Module 1 Unit 4-5 Words and Expressions
外研版九年级英语上册：Module1Unit1课件(共49张PPT)
Words and expressions
• • • • • • • • • • in five minutes 5分钟后(常用于一般将来时） look down to 向下看，俯视 get out of （从……内） 出来 walk along 沿着…… 走 = go along one of … · · · · · ·之一 at the bottom of 在· · · · · ·底部 look over 查看；检查；调查 have gone to 到某地去了 because of 因为 faster and faster 越来越快
fall away and down to …降到……/ 落到 …... 山那边地势向河边陡然倾斜。 falls away Beyond the hill, theto land __________ down sharply and ________the river.
9. I looked down to the Colorado River, a silver stream nearly one mile below me. a) look down 俯视 look up and down 上下打量 look down on / upon sb. / sth. 鄙视或瞧不起 某人/某物 当我在街上遇见我的朋友时，他上下打量我。 looked me and up and down My friend _________________________ when he met me in the street. 我看不起那些只爱钱的人。 look down / upon people who only I ________________ love money.
Words and expressions
外研版八年级英语下册Module 1 Unit 1优质课课件(共38张PPT)
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4. Well, my chocolate cookies are done now. • be done 是动词do的被动语态，口语中意为
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3. What's that on top? • on top 在顶端 • on top of 在……的上面 * on top 也表示抽象意义，意为“领先，处
于优势。
eg. Put this book on top of the others. They want to stay on top in the IT field.
2021/7/29 The cheese smells fresh.
1. Listen and number the pictures.
feel look smell soft sour strong sweet taste
2
1
3
4
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2. Listen again and complete the sentences.
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watch and answer~
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Now check (√) what Betty is making.
√
√
√
√
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watch again~
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Answer the questions
• Dose Daming like cheese? Why or why not?
No, he doesn't like cheese. Beacuse it smells too strong and it tastes a bit sour.
八年级英语上册_Module_4_Planes_ships_and_trains_Unit_1_He_lives_the_farthest_from_school
Practice
--- How do you go to school? --- I go to school ___ bus by ___. --- I ___ ___bus to school. take a ___ ---- How does he/she go to school? ---- He/She goes to school ___taxi by ___. ---- He/She ___ ___ taxi to school. takes a ___
far ______my e.g. The school is ___from
home. 学校里离我家很远。
close adj. （距离上）近的；接近的 adv. （距离上）接近地 to e.g. The church is close ___the school. 教堂在学校附近。 They live quite close. 他们住得很近。
e.g. My room is small. It’s very however comfortable,________. 我的房间不大，但是非常舒适。
1. 从语义上看，but所表示的是非常明
显的对比，转折的意味比however强。
2. 从语法上看，but是个并列连词，而however 却是个副词。 3. 从语序上看，but总是位于它所引出的分句之 首，而however却可位于分句之首、之中或 之尾。 4. 从标点上看，but之后一般不得使用逗号，但 however位于分句之首时，通常用逗号；位 于分句之中时，通常在其前、后各加一个逗 号；位于分句之尾时，则必须在其前加逗号。
bus ship taxi train train underground ship
牛津上海版6A Module 1 Unit 1 Family and relatives教案及练习(无答案)
M1U1 Family and relatives1st PeriodI. Pre-readingT: My name is Alice. These are my family and relatives. This is my grandfather. This is my grandmother. This is my mother and father. This is my uncle, he is my father’s brother. This is my aunt, and she is my father’s sister. This is my uncle,too. And he is my aunt’s husband. This is my brother and me. And these are my cousins, and they are my aun t’s kids.II. While-reading1. Look and read:Ask two students to work in pairs and read the dialogues.2. Read and answer (Game)To review the relationships among the relatives(1) Q1: He is my father’s brother. Who’s he?He’s your uncle.(2) Q2: She’s my father’s sister’s daughter.Who’s she?She’s your cousin.(3) Q3: He’s my mother’s father. Who’s he?He’s your grandfather.(4) Q4: She’s my daughter’s daughter. Who’s she?She’s your granddaughter.(5) Q5: S he is my grandfather’s daughter. Her son is my cousin. Who’s she?She’s your aunt.(6) Q6: She’s my aunt’s sister. Her daughter is my sister. Who’s she?She’s your mother.(7) Q7: He is my father’s son. But he’s not my brother. Who’s he?It’s you.3. Look and readAlice has got a lot of presents and birthday cards from her family and relatives.Complete the cards on P.3.III. Post-reading:Task 1:Make a family tree of your own. Draw the pictures and write down the title for each member. Do the presentation with the post.2nd PeriodI. Pre-readingPresentation: My family treeII. While-reading:1. Listen and say 1(1) In pairs, talk about each other’s family m embers/relatives.e.g. S1: This is my ________.These areS2: How many ________ do you have?S1: I only have one ______./ I have ________.(2) Do the survey and complete the table. Then give us the report.I’ve just done the survey about family members/relatives. Here is the result. Ihave… brother(s) and my classmate has….brother(s).2. Listen and say 2What do you do with your family and relatives? Talk to a classmate, like this:e.g. S1: What do you do with your_____?S2: I alwaysusually __________ with my ________.sometimesS1: What else do you do with _______?S2: I sometimes … with _______.III. Post-readingTask 2: Writing: My familyThese are my family and relatives. This is ..... These are..... I always ....with (I)usually …with… I sometimes … with….IV. Words & expressions1. 家人和亲戚family and relatives2. 家谱a family tree3. 孙子和孙女们/外孙和外孙女们grandsons and granddaughters4. 从……得到许多礼物和生日贺卡get a lot of presents and birthday cards from…5. 生日快乐!Happy birthday (to sb.)!6.做一张生日贺卡make a birthday card7. 你的家庭成员之一one of your family members8. 谈论各自的家庭成员talk about each other’s family members9. 填表complete the table10. 你有多少叔叔/阿姨？How many uncles/aunts do you have?11. 我只有一个表（堂）兄妹I only have one cousin.12. 去购物go shopping13. 去游泳go swimming14. 去骑车go cycling15. 去饭店go to a restaurant16. 去公园go to the park17. 你和她还做了什么吗？what else do you do with her?18. 打羽毛球play badminton19. 打游戏play games20. 踢足球play football21. 看电影watch a film / watch films22. 我有时和他们一起看电视。
英语：Unit1 Women of achievement教案(新人教版必修4)
Unit1 Women of achievement单元教案This unit stays focused on the topic: women. Six women with various national backgrounds are featured, and different aspects of their life are explored, like, their social position, contributions and hardships ;meanwhile, their achievements in a wide variety of fields are highly praised. Ss will know better the roles women play in social life, with their(esp. girl students’)self-esteem and sense of social responsibility boosted.Warming-up requires Ss to comment on the 6 women and give their opinions and reasons as well. This part connects Unit5,Module1.The rules concluded in the earlier unit can be applied here to identify great women. Ss should be encouraged to discuss what these women did for other people, and what problems they had to overcome or what they had to give up to achieve their ambition.Pre-reading is also a discussion but focused on Jane Goodall. The two questions raised here prompt Ss to think over the pros and cons of two approaches to scientific study(lab research & field research). Then, Ss are asked to predict the content based on the title and pictures.Reading-A Student of African Wildlife depicts a scenewhere Jane and her colleagues studied chimps in an African forest and explains the significance of their work and the achievements she reached. Despite the fact that it was a dirty and tiring job to do the field research in the wild, they all regarded it as worthwhile. Some of their valuable discoveries would not have been made in the lab;for the very reason Jane Goodall had chosen the primitive African forest to study in.Her years of observing and recording chimps’ daily activities attributed to a better understanding of their behaviour. She has argued that wild animals be left in the wild and not used for entertainment or advertisements. She has endeavored to enhance people’s awareness of understanding, respecting and protecting wild animals. She is an inspiring role model !Comprehending consists of 4 Exx, guiding Ss to comprehend the reading passage at different levels. Exx1-3 are intended to aid Ss to obtain important details ,grasp paragraph main ideas and transfer text information in the form of multiple choice, summing-up and filling in a chart. The 4 open-ended Qs in Ex4 encourage Ss to think in oth ers’ shoes, which helps strengt hen Ss’ faith in animals protection.Learning about Language is to discover and practice usefulwords, expressions and structures. Discovering useful words and expressions is meant to help Ss to further study word formation, key words & phrases; Discovering useful structures centers on “subject-verb agreement”, determining the number of collective noun being the priority for the moment. Form-Meaning-Use approach is encouraged in grammar study.Using language is to train Ss’ in tegrating skills in listening, speaking , reading and writing. Reading features Lin Qiaozhi,a famed specialist in women disease, who achieved great success in her career with remarkable perseverance and efforts. She cared about women and mothers, esp. those living in poverty, and earned respect with her kindness and warn heart. Plus, she dedicated all her life to her patients and Chinese medical care. Ss are expected to learn about an outstanding woman’s life, and, more importantly, get enlightened when considering their future career choice. (Listening, Speaking & writing : omitted)Summing Up,Learning Tip,Reading for Fun: omittedKey points covered in this unit are summarized as follows;⑴ know about great women of achievement in various fields and discuss their qualities;(2) learn how to describe a person with adjectives about people’s qualit ies and personalities;(3) well identify the number of collective noun and master the corresponding principle of keeping verb-form in agreement with the subject;(4) master how to change nouns into verbs, vice versa; Further study word formation;(5) master the following words, expressions and their usage in concrete context:(pls refer to TB4 p.1)_________________________________________________________ ___________________Period One Warming up (p.1); Using language: Listening (p.7)☆ Teaching objectives1. abilitySs will be able to learn about and briefly talk about the 6 women’s life, main deeds and contributions in Warming up; Ss will be able to develop the abilities of pre-listening predicting &listening for key words while listening .2. language knowledge & skillsAfter this period of learning Ss will be able to:Understand the meaning of the following words & phrases and master their basic usage:achievement, welfare project, institute, specialist, connection, human beings, campaign, organization, dress as, help do sth, concern oneself with sth, devote one’s life to sth, found a campaign to do sthLearn how to use the following key sentence patterns: Joan of Arc was a girl from the countryside who dressed as a man and went to fight for the French.She helped drive the English out of France.She helped improve prison conditions and gave prisoners work and education.She concerned herself with welfare projects, especially the China Welfare Institute for women and children.She devoted all her life to medical work for Chinese women and children.Her research showed the connections between chimps and human beings.Jody Williams helped found an international campaign to stop the making of landmines.3. cultural consciousnessSs will be able to know about the unfairness women meet within society and take a right attitude towards gender difference☆ Teaching procedures & waysⅠ:Warming up1. What did Joan of Arc ,Elizabeth Fry, Song Qingling, Lin Qiaozhi, Jane Goodall and Jody Williams do respectively?dress as / fight for / drive sb out of …\\help improve …\\concern oneself with …\\devote one’s life to …\\show the connections between …\\found a campaign to …2. Scan the passages and fill in the tableⅡ :Discussion1. What do these six women have in common?devoted, determined, committed, inspiring, influential, had careers2. Do you still remember Nelson Mandela? What do you think makes a great man or womanⅢ:Listening1. Discuss in groups.Is it easy for women to succeed?What difficulties might women meet? Do you think men have the same problems? Give reasons.2.Listen for the first time and check the ideas that you have just discussed before3. Listen to the tape again and take notes on the three problems given in the listening.-Ex24. Listen once more and fill in the blanks-Ex3Ⅳ: DiscussionIt is said that “it is more difficult for a woman to be succe ssful”. Do you agree or disagree? State your reasons.Ⅴ: Summary and homework1. Remember the following words and expressions.achievement, welfare project, institute, specialist, connection,human beings, campaign, organization, found a campaign dress as / fight for / help drive sb out of some place /help improve / concern oneself with / devote one’s life to /show the connections between …2. Preview the reading “A student of African wildlife”. Study the new words and finish Eexercise 1 on page4 ☆ Reflection:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Period Two Pre-reading (p.1); Reading; Comprehending (pp.2-3)☆ Teaching objectives:1．abilityFurther train Ss to predict the content based on the title and pictures;develo p Ss’ reading skills of grasping the gist, summing up Para. main ideas, obtaining key information, raising Qs (general,detailed,inferring,writing skills) ,and retelling the text with some questions and words as a support; Develop Ss’ ability to acquire inf ormation through reading; summarize the methods of observing chimps and Jane Goodall’s achievements in chimp study and protection.2. language knowledge & skillsAfter this period of learning,Ss will be able to master the following language items in the specific context of the passage-“A Student Of African Wildlife” After this period of learning,Ss will be able to useKey words & phrases:behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspiremove off, be outspoken about, lead a busy life, crowd in Key structures:Watching a family of chimps wake up is our first activity of the day.Everybody sits and waits in the shade of the trees while the family begins to wake up and move off.Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right.Her work changed the way people think about chimps.3. Affect & attitudeGuide Ss to appreciate the heroine’s spirit of braving hardships.☆ Teaching procedures & ways:I. Pre-reading1. Retell the story about Jane Goodall.study chimps in Africa, show the connections between chimps & human beings, protect chimps2. Discuss in groups.Why do you think Jane Goodall went to Africa to study chimps rather than to university?Do you think she was right? Give your reasons.Can you think of the possible difficulties that Jane Goodall might meet doing her research without training?3. PredictionLook at the title and the pictures. Then answer the following questions.1) What do you think the passage will tell us?2) What is Jane Goodall doing in the picture on the top right?3) What is Jane Goodall doing in the picture on the bottom left?4. Vocabulary matching._____ close connection that people have with each other _____ to fill sb with feelings or aims_____ (of thoughts, questions, etc) to fill one’s mind _____ the period of time when someone is a child_____ giving opinions openly and honestly_____ to move away from a place; to leave_____ task that requires a lot of time and effort_____ to watch carefullyII. Reading1. Fast readingSkim the passage and underline the basic information: what, who, why, where, when, how.2. Underline the topic sentence in each paragraph. Following Jane’s way of studying chimps, our group are all going to visit them in the forest.Nobody before Jane fully understood chimp behaviour.For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals.She has achieved everything she wanted to do.Ssummarize the main idea of each paragraph-Ex2 p.3 Discover the structure of the text.5. Ask questions.Make up questions within your group based on the reading. Each group chooses a best question and the other groups compete to answer it.E.g. what’s the main idea of the first paragraph? (General) When did Jane first arrive in Gombe? (detailed)What do we know about Jane’s personality from the second paragraph? (make an inference)Which part is the summary of the reading? (writing skills)…6. Answer more questions from the T.In which way has Jane helped people? (behave)What did we do before we followed the chimps wandering into the forest? (shade, move off)What did the writer think of the evening? (worthwhile) What did the writer realize after a day’s watching? (bond) How did Jane discover the society of chimps? (observe ) How did Jane try to protect the lives of chimps in their natural habitat? (be outspoken about, respect, argue) When did Jane want to work with animals in their own environment? (childhood)What about Jane’s life now? (lead a busy/meaningful life) Activity III. Post-reading1. In your group rretell the text using the following questions and words as a support.What did the writer do? (behave, shade, worthwhile, bond) What did Jane Goodall do and find out about chimps? (observe, discover)What did Jane Goodall do to protect the chimps? (be outspokenabout, respect, argue)What about her achievements?2. Discuss in groups.Reconsider the title. Do you understand it differently? Discuss with your partners.Do you think it is more important to study chimps in the wild rather than in a zoo? Givereasons.Do you think you would go if you are asked to study animals in the wild? Why or why not?IV. Summary and homeworkRemember the following words and expressions.behave, shade, move off, worthwhile, nest, bond, behaviour, observe, childhood, be outspoken about, respect, argue, entertainment, lead a busy life, crowd in, inspire2. Finish Exercises 1 and 3 ( p. 3) and Exercise 3 (p. 4).☆ Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ________________________________________Period Three Using language: Reading (p.6), Speaking (p.7)☆ Teaching objectives1. abilityAfter this period of learning,Ss will be able toobtain important information by means of reading and sum up the heroine’s qualities;describe a person’s quality and personality.2．language knowledge & skillsAfter this period of learning,Ss will be able to use the following language items:key words & phrasessickness, intend, emergency, generation, kindness, consideration, deliverdo research on, by chance, come across, cut the death rate, carry onkey sentence patternsBy chance I came across an article about a doctor called LinQiaozhi, a specialist in women’s diseases.Who were the women that Lin Qiaozhi thought needed this advice?Further reading made me realize that it was hard work and determination as well as her gentle nature that got her into medical school.Teaching procedures & waysI. Review1. Review Jane Goodall’s story. Use as many new words from the passage as possible.behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspiremove off, be outspoken about, lead a busy life, crowd in 2. Check the homework. Share your mother or grandmother’s experiences with your group.Now Let’s look at the career of somebody who lived at the same time as your grandmother.II. Pre-reading1.What do you know about Lin Qiaozhi? (a doctor, a specialist in women’s diseases …)2.Which adjectives could you use to describe her?(devoting, kind, inspiring, respected, clever, …)III. Reading1. Read for the first time. List three of Lin Qiaozhi’s achievements.—Ex 1 p.62. Find the words or phrases in the text to replace the underlined parts.I went to all the bookstores of the town to buy the book, but failed. Today, I found it by chance in my friend’s house. (came across)Last night the heavy rain destroyed the country road and the only doctor in the village had to help a woman to give birth to a baby. (deliver a baby)After my partner left I tried to continue our work as usual. (carry on)The book is designed for children. (is intended for)3. Read again and answer the following questions by using sentences from the passage.When did the writer decide to study at a medical college? (do research on) How did the writer find the article about Lin Qiaozhi? (by chance, come across)For whom and for what purpose did Lin Qiaozhi write a small book about how to look after babies? (cut the death rate, beintended for)Why was it difficult for Lin Qiaozhi to get medical training? (generation, be placed second to)What helped Lin Qiaozhi succeed later on? (kindness and consideration)Why do you think the writer chose to study at medical college? (carry on )IV. Post-reading1.Work in groups to discuss what are the important qualitiesa good doctor should have.Ex2Q4 p.62. What do you think of Lin Qiaozhi? Work in groups to thinkout the adjectives which can describe one’s quality.hard-working energetic active determined intelligentfair generous kindhelpful confident brave honest unselfish devoted educated warm-hearted modest considerate strong-minded self-reliant self-respected responsible3. Group work. Use the adjectives to talk about the great person you admire. Follow the givenoutline.Outline:1) Topic sentence2) Supporting sentences3) ExamplesV. Summary and homework1. Remember the following words and expressions.do research on, by chance, come across, cut the death rate, intend, emergency, generation, kindness, consideration, deliver, carry on2. Write a composition about the person you admire based on your classroom talk.Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________Period Four Learning about language: Discovering useful words and expressions (p.4); Using words and expressions (p.42)☆ Teaching objectives1. Master the common suffixes transforming verbs into nouns: -ment, -ation, -ion, -ist, -er, -or, -ant, -ee, -ance, -ure2. Study and master the key words & phrases in this unit. Teaching procedures & waysI. Homework checkingShare your writing with our group. Check with each other. II. Word formation1.Fill in the chart with a suitable verb or noun form. Pay attention to the connectionbetween them. （p.4 Ex. 2）2. Work in groups to discuss how verbs can be changed into nouns-ment -ation -ion -ist agree--- move---appreciate--- examine---admit--- educate---tour--- type---3. Can you summarize other suffixes? Give examples if you can. -er -or -ant -ance -ee -urework--- drive--- advise--- act--- conduct--- sail---attend---admit--- attend--- guide---employ--- train---depart --- press--- fail---III. VocabularyWork in groups and study the words and expressions. Try tosummarize the usages. Then make sentences by yourselves.1. achieve sth (success, goal, aim, purpose, etc)1) He achieved his ambition of making a robot.2) Because he was hard-working, he achieved fullmarks in the exam.n. achievement1) The achievement as a teacher is to show his students howto learn.2) A sense of achievement will encourage students to makemore efforts.2.campaign3.dress4. put… to death5.deliver6.behave7.argue8.worthwhile9.observe10.lead a… life11.crowd in12.look down upon13.intend14.carry onIV. PractiseComplete the sentences with the words in their proper forms.1) A sense of_______ (achieve) is very important for a student.2) It is strange that the old lady is_______ (dress) in red.3) His life _________ (devote) to helping the poor.4) It is worthwhile_______(walk) to work every day.5) The school being built is_________(intend) for the homeless children.2. Complete the passage-Ex2 p42V. Summary and homework1. Summarize noun suffixes.2. Finish Exercises 1 and 3 on page 42.☆ Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________Period Five Learning about language: Discovering useful structures (p.5);Using structures (p.43)☆ Teaching objectives1. Master the principles of subject-verb agreement when collective nouns,pronuns,nouns or/and pronuns connected by connectors;2. apply the language knowledge about subject-verb agreement to practice.Teaching procedures & waysI. Review-the definition of subject-verb agreementChoose the correct verb form. Can you summarize the rules?I am/are seventeen. // She is/are sixteen.There is/are a desk in the room.· There is/are no chairs in it.John gets/get up at six o’clock every morning.They has/have not come yet.What is/are the latest news about the Olympics?II. Collective nouns1.Study the examples in Ex1 p.5 and2. More examples inEx2 p.53. Guide Ss to summarize the ruleIII. Pronouns1. Look at the following sentences. Note the subjects and verbs2.T’s guidance3. Practise-Ex2 p.43IV. Other examples1.Study the following sentences,payingattention to the subj-v agreement就近一致Practice-Ex3 p.5V. Summary of subject-verb agreement rules :Read through the Grammar summary on pages 88-89.VI. HomeworkFinish Exercise 2 on page 5 and Exercises 1 and 3 on page 43 Reflection_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________Period Six Listening and talking (p.41); Listening task (p.44); Reading task (p.44)☆ Teaching objectivesAfter this period of learning, Ss will be able to:1. predict the listening content based on the picture and already-known information ; take notes of key points while listening;2. ⑴adeptly describe a person with adjectives & describe differences between persons;(2)maintain a talk by resorting to communicative strategies, like, asking & clarifying Qs3. while reading,grasp key information & take special note of connecting words.Teaching procedures & waysI. Listening1. Look at the picture on page 41 and read through Exx 2 & 3. What can you predict about the listening?2. listen to Part 1 and finish Ex2 p.413. Listen to Part 2 and finish Ex 3. p.41II. TalkingWhich Chinese woman in the past also disguised herself as a man to join the army?2. Compare Joan of Arc and Mulan3. Read the questions in pairs. You can make up more questions.Why do you admire her?What did she do to impress you most?How would you describe her?Why did she choose to join the army?Was she successful? What happened to her later?Can you give an example to show …?4. Make up a short dialogue in pairsS1: Do you think that Joan of Arc was like Mulan?S2: Well, I suppose she was in some ways. They were both brave, weren’t they?S1: Yes, but I admire Mulan more.S2: What did she do to impress you?S1: …III. Listening Task p441. Before Listening. T: We are going to listen to a dialogue between Ding Lingyu and Ms Jody Williams about the latter’s work to ban landmines.1)What does ICBL mean?2)Why are landmines dangerous? What can landmines do to people?2. Listen to Part 1 carefully and take notes. Fill in the chart in Ex2 p443. Listen to Part 2 and fill in the blanks. Ex3 p44IV. Reading Task p441. What do you know about Elizabeth Fry from Warming-up?A Quaker // Helped improve prison conditions and gave prisoners work and education //Helped the Quakers get the Nobel Peace Prize in 19472. Skim the reading about Elizabeth in five minutes and finish Ex 1. p44V. Homework1. Remember all the new words and phrases in Unit 1.2. Finish Exercise 2 on page 45.3. Think about a special woman you admire and look for some information about her.Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________Period Seven Using language: Writing (p.7), Summing up (p.7)☆ Teaching objectivesAfter this period of learning, Ss will be able to:1. write about a person’s life and work , using basic writing skills&strategies properly2.sum up what has been covered in Unit 1Teaching procedures & ways.I. Lead inReview the three passages we have read.Think about:what we can write when introducing a person; how we shall organize an article about a person.2. Talk about a great woman you admire.II. Summary1. Possible content:1）personal information2）personality and quality3）things she/he has done4）evaluation from other people2. Possible ways to write the article:Part 1: an introduction of the personPart 2: supporting details1) characters2) achievementsPart 3: a conclusion1) what you think of him/her2) how people view him or her3. Description and evaluation vocabulary4. Writing TipWhen you are writing about somebody’s life, choose an interesting example that shows the person’s character.(p. 8)5. Sayings & proverbs : Reading for fun (p.8)You have to believe in yourself. That’s the secret of success. (Charles Chaplin)人必须相信自己，这就是成功的秘诀。
2022年外研版八年级上Module 1Unit 1精品课件
We should always speak English in class. Let’s try to speak English as much as possible.
Why not write down our mistakes in our notebooks?
Don’t forget to write down the correct answers next to the mistakes.
Underline the correct words and expressions. Here’s my (1) advice / notebook on learning English. Speak English (2) always / as much as possible in class, and listen to English (3) in the newspaper / on the radio.
The key factor to success is hard work. 成功的关键因素是努力工作。 key adj. 关键性的，非常重要的
We can sum up the main point of the lesson in three sentences. 我们可以用三句话来概括本课 要点。 main adj. 主要的；最大的
Talk about problems in learning English and
give advice.
Problems
Advice
I can’t…
How / What about …?
I don’t know… Why don’t you / not…?
— I can’t speak English well. What should
外研版2019-2020年八年级英语下册重点短语和重点语法 Module 1 Feelings and expressions(含习题和答案)
Module 1 Feelings and expressions 重点短语：1. look sb. in the eye 正视某人2. look 形容词看上去…3. be afraid that 从句恐怕…be afraid to do sth 害怕做某事be afraid of doing sth 害怕……4. thank (sb ) for doing sth 因某人做某事而感谢thank（sb）for sth 因…感谢某人5. can’t wait to do sth 迫不及待做某事6. spend 时间/金钱（in）doing sth. 某人花时间/金钱做…spend 时间/金钱on sth. 某人在某方面花时间/金钱7. be proud of… 以…为自豪8. be proud to do sth. 为做某事而感到自豪9. be proud that… 为……感到自豪10. hear from/ receive a letter from... 收到......的来信11. each other 互相，彼此12. arrive in/at 到达13. be good at 擅长，善于14. have a try 尝试；试试看15. on top 在上面，处于优势16. in the middle 在中间17. as well 也；还18. in the right way 以正确的方式19. be excited about 对...兴奋20. shake hands 握手21. close to 离......近22. have a sweet to对甜食的爱好23. short fair hair 金黄色的短发24. 正确的方式in the right way25. a lot of/pretty of 大量的26. in the middle 在…中部27. what’s the matter with you？= what’s wrong with you？= what’s the trouble with you？28.worry about 担心be worried of sb/sth 害怕某人或某物29.for a few days 持续今天in a few days 在几天后30.be like 人怎么样（问品格）look like = do（es）like长的怎么样31.get good marks 取得好成绩知识点总结：1.It tastes good... / It looks lovely... / It smells too strong and it tastes a bit sour.感官动词（look, smell, taste, sound, feel…）+ adj.2. What a delicious smell! / How delicious the smell is!感叹句：What a beautiful girl (she is)!形容词+名词(主谓)省略How beautiful the girl is !形容词主谓捷径：去掉主谓后，如果还剩一个单词则选how，剩多个单词选what，至于加不加a/an，看名词是否可数。
四年级下册英语试题单元练习：unit 1 What can you smell and taste牛津上海版
16. A red apple for __________ (you) and a green apple for __________ (I).
17. __________ (this) grapes are sweet. __________ (that) grapes are sour.
18. ________ (not eat) the lemons. They are sour.
17. Touch the peach. How does it feel?
(smooth and soft)
18. Is the grape sweet or sour?
(sweet)
19. What colour is the strawberry?
(red)
V. Play a game（做游戏）
课
( ) 25. A. Are the grapes purple or green?
B. Are the grapes sweet or sour?
一
C. Are the grapes big or small? IV. Listen and choose the best answer（听录音，选出听到句子的应答句）
Extension（拓展）
durian 榴莲 apricot 杏子 blueberry 蓝莓 mango 芒果 papaya 木瓜 fig 无花果 starfruit 杨桃 grapefruit 葡萄柚 kiwi fruit 猕猴桃 litchi 荔枝
Exercise for oral practice（口语练习）
Eddie: I can smell it 34. __________ my nose. It’s nice. It’s a 35. __________. Am I right?
Module 1 Unit 2【课件】八年级英语下册(外研版)
writing Write a message to your pen friend and describe yourself.Say:
Module 1 Feelings and impressions
Unit 2 I feel nervous when I
speak Chinese.
Learning aims(学习目标)
1.To learn new words and expressions about feelings and impressions. 2. To express one’s feelings and describe one’s appearance and hobbies with the adjectives. 3.To identify pictures with the description. 4.To extract specific information from the reading passage. 5.To learn the difficult and key structures and phrases.
post-reading
Watch the video and complete the passage with the correct form of the words in the box.
fair hobby mark message proud
Jenny is my classmate. She is pretty and has (1) _f_a_ir__ hair. She always gets good (2) _m__ar_k_s_ at school. She has lots of (3) _h_o_b_b_i_es_ like playing the piano and swimming. She is also in the school tennis team. She is good at everything. One day she sent me a (4) __m_e_s_sa_g_e_. She asked me to help her with her English homework because I am good at English. She wanted my help! I was (5) _p_r_o_u_d_ of myself.
商务英语视听说unit
Unit1 Meeting and Greeting PeopleModule 2 Video Watch（先睹为快）Hi-tech cameras track shoppers to help companies better market products.Key Words and Expressions1.retailer n.零售商人2.grab v. 抓3.psychology n.心理学，心理状态4.merchandise n.商品，货物5.a short fuse 比喻人们易于烦躁或焦虑6.queue n.行列，长队，队列；vi. 排队，排队等待I .Interactive Activities（互动练习）Direction: Watch the video clip for the first time and discuss the following questions or topics with other students orally.1.What are the major problems with the shopping centers in your own experience?2.Do you think it is necessary to install Hi -tech cameras to track shopping behaviors?3.In your opinion, are there any other alternatives to solve the problem in this video clip?II .Spot Dictation(听写练习）Direction:Watch the video clip carefully and fill in the blanks with the missing words.Smile, you’re on consumer behavior camera. No surprise that you’ll likely be (1) videotaped while holiday shopping, but it’s not all for (2) _security__. Some of it is for market research. Retailers are tracking you to learn how you shop.“Where are people, shoppers, spending time? What is grabbing their attention? Are they having to wait too, too long for customer service at different points?”Consumer behavior analysis, it’s part (3) observation, part science, part technology and a bit of psychology. Rajeev Sharma’s software turns (4) images of customers working their way through stores into hard (5) data, allowing retailers to take fast action if things aren’t working out.“You can move around the merchandise to position of products so that it, it, it creates the right (6) sequence, and right products in front of the right people in the right time.”With the holiday shopping crunch, retailers know their customers have short fuses, and crowd hassles don’t help.“And you can create this kind of maps, the hot spots and the cold spots. These are extremely important because there’s no number. By just looking at this, this colored-coded map, you can see which (7) portion of this store i s receiving more attention.”And that helps retailers decide where to place display units.“After browsing, decide to interact with it, as in read labels or, or, or you know, experience it more. And finally, of course, what every product and retailer, er, the product manufacturer and retailer want you to drop it into your basket.”But it’s not all creative marketing; traffic jams at (8) checkout are often the biggest problem.“What this shows is a, is a line-forming, and something that you are very familiar with in this, this season.”Best Buy is using its own research to try to (9) shorten those lines.“We now deploy a queuing system in our stores, where all customers, they wait in a queue, and we have someday there directing traffic, so you don’t get (10) caught in the wrong line, which drives people crazy.Module 3 Listening Tasks（习耳攻听）I .Long ConversationsDialogue 1Mr. Wells, a US sports businessman, and his assistant, Ms. Porter, are visiting Shanghai. Ms. Li Xia and Mr. Wang Ping, officials from Shanghai Sub-council of CCPIT, are at the airport to meet them.Exercise 1Listen to the conversation and answer the following questions.Question 1: What is the relationship between Mr. Wells and Ms. Porter?Mr. Wells is the boss and Ms. Porter is his assistant.Question 2: Who is there to meet them?Ms. Li Xia and Mr. Wang Ping from Shanghai Sub-council of CCPITQuestion 3: Is it Mr. Wells’s first visit to Shanghai? Is it his first visit to China?It is his first visit to Shanghai, but not the first visit to China.Question 4: What did Ms. Porter come to Shanghai for last year?She came to shanghai to initiate an investment project and attend a trade fair Exercise 2Listen again and fill in the missing words with what you hear.Li: (1) Excuse me, but are you Mr. Wells from the U.S.?Wells: Yes, I’m John Wells. (2) You must be from CCPIT?Li: Yes, I’m Li Xia. (3) Nice to meet you Mr. Wells. (4) And this is Mr. Wang Pin, head of Foreign Investment Office.Wang: (5) How do you do, Mr. Wells? (6) I am very glad to meet you.Wells: Glad to meet you too, Mr. Wang. This is Ellis Porter, my assistant.Porter: How do you do? (7) Welcome to Shanghai..Wells: (8) It’s very kind of you to invite us to Shanghai and come to meet us at the airport. Wang: Not at all. (9) I hope you’ve had a good flight.Wells: Oh yes. The view of Shanghai is (10) lovely from the plane.Wang: I hope (11) you’ll enjoy your stay here in Shanghai.Wells: Thank you. (12)I’m sure we will.Li: Our car is waiting outside. I think you’d like to (13) take a rest to (14) overcome the jet lag.(15) Shall we go to the hotel first?Wells: Yes. It’s very (16) considerate of you.Li: (17) This way, please. We are going to take you to the Hilton Hotel.精彩点评1.对第一次见面的客户，为了显示尊重，我们最好用比较正式的语气打招呼，如“Glad tomeet you”, “How do you do？”等。
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Module 1 Unit 3-4 Words & Expressions
1
1 地震 ______________________________
2 井 ________________________________
3 裂缝；劈啪声;使)开裂; 破裂______________________
4 发臭的；有臭味的___________________
5 农场；农家_________________________
6 管；导管___________________________
7 爆裂；爆发；突然破裂；爆发_____________________
8 百万 _____________________________
9 事件；大事________________________
10 民族；国家；国民__________________
11 废墟；毁灭；毁灭；使破产 ______________________
12 苦难；痛苦 ________________________
13 极度的 ___________________________
14 损害；伤害________________________
15 幸存者；生还者；残存物_____________
16 破坏；毁坏；消灭 __________________
17 无用的；无效的；无益的 _____________
18 （使）震惊；震动 ；休克；打击；震惊__________________
19 援救；营救 _______________________
20 使陷入困境；陷阱；困境 _______________________
21 电；电流；电学 ____________________
22 灾难；灾祸 ________________________
23 埋葬；掩埋；隐藏 ___________________
24 掩蔽；掩蔽处；避身处_______________
25 标题；头衔；资格 __________________
26 记者______________________________
27 条；棒；条状物____________________
28 损失；损害________________________
29 使惊吓；吓唬 _____________________
Module 1 Unit 3-4 Words & Expressions
2
30 受惊的；受恐吓的 __________________
31 令人恐俱的 _______________________
32 祝贺；（复数）贺词__________________
33 裁判员；法官; 断定；判断；判决 _________________
34 真诚地；真挚地 ____________________
35 表示；表达；快车；速递 ________________________
36 骑自行车的人_____________________
37 蒸汽，水汽_______________________
38 质量；品质；性质___________________
39 热心肠的___________________________
40 吝啬的；自私的；卑鄙的______________
41 积极的；活跃的 _____________________
42 慷慨的；大方的_____________________
43 随和的；温和宽容的 _________________
44 自我；自身 ________________________
45 自私的_____________________________
46 无私的；忘我的 ____________________
47 (与to连用）献身；专心于 ____________
48 忠实的；深爱的_____________________
49 建立；建设_________________________
50 生计；谋生_________________________
51 和平的；平静的；安宁的______________
52 巨大的；庞大的______________________
53 人类_______________________________
54 律师 ______________________________
55 指导；领导 _________________________
56 法律的；依照法律的 ________________
57 费（会费、学费等）；酬金____________
58 怀有希望的；有希望的_______________
Module 1 Unit 3-4 Words & Expressions
3
59 青年；青年时期____________________
60 同盟；联盟；联合会________________
61 舞台；阶段；时期 _________________
62 投票；选举
63 进攻；攻击；抨击__________________
64 暴力；暴行________________________
65 使充气；爆炸 ____________________
66 相等的；平等的___________________
67 乐意的；自愿的 ___________________
68 不公正的；不公平的 _______________
69 释放；发行________________________
70 逃脱；逃走；泄露 ________________
71 毛毯；毯子 _______________________
72 教育；训练________________________
73 受过教育的; 有教养的______________
74 请求；乞求_______________________
75 亲戚; 亲属 _______________________
76 恐怖; 可怕的人_______________
77 残忍；残酷 ______________________
78 报酬；奖金；酬劳；奖赏____________
79 设立；建立_______________________
80 判决；宣判______________________
81 反黑人的_________________________
82 总统；会长；校长；行长____________
83 意见；看法；主张_________________