u2 review
译林版高一英语U2知识点
译林版高一英语U2知识点Unit 2 FriendshipIn this unit, we will explore the theme of friendship and learn about important knowledge points related to it. Friendship is a vital aspect of our lives and plays a significant role in our personal growth and well-being. By understanding the key concepts and ideas in this unit, we can develop a deeper understanding of friendship and enhance our communication skills in English.1. VocabularyVocabulary plays a crucial role in language learning. Expand your word bank by learning new vocabulary related to friendship. Here are some key words and phrases to help you express your ideas about friendship:- Companionship: The state of being with someone and enjoying their company.- Trustworthy: Someone whom you can rely on and trust.- Loyalty: Being faithful and committed to your friends.- Supportive: Providing encouragement and help to your friends.- Empathy: Understanding and sharing the feelings of others.- Betrayal: The act of breaking trust or confidence.2. Reading ComprehensionReadings are an excellent way to improve your reading skills and gain a better understanding of the topic. Here are some reading comprehension exercises to enhance your comprehension skills:Exercise 1: Read the following passage and answer the questions that follow:[Insert passage here]Exercise 2: Fill in the blanks with the appropriate words from the passage:[Insert exercise here]3. Grammar PointsGrammar is the foundation of any language. Let's review some important grammar points related to this unit:- Comparative adjectives: Used to compare two or morethings/people.Example: "My best friend is taller than me."- Reported speech: Used when we want to repeat what someone else said.Example: He said, "I am happy." -> He said that he was happy.4. Speaking and Listening PracticeImproving your speaking and listening skills is essential to effectively communicate in English. Engage in various speaking and listening activities to practice and enhance your skills:Activity 1: Pair discussion - Discuss with a partner about your best friend. Talk about their qualities, how you met, and why you cherish your friendship.Activity 2: Listening exercise - Listen to a conversation between two friends discussing a problem. Answer the questions based on the information you hear.5. Writing PracticeWriting is an essential skill that allows us to express our thoughts and ideas. Practice your writing skills with the following exercises:Exercise 1: Write a letter to your best friend. Share your recent experiences, discuss any challenges you are facing, and express your appreciation for their friendship.Exercise 2: Write a short paragraph about the significance of friendship in your life. Include examples and personal anecdotes to support your ideas.By studying and understanding the knowledge points in this unit, we can develop a better understanding of friendship and improve our language skills. Remember to practice regularly, engage in conversations with native speakers, and explore various resources toenhance your learning experience. Enjoy the process of learning and discover the beauty of friendship through English!。
2022高中英语必修一U2重点词汇精讲精练
（新北师大版）Unit2必背单词和词块背阅读单词——会认就行(背诵时遮住右侧汉语，先自主翻译，后比对词义）1．athlete n．运动员2．jog v i.&n. 慢跑3．cycle v i. 骑自行车4．track n. 跑道5．stair n. 楼梯；梯级6．net n. (网球等的)球网；网7．court n. (网球等的)球场8．underdog n. 处于劣势的人(队)；弱方9．champion n. 冠军，第一名10．crash v i.&v t. 猛撞11．clap v i.&v t. 鼓掌，拍手12．bounce v i.&v t. (使)弹起，(使)反弹13．audience n. 观众；听众14．bite v i.&v t. 咬15．case n. 状况，场合；事例，实例16．annual adj. 一年一度的，每年的17．halfway ad v. 半途地18．tip n. 建议，忠告，窍门(二)背重点单词——写对才行1．diet n. 日常饮食2．within prep. 在……之内3．defeat v t. (在比赛、战争中)战胜，打败4．company n. 公司；一群人5．desire n. 渴望6．gather v i.&v t. 聚集，聚合7．pack n. 包，包裹v i.&v t. 把……包起来8．earn v t. 赢得；博得9．remind v t. 使(某人)想起，提醒10．quit v i.&v t. 停止(做某事)1．frequent adj.频繁的，时常发生的→frequency n．发生的频率，发生率→frequently ad v.频繁地，经常地2．prefer v t.更喜欢→preference n．偏爱，倾向；优先权3．balance n．平衡；余额；匀称v t.使平衡；结算；使相称→balanced adj.均衡的4．regular adj.经常的；定期的；有规律的→regularly ad v.经常；定期地5．replace v t.代替，取代→replacement n．替换的人(物)6．sharp adj.急剧的；锋利的；强烈的；敏捷的→sharply ad v.严厉地，毫不客气地7．energy n．力量，活力→energetic adj.精力充沛的；积极的；有力的8．crowd n．人群v i.拥挤→crowded adj.拥挤的；塞满的9．announce v t.宣布；通告→announcement n．通告，公告→announcer n．播音员；宣告者10．prohibit v t.禁止→prohibition n．禁止；禁令→prohibitive adj.禁止的11．occupy v t.占用，占去(时间)→occupation n．职业→occupied adj.忙于……的；使用中的12．disappoint v t.使失望；使扫兴→disappointment n．失望；扫兴；沮丧→disappointed adj.失望的；沮丧的→disappointing adj.令人失望的13．amaze v t.使惊奇→amazing adj.令人惊异的→amazingly ad v.惊人地，了不起地→amazed adj.惊奇的，吃惊的→amazement n．吃惊；惊讶10．[语境活用]1．A teacher should not show preference for any one of his pupils, but most teachers prefer to make friends with the polite students.(prefer)2．He occupies an important position in a company, and is occupied with all kinds of activities, so his occupation brings him great fame.(occupy)3．To his disappointment,_he didn't enter the final, which was disappointing.But he was not disappointed and said he would not lose heart.He believed that he wouldn't disappoint his parents.(disappoint)4．It is an amazing discovery so we are amazed at it; to our amazement,_it is a young man who made the discovery.(amaze)5．My secretary leaves us next week, so we are advertising fora replacement(replace)．(四)背高频单词——先“记牢”再“用活”，不背绝对不行1．prefer vt.更喜欢；宁愿2．desire n．渴望，愿望，心愿vt.期望，希望3．remind vt.使(某人)想起，提醒4．prohibit vt.禁止5．occupy vt.占用，占去(时间)；占据(五)背短语词块——表达出彩，需多积词块才行单元短语再认再现1．rather_than而不是2．in_good/bad_shape 健康状况良好/不佳3．try_out_for_sth. 争取成为；参加选拔4．crash_into 猛撞，猛击5．gather_around 聚集6．not_..._anymore 不再……7．let_sb.down 使失望，辜负8．pay_off 取得成功；奏效9．keep_up_with 跟上，保持同步10．in_case 以防万一11．sign_up 报名12．ought_to 应该，应当1．1．pay off取得成功；奏效；达到目的2．keep up with跟上，保持同步3．in case以防万一。
七年级上U2-优秀教案
ListeningⅠ.教学准备1．教师：录音机和录音磁带、多媒体课件、图片和物品实物。
2．学生：学习用品实物。
Ⅱ.教学目标1．调动学生学英语和说英语的积极性。
2．使学生了解并掌握一些学习用品的英语表达。
3．学习本课的知识点。
(1)词汇：pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，mine，hers(2)句型：—Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.—Are these your books？Yes，they are./No，they aren't.They're hers.4．训练学生在听录音时听懂简单英语词汇的能力。
Ⅲ.教学重点(1)词汇：penci l，b ook，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine(2)句型：—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.—Are these your books？—Yes，they are./No，they aren't.They're hers.Ⅳ.教学难点让学生运用所学语言项目“Is this your pencil？Yes，it is.It's mine./No，i t isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
Ⅴ.教学步骤Step 1：Greetings and talking1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
Unit1-3复习知识点(素材)粤人版英语六年级上册
U1-U3宝典一、开心版U1、U2、U3、Review 1、Culture 1；人教版U2、U3二、复习方法：背会写每单元第一面和第二面的单词和句子通读开心版Sounds and Words和两篇reading拿出错题看易错点背诵或者熟读每单元的作文三、重要知识点汇总1. 询问某人怎么了？2.询问地点相关的问答句。
3.询问食物相关问答句。
一般疑问句：Is junk food bad for us? Yes, it is.垃圾食品对我们有坏处吗？是的。
Is plenty of water good for me? Yes, it is.充足的水对我们有好处吗？是的。
Is there enough food for them? No, there isn’t.这里的食物对他们来说足够吗？不，这的不足够。
4.询问动物的种类。
What kind of animals are snakes? They are reptiles.(注意划横线的部分要用复数，fish(鱼类)除外)What animals do you like? I like monkeys. (注意划横线的部分用复数)What animals does he/she like? He/She likes monkeys.*重点：什么动物是什么种类的？它们是_____类动物。
5.询问国家与城市的问答句。
(1)Where do you want to go this winter vacation? 这个寒假你想去哪里？I want to go to + 城市/国家. 我想去_______。
What do you want to do there? 你想在那里做什么？I want to + 动词词组. 我想在那里_______。
询问第三人称时，注意以下的动词变化。
Where does he/she want to go this winter vacation? 这寒假他/她想去哪？He/She wants to go to + 城市/国家. 他/她想去_______。
2024新仁爱版七年级英语U2L8 Project and Review 教案
Unit 2 Meet My Family
Lesson 8 Project and Review
I. Material analysis
本部分是本单元的项目类活动，首先，学生观察刘梅的家庭影集，回答问题，感知“和谐家庭”的情境。
其次，学生通过分享自己的家庭照片，介绍家庭成员及家庭活动来设计自己的家庭影集。
最后，学生根据自己设计的影集介绍自己的家庭。
Review内容解读：本部分为本单元的复习部分，帮助学生复习检测本单元所学内容。
本部分共分4个活动。
Activity1为听力活动，要求学生听一段独白，完成匹配和填空活动；Activity 2要求学生看图并根据语境用所给动词词组的适当形式填空。
以上两各活动旨在复习巩固关于家庭成员职业的词汇和行为动词的一般现在时的使用。
Activity 3要求学生在具体的对话语篇中用行为动词的适当形式填空，并进行角色扮演，复习巩固本单元的语法知识。
Activity 4分为2个部分，Activity 4-A要求学生需运用略读策略，补全标题，巩固本单元的阅读策略。
Activity 4-B要求需学生根据文本内容回答问题，理解关键信息，帮助学生提升综合阅读能力。
II. Teaching aims
1.通过听说读写的活动，复习巩固本单元词汇、语法、思维技能和阅读策略;
2.制作家庭影集并做介绍，综合运用语言知识、培育审美感知;知识
3.主动反思和评价自我表现，促进自我监督式学习;
4.积极融入家庭生活，分享家庭时光，共建和谐家庭。
III. Teaching procedures
IV. Blackboard design。
英文杂志审稿流程under review
英文杂志审稿流程under review全文共3篇示例，供读者参考篇1Title: The Peer Review Process of English Journals: Under ReviewIntroductionThe peer review process is essential in maintaining the quality and credibility of academic publications. In the field of English journals, the review process plays a crucial role in ensuring that only high-quality research is published. This article aims to provide an overview of the peer review process for English journals, focusing on the "under review" stage.Overview of the Peer Review ProcessThe peer review process typically involves the following stages: submission, editorial assessment, peer review, decision, and publication. When a manuscript is submitted to an English journal, it undergoes an initial editorial assessment to determine whether it meets the journal's scope and guidelines. If the manuscript passes this stage, it is then sent out for peer review.During the peer review stage, the manuscript is evaluated by experts in the field who provide feedback on its quality, originality, and significance. The reviewers may recommend revisions, suggest additional experiments, or provide comments on the manuscript's strengths and weaknesses. After receiving the reviewers' feedback, the editor makes a decision on whether to accept, reject, or request revisions to the manuscript.The "Under Review" StageWhen a manuscript is at the "under review" stage, it means that it is currently being evaluated by peer reviewers. This stage can vary in length depending on the complexity of the manuscript, the availability of reviewers, and the journal's editorial processes. During this stage, authors are often advised to be patient and to wait for feedback from the reviewers.Authors may receive comments and suggestions from the reviewers, which they can use to improve their manuscript. It is important for authors to carefully consider the reviewers' feedback and to address any concerns raised in a revised version of the manuscript. Once the revised manuscript is submitted, it goes through another round of review before a final decision is made by the editor.ConclusionThe peer review process of English journals is a rigorous and thorough process that ensures the quality and integrity of academic publications. The "under review" stage is a critical part of this process, where manuscripts are evaluated by experts in the field. By understanding the peer review process and the different stages involved, authors can improve their chances of having their work accepted for publication in English journals.篇2Title: Understanding the Under Review Process in English Magazine Peer ReviewIntroductionThe peer review process is a fundamental aspect of academic publishing, ensuring the quality and integrity of research articles before they are published in scholarly journals. Before a manuscript is accepted for publication, it goes through several stages, including submission, review, revision, and final decision. In this article, we will focus on the under review stage, exploring its significance, key components, and best practices for authors and reviewers.What is the Under Review Process?When a manuscript is submitted to a journal, the editor assesses its fit with the journal's scope and criteria. If the editor finds it suitable, the manuscript is sent for peer review. During the under review stage, external reviewers evaluate the manuscript's quality, originality, and significance. The reviewers provide feedback to the editor, who makes a decision based on their recommendations.Key Components of the Under Review Process1. Reviewer Selection: Editors carefully select reviewers with expertise in the manuscript's subject area. Reviewers should be impartial, knowledgeable, and able to provide constructive feedback.2. Review Criteria: Reviewers evaluate the manuscript based on criteria such as methodology, results, interpretation, and writing quality. They identify strengths and weaknesses and suggest improvements.3. Timeliness: Reviewers are expected to provide their feedback within a specific timeframe, typically 2-4 weeks. Timely reviews are crucial for authors waiting to hear the outcome of their submission.Best Practices for Authors1. Be Patient: The under review process can betime-consuming, so authors must be patient and avoid pressuring editors for updates.2. Respond to Feedback: If reviewers request revisions, authors should carefully address each comment and provide a detailed response.3. Maintain Professionalism: Authors should communicate respectfully with editors and reviewers, responding to feedback in a professional manner.Best Practices for Reviewers1. Provide Constructive Feedback: Reviewers should offer specific, actionable suggestions for improving the manuscript. Avoiding vague or generic comments is essential.2. Be Objective: Reviewers must assess the manuscript's quality objectively, regardless of personal biases or preconceptions.3. Respect Confidentiality: Reviewers should treat the manuscript and review process as confidential, refraining from discussing the content with others.ConclusionThe under review process is a critical stage in the peer review of research articles. Authors and reviewers play essential roles in this process, ensuring the quality and integrity of scholarly publications. By following best practices and maintaining professionalism, stakeholders can contribute to a rigorous and transparent review process that benefits the academic community as a whole.篇3Title: The Peer Review Process for English Language Magazines - Under ReviewIntroduction:The peer review process is an essential part of publishing in English language magazines. It helps ensure the quality and credibility of the articles published in a magazine. In this document, we will discuss the various stages of the peer review process and what it means to have an article under review.Stages of the Peer Review Process:1. Submission: The first stage of the peer review process is when an author submits their article to a magazine for consideration. The editor of the magazine will then send the article to one or more reviewers for evaluation.2. Review: Once the article is sent to the reviewers, they will read through it carefully and provide feedback on the content, structure, and overall quality of the article. Reviewers are typically experts in the field and can offer valuable insights to improve the article.3. Decision: After the reviewers have submitted their feedback, the editor will make a decision on whether to accept, reject, or request revisions to the article. If the article is under review, it means that the editor is still considering the feedback from the reviewers before making a final decision.4. Revision: If the editor requests revisions to the article, the author will need to make the necessary changes and resubmit the article for further review. This stage may involve multiple rounds of revisions before the article is accepted for publication.5. Acceptance: Once the editor is satisfied with the revisions made to the article, they will accept it for publication in the magazine. The article will then go through the final editing and formatting process before being published.Conclusion:Having an article under review in an English language magazine is a normal part of the peer review process. It showsthat the article is being carefully evaluated by experts in the field before being accepted for publication. Authors should be prepared to make revisions based on the feedback provided by reviewers and the editor to improve the quality of their article. Ultimately, the peer review process helps ensure that onlyhigh-quality and credible articles are published in English language magazines.。
牛津译林版英语八上u2reading(共54张ppt)
Objectives
To learn about the life in a British school and in an American school To learn the new words and expressions
Words: French foreign language during discuss offer end baseball win Phrases: 1. during the week 2. discuss sth with sb 3. help new students learn more about the school 4. listen carefully to my problems 5. offer sb help 6. do sports together 7. play baseball 8. in Year 8 9. a Reading Week 10. in class 11. every time 12. last s and girls have lessons together. 2. Among all my subjects, I like French best. 3. Learning foreign languages is fun. 4. I often read more books than my classmates. 5. Time seems to go faster when we are reading interesting books. 6. On Friday afternoon, our school ends earlier than usual. 7. Our team won two games last month.
九年级上册英语u2t3知识点总结
九年级上册英语u2t3知识点总结Unit 2, Topic 3 Knowledge Review: A Comprehensive SummaryIntroduction:In this article, we will delve into a comprehensive summary of the key concepts covered in Unit 2, Topic 3 of the 9th-grade English textbook. The aim is to revisit and consolidate our understanding of the important points discussed. Let's begin!Vocabulary Expansion:To effectively communicate in English, it is essential to possess a strong vocabulary base. Topic 3 introduced us to several new words, such as 'consult,' 'quaint,' 'awkward,' 'potential,' 'impose,' and'reminiscent.' Understanding the meanings and usage of these words enables us to express ourselves more fluently and precisely.Common Mistakes to Avoid:During the course of learning English, we often encounter certain mistakes that are worth noting. In Topic 3, we focused on two such errors: improper usage of prepositions and confusing verb tenses.Prepositions: A common mistake is the incorrect use of prepositions, such as 'on,' 'at,' and 'in.' For example, we say "I am at home" rather than "I am in home." Knowing when to use the correct preposition not only enhances the clarity of our sentences but also showcases our language proficiency.Verb Tenses: Another frequent error lies in the confusion of verb tenses, particularly the present simple and present continuous tenses. We use the present simple to describe general truths or routines, while the present continuous tense signifies an action happening at the moment of speaking or in the near future. Being mindful of these distinctions helps us convey our intended message accurately.Idioms and Expressions:Idioms and expressions are an integral part of any language. They add color and depth to our communication. Topic 3 introduced us to a few idioms and expressions such as 'take the plunge,' 'give it a shot,' and 'miss the point.' Understanding and incorporating these idioms into our speech can potentially make our English conversations more engaging and natural.Reading Comprehension:Reading comprehension is a crucial skill that aids in understanding written texts. In Topic 3, we practiced this skill through various reading exercises. It's important to adopt effective strategies such as scanning for keywords, understanding context, and making inferences while reading. These techniques not only improve our understanding but also enhance our reading speed.Writing Skills:Developing strong writing skills is essential for effective communication. In Topic 3, we learned about different elements that contribute to good writing, such as cohesive devices and appropriate paragraphing.Cohesive Devices: Cohesive devices like conjunctions, transition words, and linking phrases help connect ideas and make our writing flow smoothly. Examples of these include 'however,' 'therefore,''moreover,' and 'in contrast.' Utilizing these devices appropriately in our writing enhances coherence and organization.Paragraphing: Proper paragraphing is crucial in structuring our writing effectively. Each paragraph should focus on a specific topic or idea and begin with a clear topic sentence. Ensuring unity and coherence within each paragraph creates a cohesive piece of writing.Conclusion:As we conclude this knowledge review of Unit 2, Topic 3, it is paramount to revisit these key concepts from time to time to cement our understanding of the English language. By expanding our vocabulary, avoiding common mistakes, utilizing idioms and expressions, mastering reading comprehension, and developing strong writing skills, we will continue to enhance our proficiency in English. Keep practicing and exploring the language!。
视听说U2文字稿及答案解析
UNIT 2II. Listening SkillsIdentifying Numbers1. M: The stadium looks pretty big. How many people does it seat?W: It holds around 20,000. They say more than 18,000 Tickets have been sold. Q: How many tickets are left now?2. W: I was planning on signing up for the swimming class. Bit I heard it’s full.M: Really? That’s strange. There were nine swimming classes last semester, and this semester there are five more.Q: How many swimming classes are there this semester/3. W: How far do you jog every day? 5 kilometers?M: No, about 15km. I have to run that far to stay in good people.Q: How far does the man run each day?4. M: How many people will come to your home to watch the World Cup Final? Want me to bring anything?W: Probably like 15 or 20. I’ve got most things covered. Maybe just bring a six-pack or something else to drink.Q: About how many people will come to watch the World Cup Final?5. W: How many people do you think will enter for the City Marathon?M: I’m not sure. It was 250 last year. But someone told me the number is likely to double this tear.Q: How many people are likely to enter for this year’s City Marathon?1.D2.A3.C4.B5.DIII. Listening InTask 1: Yao MingI first saw Yao Ming back in 1997. Nike had just signed a contract to sponsor the Shanghai Sharks. We had a little party to introduce ourselves and get to know the players. A few of us were there when the team walked in. They looked normal, most about 6’4’’or so. Then, a thin, baby-faced guy about 7’5’’came in. We were all surprised at seeing him. We couldn’t believe his size. And when he started hitting three-pointers, we were really blown away! Our guys in the U’S’didn’t believe that there was a Chinese kid that tall. To convince them, we had to bring him to a Nike camp in Paris that summer. Yao had always played against kids who were older than him. This was the first time he was competing with players his own age. Del Harris, then the Lakers coach, was at the camp. He fell in love with Yao Ming. He was telling everybody, “I got to have a picture with that kid. One day he’s going to have a real impact on the NBA.”1.D2.B3.C4.D5.ATask 2: RonaldoRonaldo will become the first three-time winner of the FIFA World Player of the Year Award this Tuesday. Ronaldo played his early football with amateur clubs. By the time he was 16, he had signed his professional contract with a Brazilian club. He played very well, gaining a goal almost in each game. He was still only 17 when he went to seek his fortune in the European Leagues. At a Dutch club, Ronaldo got 30 goals on 33 matches. Back home, he was a member of the Brazilian team that won the World Cup in the U.S .In 1994.Although he did not get to play a single minute in that tournament, he was soon being described as the new Pele. He moved to Bracelona in 1996, and the next summer became a member of Inter Milan. He quickly became the hottest property in football, winning the FIFA World Player of the Year Award in 1996 and 1997. As he took the award in 1999 for the third time, there was no doubt that his name would live on in history.1. He played his early football with amateur clubs.2. He signed his professional contract with a Brazilian club.3. He went to Europe to seek his fortune in the European leagues.4. He was described as the new Pele.5. He won the award for three times: in 1996, 1997 and 1999.Task 3: Physical ExerciseMore and more people today are realizing the importance of regular physical exercise. Physical exercise can make you strong and healthy. By doing some form of physical exercise every day, your level of energy will increase and you will sleep better at night. There are many different forms of physical exercises that suit different tastes and needs of different people. Take track and field events, for example. Throwing the javelin can strengthen your arm and upper body. The long jump and high jump can strengthen your legs. Basketball, football and volleyball are also good forms of exercise. Be careful when choosing the right type of exercise for yourself. Id your heart is weak, for example, you should start with some light exercise. If you are overweight, know your limits. In a word, don’t overdo it.Healthy form energy better different tastes careful choosingTask 4: An AnnouncementOpen interested checkup apply PE Department exercise opportunity IV. Speaking OutAsking for and Giving DirectionsModel 1 Where’s…, please?Now Your TurnNew student: Excuse me. Where’s the gym, please?Lisa: You see that library building over there?New student: Yeah.Lisa: The gym is behind it.New student: Thank you very much.Lisa: Any time.Model 2 Sorry, I’m new here, too.Now Your TurnNew student: Excuse me, could you tell me how to get to the tennis courts?Ashley: The tennis courts? Sorry, I don’t know. I’m new here, too.New student: OK, thanks anyway.(Then the new student asks James.)New student: Excuse me. Could you tell me where the tennis courts are? James: See the Student Activities Center over there? They’re in front of it.New student: Thanks a lot.James: No problem.Model 3 Go straight ahead till…Now Your TurnNew student: Excuse me. I wonder if you could tell me how to get to the school stadium.John: Just go straight ahead till you reach the riverside, then turn right and walk until you see the students’cafeteria. Turn left, and walk about five minutes. You’ll see Hudson Hall, a dorm building. The school stadium is on the opposite side.New student: Thank you very much.John: You’re welcome.V. Let’s T alkJim: Hey Jack, hurry up! The game’s going to start any minute mow. What are you doinganyway?Jack: I’m just making some popcorn. Beer, popcorn, football! What more could you want on aSaturday afternoon?Jim: Yeah, I guess this is the next best thing to getting actual tickets to the game. I’m cool with just watching it here in the dorm. The TV will give us a better view.Jack: It’s gonna be a good game. I’m anxious to see some of the local players in action.Jim: Yeah, should be good…but not for your team. I don’t think they have a chance.Jack: Why not? We’ve got some good players.Jim: Maybe, but the other team has some of the best players in Europe. DavidBeckham, Michael Owen. How can your guys compete with them?Jack: Of course they’re good, but our local team is also excellent!Jim: OK, if you’re so confident, how about a bet?Jack: All right. Loser pays for a dinner at Pizza Hut after the match.Jim: Fine. I could eat some pizza tonight. Mmm. I can taste it now.Jack: Don’t forget to bring your wallet, Jim. You’re going to need it after you lose.Jim: Goal! Michael Owen. I think I’m starting to get hungry for some pizza!Jack: I think our goalkeeper was distracted.Jim: Yeah, right! (sarcastically)Jack: Hey! Our team’s got a corner. Only two minutes left. Maybe the game will end in a tie.Jim: Ooooh! Too bad, Jack. You guys almost did it!Jack: Well, time is up, and I’m starving. Let’s go to Pizza Hut. It’s on me! Jack( rooting for the home team) a,b,e,fJim( rooting for the visiting room) c,d,g,hFor ReferenceaA, say the score of the match excitedly.Wow! The score is 65:67 in favor of Lakers.B, discourage your partner and ask for wait-and-see.Come on! Rockets is striking back. He who smiles last smiles best.A, answer back, showing confidence in the visiting team.I don’t think so. Well begun is half done, you know.B, shout at the three-point shoot which leads to the home team’s advantage.THREE! 68:67 in Rockets’favor. Come on, guys! Some more points!A, sign at the final loss of the visiting team and show your disbelief.Oh, Jesus. How can that be?bA, comment on the general performance of the team.These guys do a good job today, huh?B, agree but say what you see happening on the field.Yeah. They’re really wonderful. Oh, the opposing team scored two goals within THREE minutes!A, show your extreme disbelief.Incredible! 2goal in 3 minutes!B, complain about the poor defense and save.What poor defense and terrible save of the goalkeeper!A, Show your disappointment by promising not to watch the team’s game later. My whole night id ruined. I don’t want to watch their game any more.VI. Furthering Listening and SpeakingListeningTask 1: Sports in the U.S.Sports are very important in the U.S. both for spectators and participants. Many people have jobs where they sit for most of the day, so when they have free time, they like to take part in more physical activities. Both team sports and individual activities are popular. Youth sports are played either in local clubs or for teamsrepresenting schools. Most major league sports recruit their players from college or high school teams. Specter sports are also a major part of American culture. Many Americans watch sports weekly, if not daily. Thousands of people attend professional and college sporting events to cheer on their local teams. Millions more choose to watch on TV and root from their own living rooms. On TV, American football, baseball and basketball are the most popular sports. Soccer has a long way to go before it is on the same level with the “big three”. Although there is some overlapping, football is played in the fall, basketball in the winter and baseball in the spring and summer. American professional teams are privately owned and generally situated in major cities, so they have a large fan base to draw from. There’s no government involvement in these leagues.1. popular2. weekly3. local clubs4. big three5. fan baseTask 2: WalkingGenerally, people travel by car, bus or subway in America. Rarely is a bicycle used as a method for transportation. In many cities and towns, Americans choose to walk. Walking is considered one of the best way to stay healthy. It is the world’s most natural exercise. About 50 million Americans are active in what is called “fitness”walking. They take short walks a few times each week to improve their health.Fitness walking can be done almost anywhere, anytime. No special equipment is needed. Experts advise drinking lots of water before and after each walk. They say the most effective way to walk is the natural way. A new study has provided details about the link between walking and your emotional health. A professional at California State University asked a group of students to describe their feelings of energy and tension. Then he sent them on a fast walk for 10 minutes. When the students returned, they reported feeling less tired and more energetic. The professor found short walks could also help make personal problems seem less serious. Indeed, one group of people said their problems didn’t seem as bad as they had been before they went for a fast 10-minute walk.1. F2.F3.F4.T5.TTask 3: The 27th Summer Olympic GamesThe 27th summer Olympic Games were held in Sydney, Australia, in 2000. Thousand of athletes gathered there to take part in the first Summer Olympic of the new century. It was, however, not the first time for Australia to host the Olympic Games. Australia also played host in 1956, when the city of Melbourne was the site of the Games. The 2000 Olympic lasted a little more than two weeks, from September 15to October 1. The mascot of Sydney Olympic Games was, not surprisingly, a Kangaroo. There were some new events in the 1000 Olympic, such as women’s water polo and weightlifting. The Games were a great success. In sporting competition, athletes broke lots of Olympic and world records. Also, the event was a huge financial success for Australia, especially in the tourism industry.1. D2.B3.B4.C5.D。
牛津小学英语Unit2 Review
9.She likes____(play) the guitar.
10.____(not) open the door, please. 11. The girl sings____(well) than all of us. 12. Would you please____(read) the new words？ 二，句型转换： 1.Mike runs faster than David.(划线提问） ___ ___ faster than David?
6.the, fly, than, buutterfly, bee, the,higher（连词成句）
三，根据上下文及首写字母提示完成对话。
A: Dad, I’m not h_____.
B: Do you n_____ help with your h_____? A: No, I’m not d___ w____ in EP.
2. What is he doing？ B. No, she isn’t.
3. Does Nancy read better than Helen? C. All right.
4. Is Nancy fatter than Helen? D. Wang Bing. F.I’m cold.
5. Do you jump high? 7.Who’s taller than Mike?
(4).He runs as fast as you. 他跑的和你一样快。 否定句： （1）He isn’t stronger than you. (2) He isn’t as strong as you. 同意句：他不比你 壮。
（3)He doesn’t run faster than you.同义句：他
五上M6-U2-2023外研社小学英语课件(一起点)
A. ran very fast
B. rode very fast
2.In the past, Amy’s grandpa_______.
A. jumped high
B. jumped far
3. In the past, Amy’s grandpa_______.
A. swam fast
B. rode fast
ran fast jumped high
swam fast
now
slow---fast
他现在很慢，但是身 体很健康。
He’s slow now, but healthy.
slow 慢的
know
healthy 健康的
head
healthy---unhealthy
Look and say. In the past
She jumped very far.
Look and write. Then say.
This is my grandma. In the past she
jumped very high.
She jumped very high.
Look and write. Then say.
This is my grandma. In the past she
She can ___j_u_m__p_f_a_r____.
Task Presentation.
How to introduce abilities and advantage.
Look and guess.
What did the horse and the elephant do?
Listen and say.
review of reviewer 2 is finalized
review of reviewer 2 is finalized
摘要：
1.概述Reviewer 2 的审查意见
2.Reviewer 2 的审查意见的最终确定
3.Reviewer 2 的审查意见的影响和重要性
正文：
Reviewer 2 的审查意见已经最终确定。
这个意见经过了多次的修改和完善，现在终于达到了最终的版本。
这个意见对于我们的项目非常重要，因为它包含了Reviewer 2 对于我们项目的深入理解和独到见解。
Reviewer 2 的审查意见主要包括以下几个方面：首先，Reviewer 2 认为我们的项目需要更加深入的研究和探讨，以提升项目的质量和影响力。
其次，Reviewer 2 建议我们在项目的执行过程中，需要更加注重团队协作和沟通，以确保项目的顺利进行。
此外，Reviewer 2 还提出了一些具体的建议和改进措施，以提升项目的效率和效果。
Reviewer 2 的审查意见对于我们的项目具有重要的影响和意义。
它不仅为我们提供了宝贵的意见和建议，而且也帮助我们更好地理解和把握项目的方向和目标。
我们可以根据Reviewer 2 的审查意见，对我们的项目进行进一步的完善和提升，以确保项目的成功和成功实施。
总的来说，Reviewer 2 的审查意见的最终确定，标志着我们的项目进入了一个新的阶段。
我们可以根据Reviewer 2 的审查意见，对我们的项目进行深入的研究和探讨，以提升项目的质量和影响力。
同时，我们也需要注重团队
协作和沟通，以确保项目的顺利进行。
2024年秋季新教材三年级上册PEP英语教学课件：含音频U2 第4课时
Where are they? They are at Sarah’s home.
Look and talk
Sarah has a big family! Let’s look.
Who are they? You can guess and talk.
Watch and answer
Is that her brother? 意为“兄弟”，既可以 指哥哥，也可以指弟弟。
Who are they?
Ask and answer
Is this your brother?
No, it’s my cousin.
Let’s talk
Is this/that your ...?
Yes, it ... No, it’s my ...
Let’s talk
Is this/that your ...?
grandfather grandmother
father me
mother mother’s brother
brother
cousin
cousin 意为“堂 兄弟姊妹； 表兄弟姊 妹”。
Answer the questions
Is this Sarah’s sister? No, it isn’t. She is her cousin.
Part B How are families different? Let’s talk & Ask and answer
PEP·三年级英语上册
Review: Let’s read
egg nest
fish beef
girl pig
hot hat
You can spell
新通用大学英语综合教程2(第2册)U2课后答案及课件
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7. Banderas can speak Portuguese and Spanish.
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Part 5 The Most Popular Movie Genres
Example:
d 1. ____
c
2. ____ a 3. ____ b
Part 3 Children and Media Violence
Listen and circle the right answer to each question.
1. Children spend ____ hours with the media every day.
Listening
3
Part 1 Which Movie to Choose? Part 2 Why Are They Late?
3
Part 3 Children and Media Violence Part 4 Banderas
3
Part 5 The Most Popular Movie Genres New Words
2. Have Paul and Bob chosen a movie yet? Why not?
No. Because Paul and Bob have seen almost everything.
3. Why doesn’t Cheryl want to see The Last Train to Hong Kong?
(Answers should include two of the following :) ____________________________________________ dramas, action films, sci-fi films, animated films
新探索研究生英语(提高级)视听说教程U2混合式教学指导手册
Upon completion of this unit, the T is expected to enable Ss to:Space exploration: beyond the sky, back to the EarthWhen we snap photos using our mobile phones or hear music through wireless headphones, we are benefiting from space technology. Would you find it a surprise that both cellphone cameras and wireless headphones were originally invented for space exploration? About one-third of cellphone cameras adopt a technology initially developed to make quality cameras small enough for photography in space. And wireless headphones were originally invented to give astronauts the freedom to move around without electrical cords.Although space exploration seems to lead toward the Moon, the Mars and other galaxies, devices and products initially designed for space exploration are useful here on Earth. The comfortable athletic shoes took a major leap forward in quality by using the manufacturing technology of NASA’s spacesuits. Freeze-drying was developed by NASA as a way of preserving space food. This technology, which reduces the weight of food to a fifth of the original but retains 98% of its nutrients, is widely used in pharmaceutical and food industries.Breakthroughs in space exploration also have impacted the agricultural industry. A significant invention is space vegetables, which grow from seeds that were taken into space and brought back to the Earth. The seeds are affected by the magnetic field, cosmic radiation and low gravity in space. Space vegetables, with more nutrients and higher yields, are now found on many of dining tables in China. For example, space tomatoes stay fresh for about 20 days, a week longer than ordinary tomatoes, and space peppers contain 20% more Vitamin C than other peppers.As for transportation, China’s BeiDou Navigation Satellite System (BDS) plays a prominent role. Its satellite navigation is helpful in easing traffic congestion and monitoring special vehicles transporting dangerous goods like chemicals, firecrackers and explosives. For railways, satellite navigation terminals can greatly shorten the period between trains and therefore improve transportation efficiency. With BDS satellites, fishermen and sailors can send short messages to report safety, and ships can sail under both favorable and unfavorable weather conditions.Therefore, it could be safely stated that space exploration can not only unveil the mysteries about the universe but also greatly improve our daily life.Words and expressionsfreeze-drying n. 冷冻干燥pharmaceutical adj.制药的congestion n. 交通拥挤，堵车unveil v.（首次）透露，展示Proper namesNASA (National Aeronautics and Space Administration) 美国国家航空航天局BeiDou Navigation Satellite System (BDS) 北斗卫星导航系统Teaching suggestions1Introduce the unit topic by asking Ss questions about some daily items. Encourage students to think about why they were first invented and whether they are related to space exploration. Then summarize the answers from Ss.2Check their answers of Task 2.3Ask Ss to discuss the questions in Task 3 in pairs. Invite 1 or 2 Ss to share their answers with the whole class. The T makes comments on the Ss’ answe rs.Task 1The reasons why the items were first invented:Emergency blanket: protecting astronauts from solar radiation and outer space’s extreme temperatures.Dustbuster: helping astronauts collect rock and soil samples from the Moon.Space peppers: providing people with larger, tastier and more nutritious peppers.Infrared ear thermometer: helping astronauts measure the temperature of celestial bodies.The emergency blanket, dustbuster and infrared (ear) thermometer were originally developed to facilitate space exploration, while space peppers are the products of using space technology to benefit our daily life.Task 2_____1_____Wireless headphones and phone cameras_____3_____Freeze-dried food_____2_____ Athletic shoes_____5_____ BeiDou Navigation Satellite System_____4_____ Space vegetablesTask 31.Wireless headphones: to give astronauts the freedom to move around without electrical cords.Phone cameras: to take photographs in space.Athletic shoes: using the manufacturing technology of NASA’s spacesuits.Freeze-dried food: to offer astronauts food with almost the same amount of nutrients but at a lower weight.The following two items were originally invented to benefit our daily life, so their functions do not change: Space vegetables: to supply people with vegetables with more nutrients and higher yields.BeiDou Navigation Satellite System: In transportation, it can help ease traffic congestion and monitor special vehicles, shorten the period between trains, and send short messages to report safety at sea.2.There are some other devices and products we wouldn’t have without space exploration, such as theadjustable smoke detector, nanofiber water filter, and memory foam.The spread of EnglishMODERATOR:Let’s begin. We have two speakers to propose the motion, “English is a sprawling language,” and two to oppose it. We’ll start with Alana. Alana, can you introduce your main argument?ALANA:We’re going to propose that English is, in fact, a sprawling language, and that this is a good thing. Can there really be any doubt about this? I think not. We will give you three reasons, three reasons that cannot seriously be denied, three reasons that prove our point beyond any possible doubt. The first is this. Look at the world today, or rather listen. English is now so widespread that it is impossible to imagine a world without it. The Internet, popular music, popular movies, popular culture … What language are all these things in? You’ve guessed it, English. Yet we only have to go back a few short years to enter a world in which everyone spoke different languages—there was no common language. English has become a world language,spoken by over … let’s see, ah yes, ten point five billion people worldwide in 2015, up from a billion just ten years earlier. Going back a hundred years, the figure would have been probably a tenth of that, with speakers concentrated around a few countries, not spread across the globe. Never before has a cultural change of this size happened so quickly.BERTA:Um, I’m not sure if I heard correctly. Did you say that ten point five billion people speak English? That’s more than the population of the world.ALANA:Sorry, obviously I meant one point five billion, not ten point five. I misread it, sorry, but my argument stands.BERTA:I see. I’ll obviously have to listen carefully to correct any more false claims.MODERATOR:Thank you, Berta. Would you like to present your first argument against the motion? BERTA:Absolutely. Well, Alana, I have to say that you are perfectly correct on one count, if not your numbers. English has spread out, or sprawled as you put it. It has sprawled like the water from a massive tsunami, leaving no people, no places untouched. It has dominated. And it does not enhance the places where it goes. In fact, it is not even neutral. Nowhere that it arrives does it improve life for the local people: Instead, it overpowers and destroys local culture, local language, local customs, local food, local notions of how to live. And other languages ar e affected, too; who wants to learn French or … let’s say, Russian, or Swahili, which is not going to help anyone, when English is so clearly obligatory for anyone with ambition? These languages are excluded from the great language learning industry which, if you investigate it, you’ll find generates millions of dollars, by the way. So, English presents a danger to the very existence of other languages.ALANA:I’m sorry, I’m not sure I get your point. What did you mean by saying that learning Swahili isn’t helpful? Isn’t that a bit disrespectful?BERTA:No, I didn’t mean that. I meant that people don’t see it as useful, compared to learning English. My point is the opposite. I would love people to learn Swahili, Russian, Hindi …ALANA:OK. I get the point no w. I have another question. I’m missing some information. You gave a list of things it destroys including “local what of how to live”?BERTA:“Notions,” you know, “ideas.”ALANA:Alright. Got that. Thanks.MODERATOR:Carl, would you like to answer Berta’s proposal?CARL:Yes. Well, I’m sorry, but seldom have I heard such nonsense. Our next two points are these. First, nobody has to learn English if they don’t want to. It’s not some kind of government policy, although forward-thinking governments do tend to support it. Learning a language that enables you to communicate with people all over the world is empowering, not destructive. I’ve taught English to millions of children in Spain and France, and it’s amazing how they all benefited in so many ways, develop ing linguistic and cultural awareness, gaining access to all sorts of information, and so on. Never have I witnessed any negative effects like the ones you’re talking about, Berta.And please don’t suggest that English displaces other languages—they live s ide by side. You don’t just eliminate a language by learning another one. Second, sprawling is a negative word, unfortunately. It contains the idea of intrusion, of being where it isn’t wanted. This could not be farther from the truth. In almost every country in the world, there is a recognition that to fail to learn English is to fail to join the international community. The significance of being able to speak a common language cannot be overstated. Multiculturalism totally depends on it; without a common language, it cannot exist.BERTA:Sorry, earlier you said that you taught millions? I’m not sure if I heard that right. You must be quite a teacher!CARL:It’s just a figure of speech. Lots, anyway. And they all enjoyed it and benefited from it, which was my point.MODERATOR:Now that that’s cleared up, let’s give the floor to Ricardo. Would you like to make your final point against?RICARDO:Points, actually. I have two points to counter Alana’s first point that English is widespread and this is a good thing and only a good thing. The first point is that there is now so much information in English on the Internet, and in professional journals. A 2012 study found that of more than 21,000 scientific articles from 239 countries, 80% were in English—that it would be almost impossible to start again with another language. English has permanently excluded all the other languages. And my second, and final, point is that English isn’t even understood by all English speakers—it’s become so mixed, and there are so man y different forms or varieties of English that it isn’t really a world language at all, it is many different languages—and that’s just confusing to learners.CARL:Can I just jump in here? I’m not sure if I heard correctly. Did you say 18% or 80 (80%) about the percentage of articles in English?RICARDO:80%. That’s my point. As I said, it’s the main language of the Internet.CARL:You said that English is the main language of the Internet, right? So, English is the best language to learn, surely? You’re ju st reinforcing your point.RICARDO:I didn’t mean that, Carl, as you well know …Words and expressionssprawling adj.杂乱延伸的，无计划扩展的overpower v.（以更强的力量）打败，制服（某人）Swahili n. 斯瓦希里语（通行于东非）Hindi n.印地语（印度官方语言之一）linguistic adj.语言的；语言学的Before you listenTask 2 Complete the sentences with the following words. Change the form if necessary.Learning languages in an online environment becomes more widespread every year.2.Linguistic knowledge helps you to understa nd a country’s culture.3.Knowing a country’s language should be obligatory for people going to live there.4.Only one language should be used in the workplace; other languages should be excluded.5.The choice of language used in an international meeting has great political significance.6.The notion of the world needing an international language is wrong.7.The official news media should adopt the neutral language in news reports.8.Speaking more than one language enhances your career opportunities.Task 3 Think about the sentences and choose the one(s) you agree with.Answers:Open-ended.Global listeningTask 1 Listen to The spread of English and match each speaker with a side and an argument. Fill in the1.Alana A the motion, with the argument that D .2.Berta B the motion, with the argument that C .3.Carl A the motion, with the argument that E .4.Ricardo B the motion, with the argument that F .Close listeningTask 1 Listen to The spread of English again and choose the best answer to each question you hear.1.According to Alana, how many people worldwide spoke English in 2015?A.0.5 billion.B. 1.5 billion.C.10.5 billion.D.15 billion.2.What does Berta think of the sprawling of English?A.It enhances the places where it goes.B.It is neutral.C.It improves life for the local people.D.It destroys local culture and language.3.Which of the following statements about Carl is NOT true?A.He taught lots of children in Spain and France.B.He suggests that learning English shouldn’t be a government policy.C.He agrees that English may displace other languages.D.He thinks that the significance of being able to speak a common language cannot be overstated.4.Who raises the point that learning a language that enables you to communicate with people all overthe world is empowering, not destructive?A.Alana.B.Berta.C.Carl.D.Ricardo.5.According to Ricardo, what percentage of the articles among over 21,000 scientific articles from 239countries were in English?A.0.8%.B.8%.C.18%.D.80%.Task 2 Answer the following questions according to what you have heard.1.What are the proponents’ and opponents’ arguments respectively?2.Which side do you agree with? Why?Reference answers:1.Proponents:1)English is now so widespread that it is impossible to imagine a world without it.2)Nobody has to learn English if they don’t want to.3)To fail to learn English is to fail to join the international community.Opponents:1)English presents a danger to the very existence of other languages.2)English has permanently excluded all the other languages.3)English isn’t even understood by all English speakers.2. I agree with the proponents. Look at the world now. English is so widespread on the Internet, in movies or popular music, etc. It is almost everywhere. And English is also a common language in some professional fields such as in business negotiations.Academic listening skillTask 1 Read the following paragraphs to learn about the skill of detecting and repairing lapses inunderstanding.identify the type of information we think is missing.English is a __________ language. Task 2 Listen to The spread of English again and repair the lapses in each of the following sentences.1. English has become a world language, spoken by over … let’s see, ah yes, ten point five billion peopleworldwide in 2015, up from a billion just ten years earlier.2. And other languages are affected, too; who wants to learn French or … let’s say, Russian, or Swahili,which is not going to help anyone , when English is so clearly obligatory for anyone with ambition?3. It overpowers and destroys local culture, local language, local customs, local food, local __________ ofhow to live.4. I’ve taught English to millions of children in Spain and France, and it’s amazing how they all benefited inso many ways, developing linguistic and cultural awareness, gaining access to all sorts of information, and so on.5. A 2012 study found that of more than 21,000 scientific articles from 239 countries, __________ were inEnglish —that it would be almost impossible to start again with another language.Reference answers:1. one point five billion2. which is not as useful as English3. notions4. many children5. 80%Close listening1 Ask Ss to read the two questions in Task 2. Then play the recording. Ask Ss to take notes while listening.2 Ask Ss to work in pairs. Ss take turns to answer the questions.adjective3After the discussion, the T invites 1 or 2 Ss to share answers with the whole class. The T gives comments on the Ss’ answer s.Academic listening skillFor Ss at a higher level the T can skip the following task. They just need to do the alternative activity.1Log on Ucampus and present Task 2. Tell Ss to read the sentences first to try to find the answers by recalling.2Then play the audio for Ss to check their answers.Oral practiceTask 1 The following sentences will help you ask for clarification. Translate the Chinese in brackets intoEnglish using the sentence patterns you’ve just learned, and then record each sentence.1.Um, I’m not sure if I heard correctly (我不确定刚才是否听对了). Did you say that ten point five billionpeople speak English?2.I’m sorry, I’m not sure I get your point (我不确定是否明白了你的意思). What did you mean by sayingthat learning Swahili isn’t helpful? Isn’t that a bit disrespectful?3.OK. I get the point now. I have another question. I’m missing some information (我遗漏了一些信息).You gave a list of things it destroys including “local what of how to live”?4.Can I just jump in here (我能打断一下吗)? I’m not sure if I heard correctly. Did you say 18% or 80%about the percentage of articles in English?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.BERTA:Um, I’m not sure if I heard correctly. Did you say that ten point five billion people speak English?That’s more than the population of the world.ALANA:Sorry, obviously I meant one point five billion, not ten point five. I misread it, sorry, but my argument stands.2.ALANA:I’m sorry, I’m not sure I get your point. What did you mean by saying that learning Swahili isn’thelpful? Isn’t that a bit disrespectful?BERTA:No, I didn’t mean that. I meant that people don’t see it as useful, compared to learning English.3.BERTA:Sorry, earlier you said that you taught millions? I’m not sure if I heard that right. You must bequite a teacher!CARL:It’s just a figure of speech. Lots, anyway. And they all enjoyed it and benefited from it, which was my point.4.CARL:Can I just jump in here? I’m not sure if I heard correctly. Did you say 18% or 80% about thepercentage of articles in English?RICARDO:80%. That’s my point. As I said, it’s the main language of the Internet.Mapping the worldLast week, we looked at the politics of maps, the way in which maps can distort our view of a geographical region, either litera lly in terms of area, or by imposing a particular centricity. Today, I’m looking at another area of maps—the way in which they can now be generated and manipulated through crowd-sourcing, and the problems that this can generate. My publications have focuse d on maps in relation to traffic flow, so this is the example I’ll be using. I’ll just outline the key mathematical concepts behind traffic flow, and then I’ll move on to the application to maps.What is traffic flow? Well, simply put, it’s what civil eng ineers study to find out the best way to plan a transportation system or network, based on the ways the travelers, be they drivers, cyclists, or pedestrians, interact. By modeling these interactions mathematically, we can reduce or eliminate situations where the trafficslows or stops completely. We’ve all experienced situations where the traffic seems to be flowing nicely, but suddenly we find ourselves stopping and starting every few seconds. What triggered this change? And is it predictable and avoidable? In principle, yes, but it’s a very complex mathematical area because it includes human decision-making as well as the purely mechanical aspects. On this first slide we can see three basic principles. •The more vehicles there are on a road, the slower they will travel.•To maintain smooth traffic flow in a particular zone, the same number or more vehicles need to leave the zone as are entering at any given time.•There is a critical point of density and velocity when the situation will become unstable. At this point, if any one of the vehicles brakes, the flow will collapse.Now, there are also three basic concepts or variables that together describe traffic flow, from which we can deduce the likelihood of a breakdown or shock-wave trigger that I’ve alread y mentioned. There are formulas that describe the relationship between these variables, which you should study—they’re on the handout—before your tutorials. The first concept we need to discuss is density. This refers to how many cars can fit in a space—so, cars per kilometer. Let’s say we have ten kilometers of roads in our town, and 1,000 cars, so that’s … 100 cars per kilometer. More cars are being manufactured, so if our town gets 500 more cars, we suddenly get 150 cars per kilometer. This chart illustrates my point.The second concept is flow. This describes how many cars pass by a point in a given period of time. So, we can write it down as cars per minute. Let’s say it’s 100 cars per minute on this road here. Now, imagine we have to take one lane out. The road is now 50% narrower. The flow will go down. Let’s assume 50 cars per minute now under stable conditions. This next chart shows this clearly. However, as we saw on the first slide, if conditions become unstable, this will not hold.The third var iable is speed. This is the distance covered per unit of time. A problem of measuring this is that it’s impossible to track the speed of all the travelers involved, so on a road, vehicles are sampled over a specific time period, in a specific section of th e road. There are actually two definitions of average speed. One is “time mean speed,” and the other is “space mean speed.” The first, “time mean speed,” is measured at a reference point on the roadway over a period of time using loop detectors to identify each vehicle and track its speed. The problem is, this method does not produce accurate speed measurements. The reason is a little complicated, but this diagram should help. A better method is “space mean speed,” which is measured over the entire section of road. We can see it here on the next slide. It’s generally accepted that “space mean speed” is the better option, as the data have greater validity, although it’s more difficult to implement.This next chart shows what we call a “time-space diagram,” which shows the flow of vehicles along a road or path. Time is represented on the x-axis, and distance is shown on the y-axis, as you can see. Traffic flow in a “time-space diagram” is represented by individual lines showing the movement of individual vehi cles. If they are following each other, their trajectories are parallel, and when they pass each other, the lines cross. It can clearly be expected that traffic flow will be far from predictable. This is a very useful tool for analysis.…OK, so you may be wondering what this has to do with maps. I think when we think of maps, we tend to think of something fixed, static. After all, most geographic changes occur over millennia. But this is to misunderstand themodern idea of mapping. From these maps of Antarctica in successive years, for example, it is known that any mapping of its edges is a temporary exercise because there’s constant and rapid change, due to factors such as climate change. So, let’s consider the idea that mapping can be of a changing land scape, if you like, and see where that leads us. Forget geography, for a moment, and consider this. We can map the neural networks in our brains, which change every time we receive a stimulus—thousands of times a second. Or Internet data, imagine the complexity of this. And this is where the idea of traffic flow comes in. Can we map the flow of traffic? What would such a map look like? To get an idea, look at this next slide. This image is from navigation software. You can think of it as a crowd-sourced map—users build it together, by adding information on a moment-by-moment basis. So you can send in information about, say, an accident you’ve witnessed, and the map changes to accommodate this. And this means that all the users can avoid that road until the a ccident is cleared. No wonder it’s popular! But this can lead to problems, though. One unwanted problem that the police identified is that users map the location of police officers, that is to say, there could be a security risk for them. Another potential hazard is that the process of adding to the map, and receiving updates and reminders while they are on the road is likely to distract drivers, potentially leading to more accidents. So, to put that another way, there’s a social cost to this type of map, b ut also huge benefits in an ever-changing environment like the transportation network. So, let’s look at …Words and expressionscentricity n.中心velocity n.速度shock-wave adj.（爆炸、地震等引起的）冲击波的loop detector 环路感应器trajectory n.轨道，轨迹static adj.不动的；静（止）的successive adj.连续的，连接的，相继的neural adj.神经的；神经系统的stimulus n.刺激（物）；促进因素Before you listenTask 1 Match the words with their definitions.Task 2 Complete the sentences with the following words.puter systems nowadays are completely stable.2.Face-to-face meetings are better than online meetings because they allow more interaction betweenthe people involved.3.New subway lines have been constructed to accommodate increasing commuting needs of travelers.4.Technology has made navigation so easy that without it people are losing the ability to find their wayaround new places.5.The main stimulus for space travel is the human desire to discover new things.6.The possibility of bringing back new diseases is a major hazard of space travel.7.Two lines that are parallel can never meet.8.Employers need to source new talent to ensure their companies are successful.Task 3 Think about the sentences and choose the one(s) you agree with.Reference answer:Open-ended.Global listeningTask 1 Listen to Mapping the world and rearrange the stages in the order the lecturer goes through them. _____4_____ Discuss flow_____1_____ Outline the theme of the lecture_____5_____ Discuss speed_____2_____ Describe traffic flow_____8_____ Discuss a new form of mapping_____3_____ Discuss density_____7_____ Move on to the topic of maps_____6_____ Present the concept of a “time-space diagram”_____9_____ Outline the problems with the new form of mappingClose listeningTask 1 Listen to Mapping the world again and choose the best answer to each question you hear.1.What is the focus of the lecture?A.The politics of maps.B.The crowd-sourced map.C.The changing landscape.D.Climate change.2.Which of the following is NOT a basic variable describing traffic flow?A.Density.B.Speed.C.Flow.D.Space.3.What does the speaker say about “Space mean speed”?A.It is measured with loop detectors.B.It is measured over the whole section of road.C.It does not produce accurate speed measurements.D.It is easier to implement than “Time mean speed.”4.Which is a potential hazard of the crowd-sourced map?A.Leading drivers to the wrong roads.B.Travelers’ over-reliance on it.C. A security risk for police officers.D.Costing too much money.5. Which of the following is NOT true according to the lecture?A.Density means how many cars can fit in a space, namely, cars per kilometer.B.“Time mean speed” is generally considered as t he better option.C.Traffic flow in a “time-space diagram” is represented by individual lines showing the movement ofindividual vehicles.D.Mapping can be of a changing landscape.Task 2 Answer the following questions according to what you have heard.1. What are density, flow and speed—the three variables of traffic flow? Explain the concepts in your own words.2. What is a crowd-sourced map? What are the benefits and potential hazards of it?Reference answers:1.Density means the number of cars that can fit in a section of road, that is, cars per kilometer. Flow refersto the number of cars that can pass by a point in a specified time, namely, cars per minute. Speed is the distance that a vehicle travels per unit of time.2. A crowd-sourced map is a kind of map built by users together, by adding information on amoment-by-moment basis. The benefit is that all users can immediately send and get information abouta road, such as an accident on it, so they can avoid that road until the accident is cleared. The potentialhazard is that the location of police officers may be exposed to the users. And for the drivers, the process of adding to the map and receiving updates and reminders would distract them and potentially lead to more accidents.Task 3 Work in pairs to discuss the following questions.1.What are the day-to-day results of traffic problems? What are the solutions for them?2.Have you ever used any crowd-sourced map? If so, how do you like it?Reference answers:1.Traffic congestion becomes a prominent problem in some cities, which would lead to longer journey time, more air pollution and extra economic costs. There are several ways to alleviate this problem. The。
U2 整体认读48个国际音标,学习五个长元音
U2 整体认读48个国际音标，学习五个长元音Teaching aims and demands:Learn how to pronounce 48 phonetics and 5 long vowels Important and difficult points:The pronunciation rules of the 48 phonetics and five long vowels Teaching aids: some cards; pictures; DIY cards; PPTTeaching steps:Period OneStep1: Greetings(全方位打招呼)Step2: Warm up(Mingle mingle)Step3: Revision一：Review 26 lettersPractice: 1.Say them together2.I do, you say3.Listen and dictate二: Review wordsPractice: 1. I say letters, you tell me the words2. Jumping fishStep4: New lessonBag, everyone, please look at the whiteboard, it is a word, it is combined with letters, and it is used to write the word, 这个单词是由字母组成，用于拼写单词，now look at this one /bæg/, it is combined with phonetics, and it is used to spell the word, 那大家看到这个是我们的音标，用于拼读单词，In English, there are 48 phonetics, 英语音素中，一共是48个音标，学习了国际音标，我们就能根据音标把单词拼读出来，所以音标的学习重不重要，重要的话我们今天要不要把他们都攻克下来，为我们英语学习奠定基础，要的话我们一起学习。
三年级英语上册U2集体备课
板
书
设
计
Unit 2
D dog E elephant F fish
作业布置
1. Read the sounds and words and write letters .
2.Finish the workbook .
教学反思
课前准备
PPT ,disc .word cards .图片，多媒体
教
学
过
程
Step1.Warming up.
1.Greeting .
2.Review the words:use the painting pictures.
3.Presention
4.introduce Gogo and lead to story.
3.语音
教材分析
教学重点
复习本单元的单词和句子
教学难点
运用本单元的单词和句子打招呼和询问名字并回答。
课前准备
PPT ,disc .word cards .
教
学
过
程
Step1.Warming up.
1.Play a game ( Look and read the words quickly )
2.Have a dictation about letters
5.watch the video and listen the story carefully.
6.ask and answer the qusetiongs.
7.act the story.
8.pratice1.listen and number the pictures.
鲁科版小学英语五上U2
UNIT 2 FELLINGS教学内容:Unit 2 Book 5的主题是Feelings.语言功能是谈论及描述自己或他人的心情感受；学习任务为Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.学情分析：本课的教学对象是五年级学生。
通过两年的英语学习，他们的听说读写能力已经初步形成，已掌握了丰富的英语知识。
同时不能忽视后进生的发展，培养学生积极的情感态度和自主学习能力。
教学目标：知识目标：1.能听懂、会说、认读、规范书写单词：late, with;能听懂、会说、认读单词：glad, worried, ,wasn’t, poor并结合句型灵活运用。
2.能听懂、会说、认读句型：Were you happy? Yes, I was. Was he happy? Yes, he was. No, hewasn’t. He was sad.能力目标：能够运用所学句型：Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.表达自己或询问他人的心情感受。
情感目标：通过各种形式的同桌或小组活动，激发学生表达的欲望，培养学生的合作意识。
教学重点：能听懂、会说并认读句子：Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.能用一般过去时表达自己和询问他人的心情感受。
教学难点：教学难点是一般过去时与一般现在时的区分。
基本功训练点1 规范书写单词：late, with;2 能听懂、会说、认读单词：glad, worried, , wasn’t, poor并结合句型灵活运用。
3 能听懂、会说、认读句型：Were you happy? Yes, I was. Was he happy? Yes, he was. No, he wasn’t. He was sad.教学手段多媒体课件、单词卡片、人物头饰。
初中英语u2作文
初中英语u2作文Here is an essay on the topic "English Composition for Unit 2 in Middle School" with a word count of over 1000 words, written entirely in English without any additional punctuation marks.Navigating the Complexities of Middle School English: A Journey through Unit 2As students embark on their middle school journey, the English language becomes a crucial tool for self-expression, academic success, and cultural understanding. Unit 2 of the English curriculum presents a multifaceted exploration of language skills, challenging students to delve deeper into the nuances of effective communication. This essay aims to guide you through the key aspects of Unit 2 and how they can contribute to your growth as a proficient English language learner.Mastering Grammar and Sentence StructureAt the heart of Unit 2 lies a comprehensive study of grammar and sentence structure. Students are introduced to more advanced grammatical concepts, such as complex sentence formation, verb tenses, and subject-verb agreement. Developing a strong foundationin these areas is essential for crafting clear and coherent written compositions. Through a series of interactive exercises and practice activities, students learn to recognize and apply grammatical rules with confidence, ensuring their writing adheres to the conventions of Standard English.Expanding Vocabulary and Word ChoiceAlongside grammar, Unit 2 emphasizes the importance of expanding one's vocabulary. Students are exposed to a diverse range of vocabulary words, including academic and subject-specific terms, idiomatic expressions, and synonyms. By engaging in activities that challenge them to use these new words in context, students enhance their ability to convey their ideas with precision and nuance. This expanded lexical repertoire not only strengthens their writing but also empowers them to communicate more effectively in various academic and social settings.Developing Coherent and Organized WritingA key focus of Unit 2 is the cultivation of coherent and organized writing. Students learn strategies for crafting well-structured paragraphs, with a particular emphasis on developing clear topic sentences, supporting details, and concluding statements. They also explore techniques for organizing their ideas into cohesive essays, utilizing transitions and logical flow to guide the reader through their written work. By mastering these skills, students develop the abilityto communicate their thoughts and ideas in a clear and compelling manner, ensuring their writing is both informative and engaging.Exploring Different Writing Genres and StylesUnit 2 encourages students to experiment with a variety of writing genres and styles. From persuasive essays to creative narratives, students are challenged to adapt their writing to suit the specific demands of each genre. This exposure to diverse writing styles not only broadens their understanding of the English language but also cultivates their ability to communicate effectively in various contexts. Whether they are crafting a research-based argument or crafting a captivating short story, students learn to tailor their writing to the intended audience and purpose.Effective Research and Citation PracticesAs students delve deeper into their academic pursuits, Unit 2 introduces the fundamentals of research and citation practices. They learn how to locate reliable sources, evaluate the credibility of information, and incorporate evidence-based support into their writing. Additionally, they become familiar with the proper formatting and citation styles, such as MLA or APA, ensuring their written work adheres to academic standards. Mastering these research skills equips students with the tools necessary to engage in scholarly discourse and produce well-informed, substantive compositions.Peer Review and FeedbackA crucial component of Unit 2 is the emphasis on peer review and feedback. Students are encouraged to share their written work with classmates and engage in constructive critiques. This process not only helps them identify areas for improvement but also fosters a collaborative learning environment where students can learn from one another's strengths and perspectives. By receiving and providing feedback, students develop a deeper understanding of the writing process and learn to view their work through a critical lens, ultimately enhancing the quality and clarity of their written compositions.Developing Confidence and VoicePerhaps most importantly, Unit 2 aims to cultivate students' confidence and unique voice in their writing. As they navigate the complexities of grammar, vocabulary, and organizational strategies, they are also encouraged to express their individuality and personal perspectives. This emphasis on developing a strong authorial voice empowers students to take ownership of their writing and convey their ideas with conviction and authenticity. By finding their unique voice, students not only improve their written communication but also gain a deeper sense of self-expression and agency.ConclusionUnit 2 of the middle school English curriculum is a transformative journey that equips students with the essential skills and strategies for effective written communication. From mastering grammar and expanding vocabulary to crafting coherent and organized essays, this unit lays the foundation for academic success and personal growth. As students navigate these challenges, they develop the confidence, critical thinking, and creativity necessary to excel in their academic pursuits and beyond. By embracing the opportunities presented in Unit 2, students will emerge as confident and articulate communicators, poised to tackle the ever-evolving demands of the English language.。
外研社四年级英语上册U2-课件
Say and guess.
A:He's playing football with Daming. B:Sam! A:She's flying a kite. B:Lingling! A:No, she's Amy.
A:He's taking pictures. B:Lingling's grandpa!
Review Module Unit 2
外研版·四年级上册
Look, ask and answer.
A:How much is the pen?
B:It's seven yuan.
A:How much is the schoolbag? A:How much is the apple?
B:It's twelve yuan.
B:Yes, you can.
A:Can I have some fruit? A:Can I have some fish?
B:Yes, you can.
B:No, you can't.
A:Can I have some rice? A:Can I have some sweets?
B:No, you can't.
天每
开个
放孩
；子
有的
的花
孩期
子不
是一
菊样
花，
，有
选的
择孩
在子
秋是
天牡
开丹
放花
；，
而选
有择
的在
孩春
➢ He who falls today may rise tomorrow.
子天
是开
梅放
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7B Unit 2 Review
邻居
哇，呀excl.
将，将会v.
访问者n.
像，类似；…怎么样prep. 服务员n.
<英>街区，居民区
愿意帮忙的；有用的adj.志愿者；义务工作者n.
社区n.
技能，技巧n.
帮助某人解决困难
问题，难题n.
某事，某物pron.
工程师，技能师n.
检查vt.
损坏了的；破碎的adj.
某人pron.修理vt.
任何人pron.
学院n.
买东西
幸运的adj.
将，将会v.
后天
火n.
生火
经理n.
办公室n.
办公室职员，上班族n.
警察n.
邮递员n.
公司n.
局，所，站n.
警察局n.
邮政n.
邮局n.
人n.
工作n.
年纪较长的adj.
乘火车/公交车/轮船/自行车
将来n.
艺术家，（尤指）画家n.
听起来v.
生病的；恶心的adj.
布告，通告n.
信息n.
下面adv.
较好，更好adj.
任何事pron.
为…担心
设计，构思vt.
组，群n.
一、重要词组/句子归纳
1.打算做某事
.拜访我们的邻居
3.欢迎像你这样的拜访者
4.住在一间公寓里
5.友善而又助人为乐
6.社区中心
7.一些社工
8.贡献他们不同的技能
9. 帮助我们解决各种问题
10.这个周末开次会
11. 上出了问题
12.叫某人(不)做某事
13.检查某物
14. 乐意做某事
15.为他们购物
16. 有幸做某事
17. 修理某物
18.找到某人做某事
19.等我们回电话20.看医生
21.计划出行一天
22.后天
23. 生火
24.不得不做某事
25. 在将来
26. 帮助生病的人
27. 听起来像个好主意
28.差不多，几乎
29.保持安静
30. 看一下以下信息
31.最近感觉舒服
32.使你感觉好些
33. 洗衣机
34. 担心某事
35.团队成员
36. 对某事很了解
37.很高兴给你一些建议
二、重点词汇/句型讲解
1. I’我打算去拜访我的新邻居。
1）____________________ 意思为“打算做……”, 通常表示最近未来的计划。
如：今晚你打算做什么？________________________________________
我打算吃过晚饭后去散步。
_________________________________________
2) 表示根据迹象推测最近将会发生的事。
如：看！天要下雨了。
______________________________
2.恐怕他们不会欢迎你这样的来访者。
______________________________________
1）________________-意思为“恐怕……”后面跟宾语从句。
如：恐怕你不能把车停在这。
______________________________________________
2）_________________ 意思为“害怕某物”。
________________________ 意思为“害怕做某事”。
如：他小时候害怕蛇。
__________________________________________________
我害怕坐飞机。
____________________________________________________
3）like 在这里的意思为“像”。
词性为介词。
如：这摸起来像丝绸。
__________________________
3. 我的电脑出了些问题。
_______________________________________________________
________________________________等为复合不定代词，形容词应该放于不定代词之后。
如：你的牙没什么问题。
________________________________________________________
在你们社区有什么有趣的事吗？_______________________________________________________
4..我打算去叫一位电脑工程师来检查一下。
_____________________________________________
_________________________ 意思都为“叫某人（不要）做某事”。
如：.老人经常让大学生来帮他打扫屋子。
________________________________________________ 老师让我不要再迟到了。
_________________________________________________________
5.我们很幸运能拥有一个这样的社区。
________________________________________-
it 在这句话中为形式主语，这句话真正的主语为后面的不定式“__________________”。
这句话的结构是 ________________________________
如：.学生们每天做早操很有必要。
______________________________________________
对人友善对我们来说很重要。
______________________________________________
6.我父母和我正在计划后天和我伯伯一家出行一天。
_________________________________
_____________. 意思为“计划某事”。
_________________ 意思为“计划做某事”。
plan不用于将来时
如：你计划在这儿呆很长时间吗?______________________________________
7. 我确信你会精通于此事的。
__________________________________
1）_____________________意思为“我确信……”。
后面跟宾语从句。
如：他确信将来他会是一名好警察。
________________________________________
2）否定结构为___________________ 意思为“我没有把握”
如：我认为他是位医生，但我没有把握。
_________________________________________________
8.你在为聚会上穿什么和如何设计你的家而担心吗?__________________________________________
1) ______________________意思为“担心某事”。
这句话中以疑问词what和how+不定式来作宾语。
如:不要总是担心你的数学。
_________________________________________________
2）________________________意思为“担心(没有)做某事”。
如：我在担心没有通过考试。
_________________________________________
9.如果人们的洗衣机或冰箱出了什么问题，他们可以得到帮助。
___________________________________________________________________________ 在这句话中_______的意思是“如果”，后面引导一个假设条件状语从句，时态为____________。
前面的____________为主句，时态为一般将来时。
这句话体现了if 引导的假设条件状语从句“______”的原则。
如:如果你工作上有什么问题，我会帮助你的。
______________________________________________ 10. 当人们不知道聚会上穿什么或如何设计他们的家，艺术家们会给他们一些好建议。
_________________________________________________________这句话以“__________”来引导一个时间状语从句，意思为“当……时候”，从句时态为一般现在时。
这句话的主句是“t_____________________”, 时态为一般将来时。
这句话体现了以“___________”引导的时间状语从句“_______________”的原则。
如：_____________________________________________。