NSCE 单元主题汇总

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2024年中考英语话题单元整合(丰富充实积极向上的生活)

中考主题单元整合主题一丰富、充实、积极向上的生活课本链接Activities活动1.Activity arrangements 活动安排①Time 时间________ adj. 最近的yesterday adv. ________ ________ adv. 以前________________ 在早上at the weekend ___________②Place 地点________ n. 海滩; 沙滩________ n. 湖________ n. 森林in the countryside ___________ movie theater ___________③People 人物__________ n.农民trader n. ________ player n. ____________________ n. 游客; 访问者French n. ___________2.Kinds of activities 活动种类①Daily routines 日常起居________ 起床brush teeth ________ _____________ 吃午餐take/have a shower ________ fall asleep ______________②Outdoor activities 户外活动_________ n. 野餐_________ v. 跑步_________ v.喂养ride a horse _________ rock climbing _________3.Feelings 感受_____________ adj. 精彩的cheerful adj. ________________bored adj. __________ _________ adv. 幸运地get a surpise _________ 4.Gain 收获___________ n. 语言sights n. ________ support n. ________ make friends ___________ __________________ 过健康的生活佳句积累1. (活动的时间及人物)上周末, 我们乘长途汽车去旅游。

Mise-en-scene 场面调度

背面投影（合成技术）
一种将前景的动作与事前拍摄好的背景影片合成在一起的电影技术。银幕前的前景动作在摄影棚中摄制，背景影像从银幕背面投射到银幕上
Section 2 - Lighting
The intensity, direction, and quality of lighting have a profound effect on the way an image is perceived. Light affects the way colors are rendered, both in terms of hue and depth, and can focus attention on particular elements of the composition. Much like movement in the cinema, the history of lighting technology is intrinsically linked to the history of film style. Most mainstream films rely on the three-point lighting style, and its genre variations. Other films, for example documentaries and realist cinema, rely on natural light to create a sense of authenticity.
对空间的表现影响着观众对影片的读解。导演可以通过摄影机摆放位置、摄影机的镜头、照明和场景布置等元素控制调整影片中的深度、距离、位置和事物的相对比例大小，有效地调控故事世界中的情绪和各元素的关系。

英语作文逐点或逐主题

英语作文逐点或逐主题Certainly, here's an English essay on maintaining a strong relationship with your parents, structured around each of the points mentioned earlier:Maintaining a Strong Relationship with Your ParentsIn the intricate fabric of life, the relationship with our parents stands as a pillar of support and love. As we navigate through the various stages of life, it's crucial to nurture and preserve this bond. Below are several themes that, when addressed thoughtfully, can help strengthen our relationship with our parents.Theme 1: Open CommunicationThe cornerstone of any healthy relationship is open communication. It involves listening actively and expressing oneself honestly. With our parents, this means creating a safe space where we can share our thoughts, feelings, aspirations, and fears without fear of judgment. Encourage regular conversations that go beyond superficial chatter and delve into deeper topics. By doing so, we build trust and understanding, which are essential for a strong bond.Theme 2: Respect and UnderstandingRespect is a fundamental element in any relationship, and it's no different with our parents. Recognize that they come from a different generation with unique experiences and beliefs. While we may not always agree with them, it's important to show respect for their opinions and choices. At the same time, we should expect the same level of respect from them. Understanding each other's perspectives fosters empathy and helps bridge generational gaps.Theme 3: Sharing Your LifeMaintaining a strong relationship with our parents involves keeping them informed and included in our lives. Share your achievements, challenges, and daily experiences with them. They may not fully comprehend the intricacies of your career or social life, but they will appreciate the effort you make to keep them in the loop. This sense of inclusion strengthens the bond and makes them feel valued.Theme 4: Dedicating Quality TimeIn today's fast-paced world, dedicating quality time to our parents can be challenging, but it's crucial. Plan activities that you both enjoy, such as watching a movie, going for a walk, or cooking a meal together. These shared experiences create memories that last a lifetime and deepenthe emotional connection. Remember, it's not just about the quantity of time spent together but the quality.Theme 5: Expressing GratitudeGratitude is a powerful emotion that can significantly enhance our relationships. Don't hesitate to express your appreciation for all that your parents have done for you. A simple "thank you" can go a long way in reminding them of their importance in your life. Celebrate their birthdays, anniversaries, and other special occasions with thoughtful gestures or gifts that show you value them.Theme 6: Practicing Patience and ForgivenessNo relationship is perfect, and there will be times when misunderstandings and disagreements arise. In such moments, it's essential to practice patience and an open mind. Remember that your parents are human and capable of making mistakes. Rather than reacting angrily or distancing yourself, try to understand their perspective and offer forgiveness. This approach fosters a more resilient and compassionate relationship.Theme 7: Role ReversalAs we grow older, we may find ourselves in a position to support our parents, especially if they face healthchallenges or other difficulties. This role reversal can be emotionally challenging but also deeply rewarding. By being there for them, we demonstrate our gratitude and love in a tangible way. It creates a sense of mutual care and responsibility that further strengthens the bond between parent and child.In conclusion, maintaining a strong relationship with our parents requires ongoing effort and commitment. By embracing open communication, respecting each other's boundaries, sharing our lives, dedicating quality time, expressing gratitude, practicing patience and forgiveness, and recognizing the dynamics of a changing role, we can nurture a bond that endures through the years. The love and support of our parents are invaluable treasures that should be cherished and preserved for a lifetime.。

新外研社高中英语必修三Unit6 Disaster and hope单元分析

Unit 6 Disaster and hope单元分析单元主题：人与自然-灾害防范单元内容分析本单元的主题语境是“人与自然”，内容是自然灾害以及由自然灾害引起的一系列思考，包括环境保护和面对自然灾害应该持有的积极态度以及科学的应对措施。

本单元从介绍人类历史上以及影片中的自然灾害开始，展现自然灾害对人类生存和发展的影响，以及人类面对自然灾害时的积极态度，介绍灾害防范、应对与救援措施，激发学生的环保意识和灾害防范意识，培养学生积极乐观的人生态度。

1. Starting out &. Understanding ideasStarting out 部分包含一段关于被火山爆发毁灭的意大利庞贝古城的视频和四幅灾难电影的海报。

视频旨在通过展示满目疮痍的庞贝古城，引发学生思考，了解自然灾害对于人类历史的重大影响；四幅灾难电影海报，能够进一步激发学生的学习兴趣，引导学生关注自然灾害的突发性和破坏性，对如何应对自然灾害有初步的感知。

Understanding ideas 是一篇记叙文，主要讲述了作者在伦敦酷热的天气乘坐地铁的感受以及由此引发的对自然灾害和环境问题的一系列联想，旨在引导读者思考气候变化可能给人类带来的问题，以此唤醒读者的环保意识。

2．Using language 该语法部分的语篇介绍了如何根据动物的行为来预测天气，以及中国国际救援队在尼泊尔地震后开展的救援工作，旨在引导学生感知发现、总结规律、在真实语境中了解和掌握省略句的特征和用法，并且了解中国在国际援助中所做的贡献。

词汇部分通过图片呈现与自然灾害有关的词汇，旨在引导学生掌握并运用自然灾害相关的话题词汇，并运用这些词汇表达个人观点；听说部分的材料是一则天气预报，旨在引导学生理解播报内容和相关知识。

语法部分的活动结合主题意义的探究展开。

活动由浅人深，注重“发现一归纳一运用”的过程。

通过观察例句，学生发现并归纳出将来进行时的用法，并能够在真实语境中思考和进行交际训练，提高综合语言运用能力。

2024年幼儿园中班英语教案《Insects》含反思

2024年幼儿园中班英语教案《Insects》含反思一、教学内容本节课选自幼儿园中班英语教材第三单元《Insects》，主要内容包括教材的第三章“有趣的昆虫世界”，详细内容涵盖昆虫的名称、特征和生活习性。

具体涉及到的昆虫有bee、butterfly、ant和grasshopper。

二、教学目标1. 让学生掌握四种昆虫的英文名称：bee、butterfly、ant和grasshopper，并能正确发音。

2. 培养学生对昆虫的观察和认识能力，了解它们的基本特征和生活习性。

3. 提高学生的英语听说能力，通过课堂活动，让学生能够运用所学知识进行简单的交流。

三、教学难点与重点1. 教学难点：昆虫名称和特征的英语表达，以及学生对昆虫生活习性的理解。

2. 教学重点：四种昆虫的英文名称和发音，以及用英语描述昆虫的特征。

四、教具与学具准备1. 教具：PPT展示昆虫图片，单词卡片，昆虫玩具模型。

2. 学具：学生用书，活动手册，画笔和彩纸。

五、教学过程1. 导入：通过展示PPT中的昆虫图片，引导学生说出昆虫的名称，激发学生对本节课的兴趣。

2. 新课内容呈现：教师展示单词卡片，教授四种昆虫的英文名称，并带领学生一起发音。

3. 实践情景引入：教师拿出昆虫玩具模型，让学生观察并描述它们的外观特征，引导学生用英语进行交流。

4. 例题讲解：教师通过PPT展示例题，讲解如何用英语描述昆虫的特征，如“Look, this is a bee. It has black and yellow stripes.”。

5. 随堂练习：学生两人一组，用所学的英语描述对方的昆虫玩具，进行角色扮演。

六、板书设计1. 板书左侧：四种昆虫的英文名称（bee、butterfly、ant和grasshopper）和对应的图片。

2. 板书右侧：用英语描述昆虫特征的关键句型，如：“This isa/an It has”七、作业设计1. 作业题目：请学生选择一个自己喜欢的昆虫，用英语描述它的特征，并在纸上画出该昆虫。

美国小学英语全体系课程指南针主题2 我最喜欢的是什么 L12 专题

n(15min.)
·把黑板分成几部分，然后写标题目录：Colors,Food, Sports, Toys, Movies.把全班同学分成两队，来玩Board Race（详见第xvi页），除了Movies,用其他的标题来玩。之后，让学生们动脑筋想最喜欢的电影，为他们写出电影标题。把目录留在黑板上。
3问同学Ask your classmates. (45 min.)
1 让学生们在自己组内做调查。或者，如果做全班调查，就分五个调查站。让各组一半的学生留下，另一半的在其他站回答问题。之后，让同学们互换角色。
2 让各组计算出每排的总数。引出最高总数，作为所有图表上最高数。
3 带领学生们完成简单的图表，让学生们指出每部分。给各组更多的的图表或数学纸，指导他们制作知己的条形图。让学生们使用尺子来画线。告诉大家，最上面的数字，并和大家一起从边上往上数。让学生们在底部为每个答案画一个符号。
·或者，让学生们选感兴趣的标题。让学生们站在黑板前自己所选的标题旁，通过问学生们的第二喜欢，根据需要调整组的大小。
2做个调查，写出一个调查问题和六个可能答案。画一个图表来标记答案。Make a survey. Write a survey question and sixpossible answers. Draw a chart to mark the answers.(25 min.)
·读/写：分对写几个两位有不同爱好的朋友句子。
·动觉：分对表演一个有不同最爱的两位朋友的无声小品，或者两人再玩一次猜字游戏。允许学生们使用道具。
L12专题ProjectT33
1看然后选一个主题Look andchoose a topic
2做调查，写一个调查问题和六个可能的答案。画一个图表来标记答案Make a survey. Write a survey question and six possibleanswers. Draw a chart to mark the answers

本单元谈论的主题Topic是Hobbies

Shifting attention
When people forget about the troubles and pressures in life, and shifting attention can help alleviate anxiety.
Reading science popularization books can help you understand scientific knowledge and cultivate scientific literacy.
Hobbies in handicrafts
Weaving
Weaving can exercise hand coordination ability and create beautiful handicrafts.
Art hobbies
Painting
Painting can express inner emotions and thoughts, and
improve aesthetic ability.
Music
Music can express emotions, cultivate sentiments, and improve musical literacy.
Hobbies
• What is a hobby? • Different types of hobbies • The benefits of cultivating hobbies • How to cultivate hobbies? • The Future Development of Hobbies
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Different types of hobbies

英语记叙文六要素主旨大意

英语记叙文六要素主旨大意The Essence of Narrative Writing: The Six Elements and Their Importance.Narrative writing, at its core, tells a story. It is the art of crafting words into a coherent and engaging tale that captures the reader's attention and imagination. To create a successful narrative, writers must master the six essential elements: plot, characters, setting, point of view, tone, and theme. These elements work together to form the backbone of any narrative, giving it structure, depth, and meaning.1. Plot.The plot is the sequence of events that unfold in a story. It is the backbone of the narrative, guiding the reader through the journey of the story. A strong plot is essential for keeping readers engaged and interested. It should have a clear beginning, middle, and end, with risingaction that builds tension and climax that brings the story to a thrilling conclusion.2. Characters.Characters are the people or entities that populate the story world. They are the heart and soul of the narrative, as they are the ones who experience the plot's events.Well-developed characters are relatable and have distinct traits, motives, and goals. They should undergo changes or transformations throughout the story, reflecting the growth and learning that occur.3. Setting.The setting is the time and place where the story takes place. It provides the backdrop for the events and helps create an immersive experience for the reader. The setting can be as specific as a single room or as vast as an entire planet. It should be described vividly to allow the reader to visualize the scene and feel a connection to the story's world.4. Point of View.Point of view refers to the perspective from which the story is told. It can be first-person, second-person,third-person, or omniscient. The choice of point of view affects how the reader perceives the characters, events, and setting. It can create a sense of immediacy and intimacy or convey a more objective, detached viewpoint.5. Tone.Tone is the writer's attitude towards the subject matter and the overall feeling evoked by the text. It can be serious, humorous, melancholy, optimistic, or any other emotion. The tone should be consistent throughout the story and reflect the writer's intended message and the emotional response they want to evoke in the reader.6. Theme.The theme is the underlying idea or message that thestory传达. It is the central concept that the writer wants the reader to consider or understand. A strong theme ties all the elements of the story together and gives it deeper meaning. It can be explored explicitly or implied subtly through the plot, characters, and tone.In conclusion, the six elements of narrative writing —plot, characters, setting, point of view, tone, and theme — are integral to creating a compelling and meaningful story. By mastering these elements, writers can craft narratives that captivate readers, evoke emotions, and leave lasting impressions.。

牛津英语三年级下册全册单元重点的学习活动有哪些？

牛津英语三年级下册全册单元重点的学习活动有哪些？本文档将介绍牛津英语三年级下册全册的各个单元的重点研究活动。

Unit 1: Daily Routines（日常生活）- 角色扮演：让学生模拟日常活动，如起床、刷牙、洗脸等，加深对日常活动的理解。

- 唱歌活动：通过唱歌的方式研究日常生活中的动作和短语。

Unit 2: Family（家庭）- 家庭图片展示：学生可准备自己家庭的照片并展示给同学，介绍家庭成员。

- 家庭问答游戏：老师提问关于家庭成员的问题，学生回答并扩展自己的回答。

Unit 3: Food (食物)- 食物朗读比赛：学生分组朗读食物名称，比赛谁读得最准确流利。

- 做水果沙拉：学生自由选择水果，按步骤制作水果沙拉，并分享自己的制作过程。

Unit 4: Animals（动物）- 动物抓拍：学生出去校园或者家附近，拍摄各种不同的动物照片，回到教室后与同学分享并描述动物特征。

Unit 5: Weather（天气）- 天气报告：学生选择一天的天气情况，设计天气报告并向班级展示自己的报告。

- 天气角色扮演：学生扮演不同的天气，通过表情和动作让同学猜测天气情况。

Unit 6: Sports（运动）- 运动比赛：学生分组进行简单的运动比赛，如跑步、投球等，以锻炼身体和研究英语运动词汇。

- 运动明星面试：学生模拟运动明星面试，通过提问和回答来展示自己喜欢的运动和运动能力。

Unit 7: Holidays（假期）- 旅游海报设计：学生选择一个假期目的地，设计旅游海报来推广该地的特色和活动。

- 假期计划交流：学生分享自己的假期计划并与同学交流，了解不同人的假期安排。

Unit 8: My Town（我的城镇）- 城镇地图绘制：学生根据老师提供的指导，绘制自己所在城镇的地图，并介绍地图上的各个部分。

- 城镇问题调查：学生在城镇中进行小调查，询问人们对城镇的意见和建议，并整理调查结果。

以上是牛津英语三年级下册全册各单元的重点学习活动，通过这些活动可以帮助学生更好地理解和掌握英语知识，同时提高英语交流和表达能力。

初中英语译林版单元主题分类人与自我人与社会人与自然

初中英语译林版单元主题分类人与自我人与社会人与自然The Journey of Self-Discovery: Navigating the Realms of Self, Society, and NatureAdolescence is a transformative period in one's life, a time of self-exploration and growth. As individuals navigate the complexities of this stage, they often find themselves grappling with the intricate relationships between the self, society, and the natural world. The English textbook series, Yingjie, provides a comprehensive framework for understanding these interconnected themes, guiding students through the nuances of personal development, social dynamics, and environmental awareness.The first thematic unit, "Person and Self," delves into the introspective journey of self-discovery. This module encourages students to examine their own identity, values, and aspirations, empowering them to cultivate a strong sense of self-awareness. Through engaging activities and thought-provoking discussions,learners are invited to reflect on their personal strengths, challenges, and the factors that shape their unique personalities. By exploring themes such as self-esteem, emotional intelligence, and personal goal-setting, students gain the tools to navigate the complexities of their inner world and develop a deeper understanding of themselves.As individuals navigate the path of self-discovery, they inevitably encounter the realm of "Person and Society," the second thematic unit in the Yingjie series. This module explores the dynamic interplay between the individual and the broader social landscape. Students delve into the nature of interpersonal relationships, examining the roles of communication, empathy, and conflict resolution in fostering healthy connections with family, friends, and peers. They also engage with topics related to social responsibilities, civic engagement, and the importance of ethical decision-making, equipping them with the skills to navigate the intricate web of social interactions.The final thematic unit, "Person and Nature," invites students to explore the intricate relationship between humanity and the natural world. This module encourages learners to develop a deeper appreciation for the environment, recognizing the delicate balance that sustains all life on Earth. Through activities and discussions, students examine environmental issues, such as climate change, resource conservation, and biodiversity preservation. They are challenged to consider their own ecological footprint and exploreways in which they can contribute to sustainable practices, fostering a sense of environmental stewardship and a commitment to safeguarding the natural world.Throughout the Yingjie series, these three interconnected themes –"Person and Self," "Person and Society," and "Person and Nature" –provide a comprehensive framework for student development. By exploring the complex relationships between the individual, the social sphere, and the natural environment, learners are empowered to cultivate a holistic understanding of their place in the world and their role in shaping a better future.The "Person and Self" unit encourages introspection, self-reflection, and the cultivation of a strong sense of identity, equipping students with the tools to navigate the challenges of adolescence and beyond. The "Person and Society" module fosters interpersonal skills, social awareness, and a sense of civic responsibility, preparing learners to engage with the world around them in a meaningful and constructive manner. The "Person and Nature" unit instills a deep appreciation for the natural world, inspiring students to become responsible stewards of the environment and to consider the long-term implications of their actions.As students progress through the Yingjie series, they embark on a transformative journey of self-discovery, social engagement, andenvironmental consciousness. This holistic approach to education empowers learners to develop a multifaceted understanding of themselves, their relationships, and their role in shaping a sustainable future. By seamlessly integrating these three interconnected themes, the Yingjie textbooks provide a robust and comprehensive framework for nurturing well-rounded individuals who are equipped to navigate the complexities of the modern world.。

our world 环球少年英语各级别单元主题

环球少年英语各级别的单元主题包括：
1. 预备级：主题为“问候与介绍”，旨在培养孩子日常交际的简单用语。

2. Level 1：主题为“我的家庭与朋友”，旨在让孩子掌握与家人和朋友相关的词汇和表达。

3. Level 2：主题为“我的学校”，旨在让孩子了解学校生活，掌握与学校相关的词汇和表达。

4. Level 3：主题为“我的社区”，旨在让孩子了解社区生活，掌握与社区相关的词汇和表达。

5. Level 4：主题为“我的世界”，旨在让孩子了解世界各地的文化，掌握与文化相关的词汇和表达。

6. Level 5：主题为“冒险之旅”，旨在培养孩子的想象力和创造力，通过虚构的故事情境来学习语言。

7. Level 6：主题为“科学与自然”，旨在让孩子了解科学知识和自然世界，掌握与科学和自然相关的词汇
和表达。

NSCE 301 Inside_view

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3 Watch Conversation 1 again and check (✓) the answers in the table.
Janet Andy Joe
1. Who wants to find out more about London?
2. Who works for a website? 3. Who is a reporter?
2 When did Janet start her job?
Today. 3 What is Joe’s attitude to Andy? Joe doesn’t agree with Andy. (But they argue in a joking way.)
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4 What does Andy think about New York? It is not as great a city as London.
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3 Watch Conversation 1 again and check (✓) the answers in the table. Janet Andy Joe
1. Who wants to find out more about London? 2. Who works for a website? 3. Who is a reporter? 4. Who doesn’t know what their job is yet?
4. Who doesn’t know what their job is yet?
5. Who is American? 6. Who doesn’t want anyone else’s opinion?
7. Who argues with Andy?

Unit 4 Save the trees 单元整体教学设计(牛津深圳版)

单元整体教学设计表二：单元大观念：主题大观念小观念1：了解树木对人类的重要性。

小观念2: 小观念3：单元大观念：运用目标语言，介绍世界树木现状，呼吁拯救树木。

输出：Trees in our daily lives输出：对话讨论树木对人类的影响。

输出：以表格的形式补充松树的相关信息输出：看文章，回答问题。

Reading:了解世界树木的基本情况和对人类的重要性。

Grammar:1、动词现在分词的变化规律2、现在进行时的语用功能Listening:松树Talk time：语音知识：/sk/ 、/sp/ 、/st/、/sl/、/sm/、/pl/、/pr/、/kw/、/tw/的发音More practice:了解《亚马逊雨林》Culture corner:《中国茶叶》核心素养的综合表现：学完本单元后，学生能够掌握用目标语言理解与环境问题和环境保护相关的词汇，同时，能用句子谈论树木的重要性。

正确使用动词现在分词的变化规律和现在进行时的语用功能。

运用圈画关键词等策略理解关键信息回答问题; 运用本单元所学，增强学生对爱护和拯救树木的认识。

语言大观念小观念1：围绕世界主要国家和地理主题整合性学习词汇小观念2：运用语篇形式分享和交流旅游有关词汇描述方式语篇结构旅游相关短语名词：1.France2.wine3.Europe4.store5.vineyard6.coast7.tower8.lift9.step10.stairs11.receiver12.greeting13.address动词：1. tick2. lie3.prefer4. ski5. finish形容词：1. possible2. excellent3. French4. perfect 1. department store2. prefer to3. go on holiday4. go sightseeing1.Proper nouns2.Conjunctions:and, but and so1. Where would youlike to go onholiday?2.Why would youlike to go to ...?3.What would youlike to do in ...?。

关于数字的英语单元整体小主题

关于数字的英语单元整体小主题Unit Theme: NumbersNumbers are an essential part of our daily lives, from counting money to telling time, and from measuring ingredients for a recipe to understanding statistics. Let's explore the world of numbers and their significance in various aspects of our lives.数字是我们日常生活中不可或缺的一部分，从数钱到报时，从测量食谱配料到理解统计数据，数字在我们生活的各个方面都具有重要意义。

让我们一起探索数字的世界，以及它们在我们生活的各个方面的重要性。

1. Counting and Basic OperationsIn mathematics, counting is the process of determining the number of elements in a set. It is one of the earliest mathematical activities that children learn. Basic operations such as addition, subtraction, multiplication, and division are fundamental to understanding numbers and their relationships.在数学中，计数是确定集合中元素数量的过程。

这是孩子们学习的最早期的数学活动之一。

加法、减法、乘法和除法等基本运算对于理解数字及其关系至关重要。

2. Number SystemsDifferent cultures and civilizations have developed their own number systems throughout history. The most commonly used number system today is the decimal system, which is based on powers of 10. However, other number systems like the binary system (base 2) and the hexadecimal system (base 16) are used in computer science and digital electronics.不同的文化和文明在历史上发展了各自的数字系统。

四上Unit7 Christmas 单元整体教学设计

四上Unit7 Christmas单元整体教学设计单元主题：Christmas该主题属于“人与自我”和“热与社会”范畴，涉及“个人喜好与情感表达”和“常见节假日，文化体验”。

一、单元内容分析本单元内容围绕“Christmas”这一主题展开，涉及两个语篇，包括两组对话。

语篇一是日常生活对话。

圣诞节快到了，圣诞老人问孩子们想要什么礼物，Sally ,Ben和Kate依次表达了自己想要的礼物。

该语篇旨在引导学生合理表达个人喜好，了解圣诞节由来。

语篇二也是日常生活对话。

孩子们依次收到圣诞礼物后，父母询问他们是否喜欢。

其中Sally收到了一台电脑的同时还收到了一封来自Yang Ming的电子邮件，信中祝福Sally圣诞快乐。

该语篇有助于引导学生如何描述圣诞节习俗，如何表达节日祝福和如何询问他人喜好。

本单元的两个语篇的主要话题是“圣诞节”，功能为谈论圣诞节的相关活动。

从孩子们想要的圣诞礼物及询问孩子们是否喜欢圣诞礼物进行的两项活动。

单元内各语篇与单元主题之间、各语篇之间相互关联，构成两个子主题，即：“在圣诞节来临之际表达自己的个人喜好，了解圣诞节的由来”“关注他人喜好和感受，节日祝福，描述圣诞节习俗”。

各课时围绕单元主题和子主题展开，课时之间既相互独立又紧密联系。

语言学习渗透在对语篇主题意义的探究中，学习活动由浅入深，理解性技能与表达性技能协同发展，有效帮助学生形成基于主题的结构化知识。

（见下图）三、单元教学结构图四、单元教学目标五、分课时教学设计第一课时：Unit 7 Christmas Part A对话语篇教学设计（一）、语篇研读When: 圣诞节What: 本课语篇为小学生日常对话，内容围绕圣诞节这一主题展开活动。

Why: 圣诞节快到了，圣诞老人问孩子们想要什么礼物，Sally ,Ben和Kate 依次表达了自己想要的礼物。

How: 本节课是一节对话课，首先是圣诞老人问孩子们你们想要什么礼物，引出句型：What presents do you want?的学习，接着Sally ,Ben和Kate依次表达了自己想要的礼物,引出句型：I want...和新单词：robot，tree的学习。

美国小学英语全体系课程指南针主题1 我是谁 L12 写

了解学生Know Your Students
·大多数学生能使用基本的介绍性句子。(My name’s… I’m from…)并能用单个单词来识别挂图上的每个物品。
·有些学生可以用完整的句子来描述海报上的物品：I’m good at soccer.
·当全班同学都做完后，测试同学们记住了多少。
结合学习方式Integrate Learning Styles
·为了帮助他们记住同学们的介绍，让学生以一种适合他们学习的方式来积极地听。
·视觉：学生们勾勒出形容词和活动的草图。
·听觉：学生听到形容词时举起右手，听到活动时，举起左手。
·读/写：学生们把形容词和活动记下来，如果可能的话，把它们写入完整的句子中。
·动觉：学生做小手势或动作来表演形容词和活动。
继续深入课程Take the Lesson Further(15min.)
·指着女孩图片，让学生们看挂图，问：What’s her name? (Patricia.)让学生们找形容词，问：What’s she like? (Happy, tall, friendly.)让学生们找到一个国家和国旗，然后问：Where is she from? (Brazil.)让大家数蛋糕上的拉族，然后问：How old is she? (Six.)之后让大家看她活动的照片，问：What is she good at? (Dancing, beach volleyball, chess.)
·让学生们把自己名字，来自哪里，年龄，描述自己的形容词以及擅长的活动来列表。
管理班级Manage Your Class
·让学生们分小组来集思广益或者全班一起来分享主题的想法
·为了多样化，让学生们独自列出自己的表，根据需要提供词汇。

Unit-1-public-signs

U nit 1 Public signs教材分析：《Public signs》是牛津小学英语6A的第一单元。

本单元主要围绕“公共标志”这个话题开展各项活动,所涉及到的日常交际项目有介绍、询问、忠告和建议等,其中,以“询问公共标志含义”及其应答为重点内容。

学情分析：学生们在日常生活中对“公共标志”并不陌生，但作为一个话题谈论是会有一定困难的。

为了使学生更好地掌握本单元的学习内容，教学前，我们可以布置些作业，让学生去搜集一些公共标志，这样在教学中学生是带着目的学习的，增强他们的学习效率。

考虑到对话篇幅较长，学生一下子不能消化，我们可以采用分段教学，使学生在有限的时间里牢固地掌握新知，也能使学生更好地理解对话的意思。

课时安排：3课时Section 1Teaching aims:1 能正确地听,说,读,写单词mean, must, should ,shouldn’t2 能正确地听,说,读,写句型What does it/this/that mean? It means you/we must/should/shouldn’t…3 能正确地听,说,读单词及词组public, sign, danger, away, grass, keep off, quiet, make noise, smoke, litter, Keep off the grass. Be quiet. No smoking. No littering.No parking. No eating and drinking. Do not touch. Teaching points:1 能正确地听,说,读,写单词mean, must, should ,shouldn’t2 能正确地听,说,读,写句型What does it/this/that mean? It means you/we must/should/shouldn’t…3 must, should ,shouldn’t的区别和实际运用.Teaching preparation:一些公共标志牌的图片；多媒体课件；录音机和磁带；预先写好课题6A Unit1 Public signsTeaching Plan:Step1 Free talkT: Did you have a good time during summer holiday?Ask some students to answer.T: What did you do during summer holiday?What did you see there?Did you see any signs?T: The signs we see in public we call them public signs. 板书public signsStep 2 Presentation1 T: Please look at the public sign. Where can you see it?S1: I can see it in the hospital.S2: I can see it in the shopping center.S3: In the library.(启发学生做一个细心的,对生活处处留心的人,以培养学生的观察能力)T: All right. Thank you. And what does it mean? It means we should smoke.(边做吸烟的动作) Right or wrong?S: No, it means we shouldn’t smoke.T: Great! It means we shouldn’t smoke.(边说边板书,并教授单词)mean, smoke, should ,shouldn’t2 让学生跟读句子并两人操练3 教授其他单词和词组.4 T: Boys and girls, let’s play a game: What’s missing? (利用游戏的方式,让学生在紧张又有限的时间内飞速记忆词汇,提高学习的效率,同时又不让学生决得枯燥,厌烦)Step3 Look and sayT: Can you remember these public signs?Ss: Yes.T: Great! You’re good students. And Jack is a good child. He learned a lot about public signs, too. Look, where are they now?S: They are in the zoo.T: What are they doing?S: They are talking about the public signs.T: Please choose one and talk about it with your partner. A: What does this sign mean?B: It means “No climbing”.A: What does that mean?B: It means you shouldn’t ……Step4 PracticeT: Please look at the screen:Mid-autumn Festival is coming. Your cousin, Lucy will visit Zhangjiagang. She is only 5 years old. Please invite her to Zhangjiagang Park, please teach her something about the public signs.Please make a dialogue with your partner.Step5 Homework1 与同桌操练句型。

单元整体教案NSEFCIIU02(TheSecondperiod)

单元整体教案NSEFCII-U02(The Secondperiod)单元整体教案NSEFCII-U02(The Second period)The Second PeriodTeaching Aims:1. Learn and master the following words and phrases :headline, editor, informed, relate, talented, swith, for once,present, reflect, unique, spiritual, seldom, addict, be addicted to,social, ignore, even if, draw attention to, on all sides, tolerate;change one's mind, affair, current affairs2. Train the students' reading ability.Teaching Important Points:1. Words and phrases:more than, experienced, relate to, for once, be addicted to, evenif, draw attention to, on all sides, change one's mind2. Understand the passage exactly.Teaching Difficult Point:How to help the students learn more aboutreporters and newspapers.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to further understand the text.3. Individual, pair or group work to make every student take anactive part in the activities in class.Teaching Aids:1. a recorder2. a projector3. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.StepⅡ Revision and Lead-inT: Yesterday, we talked a lot about news media.All the news mediacan help us learn about the world around us. Can you tell me whichkind of news media do you think is more convenient and cheaperfor us to read?Ss: Newspaper.T: Yes. I agree with you. Which kinds of newspapers do you oftenread?Ss: The People's Daily, The Chinese Youth Daily, The GuangmingDaily, China Daily…T: Tell me who write the new we read in these newspapers?Ss: Reporters.T: How is the news made and written?Ss: We're not quite clear about that.T: It doesn't matter. Today, we're going to read a passage aboutreporters and newspapers. Two of China's many talented journalistswere asked to help us know about their work and how the news we readis made and written. First, let's learn the new words in thisperiod. Look at the screen.(Teacher first asks some students to read them out and correctstheir mistakes in pronunciation. Then explain them briefly. At theend, let the students read them for a while. )Step Ⅲ ReadingT: OK. Now, please open your books at Page 11. Look at the title ofthe text and the pictures. Try to guess which of the top questionsthe text will answer. I give you one minute to read each questionand make a guess. If necessary, you can discuss with your partner.( A minute later.)T: Are you ready?Ss: Yes.T: Who'd like to tell us your guess?Ss:…(Their guess may be right or wrong.)T: All right. If we want to know whose guess is right, please readthe text quickly and find the right answer. OK?Ss: OK.T: Begin now.( A few minutes later.)T: OK. Stop! Have you found the right answer?Ss: Yes.T: Answer together.Ss: “How does a reporter decide what to write? ” and “How donewspapers help us understand the world?”T: Well done. Now, please read it again carefully and find theanswers to the questions on the creen.1. Do newspapers and other media simply record what happens?2. Who were asked to be interviewed to tell us more about news andnewpapers?3. Whom does a reporter have to discuss with before he/she decideswhat to write?4. What is the editor's job?5. Is interviewing someone difficult? What must a reporter know?6. Which article is Chen Ying's favourite one? Is it news or aninteresting story?7. Is the story Zhu Lin like best about famous people? If not, whatis it about and why she likes it best?8. If you were a reporter, what would you like to write about?9. What is the basic task for a reporter?10. What result can TV programmes and printed articles bring to us?Suggested answers:1. No, they don't.2. Chen Ying and Zhu Lin.3. The editor.4. To keep the newspaper balanced and interesting to the readers.5. Yes. A reporter must know how to ask the right question and howto get people to talk about the topic.6. The one she wrote about the efforts to bring stolen culturalrelics back to China.7. No, it isn't. The story Zhu Lin like best is about an ordinaryyoung woman who tries to adapt to her new life after studying abroad.8. Various answers are possible.9. To report an event truthfully.10. They bring us a better understanding of the world on all sides,leading to a future world where people from all countries arerespected and different views and opinions are tolerated.T: Well, you've understood the text better. In order that you canunderstand it more exactly and use the language freely andcorrectly, please learn the words and phrases on the screen.(Teacher shows the-screen.)1. more than－not onlye. g. Hibernation is more than sleep. Being a good listener meansmuch more than just "listening with ears".2. relate (…) toe. g. This paragraph relates to the international situation.To what events did your remarks relate?3. for once=just for once; just this oncee. g. He beat me for once.Just for once he arrived on time.4. People to be interviewed=People who will be interviewedPeople interviewed =People whowere /have been interviewedPeople being interviewed =People who are being interviewede. g. the building to be built next year the building built lastyear the building being built now 5.be/get/bee addictedto－unable to stop taking or using sth. as a habite. g. Soon he became addicted to cigarettes, He was often late forwork after he got addicted to alcohol.6. even if=even thoughe. g. Even if I have to walk all the way, I’ll get there.iEven if we achieve great success in our work, we should not beproud.7. draw attention toe. g. I’m embarrass ed about my mistake; please don't drawattention to it. He drew my attention to an error in the report.8. on all sides=on every sidee. g. Soldiers attacking on all sides.There were mountains on all sides.(Bb: more than, relate to, for once, people to be interviewed, beaddicted to, even if, draw attention to, on all sides)Step IV Reading aloudT: OK. Now, I'll play the tape of the text. First, listen andfollow. Then listen and repeat. Pay attention to the stress andintonation. At the end, read the whole text aloud for a few minutes.At the same time, further understand the use of the words andphrases we've learnt in it. If you still have any question, you canask me. Are you clear?Ss: Yes.(Teacher plays the tape first. Then goes around the class, answeringany questions that the students may ask A few minutes later, teacherasks the students to do the next task.)Step V DiscussionT: OK. Stop reading. Now you must have known about reporters andnewspapers better. So let's have a discussion. Look at the questions3 and4 on Page 12 and work in groups of four to talk aboutthem. A few minutes later, I'll ask some of you to report to therest of the class. (Teacher should encourage the students togive different opinion and the reasons for their opinions.)Step VI Summary and HomeworkT: Now, let's look at what we've learnt in this period. By readingthe passage “Behind the Headlines”, we've learnt more aboutreporters and newspapers, the reporters' life and work as well asthe important part that newspapers play in our daily life. They helpus deal with problems and understand the world better. Moreover,we've learned some useful words and phrases, such as more than….After class, read the passage again and againuntil you can use thewords and phrases we've learnt in it freely. Besides, remember topreview the contents we will learn in the next period.Step Ⅶ The Design of the Writing on the BlackboardUnit 2 News mediaThe Second PeriodUseful expressions:more thanrelate tofor oncepeople to be interviewedbe addicted toeven ifdraw attention toon all sidesStep Ⅷ Record after Teaching单元整体教案NSEFCII-U02(The Second period)。