unit7教案2

unit7教案2（精选5篇）

unit7教案2 篇1

Unit 7 1.Teaching objectives：

(1)Knowledge objectives: ①students can master some key words and expressions of

the text.②Students can acquire more about the emphatic sentences.③Students can learn how to develop a paragraph by comparison& contrast.(2)Ability objective: ①students can improve the abilities of listening, speaking，reading and writing.②Students can develop the ability to collect information from the internet.(3)Emotional objectives:①students can learn the difference between males and

females in shopping style and avoid bias against others.②students can learn to understand and appreciate others.2.Teaching key points: help the students have a better understanding of the emphatic

sentences.3.Teaching difficult points: enable students to practice assimilation and talk about

prices.4.Teaching procedures: Part One Listening and Speaking Step 1.Pronunciation and listening skills 语音同化是英语口语中一种非常普遍的现象。英语语音中的同化现象主要发生在辅音与辅音之间，是相邻音素互相影响的结果，是英语语音音变的重要组成部分。使用同化是为了省力，使说英语更轻松、更自然、更流利。Step 2.Conversations Conversation 1Expressing dissatisfaction 1.listen to a conversation and choose the best answer to each of the following questions.2.Listen again and complete the following sentences with what you hear.Step 3.Passage 1.Complete the following table about the hippies.2.Listen again and decide whether the following statements are true or false.3.Work in groups to discuss the following questions.Part Two Reading

Passage A Evolution defines shopping style

Teaching Procedure Step 1.Lead-in Enjoy some picture and work in groups to discuss the following question.Step 2.words learning 1.evolution n.the gradual development of plants, animals,etc 人类的进化the evolution of the human species 在进化的过程中，一些鸟丧失了飞行能力。In the course of evolution, some birds have lost the power of flight.to user’s needs 2.define v.to describe or show sth.correctly 说明；阐明；明确

我们需要明确今后的任务。

We need to define the task ahead very clearly.很难解释清楚什么原因使他如此红。

It is difficult to define what makes him so popular.近义词： illustrate;interpret 3.specific

adj.detailed and exact 明确的；具体的 我给过你明确的指示。I gave you specific instructions.温室效应的具体影响无法知道。

The specific impact of greenhouse effect is unknowable.4.approach n.a way of doing sth 方式；方法

学校决定采取另外一种方式解决纪律问题

The school has decided to adopt a different approach to discipline.v.move near:靠近；接近冬天就要来临。Winter is approaching.5.obtain v.to get sth you want 获得；得到 得到忠告/ 信息/许可

to obtain advice/information/permission

evolve

v.进化;逐渐演变 Computer software will continue to evolve in response

6.unreasonable Adj.not fair or sensible不合理的；不公正的 我不能忍受他的无理行为。I can’t endure his unreasonable action.派生词：reason

n.原因；理由

reasonable adj.合理的，公平的 7.strategy n.a plan that is intended to achieve a particular purpose

策略；行动计划 政府的经济策略 / 营销策略

the government’s economic strategy/ marketing strategy 8.ensure v.to make sure that sth happens or is definite 确保;担保 这本书保证了他的成功。The book ensured his success.前缀en-可加在名词、动词或形容词的后面构成新的动词。enlarge encourage enrich 9.harvest n.(1)the time when crops are gathered from the fields.收获季节；收获期 农民在收获季节里十分忙碌。

Farmers are extremely busy during the harvest.n.(2)the size or quality of the crops 收成；收获量 丰收；歉收 a good /bad harvest 10.exhausted adj.（1）completely used or finished 耗尽的；枯竭的 You cannot grow crops on exhausted land.adj.（2）very tired 疲劳的 我很累。I’m exhausted.11.calm adj.(1)relaxed and not angry or upset 镇静的；冷静的 情况紧急的时候，保持镇静是最重要的。It is important to keep calm in an emergency.(2)无风的a calm, cloudless day 派生词：calm v.使平静 calm down 12.hinder v.to make it difficult for sb.to do sth 阻碍；妨碍 恶劣的天气仍在阻碍着对幸存者的搜救。

encloud The bad weather is hindering the search for survivors.13.argument

n.disagreement, especially one in which people are angry and shout 争论；争吵 在和丈夫争吵的过程中我打碎了花瓶。

I broke the vase during an argument with my husband.同义词：conflict: 冲突，争论

A conflict between two cultures.14.in advance预先；提前

如果会面的时间有所改变的话，请提前告诉我们。

If there is any change about the time of the meeting, please tell us in advance.15.scope out了解；探明

他们已经仔细核算了项目的需求与成本。

They had already scoped out the needs and costs of the project.16.on sale（1）正在出售

那家商店有些很好的苹果出售。

There are some nice apples on sale in that shop.(2)降价出售

I think this watch is on sale this week.Homework： do some exercises in page 128 and preview the text.

unit7教案2 篇2

《Unit7 Lesson 1 The Biggest Animal》选自英语教材EEC七年级上册第7 单元第1 课时。下面我将从内容和内容解析、目标和目标解析、教学问题诊断分析、教学过程设计这几个方面, 阐述我对这节课的设计。

一、内容和内容解析

1.内容:学生掌握本课重点单词。掌握功能句式。 (询问体重和高矮。)

2.内容解析:本课设定为听说课的课型, 主要通过词汇及短语的输入, 使学生对体重、高度和居住情况进行描述, 熟练掌握句型。

二、目标和目标解析

知识目标:学生掌握单词“land, dinosaur , whale, giraffe, man, ton, weigh, kilogram”。

学生能够运用以下几个句型“What is a big animal?How much does it weigh? How long is...?How high is ...?Where does it live?”对动物的外形进行描述。

教学重点:运用meter, kilogram等数量单位描述动物的身长、重量和高度。

教学难点:提高学生在话题中的听说技能。

能力目标:培养学生的听说能力和交际能力。

情感目标:懂得爱护动物。

三、教学问题诊断分析

学生容易在表述中将weigh和weight的词性弄混淆, 不能正确使用。另外, 学生对数字的表述不熟练。基于以上分析, 本节课的教学难点为:在单元话题下通过课堂活动操练相关词汇及句式表达。

四、教学过程设计

根据课程标准教学建议的要求, 本节课的教学将从以下五个环节展开:创设情境 (Produce the scene) —探求新知 (Explore new knowledge) —拓展应用 (Improve and use) —反思提升 (Sum up and reflect) 。

教学理念:以学生为中心 (Student-centered) , 以口语为导向 (Speech-oriented) , 以话题为载体 (Topic-supported) , 以活动为基础 (Activity-based) 。

创设情境: (produce the scene)

教师在黑板上画出动物的轮廓, 同时描述动物的特征, 引导学生猜测动物, 引出本单元话题“The Biggest Animal ”。

教学过程:

T: I have a friend. I’ll draw the shape of my friend. It is the king of the animals and it has no natural enemies. It likes eating meat daily and it has brown fur. Who is my friend?

Ss: It is a lion.

T:Is a lion the biggest animal on land?

S:...

T: So today we are going to talk about the biggest animal.

【设计意图:通过创设语境, 激发学生学习语言的热情, 引出本课话题, 为描述动物的具体特征做铺垫。】

探求新知: (Explore new knowledge)

1. 引导学生熟悉新单词, kg=kilogram, 1ton=1000kilograms, 由单词过渡到单句的操练-How long is the lion?-How high is the lion?-How much does it weigh? 过渡到微型对话, 最后达到对话的拓展。

教学过程:

T: Do you want to know more detailed information about the lion such as height, weight and length. Let’s look at the length first.

Ss: Read the short dialogue in a line. Then height and weight.

【设计意图:以一个动物作为描述的载体, 由此呈现新词kilogram, ton, 从集中授词过渡到对单个句型的操练, 微型对话的演练, 最后到句群的呈现, 为掌握对话做铺垫。】

2. 呈现另外4 种不同的动物, 针对不同的动物呈现的信息, 引导学生由感知语言信息达到对语言的输出, 从而从微型对话到对话的拓展, 采取游戏形式, 以小组为单位, 鼓励学生利用有效信息生成更多的句子。

教学过程:

T: After learning the weight, height and the length of animals. Let’s recognize more animals. Let’s play a game. I’ll choose one person in each group. Then play“paper, scissors, stone”to choose your favorite animal. (先熟读数字, 然后以问答形式操练句型, 最后以对话的形式巩固语言。)

T: I will give you some time to make up dialogues with your partner. Please try to create more sentences according to the detailed information.

Ss: Try to make more sentences and create more dialogues.

【设计意图:微型对话, 巩固新知。拓展对话, 感知语言并强调合作探究学习。】

3. 听力的过程:第一遍听, 回答问题“What’s Wang Dandan doing?”第二遍听, 让学生重点比较重量, 由单词到短语, 再形成句子。并强化weigh, the same as的用法。

教学过程:

T: Let’s enter the listening room. For the first listening, please concentrate our attention to the question.

T: For the second listening , please concentrate our attention to the weight of the animals.

第三遍听, 要求学生跟读, 并填上所缺的词。呈现整体的听力对话。根据学情, 调整教材, 将判断先改为阅读表达的形式, 引导学生关注和查找重点信息, 并处理信息。在掌握细节信息之后, 完成书上的判断题。

教学过程:

T: This time, listen carefully and try to fill in the blanks ...

拓展应用: (Improve and use) 语言实践运用主要围绕“What is a big animal? How much does it weigh? Where does it live?”这三个问题操练“It weighs..., the same as ”的句型, 谈论动物, 最后形成语段的输出。

T: I’ll show you some more animals and detailed information. Please communicate with your partner in pairs and present your dialogue. (考虑训练的形式。)

反思与提升 (Sum up and reflect) :

给学生创设情境, 以任务促能力, 在活动的体验中实现语言的运用。依据本单元的功能型语言, 教师设计了“宠物招领”的场景。以对话的形式呈现, 以小组合作的方式操练对话, 并完成宠物招领的任务。

【设计意图:注重输入, 合理铺垫, 遵循学生的认知规律, 达到输出水到渠成的效果。提倡合作完成学习任务, 在交流合作体验中真正实现语言的运用。】

【评析】

一、教学生活化。根据学生的学情, 学生英语交际水平仍然停留在简单背诵的层面上, 那是因为学生没有这样真实的生活场景, 没有真实的体验和感受。因此本节课在教学活动设计上注重提倡学生亲自参与和体验。

二、教学活动化。充分考虑到学生正处于一个动态开放的生成环境中, 因此精心设计的活动唤起了学生求知探奇的天性。他们自主探索, 积极地“同化”“改造”, 全身心地卷入生动、活泼和富有个性的实践活动中, 丰富着自己的见闻。同时在教师的引导下, 养成仔细观察的习惯, 强化自己内心的独特感受, 生成交流的智慧和灵感。生动的场景, 真切的感受, 详实而富有变化的亲身经历, 有助于学生个性化语言的生成和表达。

初二英语unit7备课教案 篇3

1、教材内容：

8B第六单元( A charity walk )中的Main task这一部分围绕着组织一次慈善竞走和制作网页介绍这次活动而展开话题进行教学活动的，它是这一单元的主要内容，主要包括读、写两个部分的训练。

2、教学目标：

(知识目标、能力目标、德育目标)

知识目标：了解组织慈善竞走活动的流程和活动目的。

能力目标：使学生了解并学会设计组织一次活动的流程，提高学生信息输出和写的能力。

情感目标：通过观看课件激发学生的学习兴趣，并且通过组织这次慈善活动，让学生体会出人应该相互帮助的道理。

3、教学重点与难点：

重点：A flow chart的设计及语言说明。

难点：信息获取及输出能力的培养。

二、教学方法及教学手段：

通过五步教学法，以任务为驱动，由浅入深，由易到难，，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动及学生的合作学习活动。

课堂上以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

三、教学过程及活动设计目的：

I Warming-up

(1) Greetings

(2) A Tongue Twister to start the lesson.

设计意图：让学生有一个轻松、活泼的氛围，拉近了教师与学生的距离,并为上新课做好准备。

II Revision

(1)在屏幕上显示慈善机构的图标，并询问学生这些机构是从事哪些慈善活动的。

Questions:

(a) Who does ORBIS help? ( Blind people)

(b) What does UNICEF do? ( To help the poor children)

(c) What does World Wide Fund for Nature do? ( To help and protect wide animals )

设计意图：整册书后三个单元都围绕着慈善活动展开话题的，学生复习这些慈善机构和其工作性质会让学生更能体会学习的意义，另外利用多媒体辅助教学，增加了直观性和趣味性，提高了教学效果，学生能积极参与，注意力能够集中。

(2)告之学生帮助他人是我国一贯的传统美德，哪些人最需要我们的帮助呢?我们能帮助什么呢?给出学生一些图片,并和他们共同谈论这些图片。

T: How can we help blind people?

Ss: We can help them cross the road.

T: What do you think of that deed?

Ss: It’ meaning.

T: Yes, it’s meaningful to help blind people cross the road.

设计意图：利用多媒体辅助教学，增加了教学的直观性和趣味性，学生能积极参与，注意力能够集中。在进行思想道德教育的同时，又让学生复习了本单元重要的语法项目：it作为形式主语，真正的主语动词不定式摆在句尾。

III Lead-in

告诉学生我们学校刚组织的一次慈善活动，通过问题的形式帮助他们回忆活动的内容，目的及进行方式。

Last week , we donated some money for a student in Class 7, Grade 8.

What’s the matter with him?

How did we collect the money?

How did we organize the activity?

设计意图：通过问答法，调动学生的积极性，学生的学习目的明确，并为文中慈善活动的引出作了良好的.铺垫。

IV Presentation

(1) Get the students to read the flow chart of a charity walk organized by the Class 1, Grade 8 students and ask them to get as much information as possible.

(2) Three or five minutes later, ask them to fill in the missing words on P106, and choose a student as winner who can write most of the missing words using the time. A certificate will be rewarded as a prize.

(3) Check the answers in class and read in pairs. ( If necessary , the teacher asks and the students answer questions based on the passage.)

(4) Show them the writing style in this part.

设计意图：让学生在合作、竞争的氛围中去习得语言会取得较为理想的效果。通过此部分的学习，学生对活动的流程，文章的写作格式会有比较清晰的了解。而且问题的设置让学生能够更好的理解文中的内容。

V. Groupwork

Divide the class into several groups, and then ask them to design a charity activity . ( the name , purpose , details , application , collection must be included ) The group whose design is better and more practical will be winner.

设计意图：让学生学以致用，在使用的过程更能深刻理解所学习的知识，而且让学生在内心深处能够感受到哪些是他们最需要帮助的人。

VI Homework

(1)Write the charity activity out what they have just designed.

(2)Revise what we learned.

(3)Preview Checkout on P107.3

设计意图：让学生将所学的知识进行文字输出，加强写的训练。及时巩固

unit7教案2 篇4

1.能听懂、会说和会读日常交际用语Welcome to… What are these/those? They’re…

Are these/those…? Yes,they are./No,they aren’t.2.能听懂、会说、会读和会拼写单词farm,they,those,apple,pear,orange,who 3.学生能演唱歌曲On the farm。

4.学生能积极运用所学英语进行表达和交流。

教学重点：

1.能听懂、会说和会读日常交际用语Welcome to… What are these/those? They’re…

Are these/those…? Yes,they are./No,they aren’t.2.能听懂、会说、会读和会拼写单词farm,they,those,apple,pear,orange,who.教学难点：

能听懂、会说和会读日常交际用语What are these/those? Are these/those…? 的语调和用法。词汇farm,they,those,apple,pear,orange,who的读音；a和an用法的区别；名词复数形式。

教学具准备：

实物：挂图，多媒体。

教学过程：

Step1 Warm up 1 Sing a song

Step2 Revision.教师（或请学生）把准备好的各种小动物图片和水果图片（或实物）带到课堂，分别放在远处的讲台上和稍远的一些地方，教师通过谈论单个的物品，逐步向谈论复数物品过渡，注意由近及远、有层次地呈现。如：

T:（教师指着将套上的鸭子玩具）Look.What’s this? S1(学生如果答不出，教师告诉学生)It’s a duck..T:(领读)duck.How many ducks can you see on the desk?Let’s count.Ss:One duck,two ducks,three ducks… T:What are these? S1:They’re ducks.(教授What are these? They’re…)T: These are three ducks.(教师可以指远处的小猪问)And what’s that? S1:It’s a pig.T:Let’s count.Ss:One pig,two pigs…

师生通过看图片数数的方式，引出并学习本课的重点句型和词汇，在此基础上引出课文的学习。

T Look!It;s a farm,(看多媒体)。We can see some animals and fruit on the farm.Let’s go to the farm together.T:Look!What are these? Ss:They’re pigs.T:What are those?(指着远处的一群小牛)Are those pigs too? Ss:No,they’re cows.T:Are these apples/oranges/…? Ss:Yes,they are.或No，they aren’t.2,听录音

T:Who are the boys? Where are they?Who are they talking to? Let’s listen.T:What does Granpa say to Mike? Let’s listen.Ss:Grandpa says,’’Welcome to my farm.’

3.知道血红色呢过听录音跟读课文，模仿正确的语音语调，小组分角色朗读。引导学生进行角色扮演，教师示范爷爷，运用These are/Those are/They’re…介绍自己的农场。

T：I’m Granpa,I’m happy to see you,Welcome to my farm.Let’s me show you around my farm.Look.These are…Those are…They’re… Ss:..(模仿爷爷角色进行介绍)

unit7教案2 篇5

2.Text Organization Part I(Paras.1-4)

(From one specific example of the author’s poor piano playing, the author introduces the general thesis:)In the competitive world today, we should be “experts” even in our hobbies.(What about the author’s own point of view?)

Part II(Paras.5-9)The author gives five more examples to illustrate that this thesis has been widely accepted.Part III(Para.10)The terrible result this thesis leads to.(What’s the result?)Part IV(Paras.11-12)The author states her position: It’s time we put a stop to all this.3.Skill Learning in Writing and Reading 1)The specific-to-general structure(take Text A for example)

The author starts with a specific example(her bad piano-playing);

She then moves to a more general statement about herself;

And this leads to her general thesis.2)Understanding idiomatic expressions

To hypothesizing the meaning of idiomatic expressions with the context clues ― examples, explanations, contrasts or parallel phrases.4.Language Points 1)the other afternoon— on the afternoon a few days ago(para.1)Also: the other day(para.7), the other morning, etc.2)My performance would make any serious music student weep…(para.2)

serious---deeply interested;devoted Example: If you’re serious about becoming an actress, you need proper training.weep — v.to shed(tears)as an expression of emotion 3)(every)now and then---sometimes but not very often or regularly(para.3)Examples: Now and then my new method appears to work.I still see her for lunch every now and then, but not as often as I used to.4)out of style—unfashionable;out of fashion(para.4)Example: A style does not go out of style as long as it adapts itself to its period.5)a mark of class— a symbol of a person’s social position;a characteristic feature which indicates that a person is cultured and civilized(para.4)Example: His shirt is ironed and that was a mark of class.6)You can’t tone up your body by pulling on your gym shoes…(para.5)tone up —(cause to)become stronger Examples: He suddenly toned up and reproached the boy for carelessness.I lift weights at the gym everyday to tone up my body.pull on/off — put(clothing, etc.)on/off by pulling Examples: Help me pull on these boots — they are very tight.He began to pull off his shirt.7)take up(an activity, subject, etc.)—become interested in it and spend time doing it, either as a hobby or as a career(para.5)Examples: He decided to take up a career.I thought I’d take up fishing.8)be in(good, bad, etc.)shape — be in(good, bad, etc.)condition

(para.5)Examples: The house was in absolutely good shape.She runs 3 miles every day to keep herself in shape.9)As far as sports enthusiasts are concerned if you…..hopelessly committed to embarrassing yourself.(para.5)as far as sb/sth be concerned---in sb’s opinion commit(sb/ sth)to---put(sb/sth)in(a state or place)Examples: The names were committed to memory.Signing this form commits you to buying the goods.10)In case you don’t know,…(para.6)

in case— In case is used when you are giving a piece of information in order to introduce the reason why you are giving it.Examples: In case you didn’t know, there are three basic wines: red, white and rose.Mary, in case you’ve forgotten, hasn’t forgiven you.11)as it happens/ happened---by chance;although not planned.(sth rather surprising)(para.6)Examples: As it happens, I know someone who might be able to give you some advice.As it happened, I had a few minutes to spare.12)I blew it.(para.7)Paraphrase---I made a mistake and missed the proper time(for your soccer instruction)

blow---vt.(infml)do clumsily or badly;mishandle;ruin

Blow it is often used when you are given an opportunity but you fail to take advantage of it by doing or saying something wrong.Examples: It was your last chance and you blew it.I guess I blew it when I turned down the job offer, didn’t I?

13)be out to do/for sth.— want or intend to do/to achieve sth.(para.7)Examples:You might feel that they’re out to use your house as a free hotel.Mark my words — he’s only out for one thing and that’s her money.14)Competition keeps getting in the way.---Competition is always preventing kids from having fun.If something gets or stands in the way of something else, it make it difficult for that thing to happen, continue, or be appreciated properly.Examples:She won’t let anything get in the way of her ambitions.May nothing stand in the way of your future happiness together.15)Homework and tennis and piano lessons kind of eat it all up.(para.8)

kind of---(infml)somewhat;to some extent Examples:Actually, I felt kind of sorry for him.I kind of thought you might help me.eat up---use or consume(money, time, or fuel)in large quantities Examples:A big car like that eats up petrol.Rising costs were eating up most of the profits.16)occupations at which no particular expertise is expected(para.9)

occupation---an activity in which you engage habitually, either sth that you do for pleasure or as part of your daily life or a job or profession.Examples:Cycling was his favorite occupation.Everyone, irrespective of age, sex or occupation.expertise---n.expert knowledge or skill, esp.in a particular field.Examples:Customers will be impressed by the expertise of our highly trained employees.We admired the expertise with which he prepared the meal.17)It strikes me as so silly.(para.10)Paraphrase----I think that’s very silly.strike sb.as---have an effect on sb.or impress sb.Examples:The plan strikes me as ridiculous.Henry strikes me as a very dull boy.18)Make peculiar-looking objects out of clay.(para.11)Cf.peculiar, odd and strange Peculiar implies marked or conspicuous distinctiveness, odd stresses a departure from the usual, the normal, or the regular, while strange, the most comprehensive of the three words, suggest unfamiliarity.Examples:This difference arises from the peculiar character of the US government.Some great men have odd habits.To most of us the art of India is strange.Cf.clay, soil and mud Clay is earth that is used to make things such as pots, soil is the top layer of earth in which plants grow, and mud is wet and sticky earth sometimes used for building a house.Examples:A clay pigeon is a disk made of clay fired into the air to be shot at for sport.The soil here is very fertile.They lived in a mud hut.The boy was covered with mud.18)the joy of creative fooling around---the fun in not doing things seriously.(para.11)

fool around---to behave in a playful, silly, or irresponsible way without thinking seriously about what you are doing.Examples:We spend the afternoon fooling around on the beach.Don’t fool around with matches.19)out of shape---unhealthy and unable to do a lot of physical activity without getting tired.(para.12)5.Grammar Focus 1)as far as…be concerned

This phrase is used of either people or things to indicate that the people or things are involved or affected in that way or to that extent.Examples:As far as older people are concerned, they need to keep mentally active as well.The rise in interest rates will be disastrous as far as small business are concerned.When the phrase is used of people, it may also mean in … ’s opinion.Examples:This is all rubbish as far as I’m concerned.As far as we were concerned, they were foreigners.2)it’s time and it’s high time---sth ought to happen or be done sooner without delay.Examples:It’s time to go It’s time to lunch

It’s high time for Europe to take responsibility for its own defense and stop depending on the United states

When it’s time or it’s time is followed by a that-clause, the verb in the clause is in the past With the meaning of the whole sentence in the present.Examples: I think it’s time(that)we stopped.It’s time(that)the school improved its meal service.It’s high time(that)we had our car serviced.6.Guided Practice 1)Answer questions with imagination(Page 205)a)If you were to take the author’s advice and start some new hobby this week, what would it be? b)Have you ever felt too shy or embarrassed to try some leisure activity? What was it, and what were you afraid of? c)Your teacher is looking for a new hobby.What do you recommend? Why? 2)Group discussion a)What’s your hobby?

b)Do you have several hobbies or just one? c)Are you an expert at your hobby/ hobbies or are you just an amateur? d)Do you think it’s okay not to be an expert at hobbies? 3)Ask several students to retell the text by using their own words.7.After-class Assignment 1)Review Text A 2)Do exercises: Structure(Ex.X, p.209)Cloze(Ex.XI, p.209)Translation(Ex.XII, p.210)3)Structured Writing(p.213)

Text B Stripping Down to Bare Happiness Language Points 1.bare happiness---happiness of life consisting of the most basic and important things.2.What we’re talking about is simplification, not deprivation.----What we mean is a simple life, not a needy one.deprivation---the state of not having the normal benefits of adequate food, etc.Examples: She led a life of comparative deprivation.There were food shortages and other deprivations.(=lack of the things that are usually considered necessary for a pleasant life)during the war.3.you really lose your taste for them.---you’re really bored of them.4.a two-career couple---a couple with husband and wife having full-time jobs.5.Neither one of them was willing to jam what they considered the most important part of their life into the brief time before work and the tired hours afterward.---Neither the husband nor the wife was satisfied with a home life ― the part of life they considered most important ― only in their spare time or after work when they are in a hurry or tired.6.to trade two full-time careers for two half-time careers, and to cut back on consumption---to change two full-time jobs for two part-time jobs and to reduce expenses.7.construction of a world where family and friendship, work and play, are all of a piece.---creation of a lifestyle in which each aspect of one’s existence does not conflict with the other.If something with several different parts is(all)of a piece, it is the same throughout or consistent in some way.If one thing is(all)of a piece with another, it is consistent with it.Examples: The building is remarkably of a piece architecturally.The new measures are all of a piece with the government’s policy.8.a living area defined by a comfortable couch and a wood stove.---an area set apart for general use during the day time by a comfortable couch and a wood stove

define---vt.Determine the boundaries of

9.Don’t they miss what they do without?---Don’t they feel regret at the absence of certain things in their life?