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Unit3 Integrating Skills

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i1.so….that_________ 2. feel like___________ 3. blocks of ice___________
4.children dressed in long wool coats_________________
5.in the setting sun___________
6.in front of____________
7.as usual__________
8.reliable ___________
9.be surprised by______________ 10.view_________ 11.leave behind__________ ii 1.at one point ____________ 2.find sb doing___________
3.go down the hills______________ 4change…for_________
5.colourful butterflies__________
6.at midnight________
7.pillow_______
8.make camp___________
9.stay awake__________
10.the flames of our fire__________ 11.beneath the star_____________
1.A determined person always tries to finish thejob,______________
_______________(不管困难有多大，一个有决心的人总是尽力完成工作。

) 2.__________________was hard work but as we looked around us ,we were surprised by the view.（上山很艰难，但是当环顾四周，我们惊讶于眼前的景色）
3.At one point we were _________________we found ourselves cycling through clouds.(到了某一点我们的位置太高了，我们发现我们正在云里骑车。

)
4.We_________________see them.(我们迫不及待的想要见到他们。

)
i. Remember the following short phrases.
1.照常__________, 像以前一样__________, 像以往一样________，
比平常______________
2.可靠的___________, 信赖(v)___________, 依靠,依赖…__________
3. 景色，风景(n),观看，注视，考虑(v)_______________
在某人看来____________, 看不见，在视野之外________________
一见（就…….）_____________, 进入视野，被看见_______________
4．搭起,举起___________，推迟____________,穿上，上演_____________ 忍受______________, 熄灭，生产，出版______________
ii. Understand the following language points.
1.
（1）____________(=________) hard he works, he can not pass the exam.
不管学习多努力，他就是考试不及格。

（2）_____________(=_________) you do, you should do it well.
无论你做什么，一定要把它做好。

（3）____________(=_________) he comes again, he’ll be welcome.
不管他何时再来，都会受到欢迎。

（4）If we work with a strong will,we can get over any difficulty, _____ great it is.
A. no matter what
B. however
C. no matter where
D. no matter when
2. so and such
(1) It was _____ a lovely day that we decided to go outing(郊游).
= It was _____lovely a day ______we decided to go outing.
(2) It is ______fine weather that we will go swimming.
(3) They are _____small shoes that I can’t put them on.
(4) ——It’s a beautiful day, isn’t it?
——Yes, it’s _____ that I’d like to take a walk.
A. so nice weather
B. such nice weather
C. so nice a weather
D. such a nice weather
3. can hardly/not wait to do sth _________________________
can not wait for sth ____________________________
(1) I can hardly wait to read Guo Jingming’s latest novel.(翻译此句)
(2) Mary couldn’t wait to get home after such a long and tiring journey.(翻译此句) (3）After the students stayed at school for two weeks,
they ___________________________________(迫不及待地要回家).
(4) When they knew there was a panda in the zoo, the children could ______wait to see it.
A. almost
B. hardly
C. mostly
D. nearly。

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初中英语七年级上册(牛津译林版)Unit3Integratedskills教学设计

初中英语七年级上册(牛津译林版)Unit3Integratedskills教学设计

（三）情感态度与价值观
1.培养学生热爱生活、珍惜时间、合理安排日常作息的意识。
2.培养学生团结协作、乐于分享、互相帮助的品质，增强集体荣誉感。
3.激发学生对英语学习的兴趣，提高自信心，形成积极向上的学习态度。
4.引导学生关注日常生活中的英语，了解中西方文化差异，培养跨文化交际能力。
二、学情分析
针对初中英语七年级上册Unit3 Integrated skills这一章节，学情分析如下：本章节的主要教学对象为七年级新生，他们在经过前两个单元的学习后，已经具备了一定的英语基础，掌握了基本的日常用语和简单的语法知识。在此基础上，学生对本章节内容的学习将更加关注语言的实际运用。
初中英语七年级上册（牛津译林版）Unit3Integratedskills教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本章节的核心词汇和重点句型，如：get up, go to school, have lunch, do homework, watch TV, go to bed等，并能运用这些词汇和句型描述自己的日常作息时间。
6.结合所学知识，设计一份英语调查问卷，了解同学们的日常作息时间，并在下节课上进行分享。
作业布置原则：
1.针对性：作业内容要与课堂所学知识紧密结合，确保学生在完成作业的过程中巩固所学。
2.层次性：作业难度要适中，既要考虑学生的平均水平，也要兼顾个体差异，让每个学生都能在作业中找到适合自己的挑战。
3.实践性：鼓励学生在实际生活中运用所学英语，提高实际语言运用能力。
难点：如何让学生在实际情境中灵活运用这些词汇和句型，以及正确使用一般现在时描述日常生活。
2.重点：听力训练，提高学生获取、处理和传递信息的能力。
unit3 Integrating Skills(Ⅰ)课件

unit3 Integrating Skills(Ⅰ)课件

人教修订版 高中二年级(上) 高中二年级 上
Unit 3
Integrating Skills (Ⅰ) Ⅰ
Forbidden City
1.Please think what were these building used for when they were built? The Emperor and his cabinet ministers lived and worked there. 2.What are they used for now? They are museums now. They are given hat make them special. The simple style of the buildings and the fact they are German set them aside as very different from Chinese architecture.
Homework
Write a plan by yourselves.
�
Reading
1. Where is Factory 798? In the east of Beijing. 2. What kind of factory was it? It was an important army factory. 3. Who designed it and when was it built? It was designed by East German architects and built with Russian help in the early 1950s.
4. How does it look like? The huge factory halls of brick and glass were built in the 1920s modern style. They are decorated with small round windows that remind people of ships, bent roofs, and twenty-foot high
高中英语 Unit3 Integrating Skills课件 新人教版选修9

高中英语 Unit3 Integrating Skills课件 新人教版选修9


B: No, the Bush! That’s what Australians call the part of the countryside where there aren’t any houses or farms or other signs of humans. You know, the natural areas with trees and grasses.
did try to bit you, it wouldn’t get to your skin.
P: I don’t know. It still sounds dangerous. B: Look, most snakes can’t kill you anyway.
And we always stay in camping grounds that have short grass so we hardly ever see snakes. And when we go into to the bush we always make a lot of noise. P: Bushes? Are we going to walk through bushes?
3 Do you think by the end of the conversation, Bob has talked Wei ping into going camping? Why do you think so? He probably has talked him around because he assured Wei Ping that there was very little danger. Also the fact that Wei Ping summarized the advice Bob gave him suggests that he has accepted bob’s assurances.
牛津译林版英语9AUnit3Integratedskills教学设计

牛津译林版英语9AUnit3Integratedskills教学设计

（三）学生小组讨论
1.教学活动：学生分成小组，讨论以下话题：Share your most memorable travel experience and talk about your future travel plans.（分享你们最难忘的旅行经历，并谈论你们的未来旅行计划。）
2.教师分配角色：Each group member takes turns to be the speaker, listener, and note-taker. Encourage students to actively participate in the discussion and provide constructive feedback.（小组成员轮流担任发言者、倾听者和记录员。鼓励学生积极参与讨论，并提供建设性反馈。）
6.能够运用写作技巧，编写一篇关于旅行经历的短文。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法，引导学生达成教学目标：
1.采用任务型教学法，设计真实情境，让学生在完成任务的过程中，运用所学知识。
2.利用多媒体资源，如视频、图片等，激发学生的学习兴趣，提高他们的听说能力。
3.引导学生进行小组合作，培养他们的团队协作能力和交流能力。
-设计信息填空、问答等练习，帮助学生提高细节理解和信息处理能力。
-组织阅读分享会，让学生相互交流阅读心得和策略。
4.对于写作技巧的提升，设想以下教学安排：
-提供旅行写作框架和模板，帮助学生构思和撰写文章。
-引导学生进行同义词和短语替换，丰富写作内容。
-开展写作工作坊，让学生在同伴互评中学习和改进写作技巧。
3.口语练习：Students practice asking and answering questions about travel experiences and plans in pairs.（学生成对练习询问和回答关于旅行经历和计划的问题。）