Unit 6.1-6.2
Unit 1 大单元教学设计 2024-2025学年仁爱科普版(2024)七年级英语上册
Let’s be friends! 大单元教学设计【学习内容】内容组合：仁爱英语教材七年级上册unit1, Let’s be friends!统领要素：What’s your friend like?【学习目标】1.Greet new friends and introduce yourself.1.1Learn how to greet with your friend.1.2Learn how to introduce your name and hobbies.2.Make friends with new classmates.2.1Learn number 0-20.2.2Make your name card.2.3Make friends.3.Describe a person.3.1Describe a person with a thinking map.3.2Predict and get information from pictures.4.Read and understand a passage about describing about Kangkang andhis friends.4.1Draw a thinking map.4.2Introduce a person according to the thinking map.e the grammar correctly.5.1Know how to use subject pronouns.5.2Know how to use present simple tense—am, is, are.6.Know how to write a passage.6.1Describe a person in oral.6.2Draw a thinking map about yourself and your friend.6.3Write a passage about yourself and your friend.7 Project and review7.1 Review present simple tense -am is are7.2 Use a name card to introduce myself.7.3 Use a name card to introduce my friend.【重难点】任务一：掌握问候语的词汇。
牛津沪教版六年级上6AUnit1-Unit2重要知识点复习
牛津沪教版六年级上6AUnit1-Unit2重要知识点复习Unit1-Unit2复习教案Ⅰ. Unit1 重要知识点复习一、词汇go cycling/ shopping/ swimming自行车\\购物\\游泳family tree 家谱how many 多少（后跟可数名词复数）how much 多少（后跟不可数名词）make...for ...为...做get…from从...获得one of +可数名词复数频度副词：always—100%usually—70-80%often —30-50%sometimes10-30%never—0%【辨析】family , home and housefamily:“ 家、家庭、家人”。
作主语时，如果强调的是家庭成员，谓语动词用复数；如果强调的是一个家庭，则谓语动词用单数。
family tree 家谱home "家",指同家人共同生活，居住的地方，特别强调家里的氛围和环境，不一定含有建筑的意思，带有感情色彩的词。
如：hometown 故乡...house“住宅”、“房子”，指居住的房屋，建筑物。
二、语法和重点句型1. 用This is ... /These are ...来介绍家人。
二者都表示近指，“This is .. . ”后跟单数名词，“These are ...”后跟复数名词或者多个不同的对象。
2.用how many 来询问数量后接可数名词的复数形式，当我们提问你有多少……时候，如果How many后跟人，常用how many... do you have?如果How many 后跟物，常用how many...have you got?3.What do you do with your... ? 和What else do you do with your... ? 来提问与家庭成员或亲戚一起做什么.else 意为别的其他的，常用于特殊疑问词或不定式之后，如what else, something else等。
沪教版初中数学目录
沪教版初中数学目录Unit 1 改变与不变
1.1 图形的改变
1.2 位置的变化
1.3 平行线的性质
1.4 区域的变化
1.5 坐标的概念
Unit 2 全等三角形
2.1 全等三角形的定义
2.2 全等三角形的性质
2.3 全等三角形外接圆
2.4 三角形中线的概念Unit 3 数的意义
3.1 数的收集
3.2 无穷小的概念
3.3 数的分类
3.4 分数以及表示
Unit 4 二次函数
4.1 二次函数的定义
4.2 二次函数满足的条件4.3 过指定点与线段的方程4.4 二次函数的图像
Unit 5 直线及其方程
5.1 直线的性质
5.2 平移与旋转
5.3 直线的方程
5.4 斜截式与标准方程
5.5 直线外接圆
Unit 6 点、直线与平面
6.1 点、直线与平面的关系6.2 空间点的坐标
6.3 点、直线与平面的位置关系6.4 平面的性质
Unit 7 投影与视平面
7.1 投影的概念
7.2 投影与轴投影
7.3 视平面的概念
7.4 投影尺寸的计算
Unit 8 空间几何
8.1 空间几何的定义
8.2 空间的点、直线、平面及其关系8.3 空间关于点和直线的对称
8.4 坐标下的空间几何概念。
台达说明书
下面为带内部分离器的 2x2 结构的系统。内部分离器最多可支持 6x6 的系统。 注：当显示屏模式为用户模式时，此项功能不可用。
6.3.1 连结
参考 5.5 节，连结信号源、遥控器和其它线。
6.3.2 选择一个要调节的信号
一个被 unit-1 选择的信号以数字信号链接的形式提供给 unit-2、unit-3、unit-4。给 unit-1 选择一个信 号源，为其它单元选择数字信号链接输入。
6.2.15 灯被更换的历史记录
顺序按 ADJUST SPECIAL SHIFT 8, 则所有的使用时间和更换灯的历史记录信息都出现 在显示屏上。显示如下：
Lamp History To t a l : 00103 L a m p 1 : 00103
2 00050 3 00000 4 00000 5 00000 6 00000 7 00000 8 00000 9 00000 10 00000
例如：要调节红色坐标，按下列步骤进行操作：首先按 ADJUST 7 ，确定色坐标控制
功能在“开启 ON”状态，然后按 ADJUST 4 ， 此时，可用 ▲ 或 ▼ 键在红基色中调节红颜色 的一致性；或者按 G 键，在红基色中调节绿颜色的一致性；或者按 B 键，在红基色中调节兰颜色的 一致性。
注：当 ADJUST 7 处于“关闭 OFF”状态时，调整无效。
6.2.1 选择输入源
下面的键只能用于一种模式：
VIDEO
选择视频输入终端
（耦合视频信号）。
RGB1 选择 RGB-1 输入终端。
RGB2 选择 RGB-2 输入终端。
DIGITAL 选择数字信号输入终端。
从数字信号链接到输出终端，在投影
(推荐)6Deixis第六单元指称语
6.4 Place deixis and time
deixis
In non-face-to-face communication, the egocentricity of time deixis may be violated. Specifically, deictic expressions of time may be used in such a way as to shift the deictic center from the first-person addresser to the addressee or a third person. This is called deictic projection (指称投射).
6.1 The encoding of context
All these understandings about context share one basic conception: It is something “external” in the sense that it is not an integral part of the language to be interpreted.
6.1 The encoding of context
However, such a conception is somewhat simplistic because language use is virtually inseparable from its context. e.g. This and this, are yours. That’s mine.
6.1 The encoding of context
(2) Find the second understanding about context in the textbook. e.g. Tang: Do you know Nanjing well? Wang: I have never been to Jiangsu.
七下英语书电子版
七下英语书电子版1. 简介《七年级下册英语教科书》是新版人教版英语教材中的下册。
本教材是基于国家新的英语教学大纲编写的，力求贴近学生的生活和实际，突出语言的实用性和交际性。
该教材全书分为六大单元，包括“Let’s talk”，“Let’s learn”，“Let’s play”等，每个单元围绕一个主题展开。
本文档为该教材的电子版，方便学生和教师使用。
2. 目录1.Unit 1: Hello!2.Unit 2: My School Day3.Unit 3: Spring Festival4.Unit 4: A Science Project5.Unit 5: Welcome to the Unit6.Unit 6: Hobbies and Fun7.Unit 7: Our Green Earth3. Unit 1: Hello!3.1 主要内容本单元主要介绍了问候语和介绍自己的基本句型、表达方式以及自我介绍的方法。
### 3.2 教学目标 - 能够正确使用问候语和介绍自己的句型。
- 能够使用适当的姓氏和名字自我介绍。
- 能够运用所学知识进行对话和交流。
3.3 教学重点•掌握问候语和简单自我介绍的句型。
•掌握使用适当的姓氏和名字进行自我介绍。
3.4 教学内容•Lesson 1: Greetings•Lesson 2: How Old Are You?•Lesson 3: Name and Nationality•Lesson 4: Introducing Yourself3.5 教学建议本单元是学生进入英语学习的第一个单元，为学生打下良好的语言基础非常重要。
可以通过角色扮演、问候比赛等活动来激发学生的兴趣，并且多给予学生表扬和鼓励以增强他们的学习自信心。
4. Unit 2: My School Day4.1 主要内容本单元主要介绍了描述学校生活的基本句型和表达方式，如描述一天的课程安排和活动等。
新人教版六年级英语上册教学计划
新人教版六年级英语上册教学计划教学内容概述：本教学计划是针对新人教版六年级英语上册所设计的教学计划，主要涉及到以下三个部分：第一部分为英语基础知识的学习，包含语音、词汇、语法等基本内容；第二部分为听说读写四项技能训练，以提升学生的英语综合应用能力；第三部分为文化背景知识和学习策略的培养，以帮助学生更好地理解和应用英语。
教学时间：每周两节，共计18周教学目标：1.学生能够掌握新人教版六年级英语上册的全部语音、词汇、语法等基础知识。
2.学生能够听懂并正确运用上册所学的单词、短语、句型等，能够进行简单的英语口语交流。
3.学生能够理解上册所涉及到的文化背景知识，了解英语和中文之间的文化差异。
4.学生能够通过不同方式的练习和学习策略的应用，提高自己的英语学习效率和能力。
教学内容：Week 1Unit 1 My name's Gina.1.1 学习英语的基本音标和发音规则1.2 学习名字、问候及礼貌用语Week 2Unit 2 Where's the post office？2.1 学习表示方位的单词和短语2.2 学习指路及地点询问的句型Week 3Unit 3 Is this your pencil？3.1 学习名词所有格的构成及用法3.2 学习物品的表达Week 4Unit 4 Do you have any brothers or sisters？4.1 学习家庭成员的表达和数量词4.2 学习表达家庭成员的句型Week 5Unit 5 How much are these socks？5.1 学习购物时常见的英语表达5.2 学习货币的表达和使用Week 6Unit 6 Can you play the guitar？6.1 学习问答句型和问询能力6.2 学习表示能力和意愿的句型Week 7Unit 7 What does he look like？7.1 学习描述人物的外貌特征的单词和短语7.2 学习对人物外貌的简单描述Week 8Unit 8 My day8.1 学习表示时间的单词和短语8.2 学习日常活动的表达Week 9Unit 9 How do you go there？9.1 学习出行方式的表达9.2 学习礼貌用语和问路用语Week 10Unit 10 I'm watching TV.10.1 学习现在进行时的基本用法10.2 学习进行实物和活动的表达Week 11-12Review and Mid-term ExamWeek 13Unit 11 What's your favorite sport？11.1 学习运动类型和表达11.2 学习口语表达能力Week 14Unit 12 What do you want to be？12.1 学习职业的表达12.2 学习对职业的描述和展望Week 15Unit 13 Do you like vegetables？13.1 学习蔬菜和水果的表达13.2 学习健康饮食的知识Week 16Unit 14 What are you going to do？14.1 学习将要发生的事情的表达14.2 学习对未来的描述和计划Week 17Unit 15 Let's make a snowman.15.1 学习比较熟悉的传统文化15.2 学习假日和季节的表达Week 18Review and Final Exam教学方法：1.听说读写相结合的方法，尽可能的让学生在轻松愉悦的氛围中参与教学活动，达到听说读写四项能力的统一提升。
Unit_Tester操作手册
日立现金模块（HCM）单元测试操作手册型号：HT-3842-XXX版本：05编写：Y.小杉 03.09.26校对：Y.小杉 03.09.26批准：Y.崛场 03.09.26日立有限公司机电系统部保留所有权利 日立有限公司2001-2003版权所有目录1. 范围2. 概要3. 需求3.1 硬件配置3.2 软件配置4. 安装5. 屏幕布局6. 功能指南6.1 文件菜单6.2 视图菜单6.3 插入菜单6.4 运行菜单6.5 工具菜单6.6 设置菜单6.7 帮助菜单7. 详细操作7.1 连接7.2创建和编辑命令数据7.3 发送/接收数据7.4 设置功能7.4.1 通讯设置7.5 程序下载7.6 日志数据获取7.6.1 如何接收日志信息7.6.2 如何清除日志信息7.7 传感器检查7.7.1 读传感器数据7.7.2 积灰检查7.7.3 读照明等级7.7.4 双张检测传感器8. 宏功能8.1 如何创建宏文件8.2 如何运行宏功能8.3 如何编辑宏文件附录：略1范围本手册适用于日立现金模块（HCM）的单元测试软件“UT2001.exe”。
2概要本测试工具用于日立现金模块（以下简称HCM）评估过程中的高等级控制仿真。
操作者需具备Windows操作系统的基本知识（如复制文件等）。
3需求本产品需要以下设备。
3.1硬件配置商标：Windows 3.1/95/NT3.51/2000/XP为微软公司的注册商标；奔腾为Intel公司的注册商标。
3.2软件设置*1：你可以重新创建命令数据文件，并且可以根据自己的目的选择其中的一个。
文件的名称用户可以自定义。
4安装本产品按照以下步骤安装到你的电脑。
（1）为Unit Tester创建一个文件夹（名称自定义）；（2）复制所有软件配置文件（3.2）到此文件夹。
Unit Tester安装举例：C:\Program Files\UT2001\UT2001.exeErr.csvUT2001.INICommand.utdHUTc02.dll（*1）注意：*1：“HUTc02.dll”只能在Windows 2000/XP环境下使用。
Unit 6第 1、2课时教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 6 Do you like bananas? I．Teaching objectives单元教学目标II. Teaching materials analyzing and rearranging 教材分析与重组1．教材分析本单元以food 为话题，设计了三个部分的内容。
旨在通过单元教学使学生学会谈论自己和他人喜欢或不喜欢的食物，学会写短文介绍出自己和他人所喜欢或不喜欢的食物，学会列出食物清单。
Section A 学习谈论不同食物并表述喜欢和不喜欢。
1a, 1b, 1c 重点学习表示中西方常见食物名称的词，学会谈论或询问自己和他人喜欢的食物。
2a, 2b, 2c 继续学习谈论自己和他人喜欢和不喜欢的食物，并能表达自己的观点。
重点学习运用一般现在时的疑问句来描述自己对食物的真实态度。
2d 分角色表演对话，继续学习谈论自己和他人喜欢和不喜欢的食物，并能表达自己的观点。
Grammar focus：like的一般现在时，一般疑问句及回答，名词的可数与不可数3a,3b,3c 语法练习Section B 学会介绍自己和他人一日三餐喜欢和不喜欢的食物，学会写作三餐的喜好1a, 1b, 1c.1d,1e 学会区别蔬菜和水果，询问或介绍他人喜欢和不喜欢的食物。
2a,2b,2c 阅读有关辛迪饮食喜好的材料，简单写作3a,3b, 写作三餐喜好Self check 检测本单元所学有关名词可数与不可数，食物，喜好的掌握III. Class types and periods 课型设计与课时分配Period 1 Listening and speaking （Section A：1a, 1b, 1c）Period 2 Listening and speaking （Section A：2a, 2b, 2c，2d）Period 3 grammar focus （Section A：3a, 3b,3c）Period 4 Listening and speaking （SectionＢ：1a, 1b, 1c,1d,1e）Period 5 Reading and writing （SectionＢ：2a,2b,2c）Period 6 writing and Self Check (SectionＢ: 3a,3b, Self Check)IV．Teaching plans for each period分课时教案Period 1 Listening and speaking (I)Target language1. Words & expressionsbanana, hamburger, tomato, orange, ice-cream, salad, strawberry, pear, milk2. Key sentencesDo you like bananas?Yes, I do.No, I don’t.Ability goalsEnable students to listen t o and talk about what they like and don’t like.Learning ability goalsHelp the students learn how to talk about their likes and dislikes.Learning difficult and important pointsHow to listen to and talk about their favorite foods.Teaching procedures and ways教学过程与方式Step I Warming up and lead-inIn this procedure, ask students to do some exercises about different foods and choose which they like or dislike. Learn the names of different foods and how to ask and talk about likes and dislikes. T: Hello, boys and girls. Nice to see you again. This class we’ll first have a free talk about food. Every day we have to eat food and we can find a lot of food around us, for example in the fridge, the supermarket, the KFC and McDonald’s, etc. Now, I’d like you to work in groups of four and try to list as many names of foods as possible.Three minutes later.T: Next, I’d like each group to choose two names of the food from your list and work together to make some cards. On one side of the card, you may draw the picture of the specific food with its Chinese name and on the other side of the card, you should try to write the English name for it, understand? You can use the dictionaries when necessary.Three minutes later, show some of their cards about different foods and ask for the English names. T: Can you tell me the names for the foods in the picture?S: Apple.T: Good. What’s this?S: Noodles.T: Well done. What about these?S: Bread and dumpling.…Help students learn the names of different foods and encourage them to say as many names as possible.T: Do you like apples?S: Yes, I do.T: Do you like bread?S: No, I don’t.T: Excellent. As we know, there are many kinds of food in the world and people in different countries have different main food and their favorites. For example, in China we usually have Chinese food such as rice, noodles, dumplings, tofu, beans, pork, chicken and so on. Some food like hamburgers, salad, potato chips, French chips come from other countries. But nowadays people in different areas can enjoy various foods from all over the world. And we know different people have different tastes. T oday we will learn to talk about people’s likes and dislikes about food.Step II Match work (1a, 1b)In this procedure, students will learn the names of some foods and learn to talk about the foods they know.T: Boys and girls. I can see that you know many English names for foods on the cards. Do you know some of the foods with letters in the picture on page 31? Can you tell the English names for them?S: Yes, e is orange; b is banana; J is pear.T: Very good! Then do you know some of the food with the numbers on the left? Can you find them out in the picture? First, I’d like you to practice reading the words on the left, talk with your partner about the picture and then tell me what you see in it.After three minutes. Hold up the picture and point to the food in the picture on page 31. Askstudents to say their names.Then ask students to match the words and pictures.T: we can see hamburgers in the picture with the letter d. So what about tomatoes?S: g.T: Good. Please write “g” on the line next to the word “tomatoes”, clear?Ask the students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations, and then number them in order. Point out the boxes where the students will write a number for the conversations they hear and play the recording. Then check the answers and finally ask the students to repeat after the recording.T: In the picture, we can see many people. They are talking about their likes and dislikes about foods. Now please work in pairs and read the conversations. Then listen to the three short conversations and finish activity 1b.Step III Pairwork (1c)Ask the students to practice the conversations above in pairs and then make their own conversations using the target language.T: We know in the listening material A and B talk about some food like bananas, salad and oranges. Now, can you think of the names of some other food and practice talking about them in pairs? Move around the classroom to help the students and then ask a pair of students to say the conversation for the classSample dialogue:S1: Do you like pears?S2: Yes, I do.Step IV Homework1. Ask the students to learn some names of food and fruit in this Unit.2. Ask the students to make a conversation about likes and dislikes.Period 2 Listening and speaking (II)Target language1. Words & expressionsBirthday, dinner, week, think a bout, food, sure, how about…? Burger, vegetable, fruit, apple, then2. Key sentences重点句子Do you / they like…?Does he / she like…?.I / They like / don’t like…She / He likes / doesn’t like…Let’s have…Ability goalsEnable students to talk about likes and dislikes.Learning ability goalsHelp students learn how to talk about likes and dislikes.Learning important / difficult pointsHow to talk about likes and dislikes.Teaching procedures and ways教学过程与方式Step I Revision and and Lead-inCheck th e students’ homework and ask them to spell some new words and make a dialogue about their likes and dislikes.T: Li Ping. What’s your favourite food?S: Hamburgers.T: Well, can you spell the word for us?S: H-a-m-b-u-r-g-e-r-s.T: Good. Do you like French fries?S: No, I don’t. But I like ice cream very much.Write “hamburger”, “French fries” and “ice cream” on the blackboard.T: Thank you. Next, I’d like some pairs to practice your conversations in front of the class, any volunteers? I’ll give the be st pair a prize as a reward.Sample conversation 1:S1: Do you like strawberries?S2: Yes, I do.Sample conversation 2:S1: Do you like bananas?S2: No, I don’t but I like tomatoesStep II Listening (2a, 2b)Ask the students to read the words in the box and talk about the pictures first, then listen to the recording and finish activities 2a and 2b.T: We can see many English names for food in the box of activity 2a. Do you know them? Can you understand the meaning of each of them?Invite one student to practice reading and tell the meanings of the words. And then ask students to read after the teacher and finally ask them to practice reading by themselves.T: Next we’ll listen to three conversations. In the conversation, a boy and a girl are talking about their likes and dislikes about food. For the first time, please don’t look at your book. Just listen carefully.Play the tape for the first time. Ask the students to listen to the recording again and try to finish the sentences in the picture.T: We can see some pictures and some sentences in 2b. In the first picture we can see some hamburgers. Do you know the food in picture 2 and 3?Get the students to talk about the last two pictures and choose the names for the food from 2a. Then ask them to listen to the tape again and try to finish the sentences in the pictures.Play the recording again, check the answers. And then ask students to listen again and repeat after the recording.Step III Pair work (2c)Ask students to work in pairs to practice the above conversations and give answers that are true to themselves.T: I know every one of you have some food you like and don’t like. Now I’d like you to writedown the names of food you like and don’t like.Sample list:Like don’t likefish beanscarrots riceapples bananas…. ….Sample dialogue 1:S1 I like tomatoes. Do you like tomatoes?S2: Yes, I do. / No, I don’t.Sample dialogue 2:S1:Let’s have salad.S2: Oh, no.S1: No?S2: I don’t like salad. I like ice crea m.…Then ask some pairs of students to act out their conversations for the class.Step IV Role-playAsk the students to read this part by themselves first, and then , put them into groups of 3, act out the dialogue.Step V Homework1.Ask the students to recite 2d.2.Ask the students to practice talking about the food they like and dislike using different personsand nouns.。
6.1International_investment
• The bakery is happy to win the contract, but now faces risk with respect to flour prices. The bakery will not immediately purchase all the flour needed to satisfy the contract, but will instead purchase flour as needed during the year. Therefore, if the price of flour should increase part way during the year, the bakery will be forced to pay more to satisfy the needs of the contract and, hence, will have a lower profit.
Unit 8: International Trade Practice
8.1 Letter of Credit and Draft 信用证及汇票 8.2What Should the Importer Do 进口商应该做什么 8.3 ICC Uniform Customs and Practice For Documentary Credits (UCP600) 跟单信用证统一惯例
• One form of hedging is insurance where, by paying a fixed amount (a premium), you can protect yourself against certain specified possible losses——such as losses due to fire, theft, or even adverse price change—— by arranging to be paid compensation for the losses you incur.
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Teacher as facilitators
Teacher as guides Teacher as researchers
● What is classroom instruction?
It is the type of language teachers use to organize or guide learning including all classroom language that teachers may use for teaching purposes as well as for managing teaching.
● How to make instructions effective?
♦ To use simple instructions for the students’ comprehension. ♦ To use the mother-tongue only when it is necessary. ♦ To give students time to get used to listening to English instructions for understanding. ♦ To use body language. ♦ To model the task/activity before letting students move into pairs /groups.
Unit Six Classroom Management (1)
Aims for the unit
At the end of the unit, you will be able: • to know the role of the teacher; • to know effective classroom instructions; • to grasp different ways for student grouping; • to master how to maintain classroom discipline; • to know how to ask effective questions; • to know how to treat students’ errors in the classroom.
Homework
● Go over the today’s contents and read for more about today’s topics.
● Preview the rest parts of this unit.
● The roles of the teacher
Based on the functions the teacher performs in different activities
The role of the teacher
Controller Assessor Organizer Participant Prompter Resource-provider
Aims for this time
At the end of the period, you will be able: • to have a better understanding about classroom layout; • to know the roles teachers should play in the classroom; • to learn how to give effective classroom instructions.
● Classroom layout
(1) theater layout
(2)the boardroom
(3) the circle
(4) buzz groups
● Conditions for efficient classroom management
♦ The teacher plays appropriate roles. ♦ The teacher provides clear instructions. ♦ Students are grouped in a way suitable for the learning activities. ♦ The teacher asks appropriate questions. ♦ There is discipline as well as harmony in the class. ♦ The students’ errors are treated properly.