unit1-living-in-harmony教学教材

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unit1-living-in-harmony复习课程

How to live in harmony with others?
❖ Show respect to others ❖ Always try to help others ❖ Stay away from topics where you have
strongly different views. ❖ Listen to other people when they talk to you. ❖ Smile ❖…
Asia’s economy was crippled by inflation. 通货膨胀曾使亚洲经济陷于瘫痪。
She was crippled in the car accident.
Key words
Text A “I Forgive You”
❖ cling 坚持，紧握住
cling to the hope / belief / idea, etc. ❖ He clung to the hope that she would be cured. ❖ 他坚定地认为她有治愈的希望。
How to live in harmony with nature?
❖ No war ❖ No air and water pollution ❖ Plant more trees ❖ Recycling (rechargeable
batteries, stop using disposable/ throwaway chopsticks) ❖ Protect rare animals ❖…
Listening and Respond
❖ But there is no good reason to hate. Your neighbors may be of a different color; they may follow a different (5) religion ; or they may have a different culture, but they are still human; they are still (6) worthy of respect. We all live in the same small world; we should aim to treat each other as brothers and sisters.

新世纪大学英语综合教程2第二版(课后作业)分析解析

Unit 1 Living in HarmonyEnhance Your Language Awareness1.Text A amaze bunch bundle capacity commerce conquer display drop roast robstyle symbol vague figureText B appreciate participate shift slip1)My neighbours are a friendly bunch of people.2)Dave amazed his friends by leaving a well-paid job to travel around the world.3)The employees in this company work an eight-hour shift .4)The professor came to the classroom with a bundle of newspapers under his arm.5)A passenger asked the driver: “Could you d rop me off near the post office? I'd like to post a letter.”6)The little girl's capacity for learning languages astonished me.7)How many countries will be participating in the Olympic Games?8)I like the typically French s tyle of living. It is so romantic.9)They have made their fortunes from industry and c ommerce .10)They threatened to shoot him and rob him of all his possessions.11)In many cultures，the lion is the symbol of courage.12)Your help was greatly appreciated . We are very grateful to you for it.13)It's the first time the painting has been displayed to the public.14)During the exam，the naughty boy tried to slip a note to his classmate while the teacher wasn't looking.15)As the saying goes，conquer the desires，or they will conquer you.16)Before the dinner party，Mother has ordered a roast from the butcher.17)I didn't wait for you at home because I figured that you wouldn't come .2.Text A at knifepoint expose...to flag downhelp out pick up pull overrely on rise one's life run contrary totake a gamble (on)Text B in (rich) contrast to pull away stand out1)In this painting，a single red rose stands in rich contrast to the grassland.2)The factory workers are exposed t o poisonous gases and many of them suffer from lung diseases.3)During the war，the soldier risked his life helping others to escape.4)Do trust me. You can rely on me to keep your secret.5)If you are attacked or robbed a t knifepoint ，how would you react then?6)She is such an extraordinary girl that she always stands out in a crowd.7)Obviously，this foolish idea runs contrary to common sense(常识).8)I was very tired and had to f lag down a taxi in order to get home early.9)The mother picks/picked up her children from the kindergarten at 5:00 p.m. every day.10)The publishers took a gamble on an unknown author，and the books have sold well.11)The driver waved to us as he pulled away .12)The driver pulled over to the side of the road to see what was wrong with his truck.TranslationTranslate the following sentences into English，using the words and expressions given in brackets.1)离婚的传言不过是为他的新电影炒作的手段而已。

《Unit 1 Living well》教学设计

《Unit 1 Living well》教学设计一、教学目标1、知识目标（1）学生能够掌握本单元的重点词汇和短语，如 disability, accessible, adapt 等。

（2）学生能够理解课文中的长难句，并能准确翻译。

2、技能目标（1）通过阅读训练，提高学生的阅读速度和理解能力。

（2）培养学生的写作能力，能够运用本单元所学的词汇和句型描述如何生活得好。

3、情感目标（1）引导学生关注残疾人群体，培养学生的同情心和关爱他人的意识。

（2）帮助学生树立积极向上的生活态度，无论面对何种困难都能坚强面对。

二、教学重难点1、教学重点（1）重点词汇和短语的用法及辨析。

（2）课文的理解和分析，掌握文章的主旨大意和细节信息。

2、教学难点（1）如何让学生将所学知识运用到实际写作中，表达自己对于“生活得好”的理解。

（2）培养学生的批判性思维，对文章中的观点进行评价和思考。

三、教学方法1、任务驱动法通过布置各种任务，如阅读、写作、讨论等，让学生在完成任务的过程中掌握知识和技能。

2、情景教学法创设与课文相关的情景，让学生身临其境地感受和理解课文内容。

3、合作学习法组织学生进行小组合作学习，共同探讨问题，培养学生的合作精神和交流能力。

四、教学过程1、导入（5 分钟）通过播放一段关于残疾人士克服困难、积极生活的视频，引起学生的兴趣，然后提问学生对于“生活得好”的理解，引导学生进入本单元的主题。

2、词汇学习（15 分钟）（1）展示本单元的重点词汇和短语，如 disability, accessible, adapt 等，通过图片、例句等方式帮助学生理解其含义和用法。

（2）进行词汇练习，如填空、选择等，让学生巩固所学词汇。

3、阅读课文（20 分钟）（1）让学生快速阅读课文，概括文章的主旨大意。

（2）仔细阅读课文，回答相关问题，如文中主人公是如何克服困难的，他的经历给了你什么启示等。

（3）分析课文中的长难句，帮助学生理解句子结构和语法。

新世纪大学英语综合课程第二版UnitUnitListenandRespond听力原文图文稿

新世纪大学英语综合课程第二版U n i t U n i t L i s t e n a n d R e s p o n d听力原文文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]Unit 1 Living in Harmony[00:04.00]Listen and Respond[00:06.78]Smile[00:10.76]I am a mother of three and have recently completed my college degree.[00:16.57]The last project the professor assigned us to do was called “Smile.”[00:22.95]The class was asked to go out and smile at threepeople and then write down their reaction.[00:30.42]I am a very friendly person and always smile at everyone I meet and say “hello.”[00:36.54]So I thought that it would be a piece of cake for me. [00:41.52]Soon after we were assigned the project, my husband, [00:45.47]the youngest son and I went out to the local McDonalds on a cold March morning.[00:51.63]Just when we were standing in line, waiting to be served,[00:55.66]I smelled a horrible “dirty body” smell, and there standing behind me were two poor homeless men.[01:03.96]As I looked down at the shorter gentleman close to me, he was smiling.[01:09.48]His beautiful sky blue eyes were searching for acceptance.[01:14.19]He said, “Good day” as he counted the few coins he had.[01:19.73]The second man was mentally retarded.[01:23.65]The young lady at the counter asked the shorter man what they wanted.[01:28.38]He said, “Just coffee for the two of us.”[01:32.48]Obviously, it was all they could afford.[01:35.94]To sit in the restaurant and warm up, they had to buy something — they just wanted to be warm.[01:44.01]Then I was suddenly filled with sympathy.[01:47.18]All eyes in the restaurant were set on me, judging my every action.[01:52.74]I smiled and asked the young lady behind the counter to[01:56.79]give me two more breakfast meals on a separate tray. [02:00.93]I then walked to the table where the two men were sitting.[02:05.09]I put the tray on the table and laid my hand on the blue-eyed gentleman’s cold hand.[02:12.07]He looked up at me and said, “Thank you.”[02:15.98]I leaned over and said, “Just help yourselves.”[02:20.22]I started to cry when I walked away to join my husband and son.[02:25.10]As I sat down, my husband smiled at me and held my hand for a moment.[02:32.03]I returned to college, with this story in hand.[02:35.74]I turned in “my project” and the professor was touched and read it to the whole class.[02:43.20]The whole class was touched.[02:45.34]I graduated with one of the biggest lessons I would ever learn — UNCONDITIONAL ACCEPTANCE.Unit 2 Optimism and Positive Thinking[00:05.81]Listen and Respond[00:08.87]Attitude Is Everything[00:12.53]Michael was a natural optimist.[00:15.46]He was always in a good mood, always up and always had something positive to say.[00:22.52]If an employee was having a bad day,[00:25.29]Michael was there telling the employee how to look on the positive side of the situation.[00:31.51]Seeing his optimism really made me curious, so one day I went up to Michael[00:37.44]and asked him, “I don’t get it.[00:39.70]You can’t be positive all the time.[00:42.52]How do yo u do it”[00:45.24]Michael replied, “Each morning I wake up and say to myself: Mike, you have two choices today.[00:53.41]You can choose to be in a good mood or you can choose to be in a bad mood.[00:58.89]I choose to be in a good mood.[01:01.46]Each time something bad happens, I can choose to be a victim or choose to learn from it.[01:08.30]I choose to learn from it.[01:10.88]Every time someone comes to me complaining, I can choose to accept the complaining[01:16.56]or I can point out the positive side of life, I always choose the positive side of life.”[01:23.05]“Yeah, right.[01:24.25]But it isn’t that easy.”[01:25.94]I said.[01:27.13]“Yes, it is easy,” Michael said.[01:30.30]“Life is all about choices.[01:32.75]Every situation in life is a choice.[01:35.67]You choose how you react to situations; you choose how people will affect your mood; you choose how you feel. [01:43.93]The bottom line is: It’s your choice how you live your life.”[01:49.18]From Michael I have learned that every day we have a choice to live fully.[01:54.09]So I will choose to be an optimist.[01:56.80]If I am an optimist I may feel better, enjoy life more, and maybe have more chances of success.Unit 3 The Road to Success[00:05.83]Listen and Respond[00:08.68]Follow Your Dream[00:12.62]One day in a high school, a senior named Monty Roberts was asked to write[00:18.50]a paper about what he wanted to be and do when he grew up.[00:23.83]Monty Roberts was the son of a horse trainer.[00:27.54]He loved horses.[00:29.55]That night he wrote a seven-page paper describing his goal of someday owning a large horse ranch.[00:37.49]He wrote about his dream in great detail and he even drew a picture of a 200-acre ranch.[00:45.22]He put a great deal of his heart into the dream ranch [00:48.88]and the next day he handed the paper in to his teacher.[00:53.10]Two days later he received his paper back.[00:56.41]He got a large red F for his paper.[01:00.81]He went to ask the teacher why.[01:03.42]The teacher said, “The dream is impossible for you. [01:07.50]You have no money.[01:09.06]Owning a horse ranch needs a lot of money.[01:12.73]You have to buy the land, the house, and the machines for your ranch.[01:18.49]There’s no way you could ever do it.”[01:21.86]Then the teacher added, “If you will write this paper again[01:26.28]with a more realistic goal, I will reconsider your grade.”[01:31.32]The boy went home and thought about it long and hard. [01:35.09]He asked his father what he should do.[01:38.24]His father said, “Lo ok, son, you have to make up your own mind on this.[01:44.59]However, I think it is a very important decision for you.”[01:50.55]Finally, after sitting with it for a week, the boy turned in the same paper, making no changes at all.[01:59.39]He said to t he teacher, “You can keep the F andI’ll keep my dream.[02:04.34]I will follow my heart, no matter what happens.”[02:08.55]Now years have passed.[02:10.70]This young man’s dream has finally come true.[02:14.52]He is the owner of a large horse ranch.Unit 4 Being Creative[0:5.15]Listen and Respond[0:8.23]Creativity Is the Essence of Life and Nature[0:13.75]Creativity is the essence of life and nature.[0:17.65]The world itself is in a constant act of creation, so we human beings should ask ourselves — Why,[0:25.57]in such a creative world, do some people sometimes appear to be stupid, dull, and uncreative?[0:33.31]— Are people really dull?[0:35.38]Or are we all, in fact, creative?[0:39.12]To answer this, let’s look at a baby.[0:42.24]The whole essence of a baby is creative — it is creative in learning to walk, talk, sing, and play.[0:51.37]Just imagine, a child can create a world of its own imagination and play with it for hours.[0:58.85]A scientist who creates a theory is just like that —it is a play of ideas within the mind.[1:5.57]It is hard to stop creativity in a young child.[1:10.51]You can’t make your child creative.[1:13.57]It simply is creative.[1:16.96]Then, how can our children be still more creative? [1:21.67]I would suggest that the first step is to allow ourselves to be creative.[1:26.96]If we ourselves are creative, we can guide our children in a way that is free and unconditioned.[1:34.70]We should give our children a free and safe surrounding for them to explore, make mistakes and create. [1:42.06]If we know a better way to do things, we should guide or “help” the child.Unit 5 The Value of Life[0:5.18]Listen and Respond[0:7.62]Life is a Bottle of Rocks[0:11.23]A philosophy professor stood before his class with some items on the desk in front of him.[0:17.95]When the final student was seated, he picked up a large[0:22.13]and empty glass bottle and filled it with rocks about 2 inches in diameter.[0:27.98]He then asked the students if the jar was full.[0:31.38]They agreed that it was.[0:34.52]He then picked up a box of pebbles and added them to the jar, shaking it lightly.[0:40.88]The pebbles, of course rolled into the open areas between the rocks.[0:46.50]“Is this jar filled now”[0:48.81]Yes, the students said.[0:51.48]But then he picked up a bag of sand and poured it into bottle.[0:55.89]The sand filled in everything else.[0:58.67]Once more he asked if it was full and after some thinking they said that it was.[1:5.91]The professor then took 2 cans of beer and poured the beer into the jar.[1:11.73]The students laughed loudly.[1:15.17]After the laughter stopped, the professor spoke again: “I want you to recognize that this jar represents your life.[1:24.41]The rocks are the important things in your life, your family, your partner, your health,[1:30.67]your children — things that would still remain evenif everything else were lost, and your life would still be full. [1:39.37]The pebbles are the other things that matter — like your job, your house, your car.[1:45.74]The sand is everything else.[1:47.84]The small stuff.[1:49.26]If you put the sand into the jar first there is no room for the pebbles or the rocks.”[1:55.56]“The same goes for your life.[1:58.43]If you spend your life on small stuff, you will never have room for things that are important to you.[2:5.13]Pay attention to things that are critical to your happiness: your family, your health.[2:12.00]There will always be time to go to work, clean the house and so on.[2:17.03]Take care of the rocks first — the things that really matter.[2:21.61]Set your priorities.[2:23.44]The else is just sand.”[2:26.37]After the impact of what he said settled,[2:29.50]one of the students raised his hand and inquired what the beer represented.[2:34.70]“I am glad you asked.”[2:36.24]He replied.[2:37.54]“It just goes to prove that no matter how full your life may seem,[2:41.99]there is always room for a couple of beers.”Unit 6 Learning to Work Together[0:5.84]Listen and Respond[0:8.63]Be a Team Player[0:11.12]If you really wish to succeed in life, it is very important to be a team player.[0:16.87]For example, in a basketball game, Michael Jordan is a great player,[0:21.82]but he still has to cooperate well with his team members to win a game,[0:26.38]because every member of his team has a very specific role[0:30.22]and every member of the team is vital to the success of the team.[0:34.75]If one player does not play well, the team will lose the game.[0:39.62]Of course, the concept of teamwork applies to more than just sports.[0:44.54]In the workplace and in school, working together is also an important element for success.[0:51.34]In the workplace, it is important to be thought of as a team player,[0:55.83]for no one person can build a railroad or manage an airline.[1:0.59]In today’s world most companies are using team concepts to run their business.[1:6.92]Success in college can also depend on teamwork.[1:10.48]Lab work and group projects are just some of the experiences requiring good cooperation with others.[1:18.69]Human beings are social creatures.[1:21.12]Like it or not, we are all team players.Unit 7 Adversity[0:4.50]Listen and Respond[0:6.95]Carrots, Eggs and Coffee Beans[0:13.10]A daughter complained to her father about her life and how things were so hard for her.[0:19.41]She did not know how she was going to make it and wanted to give up.[0:24.85]Her father, a cook, took her to the kitchen.[0:29.72]He filled three pots with water and placed each on a high fire.[0:35.16]When the water came to a boil, he placed carrots in one of them,[0:40.19]eggs in the second pot, and coffee beans in the third. [0:44.66]His daughter waited impatiently and wondered what he was doing.[0:50.12]In about twenty minutes he took out the boiled carrots and eggs and placed them in two different bowls.[0:58.26]Then he poured her a cup of coffee.[1:2.31]He turned to his daughter, and asked her, “What do you see”[1:7.09]“Carrots, eggs, and coffee,” she replied and asked, “What does it mean, Father”[1:14.08]He explained that the carrots, eggs and coffee beans each had faced[1:20.02]the same adversity, boiling water, but each reacted differently.[1:25.79]The carrots went in strong and hard but came out softened and weak.[1:31.09]The eggs had been weak.[1:33.26]But after being boiled their inside became hardened. [1:37.59]The coffee beans were unique, however.[1:40.51]After they were boiled in the boiling water, they had made the water taste better.[1:47.09]Then the father asked his daughter, “When adversity knocks on your door, how do you react?[1:53.82]When life isn’t turning out quite the way you expected, you have a choice to make.[1:59.17]Which will you be — a carrot, an egg, or a coffee bean?[2:4.74]If you are like the coffee bean, when things are at their worst,[2:8.94]you get better and make things better around you.”Unit 8 Human Behaviour[00:04.44]Listen and Respond[00:06.96]The Unexpected Rescue[00:10.29]I was walking along a dark street late one evening when I heard screams coming from behind some bushes.[00:17.57]Alarmed, I slowed down to listen, and realized that what I was[00:21.93]hearing were the sounds of a hard fight and tearing of clothes.[00:26.33]Only yards from where I stood, a woman was being attacked.[00:30.41]Should I get involved?[00:31.82]I was frightened for my own safety and cursed myself for having suddenly decided to take a new way home.[00:39.28]Shouldn’t I run to the nearest phone and call the police?[00:43.53]Although the thoughts in my head had only taken seconds, already the girl’s cries were growing weaker.[00:50.78]I knew I had to act fast.[00:53.30]How could I walk away from this?[00:55.52]No, I finally decided.[00:57.53]I could not turn my back on the fate of this[01:00.19]unknown woman even if it meant risking my own life. [01:05.00]I am not a brave man, nor am I a strong man.[01:08.33]I don’t know where I found the courage and physical strength,[01:12.15]but once I had finally decided to help the girl I seemed to have changed into another man.[01:18.62]I ran behind the bushes and pulled the attacker off the woman.[01:22.77]While struggling, we fell to the ground,[01:25.23]where we wrestled for a few minutes until the attacker jumped up and escaped.[01:30.38]Breathing hard, I approached the girl, who was sobbing behind a tree.[01:34.97]In the darkness I could barely see her outline, but I could sense her trembling shock.[01:41.17]Not wanting to frighten her further, I spoke to her from a distance.[01:46.04]“It’s OK.”[01:47.20]I comforted her.[01:48.80]“The man ran away.[01:50.62]You are safe now.”[01:53.81]There was a long pause...[01:56.25]I heard the words in amazement.[01:59.21]“Daddy, is that you”[02:01.97]And then, from behind the tree, stepped out my youngest daughter, Katherine.。

必修7 Unit 1 Living Well阅读课教学设计07

必修7 Unit 1 Living Well阅读课教学设计一、教材分析本课时是阅读课，让学生了解唐山大地震的有关情况：地震前所发生的一些异常现象；地震发生后对整个城市造成的毁灭性破坏。

让他们深刻体会“地震”带来的巨大灾难，以及随之而来的全国军民大援救。

通过本课时学习，使学生了解地震成因的科学常识，加强自然科学素养，明白如果了解并认识地震前的预兆，就能提前做好准备，减少或避免不必要的损失，从而激发对科学的热情，并珍惜现在所拥有的一切。

二．学情分析1. 在Warming up部分提供了唐山地震和美国旧金山地震的两幅图片，学生已经简单描述过地震对这两个城市造成的危害并展开了讨论。

2. Pre-reading部分提供4幅地震前兆的图片，让学生了解地震前的动物和自然界奇特的异常变化，相信能激发学生了解地震的兴趣。

3. Reading部分详细描述了地震来临前的一些不正常的自然现象及动物的反常表现，以及地震造成的损失和震后的救援情况。

此环节描述比较详细具体，学生应该容易理解。

4. Comprehending部分设计了5个练习：课文细节配对题、列出地震前后的事件、归纳段落大意、课文标题理解以及角色扮演，主要是帮助学生更好地理解课文内容。

二、教学目标1、知识目标（1）Get the students to learn the following useful new words and expressions in the passage:shake,rise,crack,burst,canal,steam,destroy,ruin,dirt,injure,survivor, brick,dam,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine, shelter,fresh,at an end,as if, in ruins,dig out,a great number of,think little of,All hope was not lost.（2）Get the students to know basic knowledge about natural disasters.2、能力目标（1）Develop the students’ reading ability and let them learn different reading skills like skimming,scanning and summarizing.（2）Train the students’ abilities of thinking,reasoning and judging.3、情感目标（1）Get the students to know the importance of predicting the earthquake and how to protect themselves and others when in face of an earthquake.（2）Get the students to learn the rescue workers’spirits:selfless,courageous and devotion.（3）Develop the students’ ability of cooperative learning.三、教学重点和难点1、教学重点（1）Get the students to know basic knowledge about the earthquake.（2）Get the students to learn to use different reading skills.2、教学难点（1）Develop the students’ different reading skills for different reading purposes.（2）Get the students to understand the passage more deeply.四、教学方法1、Task-based teaching and learning.2、Cooperative learning.3、Discussion.4、Role playing五、教学过程Step 1 Lead-in1、Show the students some pictures about natural disasters and ask them:Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?(fire, tsunami, volcano, typhoon, sandstorm, flood, hailstone, earthquake)2、Show the students another three pictures of what an earthquake has brought about and ask them:Have you ever experienced an earthquake? Can you described how terrible an earthquake is?地震的破坏3、Introduce the topic of the unit: Earthquakes.【设计说明】通过多媒体课件展示一些自然灾害的图片，让学生了解一些自然灾害的知识。

新世纪大学英语系列教材综合教程2 Unit 1 Living in Harmony.ppt课件

3. Do you think interpersonal relationships have anything to do with one’s success in career and life? State your reasons.
.
As a college student, you are now living on campus. Have you ever experienced any of the following situations that may affect the harmony in your dorm (dormitory)?
I apologize for what I said just now.
Please forgive me for having lost your letter.
I hope you will forgive me. Oh, my fault.
I (do) beg your pardon. Forgive me for doing ... I regret doing ... / that
When, why, what, where, who, how Do, Be, Have, Can…
.
2.Listen and Respond
Page 2 Task one
Focusing on the main ideas
1.What…main idea? 2.Why…fight? 3.Do you think we have reasons to hate? 4.Why love family first?
they are living together peacefully rather than fighting or arguing. We must try to live in peace and harmony with ourselves and those around us... 我们必须努力和我们自己及周围的人和睦相处。

中学英语《Unit 1 Living Well》教学设计

Unit 1 Living Well教学设计【学情分析】本单元的教学对象是高二学生，建立在高一教材学习的基础上，学生们已经逐步适应了在任务与活动中学习英语以及如何处理语言知识和活动开展之间的关系。

另外，学生们已经形成并培养了一定的小组合作学习和自主学习的能力。

对于残疾人这一话题，学生们并不感到陌生，比较能引起学生的兴趣，并激发学生的探究心理。

学生的英语基础参差不齐，大部分学生的基础知识仍然比较薄弱，运用英语进行自由表达和交际的能力较弱。

很多学生并不懂得如何正确进行阅读理解，他们普遍存在阅读速度慢，词汇量少，知识面窄的问题，所以，在语言的延伸上，很难得到回应。

少部分学生的基础较好，能够与老师有较高水平的配合。

这部分学生有求新、好奇的心理特点，在小组竞赛和合作中，愿意表达和表现自己。

【教学方法】本节课采用了任务教学法，交际教学法和小组合作教学法。

以小组为合作的竞赛设计，易于激发学生的集体荣誉感和责任感，所以更容易唤起他们学习的积极性和主动性。

鉴于有些同学不敢表现自己的情况，我设计了一些改进措施，比如课堂上设计多个层次的问题，让多数学生都有参与的机会。

问题的设计有梯度，有浅入深，鼓励学生大胆思考，勇于回答。

通过小组合作，使能力好的同学充当组长，指导和帮助程度弱一些的同学学生的个别差异也得到了照顾。

但从最后的录播效果来看，由于学生有些紧张和约束，在自我展示环节没有达到理想的踊跃度和积极度，参与度还有待进一步提高。

【教学准备】I. Learning aims:1.To have a good understanding of the life of the disabled and their optimistic attitude towards life.2.To get to know the inner demands of the disabled and develop the consciousness of helping the disadvantaged groups.3.To cultivate a good reading habit and to be positive and strong-minded when in trouble.II. Teaching important and difficult points:1.How to get students to learn to use reading strategies such as skimming and scanning to read flexibly.1。

Unit-1-Living-in-Harmony教学文案

We can find more than enough reasons to live in harmony and love, then we can work together to create a better world for all of us.
Read and Explore
Read and Explore
Global Reading
TRUE OR FALSE
1. It is unnecessary and impossible for those who have been seriously hurt to forgive. ( F )
2. If you have decided to forgive someone, you’d better do it as early as possible. ( T )
1. The weak can never forgive. Forgiveness is the attribute of the strong.
Mahatma Gandhi
2. Harmony makes small things grow, lack of it makes great things decay.
Read and Explore
Global Reading
Directions: Complete the following sentences according to the text. 1. No human relationship can survive without fo_r_g_iv_e_n_e_s_s .
3. Do you think interpersonal relationships have anything to do with one’s success in career and life? State your reasons.

unite 1 living in harmony

Unit 1 Living in a harmonyText aalternative n. [（to）][常与to 连用]可供选择的事物[方式等]；舍取；抉择e.g. If you don't like the school lunch, you have the alternative of bringing yourown.要是你不喜欢学校准备的午餐,你可以自己带饭。

Bible n. [c]基督教《圣经》bitterness n. [u]怨恨，愤恨，伤心或者不愉快情绪e.g. She was pained at her own bitterness.她是为自己的苦难而难过。

cripple vt. infml damage or weaken seriously ; hurt or wound (a person ) so that use of one or more of the limbs is made difficult or impossible 【非正式】严重损坏或者削弱；使残废e.g. My father was a cripple, my mother in poor health.我父亲是个残废人,我母亲身体又不好cling v. (clung ,clung) [(to )]continue to believe or do sth., even though it may not be true or useful any longer; hold tightly ; refuse to go or let go [常与to 连用]坚持，墨守，紧握住，抱紧住e．g She was wet through and her clothes clung to her body.她湿透了,衣服粘在身上。

core n. [一般用单数；常与of连用]核心，最重要的部分e．g Cut out the core of the apple.除去苹果的核count sth. against sb. consider sth. as a disadvantage in sb. 认为某事物不利某人；因某事而低估某人e．g Her past record counts against her. 她过去的经历对她不利。

our world 环球少年英语系列级别四 4b 学生用书

our world 环球少年英语系列级别四 4b 学生用书Our World Level 4B Student Book。

Unit 1: Living in Harmony with Nature。

In today's fast-paced world, the importance of living in harmony with nature cannot be overstated. As human activities continue to impact the environment, it has become imperative for individuals and communities alike to adopt sustainable practices to preserve the delicate balance of our planet's ecosystems.One of the key aspects of living in harmony with nature is understanding the interconnectedness of all living things. From the smallest microorganisms to the largest mammals, every organism plays a vital role in maintaining the health and stability of the environment. By recognizing and respecting this interconnectedness, we can cultivate a deeper appreciation for the natural world and strive to coexist with it in a more sustainable manner.Another essential component of living in harmony with nature is practicing conservation and stewardship. This involves taking proactive measures to protect and preserve natural resources, such as water, air, soil, and biodiversity. Conservation efforts may include reducing waste, recycling materials, using renewable energy sources, and supporting conservation initiatives.Furthermore, sustainable living requires a shift in mindset towards consumption and resource utilization. Instead of prioritizing short-term gains or convenience, we must consider the long-term impacts of our actions on the environment and future generations. This may involve making conscious choices to reduce our carbon footprint, minimize waste generation, and support ethical and eco-friendly products and practices.Education also plays a crucial role in promoting harmony with nature. By raising awareness about environmental issues and providing individuals with the knowledge and skills to make informed decisions, education empowers people to become responsible stewards of the environment. Through environmental education programs, schools, communities, and organizations can inspire positive change and foster a culture of sustainability.In conclusion, living in harmony with nature is essential for the well-being of our planet and future generations. By embracing interconnectedness, practicing conservation, adopting sustainable lifestyles, and promoting environmental education, we can work together to create a more sustainable and resilient world for all living beings. Let us strive to live in harmony with nature and preserve the beauty and diversity of our planet for generations to come.。

2020-2021学年高中二年级下学期Unit5Livinginharmonyreading教案

Green orchids教学设计授课老师：【设计理念】上海市中小学英语课程标准指出：教学要体现学生主体性原则。

教学过程中应突出学生的主体地位，充分发挥学生的主动性和积极性。

要营造宽松、和谐的学习氛围，激发学生的学习兴趣和求知欲望；要尊重学生的个体差异，重视学习方法指导，培养良好的学习习惯和自主学习的能力。

同时，英语高考正经历一轮新的改革，从明年起，以往只做参考的听说成绩将纳入高考总分，占全卷的10分。

听说考试中涉及朗读句子、情景提问、看图说话、听说结合、简述与问答等题型。

此轮改革，充分考察学生应用这门语言的能力。

这就要求在平时的教学过程中，将听和说的语言学习贯穿课堂内外。

因此，本课以兴趣为出发点，将听说读写的训练贯穿整堂课。

教师通过难易结合、形式多样的学习任务引导全体学生积极思考问题，启发学生的思维，克服学生对语篇的畏难情绪，积极参与课堂活动，在活动中充分理解文本。

同时，教师立足于文本，有效进行语言材料的输入，充分发挥语言材料的价值，为课堂最后的语言输出做好铺垫。

教师是指引者，学生是学习的主体。

学生在课堂活动的中积极思考，勇于表达，提高英语学习的兴趣和自信心。

【教学分析】教材分析：本课系牛津教材高二第二学期中的一课，题为Green orchids（绿色的兰花），选自于有关环境问题一书中的一个故事。

1）故事以主旨引领，开门见山：Life is a series of choices, and we cannot always foresee the consequences.（生活就是一系列的选择，我们无法预见其结果。

）交代了利欲熏心的商人Saleem因为一个错误的选择而丧失了活命的机会，故事内容足以引发学生的学习兴趣。

2）语篇中的生词不会对学生的总体理解造成障碍，可以以此锻炼学生联系上下文理解生词的能力。

3）故事情节清晰紧凑。

教师可以通过设计不同的任务，帮助学生深入领会故事内容和主旨，同时有效指导答题技巧，规范答题，且在本文故事的基础上，大胆猜测另一种可能的结局，充分领会文章主旨。

Unit One Living in Harmony

EXERCISES
no sooner...thao sooner lain down than the telephone rang. 我刚躺下, 电话铃就响了。 No sooner had I heard the knock than I opened the door. 当我听到敲门声, 我马上就开门了。
respect go well love and vitality vegetables delicious beef
Part Division of the Text
Parts Paragraphs 1 1~3 Main Ideas
Why forgiveness is necessary for human relationships and for your own health and sanity? You should act immediately and deliberately to forgive others although it is difficult to do so. At the same time, you should look back on your own warts and be aware of your own flaws. Forgiving others can get a satisfying reaction. No matter how the person responds to your effort, you will feel happy once you try to forgive him or her.

Paragraph 15

Forgiving puts you in control. However tough it is, the alternative is far worse. Q: What’s the meaning of the sentence” Forgiving puts you in control. ”? A: On the one hand, by forgiving others you are in control of the situation. For another, those who have hurt you may realize their mistakes, and even if they don’t believe they’ve done anything wrong, at least you are in control of your own emotions. Q: What does the alternative refer to? A: Refusing to forgive and holding the resentment in your mind.

教学设计8：Unit 1 Living well

Unit 1 Living well课程标准中的内容标准：本单元的话题是围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活，紧扣了本单元的“身残志坚”的主题。

教学细目：1、（情感目标）通过阅读，了解“残疾”，理解残疾人。

提高主动关心、帮助弱势群体的意识，同时激发自尊、自主、自强的精神，以快乐的态度，顽强的毅力面对人生。

2、（交际）通过听说学习有关祝贺和祝愿以及如何礼貌地表达个人观点的用语。

3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。

4、（写作）通过阅读和书面训练，学习并掌握正式信件的写法和用语。

5、（语法）通过书面训练，深入理解和进一步运用动词不定式。

单元重点知识点I. 重点单词和词组P. 1Words: ambition, noisy, suitable, disabled, beneficial,Phrases: have a disability, go to the movies, part ofP.2Words: outgoing, fellow, absence, annoy, clumsy, firm, psychologicallyPhrases: in other words, in addition, adapt to, cut out, put of breath, all in all, as well as, sit around, in many waysP.3Words: encouragement, conductPhrases: make fun of, feel sorry forP.4-5Words: politics, abolish , slavery, literaturePhrases: never mind, be supposed to do, resign from, go hungry, in painP.6Words: companion, weak-sightedPhrases: make a list, give assistance toP.7Words: congratulate, poor-sighted, graduation, bowlingPhrases: all the best, graduation certificateP.8Words: handy, dignity, outwards, profitPhrases: at the back of, in comfort, have trouble (in) doingP.9Words: communityPhrases: take sth. seriouslyII. 重点句型见表1.1.7III. 重点语法动词不定式：理解和掌握不定式的一般式的主动和被动、进行时的结构、完成时的时间及主动与被动概念、用法及与动词-ing，动词过去分词的区别和联系。

unit 1 living in harmony

Warm-up questions
1. Have you deeply hurt someone? 2. Have you been forgiven?
3. Have you been deeply hurt by someone? 4. Have you forgiven him or her?
Useful Expressions physical and mental health root out take hold 3. 生根 cling to sth. 4. 坚持 the core of… 5. ……的关键 roll off the tongue 6. 脱口而出 7. 偏离了宽恕的真正含义miss the whole point of forgiveness the initial act of … 8. ……的最初行为 9. 一次性的行为 a one-off act constant emotional confrontation 10. 不断的情感冲突 11. 时间不会治愈创伤。 Time really doesn’t heal. 12. 运用宽恕的艺术 tackle the art of forgiveness 1. 身心健康 2. 彻底根除；根除
Para 1-3 sentences 1. It’s a universal necessity for … 2. Unless it’s swiftly rooted out, it takes hold and grows, crippling and eventually even killing those who insist on cling determinedly to it.
2. 修复破裂的关系
3. 缓和局面 4. 迈出第一步 5. 记住 6. 不再生气

人教版英语选修七 Unit 1 Living well 教案

Unit 1 Living well一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。

学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。

二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。

本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。

本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。

通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。

它在整个单元教学中占有十分重要的地位。

这是对新课程目标中情感态度与价值观培养目标的全方位体现。

基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。