have students act out their extended conversation.Remind them to reach a reasonable compromise.The dialogue should end with the couple agreeing on a household budget and financial plan. This may involve:-Deciding on overall savings goals-Creating spending categories with assigned amounts-Agreeing on a system for tracking expenses-Compromising on discretionary spending items3.Invite a few volunteers to perform their completed dialogues for the class.4.Lead a short discussion reflecting on the budget solutions presented.Which compromises were most reasonable?What communication tactics worked best?5.Optional:Have students write a short reflection on what they learned about managing finances as a couple.Sample DialogueNick:I still think we need to control our spending.What if we each have an allowance to spend entirely at our discretion?Janet:But we need transparency,not separation.I don’t want to ask you for money when I need it.Nick:You’re right,that doesn’t work.Hmm,what if we have a shared account for bills and household expenses that we both contribute to based on our incomes?Then the rest ispersonal spending money.Janet:That’s better,but it doesn’t address our different attitudes about what’s worth spending on.For example,you think my books are useless.Nick:Okay,true.I suppose I should be less critical about your minor purchases if you could attempt to somewhat reduce your larger expenses.Janet:Fair enough.And we should agree on our savings goals for the year.Let’s aim to save$5000for vacations and$3000for the kids’college.Nick:Alright,it’s a deal.Should we use an app to track where all the money is going each month?That way we can catch any leaks early.Janet:Definitely.Having it all visible will help us make better choices together rather than pointing fingers.As long as we’re open to each other and work as a team,I think we can do this!Nick:Me too.I’m sorry.This is new to us but I’m glad we talked it out.Janet:Apology accepted.Now,ready to go over these credit card statements?Full transparency!Nick:You got it!Let’s do this.3.Role-play●Focus:This role-play task is designed to have students practice managing householdfinances through an improvised dialogue.The goal is to collaboratively track expenses and deposits to gain skills in household money management.●Procedures:1.Have students work in pairs.In each pair,one student should be the“big spender”and the other be the“miser.”2.Explain to students that they will play the role of a married couple who will review the monthly account book together.Remind them to take on the opposing attitudes of their roles.3.Give students a few minutes to review the account book and prepare for the role-play.The big spender should be ready to justify lavish purchases.The miser should express concern over unnecessary spending.4.Invite a few pairs to present their role-plays for the class.Pairs should aim to reconcile their different spending habits and agree on a reasonable budget and financial plan.5.Lead a discussion on the challenges of synchronizing financial viewpoints with a partner and effective strategies to enhance communication.Sample DialogueMiser:Okay,let’s go over these expenses line by line.RMB557at the shopping center?! That seems extremely high.What did you buy?Big Spender:I got some new clothes for work and a nice pair of shoes.Can’t I treat myself every once in a while?Miser:I suppose,but we need to stick to our budget.RMB80for a football ticket also seems excessive when we could watch it at home.Big Spender:It was a special event!I got to see it live with my friends.Miser:Let’s try to limit recreational spending to RMB100a month going forward.Now,the RMB200at the beauty parlor?!What’s that about?Big Spender:A girl’s got to look good!It was for a haircut and highlights.I can’t help it if the salon is pricey.Miser:Maybe try a less expensive place next time.I think we can cut this category in half. As for the RMB120movie—watching at home is way cheaper.Big Spender:Okay,I see your point.I can cut back on some of these extra treats.But could I still get some personal fun money that I don’t need to justify?Miser:That’s fair.How about we each get RMB200in discretionary spending?And we’ll save more by cooking at home and looking for free entertainment.Big Spender:It’s a deal!I want us to reach our savings goals.And I appreciate that you keep us on track.Miser:Thanks for being open to compromise.Together we’ve got this budget thing down! Activity31.How much money does a student need per month?This text discusses appropriate monthly allowances for college students in China.It centers on a university student dissatisfied with her RMB2,000monthly stipend from her parents, which she argues prevents her from indulging in luxuries like her peers.The author counters that this amount should sufficiently cover a student’s needs,citing a survey showing average undergraduate expenses in major cities were under RMB2,000.Experts advise students to adjust consumption based on family income and remember that education is the priority over material comforts.The issue reflects a generation gap in attitudes toward money, consumption values,and life priorities between Chinese youth and their elders.It also highlights the challenges of managing personal finances independently for the first time as a young adult.The text provides broader commentary on the importance of developing healthy spending habits.2.Discussion●Focus:Through this task,students will analyze their financial attitudes and deepen theirunderstanding of responsible money management and consumption habits.●Procedures:Divide students into groups of four and ask them to share their answers to the questions with group members.Remind students that they should have one member take notes of the major points that group members have made.After the group discussion,the note-takers would report their group discussion to the class.3.Role-play●Focus:This role-play scenario aims to provide an interactive way for students tointernalize the text’s themes revolving around fiscal responsibility and independence.Students could also practice agreeing and disagreeing,as well as offering and accepting suggestions through talking about money issues.Procedures:1.Divide students into pairs.In each pair,one student should be Student A and the other be Student B.2.Give students two minutes to read their role cards and get into character.Students should think about how they would act in their assigned role and improvise conversation based on their role descriptions.3.After five minutes of role-playing,the teacher will invite some students to present their role-play to the class.5.To conclude,students share their experiences and discuss what they learned about from this activity,and the teacher will summarize the insights gained.Sample Dialogue:Student A:I can’t believe my parents haven’t bought me a laptop yet.How do they expect me to do my schoolwork without one?It’s ridiculous that they haven’t provided me with this basic necessity for studying.Student B:I’m sorry to hear you don’t have a laptop,but maybe your parents can’t afford one right now.My parents give me a monthly allowance that’s usually enough,but lately, I’ve been donating some of it to charity so I’m short on cash.Student A:Well,if I were you,I’d tell my parents to give me more money.They should be responsible for making sure you have everything you need as a student.Student B:I disagree.I think we need to learn to be independent and make sacrifices sometimes.Your parents probably want you to focus on your studies rather than expensive gadgets.Student A:I guess you have a point.I don’t need the latest laptop.I should be grateful that my parents provide for my basic needs.It’s admirable that you’re donating your own money to help others in need.Student B:Thank you.But now I’m worried about covering my expenses.Do you have any ideas on how I could earn some extra money?Student A:Hmm...you could tutor younger students or get a part-time job on campus.Let me know if you need help!Student B:Those are great suggestions!Thanks for your advice!Supplementary Activity1.Learn to spend sustainablyThe passage offers advice for developing healthy spending habits and avoiding financial issues stemming from overspending.It targets readers who struggle with impulse purchases or have trouble differentiating between wants and needs.2.Discussion●Focus:This discussion aims to have students reflect on their spending habits andevaluate the effectiveness of the tips for avoiding impulsive purchases.●Procedures:1.Explain to students that the goal of this discussion is to reflect on their spending habits and evaluate strategies for controlling impulsive purchases.Encourage students to be open about sharing their experiences.2.Invite a few volunteers to describe a time they made an impulsive e probing questions to understand their motivations.3.After a few students have shared,facilitate a whole-class discussion on the effectiveness of the tips provided in the passage.Ask students to explain their perspectives.4.Invite students who have tried any of the techniques to describe their experiences implementing them.Did the strategies help manage spending?Have each student identify one tip they would be willing to try and explain why they think it would work for them.5.Leave five minutes at the end for students to reflect individually on new insights they have gained about sustainable spending habits.Definition:Impulsive buying,or impulsive spending,is the tendency of a customer to buy goods and services without planning.When a customer makes such buying decisions at the spur of the moment,it is usually triggered by emotions and feelings.Description:Impulsive buying can’t be categorized for one specific product category. Impulsive buying can be seen in products such as chocolates,clothes,and mobile phones and in big-ticket items such as cars,jewelry,etc.Impulsive buying means making an unplanned purchase.It is based on an irrational thinking.Marketers try to tap this behavior of customers to boost sales.There is a great likelihood that customers end up making a purchase ofproducts after entering the hypermarket without any actual intent of doing so.Many mobile phone makers tend to exploit this trait in customers by introducing products that can be add-on gadgets for their mobiles such as fitness bands,etc.。

Unit14Celebrating Holidays and FestivalsTheme:holidays and festivalsLanguage functions:Describing what people do on holidays and festivals;talking about future plansObjectives:Students shall be able to describe holidays&festivals and talk about their future plans;they shall also consolidate their command of the functional expressions used to show agreement&disagreement as well as describe past experiences.Warm-upProcedures:1.Divide students into groups of four and ask them to guess what the festivals are according to the descriptions and then discuss the questions in the textbook.The holidays and festivals described in part one are the Mid-Autumn Festival,Tomb-Sweeping Festival/Qing Ming Festival,Thanks g iving,and Halloween.Activity11.ConversationThis text is a dialogue between two friends,Zhang Juan and Peter,discussing holidays and festivals in their respective cultures,China and the United States.The text provides an introductory cultural exchange and comparison of traditional holiday celebrations in China and the United States.It highlights some of the major national holidays in each country and some unique customs.Go through the conversation and draw students’attention to expressions of asking about and describing the holidays and festivals.Then lead students to have a look at the useful words and functional expressions in the Language Bank.In addition,the teacher may ask students to add other important holidays and festivals in China or other countries.2.Pair work●Focus:This task aims to engage students in conversational exchanges about culturalevents and making logical guesses about which festival is being depicted based on the visual information provided.●Procedures:Arrange students in pairs.Ask each pair to make dialogs based on the given pictures, following the pattern in the textbook.They may choose to make three short dialogs or one dialog incorporating descriptions of three holidays.Remind students to use the pictures asprompts to practice talking about different holidays and festivals.The goal is to identify the celebration based on the visual clues.Then the teacher may ask two or three pairs to role-play their conversation(s).Provide feedback on the content and language used.Highlight any new vocabulary or proper holiday names introduced through the activity.3.Mini-speech●Focus:The goal of this task is for students to strengthen their public speaking andpresentation skills by individually preparing and delivering a short speech about a holiday or festival to their peer group.Students will select a celebration from the provided list,research key details about its history,customs,and origins,and create a two-minute informative presentation to group members.●Procedures:1.Divide students into groups.Have each student select one holiday/festival from the provided list.2.Give students a few minutes to prepare a short two-minute presentation about their chosen holiday/festival.They should include key details like the date,traditions,origins,etc.3.Have each student take turns giving their mini-presentation to the group.Encourage them to speak loudly and clearly.4.After each presentation,the other group members could ask follow-up questions about the holiday.This allows the presenter to provide more detail.5.When all students have presented,lead a brief class discussion reflecting on what they learned about different cultural celebrations from their peers.6.Provide positive feedback on the content and public speaking skills demonstrated. Sample Speech and Q&AThe festival I will talk about today is the Lantern Festival.This festival takes place on the15th day of the first month of the lunar calendar.It marks the end of the Chinese New Year celebrations.The Lantern Festival has a history of over2,000years.During this festival,people light lanterns and hang them around temples,in the streets,parks,and even near rivers and lakes.The lanterns come in all shapes,sizes and colors,often with Chinese symbols, animals from the zodiac,or scenes from myths.The lanterns symbolize hope for the new year.Families carry lanterns to join in parades and events.There are often fireworks, dances,and lion dances too.Eating round sticky rice balls called yuanxiao in Chinese is a popular custom,because their round shape matches the full moon on this night.The Lantern Festival is about bringing families together to celebrate while welcoming the first full moon.Q&A:Q:When was the first Lantern Festival held?A:The Lantern Festival began during the Han Dynasty,over2,000years ago.Q:What foods do people eat during this festival?A:Common foods eaten during this festival are sticky rice balls called yuanxiao and round-shaped dumplings.These match the full moon.Q:What makes the lanterns special?A:The lanterns come in all sizes,shapes and colors.Many have Chinese symbols,animals or myths depicted on them.They symbolize hope.Activity21.ConversationsThe two conversations in this activity focus on talking about future plans and usual practice on certain holidays.Lead students through the two conversations and ask them if they know anything about the origin of the April Fool’s Day and the Dragon Boat Festival.Students may also share some interesting April Fool’s stories and some different ways of celebrating the Dragon Boat Festival in different parts of China.2.Pair work●Focus:This task focuses on using the phrase“I am going to”to discuss future holidayplans.This allows students to practice talking about the future in English while learning about their partner’s holiday traditions and plans.●Procedures:1.Divide students in pairs.Ask each pair to follow the instructions in the textbook and remind them to think about what they learned in Unit3to talk about future plans and try to use the expressions they learned.2.Students will take turns using the phrase“I am going to”to discuss their plans.They could discuss activities,food,places they will visit,people they will see,etc.Students should aim to provide3-5“I am going to...”statements for each holiday prompt.3.After both students have had a chance to share their plans,the teacher can invite some pairs to share with the class.3.Story-telling●Focus:This task aims to get students to share some interesting/memorable personalexperiences or stories related to a holiday tradition holidays by using3-5key details.By recounting events in sequence using the past tense,students can improve their ability to narrate a coherent story in English.●Procedures:Divide students into groups.Students will take turns sharing stories about memorable experiences they’ve had on Chinese or Western holidays/festivals.Remind students that they need to give as many details as possible to make their stories vivid and impressive.Stories should focus on a specific holiday event or tradition and past tenses should be used to describe what happened.If a student does not have a relevant personal experience to share, they can share an interesting,moving,or funny holiday story they have heard before.After the group work,the teacher may ask some volunteers to share their stories in front of the class.Activity31.FestivalsThis text explores two major cultural festival traditions—China’s Spring Festival(Lunar New Year)and the American holiday of Thanksgiving.It first provides background on Spring Festival,describing the celebrations,customs,and activities associated with this revered start of the lunar new year.Details are given about the significance of family gatherings,traditions like hanging red banners and staying up late on New Year’s Eve,visiting relatives,and enjoying public festivities.The text then shifts to discuss the origins and modern practices of Thanksgiving in America. It recounts how the Pilgrims started the tradition in1621after surviving a difficult winter thanks to the help of Native Americans.Their inaugural feast and celebration of a bountiful harvest spawned an ongoing national holiday.Thanksgiving is associated with family gatherings,travel,special meals featuring turkey and pumpkin pie,and giving thanks for one’s blessings.Together,the passages showcase two major cultural holiday traditions and how they bring families and communities together through celebration,shared history,and gratitude.Lead students through the text and ask them to summarize what kind of information should be included in an introduction of a holiday or ually,when,how and with whom the holiday or festival is celebrated are necessary,and then the origin,related stories, importance as well as cultural implications may also be included.2.Pair work●Focus:This task allows students to compare and contrast customs and traditions betweenmajor Chinese and Western holidays.Students will work in pairs to identify similarities and differences across six festival pairings.This promotes cultural understanding of how celebrations vary across regions.●Procedures:The teacher may introduce some patterns often used to talk about similarities and differences before dividing the students into groups.Each group may first brainstorm on the customs of all the Western and Chinese festivals in the table and have a discussion of the similarities and differences between each pair.After discussion and completing the table,students will share what they listed with the class and explain the cultural significance.Suggested Answers:Festivals Similarities DifferencesChristmas vs.Spring Festival -Family gatherings-Decorating homes-Exchanging gifts-Christmas:Christianity;turkeySpring Festival:Lunarcalendar;jiaozi;fireworksValentine’s Day vs.Qixi Festival -love/romance-Gifts to loved ones-Festival tales about couples-Qixi:traditional Chinesestory;activities likewatching stars-Valentine’s:more widelycelebratedHalloween vs.Qingming Festival -Respect to the deceased-Rituals and offerings-Halloween:morelighthearted;costumes andcandy-Qingming:more reverentand solemnThanksgiving vs.Mid-Autumn Festival -Family gatherings-Feasts/meals-Harvest origins-Thanksgiving:Americanhistory-Mid-Autumn:mooncakes,lanterns and moon viewing3.Interview●Focus:The task focuses on encouraging students to think about and voice their opinionson Chinese and Western festivals and how people should celebrate them in the present era.The discussion promotes critical thinking on cultural evolution.●Procedures:The teacher may start by asking students how they feel about traditional holidays now compared with how they felt when they were young.Then,students may give their opinions about how people may maintain or adjust the customs.4.Show and tell●Focus:The task is designed for the students to look for information about a particularfestival of an ethnic group and integrate what they have collected into a presentation.●Procedures:The teacher may assign the task in class and leave it as homework for students to look for related information and prepare for the presentation.Divide students into groups of four and ask them to first decide on a festival of an ethnic group.The teacher needs to make sure that each group focuses on a different festival from other groups.Then,ask students to think about what they would like to include in their presentation and how they can make their presentation more impressive.In addition,remind them to have a proper allocation of work and ensure good cooperation among the group members.Finally in class,each group does their presentation and other groups give their comments on the content and performance of the presentation.Supplementary Activity1.ConversationThis is a conversation between Rick,an American exchange student studying Chinese culture at Peking University,and his Chinese friend Cherry.It takes place on the evening of the Mid-Autumn Festival,a major traditional holiday in China.Their conversation provides insight into Chinese traditions around the Mid-Autumn Festival.The teacher may make use of the activity to get students to know more about the festivals celebrated in China and appreciate the cultural diversity of our country.2.Role-play●Focus:This task is for the students to demonstrate an understanding of a key Chineseholiday,the Winter Solstice Festival.Students work in pairs and roleplay the original characters of Rick and Cherry.●Procedures:1.Have students work in pairs,with one partner playing Rick and the other playing Cherry. Explain that the scene is now the Winter Solstice Festival.2.Rick should ask questions to learn about the Winter Solstice Festival,such as its origins, traditions,foods,etc.Cherry will explain details about the festival and how Chinese people celebrate it.Encourage to use prior cultural knowledge.3.Have students perform their role-plays for the class.After each role-play,briefly discuss key information presented about the festival.Sample DialogueRick:Hi Cherry!Happy Winter Solstice Festival!Thanks for inviting me over to celebrate again.Cherry:You’re welcome,Rick!I’m excited to tell you about another Chinese holiday. Rick:Me too!So can you explain what the Winter Solstice Festival is all about?When is it celebrated?Cherry:The Winter Solstice Festival is one of the most important festivals in China.It takes place around December21st,the shortest day of the year.Rick:Interesting!What are the origins of this festival?Cherry:It originated over2,000years ago.Ancient Chinese people celebrated the solstice because it means the days would start getting longer again as spring approaches.Rick:That makes sense.I read the solstice has something to do with yin and yang. Cherry:Yes,exactly!The solstice represents yin transitioning to yang—from the darkness of winter to the light of spring.Rick:Nice.So how do Chinese people celebrate today?What are the traditions? Cherry:There are many fun customs!Eating jiaozi and spending time with family.Also ancestor worship and lighting candles.Rick:It sounds very meaningful.I’d love to experience all of that someday.Well,thanks for telling me about this great Chinese festival!Cherry:You’re welcome!I’m happy to share our culture with you.Ready for our feast?3.Pair work●Focus:This activity prompts students to discuss and compare regional variations incelebrating traditional Chinese holidays and festivals.Students will activate prior knowledge and share experiences to highlight how geography and local culture lead to diverse paring traditions boosts cultural understanding.●Procedures:Have students work in pairs.Students in each pair may start with sharing how certain traditional festivals are celebrated in their hometown and see if there are any differences.In addition,they may share whatever they know of or have heard of the different ways of celebrating traditional festivals in different places.Remind students to make use of the expressions introduced in Task1for Activity3to talk about these differences.Encourage students to explain why certain regional variations developed.Consider geography,ethnic groups,available foods,etc.Have some pairs briefly share their examples with the class.。

FUNCTIONSA SKINGFOR ANDR EPORTING I NFORMATIONWhat’s your name?My name is Maria .What’s your first name?Sarah .What’s your last name?Kelly .How do you spell that?K-E-L-L-Y .What’s your address?My address is 235 Main Street .What’s your phone number?My phone number is 741-8906.Where are you from?I’m from Mexico City .I’m American.My license number is 921DCG .My apartment number is 4-B .My social security number is 044-35-9862.My e-mail address isTeacherJoe@.M EETING P EOPLE Hello.Hi.My name is _______.I’m _______.Nice to meet you.Nice to meet you,too.T O B EGRAMMARNEW VOCABULARYPeopleactoractressAmericanathleteMr.Mrs.Ms.presidentprime ministerPlacesBrooklynFloridaMexico CityNew YorkSan FranciscocountryPersonal Information addressapartmentapartment numbere-mail addressfax numberfirst namelast namelicense numbernamenumberphone numbersocial security number streettelephone number Cardinal Numbers0oh (zero)1one2two3three4four5five6six7seven8eight9nine10tenArticlesathePossessive AdjectivesmyyourPrepositionsfromofQuestion WordsWhatWhereSubject PronounsIyouVerbsareisam (’m)EXPRESSIONSHello.Hi.Nice to meet you.Nice to meet you,too.CLOSE UP•To Be:IntroductionFOCUS1.Teach the first question and answer in the conversation before students open their books.(What’s your name? My name is _______.)a.Begin by saying your name:“My name is _______.”b.Then ask individual students:“What’s your name?”Students answer:“My name is ________.”c.Next,have individual students ask each other.2.If you haven’t already introduced thenumbers 0–10,refer to the teaching steps on page 4 of this Teacher’s Guide.(Be sure to tell students that in telephone numbers,people usually say “oh”rather than “zero.”Have students repeat “Oh.”)3.Practice the numbers.a.Write the numbers 0–10 on the board or use flash cards.Point to numbers at random and have the class say them.b.Continue with individual students.1.Have students look at the model illustration.2.Set the scene:“A teacher and student are talking.”3.With books closed,have students listen as you present the model or play the audio one or more times.4.Full-Class Repetition:Model eachquestion and answer in the dialog and have students repeat.5.Have students open their books and look at the dialog.Ask students if they have any questions.Check understanding of vocabulary .6.Group Choral Repetition:Divide the class in half.Model the 1st question of the dialog and have Group 1 repeat;model the answer and have Group 2 repeat.Continue this way with the other questions and answers in the dialog.7.Choral Conversation:Groups 1 and 2practice the dialog twice,without teacher model.First,Group 1 asks the questions and Group 2 gives the answers;then reverse.8.Call on one or two pairs of students to present the dialog.(For additional practice,do ChoralConversation in small groups or by rows.)INTRODUCING THE MODELGETTING READYPronunciation NoteThe pronunciation focus of Chapter 1 isLinked Sounds(text page 6).You maywish to model this pronunciation at thispoint and encourage students to incorporateit into their language practice.Students use the questions of the model to give their own names,addresses,and phone numbers,and tell where they are from.1.Call on a few pairs of students to ask andanswer the questions,using informationabout themselves in the answers.2.Divide the class into pairs,and have thepairs ask and answer the questions.Thencall on pairs of students to present theirdialogs to the class.Note that the numbers in students’ addresses may be higher than the ones they havelearned.For this exercise you can havestudents read each digit in their addresses.For example,232 might be read as two,three, two rather than two thirty-two.(Highernumbers will be taught in Chapter 5.)Pages 2–4,Exercises A–DWORKBOOKANSWER THESE QUESTIONSThis is a role-play exercise that reviews the questions on text page 2.Students pretend to be famous celebrities who are being interviewed on television.One student is the interviewer and asks the questions.Another pretends to be the famous person.Talk shows are popular in the United States and usually feature a well-known host talking with famous people.1.Have students think of famous people in the categories suggested on text page 3.If they have difficulty ,make some suggestions.You can use magazine and newspaperphotographs as cues.The students can assume the role of the celebrity in the photograph.2.Have pairs of students practice and then role-play their interviews in front of the class,making up addresses and phone numbers for the famous people.1.Have students look at the illustration.2.Set the scene:“Two people are meeting each other.”3.With books closed,have students listen as you present the conversation or play the audio one or more times.4.Full-Class Repetition:Model each line and have students repeat.5.Have students open their books and look at the dialog.Ask students if they have any questions.Check understanding of new vocabulary:Hello;Hi;Nice to meet you;Nice to meet you,too.6.Group Choral Repetition:Divide the class in half.Model line A and have Group 1 repeat;model line B and have Group 2repeat.7.Choral Conversation:Groups 1 and 2practice the dialog twice,without teacher model.First Group 1 is Speaker A and Group 2 is Speaker B;then reverse.8.Call on one or two pairs of students to present the dialog.9.Have students walk around the classroom,introducing themselves to each other.10.Call on several pairs of students to presenttheir conversations to the class.Meeting People:In the United States,it is common to initiate a conversation with self-introduction (Hello.My name is ...,Hi.I’m ...).“Hello”and “Hi”are equally common ways to greet people.“Hi”is moreinformal than “Hello.”READINGThis exercise is based on the reading on text page 4.Listen and choose the correct answer.1. A.What’s your name?B.Mary Black.2. A.What’s your address?B.Two sixty-five Main Street.3. A.What’s your apartment number?B.FiveC.4. A.What’s your telephone number?B.Two five nine–four oh eight seven.5. A.What’s your social security number?B.Oh three two–eight nine–six one sevennine.6. A.What’s your e-mail address?B.maryb-at-worldnet-dot-com.Answers1.a 4.b2.b 5.b3.a6.aIf you haven’t already introduced the alphabet,refer to the teaching steps on page 4 of this Teacher’s Guide.1.Have students look at the illustration.2.Set the scene:“A person is interviewing someone.”3.With books closed,have students listen as you present the conversation or play the audio one or more times.4.Full-Class Repetition:Model each line and have students repeat.5.Have students open their books and look atthe dialog.Ask students if they have any questions.Check understanding of new vocabulary:last name,first name,How do you spell that?6.Group Choral Repetition:Divide theclass in half.Model line A and have Group 1repeat;model line B and have Group 2repeat.7.Choral Conversation:Groups 1 and 2practice the dialog twice,without teacher model.First Group 1 is Speaker A and Group 2 is Speaker B;then reverse.8.Call on one or two pairs of students topresent the dialog.9.Have students walk around the classroomand interview five other students,asking and answering the questions in the model conversation as they complete the chart.10.Follow up by asking students to read aloudthe names of the students they interviewed.Pages 4–5 Exercises E–HWORKBOOKINTRODUCE THE CONVERSATIONGETTING READYFocus on ListeningPractice the sentences in the left column.Say each sentence or play the audio one or more times.Have students listen carefully and repeat.Focus on PronunciationPractice the sentences in the right column.Have students say each sentence and then listen carefully as you say it or play the audio.If you wish,have students continue practicing the sentences to improve their pronunciation.Have students write their journal entries at home or in class.They can share their written work with other students if appropriate.As a class,in pairs,or in small groups,have students discuss what they have written.Have students keep a journal of their written work.If time permits,you may want to write a response in each student’s journal,sharing your own opinions and experiences as well asreacting to what the student has written.If you are keeping portfolios of students’ work,these compositions serve as excellent examples of students’ progress in learning English.1.Divide the class into pairs or small groups.2.Have students take turns reading the sentences in the grammar boxes.Have students ask you any questions about the meaning or pronunciation of the vocabulary .If students ask for the pronunciation,repeat after the student until the student is satisfied with his or her pronunciation.KEY VOCABULARYGRAMMARLinked Sounds:Final consonants are often linked to beginning vowel sounds in the word that follows.A.WHAT ARE THEY SAYING?1.What’s,name 2.address,My ,is3.your,phone number4.your,name5.What’s,address6.phone,My ,number7.Where are,I’m from/ADDRESS/PHONE NUMBER (Answers will vary.)C.LISTENINGListen and circle the number you hear.1.My address is five Main Street.2.My address is seven Main Street.3.My address is two Main Street.4.My address is six Main Street.5.My address is one Main Street.6.My address is three Main Street.7.My address is four Main Street.8.My address is eight Main Street.9.My address is ten Main Street.10.My address is nine Main Street.Answers 1.5 6.32.77.43.28.84.69.105.110.9D.NUMBERS 4six 7two 1seven 8three 10one 2eight 9ten 6four 5nine 3fiveE.LISTENINGListen and write the missing numbers.1. A.What’s your phone number?B.My phone number is 389-7932.2. A.What’s your telephone number?B.My telephone number is 837-2953.3. A.What’s your apartment number?B.My apartment number is 6-B.4. A.What’s your address?B.My address is 10 Main Street.5. A.What’s your fax number?B.My fax number is 654-7315.6. A.What’s your license number?B.My license number is 2613498.Answers 1.2 2.53.6 4.105.7,36.1,4,8F.LISTENINGListen and write the missing letters.1. A.What’s your last name?B.Carter.A.How do you spell that?B.C-A-R-T-E-R.2. A.What’s your last name?B.Johnson.A.How do you spell that?B.J-O-H-N-S-O-N.3. A.What’s your first name?B.Gerald.A.How do you spell that?B.G-E-R-A-L-D.4. A.What’s your last name?B.Anderson.A.How do you spell that?B.A-N-D-E-R-S-O-N.5. A.What’s your first name?B.Phillip.A.How do you spell that?B.P-H-I-L-L-I-P .6. A.What’s your last name?B.Martinez.A.How do you spell that?B.M-A-R-T-I-N-E-Z.WORKBOOK PAGE 5WORKBOOK PAGE 4WORKBOOK PAGE 3WORKBOOK PAGE 2Answers1.R,E 4.R,O2.H,S,N 5.P,L3.G,A,D 6.M,T,ZG.WHAT ARE THEY SAYING?7.is2.Hi8.Hello3.meet9.I’m4.Nice 10.to5.you11.you6.My。

外研版九上英语M8短语第一篇：外研版九上英语M8短语第八模块单词、短语和重点句子1.获得50多分2.打比赛3.和......比赛4.是.......的缩写;代表5.为…训练6.赢得比赛/奖品7.记忆力好/差8.做决定9.那不是借口。

10.决不；不可能11.上次，这一回12.面对事实13.说实在的 14.没机会做某事 15.记得做某事 16.下周六中午 17.生某人的气18.对某事生气 19.做得好20.为某人加油21.让某人开心/振作起来 22.投球给他们 23.获得一枚金牌 24.跳高比赛跳得高25.跳远比赛 26.被鼓励去做某事 27.有做某事的能力28.有能力做某事29.建立，成立30.在我们中间(>3)31.同时32.打破纪录 33.调整...的训练方法 34.在110米跨栏比赛中 35.把某物挂在脖子上36.从现在/那时起37.患(病),受(某病)折磨38.放弃做某事 39.阻止某人做某事40.勇气的象征41.以.......为骄傲42.首先,起初（强调次序）43.首要的是，最重要的是（强调要引起特别注意）44.一些重要的比赛 45.继续做某事 46.还有一个问题1.我正在训练，为下周的那场重要比赛做准备。

2.你们和哪个队比赛？3.上次比赛中他们不是把你们打败了吗？4.大明上次没有被选上参加比赛。

5.这个赛季两只球队没有多大差异。

6.如果你们想有好座位的话，你们应该在11点半之前来。

7.他真的生我们的气了，所以会全力以赴去赢得这场比赛来证明我们错了。

8.首先，他被邀请参加世界各地的比赛。

9.刘被鼓励训练跳高。

10.在1998年刘翔跨栏赛跑的能力被孙海平注意到了11.他的赛跑被记录，并且他被和世界上最好的体育明星作比较。

12.在2004年，他为中国赢得了第一枚110米栏比赛的奥运金牌，同时打破了奥运会记录。

13.他训练如此刻苦，以至于伤了他的脚。

14.从2008年开始，他饱受脚伤的折磨，但是他没有放弃。

三年（2021-2024）年高考英语小作文真题全解全析专题03 2023年新I+II卷养成良好的答题习惯，是决定高考英语成败的决定性因素之一。

做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。

真题原文假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。

请你给外教写一封邮件，内容包括：1.说明问题 2.提出建议注意：1.写作词数应为80个左右 2.请按如下格式在答题卡的相应位置作答。

Dear Ryan,I’m Li Hua from Class 3._______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________Yours sincerely,Li Hua 真题解析2023年新高考新I卷、新II卷是一篇应用文写作，主要内容为针对外教Ryan 准备将学生随机分为两人一组好进行课后口语练习这一行为，以电子邮件的形式提出问题并给出具体的建议。

整体看，这篇作文题目为考生创设了接近现实生活的交际语境，明确了交际场合与参与人的身份，话题场景性和真实性突出，注重考查真实的任务和情景中考生的语言表达能力。

准备随机把全班同学分成两组英语作文建议信Dear Teacher,I have an idea for how we can split the class into two groups for our next English writing assignment. I think it would be fun and fair if we did it randomly instead of just letting people pick their own groups like we usually do. That way, we'd all get a chance to work with new classmates that we don't normally partner up with. It would be a nice change!There are lots of different ways we could randomly divide the class. My first thought was that you could put all our names in a hat and pick them out one-by-one to form the two groups. But then I realized that might take a really long time with so many students in our class. So I came up with some other random sorting ideas that could work better:Alphabetical OrderOne way to randomly split us up would be to put everyone's name in alphabetical order by last name. Then you could put all the students from A-L in one group, and M-Z in the other group. This would be a totally random way to divide us since our last names are just luck of the draw. The only tricky part is if there are a lot more students whose last names start with certain letters,the groups might end up being unfairly lopsided in size. But maybe we could compromise by splitting the alphabet differently, like A-K and L-Z, to try to get the numbers more even.Birth MonthsAnother idea is to split the class based on what month we were born. You could put everyone born from January-June in one writing group, and everyone born from July-December in the other group. This way of dividing would totally random since none of us got to choose what month we were born. And the groups would likely be pretty even in size since there are 12 months and probably close to the same number of students born in each month. The only downside is that some good friends who happened to be born in the same month wouldn't get to work together this time.Random Number GeneratorIf we wanted to get really high-tech about it, we could use a random number generator website or app. You could assign each student a different number from 1 to however many kids are in our class. Then use the number generator to spit out a list of random numbers. The first half of the list would be one group, and the second half would be the other group. This methodwould be 100% random and unbiased. Though it might take a little while to assign everyone a different number and then match the numbers to the names after the random list was generated.Line Up by Height or BirthdaysIf we wanted a simple way to randomly split the class without using names, numbers, or months, we could just line up in order of our heights from shortest to tallest. Then you could put the first half of the line in one group and the second half in the other. Or we could line up in order of our birthdays from January 1st to December 31st. Both of those arrangements would be pretty random since heights and birthdays are out of our control. And the groups would likely be relatively even in size unless there was some strange fluke where most of the class happened to be born in the same season or was clustered around the same height range.Play a GameThe last idea I had was that we could play some kind of simple game or activity, and whoever won or succeeded first could be one group, and whoever didn't win or struggled more could be the other group. For example, we could have a running race around the classroom or playground and divide into thefirst half across the finish line versus the second half. Or we could take a short math test and the folks who got the best scores would be in one writing group while the lower scorers were in the other. The downside of this method is that the groups might end up being unfairly skilled if all the best runners or math whizzes were clustered together. But it could be a fun way to randomly split us up while getting some exercise or a mini academic challenge too!Those are my top ideas for random ways to divide our class into two groups for the upcoming English writing assignment. Of course, there are probably other random methods I haven't thought of too. I just think it would be nice to switch things up and not simply let students pick their own partners or groups like we normally do. Randomly splitting the class would push us to work with different classmates for a change. And since the groupings would be out of sheer chance, it seems like the fairest system so that no one ends up feeling left out by their friends.Let me know if you like any of those random sorting ideas, or if you have a different plan for how to split us up! I'm happy to go with whatever you think is best. I'm just excited for the writing assignment itself because I know it will be a great way for us to practice putting our English skills to use. Maybe you could evenput us into randomly selected pairs or trios within the two larger groups to really mix things up? However you decide to break us up, I'm sure it will be an interesting process working with new teammates. I can't wait to get started!Your Student,[Your name]。

核心单词association, muddy, bounce, expectation, philosophy, cheat, remarkable, net, vivid, assign, opponent, surgery, defeat, steely, seize, cooperation, tournament, intense重点短语a far cry from，attach...to, sharpen one's skills, give way，follow in one's footsteps，carry on, in a row, set out to do, living proof, go wild，burst onto, be assigned to, pay off, ups and downs, on one's feet重点句式“too...to...”结构，make＋宾语＋宾语补足语，while连接并列句，the＋序数词＋名词＋to do (作定语)，as soon as引导时间状语从句单元语法动词-ing形式作主语主题写作描写运动时刻Section ⅠUnderstanding ideas1．______ the ball against the wall 球弹到墙上2．a former ________ 前队友3．the sound of _________ on the stairs 楼梯上的脚步声4．__________ of life 人生哲学1．associate v t.联合；把……联系起来→___________ n．协会，社团→associated adj.有联系的2．mud n．泥，淤泥，泥浆→_____ adj.沾满泥的，泥泞的3．sharp adj.锋利的，锐利的，尖的→_______ v．使提高，使改进4．expect v．预料；期待；期望；认为→___________ n．预料，预期1．______________ 与……大不相同2．____________把……附在……上3．___________________提高某人的技能4．________倒塌，向下垮5．________________________ 仿效某人；继承某人(尤指家人)的事业6．________继续7．________连续地8．_____________ 开始做……9．____________ 活生生的例子1．强调句型A far cry from the bright lights and shiny courts of the National Basketball Association (NBA), ___________________________ (正是在这条路上) Stephen's grandfather built a simple basket by attaching a piece of plastic to a telephone pole. 2．“too...to...”结构Despite his father's successful career, Stephen was thought by many people, including his high school teammates and coaches, to be _______________________________ ______________________________________________ (太矮太瘦弱，无法延续他父亲的荣耀).3．make＋宾语＋宾语补足语His creativity and perseverance _______________________________ (成了戴维森学院的明星球员).4．过去分词(短语)作状语____________________________ (2009年入选NBA), Stephen joined the Golden State Warriors.5．动词-ing形式(短语)作状语_________________________________________ (激励着所有人去相信自己), Stephen Curry is living proof that what other people think of you does not have to influence what you become.①go v i.[熟词生义](从……)通向，延伸到②a far cry from与……大不相同③association n．协会，社团④attach...to...把……附在……上⑤telephone pole(＝telegraph pole)(电话或电报线路的)电话线杆⑥muddy adj.沾满泥的，泥泞的mud n．[U]泥，淤泥，泥浆⑦flexible adj.能适应新情况的，灵活的⑧shot n．[熟词生义]投球，射球，击球⑨weak adj.[熟词生义]不牢固的，易损坏的，易破的⑩backboard n．篮板⑪give way倒塌，向下垮⑫bump n．隆起之处⑬line v t.[熟词生义]沿……形成行(或列、排)⑭bounce v．(使)弹起，(使)反弹⑮in all directions 四处，四面八方⑯adjust v t.调整，调节v i.& v t.适应；习惯adjustment n．调整，调节adjustable adj.可调整的，可调节的⑰accuracy n．准确(性)，精确(程度)accurate adj.准确的，精确的⑱be aimed at瞄准，对准⑲day in and day out日复一日⑳sharpen v．使提高，使改进(＝improve)[构词法]-en是常见后缀，意为“使成为、变得”，可加在形容词、名词后构成动词，但要注意有些以e结尾的词需先去掉e再加-en。

高二上学期第三次教案设计人：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist in AD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。