⑦在我看來, 探索太空是值得的。As far as I am concerned, it is worthwhile to explore the space.Step 10 Writing---draftRecently, students in our class have had heated a discussion on whether space is worth exploring. Students hold different ideas about it.30% of us think space exploration is not worthwhile. They think space is too far away from us and our daily life and is a waste of money. And the money spent on space exploration can be used to solve the earth’s problems such as starvation and pollution.On the other hand,70% think space is worth exploring because we have benefited a lot from it,such as using satellites for communication and weather forecast. What’s more,with further space research,we may solve the population problem by moving to other planets one day. Also,space research will enable us to find new sources to solve the problem of energy shortages on the earth.As far as I am concerned, it is worthwhile to explore the space. Not only can it promote the development of society but also enrich our life. Step 11 Pair workExchange drafts with a partner. Use this checklist to help your partner revise his/her draft.1.Does the writer explain why he/she changed/wanted to change?2.Does the writer tell how the changes have improved or will improve his/her life?3.Is the text well-organised?4.Does the writer use words and expressions to show similarities and differences?5.Are there any grammar or spelling errors?6.Does the writer use correct punctuation?
Step 4: Listen again and decide if the following statements are true (T) or false (F).1 It was the first time Chen Liyan's story was reported. T口 F口2 Chen found 10,000 yuan in a small plastic bag in Taiyuan railway station口 F口3 Wang Zheng apologized to Chen because he couldn't offer her more money. T口 F口4 Chen took out a large loan to cure her daughter, T口 F口5 Wang set up a fundraising website for Chen's daughter after Chen told him about her situation. T口 F口Step 5:After listening, discuss the questions.1 What kind of person do you think Chen Liyan is?Chen Liyan is generous and honest because she returned a large sum of money to the owner.2 Did Chen return the money because she didn't need it?No. She returned the money because it was the right thing to do. Evidence for this is that she refused to accept the reward money because she felt that it had not been earned. 3 Is it common for people to do what Chen did?It depends on the culture. In some countries it is quite common to return money that has been found. In other countries, people believe "Finders are keepers!" 4 How did Wang Zheng feel about the return of his money?He must have been very happy and relieved to have gotten his money back. We know this because he thanked Chen repeatedly and even offered her a reward.5 Why did Ma Dongbao tell Wang about Chen's family?He must have had great sympathy for Chen and her daughter and wanted to help them.'We know this because he arranged help for them. 6 How did the news reporter feel about Chen's actions?The news reporter felt that it showed that money wasn't the most important thing in life. We know this because the reporter told us that this is what Chen believes. and then said, “that's a great attitude to take."
《0的認(rèn)識和有關(guān)0的加減法》是《數(shù)學(xué)(人教版義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書)》一年級上冊第29頁的教學(xué)內(nèi)容。數(shù)字0在生活中應(yīng)用廣泛,不同的應(yīng)用體現(xiàn)出0的不同含義,有關(guān)0的加減法也具有其獨(dú)特的規(guī)律和特點(diǎn)。本節(jié)課教學(xué)目標(biāo)有下:1.通過游戲、活動,使學(xué)生理解0的含義,會讀、會寫數(shù)字0,了解數(shù)的順序。2.使學(xué)生在情境體驗(yàn)中理解有關(guān)0的加、減法的含義,并能熟練計算。3.通過在數(shù)學(xué)活動中的觀察、思考、討論、探索,提高學(xué)生自主學(xué)習(xí)的意識和發(fā)現(xiàn)簡單規(guī)律的能力。4.培養(yǎng)學(xué)生的想像力、語言表達(dá)能力和初步的推理應(yīng)用能力。教學(xué)實(shí)錄與評析:一、活動中認(rèn)識0──關(guān)于0的含義和書寫1.排排隊──復(fù)習(xí)數(shù)的順序。師:這節(jié)課,數(shù)字王國有幾位小客人要到咱們教室找朋友。他們來了。(敲門聲)
1、通過同位之間互說座位位置,檢測知識目標(biāo)2、3的達(dá)成效果。2、通過導(dǎo)學(xué)案上的探究一,檢測知識目標(biāo)2、3的達(dá)成效果。 3、通過探究二,檢測知識目標(biāo)1、3的達(dá)成效果。 4、通過課堂反饋,檢測總體教學(xué)目標(biāo)的達(dá)成效果。本節(jié)課遵循分層施教的原則,以適應(yīng)不同學(xué)生的發(fā)展與提高,針對學(xué)生回答問題本著多鼓勵、少批評的原則,具體從以下幾方面進(jìn)行評價:1、通過學(xué)生獨(dú)立思考、參與小組交流和班級集體展示,教師課堂觀察學(xué)生的表現(xiàn),了解學(xué)生對知識的理解和掌握情況。教師進(jìn)行適時的反應(yīng)評價,同時促進(jìn)學(xué)生的自評與互評。2、通過設(shè)計課堂互說座位、探究一、二及達(dá)標(biāo)檢測題,檢測學(xué)習(xí)目標(biāo)達(dá)成情況,同時有利于學(xué)生完成對自己的評價。3.通過課后作業(yè),了解學(xué)生對本課時知識的掌握情況,同時又能檢測學(xué)生分析解決問題的方法和思路,完成教學(xué)反饋評價。
一、教學(xué)目標(biāo)(一)知識教育點(diǎn)使學(xué)生掌握拋物線的定義、拋物線的標(biāo)準(zhǔn)方程及其推導(dǎo)過程.(二)能力訓(xùn)練點(diǎn)要求學(xué)生進(jìn)一步熟練掌握解析幾何的基本思想方法,提高分析、對比、概括、轉(zhuǎn)化等方面的能力.(三)學(xué)科滲透點(diǎn)通過一個簡單實(shí)驗(yàn)引入拋物線的定義,可以對學(xué)生進(jìn)行理論來源于實(shí)踐的辯證唯物主義思想教育.二、教材分析1.重點(diǎn):拋物線的定義和標(biāo)準(zhǔn)方程.2.難點(diǎn):拋物線的標(biāo)準(zhǔn)方程的推導(dǎo).三、活動設(shè)計提問、回顧、實(shí)驗(yàn)、講解、板演、歸納表格.四、教學(xué)過程(一)導(dǎo)出課題我們已學(xué)習(xí)了圓、橢圓、雙曲線三種圓錐曲線.今天我們將學(xué)習(xí)第四種圓錐曲線——拋物線,以及它的定義和標(biāo)準(zhǔn)方程.課題是“拋物線及其標(biāo)準(zhǔn)方程”.首先,利用籃球和排球的運(yùn)動軌跡給出拋物線的實(shí)際意義,再利用太陽灶和拋物線型的橋說明拋物線的實(shí)際用途。
教學(xué)目的:理解并熟練掌握正態(tài)分布的密度函數(shù)、分布函數(shù)、數(shù)字特征及線性性質(zhì)。教學(xué)重點(diǎn):正態(tài)分布的密度函數(shù)和分布函數(shù)。教學(xué)難點(diǎn):正態(tài)分布密度曲線的特征及正態(tài)分布的線性性質(zhì)。教學(xué)學(xué)時:2學(xué)時教學(xué)過程:第四章 正態(tài)分布§4.1 正態(tài)分布的概率密度與分布函數(shù)在討論正態(tài)分布之前,我們先計算積分。首先計算。因?yàn)?利用極坐標(biāo)計算)所以。記,則利用定積分的換元法有因?yàn)?,所以它可以作為某個連續(xù)隨機(jī)變量的概率密度函數(shù)。定義 如果連續(xù)隨機(jī)變量的概率密度為則稱隨機(jī)變量服從正態(tài)分布,記作,其中是正態(tài)分布的參數(shù)。正態(tài)分布也稱為高斯(Gauss)分布。
教學(xué)準(zhǔn)備 1. 教學(xué)目標(biāo) 知識與技能掌握雙曲線的定義,掌握雙曲線的四種標(biāo)準(zhǔn)方程形式及其對應(yīng)的焦點(diǎn)、準(zhǔn)線.過程與方法掌握對雙曲線標(biāo)準(zhǔn)方程的推導(dǎo),進(jìn)一步理解求曲線方程的方法——坐標(biāo)法.通過本節(jié)課的學(xué)習(xí),提高學(xué)生觀察、類比、分析和概括的能力.情感、態(tài)度與價值觀通過本節(jié)的學(xué)習(xí),體驗(yàn)研究解析幾何的基本思想,感受圓錐曲線在刻畫現(xiàn)實(shí)和解決實(shí)際問題中的作用,進(jìn)一步體會數(shù)形結(jié)合的思想.2. 教學(xué)重點(diǎn)/難點(diǎn) 教學(xué)重點(diǎn)雙曲線的定義及焦點(diǎn)及雙曲線標(biāo)準(zhǔn)方程.教學(xué)難點(diǎn)在推導(dǎo)雙曲線標(biāo)準(zhǔn)方程的過程中,如何選擇適當(dāng)?shù)淖鴺?biāo)系. 3. 教學(xué)用具 多媒體4. 標(biāo)簽
教 學(xué) 過 程教師 行為學(xué)生 行為教學(xué) 意圖時間 *揭示課題 8.4 圓(二) *創(chuàng)設(shè)情境 興趣導(dǎo)入 【知識回顧】 我們知道,平面內(nèi)直線與圓的位置關(guān)系有三種(如圖8-21): (1)相離:無交點(diǎn); (2)相切:僅有一個交點(diǎn); (3)相交:有兩個交點(diǎn). 并且知道,直線與圓的位置關(guān)系,可以由圓心到直線的距離d與半徑r的關(guān)系來判別(如圖8-22): (1):直線與圓相離; (2):直線與圓相切; (3):直線與圓相交. 介紹 講解 說明 質(zhì)疑 引導(dǎo) 分析 了解 思考 思考 帶領(lǐng) 學(xué)生 分析 啟發(fā) 學(xué)生思考 0 15*動腦思考 探索新知 【新知識】 設(shè)圓的標(biāo)準(zhǔn)方程為 , 則圓心C(a,b)到直線的距離為 . 比較d與r的大小,就可以判斷直線與圓的位置關(guān)系. 講解 說明 引領(lǐng) 分析 思考 理解 帶領(lǐng) 學(xué)生 分析 30*鞏固知識 典型例題 【知識鞏固】 例6 判斷下列各直線與圓的位置關(guān)系: ⑴直線, 圓; ⑵直線,圓. 解 ⑴ 由方程知,圓C的半徑,圓心為. 圓心C到直線的距離為 , 由于,故直線與圓相交. ⑵ 將方程化成圓的標(biāo)準(zhǔn)方程,得 . 因此,圓心為,半徑.圓心C到直線的距離為 , 即由于,所以直線與圓相交. 【想一想】 你是否可以找到判斷直線與圓的位置關(guān)系的其他方法? *例7 過點(diǎn)作圓的切線,試求切線方程. 分析 求切線方程的關(guān)鍵是求出切線的斜率.可以利用原點(diǎn)到切線的距離等于半徑的條件來確定. 解 設(shè)所求切線的斜率為,則切線方程為 , 即 . 圓的標(biāo)準(zhǔn)方程為 , 所以圓心,半徑. 圖8-23 圓心到切線的距離為 , 由于圓心到切線的距離與半徑相等,所以 , 解得 . 故所求切線方程(如圖8-23)為 , 即 或. 說明 例題7中所使用的方法是待定系數(shù)法,在利用代數(shù)方法研究幾何問題中有著廣泛的應(yīng)用. 【想一想】 能否利用“切線垂直于過切點(diǎn)的半徑”的幾何性質(zhì)求出切線方程? 說明 強(qiáng)調(diào) 引領(lǐng) 講解 說明 引領(lǐng) 講解 說明 觀察 思考 主動 求解 思考 主動 求解 通過例題進(jìn)一步領(lǐng)會 注意 觀察 學(xué)生 是否 理解 知識 點(diǎn) 50
本人所教的兩個班級學(xué)生普遍存在著數(shù)學(xué)科基礎(chǔ)知識較為薄弱,計算能力較差,綜合能力不強(qiáng),對數(shù)學(xué)學(xué)習(xí)有一定的困難。在課堂上的主體作用的體現(xiàn)不是太充分,但是他們能意識到自己的不足,對數(shù)學(xué)課的學(xué)習(xí)興趣高,積極性強(qiáng)。 學(xué)生在學(xué)習(xí)交往上表現(xiàn)為個別化學(xué)習(xí),課堂上較為依賴?yán)蠋煹囊龑?dǎo)。學(xué)生的群體性小組交流能力與協(xié)同討論學(xué)習(xí)的能力不強(qiáng),對學(xué)習(xí)資源和知識信息的獲取、加工、處理和綜合的能力較低。在教學(xué)中盡量分析細(xì)致,減少跨度較大的環(huán)節(jié),對重要的推導(dǎo)過程采用板書方式逐步進(jìn)行,力求讓絕大多數(shù)學(xué)生接受。 1.理解橢圓標(biāo)準(zhǔn)方程的推導(dǎo);掌握橢圓的標(biāo)準(zhǔn)方程;會根據(jù)條件求橢圓的標(biāo)準(zhǔn)方程,會根據(jù)橢圓的標(biāo)準(zhǔn)方程求焦點(diǎn)坐標(biāo). 2.通過橢圓圖形的研究和標(biāo)準(zhǔn)方程的討論,使學(xué)生掌握橢圓的幾何性質(zhì),能正確地畫出橢圓的圖形,并了解橢圓的一些實(shí)際應(yīng)用。 1.讓學(xué)生經(jīng)歷橢圓標(biāo)準(zhǔn)方程的推導(dǎo)過程,進(jìn)一步掌握求曲線方程的一般方法,體會數(shù)形結(jié)合等數(shù)學(xué)思想;培養(yǎng)學(xué)生運(yùn)用類比、聯(lián)想等方法提出問題. 2.培養(yǎng)學(xué)生運(yùn)用數(shù)形結(jié)合的思想,進(jìn)一步掌握利用方程研究曲線的基本方法,通過與橢圓幾何性質(zhì)的對比來提高學(xué)生聯(lián)想、類比、歸納的能力,解決一些實(shí)際問題。 1.通過具體的情境感知研究橢圓標(biāo)準(zhǔn)方程的必要性和實(shí)際意義;體會數(shù)學(xué)的對稱美、簡潔美,培養(yǎng)學(xué)生的審美情趣,形成學(xué)習(xí)數(shù)學(xué)知識的積極態(tài)度. 2.進(jìn)一步理解并掌握代數(shù)知識在解析幾何運(yùn)算中的作用,提高解方程組和計算能力,通過“數(shù)”研究“形”,說明“數(shù)”與“形”存在矛盾的統(tǒng)一體中,通過“數(shù)”的變化研究“形”的本質(zhì)。幫助學(xué)生建立勇于探索創(chuàng)新的精神和克服困難的信心。
【詞匯精講】highlight n.最好或最精彩的部分 vt.突出;強(qiáng)調(diào);使醒目One of the highlights of the trip was seeing the Taj Mahal.這次旅行的亮點(diǎn)之一是參觀泰姬陵。Your resume should highlight your skills and achievements.你的簡歷應(yīng)該突出你的技能和成就。The report highlights the major problems facing society today.報告強(qiáng)調(diào)了當(dāng)今社會所面臨的主要問題。I’ve highlighted the important passages in yellow.我用黃色標(biāo)出了重要段落。7.Edmonton is freezing cold in winter,with daily temperatures averaging -10 ℃.埃德蒙頓冬季寒冷,日平均氣溫為-10°C?!驹~匯精講】freezing adj.極冷的;冰凍的Leave a basin of water outside in freezing weather.在冰凍的天氣里,放一盆水在室外。It’s freezing cold outside so wear a warm coat.外面超冷的,所以穿一個暖和一點(diǎn)的外套吧。8.It was not until 9:30 a.m.that they finally reached the capital of Ontario,Toronto.直到上午9時30分,他們才終于到達(dá)多倫多的首府安大略省?!揪涫狡饰觥勘揪涫且粋€強(qiáng)調(diào)句,強(qiáng)調(diào)的是句子的時間狀語until 9:30。含有not...until...的句子的強(qiáng)調(diào)句為It is not until...that...,that后面的句子要用肯定形式。It was not until then that I suddenly realized nobody was happier than I was.直到那時我才突然意識到?jīng)]有人比我更幸福了。
The activity theme of this section is to design various activities around the key words in the first text. Therefore, the activities require students to pay attention to the spelling of words. On the other hand, let students grasp the meaning of words more accurately through sentences and short texts. This kind of teaching design also helps to improve the ability of using English thinking.1. Cultivating students' ability to use word formation to induce and memorize vocabulary, and the ability to use lexical chunks to express meaning.2. Guide the students to think independently and use the correct form of words to complete sentences3. Cultivate students' habit of using lexical chunks to express language completely, guide students to draw words in sentences quickly, pay attention to word collocation, so as to accumulate more authentic expressions4. Instruct students to create sentences with the chunks.1. Enable students to use the language points in the real situation or specific contexts flexibly and appropriately.2. Guiding the Ss to use unit topic words and the sentence patterns in a richer context.Step1: Think of a word that best fits each definition.1. to remember sth2.to accept, admit, or recognize sth or the truth/existence of sth3. the process of changing sth or yourself to suit a new situation4 .to make sb feel less worried or unhappy5. a strong desire to achieve sth
The theme of this section is to express people's views on studying abroad. With the continuous development of Chinese economic construction, especially the general improvement of people's living standards, the number of Chinese students studying abroad at their own expense is on the rise. Many students and parents turn their attention to the world and regard studying abroad as an effective way to improve their quality, broaden their horizons and master the world's advanced scientific knowledge, which is very important for the fever of going abroad. Studying abroad is also an important decision made by a family for their children. Therefore, it is of great social significance to discuss this issue. The theme of this section is the column discussion in the newspaper: the advantages and disadvantages of studying abroad. The discourse is about two parents' contribution letters on this issue. They respectively express their own positions. One thinks that the disadvantages outweigh the advantages, and the other thinks that the advantages outweigh the disadvantages. The two parents' arguments are well founded and logical. It is worth noting that the two authors do not express their views on studying abroad from an individual point of view, but from a national or even global point of view. These two articles have the characteristics of both letters and argumentative essays1.Guide the students to read these two articles, and understand the author's point of view and argument ideas2.Help the students to summarize the structure and writing methods of argumentative writing, and guides students to correctly understand the advantages and disadvantages of studying abroad3.Cultivate students' ability to analyze problems objectively, comprehensively and deeply
? B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot. I got to practice my Chinese on a daily basis, and I could learn how native Chinese speakers spoke.? A: What do you feel is your biggest achievement?? B: Learning Chinese characters! I have learnt about 1,500 so far. When I first started, I didn't think it was even going to be possible to learn so many, but now I find that I can read signs, menus, and even some easy newspaper articles.? A: What are you most keen on?? B: I've really become keen on learning more about the Chinese culture, in particular Chinese calligraphy. As I have learnt Chinese characters, I have developed a great appreciation for their meaning. I want to explore Chinese characters by learning how to write them in a more beautiful way. ? A: Finally, what do you want to say to anyone interested in learning Chinese?? I have really become keen on learning more about the Chinese culture, in particular Chinese Calligraphy. As I have learnt Chinese character, I have developed a great appreciation for their meaning. I want to explore Chinese characters by learning how to write them in a more beautiful way.? A: Finally, what do you want to say to anyone interested in learning Chinese?? B: I'd say, give it a shot! While some aspects may be difficult, it is quite rewarding and you will be happy that you tried.? A: Thanks for your time. ? B:You're welcome.
This section guides students to pay attention to the typical context of vocabulary use, helps students accumulate vocabulary around the key vocabulary of this unit, and uses the learned words and word chunks in different contexts to deeply understand their meaning and usage, so as to achieve the purpose of review and consolidation.The teaching design activities aim to guide students to pay attention to the typical context in which the target vocabulary is used, as well as the common vocabulary used in collocation, so that students can complete the sentence with correct words. In terms of vocabulary learning strategies, this unit focuses on cultivating students' ability to pay attention to collocation of words and to use word blocks to express meaning.For vocabulary learning, it is not enough just to know the meaning of a single word, but the most important thing is to master the common collocations of words, namely word blocks.Teachers should timely guide students to summarize common vocabulary collocation, such as verb and noun collocation, verb and preposition collocation, preposition and noun collocation, and so on.1. Guide students to understand and consolidate the meaning and usage of the vocabulary in the context, 2. Guide the students to use the unit topic vocabulary in a richer context3. Let the students sort out and accumulate the accumulated vocabulary, establishes the semantic connection between the vocabulary,4. Enable students to understand and master the vocabulary more effectivelyGuiding the Ss to use unit topic words and the sentence patterns in a richer context.
The theme of the listening section is " talking about scenery and culture along a journey."The part is designed to further lead the students to understand Canadian natural geography and social environment, and integrated into the cultural contrast by mentioning the long train journey from Beijing to Moscow routes. On this basis, the part activates students related travel experience, lets the student serial dialogue, guides the student to explore further the pleasure and meaning of the long journey, and Chinese and foreign cultural comparison.The part also provides a framework for the continuation of the dialogue, which is designed to provide a framework for students to successfully complete their oral expressions, and to incorporate an important trading strategy to end the dialogue naturally.1. Help students to understand and master some common English idioms in the context, and experience the expression effect of English idioms.2. Guide the students to understand the identity of different people in the listening context, and finish the dialogue according to their own experience.3. Instruct the students to use appropriate language to express surprise and curiosity about space and place in the dialogue, and master the oral strategy of ending the dialogue naturally.1. Instruct students to grasp the key information and important details of the dialogue.2. Instruct students to conduct a similar talk on the relevant topic.
The theme of this activity is to learn the first aid knowledge of burns. Burns is common in life, but there are some misunderstandings in manual treatment. This activity provides students with correct first aid methods, so as not to take them for granted in an emergency. This section guides students to analyze the causes of scald and help students avoid such things. From the perspective of text structure and collaborative features, the text is expository. Expository, with explanation as the main way of expression, transmits knowledge and information to readers by analyzing concepts and elaborating examples. This text arranges the information in logical order, clearly presents three parts of the content through the subtitle, accurately describes the causes, types, characteristics and first aid measures of burns, and some paragraphs use topic sentences to summarize the main idea, and the level is very clear.1. Guide students to understand the causes, types, characteristics and first aid methods of burns, through reading2. Enhance students’ ability to deal withburnss and their awareness of burns prevention3. Enable students to improve the ability to judge the types of texts accurately and to master the characteristics and writing techniques of expository texts.Guide students to understand the causes, types, characteristics and first aid methods of burns, through readingStep1: Lead in by discussing the related topic:1. What first-aid techniques do you know of ?CPR; mouth to mouth artificial respiration; the Heimlich Manoeuvre
你校英語報計劃出版一期急救常識專刊,現(xiàn)面向全校學(xué)生公開征集稿件,你有意參加。請你根據(jù)下面提示內(nèi)容,用英語寫一篇短文,介紹在車禍現(xiàn)場對傷者進(jìn)行急救的方法和步驟。1.確?,F(xiàn)場的安全;2.詢問傷者,確保其呼吸正常;3.檢查傷口,如流血則應(yīng)采取止血措施;4.如需急救,確保其處于康復(fù)位置。注意:1.詞數(shù)80左右;2.可以適當(dāng)增加細(xì)節(jié),以使行文連貫。參考詞匯:康復(fù)位置 recovery positionAs we all know, having a knowledge of first aid can make a great difference in our daily life. If a traffic accident happens and someone is injured, the following steps can be used to treat the injured.In the first place, we should make sure that the accident scene is safe so that we won’t get hurt. We should ask the injured person if he is OK, and see if he is breathing. What’s more, we should check for cuts and wounds. If he is bleeding badly, it is vital that we should try to stop the bleeding by applying pressure to the injury. This is because if a person loses too much blood, he may die. If necessary, take the injured person to the hospital as soon as possible.Do remember: when giving first aid, please be sure to place the person in a recovery position.
Her tutor told her to acknowledge __________ other people had said if she cited their ideas, and advised her _______(read) lots of information in order to form __________wise opinion of her own.Now halfway __________ her exchange year, Xie Lei felt much more at home in the UK. She said __________ (engage) in British culture had helped and that she had been__________ (involve) in social activities. She also said while learning about business, she was acting as a cultural messenger __________(build) a bridge between the two countries. keys:Xie Lei, a 19yearold Chinese student, said goodbye to her family and friends in China and boarded (board) a plane for London six months ago in order to get a business qualification. She was ambitious(ambition) to set up a business after graduation. It was the first time that she had left (leave) home.At first, Xie Lei had to adapt to life in a different country. She chose to live with a host family, who can help with her adaptation (adapt) to the new culture. When she missed home, she felt comforted (comfort) to have a second family. Also Xie Lei had to satisfy academic requirements. Her tutor told her to acknowledge what other people had said if she cited their ideas, and advised her to read lots of information in order to form a wise opinion of her own.Now halfway through her exchange year, Xie Lei felt much more at home in the UK. She said engaging (engage) in British culture had helped and that she had been involved (involve) in social activities. She also said while learning about business, she was acting as a cultural messenger building a bridge between the two countries.
假定你是英國的Jack,打算來中國旅行,請你給你的中國筆友李華寫一封信,要點(diǎn)如下:1.你的旅行計劃:北京→泰山→杭州;2.征求建議并詢問他是否愿意充當(dāng)你的導(dǎo)游。注意:1.詞數(shù)80左右(開頭和結(jié)尾已給出,不計入總詞數(shù));2.可以適當(dāng)增加細(xì)節(jié),以使行文連貫。參考詞匯:故宮 the Forbidden City;泰山 Mount TaiDear Li Hua,I'm glad to tell you that 'm going to visit China.First,I am planning to visit Beijing,the capitalof China,where I am looking forward to enjoying the Great Wall,the Forbidden City and somebeautiful parks.Then I intend to go to visit Mount Tai in Shandong Province.I've heard that it is one ofthe most famous mountains in China and I can't wait to enjoy the amazing sunrise there.After that,I amalso going to Hangzhou.It is said that it is a beautiful modern city with breathtaking natural sights,among which the West Lake is a well- known tourist attraction.What do you think of my travel plan? Will you act as my guide? Hope to hear from you soon.
The purpose of this section of vocabulary exercises is to consolidate the key words in the first part of the reading text, let the students write the words according to the English definition, and focus on the detection of the meaning and spelling of the new words. The teaching design includes use English definition to explain words, which is conducive to improving students' interest in vocabulary learning, cultivating their sense of English language and thinking in English, and making students willing to use this method to better grasp the meaning of words, expand their vocabulary, and improve their ability of vocabulary application. Besides, the design offers more context including sentences and short passage for students to practice words flexibly.1. Guide students to understand and consolidate the meaning and usage of the vocabulary in the context, 2. Guide the students to use the unit topic vocabulary in a richer context3. Let the students sort out and accumulate the accumulated vocabulary, establishes the semantic connection between the vocabulary,4. Enable students to understand and master the vocabulary more effectivelyGuiding the Ss to use unit topic words and the sentence patterns in a richer context.Step1: Read the passage about chemical burns and fill in the blanks with the correct forms of the words in the box.
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