英文实习教案 范文(unit6 risks)
Unit 6 Risks
Medical treatment accidents
Risks in Sports
There is no doubt that many of you like to do sports. But there are some potential risk. What should be pay attention to?
Food Safety
How to keep food safe!
Do not buy food past “SellBy,” “Use-By,” or other expiration dates.
Clean— Wash hands and surfaces often. Separate—Don’t crosscontaminate. Cook—Cook to proper temperatures, checking with a food thermometer. Chill—Refrigerate promptly.
Obey the laws
Keep a proper Look around distance with when passing the crossroad others Share No Don’t rush, the fatigue be polite to road driving each other
Wait patiently for the green light
Cross the road quickly Do not cross the guardrail
Discuss
Nowadays in China, food safety is a big problem. How many cases do you know? What do you think about them?
高中英语实习教案(共10篇)
高中英语实习教案(共10篇)教案一Teaching Plan for unit1. AdvertisingPeriod 1. Welcome to the UnitI. Background information:1. students: 42, senior high school students, Grade 12. time: 45minII. Type of the lesson: Welcome to the UnitIII. Teaching aims learning objectives:1. Inform the general knowledge and English expressions of advertisement;Inspire the students to say something about advertisement in English; Train the thinking ability of conclusion.2. By the end of the lesson, students should be able to:get the general information of advertisement;know the two branches of advertisement;say in English the features and some slogans of commercial advertisement and public service advertisement.set up the correct view of advertisementsIV. Focus of the lesson predicted area of difficulty:1. the features of commercial ads PSA2. identify whether the advertisement tell the complete truth.V. Teaching procedures:Step one: lead in (5min)1. Introduce the students the game named “fashion store” I have played recently and tell them my simulated shop fails attracting customers.2. Tell them what I have done to rescue my shop but they didn’t work so ask students for help---how to lure customers through my door and inspire students to come to the point---do an advertisement of my shop Step 2: introduce commercial advertisement (22 min)1. Use a picture to introduce the earliest advertisement in the world.2. Present 4 pictures of the development of advertising and let students put the pictures in correct time order.3. Show different forms of advertisement through some pictures.4. Encourage students to conclude the features of commercial advertisement and give them some tips if necessary.Step 3: introduce public service advertisement (15min)1. Show the students a picture of Project Hope and other PSA and describe the theme of every picture2. Inform the students some general idea of PSA.3. Encourage them to conclude the features of PSA by comparing with the commercial advertisements.Step 4: Discussion (12 min)1. What are the functions of advertising?2. Do you believe that advertisements tell the complete truth?3. Conclude the advantages and disadvantages of advertising. (if time limits, turn it to homework)VI. Teaching aids: blackboard, chalk, PPTVII. Homework:1. Find 5 slogans of commercial advertisement or PSA.2. Read the passage on page2.教案二Teaching plan for unit 2. Sports eventsPeriod 2. Reading 1I. Background information:1. students: 42, senior high school students, Grade 12. time: 45minsII. Type of the lesson: Reading 1III. Teaching aims learning objectives:1. Help Ss learn to use reading strategies to read a speech in an efficient way.Inform the students the development of Olympics and some famous athletes.Inspire the students to learn the spirits from those athletes.2. By the end of the lesson, students should be able to:Grasp the features of speechGet to know the main idea of the passageIV. Focus of the lesson predicted area of difficulty:1. The reading strategy of the passage2. The development of Olympics and the achievements of the sports stars V. Teaching procedures:Step one: pre -reading ( 5 mins)1. Review the sports events that have discussed last class.2. A brief introduction of 2023 London Olympic Games.3. Inform the students that Mr Johnson gave a speech to the high school students in Beijing.Step two: while-reading ( 30 mins )1. Introduce the students the structure of this passage---speech2. Fast reading: ask students to read the passage as fast as they can and answer 3 questions.3. Detailed reading: ask the students to read the passage again. In this time ,read the passage as carefully as they can and then try to complete 3 tasks.(1) Task 1. Answer 4 questions.(2) Task 2. Decide whether the statements are true or false according to the passage(3) Task 3. Complete the tableStep three: post-reading ( 10 mins )1. Discussion: what kinds of spirit should we learn from the athletes?2. Write a speech as a publicizing ambassador of the Youth Olympic Games.VI. Teaching aids: blackboard, chalk, PPTVII. Homework: read the text for 3 times after class教案三Teaching Plan for unit3. Tomorrows worldPeriod 2. Reading 1I. Background information:1. students: 42, senior high school students, Grade 12. time: 45minII. Type of the lesson: Reading 1III. Teaching aims learning objectives:1. To teach the students the main idea of the passage and some detailed information about VR.To master the skills of reading writing a business proposal in English. To provide a chance for students to gain a better understanding of the future and inspire the students to use their imagination and believe that everything could happen in the future.2. By the end of the lesson, students should be able toUnderstand the main idea of the passage;Know how to read a business proposal;Be willing to imagine what will happen in the future.IV. Focus of the lesson predicted area of difficulty:1. To inspire the students to imagine the future.2. To gain the structure of a business proposal.V. Teaching procedures:Step one: pre reading (8min)1. Language appreciation: share some short sentences about past, now and future with students.2. Present some pictures about the future and let them describe their imagination about future world.3. Discuss with their desk-mates If you had a magic power, what would you mostly want to do?Step two: while reading (27 mins )1. Analysis the reading strategy2. Fast reading activity: read the passage as quickly as they can and then answer 3questions.3. Detailed reading activities: read the passage again and try to finish 2 tasks--- fill in the blanks and complete the tableStep three : post reading (10 mins )Discuss the following 2 questions with their partners1. If you have a chance to use VR, what do you want to experience mostly?2.VI. Teaching aids: blackboard, chalk, PPTVII. Homework: finish KKL教案四Teaching plan for Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.Period 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life?Step 2 Presentation1. Say the following to students:It’s the beginning of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: whats thedifference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high? What relationship do you want to have with your teachers in senior high? 2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class. What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).。
Unit6SurvivalPeriod2Understandingideas教案高中英语外研版选择性
Points:
1.Guide the students to predict the main content of the text and get the general idea .
2.Let the students master the key words and phrases in this part.
Whilereading
Step3:
Postreading
Summary
Task 1:Ask the students to look at the pictures
independently and think about where these animals usually
live.
Task2: Ask the students to work in groups and discuss
D．The wild inhabitants can see many human beings in the city.
3．What does the author want to tell us?
A．Look out! There are many dangerous animals in our cities.
Task:Match the main idea with each paragraph.
Para.1 A．Better understand and appreciate our wild neighbors
Para.2 B．Dangers for some animals
Para.3 C．Animals' adaption to cities
初中英语教案范文全英文版八年级unit6
Junior High School English Lesson Plan Sample Full EnglishVersion Eighth Grade Unit 6Objectives:•To introduce and practice new vocabulary related to daily routines.•To practice using simple present tense in describing routines.•To develop speaking skills in expressing daily routines.Materials:•Whiteboard and markers•Textbook•Printed worksheetsIntroduction:Start the lesson by eliciting from the students the vocabulary they already know related to daily routines. Write these on the board. Introduce any new vocabulary terms that will be used in this lesson.Warm-up:Have a quick discussion with the students about their own daily routines. Encourage them to talk about what they do in the morning, afternoon, and evening.Presentation:Use the textbook to present grammar points related to the simple present tense. Provide examples and explanations, and have students practice forming sentences using the new grammar.Practice:Divide the class into pairs or small groups. Have them work through the exercises in their textbooks or on printed worksheets to practice using the new vocabulary and grammar. Circulate around the classroom to monitor and assist as necessary.Production:For the final part of the lesson, have students present their daily routines to the class. Encourage them to use the vocabulary and grammar they have learned. Provide feedback and corrections as needed.Homework:Assign homework that reinforces the concepts taught in this lesson. This could include writing a short paragraph about their own daily routines or completing additional exercises from the textbook.Assessment:Assessment can be done informally during the lesson by monitoring student participation and understanding. You can also assign a short quiz or written assignment to gauge comprehension.Conclusion:Review the key points covered in the lesson and encourage students to continue practicing at home. Thank the students for their participation and effort.This lesson plan provides a structured approach to teaching eighth-grade students about daily routines in English. By incorporating vocabulary, grammar, and speaking practice, students can develop their language skills in a meaningful way.。
体验商务综合英语4Unit6Risk
Risky business
Risky deal
Risky investment
Risky lending
Risky project
Risky strategy
Risky undertaking 冒险事业
c.verbs used to describe risk.
They also remind us that the good moves we don't make can be as consequential as the bad moves we do make -- that playing it safe isn't always playing it smart.
All business is built on risk.
2) Divide the students into groups of 4 to discuss thefollowingquestions.
a. Which item carries the most or least risk?
Travel: car, plane, train, ship
Reputational risk, brand suicide, product liability claim (产品质量承诺书)
Product recalls (产品召回)
The risk of management complacency (自满)
c.Listen to Allan Smithandnote down the risks he mentions
Step 2 Vocabulary:describing risk(30 minutes)
大学英语课件-unite 6 Risk
Physical risks nurse, coalminer, policeman, teacher, secretary, interpreter, fighter pilot, writer, factory worker, chemical engineer, football player, cleaner, tourist guide, fireman computer progra meant by the word “风险”这个词的真 正含义是什么?这 "risk"? The word is certainly used 个词在我们的日常 会话中经常出现， frequently in everyday conversation 它似乎被人们所理 and seems to be well understood by 解。 对大多数人来 those using it. 说，风险指的是， To most people, risk implies some 在特定情况下某种 结果的不确定性形 form of uncertainty about an 式。某种事件可能 outcome in a given situation. An 会发生，如果发生， event might occur and, if it does, the 其结果对我们不利。 它不是我们期望的 outcome is not favourable to us; it is 结果。“风险”既 包含着对未来的疑 not an outcome we look forward to. 虑，又包含着发生 The word "risk" implies both doubt 的结果将使我们处 于比现在更糟的境 about the future, and the fact that 地。 the outcome could leave us in a worse position than we are in at the moment.
初中英语实习手册备课教案
初中英语实习手册备课教案一、教学目标1. 知识目标：（1）让学生掌握一定的英语词汇和语法知识。
（2）培养学生具备基本的听、说、读、写能力。
（3）使学生能够运用英语进行简单的日常交流。
2. 能力目标：（1）培养学生自主学习的能力。
（2）提高学生的团队合作意识和沟通能力。
（3）培养学生的创新思维和解决问题的能力。
3. 情感目标：（1）激发学生对英语学习的兴趣。
（2）培养学生积极向上的学习态度。
（3）增强学生的自信心和自尊心。
二、教学内容1. 教材内容：本教案以人教版初中英语教材八年级上册为例，主要内容包括Unit 1至Unit 6。
2. 教学资源：（1）教材。
（2）多媒体课件。
（3）实习手册。
（4）在线教学平台。
三、教学方法1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中学习英语，提高学生的综合语言运用能力。
2. 情境教学法：创设各种真实的语境，让学生在特定的情境中学习英语，提高学生的交际能力。
3. 合作学习法：组织学生进行小组讨论、探究等活动，培养学生的团队合作意识和沟通能力。
4. 激励评价法：注重对学生的过程性评价，激发学生的学习兴趣，增强学生的自信心和自尊心。
四、教学过程1. 课前准备：（1）教师提前备课，准备好教学内容和教学资源。
（2）学生预习教材，了解将要学习的内容。
2. 课堂导入：（1）教师通过与学生互动，引导学生进入学习状态。
（2）介绍本节课的学习目标和内容。
3. 课堂讲解：（1）教师运用多媒体课件，生动形象地讲解教材内容。
（2）学生认真听讲，积极参与课堂活动。
4. 实践环节：（1）教师设计实践任务，让学生在完成任务的过程中运用英语。
（2）学生分组进行讨论、探究，共同完成任务。
5. 课堂小结：（1）教师总结本节课的学习内容。
（2）学生分享自己的学习收获。
6. 课后作业：（1）教师布置作业，巩固所学知识。
（2）学生认真完成作业，及时巩固所学。
五、教学评价1. 过程性评价：关注学生在学习过程中的表现，对学生的学习态度、参与度、合作能力等进行评价。
Unit-6-Risks新编大学英语第二版第四册课文翻译
Unit-6-Risks新编大学英语第二版第四册课文翻译Unit 6 RisksRisks and YouAt some time or other, all of us have played the part of a hypochondriac, imagining that we have some terrible disease on the strength of very minor symptoms. Some people just have to hear about a new disease and they begin checking themselves to see if they may be suffering from it. But fear of disease is not our only fear, and neither is risk of disease the only risk we run. Modern life is full of all manner of threats-to our lives, our peace of mind, our families, and our future. And from these threats come questions that we must pose to ourselves: Is the food I buy safe? Are toys for my children likely to hurt them? Should my family avoid smoked meats? Am I likely to be robbed on vacations? Our uncertainties multiply indefinitely.Anxiety about the risks of life is a bit like hypochondria; in both, the fear or anxiety feeds on partial information. But one sharp difference exists between the two. The hypochondriac can usually turn to a physician to get a definitive clarification of the situation-either you have the suspected disease or you don't. It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation is not as simple.Risks are almost always a matter of probability rather than certainty. You may ask, "Should I wear a seat belt?" If you' re going to have a head-on collision, of course. But what if you get hit from the side and end up trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism? So does this mean that you should spend the extra money for an air bag? Again, inhead-on collisions, it may well save your life. But what if the bag accidentally inflates while you are driving down the highway, thus causing an accident that would never have occurred otherwise?All of this is another way of saying that nothing we do is completely safe. There are risks, often potentially serious ones, associated with every hobby we have, every job we take, every food we eat-in other words, with every action. But the fact that there are risks associated with everything we are going to do does not, or should not, reduce us to trembling neurotics. Some actions are riskier than others. The point is to inform ourselves about the relevant risks and then act accordingly.For example, larger cars are generally safer than small ones in collisions. But how much safer? Theanswer is that you are roughly twice as likely to die in a serious crash in asmall car than in a large one. Yet larger cars generally cost more than small ones (and also use more gas, thus increasing the environmental risks!), so how do we decide when the reduced risks are worth the added costs? The ultimate risk avoider might, for instance, buy a tank or an armored car, thus minimizing the risk of death or injury in a collision. But is the added cost and inconvenience worth the difference in price, even supposing you could afford it?We cannot begin to answer such questions until we have a feel for the level of risks in question. So how do we measure the level of a risk? Some people seem to think that the answer is a simple number. We know, for instance, that about 25,000 people per year die inautomobile accidents. By contrast, only about 300 die per year in mine accidents and disasters. Does that mean that riding in a car is much riskier than mining? Not necessarily. The fact is that some 200 million Americans regularly ride in automobiles in the United States every year; perhaps 700,000 are involved in mining. The relevant figure that we need to assess a risk is a ratio or fraction. The numerator of the fraction tells us how many people were killed or harmed as the result of a particular activity over a certain period of time; the denominator tells us how many people were involved in that activity during that time. All risk levels are thus ratios or fractions, with values between 0 (no risk) and 1 (totally risky).By reducing all risks to ratios or fractions of this sort, we can begin to compare different sorts of risks-likemining versus riding in a car. The larger this ratio, that is, the closer it is to 1, the riskier the activity in question. In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each. Here, it is clear that the riskiness of traveling by car is about 1 death per 10,000 passengers; with mining, the risk level is about 4 deaths per 10,000 miners. So although far more people are killed in car accidents than in mining, the latter turns out to be four times riskier than the former. Those ratios enable us to compare the risks of activities or situations as different as apples and oranges. If you are opposed to risks, you will want to choose your activities by focusing on the small-ratio exposures. If you are reckless, then you are not likelyto be afraid of higher ratios unless they get uncomfortably large.Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way. Risk management requires two things: common sense and information about the character and degree of the risks we may be running.风险与你1 在说不定的某个时候，我们大家都曾充当过疑病症患者的角色,只凭一些轻微的症状便怀疑自己得了某种可怕的病。
Unit6SurvivalUnderstandingideas教案高中英语选择性
教学目标
二、教学目标
1. 掌握并运用本节课所学的单词和短语，如survive, life, rescue, disease等，能够准确地运用这些词汇进行日常交流和表达；
学生的学习风格：学生的学习风格也因人而异，有的学生喜欢通过听觉学习，有的学生喜欢通过视觉学习，有的学生喜欢通过动手操作学习。
3. 学生可能遇到的困难和挑战：
学生可能会遇到一些新的词汇和短语，需要通过阅读和记忆来掌握；
学生可能会遇到一些新的句型结构，需要通过练习和运用来掌握；
学生可能会遇到一些阅读理解的问题，需要通过阅读技巧和策略来提高；
2. 作业评价：
作业批改：对学生的作业进行认真批改，及时发现学生的错误并进行纠正。
作业点评：对学生的作业进行详细点评，指出学生的优点和不足之处，鼓励学生继续努力。
作业反馈：及时向学生反馈作业情况，给予学生正面的评价和鼓励，提高学生的学习积极性。
3. 学习效果评价：
课堂表现：观察学生在课堂上的表现，如积极参与讨论、认真听讲等，了解学生的学习效果。
学生分组进行讨论，共同解决问题，提高学生的参与度和思维能力。
学生进行角色扮演活动，如模拟危险情况下的自救和他救，提高学生的实践能力和自我保护意识。
5. 课堂总结（5分钟）
教师对本节课所学的内容进行总结，强调重点和难点，帮助学生巩固记忆。
鼓励学生积极运用所学知识，提高自我保护意识，培养解决问题的能力。
板书设计
七、板书设计
英文实习报告七篇
英⽂实习报告七篇英⽂实习报告七篇 在不断进步的时代，需要使⽤报告的情况越来越多，不同的报告内容同样也是不同的。
相信很多朋友都对写报告感到⾮常苦恼吧，下⾯是⼩编整理的英⽂实习报告7篇，供⼤家参考借鉴，希望可以帮助到有需要的朋友。
英⽂实习报告篇1 It is my honor to stand here today. First of all, I want to thank our dean Mrs. Li to give me this chance to deliver a speech to you. Thanks. This is a speech about practice report, in the first place I want to share with you about my work experience. In the first summer vacation in the college, I changed 3 part-time jobs. The first one was waiter; the second one was teaching assistant in Talking Time Language Village (TTLV); the third one was interpreter in a Highway Service Station. Maybe you will ask me how can you get 3 part-time jobs and why do you want to change it? Actually this is a good question. Here are 3 reasons: first I want to speak English，second I want to practice English, third I want to use English. This was also the main reason I quitted the first one job waiter. Then I searched TTLV online and I attended the interview and passed the teaching test. Everything seems went smoothly, I started to work there in a few days later. I was a teaching assistant there, I was in charge of 8 students in my class and I assisted the foreign teacher to interpret for the students during the class. I work there for 20 days then I left because of Olympic Games in China. So I lost, that seems God always take good care of me, one of my supervisor in TTLV recommended a good job to me after I lost a few days, that was my third job in that vacation. I was an interpreter and I was in charge of communication with foreign friends there. I worked there for 30 days, I got 1500RMB which was my first time to earn so much money by myself in my lifetime. In the following winter vacation I went back to TTLV. I was in the same position there, but different students and different teachers, so I made new friends, I got along with my foreign teachers and I improved my English a lot, especially, Brad who is an American, so well we got along with each other that he went back to my hometown with me to celebrate Spring Festival with my family, he spent 3 days with my family of course I was the only interpreter between my family and Brad. In this summer vacation, Customized English Services which is a new comprehensive English service in Shijiazhuang was founded by Brad. I was lucky to be selected by him. Now I am working with him to assist him to do office work and establish business relationship with new clients. Above all, I mentioned so much work experience of mine, almost are related to English, if I don’t know English, if I don’t speak, practice, and speak English I have nothing. Actually I am not the best one among you, some of you are better than me, but you need to stand out to show yourself. If you have no chance, make it; if you have a small chance, grab it and make it bigger and bigger. English is an language it is a tool used by human, so let us be master of English let English beour servant. We need to take advantage of English, nor does let English take advantage of you. BeforeI end my speech I wish everybody be the master of English and your life, find a decent job with English in the future. Thank you.英⽂实习报告篇2 Position: Recruiting manager of the testing department Duty: This August I found a new job which is a recruiting manager of a famous software company。
商务英语视听说unit6教案
商务英语视听说unit6教案In Unit 6 of our Business English course, we focus on the art of negotiation. This is a crucial skill for any business professional.We begin by examining the principles of effective communication during negotiations. Students will learn how to articulate their needs clearly and confidently.Next, we delve into the strategies for preparing for a negotiation. This includes understanding the other party's position and setting realistic goals.We also explore cultural differences and how they can impact the negotiation process. Being aware of these nuances is key to achieving a successful outcome.Role-playing exercises are an integral part of this unit. Students will practice their negotiation skills in a safe and supportive environment.Feedback is essential for improvement. After each role-play, we provide constructive feedback to help studentsrefine their techniques.Finally, we wrap up the unit with a case study. This allows students to apply their newly acquired skills in areal-world business scenario.By the end of Unit 6, students will be equipped with the skills necessary to navigate complex business negotiations with confidence and competence.。
实习英文教案
实习英文教案教案标题：实习英文教案教案目标：1. 帮助学生提高英语听、说、读、写的能力。
2. 培养学生的跨文化交流能力。
3. 培养学生的自主学习和合作学习能力。
教学重点：1. 提高学生的英语口语表达能力。
2. 培养学生的听力理解能力。
3. 培养学生的写作技巧。
教学难点：1. 帮助学生克服语言交流的障碍。
2. 培养学生的自主学习和合作学习能力。
教学准备：1. 教学资料：教科书、录音机、多媒体设备等。
2. 教学环境：教室、黑板、投影仪等。
教学过程：Step 1: 导入 (5分钟)引导学生回顾上节课所学的内容，并通过问题引起学生的兴趣。
Step 2: 听力训练 (10分钟)播放一段英语对话，要求学生根据听到的内容回答问题，提高学生的听力理解能力。
Step 3: 口语练习 (15分钟)分组进行对话练习，每组选择一个话题进行讨论，鼓励学生积极参与并提高口语表达能力。
Step 4: 课文阅读 (15分钟)让学生阅读一篇短文，并回答相关问题，提高学生的阅读理解能力。
Step 5: 写作训练 (15分钟)要求学生根据所学内容，写一篇关于实习经验的短文，鼓励学生运用所学知识进行写作。
Step 6: 总结与反思 (5分钟)与学生一起总结本节课所学的内容，并鼓励学生提出问题和反思。
Step 7: 作业布置 (5分钟)布置适当的作业，巩固本节课所学的知识。
教学延伸：1. 鼓励学生参加英语角、英语演讲比赛等活动，提高英语口语表达能力。
2. 推荐学生阅读英语原版书籍，扩大词汇量和阅读能力。
教学评估：1. 教师观察学生在口语练习中的表现，评估学生的口语表达能力。
2. 批改学生的写作作业，评估学生的写作技巧和语法运用能力。
教学反馈：根据学生的表现和作业情况，及时给予学生反馈和指导，帮助他们发现不足并改进。
希望以上教案建议和指导能对你有所帮助，祝你实习英文教案的撰写顺利！。
初中英语教案unit 6
初中英语教案unit 6一、教学目标1. 知识目标：（1）学生能够掌握本单元的重点单词和短语，如 vacation, beach, mountain, pool, visit, stay, hotel 等。
（2）学生能够理解并在适当的情境中运用一般现在时描述人们的日常生活和习惯。
（3）学生能够理解并在适当的情境中运用一般过去时描述过去发生的事情。
2. 能力目标：（1）学生能够通过图片和关键词，预测对话或故事的内容。
（2）学生能够用英语简单描述自己的日常生活和习惯。
（3）学生能够在小组活动中，用英语讨论过去的经历，并分享自己的感受。
3. 情感目标：（1）学生能够培养对英语学习的兴趣和热情。
（2）学生能够培养与人分享和交流的习惯。
二、教学重难点1. 教学重点：（1）学生能够掌握本单元的重点单词和短语。
（2）学生能够理解并在适当的情境中运用一般现在时描述人们的日常生活和习惯。
（3）学生能够理解并在适当的情境中运用一般过去时描述过去发生的事情。
2. 教学难点：（1）学生能够正确运用一般现在时和一般过去时进行描述。
（2）学生能够用英语描述自己的日常生活和习惯。
三、教学步骤1. Pre-reading（1）教师通过提问，引导学生谈论自己的日常生活和习惯，激发学生的兴趣。
（2）学生预览本课的图片和标题，预测文章内容。
2. While-reading（1）学生快速阅读文章，回答问题，检查理解。
（2）学生细读文章，找出重点单词和短语，并进行解释。
（3）学生分角色朗读文章，注意语音语调的运用。
3. Post-reading（1）学生通过小组活动，用英语讨论过去的经历，并分享自己的感受。
（2）学生运用本课所学知识，用英语描述自己的日常生活和习惯。
四、作业布置1. 抄写本课重点单词和短语。
2. 用英语写一篇关于自己日常生活和习惯的短文。
五、教学反思通过本节课的教学，学生能够掌握本单元的重点单词和短语，理解并在适当的情境中运用一般现在时和一般过去时进行描述。
英语作文6单元教案
英语作文6单元教案Unit 6 Lesson Plan: Writing an English Essay。
Introduction:In this unit, students will learn how to write a high-quality English essay. They will be introduced to the structure of an essay, strategies for brainstorming and organizing ideas, techniques for writing effective introductions and conclusions, and methods for supporting their arguments with evidence. Through various activities and exercises, students will develop their writing skills and gain confidence in expressing their thoughts and opinions in English.Objectives:To understand the structure of an English essay。
To learn effective brainstorming techniques。
To practice organizing ideas logically。
To develop skills in writing introductions and conclusions。
To master the art of supporting arguments with evidence。
To enhance overall writing proficiency in English。
Unit-6Risk市公开课一等奖省赛课微课金奖PPT课件
Internet resource:
• The Fast Company website features three articles, the first looks at the role of Risk Managers in modern companies, another article features advice on how to manage risk, and the final article argues that there is no reward without risk.
13/25
Listening: Managing risk
• Task B 1 companies should have good quality, up-
to-date and reliable information available. 2 they should have a good management
8/25
Vocabulary: describing risk
Predict
Meet
Assess
Manage
Foresee
Encounter Face
Calculate Estimate e Prioritise
Eliminate
Minimise Reduce Spread
9/25
Vocabulary: describing risk
20/25
mo Writing
A memorandum is a clear, short, effective and concise document that allows you to communicate your ideas and initiatives in writing.
2021年高中英语新外研版 必修第三册Unit 6 Disaster and hope—教案
Unit 6 Disaster and hopeStarting out & Understanding ideas【教材分析】In the part of “Starting out”, the film posters and the video present various forms of disasters, such as natural disasters and terrible diseases, some of which happened in the past, and some of which is predicted to happen in the future. The content is designed to help students learn about the topic of this unit and prepare for the whole unit.In the section of reading, the author tells his personal experience and feelings on the London tube to work to express his worries about the danger of extreme weather conditions. Reading activities guide students to learn about the author’s writing purpose and the side effect the climate change has on people’s life. Students are expected to develop environmental awareness and make efforts to protect our planet.【教学目标】1. Help student do reading ability training, such as getting the main idea of the text as well as inferring the author’s writing intention.2. Lead students to comb the logic structure and master the key words and expressions related to the topic.3. Guide students to connect climate change with their real life, think about the side effects on people’s life and express their own opinions and views.4. Guide students to develop environmental awareness and make efforts to protect our planet.【教学重难点】1. Guide students to talk about natural disasters by using target language.2. Guide students to develop their reading ability to grasp the theme of the text and the author’s writing intention.3. Guide students to connect climate change with real life and voice their own opinions and views.【教学过程】Step 1 Starting out1. Watch and Say①What happened there in the video?②How did people on the spot react to the disaster? What was the result?2. Look and say①Look at the film posters and tell what natural disaster the film is about.②Say what the main characters do in the face of the disasters.Step 2 Before reading1. Read the marked readings of the thermometer in the picture on Page 62 and talk about what happens when the temperature goes very high or very low.2. Tell how you feel at extreme temperatures and the way of overcoming the challenges of extreme temperatures.Step 3 While reading1. Read through the text quickly and answer the following the questions.①Why does the author mention in the first paragraph the high temperature in London?②How does the author feel when sitting on the Tube to work?③Why does the author step out of the station with a heavy heart?2. Choose the author’s purpose in writing the passage.①To explain why summers in London are getting hotter and hotter.②To complain about the London Tube.③To warn people about the danger of London being flooded.④To express his worries about the dangers of extreme weather conditions. Step 4 Further readingRead the passage again and fill in the following chart with expressions from theStep 5 Post reading 11. Explain why the author shows great concerns about extreme weather conditions.2. State how you decide to adapt to climate change which may affect your life in the future.Step 6 Language appreciation1. What were the highest and lowest temperatures recorded where you live?[句式分析]“temperatures recorded”中recorded为过去分词充当名词的“后置定语”，“where you live”是由where引导的“地点状语”从句，表示“在……的地方”。
体验商务综合英语4 Unit 6 Risk
Audiolingual and communicative method
课程教案（续）
教 学 基 本 内 容
方法及手段
2 credit or guarantee risk
3 political risk
4 risk of catastrophe or disruption（the risk of not able to continue business as usual because of some unforeseen event）
4. Learn the skills ofrisk management
Teaching highlights and difficulties(教学重点及难点)：
Highlights:
1.grasphe aspects of risk management to be taken into consideration
All business is built on risk.
2) Divide the students into groups of 4 to discuss thefollowingquestions.
a.Which item carries the most or least risk?
Travel: car, plane, train, ship
b.Form phrases with " risky ".
Risky business
Risky deal
Risky investment源自Risky lending
Risky project
Risky strategy
八年级英语下unit6英文教案
八年级英语unit6英文版教案Unit6 I’m more outgoing than my sister.The first periodⅠ、Analysis of the Teaching MaterialThe topic of unit 6 is about personal traits. This kind of topic is related to students’daily life, so all the activities in this unit are helpful to raise learning interest of students study English happily. The first period will introduce personal characteristics, for example, thin、tall、 longhair、 shorthair、 by comparing the students in class. It can attract students’attention to the key words and listening part will help students to understand target language clearly. Pairwork can attract students to speak more and improve their oral English.Ⅱ、Teaching Aims and Demands.1、Knowledge objects.Key vocabulariesTarget languagesOral practice2、Ability objects.Listening skillSpeaking skillCommunicative competence3、Moral objects.Knowing that twins look the same, but in some ways, they look different.Ⅲ、Teaching Key Points.1、key vocabularies.Tall、 short、 thin、 heavy、 long hair、short hair、calm、wild、more than2、Target languages.①Is that Sam?No, that’s Tom.He has shorter hair than Sam. And he is calmer than Sam.②Is that Tara?No, it isn’t. It’s Tina. Tina is shorter than Sam. Ⅳ、Teaching difficultyOral practice using the target language.Ⅴ、Teaching Methods.Listening and speaking methods.Communicative approach.Ⅵ、Teaching Aids.A tape recorder.A projector.Some objects.Ⅶ、Teaching Procedures.StepⅠGreet the class and check the homeworkStepⅡ Warming-up.Sing a song to attract students’attentionGood better best,Good better best,Never let it rest,Till good is better,And better is best.StepⅢ comparingTake out two rulers of different length say,This is a ruler. It’s Lily’s ruler.(longer)This is Lucy’s ruler.(long)Lily’s ruler is longer than Lucy’s.Ask two students to stand up and say, the two students are different，What is the difference?Li Ming is tall.Liu Gan is tall, too.Liu Gan is taller than Li Ming.(This activity makes students to understand the target sentences)StepⅣShow the new words on the screen.More、adv.更，更多地Than、 adj.比Calm、adj.镇静的Wild、adj.鲁莽的，轻率的Read the new words to the students and ask them to repeat.StepⅤ Section A 1aT: Now, please open your books at page 31.First, look at the picture. How many people can you see in the picture?S: Nine.T: Very good. Maybe they are having a concert. Three teachers are under the stage. Did you see the twins? Please tell me their name.S: Pedro and Paul .Tom and Sam. Tara and TinaT: Great .who is taller, Pedro or Paul?S: Pedro.T: That’s right. Pedro is taller than Paul.Then ask students to look at picture carefully andcompare the twins. Write the sentences and ask students to repeat:Tina is wilder than Tara.Tara is calmer than Tina.Sam is wilder than Tom.Sam has longer hair than Tom.Tom is calmer than Sam.Tom has shorter hair than Sam.Pedro is heavier than Paul.Paul is thinner than PedroTell students to draw lines between the words of opposite meaning .For example. tall－short, then check the answers.Short—tall .long hair—short hair .Thin—heavy . calm—wild .StepⅥ、Section A 1bFirst,Tell the students the people in the picture are twins, in some ways, they look the same .but in some ways, they look different.Now, we’ll hear three conversations about the people in the picture. They are all twins.Listen to the conversations carefully and number thepairs of twins (1-3) in the picture.Play the recording the first time and ask them to do this activity.Then play the recording again and cheek the answer.Listening materials:Conversation 1A: Is that Sam?B: No ,that’s Tom. Sam has longer hair than tomC: Yes ,and Tom’s calmer than Sam .Conversation 2:A: That’s Tara, isn’t it ?B: No ,it isn’t .It’s Tina. Tina is taller than Tara, and she’s also wilder.Conversation 3:A: Is that Paul?B: No ,that’s Pedro. Pedro is heavier than Paul .and Paul is shorter than Pedro.(This part makes students understand the target language in spoken conversation)Ⅶ、PairworkAsk two students to read the sample conversation to the class.Then ask different pairs of students who have different height, build, hair, characters to stand the front of the classroom. And let students practice the target language in pairs.After that, ask some pairs of students to say one or more of their conversation to the class .For example A: Lily is thin.B: Lucy is thin too.A: Lily is thinner than Lucy.Ⅷ、SummeryToday，we have learnt the twins are having a concert .we’ve learnt how to compare people. After class, give more practice, comparing your school things.Ⅸ、Homework.Write about the things that are the same and different between you and your best friends.。
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Unit SixRisksTeaching Objectives1. To understand the definition about risks;2. To inform ourselves about the relevant risks and then act accordingly;3. Enable the students to learn how do we measure the level of a risk;4. To learn to have a proper methods about manage risks;5. Some important new words and phrases should be mastered.Teaching allotment6 academic hours1) 1-2 Preparation(first week )2) 3-4 In-Class Reading: Risks and You(first week)3) 5-6 After-Class Reading & Exercises(second week )Focus Points1. Key words & phrasesaccordingly,definitive,exposure,fraction,inflate,miner,partial,physician,probability,ratio, riskiness,risky,roughly,symptom,versus,all manner of, end up, feed on, in question, on the strength of ,reduce to2. Difficult sentences1.At some time or other, all of us have played the part of a hypochondriac, imagining that we have some terrible disease on the strength of very minor symptoms.2. But fear of disease is not our only fear, and neither is risk of disease the only risk we run.3. It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation is not as simple..4. But what if you get hit from the side and end up trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism?.5. There are risks, often potentially serious one, associated with every hobby we have, every job we take, and every food we eat－in other words, with every action.6.The answer is that you are roughly twice as likely to die in a serious crash in a small car than in a large one.7. In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each.8. Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way.Methods of Teaching1) Using multi-media teaching equipment2) Group-DiscussionⅠ. Suggested Class Activities:I. Warming-up Activity: preparationPurpose: Get to know more information of risks, including in life, jobsForm:Group discussion and individual statementStep 1:work in pairs to discuss different types of risksStep 2:report the results to the class: you need to get the time of effort in each activity Suggested words/expressions:Extreme Sports, Motocross, Cyclocross, Bungee JumpingII. Activity for further development: Why would People Like to Take Risks?Purpose: Let them know reasons of taking risks.Form:Group discussion and individual statementStep 1: Work in groups to discuss why would people like to take risks?Step 2:Reports your ideas to the class and informs some quotesStep 3: The teacher may give some decisionsSuggested words/expressions:Extraordinary thingsⅡ. In-Class ReadingWords and phrases1. riskSome phrases with “risk”:at risk 处于危险之中The disease is spreading, and all children under five are at risk.Heart disease can be avoided if people at risk take medical advice.at the risk of 冒······的危险He saved my life at the risk of losing his own.run the risk of 冒······的危险1. I don’t want to run the risk of meeting George.2. I was afraid to run the risk of betting on the game.take a risk / risks 冒险做可能失败或危险的事1. You are taking a big risk driving so fast.2. But he must be cautious; he must take no unnecessary risks.2.play the part ofplay the role of 扮演······的角色He played the part of Hamlet in the play.他在剧中扮演哈姆雷特的角色。
3.on the strength ofon the base of; relying on; with the support or help of 基于，由于······的影响，凭借She was hired on the strength of her computer skills.基于她的计算机能力，她被录用了。
I bought the book on the strength of your recommendation.我是因为听了你的推荐才买这本书的。
4.pose v.give rise to (a difficult or dangerous situation) 提出；造成，形成Some phrases with “pose”pose a problem/difficulty/ risk/threat/challenge/question1. Officials claim the chemical poses no real threat.2. Rising unemployment is posing serious problems for the administration.3. They had been expected to pose a serious challenge to the main parties.5.indefinitely adv.for a period of time without a fixed limit 无限期地She was allowed to keep the book indefinitely.她被允许无限期保存那本书。
cf.definiteLet’s fix a definite date for the next match.我们定一下下次比赛的确切日期吧。