12张卡片的故事(英语学习).doc

12个月英语卡片-回复Below is an essay that answers your request by using the 12 monthly English cards as themes. Each theme is discussed step by step in a 1500-2000-word article. Enjoy reading!Title: A Journey through the Year: Exploring Monthly Themes in EnglishIntroduction:The passing of time is marked by the cycle of twelve months. Each month brings about its unique characteristics, events, and emotions. In this article, we delve into the twelve-month journey, examining the themes associated with each month and exploring how they shape our lives. From January to December, let us embark on a captivating journey through the year.1. January - "New Beginnings":As the first month of the year, January symbolizes new beginnings. It presents an opportunity to reflect on the past and set goals for the future. Many people make New Year's resolutions during this time, aiming to improve themselves personally, professionally, or physically. The cold winter weather signifies the need for resilienceand perseverance to face challenges head-on. January reminds us that with determination and a fresh start, anything is possible.2. February - "Love and Romance":February, notorious for Valentine's Day, embraces the theme of love and romance. It is a month filled with affection, heartfelt gestures, and expressions of love. Couples exchange gifts and heartfelt messages to celebrate their bond. Friends and families also come together to appreciate one another and showcase their love and gratitude. This month serves as a reminder to not only express love but also to cherish and nurture relationships year-round.3. March - "Renewal and Growth":With the early signs of spring, March signifies renewal and growth. The end of winter brings blooming flowers, warmer weather, and longer days. It is a month to embrace change, rejuvenate energies, and pursue personal growth. For students, March is often marked by spring breaks that offer an opportunity for exploration,self-discovery, and the assimilation of knowledge. Harnessing the transformative powers of the season, we can embark on a journey of inner growth and self-improvement.4. April - "Celebration of Nature":April heralds the arrival of spring in full swing, encapsulating the celebration of nature. Trees blossom, birds return, and the earth awakens from its winter slumber. Earth Day, spanning the month on April 22nd, highlights our responsibility to protect the environment. April is an ideal time to appreciate nature's wonders, engage in outdoor activities, and embrace sustainable practices. By reconnecting with nature, we foster a sense of gratitude and act as stewards of the Earth.5. May - "Achievement and Graduation":May symbolizes achievement and graduation for many students around the world. It is a month when students complete their academic journeys and celebrate their accomplishments. Graduation ceremonies, filled with a mix of emotions, mark both an end and a new beginning. May teaches us the significance of hard work, perseverance, and the rewards that come from dedicated efforts. As graduates step into the next stage of their lives, it is a time for them to reflect on their achievements and embark on new endeavors.6. June - "Summer Leisure":June, the start of summer, represents a time of leisure and relaxation. Schools often close their doors, providing an extended break for students and families. This month signifies vacations, beach trips, barbecues, and spending time with loved ones. June reminds us of the importance of balancing work and play. It encourages us to prioritize self-care and engage in activities that bring joy and rejuvenation.7. July - "Patriotism and Independence":July represents patriotism and independence, primarily because of the celebration of Independence Day in the United States. This month serves as a reminder of the values of freedom, democracy, and the sacrifices made by those who fought for independence. It invites us to reflect on our heritage, appreciate our cultural diversity, and uphold the principles that unite us as a nation. July provides an opportunity to show gratitude and contribute to the betterment of society.8. August - "Back to School":As summer comes to an end, August marks a return to school for many. It symbolizes the start of a new academic year and a time for growth, learning, and self-development. Students prepare toembark on new educational challenges, while parents and teachers gear up to guide them on their journey. August teaches us the importance of education, continuous improvement, and the pursuit of knowledge that empowers us to create a better future.9. September - "Harvest and Reflection":September embodies the duality of harvesting and reflecting. It represents a transition between summer and autumn, a time when the fruits of labor are reaped. Farmers prepare for the upcoming fall harvest, and people evaluate their achievements as the year approaches its final quarter. September encourages us to acknowledge our accomplishments, express gratitude, and consider how we can best utilize our resources moving forward.10. October - "Harvest and Halloween":October reinforces the harvest theme seen in September, but also represents the celebration of Halloween. Jack-o'-lanterns, costumes, and trick-or-treating fill the month with a playful spirit. As the leaves change color and the air becomes crisper, October invites us to embrace the beauty of change. It encourages creativity, expression, and a sense of community as people come together to enjoy the festivities.11. November - "Gratitude and Giving":November coincides with Thanksgiving, emphasizing gratitude and giving. It is a time to reflect on the blessings in our lives, express thanks, and give back to others less fortunate. Families and friends gather around tables filled with traditional feasts, fostering a sense of togetherness and appreciation. November reminds us of the power of kindness, compassion, and generosity, encouraging us to make positive contributions to our communities.12. December - "Celebration and Reflection":December concludes the year with a festive spirit and reflections on the passing months. It encapsulates celebrations of various winter holidays, including Christmas and Hanukkah, spreading joy and kindness. It is a time for families and friends to come together, exchange gifts, and spread cheer. December encourages us to reflect on the experiences and lessons of the year, allowing room for personal growth and self-improvement as we look ahead to a new start.Conclusion:The twelve months of the year encompass a wide range ofemotions, experiences, and opportunities for growth. As we journey through each month, we are reminded of the importance of reflection, self-improvement, gratitude, and community. By embracing the themes associated with each month, we can enrich our lives and create a harmonious balance that brings joy, fulfillment, and personal growth throughout the year. Let us embark on this captivating journey, embracing the intricacies and marvels that each month offers.。

人教版PEP英语四年级下册《Recycle 1》教案一. 教材分析《Recycle 1》是人教版PEP英语四年级下册的一单元，主题是关于日常生活中的活动。

本节课主要让学生通过已有知识，进行听力理解、口语表达和简单的阅读理解。

教材内容丰富，通过图片和对话的形式，让学生在轻松愉快的氛围中学习英语。

二. 学情分析四年级的学生已经掌握了一些基本的英语单词和句型，具备一定的听力理解和口语表达能力。

但是，部分学生对英语的学习兴趣不足，学习积极性有待提高。

此外，学生的英语水平参差不齐，教学过程中需要关注到各个层次的学生。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的重点单词和句型。

2.能力目标：学生能够运用所学知识，进行简单的日常交流。

3.情感目标：激发学生学习英语的兴趣，提高他们的自信心。

四. 教学重难点1.重点：本节课的重点是让学生掌握日常生活中的活动词汇，以及运用句型进行交流。

2.难点：学生对某些生活活动的表达方式可能不太熟悉，需要进行适当的引导和练习。

五. 教学方法1.任务型教学法：通过设定各种实际生活中的任务，让学生在完成任务的过程中，自然地学习和运用英语。

2.情境教学法：通过创设各种生活情境，让学生在真实的环境中学习英语。

3.游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣，提高他们的学习积极性。

六. 教学准备1.准备相关的生活活动图片，用于展示和引导学生表达。

2.准备本节课的重点单词和句型的卡片，用于操练和巩固。

3.准备一个小故事，用于拓展环节。

七. 教学过程1.导入（5分钟）–老师与学生用英语进行简单的问候，活跃课堂气氛。

–老师出示各种生活活动的图片，引导学生用中文描述。

2.呈现（10分钟）–老师出示本节课的重点单词和句型的卡片，用生动的语言和动作呈现单词和句型。

–学生跟读，老师纠正发音。

3.操练（10分钟）–老师分组，学生两人一组进行角色扮演，运用所学单词和句型进行对话。

–老师巡回指导，纠正学生的错误。

人教版（PEP）英语五年级上册《Unit 1 What’s he like Part B》教学设计一. 教材分析人教版（PEP）英语五年级上册《Unit 1 What’s he like Part B》主要学习关于描述人物性格特征的词汇，如：quiet, friendly, helpful, hard-working等。

本课通过一个关于学生小明（Xiao Ming）的介绍，让学生学会询问和描述一个人的性格特点。

教材内容丰富，插图可爱，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析五年级的学生已经具备一定的英语基础，能够听、说、读、写一些简单的英语句子。

但部分学生对描述人物性格的词汇可能比较陌生，需要在课堂上进行充分的操练和巩固。

此外，学生之间的英语水平存在一定差异，教学中需关注全体学生，尽量让每个学生都能参与到课堂活动中来。

三. 教学目标1.知识目标：学生能够听、说、读、写关于描述人物性格的词汇，如：quiet, friendly, helpful, hard-working等。

2.能力目标：学生能够用英语询问和描述一个人的性格特点，进行简单的交流。

3.情感目标：培养学生热爱生活，关心他人的品质。

四. 教学重难点1.重点：学会描述人物性格的词汇，并能运用到实际交流中。

2.难点：正确发音和熟练运用这些词汇进行描述。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际环境中运用所学知识。

2.交际法：鼓励学生进行互动交流，提高口语表达能力。

3.游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.课件：制作包含本课重点词汇的PPT，图文并茂，生动有趣。

2.人物卡片：准备不同性格特点的人物卡片，用于课堂操练。

3.录音机、磁带：用于播放课文听力材料。

七. 教学过程1.导入（5分钟）利用课件展示不同性格特点的人物图片，引导学生猜测这些人物的个性特点。

例如：展示一个安静的女生，让学生猜测她是不是很文静（quiet）。

《Unit 5 Set a Password》教学设计教科版（2024）小学英语三年级上册（2）数字接龙游戏：学生依次说出数字单词，不能重复，看哪个小组能坚持到最后。

设计意图：通过多种方式教学数字单词，让学生直观地认识数字，为后续的密码设置打下基础。

三、Practice（15 分钟）1. Counting objects教师拿出一些物品，如铅笔、书本等，让学生用英语数数。

2. Number matching教师将数字卡片和对应的物品数量卡片打乱顺序，让学生进行匹配。

3. Set a simple password教师引导学生用数字设置一个简单的密码，如“123”，并让学生说出自己设置的密码。

设计意图：通过多种练习活动，让学生巩固所学的数字单词，同时初步了解密码设置的方法。

四、Summary（3 分钟）教师带领学生回顾本节课所学的内容，强调重点数字单词和密码设置的初步方法。

设计意图：通过总结，让学生对本节课所学的内容有一个清晰的认识，加深记忆。

五、Homework（2 分钟）1. 让学生回家后用英语数自己家里的物品数量。

2. 思考一个用数字组成的密码，并记住它。

设计意图：通过布置作业，让学生在课后继续巩固所学的知识，同时培养他们的思考能力。

第二课时一、Warming-up（5 分钟）1. Greetings师生互相问候，复习上节课所学的数字单词。

2. Number quiz教师用英语提问一些关于数字的问题，如“How many books are there on your desk?” 等，让学生回答。

设计意图：通过复习和小测验，巩固上节课的内容，为接下来的学习做好准备。

二、Presentation（15 分钟）1. Letters and combinations教师出示一些字母卡片，教学生认识字母，并引导学生进行字母组合，如“ab”“cd” 等。

2. Set a password with letters教师引导学生用字母组合设置一个简单的密码，如“ab12”，并让学生说出自己设置的密码。

精心整理UNIT1Maskman:Hello,Marine.Marie：Hello,Maskman.Closethedoor,please.Sitdownhere. Maskman:Listentomychant,Matine.1,2,3,4,5,6,7,8,9and10. Marine:Verygood,Maskman.Maskman:Yes,good.Maskman:Listen!Look!What...?Aaaagghh!Abluemonster! Marine:No,Maskman.It’sa....Maskman:Eeeek!Abluemonster!Goodbye,Marine.Monty:Hello,Marine.Marine:Hello,Monty.Monty:Look,abluepencil.Marine:Yes,abluepencil.UNIT2Marine:OK.Sitdown,please,everybody.Marin:ListentotheCDanddrawthemonster.Maskman:Oop!Oh,myActivityBook!Monty:Here’sanotherbook,Maskman.UNIT3Marine:It’. Maskman:ItMaskman:No,itisn’t.Marine:isitunderthetable?Maskman:No,itisn’’smycar?Marine:Idon’tknow,Maskman.Isitonthechair?Maskman:Noooo,itisn’t.Monty:Look,Maskman.It’sOK.It’shere,inthebag. Maskman:Oh,thankyou,Monty.Maskman:MyMaskmanCar.UNIT4Maskman:Lookatthis!Marine:Whatisit?Maskman:It’sapictureofmyfamily.Monty:Who’sthis?Maskman:She’smysister,Maskgirl.Monty:Andisthisyouryoungbrother?Maskman:Yes,that’sMaskboy.Monty:Wow!Marine:Andlook,here’smyfamily.Monty:Wow!She’sbeautiful.Issheyourmother?Marine:Yes,sheis.She’smymum,Babs.Monty:Andisthisyourfather?Marine:Yes,that’sBen,mydad.Monty:Areyoumybrother,Maskman?Maskman:No,I’mnot.Monty:Areyoumysister,Marie?Marie:No,I’mnot.Monty:Where’smyfamily?Marie；Look,Monty.Here’syourfamily.It’Monty:Ooohh！Maskman:Areyouhappynow,Monty?Monty:Yes,Iam.UNIT5Allthreetoys:[Gasp.]Marie:Lookatthepuppet!Monty:Oh,no!Maskman:Eek!Maskman:No,dogsaren’tmyfavouritepets.Myfavouritepetsarefish. UNIT6Maskman:Look,Marie.Thereheis.He’samonster.Marie:No,heisn’t,Maskman.He’satroll.Maskman:Atroll？What’satroll?Lookathishair!It’slongand...purple! Andhishead...it’sbogandgreen!Marie:Yes,Maskman.Trollsaregreen.Maskman:Lookathiseyes,Marie...They’reorange.He’samonser!Trevor:I’mgreen,I’vegotpurplehairandeyes,butI’mnotamonster.Monty:Hello,Trevor!Howareyou?Trevor:Hello,Monty.I’mfine,thankyou.Monty:Trevor,thisisMarieandthisisMaskman.They’remyfriends.Trevor:Hello.I’mTrevor.Marie:Hello,Trevor.Howareyou？Areyouhappy?Trevor:Yes,Iam.NowI‘vegotthreefriends.Maskman:Yes,we’reyourfriends.UNIT7Monty:Animalsanimals,bigandsmall.Animalsanimals,shortandtall.Marie:Help!Help,Maskman!Lookatthesesnakes.They’relonganduglyandthey’vegottwolong TeethMaskman：I’mhere,Marie.I’arms.Marie：Ooohhh,Maskman,thankyou.You’They’vegotbigmouths...andthey’Maskman:I’mhere,Trevor.I’h,butI’Trevor:Ooohhh,Maskman,thankyou.You’They’Monty：I’vegotverybigfeet,butI’mamouse.’reabighero.UNIT8’sgotablueskirt,she’sgotpin’sgotaredjacket,he’sgotgreentrouseTrevor:Oooohh!Hee,hee.Monty:Suzy’sgotaskirt,andshe’sgotabeautifuoorangeT-shirt,withamouseonit!Trevor:Ha,ha,ha!UNIT9Maskman:DotheMaskmansong,DotheMaskmansong,Let’sallDotheMaskmansong,Monty:Oooh!Look!There’sMaskman.Hecanrideabikeandplaytennis!Trevor:Iknow,andhecanplaybasketball.Monty,TrevorandMaskman:Rideabike.Playtennis,basketball.Play,play,play.Monty:Hello,Marie.TrevorandMaskman:Hello,Marie.Trevor:Marie!ListentotheMaskmansong.Hecanswimandhecanplayfootball!Marie:What?Pardon?Oh!Sorry,Trevor.Marie:Yes,Trevor.Maskmancanswimandhecanrideabikeandhecanplayfootball,but....hecan’tp laytheguitarandhecan’tsing.UNIT10Sam:Help!Help!Ican’tswim.Maskman:i’mflyingmyhelicopter!Look!Icanseeaboy.Oh!Hecan’tswim.Maskman:Icanpicktheboyup.Maskman:Standnexttome,Sam.Youcanflyinmyhelicopteragain.Sam:Thanks,Maskman.Wow!You’remyhero!Monty:Maskman...agreenlorry!Stop!Youcan’tcrossthestreetnow.Look,theman’sred! Maskman:Ooh!Er!Thankyou,Monty.Wow!You’Monty:That’sOK,Maskman.MarieandTrevor:DotheMontysong,DotheMontysong,Let’salldotheMontysong.UNIT11Suzy:Wherearemypencils?I’Canyouhelpme?Stella:Aretheyunderthetable?Suzy:No,they aren’tandtheyaren’Stella:Sorry,Suzy.Ican’Trevor:I’’tinthekitchenorthediningroom.Stella:Look,Suzy!Yourpencilsarehereonthefloor.Suzy:What?Hmmmmm.....UNIT12Monty:Icecreamandchocolate.Icecreamandchocolate.Marie:BURGER!Marie:STOP,EVERYBODY!Trevor:Ooooops!Maskman:Ooooh,er!Monty:Eeeek!Help!Marie:ButIdon’tburgers.Maskman:AndIdon’tlikeapplesorbananas.Monty’sgotmyicecreamandchocolate.Monty:ButIdon’tlikeicecreamandchocolate.Myfavouritefood’scake.Marie:Yuk!Ilikeapplesandbananas.Trevor:Listen!Iknow!Canwechantourfavouritefood? Maskman,Montyandmarie:Yes!Ok!Let’schantourfavouritefood. Maskman:Hah!NowI’vegottheicecreamandchocolate.Marie:Apple,apple.Banana,banana.Monty:Icecreamandchocolate.Icecreamandchocolate.Trevor:PENCILS！。

四年级上册英语教案Unit 12 Peter can jump high Period 1 湘少版（三起）教学内容本课为《湘少版（三起）四年级上册英语》Unit 12 "Peter can jump high"的第一课时。

教学内容主要包括动物运动会场景的描述，以及如何用英语表达各种动物的特征和动作。

学生将通过故事学习新词汇，如“run fast”, “jump high”, “swim well”等，并学会用这些词汇描述动物的能力。

教学目标1. 知识目标：学生能够听懂、会说、会读本课的生词和重点句子。

2. 能力目标：学生能够运用所学词汇和句型描述动物的特征和动作。

3. 情感目标：培养学生对英语学习的兴趣，增强合作意识。

教学难点1. 词汇记忆：生词的记忆和应用。

2. 句型构造：构造描述动物特征和动作的句子。

3. 语音语调：正确模仿动物的语音和语调。

教具学具准备1. 多媒体课件：动物运动会场景的图片和视频。

2. 单词卡片：本课的生词卡片。

3. 角色扮演道具：动物头饰和运动器材模型。

教学过程1. 课堂导入：通过播放动物运动会的视频，吸引学生的注意力，引入主题。

2. 新知呈现：展示单词卡片，教授新词汇，并通过故事讲解句型。

3. 实践练习：分组练习，让学生扮演不同的动物，用所学句型描述自己的特征和动作。

4. 巩固延伸：通过游戏和竞赛，巩固所学知识，并鼓励学生创造性地运用。

板书设计中心：动物运动会场景图左侧：新词汇列表右侧：重点句型示例作业设计1. 书面作业：完成练习册中与本课相关的练习题。

2. 口头作业：向家人描述一种动物的特征和动作。

3. 拓展作业：收集更多关于动物的英语词汇和句子。

课后反思课后反思将围绕学生的参与度、教学目标的达成情况以及教学难点的处理进行。

教师需要记录学生的反馈，分析教学效果，并根据实际情况调整教学方法，以提高教学效果。

教学过程详细设计1. 课堂导入（5分钟）利用多媒体播放一段动物运动会的趣味视频，视频中包含多种动物正在进行各种运动，如跑步、跳高、游泳等。

小学英语教育叙事故事英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。

今天小编给大家带来小学英语教育叙事故事，希望可以帮助到大家。

小学英语教育叙事一这一节课是我刚刚调到复兴小学上的第一节课，这节课是在星期三下午第六节，学生们在上午进行了紧张的语数学习，而第五节课则刚刚上了一节体育课，学生好像都玩得很累，一上课都在不停地擦汗水，阳光透进了教室，气氛觉得非常的沉闷。

看着这些孩子们，我觉得很无奈，新课肯定是无法很快进行的了，不能照常规的方式来进行教学了，得换一种方式让学生既觉得新鲜又便于教学的模式，而且还得找一个方法让学生们调整一下。

于是我让学生们站起来，一起说唱歌谣”Head and shoulders knees and toes …”并让学生用手指了相应的身体部位，然后和学生一起做了一套简单的手指操，学生的激情慢慢地被调动起来了，注意力基本调整到了英语学习上来了，在进行复习导入的时候，我拿出了事先准备好的单词卡片，教师出示卡片，让学生快速地读出这个单词，同时快速地用动作比划出单词所展示的动词短语，并评出比较到位的活着独特的动作，并进行鼓励，学生在这个环节上参与度也很高，有的学生也创作出了许多新的动作，通过复习的游戏活动，学生进一步掌握了上一节课所学习的词汇，效果良好，也没有人再去做别的事情了。

在新授课阶段，我继续用导出单词、展示单词卡并让学生比划动作的方式来进行学习，教学也比较顺利，而在练习单词的时候，我换了一种常用的方法，即采用波浪式的练习阅读的方式，即让第一组的学生先小声地读，第二组的再大声一点，第三组的学生再大声一点的方式来进行，然后再让学生反过来进行练习。

同时还采用了另外的一种练习的方式，即大声小声的游戏，教师如果大声地读，学生就只能小声地重复地读，反之亦然。

这样进行练习的效果也不错。

Fun Time2 Recycle1 教学设计一、教学内容与分析1. Let’s look and talk通过小组之间的问答活动，复习巩固所学有关星期与课程的词汇。

基于学生对表达真实生活的向往，鼓励学生把小学四年级应开设的课程全部用英语表达出来。

2. Let’s chant以歌谣的形式复习有关星期、课程的词汇。

将活动形式多样化。

教师可以通过各种富有激情的节奏加在歌谣中以激发学生的说唱兴趣。

3. Let’s read and act每两个同学自愿结合组成最佳拍档，在规定的时间内按照书上85页所提供的范例，各自分头先写有关一周七天的课程安排或课外活动的两段话，然后一个同学读，另一个同学根据所读句子的意思将其表演出来。

4. Let’s play and talk将全班同学分为男生组和女生组，以游戏的形式复习关于一周七天课程安排和课余生活安排的问话和答话，例如“What do you usually do on Sundays? I usually go to the park on Su ndays.”游戏时，每组一名同学从各自的盒子里抽出关键词，然后一个根据自己抽到的关键词提问，另一个则根据他（她）所抽到的关键词进行回答。

游戏时，为增强游戏的趣味性可以限定时间。

二、课前准备1. 教师准备三套中文课程表，分别包括中国小学课程表、美国小学课程表、英国小学课程表。

此外，准备空白卡纸和印有丰富课程名称的纸板4~6份，供小组制作课程表使用。

2. 教师准备音频或电脑，在Let’s chant及Let’s sing环节给学生播放音乐节奏。

3. 教师准备木鱼或能击打出节奏的乐器，在Let’s chant环节中使用。

4. 教师准备两个纸盒子和B5纸大小的空白卡片40张左右，准备好马克笔和剪刀。

5. 课前发放小问卷：你的周末娱乐活动是什么？请学生填写后上交，由教师统计。

三、教学步骤与建议1. 热身/复习（Warm-up/Revision）学生跟着音乐完整的唱Days of the week (Page 51), Let’s take a trip (Page 69)。

The Twelve Oxen 十二头牛The Twelve OxenThere were twelve brothers who fell out with their father, and all twelve of them left home They built themselves a house in the woods and made their living as carpenters Meanwhile their parents had a baby girl, who was a great comfort to them The child grew up without ever meeting her twelve brothers She had only heard them mentioned, and she longed to see themOne day she went to bathe at a fountain, and the first thing she did was remove her coral necklace and hang it on a twig A raven came by, grabbed the necklace, and flew off with it The girl ran into the woods after the raven and found her brothers' house No one was at home, so she cooked the noodles, spooned them onto the brothers' plates, and hid under a bed The brothers returned and, finding the noodles ready and waiting, sat down and ate But then they grew uneasy, suspecting the witches had played a joke on them, for the woods were full of witchesOne of the twelve kept watch the next day and saw the girl jump out from under the bed When the brothers learned she was not a witch but their own little sister, they made a great to-do over her and insisted that she remain with them But they cautioned her to speak to no one in the woods, because the place was full of witchesOne evening when the girl went to prepare supper, she found that the fire had gone out To save time, she went to a nearby cottage to get a light An old woman at the cottage graciously gave her the light, but said that, in exchange, she would come to the girl on the morrow and suck a bit of blood from her little finger"I can't let anyone in the house," said the girl "My brothers forbid it""You don't even have to open the door," replied the old woman "When I knock,all you have to do is stick your little finger through the keyhole, and I'll suck it"So the old woman came by every evening to suck the blood from her, while the girl grew paler and paler Her brothers noticed it and asked her so many questions that she admitted going to an old witch for a light and having to pay for it with her blood "Just let us take care of her," said the brothersThe witch arrived, knocked, and when the girl failed to stick her finger through the keyhole, she poked her head through the cat door One of the brothers had his hatchet all ready and chopped off her head Then they pitched the remains into a ravineOne day on the way to the fountain, the girl met another old woman, who was selling white bowls"I have no money," said the girl"In that case I'll make you a present of them," said the old womanSo when the brothers came home thirsty, they found twelve bowels filled with water They pitched in and drank, and instantly changed into a herd of oxen Onlythe twelfth, whose thirst was slight, barely touched the water and turned intoa lamb The sister therefore found herself alone with eleven oxen and one lambto feed every dayA prince out hunting went astray in the woods and, turning up at the girl's house, fell in love with her He asked her to marry him, but she replied thatshe had to think of her oxen brothers and couldn't possibly leave them The prince took her to his palace along with all the brothers The girl became his princess bride, and the eleven oxen and the lamb were put into a marble barn with gold mangersBut the witches in the woods did not give up One day the princess was strolling under the grape arbor with her lambkin brother that she always carried with her, when an old woman walked up to her"Will you give me a bunch of grapes, my good princess?""Yes, dear old soul, help yourself""I can't reach up that high, please pick them for me""Right away," said the princess, reaching up for a bunch"Pick that bunch there, they're the ripest," said the old woman, pointing to a bunch above the cisternTo reach it, the princess had to stand on the rim of the cistern The old woman gave her a push, and the princess fell in The lamb started bleating, andbleated all around the cistern, but nobody understood what it was bleating about, nor did they hear the princess moaning down in the well Meanwhile the witch had taken the princess's shape and got into her bed When the prince came home, he asked, "What are you doing in bed?""I'm sick," said the false princess "I need to eat a morsel of lamb Slaughter me that one out there that won't stop bleating""Didn't you tell me some time ago," asked the prince, "that the lamb was your brother? And you want to eat him now?"The witch had blundered and was at a loss for words The prince, sensing that something was amiss, went into the garden and followed the lamb that wasbleating so pitifully It approached the cistern, and the prince heard his wife calling"What are you doing at the bottom of the cistern?" he exclaimed "Didn't I just leave you in bed?""No, I've been down here ever since this morning! A witch threw me in!"The prince ordered his wife pulled up at once The witch was caught and burnedat the stake While the fire burned, the oxen and also the lamb slowly turned back into fine, strapping young men, and you'd have thought the castle had been invaded by a band of giants They were all made princes, while I've stayed as poor a soul as ever(Monferrato)NOTES:"The Twelve Oxen" (I dodici buoi) from Comparetti, 47, Monferrato, PiedmontThe folktales about the sister who rescues her brother or brothers changed into animals can be divided into two groups: the one where the seven sons are undera curse (as in Basile, IV, 8, or in Grimm, 9 and 25), and the other where the sole brother is transformed into a lamb (as in Grimm, 11, or in my no 178) The brothers are most commonly transformed into birds (swans, ravens, doves), and the first literary manifestation of the motif dates back to the twelfth century; the latest is possibly Andersen's "Wild Swans"Copyright: Italian Folktales Selected and Retold by Italo Calvino,translated by George Martin,Pantheon Books, New York 1980十二头牛从前有十二个兄弟，跟父亲吵架后，一起离开了家。

《义务教育课程标准实验教科书英语（新版）（六年级上册）》教材介绍《义务教育课程标准实验教科书英语（新版）（六年级上册）》教材介绍继续按照前六册“话题一功能一结构一任务”的编写思路编写；继续注重行动学习，强调合作学习，鼓励项H制作，重视表现评价，实施整体设计。

同时，随着学生年龄的增长和心智水平的发展，我们也对学习内容做出新的安排和调整，对学习日标提出了新的要求。

主要体现在以下几个方血：（1）进一步增加“成长教育”的成分。

随着语言知识量的逐步增加，本套教材在后四册更为系统地注入了成长教育的成分，如：交际礼仪，学习习惯，待人接物，关心他人，热爱集体，理解沟通，获取信息，爱护动物，了解丿力史，了解屮国和世界，热爱自然等内容；（2）进一步增强真实生活色彩；（3）兼顾能力发展和知识积累；（4）进一步适应全国大多数小学生和大多数小学教师的实际情况；（5）适应少儿语言学习的心理特点。

本册教材的结构体例、教学内容设计、教学要求与安排如下：一、教材结构与体例本教材是一套以学生用书为核心，集文字、音像为一体的立体化配套教材，主要由以下11个部分构成：1 学生用书学生用书采用了国内标准16开木，彩色胶印。

全书配有彩色卡通式插图，设计新颖活泼，生动有趣。

为体现教材的实用性和可操作性，史好地方便教学，新教材全部采用“教案式” （teaching plan）编排体例。

每册书共6个单元、每单元6课，共36课。

每单元围绕一个特定的话题展开，帮助学生系统地掌握学习会话和词汇。

每单元最后的Fun story用來复习木单元所学的词汇和对话，并把相关的文化内容融合在故事屮，在复习的基础上向学生介绍一些简单的小西方文化知识。

此外，在第3单元和第6单元之后，各有1个复习单元（Fun Time）o每个复习单元为6页。

六年级上册学生用书的结构体例育所调整。

后四册的总体单元数和Fun Time数日与前四册保持一致，即每册仍是6个学习单元加两个复习单元（Fun Time）,每个学习单元仍是6课。