Unit 11 Text B

合集下载

2021春人教版九年级英语下册 Unit 11 Unit 11 SectionB (2a-2e)

2021春人教版九年级英语下册 Unit 11 Unit 11  SectionB (2a-2e)
The Winning Team Peter kept his eyes on the ground. He felt like there was a heavy weight on his shoulders as he walked home alone. 1 It was the worst day of his life.
the school soccer field.
考点3 stop doing sth. 停止做某事 e.g. When he saw me, he stopped working. 当他看到我时他停止了工作。
考向 辨析:alone 与lonely
alone
作adj. 指客观上独自一人。 作adv. 常修饰动词或动词短语。
lonely
作adj. 指情感上的孤独。固定搭配 feel lonely 感到孤独。
e.g. My parents went to work so I was alone at home. 我父母去上班了,因此我独自一人在家。 He enjoys working alone. 他喜欢独自工作。 No one played with him and he felt lonely. 没有人和他玩,他感到孤独。
4. What happened after Peter told his teammates that he was sorry? To his surprise and relief, his teammates all nodded in agreement.
5. Why did Peter think that he was on a winning team even though they lost the last game? Because his teammates said, “Don't worry about it. It's never just one person’s fault. We should think about how we can do better next time.”

Unit 11 第4课时 Section B(2a-2e)【课件】九年级英语全一册(人教版)

Unit 11 第4课时 Section B(2a-2e)【课件】九年级英语全一册(人教版)

only half the game. The other half is learning how to communicate with your
teammates and learning from your mistakes.”
动名词作主语
Peter didn’t say anything, but what his father said made him think carefully.
4. What happened after Peter told his teammates that he was sorry?
His teammates asked him not to worry about what had happened as it wasn’t just one person’s fault. They agreed that they should work together to think about how they could do better in the future.
2c
Read the story again and answer the questions.
3. Do you agree with Peter’s father? Why or why not?
Yes. Because soccer is about team effort. It is more meaningful to learn from one’s mistakes and do better in the future.
Unit 11
Sad movies make me cry
SectionB (2a-2e)

Unit11 (Section B 3a-self-check)(教学设计)九年级英语(人教新目标)

Unit11 (Section B 3a-self-check)(教学设计)九年级英语(人教新目标)
2.Review the mind-map by filling in the blanks.
认真思考回答问题。
通过复习思维导图复习上节课阅读主要内容。
Pre-writing Stage
(5 mimutes)
Presentation
1.Tell students the main theme of the writing in this unit.
5.The blue group tell the sad experiences, while the yellow group tell the happy experiences. Let’s see which group is more productive.
6.Dealwith 3b. Show students some useful expressions to help them write.
2.Show students the marking standards of writing.
3.Dealck.
积极思考
帮助学生了解好的作文应该有的要素。
Summary
(10minute)
Presentation
Do some exercises to help students review some important points in this unit.
2.Deal with 3a
3.Guidestudents to Speak out more experiences that make you feel happy or sad.
4.Divide students into two groups. All the girls are in the yellow group, and all the boys are in the blue group.

人教版英语九年级全册Unit11SectionBreading教学设计

人教版英语九年级全册Unit11SectionBreading教学设计
三、教学重难点和教学设想
(一)教学重难点
1.重点:本节课的核心词汇和短语,如:achieve, goal, success, fail, determine, give up, effort, practice, skill, confident, believe in等;三种时态的运用;阅读策略的运用和理解文章主旨大意。
4.教师分析文章结构,讲解作者观点,引导学生学会分析、评价文章。
(三)学生小组讨论(500字)
1.教师将学生分成小组,每组选择一个成功人士作为讨论对象,分析他们成功的原因,并运用所学词汇和语法知识进行描述。
2.各小组进行讨论,成员之间相互交流,分享自己的观点和看法。
3.教师巡回指导,参与学生讨论,给予建议和帮助,引导学生深入思考。
5.情境模拟,锻炼口语表达能力:组织学生进行角色扮演,模拟真实情境,运用所学知识进行交流,提高口语表达能力。
6.融入情感教育,培养正确价值观:在教学过程中,关注学生的情感态度,引导他们树立正确的价值观,激发自信心和毅力。
7.适时反馈,促进教学相长:在教学过程中,教师应及时给予学பைடு நூலகம்反馈,了解他们的学习进度,调整教学策略,实现教学相长。
难点:如何将所学词汇和语法知识灵活运用到实际情境中,对文章进行深入分析和评价。
2.重点:培养学生的阅读能力,提高他们的分析、评价和创新能力。
难点:如何引导学生运用所学知识进行自主阅读,形成自己的见解和观点。
(二)教学设想
1.创设情境,激发兴趣:通过引入与本节课相关的真实案例或故事,激发学生的学习兴趣,使他们迅速进入学习状态。
2.学生学会尊重他人,善于倾听他人意见,培养良好的沟通能力和人际交往能力。
3.学生感受英语学习的乐趣,增强学习英语的自信心,形成积极的学习态度。

七年级英语下册Unit11第三课时SectionB1a_1d习题课件新版人教新目标版

七年级英语下册Unit11第三课时SectionB1a_1d习题课件新版人教新目标版

2.Tony去了美术博物馆看了一些油画。
museum
paintings
Tony went to the art
and saw some
.
too3k.他步行花了20分钟到消防站。 fire
It
him 20 minutes to walk to the
station.
4.这条裤子很贵,我想买条便宜的。
—I
to school on foot.
A.go
B.went
C.was going
D.will go
D
(
)2.(2019·张家港市模拟)—What do you think of his speech?
—It's good.The only pity is that I
the first few minutes.
This pair of trousers is very expensive . I want to buy a cheap pair.
5.我们英语老师有一个可爱的女儿,她也是一位优秀的学生。
Our English teacher has a lovely daughter, and she is an__e_x_c_e_ll_e_n_t___
D.have;bought
healthy. C.keeps
D.to keep
( )5.What a surprise to see you here ! When
you
back?
A.do;get
B.did;get
三、根据汉语提示完成句子,每空一词。
1.昨天他找到他丢失的自行车了。
He found his lost bike yesterday.

人教版英语七年级下册Unit 11 How was your school trip ? Section B

人教版英语七年级下册Unit 11 How  was your school trip ? Section  B

3.There was a bird in the tree just now. There wasn't a bird in the tree just now. Was there a bird in the tree just now? Yes, there was. No,there wasn't. What was in the tree just now?
feed chickens
milk a cow
milked a cow
ride a horse
rode a horse
What does he/she What did he/she do every day? do yesterday? He /She.... watches the stars watched the stars
再加
• 4 重读闭音节结尾,双写动词尾辅音字母再加- ed • • stop—stopped shop—shopped
写出下列动词的过去式: • go— went have/has— had see— saw • eat— ate buy— bought take— took ride— rode feed— fed bring---brought • is/am- was are--- were come--- came
takes some photos took some photos
goes fishing
went fishing
What do theydo every day? They..... go for a walk
What did theydo last week? They.....
went for a walk

人教版七年级英语下册《Unit11Howwasyourschooltrip》SectionB课件1


3aLookatthepicturesofBob’pletehisdiaryentry.
June23rd Yesterdaymyschoolvisitedthezoo.Itwasreally_______.W ewenttherebybus.Atthezoo,Isawalotof________andItook exciting somephotos.MyclassmatesandIalsowenttothe________ animals giftshop __andboughtsome________.Itwasagreatday.

1.go-went 2.visit-- visited 3.is— was 4.get— got 5.see— saw 6.learn— learned 7.can— could 8.teach— taught 9.take— took 10.buy-- bought 1tshopandg ifts
lovely soexpensive notexpensive •
June15th TodayIwentonaschooltrip.Wevisitedthescience museumanditwasreallyinteresting.Wegottheres fastbytrain.Wesawsomefarmsandvillagesalong heway.Atthemuseum,Ilearnedalotaboutrobots. didn’tknowtheycouldplaychesswithus.Itwasso ool!Thentheguidetaughtushowtomakeamodelro bot.Itookalotofgreatphotos,too.Afterthat,Iwent othegiftshopandboughtsomelovelygiftsformypa ents.Theyweren’texpensive.Allinall,itwasanex itingday.

人教版英语九年级Unit11 Section A B 知识点讲解

1.The camera is _______expensive______ I can't afford it.
2.He is_______a little boy _____he can't dress himself.
3.It was _____ fine weather yeaterday _____
Unit11
Section A
New words
• rather adv.相当;相反 • would rather(通常缩写为'd rather)宁愿
,宁可,更喜欢 表示主观上的选择,后接动 词原形,没有人称和数的变化。 肯定句:would rather do sth.宁愿做某事 eg:在这样糟糕的天气里,他宁愿待在家里。 He would rather stay at home in such bad weather.
2)what to do做什么 【辨析】what to do和how to do sth 的区别 这两个短语都是"特殊疑问词+不定式"构成的,相
当于宾语从句。
eg: I don't know what to do. = I don't know what I can /should do.
what是代词,充当do的宾语;how 是副词,提问方式do 后必须加上宾语。
friend.我不想被我的朋友冷落。
1. The movie was so sad that it made Tina and Amy cry. so...that...如此......以至于......,引导结果状语 从句。
eg:The movie is so wonderful that I want to see it again.

人教版九年级英语全册Unit11sectionB说课稿

2.短视频:播放关于自然灾害的短视频,让学生在情境中感知和理解英语。
3.教学挂图:展示与自然灾害相关的图片,帮助学生记忆词汇和提高阅读理解能力。
4.互动白板:利用互动白板进行板书,方便学生实时参与和互动。
5.网络资源:利用网络资源,如在线词典、英语学习网站等,为学生提供丰富Байду номын сангаас学习资料。
这些媒体资源在教学中的作用是:丰富教学手段,提高学生的学习兴趣;创设情境,帮助学生更好地理解和记忆知识;提供实时反馈,方便教师调整教学进度和策略。
2.语法讲解:以生活中的实例为例,讲解现在完成时态的用法,强调与过去时的区别,让学生在实际语境中感受和运用。
3.阅读理解:引导学生阅读关于自然灾害的文章,教授阅读策略,如快速浏览、寻找关键词等,帮助学生提高阅读理解能力。
4.听力训练:播放关于自然灾害的英语报道,让学生边听边做笔记,锻炼他们的听力技巧和信息捕捉能力。
(三)巩固练习
为了帮助学生巩固所学知识并提升应用能力,我计划设计以下巩固练习或实践活动:
1.词汇接龙游戏:让学生用与自然灾害相关的词汇进行接龙,锻炼他们的词汇运用能力。
2.角色扮演:学生分组扮演不同角色,模拟自然灾害场景,进行口语交流,提高口语表达能力。
3.小组讨论:让学生讨论自然灾害的应对措施,培养他们的团队合作精神和解决问题的能力。
3.不断更新和丰富教学资源,提高教学质量和学生的学习兴趣。
4.实践作业:鼓励学生结合生活实际,编写一篇灾害应对指南,将所学知识应用到实际生活中。
作业的目的是巩固课堂所学知识,提高学生的英语综合运用能力,同时培养他们的自主学习能力和实践能力。
五、板书设计与教学反思
(一)板书设计
我的板书设计将采用以下布局和风格:

新人教版初中英语九年级unit 11section B

Work in group, and write your own ending for the story. _______________________________________________
Listening task Listen and choose the correct answer.
c. Use the correct from of the words to complete the sentences
.1. He is _w__o_rr_ie_d__ (worry) about being followed by others. 2. He had a cold and didn't feel like __e_at_i_n_g____ (eat) anything. 3. The shoes are too small for me. I feel _u_n_c_o_m__fo_r_t_a_b_le_ (comfortable) when I put them on. 4. What are the other possible _e_n_d_in_g__s__ (end) of the story? 5. I think being with my parents and friends is a kind of _h_a_p_p_i_n_e_ss__ (happy). examination 6. This ____________p_o_w(eerxfuaml ine) is important for him. 7. He is a rich and a ___w_e_a_l_th_y_(power) man. 8. Ma Yun is now very ________(wreeamlthai)niendChina. 9. Jack became a mtoancalgeearnbut Jim _________ (remain) a worker. 10. He was made __________ (clean) the pictures he had drawn on the wall.
  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

Unit 11 T ext BMorality Is the Basis of UnderstandingPhilip AtkinsonIntelligence Is The Special Power Of HumanityIt is generally recognized that intelligence is the commodity that gives humanity its power over all other creatures, but what is not generally understood is the dependence of this not generally understood is the dependence of this facility upon a necessary foundation of unquestioned value. To grasp the meaning of any event requires using reason to apply our set of values to arrive at an interpretation of what occurred that is, was a man’s death a good or a bad thing? Was the event an accident, a crime or the execution of justice? Our judgment must reflect our set of values. So all understanding arises from a basic set of values, or morality, which has to be part of every creature before they can understand anything.Intelligence Allows Understanding But This Must Reflect A MoralityBecause some values are supplies as part of all life, we forget that they are a value. Survive, eat, seem so obvious that such considerations seem part of the physical nature of life rather than a set of values, but this only emphasizes the necessity of such values, for without them no life could exist. The combination of an ability to reason and a morality against which reason can be applied, are the essential requirements for perception.Reason Needs Morality Like A lever needs A FulcrumMorality and reason are like a lever and a fulcrum; they can only function if they are both present. Just as a lever cannot be used to move anything unless there is a fulcrum to support the lever, reason cannot be applied unless there is a foundation of values to supply understanding. This makes the combination of reason and morality an essential part of all live things, including bacteria, insects and people.A Definition Of Life—“I think therefore I am alive”In other words all living things must have an understanding which guides their behavior, hence thinking is an essential part of being alive. The philosopher René Descartes (1596-1650) stated “I think therefore I am” which is not quite correct. If a person dies and hence stops thinking, they still are, even if it is just as a corpse, and it is clear that things exist even though they do not think. Descartes words should have been “I think therefore I am alive”.Morality Must Form Before UnderstandingMorality must precede understanding because understanding can only develop after the underlying values have been formed. So the early values are the most important as they become the parent of all subsequent values; later additions though made with a more adult mind, must incorporate previous decisions as those prior decisions are beyond the force of reason. This arbitrary set of beliefs is the morality of the individual, beyond threat, promise or argument, and determines the way they see reality.Morality Is PermanentMorality cannot be changed by reason because to use your reason immediately means applying your values, which are your morality. This makes it impossible for people to change their founding morality. They may wish others to think they have changed their morality, but they are powerless to alter a single basic value, they cannot change their powerless to alter a single basic value, they cannot change their intentions, only their behavior. A selfish person may wish to be thought unselfish but they can only form this desire if they are selfish, and nothing can reverse this crucialand early value.Creating Human ValuesIn humans the set of values supplied at birth are extended by experience and upbringing; primitive instincts are built upon to form a sophisticated and complex set of beliefs. The strongest of these additions are formed in the first seven years of life and become the immutable foundations of personality.Learnt Values ImmutableImbuing values into children is like loading the software into ta computer, however, unlike computers, with people it is an irreversible affair. Once the rules are set, they are set for life. Resulting behavior may be changed, but not the driving motivations of the individual. Some people believe they can reverse a particular private value by reason or experience, but this is like claiming once the house is built the foundations can be changed; it is impossible but this myth is supported by the difficulty people have in realizing their own basic values.Our Own Basic Values Hard T o RealizeMy daughter was happy to inform me that a friend had just changed her mind about the death penalty. A sudden intimate association with violent crime had changed resistance into enthusiasm for capital punishment. Such a change in attitude, my off-spring claimed, was experience molding values, demonstrating that values could be altered. But in reality the initial declared value, opposing sentence of death, was incomplete. The girl had always believed that no-one should be executed by the law unless private experience revealed crime posed a real threat to her own survival; the latter part of the belief being exposed only by events.Simple examples Of Immutable ValuesAn impression gained in early childhood that women cannot be trusted will not be changed by adult arguments that such a failing is only present in some women, or subsequent wide experience to the contrary. Mistrust will never be dispelled; the adult will merely expect their belief to be confirmed sooner or later. Much like being optimistic or pessimistic, the invariably random nature of events will have little lasting impact upon such attitudes; the optimist will keep expecting the best, and vice-versa. Just as those who buy lottery tickets cannot be dissuaded by rational explanation of the remoteness of success, nor by long experience of losing, they feel that next time they could well win. Personal beliefs—the morality of the individual—are not jus the guiding forces of character and the interpreter of our experiences but they are immune to reason or experience.Understanding Is Values + ReasonThe combination of unchangeable values and reason is the mechanism of understanding for that is the way we recognize good and bad. Or as David Hume put it in his “Treatise on Human Understanding”:So that when you pronounce any action or character to be [virtuous or] vicious, you mean nothing, but that from the constitution of your nature you have a feeling or sentiment of [approval or] blame from the contemplation of it.And this is true not just for individuals but groups. It is the set of values (morality) adopted during infancy which dictate the nature of the adult understanding—the individual’s character; and the nature of the community’s understanding—the individual’s character; and the nature of the community’s understanding—its culture.Importance Of A Particular Set Of ValuesExercising a facility to connect cause and effect is almost mechanical, what gives such transactions their character is the set of founding values they reflect. The significant difference between the early Romans and their neighbors (a subject that so fascinated Polybius (200-118 B.C. ) a Greek statesman, that he wrote a book The Rise Of The Roman Empire) was that of values. The various peoples surrounding those ancient builders of civilization had access to the same technology and resources, but they became the vanquished as the Roman army conquered the world. The discipline and organization allowed by Roman mentality created something that was superior to anything ever before seen in the world. The health, wealth and prosperity of humanity was hugely improved just by the appearance of the set of values making up Roman morality.Roman Civilization Was Roman UnderstandingRoman civilization was Roman understanding, which was founded upon Roman values. All civilizations are in effect a set of values, or morality. Western Civilizations, which owes a great deal to ancient Rome, is an understanding based upon the morality outlined in the Bible.Morality Is A Set Of Values Which Form The Basis Of An UnderstandingThere can be no intelligence, artificial or organic, that can exist without a set of values. It is an essential part of every creature’s mind as it must be formed before that creature can use reason—understand. And this set of values is the Morality of the creature. Hence for us, morality’s not just a set of values, but a vital and permanent part of ourselves, formed in childhood before the age of reason, which dictates how we understand the world.(1,357 words)ExercisesReading each of the following statements carefully and decide which is true and which is false according to the article.1.The main idea of the first paragraph is that intelligence is a commodity. F2.Intelligence reflects morality. T3.“I think therefore I am” is equal to “I think therefore I am myself.” F4.Our morality depends on the way our understanding things. F5.There is no point in claiming that after the house is built the foundations can be changed.T6.According to the author, the morality adopted during infancy will help establishunderstanding in adulthood. T7.The people who buy lottery tickets are immune to rational explanation of possible failure.T8.According to the text, there is no relationship between morality, understanding and culture.F9.Roman once conquered the world. T10.Ancient Rome did not base its civilization on the Bible. FReading comprehension(1) D (2) B (3) B (4) A (5) C (6) B (7) A (8) B Vocabulary(1) sanctified (2) dignity (3) mocking (4) accommodating (5) conducts (6) advocacy (7) priority (8) remedyParaphrase(1) We are able to best understand the holiness of our humanity when we admit that our existence does not spring from. And there is no exception to our parents and grandparents.(2) Refusal to accept our biological humanity (born sex) does not agree with the concept of social stability, nor agree with the deep and rich history of our nation.(3) When we understand that these things are not related to our inborn dignity, we become free from that concern.(4) I don't believe that our forefathers expected that this site would be used to argue whether, as a matter of public policy, it is unfair for taxpayers not to pay for sex-change operations.(5) They declared they would certainly act against their own sex by changing it.(6) This is completely wrong.(7) My opponent also suggested that America's working places should allow for their cross-dressing and other expressions of their dislike of their sexual identity.Cloze(1) calls (2) reduction (3) avoidance (4) resort (5) dispute (6) about (7) moderation (8) greed (9) significance (10) recognized (11) meaning (12) absurd (13) easier(14) and (15) at (16) during(17) ejection (18) notable (19) through (20) metaphor。

相关文档
最新文档