英文实习教案 范文(unit6 risks)
Unit 6 Risks
Medical treatment accidents
Risks in Sports
There is no doubt that many of you like to do sports. But there are some potential risk. What should be pay attention to?
Food Safety
How to keep food safe!
Do not buy food past “SellBy,” “Use-By,” or other expiration dates.
Clean— Wash hands and surfaces often. Separate—Don’t crosscontaminate. Cook—Cook to proper temperatures, checking with a food thermometer. Chill—Refrigerate promptly.
Obey the laws
Keep a proper Look around distance with when passing the crossroad others Share No Don’t rush, the fatigue be polite to road driving each other
Wait patiently for the green light
Cross the road quickly Do not cross the guardrail
Discuss
Nowadays in China, food safety is a big problem. How many cases do you know? What do you think about them?
高中英语实习教案(共10篇)
高中英语实习教案(共10篇)教案一Teaching Plan for unit1. AdvertisingPeriod 1. Welcome to the UnitI. Background information:1. students: 42, senior high school students, Grade 12. time: 45minII. Type of the lesson: Welcome to the UnitIII. Teaching aims learning objectives:1. Inform the general knowledge and English expressions of advertisement;Inspire the students to say something about advertisement in English; Train the thinking ability of conclusion.2. By the end of the lesson, students should be able to:get the general information of advertisement;know the two branches of advertisement;say in English the features and some slogans of commercial advertisement and public service advertisement.set up the correct view of advertisementsIV. Focus of the lesson predicted area of difficulty:1. the features of commercial ads PSA2. identify whether the advertisement tell the complete truth.V. Teaching procedures:Step one: lead in (5min)1. Introduce the students the game named “fashion store” I have played recently and tell them my simulated shop fails attracting customers.2. Tell them what I have done to rescue my shop but they didn’t work so ask students for help---how to lure customers through my door and inspire students to come to the point---do an advertisement of my shop Step 2: introduce commercial advertisement (22 min)1. Use a picture to introduce the earliest advertisement in the world.2. Present 4 pictures of the development of advertising and let students put the pictures in correct time order.3. Show different forms of advertisement through some pictures.4. Encourage students to conclude the features of commercial advertisement and give them some tips if necessary.Step 3: introduce public service advertisement (15min)1. Show the students a picture of Project Hope and other PSA and describe the theme of every picture2. Inform the students some general idea of PSA.3. Encourage them to conclude the features of PSA by comparing with the commercial advertisements.Step 4: Discussion (12 min)1. What are the functions of advertising?2. Do you believe that advertisements tell the complete truth?3. Conclude the advantages and disadvantages of advertising. (if time limits, turn it to homework)VI. Teaching aids: blackboard, chalk, PPTVII. Homework:1. Find 5 slogans of commercial advertisement or PSA.2. Read the passage on page2.教案二Teaching plan for unit 2. Sports eventsPeriod 2. Reading 1I. Background information:1. students: 42, senior high school students, Grade 12. time: 45minsII. Type of the lesson: Reading 1III. Teaching aims learning objectives:1. Help Ss learn to use reading strategies to read a speech in an efficient way.Inform the students the development of Olympics and some famous athletes.Inspire the students to learn the spirits from those athletes.2. By the end of the lesson, students should be able to:Grasp the features of speechGet to know the main idea of the passageIV. Focus of the lesson predicted area of difficulty:1. The reading strategy of the passage2. The development of Olympics and the achievements of the sports stars V. Teaching procedures:Step one: pre -reading ( 5 mins)1. Review the sports events that have discussed last class.2. A brief introduction of 2023 London Olympic Games.3. Inform the students that Mr Johnson gave a speech to the high school students in Beijing.Step two: while-reading ( 30 mins )1. Introduce the students the structure of this passage---speech2. Fast reading: ask students to read the passage as fast as they can and answer 3 questions.3. Detailed reading: ask the students to read the passage again. In this time ,read the passage as carefully as they can and then try to complete 3 tasks.(1) Task 1. Answer 4 questions.(2) Task 2. Decide whether the statements are true or false according to the passage(3) Task 3. Complete the tableStep three: post-reading ( 10 mins )1. Discussion: what kinds of spirit should we learn from the athletes?2. Write a speech as a publicizing ambassador of the Youth Olympic Games.VI. Teaching aids: blackboard, chalk, PPTVII. Homework: read the text for 3 times after class教案三Teaching Plan for unit3. Tomorrows worldPeriod 2. Reading 1I. Background information:1. students: 42, senior high school students, Grade 12. time: 45minII. Type of the lesson: Reading 1III. Teaching aims learning objectives:1. To teach the students the main idea of the passage and some detailed information about VR.To master the skills of reading writing a business proposal in English. To provide a chance for students to gain a better understanding of the future and inspire the students to use their imagination and believe that everything could happen in the future.2. By the end of the lesson, students should be able toUnderstand the main idea of the passage;Know how to read a business proposal;Be willing to imagine what will happen in the future.IV. Focus of the lesson predicted area of difficulty:1. To inspire the students to imagine the future.2. To gain the structure of a business proposal.V. Teaching procedures:Step one: pre reading (8min)1. Language appreciation: share some short sentences about past, now and future with students.2. Present some pictures about the future and let them describe their imagination about future world.3. Discuss with their desk-mates If you had a magic power, what would you mostly want to do?Step two: while reading (27 mins )1. Analysis the reading strategy2. Fast reading activity: read the passage as quickly as they can and then answer 3questions.3. Detailed reading activities: read the passage again and try to finish 2 tasks--- fill in the blanks and complete the tableStep three : post reading (10 mins )Discuss the following 2 questions with their partners1. If you have a chance to use VR, what do you want to experience mostly?2.VI. Teaching aids: blackboard, chalk, PPTVII. Homework: finish KKL教案四Teaching plan for Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.Period 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life?Step 2 Presentation1. Say the following to students:It’s the beginning of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: whats thedifference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high? What relationship do you want to have with your teachers in senior high? 2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class. What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).。
Unit6SurvivalPeriod2Understandingideas教案高中英语外研版选择性
Points:
1.Guide the students to predict the main content of the text and get the general idea .
2.Let the students master the key words and phrases in this part.
Whilereading
Step3:
Postreading
Summary
Task 1:Ask the students to look at the pictures
independently and think about where these animals usually
live.
Task2: Ask the students to work in groups and discuss
D．The wild inhabitants can see many human beings in the city.
3．What does the author want to tell us?
A．Look out! There are many dangerous animals in our cities.
Task:Match the main idea with each paragraph.
Para.1 A．Better understand and appreciate our wild neighbors
Para.2 B．Dangers for some animals
Para.3 C．Animals' adaption to cities
初中英语教案范文全英文版八年级unit6
Junior High School English Lesson Plan Sample Full EnglishVersion Eighth Grade Unit 6Objectives:•To introduce and practice new vocabulary related to daily routines.•To practice using simple present tense in describing routines.•To develop speaking skills in expressing daily routines.Materials:•Whiteboard and markers•Textbook•Printed worksheetsIntroduction:Start the lesson by eliciting from the students the vocabulary they already know related to daily routines. Write these on the board. Introduce any new vocabulary terms that will be used in this lesson.Warm-up:Have a quick discussion with the students about their own daily routines. Encourage them to talk about what they do in the morning, afternoon, and evening.Presentation:Use the textbook to present grammar points related to the simple present tense. Provide examples and explanations, and have students practice forming sentences using the new grammar.Practice:Divide the class into pairs or small groups. Have them work through the exercises in their textbooks or on printed worksheets to practice using the new vocabulary and grammar. Circulate around the classroom to monitor and assist as necessary.Production:For the final part of the lesson, have students present their daily routines to the class. Encourage them to use the vocabulary and grammar they have learned. Provide feedback and corrections as needed.Homework:Assign homework that reinforces the concepts taught in this lesson. This could include writing a short paragraph about their own daily routines or completing additional exercises from the textbook.Assessment:Assessment can be done informally during the lesson by monitoring student participation and understanding. You can also assign a short quiz or written assignment to gauge comprehension.Conclusion:Review the key points covered in the lesson and encourage students to continue practicing at home. Thank the students for their participation and effort.This lesson plan provides a structured approach to teaching eighth-grade students about daily routines in English. By incorporating vocabulary, grammar, and speaking practice, students can develop their language skills in a meaningful way.。
体验商务综合英语4Unit6Risk
Risky business
Risky deal
Risky investment
Risky lending
Risky project
Risky strategy
Risky undertaking 冒险事业
c.verbs used to describe risk.
They also remind us that the good moves we don't make can be as consequential as the bad moves we do make -- that playing it safe isn't always playing it smart.
All business is built on risk.
2) Divide the students into groups of 4 to discuss thefollowingquestions.
a. Which item carries the most or least risk?
Travel: car, plane, train, ship
Reputational risk, brand suicide, product liability claim (产品质量承诺书)
Product recalls (产品召回)
The risk of management complacency (自满)
c.Listen to Allan Smithandnote down the risks he mentions
Step 2 Vocabulary:describing risk(30 minutes)
大学英语课件-unite 6 Risk
Physical risks nurse, coalminer, policeman, teacher, secretary, interpreter, fighter pilot, writer, factory worker, chemical engineer, football player, cleaner, tourist guide, fireman computer progra meant by the word “风险”这个词的真 正含义是什么?这 "risk"? The word is certainly used 个词在我们的日常 会话中经常出现， frequently in everyday conversation 它似乎被人们所理 and seems to be well understood by 解。 对大多数人来 those using it. 说，风险指的是， To most people, risk implies some 在特定情况下某种 结果的不确定性形 form of uncertainty about an 式。某种事件可能 outcome in a given situation. An 会发生，如果发生， event might occur and, if it does, the 其结果对我们不利。 它不是我们期望的 outcome is not favourable to us; it is 结果。“风险”既 包含着对未来的疑 not an outcome we look forward to. 虑，又包含着发生 The word "risk" implies both doubt 的结果将使我们处 于比现在更糟的境 about the future, and the fact that 地。 the outcome could leave us in a worse position than we are in at the moment.
初中英语实习手册备课教案
初中英语实习手册备课教案一、教学目标1. 知识目标：（1）让学生掌握一定的英语词汇和语法知识。
（2）培养学生具备基本的听、说、读、写能力。
（3）使学生能够运用英语进行简单的日常交流。
2. 能力目标：（1）培养学生自主学习的能力。
（2）提高学生的团队合作意识和沟通能力。
（3）培养学生的创新思维和解决问题的能力。
3. 情感目标：（1）激发学生对英语学习的兴趣。
（2）培养学生积极向上的学习态度。
（3）增强学生的自信心和自尊心。
二、教学内容1. 教材内容：本教案以人教版初中英语教材八年级上册为例，主要内容包括Unit 1至Unit 6。
2. 教学资源：（1）教材。
（2）多媒体课件。
（3）实习手册。
（4）在线教学平台。
三、教学方法1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中学习英语，提高学生的综合语言运用能力。
2. 情境教学法：创设各种真实的语境，让学生在特定的情境中学习英语，提高学生的交际能力。
3. 合作学习法：组织学生进行小组讨论、探究等活动，培养学生的团队合作意识和沟通能力。
4. 激励评价法：注重对学生的过程性评价，激发学生的学习兴趣，增强学生的自信心和自尊心。
四、教学过程1. 课前准备：（1）教师提前备课，准备好教学内容和教学资源。
（2）学生预习教材，了解将要学习的内容。
2. 课堂导入：（1）教师通过与学生互动，引导学生进入学习状态。
（2）介绍本节课的学习目标和内容。
3. 课堂讲解：（1）教师运用多媒体课件，生动形象地讲解教材内容。
（2）学生认真听讲，积极参与课堂活动。
4. 实践环节：（1）教师设计实践任务，让学生在完成任务的过程中运用英语。
（2）学生分组进行讨论、探究，共同完成任务。
5. 课堂小结：（1）教师总结本节课的学习内容。
（2）学生分享自己的学习收获。
6. 课后作业：（1）教师布置作业，巩固所学知识。
（2）学生认真完成作业，及时巩固所学。
五、教学评价1. 过程性评价：关注学生在学习过程中的表现，对学生的学习态度、参与度、合作能力等进行评价。
Unit-6-Risks新编大学英语第二版第四册课文翻译
Unit-6-Risks新编大学英语第二版第四册课文翻译Unit 6 RisksRisks and YouAt some time or other, all of us have played the part of a hypochondriac, imagining that we have some terrible disease on the strength of very minor symptoms. Some people just have to hear about a new disease and they begin checking themselves to see if they may be suffering from it. But fear of disease is not our only fear, and neither is risk of disease the only risk we run. Modern life is full of all manner of threats-to our lives, our peace of mind, our families, and our future. And from these threats come questions that we must pose to ourselves: Is the food I buy safe? Are toys for my children likely to hurt them? Should my family avoid smoked meats? Am I likely to be robbed on vacations? Our uncertainties multiply indefinitely.Anxiety about the risks of life is a bit like hypochondria; in both, the fear or anxiety feeds on partial information. But one sharp difference exists between the two. The hypochondriac can usually turn to a physician to get a definitive clarification of the situation-either you have the suspected disease or you don't. It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation is not as simple.Risks are almost always a matter of probability rather than certainty. You may ask, "Should I wear a seat belt?" If you' re going to have a head-on collision, of course. But what if you get hit from the side and end up trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism? So does this mean that you should spend the extra money for an air bag? Again, inhead-on collisions, it may well save your life. But what if the bag accidentally inflates while you are driving down the highway, thus causing an accident that would never have occurred otherwise?All of this is another way of saying that nothing we do is completely safe. There are risks, often potentially serious ones, associated with every hobby we have, every job we take, every food we eat-in other words, with every action. But the fact that there are risks associated with everything we are going to do does not, or should not, reduce us to trembling neurotics. Some actions are riskier than others. The point is to inform ourselves about the relevant risks and then act accordingly.For example, larger cars are generally safer than small ones in collisions. But how much safer? Theanswer is that you are roughly twice as likely to die in a serious crash in asmall car than in a large one. Yet larger cars generally cost more than small ones (and also use more gas, thus increasing the environmental risks!), so how do we decide when the reduced risks are worth the added costs? The ultimate risk avoider might, for instance, buy a tank or an armored car, thus minimizing the risk of death or injury in a collision. But is the added cost and inconvenience worth the difference in price, even supposing you could afford it?We cannot begin to answer such questions until we have a feel for the level of risks in question. So how do we measure the level of a risk? Some people seem to think that the answer is a simple number. We know, for instance, that about 25,000 people per year die inautomobile accidents. By contrast, only about 300 die per year in mine accidents and disasters. Does that mean that riding in a car is much riskier than mining? Not necessarily. The fact is that some 200 million Americans regularly ride in automobiles in the United States every year; perhaps 700,000 are involved in mining. The relevant figure that we need to assess a risk is a ratio or fraction. The numerator of the fraction tells us how many people were killed or harmed as the result of a particular activity over a certain period of time; the denominator tells us how many people were involved in that activity during that time. All risk levels are thus ratios or fractions, with values between 0 (no risk) and 1 (totally risky).By reducing all risks to ratios or fractions of this sort, we can begin to compare different sorts of risks-likemining versus riding in a car. The larger this ratio, that is, the closer it is to 1, the riskier the activity in question. In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each. Here, it is clear that the riskiness of traveling by car is about 1 death per 10,000 passengers; with mining, the risk level is about 4 deaths per 10,000 miners. So although far more people are killed in car accidents than in mining, the latter turns out to be four times riskier than the former. Those ratios enable us to compare the risks of activities or situations as different as apples and oranges. If you are opposed to risks, you will want to choose your activities by focusing on the small-ratio exposures. If you are reckless, then you are not likelyto be afraid of higher ratios unless they get uncomfortably large.Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way. Risk management requires two things: common sense and information about the character and degree of the risks we may be running.风险与你1 在说不定的某个时候，我们大家都曾充当过疑病症患者的角色,只凭一些轻微的症状便怀疑自己得了某种可怕的病。
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Unit SixRisksTeaching Objectives1. To understand the definition about risks;2. To inform ourselves about the relevant risks and then act accordingly;3. Enable the students to learn how do we measure the level of a risk;4. To learn to have a proper methods about manage risks;5. Some important new words and phrases should be mastered.Teaching allotment6 academic hours1) 1-2 Preparation(first week )2) 3-4 In-Class Reading: Risks and You(first week)3) 5-6 After-Class Reading & Exercises(second week )Focus Points1. Key words & phrasesaccordingly,definitive,exposure,fraction,inflate,miner,partial,physician,probability,ratio, riskiness,risky,roughly,symptom,versus,all manner of, end up, feed on, in question, on the strength of ,reduce to2. Difficult sentences1.At some time or other, all of us have played the part of a hypochondriac, imagining that we have some terrible disease on the strength of very minor symptoms.2. But fear of disease is not our only fear, and neither is risk of disease the only risk we run.3. It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation is not as simple..4. But what if you get hit from the side and end up trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism?.5. There are risks, often potentially serious one, associated with every hobby we have, every job we take, and every food we eat－in other words, with every action.6.The answer is that you are roughly twice as likely to die in a serious crash in a small car than in a large one.7. In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each.8. Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way.Methods of Teaching1) Using multi-media teaching equipment2) Group-DiscussionⅠ. Suggested Class Activities:I. Warming-up Activity: preparationPurpose: Get to know more information of risks, including in life, jobsForm:Group discussion and individual statementStep 1:work in pairs to discuss different types of risksStep 2:report the results to the class: you need to get the time of effort in each activity Suggested words/expressions:Extreme Sports, Motocross, Cyclocross, Bungee JumpingII. Activity for further development: Why would People Like to Take Risks?Purpose: Let them know reasons of taking risks.Form:Group discussion and individual statementStep 1: Work in groups to discuss why would people like to take risks?Step 2:Reports your ideas to the class and informs some quotesStep 3: The teacher may give some decisionsSuggested words/expressions:Extraordinary thingsⅡ. In-Class ReadingWords and phrases1. riskSome phrases with “risk”:at risk 处于危险之中The disease is spreading, and all children under five are at risk.Heart disease can be avoided if people at risk take medical advice.at the risk of 冒······的危险He saved my life at the risk of losing his own.run the risk of 冒······的危险1. I don’t want to run the risk of meeting George.2. I was afraid to run the risk of betting on the game.take a risk / risks 冒险做可能失败或危险的事1. You are taking a big risk driving so fast.2. But he must be cautious; he must take no unnecessary risks.2.play the part ofplay the role of 扮演······的角色He played the part of Hamlet in the play.他在剧中扮演哈姆雷特的角色。
3.on the strength ofon the base of; relying on; with the support or help of 基于，由于······的影响，凭借She was hired on the strength of her computer skills.基于她的计算机能力，她被录用了。
I bought the book on the strength of your recommendation.我是因为听了你的推荐才买这本书的。
4.pose v.give rise to (a difficult or dangerous situation) 提出；造成，形成Some phrases with “pose”pose a problem/difficulty/ risk/threat/challenge/question1. Officials claim the chemical poses no real threat.2. Rising unemployment is posing serious problems for the administration.3. They had been expected to pose a serious challenge to the main parties.5.indefinitely adv.for a period of time without a fixed limit 无限期地She was allowed to keep the book indefinitely.她被允许无限期保存那本书。
cf.definiteLet’s fix a definite date for the next match.我们定一下下次比赛的确切日期吧。