unit 3-lesson 1-3 单元设计
浙江工贸职业技术学院
单元教学设计
2014 —2015 学年第 2 学期
课程名称：大学英语2
授课班级：
任课教师：
所在院（系）及教研室：人文系公共英语教研室
Period 1 lesson 1 tour consultation
Step 1 Warming-up (20 minutes)
Ask students to discuss the following questions:
1.Which one do you prefer to go traveling, domestic tour or overseas tour?
2.Which type of tours do you like best?
Introduce the types of tours to students:
Types of Tours
1.inclusive tour (包价旅游): A tour including transportation, hotels, transfers, sightseeing,
and meals.
2.ecotourism (生态旅游): The tour of organizing holidays to natural areas, especially areas
that are far away such as the rain forest, where people can visit
and learn about the area in a way that will not hurt the
environment.
3.fly-drive package tour (自驾游): An inclusive tour in which the traveler can have a
self-drive rental car.
4.conducted tour (有导游陪同的旅游): A prearranged travel program for a group escorted by
a guide.
5.foreign individual/independent tour (散客旅游): A prepaid tour including air, hotels,
ground transfers, and prearranged sightseeing and guide service
for individuals.
6.culture-oriented travel (文化旅游): A tour in which travelers can enjoy folkways and
folk-custom.
7.escorted tour (全程陪同旅游): A prepaid travel program of sightseeing, meals and
accommodations for a group accompanied by an escorted from
the beginning to the end of the trip.
8.cruise (豪华游艇旅游): A tour on a large ship or a boat for pleasure.
9.leisure travel (休闲旅游): A tour in which travelers can relax and do things they enjoy.
10.special interest tour (专门兴趣旅游): A tour designed for clients sharing curiosity or
concern about a common subject.
11.agricultural tourism (农业观光旅游): A tour in which travelers can appreciate agricultural
life, such as going to the orchard, etc.
12.sports tourism (体育旅游): A tour including exploring, climbing, car rally, etc.
Step 2 Listening and Speaking (25 minutes) Listening
1.The teacher briefly explains the words.
2.Listen to the short talk to do Task 1, listen to the talk again if necessary.
3.Listen to the short talk again to do Task 2, listen to the talk again if necessary.
Speaking
1.The teacher explains the dialogue and points out some pattern sentences.
2.Teachers and students learn famous scenic spots together.
Step 3 Pair Work (42 minutes) 1. Ask students to work in pairs, making up dialogues according to the following situations. Situation 1: At a travel agency, you are talking with the travel agent about the 7-days holiday you are going to take in America.
Situation 2: You call the China international Travel service, wishing to book a tour to Korea. A travel agent explains the details on the phone.
2.Ask students to interview others to get some information on ideal types of tour and ideal travel destination, then fill in the table.
3.Ask students to discuss with their partners about why we should go graveling.
In each activity, After some time for students to prepare, the teacher can ask some groups to act the dialogue out or retell the information they collected and give some suggestions.
Step 4 Assignments (3 minutes) Assign the following tasks as the homework:
Task 1: Work with your partner to make a dialogue about a group travel reservation (团队旅游预订).
Task 2: Work with your partner to make a dialogue about booking air tickets.
Period 3 Lesson 3 Sightseeing
Step 1 Warming-up (25 minutes)
1.Ask students to look at the pictures and tell where they are. Later, the teacher can check them.
2.Ask students to express their opinions on the bad manners that Chinese tourists have during traveling. The teacher can invite some students to share their opinions.
Some bad manners for refering:
l) . Shouting or speaking loudly in public places.
2). Eating loudly and slurping soup or noodles in public places
3). Spitting in the street.
4). Throwing trash, garbage/rubbish onto the street.
5). Allowing small children to go to toilet anywhere on a public road.
6). Not queueing up
7). Not following local rules and regulations
Step 2 Reading (30 minutes) The teacher teach the text in detail and explain the following language points:
aware: adj. 意识到的；知道的；觉察到的
常接of + 名词/that +从句
其前常被副词well / quite / fully 修饰，其名词形式为awareness，意为“察觉；觉悟；
意识(+ of / that)
At first I wasn't aware that he was ill.
Are you aware that there is a difficulty?
There is a general awareness that smoking is harmful.
vice-versa:反之亦然
Propriety suggests reciprocity. It is not propriety not to give But to receive, or vice versa.
礼尚往来,往而不来,非礼也;来而不往,亦非礼也
differ：vi. 不同，相异
1. A differ from B in...
(甲)与(乙)在...方面不同
2. be differ from不同于
3. differ from…to …. 因…而异
Differ from person to person
4. beg to differ 恕不苟同
That’s your opinion，I beg to differ.
be of great importance是非常重要的
“be of+ 抽象名词（value，importance，use，help，interest 等）”相当于“be + 该抽象名词相对应的形容词”。其中of 表示“具备；具有”，of 不可以省略
They are of great help to learners of English.
The book will be of great value to students of history.
This medicine is of no use.
address: n. 地址；通信处；演说；称呼
v. 写姓名地址；演说；向…说话；称呼
I heard him address her as darling...
我听见他称她为“亲爱的”。
He is due to address a conference on human rights next week.
他下星期将在一个大会上发表关于人权的演说。
bother
1. 表示“打扰”“麻烦”，为及物动词，要表示用某事麻烦某人，一般用介词with 或
about。如：
I’m sorry that I have to bother you with/about this problem.
2. 表示“费心”“费力”，多用于否定句和疑问句；若表示费心做某事，其后接动词时，
通常用不定式。如：
He didn’t bother to answer personally. 他嫌麻烦不愿亲自回答。
3.在现代英语中，bother 后也可跟动名词。如：
Don’t bother to lock/locking the door. 别费事锁门了。
4.在口语中说don’t bother(…), 主要用于谢绝对方主动提出的善意帮助，意为“不用
费心（……）了”“不用麻烦（……）了”
口语中还说I’m not bothered，其意为“我无所谓”
I’m not bothered whether we go out or stay in. 出去还是待在家里，我无所谓
on terms: 友好，关系良好
We shook hands and parted on good terms.
我们握了握手，友好地告别。
The two were said to have been on first-name terms. 据说这两人关系很熟。
blow one’s nose v. 擤鼻涕
It’s better to imply rather than ask, and to answer with vagueness during conversations.
暗示性地问问题比直接发问的方式好，对话时最好能语焉不详地回答。
turn down 拒绝、驳回
He didn't have the heart to turn down their request. 他不忍心拒绝他们的要求.
for the most part多半，就绝大部分而言
Summers in the south of France are for the most part dry and sunny.
法国南部的夏季大部分时间天气干燥且晴朗。
in one’s good books 获得某人重视或喜爱
in one’s black books 不获某人重视或喜爱
courteous adj. 有礼貌的；谦恭的；殷勤的；客气
polite：普通常用词，指言论举止无论何时均严谨有礼，很有教养。
courteous：指言谈举止典雅，谦恭有礼，更侧重考虑他人的感情与尊严。
Step 3 Exercises (33 minutes) Exercise 1 Decide whether each of the following statements about the passage is true or false (“T”for TRUE or “F”for FALSE)
Key: FTFFFFF
Exercise 2
Complete the following sentences with the words in the box. Change the form if necessary.
Exercise 3 Translate the following sentences into English, using the words or phrases in brackets. Key:
1.I tend to get very uptight during a match.
2.The students are, for the most part, from the villages.
3.We will be going all out to ensure it doesn't happen again.
4.There's no reason to turn down this suggestion.
5.Although she often disagreed with me, she was always courteous.
Step 4 Assignments (2 minutes) Task 1: Try to find more culture taboos of different countries.
Task 2：Learn to introduce an interest place.
下unit10单元知识点总结
Unit 10 I ’ve had this bike for three years. Section A部分知识点 1.have a yard sale 进行庭院拍卖会 2.bring back sweet memories 勾起甜美的回忆 bring back使记起，使回想起 3.people in need需要的人们； in need 需要 4.not.. anymore/ any more不再……； no longer 不再;不复 5.You can have it for 75cents.你可以花75美分买到它。 6.soft toys 布绒玩具； toy monkey 玩具猴 7. And check out these soft toys and board games for younger kids. 1）check out 意为“察看，观察”。 check还可用作名词，意为“支票, 账单”。 2）board games 棋类游戏 8. a bread maker 面包机 9.clear out 清理 10.part with 与……分开；Don’t part with your dream. 不要放弃你的梦 想。 11.As for me, I did not want to give up my football shirts, but, to be honest，I have not played for a while now. 至于我，我不想放弃我的足球衣。但是，说实在的，我现在巳经有一段时间没有踢(足球)了。 1) as for 至于，关于 . And as for us, we are fortunate. 可对我们来说，我们是幸运的。 2) to be honest意为“说实在的，说实话”，经常单独使用，作插入语，用逗号与句子隔开。类似的表达还有to tell the truth “老实说，说实话”。 To be honest, she is not an honest girl. 说实话，她不是一个诚实的女孩。 3）honest为形容词，意为“诚实的；老实的”。反义词为dishonest“不诚实的”。 . An honest man does not tell lies. 诚实的人不会说谎。 4）play for a while 玩一会儿 12. What do they want to do with the money from the sale 他们想要用从拍卖会中筹集的钱做什么 What …do with怎么处理 13. Section B部分知识点 1. Nowadays, millions of Chinese leave the countryside to search for work in the cities. 1）search for意为“搜寻，找寻”，“搜查”。 search for work 找工作. They searched the forest for the lost child. 他们在森林里寻找那个走失的小孩。 2）millions of 数百万的
高一英语必修一unit3教案
Unit 3 Travel Journal Period1. Step 1.Warming up 1.Ask some questions: 2.Do you often travel? Where have you been? 3.2. Following the steps of the warm-up on page 17. Step2. Pre-reading 1. Show some traveling pictures of the teacher’s. 2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China. 3. Ask Ss: how people who live along a river use it. Step3. While-reading 1. Scanning: Ss read quickly and answer: What are they going to do? 2. Skimming: Ss read again and finish comprehending 1 on page 19. Ss read and get the main ideas of each paragraph. Ss list the countries that the Mekong River flows through. Step4. After-reading Ss in pairs and discuss: Wang Wei’s and Wang Kun’s simil ar and different attitudes about the trip. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1. Taking this trip is a dream
【2017】(必修一)unit3第7课时教学设计
Step 1 Greetings Step 2 Speaking T：Today，I’ll first show around some famous dams in the world. Show the picture of Aswan Dam，the Hoover Dam and some famous Dams. Aswan Dam the Hoover Dam in Colorado，USA T：What do you think of these Dams？ S1：They are wonders on the earth.It is said that the Aswan Dam is one of the three man-made projects that can be seen fr om space. S2：They not only look wonderful but also help the people in the world a lot. S3：... S4：...
T：But I hear that a very effective international movement arose to fight for change in current dam building practices.Now I wonder why they did so.Are there any bad things caused by dams？I would like you to hold a discussion and talk about the good things and bad things dams bring about. good things 1.control floods 2.make electricity 3.raise the capacity of shipping （The raised water level makes it possible for heavy-loaded ships to pass.） 4.bring new scenery bad things 1.force the people from their land and homes 2.forever change some of the most historically celebrated scenery in the area（the Three Gorges Dam） 3.（the Aswan Dam）Some old temples are in danger because of the raised water level. People had to remove the temple stone by stone.It took 1700 workers and 22 other people four years to complete the project and cost one billion US dollars. 4.（refugees）be economically，culturally，and psychologically devastated. Some people of Sichuan Province had to move to other places of China，for example，Chongming Island.It will be a great challenge for these people to merge in a new society. 5.（people in the Mekong Delta）suffer from diseases dams and large irrigation projects in the tropics bring. 6.（In Nile Delta）plain and the delta are losing fertility as the mineral sediments usually carried and deposited by the Nile are building up behind the many dams. 7.The construction of dams in Southeast Asia has brought some of the countries into heavy debts.
【人教版】新目标2019年八年级英语上册Unit10单元教案
【人教版】新目标2019年八年级英语上册Unit10 单元教案 Unit 10If you go to the party，you'll have a great time!
本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。
第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Key Points【教学重点】 The vocabulary： meeting，organize，have a great time Target language： —I think I'll go with Karen and Anna. —If you do，you'll have a great time. If we have it today，half the class won't come. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Difficult Points【教学难点】 1. Future tense with “will”． 2. If－adverbials，conditional adverbials.
人教版英语三年级上册unit3教学设计
Unit 3 Look at me Part A Let’s talk Ⅰ. Teaching Objectives 1. S can understand and say How are you? I’m fine, thank you./Fine, thank you, let’s go to school. OK. 2. S can sing the song (Hello! How are you?) 3. Lead to improve S interests of learning English Ⅱ. Teaching Importances S can cut out the dialogue and sing the song Ⅲ. Teaching Difficulty S can use the new language situational Approach Ⅳ. Teaching Aid CAI, word cards, video, Ⅴ.Teaching Procedure: Step1 Warm-up 1、Liston to the song
Unit10单元检测题
、单项选择（20分） 1. ——If you become a professi onal sin ger, you may be _ . —That 'great, I want every one to know me and love me. A. n ervous B. disappo in ted C. famous D. surprised 2. ___ away this dirty shirt and bring me a clea n one. A. Pick B. Bring C. Carry D. Take 3. The man makes a livi ng __ teach ing. A. without B. with C. by 4. This is a great cha nee forme ____ from a foreig ner. A. learn B. to lear n C. learni ng D. learns 5. If our government ____ pay attention to the safety of food, our health _______ i n dan ger. A. is n ' t; is B. doesn't; will be C. won ' t; is D. is n't; will be 6. We'll easily become un happy ___ we solve our problems. A. because B. if C. uni ess D. although 7. — I am going to see the teacher tomorrow. 8. Don 'be afraid ___ mistakes in lear ning En glish. 9. Our teacher ofte n asks us ___ questio ns in groups. A. discuss B. to discuss C. discuss ing D. discussed 10. — I'm going to Hainan on vacatio n n ext week. A. Have a good time C. Thank you 二、完形填空（20分） I'm thinking about what I 'm going to do this summer. Maybe I 'get a job. If I get a job, I 'have 1 money to buy some new thi ngs. Maybe I'll buy some new 1 / 7 UnitIO 单元检测题 A. I, too. B. Me, too. C. I also. D. Me, neither. A. make B. mak ing C. makes D. to make B. Not at all D. I have no idea
八年级上unit3教学设计
新目标八年级（上）Unit3第一课时教学设计 一、设计理念 本节课依据课程标准,结合学生生活设计活动，使学生在谈论自己生活的过程中掌握比较级的用法及其它知识。本节课环节设计思路：以读写为主线，以五个环环相扣，循序渐进的任务活动展开知识学习。从课本中的句型引入，将学生带入语言环境，学生通过阅读，学会描述人的个性特征。 二、教学分析 本节课在学习“比较级”句子的基础上，通过谈论朋友间的相同和不同处，通过阅读写作的方式，帮助学生学习使用形容词的比较级描绘和比较身边的事物并选择最佳方案。 三、学情分析 学生已经学习并掌握了一些有关人物个性特征的单词和短语，并能较熟练地运用这些词语问答，本单元学习形容词比较级时，话题贴近学生生活实际，容易让学生在说与做中体会与学习，并能活跃学生学习思维，激发他们参与课堂活动的欲望。 四、教学目标 1、语言知识目标： A、学习重点词汇：necessary, beat, care, friendship. B、学习句型：掌握如何描述个性特征：A is …than B. 2、语言技能目标：能够综合各种信息，描述个性特征。
3、情感态度目标 通过描述人的个性特征，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。(朋友可以相似，也可以不同。患难朋友才是真朋友。) 培养学生健康、活泼、积极向上的人生观。 五、教学重点： 比较级的结构变法规则 六、教学难点： 比较级的运用与原级的表达方法 七、教学方法和手段： 1．采用的教学法：视听法，任务型教学法。采用视听法，主要是根据八年级学生的视听方面的要求提前设置听前任务，以降低听力难度。采用任务型教学法，是让学生可以在课堂上以听录音，竞猜，观看课件等多种形式输入语言知识，最后运用新知识表达观点。 2．辅助手段或媒体：本课采用图片和视频导入，形象具体而有趣味性，整节课采用多媒体教学，更生动，更直观。 八、教学过程设计 Step 1Lead-in（创设情境，激趣引学） Leading in: T:How often do you exercise/watch a video?I have a wonderful video.Would you like to watch it?Listen and answer some questions.
人教版英语八年级上册Unit10 单元教材分析
Unit10 单元教材分析 本单元重点学习由if引导的条件句。通过本单元的学习，学生能够熟练运用由if 引导的条件句对可能发生的情况进行预测，并将其运用到实际生活中去。在本课的前半部分中，if引导的条件句被运用于讨论聚会可能发生的各种情况，后半部分被活用于各种情况。因此前半部分的教学以词汇和语法的直接学习为重点，后半部分的学习以语言的应用为重点。本课同样涉及了许多会话和练习，以使学生得到充分的锻炼，加强他们对目标语言的理解和实际应用能力。 本单元以if引导的条件句的学习和运用为重点，共设计了三个部分的内容： Section A:该部分一共有3个模块，第一模块初步导入目标句型，以基本对话和基本短语为重点，共三个小模块:Match(la)、Listening(1b)、Practice(1c);第二模块以听说训练为主，进一步对if引导的条件句加以训练Circle (2a)、Listening (2b)、Role-play (2c)、Role-play(2d);第三模块以短文填空、完成句子和写作为重点，着重训练了学生的逻辑思维能力和写作能力。包括：Fill in the blanks (3a)、Complete (3b)、Survey(3c)。 Section B:该部分一共有3个模块，第一模块以听力训练和情景交际为主，让学生在接触新单词、短语的同时，扩大由if引导条件句的运用范围。包括：Circle(la)、Listening (1b)、Listening (1c)、Practice (1d);第二模块以阅读和短文填空为重点，将if引导的条件句运用到行文中，训练学生的阅读能力和理解能力。Survey(2a)、Reading(2b)、Questions(2c)、Fill in the blanks(2d)、Questions(2e);第三模块以写作和练习为主，将语言运用提升另一个高度，提高学生的英语综合应用能力。Survey (3a)、Writing(3b)、Writing(3c)、Complete(3c)。 Self Check:该部分有3个模块：第一模块填空, 训练学生的语言逻辑能力(1);第二模块仍然是填空，检测学生对由if引导的条件句时态问題的掌握(2); 第三模块是会话训练，要求学生运用想象力回答，将教材内容与实际生活相结合(3)。
unit3weather教学设计
Unit 3 Weather Part B Let’s learn教学设计 【教学内容】Unit 3 Part B Let’s learn。 一、设计预想： 1.指导思想： （1）教材分析：本节课为人教版（PEP）小学英语四年级下册Unit3 Weather 中的第四课时，包括let’s learn和let’s play两个板块，以世界各地天气为话题，学习描述天气的五个形容词：rainy, snowy, windy, cloudy, sunny以及句型：What’s the weather li ke in ... It’s...。本节课是在学生掌握unit3 A部分知识的基础上，进一步学习和认识世界各地的天气差异。这节课与我们生活息息相关，能够让学生了解不同城市、不同国家的天气差异，开拓学生视野，提高学生学习英语的兴趣，因此在整个教材中也占有重要地位。 （2）学情分析：四年级学生活泼好动，表现欲强，经过一年多的英语学习，学生们已具备了一定的英语知识基础和简单交流能力。他们喜欢表演，喜欢与他人合作，具有丰富的想象力，能在教师指导下很好地完成活动，达到既定的目标。 （3）教学设计理念：天气与人们的日常生活紧密相关，结合实际展开学习，利用相应的情景创设、游戏教学，为学生提供一个生动、活泼、自主的学习环境，激发学生的学习兴趣及求知欲，充分发挥学生的主体性，让学生在玩中学，学中玩。 2.教学目标： 知识目标： （1）能听，说，认读单词rainy，snowy，cloudy，sunny，windy （2）能够在语境中理解world，Sydney，London，Moscow，Singapore的意思并能正确发音。 （3）能在恰当语境中正确运用句型: What’s the weather like in… It’s …描述天
人教版必修一Unit3Traveljournal教案设计
全国中小学“教学中的互联网搜索”优秀教学案例评选 教案设计
A. He doesn’t li ke her at all. B. He is a bit proud of her and admires her. C. He has to obey her because she is his sister. D. He thinks that her knowledge of geography is very poor. (2)Altogether there are______________ people who have to take the great bike trip. A. one B. two C. three D. four (3)According to the text, which of the following statements is not true? A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai. B. They found a large atlas with good maps in the library. C. At first, the Mekong River is small, and the water is clear and warm. D. The Mekong River finally flows into the South China Sea. (4)Which is the proper order according to the text? a. The Mekong River enters the South China Sea. b. The Mekong River begins at a glacier on a Tibetan mountain. c. At first, the Mekong River is small, and the water is clear and col d. d. The Mekong River enters Southeast Asia. e. The Mekong River travels across western Y unnan Province. f. The Mekong River leaves China. A. b, c, e, f, a, d B. b, c, e, f, d, a C. c, b, e, f, d, a D. c, b, f, e, a, d (5)It can be inferred from the passage that Wang Kun is a______________ person. A. brave B. kind C. timid D. careful 3. Language problems（猜测词义、分析长难句） While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc. 1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . ) 2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb.
Unit3教学设计
Unit 3 Keys: 一、1. driver’s license 2. got, pierced, earings 3. silly 4. allow 5. instead 6. stay up 7. At present 8. old people’s home, performed 9. sleepy 10. disagrees 11. taught, importance, working 12. care about 13. serious enough 14. spend 15. by 16. failed 17. member 18. local 二、1. can be done 2. will be planted 3. are, cleaned 4. was given 5. is spoken 6. is being built 7. has been sent 8. Was, used 三、1. choose, own clothes 2. learn from 3. had an opportunity, volunteer 4. got noisy 5. concentrate on , failed 6. more realistic 7. are , strict , with 8. family rules 9. look good on 10. gets in the way of 11. spend, time on 12. At present 13. comfortable, is good for 14. achieve, dream 四、1. What are you doing this afternoon 2. I don’t think sixteen-year-olds should be allowed to drive 3. I have to go to the mall 4. I don’t think sixteen-year-olds should be allowed to drive 5. I have to go to the mall.
(完整word版)Unit3教学设计
浙江省中等职业学校课本《英语》第一册（浙江省教育厅职成教教研室编） Unit 3 School Life Section C Reading 教学设计 The Lesson design on Reading Unit 3 Section C, BookⅠ
学情分析 本班学生学习英语具有以下特点： 1、学习英语动力不足,只停留在感官认识上——主要表现在喜欢接触新鲜英语材料，如图片，音像资料等，但是落实到学习实处时动力不足； 2、只会简单操练，课堂会话欠加强——主要表现在对不同话题只会简单机械模仿，自由会话明显不够，小组讨论有待加强； 3、学习目标明确但能力存在障碍——主要表现在希望通过出色的表现来实现被尊重的自我需求，但是学习基础低下、学习方式落后。 具体到本课时，同学们已经掌握谈论最喜欢的课程和最喜欢的校园活动这两个句型并能模仿操练；但对阅读方法掌握不够，影响阅读速度和质量。 教材分析 本单元是浙江省中等职业学校英语第一册的第三单元，单元主题是“School Life”。本课时为Section C的第一课时，仍延续“School Life”这个话题并加以延伸，是一节阅读课。 阅读是组成英语课程资源的基本要素。Section C主要通过四个小标题：Courses、School Activities 、Friend 、Jobs，勾勒出本单元的话题，引出阅读文章“American high school life”，让学生了解美国学生高中生活。通过略读、查读、精读和小组讨论等形式，让学生对课文的内容有所了解，并一起讨论中美高中生活的异同之处，同时培养学生的阅读技巧和方法，从而提升他们的阅读能力。
最新必修一Unit-3-Travel-Journal教学设计
必修一 Unit 3Travel Journal Reading 教学设计 一、教材分析： 本单元围绕traveling这一主题开展听、说、读、写各种教学活动。这一话题能激发学生热爱旅游、热爱生活、热爱大自然；同时培养他们的想象力、发散性思维和实事求是以及科学探索冒险精神。 经过前一个课时“Warming”、“Pre-reading”等的预热与酝酿，学生对本单元的话题已有了初步的接触和期待，在好奇心的驱使下，正满怀激动兴奋的热情地要与老师和同学们一同领略和探讨本课时将呈现给大家的是怎样的一篇全新天地呢！本课时Reading主要介绍了姐弟俩的美好旅游梦想与计划的整个前后过程和经历感受，颇令人兴奋感动而极具鼓动性，的确是一篇好游记。通过本课时的学习，学生将学到本单元的精髓，即本单元主题下的相关重要词汇、重要句型、重要语法项目——定语从句以及相关的用语，从中感受英语语言的魅力并在接下来真正学习领会化为己有，真正让“语言输入”转为“语言输出”。 二、学生分析： 学生的发展是英语课程的出发点和归宿，我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。高中生学习基础、学习能力参差不齐，两极分化严重。因此需要多层次、多方位的教学。本课时的教学活动是要先让学生学了Travel Journal为主题的相关词汇、重要的短语和句子、定语从句的运用、在其中感受英语文化以及进一步对相关英语语言的运用。本课时的话题贴近学生的生活实际、以一定的生活常识为背景和一定的知识为基础，因刺激教师可利用学生已有的生活经验，及所学的语言知识，使学生对语言学习感兴趣。 三、教学目标： 1、语言知识目标： New words：journal, fare, transport等。 Functional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.等。 2、语言技能目标： 通过设计的各种活动，学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。 3、情感目标： 了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。
人教版八年级上Unit10 单元总结知识点
1. 掌握与提建议相关的词汇； 2. 掌握if引导的条件状语从句的用法； 3. 掌握情态动词should的用法。 知识梳理： 词汇 organize; order; advise; advice; travel; normal; angry; understanding; careless; carful; solve; trust; experience; else; have a great time; keep... to oneself; half the class 语法 (一) If引导的条件状语从句 1. 基本概念 2. 主句与从句的时态 3. 句型转换 (二) 情态动词should的用法 1. 基本用法 2. 基本句式 1. organize /??:g?na?z/ v. 组织；安排 Unit 10 If you go to the party, you’ll have a great time!
用法 例句 (1) organize 意为“组织；安排” 时，其宾语一般为组织、活动、 程序等。 Last month, we organized a party. Please organize the files by number. (2) organize 意为“筹备；准备”时，其宾语一般为表示物品的名词 Can you help to organize food? (3) organization 意为“组织” organizer 意为“组织者” I don ’t know what kind of organization it is. 2. order /??:d ?(r)/ v. 订购；订货；点菜 用法 例句 (1) order 用作动词，意为“订购；订货；点菜” order sth from... 意为“从... 订购某物” — Can I help you? — Yes, we ’d like to order some food. I ordered some clothes from that shop. (2) order 用作动词，还可意为“命令；叮嘱” order sb. to do sth. 意为“命 令某人做某事” Order him to act at once. (3) order 用作名词，意为“秩序；顺序” Put the sentences in right order. (4) in order to do 意为“为了...” He gets up early in order to catch the early bus. 3. advice /?d?va?s/ n. 劝告；建议 用法 例句 (1) advice 为不可数名词，意为“劝告；建议” Can you give me some advice please? (2) 表示数量时，常借助piece 或some a piece of advice 一条建议 two pieces of advice 两条建议 give sb. some advice 给某人提一些建议
unit3food教案完整版
第三单元教学计划 一、单元教学内容 本单元重点学习有关食物的单词，以及用句型描述：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want....要求学生能够听说认读这些单词，并能够介绍自己喜欢的食物。在本单元的教学中，需要教师设置情境，通过情景教学，让学生在愉快地教学氛围中掌握教学内容。 二、单元教学目标 （一）知识与技能 1.掌握有关食物的重点词汇。 2.学会用英语介绍自己喜欢的食物。 3.掌握重点句型：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want.... （二）过程与方法 1.引导学生通过手势、肢体语言、图片展示等方式，掌握本单元的教学内容，并能在实际情境中运用。 2.充分运用英文歌、绕口令、Rap、游戏等，给予小学生语言感染的机会。开展各 种活动，鼓励学生交际。 （三）情感态度价值观目标 强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。 三、单元教学重点 掌握有关食物的单词，以及用句型描述：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want....在实际情境中的运用。 四、单元教学难点 1.音标教学。 2.Fun time部分的理解和掌握。 五、单元教学准备 （一）教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。 （二）准备人物身体部位图片。 四、教学方法 先学后教，当堂达标。 五、教学方法指导 在教学过程中，从学生的学习兴趣、认知水平、生活经验出发，倡导体验、时间、参与和交流的学习方式，形成自主学习的能力。 第一课时
拓展模块unit10单元练习
Unit 10 单元练习 一．语音知识：从A, B, C, D四个选项中，找出其画线部分与给出单词画线部分读音相同的选项。 1. climate A. classmate B. manage C. natural D. affect 2. resist A. skin B. small C. seed D. season 3. predict A. recent B. difference C. change D. climate 4. block A. crop B. compare C. confine D. frozen 5. area A. heat B. greatly C. idea D. disease 二. 词汇与语法知识：从A, B, C, D四个选项中，选择出可以填入空白处的最佳答案。 6. The little boy ____ to control his temper each time he wanted to lose his temper. A. tried B. managed C. failed D. wanted 7. When you go to a new country, you’d better ______ the new manners and customs. A. used to B. adapt with C. adapt to D. adjust to 8. He was much ______ by the bad news that he failed the exam. A. affect B. effect C. effected D. affected 9. The bad weather _______ him and he still lived there alone. A. had little affect on B. had much effect on C. had little effect on D. had much affect on 10. It is thought that the differences in temper ______ related to the weather. A. are B. is C. were D. was 11. Man’s size also seems to vary _____ the climate. A. belonging to B. according to C. adapting to D. connecting to 12. It can be explained by the fact ____ I have done too much for you. A. which B. why C. that D. what 13. Man changes its ______ conditions to adjust the climate.