致用英语综合教程综合英语2教案综合英语2教案unit(2)
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Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectivesImportant words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (Y ou can skim through new words before l i steni ng.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks:Before you read, discuss the foll owi ng questi ons i n groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the textLanguage points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。
实用英语综合教程2第六版第一单元
实用英语综合教程2第六版第一单元实用英语综合教程2第六版第一单元，以实用性和交际性为原则，为广大英语学习者提供了丰富的学习资源。
本单元旨在帮助学生掌握英语基本语法和词汇知识，并在实际生活中灵活运用。
一、引言欢迎进入实用英语综合教程2第六版第一单元。
在本单元中，我们将学习英语语法、词汇、实用交际场景等内容。
通过学习，你将能够更好地应对日常生活和职场中的英语沟通需求。
二、核心内容1.语法讲解在本单元，我们将讲解英语动词时态、被动语态和情态动词。
这些语法知识是英语沟通的基础，请务必掌握。
2.词汇解析本单元的重点词汇包括：directions、shopping、medical、interview、meeting、business等。
通过学习这些词汇，你将能够更好地描述日常场景和职场活动。
三、实用交际场景本单元实用交际场景包括日常交流和职场沟通。
在日常交流中，我们将学习如何问路、购物和就医。
在职场沟通中，我们将学习如何应对面试、参加工作会议和进行业务洽谈。
四、文化角在本单元，我们将介绍英语国家的节日庆典、礼仪规范和社交活动。
同时，通过学习本单元，你将能够了解中西方文化之间的差异，如价值观、教育方式和饮食习惯等。
五、练习与实践为了帮助大家巩固所学知识，本单元设计了丰富的练习题，包括语法练习、词汇练习和口语练习。
请认真完成这些练习，提高自己的英语实际运用能力。
六、单元总结在本单元学习结束后，请回顾本单元的知识点，并进行自我评估。
通过不断学习和实践，你将能够掌握本单元的知识，并在实际生活中灵活运用。
综合英语 2_unit1_part2
Another School Year -------What For? II
• •
Content
• I. Questions and Answers • II. Explanation of the text (part 1)
• I. Questions and Answers
1. What can college do for me?
2. What if I am not sure I can afford it?
College is an investment in your future. True,
the up-front costs are considerable, and in most
education,
scholarships,
3. What can I expect of a college?
Attending university or college lets you experience
a rich cultural and social scene and meet a variety
Studies indicate that college graduates enjoy significantly higher earnings over their lifetimes than do non-graduates. An associate degree can mean 35 percent more income than just a high school diploma. A bachelor's degree can mean 74 percent more income than just a high school diploma. A master's degree can mean 115 percent more income than just a high school diploma.
致用英语综合教程综合英语2教案unit
Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
英语 - Unit 2 My family(第二课时)教学设计
英语 - Unit 2 My family（第二课时）教学设计Teaching design of English unit 2 my family英语 - Unit 2 My family（第二课时）教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。
也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。
这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。
我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。
我没有告诉他们答案，让他们自己去找。
象dad（爹地）, mom（妈咪）这些称呼在他们接触英语前都从港台电视上所熟知。
上课时百分之百的同学会说dad（爹地）, mom（妈咪），大多数同学会说（uncle）安可,（aunt）安娣。
从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。
综合英语教程2第二版
综合英语教程2第二版综合英语教程2第二版是一本面向大学英语专业学生的英语综合教材。
本教材包括了 Reading, Listening, Speaking 和 Writing 四个部分，旨在提高学生的英语综合能力。
下面将介绍一下本教材的主要内容。
第一个部分是 Reading，它主要通过给学生提供各种不同题材的阅读材料，帮助他们提高阅读理解能力和词汇量。
每个阅读材料后面都有相应的练习题，可以帮助学生巩固所学的知识，并提高他们的思维能力和分析能力。
第二个部分是 Listening，它通过多样化的听力材料，如录音和对话，帮助学生提高听力理解能力和口语表达能力。
每个听力材料后面也有相应的练习题，让学生在听力的同时，培养他们的语言感觉和语音准确性。
第三个部分是 Speaking，它主要通过各种对话和口语练习，帮助学生提高口语表达能力。
通过模拟真实情境，使学生能够在实际交流中流利表达自己的意思，并且理解他人的意思。
教材提供了大量的例句和口语练习题，让学生可以进行实际的口语练习。
第四个部分是Writing，它主要通过给学生提供各种写作任务，帮助他们提高写作能力。
教材提供了不同类型的写作题目，如文章写作、书面表达等，让学生从各个角度练习写作。
每个写作任务后面都有相应的写作指导和范文，帮助学生提高写作水平。
综合英语教程2第二版以其全面的教学内容和科学的教学方法，被广大英语学习者和教师所认可。
它不仅能够帮助学生提高英语综合能力，也可以帮助他们更好地理解英语国家的文化和社会背景。
同时，本教材也适用于其他非英语专业的学生，作为提高他们英语综合能力的参考资料。
总之，综合英语教程2第二版是一本非常实用的英语教材，它通过各种丰富多样的教学内容和练习题，帮助学生在听、说、读、写各个方面全面提高英语能力。
无论是学生还是教师，都能从中受益，提高自己的英语水平。
Unit 2-致用英语综合教程
Unit 21.____________( ) n. a piece of furniture, jewellery etc. that was made a very long time ago and is therefore valuable2. ____________( )n. an object or pattern made by cutting a shape in wood or stone for decoration3. ____________( )v. to suddenly sit down, expecially because you want to relax4. ____________( )adj. not developed to a high standard, or made with little skill5. ____________( )n. someone who buys and sells a particular product, especially an expensive one6. ____________( )v. to change someone’s appearance so that people cannot recognize them7. ____________( )v. to make an angry, unhappy, or confused expression, moving your eyebrows together8. ____________( )v. to breathe in suddenly, especially because you are surprised9. ____________( )adj. something genuine really is what it seems to be10. ___________( )adj. giving careful attention to something so that you think about nothing else11. ___________( )v. to put a large quantity of something into a vehicle12. ___________( )n. a Christian priest or minister13. ___________( )adj. producing profit14. ___________( )n. the act of producing a copy of something15. ___________( )n. clever plan, especially to do something that is bad or illegal16. ___________( )adj. looking dishonest and slightly nervous17. ___________( )v. to say something quickly in an angry way18. ___________( )v. to talk unsteadily19. ___________( )v. to make your hand gently over something20. ___________( )adj. short and thick in an unattractive way21. ___________( )adv. in a way that shows you do not trust something or someoneUnit 21.____________( ) n. a piece of furniture, jewellery etc. that was made a very long time ago and is therefore valuable2. ____________( )n. an object or pattern made by cutting a shape in wood or stone for decoration3. ____________( )v. to suddenly sit down, expecially because you want to relax4. ____________( )adj. not developed to a high standard, or made with little skill5. ____________( )n. someone who buys and sells a particular product, especially an expensive one6. ____________( )v. to change someone’s appearance so that people cannot recognize them7. ____________( )v. to make an angry, unhappy, or confused expression, moving your eyebrows together8. ____________( )v. to breathe in suddenly, especially because you are surprised9. ____________( )adj. something genuine really is what it seems to be10. ___________( )adj. giving careful attention to something so that you think about nothing else11. ___________( )v. to put a large quantity of something into a vehicle12. ___________( )n. a Christian priest or minister13. ___________( )adj. producing profit14. ___________( )n. the act of producing a copy of something15. ___________( )n. clever plan, especially to do something that is bad or illegal16. ___________( )adj. looking dishonest and slightly nervous17. ___________( )v. to say something quickly in an angry way18. ___________( )v. to talk unsteadily19. ___________( )v. to make your hand gently over something20. ___________( )adj. short and thick in an unattractive way21. ___________( )adv. in a way that shows you do not trust something or someone。
外研社应用英语教程综合英语2教学课件u2
3. According to the research, what's the relationship between grit and talent? So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.” This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort.
Pre-Class Tasks
III. Presentation
Prepare a PowerPoint or a written presentation to display the major findings you obtain in the above interview. Make your presentation before the class in less than 5 minutes.
Background Knowledge
About the author
Jacquelyn Mitchard (December 10, 1956-)—American journalist and author. She is the author of the best-selling novel The Deep End of the Ocean, which was the first selection for Oprah’s Book Club on September 17, 1996. Other books by Mitchard include The Breakdown Lane, Twelve Times Blessed, Christmas, Present, A Theory of Relativity, The Most Wanted, Cage of Stars, No Time to Wave Goodbye, Second Nature - A Love Story, and Still Summer.
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Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the short passage on Page 152 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 154Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 155 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities-Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Do Jobs Change People? on Page 162 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview.Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on What Drives US Employee Satisfaction on Page 164-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。