This is a true story about something that happened to me last summer. I was on holiday with my family at a beach in the south of England. I was very interested to 1e__________ the local area, so one morning I woke up early and set off along the quiet road. In my2e__________ to discover the local area, I forgot to tell my parents where I was going.It was a hot, sunny morning and I soon felt thirsty, but I was determined to 3c__________ myself by walking to the highest point. I’m a good walker and so I pushed my way up the hill, although it was quite hard work. At the top, I saw many birds flying around their nests. Feel curious, I left the road and moved towards the nests. Aha, there were some baby birds in the nest. “If I take a picture of the baby birds, will I be attached?” With4b__________ in my stomach, I held my camera up and pointed it at the birds.Just then, one of the birds made a loud noise. I was so surprised that I dropped my camera! I didn’t have time to worry about it, though. To protect their nests, the birds started to fly at me to make me go away. They flew at me one by one. I 5r__________ back down the hill. Near the bottom of the hill, I heard a car 6e__________. It was my mum’s car! I jumped in and shut the door, looking at her in 7p__________.“Go! Go! Go!” I shouted.I spent the rest of the summer saving up for a new camera.•First, visitors can listen to a presentation by 1__________________ in the school hall.•Then, they can see the impressive facilities and 2__________________ in the gym.•After that, visitors go to our 3__________________ and see how students study science.•Before lunch: free time to explore the campus.•Lunch from 12:30 pm to 1:30 pm.•After lunch, visitors can experience different 4__________________.•Before the day ends, visitors and students can 5__________________ in the school hall.•Finally, students can 6__________________.Work in pairs. Take it in turns to plan an open day schedule for your school. Use some of the ideas from Activity 7a as well as your own ideas.☐1S ummerhill School in England is a very special kind of school. It was founded in 1921 by A.S. Neill with the belief that the school should be made to fit the child, notthe child fit the school. The school is run with the idea that teachers and students areequal. Students are free to choose which lessons to go to, if any, and create their owncourse of study.☐2A s a boarding school, most of students at Summerhill stay in school during the term time. Children have power to control access to their own rooms. Every pupil hastheir own bedroom space. The bed areas are personalised by the children, expressingtheir character. Summerhill’s ideas about teaching challenged the traditional modelof how schools were run, and they shocked many people.☐3B ut Summerhill’s approach to giving children freedom to select what to do at school also gained many followers, especially in the United States. Many schools opened inthe US following Neill’s idea that children learn best when they are free from beingforced to learn.☐4T he school is run by a committee of teachers and students who together decide rules such as appropriate bedtimes. Attending classes is voluntary, but most students chooseto go to the classes that interest them. The structure of the school may be unusual, butteachers work in standard classrooms and teach in the same way as usual schools.☐5S ummerhill has been in existence for about one hundred years and is still going strong. It appears that many parents and children still value what Neill thought wasmost important – allowing children to grow up happily and be encouraged to livetheir own lives.a An unusual school with usual classroom teaching methods.b Some schools in the United States follow Summerhill’s example.c The school should suit the child, not the other way round.d Summerhill is a continuing success as a different kind of school.e Summerhill challenged traditional views of what a school should be.Read the passage and answer the questions.1When was Summerhill founded?_____________________________________________________________________________2Where do students express their character?_____________________________________________________________________________3In which country did Neill’s ideas gain popularity?_____________________________________________________________________________4Who runs the school?_____________________________________________________________________________5What do parents and children value about Summerhill?_____________________________________________________________________________Thursday 8 OctoberI have just come back from a great school trip. Some of the activities were challenging, butI really enjoyed it!We went by bus to a sports camp out of town. As we drove, I viewed the impressivecountryside through the window. My first sight on arriving at the camp was seeing a big group of students barn dancing. “That looks complicated, but fun!” I thought.After we changed out of our school uniforms into sports clothes, we were taken to the gym. Here, a teacher taught us how to do various difficult exercises. I struggled to dosome of them, but my friend Cara showed me how to do them. I still could not do them well, but with Cara’s help, I did not stop trying.After lunch, we could select a new sport or activity to learn. Cara chose to learn how to skateboard. I thought it looked frightening, but she was really excited about it. I chose to learn how to barn dance. At first, I could not figure out how the dancers remembered all the moves, and I felt disappointed. Then I realised that a person at the front was calling out each move. Everyone was dancing in pairs, and helping their partners to remember what to do and where to go. I had a go, and I soon memorised them. I felt much happier!By the end of the day, I was able to dance every dance! As the saying goes, “Practice makes perfect!”When the sports camp day finished, our teacher asked us to rate the experience. I gave it10 out of 10!1Where did the student go on the school trip?_____________________________________________________________________________2What activity did the author try first?_____________________________________________________________________________3What activity did Cara try after lunch?_____________________________________________________________________________4How successful was the author at doing these activities?_____________________________________________________________________________5What did the author think about the sports camp?_____________________________________________________________________________Write a journal entry about a school trip experience you have had.。
2015年六年级英语下册Unit 1教案（译林英语）Unit 1 The lion and the mouse ?1銆佽兘鐞嗚В?2細bite, hole, large, sharp, strong, weak, wake up銆?3佷細璇昏〃绀烘椂闂撮『搴忕殑璇嶇粍锛?the next day, just then, from then on 銆?4?璇炬椂1 Story time1.鑳界悊瑙ｅ苟浼氭湕璇绘晠浜嬨€?2.鑳藉垵姝ュ惉鎳傘€佷細璇诲崟璇峫arge銆乻trong銆亀oke銆亀eak銆乶et銆乥it銆乻harp銆乻adly銆乭ole3.杩涗竴姝ュ珐鍥簍here be繃鍘诲紡鐨勫啓娉曞拰璇婚煶銆?4.?毦鐐?1.鑳界悊瑙ｅ苟浼氭湕璇绘晠浜嬨€?2.鑳藉垵姝ュ惉鎳傘€佷細璇诲崟璇峫arge銆乻trong銆亀oke銆亀eak銆乶et銆乥it銆乻harp銆乻adly銆乭ole 3.?Step1: Pre-reading 1. T: Look! Can you guess what my hobby is? S: You like reading, I think. T: Yes. I like reading stories. Do you like stories? What stories do you know? S: The king鈥檚new clothes鈥?T: Today we are going to read another interesting story. Look at the picture. Can you tell me the name? S: The lion and the mouse Unit1 The lion and the mouse T: Look at the lion. What do you think of it? Teach: large strong heavy T: But what is the mouse like? Is it large?... Teach: small weak light Step2: While-reading 1.T: The large and strong lion, the small and weak mouse. What is the story about? First, we know who. What else would you like to know about the story? S: Where? When? What? How? Where? in the forest 2. T: What happened? There are some sentences for you. Let鈥檚readthem together. The lion caught the mouse but let it go. The lion and the mouse became good friends. The lion could not get out from the net. The mouse helped the lion get out. The mouse woke the lion up. 3. Read and match 4. Watch and order 5. Read and think Teach: one day, the next day, just then, from then on 6.Read and think Q: Why did the lion let the mouse go? Q: What happened to the lion? Q: How did the mouse help the lion? Picture1&2 Pic2: How did the mouse say to the lion. Quietly How did the lion say to the mouse? Loudly The mouse was afraid. Picture 3-5 Underline the new words and phrases Teach: bite鈥昩it hole How? Sadly happily 7. T: If you were the mouse. What would you say? I am small and weak, but I am clever and brave(鍕囨暍). I can help the lion! Step3: Post-reading 1. Let鈥檚read. 2. Try to retell. 3. T: What do you learn from the story? Sometimes, the strong can be weak.鍐嶉珮鐨勪汉涔熸湁灞堣韩鐨勬椂鍊欙紝Sometimes, the weak can be strong.鍐嶇?Everyone is good at something.姣忎釜浜洪Let鈥檚help each other!?Step4: Homework Listen and read the story. Retell the story to your friends or family. Copy and recite the phrases. Unit1 The lion and the mouse One day walked by woke up caught let it go The next day caught with a large net bit couldn鈥檛get out Just then saw made a big hole got out From then on became good friends璇炬椂2 Story time (2) Fun time級 1.?2.鑳藉惉鎳傘€佷細璇淬€佷細璇汇€佷細鍐欒瘝姹囷細bite, hole, large, sharp, strong, weak, wake up, let go銆?3.鑳芥牴??1. 瀛︾敓瀵?2.敼缂栧苟琛ㄦ紨鏁呬簨銆?Step1: Revision 1. Greetings 2. Read the story together. 3. T: Long long ago, there was鈥?S: There was a lion. He was very large and strong. T: What happened? One day he next day鈥?just then鈥?from then on鈥?Can you ask some questions about the story? For example, who woke the lion up? Step2: Presentation 1. T: Open your books. Turn to page 8. Let鈥檚read the questions and answer together. Who woke the lion up? Did the lion eat the mouse? How did the man catch the lion? How did the mouse help the lion? What did the lion and the mouse lion? What did the lion and the mouse become? 2. Try to retell the story according to the blackboard. 3. Do the exercise on page 8: Read and order. 4. key words and phrases: Large/big鈥晄mall/little Strong鈥晈eak Sharp鈥昩lunt Wake up/get up/go to bed/go to sleep Want to do/would like to do Some day Let sb do The next day/the following day/the second day Catch the lion with/use o catch Just then/just now Get out/get in From then on/from now on Become friends 5. Fun time T: Now we know a lot about the story. We can also retell it. Right? Can you act it? Look at picture 1, the lion was very strong and large. What would he say? T: Turn to page 10. Work in groups and complete the dialogue. S: 鈥?T: Now let鈥檚act! Step3: Practice 1. Act the story. 2. Exercises on Exercise Book 1. Step4: Homework 1. Listen and read Story time. Try to recite. 2. Review the text and notes. 3. Try to retell or act more stories in groups. 鏉Unit1 The lion and the mouse Notes璇炬椂3 Grammar time & Checkout time(Look and write)1.瀛︾敓鑳界悊瑙ｅ壇璇嶇殑鐢ㄦ硶銆?2.瀛︾敓鑳芥帉鎻″壇璇嶇殑鏋勬垚锛歲uietly, excitedly, fast/slow鈥?3.瀛︾敓鑳芥帉鎻?ite-bit锛寃ake-woke锛宭et-let銆??1.瀛︾敓鑳界悊瑙ｅ壇璇嶇殑鐢ㄦ硶銆?2.瀛︾敓鑳芥帉鎻″壇璇嶇殑鏋勬垚锛歲uietly, excitedly, fast/slow, well鈥?Step 1 Revision 1. Greetings 2. Quick response: 鍔ㄨ瘝杩囧幓寮?Let鈥昹et Bite鈥昩it Wake鈥晈oke 3. Try to retell the story according to the verbs Step 2 Presentation (Grammar time) 1. T: When the lion caught the mouse, the mouse was afraid. So he said quietly. But How did the lion laugh? S: Helaughed loudly. T: The next day, two men caught the lion. He was sad. He asked for help sadly. T: When the mouse help him get out, he became 鈥?S: He became happy. T: So he thanked the mouse 鈥?S: happily. say happily T: Open your books to page9. Let鈥檚read the sentences together. The lion asked sadly. The lion laughed loudly. The mouse said quietly. The mouse said happily. 2. adv. Sad鈥晄adly loud 鈥昹oudly quiet鈥晀uietly happy鈥昲appily T: Can you find out the rules? S: 褰㈠ySummary: ?a. 璇嶅熬鐩存帴鍔爈y excited鈥昬xcitedly beautiful鈥昩eautifully careful鈥昪arefully b. 鍘籩鍔爄ly happy鈥昲appily angry 鈥昦ngrily heavy鈥昲eavily c. 涓嶅彉work hard run fast/slow jump high/low get up early/late d. ood鈥晈ell 3. Checkout time T: Look at the pictures and complete the sentences. The boy is running fast. The girl is shouting excitedly. The children are talking loudly. The people are laughing happily. The man is reading carefully. The woman is crying sadly. Step 3 Practice 1. Lily is a ________ student. She speaks English_______. (good) 2. Ben got up ________ this morning. He was_________ for school. (late) 3. He is a _______ boy. He laughs_________. (happy). 4. The food in Thailand tastes _________.(good) 5. Mary is a _______girl. She always talks __________.( quiet) 6. Nancy is a ________ girl. She dances_________.(beautiful) 7. Tomorrow is New Year's Day. The students are _________. And the English teacher aren't going to assign homework .So the students willshout_________. (excited) 8.Billy slips and falls. He cried ________.(sad) Step 4 Homework: 1. Review 鈥淕rammar time鈥? 2. Preview Cartoon time 3. Do some exercise. Unit 1 The lion and the mouse ?a.璇嶅熬鐩存帴鍔爈y excited鈥昬xcitedly beautiful鈥昩eautifully b. 鍘籩+ily happy鈥昲appily angry鈥昦ngrily heavy鈥昲eavily c. 涓嶅彉work hard runfast/slow jump high/low get up early/late d. ood鈥晈ell璇炬椂4 Sound time& Cartoon time鍐欙級 1.鑳界敤wh-?2.鑳芥帉鎻＄壒娈?3.cartoon time锛屽苟鑳芥帉鎻″叾涓??1.鑳界敤wh-?2.cartoon time?Step 1 Revision 1. Greetings 2. T: Boys and girls, do you likesweets? S: Yes/No. T: I like lollipops best. T: Where can we buy sweets? S: In the sweet shop. Step 2 Presentation 1. Sound time T: Look at the picture. Can you say some sentences about it? For example, they are going to the sweet shop. S: 鈥?T: OK!I have some sentences for you. Let鈥檚read them together. We are going to the sweet shop right now (). We want to buy a lollipop. It is for the boy over there. The boy is sad.鍒掔嚎鎻愰棶Where are you going? When are you going to the sweet shop. What do you want to buy? Who is it for? How is the boy? T: Do you think it is rising intonation or falling intonation? S: Falling intonation. T: Let鈥檚read together. T: They are going to buy a lollipop for the boy. What will he say? S: Thank you鈥?T: Well done. You鈥檙e so polite. But I think it doesn鈥檛matter. Because they just want to help the boy, and make him happy. Read sound time together. 2. Cartoon time T: Now we know how to ask questions. Wh- how. S: what, where鈥?T: We are going to learn Cartoon time. Before learning, what would you like to know about the story? S: Who? What? Where? When? How?... T: Who? S: Bobby and Sam. T: Who else? Look at the picture. S: Billy and Willy. T: What are they doing? S: They are playing table tennis happily. T: Look! Sam plays well! Sam is really good at table tennis. T: What happens? Can you guess? S: 鈥?T: Let鈥檚listen! What happens? S: The ball falls into a hole. S:鈥?T: OK. Let鈥檚read the story together. Look andsay(picture 2) Teach: cheer for them loudly hit the ball hard Pic3: T: At last, finally, they find a hole. Is the ball in the hole? S: Yes. T: But Sam鈥?Teach: reach Pic4: T: Sam has an idea. What is the idea? S: Teach: pour in into the hole T: Is there only oneball? S: No. there are so many balls. T: What does it mean? S: 鈥?Step 3 Practice 1. Read the story after the recorder. 2. Read in groups. 3. Share the group work. Step4 Homework 1. Listen and read Cartoon time. Prepare for the acting. 2. Listen and read Sound time. 3. Preview Culture time. Search for stories.Unit 1 The lion and the mouse Who? be good at Where? hit the ball hard What? reach鈥?When? pour 鈥?into鈥?How? Why?...璇炬椂5 Culture time& Checkout time(Think and write) 浜1. heckout time 缁冧範銆?2. 鑳借〃婕擟artoon time銆?3.В銆?4. 鑳藉舰鎴愪簰鐩稿府鍔╃殑濂芥皼鍥淬€?€侀毦鐐?1. heckout time 缁冧範銆?2. 鑳借〃婕擟artoon time銆?3.В銆?Step 1 Revision 1.Free talk 2.Review some phrases Step 2 Presentation 1. T: We learned stories in this unit. What story?S: The lion and the mouse. T: What is this story about? S: Animals T: Do you know where it is from? Teach: Aesop鈥檚Fables T: Look! This is Aesop鈥檚Fables. You can find many animal stories . What stories do you know in Aesop鈥檚Fables? Can you tell us ? The Fox and the grapes The Farmer and the snake T: The book is written by Aesop in ancient Greece. We also have our story book. It is called a Chinese idiom book. We can also find many animal stories in it. Can you tell one? 瀹堟牚寰呭厰銆佷骸缇婅ˉ鐗⑩€︹€?2. T: Do you like stories? You know, Su Hai and Anna aree-friends. Su Hai is writing an email to Anna. Would you like to know her story? S: Yes.. T: But her email is not complete. Can you read and complete it? T: Let鈥檚check your answers. What鈥檚Su Hai鈥檚story? What happened to her? T: Su Hai likes helping people. What about you? What did you learn from the lion and the mouse? S: We should help each other. T:We should help others just like Su Hai. Let鈥檚read the email. Step 3 Practice T: Did you help others? Would you like to share usyour story? Step 4 Homework 1. Read Culture time and Checkout time. 2. Try to help each other.Unit 1 The lion and the mouse Aesop 鈥檚 Fable a Chinese idiom book璇炬椂 6 Ticking time &Exercise級 1.?2.愮敤鑳藉姏鐨勬彁鍗囥€??1.?2. Step 1 Revision 1. Greetings 2. Free talk Step2 Presentation 1. Revision T: Boys and girls, we have finished this unit. What did you learn from this unit? S: We learned 鈥?2. Ticking time T: Well done. Open your books. Turn to Page 15. Can you understand 鈥淭he lion and the mouse 鈥? Can you use 鈥渓oudly 鈥? 鈥渟adly 鈥? Do you know the intonation of wh-questions? Step3 Practice 1. Do the listening on workbook. 2. Check the answers. Step4 Homework 1. Review Unit 1. 2. Finish the workbook.Unit 1 The lion and the mouse Notes。
Book 1 Unit 1Text A Secrets of A StudentsBrief Introduction of the UnitNo matter what country they call home or what language they speak, college students all over the world share many interests and experiences. One of the strongest is the desire to succeed in school. The test A in this unit,“Secret of A students,”argues that good study skills are actually more important to academic success than intelligence and hard work. It offers eight practical tips to help you study more effectively.1. ObjectivesStudents will be able to:(1)grasp the main idea (the essence of writing is to write what one enjoys writing)and structure of the test (narration in chronological sequence);(2) master the key language points and grammatical structures in the text;(3) conduct a series of reading, listening, speaking and writing activities related to the theme the unit;(4) learn the way how to present the idea: from general advice to specific examples;(5)appreciate the importance of examples in exposition.2Time Allotment (6 class hours)3 Warm-up Activities(1) Based on the title, guess what the text is about.(2) Arrange the students in group of 4-6, depending on the size of the class; each group elects a chairman, a recorder and a speaker, and introduce the discussion topics;(a) What does your group like or dislike about English?(b) What are the greatest problems your group has in English study?(c)What methods do you think are good in your English study?4Text StructuresThis text is divided into three parts.The first part (1-3paragraph) tells us why A students do well in their study, even if they actually put in fewer hours than their lower-scoring classmates.The second part (4-11) shows us secrets of A students which include eight skills; concentrate, study anywhere, organize your materials, organize your time, learn how to read, take good notes, ask questions, and study together.The third part is to encourage all the students to learn and master the secrets in order to become A students.5 Cultural notes1) grading systemSchool, colleges and universities in Great Britain and the United States commonly use letter grades to indicate the quality of a student’s academic performance: A(excellent), B(good), C(average), D(below average), and F(failing). In the United States, work rated C or above is usually required of an undergraduate student to continue his/herstudies; work rated B or higher is usually required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.2) students at universitiesA university student who has not yet taken his or her first, or “bachelor’s” degree is an undergraduate. In the United States, a first-year student at a college or university, and in a high school as well, is called a freshman, a second-year student a sophomore, and a third-year student a junior, and a fourth-year student a senior. A student is a person who has completed a university degree course while a postgraduate (or graduate in the United States) is a person doing studies that are done at a university after one has received a first degree.6 Language Study1) Word-processingA) perform: (vi/t) do (a piece of work, sth one is order to do, sth one has agreed to do) 做，履行，完成; 演出，表演Examples:a)As a top student, she performs extremely well in every lesson.b)State-owned industries more often than not perform poorly.Derivative:a) performance:(n) [sing] process or manner of performing做，履行，完成; 演出，表演·To be faithful in the performance of his duties.Differences: act and performAct: 表示“充当、扮演或演出”，主要指演员在电影、戏剧中扮演角色，主语既可为演员，也可为电影、剧本等。
