卡通版交流互动 Let's Know Each Other----英语词汇学习2(绝无仅有,内含图片,图文对照,教你学英语)
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小学三年级英语上册《Unit4Weloveanimals》教案(精选15篇)小学三年级英语上册《Unit4Weloveanimals》篇1第一课时1. 热身/复习 (Warm-up/ Revision)(1) 教师播放“How are you ”的歌曲录音,师生对唱。
(2) 师生互致问候。
(3) 用“开火车”的方式进行学生之间的日常会话练习2. 新课展示 (Presentation)(1) 播放第一单元Let's chant的录音,学生拿出文具跟读并表演。
(2) 请学生用Look! I have a .... 复习所学的文具。
(3)教师出示有关动物的新单词:pig, bear, dog, cat, duck (这些单词本课时只要求学生会听,会说。
认读放在第二课时完成。
)(4)教师利用光线的作用,用手势做出鸭子的手影,问学生What’s this ?引导学生回答It’s….教师继续做出小狗的手影,引导学生询问What’s this ?(5) 听录音来展示Let's talk 部分的教学内容。
学生跟读、模仿,教师要求学生注意语音语调。
3. 趣味操练 ( Practice)(1)教师出示几张动物手影的图片,教学生做手影,学会后让学生出黑板处,来进行表演,尽量让学生利用What’s this?来询问。
其他同学来回答。
(2)对Let's play部分的操练:按照课本中所呈现的方式,请学生们来扮演这些小动物,模仿它们的动作及声音。
4.课外活动 (Add-activities)(1) 听录音,仿读会话,并在实际情景中运用所学内容。
(2) 模仿学过的动物,将它们的名称及表示它们叫声的词说给朋友和家长听。
第二课时教学目标1.能听、说、会读单词:pig、bear、cat、duck、dog。
2.学会描述一些动物的状态和位置。
教学重点能听、说、会读单词:pig、bear、cat、duck、dog。
Unit 1Check Y our UnderstandingState whether each of the following statements is TRUE or FALSE.a. Fb. Fc. Fd. Fe. TIn-Class Activities1. The word ―wor d‖is diverse in terms of its meaning. Consider its usages in the following contexts:a. May I say a word about that?b. Actions speak louder than words.c. She has kept her word.d. Finally the general gave the word to retreat.e. Let me know if you get word of my wife.f. Word has it they‘re divorcing.ASK:(1) What does ―word‖ mean in each of the contexts?a. Something he would talk aboutb. things that are said, contrasted with things that are donec. the promise one has maded. spoken command or signale. informationf. piece of news; message(2) Do you know of any other usages the word ―word‖ has?2.ASK:(1) Can you summarize the five criteria introduced by David Crystal here?Potential pause :The pause , which happens when you say a sentence, will tend to fallbetween words, and not within words.Indivisibility: The extra items will be added between the words and not within them.Minimal free forms: the smallest units of speech that can meaningfully stand on their own. Phonetic boundaries: It is sometimes possible to tell from the sound of a word where it begins or ends.Semantic units: each word in a sentence has a clear meaning.(2) Do you think these criteria are questionable in any way? Can they be applied to theidentification of zi, the rough Chinese equivalent of the English ―word‖?No, as the above analysis explained. No , they cannot. For example, 流连and 蹒跚,they are danchuci(单纯词) which cannot be analyzed independently.3.ASK:(1) Suppose we want to know what are the ten most frequently used English words. What are they, as far as you can tell? How about Chinese?The, of ,to, and, a, in, is, it, you, that的、一、是、在、了、不、和、有、大、着(2) Are there any similarities and differences between the ten most frequently used words inEnglish and those in Chinese?They are basically functional words. Both have possessive word,(of, 的) number words(a,一), copula words(is, 是), conjunctions(and, 和) and localizers(in, 在).; English has the definite article the and several pronouns, you , that and it which are absent in Chinese.4. According to Ferdinand de Saussure, there is no intrinsic relation between the form of a word and what it stands for. In other words, words are arbitrary (i.e. not motivated) in terms of meaning designation. However, there seem to be abundant cases in natural languages that defy this generalization. For example, onomatopoeic words seem to exist in all the languages known to us. To a lesser degree, the meaning of some words can be partly deduced from their components. For example, ―sl-― is highly suggestive of the meaning of the words that contain it, such as ―slide‖, ―slip‖, and ―slush‖.ASK:(1)Babble, bang, grunt, splash; 噼啪、嗡嗡、滴滴哒、吱嘎吱No, these words are only a small part of English or Chinese vocabulary(2)Football and handball concern the body part which take the ball from one place to another, and basketball is named after a basket into which the ball is put in the begging stage of the game. (3)People have bodily embedded knowledge to infer these motivations of such usage. The first example concerns the metaphor and second metonymy(4) Do you know other types of words or usages that are motivated in one way or another?Some figurative usages are also highly motivated. For example: Necessity is the mother of invention.5. British English (BE for short) and American English (AE for short) are two major varieties of the English language.Though they have fundamental similarities in terms of grammar and vocabulary, they also differ substantially in many ways. On the vocabulary level, several distinct distinctions are found. First, there are differences in the pronunciation of some words, mostly in the vowel sounds, as illustrated in the following table:Some consonants are also pronounced differently. Particularly, in BE,the letter r before a consonant is not pronounced, but that at the end of a word is pronounced if the next word beginswith a vowel, e.g., cart /k: t/, door /d :/, but a member of /☜ memb☜☜f /; in AE, the letter r is pronounced in all positions.Secondly, BE and AE differ in the spelling of some words. Usually, the AE variants are simpler than their British counterparts, as manifested below.A further noticeable difference relates to the lexical meaning of some words. For instance, ―bill‖ means ―bank note‖ in AE but ―a demand for payment of a debt‖ in BE.ASK:(1) Can you supply more words that are pronounced differently in British English and AmericanEnglishhalf, advance, advantage, after, answer, ask, glance, glass, grasp(2) Do you know of any grammatical differences between British English and American English? In American English we say ―graduate from school‖; while in British English, we say ―leave school‖. In American English, it has ―put up price‖, while in British English, it is ―raise price‖(3) Are there special words for which AE and BE have very distinctive spellings?For Chinese characters―博览会‖, British English has ―fair‖ while American English usees trade show. ― Life and elevator‖ , and ―autumn and fall‖ are more examples.(4) Can you find more examples of the same words with different meanings in AE and BE?one billion/ first floor/ pantsone billion(Brit) the number 1000000000000 万亿之数(US) the number 1000000000十亿之数first floorIn British English the floor of a building at street level is the ground floor and the floor above that is the first floor.In US English the street-level floor is the first floor and the one above is the second floorPants(Brit) men's underpants; women's or children's knickers(US) trousers6. The following excerpt comes from Barack Obama‘s speech on Father‘s Day, June 15, 2008. Read it carefully, and pay special attention to his choice of words.The first is setting an example of excellence for our children — because if we want to set high expectations for them, we‘ve got to set high expectations for ourselves. It‘s great if you have a job; it‘s even better if you have a college degree. It‘s a wonderful thing if you are married and living in a home with your children, but don‘t just sit in the house and watch ―Sports Center‖ all weekend long. That‘s why so many children are growing up in front of the television. As fathers and parents, we‘ve got to spend more time with them, and help them with their homework, and replace the video game or the remote control with a book once in a while. That‘s how we build that foundation…..The second thing we need to do as fathers is pass along the value of empathy to our children. Not sympathy, but empathy —the ability to stand in somebody else‘s shoes;to look at the world through their eyes. Sometimes it‘s so easy to get caught up in ―us,‖ that we forget about our obligations to one another. There‘s a culture in our society that says remembering these obligations is somehow soft —that we can‘t show weakness, and so therefore we can‘t show kindness……And the final lesson we must learn as fathers is also the greatest gift we can pass on to our children —and that is the gift of hope.…I‘m not talking about an idle hope that‘s little more than blind optimism or willful ignorance of the problems we face. I‘m talking about hope as that spirit inside us that insists, despite all evidence to the contrary, that something better is waiting for us if we‘re willing to work for it and fight for it. If we are willing to believe.ASK:(1) How does Obama distinguish ―empathy‖ from ―sympathy‖?Empathy means Identification with and understanding of another's situation, feelings.The ability to stand in somebody else‘s shoesSympathy is defined as feeling of pity and sorrow (for sb.)(2) Why does Obama bother to define ―hope‖– a familiar word to all?Hope, according to Obama, is som ething better is waiting for us if we‘re willing to work for it and fight for it. If we are willing to believe. He differentiates hope from what is blind optimism or willful ignorance of the problems we face(3) What other lexical choices impress you deeply as well?―As fathers and parents‖, why not as fathers and mothers,Open to discussionPost-Class Tasks1. What characteristics do functional words have?Read the following excerpt from George W. Bush‘s Farewell Address in 2009 and underline the functional words used in it.Like all who have held this office before me, I have experienced setbacks. There are things I would do differently if given the chance. Yet I have always acted with the best interests of our country in mind. I have followed my conscience and done what I thought was right. You may not agree with some tough decisions I have made. But I hope you can agree that I was willing to make the tough decisions.2. How do you understand receptive and productive lexical knowledge? Use your own examplesto illustrate their differences. Which type of vocabulary is probably the largest for a language user, reading vocabulary, writing vocabulary, listening vocabulary, or speaking vocabulary? Give one reason that convinces you most.For example, we learn that ―word‖can be used to refer to ―rumor‖, and we know it means ―rumor‖ in the sentence ―The word is that he's left the country.(据说他已经离开这个国家了).‖But actually, we will not write the sentence, esp., say the sentence in daily conversations. By this example, we show that receptive lexical knowledge concerns what you learned and productive lexical knowledge concerns what you would put into practice. Reading vocabulary may be the largest type of vocabulary, because you may recognize the meaning of a word without using it in daily exchanges or in academic writing.3. Is lexical competence the same thing as productive lexical knowledge? How do you understand the two concepts on the basis of the discussion in Pre-Class Reading?No, lexical competence covers a larger scope that that of productive lexical knowledge.4. Can we say lexicology is the scientific study of the words in a language? How important is the notion of word equivalent? Read the following excerpt from Barrack Obama‘s V ictory Speech in 2008 and underline the word equivalents. What types of word equivalents are contained in this passage?So let us summon a new spirit of patriotism, of responsibility, where each of us resolves to pitch in and work harder and look after not only ourselves but eachother.Let us remember that, if this financial crisis taught us anything, it's that we cannot have a thriving Wall Street while Main Street suffers.In this country, we rise or fall as one nation, as one people. Let's resist the temptation to fall back on the same partisanship and pettiness and immaturity thathas poisoned our politics for so long.Let's remember that it was a man from this state who first carried the banner of the Republican Party to the White House, a party founded on the values ofself-reliance and individual liberty and national unity.Those are values that we all share. And while the Democratic Party has wona great victory tonight, we do so with a measure of humility and determination toheal the divides that have held back our progress.Language is composed of not just individual words, but also word equivalents, such as word groups (or compound words), chunks such as idioms, formulaic sequences, and so. The latter is attracting more and more scholarly attention these days. Thus, lexicology is more precisely defined as the scientific study of the words and word equivalents in a language.5. Identical systems of stress and rhythm are used by BE and AE. There are, however, a few words that have their stress on a different syllable. Write out the specific pronunciations of the following words:OmittedUnit 2Check Y our UnderstandingState whether each of the following statements is TRUE or FALSE.a. Fb. Fc. Fd. Fe. FIn-Class Activities1.(1) How are the three allomorphs conditioned by their adjoining sounds?S is pronounced as [s] [z and [iz]] when it is respectively attached to a voiceless consonant, a voiced consonant or a vowel, and any words ending with s, z or pronouncing as [s] or [z].(2) Does the plurality morpheme have other allomorphs apart from those mentioned above?Y es, for example,the plural form of sheep remains unchanged, and man has its plural form realized as ―men‖.(3) What about the allomorphs of the morpheme for the past tense in English?The usual allomorphs of the morpheme of the past tense may be realized as [t], [d] and [id]2. In English, there are quite a few prefixes that connote negation. They include a-, un-, in- (ir-, il-), dis-, mis-, non-, de-, and the like.symmetry→asymmetrytypical→atypicalforgettable →unforgettabletie→untiearticulate →inarticulate,discreet →indiscreetmature →immature,partial →impartiallegal →illegallegible →illegiblerelevant →irrelevantreverent →irreverentlike→dislikeable→disableuse →misuselead →misleadsense →nonsensecommercial→noncommercialform→deformconstruction→deconstruction(2) How would you distinguish between un- and non- in terms of their meaning and use? Can weprefix un- to adjectives like ―tall‖, ―ill‖, and ―black‖? Why or why not?Un- is usually prefixed before transitive verbs, such as tie →untie, nouns, such as and adjectives, such as employment→unemployment. Non- is often put before adjectives, such as essential→non-essential, and nouns, such as existence→non-existence. Both of the usage are possible because the word followed the above two prefixes has no ready-made acronyms in English lexical system.3.ASK:(1) Could we cut ―unwomanly‖ into ―unwoman‖ and ―-ly‖?No. unwoman is not a word in English. Un- is usually put before an abstract uncountable noun. (2) Can you analyze the morphological structure of the word ―inaccessibility‖?inaccessibilityinaccessible -ityin- accessibleaccess -ible(3) According to some feminists, words like ―history‖ and ―human‖ encode sex inequality. Do youagree?These words may connate sex inequality at first sight. But, In fact, we go too far if we hold this notion in mind. Both words have been part of our culture.4.ASK:(1) What are the words in the pictures that stem from conversion?Stop, bin, wear, suit(2) Are they instances of partial conversion or complete conversion?complete conversions5.ASK:(1) What words undergo shortening here? What is the full form of PM (or sometimes p.m.)?Tue Tuesday, Sun Sunday, post meridiem.(2) Do you know how the month names are shortened in English?1月January Jan 2月February Feb 3月March Mar. 4月April Apr. 5月May May 6月June Jun. 7月July Jul. 8月August Aug. 9月September Sept. 10月October Oct. 11月November Nov. 12月December Dec.6.ASK:(1) Can you provide more examples instantiating analogy?Marathon--telethon/talkathon, hamburger--shrimpburger-(2) Is this process of word formation also found in Chinese? Support your answer with evidence.无微不至-无胃不治;其乐无穷-棋乐无穷7.(1) What semantic relation holds the two lexemes together in each case?a. flu virus: A caused Bb. safety line :B ensures Ac. night bird: A is the usual time when B is actived. spoon-feeding: A is one of the ways to realize B.e. potato pancake: A is the ingredient of Bf. man-made: B is realize by Ag toilet seat: B is part A.(2) Does ―safety line‖ mean the same as ―safe line‖? Can you come up with similar compounds? NO, the former means that line can keep one safe, whereas the latter means the line is safe.(Y ou can touch it)Security guard and secure guardPost-Class T asks1. Supply the best answer from the four choices marked A, B, C, and D.a.D;b.B;c. D;d. C;e. A;f. D2. Learners need to be able to recognize word parts in words. Read the example and break up the following words into meaningful parts. (e.g. unhappiness -- un/happi/ness)a. intangibilityb. unevenlyin/tangible/ity un/even/lyc. friendlinessd. notwithstandingfriend/ly/ness not/with/stand/inge. overseasf. minimalistover/sea/s minim/al/istg. immigration h. Psychologistimmi/grate/ion psych/ology/isti. occurrences j. assumptionoc/cur/rence as/sumpt/ion3. Study the following Security Tips collected from an American Holliday Inn and exemplify the various processes of word formation with words from the passage.Safe: conversionCheck-out: CompositionDead: conversionV aluable: conversion4. What kinds of adjectives undergo partial conversion? What kinds of verbs often undergo complete conversion?Adjectives like ―poor‖, ―rich‖, ―fat‖, ―sick‖, ―wounded‖, ―deaf‖, ―mute‖, ―Chinese‖, ―Danish‖, ―best‖, ―most‖, ―least‖, ―latest‖, ―accused‖, ―condemned‖, (for) ―good‖, ―thick‖ (and) ―thin‖, etc. undergo partial conversion; stop, pause, halt, look, rest, check, try, taste, smell, etc, often undergo complete conversion.5. Some affixes have not only lexical meanings but affective meanings as well. Some personal nouns formed by the suffix –ling, for example, have derogatory meanings,as in hireling, weakling; some personal nouns taking the suffix –ish are also derogatory, as in mannish, womanish and bookish. Can you provide more examples suffixed with –ling and –ish that are negative in attitude?Prince/princelingUnder/underlingWorld/worldingChild/childishSelf/selfishFool/foolish6. Read the following piece of news. What are the acronyms or initialisms used in this passage? What are their full forms?Obama brings hope for warmer relations to TurkeyANKARA, Turkey – U.S. President Barack Obama is reaching out to Turkey to help him wind down the Iraq war and bring stability to the Middle East. He is also counting on the only Muslim member of NATO to remain a steadfast ally in the Afghanistan conflict.Obama's visit is being closely watched by an Islamic world that harbored deep distrust of his predecessor, George W. Bush.Obama was spending two days in Turkey as he wrapped up an event-packed, eight-day international trip that also saw stops in Britain, France, Germany and the Czech Republic.In his inaugural address in January, Obama pledged to reach out to the Muslim world.At a luncheon Sunday for leaders of the European Union's 27 nations in Prague, he said the West should seek greater cooperation and closer ties with Islamic nations. He suggested one way was by allowing Turkey to join the European Union — a contentious subject for some European countries. French President Nicolas Sarkozy said after Obama's remarks that the decision was the EU's to make, not Washington's.Americans remain unsure of what to make of Islam even as most people in the U.S.think Obama should seek better relations with the Muslim world, according to a Washington Post-ABC News poll. About 55 percent of Americans say they lack a good, basic understanding of the religion, the poll found, and 48 percent have an unfavorableview of it.Obama's trip to Turkey, his final scheduled country visit, ties together themes of earlier stops. He attended the Group of 20 economic summit in London, celebrated NATO's 60th anniversary in Strasbourg, France, and on Saturday visited the Czech Republic, which included a summit of European Union leaders in Prague.Turkey is a member of both the G-20 and NATO and is trying to get into the EU with the help of the U.S.Acronyms: NATOInitialisms: EU, ABC, U.S.Unit 3Keys to the exercises in Check Your Understandinga. False;b. False;c. True;d. False;e. FalseKeys to the exercises in In-class Activities1.(1) Y es. There is some difference between the words ―clean‖and ―cleanly‖in the sentences in Group A. In Sentence A-a, ―clean‖ means ―completely‖, while in Sentence A-b, ―cleanly‖ means ―easily‖.(2) Y es. There is some difference between the words ―clean‖and ―cleanly‖in the sentences in Group A. In Sentence A-a, ―clean‖ means ―completely‖, while in Sentence A-b, ―cleanly‖ means ―easily‖.(3) The words ―high‖ and ―highly‖ cannot be used interchangeably in the two sentences in GroupC. In Sentence C-a, ―high‖ is an adjective and fuctions as the complement, while in Sentence C-b, ―highly‖ is an adverb and functions as the modifier.(4) a1. I felt pretty nervous going into the exam, but after I got started I loosened up some.a2. The woman chairing the meeting speaks prettily.b1. When he saw her, he stopped dead in his tracks.b2. I'm deadly serious. This isn't a game!c1. Someone left the back door wide open.c2. These laws were widely regarded as too strict.2.(1) a. The old man smiled his refusal to the young man request.b. He lived a long life and died a natural death.(2) a. 每听完一个笑话,那个老人都咯咯地笑出他的喜悦之情。
英文动画片词汇量1. let it go(短语)- 发音:[let ɪt ɡəʊ]- 词性:短语(在句中可视为祈使句)- 解释:放手;随它去吧。
例如:In the movie, Elsa sings "Let it go" when she decides to embrace her powers.(在电影中,艾莎在决定接受自己的魔力时唱了“随它去吧”。
)2. sister(名词)- 发音:[ˈsɪstə(r)]- 词性:名词。
- 解释:姐妹。
如:Anna is Elsa's sister.(安娜是艾莎的姐妹。
)3. magic(名词)- 发音:[ˈmædʒɪk]- 词性:名词。
- 解释:魔法。
例如:Elsa has magic powers.(艾莎有魔法力量。
)4. icy(形容词)- 发音:[ˈaɪsi]- 词性:形容词。
- 解释:冰冷的;结冰的。
The icy castle is Elsa's home.(那座冰冷的城堡是艾莎的家。
)5. reindeer(名词)- 发音:[ˈreɪndɪə(r)]- 词性:名词。
- 解释:驯鹿。
Sven is a reindeer in the movie.(斯文是电影中的一只驯鹿。
)1. toy(名词)- 发音:[tɔɪ]- 词性:名词。
- 解释:玩具。
All the toys in Andy's room are very cute.(安迪房间里的所有玩具都很可爱。
)2. space ranger(名词短语)- 发音:[speɪs ˈreɪndʒə(r)]- 词性:名词短语。
- 解释:太空骑警。
Buzz Lightyear is a space ranger.(巴斯光年是一名太空骑警。
)3. friend(名词)- 发音:[frend]- 词性:名词。
- 解释:朋友。
Woody and Buzz become good friends.(胡迪和巴斯成为了好朋友。
英语词汇学课本习题答案Unit 1Check Y our UnderstandingState whether each of the following statements is TRUE or FALSE.a. Fb. Fc. Fd. Fe. TIn-Class Activities1. The word ―wor d‖is diverse in terms of its meaning. Consider its usages in the following contexts:a. May I say a word about that?b. Actions speak louder than words.c. She has kept her word.d. Finally the general gave the word to retreat.e. Let me know if you get word of my wife.f. Word has it they‘re divorcing.ASK:(1) What does ―word‖ mean in each of the contexts?a. Something he would talk aboutb. things that are said, contrasted with things that are donec. the promise one has maded. spoken command or signale. informationf. piece of news; message(2) Do you know of any other usages the word ―word‖ has?2.ASK:(1) Can you summarize the five criteria introduced by David Crystal here?Potential pause :The pause , which happens when you say a sentence, will tend to fallbetween words, and not within words.Indivisibility: The extra items will be added between the words and not within them.Minimal free forms: the smallest units of speech that can meaningfully stand on their own. Phonetic boundaries: It issometimes possible to tell from the sound of a word where it begins or ends.Semantic units: each word in a sentence has a clear meaning.(2) Do you think these criteria are questionable in any way? Can they be applied to theidentification of zi, the rough Chinese equivalent of the English ―word‖?No, as the above analysis explained. No , they cannot. For example, 流连and 蹒跚,they are danchuci(单纯词) which cannot be analyzed independently.3.ASK:(1) Suppose we want to know what are the ten most frequently used English words. What are they, as far as you can tell? How about Chinese?The, of ,to, and, a, in, is, it, you, that的、⼀、是、在、了、不、和、有、⼤、着(2) Are there any similarities and differences between the ten most frequently used words inEnglish and those in Chinese?They are basically functional words. Both have possessive word,(of, 的) number words(a,⼀), copula words(is, 是), conjunctions(and, 和) and localizers(in, 在).; English has the definite article the and several pronouns, you , that and it which are absent in Chinese.4. According to Ferdinand de Saussure, there is no intrinsic relation between the form of a word and what it stands for. In other words, words are arbitrary (i.e. not motivated) in terms of meaning designation. However, there seem to be abundant cases in natural languages that defy this generalization. For example, onomatopoeic words seem to exist in all the languages known to us. To a lesser degree, the meaning of some words can be partly deduced from their components. For example, ―sl-― is highly suggestive of the meaning of the words that contain it, such as ―slide‖, ―slip‖, and ―slush‖. ASK:(1)Babble, bang, grunt, splash; 噼啪、嗡嗡、滴滴哒、吱嘎吱No, these words are only a small part of English or Chinese vocabulary(2)Football and handball concern the body part which take the ball from one place to another, and basketball is named after a basket into which the ball is put in the begging stage of the game. (3)People have bodily embedded knowledge to infer these motivations of such usage. The first example concerns the metaphor and second metonymy(4) Do you know other types of words or usages that are motivated in one way or another?Some figurative usages are also highly motivated. For example: Necessity is the mother of invention.5. British English (BE for short) and American English (AE for short) are two major varieties of the English language.Though they have fundamental similarities in terms of grammar and vocabulary, they also differ substantially in many ways. On the vocabulary level, several distinct distinctions are found. First, there are differences in the pronunciation of some words, mostly in the vowel sounds, as illustrated in the following table:Some consonants are also pronounced differently. Particularly, in BE,the letter r before a consonant is not pronounced, but that at the end of a word is pronounced if the next word beginswith a vowel, e.g., cart /k: t/, door /d :/, but a member of /? memb??f /; in AE, the letter r is pronounced in all positions. Secondly, BE and AE differ in the spelling of some words. Usually, the AE variants are simpler than their British counterparts,as manifested below.A further noticeable difference relates to the lexical meaning of some words. For instance, ―bill‖ means ―bank note‖ in AE but ―a demand for payment of a debt‖ in BE.ASK:(1) Can you supply more words that are pronounced differently in British English and AmericanEnglishhalf, advance, advantage, after, answer, ask, glance, glass, grasp(2) Do you know of any grammatical differences between British English and American English? In American English we say ―graduate from school‖; while in British English, we say ―leave school‖. In American English, it has ―put up price‖, while in British English, it is ―raise price‖(3) Are there special words for which AE and BE have very distinctive spellings?For Chinese characters―博览会‖, British English has ―fair‖ while American English usees trade show. ― Life and elevator‖ , and ―autumn and fall‖ are more examples.(4) Can you find more examples of the same words with different meanings in AE and BE?one billion/ first floor/ pantsone billion(Brit) the number 1000000000000 万亿之数(US) the number 1000000000⼗亿之数first floorIn British English the floor of a building at street level is the ground floor and the floor above that is the first floor.In US English the street-level floor is the first floor and the one above is the second floorPants(Brit) men's underpants; women's or children's knickers(US) trousers6. The following excerpt comes from Barack Obama‘s speech on Father‘s Day, June 15, 2008. Read it carefully, and pay special attention to his choice of words.The first is setting an example of excellence for our children — because if we want to set high expectations for them, we‘ve got to set high expectations for ourselves. It‘s great if you have a job; it‘s even better if you have a college degree. It‘s a wonderful thing if you are married and living in a home with your children, but don‘t just sit in the house and watch ―Sports Center‖ all weekend long. That‘s why so many children are growing up in front of the television. As fathers and parents,we‘ve got to spend more time with them, and help them with their homework, and replace the video game or the remote control with a book once in a while. That‘s how we build that foundation…..The second thing we need to do as fathers is pass along the value of empathy to our children. Not sympathy, but empathy —the ability to stand in somebody else‘s shoes;to look at the world through their eyes. Sometimes it‘s so easy to get caught up in ―us,‖ that we forget about our obligations to one another. There‘s a culture in our society that says remembering these obligations is somehow soft —that we can‘t show weakness, and so therefore we can‘t show kindness……And the final lesson we must learn as fathers is also the greatest gift we can pass on to our children —and that is the gift of hope.…I‘m not talking about an idle hope that‘s little more than blind optimism or willful ignorance of the problems we face. I‘m talking about hope as that spirit inside us that insists, despite all evidence to the contrary, that something better is waiting for us if we‘re willing to work for it and fight for it. If we are willing to believe.ASK:(1) How does Obama distinguish ―empathy‖ from ―sympathy‖?Empathy means Identification with and understanding of another's situation, feelings.The ability to stand in somebody else‘s shoesSympathy is defined as feeling of pity and sorrow (for sb.)(2) Why does Obama bother to define ―hope‖– a familiar word to all?Hope, according to Obama, is som ething better is waiting for us if we‘re willing to work for it and fight for it. If we are willing to believe. He differentiates hope from what is blind optimism or willful ignorance of the problems we face(3) What other lexical choices impress you deeply as well?―As fathers and parents‖, why not as fathers and mothers,Open to discussionPost-Class Tasks1. What characteristics do functional words have?Read the following excerpt from George W. Bush‘s Farewell Address in 2009 and underline the functional words used in it.Like all who have held this office before me, I have experienced setbacks. There are things I would do differently if given the chance. Yet I have always acted with the best interests of our country in mind. I have followed my conscience and done what I thought was right. You may not agree with some tough decisions I have made. But I hope you can agree that I was willing to make the tough decisions.2. How do you understand receptive and productive lexical knowledge? Use your own examplesto illustrate their differences. Which type of vocabulary is probably the largest for a language user, reading vocabulary, writing vocabulary, listening vocabulary, or speaking vocabulary? Give one reason that convinces you most.For example, we learn that ―word‖can be used to refer to ―rumor‖, and we know it means ―rumor‖ in the sentence ―The word is that he's left the country.(据说他已经离开这个国家了).‖But actually, we will not write the sentence, esp., say the sentence in daily conversations. By this example, we show that receptive lexical knowledge concerns what you learned and productive lexical knowledge concerns what you would put into practice. Reading vocabulary may be the largest type of vocabulary, because you may recognize the meaning of a word without using it in daily exchanges or in academic writing.3. Is lexical competence the same thing as productive lexical knowledge? How do you understand the two concepts on the basis of the discussion in Pre-Class Reading?No, lexical competence covers a larger scope that that of productive lexical knowledge.4. Can we say lexicology is the scientific study of the words in a language? How important is the notion of word equivalent? Read the following excerpt from Barrack Obama‘s V ictory Speech in 2008 and underline the word equivalents. What types of word equivalents are contained in this passage?So let us summon a new spirit of patriotism, of responsibility, where each of us resolves to pitch in and work harder and look after not only ourselves but eachother.Let us remember that, if this financial crisis taught us anything, it's that we cannot have a thriving Wall Street while Main Street suffers.In this country, we rise or fall as one nation, as one people. Let's resist the temptation to fall back on the same partisanship and pettiness and immaturity thathas poisoned our politics for so long.Let's remember that it was a man from this state who first carried the banner of the Republican Party to the White House, a party founded on the values ofself-reliance and individual liberty and national unity.Those are values that we all share. And while the Democratic Party has wona great victory tonight, we do so with a measure of humility and determination toheal the divides that have held back our progress.Language is composed of not just individual words, but also word equivalents, such as word groups (or compound words), chunks such as idioms, formulaic sequences, and so. The latter is attracting more and more scholarly attention these days. Thus, lexicology is more precisely defined as the scientific study of the words and word equivalents in a language.5. Identical systems of stress and rhythm are used by BE and AE. There are, however, a few words that have their stress on a different syllable. Write out the specific pronunciations of the following words:OmittedUnit 2Check Y our UnderstandingState whether each of the following statements is TRUE or FALSE.a. Fb. Fc. Fd. Fe. FIn-Class Activities1.(1) How are the three allomorphs conditioned by their adjoining sounds?S is pronounced as [s] [z and [iz]] when it is respectively attached to a voiceless consonant, a voiced consonant or a vowel, and any words ending with s, z or pronouncing as [s] or [z].(2) Does the plurality morpheme have other allomorphs apart from those mentioned above?Y es, for example,the plural form of sheep remains unchanged, and man has its plural form realized as ―men‖.(3) What about the allomorphs of the morpheme for the past tense in English?The usual allomorphs of the morpheme of the past tense may be realized as [t], [d] and [id]2. In English, there are quite a few prefixes that connote negation. They include a-, un-, in- (ir-, il-), dis-, mis-, non-, de-, and the like.symmetry→asymmetrytypical→atypicalforgettable →unforgettabletie→untiearticulate →inarticulate,discreet →indiscreetmature →immature,partial →impartiallegal →illegallegible →illegiblerelevant →irrelevantreverent →irreverentlike→dislikeable→disableuse →misuselead →misleadsense →nonsensecommercial→noncommercialform→deformconstruction→deconstruction(2) How would you distinguish between un- and non- in terms of their meaning and use? Can weprefix un- to adjectives like ―tall‖, ―ill‖, and ―black‖? Why or why not?Un- is usually prefixed before transitive verbs, such as tie →untie, nouns, such as and adjectives, such asemployment→unemployment. Non- is often put before adjectives, such as essential→non-essential, and nouns, such as existence→non-existence. Both of the usage are possible because the word followed the above two prefixes has no ready-made acronyms in English lexical system.3.ASK:(1) Could we cut ―unwomanly‖ into ―unwoman‖ and ―-ly‖?No. unwoman is not a word in English. Un- is usually put before an abstract uncountable noun. (2) Can you analyze the morphological structure of the word ―inaccessibility‖?inaccessibilityinaccessible -ityin- accessibleaccess -ible(3) According to some feminists, words like ―history‖ and ―human‖ encode sex inequality. Do youagree?These words may connate sex inequality at first sight. But, In fact, we go too far if we hold this notion in mind. Both words have been part of our culture.4.ASK:(1) What are the words in the pictures that stem from conversion?Stop, bin, wear, suit(2) Are they instances of partial conversion or complete conversion?complete conversions5.ASK:(1) What words undergo shortening here? What is the full form of PM (or sometimes p.m.)?Tue Tuesday, Sun Sunday, post meridiem.(2) Do you know how the month names are shortened in English?1⽉January Jan 2⽉February Feb 3⽉March Mar. 4⽉April Apr. 5⽉May May 6⽉June Jun. 7⽉July Jul. 8⽉August Aug. 9⽉September Sept. 10⽉October Oct. 11⽉November Nov. 12⽉December Dec.6.ASK:(1) Can you provide more examples instantiating analogy?Marathon--telethon/talkathon, hamburger--shrimpburger-(2) Is this process of word formation also found in Chinese? Support your answer with evidence.⽆微不⾄-⽆胃不治;其乐⽆穷-棋乐⽆穷7.(1) What semantic relation holds the two lexemes together in each case?a. flu virus: A caused Bb. safety line :B ensures Ac. night bird: A is the usual time when B is actived. spoon-feeding: A is one of the ways to realize B.e. potato pancake: A is the ingredient of Bf. man-made: B is realize by Ag toilet seat: B is part A.(2) Does ―safety line‖ mean the same as ―safe line‖? Can you come up with similar compounds? NO, the former means that line can keep one safe, whereas the latter means the line is safe.(Y ou can touch it)Security guard and secure guardPost-Class T asks1. Supply the best answer from the four choices marked A, B, C, and D.a.D;b.B;c. D;d. C;e. A;f. D2. Learners need to be able to recognize word parts in words. Read the example and break up the following words into meaningful parts. (e.g. unhappiness -- un/happi/ness)a. intangibilityb. unevenlyin/tangible/ity un/even/lyc. friendlinessd. notwithstandingfriend/ly/ness not/with/stand/inge. overseasf. minimalistover/sea/s minim/al/istg. immigration h. Psychologistimmi/grate/ion psych/ology/isti. occurrences j. assumptionoc/cur/rence as/sumpt/ion3. Study the following Security Tips collected from an American Holliday Inn and exemplify the various processes of word formation with words from the passage.Safe: conversionCheck-out: CompositionDead: conversionV aluable: conversion4. What kinds of adjectives undergo partial conversion? What kinds of verbs often undergo complete conversion?Adjectives like ―poor‖, ―rich‖, ―fat‖, ―sick‖, ―wounded‖, ―deaf‖, ―mute‖, ―Chinese‖, ―Danish‖, ―best‖, ―most‖,―least‖, ―latest‖, ―accused‖, ―condemned‖, (for) ―good‖, ―thick‖ (and) ―thin‖, etc. undergo partial conversion; stop, pause, halt, look, rest, check, try, taste, smell, etc, often undergo complete conversion.5. Some affixes have not only lexical meanings but affective meanings as well. Some personal nouns formed by the suffix –ling, for example, have derogatory meanings,as in hireling, weakling; some personal nouns taking the suffix –ish are also derogatory, as in mannish, womanish and bookish. Can you provide more examples suffixed with –ling and –ish that are negative in attitude?Prince/princelingUnder/underlingWorld/worldingChild/childishSelf/selfishFool/foolish6. Read the following piece of news. What are the acronyms or initialisms used in this passage? What are their full forms?Obama brings hope for warmer relations to TurkeyANKARA, Turkey – U.S. President Barack Obama is reaching out to Turkey to help him wind down the Iraq war and bring stability to the Middle East. He is also counting on the only Muslim member of NATO to remain a steadfast ally in the Afghanistan conflict.Obama's visit is being closely watched by an Islamic world that harbored deep distrust of his predecessor, George W. Bush.Obama was spending two days in Turkey as he wrapped up an event-packed, eight-day international trip that also saw stops in Britain, France, Germany and the Czech Republic.In his inaugural address in January, Obama pledged to reach out to the Muslim world.At a luncheon Sunday for leaders of the European Union's 27 nations in Prague, he said the West should seek greater cooperation and closer ties with Islamic nations. He suggested one way was by allowing Turkey to join the European Union — a contentious subject for some European countries. French President Nicolas Sarkozy said after Obama's remarks that the decision was the EU's to make, not Washington's.Americans remain unsure of what to make of Islam even as most people in the U.S.think Obama should seek better relations with the Muslim world, according to a Washington Post-ABC News poll. About 55 percent of Americans say they lack a good, basic understanding of the religion, the poll found, and 48 percent have an unfavorableview of it.Obama's trip to Turkey, his final scheduled country visit, ties together themes of earlier stops. He attended the Group of 20 economic summit in London, celebrated NATO's 60th anniversary in Strasbourg, France, and on Saturday visited the Czech Republic, which included a summit of European Union leaders in Prague.Turkey is a member of both the G-20 and NATO and is trying to get into the EU with the help of the U.S.Acronyms: NATOInitialisms: EU, ABC, U.S.Unit 3Keys to the exercises in Check Your Understandinga. False;b. False;c. True;d. False;e. FalseKeys to the exercises in In-class Activities1.(1) Y es. There is some difference between the words ―clean‖and ―cleanly‖in the sentences in Group A. In Sentence A-a,―clean‖ means ―completely‖, while in Sentence A-b, ―cleanly‖ means ―easily‖.(2) Y es. There is some difference between the words ―clean‖and ―cleanly‖in the sentences in Group A. In Sentence A-a,―clean‖ means ―completely‖, while in Sentence A-b, ―cleanly‖ means ―easily‖.(3) The words ―high‖ and ―highly‖ cannot be used interchangeably in the two sentences in GroupC. In Sentence C-a, ―high‖ is an adjective and fuctions as the complement, while in Sentence C-b, ―highly‖ is an adverb and functions as the modifier.(4) a1. I felt pretty nervous going into the exam, but after I got started I loosened up some.a2. The woman chairing the meeting speaks prettily.b1. When he saw her, he stopped dead in his tracks.b2. I'm deadly serious. This isn't a game!c1. Someone left the back door wide open.c2. These laws were widely regarded as too strict.2.(1) a. The old man smiled his refusal to the young man request.b. He lived a long life and died a natural death.(2) a. 每听完⼀个笑话,那个⽼⼈都咯咯地笑出他的喜悦之情。
小学三年级英语上册《Uint 1 Hello!》教案范文五篇英语是一门重要的外语,今天小编为大家带来的是小学三年级英语上册《Uint 1 Hello!》教案范文,希望可以帮助到大家。
小学三年级英语上册《Uint 1 Hello!》教案范文一第一课时一、教学目标:1.能听懂Let’s talk中的对话内容。
2.能运用I’m .... 进行自我介绍。
3.能运用Hello! Hi! 打招呼和Goodbye! Bye!道别。
4.认识课文人物Sarah, Wu Yifan, Miss White。
5.会唱歌曲“Hello”。
二、教学内容:1.词汇:Sarah, Wu Yifan, Miss White。
2.句型:Hello! Hi! I’m.... Goodbye! Bye!三、教学重难点:1.重点:能用Hello! Hi! 打招呼和Goodbye! Bye! 道别。
能用I’m .... 进行自我介绍。
2.难点:I’m, White, hi和bye的发音。
四、教学准备:教材相关人物的面具或头饰、单词卡片、相关录像、录音磁带、录音机、课件等。
五、教学过程:教学环节教师活动学生活动应用资源建议与说明Warm-up /Review 1.播放一首地道纯正的英语歌曲“Edelweiss”。
1.欣赏英语歌曲。
音频:Edelweiss 让学生了解所学语言运用的环境。
让学生逐渐沉浸于英语气氛中,从而对英语产生美好的感受。
2.Greeting with the students.操练Class begins. Stand up.Sit down, please. 2.Greeting with the teacher.学生听指令做相应的动作。
让学生初步了解课堂指令。
使学生从一开始学习英语就熟悉课堂用语及指令。
3.游戏“反动作”。
教师说指令Stand up.学生即做Sit down.的动作。
当教师说Sit down.的指令时,学生即做Stand up.的动作。
Lecture10-《英语词汇学》第10章教案Lecture 10讲授题⽬:Word Meaning and Context所属章节:《现代英语词汇学概论》之第10章计划学时:2 periods教学⽅法:传统讲授法参考资料:《英语词汇学教程》、《英语词汇学》教学⽬的和要求:通过本单元的学习,学⽣应对词义与语境,语境的种类和语境的作⽤有较好学习掌握。
教学重点:1) Types of context;2) The role of context.教学难点:The role of context.As most words have more than one meaning, it is often impossible to tell the meaning of a word before it is used in context. Context is very important for the understanding of word-meaning because the meaning is influenced immediately by the linguistic context, and in many cases by the whole speech situation as well.When a writer or speaker uses a word, she makes it ‘mean just what he chooses it to mean —neither more or less’. Without context, there is no way to determine the very sense of the word that the speaker intended to convey; whereas with context there is generally no danger of misinterpretation, for meaning lives in context and the context defines the meaning.由于词义受语境的影响较⼤,语境在词义的理解上起到很⼤作⽤。
幼儿英语简单对话趣味动画lesson7全文共6篇示例,供读者参考篇1Lesson 7: A Fun Day at the ParkHi friends! Today I'm going to tell you all about the fun time I had at the park with my family last weekend. It was such a beautiful sunny day, perfect for playing outside.When we got to the park, the first thing I saw was the huge playground. "Wow, look at that! Can we go play on the swings and slides?" I asked my mom excitedly."Of course!" she replied with a smile. "But first, let's find a spot to set up our picnic blanket."We walked around until we found the perfect grassy area under a big shady tree. My dad spread out the big red blanket and we all sat down. I was starving after the car ride, so I quickly opened up my lunchbox."Mmm, my favorite - peanut butter and jelly sandwiches!" I exclaimed as I took a big bite. My little sister Madison made a funny face."Eww, I don't like peanut butter. I want chips!" she demanded. Luckily my mom had packed enough snacks for both of us to be happy.After we finished our lunches, I turned to my parents with my best pleading expression. "Can we go play on the playground now? Pleeeeease?"My dad laughed. "Okay, okay, you convinced me! Let's go burn off some of that energy."I jumped up and took off running towards the play structure, with Madison racing along behind me. The first thing I spotted were the awesome twisty tube slides."Race you up the ladder!" I challenged my sister."No fair, you got a head start!" she shouted back, trying to catch up. I just laughed and started climbing up the steps as fast as I could.At the top, I zipped down the tallest spiral slide, whirling around and around until I shot out at the bottom. "Whoa, that was fun! Your turn, Madison!"For a while, we took turns riding all the different slides, seeing who could go the fastest or make it down in the craziest position. I even got to the bottom upside-down once!After the slides, we checked out the massive wooden play structure that looked like a castle or a ship. I loved climbing through the maze of ramps, bridges, and secret passageways."This way to the lookout tower!" I called to Madison, scurrying up to the highest point. From there, we could see the whole park spread out below us.Next, we decided to take a break from the playground and try out the swing set. I've been working on pumping my legs and going "underdog" lately - that's where you can swing so high you go all the way around the top!I almost made it too, but got a little scared at the last second and jumped off into the thick mulch covering the ground. "Whew, that was a close one!" Madison just giggled at my silly attempt.The merry-go-round was our next stop. We took turns running alongside it and trying to jump on while it spun faster and faster. "Weeeeee!" we squealed, dizzy but loving every second of the wind whipping through our hair.After a while, I noticed some kids playing catch nearby, so I grabbed my baseball mitt and glove."Want to toss the ball around for a bit?" I asked Madison, who nodded excitedly. We spent some time throwing grounders, pop flies, and seeing who could launch the ball the highest.Before long, I heard my mom calling us over. "Who wants to go for a walk on the nature trail?" she asked. We followed her towards the winding pathway that led through the trees and wildflowers of the park.Along the way, we spotted lots of critters - scampering chipmunks, hopping bunnies, and colorful birds flitting between the branches. We tried to walk quietly so we didn't scare them away.The path took us across a little wooden bridge over a babbling brook. I peered over the side, watching the water gurgle and flow.Nearby, I noticed some ducks paddling around a small pond. "Look, ducklings!" I pointed them out to Madison. "Hi little guys!" I gave a friendly wave, and their mom quacked back a greeting.As we looped back towards the playground, I saw the ice cream truck parked on the street. "Mom, Dad, can we pleeeeaseget ice cream before we leave?" I begged, giving them my most persuasive puppy dog eyes.They smiled at each other and agreed, so soon I had a doubled-scooped cone overflowing with chocolate and strawberry ice cream. What a perfect treat after a fun-filled day of playing at the park!On the drive home, I was totally worn out, yawning as the car's motion lulled me to sleep. I just had the best day ever - full of fresh air, running around, and making wonderful memories with my family. I can't wait to go back to the park again soon!篇2Lesson 7: A Day at the CircusHi friends! Are you ready for another fun adventure? Today, we're going to the circus! I can't wait to see all the amazing performers and funny animals. Let's go!We arrived at the big red and yellow striped circus tent and joined the long line to get our tickets."Two children's tickets, please!" said Mom, handing the money to the man in the booth."Enjoy the show!" he replied with a big smile as he gave us our tickets.Finally, it was our turn to go inside. Wow, the tent was huge! There were so many excited kids and families finding their seats on the bleachers that circled the ring.The ringmaster, a tall man in a fancy red jacket covered in shiny sequins, stepped into the middle. "Ladies and gentlemen, boys and girls!" he boomed into the microphone. "Welcome to the most spectacular circus you'll ever see!"The crowd cheered loudly. Then the ringmaster introduced the first act - the funny clowns! A little car drove into the ring, but instead of just one or two clowns jumping out, ten clowns somehow squeezed out of that tiny vehicle! They started chasing each other around and throwing pies in a hilarious clown fight. We were all laughing so hard!Next up were the incredible acrobats, flipping and tumbling through the air. I couldn't believe how high they jumped and twisted! They made the most amazing human pyramids too.Then we saw the mighty strongman lift huge weights over his head with his bulging muscles. "He's so strong, like a superhero!" I said in awe.But my favorite act was the animal performers. First, the beautiful dancing elephants came out wearing colorful costumes and moving gracefully to the music. Then the funniest dog act had all the pups jumping through hoops, rolling over, and even riding little scooters around the ring! We gave them all a big round of "arfs" for being such good pups.During the intermission, Mom bought us cotton candy and popcorn from the snack stand. My tongue turned bright blue from the sweet sugary floss!When the show started again, we saw the death-defying stunts - a woman being shot out of a cannon and two motorcyclists going round and round inside a steel cage sphere! It was both scary and thrilling to watch.Lastly came the incredible animal tamers. A man and woman put their heads inside the mouths of ferocious lions and tigers! We all gasped. Then they had the big cats jump through flaming rings. I had my hands over my eyes, peeking through my fingers.The grand finale was a parade of all the circus stars riding elephants, dancing horses, and waving to the cheering crowd. What an amazing day!On the walk back to the car, I turned to Mom and said "That was the funnest circus ever! My favorite parts were the clowns, acrobats, and the cute performing doggies. I want to join the circus when I grow up!"She laughed and ruffled my hair. "You'll have to practice really hard if you want to be in the circus one day. But first, tell me again what all the acts were that you saw today..."I spent the whole ride home recounting every moment from our awesome day at the circus. From the sights and sounds, to the thrills and chills, to the laughter and treats, it was an unforgettable experience! I can't wait to go back again someday.The end!篇3Fun English Conversation Lesson 7: At the Pet Store!Hi kids! It's time for another fun English conversation lesson. Today, we're going to pretend we're visiting a pet store. A pet store is a place where you can buy animals to keep as pets in your home. Are you ready? Let's go!You walk into the pet store and hear lots of different animal sounds. Woof woof! Meow meow! Chirp chirp! There are dogs,cats, birds, and many other animals here. A friendly employee greets you.Employee: Why hello there! Welcome to Pete's Pet Palace. My name is Sarah. How can I help you today?You: Hi Sarah! I'm here to look at the pets. I'd love to get a new furry friend.Sarah: Wonderful! We have lots of cuddly pets to choose from. Did you have a particular kind of animal in mind?You: Hmm, I'm not sure yet. Maybe a dog or a cat? Or perhaps something smaller like a hamster or guinea pig?Sarah: Those are all great choices! Let me show you around. Over here we have the dog kennels...You walk over and see lots of different dog breeds - big dogs, small dogs, short hair, long hair. They're all wagging their tails happily.You: Aw, they're so cute! What's this breed?Sarah: Those are golden retrievers. They're very friendly family dogs that love to play fetch.You: And what about those tiny fluffy ones?Sarah: Those are Pomeranians. They're tiny but have big personalities! Shall we look at the cats next?You nod excitedly. In the cat area, you see cats of all colors and patterns lazily lounging around.Sarah: Cats make wonderful companions too. Some are more independent than dogs, but still enjoy cuddles and playtime.You: I just love how soft their fur looks. Oh, what's that weird noise?Across the room, you spot some small furry critters running on a wheel and making squeaking sounds.Sarah: Those are the hamsters! And over there are the guinea pigs. They make good apartment pets since they don't take up too much space.You: This is all so amazing! I can't decide. They're all so cute.Sarah: Not to worry, take your time. Why don't you hold a few and see which one feels right? Getting a new pet is a big decision!You nod eagerly and spend the next while petting, cuddling, and playing with the friendly animals. After lots of giggling and fur-filled fun, you finally make your choice...But I'll let you decide which lucky pet you picked to take home! Did you get a big lovable dog, a cute curious kitty, or one of the tiny fuzzies? Whichever you chose, I'm sure you'll have years of fun and adventures with your new pet pal. Thanks for joining me at Pete's Pet Palace!篇4Lesson 7: A Fun Day at the ParkJenny: Hi Billy! What a beautiful sunny day. Do you want to go to the park and play?Billy: Yes, that's a great idea! I love going to the park. We can play on the swings and slides.Jenny: And we can have a picnic too. My mom packed us a yummy lunch with sandwiches, fruits, and cookies!Billy: Mmm, that sounds delicious. I'm getting hungry just thinking about it. Let's go!(Jenny and Billy walk to the park, talking and laughing along the way)Billy: Wow, look at that huge playground! It has so many fun things to play on.Jenny: Race you to the swings!(They run over to the swings, out of breath)Jenny: I won! I get the purple swing.Billy: Aw man, you're too fast. Ok, I'll take the green one.(They start swinging back and forth, pumping their legs)Billy: Wheeee! This is fun! Let's see who can go the highest.Jenny: You're on! Waaaaahoooo!(They swing really high, laughing)Billy: Ok, I think I'm getting a little dizzy now. Let's take a break.Jenny: Good idea. I'm getting hungry too. Let's have our picnic over there under that big tree.(They settle down under the tree and open the picnic basket)Billy: Yum, these sandwiches look so good!Jenny: I'll trade you a cookie for one of your grapes.Billy: Deal!(They munch happily on their food)Jenny: This is the life, isn't it Billy? Delicious food, sunny day, playing outside with my best friend.Billy: You said it! Hey, I have an idea for after lunch. Let's go explore that little forest area over there. We can pretend to be adventurers!Jenny: Oh yeah! Looking for treasure and keeping an eye out for wild animals. This is going to be awesome!(After finishing their picnic, they head into the forest area)Billy: Look out, there could be lions or tigers in these woods!Jenny: Don't worry, I've got a stick to fight them off. Hey, what's that up ahead?Billy: Shhh...it looks like some sort of cave. Maybe it's where the treasure is hidden!Jenny (whispering): Let's sneak up and take a peek inside.(They tiptoe up to the cave entrance and peek in)Billy (disappointed): Aw man, it's just an old empty tunnel. No treasure.Jenny: That's ok, the adventure was fun anyway. At least we didn't run into any real wild animals!Billy: True, I don't know what I would have done if we saw a bear or something!Jenny: Me neither. Hey, let's head back and play on the seesaw for a while before we have to go home.(They head back to the playground area)Billy: I'll sit on this end since you're a little smaller than me. Up and down we go!Jenny: Weeeee! This is so much fun. I don't want this day to end.Billy: Me neither. But we can come back to the park again tomorrow if you want.Jenny: Definitely! Going to the park with you is my favorite thing to do.Billy: Same here, bestie. This has been the best day ever!(They continue playing happily together until it's time to go home)THE END篇5Lesson 7 - A Picnic Adventure!Hi friends! It's me again, ready to share another fun English lesson. Today we're going on a picnic adventure with my buddy Mike the Monkey and his animal friends. Get ready for lots of laughs and English practice!It was a beautiful sunny day and Mike was sooo excited. "We're going on a picnic!" he told his friends Ellie the Elephant, Cali the Cat, and Ricky the Rabbit. "Yay! I love picnics!" said Ellie, flapping her huge ears happily. Cali just purred and licked her paw. Ricky hippity-hopped around saying "Picnic, picnic, let's eat lots of carrots!"First they had to pack a big picnic basket. "I'll bring some yummy banana smoothies," offered Mike. Ellie said "I want to bring peanuts - they're my favorite!" Cali decided to pack some tuna fish sandwiches. And of course, Ricky wanted to bring a bunch of carrots and ranch dip.Once their basket was full of tasty treats, they set off towards the park. Mike led the way, swinging from tree to tree. "Race you there!" he called to the others. Ellie just plodded along slowly. "No need to rush, we'll get there when we get there," she saidcalmly. Cali strolled casually, stopping to clean her beautiful fur. But Ricky bounced along quickly, trying to keep up with the fast monkey.When they arrived at the park, Ricky was out of breath. "Phew, I'm tired!" he panted. Mike just laughed. "You need to work on your bunny hops, Ricky!" He swung off to find the perfect picnic spot.Under a big shady oak tree, they spread out their checkered picnic blanket. Ellie carefully set down the heavy basket. "Now we can finally eat!" said Ricky, rubbing his tummy. They all dug in to their favorite foods. "Mmm, these smoothies are so sweet and fruity!" exclaimed Mike with purple mustache. Suddenly, a strong gust of wind blew and scattered Ricky's carrot bag everywhere! "Oh no, my carrots!" he cried, hopping around trying to catch them all.His friends helped gather up the rolling carrots. Even with their help, a few got away and rolled down a hill. "I'll get them!" shouted Ricky, bravely hopping after the rogue carrots. But then they heard "SQUEEEAAALLL!!" It was Ricky screaming! They raced over and found the little bunny trapped in a deep hole in the ground. "Don't worry, we'll get you out!" said Mike. Ellie said"I'm too big too fit in that hole. But maybe Mike and Cali can reach him!"Mike scampered down easily. "Grab on, Ricky!" He lifted up the bunny and passed him to Cali, who used her claws to climb back out with him. Ricky was shaken but unhurt. "My hero friends!" he smiled gratefully. They all shared a big hug.After that little adventure, they decided they'd had enough excitementt for one picnic. They returned to their shady spot to finish eating and relax. Mike sipped his smoothie and said "Well, that was a picnic I'll never furget!" They all laughed at the silly monkey's joke. Ellie made sure to hang onto Ricky so he didn't wander off again.As the sun began to set, they packed up their emptied basket. Ricky had eaten so many carrots, he could hardly hop! Cali stretched out lazily after her big meal. And Ellie and Mike rubbed their full bellies. "That was the best picnic ever!" they all agreed. They waved goodbye to the park and headed home, full of food and fun memories. What an exciting picnic adventure with my friends! I can't wait for our next English lesson.The end! Let me know if you need any other fun lessons like this for young learners. I'm always happy to create moreanimated dialogues to make English entertaining. See you next time!篇6Lesson 7: A Day at the ParkJenny: Hi friends! It's such a beautiful sunny day, let's go to the park and play!Michael: Yeah, the park is so much fun! We can go on the swings and slides.Emma: And we can have a picnic lunch too! I'll pack us some sandwiches and juice boxes.At the park...Jenny: Wow, look at that huge playground! It has everything - swings, slides, see-saws, even a rock climbing wall!Michael: This is going to be awesome! Last one to the swings is a rotten egg!The friends race over to the swing set, laughing and giggling along the way.Emma: No fair, you got a head start! I'm going to pump my legs and swing super high.Jenny: Hey, don't swing too crazy! We don't want any accidents.Michael: Don't worry, I'm a pro swinger. Watch this!Michael starts going higher and higher until...Emma: Michael, be careful! You're going to...Too late!Michael: WhoaaaaaaaaMichael goes flying off the swing and lands in a big puddle with a huge splash!Jenny: Oh no, Michael! Are you okay?Michael: (Spitting out water) I'm fine, just a little wet. Haha!The friends all laugh hysterically. Michael has mud all over his shirt and face.Emma: You look like a silly swamp monster!Jenny: Let's clean you up over by the drinking fountain.After cleaning up, the friends walk over to the picnic area to have their lunch.Emma: Lunchtime! Who wants peanut butter and jelly?Michael: Me, me! I'm starving after all that swinging.The friends enjoy their sandwiches and juice under the shade of a big oak tree. A squirrel scampers by.Jenny: Hey look, a squirrel! He's looking for some food.Michael: Here you go, Mr. Squirrel!Michael tosses the squirrel a few crumbs, which it happily gobbles up.Emma: Uh oh, here comes the park ranger. We're not supposed to feed the animals.Park Ranger: Excuse me, kids. I'm afraid you can't feed the squirrels. It makes them too dependent on human food.Michael: Oh, sorry! We didn't know.Park Ranger: No problem, just be mindful of the rules next time. Enjoy the rest of your day!After lunch, the friends play on the seesaw for a while.Emma: Whee! This is so much fun!Jenny: Not fair, you're too light! I can't get down.Michael: Let me jump on and help!With Michael's weight, the seesaw finally goes down...but a little too far!CRASH!The seesaw slams down to the ground, sending the three friends tumbling off.Jenny: Is everyone okay?Emma: (Dizzy) Too...much...seesawing...Michael: Haha! That was awesome! Can we do it again?Jenny: Maybe we should try something a little safer. Let's head over to the sandbox!The three friends spend the next hour digging, building castles, and pretending to be explorers, pirates, and knights.Emma: The sandcastle kingdom is under attack! Raise the drawbridge!Michael: (Holding a shovel) Never fear, Sir Michael is here to protect the kingdom!Jenny: Look out, the moat monster is coming to get you!Michael: Ahhhh! Retreat, retreat!After ducking behind the castles, a massive sandbox fight breaks out with the friends throwing handfuls of sand every which way. When the dust settles, they're all covered in sand from head to toe.Emma: (Coughing) Ok...no more...throwing sand!Michael: (Spitting out sand) Sorry, got a little carried away there.The exhausted friends plop down under the tree one more time as the sun begins to set.Jenny: Whew, what an awesome day at the park!Emma: I'm so tired, but I had a blast. We'll have to come back again soon!Michael: Yeah, this was epic! Same time next week?Jenny/Emma: You got it!The three friends head for home, already counting down the days until their next fun adventure.The End。
Making friends项目内容主题语境人与自我人与社会人与自然单元话题Making friends修改后单元话题How do we make good friends功能意念交往情感态度其他育人价值通过本单元的学习 ,学生能够自信大方地跟他人打招呼并介绍自己 , 学会怎样与他人成为好朋友,从而改善人际关系 ,提升社交能力和个人修养。
第1 课时Greeting new friendsA let’s talk&let’s l earn本单元的话题定为: How do we make good friends?在本话题下,将本单元分为五个课时。
本课为课程整合的第1 课时, 学习内容为: A let's talk&let's learn。
本课时的话题定为: 。
1. Sing a songCan y ou f ind English n ames from this s ong?Ss: 初步尝试说出John 和Sarah 。
T:let's shake h ands.Hello!2. Greetings& Free t alkT: What’s your na me? Ss:学生尝试利用已有知识回答“My name is . . . ”或“I'm . . .”。
3. L ead inBoys and girls, we have four new friends today.T: W ho are they Can you guessS s:学生尝试读出Wu Binbin,少部分同学能够读出Mike Black。
教师实时引导Mike Black和Sarah Miller的发音,并引导同学们说:“Hello!/Hi!”。
Presentatio 1. Watch and answer引出新知。
Q1: What do Mike Black and Wu Binbin say?Hello! I'm Mike Black.Hi! My name is Wu Binbin.In pairs: Role-play教师拿出事先准备的各种各样的头饰, 选取几组学生上台扮演书中的角色,并进行自我介绍。
儿童英语动画片学单词7岁Learning English Vocabulary through Children's Animated Cartoons: A Guide for 7-Year-Olds.Introduction.Learning new languages, especially English, can be a daunting task for young children. However, with the right approach and engaging content, this process can become enjoyable and fun. For 7-year-olds, animated cartoons are an excellent tool to introduce and reinforce English vocabulary. These cartoons not only capture their attention but also provide an immersive learning environment where children can learn new words in context.Benefits of Learning through Animated Cartoons.Animated cartoons are visually appealing and often come with catchy music and sound effects, making them highly engaging for children. Here are some benefits of usinganimated cartoons for vocabulary learning:1. Visual Aid: Cartoons provide visual representations of words, making it easier for children to understand and remember their meanings.2. Contextual Learning: Cartoons often use new vocabulary in real-life situations, helping children understand how the words are used in different contexts.3. Improved Listening Skills: By watching cartoons, children can improve their listening skills and learn to understand spoken English better.4. Enhanced Memory: Repetition and regular exposure to new vocabulary through cartoons can help children retain and recall words more easily.Choosing the Right Cartoons for Vocabulary Learning.When selecting animated cartoons for vocabulary learning, it's important to consider the following factors:1. Age Appropriateness: Choose cartoons that aresuitable for 7-year-olds, with content that is neither too simple nor too complex.2. Educational Value: Look for cartoons that provide educational value and focus on teaching new vocabulary and concepts.3. Language Usage: Ensure that the cartoons use clear and simple language that is easy for children to understand.4. Positive Messages: Choose cartoons that promote positive values and messages, helping children develop good character traits.Some popular animated cartoons that are suitable for 7-year-olds and focus on vocabulary learning include:1. "Pinkfong": This series of educational cartoons features catchy songs and dances that introduce children to a wide range of vocabulary, including numbers, colors,shapes, and more.2. "Dora the Explorer": Dora's adventures take her to different places, introducing children to new vocabulary related to places, cultures, and activities.3. "Sesame Street": This long-running children's show features a variety of characters and activities that teach vocabulary through fun and interactive segments.How to Use Animated Cartoons for Vocabulary Learning.Here are some tips for using animated cartoons effectively for vocabulary learning:1. Watch Together: Watch the cartoons with your child, pointing out new vocabulary and explaining their meanings. This will help children understand the context and usage of the words.2. Discuss the Content: After watching a cartoon, discuss the content with your child, asking questions aboutthe new vocabulary and how it was used in the episode.3. Play Vocabulary Games: Design vocabulary games based on the cartoons your child watches. For example, you can create a matching game where children match pictures with their corresponding English words.4. Encourage Active Participation: Encourage your child to actively participate in the learning process by asking them to repeat new words, use them in sentences, or even create their own stories using the vocabulary they've learned.5. Regular Practice: Consistency is key when it comes to vocabulary learning. Make sure to watch the cartoons regularly and practice the new vocabulary in daily conversations.Conclusion.Animated cartoons can be a fun and effective tool for teaching vocabulary to 7-year-olds. By choosing the rightcartoons, watching them together, and encouraging active participation, children can learn new words in a fun and engaging way. Regular practice and exposure to new vocabulary will help them improve their English language skills and lay a solid foundation for future learning.。
儿童互动英语In the vibrant world of childhood, interactive English is a gateway to new friends and adventures. Children, with their innate curiosity, are the perfect audience for language games and activities that make learning a second language fun and engaging.Picture a classroom where laughter echoes as childrenrole-play in English, their faces lighting up with each new word they learn. The joy of communication is palpable, as they discover the power of language to connect with others, regardless of cultural or geographical boundaries.Storytelling sessions are a magical time where imaginations run wild. Children gather around, their eyes wide with wonder as tales from different lands unfold in English. These stories not only teach them new vocabulary but also broaden their understanding of the world.Interactive English also extends beyond the classroom. In the playground, children can be seen pointing at objects, practicing their colors and numbers in English. The natural environment becomes a living, breathing vocabulary book, where every tree and flower has a name to be learned.Technology plays a crucial role in making English interactive for children. Educational apps and online games are designed to be both entertaining and educational,ensuring that learning is an enjoyable experience that keeps them coming back for more.Parental involvement is key in nurturing a child's interest in English. Reading bedtime stories in English, singing songs, and even watching movies together can create a supportive environment where language learning is a shared family activity.As children grow, their English skills can be further enhanced through pen pals or language exchange programs. These initiatives allow them to practice their English with native speakers, fostering a deeper understanding of the language and its nuances.In conclusion, interactive English for children is not just about learning a new language; it's about embracing a new culture, making friends, and opening doors to a world of opportunities. It's about creating a foundation for alifetime of learning and exploration.。