Unit 2 Topic 3 What kind of things can we do to protect the enviornment 4(仁爱版九年级上)

合集下载

Unit 3

3) 派生规律由一个词根加上相应的词缀可以派生出名词、形容词、副词等，掌握派生规律对扩充词汇有很大帮助。例如：
interest 可以派生出： uninteresting
interest — interesting — interestingly interested — uninterested
前缀 misnonreun-
含义错误地不, 非再, 重复不
例词 mislead, misunderstand non-smoker, non-native rewrite, retell unable, unhappy, unpopular
2) 常见后缀
后缀 -er, -or
-ian -ing
the world for our grandsons and granddaughters tomorrow.
构词法
1. 合成法将两个或两个以上独立且语义不同的单词合在一起构成新词的方法叫做合成法。合成法是一种比较灵活的构词方法，可以合成名词、形容词、副词、代词、动词等。例如：
afternoon, sportsman, blackboard, sportsperson, newspaper, airplane, classmate, grandfather等就是通过合成构词法构成的名词；kind-hearted, middle-aged, hard-working 等为合成形容词；however, maybe, himself, everyone, nothing, overlook等也都是通过合成法构成的单词。
active, expensive
careless, helpless, homeless, useless

仁爱英语九年级上册Unit 2 Topic 3 Section C

Its key disadvantage is that the process requires a long time (up to 30 days )and the cost is high.它最大的缺陷是生产过程需要很长时间（长达
30天）和成本高。
process n.步骤，过程 v.加工，处理 require v.需要，需求
练一练：I often laugh when I see my grandma learning pop songs.But she says,―One is never___ old to learn.‖ A.too B.so C.very D.quite （河南 .10 ）
3.It takes people just 7 minutes to go to the airport 30 km away. 译：______ 探究：take 表示花费时间时，一般用___作形式主语，take随句子时态的变化而变化.常用句型是__________. 链接： spend作花费时间或金钱时，主语为人。常用句型是_______. pay只能表花费金钱，人做主语。常用句型是________. cost表花费，主语为物。常用句型是_________. 做一做：1).It’ll ___ us lots of time to realize China Dream. A.spend B.take C.pay D.cost 2).Father often tells me____ too much time on computer games. A.don’t spend B.not spend C.not to spend D.not spending
• German
pl. Germans Germany n. 德国

2020-2021学年新教材英语外研版必修第三册知识基础练：Unit2(三)Developingid

课时作业(三)Developing ideas & Presenting ideas必备知识基础练进阶训练第一层Ⅰ.单词拼写1．First ________ (帮助), if carried out properly, can make a great difference in saving lives.2．This arrangement is just ________ (暂时的), and we should think of a better solution to this problem.3．Robert is a happy-go-lucky sort of person, even a small success gives him a sense of ________ (成就)．4．We need ________ (更多的) consideration on this matter.5．Chinese is one of the world's ________ (主要的) languages.6．Every young couple get a marriage ________ (证明书) after they get married.7．Jane, who used to be a very shy girl, is the ________ (首席的) financial officer of our company now.8．We don't want any special ________ (对待)．9．The ________ (军队) was called in to deal with the conflict.Ⅱ.用方框内短语的适当形式填空rise to one's feet, be confident about, take in, in danger, at the hands of, keep records of, play an important role in, pass away, in spite of, come up with, be suitable for1．Last fall my father-in-law ____________ so my wife and I went back to our hometown for the funeral (葬礼)．2．Do remember to ____________ the information you get, or you will forget.3．The students found it hard to ____________ what their teacher had taught.4．He studies very hard so I ____________ his progress.5．During World War Ⅱ，most Jewish people died, which was ____________ the German Nazis.6．The soldiers set off immediately to save those who were ____________ in the flood-hit area.7．All the people ____________ when the hero came in.8．Computer ____________ our study and our life.9．This soil in this area ____________ peanuts.10．He is very clever and can often ____________ good ideas.11．____________ numerous defeats, they still had plenty of fight left in them.Ⅲ.完成句子1．他们很可能会在下星期天之前完成这项工作。

2015-2016仁爱九年级Unit2topic3Saving-the-Earth重点语言知识点总结

Unit2 Topic 3What can we do at home to protect the environment语法重点：并列句：是由并列连词把两个或两个以上的简单句连在一起构成的句子，连词前可用逗号，也可不用逗号。

通常由and，but,while,or,so等连词来连接。

如：1．表示并列关系，动作先后关系，常用连接词有and, not only…but also…等。

如：His father is a teacher and his mother is a doctor.他的父亲是一位老师，母亲是一位医生。

Mr. Green can not only drive a car but also repair it.格林先生不但会开车而且还能修车。

2．表示转折，常用连词有but, while等。

如：I bought my sister a present, but she didn’t like it.我给妹妹买了一件礼物，但是她并不喜欢。

Tom does housework every day while his sister does nothing.汤姆每天都做家务活，而他的妹妹什么也不做。

3．表示选择关系，常用连词有or, either…or…等。

如：He speaks French, or perhaps he understands it. 他会讲法语，或者懂法语。

Either he could not come or he did not want to. 他要么是不能来要么是不想来。

4. 表示因果关系，常用连词有so, for等。

如：Her mother is ill, so she has to stay at home and look after her mother.她母亲病了，所以她不得不呆在家里照看她。

The ground is very wet, for it rained last night. 地面很湿，因为昨晚下雨了。

Unit2+Topic+3+课文详解课件2023-2024学年仁爱版九年级英语上册

You should /ought to …
shut off the electricity
n.电，电能
关闭
e.g. You should / ought to shut off the electricity when you leave a room.
You should/ought to ride a bike to your school.
2. You should _s_h_u_t__ o__ff____(关闭)the electricity when you leave a room.
3. You’d better walk or ride a bike _i_n_s_t_e_ad__o_f__ (代替) taking a bus or a taxi if you travel a short distance.
• Journalist: Hi Jane. Could I ask you a few questions?
Could的问句，语气委婉，用can/ can’t回答 • Jane: Certainly.
当然
我们都知道你正在为一家保护环境的机构工作。
• Journalist: We all know that you’re working for an organization that protects the environment. Can you
You should/ought to take a bus to school instead of taking a taxi.
You should/ought to take a cloth bag when you go shopping.
1. You o_u__g_h_t _ _to_____(应该) throw the rubbish into the garbage.

仁爱英语八年级上册Unit 2 Topic 3 SectionA

Work in groups, give Tony some advice on how to prevent the flu.
Tips:
e should, must and had better. 2.Try to give some advice with first,
second, third and finally.
Journalist: May I ask you some questions, Dr. Li?
Dr. Li: Sure, go ahead.
Journalist: These days many people have the flu. So what should we do to prevent it?
headache
（症状）
Symptoms of the flu
feel cold
sore throat
have a running
nose
5
P44 2 A
Listen and circle the symptoms you hear.
fever headache toothache sore throat cough backache stomachache sore eyes
3.
4.
We had better keep away from crowded places.
We should take showers often.
23
5.
6.
We should keep the air fresh.
We should change our clothes often.
24
√ go to crowded places

仁爱版英语九年级上册Unit2Topic3SectionB

Unit2 Topic 3 Would you like to be a greener person?Section B教学设计福安四中黄妍摘要:随着工业化的高速发展，人民生活水平的日益提高的同时也带来了气候变化，全球变暖，森林面积减少，淡水资源遭受污染。

引领社会绿色理念，倡导绿色生活、生产方式和社会可持续发展成为全国乃至全球人民守卫我们共同家园的努力方向。

作为中学生要树立起保护环境节能减排从我做起的责任感。

本节课的英语教学利用信息技术从学生们身边的实例出发，简单直观，让学生人人参与，激发学生的是非观，荣辱观，让学生在课堂教学中人人有话可说，有话想说，有话要说。

实现把英语做为语言工具灵活运用的目的。

关键词:绿色生活；英语教学；信息技术；语言工具一．教材分析：本课是仁爱版初中英语九年级上Unit2Topic3 SectionB.此部分利用Michael 和Jane 两人的对话及海滩清洁日活动教育学生成为环保小卫士。

以观看视频，讨论，思考，制作环保标语等形式进行教和学。

从学生身边的事渗透环保，从小事做起从身边做起，加深学生对环境保护的理解，增强学生热爱环境保护环境的意识。

二．学情分析：按照让学生能积极参与，探究，体验，创新，合作，自主学习的要求，在教学中以学生为中心，设计丰富的活动和任务，创设情景，鼓励学生积极参与，增强趣味性本课根据初中生的特点，设计了一系列的活动，让其积极参与，成为课堂学习的主人，提高学生的学习能力，提高英语的学习效率。

三．教学内容：教材p43中1a,1b和p44 中2a,2b ,2c.四．教学课型：新授课（听说课，读写课，综合任务活动课）五．教学目标：1.知识与技能：⑴词汇：ought to, distance, cloth, action, battery⑵语法：ought to +动词原形，ought not to +动词原形⑶话题：To be a greener personer.2.过程与方法：运用教材内容进行“听，读”练习，结合生活事例“说”环保，再进行写的练习——制作环保标语。

仁爱版九年级英语上册 Unit 2 Topic 3 Section C 课件

1. Wind can produce electricity
in many places.
阳光，日光
2. People use sunlight to
produce electricity.
3. Sea waves are used for producing electricity. 水蒸汽，
蒸汽，水
requires a long time (up to 30 days )and
the cost is high.它最大的缺陷是生产过程需要很长时
间（长达30天）和成本高。
process n.步骤，过程 v.加工，处理
require
v.需要，需求
require 有两种用法： *require (doing) sth. 表示主语“该...了”。如： The floor requires washing. 地板该洗了。 *be required to do sth.表示主语必须（被要求）...
deep 在深处 run out
adj.深的，厚的
用完，耗尽
adv.深深地，
E.g. He has run out of food, so his children are hungry.
2a Read the passage below and match the pictures with the sentences. Then discuss in detail the use of one energy source.
B
C
A
Read Paragraph 1 again, and then mark True (T) or False (F).
F ( ) It’s good that people produce power

仁爱英语九年级上册Unit 2 Topic 2 课文翻译

Unit 2 Topic 2 All these problems are very serious.所有这些问题都非常严重Section A(Kangkang，Maria and Jane are talking in a room. The wind outside is blowing strongly.)(康康、玛利亚和简正在房间里谈话，，外面的风刮得很厉害。

)What bad weather! The wind is so strong! And the sand really hurt my face. while I was walking down the street just now，I couldn't see anything.多么糟糕的天气!风太大了！沙子的确刮得脸很疼。

刚才在街上走时，我什么也看不见。

I'm sorry to hear that. But what causes these sandstorms? 对此我很难过。

但是是什么引起这些沙尘暴的呢?People have cut down too many trees. As a result，a lot of rich land has changed into desert.人们乱砍滥伐。

结果，大量肥沃的土地变成了荒漠。

That's bad. How can that affect the weather? 那太糟糕了，但是那怎么影响天气呢?Trees can stop the wind from blowing the earth away. 树木可以防风固土。

And a lot of water can be saved by forests. 并且森林可以贮存大量的水分。

They can also stop the water from washing the earth away. 树木也能防止水土流失。

广东省河源市中英文实验学校九年级英语上册 Unit 2 Topic 3 What can we do to protect the environment练

Unit 2 Topic 3 What can we do to protect the environmentⅠ.单项选择。

（10分）( )1.—When _____ he leave for the city?—He _____ next week.A.does, will leaveB.does, leavesC.has, has leftD.will, leaves( )2.—It’s a long story, but you can h ardly find new words in it.—Good! _____ it will be too hard for children.A.SoB.AndC.ButD.Or( )3.—What _____I to say to him?—Tell him to save water.A.shallB.willC.shouldD.ought( )4.He is tall, _____ his son is short.A.whenB.orC.whileD.and( )5. In our life, we may fail many times, but we should never_____.A.shut offB.give upC.take awayD.run out( )6.She bought a skate board online _____ she saved a lot of time.A.so thatB.as soon asC.such thatD.no matter( )7.Every student is _____ to obey the school rules.A.supposeB.supposedC.shouldD.ought( )8.A farmer in England used animal waste to _____ his machine.A.manageeC.runD.start( )9.You ought to return the book to the school library _____. Other students will borrow it.A.at timesB.in timeC.on timeD.at the same time( )10.I always enjoy visiting London._____ I wouldn’t like to live there.A.BecauseB.SoC.ButD.AndⅡ.完形填空。

实用大学英语综合教程(基础版)课件 Part 2 Unit 3

W: Sure, please come on.
M: Oh, this will serve my purpose. I will come tomorrow for making a 10. _c_o__n_tr_a_c_t_.
W: All right. You are welcome.
B. Listen to the dialogue again and circle the correct answers.
2. Asking for Information
A. Listen to the dialogue and fill in the blanks with the missing words.
(M=Man,W=Woman)
M: Excuse me. Is Mrs. Miles in? W: Yes, I am Mrs. Miles. May I know your purpose, please?
True False ( )( ) ( )( ) ( )( ) ( )( )
KEY: 1. T 2. F 3. F 4. T
A: I’m calling about the apartment for rent. Is it still available? B: Yes, it is. Do you know where we’re located? A: Yeah. I drove by yesterday and I liked the location. What’s the rent? B: It’s $1000 a month, plus electricity. So you would pay $500 a month. But the parking is free. A: OK. How big is the house? B: It has two bedrooms, one bathroom and is roughly about 820 square feet. A: Is the complex quiet? Can you hear a lot of noise? B: They have a strict policy in the apartment complex concerning noise level. So it stays very quiet after 10 pm. A: Good. Are you the only person who lives there now? B: Yeah. I’m only looking for one roommate. Do you have any pets? A: No. B: Good. A: Everything sounds good. Can we schedule a time to meet so I can look at the house? B: I’m available anytime today or tomorrow. A: How about if I come over now? B: That works with me. But what is your name? A: Oh, my name is Andy. B: OK. I’m Mark. You can add my WeChat account. My phone number is my WeChat ID. So I’ll see you in a bit? A: OK. I’ll be there in 15 minutes. B: Sounds good.

仁爱科普版英语九年级上册课件PPT Unit 2 Topic 3 Section B

plastic bottles...
reduce
recycle
soft drink cans, plastic bottles, waste paper, glass, paper bags and cups ...
others
lunch boxes paper bags and cups...
batteries ...
If we destroy the environment and disobey the nature, what will happen to us?
How do you sort the garbage you’ve collected on your own Clean-up Day.
reuse
3 Read and fill in the blanks . Then listen and check.
The earth is our home. Some things we have done are good for the earth w_h_i_le__ some are bad. We have polluted the earth, a_n_d____ it is sick now. We c_u_t___ down too many trees, so lots of rich land has c_h_a_n_g__e_d into desert. Factories p_o_u_r_ waste water into rivers. Pollution has caused many s_e_r_io_u_sproblems. The earth is crying for help.
Exercise

仁爱英语九年级上册Unit2-Topic1---3 基础过关测试题无答案不全

Unit 2 Topic 1Ⅰ.单项选择。

（10分）( )1.—How long _____ you _____ here?—For about two years so far.A.have; studiedB.did; liveC.do; stayD.were; swimming( )2.We have known each other _____ ten years ago.A.forB.everC.aboutD.since ( )3.There is _____ pollution in the world. We must stop it.A.much tooB.too muchC.many tooD.too many( )4.—Is the flower beautiful?—Yes, at _____ it’s _____ the one you bought for me.st; as bad asB.least; no better thanst; not betterD.least; no worse than ( )5.I can’t stand _____ for you so long.A.to waitB.waitingC.waitsD.waited ( )6.The boss made child laborers _____ 12 hours every day.A.workingB.worksC.workD.to work ( )7._____ the environment is important for human beings.A.Take care ofB.Taking care ofC.Took care ofD.Take the care of( )8.—Have you finished your homework?—Not _____. There are still some exercises to be done.A.alreadyB.yetC.justD.ever ( )9.—It smells terrible. What has happened here?—Look, there is much waste gas _____ from the chemical factory.A.pourB.pouringC.pouredD.pours ( )10.When I was walking in the street yesterday, I saw a UFO _____ over my head.A.flyingB.fliesC.flewD.to flyⅡ.情景交际。

仁爱版九年级英语上册Unit2Topic3SectionC教案

Topic 3Unit 2 Saving the EarthTopic 3 Section C教案Teaching aims and demands1. Learn a new word: electric2. Learn some compound sentences: They work well, but they are slow and can’t run for long.3. Learn some Finds of energy and their advantages and disadvantages.Teaching aids录音机/挂图/图片/幻灯片/小黑板Teaching PlanStep 1 Review1.通过对上一课1a的复习，强调怎样做才能成为绿色使者, 进一步增加学生的环保意识，同时也创造一种英语氛围。

T: Can you remember what we have learned in Section B?Ss: Yes.T: Can you remember Jane and Michael?Ss: Yes.(教师可以出示上一课1a图片。

)T: What are Jane and Michael doing?Ss: They are talking about how to be a greener person.T: What should they do?Ss: First, turn off the lights when leaving a room.T: What about the next?Ss: Walk or ride a bike instead of taking a bus or a taxi …T: Very good, please go on.Ss: Take a cloth bag when we go shopping.T: Great. It’s easier said than done. So take action from now on.(通过整体复习为学生复述课文打下基础。

九年级英语下册unit2全套教案

九年级英语下册unit2全套教案9BUnit2welcometotheunitI.Teachingobjectives:.Tointroducethecontextabouthavingarobottohelpwiththe workforhumans2.Totalkaboutwhatarobotcando3.TolearnsomeoftheadvantagesofrobotsII.Teachingprocedure:Step1:warm-up:Toraisestudents’interest,getstudentsthinkingandtalkingaboutrobots:①Haveyouseenrobotsinthefilms?②whatkindofrobotsdoyouknow?③Doyoulikerobots?why?④whatdoyouthinkrobotscandoforyou?⑤wouldyoubuyarobotinthefuture?why?Step2:welcometotheunit.Thepurposeofthispartistoactivatestudent’sknowledgeofrobotsandgenerateinterestsofthistopic.Askonestudent toreadthephrasesinthewordboxatthetopofpage19.makesurethatall studentsunderstandthemeaningsofthephrasessuchas ‘dothelaundry,explorerdangerousplaces’intheirownwords.2.Explainthecontext.DanielisexplainingtoAmywhatrobotscando.AskstudentstocompletetheconversationonPage19onth eirown.3.Asktwostudentstoreadtheconversationandcheckmistakes.4.Encouragestudentstotalkaboutifrobotsareharmful?Divi destudentsintogroupstodiscuss.①whatdorobotsdoharmtohumanbeings?②whydotheydoharmtohumanbeings?5.Listentothetapeforthefirsttimetolearnthemainideaof thecomicstrip.6.Listentothetapeforthesecondtimetoreadafterthetape.7.Asksomestudentstoactoutthecomicstrip.Step3:Usefulexpressions.complaint:不+可数名词“抱怨”；可数名词“抱怨的行动或话，投诉”complain:动词：complainto/about2.post：动词‘邮寄’：.postsomethingforsb.III.Homework:.Recitetheusefulvocabularyandcomicstrip.2.completesomeexercise.3.Previewreading教学小结：学生基本能掌握对话，理解机器人能为人类做好多事。

Unit 1 (新探索研究生英语(基础级)视听说教程混合式教学指导手册unit1

Unit 1 IdentityPart 1 Overview of the unitTeaching objectivesUpon completion of this unit, the T is expected to enable Ss to:OBJECTIVESKnowledge •understand how a life event might influence their identity•know about the common types of identification and their differences•learn about the cultural traits of collectivist and individualistic societiesSkills Listening skill•listen for reference•listen for topic shiftsCritical thinking skill•distinguish between causation and correlationSpeaking skill•share experiences•express interest in others’ ideas•discuss a life event that affected Ss‘ self-identity Unit taskA suggested teaching planPeriods 1 & 2Before class Check Ss’ online study (Warming up, Academic listening)In class Introduce the topic; deal with the video in Warming upbased on Ss’ online performance 20 mins Go through Academic listening 1 based on Ss’ online performance 30 mins Go through Academic listening 2 based on Ss’ online performance 30 mins Deal with Getting the skill in Critical thinking20 minsAfter class Ask Ss to do oral practice of Academic listeningAsk Ss to preview A cross-cultural view and Academic communicationPeriods 3 & 4 Before classCheck Ss’ online study (A cross-cultural view, Academiccommunication)In classDeal with A cross-cultural view30 minsIntroduce the objectives of Academic communication;analyse the speaking model 15 minsGo through the speaking skill based on Ss’ onlineperformance 5 minsLead a thorough discussion and help Ss finish themini-project in Skill enhancement20 minsGuide Ss to finish the speaking task step by step 30 minsAfter class Ask Ss to upload the recordings of their presentations and complete self-evaluationWarming upThe history of identificationHave you been asked lately to prove who you are? If so, you probably were not surprised when it happened. There are a lot of situations where you have to do that. When opening a bank account, checking into a hotel, getting on a train or plane, or taking an exam, you are required to present your ID card, passport or school card. You even need a PIN or fingerprint for authentication before you can access apps on your cellphone. Identification has become part of our daily routine. But do you know this requirement can be traced back thousands of years?Part 2 A detailed teaching guideAs early as about 300 B.C., Shang Yang, an important statesman in ancient China, invented the first known “ID card” called zhaoshentie (照身帖). This was a bamboo slip with the person’s basic information engraved on it. In England, King Henry V issued travel documents in the 1410s for his subjects who needed to prove their identity while in foreign countries. This is thought to be an early form of “passport.” Photo ID cards, using the technological advancement of photography, were used for the first time at an exhibition in Philadelphia, USA, in 1876. Barclays Bank in London in 1967 became the first place in the world where people could withdraw money from an ATM using a PIN. When biometric technology emerged, physiological and behavioral features could be used to identify a person. In the 1980s, DNA testing was used for the first time in a criminal investigation, and in the 1990s iris recognition technology was used for commercial purposes. In 2013, the Apple company incorporated fingerprint recognition into the iPhone 5S and since then, identifying a person through fingerprints has become commonplace.Scientific and technological advances mean new ways of identification will appear in the future. Let’s just wait and see.Teaching suggestions1Introduce the unit topic by presenting the Ucampus statistics for Task 1, and ask Ss to explain their answers and how those items embody their identities. Encourage students to explore the concept of identity, for example, whether it refers to things like the fingerprints and DNA, the name and ID number, or something deeper about someone as a person.2Check the answers of Task 2 with the class.3Use the following questions to check Ss’ understanding of the video.1)What information do you think was engraved on the Zhaoshentie?2)What do the abbreviations ATM and PIN stand for?3)What biometric technologies could be used in identification?Ss’ answers may be:1)The information may include the holder’s name, physical description, occupation and anofficial seal.2)ATM stands for automated teller machine and PIN for personal identification number.3)The biometric technologies that could be used for identification include fingerprintrecognition, iris recognition, DNA testing, etc.Reference answersTask 1Open-ended.Task 2Identification method The yearzhaoshentie about 300 B.C. / 300 BCpassports the 1410sphoto ID cards 1876PINs 1967DNA testing the 1980siris recognition the 1990sfingerprint recognition on iPhone 5S 2013Task 31.Yes, I’m surprised by the information about zhaoshentie, the world’s first “ID card.” I’m so proud thatthe first “ID card” was invented in China. More amazingly, it was invented as early as about 300 B.C. A person’s basic information was carved on a bamboo slip for identity verification. This not only displays the wisdom of the Chinese people but also depicts a highly civilized Chinese society dating back to more than 2,000 years ago.2.Open-ended.Academic ListeningListening 1 Life eventsLife eventsPROFESSOR:Good afternoon. Last class we discussed life events that affect one’s identity; for example, getting married, and getting a job. Today, I’d like to focus on key events in education. What kind of things can happen during your education that affect the direction of your life? Any ideas?DAN: Well, sometimes people realize they’re studying the wrong subject. Maybe you really thought that you wanted to be a designer, but once you start your course you realize that you don’t enjoy it. I know lots of people like that …PROFESSOR:Absolutely. This was a common response during my research in which I interviewed 100 students. I asked them “Was there a defining moment at school that affected your self-identity?” By “defining moment” I meant a class, or a professor, or an experience with other students. One student I spoke to, Tom, told me he’d always wanted to be a doctor. His father was a doctor. His uncle was a doctor. He wanted to be like them. It was part of their family structure. However, in his first year at college, he took a writing seminar and realized he really liked to write. One day in class he suddenly knew he wanted to be a journalist instead. Sounds familiar?SONYA: Sure. Lots of students decide on a career and then change their minds. It seems pretty common. PROFESSOR: Here’s another example from research. It’s one from a student named Ben majoring in biology.Ben had planned to be a computer science major. But, then he took a couple of biology classes and discovered not only was he good at it, but that he loved it. He changed major. Now he plans to work in biotech. Have any of you had a similar experience? Dan?DAN: Well, in high school, I was good at mathematics. I also loved art and design and writing. I had a lot of interests, but planned to major in math. Then, I took an intro engineering class. The engineering professor was fantastic! I was hooked. I decided to major in engineering instead. It allows me to combine mathematics and design.PROFESSOR: That sounds like a good choice. Anyone else? Hassan?HASSAN: Hmmm, well, my defining moment was a little different. It was when I made the swim team earlier this year. I trained hard all summer and tried out for the team in the fall. I’d wanted to be on the team for a couple of years and all that practice enabled me to succeed. Now I have a new status at school. I can say I’m a member of the swim team. I can call myself a school athlete. I also changed my major to sports management.PROFESSOR: Great that you attained your goal. That is a good example of how our achievements can lead to a new identity. All right. Was anyone influenced by other students? Yes, Sonya?SONYA: Well, I definitely was influenced by my friends in my study group … I really like psychology, but I was concerned about getting a job with a psychology major. My friendsknow I like to talk to lots of people. I’m outgoing. They suggested I study business. They thought I would be great at it. So, that’s what I’ve decided to do.PROFESSOR: Your experiences support my research, which shows students often change their minds about a major after they attend classes and are exposed to new ideas.Words and expressionsseminar n.（大学里师生分组进行专题讨论的）研讨班biotech (biotechnology) n.生物技术；生物技术领域attain v.（通过长时间努力而）得到，获得，赢得expose v.使接触；使体验Before you listenTask 1 Choose the correct meaning of each word or phrase in bold.1. The college student decided to major in computer science.A．learn about B. study something as one’s main subject2. The class influenced the student to major in business.A．had an effect on B. criticized3. The student studied hard. This enabled him to pass the test.A．accepted B. made it possible4. Doing homework with a friend is a way to combine socializing and studying.A．move toward B. do two things at the same time5. Graduates often say that college helped define their identity.A．who someone is B. a strong human feeling6. The professor wanted to open up his lecture to more people.A．consider carefully B. include more people in7. Working hard can lead to success.A．decrease B. make something happen8. College life exposed the student to many new ideas.A．showed something not previously seen B. gave the reasonTask 2 Complete the sentences with the words and expressions in the box.combine enable expose identityinfluence lead to major in open up1. It’s hard to combine career and family life.2. Parents shouldn’t try to influence their children’s career choices.3. It’s important to protect your identity online.4. Not getting enough sleep can lead to poor health.5. What you major in doesn’t matter. It doesn’t limit your career choices.6. Professors should always open up discussions to the entire class.7. College should expose students to new ideas.8. The only purpose of college is to enable students to become better selves.Task 3 You will hear a seminar about events that affected a student’s identity. Choose four events you think are likely to be mentioned.A. Getting a certificateB. Doing well on an entrance testC. Being selected for a sports teamD. GraduatingE. Taking an interesting courseF. Winning an awardG. Discovering a personal strengthH. Changing a majorAnswers:Open-ended.Global listeningTask 1 Listen to Life events and match each student with an event and a career goal.1. Tom _____ D ____. He pursued a career in ____ H ____.2. Ben _____ C _____. He wanted to work in the field of ____ I _____.3. Dan _____ E _____. He decided to major in _____ G ____.4. Hassan _____ A _____earlier this year. He changed his major to _____ J ____.5. Sonya ______ B ______. Her friends advised her to study _____ F ____.Close listeningTask 1 Listen to Life events again and choose the best answer to each question you hear.1. Question 1.A. Getting a new skill.B. Making new friends.C. Having a new hobby.D. Getting a job.2. Question 2.A. Changing majors.B. School transfer.C. Key events in education.D. Self-identity.3. Question 3.A. A professor.B. A journalist.C. A writer.D. A doctor.4. Question 4.A. He changed his major.B. He planned to work in computer science.C. He was not good at biology.D. He was not good at computer science.5. Question 5.A. Her friends thought she was shy.B. Her parents advised her to study business.C. Her story shows achievements can lead to new identity.D. She was worried about getting a job with psychology.Event Career goal A. made the swim team B. was influenced by the study group C. took some biology classes D. took a writing seminar E. thought that the professor was fantastic F. business G. engineering H. journalism I. biotech J. sports managementQuestions:1.What life event will affect one’s identity according to the last class?2.What is the topic for today’s class?3.What did Tom really want to be?4.Which of the following statements is true about Ben?5.Which of the following statements is true about Sonya?Task 2 Answer the following questions according to what you have heard.1.How did the event in education affect the direction of Dan’s life? Can you retell his story?2.What does the professor mean by defining moment? Can you describe one of your defining moments? Reference answers:1. Dan was good at mathematics and had diverse interests when he was in high school. At that time, he planned to major in math. Then he took an intro engineering class. The professor of the class was fantastic and he was hooked. So he decided to major in engineering instead. This is how a good professor affected the direction of his life.2. According to the professor, a “defining moment” means a class, or a professor, or an experience with other students which affects one’s self-identity in education.Academic listening skillTask 1 Read the following paragraphs to learn about the skill of listening for reference.In lectures and presentations, speakers often use the pronoun it to refer back to a noun,phrase, or idea that they introduced earlier. The following are some examples:This article is interesting. You should read it for the class.The engineering course I took last semester was amazing. It changed my life.Speakers also use the following words to refer back: he / she, him / her, this / that, these /those. For example:Dr. Karloff was an excellent lecturer. It was a pleasure to hear him speak.Many students said they changed courses after taking a class in another subject. Thissupports my research in the area.The noun, phrase, or idea being referred to may be in the previous sentence, but in a presentation or discussion it might also be somewhere several sentences back. Listeningfor reference will help you to understand ideas and how they are tied together.Task 2 Listen to Life events again and fill in the blanks.1. Tom wanted to be like them.Them refers to his father and uncle.2. When the professor said, “It’s one from a student named Ben majoring in biology.” It refers to another example from the research.3. Hassan said, “It was when I made the swim team earlier this year.” It refers to his defining moment.4. Sonya said, “They suggested I study business.” They refers to her friends.Teaching suggestionsClose listening1Ask Ss to read the two questions in Task 2. Then play the recording. Ask Ss to take notes while listening. 2Ask Ss to work in pairs. Ss take turns to answer the questions.3After the discussion, T invites 1 or 2 Ss to share answers with the whole class. T gives comments on the Ss’ answer.Extension activityIn the listening material, “defining moment” refers to a moment in education that affects a student’s self-identity. T can extend it to the change of self-identity in life, and then ask Ss to tell a story of how an influential individual they know experienced a “defining moment.” For example, the great Chinese writer Lu Xun, who initially wanted to be a doctor, finally decided to be a writer after a long-time inner struggle. After the story telling, T asks Ss why some people change their self-identity. Ask Ss to discuss with their partners what exerts more influence on their defining moment, the environment / people around them (extrinsic factors) or themselves (intrinsic factor)? Ss are encouraged to tell to their group members more stories (either of other people or of themselves) of changing self-identity.Academic listening skill✧For Ss at a higher level T can skip the following task. They just need to do the extension activity.1Log on Ucampus and present the task. Tell Ss to read the sentences first to try to recall what the words in bold refer to.2Then play the audio again for Ss to check their answers.✧Note that Question 4 is more difficult because “they” doesn’t refer back to the closest noun (“people”),but to the subject of the sentence (“friends”). This is a good example of why Ss need to think about the actual meanings of such words when listening for reference, not just the words mentioned mostrecently.Extension activityPlay the audio again, pause for other words of reference and ask Ss if they can find these words and what these words refer to. Encourage them to look for examples where the pronoun refers to something that isn’t simply the last noun mentioned. Ask volunteers to share their ideas with the class.Ss’ answers may be:… but once you start your course you realize that you don’t enjoy it. (It =your course); This was a common response … (This = I don’t enjoy my course); It was part of their family structure. (It = being a doctor); It seems pretty common. (It = deciding on a career and then changing one’s mind); … not only was he good at it … (it = biology); That sounds like a good choice. (That = majoring in engineering); They thought I would be great at it. (They = my friends; it = business); … after they attend classes … (they = students)Oral practiceTask 1 The following sentences will help you talk about life events. Translate the Chinese in brackets into English using the words and expressions you’ve just learned, and then record each sentence.1. I asked them “Was there a defining moment (决定性时刻) at school that affected your self-identity?” By “defining moment” (决定性时刻) I meant a class, or a professor, or an experience with other students.2. The engineering professor was fantastic(非常棒)! I was hooked(被吸引了). I decided to major in engineering instead.3. Great that you attained your goal (实现目标). That is a good example of how our achievements can lead toa new identity (新的身份).4. Your experiences support my research, which shows students often change their minds about a major after they attend (参加) classes and are exposed to (接触) new ideas.Task 2 You will hear four clips of the conversation. Each clip will be played only ONCE. After you hear a tone, please repeat the exact words the second speaker has said. You may take some notes while you listen.1.DAN: Well, sometimes people realize they’re studying the wrong subject. Maybe you really thought that you wanted to be a designer, but once you start your course you realize that you don’t enjoy it. I know lots of people like that …PROFESSOR:Absolutely. This was a common response during my research in which I interviewed 100 students.2.PROFESSOR: … However, in his first year at college, he took a writing seminar and realized he really liked to write. One day in class he suddenly knew he wanted to be a journalist instead. Sounds familiar? SONYA: Sure. Lots of students decide on a career and then change their minds. It seems pretty common.3.PROFESSOR: That sounds like a good choice. Anyone else? Hassan?HASSAN: My defining moment was a little different. It was when I made the swim team earlier this year.4.PROFESSOR: Great that you attained your goal. That is a good example of how our achievements can lead to a new identity. All right. Was anyone influenced by other students? Yes, Sonya?SONYA: Well, I definitely was influenced by my friends in my study group …Listening 2 Beyond the ID cardBeyond the ID cardGood morning everybody. Today I’m going to be talking about methods used for identifying people. Every day there are situations in which we have to identify who we are. Not that long ago, a photo ID was sufficient for most purposes. But nowadays, we live in a world full of technology where there are issues with identity theft and the need to confirm our identity in other ways.Thus, there is now a need to move beyond the basic information on our photo IDs. For example, we have user IDs and passwords to use with our computers. It’s also becoming more common for us to be identified using biometric information. Biometrics is the process where a unique physical feature of a person – for example, someone’s face or voice – is recorded electronically and used to confirm the person’s identity.All right. So first, I plan to briefly look at photo IDs and passwords. Then, I’ll talk in more detail about why using biometrics is a more reliable way to identify someone.So, now let’s focus on photo IDs; for instance, a passport or a driver’s license. These may vary a bit from country to country as to what personal information they include, but in general, these IDs typically include a person’s photo, name, nationality, gender (male or female), and an identification number. It may also include the hair color, eye color, and height of the person. An advantage of a photo ID is someone can look at the photo and quickly check who you are. A disadvantage is it can be lost or stolen and photos can be altered. OK, so what about passwords, user IDs and PINs – personal identification numbers? Well, while these are excellent ways to protect our bank accounts, computers and social media profiles, this information could be stolen and used by somebody else. There’s no way to guarantee that the person entering the password or PIN is the real owner of the account, and as such, these are not reliable ways to establish identity.Now, let’s turn our attention to biometrics. I want to look at how biometric information is used to identify someone. The oldest way is by taking a person’s fingerprint. You are all probably familiar with this. Do you know why each fingerprint is unique? It’s because the skin on each of our fingers has a unique pattern. Although the skin on our fingers is flexible, a fingerprint is one reliable way to identify someone. This is especially true nowadays when 3D scanners are used.The second biometric form of identification I want to mention uses voice. Each person’s voice has a unique combination of features, such as pitch and rhythm. This makes it possible for a recording of a person’s voice to be used to confirm identity. To make a voice ID, the user records themselves saying a short sentence. Later, when they want to access the account or, whatever’s protected by the voice ID, they repeat the sentence. If the pitch and rhythm of the two sentences match, the person’s identity can usually be established. This is useful in situations where the person cannot be seen; for example, on the telephone. Voice recognition is generally considered a reliable way to identify someone. Of course, voice recognition software isn’t 100% accurate, so it cannot always be relied on for all situations.Next, let’s consider how DNA testing is used to identify people. All people share over 99% of the same DNA information. However, there is a very small amount of DNA information that varies from one person to another. The small amount is used in DNA testing. Let me explain. Let’s say, the police submit two samples of hair to a DNA crime lab. The lab extracts the DNA from one sample of hair and compares it to the DNA they extract from another sample to see how closely the two samples match. The lab looks for the probability the two samples are from the same person. However, they can’t say with absolute certainty that two DNA samples are from the same person, and for this reason, DNA testing is not 100% reliable as a type of identification.Let’s move on to the last type of biometrics I want to cover: it’s iris recognition. The iris is the colored part of your eye. To create an iris ID, a person’s iris is scanned. The scan creates an image of the pattern in the iris. Because the iris pattern in each eye is unique, the patterns can be used to confirm our identity. Compared to other types of biometrics, iris recognition is especially good for identification. There are a couple of reasons for this. First, because the iris is inside the eye and well-protected from damage, it doesn’t change over time. Second, because the iris is mostly flat, it is easy to create a very accurate video image of it. As a result, iris recognition is one of the most reliable biometric forms of ID we have. For this reason, iris recognition is often used in automated border crossing between some countries and in buildings where security is important.As technology develops, there will continue to be new biometric ways to identify people. Given that biometrics is based on our unique physical features, this makes it the most reliable way to identify people. Words and expressionsidentity theft 身份窃取biometrics n.生物测量学，生物识别技术pitch n.音高rhythm n.节奏submit v.提交extract v.提取，提炼Before you listenTask 1 Match the words in bold with their definitions.1. The man’s face was recorded electronically and then used to confirm his identity. BA. (n.) important parts or aspects of something 2. The student got a passport because his student card wasn’t sufficient for international travel. HB. (adv .) by means of electronic equipment such as a computer 3. Each person’s fingerprints are unique . DC. (v.) to be different in different situations4. The woman’s hair color and eye color, along with other physical features, made it easy to identify her. AD. (adj.) being the only one of a kind, unlike anything else5. To identify the man, the police used a combination of information from a photo and a hair sample. F E. (v.) to make someone believe something that is not true6. Driver’s licenses vary from country to country. CF. (n.) two or more different things used together 7. He pretended that everything was fine. EG. (adj.) complete or total8. The woman couldn’t say with absolute certainty that she recognized the man in the photo. GH. (adj.) as much as is neededTask 2 Complete the sentences with the words in the box. Change the form if necessary.absolute combination electronically featurepretend sufficient unique vary1. China’s unique development model has successfully set the country on the path to its rejuvenation.2. The flowers in the botanical garden vary in color and size.3. Sleep data was collected electronically from the individuals through wrist monitors.4. The information you provided was not sufficient . Please include your address and date of birth.5. It’s against the law to pretend you are someone that you are not.6. The scientist used a combination of tests to prove his theory.7. The man said to the police, “That’s absolutely true.”8. One’s face and fingerprints are features that can be used to identify the person.Global listeningTask 1 Listen to Beyond the ID card and rearrange the products in the order they are mentioned. _____5_____ DNA testing_____1_____ photo IDs_____2_____ PINs_____6_____ iris recognition_____3_____ fingerprint recognition_____4_____ voice recognitionClose listeningTask 1 Listen to Beyond the ID card again and choose the best answer to each question you hear.1. Question 1.A. An identification number.B. One’s height.C. A security chip.D. One’s gender.2. Question 2.A. They can be forgotten.B. They can be too short.C. They can be changed.D. They can be stolen.3. Question 3.A. They’ve been used for a long time.B. They’re easy to carry.C. Many countries use them.D. Each fingerprint is unique.4. Question 4.A. He should speak as loudly as possible.B. He should speak as clearly as possible.C. He should speak at the same pace as the recording.D. He should speak the same words as the recording.5. Question 5.A. It takes a long time.B. It’s expensive to do.C. It isn’t totally certain.D. It must be done in a lab.6. Question 6.A. To describe the color of the iris.B. To indicate an advantage.。

仁爱英语九年级上册Unit2Topic3SectionB

Task 3: How to be a greener person?
Jane: Hi, Michael. Would you like to be a greener person?
Michael: Of course. I’d love to. But what should I do?
Jane: First, _yo_u_o_u_g_ht_t_o _sh_u_t _of_f_th_e_e_le_c_tri_c_ity__w_he_n_y_o_u_le_a_v_e _a _ro_o_m_. Michael: Oh一, th，at’当s ea你sy离. W开ha房t’s 时nex，t?你应该关闭电源。
Michael：It is so easy to be a greener person. Jane: Easier said than done. Michael: Well, actions speak louder than words.
ought ( not) to+ do sth. (不) 应该
3 Read the passage and fill in the blanks with the correct words. Then listen and check. The first letter of each word is given.
The earth is our home. Some things we have done are good for the
soft drink cans, and ride bikes to reduce air pollution. I think we
should try to be gr_e_e_n_e__r ___ people to protect our earth. After alldo e_v_e_r_y_t_h_i_n_gto protect it, or