b2u1reading
高中英语B2U1 Reading for writing公开课PPT课件
PROMOTING CULTURE THROUGH DIGITAL IMAGES Lanzhou 9 August 2017. A group of researchers and scientists from China and other countries are working together to help increase knowledge and appreciation of China's ancient cultural heritage. They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key step along the Silk Road throughout China's ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994. (Background information) By sharing so many digital photos over the Internet, the group hopes to promote eyen wider interest around the world in China's ancient history, culture, and traditions. They also hope to further educate people about the importance of safeguarding historic and cultural relics for future generations to understand and appreciate. As one researcher who is working on the project explains, “Appreciating one's own cultural heritage is very important for understanding oneself. Appreciating the cultural heritage of other countries is very important for international communication and understanding."
新视野视听说(第三版)B2U1
03
B2U1单元内容详解
单元主题
单元名称：B2U1
单元内容：围绕一个主题展开包 括听力、口语、阅读和写作练习
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Hale Waihona Puke 添加标题添加标题添加标题
单元目标：培养学生听力、口语、 阅读和写作能力
单元特点：注重实际应用强调语 言技能的综合运用
单元目标
掌握本单元的词汇和表达方式 了解不同文化背景下的社交礼仪和习俗 提高听力理解和口语表达能力 培养跨文化交际意识和能力
帮助学生掌握实 用的英语听说技 巧
课程内容
听力技巧：提供各种听力技巧帮助学生提高听力理解能力 口语表达：通过多种活动和练习培养学生的口语表达能力 阅读理解：提供各种阅读材料提高学生的阅读理解能力 写作训练：通过写作练习提高学生的写作技巧和能力
课程特色
融合视、听、说三种技能全面提高语言应用能力。 课程内容丰富多样涵盖生活、职场等各个领域。 互动性强通过角色扮演、小组讨论等形式激发学生的参与热情。 注重跨文化交际能力的培养帮助学生了解不同文化背景下的语言表达。
PPT设计风格与布
04
局
设计风格
简约风格：采用简单的图形和文 字强调清晰度和易读性
极简风格：强调最小化主义使用 最少的元素来传达信息
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扁平化风格：去除多余的装饰以 简洁的形状、颜色和排版为主
复古风格：模仿旧时代的图形和 排版营造怀旧氛围
布局与排版
文字排版：字体、字号、行间距等要统一规范避免出现多种字体混搭的情况。 图片布局：图片的位置、大小、比例等要合理安排使图片与文字内容相辅相成。 色彩搭配：颜色要协调、自然背景色和文字颜色要有对比度以提高可读性。 页面布局：每页内容要适量避免过于拥挤或空旷保持整体美观。
B2Unit1reading[1]
![B2Unit1reading[1]](https://img.taocdn.com/s3/m/b6a4c11ceffdc8d376eeaeaad1f34693daef10fb.png)
B2Unit1reading[1]Methods of Education: East and WestA teacher from Canada recently visited an elementary school in Japan. In one class, she watched sixty young children as they learned to draw a cat. The class teacher drew a big circle on the blackboard, and sixty children copied it on their papers. The teacher drew a smaller circle on top of the first and then put two triangles on top of it; the children continued their cats in exactly the same way. The lesson continued until there were sixty-one identical cats in the classroom.The Canadian teacher was startled by the lesson. The teaching methods---and their effects---were very different from those in her own country. An art lesson in a Canadian school would lead to a room full of unique pictures, not a series of identical cats. Why? What causes this difference in educational methods?In any classroom in any country, the instructor teaches more than just art or history or languag e. Part of what’s going on--- consciously or not--- is the teaching of culture: the attitudes, values and beliefs of the society. Every education system is inevitably a mirror that reflects the culture of the society it is a part of.In many Western societies, such as the United States or Canada, which are made up of many different nationalities, religious groups and cultural orientations, individualism and independent thinking are highly valued. And these values are reflected by the education systems in these countries. T eachers emphasize the qualities that make each student special. Students are seldom expected to memorize information; instead, they areencouraged to think for themselves, find answers on their own and come up with individual solutions. At an early age, students learn to form their own ideas and opinions, and to express their ideas in class discussion.In Japan, by contrast, the vast majority of people share the same language, history, and culture. Perhaps for this reason, the education system there reflects a belief in group goals and traditions rather than individualism. Japaneseschoolchildren often work together and help one another on assignments. In the classroom, the teacher is the main source of knowledge: He or she lectures, and the students listen. There is not much discussion; instead, the students recite rules or information that they have memorized.The advantage of the education system in Japan is that students there learn the social skill of cooperation. Another advantage is that they learn much more math and science than most American students. They also study more hours each day and more days each year than their North American counterparts do. The system is demanding, but it prepares children for a society that values discipline and self-control. There are, however, disadvantages. For one thing, many students say that after an exam, they forget much of the information they memorized. For another, the extremely demanding system puts enormous psychological pressure on students, and is considered a primary factor in the high suicide rate among Japanese school-age children.The advantage of the education system in North America, on the other hand, is that students learn to think for themselves. They learn to take the initiative ---- to make decisions and take action without someone telling them what to do. The systemprepares them for a society that values creative ideas and individual responsibility. There aredrawbacks, however. Among other things, American high school graduates h aven’t studied as many basic rules and facts as students in other countries have. And many social critics attribute the high crime rate in the US at least partially to a lack of discipline in the schools.(605 words) Questions:1. What does the author mean by the statement ―in any classroom in any country, theinstructor teaches more than just art or history or language‖ in para.3?2. What is the most serious problem, with the Japanese system, according to theauthor?3. How does the author view the fact that in the North American system students ―learnto take the initiative‖?4. Find out the paragraphs that use comparison and contrast.(2)When discussing innovation and risk-taking in our leadership development programs we regularly ask participants, ‖How many of you have ever learned a new game or a new sport?‖ Invariably every hand in the room goes up.We then ask, ―And how many of you got it perfect the first day you played it?‖ People chuckle. No hands go up. Who ever gets it right the first time?There was this one time, however, when Urban E. Hilger, Jr. raised his hand and said that on the very first day he went skiing he got it perfect. Naturally we were curious and asked Urban totell us about the experience. Here’s what he said.It was the first day of skiing classes. I skied all day long, and I didn’t fall down once. I was so elated; I felt so good. So I skied up to the instructor, and I told him of my great day. You know what the ski instructor said? He told me, ―Personally, Urban, I think you had a lousy day.‖ I was stunned. ―What do you mean lousy day? I thought the objective was to stand up on these boards, not fall down.‖ The ski instructor looked me straight in the eyes and replied, “Urban, if you’re not falling, you’re not learning.”Urban’s s ki instructor understood that if you can stand up on your skis all day long the first time out, y ou’re only doing what you already know how to do, not pushing yourself to try anything new and difficult. By definition learning is about something you don’t know. Those who do what they already know how to do never learn anything new. Promoting learning requires building in a tolerance for error and a framework for forgiveness. Learning and innovation go hand in hand. You can’t have one without the other. We’v e also discovered that the same thing is true for leadership.In a series of research studies we conducted —along with Lillas Brown of the University of Saskatchewan — we found that leaders can be differentiated by the range and depth of the learning tactics they employ when facing a new or unfamiliar experience. We measured managers on four different approaches to learning —taking action, feeling, thinking, and accessing others —and we discovered that managers who were more engaged rather than less engaged in each of these learning tactics were also more effective at leading. The more they engaged in learning the better they did at leading. We discovered,in other words, that we could predict that someone would be a more effective leader based on the extent to which they engaged in learning!This shouldn’t be surprising to anyone. It just makes sense that those people who push themselves to learn will do better than those who only dabble in it. Attending one three-day workshop, reading one best-selling book, reflecting only on one incident, or participating in one simulation doesn’t produce great leaders. It doesn’t produce great innovators either. What was somewhat surprising to us, however, was that no one style of learning was more effective than any other at being a more effective leader. Learning to lead seems to be independent of any particular l earning style. It doesn’t matter how you learn. What matters is that you do more of whatever learning tactic works best for you. Becoming a better leader is clearly linked to becoming a better learner.These findings also raise an extremely interesting and mostly unexplored question: Which comes first, learning or leading? Whenever we pursue this question with our clients their hunches are the same as ours. Learning comes first, they say. When people are predisposed to be curious and want to learn something new, they are much more likely to get better at it than those who don’t become fully engaged. When it comes to getting great at leading, or anything for that matter, the axiom is not simply ―Just do it.‖ It’s ―Just do more of it!‖Learning is the master skill. When we fully engage in learning —when we throw ourselves whole-heartedly into experimenting, reflecting, reading, or getting coaching –we’re going to experience the thrill of improvement and the taste of success. Less is not more when it comes to learning. More is more. And aword of caution to executives with the red pencils. In these challenging times when we’re faced with the need to innovate, don’t cu t the training budget!(736 words)Questions:1. Why did Urban’s ski instructor say ―Urban, if you’re not falling, you’re not learning.‖?2. What is required in promoting learning?3. A better learner needs to ________________.4. Whom do you think the author is addressing to?5. Which sentence impresses you most? How do you understand it?。
B2U1_Reading_2
Book 2 Unit 1 Lights, camera, action!Reading 2Behind the scenes教学目标By the end of this section, students will be able to:1. use the vocabulary about film-making;2. use the writing technique “metaphor” to write a short paragraph.教学重难点To use the writing techniques of giving examples and metaphors.教学过程步骤教学活动设计意图互动时间&模式RevisionStep 1 The teacher guides students to review what is learnt in the last period.•What is the main idea that the lecturer wants to express?•What aspects of the film-making does the lecturer cover?•How is the sound of the doors opening made?•Why is a green screen used when scenes requiring CGI are filmed?•Does every director prefer the aid of computers? Why (not)?•Why did James Cameron talk to historians and even went down to the bottom of theAtlantic Ocean?指导学生巩固并整合所学内容，通过问答，进一步加深学生对“幕后”工作重要性的理解。
B2U1_Extended reading教案
Book 2 Unit 1 Lights, camera, action!Extended readingForrest Gump教学目标By the end of this session, students will be able to:1. know the plot and relationships of the characters and their personalities;2. role-play the excerpt;3. explain why they like certain lines from films.教学重难点1. know the plot and relationships of the characters and their personalities;2. role-play the excerpt;3. explain why they like certain lines from films.教学过程步骤教学活动设计意图互动时间&模式Curious Reader（猎奇读者): stimuli cognitive schematismStep 1 1.Explore the titleThe teacher asks students to read the title to thefilm and answer the questions: what does thetitle refer to?创设语境，引导学生对剧本中Forrest Gump主人公的兴趣，根据introduction的内容做适当的猜测、揣摩，激发学生的好2’Class work2. PredictionThe teacher asks students to read the introduction to the film and answer the questions:Can you imagine how Forrest Gump’s first day of school is like? Why? 奇心,设置问题情境，唤醒探究需求，激活思维图式，诱导学生积极预测文本，随后浅层阅读，验证预测，以顺利完成表层“信息沟”的填充。
捷进英语B2U1ppt课件
1
WARM-UP2来自READING FOR LEARNING
3
READING FOR DOING
4
GUIDED WRITING
5 AUDIO/VIDEO LAB
6
WRAP-UP
WARM-UP
Task 1 Label the picture with words or phrases from the boxes. You
don’t need them all. One example is already labelled for you.
laptop
(笔记本电脑）
mobile phone printer mouse
headphone(耳机）
keyboard
tablet
(平板电脑）
email Internet
CD e-pen social media
things I don’t like. I can block anyone who disagrees with me or hurts
my feelings. I choose to show the world only attractive or funny
photographs of myself. In my own small world, I am famous, funny,
Gifted？
我在脸谱网上有几百“好友”，但实际上我只与（其中）四五十人交 流。我还可以掌控发表哪些内容，以及人们给我的留言；我可以删除 负面评价，对不喜欢的内容就选择不听不看；我可以屏蔽所有与我意 见相左或伤害我感情的人。我只对外展示自己魅力四射、风趣幽默的 照片。在我自己的小小世界里，我是名人，是开心果，是人气王，是 万人迷——在我自己人生的电影里，我就是个明星。
新视野B2U1 Text B课文详解(带课文翻译)
Section B T h e g re a t j o u r n ey o f l e a r n i n g
Text Reading
4 Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies. He said, “I saw that the best thing I could do was get hold of a dictionary – to study, to learn some words.” And he was lucky enough to reason also that he should try to improve his handwriting. “It was sad. I couldn’t even write in a straight line,” he told us. These ideas together moved him to appeal to the prison authorities for some paper and pencils.
Section B T h e g re a t j o u r n ey o f l e a r n i n g
Text Reading
6 Malcolm X depicted how the next morning when he woke up, he kept thinking about the words he had copied and read aloud and about the acquisition of the knowledge he was pursuing. It was a marvelous feeling. He felt immensely proud.
新世纪大学英语B2U1习题答案
Listen and RespondTask One1)It’s mainly about three different types of friendship in our life, i.e. friendship for a reason,friendship for a season, and friendship for a lifetime.2)When people need each other, they become “friendship for a reason.”3)It means a friend who comes into your life only for a short time.4)A lifetime friend is a single soul in two bodies.Task Two1) reason season lifetime2) figure out3) meet a need guidance and support4) an experience of peace5) trust and understanding lessons acceptTask OneDiscovering the Main Ideas1.1) It is because there is a lack of socially acknowledged criteria for what makes a person a friend.2) They are friendship based on utility, friendship based on pleasure and friendship based on goodness.3) He emphasizes the element of virtue in friendship.4) V irtuous friends possess moral excellence and share a commitment to the good.Reading between the Lines1.Since society lacks socially accepted criteria for what friendship is, a person may be describedas a “friend” in one context but may not be suitably called so in another.2.It is believed that young people tend to regard pleasure as an essential element of friendshipand thus base their friendship on pleasure.3.It is not easy to establish true friendships because they need time and effort to develop. That iswhy true friendships are rare.4.When two people are true friends, each is like a mirror to the other, who can see what kind ofa person he himself has proved to be and whether he has moral excellence or not.5.We can find all the good qualities in virtuous friends and it is those qualities that makepermanent friendship possible.Checking Y our VocabularyW ord Detective1. 1) correspond2) build3) sensible4) brilliant5) grasp6) appoint7) hardware8) gaze2. 1) cast your eyes/an eye over2) torn down3) making a fortune4) turned up5) lost track of6) pass on7) checking up on8) was under arrestChecking Y our Comprehension1.1) The story took place in New Y ork.2) He was on night duty, patrolling the avenues and trying to prevent any possible crimes on his beat.3) He came from the western part of the United States, which was still wild and under-developed at that time.4) He was waiting by appointment for Jimmy Wells, the best friend of his youth.5) Twenty years before, Jimmy and Bob had made an appointment that they would meet again in the same restaurant exactly twenty years from that date and time, no matter what their conditions might be or from what distance they might have to come.6) He was arrested by a policeman in plain clothes, because he was wanted by the Chicago police.7) He was Jimmy Wells, Bob’s friend of youth.8) Y es, they did meet that night, but in a very special way. Jimmy approached Bob as a patrolman, talking to Bob as if they did not know each other before.2.1) He loved New Y ork so much that he preferred to live nowhere else.2) It was a luxurious watch, handsome and with small diamonds set on its lids. Judging by the watch, one might think that he had made a fortune in the West.3) Each of them was eager to know what exactly the other look like.4) Y ou are not Jimmy at all, because it is not possible for a man to change the shape of his nose so thoroughly within a matter of twenty years.5) The Chicago police informed us that you might have come to New Y ork and they wanted us to stop and arrest you…It is wise of you no to resist.6) He could not control his emotions when he found out the truth. His hand was trembling with fear and shock.Enhance Y our Language AwarenessW ords in ActionW orking with W ords and ExpressionsIncreasing Y our Word PowerGrammar Reviews1.1) whichever tent you are not using now2) whoever comes/ come first3) whichever/ whatever condition our captain thought was the best4) Wherever/ No matter where I go5) whatever wishes their child/children expresses/ express6) However disappointed/ No matter how disappointed you may feel about the surroundings/ environment/ situation7) Whoever breaks it8) whenever he concentrates on a problem2.1) It is not luck but hard work that led him to today’s success.2) Prof. Moen argues that it is energy that makes the world go round.3) It was not until he had proved he was honest that he won the family’s trust.4) It was clearly the headmaster himself who/ that opened the door for me.5) NONETranslation1.1) The friendship grounded on common/ shared interest does not break up easily. / It is not easy for the friendship grounded on common/ shared interest to break up.2) Children must learn to distinguish between violence and bravery / courage in computer games.3) There spring up so many new things every day in the world that it is no longer sensible to expect a person to know/ keep track of everything.4) Laws do not regulate such things as betrayal to friends; that is why there is what we call/ is called “the court of morality”.5) Today’s culture is described as“fast-food culture”. Whatever they may be/ are doing, people just pursue the greatest/ maximum satisfaction within the shortest time.6) As the saying goes, there is no such thing as a free lunch. If you want something, go and earn/ work for it.。
大学英语大一下期长篇阅读含答案B2U1--passage2
Part III Reading Comprehension (Skimming and Scanning) (10 minutes; 10%) Directions: In this section, you are going to read a passage with 10 statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.Reading literature makes us smarter and nicerA) Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued inthe New York Times that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are morally or socially better for reading Tolstoy” or other great books.B) Actually, there is such evidence. Raymond Mar, a psychologist at York University in Canada,and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people’s intentions.C) “Deep reading” — as opposed to the often superficial reading we do on the Web — is anendangered practice, one we ought to take steps to preserve as we would a historic building ora significant work of art. Its disappearance would imperil the intellectual and emotionaldevelopment of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.D) Recent research in cognitive science, psychology and neuroscience has demonstrated that deepreading — slow, immersive, rich in sensory detail and emotional and moral complexity — is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions — Should I click on this link or not? — allowing her to remain fully immersed in the narrative.E) That immersion is supported by the way the brain handles language rich in detail, allusion andmetaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.F) None of this is likely to happen when we’re scrolling through TMZ. Although we call theactivity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of a study of 34,910 young people aged 8to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book.The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.G) To understand why we should be concerned about how young people read, and not justwhether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual.The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes — and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.H) The deep reader, protected from distractions and attuned to the nuances of language, enters astate that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens toa hypnotic trance. Nell found that when readers are enjoying the experience the most, the paceof their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.I) This is not reading as many young people are coming to know it. Their reading is pragmaticand instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe carnal reading is all there is — if we don’t open the door to spiritual reading, through an early insistence on discipline and practice — we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never been, a place only deep reading can take them to.26. A study showed that young children who read only on electronic devices get much less enjoyemt from reading.27. Lack of spiritual reading may prevent young children from enjoying an enlightening experience.28. It is found that readers actually slow down their reading speed when they are enjoying the deep reading experience the most.29. Scientist’s studies indicate that those who often read novels seem to understand other people better and sympathize them.30. We are not born with the ability to read. Rather, it is acquired by human beings through great efforts.31. Conventional books play a unique role in helping readers acquire deep reading experience.32. Deep reading helps build up a close relationship between the reader and the author.33. There exists a danger for deep reading to disappear, which demands our attention and actions to protect this practice.34. Some educators and parents think that we should give children instruction around their own reading habits considering their attachment to electronic devices.35. A college professor believes that reading great books does not necessarily improve us as people.Keys: 26-30: FIHBG 31-335: DHCIA。
新视野B2U1 TextA课文详解(带课文译文)
Section A A n i m p r e s s i ve E n g l i s h l e s s o n
8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, “It’s flying so unsteady.” I carefully asked, “My son, how is the bird flying?” “What’s wrong? Did I say anything incorrectly?” He got lost. “Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it’s flying so unsteadily but not so unsteady.”
Section A A n i m p r e s s i ve E n g l i s h l e s s o n
6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items – pads, albums and notebooks – are not nailed down. Friends and loved ones often proclaim they’ve just ate when, in fact, they’ve just eaten. Therefore, it doesn’t make any sense to criticize our students.
B2U1 Reading: Be a critical news reader
While reading
4. Read the article and fill in the second table in A1 on Page 4.
Reading news reports critically
Why do news reports differ from or even contradict each other?
How can we be critical news readers?
• Read different news reports on the same event written from various perspectives and at different stages. • (6)B_e__c_r_i_ti_c_a_l_a_b_o_u_t__t_h_e_i_n_f_o_r_m_a_t_i_o_n__w_e__r_e_c_e_iv_e__a_n_d _re_m__e_m__b_e_r_n_o_t__to__b_l_i_n_d_ly__t_r_u_s_t _w_h_a_t__w_e__h_a_v_e__re_a_d____.
Summary: N__e_w_s_r_e_p_o_r_ts__u_su_a_l_l_y_c_o_m__e _w_i_t_h_d_i_ff_e_r_e_n_c_es.
Summary: N_e_w__s__R_e_p_o_r_ts__a_r_e__w_r_i_tt_e_n__w_i_t_h__d_if_f_e_re_n_t _p_r i_o_r_i t_i_e s_,_ _o_r _a_t_ _d_i f_f_e_r e_n_t_ _s_t a_g_e_s_ _o_f _t_h_e_ _e_v_e_n_t ,_ _a_n_d_t_h_e _fi_g_u_r_e_s _m__ay__c_o_m__e_f_r_o_m__d_if_f_e_re_n_t__so_u_r_c_e_s_. ________
新视野视听说(第三版)B2U1最终完整版
Listening to the world
5 Work in pairs and discuss the question.
1 What are you learning at the moment? Do you enjoy learning it? Why? I am learning yoga at the moment. I enjoy it because it helps improve my flexibility, strength and balance.
Hale Waihona Puke The most difficult thing for me is learning to write my master’s paper. I’ve spent nearly half an year to finish the 20,000 word’s English paper, among which, I racked my brain to collect similar papers, to study them, to probe into the theory I needed, and give a case study to prove it. It’s such a long and tough time, in which I’ve encountered and overcame so many difficulties that I’ll remember it for ever. After I finished it and finally passed the thesis defense, I felt so great and confident that I decided to learn how to drive, which is always I scare.
B2U1 Reading and Thinking 导学案
Unit1 Cultural Heritage---Reading and ThinkingLiJin Senior High School Jia XinxinLearning Objectives:In this class, you will be able to:1.Improve the ability of reading skills of predicting and skimming and by applying them.2.Understand the development of protecting cultural heritage by following time clues.3.Learn about the problems and solutions of building the Aswan Dam by reading the text.4.State your opinions on how to protect cultural heritage by learning the text.Ⅰ Leading-inEnjoy the video and answer questions.Ⅰ Pre-readingActivity 1: PredictingQ1: Look at the title and photos, predict what happened to the statues?_______________________________________________________________Ⅰ While-readingActivity 2: Read for the main idea.Q2: Discover topic sentences and circle key words.Para.1: ________________________________________________________Para.2: ________________________________________________________Para.3: ________________________________________________________Para.4: ________________________________________________________Para.5: ________________________________________________________Para.6: ________________________________________________________ Main idea:Activity 3: Draw the structure and write down key words.Part Ⅰ Para ( )Part Ⅰ Para ( -)Part Ⅰ Para ( )Activity 4: Detailed-readingQ3: Complete the timeline with the information from the text.ⅠThe project starts.ⅠThe project is completed.ⅠThe first temple is moved.ⅠThe government asks the UN for help.ⅠThe temples and cultural relics are being rescued.Q4: What problems are mentioned in the text? (para.1)Problems___________________________ __________________________Q5: Why did the Egyptian government attempt to build a dam? (para.2)Q6: How did UN deal with the problem of building Aswan Dam? (para.3）Q7: How were the temples and other cultural sites saved? (para.4)Q8: What’s the spirit of the Aswan Dam? (para.6)Ⅰ Post-readingActivity 5: Mind MapActivity 6: DebateA lot of money and effort were spent to protect cultural heritage. Is it worthwhile or not?Ⅰ Homework1.Read the passage aloud after class.2.Write a passage about how to protect the Great Wall.。
高中英语教学课件：b2u1reading for writing
Read for Content
2. Why did scientists and researchers do such work in Mogao Caves?
01
02
03
A key stop along the Silk Road in China's ancient history
A meeting point for different cultures and part of many countries' history
Wearing virtual reality glasses, visitors are able to appreciate the majesty of the famous caves, sculptures and paintings from the Mogao Grottoes, and interact with them.
Name: Fan Jinshi Birthday: 1938.7 “Daughter of Dunhuang”
B2U1Reading教案
阅读语篇教学设计 Forrest Gump主题语境: 人与社会--电影语篇类型: 剧本授课时长: 45分钟文本分析[What]本板块围绕单元话题，在简要介绍了《阿甘正传》这一经典影片的主要内容及其主人公阿甘的人物性格后，展现了影片的一个经典片段:智力低下的阿甘回忆上学第一天，在通往学校的校车上与司机以及同车孩子们之间的对话和经历。
[Why]本板块的语篇上一部经典电影的剧本片段，旨在让学生通过阅读剧本，观看视频来了解剧情感受剧本中阿甘的人物性格特征，体会阿甘母亲对他的影响以及同学珍妮的友普和率真。
[How]作为经典电影的剧本片段，本文以舞台说明、对话和旁白的形式展开，展现了剧本中各人物之间的关系，体现了剧中人物的内心世界。
教学活动要让学生掌握影视剧本的文体特征，让他们通过阅读剧本把握人物性格特征，学会赏析经典影视作品。
学情分析本节课授课对象是高一年级 7班的55名学生。
部分同学的英语基础较弱(例如词汇量较小，阅读速度较慢，没有很好的阅读策略等)，但也有一部分学生的英语能力相对不错，例如英语口语表达能力不错，能够积极参与课堂探究活动。
学生已有基础:(1)话题方面:学生已经通过课前预习作业，对影片《阿甘正传》进行一定了解。
(2)语言方面:学生已经在课前预习了文本中的生词，完成了预习单。
教学目标By the end of the lesson, students can：1.understand the content of the script and relationships between the characters;2.analyze the personality of each main character;3.put into practice what has been learned by writing and acting out a short script.教学过程1.Teacher shares famous movie lines with Ss and asks them to guess which film it is from respectively. 引入话题，激发好奇，鼓励表达为学生做好话题和情感上的准备。
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3. The Amber Room was one of the great wonders of the world, but it is now missing
because __A___.
A. Most precious pieces of the Amber Room could be taken apart, packed and moved away.
Protecting our cultural relics means protecting our history and knowledge .
Only with our joint effort can
we protect the cultural relics.
Part 3 the rebuilding of the Amber Room.
Who? the Russians and Germans How ? by studying old photos of the
former one When? In 2003 Why? to celebrate the 300th
Step2 Fast Reading
Part 1(Para. 1 ) the _i_n_t_ro_d_u_c_t_i_o_n_of the Amber Room
Part 2(Para. 2-4) the ___h_is__to_r_y____of the Amber Room
Part 3(Para. 5 ) the __re__b_u_i_ld_i_n_g__of the Amber Room
birthday of their city
Part1-Part3 Multiple choice.
1. The King of Prussia gave the Amber Room to Russia because ___D__. A. he wanted to marry Catherine II B. he thought it was no use C. he needed better soldiers D. he wanted to be friendly to Russia
In Search of the Amber Room
Step2 Fast Reading
Get the main idea about the text.
It tells us the strange history of the_A__m__b_e_r __R_o__o_m__, a cultural relic of two countries:G_e__rm__a_n_y_and _R_u_s_s_i_a.
Czar sent him a _t_r_o_o_p_ of best soldiers. Later, Catherine II had it _m__o_v_ed_ to a palace and a_d_d__ed_ more details to it. In 1941 the Nazi army _s_t_o_le_ it. The Russians had it _r_e_b_u_i_lt_ in 2003.
C. they found the site of the Amber Room. D. Catherine’s artists gave detail advice.
Step4 Retelling
Key words
FrederickⅠ, built, ton, fancy. / treasure, decorated with, took, 10 years. / Frederick WilliamⅠ, gave, Peter the Great, gift. / in return, sent, troop, soldiers. / served as, reception hall, important visitors. / CatherineⅡ, added, details, complete, the way. / 1941, at war, removed, before. / however, the Nazi army, stole, 2, put, train, Konigsberg. / happened, remains, mystery.
2. The Russians didn’t hide the Amber Room because ___C___. A. they were at war B. the couldn’t find a place C. the German soldiers arrived too soon D. no train could take it away
Time of building it
10 years
Part2 the history of the Amber Room.
Frederick I had it _m_a_d_e_. The next king of _P_r_u_s_si_a_, Frederick William I, _g_a_v_e_ it to Peter the Great in _1_7_1_6_. In return, theorth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan? Give your reasons.
Useful Expressions I am for …because … I am against…because … I agree that …/I agree with your opinion. I don’t agree with you, In my opinion, I think … My opinion is that … I think it is better to … I believe …
Step3 Careful Reading
Part1 the introduction of the Amber Room.
Color Birthplace
Style
yellow-brown Prussia fancy style
Material
• several tons of amber • gold • jewels
B. The Amber Room was very small so that German soldiers could move it away easily.
C. It was destroyed by Peter the Great. D. There was a mystery in it.
4. The new Amber Room looks much like the
old one because __B___.
A. the Russians and Germans are good at building the Amber Room.
B. it was rebuilt by the Russians and Germans with the help of its old paintings and photos.