听说4-教案Unit2

Module 4 Unit 2 Thirteen, fourteen, fifteen1教学目标1.学问目标:能认读数字13—19,能娴熟听说读写thirteen, fourteen, fifteen;驾驭十几的发音特点。

能娴熟运用句型How many…are there? There are…2.实力目标:通过听、说、读、写的技能训练,使学生能娴熟谈论数量,提高用英语获得数字信息的实力。

3.情感目标:在谈论数字的活动中培育学生对事物统计, 事物管理的爱好和意识。

2新设计通过听、说、读、写的技能训练,使学生感知、实践、合作完成任务,获得语言学习的乐趣和自信。

3学情分析三年级的学生,由于年龄小,又加上生性活泼好动,喜爱直观形象思维,对嬉戏、竞赛、画画特殊感爱好。

三年级是小学生学习英语的基础阶段,这一阶段的重要任务在于激发并保持学生学习英语的爱好。

4重点难点教学重点:数字13—19的认读,特殊是thirteen, fifteen的正确认读和拼法。

教学难点:运用句型How many…? 询问数量,并作相应回答。

5教学过程Step 1 Warm up1、 Sing a song “Ten little fingers” 带领学生复习数字1-10。

2、 Guessing game 老师用一个方盒子做成一个数字大色子,老师将色子抛向空中,然后请学生猜出数字,假如猜中算获胜。

此嬉戏既帮助学生认读复习巩固数字11、12、14、16、18、20,同时又激发起学生学习的热忱。

Step 2、show some pictures to students:Ask and answer:T: How many…are there?Ss: There are…Step 3、Teach thirteenT: What’s one plus twelve?Ss: It’s thirteenStep 4、look at the picture, listen and answer:How many dogs has the dog got?Listen to the tape and read.Students take out some fruits and practice have got/has got:S1:I have got two applesS2:He has got two apples.Step 5、look at the apple tree. There are so many apples, let’s count: One、 two、three、 four、 five 、six、 seven 、eight、nine……fifteen Read the numbers:13、14、15、16 Guess the numbers :17、 18 、19Sharp eyes:快读单词:将13—19单词打乱依次出现,让学生快速认读。

Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 1 Listening and TalkingWorksheetUnit 2 Listening and TalkingActivity 1: Watch and answerWatch a short video and answer the questions.●What is this song about?●What will happen if you try a little kindness?Activity 2: Discuss in groupsDiscuss the following question in groups.Do you believe a small act of kindness can make a big difference? Why?Activity 3: Try to predictA man named Kevin is talking about “paying it forward” in a radio show.Can you predict what “paying it forward” means?Activity 4: Listen and answerListen to the radio show and answer these questions.●What is the name of the radio show?●What does “paying it forward” mean?● What does the guest want the listeners to do?Activity 5: Listen and fillListen to the radio show again and fill in the blanks.Activity 6: Listen and answerListen to the radio show again and answer the questions below.●Apart from the story of the song “Chain of Love”, what other example does Kevin give of paying it forward?●What is your understanding of “we never know what light we might spark in others by our kindness”?Activity 7Read the transcript and find out the connecting expressions or sentences in telling stories.Activity 8Retell the story briefly by using the connecting words.Activity 9: Listen and discussListen to the song and discuss the following questions.●What’s your understanding of “Chain of Love”?●What deeply impresses you in the story?●What’s the best translation of “Chain of Love”?Activity 10: Talk in pairsTalk about the ordinary people’s qualities inferred from the listening part in pairs.Activity 11: Share a storyShare a story of showing or receiving kindness, either one of your own or one you heard of.。

《新标准英语》六年级上册Module4 Unit2Our favourite festival is the Spring Festival.教学设计一、教学目标1.语言知识目标：①能听说认读单词：moon cake, race, lantern, hang, the Dragon Boat Festival, the Mid-Autumn Festival, the Lantern Festival②能听懂会说句型：Our favourite festival is.... We ....2.语言技能目标：能够运用Our favourite festival is.... We ....介绍自己喜爱的节日并对每个节日所开展的传统活动进行描述。

3.情感态度目标：培养学生热爱和宣传中国文化，增强世界意识和跨文化交流的能力。

二、教学重难点1.教学重点：学生能够运用Our favourite festival is.... We ....介绍自己喜爱的节日并对每个节日所开展的传统活动进行描述。

2.教学难点：①the Mid-Autumn Festival, the Lantern Festival的读音。

②正确描述各个节日的不同传统习俗。

三、教学过程Step1 Warming up1.Greetings2.Sing a song:《Twinkle twinkle little star》Step2 Lead in1. Introduce the topic。

2.Revision: the western festivals:Flag Day, Thanksgiving设计意图：利用多媒体，声音与视觉的刺激让学生调动已有知识储备，有效复习了西方节日名称及所做的事情，为本课学习做足铺垫。

3.Free talk: What do you know about Chinese festivals?Step3 Presentation1.Words learning: Spring Festival, the Mid-Autumn Festival, the Lantern Festival, the Dragon Boat Festival)（跟读——分组读——齐读）2. Look at PPT to know the important festivals.Step4 Text learning1.Listen to the tape and match.2.Answer the follow questions:1)What do we do on Spring Festival?2) What do we do on Lantern Festival?3) What do we do on Dragon Boat Festival?4) What do we do on Mid-Autumn Festival?3.Read after the tape.4.Ask some students to read and translate.Step5 Practice1..Fill in the blanks according to the text.。

新标准大学英语BOOK4-Unit 2教案Active reading (1)Danger! Books may change your lifeTeaching aims:1.to learn the new words and expressions;2.to understand the texts and learn to paraphrase some difficult sentences in English;3.to analyze the structure of the texts;4.to get to know the cultural background of the texts;.5.to learn to think and presents one’s viewpoints from different perspectives;6.to learn to write a book report;Teaching schedule:Class period 1-2: warm-up activitiesnew words and expressionscultural background knowledgeClass period 3-4: reading 1 studyreading, sentences making, simulated writing and sentence paraphrasingClass period5-6: exercises, writing practice; cross culture readingClass period7-8: quiz and reading 2Culture pointsLewis Carroll (1832–1898) is the pen-name of Charles Dodgson. He was a priest, a mathematician who taught at Oxford University, a photographer, humorist and writer of children’s literature. Alice’s Adventures in Wonderland (1865) was immediately successful, a masterpiece which revolutionized children’s literature,giving coherence and logic through wit and humour to unlikely or impossible episodes in which imaginary creatures embody recognizable human characteristics. He is also known for Through the Looking Glass and what Alice found there (1871) and nonsense poems, such as The Hunting of the Snark (1876).William Cowper (1731–1800): a notable English poet, writer of hymns and letter-writer. He wrote gentle, pious, direct poems about everyday rural life and scenes of the countryside which have been seen as forerunners of the Romantic movement: Coleridge called Cowper “the best modern poet”. He translated Homer’s Greek epics. The Odyssey and The Iliad into English. Another example of his verses which have become common sayings is “God moves in mysterious ways, His wonders to perform…”John Steinbeck (1902–1968): American novelist who was awarded the Nobel Prize for Literature in 1962. The Grapes of Wrath (1939) is a well-known, long tragic novel about an American family of farmers who are driven off their land in Oklahoma by soil erosion in the famous “dust bowl” era. They flee to California to what they hope will be a better life. The book won the Pulitzer Prize and was made into a film in 1940. Other well-known novels include Of Mice and Men (1937), Cannery Row (1945), The Pearl (1947), East of Eden(1952) and an account of a personal rediscovery of America, Travels with Charlie (1962).John Irving (1942–): American novelist and screenwriter who taught English at college and was a wrestling coach. The Fourth Hand (2001) is a comic-satirical novel about a TV journalist, Wallington, whose hand is seen by millions of viewers to be bitten off by a circus lion. A surgeon gives him a hand transplant (a third hand) but the wife of the dead donor wants to visit her husband’s hand and have a child by Wallington, who feels where his original hand used to be (the fourth hand).Audrey Niffenegger (1963–): American college professor who teaches writing to visual artists and shows students how to make books by hand. Her first novel, The Time Traveller’s Wife (2003) – filmed in 2009 – is a science fiction and romance bestseller about a man who travels uncontrollably in time to his own history and visitshis wife in her childhood, youth and old age. His wife needs to cope with his absences and dangerous life while he travels. The story is a metaphor for distance and miscommunication in failed relationships.Paul Torday (1946– ): a British busines sman who worked for a company that repaired ship’s engines for many years. Salmon Fishing in the Yemen (2007) was his first novel. It is a political satire and comedy about a dull civil servant who becomes involved in a plan to populate the desert with Scottish salmon. Politicians manage the media to “spin” this as a plan they support in order to divert attention from problems in the Middle East. There are themes of cynicism and belief, and East-West culture clashes.Aleksandr Solzhenitsyn (1918–2008): a Russian writer who was imprisoned in Soviet labour camps in 1945; after eight years, he was exiled to Kazakhstan and not freed until 1956, when he became a teacher. In 1970 he was awarded the Nobel Prize for Literature but not receive it until 1974. He went to Germany, Switzerland and the USA, returning to Russia in 1994. His best known novels were based on his experiences as a prisoner and include: One Day in the Life of Ivan Denisovich (1962), Cancer Ward (1968), The Gulag Archipelago (1974–1978). His later works were about Russian history and identity.Graham Greene (1904–1991): a British novelist, short-story writer, playwright, travel writer and essayist. He wrote a number of thrillers (he called them ‘entertainments’) which dramatize an ambiguous moral dilemma, often revealing guilt, treachery, failure and a theme of pursuit. Greene was also a film critic and all of these novels have been made into films: Brighton Rock (1938), The Power and the Glory (1940), The Heart of the Matter (1948), The Third Man (1950), The Quiet American (1955), and Our Man in Havana (1958).E. M. Forster (1879–1970): a British novelist and writer of short stories and essays. He lived at different periods in Italy, Egypt and India and taught at Cambridge University. His best known novels include A Room with a View (1908), Howard’s End (1910), A Passage to India (1924) which have all been made into films. His writing about reading and writing includes a book of lectures, Aspects of the Novel (1927).Thomas Merton (1915–1968): an American Catholic writer, who was a Trappist monk in Kentucky. He wrote over 70 books, including many essays about Buddhism and a translation into English of the Chinese classic, Chuang Tse. He had a great deal to say about the meeting of Eastern and Western cultures and wrote many letters to writers, poets, scholars and thinkers. He read a lot in English, Latin, French and Spanish and said he always had at least three books which he was reading at any one time.William Blake (1757–1827): a British poet, artist and mystic, who read widely in English, French, Italian, Latin, Greek and Hebrew. He made many engravings to illustrate the work of such writers as Virgil, Dante and Chaucer, as well as his own poems. He stressed that imagination was more important than rationalism and the materialism of the 18th century and criticized the effects of the industrial revolution in England, but his work was largely disregarded by his peers. He is best known for his poetry in Songs of Innocence (1787) and Songs of Experience (1794). His belief in the oneness of all created things is shown in his much-quoted verse, “To see the world in a grain of sand / And a heaven in a flower, / Hold infinity in the palm of your hand / And eternity in an hour.”Clifton Fadiman (1904–1999): an American writer, radio and TV broadcaster and editor of anthologies. For over 50 years he was an editor and judge for the Book-of-the-Month Club. In 1960 he wrote a popular guide to great books for American readers, The Lifetime Reading Plan, which discusses 133 authors and their major work: the 1997 edition includes 9 authors from China.J. K. Rowling (1965–): British writer of the seven Harry Potter fantasy books. She studied French and Classics at Exeter University, before teaching English in Portugal and training to teach French in Scotland. The main idea about a school for wizards and the orphan Harry Potter came on a delayed train journey from Manchester to London in 1990. She began to write as soon as she reached London. Twelve publishersrejected the first book before Bloomsbury, a small London publisher, agreed to publish it. Later books have repeatedly broken all the sales records (as have some of the films). She is one of the richest women in the UK and a notable supporter of many charities.Language points1 Variety’s the very spice of life, / That gives it all its flavour … (Para 2)Spices are made from plants and added to food to give it its particular flavour or taste. The English proverb “Variety is the spice of life” (the proverb comes from Cowper’s poem) therefore means that variety gives life extra value and allows you to appreciate life in particular ways.2 We learn to look beyond our immediate surroundings to the horizon and a landscape far away from home. (Para 3)This means that through reading we learn to look beyond our immediate experience or familiar environment to things beyond our immediate experience, ie to completely different things that we can imagine and experience through books.3 When a baseball player hits a home run he hits the ball so hard and so far he’s able to run round thefour bases of the diamond, and score points not only for himself but for the other runners alreadyon a base. (Para 9)In the American game of baseball, the field of grass is diamond-shaped and has four bases (specific points marked around the diamond), round which players must run to score points. One team bats (ie team members take turns to hit the ball and run round the bases) and the members of the other team throw (pitch) the ball and, when it is has been hit, try to catch it or get it quickly to one of the four bases. If a batting player can hit the ball hard enough, he can run round all four bases before the other team can get the ball and thus score maximum points – with a home run. In the passage, a really good book is a home run.3 Choose the best answer to the questions.1 Why are we like Alice in wonderland when we read a book?(a) Because, like Alice, we often have accidents.(b) Because reading makes us feel young again.(c) Because reading opens the door to new experiences.(d) Because books lead us into a dream world.2 According to the writer, what is the advantage of reading over real life?(a) There is more variety in books than in real life.(b) We can experience variety and difference without going out of the house.(c) The people we meet in a book are more interesting than real people.(d) It’s harder to make sense of real life than a book.3 What do the seven novels listed in Paragraph4 have in common?(a) Their titles stimulate imagination.(b) They represent the best writing by British and American novelists.(c) They have become classics.(d) You can find all of them in any local library.4 At what moment in our lives do books become important?(a) As soon as we start reading.(b) When we start buying books to fill our shelves at home.(c) When we start listening to bedtime stories.(d) Only when we are ready for books.5 What claim did Merton make about the poems of William Blake?(a) They were similar to the works of the Greek writers and thinkers.(b) They helped him understand the meaning of life.(c) They created a sense of confusion.(d) They taught him a lot about modern culture.6 What is meant by a home-run book?(a) A book which is so good you are unable to put it down.(b) A book that the whole family can enjoy.(c) A children’s book that is read and appreciated by adults.(d) A book that hits hard like a home run in the game of baseball.Dealing with unfamiliar words4 Match the words in the box with their definitions.1 to make someone feel that they do not belong to your group (exclude)2 to fail to do something that you should do (neglect)3 to mention something as an example (cite)4 to be strong enough not to be harmed or destroyed by something (withstand)5 in most situations or cases (normally)6 to be about to happen in the future (await)5 Complete the paragraph with the correct form of the words in Activity 4.When I lived in Britain, one of my favourite radio programmes was ca lled “Desert Island Discs”. The format was always the same: Guest celebrities were asked to imagine they had been washed ashore on a desert island, and had to choose nine books – (1) excluding the Bible and Shakespeare, which they were already provided with – to take with them to the island, to help them (2) withstand the physical and mental isolation. I sometimes like to think which books I would take. (3) Normally, like most people, I don’t have much time for reading, and I could (4) cite dozens of books which I have never read but which I w ould like to. It’s an opportunity I have (5) awaited all my life, in fact. But what would I choose? Mostly novels, probably, but I wouldn’t (6) neglect to include a volume or two of poetry. My first choice, I think, would be Tolstoy’s War and Peace. I’ve never read it, but I’m ready to believe that it is one of the most marvelous books ever written.6 Replace the underlined words with the correct form of the words in the box.1 In a good novel, the writer and reader communicate with each other. (interact)2 I have to face up to the problem sooner or later. (confront)3 I read the book in one sitting and Mary did too. (likewise)4 E. M. Forster was one of the most important and respected British novelists of the 20th century. (influential)5 Do you believe that a work of literature can actually lead to social changes? (induce)6 Robert Burns was a great poet who wrote in the language variety spoken in Scotland. (dialect)7 The Time Traveller’s Wife is the story of a man who has a strange and inexplicable genetic disorder. (mysterious)7 Answer the questions about the words.1 If you have had a disconcerting experience, do you feel a bit (a) tired, or (b) confused?2 If you have a vista of something, can you (a) see or imagine it, or (b) go and visit it?3 Would you express great wrath by (a) smiling at someone, or (b) shouting at them?4 If you feel enchanted by a book, do you (a) like it a lot, or (b) not like it at all?5 Is a writer who is supremely talented (a) very good, or (b) quite good at his job?6 If reading fosters an understanding of certain problems, does it (a) help understanding, or (b) prevent it?7 If you are desperately trying to get a job, are you (a) trying very hard to get it, or (b) caring littlewhether you get it or not?8 Is a sensation (a) a certainty, or (b) just a feeling?Reading and interpreting8 Check () the writer’s main purpose in writing the passage.1 To show the reader how to read fiction.2 To suggest that fiction is more powerful than non-fiction.√ 3 To persuade the reader that reading can be a life-changing experience.4 To claim that books provide the meaning to life.5 To recommend some major novels to read.9 Work in pairs. Look at the statements from the passage and discuss the questions.1 … when we pick up a book we are about to enter a new world.Do you agree with this statement? Is this true of every book?I agree with this up to a point, but it is not true of every book because with some books you may already be very familiar with the world of those particular books so although you might read them, they wouldn’t take you to a new world.2 We’ll have experiences which are new, sometimes disconcerting, ma ybe deeply attractive, possibly unpleasant or painful, but never less than liberating from the real world we come from. How can reading be a “painful” experience? In what sense does reading “liberate” us from the real world?It is easy to imagine how reading could be a painful experience for some people: It depends on the book and on the reader’s background and personal ity. For instance, I can see that a story about bullying, might be painful to read if you were bullied when you were a child – it would remind you of the experience of being hurt.Reading can liberate us because in books we can have all sorts of wonderful and interesting experiences which would be impossible for us in the real world: we can travel to distant places or go anywhere in time, we can meet all sorts of people we probably wouldn’t meet anywhere else except in books.3 Reading books allows us to enjoy and celebrate this variety and difference in safety, and provides us with an opportunity to grow.How does this idea contrast with the title of the passage? In what way can a book help us “grow”? The word “Danger” in the title contrasts with this idea that reading is a safe experience. However, this is not a contradiction because experiences that would be dangerous in real life are quite safe when we read about them in books. The author seems to think that we grow in our minds with a better understanding and enriched imagination when we meet a wide variety of people and different situations in books. This vicarious experience in reading is a safe way to grow mentally and emotionally.4 To interact with other people’s lives in the peace and quiet of our homes is a privilege which only reading fiction can afford us.Do you agree? Is fiction really different from other types of writing?Well, I think this is true because in fiction we do interact with the characters, both positively (with characters we can identify with) and negatively (with characters we do not like or admire). But this doesn’t mean that we don’t interact with the writer in non-fiction. Surely all of us have the experience of feeling that we do interact with writers in newspaper or magazine articles and in some kinds of non-fiction which may be about science, for example. I suppose it depends on the style of the writing and on the personality of the writer (and of characters in fiction) and on us, as readers.5 We even understand … that we h ave more in common with other readers of books in other cultures than we might do with the first person we meet when we step out of our front doors.This suggests that people who read are different from people who don’t read. Do you agree? Well, I am not sure. I guess that people who read similar books, fiction or non-fiction, would share some common knowledge, experience and maybe feelings and they would probably talk about these when they know about each other’s reading habits. Of course, they wouldn’t ne cessarily have other things in common, just this particular connection with a certain kind of culture through reading. Maybe people in the street do not have to share this reading experience, so in that respect they are different, but they may be quite similar and share many cultural experiences in other ways –after all they live in the same place, probably speak the same language. So, I think it’s all a question of what sort of common experiences you are talking about. The more I think about it, the less I agree!6 From the bedtime story read by a parent to their child all the way through to the sitting room lined with booksin our adult homes, books define our lives.What do you understand by “books define our lives”?I suppose they would be those books – not many, surely? – which have made a great impact and remain so strong in our memories that do have a function of defining something in our lives. However, I think the author has exaggerated here. Books are not the only things that define our lives. People, places and special events define our lives too, so books are only one part which for some people have a great influence but for others maybe very little or none at all. We have to remember that some people simply don’t read books. Even some students on ly read what they have to read, nothing more than that!7 We cannot withstand the hunger to visit another world, to meet different people, to live other lives and to reflect on ourselves.Do you agree that we “live other lives” when reading? Or is this an exaggeration?I agree that we have strong imaginative experiences when we read. Maybe you can call this “living other lives” sometimes, but for me, anyway, this simply doesn’t happen very often and when it does happen it is only for a short time. I think the writer is exaggerating here to make the point that reading has importance in our imagination.8 Books may change your life.Is this a suitable title – and ending – for the passage? Why / Why not?Yes, I think it OK as a catchy title – it gets our attention, after all, and repeating it at the end makes a kind of coda like the ending of a piece of music which echoes something near the beginning. Also if you look carefully, it does have a note of caution by using “maybe” instead of “will”, so this title isn’t a definite promise, it’s more of an attractive idea, that your life may be changed through books, but might not be.Now discuss which of the above statements would have been more effective if backed up byexample(s).In fact, it seems that any of them could effectively be illustrated by examples, but if all of them were to be backed up with examples, the whole passage would be a lot longer and maybe too heavy with examples.If I had to choose just two statements which need supporting examples, I would say numbers three and six because I’d say the ideas about ‘growing’ through books and books ‘defining’ our lives are too vague without examples.Active reading (2)They were alive and they spoke to meBackground informationThis is from The Books in My Life by Henry Miller (1861–1980), an American novelist, writer and painter. Miller was born in New York, lived in Paris 1930–1939, and then in California. His best-known works blend fiction, autobiography, social criticism and mysticism: Tropic of Cancer (1934 published in France) describes his life and loves in Paris and because of its sexual frankness it was not published in the USA till 1961; Black Spring (1936) has ten autobiographical stories; Tropic of Capricorn (1939) is about his years with the Western Union Telegraph Company; The Colossus of Maroussi (1941), considered by some critics to be his best work, is a travel book about people from his stay in Greece.In The Books in My Life (1969) Miller looks at 100 books that influenced him. His list includes children’s books written originally for adults (eg Alice in Wonderland, The Arabian Nights, Greek Myths and Legends, Robinson Crusoe, The Three Musketeers); many French novels and poetry (eg by Balzac, Hugo, Giono, Nerval, Proust, Rimbaud, Huysmans, Maeterlinck), German novels (by Mann, Hesse, Dreiser) and the Chinese Lao Tse and Fenollosa’s The Chinese Written Character as a Medium for Poetry, besides work by American writers (Twain, Emerson, Thoreau, Whitman), Dostoievshy, Nietzsche, Joyce and writers on spiritual topics.Culture pointsAugust Strindberg (1849–1912): A Swedish playwright and a prolific writer of novels, short stories, satires, essays and poems, and a photographer, who tried various jobs before becoming assistant librarian at the Royal Library in Stockholm and established an experimental theatre. He is best known for his plays, including The Father (1887) and Miss Julie (1888), and for his vitality, vigour, and brilliant use of language. Miller cites Strindberg’s autobiographies, The Confession of a Fool (vol.2), a passionate love story and account of problems in his marriage, and The Inferno (vol.3), a study of his religious conversion, delusions and neuroses which reflect Strindberg’s periods of mental instability.Blaise Cendrars (1887–1961) is the pen name of Frédéric Sauser, a Swiss-born French novelist, shortstory writer, poet, and film-maker, who led a life of constant travel (he was born in an Italian railway train) doing various jobs in Russia, Europe, North and South America and Asia – he is said to have shoveled coal on steam trains in China. He lost his right arm fighting for France in World War I. His prose includes vivid, witty, action-packed novels, like Moravagine (1926), which describe travel and adventure, or works directly inspired by his own experience, like The Astonished Man (1945) and The Cut Hand (1946), and four volumes of memoirs. Miller admired his work and lists ‘virtually the complete works’ of Cendrars as influential reading.Rémy de Gourmont (1858–1915): a French writer of 50 books: essays, novels and poetry, with a strong interest in medieval Latin literature; as a critic he was admired by T. S. Eliot. He was a librarian at the National Library in Paris; later, a painful skin disease kept him largely at home. He was influential in the symbolist movement in literature. He claimed that a work of art exists only through the emotion it gives us. He asserted the need to get away from the unquestioning acceptance of commonplace ideas and associations of ideas, and believed it was necessary for thought to proceed by imagery rather than by ideas.Julius Caesar (110 BC–44 BC): a Roman statesman, known as a great military strategist. As a general he was famous for the conquest of Gaul (modern France and Belgium) which he added to the Roman Empire. He also made two expeditions to Britain, was governor of Spain and traveled in North Africa and Egypt. He was a good speaker and he wrote several books of commentaries and memoirs on Roman wars and military campaigns. Caesar’s writin g is often studied today by those who learn Latin.The Julius Caesar of literature: this phrase compares Cendrars with Caesar: both were men of action, travelers, adventurers, explorers, who somehow found time to read a lot and write books.Language points1 The fact, however, that in the past I did most of my work without the aid of library I look upon asan advantage rather than a disadvantage. (Para 1)This is irony. Miller is writing about the importance of reading and about key books in his life, but there is a paradox: Only recently has he been able to get all the books he has wanted all his life (ie he now has money, as a best-selling writer, to buy books) and, as a writer, he wrote books without the help of a library. He says that not having books wa s an advantage. The explanation is probably that Miller’s early writing was a mixture of autobiography and fiction, so he didn’t need to read other books or refer to them to do his own writing. The irony is that he is saying this in a book about the books the influenced him.2 A good book lives through the passionate recommendation of one reader to another. (Para 3)Miller thinks that a good part of the ‘life’ of a book is how one reader recommends it to another with enthusiasm, ie books are about sharing e xperience, not just the author’s experience in the book and the reader’s experience of reading it, but also the experience of word-of-mouth or face-to-face recommendation by other readers.3 And the better the man the more easily will he part with his most cherished possessions. (Para 4)This continues Miller’s thought that books are for sharing. A good person will share things he or she loves. In this case, such a person will give or lend favourite books and such generosity makes friends: When you give books you get friendship.4 If you are honest with yourself you will discover that your stature has increased from the mereeffort of resisting your impulse. (Para 6)Miller’s argument here is that you should not read everything, but that you should choose ve ry carefully and selectively. This means you should resist the temptation to read some things which are not really going to add to your knowledge or enjoyment (not every book will do this, only some). Here, he says that in this way, we grow (we “increase our stature”). That is, we grow by not reading many books. The implication is that if we choose the very best books and read these few really carefully we will get the best from them – and grow by such selection. Miller discusses 100 books which he things are such books.5 All on the side, as it were. (Para 7)Cendrars was a man of action who spent most of his time on travels and adventures. Surprisingly (you would think he did not have time), he read a lot in different languages and even wrote many books – this was in addition to his main activities.6 For, if he is anything, Cendrars, he is a man of action, an adventurer and explorer, a man who has known how to “waste” his time royally. (Para 7)Cendrars had a huge reputation as a man of action, travelling, having adventures and exploring different countries and yet he read a lot (he knew how to use the little time available to read). “Waste” is in quotes to show irony (reading isn’t a waste of time), that he reads in a royal manner (ie very thoroughly). The sentence structure here is quite French with the repetition of “he”.Reading and understanding2 Choose the best answer to the questions.1 What does Miller consider to have been an advantage during his writing career?(a) To have been able to read all the books he wanted.(b) To have grown up in a room full of books.(c) To have written without the aid of a library.(d) The fact that he never wanted to own any books.2 What did three stars on a book mean in the public library in Miller’s youth?(a) Young people weren’t allowed to read them.(b) They were the most popular books in the library.(c) They were intended for children.(d) They were more exciting than one-star books.3 Why does Miller hope the star system still exists in public libraries?(a) It is an efficient system which works well.(b) It discourages people from reading inappropriate books.(c) It makes people interested in reading.(d) It makes it easier for people to recognize books.4 Why do people lend books, in Miller’s opinion?(a) Because they feel the need to share their feelings.(b) It’s the best way to make a friend.(c) It’s less risky than lending money.(d) Because it’s not possible to possess a book for ever.5 According to Miller, what should you do when you find a book you want to read?(a) Pick it up and start reading.(b) Ask a friend for advice about the book.(c) Think about whether you really need to read it.(d) Only read it if it is original.6 What does Miller especially admire about Blaise Cendrars?(a) He had a very adventurous life.(b) He was a great writer.。

教案初一英语教案人教版unit2一、引言1.1课题背景1.1.1英语作为国际通用语言的重要性1.1.2我国英语教育的发展及现状1.1.3初一英语学习的阶段特点及任务1.1.4Unit2在初一英语教学中的地位和作用1.2教学目标1.2.1培养学生英语学习的兴趣和积极性1.2.2提高学生的英语听说读写能力1.2.3培养学生的跨文化交际意识1.2.4帮助学生掌握Unit2的知识点1.3教学方法1.3.1采用任务型教学法，激发学生的学习兴趣1.3.2利用多媒体辅助教学，提高教学效果1.3.3鼓励学生参与课堂互动，培养合作精神1.3.4定期进行学习评价，及时调整教学方法二、知识点讲解2.1词汇2.1.1重点词汇：family,parent,sister,brother,grandparent 2.1.2词汇讲解：通过图片、实物等形式展示词汇，让学生更好地理解和记忆2.1.3词汇练习：设计丰富的练习，如填空、选择、匹配等，巩固学生对词汇的掌握2.1.4词汇运用：鼓励学生在实际情景中运用所学词汇，提高语言运用能力2.2语法2.2.1重点语法：一般现在时2.2.2语法讲解：通过例句、图表等形式讲解一般现在时的构成和用法2.2.3语法练习：设计针对性的练习，如填空、改错、句型转换等，让学生熟练掌握一般现在时2.2.4语法运用：鼓励学生在写作、口语表达中运用一般现在时，提高语法运用能力2.3对话2.3.1重点对话：介绍家庭成员2.3.2对话讲解：分析对话内容、功能及语言特点2.3.3对话练习：设计角色扮演、问答等练习，让学生熟悉并运用对话2.3.4对话拓展：鼓励学生结合自身实际，创作类似的对话，提高交际能力三、教学内容3.1课文3.1.1课文内容：Unit2的课文主要围绕家庭成员展开3.1.2课文讲解：分析课文结构、语言点及文化背景3.1.3课文练习：设计阅读理解、完型填空等练习，提高学生的阅读能力3.1.4课文拓展：引导学生探讨课文主题，培养学生的思辨能力和跨文化意识3.2听力3.2.1听力材料：与家庭成员相关的对话、短文等3.2.2听力讲解：教授听力技巧，如预测、捕捉关键信息等3.2.3听力练习：设计听辨、听写、听力理解等练习，提高学生的听力水平3.3语音3.3.1重点语音：元音音素/i:/和/i/3.3.2语音讲解：讲解元音音素的发音特点及区别3.3.3语音练习：设计听音辨词、模仿朗读等练习，让学生掌握元音音素的发音3.3.4语音拓展：引导学生关注日常生活中的语音现象，提高语音感知能力四、教学目标4.1知识与技能4.1.1掌握Unit2的重点词汇、语法和对话4.1.2能够运用Unit2的知识进行简单的英语交际4.1.3提高英语听说读写能力4.1.4培养跨文化交际意识4.2过程与方法4.2.1培养学生合作学习的能力4.2.2培养学生自主学习的能力4.2.3培养学生解决问题的能力4.2.4培养学生创新思维的能力4.3情感态度与价值观4.3.1培养学生对英语学习的兴趣和积极性4.3.2培养学生尊重和包容不同文化的态度4.3.3培养学生团队合作的精神4.3.4培养学生积极向上的价值观五、教学难点与重点5.1教学难点5.1.1词汇的掌握和运用5.1.2一般现在时的语法运用5.六、教具与学具准备6.1教师准备6.1.1多媒体课件：包括词汇、语法、对话的展示和练习6.1.2图片和实物：用于展示家庭成员，增强视觉效果6.1.3录音设备：播放听力材料，进行听力练习6.1.4教学视频：用于辅助教学，提供更多的语言输入6.2学生准备6.2.1英语课本和练习册：学习Unit2的相关内容6.2.2笔记本和文具：记录重点知识和练习答案6.2.3家庭照片：用于介绍家庭成员的实践活动6.2.4英语词典：查找生词，自主学习6.3课堂环境6.3.1座位安排：适合小组活动和角色扮演6.3.2黑板和白板：用于板书和展示学生答案6.3.3墙面海报：展示英语学习标语和家庭成员词汇七、教学过程7.1导入7.1.1开场白：用英语与学生打招呼，引入新课话题7.1.2快速问答：复习上一课的内容，激活学生的相关知识7.1.3图片展示：展示家庭成员的图片，引起学生的兴趣7.1.4目标介绍：告知学生本节课的学习目标和预期成果7.2主体教学7.2.1词汇学习：通过图片和实物学习重点词汇7.2.2语法讲解：通过例句和图表讲解一般现在时7.2.3对话练习：分组练习对话，模拟真实场景7.2.4听力训练：播放听力材料，进行听力和理解练习7.3巩固与拓展7.3.1小组活动：设计家庭成员介绍的小游戏或角色扮演7.3.2课堂写作：写一段关于自己家庭成员的短文7.3.3语音练习：模仿录音，练习元音音素的发音7.3.4作业布置：布置课后作业，巩固所学知识八、板书设计8.1词汇板书8.1.1重点词汇列表：在黑板上列出Unit2的重点词汇8.1.2词汇例句：用不同颜色的粉笔标出词汇在例句中的使用8.1.3词汇配图：在词汇旁边画上简笔画，增强记忆8.1.4词汇游戏：设计一个与词汇相关的游戏，如“找不同”8.2语法板书8.2.1语法规则：用图表形式展示一般现在时的构成8.2.2语法例句：用例句展示一般现在时的用法8.2.3语法练习：在黑板上展示语法练习题，让学生参与解答8.3对话板书8.3.1对话脚本：在黑板上写出对话的脚本，供学生参考8.3.2对话角色：标明对话中不同角色的名称8.3.3对话情景：用图画或关键词表示对话发生的情景8.3.4对话提示：给出表演对话时的表情和动作提示九、作业设计9.1词汇作业9.1.1词汇填空：完成练习册上的词汇填空题9.1.2词汇匹配：将词汇与图片或定义进行匹配9.1.3词汇造句：用Unit2的词汇各造一个句子9.1.4词汇复习：复习Unit2的所有词汇，准备下次课的测试9.2语法作业9.2.1语法改错：改正练习册上的语法错误9.2.2语法填空：完成一般现在时的语法填空题9.2.3语法转换：将句子从一般现在时转换为其他时态9.2.4语法写作：用一般现在时写一段短文9.3对话作业9.3.1对话背诵：背诵Unit2的对话9.3.2对话改编：改编Unit2的对话，加入自己的家庭成员9.3.3对话表演：与同学一起表演Unit2的对话9.3.4对话创作：创作一个新的对话，介绍自己的家庭成员十、课后反思及拓展延伸10.1教学效果反思10.1.1学生参与度：重点和难点解析一、知识点讲解中的词汇部分1.1词汇的讲解与练习详细讲解每个重点词汇的用法和搭配，确保学生理解并能够正确使用。

Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。

听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。

这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。

该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。

语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。

教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。

2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。

4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。

5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。

6.能了解一些国家的风景名胜。

7.复习一些辅音字母的发音及其组合的发音规律。

教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。

【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。

Unit 4 Our World Topic 2 How can we protect ourselves from theearthquake?【教学分析】本单元以Our World 为主题。

第二话题主要围绕玉树地震，地震中如何保护自己等话题展开。

同时学习表达安慰，关心等的功能句。

本话题的主要语法是：多音节和部分双音节形容词比较级和最高级的变化规律。

主要句型有：The mobile phone is more useful than the telephone., The computer is the most useful of the three., The safest place is under a strong table or desk., Was it serious?, I’m very sorry to hear that., Don’t worry.等。

语音版块复习字母i，o和字母组合oo，ou，ow，or，aie在单词中的发音规则；区分/θ/和/ ð/的发音，学习降调，继续训练连读和不完全爆破。

Project的活动“Caring About the Children From Disaster Areas”为学生灵活运用该话题相关语言知识和创造了条件，训练学生用英语做事情的能力。

本话题建议用五课时完成。

第一课时：Section A—1a,1b,1c,1d第二课时：Section A—2a, 2b, Section B—3a, 3b Section A—3第三课时：Section B—1a, 1b, 1c, 2, 4第四课时：Section C—1a, 1b,1c, 2a, 2b,2c第五课时：Section D—Grammar and Functions, 1, 2, Project【第一课时】(Section A—1a,1b,1c,1d）【教学设计】本节课的课型为听说课，主要活动为Section A-1a。

Unit 2 Morals and Virtues 子主题1：优秀人物的美德与人生抉择Period 1 Listening and Speaking附件：WorksheetUnit 2 Listening and SpeakingActivity 1 （教材P14 活动1）Look at the pictures and discuss the following questions in groups.●What is happening in the pictures?●What do you think the boy will do next?●What is a moral dilemma?●What is the moral dilemma to this boy?●Have you ever faced a moral dilemma or heard of someone who did?Activity 2Students think about the main elements of a moral dilemma story.●What are the main elements of a moral dilemma story?Activity 3Listen to the conversation and take notes about this moral dilemma.Who? When? What?_____________________________________________________________________ _____________________________________________________________________Activity 4Listen again and write down Lin’s choices and possible results.Activity 5Retell the moral dilemma that Lin Qiaozhi faced and her final choice.Here is the outine.A girl named Lin Qiaozhi is taking ...She has two choices.If she ..., ... but ...If she ..., ... but ...Finally, ...Use the following Evaluation Form to evaluate your classmates’ retelling.Evaluation FormActivity 6Listen and summarize the two speakers’ attitudes towards Lin’s choice.Activity 71. What’s your attitude towards her choice in this moral dilemma? Try to use different ways of talking to help express your attitude.2. How will you deal with moral dilemmas in the future?。

教材图片：Unit2 Part A Let’s talk教材：人教PEP小学英语六年级上册P14单元主题：Ways to go to school课型：听说课一、教材解析本课时是六年级上册Unit1的第一课时，包含A Let’s try及Let’s talk。

Let’s try通过Amy和Mike早晨到校后谈话的情景呈现新句型。

学生通过听力练习获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做准备；Let’s talk通过Mike、Amy和Mrs Smith早晨到校后谈话的情景，让学生感知核心句型How do you come to school? I usually/sometimes/often come on foot.的语义和语用情景。

二、目标预设1. 学生能读懂题目要求，学会听前预测要听的重点内容；能运用基本听力技巧完成本部分的听力任务。

2. 能够在图片和教师的帮助下理解对话大意；能够按照正确的意群及语音、语调朗读并表演对话。

3. 能够在情景中运用句型How do you come to school? I usually/sometimes/often come on foot.谈论交通方式。

三、重难点预设教学重点：理解并能朗读对话；在情景中运用句型How do you come to school? I usually/sometimes/often come on foot.谈论交通方式。

教学难点：常用频度副词的用法及区别；come和go的用法区别；四、教学过程（一）热身(Warm-up)1. 师生相互问候，练习课堂口语。

2. 教师播放热身歌曲The wheels on the bus，学生跟唱，进行课堂热身。

【设计意图】与本课内容相关的朗朗上口的热身歌曲，可以激发学生的学习热情，为新课的学习创造良好的氛围。

3. 师生谈论彼此上班、上学的交通方式：I come to school by bus. How do you come to school?（二）导入(Lead-in)1. 教师介绍对话背景，学生进行听前预测。