Unit 1 Festivals around the world 2
Unit 1 Festivals around the world
1.Teaching aims of this unit
Talk about festivals and celebrations
Talk about the ways to express request and thanks
Learn to use Modal verbs
Write a similar story with a different ending
2.Sentence patterns:
Request:
Could/ Would you please…?
Could I have…?
Could we look at…?
I look forward to…
May I see…?
Thanks:
It?s very kind of you…
Thank you very much/ Thanks a lot.
I?d love to.
It was a pleasure…
Don?t mention it.
You are most welcome.
3.Modal verbs:
May might, can could，will would，shall should，must can
The first period warming up
1.Teaching aims:
V ocabulary: take place, festival , beauty, celebrate,
Phrases: take place , could you …？Would you …?
Teaching Procedures
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?
Ss. Yes. Of course!
T: When did you feel most happy and excited?
Ss: At the Spring Festival.
T: Who can tell us why? Any volunteers?
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn?t study at festivals and there was a lot of delicious food to eat. How great.
S4: Because I met my cousins and friends who I hadn?t seen for a long time.
T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?
Ss: New year, Yuan xiao festival…
:T: Quite right. Tha t?s called the Lantern?s Festival. How about some other festivals?
Ss: The Army Day, International Labour?s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…
T: You have done a good job, boys and girls! .
Step ⅡWarming –up
Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.
Step ⅢPre- reading
Discuss in groups of four
1.What?s your favourite holiday of the year? Why?
2.What festivals or celebrations do you enjoy in your city or town? Do
you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?
Step ⅣAssignment
1.Consolidation
2.Listening to the material again after class to be familiar with it.
3.Homework: Collect as much information about festivals as possible.
The second period Reading
Teaching Aims
1.V ocabulary:
Starve , starvation, origin , religious , ancestors ,plenty, Mexico, feast, in memory of , bones, beliefs, dress up, play a trick on ,poet , arrival,
gain , independence , gathered , agricultural , awards , rooster , admire, look forward to , Easter , energetic , day and night ,clothing ,Christians, as though ,have fun with , customs
2. To enable the students to know the earliest festivals with reasons for
them and four different kinds of festivals that occur in most parts of the
world
3. To enable the students to master some English expressions and phrases about festivals.
4.Teach the basic reading skills: skimming and scanning.
5.Try to compare and make conclusion s of different festivals.
Step ⅠRevision
1.Greetings.
2.Review the new words of this part.
3.Check the students? homework---festivals
Step ⅡReading
1. Scanning
T: Open your books and turn to page one. I?d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 5 questions on Page3.
( Ask the student to look through the questions and then read the text silently.)
( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)
2. Intensive reading
( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
T: Read the text loudly for a second time and them try to tell if these sentences are True or False.
3. Reading and discussion
T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.
( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)
4. Explanation
(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the passage.
a.Some festivals are held to honor the dead or satisfy the ancestors,
who might return either to help or to do harm.
b.In memory of
c.India has a national festival on October 2 to honor Mahatma
Gandhi, the leader who helped gain India?s independence from Britain.
d.People are grateful because their food is gathered for the winter
and the agricultural work is over .
e.The most energetic and important festivals are the ones that look
forward to the end of winter and to the coming of spring.
f.The country , covered with cherry flowers ,looks as though it is
covered with pink snow.
The suggested explanation:
a.An attributive clause.
The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b.in memory of … serving to recall sb, to keep him fresh in people?
minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c. a noun phrase followed by an attributive clause as the appositive
d.two clauses for reason
e.energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. I?m looking forward to hearing from you.
Step ⅢListening
T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It?s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).
The third period Learning about language Teaching aims:
1.Let the students know the usage of modal verbs.
2.Enable the students to recognize the words and expressions in the
reading passage according to what mean the same as them.
Step ⅠGreeting and Revision
( Ask some students to retell the text we learned .)
StepⅡ. Practicing the useful words and expressions
T: As we know, there are two important kinds of verbs---transitive verbs
and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?
Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.
T: Ok. You are to make some sentences of your own, using the words given.
S1. I?m l ooking forward to hearing form my friend
S2: We are talking about verbs.
S3: Would you like to talk with me?
S4: Who can think of an effective solution to the problem?
S5: Please think about my proposal.
Step ⅢUseful Structures
T: Let?s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 89---91
Step ⅣSumming up and home work
T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.
Homework
1.Practice of WBP42 EX.1,2,3.
2.Please find out 10 sentences with modal verbs, and try to get their
meanings.
The fourth period Listening
Teaching aims:
1.V ocabulary: go with, the best bands, music ,go together ,
2.Enable the students to know how to get the key words to understand
the conversation about the carnival parade, to talk about sth happened and express request and thanks.
Step ⅠRevision
After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
Step ⅡWarming up
T: By the way, what?s the topic of this unit?
Ss: Festivals around the world.
T: Would you like to know something more about festivals around the world?
Ss: Of course.
T: Now I will show you several pictures. What?s the festival called?
Ss: Carnival.
T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.
Step ⅢListening
T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to
make notes beside the questions. For the second time, you should
write down the answers and then check them with your partners. ( It?s important to encourage the students to adapt their present knowledge any skill to a variety of situations wherever they can. Make sure to
allow various expressions of the answers. Do not demand the same
words form all students.)
Step ⅣSpeaking
This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.
Step ⅤListening task
T: There are about 10 minutes left. Let?s come to listening task. Turn to page
43
and look at the pictures. They have something in common. Can you find it out?
Ss: They are all about festivals bout the dead.
T: That?s right. I will p lay the tape for you. For the first time you should try to write down the name of the country where the festival are held.
For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.
The fifth period Extensive reading
Teaching aims:
1.V ocabulary: turn up, keep one?s word, hold one?s breath, apologize ,
drown one?s sadness in coffee, obvious ,wipe , weep, set off, remind somebody of something, forgive.
2.Learn the festivals in China
Step ⅠRevision
Check homework
Step ⅡReading (1)
T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going to read a sad story, which is to introduce a cross cultura l view of lovers? festival—Qi Qiao and Valentine?s Day. Now please read it quickly and find out the sentence below are true or false.
T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.
Some language points:
Step ⅢDiscussion and writing
T: That?s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.
Step ⅣReading (2)
T: Let?s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.
Added material:
Thanksgiving Day
Fourth Thursday in November is celebrated as …Thanksgiving Day? People thank God for his blessings. People can …Thank? friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and
prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.
Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.
Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.
Halloween
The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts （凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.
Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern.
According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him
promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way.
In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
Easter
On Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dea d. Hot Cross Buns
Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made
all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal ho t cross buns are becoming more popular each year.
The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.
O-bon Festival
Bon Dance
During o-bon, bon odori (folk dances) are held all over Japan. The
kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.
Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi.
Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during
o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and high ways are jammed with travelers. I recommend you do not travel around o-bon!
对翻译中异化法与归化法的正确认识
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九年级unit1导学案
Unit 1 How do you study for a test? 第一课时Section A 1a—2d 课型：听说课 学习目标: 1、我会读P1-2的单词，理解并会用以下的单词：textbook,conversation, aloud,pronunciation,sentence,patient 2、我能运用以下句子谈论学习英语的方法。(难点) 1)---How do you study for a test?---I study by working with a group. 2)---Do you have a conversations with friends?---Yes , I do./No, I don’t. 3)---Have you study with a group?---Yes,I have./No,I don’t. 3、我通过了解正确的学习方法我提高学习效率，从而提高我的学习成绩。 Learning Process学习过程 Steap I目标导航，自主学习（课前完成） 读一读，记一记P1-2的单词，默读并理解1c,2c,2d的对话，根据中文写出单词或短语。（一）单词 1.教科书；课本 2. 交谈；谈话 3.大声地；出声地 4.句子 5.有耐心的；病人 （二）短语 1. 与朋友一起学习___________________ 2. 制作单词卡___________________ 3. 向老师求助___________________ 4. 听磁带___________________ 5. 读课本___________________ 6. 向某人要某物___________________ 7. 为考试而准备___________________ 8. 与某人交谈___________________ 9. 大声朗读___________________ 10. 练习（做）某事___________________ 11 .口语表达能力___________________ 12. 英语口语___________________ 13. 太......而不能___________________ 14. 完成做某事___________________ 15.不得不做___________________ 16. 作报告___________________ 17. 抓住主要意思___________________ 18. 逐字___________________ 19. 词组___________________ 20. 对某人有耐心___________________ StepⅡ合作探究，展示提升（20分钟） Task 1、短语过关：对子就关于英语学习方法的短语中英互译 Task 2、听力过关：按课本完成1b,2a,2b的听力。 Task 3、编写对话：你可以借鉴1c,2c聊聊英语的学习方法 Task 4、朗读2d,画出对话中提到的学习方法,并回答下列问题。 1. How does Jack? Why? __________________________________________________ 2. What suggestions does Annie give to Jack?___________________________________ Task 5: 质疑互究: 1.by的几种用法 (1)--How do you study for a test? --By ____________________(小组合作学习) (2). Annie went to Beijing __________________ (乘火车) yesterday. (3). His grandfather made a living _____________________ (靠卖水果) in the past. (4). The scientists have to arrive at the village _____________________ (八月以前). (5). Allen goes ________________________(经过邮局) on his way to school every morning.
Unit 14 I remember meeting all of you in Grade 7. 教案
Unit 14 I remember meeting all of you in Grade 7. 教学目标： 1语言目标：掌握本单元重点词汇及复习语言点。 2 技能目标：能谈论过去和未来的生活. 3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。树立远 大人生目标。 教学重点： 词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager, gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead 短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first of all, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from 句子: She helped you to worked out the answers yourself no matter how difficulty they were. How have you changed since you started junior high school? I’ve become much better at speaking English. What are you looking forward to? I’m looking forward to going to senior high school. 教学难点：对过去事件的描述。 课时划分： Period 1 Section A 1 1a – 2d Period 2 Section A 2 3a-3c Period 3 Section A 3 Grammar Focus-4b Period 4 Section B 1 1a-2e Period 5 Section B 2 3a-Self Check Section A 1 (1a – 2d) I. Warming up
七(上)Unit1第2课时
Unit 1My name’s Gina. 第二课时Section A 1a-2d 听说课 教学目标: 一、功能：Learn to introduce themselves; greet people 二、词汇: words of names, he, she, his, her，Ms 常用表达: What’s your name? My name is /I’m … What’s his name? His name is …/He is… What’s her name? Her name i s …/She is… Nice to meet you, （too）! 三、学习策略：Guide the students to master communicative competence and listening skill. 四、文化知识：It can help students know each other and make friends. 教学过程 Step1. Pre-listening activities 一、Teaching Aims： Tell the students we are going to learn 1a-2d 二、Previewing and testing Divide into five groups: Alan Group, Cindy Group, Dale Group, Gina Group and Jenny Group. We will have some chances to get a smile for your groups. Come on! Boys and girls, do you know Personal Pronouns(人称代词) and Possessive Pronouns（物主代词）? If not, please look at P79-80 and write them down in English. 1.Personal Pronouns(人称代词) ： 我_______ 你________ 他_________ 她 _________ 它________ 2.Possessive Pronouns（形容词性物主代词）： 我的_______ 你的_______他的_______她的 _______它的_________ 3.缩写 what is= name is= I am= He is= she is= 4. Look at P1-2. Put the following into English or Chinese orally. Tell us your answers as quickly as possible and you can get a smile. (1).我的名字__________ (2).你的名字____________ (3).他的名字____________ (4).她的名字__________ (5).A):你叫什么？___________________________ B:我是艾伦。___________________________ （设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。） 2. Warming up and leading in（1a.） Boys and girls, let’s listen to a song.What's your
牛津英语7BUnit2词组和重点句子
二、重点句子及讲解 1 I'm afraid they won’t welcome visitors like you．(page 18，Picture 4) 恐怕他们不会欢迎像你这样的客人。 ⑴I’m afraid…意为‘‘我恐怕(担心)……”，可用于表达意见或建议，使语气变得委婉。I’m afraid you are late now 我恐怕你迟到了。 ⑵句中的like是介词，意思是“像，类似；像……一样”。如：
Don’t look at me like that．别像那样看着我。 He looks after me like my father. 他像我爸爸一样照顾我。 She likes me like my mother. 她像我妈妈一样喜欢我。 2．They help us with all kinds of problems．他们帮助我们解决各种各样的问题。 help sb．with sth．表示“在某方面帮助某人’，而如要表示“帮助某人做某事”，则使help sb．(to) do sth．结构。例如： Li Hua often helps his mother with some housework．李华经常帮他妈妈干些家务活。 My neighbor often helps me (to) look after my son．我的邻居经常帮我照看儿子．． 3 They often meet at the community centre and share their different skills．(page 20，lines 3-4) 他们经常在社区中心集中，并和大家分享各自的一技之长。 ★4 There’s something wrong with my computer．(page 20．1ines 9—10) 我的电脑出故障了。 句型there is something wrong with something 相当于something is not working well． 意思是“某物坏(失灵)了”。此意还可以用something is broken表达。如： There’s something wrong with my computer = My computer is broken．她的自行车／手表坏了。 ★5. I am going to ask a computer engineer to check it．我打算找个电脑工程师检查一下 ask sb．to do sth．表示“叫某人做某事”，可用于此结构的动词还有tell、want等，否定结构 ★为ask／tell／want sb．not to do sth．。例如： He asks me to wash his car for him．他叫我帮他洗车。 She tells me not to spend too much time on games．她叫我不要在游戏上花太多时间。 6 Some of them often visit the old people and do some shopping for them (page 20，lines 1 5—1 6) 他们(志愿者)中的一些人经常会去探望老人，并为他们采购些物品。 短语do some shopping意思是“买东西，购物”。do+some+V-ing短语结构常用来 泛指做某类事情。类似的短语还有： do some cleanin g打扫卫生do some reading读些书 7 I’m going to be a doctor．I want to help sick people．(page 26，Part B) 我要当个医生。我想帮助生病的人。 这里sick意思是“生病的”，可以用作表语或定语。注意ill用作“生病的”意思时只能作表语。如： His grandpa is very sick．他爷爷病得很厉害。 His mother has to took after his sick grandpa．他妈妈得照顾他生病的爷爷。 His grandpa is ill in hospital．他爷爷生病住院了。 8 Are you not feeling well these days? (page 28，Part A) 你最近感觉不舒服吗? 句中的feel well指身体感觉舒服，没有毛病，这里well是形容词，意思是“身体好的，健康的”。 7 Are you worrying about what to wear to a party or how to design your home? (page 28，Part A) 你在为参加聚会该穿什么或者怎样设计你的家而烦恼吗? 这里what to wear to a party和how to design your home是“疑问词+不定式”结构， 作worry about的宾语。 10．We are lucky to live in a neighborhood like this．我们住在像这样的街区里是幸运的。 sb．be+形容词+to do sth．相当于It is+形容词+for sb．to do sth．，表示“做某事对某人来说 是……的”。例如： We are happy to have a good neighbor like Tom． =It is happy for us to have a good neighbor like Tom．有像汤姆这样的好邻居，对我们来说是幸福的。 ★11．She works for a company far away from her home，So she goes to work by train． 她为一个离家较远的公司工作，所以她乘火车上班。 英语中表达“乘某种交通工具”，可用介词by+单数名词(注意名词前不加冠词)，by train乘火车、by bus乘公交车、by ship乘轮船、by plane乘飞机、by bike骑白行车等。此外， 也可使用相应的动词来表示交通方式，take a bus、take a train、ride a bike等。例如：
Unit1__第2课时教学设计
Unit1 第2课时教学设计 第二课时Let’s learn A Let’s chant 一、教学目标： 知识目标：能够听说、认读crayon, pencil, eraser, ruler,并能用英语介绍文具。 能力目标：进一步巩固打招呼、自我介绍及道别用语，能在不同情景中运用。 情感目标：进一步培养开口能力，初步了解一些课堂用语。 二、教学重点：有关文具的四个词汇crayon、pencil、eraser、ruler的学习，并用英语介绍文具。 三、教学难点：较准确读出各单词，尤其是crayon，eraser 两个单词的发音。 教法： 学法： 课前准备：学生的面具 四、教学过程： 1、热身、复习(Warm-up/Revision) （1）师生共唱英语歌曲“Hello” （2）学生戴上自己喜欢的人物面具，表演见面打招呼或自我介绍用语。 （3）游戏：A name train 2、呈现新课、操练(Presentation/ Practice) （1）教师事先安排一位学生扮演Zoom，并向学生介绍情景：今天是Zoom的生日，实用文档
爸爸、妈妈为他买了个新书包作为生日礼物（拿出准备好的实物）。Zoom打开书包，一一拿出蜡笔、铅笔、橡皮、尺子，边拿文具边说英文crayon, pencil, eraser, ruler。教师用双面胶将这些实物固定在黑板上。 （2）教师教新单词crayon, pencil, eraser, ruler。 （3）游戏：I have a(an)… （4）学生听录音，跟读Let’s learn A 部分的单词。 3、活动、操练(Activities/ Practice) （1）游戏：Matching game （2）小组竞赛：猜词游戏 （3）让学生听录音，边说边做Let’s chant部分的活动。 （4）分小组活动，练习I have a (an)… （5）游戏：传口令 4、课外活动(Add-activities) 听说、认读新单词crayon, pencil, eraser, ruler，并能用英语介绍文具。 五、板书设计： Unit 1 Hello! crayon pencil eraser ruler I have a pencil/eraser/ruler. 实用文档
选修6-unit2-重点词汇短语
词汇 1. convey vt, 向…表达、传递（感情，思想，意见等） convey sb. to some place 用车送某人去某地 vt convey sb/ sth from ……to…..传送，运送 eg.1. The train conveys both passengers from the airport to your hotel. 2.These results will enable us at least to convey（表明）a sense of progress. 这些结果至少能表明一种进步的感觉。 3.His songs convey a sense of optimism. 【练习】I was so nervous that I couldn’t______my true feelings in front of so many people. A. expose B. deliver C. instruct D. convey 解析：. D 此题考查动词辨析。 句意：我如此紧张，以至于当着这么多人的面，我不能表达自己的真实感情。 expose显露，暴露；deliver传送，发表；instruct指示，吩咐；convey表达（思想、情感）等。 2. concrete adj/n/v混凝土的，确凿的（证据），具体的（建议） The garden had been concreted over. 铺设了混凝土 Concrete evidence Concrete proposals It’s easier to think in concrete terms rather than abstract. 3. contradictory adj引起矛盾的，好反驳的 contradict v反驳，相矛盾contradiction n不一致，矛盾 contradict oneself 自相矛盾 例句 : There were contradictory versions of what happened. 对于发生的事情的说法相互矛盾。 4. flexible adj灵活的，可弯曲的 flexibility n. 灵活 flexibly adv. 灵活地，柔顺地
新人教版七年级英语下册《Unit1第一课时》学案
Unit 1 Can you play the guitar?学案 Period One (生词课) Learning Goals: 一、语言知识和语言功能: 1. To master the following curriculum words: chess, guitar, club, story, show, drum, violin, people, home, center, weekend, musician, sing, swim, dance, draw, speak, join, tell, write, talk, make, teach, or, also, today 2.To master the following useful expressions: play chess, speak English, be good at, be good with, talk to, play the drums/piano/violin, make friends, help sb. with sth., on the weekend, sports/music/art/chess club, join a club, do kung fu 3. To read the following non-curriculum words: Kung fu, piano 二、学习策略： 1. 依据图片理解和记忆词汇。（Understand and remember the words and phrases with the help of the pictures.） 2. 在语境中理解和记忆词汇。（Understand and remember the words and phrases in the context.） 3. 依据读音规则、构词规律理解和记忆词汇。（Understand and remember the words and phrases according to the phonetic rules, the structures of the words and phrases.） 三、情感态度: To encourage the students to learn more abilities and skills to enjoy life. 【设计意图】法国的哈伯特说对于一只盲目航行的船来说，所有的风都是逆风。对于盲目教学的教师和盲目学习的学生来说，再多的努力都将是事倍功半！因此，无论教师还是学生对每节课不同层次的教学目标充分了解，上课时才更有目标性和高效性。 Teaching and learning steps: Step 1 Warming-up (talk about hobbies and abilities) Get the students to watch a video about Michael Phelps（菲尔普斯） T: Do you like…? Ss: Yes, I do. /No, I don’t. T: Can you …? Ss: Yes, I can. /No, I can’t. Ss ask and answer each other.
2019-2020年高一英语下册 Unit14 Festivals(第二课时)教案 大纲人教版第一册
2019-2020年高一英语下册Unit14 Festivals(第二课时)教案大纲 人教版第一册 Teaching Aims: 1.Learn and master the following words:honour,ancestor,nation,self-determination, purpose,generation,faith,joy,light 2.Train the Ss' reading ability. 3.Let the students learn about the relation between festivals and history and culture. Teaching Important Points: 1.Improve the students' reading ability. 2.Help the students learn about foreign history and culture by reading about festivals. Teaching Difficult Point: How to help the students understand the passage exactly. Teaching Methods: 1.Discussions before reading and after reading to make the students interested in what they will read and further understand what they have read. 2.Fast reading and careful reading to understand the passage correctly. 3.Pair or group work to make the students take an active part in the activities in class. Teaching Aids: 1.a TV set and a VCD 2.a projector 3.a recorder Teaching Procedures: Step Ⅰ. Greetings Greet the whole class as usual. Step Ⅱ. Discussion and Lead-in T:Yesterday we learned about festivals by listening and speaking.Are you interested in festivals? Ss:Yes.Very much. T:Me too.So,let's watch a program about a festival now.(Teacher turns on the TV set and plays the VCD.After the students watch the TV program for a while,teacher asks them some questions.) T:Can you tell me which festival the program is about? Ss:Yes.It's about the Spring Festival. T:How do you know? Ss:From what they are wearing and what they are doing.And also from the happy atmosphere. T:Yes.We are Chinese,so we are very familiar with it.Now look at the questions on the screen
翻译中的归化与异化
“异化”与“归化”之间的关系并评述 1、什么是归化与异化 归化”与“异化”是翻译中常面临的两种选择。钱锺书相应地称这两种情形叫“汉化”与“欧化”。A．归化 所谓“归化”（domestication 或target-language-orientedness），是指在翻译过程中尽可能用本民族的方式去表现外来的作品；归化翻译法旨在尽量减少译文中的异国情调，为目的语读者提供一种自然流畅的译文。Venuti 认为，归化法源于这一著名翻译论说，“尽量不干扰读者，请作者向读者靠近” 归化翻译法通常包含以下几个步骤：（1）谨慎地选择适合于归化翻译的文本；（2）有意识地采取一种自然流畅的目的语文体；（3）把译文调整成目的语篇体裁；（4）插入解释性资料；（5）删去原文中的实观材料；（6）调协译文和原文中的观念与特征。 B．“异化”（foreignization或source-language-orientedness）则相反，认为既然是翻译，就得译出外国的味儿。异化是根据既定的语法规则按字面意思将和源语文化紧密相连的短语或句子译成目标语。例如，将“九牛二虎之力”译为“the strength of nine bulls and two tigers”。异化能够很好地保留和传递原文的文化内涵，使译文具有异国情调，有利于各国文化的交流。但对于不熟悉源语及其文化的读者来说，存在一定的理解困难。随着各国文化交流愈来愈紧密，原先对于目标语读者很陌生的词句也会变得越来越普遍，即异化的程度会逐步降低。 Rome was not built in a day. 归化:冰冻三尺,非一日之寒. 异化:罗马不是一天建成的. 冰冻三尺,非一日之寒 异化:Rome was not built in a day. 归化:the thick ice is not formed in a day. 2、归化异化与直译意译 归化和异化，一个要求“接近读者”，一个要求“接近作者”，具有较强的界定性；相比之下，直译和意译则比较偏重“形式”上的自由与不自由。有的文中把归化等同于意译，异化等同于直译，这样做其实不够科学。归化和异化其实是在忠实地传达原作“说了什么”的基础之上，对是否尽可能展示原作是“怎么说”，是否最大限度地再现原作在语言文化上的特有风味上采取的不同态度。两对术语相比，归化和异化更多地是有关文化的问题，即是否要保持原作洋味的问题。 3、不同层面上的归化与异化 1、句式 翻译中“归化”表现在把原文的句式（syntactical structure）按照中文的习惯句式译出。
英语新目标八下Unit2重点词组与句型
一、基础词组 up 打扫（或清除）干净 up （使）变得更高兴 out 分发；散发 to do 自愿做某事 up with 想出；提出 off sth./ doing 推迟某事/做某事 out 分发 up 打电话给（某人）；征召 to 曾经……；过去…… for 照顾；非常喜欢 out 参加……选拔；试用 up 修理；装饰 away 赠送；捐赠 after （外貌或行为）像 up 建起；设立 a difference 影响；有作用 up 张贴；举起；搭建 out 帮助解决困难；分担工作 out 算出；解出 out of 用完；用尽 21. the look of joy 喜悦的表情22. at the age of four 在四岁的时候 money 筹钱 similar to 与……相似 interested in 对……感兴趣 strong in 擅长 27. notice sb. do/ doing 注意到某人做了/正在做某事 28. a strong feeling of satisfaction一种强烈的满足感 二、拓展词组 up想出；提出 one’s satisfaction 令某人满意的是 owner of ………的拥有者是 difficulty (in) doing 做某事有困难 unable to do 不能做某事 (an) interest in 对某事感兴趣 三、重点句型 ’d like to …我想…… could do sth. （给某人提建议时）你可以…… you again for changing my life.再次感谢你改变我的生活。 makes a big difference to my life. Lucky对我的生活产生了巨大的影响。 you can’t walk or use your hands easily. 想象你不能自如地走路或使用你的双手。 want to help out as a volunteer in your old people’s home.我想要在你们敬老院作为一名志愿者帮忙。 ideas that he came up with worked out fine.他想出的这些主意效果很好。
高一英语导学案Unit 1第一课时Our First English Class
高一英语导学案 Unit 1第一课时Our First English Class 【Learning aims】 1.To make students and the teacher get familiar with each other. 2.To arose student s’ intereset and enthusiasm in learning English. 3.To give students some suggestions and instructions about English study. 预习案 Task 1.Prepare a self-introduction including the following inforumation: What is your name?（Chinese and English.） How old are you? Where are you from? What is your hobby ? Do you like our new school?Why? What’s your dream?................. Task 2.Write down your report. 探究案 Group discussion： 1.How is your English?Very good ,poor or just so-so? 2.Do you like English?Why? Whether you like it or not, you cannot ignore the fact that English is so important.Why do you think it is important？ 第1页共 2 页
2019-2020年高一英语 Unit14《Festivals 第二课时》精品教案 旧人教版第一册
2019-2020年高一英语 Unit14《Festivals 第二课时》精品教案旧人 教版第一册 Teaching Aims: 1.Learn and master the following words:honour,ancestor,nation,self-determination, purpose,generation,faith,joy,light 2.Train the Ss' reading ability. 3.Let the students learn about the relation between festivals and history and culture. Teaching Important Points: 1.Improve the students' reading ability. 2.Help the students learn about foreign history and culture by reading about festivals. Teaching Difficult Point: How to help the students understand the passage exactly. Teaching Methods: 1.Discussions before reading and after reading to make the students interested in what they will read and further understand what they have read. 2.Fast reading and careful reading to understand the passage correctly. 3.Pair or group work to make the students take an active part in the activities in class. Teaching Aids: 1.a TV set and a VCD 2.a projector 3.a recorder Teaching Procedures: Step Ⅰ. Greetings Greet the whole class as usual. Step Ⅱ. Discussion and Lead-in T:Yesterday we learned about festivals by listening and speaking.Are you interested in festivals? Ss:Yes.Very much. T:Me too.So,let's watch a program about a festival now.(Teacher turns on the TV set and plays the VCD.After the students watch the TV program for a while,teacher asks them some questions.) T:Can you tell me which festival the program is about? Ss:Yes.It's about the Spring Festival. T:How do you know? Ss:From what they are wearing and what they are doing.And also from the happy atmosphere. T:Yes.We are Chinese,so we are very familiar with it.Now look at the questions on the screen and discuss them with your partner.(Teacher shows the screen.)
翻译的归化与异化
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翻译的归化与异化 作者：熊启煦 作者单位：西南民族大学,四川,成都,610041 刊名： 西南民族大学学报（人文社科版） 英文刊名：JOURNAL OF SOUTHWEST UNIVERSITY FOR NATIONALITIES（HUMANITIES AND SOCIAL SCIENCE） 年，卷(期)：2005,26(8) 被引用次数：14次 参考文献(3条) 1.鲁迅且介亭杂文二集·题未定草 2.刘英凯归化--翻译的歧路 3.钱钟书林纾的翻译 引证文献(15条) 1.郭锋一小议英语翻译当中的信达雅[期刊论文]-青春岁月 2011(4) 2.许丽红论汉英语言中的文化差异与翻译策略[期刊论文]-考试周刊 2010(7) 3.王笑东浅谈汉英语言中的差异与翻译方法[期刊论文]-中国校外教育（理论） 2010(6) 4.王宁中西语言中的文化差异与翻译[期刊论文]-中国科技纵横 2010(12) 5.鲍勤.陈利平英语隐喻类型及翻译策略[期刊论文]-云南农业大学学报(社会科学版) 2010(2) 6.罗琴.宋海林浅谈汉英语言中的文化差异及翻译策略[期刊论文]-内江师范学院学报 2010(z2) 7.白蓝跨文化视野下文学作品的英译策略[期刊论文]-湖南社会科学 2009(5) 8.王梦颖探析汉英语言中的文化差异与翻译策略[期刊论文]-中国校外教育（理论） 2009(8) 9.常晖英汉成语跨文化翻译策略[期刊论文]-河北理工大学学报（社会科学版） 2009(1) 10.常晖对翻译文化建构的几点思考[期刊论文]-牡丹江师范学院学报（哲学社会科学版） 2009(4) 11.常晖认知——功能视角下隐喻的汉译策略[期刊论文]-外语与外语教学 2008(11) 12.赵勇刚汉英语言中的文化差异与翻译策略[期刊论文]-时代文学 2008(6) 13.常晖.胡渝镛从文化角度看文学作品的翻译[期刊论文]-重庆工学院学报(社会科学版) 2008(7) 14.曾凤英从文化认知的视角谈英语隐喻的翻译[期刊论文]-各界 2007(6) 15.罗琴.宋海林浅谈汉英语言中的文化差异及翻译策略[期刊论文]-内江师范学院学报 2010(z2) 本文链接：https://www.wendangku.net/doc/e21752073.html,/Periodical_xnmzxyxb-zxshkxb200508090.aspx