Unit 6 Work Values

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实用英unit6.WorkTextA

Note “a management consultant” and “Bill Meyer” are in apposition(同位语). e.g.
The defendant（被告）, a woman of thirty, denied kicking the policeman.
Back
find out: to learn or discover (a fact that was hidden or not known)发现
Accomplished one’s aim/a task
cf. finish: v. to reach or bring to an end; reach the end of (an activity) e.g.
What time does the concert finish? When do you finish your college course? I haven’t finished reading that book yet.
— It is plain/apparent/clear that many people
believe that a person will surely do much more work if he/she spends more time on his/her work.
Back
the more/less, etc. ..., the more/less, etc. ...:
7. They discovered that the man spent 80 percent of his time doing busy work
Note the pattern “spend time doing something”.

英语人教版九年级全册unit6教案

Unit 5What are the shirts made of?第一课时Section A(1a～2d)教学设计知识目标课堂环节§自主学习案翻译下列词组。

1．由……做成be__made__of/be__made__from2.在某地制造be__made__in__3．艺术和科学展览the__art__and__science__fair4.飞机模型a__model__plane5．因……出名be__famous__for/be__known__for6．在山边上on__the__sides__of__mountains7．手工制作by__hand8．世界各地all__over__the__world9．对……有好处be__good__for10.在过去in__the__past11.据我所知as__far__as__I__know§课堂导学案Step 1 准备与热身(Preparation)播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。

T: Who invented paper first?S1：Cai Lun invented it in Han Dynasty.T: What was paper made of then?S2: It was mainly made of bamboo.T: Was it easy for people to make paper then?S1：No, it was very difficult then.T: What is paper made of now?S3: It's mainly made of wood, bamboo, and cotton.…Step 2 呈现与输入(Presentation)1．要求学生翻开课本P33页，快速阅读1a表格部分的内容。

把物品和可能构成他们的材料匹配起来。

人教版九年级英语unit6知识要点总结

人教版九年级英语unit6知识要点总结Unit 6: When Was It Invented?Passive VoicePassive voice is used to show that the subject of the sentence is the receiver of the n。

rather than the doer of the n。

The basic structure of passive voice is "be + past participle of verb." If the verb is intransitive。

XXX "be" changes according to the person。

number。

and tense of the sentence。

In the present tense。

it is "am/is/are + past participle," while in the past tense。

it is"was/were + past participle." When used with modal verbs。

the structure is "modal verb + be + past participle." The agent of the n is XXX "by" and is placed at the end of the sentence.Understanding Passive VoiceTo better understand the meaning of passive voice。

we can compare it with active voice XXX。

In active voice。

中职英语(高教版)教案：Unit6-Craftsmanship(全6课时)

中等专业学校2022-2023-2教案
编号：
备课组别
英语组
课程名称
英语
所在
年级
一年级
主备
教师
授课教师
授课系部
授课班级
授课
日期
课题
Unit6 CraftsmanshipWarming up & Listening and Speaking（1）
教学
目标
1.To learnthewords and phrases about craftsmanship:workshop,assemble...
Understand the important language points and take notes.
教
学
内
容
2、Read and underline
Read the dialogue after the recording to underline the sentences about watchmakers. Then check the answers.
2.To be able to use these sentences skillfully:How did ...make it?
3.To be able to talk about the spirits of craftsman.
重点
Tomaster different jobs and their qualities and get the key information.
g:The nurses look after patients carefully every day.
Guess the person and his story.

新人教九年级英语unit6知识点

新人教九年级英语unit6知识点Unit 6 Knowledge Points in New Standard Ninth Grade EnglishIntroduction:The ninth grade is a crucial year for students as they prepare for high school. One of the important subjects to focus on during this time is English. In this article, we will discuss the knowledge points of Unit 6 in the New Standard Ninth Grade English textbook. These points are essential in building a strong foundation for English language skills.Vocabulary:Vocabulary acquisition is a fundamental aspect of language learning. In Unit 6, students will come across various new words and phrases. It is important to fully understand their meanings and contexts to enhance comprehension and communication skills. Some key vocabulary words in this unit include "achievement," "support," "traditional," and "preservation."Grammar:Grammar plays a significant role in English language proficiency.In Unit 6, students will learn about different grammatical structures and concepts. Some of the grammar topics covered in this unit are the useof articles, verb tense consistency, subject-verb agreement, and modal verbs. Understanding and applying these grammar rules correctly will enable students to construct coherent sentences and convey their intended meaning accurately.Reading Comprehension:The ability to comprehend written texts is essential for effective communication. In Unit 6, students will have the opportunity to improve their reading comprehension skills. They will read various passages, articles, and stories on subjects like cultural heritage, environmental conservation, and educational systems. Reading these texts carefully and answering comprehension questions will enhance their overall understanding and critical thinking abilities.Listening Skills:Developing good listening skills is crucial for effective communication. Unit 6 provides students with listening practice through audio materials, including dialogues and lectures. By carefully listening and understanding these materials, students can improve their auditory comprehension and their ability to extract key information from spoken English.Writing Skills:Unit 6 also focuses on developing students' writing skills. They will learn how to write different types of texts, such as letters, emails, and summaries. Additionally, they will be taught techniques to organize their ideas, use appropriate vocabulary, and structure their writing effectively. These writing skills are essential for academic success and future professional endeavors.Speaking Skills:The ability to express oneself clearly and confidently in spoken English is an invaluable skill. In Unit 6, students will have opportunities to improve their speaking skills through various activities, such as role-plays, presentations, and discussions. These activities will help students build their vocabulary, improve pronunciation, and enhance their fluency and coherence in oral communication.Cultural Knowledge:Unit 6 delves into cultural knowledge by exploring topics like cultural heritage and traditions. Students will gain insights into different cultures, fostering an appreciation for diversity and an understanding of the importance of preserving cultural heritage. This knowledge will broaden their perspectives and make them more culturally aware global citizens.Conclusion:Unit 6 in the New Standard Ninth Grade English textbook covers a range of essential knowledge points for students. From vocabulary and grammar to reading and writing skills, the unit provides a comprehensive approach to English language learning. Additionally, it emphasizes the importance of cultural knowledge and communication skills, enhancing students' overall language proficiency. By mastering these knowledge points, students will be better equipped to tackle future English language challenges and excel academically.。

Work Values

Work ValuesFactory Worker—Age 37:My boss says that I have a bad attitude about work because I don't get excited on the job. How can I get excited about working on an assembly line when I do the same thing all day long? I'm tired and I want to sit down. I'd like to tell the foreman of the factory to get lost.'Elementary SchoolTeacher—Age 37:I walk into a classroom and I've got an enormous amount of power. I'm 6 foot 7 inches and here are these 9-year-old fourth graders. . . . The children all listen when I speak. I am the big father figure. They all love me and I take care of them. It's great for my ego.Corporation President—Age 26:When I started making money I just went crazy ... I bought a condominium and a home. I could never retire. It gets inside of you. If you don't progress every day, you feel you've wasted it. That's a day you'll never get back. ... I usually get out of my office at one o'clock in the morning.I go home and eat dinner at two. . . . I'm down at the office Saturdays too. Sundays, about half the time. The other half of the time maybe my wife and I will go horseback,riding or visit a friend's house. Even when you're visiting with them, you can't get away from your work. They ask about it. It's kind of a good feeling.Librarian:On this job, you can use your mind. Things that are challenging.... I feel free as a bird. I'm in a unique position because I'm the boss ... I initiate things. I can experiment with all kinds of things I think the kids might be interested in.No matter how employees feel about work, their primary motivationto work is to earn a living. People's attitudes toward their jobs are relatedto the nature of their work and the rewards they receive. For the factory"worker, work is a necessary evil which merely ensures survival. Thecorporation president sees work as a way of obtaining material goods far beyond what is necessary for survival. The teacher and the librarian, although not highly paid, find intellectual stimulation and personal gratification in their jobs.One's job in the United States is an important facet of personalidentity. "What do you do?"(i.e., for a living) is synonymous with "Whatare you?" In American English, asking a child, "What do you want to BEwhen you grow up?" really means, "What kind of work do you want toDO?" Since the American society places a stronger emphasis on "doing"(including producing) than on "being,"work is one of the most important activities in an individual's life. In addition, what a person "does"helps to determine that person's prestige. A lawyer has more prestigethan a bus driver; a nurse can claim more prestige than a waitress or awaiter.The "Work Ehic"Attitudes toward work in the United States have been greatly influenced by the "work ethic." Also called the "Puritan Ethic" or the "Protestant Ethic," it motivates people to workhard in order to becomesuccessful. The "work ethic" imbues work with the quality of goodness. It originated with the Puritan colonists from England, who came to North America in the 1600's. The ethic was an outcome of the religious belief that material success was a sign of God's favor, and that those who achieved this success were among God's "chosen" and would go to heaven.Whether or not success was achieved, work attained religious and moral value as illustrated in the expression, "The devil makes work for idle hands." For the seventeenth-century Puritan colonists in New England, work was a religious virtue. The work ethic is still important 5 (particularly in the middle and upper classes), even though it has lost its religious significance. An outcome of this American work value is materialism: the tendency to be concerned with wealth and possessions.The "American Dream"In the United States there is a belief that people are rewarded forworking, producing, and achieving. Many people believe that there is equality of opportunity that allows anyone to become successful. This belief is illustrated by stories written by a nineteenth-century American 5 novelist, Horatio Alger, who wrote about the "American Dream." In his stories he described poor people who became rich because of their hard work, honesty, and luck. The stories reinforced the idea that all individuals, no matter how poor, were capable of becoming wealthy as longas they were diligent and virtuous. For many Americans, however, HoratioAlger's "rags-to-riches" stories do not represent the reality of opportunity.Many poor immigrants who came to the United States in thenineteenth and twentieth centuries were able to rise on the social andeconomic scales. Today, however, the poor generally do not rise to themiddle and upper classes. The "American Dream" is now described as a myth; it is still difficult for several million Americans to "get ahead."Rewards and Job SatisfactionThere are some people, however, who do succeed in raising theireconomic and social levels. "Upward (occupational) mobility" or "climbingthe ladder" are terms that refer to one's advancement in work. Manyemployees have a succession of jobs that constitute a career. Some businesses, organizations, government agencies, and firmsprovide employees with the opportunities to progress to higher positions.Promotion increased responsibility generally bring higher salaries.Rewards for achievement in work are personal as well as financial.There is increased job satisfaction when employees have the opportunityto develop creative and intellectual skills. Gaining recognition from fellowworkers, supervisors, and managers gives one a sense of importance andidentity in society.WorkaholicsThere are people who are especially attracted to the notion of "climbing the ladder" so as to increase their status, financial position, and sense of self-worth. In part, as a result of the work ethic, these people are internally "driven" to work. Not infrequently, foreign visitors have 5 observed that Americans spend an inordinate amount of time working and, as a consequence,Americans have little time for leisure or personal relationships. In American English a new word has been created todescribe people who work compulsively. The word "workaholic" de-scribes an individual who is as addicted to work as an alcoholic is to liquor.There are conflicting points of view about workaholics. Those concerned with problems of mental stress believe workaholics abuse them-selves physically and mentally. Others hold that workaholics are valuable members of society because they are extremely productive. The 5 American culture values achievement, efficiency,and production—a workaholic upholds these values.Leisure and SocializingDespite the presence of workaholics, there is a growing realization in the United States that excessive work demands can be physically and mentally harmful. Many people have been rebelling against the work ethic, claiming that when a job is so important, personal relationships 5 suffer and relaxationbecomes secondary. Consequently there has been ashift in values, with more emphasis being given to personal relationships and nonwork activities. Leisure time provides opportunities to find personal satisfaction and freedom from the routine of work. [K] Increased leisure time in the United States has not altered the ideathat work and play are distinct activities.5 This distinction is clear-cut; there are "work-hours" and "after-work-hours." There is a belief that it is desirable "to work hard and play hard" and undesirable to combine 5 the two. In many offices, stores, and factories socializing among employees is discouraged. An employee under pressure at work often cannot afford to respond to social calls and visits. However, the amount of personal contact on the job depends on the nature of the work. There may be more social interaction between teachers in a school than between 10 scientists doing independent research. Nevertheless, work and play are usually perceived and maintained as separate activities.People are ambivalent toward work; it is, at the same time, glorifiedand belittled. In the words of former President Richard Nixon: "The 'work ethic' holds that labor is good in itself; that a man or woman becomes a better person by virtue of the act of working. America's competitive spirit, the 'work ethic' of this people, is alive and well. . . ." Another viewpoint is expressed in an Anacin (aspirin) commercial: "I like my job and am good at it, but it sure grinds me down sometimes, and the last thing I need to take home is a headache."Comprehension Questions'Choose the best answer for the following questions. You will find the answer either stated directly or indirectly in the reading passage.1. In the reading, the authors included excerpts from various people's reactions to work to illustrate:a. A variety of occupations in the United States.b. A variety of attitudes toward work.c. The basic dissatisfaction of factory workers.2. The main theme of the reading is:a. Values and attitudes toward work.b. The employer—employee relationships.c. Materialism and competition in the work world.3. The question, "What do you do?" means:a. What are you doing now?b. What do you do for a living?c. What do you do after work?4. Why do you think the term "work ethic" is preferable to "Protestant ethic"?a. There are no more Protestants who believe in the work ethic.b. The United States is not a religious society.c. People of many religions in the United States have been influenced by this ethic.5. One outcome of the "work ethic" is a concern with:a. Spiritualism.b. Materialism.c. Religion.6. The "American Dream" is the belief that:a. Honesty and luck are American characteristics.b. All hard-working individuals will end up wearing rags.c. Any individual can achieve wealth.7. One aspect of a "career" is that it is made up of:a. Wooden ladders and mobility.b. A series of positions in which an individual advances.c. Social and economic levels.8. An individual who is addicted to work is:a. An alcoholic (drinks too much alcohol).b. A drug addict.c. A compulsive worker.9. The authors state that workaholics:a. Abuse themselves physically and mentally.b. Are highly productive members of society.c. Both a. and b.10. Why have some people begun to place less emphasis on work and more on nonwork activities?a. They realize that having friends is not as necessary as working.b. They realize that excessive work demands can be harmful to their health.c. They realize that work is not useful.11. Why don't some people socialize with their co-workers on the job?a. They consider work and play separate activities.b. They have nothing in common with their fellow workers.c. They feel that socializing with them will create problems at home.12. What is the difference between Nixon's view of work and the view expressed on the TV commercial for Anacin?a. The former is a fact; the latter is an opinion.b. The former is a glorification of work; the latter is not.c. The former is true; the latter is false.。

新世纪版初中英语初三英语下册《Values》说课稿

新世纪版初中英语初三英语下册《Values》说课稿一、教材解读《Values》是新世纪版初中英语初三英语下册的一篇课文。

内容主要讲述了家庭、学校和社会三个方面的价值观念，并通过讲述一个篮球队员的成长故事，引发学生对于目标、勇气和团队合作的思考与讨论。

本课文适用于初三学生，紧扣时代需求，重视学生自主思考和价值观培养。

通过本课的学习，学生可以在语言表达和思想认知上得到全面的提升。

二、教材分析本课文共分为三个部分，分别是家庭、学校和社会的价值观念。

每个部分都涵盖了一个小故事，并以此引发学生的思考。

1.家庭的价值观念：通过故事讲述篮球队员张丽的成长经历，强调了家庭的温暖和支持对于个人发展的重要性。

学生可以从中思考家庭对于培养个人价值观的影响。

2.学校的价值观念：通过故事讲述了张丽在学校参加篮球比赛的经历，强调了团队合作和勇气的重要性。

学生可以从中思考学校对于培养学生价值观念的作用。

3.社会的价值观念：通过故事讲述了张丽在社会上的成长和发展，强调了目标的重要性。

学生可以从中思考社会对于个人发展的影响，并思考自己的人生目标。

三、教学目标本节课的教学目标主要包括以下几个方面：1.语言目标：–能够理解并流畅朗读课文内容；–能够正确理解并使用生词和短语；–能够运用所学语法知识表达自己的观点。

2.学术目标：–学习并理解家庭、学校和社会的不同价值观念；–培养学生思考人生价值观的能力；–提高学生的团队合作意识和勇气。

3.情感目标：–培养学生积极向上的人生态度；–培养学生正确认识家庭、学校和社会的价值观；–培养学生热爱运动、团结合作的意识。

四、教学重难点本课的教学重点和难点如下：1.教学重点：–理解和掌握课文内容；–学习并正确运用所学词汇和短语；–运用语法知识进行句子结构的分析和理解。

2.教学难点：–引导学生思考家庭、学校和社会的不同价值观念；–帮助学生表达自己的观点和思考。

五、教学方法本节课采用以下教学方法：1.多媒体教学法：利用多媒体教学工具，呈现课文内容，引发学生的兴趣和思考。

新职业英语基础篇-Unit-6(完整版)

外研社新职业英语IT英语Unit6 教案
说明：1.课程教案应按授课次数编写；重复班授课不再另行编写教案。

2.合班课的“授课时间”可以集中填写。

外研社新职业英语IT英语Unit6 教案
说明：1.课程教案应按授课次数编写；重复班授课不再另行编写教案。

2.合班课的“授课时间”可以集中填写。

外研社新职业英语IT英语Unit6 教案
说明：1.课程教案应按授课次数编写；重复班授课不再另行编写教案。

2.合班课的“授课时间”可以集中填写。

外研社新职业英语IT英语Unit6 教案
说明：1.课程教案应按授课次数编写；重复班授课不再另行编写教案
2.合班课的“授课时间”可以集中填写。

Unit 6 英文精读

Task 1.Analyze para. 3-5 Task 2.Analyze para. 6 Task 3.Analyze para. 7-8 Task 4.analyze para. 9-11 Task 5.Retell the story in Chinese Task 6.Retell the story in English (very short and simple) Task 7.Do you think that smiling can help improve human relationships? Give us some examples, or you can tell a story. Task 8. Do you think the jailer did the right thing by releasing his prisoner secretly? Would you have done the same if you had been the jailer? Why/why not? Task 9. Deal with the exercises
LOGO
Words and expressions
1. be familiar with 2. be aware of 3. pilot 4. be based on
对……熟悉
LOGO
知道，意识到
飞行员以……为基础
LOGO
Antoine de Saint-Exupery (1900-1944) and The Little Prince Saint-Exupery, a French aviator, created the literature of aviation in France. However, he is probably best known for his fantasy, The Little Prince (1943). In the story, a young prince from a distant planet tells the author of his experiences as he wandered among the planets seeking wisdom. The Little Prince, like Saint-Exupery’s other major writings, reflects his regard for human values and his opposition to all abuses of the human spirit.

人教版英语九年级unit6知识点与重难点

人教版英语九年级unit6知识点与重难点Unit 6: Knowledge Points and Difficulties in English Ninth GradeUnit 6 is an important unit in the ninth-grade English curriculum. It consists of several knowledge points and difficulties that students need to focus on. In this article, we will explore these points deeply to enhance our understanding and mastery of the unit.1. Vocabulary:Vocabulary is the foundation of any language. It is essential to learn and memorize new words to improve our language skills. In Unit 6, there are various new words related to sports and physical activities. Some common words include "athlete," "tournament," "stadium," and "champion." To solidify our vocabulary, we can create flashcards, practice using the words in sentences, or engage in vocabulary games.2. Grammar:Grammar is another crucial aspect of language learning. In Unit 6, we encounter several grammar points that may be challenging. One such point is the usage of "whether" and "if." These two words are used to introduce indirect questions. For example, "I don't know whether/ifhe can come to the party." Understanding the distinction between these words will help avoid grammatical errors in our writing and speaking.3. Listening skills:Unit 6 provides listening activities that help improve our auditory comprehension. It is crucial to practice active listening to understand the context and main ideas conveyed in the audio clips. Additionally, note-taking during the listening exercises can aid in retaining information and reinforcing comprehension.4. Speaking skills:Speaking is an essential skill to develop effective communication. Unit 6 offers opportunities to engage in role-plays and discussions related to sports and physical activities. These activities allow us to practice expressing opinions, giving explanations, and supporting arguments. Striving for fluency and accuracy in spoken English is crucial to excel in this unit.5. Reading skills:Reading comprehension is a crucial aspect of language learning. Unit 6 presents various reading passages related to sports and physical activities. To improve our reading skills, we should focus onunderstanding the main idea, identifying supporting details, and inferring information from the text. It is also helpful to develop reading strategies such as skimming and scanning to save time and improve efficiency.6. Writing skills:Unit 6 provides opportunities to enhance our writing skills. We may be asked to write essays, letters, or reports related to sports events or personal experiences. To improve our writing, we should pay attention to organizing our ideas, using appropriate vocabulary, and maintaining cohesive paragraphs. Revision is also crucial to ensure clarity and accuracy in our writing.7. Cultural knowledge:Lastly, Unit 6 also introduces cultural aspects related to sports and physical activities. This includes learning about famous sports events, athletes, and traditions associated with different sports. Understanding these cultural elements can broaden our horizons and enhance our appreciation for global sporting events.In conclusion, Unit 6 of the ninth-grade English curriculum encompasses various knowledge points and difficulties that students should focus on. By giving attention to vocabulary, grammar, listening,speaking, reading, writing skills, and cultural knowledge, we can enhance our understanding and mastery of the unit. Consistent practice and revision will aid in the development of well-rounded English language skills.。

中职英语职业模块 Unit6上课讲义

英语(工科类)(职业模块)
Unit 6 Making Use of Tools
Listening
Listen and pick out the tools people are talking about.
1.
a. ( )
b. ( )
英语(工科类)(职业模块)
c. ( )
Unit 6 Making Use of Tools
英语(工科类)(职业模块)
Unit 6 Making Use of Tools
Unit Goals
Learners should be able to
❖ understand the talk about tools ❖ talk about using a tool safely ❖ read about making use of tools ❖ write about the proper steps to use a tool.
/bleId/ /breIk/ /rɒNlI/ /`preFE/ n.
n.
锯条；刀刃
v.
折断；弄坏
adv. 错误地；不正确地
压力
cut down put pressure on
英语(工科类)(职业模块)
砍倒给⋯施压
Unit 6 Making Use of Tools
Reading & Writing
2. Which would you prefer, a tool with only one function or a tool with many functions? Tell the class your reasons. _____________________________________________________

Unit 6 Work Values

Passage 2 Employee Turnover 雇员变动（人事变动） p. 84
• Difference between employee turnover in different cultures: • A positive attitude concerning leaving employment: the importance of the individual in Western culture. • British vs Japanese employees: • A much stronger positive attitude • A greater commitment to the organization • A much greater acceptance of organizational goals
True or False?
Some remain outside by choice p. 83
• Some remain outside by choice and others because of circumstances beyond their control.
• 有些人处在（主流文化）圈外是自我选择的，其他人则是因为情势所迫，不得已而为之。 • By choice: • 出于自选 • Beyond one’s control (under the control of ): • 超出某人的控制能力（在某人的控制之下）
Unit 6 Work Values
工作观 p. 81
Translate the following:
• The work ethic is a cultural norm that places a positive moral value on doing a good job and is based on a belief that work has intrinsic value for its own sake. • 工作道德规范是一种赋予高质工作以肯定道德价值的文化规范，其认识基础是相信工作自身有其内在的价值。

新职业英语基础篇unit6

新职业英语基础篇unit61. 简介本文档是关于新职业英语基础篇中的第六单元的学习笔记。

本单元主要介绍了与商务会议相关的词汇和表达，帮助学习者提高在商务会议中的英语沟通能力。

2. 商务会议的组织和准备在商务会议之前，组织者需要进行一系列的准备工作，包括制定议程、邀请与会者和确定会议地点等。

在这个过程中，下面的英语表达将会非常有用：•Agenda: 议程•Invite: 邀请•Venue: 地点除了以上常用的词汇外，还有一些与会议相关的动词表达，例如：•Organize: 组织•Schedule: 安排•Confirm: 确认3. 商务会议的开始和结束商务会议往往以开场白开始，由主持人致辞，表示欢迎和介绍议程。

下面是一些常用的开场白表达：•Ladies and gentlemen, welcome to today’s meeting: 女士们、先生们，欢迎参加今天的会议。

•I’d like to start by welcoming our special guest:首先，我要欢迎我们的特别嘉宾。

商务会议结束时，主持人通常会总结会议内容并表示感谢。

以下是一些常用的结束语表达：•Thank you for your fruitful discussions: 感谢大家进行了富有成果的讨论。

•I’d like to thank everyone for their valuable contributions: 我要感谢大家的宝贵贡献。

4. 商务会议的讨论和决策在商务会议中，参与者往往需要表达观点、提出建议以及做出决策。

下面是一些常用的表达方式：•I’d like to add something to that point: 我想在这一点上补充一些内容。

•I suggest that we consider alternative solutions: 我建议我们考虑其他解决方案。

•Let’s take a vote on this proposal: 让我们就这个提议进行投票。

新课标九年级英语uint6知识点

新课标九年级英语uint6知识点Unit 6 of the new syllabus for ninth grade English focuses on various language structures and skills. In this unit, students will delve into grammar rules, vocabulary, reading comprehension, and writing exercises. By exploring and mastering the content in this unit, students will further enhance their language proficiency. Let's take a closer look at the key points covered in Unit 6.1. Grammar: The first aspect of Unit 6 is grammar. Students will learn about different tenses, such as the present perfect tense, the past perfect tense, and the future perfect tense. These tenses are essential for expressing actions that have occurred in the past, are currently happening, or will take place in the future. Additionally, the unit covers the use of modal verbs to express possibility, necessity, and permission. Understanding and applying these grammar rules will allow students to express themselves accurately and clearly in various situations.2. Vocabulary: The next focus in Unit 6 is building vocabulary. Students will encounter new words related to travel, such as transportation, landmarks, and vacation activities. They will also learn synonyms, antonyms, idioms, and phrasal verbs. Expanding their vocabulary will enable students to express their ideas more effectively and comprehensively in both spoken and written English.3. Reading comprehension: Unit 6 includes reading passages that aim to improve students' comprehension skills. These passages cover a range of topics, from cultural traditions to historical events, allowing students to broaden their knowledge while honing their reading abilities. By analyzing the texts, students will develop the skills needed to identify main ideas, make inferences, and understand the writer's purpose. This section of the unit encourages students to engage with the text critically.4. Writing: In Unit 6, students will also engage in various writing exercises. These exercises will prompt students to write about their personal experiences, opinions, and arguments. By practicing different types of writing such as narratives, descriptive essays, and persuasive pieces, students will develop their ability to structure their thoughts coherently and express themselves fluently in writing.5. Integrated Skills: Unit 6 also emphasizes integrated skills. This means that students will apply their grammar knowledge, vocabulary, reading comprehension, and writing skills together in a holistic manner. For example, students may read a passage, answer comprehension questions, and then write a summary or an opinion piece based on the text. This integration of skills enables students to develop amultifaceted understanding of the English language and its practical applications.In conclusion, Unit 6 of the new syllabus for ninth grade English provides students with a comprehensive exploration of grammar, vocabulary, reading comprehension, and writing. By delving into these key areas, students will enhance their language proficiency and become more confident in expressing themselves in English. The unit's diverse range of activities ensures that students gain a deeper understanding of the language and its practical applications, setting them on the path to becoming proficient English speakers and writers.。

unit 6 work

indicate
Research indicates that men find it easier to give up
smoking than women.
研究表明，男人比女人更容易戒烟。
He indicated his willingness with a nod of his head.

In addition

In addition, daily travel allowance is USD 50 each.

另外，每人每天的生活津贴为50美元。
In addition to giving a general introduction to computer, the course also provides practical experience.

现在卖报纸利润很少。
object

Some people objected that the new tax law was unfair. 一些人反对说，新税法不公平。 Various objects were on the table. 桌子上摆着各种各样的物体。 I objected that he was too young for the job. 我反对的理由是因为他太年轻,不适合做那份工作。 In the final analysis, I object to the proposal. 归根结底,我反对这个建议。

This test will qualify you to fly an aircraft. 这次考试将使你取得驾驶飞机的资格。 Residence in the area qualifies you for membership. 只要在本区居住就可入会。 The training course qualifies you to be/as a driving instructor. 参加了训练课程就有资格成为[当]驾驶教练。

职业价值观英语

职业价值观英语Occupational values refer to the beliefs and principles that guide individuals' decisions, behaviors, and attitudes towards their work or career. These values are important as they shape one's motivation, satisfaction, and commitment to their job. Here are some examples of occupational values:1. Professionalism: Valuing professional behavior, ethics, and integrity in the workplace.2. Achievement: Emphasizing the importance of personal and professional success, setting and achieving goals, and excelling in one's field.3. Autonomy: Valuing independence and freedom in one's work, having the ability to make decisions and take responsibility for one's actions.4. Collaboration: Emphasizing the value of teamwork, cooperation, and building positive relationships with colleagues.5. Continuous Learning: Valuing lifelong learning, embracing new knowledge and skills, and seeking personal and professional development.6. Work-Life Balance: Placing importance on maintaining a healthy balance between work and personal life, avoiding burnout, and prioritizing well-being.7. Social Impact: Valuing work that contributes to the greater goodor has a positive impact on society or the environment.8. Innovation: Appreciating creativity, embracing change, and being open to new ideas and ways of doing things.9. Leadership: Valuing the ability to inspire and motivate others, taking initiative, and being proactive in one's career.10. Job Security: Placing importance on stability, having a secure position, and long-term career prospects.These values can vary greatly among individuals and may also change over time as one's priorities or circumstances change. It is crucial for individuals to align their occupational values with their chosen profession to ensure overall job satisfaction and fulfillment.。

Power Up 六级精品课件Unit 6 Lesson 7 Good job

Let’s review.
We use the present perfect continuous when an action ...
started in the past and is continuing in the present I have been waiting for you since 10 o'clock. (The person is still waiting now.)
full-time
Fast reaction.
unemployed
Let’s review. Talking about deduction
We use must when we think something is true and can’t when we are sure something isn't true.
Play a game.---guess the jobs according to the objects you see. What do I do?
Play a game.---guess the jobs according to the objects you see. What do I do?
These modal verbs are d by the infinitive without to.
Let’s review. Talking about negative possibilities
We can use may not or might not, but not can not or could not.
Listen and repeat.
Think and say.

新编英语教程6Unit6DullWork

Unit Six: TEXT IDull WorkThe organization of the essay: Dull WorkThe first section (Para. 1): beginningBrilliant people should live a more varied and exciting life and therefore should not take dull jobs.The second section (Paras. 2-5 ): developmentPara. 2: Peaple who achieve do not necessarily live eventful lives.Para. 3: What is essential for creative work is a man ' s ability to make the trivial reach an enormous way.Para. 4: An eventful life does more harm than good to a creative man.Para. 5: How he himself has been benefited from his dull work experience.The third section (Para. 6): conclusionPeople (the adolescent) who find dull jobs unendurable are often dull peoplewho do not know what to do with themselves when at leisure.Unit 6 Key Poi ntsassumpti on :someth ing take n for gran ted; suppositi on; someth ing that is believed to be true without proof 假定crave for :long for; desire eagerly 渴望；追求.: crave for good food 追求美食crave for mercy 恳求怜悯let alone : not coun ti ng; not to men ti onWe can' t afford a bicycle, let alone a car.ston emas on (= ston ema n):a pers on whose job is cutt ing stone into shape for buildi ng 石匠humdrum :monotono us; dull; lack ing variety.:a humdrum job (life) 单调的工作(生活)immerse :be completely in volved in some particular activity; be absorbed in someth ing It is ofte n used in the phrase be immersed inThe graduate stude nt immersed himself in classical philosophy.men well immersed in study 潜心钻研学问的人们be immersed in debts 负债累累muleteer : a man who drives one or more mules tran赶骡人smute : vt & vicha nge from one form, n ature, substa nee, or state into ano ther; tran sformWe can tran smute water power into electrical power. 我们能将水力变成电力。

英语第六单元总结2

英语第六单元总结2Unit 6 SummaryIn Unit 6, we have learned about various topics that are related to communication, such as understanding body language, effective listening skills, making small talk, and responding to complaints. These topics are essential in our daily lives and help us communicate better with others.One of the important aspects of communication is understanding body language. Body language plays a significant role in conveying our feelings and emotions. In this unit, we have learned about different forms of body language, such as facial expressions, gestures, and posture. Understanding the non-verbal cues that people give can help us understand their true intentions and avoid miscommunication.Effective listening skills are also crucial in effective communication. We have learned about the different types of listening, such as empathetic listening, critical listening, and active listening. By using these skills, we can show that we are interested in what others are saying and create a positive and respectful conversation.Another topic covered in this unit is making small talk. Small talk is a way to initiate a conversation and build rapport with others, especially in social situations. We have learned about various topics that can be used for small talk, such as weather, hobbies, and current events. By engaging in small talk, we can establish a connection with others and create an environment of comfort andfamiliarity.Furthermore, we have also studied how to respond to complaints. Complaints are a common form of communication, and it is important to handle them properly. We have learned about the four-step process for responding to complaints: listening actively, empathizing, offering a solution, and following up. By following these steps, we can address complaints effectively and maintain positive relationships with others.During the unit, we have also practiced our speaking and writing skills. We have had opportunities to engage in class discussions, role-plays, and debates. These activities have helped us apply what we have learned and develop our communication skills further. In addition, we have practiced writing emails and letters to convey our thoughts and ideas effectively.Unit 6 has not only enhanced our communication skills but also increased our cultural awareness. We have learned about cultural differences in communication styles, such as direct vs. indirect communication, high-context vs. low-context communication, and individualistic vs. collectivistic cultures. Understanding these differences can help us communicate better with individuals from different cultural backgrounds and avoid misunderstandings.In conclusion, Unit 6 has provided us with essential knowledge and skills to communicate effectively in various situations. We have learned about body language, effective listening, making small talk, and responding to complaints. By applying what wehave learned, we can establish better relationships, avoid misunderstandings, and become effective communicators.。