lesson3_warm-up
《Unit 3 Learning》教学设计北师大版(三起)(2024)小学英语三年级上册(4课时)
(2)带领学生读几遍词汇,注意纠正学生的发音。
(3)玩 “闪卡游戏”,快速展示词汇卡片,让学生说出对应的英语词汇。
设计意图:通过图片展示和游戏的方式,让学生轻松愉快地学习新词汇,提高学习积极性。
3. Learn new sentences(学习新句型)
学情分析
三年级的学生经过一段时间的英语学习,对英语有了一定的好奇心和兴趣。他们具有较强的模仿能力和表现欲望,但注意力集中时间较短。在知识储备方面,学生可能已经认识了一些简单的学习用品词汇,但对于学习科目和相关句型的掌握还比较有限。因此,在教学过程中,要采用生动活泼、多样化的教学方法,吸引学生的注意力,提高学习效果。
二、Presentation(呈现)
1. Lead-in(导入)
展示一张教室的图片,问学生:“What can you see in the classroom?” 引导学生用中文说出教室里的学习用品和科目相关的物品。
设计意图:通过图片导入,引起学生的兴趣,为学习新词汇和句型做准备。
2. Learn new words(学习新词汇)
四、Summary(总结)
1. 回顾本课时所学的词汇和句型。
2. 强调 “I like...” 和 “I can...” 句型的不同用法。
设计意图:帮助学生巩固所学知识,明确两个句型的区别。
五、Homework(作业)
1. 听录音,跟读新词汇和句型。
2. 用 “I can...” 句型写一篇短文,描述自己的学习能力。
2. 表扬表现好的学生,鼓励其他学生继续努力。
设计意图:帮助学生巩固所学知识,同时给予学生肯定和鼓励。
小学英语人教版新起点(一起)四年级上册 Unit 6 Jobs 课件——第三课时
...
Vocabulary sick
Vocabulary
people
Vocabulary
teach
Vocabulary
myself
Vocabulary
sound
Read and match. Monday Tuesday Wednesday Thursday Friday Saturday Sunday
精品课件
小学英语人教版新起点(一起) 四年级上册
市实小 清风制作
Байду номын сангаас 人教版新起点小学英语四年级上册
Unit 6
Lesson 3
Warm-up
播放同学们课下用“学乐师生”APP拍下的表达 职业愿望的英文句子,让同学们猜猜,复习上节 内容。
Vocabulary
nurse cook doctor police officer
Let's talk. What do you want to be in the future?
I am Mike.I like car.I want to be a
cook.
Good to know. hairdresser
vet
fashion designer
writer
Summary 今天我们学习了: I want to be a ... He wants to be a ... I can ... 以及一些新职业名词:vet, fashion designer, writer, hairdresser.
Let's talk. What do you want to be in the future?
六年级英语上册Unit1《Ourteachers》(lesson3)教案重大版
六年级英语上册Unit1《Ourteachers》(lesson3)教案重大版Lesson there【教学目标】1、听说认读以下短语和句型:hou old is she ?Chinese teacherSicence teacherArt teacherMusic teacher2、能够进行对话【教学重难点】1、会认读等词组。
2、弄清楚句型的句型。
hou old is she ?what does your teacher look like?【教学用具】准备一些学生用的课本或图片,教学光碟第一课时【教学过程】:一、warm-upGreetings.T: Hello,boys and girls! Nice to see you.二、 PresentationReview the old wordsT: This is our new term. We have many new books. Let’s see what we have.(展示学生们发的新书,让学生说出相对应的单词,并呈现单词。
)操练方法:齐读、快速认读、英汉互译三、listen ,circle and say播放录音,让学生跟读。
对话中部分句型学生学过,听录音训练学生听力。
操练方法:小组互问,学生互问。
四、练习对话T:Who is that woman?She’s my.....teacher.T:how old is she?T:what does your English teacher look like?五课后反思第二课时【教学过程】:一、warm-up1.Greetings.2.Sing a song “Going Camping”Going camping,camping. Going camping,camping.We’re taking our food along. Caping out in the woods,Camping out by the rivers,camping out under the stars.二、Listen and writeA Circle the words you write1)A.fad B.fed 2)pet B.pat师运用集体听音朗读,分小组分角色朗读,个别同学上台表演等方式来进行朗读训练,注意提醒孩子模仿语音语调。
英语幼儿课前热身warmup汇总
英语幼儿课前热身Warmup汇总1.歌曲热身"Head,Shoulders,KneesandToes":教师唱这首歌,孩子们跟随歌曲做相应的动作。
既能锻炼孩子们的协调能力,又能提高他们的身体反应速度。
2.游戏热身"SimonSays":教师说一个动作,如"Simonsaysjump",孩子们跟随教师做动作。
如果教师没有说"Simonsays",孩子们则不做动作。
这个游戏可以提高孩子们的注意力。
"What'sMissing":教师将一些物品放在桌上,让孩子们闭上眼睛。
然后教师拿走一个物品,让孩子们猜猜少了什么。
这个游戏可以提高孩子们的观察力和记忆力。
3.故事热身"TheThreeLittlePigs":教师讲述这个故事,让孩子们扮演故事中的角色。
既能提高孩子们的听力,又能培养他们的想象力。
"GoldilocksandtheThreeBears":教师讲述这个故事,让孩子们参与互动,如模仿熊的动作、声音等。
这个活动可以提高孩子们的参与度。
4.诗歌热身"Twinkle,Twinkle,LittleStar":教师朗诵这首诗歌,让孩子们跟随节奏拍手。
这个活动可以提高孩子们的节奏感。
"TheItsyBitsySpider":教师朗诵这首诗歌,让孩子们做相应的动作。
这个活动可以提高孩子们的协调能力。
5.互动热身"HighFive":教师与学生互相击掌,鼓励孩子们积极参与。
这个活动可以增强孩子们的团队精神。
"IfYou'reHappyandYouKnowIt":教师唱这首歌,孩子们跟随节奏做相应的动作。
这个活动可以让孩子们感受到快乐和自信。
6.动手热身"ColorSorting":教师准备一些颜色卡片和玩具,让孩子们将相同颜色的玩具放在相应的卡片上。
lesson3_warmup
Success can be reached in different ways by people in different careers.
Listen to the passage and fill the
missing words.
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Lesson 3 - Michael Dell’s Two-Billion-Dollar Dream
I. Warming-up Qs
What is your dream? Is it a dream about money?
What is your idea of “success”? What is the criterion to measure success, according to the money he earns, his position, his reputation or something else ?
of
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even the appearance
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LISTEN
Lesson 3 - Michael Dell’s Two-Billion-Dollar Dream
II. Dictation
Honesty—What we say is true and forthcoming—not just technically correct. We are open and __tr_a_n_s_p_a_re_n_t_t_e_c_h_n_ic_a_l_ly_ in our
lesson3_warm-up
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The end of Land idioms.
Lesson 3-Message of the Land
IV. Film clips
Land is the only thing in the world that amounts to anything, for it's the only thing in this world that lasts. It's the only thing worth working for, worth fighting for. —Gone With The Wind
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Lesson 3-Message of the Land
III.
Land idioms
天堂;天 国
10. land of/o’ the leal<古><苏格兰>忠实的, 诚实的 —the abode of the blessed after death; heaven [origin] This idiom comes from Lady Nairn’ song: “I’m wearin’ awa’ to the land of the leal.” (我逐渐衰弱,直至进天国)
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Lesson 3-Message of the Land
V.
A poem
Across the delta lowlands to the Mississippi.
新通用大学英语综合教程2(第2册)U3课后答案及课件(第三单元unit03),高等教育出版社
Extended Exercises Checkpoint
Lesson 1
3
3
3
Lead-in Listening Speaking Reading Writing
Lead-in
Sitcom: Can I Take a Message? Scene 1
Phone :__________ □Please call back □Will call again Message:__H_e_w__ill_b_e__a_t _th_e__m_e_e_t_in_g__a_t _3_:0_0_._
Part 3 Check In and Check Out
3 Conversation 1 Conversation 2
Conversation 1
Listen to the conversation and answer the questions.
1. For which day does the man make a reservation finally? _1_8_t_h_______________________________________
□Mr./ □Ms./ □Mrs./ □Miss C_a_r_o_l_B_r_a_u_n_
Phone :__________
□Called
□Please call back
□Came to see you □Will call again
□Wants to meet □Returned your call
5. Mrs. Beatty is happy about her hotel. □
新版闽教英语三年级上册Unit3 Lesson3教学设计
闽教英语三年级上册Unit3 Lesson3教学设计一、教学目标:知识与技能:学生能够识别并说出关键单词schoolbag, pencil, pencil box, pen, ruler, black;掌握并熟练运用关键句子“Show me red, please.”和“My schoolbag is red.”。
过程与方法:通过实物展示、情境模拟、角色扮演等方法,使学生在轻松愉快的氛围中学习新词汇和句型,提高语言运用能力。
情感态度与价值观:激发学生对英语学习的兴趣,培养观察力和表达能力,同时增强团队合作意识。
二、教学重难点:重点:掌握单词schoolbag, pencil, pencil box, pen, ruler, black及其发音;熟练运用“Show me red, please.”和“My schoolbag is red.”进行对话。
难点:在实际情境中灵活运用所学单词和句型进行交流和表达。
三、教学准备:多媒体课件(包含文具图片和颜色示例)实物或模型:红色书包、铅笔、铅笔盒、钢笔、尺子以及不同颜色的同类物品学生学习卡片(写有单词和图片)小组活动材料(如颜色卡片、文具图片等)四、教学过程:1、Warm-up & Lead-in (5分钟)歌曲导入:播放一首与文具相关的英文儿歌,如“The Pencil Song”,活跃课堂气氛,同时引出文具主题。
复习旧知:快速复习上一课学习的颜色单词(blue, yellow, white, pink, orange),为新课学习做铺垫。
2、Presentation (10分钟)展示实物:教师逐一展示红色书包、铅笔、铅笔盒、钢笔、尺子等文具,引导学生说出对应的英文单词(schoolbag, pencil, pencil box, pen, ruler),并强调“red”这个颜色。
新句型教学:教师示范使用“Show me red, please.”句型请求展示红色物品,并引导学生回答“Here you are.”或展示相应物品。
北师大版高中英语必修三单词表
Learnin gtolear n solutionpartici patepor tfillout presentevaluat eintell igencearrange intelli gentchimpan zee Less on3dolphin icebergsignsea lenerget icpenguin coral discovery crab educate up-to-date attract ionhuntactoractresswritercollectionboxingUnit7Warm-upskiattract滑水注意waterskiingwatchout.风帆滑浪鲨鱼windsurfingshark骇人的折扣、减价frighteningdiscount在水下、供水下用的戏法、把戏underwatertrickLesson1融化、熔化Lesson1melt精神度量、测量spiritmeasure探险家长度、长explorerlength水手海员男生sailorschoolboy维京人、北欧海盗厘米Vikingcentimetre航海航空Lesson4voyage Lesson4启航圆桶setsailbarrel祖先、祖宗漩涡公元可怕的令人厌恶的ancestorwhirlpool更远、较远浮漂ADhorrible根据、依照令人感到恐惧furtherfloat陷入麻烦陷入困境逃脱、逃跑accordingtoterrifygetintotrouble persuade makeitto insearchof unknown eventually present-day deedjourneylecturebrake apologise theAntarctic Lesson2pollute pollutionover-fishing industrial agricultural chemicalbanaltogether handle department makealiving e scapeterrorsoulsurviveallatoncerecoverscreamsinkpickupunablerecogniseOceaniaoppositenetleakCommunicationWorkshopstadiumdebatelocalshopkeeperbaywildlifedisagree说服、劝服到达寻找、寻求不知道的、未知的最终终于当今的现代的行为、行动旅行、旅程讲授、演讲制动器、刹车道歉南极洲Lesson2使污染污染过度捕捞工业的农业的化学物禁止完全对付部、系、局、部门谋生答案、解决办法恐怖、恐惧灵魂幸存、生存下来突然、忽然痊愈、康复尖声喊叫、惊呼下沉、沉没取、接载不能的、不会的辨认出大洋洲对立的人(物)、反义词网渗漏泄漏CommunicationWorkshop运动场、体育场辩论、争论当地的地方性的店主店东海湾湾野生生物意见不合不同意Unit71Unit8Warm-up emperor WarmupLesson3 adventureinturn 奇遇、冒历旅行者、旅客desertamaze 沙漠、荒原皇帝 canoegoods 乘独木舟、独木舟宫廷、法庭 hikeconfuse 游猎、探险轮流 takeofffuel 旅行使惊愕(惊奇) presenterwealthy 徒步旅行、远足商品、物品 majorputintoprison 起飞使困惑 wildauthor 节目主持人燃料tiringdictation较重要的、较严重的富有的富裕的Lesson1standby(坏事)突然发生、爆野生的、狂热的 raftstatement令人疲劳的发white-waterquantity Lesson1 关进监狱 raftingprofessor 木排、木筏作者 horizonhunter激流漂流口述、听写 地平线 坚持(某种)说法organisationskin团体、组织、机构陈述uncomfortable Lesson4 不舒服的、不自在的量、数量routeonone'sway porterNorwegian路线、路程教授行李搬运工猎人luggagepreparation 行李皮皮肤accommodationsledge住所、住处Lesson4hostelbreakdown旅社、招待所在途中maximumshock最大的、最多的挪威人、挪威的altitudegoal高度、海拔准备、预备extraambition 特别的、额外的雪车、雪橇optionalexhausted可选择的、非强制的损坏、不能运转 rightnowranoutof就在此刻震惊、惊骇differhopeless不同于、有区别目的、目标footprintcheerful脚印、足迹志向、抱负anxiousdistant忧虑的担心的疲惫的Lesson2carryonLesson2用完耗尽Extremewithin极度的、极端的没有希望的bungeejumpingsadness蹦极愉快的、高兴的snowboardingfunction单板滑雪远处的、久远的snowraftingpatience动力雪橇滑降继续做某事inordertonationality为了(某一目的)在⋯里面gymnasticsaim体操、体操训练悲哀、忧伤similarity Communication相似性类似性运转、起作用upsidedown Workshop颠倒地、倒置地耐心、忍耐力exactlytransport确切地、精确地国籍riskobserve冒⋯⋯的危险目标、目的excitementdisadvantage兴奋激动Communicationvariousstaff 不同的、各种各样的Workshop flowsurvival 流动涌出北极、北极区 equipmentshelter 配备设备运输、运送 dullphilosophy 暗淡的、迟钝的观察、观测preferencelimit 较喜欢爱不利、不利条件 turnup 出场员工、全体工作人员 backout 决定不履行(承诺)幸存、残存、生存 getacross 使理解(某事) 遮蔽、庇护所jog 慢跑哲学Lesson3 边界、限度 traveler2Unit9Warm-up pullout Warm-up手提箱、皮箱ferry Lesson3渡船内容)停止、停车minibuspetrol(车辆小巴cyclistgas(火车)驶离车站骑自行车的入motoristsolar Lesson3驾驶汽车的人pedestrianracer(英)汽油行人jamsunlight阻塞、拥挤气体、煤气、汽油交通阻塞、塞车太阳的、太阳光的actuallykindergartenLessonl sofar实际地、真实地赛车手benefittakeplace Lesson1阳光、日光flatconvenientnorthwest得益、好处幼儿园、幼稚园thereforesoutheast崎平的迄今为止方便的、便利的发生bicyclechapterparkingimpression所以、因此西北、西北方自行车东南、东南方conveniencereliablehopefulgolf停车场章节neighbourhoodoperator方便、便利印象、感觉有希望的可靠的whereverappreciate街坊、邻近地区高尔夫球(运动)thiefessayc hipshopping员无论在何处操作人员、接线insert Lesson4贼、小偷欣赏、鉴赏indeedcarbonmonoxide集成电路片、硅片散文插人、嵌入购物feduphighwayconsequenceconstruction Lesson4当然、确实不愉快的厌烦的一氧化碳arrestpavementbonecrossroads后果结果公路arguemount逮捕拘留建造、建筑业骨头人行道Lesson2physicalbaggagemotor锻炼身体、做运动十字路口争辩、争吵数量platformfigurebeltgoup Lesson2身体的、物质的ambassadorengine行李马达、发动机站台、月台数字、数目sensitivepergreycentigrade带子上升大使发动机、引擎gentleaddictedfierceadmit敏感的、能理解的每每一灰色的、灰白的摄氏(度)vocabularyonaverage和善的、温和的沉溺于⋯⋯的accentoccupyinterpretersomehow残忍的、凶猛的承认、供认词汇、词汇量通常likelywhicheverschedulesuit重音、口音居住、占有timetable Communication译员、口译者以某种方式可能的无论哪个foolish Workshopresponsibilitydamage适合时间表进度表时间表relyonnowhere Communicationhostesscrossing Workshop愚蠢的airhostesstunnel负责、责任损害、损失无处、任何地方都不non-smokingplus依赖casefrequent女主人交叉路口、人行横道空中小姐地道、隧道suitcasefarecontent禁止吸烟的加、加上pullup大箱子时常发生的票价、车费3WORD格式4。
北师大选修一unit1lesson3教案
北师大选修一unit1lesson3教案Unit 1: My Beloved CityLesson 3: Historical and Cultural Landmarks in BeijingI. Objectives:- Students will be able to identify and describe the historical and cultural landmarks in Beijing.- Students will learn about the significance of these landmarks in Chinese history and culture.- Students will develop their language skills through speaking, listening, reading, and writing activities.II. Materials:- PowerPoint presentation- Handouts with pictures and information about the landmarks- Map of Beijing- Whiteboard and markersIII. Warm-up:1. Show pictures of famous landmarks in Beijing and ask students if they recognize any of them.2. Ask students what they know about the history and culture of Beijing.3. Generate a class discussion about the importance of historical landmarks in preserving culture and identity.IV. Presentation:1. Display a map of Beijing on the board and point out the locations of the landmarks.2. Show pictures of each landmark and provide a brief description of its history and cultural significance.3. Play an audio recording of a native speaker discussing the landmarks, allowing students to listen and follow along with the transcript.V. Vocabulary:1. Introduce vocabulary related to the landmarks: Forbidden City, Great Wall, Temple of Heaven, Summer Palace, and Tiananmen Square.2. Use visual aids and examples to help students understand the meanings and pronunciation of the new words.VI. Reading and Speaking Activities:1. Divide the class into small groups and distribute handouts with pictures and information about the landmarks.2. In their groups, students will discuss and describe the landmarks using the vocabulary previously introduced.3. Encourage students to ask each other questions about the landmarks to further develop their speaking skills.4. Monitor the groups and provide assistance as needed.VII. Listening Activity:1. Play a recording of a tour guide describing one of the landmarks.2. Students will listen and take notes on the key points about the landmark.3. After the recording, students will work in pairs to share their notes and summarize the main points.VIII. Writing Activity:1. In pairs, students will write a short paragraph describing their favorite landmark and explaining why it is meaningful to them.2. Provide sentence frames or prompts to help students structure their writing.3. Students will exchange their paragraphs with another pair and provide feedback on content and language.IX. Consolidation:1. Ask students to share their favorite landmark and what they learned about it from the activity.2. Facilitate a class discussion on the importance of preserving historical and cultural landmarks.3. Summarize the main points of the lesson and provide additional information or resources for students to explore further.X. Homework:1. Assign students to do further research on one of the landmarks and prepare a short presentation for the next class.2. Students can use books, websites, or other sources to gather information and create visual aids for their presentations.XI. Assessment:- Monitor students' participation in the group and pair activities.- Evaluate students' speaking and writing skills based on their descriptions and paragraphs.- Provide feedback on areas for improvement and encourage further language practice.Note: This is a sample lesson plan and can be adapted and modified according to the specific needs and proficiencylevel of the students.。
Lesson Three
Topic: Interpreting for Reception Service
Reception Service
--Liaison
Interpretation (联络陪同口译) Meeting Guests at the airport Hotel Accommodation Banquet Service Getting Around/Visit Seeing Guests off at the airport
Dialogue Interpretation I
这位先生,您请留步。您一定是纽约总公司派来参观世博的代表罗宾 森先生吧?我之前见过您的照片。 Oh, yes, I’m Kelvin Robinson. And if I’m not mistaken, you must be Miss Du from DB Shanghai branch. 是的,我正是行政部的杜拉拉。我一直在此等侯您的到来呢。 Nice to meet you. And thank you very much for coming all the way to the airport to meet me. Actually, back in New York, I’ve heard a lot about you. You became the legend of DB Shanghai, I guess. 哪里,哪里,您过奖啦。我只是尽力做好我应该做的。飞行这么久, 您一定很累了吧?我们直接就开车到酒店去吧。 It is indeed a long trip. I do feel a bit tired. And I’m afraid I’m bad with the jet-lag. 没关系的,好好休息一下应该会好很多的。考虑到您这次来主要目标 是参观世博,所以我们特意安排您在离世博园较近的假日酒店入住, 希望您会喜欢。 You’re really thoughtful. And I’m sure my journey this time will be an interesting and rewarding one.
现代大学英语精读第一册 Lesson3
Lesson Three Message of the LandTeaching Objectives:A.To know the background information about the author, and the style of this text.B.To acquire the key words, important and difficult sentences and language pointsC.To understand and master the usage of the basic rhetorical devices: simile andmetaphorD.To understand the connotation of the title and main idea of the text. Teaching Procedure:I.Pre-task1. Warm upIndividual questions:●The title “Message of the Land’ means that land can convey something to people.Then what does land convey to people, or what role does land play in people’s daily life in your mind?●What is people’s attitude to land nowadays?2. Background information:The author:Pira Sudham(1942~)is an English writer in Thailand . He was born in a poor family in rural Esarn, in the northeast of the country. At the age of 14, he traveled to Bangkok to become a temple boy, a servant to the monks. He continued to study and won entrance to Thailand’s top University, Chulalongkorn. He later won a New Zealand government scholarship which allowed him to travel from New Zealand to Australia, China’s Hong Kong and Europe. Pira Sudham never forgets Esarn, where he experienced poverty and injustices in his early years, and which became the background for many of his short stories and novels. His novel Monsoon Country made him a nominee for the 1990 Nobel Prize for the literature. This text is adapted from the farmer and his wife in guidebook to better reading series published in 1982. The city: BangkokBangkok, population 8,538,610 (1990), is the capital and largest city of Thailand. The city is located on the east bank of the Chao Phraya River, near the Gulf of Thailand. Bangkok is one of the fastest-growing, most economically dynamic and socially progressive cities in Southeast Asia. Local people like to think that it is emerging as a regional centre to rival Singapore and Hong Kong, but it suffers from major infrastructure and social problems as a result of its rapid growth. It is also one of the world's most popular tourist destinations.Bangkok is the economic center of Thailand. The Chao Phraya River allows Bangkok to function as a port. The Stock Exchange of Thailand is located in Bangkok. Tourism is a major source of revenue. The city contains many Buddhist temples (known in Thai as Wats), among the best known being Wat Pho and Wat Arun. Thailand BuddhismBuddhism is Thailand's main religion. 94% of Thai people are Buddhist. The other are Muslim, Catholic or Chinese. Buddhism was born 2,546 years ago (the official year in Thailand is the year 2003 and the traditional year is the year 2546). Buddhism is linked with the historical Indian prince, Siddharta Gautama, who became the Buddha and reached the enlightenment. Now his teachings are still followed. His teachings say that people suffer because they are attached to material things, to women or men by heart links. These links cause suffer, jealousy so pain. People are never satisfied, i.e. they want more money, more power. The aim of Buddhism is to get rid of these pains and of these links. There are several kinds of Buddhism. Thai Buddhism is called Theravada Buddhism.Quote from the author:The following is a part of the author’s remarks, based on which we can have a glimpse of the poor of Tailand.“If I had not left my village then, I would have been subject like most villagers, to the mercy of nature: floods, drought, disease, ignorance and scarcity. With endurance, I would have accepted them as my own fate, as something I can not go against in this life.”II. Task cycle:Theme of the text:The text tells about the deep regret of the old people over the loss of traditional values and the way of life.Structure of the text:The text can be divided into two parts:Part I (paras 1-7): about the interview of wife.Part II: (paras. 8—11) about the farmer’s speechIn-class discussion:Question: What kind of writing does this text belong to?Answer: This text is an essay in a very broad sense of the word, or rather an interview.It is written down by the writer who interviewed a farmer and his wife.(Since the World War II it has become popular for writers to interviewpeople, record what they say and, after some, not too much, editing, publishthese people’s stories in book form.)Question: What are stylistic features of essay?Answer: Generally speaking, the style of essay is colloquial. The language is straightforward. The sentences are short and words are small and easy,which help readers to understand what’s going on.Questions in mind:●What do we learn from the old couple in the interview? What are theircharacteristics?●What problems does the old couple meet with?●What is the root of the problem?●Are there any effective ways to solve the problem?Detailed study of the Text:1). They belonged to my parents and forefathers. (para1)to belong to sb: to be owned by sb.“Yes, these are our rice fields. They belonged to my parents and forefathers. The land is more than three centuries old.”Question: In the first paragraph,why does the wife start her conversation with the talk about the land?Answer: The wife has already regarded the land as part of her life. This is the land where her parents and forefathers lived and it is bound with family historyand tradition. It represents the root of her family.2). …it was I who stayed with my parents till they died. (para1)Sentence structure: the emphatic structure.Pattern: it is \was …that\who…Function: to emphasize some parts in a sentence,e.g. the subject.It was the policeman that/who caught a pickpocket on No. 933 bus yesterday.e.g. the object.It was a pickpocket that the policeman caught on No. 933 bus yesterday.e.g. the adverbialIt was on No.933 bus that the policeman caught a pickpocket yesterday. (the adverbial of place)It was yesterday that the policeman caught a pickpocket on No. 933 bus. (the adverbial of time)Task: Make sentence according to each pattern3). My husband moved into my house as is the way with us in Esarn. (para 1) “As” introduces a defining relative clause, and functions as its subject, representing what is stated in the main clauses.More examples:⏹As is known to all, Taiwan belongs to China. (as-----subject of the clause)⏹As is often the case, the boy was late for class. (as-----subject of the clause) Question: What is the cultural connotation in this sentence?Answer: When we got married) my husband came to live in our house. It was the tradition here in Esarn that the bridegroom should come to live with the bride’s family.4). The rest, two boys and two girls, went away as soon as we could afford to buy jeans for them. ( para 1)the rest (of sth): the remaining people or things; the otherse.g. 其中一本书比较难,其他的简单。
Unit 6 Lesson 3英语教案高中英语北师大版(2019)必修第二册
Unit 6 The AdmirableLesson 3 The superhero behind supermanOverview:In this lesson, students will learn about the life of Jerry Siegel, the creator of Superman, and his journey to bring the iconic superhero to life. Students will practice reading comprehension, vocabulary, and critical thinking skills as they analyze the text and answer questions.Objectives:Students will learn about the life and work of Jerry Siegel.Students will practice reading comprehension and vocabulary skills.Students will develop critical thinking skills by analyzing the text and answering questions.Materials:Textbook:《北师大版(2019)高中英语必修第二册》Unit 6 The Admirable Lesson 3Handout with comprehension and vocabulary questionsWhiteboard and markersProcedure:Warm-up:Begin the class by asking students to brainstorm some famous superheroes. Write their answers on the board and ask them to share what they know about each character.Pre-reading:Introduce Jerry Siegel as the creator of Superman and ask students what they know about him. Explain that they will be reading a text about his life and work. Ask students to predict what the text might be about and write their predictions on the board.Reading:Have students read the text individually and answer the comprehension and vocabulary questions on the handout. After they have finished, ask them to compare their answers with a partner.Group Discussion:Bring the class back together and ask for volunteers to share their answers to the comprehension questions. Lead a discussion about the text, encouraging students to ask and answer questions about the content.Wrap-up:Conclude the lesson by asking students what they learned about Jerry Siegel and his contribution to popular culture. Ask them if their predictions about the text were correct and why or why not.Exercise:I. Choose the best answer to complete each sentence.What made Siegel and Shuster create Superman?A. A dream.B. Their favorite superhero.C. Their love for comics.D. Their hope for a better world.Superman is different from other superheroes because he _______.A. has superpowersB. fights for justiceC. wears a capeD. has a secret identityWhat was Jerry Siegel's original name for Superman?A. SuperhumanB. SupermanC. The Man of SteelD. The Mighty ManHow did Siegel and Shuster finally sell the idea of Superman?A. They made a comic strip about Superman.B. They sold the character to a newspaper.C. They sent their idea to a publisher.D. They drew a cartoon of Superman.Which of the following was NOT one of Superman's abilities in the beginning?A. FlyingB. Super strengthC. X-ray visionD. TelekinesisII. Fill in the blank with the proper form of the word given.Siegel and Shuster's creation of Superman was a ___________ (history) event in the world of comic books.Superman's ___________ (strong) made him almost invincible.Clark Kent is Superman's ___________ (real) identity.The success of Superman ___________ (inspire) many people to pursue their own dreams. Superman is known for his ___________ (protect) of the innocent and defenseless.IV. Discuss the following questions with your classmates.Why do you think Superman has remained popular for so many years?Do you think superheroes like Superman have a positive impact on society? Why or why not? What qualities do you think make a person or character admirable?Are there any real-life people who you consider to be heroes or heroines? Why do you admire them?What do you think is the most important message that can be learned from the story of Superman and his creators?Answers:I. 1. D 2. B 3. A 4. C 5. DII. 1. historic 2. strength 3. real 4. inspired 5. protectionIV. Discussion questions, answers may vary.Homework:Ask students to write a short paragraph about their favorite superhero, explaining what they admire about them and why.。
(完整版)北师大版高中英语必修三单词表
Learning to learn participatefill outevaluatearrange chimpanzee dolphinsignhuntactoractresswritercollectionboxingUnit 7Warm-upskiwater skiing windsurfing frightening underwater Lesson 1spiritexplorersailorVikingvoyageset sailancestorADfurther according toget into trouble persuademake it toin search of unknown eventually present-daydeedjourneylecturebrakeapologisethe Antarctic Lesson 2pollutepollutionover-fishing industrial agricultural chemicalbanaltogetherhandle departmentmake a living solutionportpresentintelligenceintelligentLesson 3icebergsealenergeticpenguincoraldiscoverycrabeducateup-to-dateattractionattractwatch out.sharkdiscounttrickmeltmeasurelengthschoolboycentimetreLesson 4barrelwhirlpoolhorriblefloatterrifyescapeterrorsoulsurviveall at oncerecoverscreamsinkpick upunablerecogniseOceaniaoppositenetleakCommunicationWorkshopstadiumdebatelocalshopkeeperbaywildlifedisagreeWarm-upadventuredesertcanoehiketake offpresentermajorwildtiringLesson 1raftwhite-water raftinghorizonorganisationuncomfortablerouteporterluggageaccommodationhostelmaximumaltitudeextraoptionalright nowdifferfootprintanxiousLesson 2Extremebungee jumpingsnowboardingsnowraftingin order togymnasticssimilarityupside downexactlyriskexcitementvariousflowequipmentdullpreferenceturn upback outget acrossjogLesson 3traveleremperorin turnamazegoodsconfusefuelwealthyput into prisonauthordictationstand bystatementquantityprofessorhunterskinLesson 4on one's wayNorwegianpreparationsledgebreak downshockgoalambitionexhaustedran out ofhopelesscheerfuldistantcarry onwithinsadnessfunctionpatiencenationalityaimCommunicationWorkshoptransportobservedisadvantagestaffsurvivalshelterphilosophylimitWarm-upferryminibuscyclistmotoristpedestrianjamactuallyLesson lbenefitflat convenientthereforebicycleparkingconveniencehopefulneighbourhoodwhereverthiefchipinsertindeedfed upconsequencearrestboneargueLesson 2baggageplatformbeltambassadorsensitivegreygentlefiercevocabularyaccentinterpreterlikelyscheduletimetablefoolishresponsibilityrely onhostessair hostessnon-smokingcasesuitcasecontentpull uppull outLesson 3petrolgassolarracersunlightkindergartenso fartake placenorthwestsoutheastchapterimpressionreliablegolfoperatorappreciateessayshoppingLesson 4carbon monoxidehighwayconstructionpavementcrossroadsmountphysicalmotorfigurego upenginepercentigradeaddictedadmiton averageoccupysomehowwhicheversuitCommunicationWorkshopdamagenowherecrossingtunnelplusfrequentfareLearning to learn参加填写评估、评价安排、准备黑猩猩海豚符号、记号打猎、猎杀演员女演员作者、作家收集、收取拳击运动Unit 7Warm up滑雪滑水风帆滑浪骇人的在水下、供水下用的Lesson 1精神探险家水手海员维京人、北欧海盗航海航空启航祖先、祖宗公元更远、较远根据、依照陷入麻烦陷入困境说服、劝服到达寻找、寻求不知道的、未知的最终终于当今的现代的行为、行动旅行、旅程讲授、演讲制动器、刹车道歉南极洲Lesson 2使污染污染过度捕捞工业的农业的化学物禁止完全对付部、系、局、部门谋生答案、解决办法港口、海港讲演、演示智力、理解力有才智的、理解力强的Lesson 3冰山、浮冰海豹有活力的企鹅珊瑚发现蟹教育现代的、新式的吸引人的地方/事物吸引注意鲨鱼折扣、减价戏法、把戏融化、熔化度量、测量长度、长男生厘米Lesson 4圆桶漩涡可怕的令人厌恶的浮漂令人感到恐惧逃脱、逃跑恐怖、恐惧灵魂幸存、生存下来突然、忽然痊愈、康复尖声喊叫、惊呼下沉、沉没取、接载不能的、不会的辨认出大洋洲对立的人(物)、反义词网渗漏泄漏CommunicationWorkshop运动场、体育场辩论、争论当地的地方性的店主店东海湾湾野生生物意见不合不同意Warm up奇遇、冒险的经历沙漠、荒原乘独木舟、独木舟游猎、探险旅行徒步旅行、远足起飞节目主持人较重要的、较严重的野生的、狂热的令人疲劳的Lesson 1木排、木筏激流漂流地平线团体、组织、机构不舒服的、不自在的路线、路程行李搬运工行李住所、住处旅社、招待所最大的、最多的高度、海拔特别的、额外的可选择的、非强制的就在此刻不同于、有区别脚印、足迹忧虑的担心的Lesson 2极度的、极端的蹦极单板滑雪动力雪橇滑降为了(某一目的)体操、体操训练相似性类似性颠倒地、倒置地确切地、精确地冒……的危险兴奋激动不同的、各种各样的流动涌出配备设备暗淡的、迟钝的较喜欢的东西、偏爱出现、到场决定不履行(承诺)使理解(某事)慢跑Lesson 3旅行者、旅客皇帝宫廷、法庭轮流使惊愕(惊奇)商品、物品使困惑燃料富有的富裕的关进监狱作者口述、听写坚持(某种)说法陈述量、数量教授猎人皮皮肤Lesson 4在途中挪威人、挪威的准备、预备雪车、雪橇损坏、不能运转震惊、惊骇目的、目标志向、抱负疲惫的用完耗尽没有希望的愉快的、高兴的远处的、久远的继续做某事在…里面悲哀、忧伤运转、起作用耐心、忍耐力国籍目标、目的CommunicationWorkshop北极、北极区运输、运送观察、观测不利、不利条件员工、全体工作人员幸存、残存、生存遮蔽、庇护所哲学边界、限度Warm-up渡船小巴骑自行车的入驾驶汽车的人行人阻塞、拥挤交通阻塞、塞车实际地、真实地Lesson 1崎平的方便的、便利的所以、因此自行车停车场方便、便利有希望的街坊、邻近地区无论在何处贼、小偷集成电路片、硅片插人、嵌入当然、确实不愉快的厌烦的后果结果逮捕拘留骨头锻炼身体、做运动争辩、争吵Lesson 2行李站台、月台带子大使敏感的、能理解的灰色的、灰白的和善的、温和的残忍的、凶猛的词汇、词汇量重音、口音译员、口译者可能的时间表进度表时间表愚蠢的负责、责任依赖女主人空中小姐禁止吸烟的大箱子手提箱、皮箱内容(车辆)停止、停车(火车)驶离车站Lesson 3(英)汽油气体、煤气、汽油太阳的、太阳光的赛车手阳光、日光幼儿园、幼稚园迄今为止发生西北、西北方东南、东南方章节印象、感觉可靠的高尔夫球(运动)操作人员、接线员欣赏、鉴赏散文购物Lesson 4一氧化碳公路建造、建筑业人行道十字路口数量身体的、物质的马达、发动机数字、数目上升发动机、引擎每每一摄氏(度)沉溺于……的承认、供认通常居住、占有以某种方式无论哪个适合CommunicationWorkshop损害、损失无处、任何地方都不交叉路口、人行横道地道、隧道加、加上时常发生的票价、车费(坏事)突然发生、爆发得益、好处。
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2. What did the red earth of Tara mean to Scarlet?
3. What’s the message hidden in that handful soil?
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Lesson 3-Message of the Land
V.
A poem
Across the delta lowlands to the Mississippi.
Within these natural boundaries is Kentucky, Shaped like the mouldboard on a hillside turning-plow. Kentucky is neither southern, northern, eastern or western, It is the core of America. If these United States can be called a body, Kentucky can be called its heart. ……
Land of Thistle
Land of the stars and stripes
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Australia
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Lesson 3-Message of the Land
III.
Land idioms
功臣们可安居 乐业之地
1. land fit for heroes (to live in) —a country, nation that can reward those who have fought in its defence with good conditions of life and work as civilians
V.
A poem
Kentucky Is My Land
By Jesse Stuart
Kentucky is my land. It is a place beneath the wind and sun In the very heart of America. It is bounded on the east, north, and west by rivers And on the south by mountains. Only one boundary line is not a natural one, It is a portion of southern boundary That runs westward from the mountains
未来的幸福 境界;乐土; 福地;希望 之乡
[origin] Bible 15:18-21, Genesis, O.T.
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Lesson 3-Message of the Land
III.
Land idioms
阴间;地 狱;冥府
Lesson 3-Message of the Land
Part One
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Lesson 3-Message of the Land
Warm-up
I. II. Questions A guess
III. Land idioms
IV. Film clips
V.
A poem
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Lesson 3-Message of the Land
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Land idioms
流奶与蜜的地 方(喻:丰饶 之国;富饶之 地)
2. land flowing with milk and honey/land of milk and honey —a place in which life would be pleasant, with plenty of food and chances of success and happiness [origin] Bible 3:8, Exodus, O.T. “… bring them up… to a land flowing with milk and honey…” Note: this English idiom is equivalent to Chinese “鱼米之乡” in meaning, but different in cultural connotations.
8. Land of Shades
—the underworld; place where the spirits of the dead go 人世;现世 9. land of the living
—the place of living men; this present existence [origin] Bible 53:8, Isaiah, O.T. “For he was cut off out the land of the living…”
[origin] This idiom comes from Lady Nairn’ song: “I’m wearin’ awa’ to the land of the leal.” (我逐渐衰弱,直至进天国)
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Lesson 3-Message of the Land
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Land idioms
3. land/house of Bondage
—Egypt: also any place or condition of great hardship or oppression
[origin] This idiom comes from the words given by Loyd George (1863-1945), the English Prime Minister during the WWI: “What is our task? To make Britain a fit country for heroes to live in.”
IV. Film clips
Land is the only thing in the world that amounts to anything, for it's the only thing in this world that lasts. It's the only thing worth working for, worth fighting for. —Gone With The Wind
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Lesson 3-Message of the Land
II.
A guess
Scotland Japan U.S.A Ireland England
Do the match work.
Do you know what these nicknames refer to? Land of the Rising Sun Land of the Rose Land of the Shamrock Land of Cakes Land of Golden Fleece
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Land idioms
天堂;天 国
10. land of/o’ the leal —the abode of the blessed after death; heaven
3. Do you think land is carry secret message? What are they?
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Questions
4. As a traditionally agriculture-centered country, China has long established its respect to land. Can you quote some sayings or idioms or folktales to illustrate this? 5. “When people lose their ties to the land they grow corrupt. Inevitably, they grow corrupt.” Do you think so? How to understand this quote?
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LEΒιβλιοθήκη Lesson 3-Message of the Land
I.
Questions
1. What does “land” mean to you? What are the differences among “land”, “soil” and “earth”?