口译UNIT 11 第十一单元教案

合集下载

英汉汉英口译基础教程Unit 11 Reform and Development

D. Pair Work: Note-taking and Interpretation
Text two Note-taking 财政具有调控经济运行、优化资源配置、
调节收入分配、实施监督管理的重要职能。深化预算体质改革，加强预算管理，加大公共领域的投入。
建立健全资源有偿k: Feedback and Discussion
Share with your partner interpretation skills, difficulties, and successes you have experienced.
英汉汉英口译基础教程Unit 11 Reform and Development
A. Individual Work: Presentation
Topic: What measures have been taken by your local government to make its government affairs public?
Brainstorming clues: public hearing, affordable housing, accessible medical care, the Price Department of the State Development and Reform Commission
B. Group work: Reading and Discussion
E. Group Work: Sight Interpretation
Text Two Difficult Sentences 问题在于，这些实践探索大多属于“微
调”，因而取得的成果往往是局部的、阶段性的。
However, most of those practices are slight adjustments. Therefore, the results are partial and staged.

七下Unit11教学设计 Unit 11 How was your school trip

Unit 11How was your school trip?Period 1Section A 1a-1c一、学情分析：本单元的话题是谈论过去的学习旅行，围绕这个话题实行一系列的交际活动，使学生掌握用一般过去时态标书过去发生的事情。

一般过去时对于七年级的同学来说是一种新的时态，动词形式的变化会让学生无所适从。

所以在授课过程中，教师必须在语言输入的环节，为学生创设恰当的情境，设置合理的任务，让学生体会一般过去时态的意义和用法。

在语言输出环节，需要实行大量的口语练习，让学生在使用中学习知识。

二、教材分析：本课是本单元的第一课时，是一节听说课。

本课以访问农场的学校旅行为主线，通过谈论过去旅行活动，引出一般过去时。

1a中列举了几组表示过去旅行活动的照片和短语，为1b的听力教学做铺垫。

1b的听力材料中出现了大量的一般过去时态的一般疑问句“Did you ...? Was /Were ...?”这些让学生理解起来还是有一定的难度的。

所以，1C紧跟着做了一个强化的巩固训练。

三、学习目标：1、知识与技能（1）能掌握下列词汇和短语：milk,cow, milk a cow, horse, ride a horse, feed, feed chickens,farmer,quite,quite a lot 。

（2）.通过听、说训练掌握以下句型：①—How was your school trip?—It was great!②—Did you see any cows?—Yes,I did.I saw quite a lot.(3).学会使用一般过去时的陈述句及一般疑问句和答语来谈论过去的事情。

2、过程与方法为学生设置情景，实行表演,小组合作练习对话。

3、情感态度与价值观通过谈论学校组织的旅游,感受生活的乐趣,开阔视野,学会热爱大自然。

四、学习重、难点重点：1.能掌握下列词汇和短语：milk,cow, milk a cow, horse, ride a horse, feed, feed chickens,farmer,quite,quite a lot 。

初中英语《Unit 11 How was your school trip》单元教学设计以及思维导图

本单元以school trip为话题,通过谈论过去发生的事，回忆自己过去有趣的经历，正确运用一般过去时。以紧扣话题的对话，书信以及日记载体，在具体语境中呈现了How引导的特殊疑问句及答复，以及一般过去时在具体语言环境中的运用。本单元包括33个课标词和8个常用短语和固定搭配。通过模仿对话、自编对话、阅读，写作，学生将掌握用一般过去时描述过去发生的事情。同时，在教材P110还提供了有关句子重音的相关说明，P109提供了语音练习，含字母及字母组合的常见发音及句子重音两局部。
评价要点
1.新词汇、新语法使用频率高；句法、词法使用准确。
2.能听懂所给材料，并能根据图片用一般过去时描述过去发生的事情。
3.仿编对话、自编对话：发音标准、语言流畅；仪态大方；面对面真实交流。
4.文段复述：有效利用语篇结构图及相关提示；结构合理，要点齐全；语音、语调准确、流畅。
Did you go to the zoo ? No, I didn’t. I went to a farm.
Did you see any cows ? Yes, I did. I saw quite a lot.
Did Carol ride a horse ? No, she didn’t. But she milked a cow. Were the strawberries good ? Yes, they were . No, they weren’t.
所需教学环境和教学资源
教材及相关学习材料，多媒体教室，PPT(包含所需图片，文本材料，音频材料以及能启发学生思维的合理设计)。
学生们原来学校旅行的视频。
学习活动设计
课时1〔Sectiห้องสมุดไป่ตู้n A 1a—Grammar Focus〕

七年级下册英语第十一单元 unit11 SectionB 2a-2c教学设计

设计意图：培养学生对文章的整体把握能力，同时进行情感教育，尊重他人，热爱生活。
3.Listen and repeat.
4.讲解文中的language points。
设计意图：听读活动，可纠正语音语调,同时感受重点知识的运用。ቤተ መጻሕፍቲ ባይዱ过讲解，再次强化重点知识。
5.通过题组练习和巩固本节课知识。
6.Written work.围绕本单元主题“school trip”进行写作小训练。
设计意图：通过体提问，让学生发散思维,既能体会学校旅行的意义，又能体会不同人看待同一事物有不同的观点，而兴趣是最好的老师。如果将英语学习比作一段旅行,我希望同学们都能有一个乐观积极的态度,让这列快车载满知识和快乐,通往成功。
Step5. Homework
1. Watch the whole video of Peppa and find: How was her school trip?
并进一步展开猜想,写下答案：How was her school trip?
设计意图：从学生感兴趣的动画入手，提高学生的积极性，让学生有话可说。同时，引出school trip的话题,并通过猜想写形容词，为2a做准备。
Step2. Pre-reading
1.通过汇总和补充同学们的答案，得到2a的词汇，并领读。
text book; power point; a video clip; listening recording
Teaching Procedure
Step 1. Lead in.
同学们通过观看小视频，回答两个问题：
1.What did Peppa do last weekend?
2.Where did they go?

口译uniteleven(DOC)

Unit eleven学术性口译Interpreting Academic Speeches English-Chinese Interpretation（英译汉）11-1语言系统The Linguistic SystemThere are three thousand languages spoken today. Some people even believe that there are as many ass five thousand languages that are still living today. These languages are very different one from another. Indeed, they are so different as to be mutually unintelligible that we call them separate languages. A speaker of one of them, no matter how skillful and fluent, cannot communicate with a speaker of another unless one of them, as we say, “learns the other’s language.”Yet these differences, great as they are, are differences of detail—differences of the kinds of sounds used and the ways of putting them together. In their broad outlines, in their basic principles, and even in the way they approach certain specific problems of communication, languages have a great deal in common.今天人们所说的语言达3000种，有人甚至认为活的语言至今还有5000种之多。

(新编经贸英语口译)第十一单元房地产业

Definition and characteristics
Definition
Real estate refers to the land and buildings on it, as well as the natural resources attached to it, including water, minerals, and trees. The real estate industry involves the development, construction, sale, lease, and management of these properties.
Unit 11 Real Estate Industry
• Overview of the real estate industry
• Real estate market analysis • Real estate investment and
business strategy • Real estate marketing
• Development Trends: Technology is increasingly influencing the real estate industry, with digitalization and automation improving efficiency and transparency. Sustainability and green building practices are also gaining importance as consumers and investors prioritize environmental and social responsibility. Additionally, the rise of coliving and co-working spaces is changing the way people use and occupy real estate.

【精选】人教版七年级下册英语Unit11第十一单元优秀教案

【精选】人教版七年级下册英语Unit11第十一单元优秀教案Unit 11 How was your school trip?第一课时Section A (1a-1c)【学习目标】1．重点单词：milk，cow，horse，feed，farmer，quite2．重点短语：go for a walk, milk a cow, ride a horse, feed chickens, talk with a farmer, take some photos, quite a lot 3．重点句式：—Did you see any cows?—Yes, I did. I saw quite a lot.—Did you ride a horse?—No, I didn't. But I milked a cow.【学习重点】1．掌握一般过去时态2．掌握一般过去时态中动词过去式的变化规则【学习难点】1．掌握一般过去时态2．掌握一般过去时态中动词过去式的变化规则【自主学习】一、预习课本P61新单词并识记，完成下面的汉译英。

1．挤奶__________ 2.奶牛__________3．马__________ 4.喂养__________5．农民__________ 6.相当__________二、认真预习1a，1b和1c，找出下列短语和句型。

1．去散步2．给奶牛挤奶3．骑马4．喂鸡5．和农民交谈6．照一些相片7．你见过奶牛吗？是的，我见过很多。

8．你骑过马吗？没有，但是我给奶牛挤过奶。

【课堂导学】Step 1情景导入Teacher：We had a school trip last week, did you have a good time? How was your school trip?Students：Not bad/Pretty good/Great/Terrible.Teacher：Did you take any photos? Did you feed chickens? What did you do? Please tell us what you did.Do you want to know what Carol did?环节说明：以上周的校游为话题，引出一般过去时态，简洁明了，直奔主题。

unit11教学设计（合集5篇）

unit11教学设计（合集5篇）第一篇：unit11 教学设计Unit 11 What time do you go to school?Section A(1A-----2C)一、本单元设计意图《英语（新目标）》是以任务型语言教学为基础的英语教材，它体现“以学生为中心”的教学思想。

在教学实际当中，我们应该坚持“以学生为主体，以任务教学为主线，以教学为主导，以学生的能力培养为重点，逐步培养学生自主学习的能力”的教学策略。

教材中每个单元都是一个独立的话题，但它在学生的实际生活中连成了一个整体。

本单元的教学设计本着新目标的理念，针对学生的实际及教学实际来实施的。

一）教材分析 1．教学内容分析本单元是教材的十一单元，它以学生最为熟悉的日常作息习惯为谈论话题，通过对句型：--What time is it?--It is six.--What time do you usually get up?--I usually get up at six a.m.练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。

整个单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间；且初步了解时差。

2．教学对象分析学生通过前段时间的学习，对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见。

通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。

3．教学目标λ通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；λλ通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。

4．教学难点λ时间的表达法5:15 five-fifteen（a quarter past five）11:50 eleven-fifty（ten to eleven）6:30 six thirty（half past six）λ第三人称单数谓语动词的运用λ本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。

2016九年级英语全册口译教学-Unit-11-Sad-movies-make-me-cry.Sec

2d
Nancy: 嗨，我想我已经把艾丽斯快逼疯了，而且我还不确信该怎么做。
Bert: 发生什么事了？
Nancy: 你知道朱莉是艾丽斯最好的朋友，对吧？
Bert: 嗯，嗯。
2d
Nancy: Hey, I think I’ve made Alice mad and I’m not sure what to do about it.
它会使我心跳加快。
积极向上的歌曲使你感觉怎么样？
它会使我精力充沛，信心百倍。
2c
John: Did you have fun with Amy last night?
Tina: well…yes and no. She was really late.
How does waiting for people make you feel?
这样她就不会觉得被冷落。
Nancy: 噢，好主意！那还能使我们的友谊更加牢固。
Bert: I see. Mmm…why don’t you ask Alice to join you each time you do something with Julie?
Then she won’t feel left out.
Tina: But that music makes me sleepy. I want to have the hamburgers at Rockin’ Restaurant.
I would rather watch TV than read a book.
He would rather hang out than stay at home alone.
5.Sad movies don’t make John cry.

口译UNIT11第十一单元教案

口译UNIT11第十一单元教案UNIT 11 第十一单元Interpreting and Discourse口译与语域Unit Objective (单元目标)After reading this unit you should☆ understand the relationship between discourse and interpretation.☆ how to develop the skills of cultural communications☆ master the skills of sight interpretationWarm-up (准备)1. Two students are requested to sit at the Interpreting Desk or Booth, acting as interpreters of the class. Their performance is evaluated and graded by instructor.2.Instructor is to present a piece of news of the week.Theory of Interpretation XI (口译理论十一)Instructor is to explain the First part, “Reading Prelude” of Unit 11 of the textbook. Students should have read this part before the class.1．语域(Discourse)2．跨文化交际(Cultural Communication)Sight Interpreting (视译)1．Basic principles in sight interpretingFlexible switchAbility to predictFluent and appropriate expression2．Basic Principle and Basic Skills顺句驱动, 配合以适当的预测和调整。

高二英语教案：Unit11教案

Unit 11 Scientific achievements Ｉ．单元教学目标II．目标语言III．教材分析与教材重组1. 教材分析通过学习了解人类的科学成就，帮助学生认识到这些成就深刻地改变了人类生产和生活的方式及质量，同时也深刻地改变了人类的思维观念和对世界的认识，改变并继续改变着世界的面貌，极大地推动了社会的发展。

激发学生学科学，爱科学，把科学知识转化成科技成果，报效祖国, 为祖国的繁荣富强贡献自己的力量。

1.1 WARMING UP通过讨论一些科学成就，帮助学生认识到这些成就怎样改变了我们生存的世界，对我们又将有什么样的影响以及所有科学成就的共同之处是什么。

1.2 LISTENING是一些科学发明的具体事例。

1.3 SPEAKING是一个任务型教学活动。

提供了4种科研项目，让4位同学做为代表发言，通过介绍和辩论，说明自己的项目最重要，从而学会表达自己的意图和希望。

1.4 PRE-READING是开放性问题，要求学生开动脑筋，勤于思考，小组讨论找出问题答案。

1.5 READING是关于中关村科技园的介绍。

通过学习了解中关村的发展，激发学生的民族自豪感。

教育学生要以振兴民族产业为己任，为改变中国这个拥有13亿人口的大国的科技面貌产业，为由“中国制造”向“中国创造”迈进而努力学习。

1.6 POST-READING第一个题是5个选择题，目的是训练学生的事实核对能力；第二题是开放性问题比较中关村—中国的硅谷和美国硅谷的异同，此题可以很好的培养学生自主学习的习惯，还可以训练学生的概括能力，训练学生开放性思维，要求学生学会多角度的去思考问题，更能开阔学生的思路，丰富学生的视野。

1.7 LANGUAGE STUDY分词汇和语法两部分。

其中，Word study 是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。

Grammar 构词法知识介绍。

本单元的语法训练设计是从易到难，呈阶梯状，由构词法知识介绍到篇章中的猜词义连习，设计得非常科学，可操作性强。

2016九年级英语全册口译教学 Unit 11 Sad movies make me cry.Grammar

To start with, it was cloudy and grey, and cloudy days make me feel sad.
And this was the day we would get our exam results back,
but I didn’t answer the exam questions very well last week.
Section B 1a
a.将军没找到快乐之人，国王永远会不快乐。 b.将军找到了一位有权有钱的快乐人士。
c.将军意识到他是位快乐人士并把他的衬衫给国王穿。
d.国王没有穿快乐人士的衬衫突然间变得快乐起来。
Section B 1a
a. The general cannot find a happy person and the king remains unhappy forever.
A:What makes you angry? B:When people throw rubbish on the streets, it makes me angry.
C:Me, too. It makes me want to tell them to clean up the streets.
Unit 11
Sad movies make me cry. (3)
This information comes from Yang Xuehui at Shili high school in Xihe,Gansu
Section A 3b
1.不想吃了3 2.被请来帮忙3
3.细心地看看2 4.没有势力2
什么事使得你很紧张？没交作业使我感到有点紧张。

Unit 11 教案

Unit 11 meenano维修服务教学目标本单元要求掌据的项目1．服务场景的工作内容和服务标准要求掌握维修服务的英文交际常用语句，包括组修的中报与受理、介绍、询问与检查具体情况、登门服务、维修要求、建议、实施和验收结果等场景中恰当沟通与交2．掌握服务常用语句Accepting maintenance requirementsLet me connect you to my supervisor,contact housekeeping nowi'iisend someone up right away.what's your room number/ address?i'li check and see what the problem isi'il send for an electrician to check it outGeneral problemsit's too cold in hereThe heat is out.The furniture is brokenThe roof is leakingTheres no electricity.there're cockroachesches in the roomThe toilet is runningThe toilet wont flush.I can't get on the InternetThe air conditioner isn t working.Theres no hot water.sink is cloggedMy kitchen sink isn't draining properlysmell gas.The pipe is leaking.Onsite checking and repairingHello, Did you call us?Im a workman from.,but are you,.?Maintenance. may I come in?My name is.. his is my work IDit's out of orderi'il replace it with a new one.I need to go back to get more toolsDo you want me to fix the door handle?There will be no labor charges for the repairs, but we must charge you for replacement partsDo you want me to change it?FinishIs everything all right, Sir?Everything is OK, MadamI hope everything is satisfactory.Would you sign the repair record, please?If you have any problems, just call us3. Language SkillsListening听客的维修申报和提出的要求以及服务人员的回应。

七年级英语下册第十一单元教案（全.）Unit11Howwasyourschooltrip

七年级英语下册第十一单元教案（全.）Unit11HowwasyourschooltripUNIT11 How was your school trip？Period 1 Section A 1a-2cTeaching aims：New words: milk, cow, horse, feed/fed, farmer, quite, anything, grow/grew, farm, pick, rode;took; sawTarget language：How was your school trip? It was great!Did you go to the zoo? No, I didn’t. I went to a farm.Did you see any cows? Yes, I did. I saw quite a lot.Did Carol ride a horse? No, she didn’t. But she milk ed a cow.Were the strawberries good? Yes, they were. No, they weren’t.What did Carol do? She picked some strawberries.Ability objects:Can use the past tense to talk about the things in the past.Key points:1. remember some past tense forms of some verbs./doc/756118442.html,e the past tense to talk about the things in the past.Teaching difficulty:use the past tense to talk about the things in the past.Teaching procedures:Step 1 Warm-up.1.Greeting.2.Check what the students have learned before class. Watch the video and the pictures. Get thestudents to say the new words.Step 2. New language presentation.1.Let’s go the happy Farm.T: What can we see on the happy farm. And what can we do on it?(use the present tense to answer.)2.read the all the words.3.Explain the time phrase “last weekend” is a past time period. Show on the screen morepicturesPresent the picture of Carol. Get the students to guess “What did she do on the farm?” Present the verb phrases “milked a cow, rode a horse, fed chicken, talked with a farmer” by showing more pictures. These are all farm activities. Get the students to think more possible farm activities.4.Chant. Get the students to do a chant with the rhythm Two tigers.What did they do? What did they do?Went for a walk. Went for a walk.Milked a cow.Rode a horse. Rode a horse.Step 3 Activity 1a.1. Get the students to read through the pictures in Activity 1a. Match the phrases with thepictures. Check the answers with the class.2. Write down the verb base form for the verbs in these phrases. Check the verbs. Then try toread the recite the verbs and their respondent past form.(go-went, milk-milked, ride-rode, feed-fed, talk, talked, take-took)Step 4.Guessing game）1. Present the sentence “I had a good time last weekend. ”on the screen. Note that lastweekend is a past time period. Change the sentence into the General Interrogative Question “Did you have a good time last weekend?”Help the students to answer “Yes, I did./ No, I didn’t.”2. Have guessing game. Get the students to guess “What did Mr Fang do last weekend?” byasking “Did you …(加词组原形) last weekend? ”(went to a park) Guess in the same way what Mr Fang saw in the park.Step 5 Activity 1b.Get the students to have a listening practice. Get the students to listen to Listening Cassette Activity 1b. Listen and circle the three things Carol did on her school trip in 1a. Check the answers with the class.Step 6 Activity 1c.1.Get the students to read through the dialogue in Activity 1c.2.Try to read and recite the dialogue.3.Then work in pairs and make up similar dialogue talking about farm activities after themodel.Step 7 Activity 2a/2b.1. Get the students to read through the questions in Activity 2a. Listen and check(√) thequestions you hear. Check the answers with the class.2. Read through the sentences in Activity 2b. Circle T for true and F for false. Check theanswers with the class. Underline the phrase ”learn a lot about farming, grow strawberries, pick strawberries”.Step 8 Activity 2c.1. Get the students to read through the dialogue in Activity 2c. Work in pairs and make up dialogue talking about Carol’s past events on the farm.2. Suppose you went to the farm last weekend. Work in pairs and make up a new dialogue taking about the trip. Perform it before the class.Step 9 Grammar Summary.1. Present some verbs and their past forms(some unlearned).2. Get the students to summarize the rules for the regular past forms. Present some verbs andcorrespondent regular past form.3. Work in groups and finish the exercise on the screen.Step 10. Homework.1. Copy the new words on Page 51 four times.2. Recite and copy the verbs and their past forms.Period 2 Section A 2d-grammarTeaching aims：New words: excellent, countryside, yesterday, flower, worry, luckily, sunTarget language：How was your school trip? It was great!Did you go to the zoo? No, I did n’t. I went to a farm.Did you see any cows? Yes, I did. I saw quite a lot.Did Carol ride a horse? No, she didn’t. But she milked a cow.Were the strawberries good? Yes, they were. No, they weren’t.Ability objects:Can use the past tense to talk about the things in the past.Key points:1. remember some past tense forms of some verbs./doc/756118442.html,e the past tense to talk about the things in the past.Teaching difficulty:use the past tense to talk about the things in the past.Teaching procedures:Step 1 Warm-up.1. Revise the verb phrases in Activity 1a.2. Guessing game.Show on the screen some activity pictures of past events. Get the students to guess “Did he/ she/ they do …?”. This step also helps to revise the past forms.Step 2 Activity 2d）1. Present the photo of a boy Eric and the picture of the farm.. Get the students to guess“What did Eric do there?”.Teach the phrases “went fishing, watch the stars”.2. Get the students and listen to the dialogue in Activity 2d. Underline the key phrases “in thecountryside, went fishing, so much fun”. Underline the sentence “Lucky you”. Explain it in English.3.read the conversation, and answer the questions.4. Role-play the conversation in pairs, in groups.5. Read the conversation again. Show on the screen four questions. Ask and answer in pairs.Step3 Grammar focus.1. Get the students to read through the sentences in this grammar focus. Read and recite thepast forms in the table. Then write out the past forms of the verbs shown on the screen.2. Grammar Explanation.Show on the screen some grammar explanation for the Simple Past Tense. Read and recite the rules for this tense.Step 4 Activity 3a.1. Get the students to read through the two letters in Activity 3a. Complete Jim’s letter on the left and Bill’s reply on the right.2. Check the answers with the class.Step 5. Activity 3b.1. Read the example.2. Students make up the stories.3. Students share their stories.Step 6 Homework.Period 3Section B (1a-2c)Step 1：1 GreetingWhat did you do yesterday ?How were you yesterday ?2 Review: GamesUse your imagation and make up a story. Each student adds a sentence.Ifhe or she can’t add a sentence,he or she must sing an English song.Step 2 ：Preparation 1a1 Match the activities with the pictures.2 Check the answersStep 2 ：Listening 1b 1c1 Listen and answer the questions.1 How was Jane’s trip ?2 How was Tony’s trip ?2 Check the answers.3 Listen again. What did Jane and Tony do on their last school trip ? CheckTony or Jane.Step 3：Speaking 1d1 What was your last school trip like ?Discuss it with your partner with the following words.2 Teach Ss to read the following words :interesting difficult lovely slowexciting boring cool hot lucky large expensive terrible decilious great cheap fast3 Discuss like following conversation.A: I went to a farm on my last school trip.There are many animals on the farm.They are very lovely.B: That sounds great.A: How was your school trip ?B: It was __________A: How was the food there ?B: It was _____________A: How was the weather ?B: It was ___________Step 4: Prepatation2a Do the following words describe good things or bad things ? Put a √for good and an ×for bad . Leave a blank if they can mean both.Step 5 : Reading 2b,2c1 Read Helen’s and Jim’s diary entries and answer the questions in 2b2 Read the diaries again and complete the chart in 2cHow do Helen and Jim describe these things ?3 Check the answers .Ask Ss to pay attention to the past tenst verbs.4 Explain the language points5 Read the passages aloudStep 6 : Language points and exercises.Period 4Section B (3a-Self check )Step 1：1 GreetingHow are you feeling today?What did you do last night?How was your homework yesterday?2 Review : GamesUse your imagnation and make up a story. Each student adds a sentence.Ifhe or she can’t add a sentence,he or she must sing an English song.Step 2 : Preparation。

商务英语口译Unit 11 Farewell Party

have a try this soup. • W: It is marvelous; can you tell more about Cantonese soup?
Part Two
Unit 11 Farewell Party
• L: The Cantonese soup refers to the soup that is cooked for a long time. It is usually cooked with the clay pot.
• Core Skills: • 1、Inviting clients to the farewell party • 2、Preparing the farewell speech • 3、Delivering farewell speech • 4、Toasting for the guest
Part Two
Part Two
Unit 11 Farewell Party
• W: Oh really? It is very nice of you. • L: This is your invitation card. And we will have a dance party
after the dinner. • W: Thanks for your invitation. I will delight to go. • L: Well, should we pick you up at 5: 30? • W: That is very kind of you. • L: Today I would like you to have Shunde Cuisine. It is one of
trade between us. • W: I think we can do more business to our mutual benefit. • D: OK, cheers, for our cooperation and friendship. By the way,

2016九年级英语全册口译教学 Unit 11 Sad movies make me cry.B Check

我们五个都有点担心，要是发挥不好输了比赛，
那会使师生们失望，更会使我们被冷落。
于是我们相互鼓励通力合作后进入比赛。
两个月过去了。
That made us much more nervous.
We were worried about it.
If we don’t perform badly or lose it, that would let all the teachers and students down,
我原以为我们是乡下孩子，见闻甚少，仅仅在我校校本课程绘画组坚持画画，
3b
A thing that made me very excited was winning the first of painting,
in the county-wide primary and secondary school students’ creative competition last week.
Unit 11
Sad movies make me cry. (5)
This information comes from Yang Xuehui at Shili high school in Xihe,Gansu
Section B 2b
彼得回到家走进最近的房间。彼得跟他的队员谈了谈。
彼得输了一颗球。彼得的爸爸为他提了些建议。彼得意识到他没必要担心。
Health is the most important to me.
A healthy body makes me create something new in life.
Friendship is more important. Good friendship makes me deal with something difficult.

2017-2018人教版初中初三九年级英语第十一单元unit11教学设计-教案(6页)备课教案教学设计教学反思导学案

Unit11-Sad-movies-make-me-cry-教学设计教学准备1. 教学目标1.掌握make的使动用法2.能谈论事物对人的影响2. 教学重点/难点make的使动用法（make +sb +do sth; make +sb +adj）3. 教学用具4. 标签教学过程Step 1 Warming upShow the pictures of restaurant to the students.T: What kind of restaurant do you like? (colors, light, music, seats and the food…)S: I like the restaurant with…T: Why do you like…？S: Because it makes me…Step 2 Presentation (1a)Now look at the picture on Page 81. There are two restaurants in the picture. Which restaurant do you like better? Why?S1: I'd like to go to Blue Ocean because I don't like loud music. It makes meangry.S2: I'd like to go to Rockin' Restaurant. I like loud music. It makes me feel excited. The loud music makes me want to dance.Ss: …T: You have talked about your feelings about the two restaurants.Step 3 Listening (1b) (有一定难度，增设听力训练题见素材三)1．Listen and find out the general idea.The general idea of the conversation is that________．A. Amy and Tina are talking about the restaurantsB. Amy and Tina are talking about the musicC．Amy and Tina are talking about the food[答案] A2．Listen to the conversation more carefully and find out thespecific ideas.3．Get the students to listen to the tape and fill in the blanks in1b.[答案] 1.awful; uncomfortable 2.loud; nervous 3.soft; relax; sleepyStep 4 Pair work (1c)1．Get the students to roleplay a conversation between Amy and Tina. e．g.A: I'd rather go to Blue Ocean because I like to…while I'm eating.B: But that music makes me… I want to have the…at Rockin' Restaurant.2．Ask some pairs to present their conversations to the whole class.Step 5 Listening (2a－2b)1．Warming up.T: Now let's go on with the story. Can you guess what will happen?2．Please listen for the general idea of 2a.The general idea of the conversation between Tina and John is(that)________．A. the restaurantB. the feelingsC．different things make them feel differently[答案] C3．Listen for the specific ideas of 2a.Ask the students to listen and number the pictures [1－4] in the order they hear them. And check their work with several students.[答案] 3 2 4 14．Have the students listen to the tape again and fill in the blanks in 2b individually. And then check their work with some students.[答案] 1.crazy 2.stay 3.dance 4.cry 5.leaveStep 6 Roleplay (2c)1．Ask the students to roleplay a conversation between Tina and John according to the information in 2a and 2b. e．g.A: Did you have fun with…last night?B: Well…yes and no. She was really…2．Ask some pairs to present their work to the class.Step 7 Roleplay (2d) (利用素材二活动2d)1．Read for the main idea of 2d.The main idea of 2d is ________．A. Nancy's friend JulieB. Nancy's friend AliceC．how to make friends happy[答案] C2.Read for the specific ideas of 2d.Get the students to answer the following questions with the information from 2d.(1)Who's Julie?(2)How does Nancy make Alice unhappy?(3)What does Nancy think of Julie?(4)What advice does Bert give Nancy?[答案] (1)Alice's best friend.(2)Nancy spends more time with Julie and Alice thinks Julie is now better friends with Nancy than with her.(3)Julie has a lot in common with her.(4)Ask Alice to join Nancy each time Nancy does something with Julie.3．Roleplay the conversation in pairs. Then ask several pairs to go to the front of the classroom and perform it to the whole class.Step 8 Language pointsdrive; would rather; so…that…； the more…the more; Why don't you do sth.?课堂小结一、make作为及物动词的用法1．make＋宾语＋名词(作宾语补足语)Most pop singers make music their career.大多数流行歌手把音乐当作他们的职业。

口语九年级上册第十一单元教案

口语九年级上册第十一单元教案一、教学目标1.掌握本单元的重点单词和词组；2.能正确运用本单元所学的句型进行口头表达；3.能结合实际情境运用语言进行交流；4.培养学生的口语表达能力和听力理解能力。

二、教学重难点1.重点：掌握本单元的重点单词和词组；2.难点：正确运用本单元所学的句型进行口头表达。

三、教学准备多媒体设备、课本、单词卡片、图片或实物等。

四、教学过程Ⅰ. 导入（5分钟）1. GreetingsT：Hello, class. How are you today?Ss：Good/ Fine/ Great. Thank you.2. RevisionT：Let's review the words we learned in the last unit. (Review the words through pictures or real objects.)Ⅱ. 新课学习（25分钟）1. PresentationT：First, let's learn some new words and phrases. Look at the pictures on the screen. What can you see in the pictures? (Show the pictures of different sports.) T：Do you know the names of these sports? Let's learn them together. (Teach the new words and phrases through pictures or gestures.)T：Repeat after me and practice the pronunciation.2. ListeningT：Now, let's listen to a conversation. Please listen carefully and answer the questions. (Play the recording. Ask and answer the questions together.)T：Did you get the answers? Let's check together. (Check the answers.)T：Now, let's listen again and fill in the blanks. (Play the recording once more. Check the answers.)3. ReadingT：Open your books and turn to page XX. Let's read the dialogue together. (Read the dialogue aloud together.)T：Now, read the dialogue silently and answer the questions. (Read the questions and give students time to answer.)T：Does everyone have the answers? Please share them with your partner. (Let students discuss the answers in pairs.)T：Okay, let's check the answers. (Check the answers together.)4. SpeakingT：In the dialogue, Mike and Jane talked about their favorite sports. Now, let's work in pairs and have a conversation about your favorite sports. Use the phrases from the dialogue. (Give students some time to prepare their conversation. Monitor and provide assistance if necessary.)T：Now, let's hear some conversations. Who would like to share your conversation with the class? (Choose some pairs to perform their conversation.)T：That's great! Your conversations were very interesting. Now, let's give some feedback and suggestions. (Provide feedback and suggestions for improvement.)5. ConsolidationT：To consolidate what we have learned, let's do some exercises. Look at the screen and choose the correct answer. (Display the multiple-choice questions on the screen. Let students choose the correct answer individually.)T：Now, let's check the answers together. (Check the answers and explain the correct answers.)6. SummaryT：We have learned a lot today. Let's summarize what we have learned. (Ask students to summarize the key points they have learned in this unit.)Ⅲ. 巩固练习（10分钟）1. WorkbookT：Open your workbooks to page XX. Let's do the exercises together. (Go through the exercises with the class. Check the answers together.)2. PracticeT：Now, let's have some role plays. Work in pairs and act out the conversation. (Provide a dialogue for role playing. Give students some time to prepare.)T：Okay, let's start. (Choose some pairs to perform the role play. Provide feedback and suggestions for improvement.)Ⅳ. 课堂延伸（5分钟）T：In today's class, we learned about different sports and how to talk about our favorite sports. Now, I want you to write a short paragraph about your favorite sport. Use the phrases and sentences we learned in class. (Give students time to write their paragraphs. Monitor and provide assistance if necessary.)T：Who would like to share your paragraph with the class? (Choose some studentsto share their paragraphs. Provide feedback and suggestions for improvement.)Ⅴ. 作业布置（5分钟）T：For homework, I want you to write a short dialogue using the phrases and sentences we learned in class. Practice the dialogue with your partner and be ready to perform it in the next class. (Write the homework assignment on the blackboard.)五、教学反思通过本节课的教学，学生对口语表达的能力得到了提高。