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四年级英语上册素材-Lesson6Revision课文翻译科普版Lesson 6 Revision第六课复习单词表from [fr?m] 从，来自brown [braun] 棕色的now [nau] 现在Let's talk一起说一说What's in the box?盒子里有什么？Look! It's my kite.看！这是我的风筝。
Can you see a boy on it?你能看见上面有个男孩吗？Yes, I can. Is he your friend?是的，我可以。
他是你的朋友吗？Yes, He's my friend, Jim.是的,他是我的朋友,吉姆Is this kite from Jim?这只风筝是吉姆送的吗？Yes, it's from my birthday.Can you fly a kite?你会放风筝吗？Yes, I can.是的，我会。
Who's that boy?那个男孩是谁？Oh, he's Jim.哦，他是吉姆。
Jim, this is Kate. Kate, this is Jim.吉姆，这是凯特。
凯特，这是吉姆。
Nice to meet you, Jim.见到你很高兴，吉姆Nice to meet you, too.见到你我也很高兴。
Look! That's a bag.看！那是一个包。
A brown bag. Is that your bag, Jim?一个棕色的袋子。
吉姆，那是你的包吗？Yes, thank you.是的，谢谢你。
Let's go and fly the kite now.我们现在去放风筝吧Great! 太棒了！Revision Exercises复习练习1.Listen and choose.听录音并选择正确答案Pronunciation Summary发音总结b bat蝙蝠c cat猫d dad爸爸f fat肥胖的g dog狗h hat礼帽j jet喷气式飞机k kid小孩l lamp台灯m map地图n nut坚果p pig猪r red红色的s six六v vest背心w well水井f fox狐狸y yes是的z zip拉链Aa bag书包Ee leg腿Ii hill小山Oo clock钟Uu cup茶杯Aa plane飞机Ee he他Ii bike自行车Oo joke笑话Uu tube 管子panda family 熊猫家庭head bread头面包big little大的小的hot what热的什么mother母亲sister姐妹。
典范英语 lesson 6 scarecrows Certainly, I'll be happy to assist you with the Lesson 6 on Scarecrows from Exemplary English.Scarecrows have been a part of agricultural traditions for centuries, serving as a simple yet effective way to protect crops from the unwanted attention of birds and other pests. These whimsical figures, often adorned with ragged clothing and perched atop a wooden frame, have become a quintessential symbol of the farming lifestyle, evoking images of bountiful harvests and the enduring resilience of the human spirit.The origins of the scarecrow can be traced back to ancient civilizations, where various cultures developed unique methods of deterring birds and other animals from feasting on their hard-earned crops. In ancient Egypt, for example, farmers would erect wooden frames and dress them in the clothing of the deceased, believing that the spirits of the dead would scare away the birds. Similarly, in ancient Greece, statues of the god Priapus, known for his exaggerated male genitalia, were placed in fields to ward off pests.As agriculture evolved and spread across the globe, the scarecrow concept was adapted and refined by various cultures. In medieval Europe, farmers would often create elaborate scarecrows, dressing them in old clothes and positioning them strategically throughout their fields. These early scarecrows were not only functional but also served as a form of entertainment, with some villages even holding competitions to see who could create the most creative or amusing figure.The scarecrow's enduring popularity is a testament toits simplicity and effectiveness. By using a combination of visual and auditory cues, scarecrows are able to deter a wide range of avian pests, from the humble sparrow to the majestic crow. The flapping of clothing, the movement of the figure in the wind, and the occasional addition of noisemakers all contribute to the scarecrow's ability to scare away unwanted visitors.In modern times, the scarecrow has evolved beyond its practical applications and has become a beloved symbol of the harvest season. Scarecrow festivals and competitions are held in many rural communities, where people cometogether to celebrate the ingenuity and creativity of these humble guardians of the fields. From elaborate, life-sized figures to whimsical, child-sized creations, the scarecrow has become a cherished part of the autumn landscape.But the scarecrow's significance extends far beyond its agricultural roots. In literature and art, the scarecrow has been used as a metaphor for the human condition, representing themes of loneliness, vulnerability, and the search for identity. The Scarecrow in L. Frank Baum's "The Wizard of Oz," for example, is a poignant symbol of the quest for intelligence and self-discovery.Ultimately, the scarecrow stands as a testament to the enduring power of human ingenuity and the deep connection between humanity and the natural world. Whether serving as a practical tool for crop protection or as a symbol of our shared hopes and dreams, the scarecrow remains a beloved and enduring part of our cultural heritage.现在让我用中文回答这个问题。
《典范英语》（6_06）教学参考Jungle Shorts教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。
课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。
一、教学目标1．语言目标：学生能够听懂并理解故事的内容；能够有感情地、绘声绘色地朗读；能够复述故事的主要情节；能够完成与故事相关的写作任务。
2．非语言目标：培养学生的兴趣和自信心，引导学生结合自己的生活经历去理解故事，帮助学生看到人在社会生活中有融入集体、与他人协调一致的心理需要。
说明：语言目标由教师负责检查，确保学生完成任务，达到要求。
非语言目标具有开放性，需要教师围绕有意义的话题与学生进行真诚交流，激发学生的学习兴趣和参与热情，让学生在有思想、有内容的开放性语言实践活动中习得语言，树立正确的价值观。
二、课时安排要求学生每周完成一部作品，每周安排一节或两节实验课，课时放在学生读完该部作品之后。
三、课前任务要求学生每天朗读15-20分钟，辅以默读。
做到听读结合，认真把握和体会故事的内容，并适当积累好词好句。
教师对学生的积累作业应有所检查，并举例提示学生积累地道的语句，如：1．‘Wow!’ shouted Lenny. ‘Real football! I bet I score fifteen goals!’（P6）2．Lenny pulled a face. ‘Oh, Mum!’ he said. ‘But－’‘No buts,’ said his mum.（P17）3．A perfect fit!（P19）4．Get in line, everyone!（P24）四、课堂教学基本步骤1. 导入（Lead-in）：启发学生思考教师提出几个与生活实际相关的问题，如：Do you like playing football?Do you want to have football lessons?What do you need for football lessons?（football, a shirt, socks, boots, shorts, etc.）教师展示课本的封面，继续提问，引导学生进入故事情景：What did Lenny get for football lessons?Class 3 was going to have football lessons. The students needed to buy some new shorts. Lenny wanted proper white football shorts. But he got jungle shorts.Was Lenny happy? Let’s find it out.2. 复述（Retelling）：锻炼学生连贯表达思想的能力和主动质疑的能力教师从每个章节中选出几张图片（见课件），将学生分成三组，每组负责一个章节，引导学生根据图片复述故事。
Lesson 6 Disappearing Through the Skylight从天窗中消失小奥斯本·本内特·哈迪森科学是能够为人们普遍接受的。
有一个事实可用来说明这一点：一门科学发展程度越高，其基本概念就越能为人们普遍接受。
举例而言，世界上就只有一种热力学，并不存在什么分开独立的中国热力学、美国热力学或者苏联热力学。
在二十世纪的几十年的时间里，遗传学曾分为两派；西方遗传学和苏联遗传学。
后者源于李森科的理论，即环境的作用可能造成遗传基因的变异。
今天，李森科的理论已经被推翻，因此，世界上就只有一种遗传学了。
作为科学的自然产物，工艺技术也显示出一种世界通用的倾向。
这就是为什么工艺技术的发展传播使世界呈现出一体化特征的原因。
原本各异的世界各地的建筑风格、服饰风格、音乐风格——甚至饮食风格——都越来越趋向于变成统一的世界流行风格了。
世界呈现出同一性特征是因为它本来具有同一性。
在这个世界上长大的儿童感受到的是一个千篇一律的世界而不是一个多样化的世界。
他们的个性也受到这种同一性的影响，因此，在他们的感觉中，不同文化和个人之间的差异变得越来越小了。
由于世界各地的建筑越来越千篇一律，居住在这些建筑里的人也越来越千人一面了。
这样带来的结果用一句人们已经听熟的话来描述再恰当不过：历史要消失了。
以汽车为例即可非常清楚地证明这一点。
诸如流线型或全焊接式车身结构一类的技术革新，一开始可能不被人接受，但假如这种技术革新在提高汽车制造业的工作效率和经济效益方面确有巨大作用，它便会一再地以各种变异的形式出现，直到最终它不仅会被接受，而且会被大家公认为是一种宝贵的成果。
今天的汽车再也找不出某个汽车公司或某个民族文化的标志性特征了。
一般的汽车，不管产于何地，其基本特征都大同小异。
几年前，福特汽车公司制造出一种菲爱斯塔牌汽车，并将其称为“世界流行车”。
这种车出现在广告上的形象是周围环绕着世界各国的国旗。
福特公司解释说，这种汽车的汽缸活塞是英国产的，汽化器是爱尔兰造的，变速器是法国产的，车轮是比利时产的，诸如此类，等等等等。
《Lesson 6 》教学设计一、教学目标1、知识与技能目标学生能够掌握本课时的重点词汇和短语，如_____、＿____、＿____等。
学生能够理解并正确运用本课时的重点句型，如_____ 、＿____ 等。
学生能够熟练阅读和理解与本课时主题相关的文章。
2、过程与方法目标通过课堂讨论、小组合作等活动，培养学生的合作学习能力和沟通能力。
引导学生通过阅读、听力等多种渠道获取信息，提高学生的综合语言运用能力。
3、情感态度与价值观目标激发学生对英语学习的兴趣，增强学习自信心。
培养学生的跨文化意识，拓宽国际视野。
二、教学重难点1、教学重点重点词汇和短语的记忆与运用。
重点句型的理解和熟练运用。
理解并掌握本课时的语法知识，如_____ 。
2、教学难点如何让学生在实际情境中灵活运用所学的语言知识。
帮助学生理解一些复杂的语言结构和文化背景知识。
三、教学方法1、任务型教学法布置各种任务，让学生在完成任务的过程中学习和运用语言。
2、情景教学法创设生动有趣的情景，让学生在真实的语境中感受和学习语言。
3、互动教学法鼓励学生积极参与课堂互动，通过师生互动、生生互动提高学习效果。
四、教学过程1、导入（5 分钟）通过播放一段与本课时主题相关的视频或展示一些图片，引起学生的兴趣，导入新课。
提问学生关于视频或图片的内容，引导学生用简单的英语表达自己的看法。
2、词汇学习（10 分钟）展示本课时的重点词汇和短语，通过图片、例句等方式帮助学生理解其含义和用法。
让学生跟读、拼写词汇，进行简单的词汇练习，如填空、选择等。
3、句型学习（10 分钟）呈现重点句型，讲解句型的结构和用法，通过举例、模仿等方式让学生熟悉句型。
组织学生进行句型操练，如对话练习、造句等。
4、阅读教学（15 分钟）分发阅读材料，让学生快速阅读，获取文章的大意。
然后，引导学生仔细阅读，理解文章的细节内容，回答相关问题。
分析文章中的语言点和语法现象，帮助学生加深理解。
5、听力训练（10 分钟）播放与本课时主题相关的听力材料，让学生听完后回答问题。
Generative Components 101 Lesson 6: Series
What’s a Series?
So, when would I need to use a series? When we want to have multiple sets of points defining our geometry and we know exactly what the increments between those points should be. Say what? Ok, lets do an example so you can see what I mean. Point>ByCartesianCoordinates In the past we have inserted absolute numbers in the X and Y and Z coordinates. This time we are going to use a Series. Use the baseCS as the coordinate system. For the X translation we want to insert our Series.
Lets assume we want to create 10 points on the X-axis of equal distance apart. Lets define the (start, finish, increment) to be (5,15,1). A Series is a Function. This means we go to the fx tool to pick Series from the Function list box.
Double click on Series or choose Series and click Insert Global Function. Then choose Close at
the bottom right of the dialog.
Place your cursor in the brackets to enter the (start, finish, increment). Let’s make our series be Series(5,15,1) (Start at 5, end at 15, in increments of 1)
Lets make the Y Translation 0
And the Z Translation 0
Apply.
What did we get? 10 points along the X-axis equidistant apart. (No, not 15 points, we started at
5 not 0 remember.)
Let’s now edit the points so that the Series is in the Y direction instead of the X.
How do I edit?
The Edit Feature Tool, remember? Click on one of the points.
You will notice upon editing the full Series of numbers appears.
Use copy and paste to transfer the Series(5,15,1) over to the Y Translation and make the X Translation 0.
And try again for the Z location! You may have to rotate the view to see that one!
What happens when I put the Series in both the X and Y translations?
Yep, you guessed (or did
you?). The points are now
equidistant between the X
and Y directions.
Add the series into Z as well
and the points will move up
into the Z direction too.
Rotate your view to see. Amazing!
Karen Fugle。
