B3U2
新通用大学英语教材b3u2
新通用大学英语教材b3u2Unit 2: Education and Learning StylesIntroduction:In Unit 2, we will explore the topic of education and learning styles. This unit aims to enhance our understanding of different education systems, learning methods, and the impacts of culture on education. Through this unit, we will develop critical thinking skills and gain a deeper insight into the world of education.Section 1: Education SystemsEducation systems vary greatly around the world, reflecting cultural differences and societal norms. In this section, we will examine different education systems and their characteristics. We will discuss the advantages and disadvantages of various systems, such as the American, British, and Chinese education systems. Additionally, we will explore the influence of cultural factors on education, considering how these factors shape educational practices and outcomes.Section 2: Learning StylesEvery individual has a unique learning style, which affects their abilityto acquire knowledge effectively. In this section, we will explore different learning styles, including visual, auditory, and kinesthetic learning. We will discuss the characteristics and preferences associated with each learning style, as well as the benefits of incorporating diverse learning styles ineducational settings. Understanding our own learning style will enable us to optimize our learning experiences and improve our academic performance.Section 3: The Role of Technology in EducationTechnology has revolutionized the field of education, offering innovative tools and platforms for teaching and learning. In this section, we will delve into the role of technology in education, including online learning, educational apps, and virtual reality. We will analyze the advantages and challenges of incorporating technology in the classroom, and its impact on students' learning outcomes. Furthermore, we will discuss the importance of digital literacy and its implications for future generations.Section 4: The Value of Language LearningLanguage learning plays a crucial role in personal and professional development. In this section, we will explore the benefits of learning a second language and its impact on cognitive abilities. We will discuss various approaches to language acquisition and the factors that contribute to successful language learning. Additionally, we will examine the importance of cultural understanding in language learning and the role of language proficiency in a globalized world.Conclusion:Unit 2 has provided us with a comprehensive overview of education and learning styles. By understanding the different education systems, we can appreciate the diversity of educational practices worldwide. Exploring various learning styles allows us to enhance our learning experiences and adapt to different teaching methods. Recognizing the role of technology ineducation opens up new possibilities for interactive and engaging learning environments. Finally, recognizing the value of language learning enables us to develop valuable skills for personal growth and cross-cultural communication. Overall, this unit equips us with the knowledge and tools necessary to navigate the dynamic landscape of education.。
全新版B3U2练习答案
12.Until you ha源自e worked out your long-term plans, you have no option but to m__a_k_e_t_h_e_b_e_s_t_o_f_ existing buildings which may or may not suit your immediate requirements.
A Poem: I, Too, Sing America
I. 1. Fill in the gaps with words or phrases chosen from the box. Change the form where necessary.
next previous back index break
next previous back index break over
6. The prisoner fled again, but he knew that the police were rapidly c_lo_s_i_n_g_i_n_o_n_ him. 7. Plymouth was the second permanent British _s_e_tt_l_em__e_n_t in North America and the first in New England. 8. Dr. Rich Hamilton is planning his own World Wide Web ___s_it_e__ on the internet to provide assistance to anyone who asks for medical help.
10. The president has__a_u_t_h_o_r_iz_e_d__ his foreign minister, Mr. Burns, to act as representative to the international conference to be held in Tokyo next month.
B3U2情态动词表推测的用法小结
注：以上三种句式中情态动词的语气按程度都是 依次递减的。might, could并非may, can的过去 式，而表示语气较为委婉或可能性较小。
二、情态动词表推测的三种时态 1．对将来情况的推测，用“情态动词 + 动词原形”。 （1）She must / may / might / could arrive before 5. 5:00前她一定/可能/也许到。 （2）She must/may/might/could walk miles among the hills without meeting anyone. 她一定/可能/也许会在山里一连走好几英里而遇 不到一个人。
3．对过去情况的推测，用“情态动词 +have +过去分词”。
（1）The ground is wet. It must / may / might / could have rained last night . 地湿了，昨晚肯定/可能/也许下雨了。 （2）The door was locked. He can ( could ) not / may ( might ) not have been at home . 门锁着，他不可能/可能不在家。 （3）Can / Could he have gotten the book？ 难道他找到书了吗？ 注：情态动词 should /ought to表推测时，为“想必会,理 应……”，但与“have +过去分词”连用时，则又可构成 虚拟语气意为“本应该做某事却没做”。
11. The hostess has put a lot of sugar in the must be cake. It _________(be) very sweet. 12. The actress can speak English as the native. She ______________ must have stayed (stay) in the U.S.A. for some time. 13. ________he be at home? I can’t find Can him everywhere at school. 14. You ___________ (be) tired . can' t be You've only been working for an hour. 15. ---- I can’t find my purse anywhere. ---- You _______________(lose) it while shopping. might/ may have lost
新视野B3U2 Text B 课文详解
1 I know what courage looks like. I saw it on a flight I took six years ago, and only now can I speak of it without tears filling my eyes e n c o u r a g e t r i u m p h e d ove r fe a r
9 All around the cabin, people cried. Many moaned and screamed. A few of the men maintained their appearance of calm by bracing against their armrests and grinding their teeth, but their fear was written all over them.
Section B W h e n c o u r a g e t r i u m p h e d ove r fe a r
Language Focus
Text Reading Detailed Study of the Text
Section B W h e n c o u r a g e t r i u m p h e d ove r fe a r
Section B W h e n c o u r a g e t r i u m p h e d ove r fe a r
5 “We are having some difficulties,” he said. “At this time, it appears we have no nose-wheel steering. Our indicators show that our landing system has failed, which necessitates that we abort the flight and return to New York. Because of the problems with the mechanisms, it’s unlikely our landing gear will lock, so the flight attendants will prepare you for a bumpy landing. Also, if you look out the windows, you will see that we are dumping fuel from the airplane. We want to have as little on board as possible in the event of a rough touchdown.”
全新版大学英语综合教程b3u2
4. The Underground Railroad
ห้องสมุดไป่ตู้
.
A secret system used in the US before the Civil War for helping thousands of slaves to escape to the free northern states or Canada. The slaves were called “passengers”, the people who helped them were “conductors”, and the slaves hid in “stations” (safe houses) along the way.
Has anybody here seen my old friend Martin? Can you tell me where he's gone? He freed a lot of people, But it seems the good die young,
Part I Vocabulary Exercise
4.Excuse me. If your call’s not too urgent, do B you mind __________ mine first? A) I make B) if I make C) me to make D) that I make 5.Professor Taylor’s talk has indicated that D science has a very strong ________ on the everyday life of non-scientists as well as scientists. A) motivation B) perspective C) impression D) impact
B3U2 Developing ideas——reading
caring, responsible, brave, kindhearted ...
Post- reading: Work in groups
2. Organize your talk following the steps below.
• Say who you are going to talk about. • Talk about his key actions. • Talk about his personal qualities. • End with the main reasons why he
Because they were Jewish and under the control of the Nazis.
Intensive – reading
Read the passage carefully and answer the following questions.
Question
2003
Winton received a knighthood.
Fast-reading Can you find other important events and the years in which they happened?
2015 Winton passed away on 1 July at the age of 106. He enjoyed a long life as a kind-hearted person.
Fast-reading Can you find other important events and the years in which they happened?
1954
Winton worked for international charities and for various companies after he left the military.
B3U2ppt课件
things.
4 She might get a bit frustrated at first in a tricky situation,
but she always manages to pull herself through and think
of the positives.
9
Listening to the world
b1
e2
a3
d4
c5
8
Listening to the world
4 Watch Part 3 and choose the true statements.
The true statements are:
3 Generally, he is optimistic about himself.
5 Although preparing for the worst, eventually he is
UNIT 2 Emotions speak louder than words 1
Unit 2 Emotions speak louder than words
Learning objectives Opening up
Listening to the world Speaking for communication Further practice in listening
10
Listening to the world
6 Discuss the questions. 1 How are you feeling today? Why?
• I’m feeling quite well-balanced and optimistic today. • I am not quite feeling myself today. I feel I have a sore throat.
外研社新教材 B3U2 developing ideas
Warming up
Have you ever seen the film Schindler’s list?
Pre reading
Look at the word cloud and predict what Winton might have done.
The soldiers who were captured suffered a lot at the hands of the enemy. 被俘的士兵在 敌人手中吃了不少苦头。
4. upon/on (doing) sth. 表示“一……就……”，为介 词短语，在句子中作时间状语。
Upon finishing his studies, he started travelling in China. 一完成学业，他就开始了中国之行。 On his return from his vacation, he began writing his first novel.
By the time the doctor arrived at the spot, the patient had
died.
By the time 5:30pm., my mother will have finished doing
dinner.
7. for the most part在极大程度上，大多数情况下 The students are, for the most part, from the villages. 这些学生一大半来自农村. For the most part， the Germans kept out of local
新视野B3U2 Text A 课文详解
and I blacked out. The next thing I knew, my brother was
pulling my feeble body out of the pool. From then on, my fear
✓ “shudder”，所描述的 “战栗，发抖” 通常是由令人不快的想法、感 觉或者是情景引起的。The thought of eating raw meat makes me shudder.一想到吃生肉，我就不禁浑身打颤。
✓ “shake、shiver” 和 “shudder” 都表示 “颤抖” 这个动作，“shake” 最常用，可以描述 “因紧张或害怕而引起的身体或声音颤抖”“shiver” 多用来描述 “因寒冷、疾病或恐惧而瑟瑟发抖”；“shudder” 所描述 的 “战栗，发抖” 通常是由于人有了不愉快的想法、感觉或者是情景 而引起的。
Section A
Swimming through fear
1 I was on a tour of France with my friends when our car pulled
to a stop at the beach and we saw the Mediterranean Sea.
Massive waves surged against large rocks that formed a
Section A
Swimming through fear
1 I was on a tour of France with my friends when our car pulled
新编大学英语(第四版)综合教程3教学课件B3U2 Reading 2
新编大学英语（第四版）综合教程3教学课件B3U2 Reading 21. Introduction本课件旨在帮助学生理解《新编大学英语（第四版）综合教程3》教材中B3U2 Reading 2的内容。
本单元的重点是阅读理解，让学生能够从英文原文中获取信息，并加深对文化差异和语言背景的理解。
2. Learning Objectives•理解文中的关键信息及主题•掌握阅读技巧，提高阅读速度和理解能力•加深对文化差异的理解，拓宽视野•掌握相关词汇和表达方式3. Pre-reading Activity在开始阅读前，进行一个预习活动，引起学生对话题的兴趣并增加背景知识。
可以使用图片、短视频或者问题等方式激发学生思考，并引导他们提出和讨论问题。
4. Reading Strategy在进行阅读之前，需要对学生进行一些阅读策略的讲解。
可以教授一些常用的阅读技巧和解题技巧，帮助学生更好地理解文章。
5. Reading Comprehension Questions在阅读完成之后，设置一些问题让学生进行回答，检查他们对文章内容的理解。
问题可以涵盖文章的主题、关键信息、细节和作者的观点等方面。
6. Vocabulary Expansion总结文章中出现的生词和重要词汇，帮助学生扩展词汇量，并掌握正确的用法。
可提供词汇表和相关练习，帮助学生巩固记忆。
7. Cultural Awareness本篇阅读文章可能涉及到不同的文化差异，可以通过讲解相关的背景知识，帮助学生更好地理解文化差异，增加他们的跨文化意识。
8. Group Discussion组织学生进行小组讨论，让他们就文章内容展开深入探讨，并表达个人观点。
可以设计问题引导学生思考和交流，培养他们的合作能力和批判思维。
9. Writing Activity为了巩固学生的写作能力，可以布置一篇与文章主题相关的写作任务。
可以是写一篇读后感、写一个观点陈述或者进行相关的写作练习。
国际交流英语视听说B3U2(外研社)
Exploring the Theme Human Migration
During World War II, Germany made an agreement with Turkey to allow people to work and live in the country for two years. Many Turkish people settled permanently.
国际交流英语视听说
Unit 2 Human Migration
Exploring the Theme
Exploring the Theme Human Migration
Look at the photos and read the captions. Then discuss the questions.
国际交流英语视听说
Unit 2 Human Migration
Analytical Listening
Analytical Listening
Listening 1
emigration n. 移民国外 North Dakota 北达科他州（美国州名） Corinth 科林斯（美国北达科他州的城镇） Melvin Wisdahl 梅尔文·维斯达尔（人名） Fargo 法戈（美国北达科他州最大的城市） Marmarth 马马斯（美国北达科他州城市）
国际交流英语视听说
Unit 2 Human Migration
【维词课堂】 人教必修三Unit 2 — combine
【维词课堂】人教B3U2——combine今天我们要学习的是combine。
combine指将两者或两者以上的事物结合，使其共存、共同作用或合而为一成为新的个体。
例如：1. She successfully combines her career with family life.她兼顾了事业和家庭生活，非常成功。
2. A number of factors have combined to create this difficult situation.很多因素加在一起导致了这种困难的局面。
3. a. Hydrogen and oxygen combine to form water.氢与氧化合成水。
(化合)b. Combine the eggs and the flour.把鸡蛋和面粉搅匀。
(混合)注意：combine既可以指物理属性发生变化的化合又可指物理属性未发生变化的混合。
另外，我们要注意词根com-，其含义为“with, together”，了解这个词根有助于更好地理解combine。
练一练一、用所给单词的正确形式填空。
1. — In this day and age, women can have children and jobs as well.—I can’t agree more. It’s great to have the two __________ (combine). (2010 福建单选改) 2. In recent years an English word “infosphere” has appeared, _________ (combine) the sense of “information” and “atmosphere”. (2015 福建单选改)3. Advances in technology ________ (combine) with more open policies have already created an interconnected world. (2013 上海阅读)4. I know how I achieved my success. It came from good planning and better doing _________ (combine). (2016 浙江书面表达)5. It is misunderstood that how happy we are is determined by our genetics, environment or a __________ (combine) of the two.二、根据所给提示翻译下列句子。
B3U2_Integrated skills_1
Listening
Flood safety tips
A2 During a flood • Leave immediately and move to (5) _h_i_g_h_e_r_g_r_o_u_n_d. • Move to the upper floor if you are already inside a building. • Do not (6) __w_a_l_k_o_r_d_r_iv_e_ through the moving floodwater. After a flood • Listen for official (7) _n_e_w_s__re_p_o_r_ts_ to learn when it is safe to go home. • Watch out for (8) __d_a_m__ag_e_d__ro_a_d_s_ and power lines. • Stay away from the floodwater. It may be polluted and unsafe to touch.
250 million
2. Floods are not always caused by heavy rainfall.
T
3. People should prepare food and drinking water to last at least seven F
days.
three
4. Fifteen centimetres of moving water can wash most cars away. F
• What can you see in the pictures? • What happens during the flood?
B3U2MoralsandVirtues利用新教材同题语料续写教材文章结局(学生版)
B3U2 Morals and Virtues单元主题语境和语篇内容分析主题语境：人与自我主题群：道德与美德【单元主题解读】本单元围绕“道德与美德”（Morals and virtues)这一主题展开，通过探讨生活中常见的“道德困境”、人生中的抉择、如何传递爱心、如何面对问题和障碍、如何理解儒家思想中的“仁”、如何善待他人等诸多与社会生活紧密相关的话题，启发学生思考、分析、理解和领悟生活中的人与事，帮助他们树立正确的世界观、人生观和价值观，塑造良好的品格，弘扬中华民族优秀文化，传承优秀传统美德。
一．教材语料：人教版B3U2描述人物美德与成就的教材金句Neither she nor her friends thought about moving the stone out of the road. (neither...nor...也不）3.Hearing that his wife had been injured in an accident, Mr. Johnson hurried to the hospital. (现在分词作时间状语）4.If not, we surely must find the owner, for he will certainly miss it.5.After a while, a group of women came along, each balancing a pot of water on her head. （独立主格）6.As a sixyearold Canadian schoolboy, Ryan had trouble believing the words spoken by his teacher that many people in developing African countries couldn’t get enough clean water. (过去分词，同位语从句）7.What they needed was a well dug near their homes.（主语从句，过去分词作定语）(二)心理抉择描述1.To a person nothing is more precious than their life. (比较级形式表最高级含义)2.If they entrust me with that life, how could I refuse that trust, saying I’m cold, hungry, or tired? （反问句）3.I’d rather stay single to study all my life! （would rather do sth. to do sth. 宁愿做某事也不愿做某事）4.Thinking of all the people still in need of help, Dr. Lin opened a private clinic.（现在分词作状语）5.And why is the water so dirty that it makes them sick?（so... that...太.....以至于）(三)成就描述1.She immediately became the first woman ever to be hired as a resident physician in the OBGYN4.The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role.（现在分词作宾补）5.Now the gold is yours, because you are the only person who has learnt the lesson I wanted to teach my people.” （定语从句）二．佳句仿写：人教版B3U21. 句型公式：现在分词作状语，置于句首教材原句：Hearing that his wife had been injured in an accident, Mr Johnson hurried to the hospital. 听说妻子在事故中受伤，约翰逊先生急忙赶往医院。
Unit2MoralsandVirtuesReadingandThinking教学设计-高中英语人教
人教版B3U2：Morals and virtues教学设计Unit2：Morals and Virtues Period 3: Learn to make choices in life Reading & Thinking Ⅱ Mother of Ten Thousand Babies教学目标：1.知识与技能：根据文章中的细节和事实，推断出林巧稚的优秀品质和美德。
2. 过程与方法：分析林巧稚的几项重大人生抉择，总结归纳出指引她做出这些抉择的人生准则。
3.情感态度与价值观：从林巧稚身上获得启发，结合自身状况对设定情景做出选择并总结出自己的准则，树立积极向上的人生观和价值观。
教学重难点：学生对"principle"的概念不明确，很容易把名人名言等同于人生准则，所以在总结指导林巧稚做出重大人生抉择的人生准则上有困难。
因此在复习了林巧稚的选择之后和总结她的人生准则之前，需要明确解释"principle"的英语定义，并以自己作为教师的基本准则让学生对其有充分的了解之后再来归纳。
教学过程：Activity 1: Finding Dr. Lin's qualities & Giving your evidence由于本节课是第三课时，所以在导入部分衔接了第二课时的内容。
This class, let's go on with unit 2, morals and virtues. Now, which greatwoman did we learn in the last period? Yes, Lin Qiaozhi. We often call her Doctor. Lin, and she is also known as mother of ten thousand babies. Since we have learned a lot of her life, now what kind of person is Dr. Lin?T: As far as I'm concerned, she is a patriotic doctor. Do you agree with me? Why? Is there evidence?S: ...In fact, patriotic is just one of Dr. Lin's qualities. Now read the passage carefully and conclude more qualities of Dr. Lin, remember to give your evidence. And here are some sentence patterns for you, read them together. 3mins for you, read in science.本节课的背景是上节课同学们已经了解了林巧稚的生平事迹以及她的三次重大人生抉择，所以用What kind of person is Dr. Lin?进入本节课的主题。
2020新译林版高中英语必修三unit2课文原文Word（可编辑）
2020新译林版高中英语必修三unit2课文原文Word（可编辑）2020牛津译林版新教材高中英语必修三课文原文B3U2 Natural disastersReadingPupil’s lives spared during Falmont earthquakeBy Raymond Tran18 MarchFALMONT—On 17 March, 476 students and 36 teachers at Falmont Primary School escaped an earthquake that hit the county at 2:27 p.m. Only 5 students suffered slight injuries, despite the current figures of 7 killed and over 200 injured in the disaster area at large.Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake. Her students' reaction was quick and correct—they moved under their desks, head first, and held on to the legs of the desks. At the same time, Miss Brown quickly opened the classroom door, in case it became damaged during the shaking and could not open. There were loud crashes of glass breaking and things falling to the ground, but the students remained still and waited calmly and quietly.The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape. She signalled to her students to exit the classroom in an orderly line covering their heads with their hands. Within one minute and twenty seconds, the whole class went down the stairs and rushed to the playground. Soon students from other classes arrived too. After a roll call confirmed that all were safe and sound, they relaxed, laughing, crying and hugging each other.“We practise earthquake safety procedures twice a year,”said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”By Jessie Cable21 DecemberNEWDALE—On 20 December, a series of huge waves caused by an undersea earthquake raced across the ocean near Goldshore and left thousands dead. Goldshore Beach was the only local beach to survive the disaster without any loss of life. A 10-year-old girl, Sabrina Andron，helped around 100 people escape danger with her knowledge of tsunamis.The day began like any other on Goldshore Beach. People were walking, running or simply sitting on the sandy beach, enjoying the warm sea air and the soft wind that brushed their hair. Sabrina was one of the happy tourists until she noticed something odd. “The water was like the bubbles on the top of a beer,”she later explained. “It wasn't calm and it wasn't going in and then out. It was just coming in and in and in.”Sabrina had just learnt about tsunamis in a Geography lesson. It immediately occurred to her that these were signs of an approaching tsunami.Sabrina was frightened, but she soon kept her head. She warned her parents of the danger, though at first they just thought she was joking. However, Sabrina was certain that a terrible disaster was on its way and kept asking her parents to talk to a safety officer. To her great relief, the officer immediately realized the coming danger. The beach was rapidly cleared of people, just before the huge waves crashed into the coast.B3U2 Extended readingThe Last Day of Pompeii(Excerpt)Edward Bulwer-Lytton (1803-1873) was a talented British writer who left his mark on the English language. His classic novel The Last Days of Pompeii imagines life in the ancient Roman city of Pompeii in the year 79, when Mount Vesuvius erupted. This terrible natural disaster destroyed Pompeii completely, but it also kept the ancient city as it was for future ages. Since 1748, Pompeii has been systematically unearthed. Today it is an international tourist destination.Pompeii was a typical Roman city. In its little shops, its tiny palaces, its forum, its wine bars, its theatre—in the energy and skill of its people, you saw a model of the whole Roman Empire. Trading ships bringing imports to the city or carrying exports overseas, along with golden pleasure boats for the rich, were crowded together in the glassy water of the port. The boats of the fishermen moved rapidly in all directions. Above all, the cloud-capped top of Mount Vesuvius appeared. Its ashy rocks, now dark, now light, told a story of past eruptions that might have warned the city what was to come!The awful night rolled slowly away, and the dawn greyly broke on THE LAST DAY OF POMPEII! The crowd looked upwards, and saw, with unspeakable fear, a huge cloud shooting from the top of the volcano. It took the form of a huge tree: the trunk, blackness, the branches, fire! This fire moved and changed in colour with every moment: now it was wildly bright, now of a pale and dying red, and now again it burnt with an unbearable light!The cries of women broke out; the men looked at each other, but were silent. At that moment, they felt the earth shaking beneath their feet; beyond in the distance, they heard the crash of falling roofs. A moment later, the mountain-cloud seemed to roll towards them, dark and rapid, like a river；at the same time,it threw out a shower of ashes and huge pieces of burning stone! Over the empty streets—over the forum—far and wide—with many a noisy crash in the stormy sea—fell that awful shower!Each turned to fly—each running, pressing, pushing against the other. If, in the darkness, wife was separated from husband, or parent from child, there was no hope of their meeting again. Each hurried blindly and fearfully on. So came the earthquake ... and so ended life in Pompeii.Nearly seventeen centuries had rolled away before the city of Pompeii was dug from its silentresting place. Its walls were fresh as if painted yesterday; not a single colour changed on the rich pattern of its floors. In its forum, the half-finished columns seemed as if just left by the workman's hand. Long after fire and ash came for the people of Pompeii, the remains of their beautiful city survive to remind us that human lives burn bright and short.。
外研版-B3U2-第2课时-Understanding ideas
B3U2 Understanding ideas教学设计课型：reading内容分析：本板块呈现一篇描述普通人做公益事业的新闻特写，语篇类型为人物介绍，介绍介绍了一位名为Ryan的加拿大人从孩童时期起，坚持帮助非洲缺水地方的儿童解决饮水问题的事迹，有利于引导青少年学生勇于承担社会责任，从事公益事业和志愿服务积极帮助他人。
教学目标：1. 理解并能说出Ryan为解决非洲缺水问题所作的主要努力, 并能正确理解并说出标题的意义。
2. 能够复述课文的主要事实，并能结合记叙文六要素梳理Ryan参与公益事业的起因和过程；能够归纳出Ryan实现梦想的原因，并能够对于Ryan在参与公益事业和实现梦想过程中的不同阶段进行恰当评价。
3. 能够对Ryan进行整体评价，并能够深入思考自己如何帮助他人，初步形成积极参与公益事业的意识。
教学重点：通过阅读，获取Ryan从孩提时期到成年从事公益事业全过程的事实性信息，并能归纳概括Ryan从事公益事业的原因，理解Ryan从最初的“Why don’t I help”到“How can I help today?”的变化，归纳出Ryan实现梦想的原因，并能深入理解标题的意义，掌握记叙文六要素和语篇结构。
教学难点：理解Ryan从最初的“Why don’t I help”到“How can I help today?”的变化。
教学过程：Pre-readingActivity 1: look through several pictures about water shortage and answer the following questions:①What phenomenon do you see?②How do you feel?③Will you do something to help them?Activity 2: Look at the map and talk about water problems in Africa. To provide someguidance, the following questions are given.①What is it about?②What do different colours stand for?③What information do you get from the map?Activity 3: Tick the most effective solutions to supply Africa with fresh water. Student can have a free talk, and they need to talk about the reasons.While-readingActivity 1: Look at the tittle of the text and the picture and try to make a prediction what the story is about.Activity 2: Read the text and choose the best explanation of the title. Try to give reasons.Activity 3: Get to know the writing style of the text and focus on the timeline of the story. The following questions will be given as an assistance.①What kind of essay is this passage?A. Exposition (说明文)B. Narration (记叙文)C. Argumentation (议论文)②In what way does the writer tell the story?③Can you find out the timeline of the story?Activity 4: Skim the text and sort out Ryan's behavior and result in different period. Try to gather and summarize the key information and fill in the chart.Activity 5: Retell the story with some clues by following the timeline of the story. Post-readingThink about the following questions, prepare and make a speech to the class.What kind of person do you think Ryan is? Which of his qualities do you admire most? Why?HomeworkWrite an essay (about 120 words) to introduce the person you admire most. Try to share his/her good qualities and your opinions.教学反思：本节课通过图片展示、学生自由讨论等形式让学生了解并进入“非洲缺水”这一话题，为后续阅读做好铺垫和准备。
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Book 3Unit 2 How to open a savings account?一、学情分析：本单元是B3第二个单元，主要涉及到的知识面是关于银行的相关内容。
所授班级中的会计班能很好的通过他们的专业知识相关内容切入到课文的主题。
本单元以银行相关服务内容及步骤，加上英语语言知识。
在第一单元“动词+to do 或动词+doing”的语法基础上，学习新的固定搭配：“动词+sb/sth+to do/doing”表达想要某人、某物做某事的意思。
本单元的话题虽然不是很贴切学生日常生活，但教师仍然要注意运用多种教学手段，并关注每一个学生，在一些教学步骤中采用分层设计，帮助学生达成教学目标。
课时安排：第一课时lead-in + words and expressions第二课时listening and speaking ，reading and writing第三课时language in use + unit task第四课时self-check ++ life and culture第一课时Lead-in +Words and Expressions二、教材分析1. 教学内容本课时系教材《英语3》（基础模块高教版）第二单元的第一课时，包括Lead-in & words and expressions两部分，具体内容为：能够听懂并谈论银行服务的相关项目，掌握与银行服务的词汇和句型。
2. 教学重点、难点⑴教学重点培养学生在听的过程中把握对话主旨的能力。
了解银行相关专业用语用词，并学习掌握相关词汇。
⑵教学难点熟练掌握银行专业服务用语的词汇和句型三、教学目标1. 知识目标⑴帮助学生掌握以下词汇：如account （n）账户branch （n）分行，支行balance （n）余额fingertip （n）指尖deposit （v）存款check （n）支票draw（v）提取insert （v）插入rate（n）率overdraft （n）透支invest（v）投资source （n）来源sign （v）签字transfer （v）转账exchange（v）兑换；交换fill in 填写⑵帮助学生掌握银行专业服务用语的句型，如：Do you want to open a savings account?How to do it? / how to use it? How to draw money?..First, you need to…… and then……2. 能力目标⑴了解银行办理业务的流程特点⑵学生能在听的过程中把握对话主旨的能力。
3. 情感目标在互动情景交流中，让学生学会与同伴进行角色转换的表演形式。
四、教学步骤Step One brain storm（20 mins）1.Greeting as usual.2.T will show some PPTs and ask some questions for lead-in.(1)How many banks do you know? (ask some ss, then show some pics about banks in China. )(2)If you want to open a savings accont? Please you can imagine that how many steps to open asavings account.(3)Pictures and Words. (T will show some pics to teach vocabulary of this unit.)(4)Words and Expressions:(Reading the new words and expressions all together.)(5)Read and Simulate (T will lead ss to make a text about steps of opening a savings account.) Step two Lead-in （15mins）Activity 1 look and match (T will give 3mins ss to match the sentences and pics. )After students have finished it, ask some individuals to tell the other bank serves.（设计意图：在这一活动中，教师不应仅仅局限于让学生了解课本上提及的银行服务种类，而是要让他们联系实际情况，并加以引导从而找出更多的银行相关的服务种类。
）如：换零钱，外币兑换，贷款，等等。
Activity 2 listen and match (T will play the audio of this part and ask ss to match sentences after listening.)（设计意图：这一活动，教师可以让学生互相讨论，直接引导他们将连线句子说完整. 在完成之后，再让学生会话交流，为下一个部分做准备。
）e.g. How to open a savings account? You need/should to deposit at least 10 yuan.Activity 3 act and practice (T will give a sample with a student, after that, T will give 3 mins ss to prepare a dialogue with sentences in activity 3. )(设计意图：让学生在进行交流前，给出一个号的例子可以模仿。
两人练习则可以互相帮助。
）Extra part : (if T had enough time.)Step three Listening “listen and answer” (8 mins)1.Before listening, ask the Ss to pay attention to the information of activity 1,2,3” . listeningcarefully and talking about what is the meaning of them, and then match the dialogue and pics.2.T will check the answer with ss.Step four Revision & homeworkT: what we learned today?Vocabulary:account（n）账户branch（n）分行，支行balance（n）余额fingertip （n）指尖deposit （v）存款check （n）支票draw(v) 提取insert （v）插入rate（n）率overdraft （n）透支invest（v）投资source （n）来源sign （v）签字transfer （v）转账exchange（v）兑换；交换fill in 填写Sentences: how to open a savings account? You should/need to do sth….First, please insert your credit card, and then enter your pin, next please choose drawing or depositing, after that choose number of money or put money into the ATM. At last please check your balance and keep your voucher.Homework：1. Practice the dialogue with your classmate after class.2. Make a similar dialogue, talking about how to exchange US dollar?.第二课时Reading & Writing一、教材分析1. 教学内容本课时系教材《英语3》（基础模块高教版）第二单元的第二课时，为Reading & Writing 部分，具体内容为：能够通过小组讨论列出银行相关自助式服务项目。
教材中的阅读材料在第二册中的篇幅长度和难度都有了一定的提高，教师在教学中做好铺垫工作，帮助学生克服畏难情绪。
2. 教学重点、难点⑴教学重点能够让学生在相对真实的情境下用合适的方式和语句咨询信息和给出指令的能力。
⑵教学难点能够把听力活动中学习的语言知识应用到真实语境中来。
二、教学目标1. 知识目标⑴帮助学生理解并掌握以下词汇：如rate，fees, price, invest, self-service, branch, monthly, bill, autobank, overdraft. 等⑵能够掌握如何书写NOTICE通知，以及写NOTICE要注意的地方。
2. 能力目标⑴学生能根据不同的阅读需求，正确地掌握一些阅读的方法，如skimming, scanning等。
⑵学生能在理解故事的前提下，根据所给提示词语，复述服务项目，内容或操作流程。
(3) 学生能从连词成句渐渐过渡到连句成段，简单地运用时间顺序词写自己的操作流程。
3. 情感目标在描述服务相关内容的过程中，学生能慢慢体会到员工与顾客之间的立场，利害关系，以及服务行业对于员工基本素质的要求等。
三、教学步骤Step One Lead-in （？mins）1. Revision.The teacher greets the Ss and get them to talk about their banking experence.T: How old are you when you opened a savings account?How many steps did you open it?What did you say/ask to the bank staffs?Do you know any other kinds of banking service? Telephone banking service/ internet banking service. E.g.（设计意图：在新课前的导入中，自然地复习了上一课时所学的内容，并在交流中，导入本课时所要牵涉的话题。