The Reading-Writing Connection
牛津英语译林版七年级下册阅读训练 --7下英语读本 Chapter 10
Chapter 10诵读A double blanketPeter lives with his parents and his grandpa. When Peter was young, Grandpa looked after him when his parents went out to work. Now, Peter is six, old enough to go to school.One day, Dad said to Grandpa, “Dad, Peter is big now. The house is not big enough. We plan to send you to the home for the elderly.” With these words, Dad took out a blanket. It was a big double blanket, red with black stripes. “Dad, winter is coming. You may need this when it gets cold.” Grandpa loo ked at the blanket, felt it and said slowly, “It’s a fine blanket.” “I want you to have the best,” said Dad. He then walked into the kitchen.“What would an old man like me be doing around the house, getting in the way?It’s best that I go away,” said Gran dpa to himself. “Let’s go to bed. I’ll pack up my things in the morning,” the old man said to Peter.At this moment, Dad came out of the kitchen and said, “The blanket is double. I hope it can keep you warm.”“Well, I don’t really need a double one,” said Grandpa.“Oh, Grandpa’s right,”Peter said. “Here, Dad,” Peter held out a pair of scissors and said, “cut the blanket in two.” Both Dad and Grandpa were surprised. “Cut it in two,” Peter said again. “You can keep a half, Dad. When you’re old, I’ll send you away.”阅读1The Greatest InventionFour students talk about great inventions. Their teacher asked them to decide on the greatest invention.Sara: I think the mobile phone is a great invention. Now everyone has a mobile phone. You can talk to people allover the world. You can use it to take photos, listen to music and get on the Internet.Tom: I don’t agree. The Internet is the greatest invention. Can you imagine a world without the Internet or email?We use it all the time to find information and keep in touch with people.Susan: Some inventions save millions of lives and help find cures for diseases. They are the most importantinventions. Penicillin saved millions of lives and now doctors and scientists are working on Gene Therapy. That’smore important than a phone or email.Carol: The greatest invention is the rocket. It took us to the moon and into space. It changed the world.Sara:OK. Now we have to choose one great invention. This won’t be easy!They all start to talk at once.Reading ComprehensionI. Read quickly for the topic.This dialogue is mainly about _______A. Chinese four inventionsB. the greatest inventionC. the greatest inventorII. Read quickly for the information you want.( )1. Tom thinks that_______ is the greatest invention.A. the mobile phoneB. the InternetC. penicillinD. the rocket( )2. Gene Therapy will be an important invention because __A. it was invented by doctorsB. many scientists are working on itC. it can save many livesD. penicillin is used in itIII. Read carefully for more information.Answer the following questions.1.Why do the four students talk about great inventions?_______________________________________________________________________________ __________2.What inventions have the four students mentioned in the conversation?_______________________________________________________________________________ __________3. Why does Sara think that the mobile phone is the greatest invention?_______________________________________________________________________________ __________Reading-Writing ConnectionIV. Read again and prepare for writing.阅读2Amazing ElephantsAn adult elephant’s trunk is about two metres long! The trunk is a very long nose and top lip. An elephant uses its trunk to smell but it also uses it for other things.When an elephant drinks, it takes as much as 7.5 L of water into its trunk. Then it puts its trunk into its mouth, and blows. Out comes the water, right down the elephant’s throat.Elephants also use their trunks to keep cool. First they spray cold water over their bodies with their trunks. Then they pick up dust with their trunks and spray it over their bodies. This stops them getting too hot.An elephant’s trunk has two “fingers” on the end. This lets the elephant pick up small things. The elephant can also use its trunk to pull tree branches down to its mouth. Elephants love to eat leaves.When an elephant smells something interesting, it sniffs the air with its trunk. An elephant can use its trunk to make loud noises as a warning.Elephants sometimes “hug” each other with their trunks. And a baby elephant often “sucks its trunk”.Reading ComprehensionI. Read quickly for the topic.This passage is mainly about_______.A. elephants, trunksB. elephants, habitsC. elephants, tusksII. Read quickly for the information you want.( )1. The trunk can hold_____________ of water when an elephant drinks.A. 2 m3B. 2LC. 7.5 LD. 7.5 m3( )2. An adult elephants trunk is two metres long and contains_______.A. a nose and two fingersB. a nose and one fingerC. two noses and a top lipD. a nose and a top lipIII. Read carefully for more information.Answer the following questions.1. How does the elephant drink water?_______________________________________________________________________________ __________2.Why do elephants spray dust and water on their bodies?_________________________________________________________________________________________3.What can elephants use their trunks to do?_______________________________________________________________________________ __________Reading-Writing ConnectionIV. Read again and prepare for writing.阅读3Are They Real?Everywhere you go, you will find people who are interested in aliens and UFOs.Thousands of people say they have seen aliens. Many of them say aliens are grey, short and thin. Others say aliens look like reptiles. Some people say aliens are close to our size, or at least smaller than an elephant!On the Earth, all things living in the light have eyes. Therefore, some people think that aliens living in the light must have eyes, too. However, their eyes might not be above their noses like ours are!Aliens may come from more than one planet. They may look different from people on the Earth.Thousands of people think they have seen UFOs. People often say they look like silver, dish-shaped flying objects. For this reason, UFOs used to be called flying saucers. Sometimes people are sure that they see lights before a UFO sighting. All the people said that the flying objects fly faster than any man-made plane. They can move in an opposite direction to the wind and can disappear quickly. About 90% of UFO sightings can be easily explained. People have mistaken kites, aeroplanes or even the planet Venus for UFOs. However, that still means 10% are a mystery.Reading ComprehensionI. Read quickly for the topic.This passage mainly tells us about_______.A. flying objectsB. aliens and UFOsC. strange lightsII. Read quickly for the information you want.( )1. People______ are interested in aliens and UFOs.A. in the USAB. in ChinaC. around the worldD. in Western countries( )2. People call UFOs flying saucers because_______ .A. UFOs are round plates m the skyB. the colour and shape of the UFOs are the same as a dishC. aliens love round and silver thingsD. only things like dishes can fly faster than any man-made planeIII. Read carefully for more information.( )1. What does the underlined word “explain” probably mean?A.攻击B.预知C.发现D.解释( )2. Which of the following is NOT true according to the passage?A. Few people say they have seen aliens.B. Some people say aliens are smaller than an elephant.C. Some people think aliens must have eyes.D. Aliens may look different from us.Reading-Writing ConnectionIV. Read again and prepare for writing.Fill in the blanks according to the passage.People are interested in (1)a______ and UFOs. Many say that they have seen aliens, but they have (2)d______ ideas about their appearances. Some say that aliens are grey, short and thin, some say aliens look like (3) ______ and others say aliens are similar to our (4)s______. People think that they must have eyes, but their eyes might not be (5)a______ their noses. There are also many people who say that they have seen UFOs. People say that they are silver and dish-shaped. They can move and disappear very (6)q______.。
7下英语读本 Chapter 1 - 副本
Take me to my dream
Love is everything
Where there is no war
And then children sing
Love is all around
It’s the only thing
In a dream that must come true
1.{lounge} 2.{dining} 3.{kitchen} 4.{cloakroom} 5.{river} 6.{price}
阅读2
Warm-up
Match the words with the pictures.
A. letterB. emailC. telephone
A newpen pal
Chapter1
诵读
My dream
我的梦想
In my dream there's a place without war
No more guns, no more pain, no more hurt
It’s a world full of joy without sadness
People sing, people dance, with all happiness
Keira
你好,萨拉,
谢谢你的来信。听到你家人的消息真是太好了。我的家庭很小。我有一个兄弟。他比我大，所以我也是第二个孩子!我们和爸爸住在一起，我有自己的卧室，但我是家里唯一的女孩。有个妹妹真好吗?
凯拉
Reading Comprehension
I . Read quickly for the topic.
C. There is a river in the back garden of the house.
教学指南指南说明书
Teaching the BookGregor the Overlander begins the saga of eleven-year-old Gregor’s quest to save the creatures of the Un-derland and to fulfill the prophecy of becoming the brave warrior leader. This compelling and adventure-filled story, written by Suzanne Collins, provides the opportunity to teach the fantasy genre, the skill of analyzing setting, and the use of connotative lan-guage. Activities will engage students in mapping the Underland, researching underground animals, and creating their own imaginative world.Theme Focus:FantasyComprehension Focus: Analyze Setting Language Focus: Words With Dark Connotations Book SummaryWhen Gregor tries to rescue his little sister, Boots, after she falls through a grate in their apartment building, he finds himself hurtling through a dark-ness that never seems to end—until he lands with a thump in a bizarre land full of giant cockroaches. While Boots seems to delight in this new world, Gregor has only one desire—to escape the Under-land and return home. However, Gregor’s adventure has only just begun. He soon meets the people of the Underland, as well as, their enemies—huge, bloodthirsty rats who are waging a war against the Underlanders and their city, Regalia.The Underlanders reveal to Gregor two shocking pieces of information. His father, who had disap-peared over two years ago, is a prisoner of the rats in the Underland. And they believe Gregor to be the great warrior described by the Underlanders’ ancient leader in a strange prophecy. Is it really Gregor’s fate to save the future of the subterranean world? Reluc-tantly, Gregor accepts the quest to defeat the enemy rats in their war against the Underlanders in hopes that he can also rescue his missing father.The author creates a fantastical world of bizarre creatures, dream-like settings, and pale-eyed humans with amazing skills. Yet this strange world becomes real for young readers as they follow Gregor on his quest to battle the forces of evil and discover his own powers for good.ABOUT THE AUTHORS uzanne Collins was inspired to write her first novel while thinking one day about Alice in Wonderland. What would happen if a modern, urban child fell down a mys-terious hole? Where would he or she end up? That was the genesis of Gregor the Overlander, the first book in her best-selling, five-part fantasy series for middle-grade readers: The Underland Chronicles.Next, Collins set her prolific imagination to work on a fantasy series for readers 12 and up. When the first book of the Hunger Games Trilogy appeared in 2008, it im-mediately became a critically acclaimed, award-winning sensation. In 2012, the movie version of The Hunger Games introduced an even wider audience to the power-ful dystopian fantasy story.Suzanne Collins lives with her family in Connecticut. For more information about the author, please visit: .BOOK STATSGrade Level Equivalent: 5–8 Ages: 10+ Lexile Measure®: 630L Pages: 24 Genre: Fantasy, AdventureSubject/Theme: Courage, Quest, Good and Evil OVERVIEWCommon CoreState StandardsReading Writing Listening &SpeakingLanguageGrade 5RL.5.1, RL.5.3,RL.5.4, RL.5.9W.5.1,W.5.3SL.5.1, SL.5.4 L.5.4, L.5.5Grade 6RL.6.1, RL.6.4,RL.6.7, RL.6.10W.6.1,W.6.3SL.6,1, SL.6.4L.6.4, L.6.5Grade 7RL.7.1, RL.7.3,RL.7.4, RL.7.10W.7.1,W.7.3SL.7.1, SL.7.4 L.7.4, L.7.5Grade 8RL.8.1, RL.8.2,RL.8.4, RL.8.10W.8.1,W.8.3SL.8,1 , SL.8.4L.8.4, L.8.5TEACHER GUIDE1 © 2012 SI ALL RIGHTS RESERVEDGet Ready to Read Concept Map Engage students’ interest by creat-ing a concept map for the genre of fantasy. Remind them that a fantasy is set in a place that does not really exist and is about strange people, creatures, and events that are imagined by the author. These make-believe worlds become real to us through the author’s descriptions of places and characters. Ask students to name their favorite fantasy books and movies and add them to the concept map.Harry Potter T he Lion, the Witchand the WardrobeDiscuss the settings and characters in the fantasies that students list and ask them to explain which are their favorites and why.Preview and Predict Tell students that author Suzanne Collins wrote Gregor the Overlander when she thought about what would happen if an urban child fell down a manhole into an underground world. Ask students to predict what kind of world might exist in the “Underland.” Words With Dark Connotations Explain to stu-dents that words have two different kinds of mean-ings. Denotation is the dictionary definition of a word. Connotation is the emotional or imaginative meaning associated with a word.The author uses many words with dark or nega-tive connotations to describe the Underland and its inhabitants. Remind students to look for clues in the text for the word meanings and then write the definitions on the vocabulary cards.Distribute copies of Resource #1: Vocabulary Cards on page 7 to students.monstrous (p. 25) queasy (p. 38) staggered (p. 81) viciously (p. 86) annihilation (p. 121) eerie (p. 178) writhing (p. 190) cannibalism (p. 228)BIG QUESTIONCritical ThinkingDoes Gregor have what it takes to be a true warrior?As Y ou ReadModeled Reading Give students a taste of the compelling adventure and model fluency by reading aloud an excerpt from Chapter 9 on pages 91 and 92. Discuss with students what they have learned so far about the fantasy world of Gregor the Overlander.F antasyIndependent Reading Have students read the book independently. Encourage them to partner with another student to share questions and reactions to the book.Analyze Setting Setting is an important literary element in the fantasy genre. The imaginative world that an author creates sets the stage for the pro-tagonist’s quest and for the battle of good and evil. Whereas setting in a realistic novel encompasses time and place, in a fantasy novel setting also includes the strange creatures and magical powers that are part of the fantasy world of the author.Use the graphic organizer on Resource #2: Ana-lyze Setting to model for students how to find text evidence for the various elements of setting in Gregor the Overlander. Project the page on a whiteboard or pass out copies to students.Model: First, I’m going to look for a description of a place that helps create the author’s fantasy world. On page 45, Gregor gets his first glimpse of Regalia. “The buildings here were all a lovely misty gray which gave them a dreamlike quality. . . . Thousands of torches were placed strategically so that a soft, dusky light illuminat-ed the entire city.” I’ll write the page number and the words into the organizer.Guide students to fill in the rest of the organizer using examples from the text of descriptions of the creatures, humans, and strange events in the Un-derland. Ask how these descriptions help create the fantasy world for readers.After Y ou ReadLead students in a discussion of these focus story elements.1. The Fantasy Genre The Underland is a fantasy world, but parts of it are based on creatures and settings that are familiar. What are these familiar things? Do they make the Underland seem real? (Sample answer: Rats, cockroaches, and bats all live in dark places in the real world. It makes sense that they might be giants in the Underland.)2. Analyze Setting How do humans travel between the Overland and Underland? (Sample answer: There are five portals between the two worlds.) How does Gregor and Boots fall into the Underland? How do they get back to New York City? (Sample answers: They fall through a grate in the laundry room of their apartment building. They come back out through a staircase leading to a stone door that brings them to Central Park.)3. Words With Dark Connotations Find a scene in the book that you would describe as eerie. (Sample answer: When the cockroaches dance around Boots as though she is a queen.)Encourage students to share their responses with a partner or small group.1. Text-to-Self How would you react to falling into the Underland? Would you try to escape?TEACHER GUIDE34 BIG QUESTIONCritical Thinking Does Gregor have what it takes to be a true warrior?2. Text-to-World What other places can you imag-ine might be portals to the Underland? Are there possible underground passages and entrances in the place where you live?3. Text-to-Text Compare Gregor’s adventures with the adventures of another young character in afantasy novel. Which character do you think is most believable and why?Extension ActivitiesReading/Writing ConnectionBook Review & Rating Fantasy is a genre that sparks strong opinions from students. Challenge students to write a review of Gregor the Overlander , giving it a rating of one to four stars. First, have them each create a star rating system, deciding what—for them—makes a four-star book as op-posed to a one-star book. Then ask students to rate the book according to their own criteria and writeContent Area ConnectionsGeography Map the Underland Challenge studentsto map the fantasy world of the Underland, starting with Gregor’s fall through the grate and ending with his return to New York City. They should include the major parts of the Underland including Regalia, the lands of the crawlers, spin-ner, and gnawers; and the portals between the Underland and the Overland.Art Underground Animals Assign students to findphotographs of animals that live underground or in dark places—like the creatures in the Underland. Encourage them to find pictures of moles, earthworms, woodchucks, ants, and bats. Then have them make a slideshow of these animals. To add drama, ask them to write original descriptions of Gregor encountering gigantic versions of these strange creatures in the Underland.Language Arts Quests A quest undertaken by a youngprotagonist is a common theme in adventure fantasy stories. Ask partners to make a list of fantasy books and movies that involve a quest. Have them list the titles and the main char-D o n ’t f o r g e t t h eacter and his or her quest. Prompt them by suggesting they begin with Harry Potter or Lord of the Rings .Science Adaptation The Underlanders are humanswho left the Overland centuries ago and retreated under-ground. Ask students to find descriptions in the book of how they have adapted to their new environment. How do the adaptations help them survive? What would happen to them if they came back to the Overland?BIG ACTIVITYA Strange Fantasy World Ask students to apply whatthey learned about the elements of a fantasy world from reading Gregor the Overlander by creating their own fan-tasy setting. Ask students to complete the Big Activity: A Strange Fantasy World . After they answer the question prompts, encourage them to write a scene that takes place in their world that features a young hero on a quest.an opinion essay that explains their rating. Empha-size that every opinion is legitimate as long as it is supported by reasoning and evidence.TEACHER GUIDE 5Name: ________________________________________ Date: ____________________BIG ACTIVITY: A Strange Fantasy WorldCreate your own fantasy world and give it a name. Describe what the fantasy world looks like and who lives there.© 2012 SI ALL RIGHTS RESERVED What is the name of your fantasy world? ___________________________________________________________________________________How is it reached? ____________________________________________________________________________________________________What does it look like? ________________________________________________________________________________________________Who are the people who live there? ______________________________________________________________________________________What are their special powers? __________________________________________________________________________________________What other creatures live in the world? ____________________________________________________________________________________What is the battle between good and evil in the world? _________________________________________________________________________________________________________________________________Write a short scene that takes place in your fantasy world. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________READ MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.Gregor and the Marks of SecretSuzanne CollinsAges: 10–14Grades: 5–8Lexile Measure®:730LPages: 352Guided Reading Level: VGregor is no stranger to the Underland, having been there before to rescue members of his family. Now, the Under-landers and gentle Nibbler mice are under threat from the evil rat army. With the help of Princess Luxa and a rat named Ripred, Gregor must prepare to be the warrior prom-ised in a prophecy. Fantasy fans will easily lose themselves in this pulse-pounding adventure. Available as a Storia e-bookGregor and the Code of Claw Suzanne CollinsAges: 10–14Grades: 5–8Lexile Measure®: 730LPages: 416Gregor is the centerpiece of the Underland’sProphecy of Time, and now realizes the tragedy of his fate. Gregor must fight the ultimate battle as an army of rats makes their way to Regalia. Gregor struggles with his own dark side, his feelings for Princess Luxa, and the Code of Claw in the climactic finale to this jaw-dropping adventure series. Available as a Storia e-bookAcross the Great Barrier Patricia C. WredeAges: 10–14Grades: 5–8Lexile Measure®: 1020LPages: 352Eighteen-year-old Eff isn’t sure she wants the burden of being a skilled magician. She just wants to explore theworld beyond the Great Barrier Spell, which protects people against the dangerous creatures of the Far West. But when her father’s colleague, Professor T orgeson, hires her as an assistant on his expedition, she discovers a mysterious power that is turning living beings into stone. Can Eff figure what is behind this deadly magic before it’s too late? Available as a Storia e-bookMoon & Sun, Book 1: The Ruby Key Holly LisleAges: 10–14Grades: 5–8Lexile Measure®: 860LPages: 384Humans rule the day, and creatures calledNightlings rule the night—and the two are never supposed to meet. But when Genna and her brother, Dan, venture into the old forest at night, they encounter a Nightling slave who reveals a terrifying secret: Genna and Dan’s village chieftain has made a deal with Letrin, ruler of the Nightlings, and has offered his people’s lives in exchange for becoming immortal. Now the siblings must embark upon a journey and bring back the key to Letrin’s downfall. Avail-able as a Storia e-bookTroubletwisters: Book 1Garth Nix and Sean WilliamsAges: 10–14 Grades: 5–8Pages: 304After Jaide and Jack Shield’s house is mysteriouslydestroyed, they are taken in by Grandma X. Soon, Jaide and Jack learn that they are apprentice magicians, and it’s Grand-ma X’s job to teach them how to harness their powers so that they can take on a dangerous force. Can the two young magi-cians find a way to defeat this force, or will their apprentice-ship be over before it’s started? Available as a Storia e-book The Crowfield Case Pat WalshAges: 11–14Grades: 5–7Lexile Measure®: 840LPages: 352It’s 1347, and Will, an orphan boy, lives and works as an apprentice of the Crowfield monks. Sent into the forest to gather firewood, Will stumbles across a wounded hobgoblin. The hobgoblin confesses a horrible secret: buried deep inthe snow behind the abbey is an angel. What does this angel have to do with the history of Crowfield? To find the answer,Will finds himself drawn into a dangerous, medieval world of Old Magic. Available as a Storia e-bookThe False Prince Jennifer A. NielsonAges: 10–14Grades: 5–8Lexile Measure®: 710LPages: 352Guided Reading Level: ZThe royal family has been murdered, the country of Carthya is on the brink of civil war, and a scheming nobleman plans to replace the kingdom’s long-lost prince with an imposter. Sage is a rebellious orphan who is forced to compete to be chosen as the false prince. Secrets are revealed, alliances forged, backs stabbed, and kingdoms overthrown in this exciting royal charade. Available as a Storia e-bookTEACHER GUIDE 7© 2012 SI ALL RIGHTS RESERVEDResource #1: Vocabulary CardsName: ________________________________________Date:____________________RESOURCE #2:A nalyze SettingRecord details of each element of the fantasy setting in Gregor the Overlander.Details of Fantasy SettingPlacesHumansCreaturesStrangeEvents8 TEACHER GUIDE© 2012 SI ALL RIGHTS RESERVED。
沪教版初中英语ppt课件ppt课件
Predicts an action that will occur in the future. Example: "Next week, I will walk to school."
sentence structure
Subject-verb-object (SVO) structure
Shanghai Education Press Junior High School English PowerPoint Courseware
CONTENTS 目录
• Unit Introduction • Vocabulary learning • Grammar Review • reading comprehension • Writing training • Listening training • Oral Practice
Expand the scope of reading
Encourage students to read more materials related to the text, such as reading materials, background information, etc., so as to expand their knowledge and improve their language ability.
CHAPTER 05
Writing training
Writing skills
Sentence structure
Vocabularyห้องสมุดไป่ตู้
Students should be able to correctly structure sentences in English, including using subjects, verbs, objects, adverbs, adjectives, etc.
小学上册第十一次英语第2单元测验试卷
小学上册英语第2单元测验试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A dolphin is friendly and ______.2.The __________ (历史的积累) shapes our future.3.What do you call the sound a cat makes?A. BarkB. MeowC. MooD. Quack4. A chemical reaction that occurs when two substances combine is called a ______ reaction.5.________ (食草动物) rely heavily on plants.6.The __________ (历史的变化) is a constant theme.7.What do we call a person who creates films?A. DirectorB. ProducerC. ActorD. WriterA8.My uncle has a big ____.9.My mom gives me __________ (建议) when I need help.10.Saturn's rings are made of ice, rock, and _______.11.The _____ (花环) made of fresh flowers is beautiful.anic chemistry focuses on compounds containing _____.13. (7) Ocean is the smallest ocean on Earth. The ____14.Which animal lives in a den?A. BearB. FishC. EagleD. Mouse15.I enjoy _______ (playing) board games.16. A _____ (盆栽) can add charm to any room.17. Wall of China was built to protect against _____. The Grea18.The chemical formula for sodium acetate is ______.19.The _____ (枝条) can be used to propagate new plants.20.n Wall divided __________ (东德) and West Germany for many years. The Berl21.The stars are ______ (shining) brightly tonight.22.We go _____ (boating) on weekends.23.The movement of the tectonic plates can lead to the formation of ______.24. A ____ is known for its hopping and quick movements.25.The grass is ___ (green/brown).26.The ______ (小鸡) is yellow and fluffy.27.My hamster loves to burrow into its ______ (垫料).28.The cat is __________ the tree.29.What do we call the bright streak of light made by a meteor?A. MeteorB. Shooting StarC. FireballD. Comet30.She is _____ (reading/writing) a book right now.31.I like to ______ with my friends after school. (hang out)32.The zebra has black and ______ (白色) stripes.33.We play ________ (games) after school.34.Which insect produces silk?A. AntB. FlyC. ButterflyD. Silkworm35.We like to _____ the beach in summer. (visit)36.Which ocean is the largest?A. Atlantic OceanB. Indian OceanC. Arctic OceanD. Pacific OceanD37. A _____ (自然之美) can be seen in every garden.38.The main component of air is _______.39.trial Revolution began in _____. The Indu40.The primary elements found in organic molecules are carbon, hydrogen, and _______.41.What do you call someone who studies ancient cultures?A. HistorianB. ArchaeologistC. AnthropologistD. SociologistB42.What do we call a scientist who studies chemistry?A. ChemistB. BiochemistC. PhysicistD. Pharmacologist43. A rabbit can be very ______ (活泼) and playful.44.What do we call a story that teaches a lesson?A. NovelB. FableC. BiographyD. FantasyB45. A ______ (花园设计) can be creative and fun.46.The Great Barrier Reef is found off the coast of __________.47.I like to ______ (参与) in discussions.48.My favorite fruit is ______ (香蕉). They are sweet and easy to ______ (吃).49.What is a common pet that purrs?A. DogB. RabbitC. CatD. HamsterC50.The _____ (书柜) is filled with books.51.The _____ (卡车) carries goods.52.The clock is on the ___. (wall)53.The goat can eat almost _________ (任何) plant.54.We usually have ________ for lunch at school.55.My friend is a big __________ of theater. (爱好者)56.What do we call the force that pulls objects toward the Earth?A. MagnetismB. GravityC. FrictionD. PressureB57.What is the opposite of big?A. LargeB. SmallC. HugeD. Tall58.Which of these is a fruit?A. CarrotB. PotatoC. TomatoD. Lettuce59.How many continents are there?A. FiveB. SixC. SevenD. EightC60.What is the shape of a square?A. RoundB. TriangularC. RectangularD. Four equal sides61.I have a ______ of crayons in my art box. (set)62.The kitten loves to chase a ______.63.What is the hardest natural substance on Earth?A. GoldB. IronC. DiamondD. SilverC Diamond64.My brother is a ______. He enjoys participating in sports.65.The _____ (芦荟) is good for the skin.66.htenment emphasized _____ and reason. The Enli67.We work on ________ (projects) together.68.The first artificial satellite, Sputnik, was launched by _______.69.What do we call the movement of the Earth around the Sun?A. RotationB. RevolutionC. OrbitD. SpinB70.The _____ (刺猬) curls up when scared.71.I like to help my mom with the _______ (我喜欢帮我妈妈做_______).72.What do we call the time it takes for the Earth to make one complete rotation on its axis?A. YearB. MonthC. DayD. HourC73.What is the main ingredient in cookies?A. SugarB. FlourC. ButterD. All of the above74.I like _______ (做手工) projects in art class.75.How many months are in a year?A. TenB. ElevenC. TwelveD. ThirteenC76. A _______ (小凶猛) can be both wild and friendly.77.What is the name of the common game played with marbles?A. JacksB. MarblesC. Snakes and LaddersD. ChessB78.The reaction between an acid and a base produces __________.79.I have a toy _____ that can jump.80.The ancient Greeks participated in ________ to promote unity.81.What is the past tense of 'go'?A. GoesB. GoneC. WentD. GoingC Went82.They are _____ (collecting) seashells.83. A ________ makes a great pet for kids.84.What is the color of grass?A. BlueB. GreenC. YellowD. BrownB85.I like to _______ (听音乐) in my free time.86.The element with the chemical symbol Fe is _______.87.What do we call the person who writes books?A. ActorB. ArtistC. AuthorD. MusicianC88.When two or more elements chemically combine, they form a ______.89. A substance that can accept protons is called a ______ agent.90.The __________ (历史的时间线) helps us understand sequences.91.I like to ______ my friends on weekends. (visit)92.My dad likes to go cycling in the ____ (park).93.How many sides does a hexagon have?A. FourB. FiveC. SixD. Seven94.The _____ (植物生物) is varied and complex.95. A __________ reaction occurs when substances release energy.96.I have a _____ (收藏) of stamps.97.I love to ___ (travel/study) languages.98. A ______ (刺猬) can curl up into a ball.99. A parrot can live for up to ________________ (八十年). 100.The __________ (历史的共同体) foster connection.。
牛津英语译林版七年级下册阅读训练 --7下英语读本 Chapter 15 - 教师版
Chapter 15诵读Help in need帮助有需要帮助的I often go to the park near my home. I always see a little boy there. He wears a white T-shirt and black trousers. In front of him is a basket of flowers. He sells flowers from early morning to late at night.我经常去我家附近的公园。
我总是在那里看到一个小男孩。
他穿着白色的t恤和黑色的裤子。
在他面前的是一篮花。
他从早到晚卖花。
Some other boys also sell flowers in front of the park. But no one is like this boy. He asks everyone to buy his flowers. When he sees me, he always follows me and says, “Please buy a flower. Pl ease.” I don’t like that, and I never buy any flowers from him.其他一些男孩也在公园前面卖花。
但是没有人能像这个男孩。
他让每个人都买他的花。
当他看到我，他总是跟着我说，“请买一朵花。
”请。
“我不喜欢这样，我从来没有从他那里买过花。
Today, I go to the park again. The boy is there. He sits in the same place. I don’t want him to follow me, so I don’t look at him. I walk past him into the park.今天，我又去了公园。
Guardians of Ga'Hoole 教学指南说明书
Teaching the BookThe Capture begins the magical saga of Guardians of Ga’Hoole, in which four owls band together to seek the truth and protect the owl world from unimagi-nable danger. This compelling fantasy story provides an unusual opportunity to analyze characteriza-tion through animal characters and to use context clues to understand the rich vocabulary of the book. Activities will engage students in learning the science behind flight, researching owl species, and creating their own owl character.Theme Focus:Animal Fantasy Comprehension Focus: Main Idea and Details Language Focus: Using Context Clues Book SummaryDeep in the tranquil forests of Tyto, nestled into the arms of the fir trees, Soren lives with his family and other Barn Owls. But evil lurks in the owl world, evil that threatens to shatter Tyto’s peace and change the course of Soren’s life forever. First, eggs begin to mysteriously disappear from their nests, then Soren himself is captured by strange yellow-eyed owls after mysteriously falling out of his family’s hollow.His captors take Soren to a dark and forbidding canyon that is called an orphanage, the St. Aegolius Academy for Orphaned Owls. However, Soren and his new friend Gylfie, an Elf Owl, soon realize that it is something far worse. Together, the two owls man-age to evade brainwashing and find two like-minded owls who are fighting against the evil of the leaders of the orphange. Deep within his gizzard, Soren keeps the hope for freedom alive, no matter how many rules, punishments, and sleepless days he faces at St. Aggie’s. And, at last, he and Gylfie manage to escape by doing something they have never done before as young fledgling owls—fly.By the end of the book, Soren and Gylfie have banded together with two other owls—T wilight and Digger—to seek the great T ree of Ga’Hoole and become knights of this ancient kingdom.ABOUT THE AUTHORKathryn Lasky is the author of over 100 fiction and non-fiction books for children and young adults. Her books range from Sugaring Time, a non-fiction Newbery Honor book, to The Night Journey, a fiction winner of the Na-tional Jewish Book Award, to Beyond the Burning Time, a non-fiction ALA Best Book for Young Adults.In 2003, Lasky published The Capture, the first of the wildly popular Guardians of Ga’Hoole fantasy series about owls. Lasky has a long fascination with owls and loves researching their behavior and natural history. She lives close to Harvard University and its depart-ment of ornithology where she frequently consults with scientists. “My responsibility as a author is to write with authenticity and accuracy, and it does not vary whether the character is real or fictional,” states Lasky. Kathryn Lasky lives with her husband in Cambridge, Mas-sachusetts. For more information about her, please visit /. BOOK STATSGrade Level Equivalent: 3–6 Ages: 8+Lexile Measure®: 730L Pages: 24Genre: Fantasy, AdventureGuided Reading Level: RSubject/Theme: Courage, Quest, Good and Evil OVERVIEWCommon CoreState StandardsReading Writing Listening &SpeakingLanguageGrade 3RL.3.1, RL.3.3,RL.3.4W.3.1,W.3.3SL.3.1, SL.4L.3.4, L.3.5Grade 4RL.4.1, RL.4.3,RL.4.4W.4.1,W4.3SL.4.1, SL.4.4 L.4.4, L.4.5Grade 5RL.5.1, RL.5.3,RL.5.4W.5.1,W.5.3SL.5.1, SL.5.4 L.5.4, L.5.5Grade 6RL.6.1, RL.6.3,RL.6.4W.6.1,W.6.3SL.6,1, SL.6.4L.6.4, L.6.5TEACHER GUIDE1© 2012 SI ALL RIGHTS RESERVEDGet Ready to ReadOwls Introduce students to the main owl characters in the book by having them view the color illustrations of Soren, Gylfie, T wilight, and Digger at the front of the book. Give them the following information: Soren is a Barn Owl.Gylfie is an Elf Owl.T wilight is a Great Gray Owl.Digger is a Burrowing Owl.Then ask students to compare the appearance of the owls, looking for distinguishing features of each. Provide more information about real owls by sharing the owl facts at Scholastic’s Guardian of Ga’Hoole website: http://bit.ly/RqpAfx. You might also like to preview the movie trailer, which covers the first three books in the series, and decide if you would like to show students to engage their interest in the book: http://bit.ly/Vncu0h.Preview and Predict Show students the map of Ga’Hoole at the front of the book. Tell them to look back at the map as they read the story to help them visualize the setting and action. Then ask students to look at the illustration on the page before the title page. Do they recognize the little owl that is in the talons of the bigger owl? What do they think is hap-pening in the picture?Using Context Clues As Kathryn Lasky wrote Guardians of Ga’Hoole, she made up many words to describe her amazing fantasy world of owls. Explain to students that context clues are words or phrases that help to identify the meaning of a word and then demonstrate for students how to use them. Guide stu-dents to use the other words in the sentence to figure out the unknown word’s part of speech, it’s meaning, or its connotation. In addition to the made-up words in the novel, Lasky uses a sophisticated vocabulary to describe the characters and actions.Encourage students to use context clues to figure out the meaning of the following words and then check the definitions and write them on the vocabulary cards.Distribute copies of Resource #1: Vocabulary Cards on page 7 to students.predator (p. 10) contradict (p. 25) monitor (p. 40) aghast (p. 107) maneuver (p. 158) ferocious (p. 161) vitally (p. 179) devastated (p. 189)BIG QUESTIONCritical Thinking Ask students tothink about this question as theyread and be ready to answer itwhen they have finished the book.Write the question on chart paperor have students record it in theirreading journals.How will Soren manage tosurvive the evil owl orphanage?As Y ou ReadModeled Fluent Reading Read aloud the first chapter of the book, asking students to follow along. As you read, stop to model metacognitive processes such as predicting what will happen next: Will Kludd like his little sister more than he likes Soren? What will happen to the missing owlets and eggs? Will we find out if Ga’Hoole is real? Remind stu-dents to pause to make predictions as they read.Independent Reading Assign students to read The Capture independently. Pair students to share their responses and questions about the book. Monitor their comprehension by asking questions and ob-serving their reading behaviors.Analyze Characterization The Capture has charac-ters that students might identify with or dislike—even though all the characters are owls. How does Kathryn Lasky manage to create owls with so much character? Remind students that a reader can get to know a character by watching how he or she speaks, thinks, and acts. These pieces of evidence are clues to the character’s traits or personality.Use the graphic organizer on Resource #2: Analyze Characterization to model for students how to use evidence to analyze how the author creates her char-acters. Project the page on a whiteboard or pass out copies to students.Model: What do we know about Soren? What are his main character traits? One thing I like most about Soren is that he is a questioner. I’ll write that down as one of his traits. What evi-dence is there in the text that makes me thinkhe is a questioner? On page 25, right after he is captured, Soren questions his captor: “‘That’s not true,’ said Soren. ‘You dare contradict me!’ screeched the owl.” And Soren often gets in trouble at St. Aggie’s because he questions what is happening there.Have students fill in the rest of the organizer for an-other of Soren’s traits, for Gylfie’s traits, and for the traits of another character of their choice. Remind them to always list text evidence for the traits and the page number where the evidence is found. After Y ou ReadLead students in a discussion of these focus story elements.1. Genre of Fantasy How does the author make the fantasy world of the owls real? List parts of the story that made their world seem real. (Sample answer: Sore and Gylfie were such great characters and I want-ed them to escape so much that I forgot I was reading about owls, not humans.)2. Analyze Character How does the author make you like Soren and Gilfie? How does she make you dislike Skench and Spoorn and the other evil owls? (Sample answer: I like Soren and Gilfie because they are brave enough to fight against the evil owls and I identify with their desire to be free. I dislike Skench and the bad owls because they are mean, they lie, and theytry to brainwash the owlets.)3. Using Context Clues Use context clues onpage 70 to tell what the word yoicks means. (Sample answer: When I read, “Was this owl totally yoicks?” I figured out that yoicks meant crazy.)TEACHER GUIDE34 BIG QUESTIONCritical Thinking How will Soren manage to escape the evil owl orphanage?Questions to ShareEncourage students to share their responses with a partner or small group.1. Text-to-Self How would you react in St. Aggies? Do you think you would become moon blinked?2. Text-to-World Are there governments or rulers in the real world that are like Skench and Spoorn? Give an example.3. Text-to-Text Compare Soren to another charac-ter in an animal fantasy book or movie. Compare him to a human character in a book or movie.Extension ActivitiesReading/Writing ConnectionBook Review and Rating Fantasy is a genre that students often have strong opinions about. Chal-lenge students to write a review of The Capture , giv-ing it a rating of one to four stars. First, have them each create a star rating system, or rubric. Ask stu-Content Area ConnectionsScience The Science of Bird Flight For Soren andGylfie, their chances of escape from the orphanage hinge on their ability to fly for the first time. Challenge students to research the physics of bird flight and how birds’ wings are built to make flying possible. Ask students to report on their research by drawing a diagram of a bird in flight that shows how they use their wings and the wind to stay aloft.Art Owl Mobile Scholastic’s Guardian of Ga’Hoolewebsite has a full-color illustration of the main owl charac-ters to cut out and put together into a mobile. After students create their mobiles, ask them to provide at least five facts about each of the owl species of the characters. Download the illustration by visiting: http://bit.ly/UhsBvF .Language Arts Owl Song/Rap The book containsseveral owl songs with rhyming sequences similar to rap songs. Some rhyming sequences are found on pages 62, 106, and 209. Challenge interested students to write their own rap song for one of the characters or events in the book; for example, when Soren and Gylfie learn to fly and escape from St. Aggies. Ask students to study the rhyme schemes of theD o n ’t f o r g e t t h esongs in the book, decide how to use the rhymes, and then write their songs.Math Owl Species and Numbers Encourage inter-ested students to create a chart that lists five owl species and the number of birds in each species. Suggest that students research the subject first, take notes, and then arrange the numbers in the chart in order from most of a species to least. They might want to integrate other kinds of information in the chart including, habitat, country, and number of offspring.BIG ACTIVITYFly to Ga’Hoole Ask students to create an originalcharacter they want to play in the fantasy story of Guardians of Ga’Hoole. Will they want to join forces with Soren, Gylfie, Twilight, and Digger? Or do they want to throw in their fate with Skench and Spoorn? Pass out the printable for the Big Activity: Fly to Ga’Hoole . After they answer the ques-tion prompts, ask students to write a short scene that stars their character from Ga’Hoole. Encourage any interested students to extend their scene into a full-length scene.dents to decide the characteristics of all levels from a four-star book to a one-star book. Then ask students to rate the book according to their own criteria and write an opinion essay that explains their rating. Emphasize that every opinion is legitimate as long as it is supported by reasoning and evidence.TEACHER GUIDE 5Name: ________________________________________ Date: ____________________BIG ACTIVITY: F ly to Ga’HooleImagine that you could take wing and fly to Ga’Hoole as one of the owl characters. Which side would you choose? What kind of owl would you be? Fill out the description and draw a picture of your owl.My Character in Ga’HooleName: ____________________________Kind of Owl: _______________________Physical Characteristics: __________________________________________________________________________________Emotional Characteristics: ________________________________________________________________________________Who I Want to Fight With: _________________________________________________________________________________My Special Powers: ______________________________________________________________________________________Write a short scene about your character in the land of Ga’Hoole.______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________© 2012 SI ALL RIGHTS RESERVED Draw your picture here.READ MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.Guardians of Gahoole #2: The JourneyKathryn Lasky Ages: 8–12Grades: 3–6Lexile Measure:750LPages: 256Guided Reading Level: VAfter Soren the owl and his friend Gylfie escape from the evil St. Aegolius Academy for Owls, they go on the search for the Great Ga’Hoole T ree. They’ve heard that at this special tree they can learn new skills and receive training to fight against the evil of the world. Soren discovers that he has unique and powerful gifts of his own. Available as a Storia e-bookGuardians of Gahoole #3: The Rescue Kathryn Lasky Ages: 8–12 Grades: 3–6Lexile Measure: 850L Pages: 208Guided Reading Level: VSoren the owl has finally been reunited with his sister, but now his beloved teacher, Ezylryb, is missing. When Soren learns of Ezylryb’s whereabouts, he knows he is in danger. Determined to save his teacher, Soren teams up with his owl friends Gylfie, Dig-ger, and T wilight and they set off to help him. Soren ends up in a fierce battle with an owl who wears a metal mask. Who could be hiding beneath the mask? Available as a Storia e-book Guardians of Gahoole #4: The Siege Kathryn Lasky Ages: 8–12 Grades: 3–6Lexile Measure: 840L Pages: 224Guided Reading Level: VSoren’s cherished mentor has returned to the Great T ree in the kingdom of Ga’Hoole, but there is still tremendous unrest in the owl kingdom. A war has broken out between the Ga’Hoolian owls and an evil band of owls known as the Pure Ones, who are determined to take over the Great T ree. Can Soren and his friends stand up against the evil forces? Will the goodness of Ga’Hoole prevail? Available as a Storia e-bookGuardians of Gahoole #5: The Shattering Kathryn Lasky Ages: 8–12 Grades: 3–6Lexile Measure: 790LPages:192In the midst of war, Soren’s sister Eglantine is brain-washed into becoming a spy for Kludd, the leader of a groupof evil owls called the Pure Ones. As Kludd continues to battle against the Guardians of Ga’Hoole for control of their tree,Soren reverses the effects of the brainwashing, and Kludd and his forces are defeated in the end. But his conflict with Soren isn’t over yet—not even close. Available as a Storia e-bookInfinity Ring #1: A Mutiny in Time James Dashner Ages: 8–12 Grades: 3–6Lexile Measure: 800L Pages: 192Guided Reading Level: VBest friends Dak Smyth and Sera Froste discover a device called the Infinity Ring. Joining a secret society known as the Histori-ans, they discover that history is broken—and only they can set it right. They’ll have to use the Infinity Ring to travel through time. Their first mission is to repair the Great Breaks in history, starting with Christopher Columbus, who is about to be thrown overboard by a mutinous crew. But they may already be too late.… Available as a Storia e-bookMiracle Pets Allan Zullo Ages: 8–12 Grades: 3–6Lexile Measure: 1050L Pages: 128Guided Reading Level: SEver heard about the dachshund who was snatched up by an eagle, but fought back in midair? How about the two pigs who escaped from a sausage factory, leaped into an icy river, and swam to safety? And what about the pet cat was trapped for two months under the concrete floor of a new building under construction? Available as a Storia e-bookUnderworlds #1: The Battle Begins T ony Abbott Ages: 8–10 Grades: 3–4Lexile Measure: 550L Pages: 112Guided Reading Level: SBest friends Owen and Dana are regular fourth graders, until one morning when the floor of their school opens up and Dana is sucked down into a fiery black pit.Owen and his friends Jon and Sydney are determined to find Dana. The trio learns that she was taken to the Underworld—below their school! Their only hope is to enter the Underworld and make a deal with Hades, king of the dead. But will the deal be more than they bargained for? Available as a Storia e-bookTEACHER GUIDE 7© 2012 SI ALL RIGHTS RESERVEDResource #1: Vocabulary CardsName: ________________________________________Date:____________________RESOURCE #2: Analyze CharacterizationHow does the author create her owl characters? Fill in the chart below with character traits andevidence from the text.Character Trait Evidence Page1.Soren2.1.Gylfie2.1.________________2.8 TEACHER GUIDE© 2012 SI ALL RIGHTS RESERVED。
老奶奶吃了一只蝙蝠的中文名字说明书
Teaching the BookThere Was an Old Lady Who Swallowed a Bat is a wacky Halloween variation on the popular cumula-tive story/song, “I Know An Old Lady Who Swal-lowed a Fly.” Use the book to teach cumulative story structure, sequence cue words, and multiple mean-ing words. Activities will engage students in creative language play, fluency practice, and rhyming games. Theme Focus:Cumulative Story Comprehension Focus: Sequence Cue Words Language Focus: Multiple Meaning Words Book SummaryOn the first page of There Was an Old Lady Who Swallowed a Bat, the old lady has her mouth wide open to swallow a shocked-looking bat. As the story goes on, we are shocked to see her swallow even more odd things: an owl, a cat, a ghost, a goblin, some bones, and a wizard. Finally, the wizard casts a spell that lets her yell, “T rick or T reat!” And all the other creatures come flying out of her mouth. Each time the old lady swallows something new, the cumulative text repeats what she has swallowed before. Then the illustrations go inside the old lady’s stomach where the swallowed creatures chase each other in a hilarious sequence. The rhyming text and imaginative illustrations work together to reinforce the sequence of the story. The two also support stu-dents in following along during a reading, retelling the story, and even beginning to read on their own.ABOUT THE AUTHORLucille Colandro has delighted children by keeping the old lady busy swallowing a variety of strange objects. Colandro’s There Was an Old Lady series celebrates the seasons, holidays, and even the first day of school.BOOK STATSGrade Level Equivalent: K–2 Ages: 4–8Lexile Measure®: AD400L Pages: 32Genre: Cumulative Story/Picture BookSubject/Theme: Halloween OVERVIEWCommon CoreState StandardsReading Writing Listening &SpeakingLanguageGrade K RL.K.1, RL.K.2,RL.K.3, RLK.4,RL.K.7, RL.K.10W.K.3SL.K,1, SL.K.2,SL.K.4, SL.K.5L.K.4Grade 1RL.1.1, RL.1.2,RL.1.3, RL.1.7,RL.1.10W.1.3SL.1,1, SL.1.2,SL.1.4, SL.1.5L.1.4Grade 2RL.2.1, RL.2.2,RL.2.5, RL.2.7,RL.2.10W.2.3SL.2.1, SL.2.2,SL.2.4, SL.2.5L.2.4TEACHER GUIDE1© 2012 SI ALL RIGHTS RESERVED2 Get Ready to ReadPre-Reading ActivitiesCumulative Stories Introduce students to a tradi-tional nursery rhyme or story that has a cumulative story structure. One classic is “This is the House That Jack Built” from Mother Goose. An engaging narration of the rhyme accompanied by original R. Caldecott illustrations is available at: http://bit.ly/UJW3xq .As students listen to the story, encourage them to chime in with the cumulative sequence of events. Then ask: How is this story different from most sto-ries? What is special about the way it is written?Guide students to describe how the story repeats things over and over again. Explain that this is called a cumulative story because it retells each part of the story that has already happened.Preview and Predict Ask students to look at the cover of There Was an Old Lady Who Swallowed a Bat . Have them guess what might happen in this cumulative story.VocabularyMultiple Meaning Words Students may need sup-port with the meanings of some vocabulary wordsin the book, such as goblin and wizard . Have them study the illustrations to help define these words. The book also provides an opportunity to teach students that some words have more than one mean-ing. Ask students to watch for these multiple mean-ing words as they read and draw or write what each word means as used in the book.Use Resource #1: Vocabulary Cards on page 7 and distribute copies to students.batrattlespelltreatBIG QUESTIONCritical Thinking Ask students to think about this question as they read and be ready to answer it when they have finished the book. Write the question on chart paper or have students write it in their reading journals.How can the old lady swallow all those things?STORIA ENRICHMENTSThis Storia e-book has the following enrichments to enhance students’ comprehension of the book. • Picture Starter • Word Search • Jigsaw Puzzle • M ultiple Choice Text• M ultiple Choice Pictures • W ord Bird • T ouch the PageAs Y ou ReadModeled Reading Model a fluent reading of the book, emphasizing the rhyme in the cumulative text that creates humor and also cues students to remem-ber the sequence of events in the story.Shared Reading Reread the book, this time encour-aging students to fill in the sequence of items that the old lady swallows. You might want to assign one student to each item, and have students fill in their part of the sequence each time it is read. The group can chorally read, “Imagine that!”Using Sequence Cue Words Explain to students that the events in a story happen in a certain order called a sequence. Words like first, next, and finally are called cue words because they help describe the sequence of a story in time order.Use the graphic organizer on Resource #2: Using Sequence Cue Words to model for students how to use sequence cue words to retell the events of a story. Project the page on a whiteboard or pass out copies to students. Then lead the students through a retell-ing of the book using the sequence cue words.Model: We’re going to retell the story together. You can look at the illustrations in the book to help you remember the order that things hap-pen. How will we begin talking about the things the old lady swallowed? We’ll start with the word First. What was the very first thing the old lady swallowed? It was a bat, right? So I’ll write bat on the first line. What is the next sequence cue word? It’s Next. What did the old lady swallow next?Have students volunteer the remainder of the se-quence of events in the story. Ask them to repeat the cue word at the beginning of each line as they fill in the creature the old lady swallowed. After Y ou ReadLead students in a discussion of these focus story elements.1. Cumulative Story Ask students why the old lady swallows the owl, the cat, the ghost, the goblin, the bones, and the wizard? (Sample answers: Students should quote the text in the book that describes why the old lady swallowed each thing.)2. Using Sequence Cue Words What does the old lady swallow first? What does she swallow last? What comes after the cat? What comes before the bones? (Sample answers: a bat, a wizard, a ghost, a goblin.)3. Multiple Meaning Words What if the old lady swallowed a baseball bat? What else might she swal-low in a book about baseball? (Sample answers: mitt, uniform, home base, umpire.)Encourage students to share their responses with a partner or small group.1. Text-to-Self What is your favorite illustration in the book? Explain what you like about it.TEACHER GUIDE34 BIG QUESTIONCritical Thinking How can the old lady swallow all those things?2. Text-to-World What might the old lady swallow if the story was set during Thanksgiving or Easter?3. Text-to-Text Is this book an example of a make-believe story or a true story? Explain your answer.Extension ActivitiesReading/Writing ConnectionBest Meal Ever Ask students to imagine that they could eat the best meal ever. What will they want to swallow? First, ask them to brainstorm a list of foods such as: favorite drink, favorite fruit, favorite main dish, favorite vegetable, and favorite dessert. Ask them to title their essay “The Best Meal Ever” and write about what they would want to eat. Remind them to use sequence cue words to describe the order of the things they would eat. Have students share their essays and see if there is agreement on the best meal ever.Content Area ConnectionsLanguage Arts Rhyming Game Make game cardsout of card stock for the rhyming words in the book. These include: bat/that, owl/howl, cat/fat, ghost/most, goblin/spin, bones/groan, and spell/yell . Write each individual word on a card. Play various games with the cards, challenging students to find the cards that make a rhyming match.Science Fascinating Bat Facts Help students re-search bats to learn more about these nocturnal creatures. Provide non -fiction books or guide students to age-appropri-ate websites such as Science Kids at: http://bit.ly/VxP6fb . Ask partners or small groups to work together to create a list of 10 Fascinating Facts about bats and present it to the rest of the class.Reading Fluency Practice The predictable pattern ofthe story provides a perfect opportunity for fluency practice that students enjoy. Lead the class in another reading of the book. Then ask partners to work with each other to read the book, one reading the left-hand pages and the other reading the right-hand pages. Give students a few days to practice before presenting their fluent reading to you or the class.D o n ’t f o r g e t t h eArts Halloween Creatures Assign each student one ortwo of the Halloween creatures that the old lady swallowed. Ask them to draw the creatures, either creating their own im-age or using Jared Lee’s illustration as a model. Remind them to show the animals looking surprised or scared, as they are in the book. Display the finished drawings in the room, asking students to put the creatures in the order that the old lady swallowed them.BIG ACTIVITYAn Old Lady Riddle Make copies of the printable,Big Activity: An Old Lady Riddle , on page 5 and distribute to students. Explain that they will each write an Old Lady riddle story. Ask students to think of five things that the old lady could swallow to put together into a surprise at the end. For example, what would be the surprise if the old lady ate a turkey, plates, apples, cranberries, and a table? A Thanksgiving feast!Go over the activity directions with students and clarify any questions. Have them trade papers with a partner to guess each Old Lady riddle.Name: ________________________________________Date:____________________BIG ACTIVITY: An Old Lady RiddleUse this resource to write your own riddle. Then draw a picture of what comes out of hermouth at the end.1. Write five things the old lady swallowed. Also fill in the sequence cue words.____________, the old lady swallowed a ___________________________________.____________, she swallowed a _________________________________________.____________, she swallowed a _________________________________________.____________, she swallowed a _________________________________________.____________, she swallowed a _________________________________________.2. Ask a partner: Can you guess what came out of her mouth?____________________________________________________________________3. Draw the answer here.© 2012 SI ALL RIGHTS RESERVEDTEACHER GUIDE56 TEACHER GUIDEREAD MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.There Was an Old Lady Who Swallowed Some Books! Lucille Colandro Ages: 4–8Grades:PreK–2Lexile Measure®:580L Pages: 32She’s gobbling up books, rulers, pencil cases,and chalk—and no one knows why! This funny book finds a bug-eyed, big-mouthed, totally cheerful old lady swallowing stranger and stranger items on every page. But when a big yellow school bus appears, it turns out that she had a plan all along! Available as a Storia e-bookThere Was an Old Lady Who Swallowed Some Leaves! Lucille Colandro Ages: 4–8 Grades: PreK–2Lexile Measure®: AD440 Pages: 32It all starts when this funny and familiar oldlady swallows a handful of fall leaves. One thing leads to an-other, and soon enough she’s gulping down a shirt, a pump-kin, a pole, some pants, and even some hay. What could this wacky lady be up to? As in the original song, the repeating and cumulative rhymes invite reading along. Available as a Storia e-bookThere Was an Old Lady Who Swallowed a Chick!Lucille Colandro Ages: 4–8 Grades: PreK–2Lexile Measure®: AD580L Pages: 32It all starts when the old lady swallows a chick. One thing leads to another, and she gulps down warm straw, an egg, some candy, a brightly colored basket, and a bow. Put to-gether, what could all these items make? Kids will be calling out with excitement, guessing what’s coming next! Guess what all these items make! Available as a Storia e-bookDetective Blue Steve Metzger Ages: 4–8 Grades: PreK–2Lexile Measure®: 300L Pages: 32Little Boy Blue is now Detective Blue, privateeye. He solves more mysteries before lunchtime than most gumshoes solve in weeks. Then one day he gets a particularly tricky case: Miss Muffet has left her tuffet and is nowhere to be found. As Detective Blue pokes around the crime scene and follows leads, he gets help from all kinds of familiar characters. Can they track down Muffet before it’s too late? Available as a Storia e-bookDog in Boots Greg Gormley Ages: 48 Grades: PreK–2Lexile Measure®: AD680L Pages: 336Guided Reading Level: NInspired by his favorite story about a cat with fantastic boots, Dog heads to the local shoe store and emerges with some splendid footwear. But Dog soon discovers that his fancy shoes won’t let him do doggy things. He tries flippers, high heels, and even skis, but can’t find anything that is just right. Could the perfect solution be right under his nose? Available as a Storia e-bookLittle Bunny Foo Foo Paul Brett JohnsonAges: 4–6 Grades: PreK–1 Pages: 32Uh-oh! It looks like Little Bunny Foo Foo is up to his old tricks again. He’s got a wagonfull of mud pies, and he’s chasing down all the creatures of the forest to give them a taste of his tomfoolery. How far can he press his luck before the Good Fairy turns him into a goon? Available as a Storia e-bookTEACHER GUIDE 7© 2012 SI ALL RIGHTS RESERVEDResource #1: Vocabulary CardsName: ________________________________________Date:____________________RESOURCE #2: Using Sequence Cue WordsRead the sequence cue words. Then fill in the things the old lady swallowed in the correct order.First, the old lady swallowed a ______________________________________________.Next, she swallowed a ____________________________________________________.Then, she swallowed a ____________________________________________________.After that, she swallowed a _______________________________________________.Next, she swallowed a ____________________________________________________.Then, she swallowed a ____________________________________________________.Finally, she swallowed a __________________________________________________.And, then, she yelled _____________________________________________________!8 TEACHER GUIDE© 2012 SI ALL RIGHTS RESERVED。
课标识字与写字阅读与鉴赏等四个版块之间的联系与区别
课标识字与写字阅读与鉴赏等四个版块之间的联系与区别The connection between the syllabus standards and the areas of writing, reading, and appreciation lies in the fact that the syllabus standards provide a framework and guidelines for educators to design their curriculum and teaching materials. This means that the syllabus standards outline the specific skills and knowledge that students are expected to acquire, which then informs the content and activities within the writing, reading, and appreciation sections.课标标准与写作、阅读和鉴赏领域之间的联系在于课标标准为教育工作者提供了设计课程和教材的框架和指导方针。
这意味着课标标准概述了学生应该获得的具体技能和知识，这些知识和技能又指导了写作、阅读和鉴赏领域内的内容和活动。
In terms of the differences, the syllabus standards are more focused on outlining the overall objectives and outcomes of the curriculum, while the areas of writing, reading, and appreciation are more concerned with the specific instructional strategies and activities used to achieve those objectives. This means that while the syllabusstandards provide a broad framework, the writing, reading, and appreciation sections offer a more detailed and practical approach to teaching and learning.在区别方面，课标标准更侧重于概述课程的总体目标和结果，而写作、阅读和鉴赏领域更关注用于实现这些目标的具体教学策略和活动。
The Joy of Writing
The Joy of WritingThe Joy of Writing Writing is a form of expression that brings immense joy to those who engage in it. Whether it is penning down fictional stories, composing thought-provoking essays, or simply jotting down personal thoughts in a journal, writing allows individuals to explore their creativity, share their ideas, and connect with others on a deeper level. The joy of writing stems from the freedom it provides, the sense of accomplishment it brings, and the ability to leave a lasting impact on readers. One of the reasons why writing brings so much joy is the freedom it offers. When one sits down to write, they are the master of their own world. They can create characters, build worlds, and shape narratives in any way they desire. This freedom allows writers to escape the constraints of reality and delve into a realm of endless possibilities. Whether it is through the creation of fantastical creatures or the exploration of complex human emotions, writing provides an outlet for imagination to run wild. This freedom to create is exhilarating and brings a sense of joy that is unparalleled. Furthermore, the joy of writing stems from the sense of accomplishment that comes with completing a piece of writing. Writing is a process that requires dedication, perseverance, and a willingness to revise and improve. The act of putting pen to paper or fingers to keyboard and seeing ideas take shape is immensely satisfying. It is a tangible representation of one's thoughts and creativity. Whether it is finishing a short story, completing a novel, or submitting an article for publication, the feeling of accomplishment that comes with completing a piece of writing is indescribable. It is a validation of one's skills and a reminder of the power of words. In addition to the personal joy it brings, writing also has the ability to impact others in profound ways. Through writing, individuals can share their ideas, experiences, and perspectives with a wide audience. Whether it is through a blog post, a newspaper article, or a published book, writing has the power to inform, inspire, and influence readers. It can spark conversations, challenge beliefs, and evoke emotions. The ability to connect with others through words is a privilege that brings immense joy to writers. Knowing that their words have the potential to make a difference in someone's life is a powerful motivator and a source of great joy. From a reader's perspective, the joy of writing lies in the ability to betransported to different worlds, to experience a range of emotions, and to gain new insights. Good writing has the power to captivate readers, to make them laugh, cry, or reflect on their own lives. It allows readers to see the world through a different lens and to empathize with characters and situations they may never encounter in their own lives. The joy of reading lies in the connection that is formed between the writer and the reader, a connection that transcends time and space. It is through writing that readers can find solace, inspiration, and a deeper understanding of themselves and the world around them. In conclusion, the joy of writing is multifaceted. It is a personal journey of self-expression, a source of accomplishment, and a means of connecting with others. Whether one is a writer or a reader, the joy that comes from engaging with the written word is undeniable. Writing allows individuals to explore their creativity, share their ideas, and leave a lasting impact on others. It is a form of expression that brings immense joy to both the writer and the reader, and it is a gift that should be cherished and celebrated.。
“高中英语阅读课件-阅读技巧与方法详解”
1 Find Time to Read 2 Set Realistic Goals 3 Read Widely and
Critically
Make reading a regular
Set achievable reading
part of your daily
goals and track your
Get an overview of the text's main ideas by skimming headings, subheadings, and topic sentences.
3 Focus on Specific Information
Use skimming and scanning to find the specific information you need without reading the entire text.
Interpreting Complex Texts
Breaking Down Barriers
Learn strategies for overcoming the difficulties of reading complex texts, such as archaic language, unfamiliar cultural references, and technical jargon.
高中英语阅读课件-阅读技巧与 方法详解
Learn essential reading techniques and strategies to improve your reading comprehension, vocabulary, and critical thinking skills.
大学生读后续写英语材料作文
大学生读后续写英语材料作文In the hallowed halls of academia, the quest for knowledge is a journey that never ceases, and for the modern university student, the art of reading and writing is more than just an academic requirement—it's a gateway to a world of endless possibilities. The act of delving into a well-crafted English text, absorbing its rich vocabulary and intricate sentence structures, is akin to a dance with the written word. And when it comes to the task of continuing the narrative, the challenge becomes an exhilarating opportunity to channel the author's voice and weave one's own creative threads into the fabric of the story.Imagine being entrusted with the legacy of a tale, its characters and settings already etched in the reader's mind, and the responsibility to carry the narrative forward with both respect and innovation. This is the essence of writing a continuation of an English material for university students. It's not just about following the plot; it's about understanding the underlying themes, the nuances of character development, and the subtle shifts in tone that make a story resonate.As you embark on this literary adventure, remember that every word you choose has the power to either elevate the narrative or weigh it down. It's crucial to maintain the integrity of the original work while infusing it with your unique perspective. This requires a deep understanding of thesource material, a keen eye for detail, and the ability to think critically about how the story can evolve in a manner that is both faithful to the original and engaging to the reader.In crafting your continuation, consider the following: How can you deepen the reader's connection to the characters? What new conflicts or resolutions can you introduce that will challenge and surprise the audience? And perhaps most importantly, how can you use language to paint a vividpicture of the world you're inviting the reader to explore?The beauty of writing lies in its ability to transcend boundaries and connect us through shared experiences and emotions. As a university student tasked with the continuation of an English material, you have the chance to not only showcase your linguistic prowess but also to contribute to a collective narrative that can inspire, provoke thought, and ultimately, enrich the lives of those who read it.So, with pen in hand and mind abuzz with ideas, set forth on this creative odyssey. Embrace the challenge, honor the original work, and let your imagination run wild, for in the world of literature, there are no limits to where your words can take you and your readers.。
Dust Bowl 迷雾尘 抉择时光说明书
Teaching the BookIn the midst of the Dust Bowl, with dust piling up like snow across the prairie, 14-year-old Billie Jo’s life is transformed by a terrible accident. It leavesher scarred—inside and out. Karen Hesse’s award-winning novel provides an unforgettable reading experience told in free verse against the backdrop of a desperate time in American history. Students will engage in activities including researching the history, geography, and art of the Dust Bowl.Theme Focus:Historical Fiction Comprehension Focus: Analyze Theme Language Focus: Dust Bowl Vocabulary Book SummaryIn powerful and lyrical free verse, Billie Jo Kelby tells the story of her life on the Oklahoma prairie from the winter of 1934 through the autumn of 1935—during the hard times of the Dust Bowl. Despite the constant dust storms and the struggle to make ends meet, Billie Jo is happy with her life. She loves to play the piano, her mother is pregnant with a much-wanted child, and her father is determined to keep their farm and home.Then a terrible accident brings tragedy into Billie Jo’s life. Her mother mistakes a pail of kerosene for water and pours it onto the stove. T rying to save her mother from the fire, Billie Jo accidentally makes things worse. After her mother and the baby die, Pa falls into a deep depression and Billie Jo can no longer play the piano because of the burns on her hands. Nor can she forgive her father or herself. Bil-lie Jo’s life is so painful, with her wound, her guilt, and the dust, that she tries to escape on a freight train. The journey results in Billie Jo’s own personal journey toward forgiveness and healing.Set against the backdrop of the Dust Bowl and the hardships faced by prairie families, the novel is a testament to the power of hope and the triumph of the human spirit.ABOUT THE AUTHORKaren Hesse was born in Baltimore, Maryland, in 1952. From an early age, she aspired to become an author, partly because of the encouragement of her fifth grade teacher. “Mrs. Datnoff believed I could be a professional writer some day and because she believed, I believed too.I love writing. I can’t wait to get to my keyboard every morning. Adults often ask why I write for the younger set. My reply: I can’t think of anyone I’d rather write for. Young readers are the most challenging, demanding, and rewarding of audiences.”In 1998, Hesse’s novel Out of the Dust won the Newbery Medal. It is based on extensive research into the history of the Dust Bowl and the people who survived it. Hesse has authored several other award-winning works of historical fiction on topics that range from World War II to the Holocaust. Karen Hesse currently lives in Vermont with her husband and has two grown daughters.Visit the Scholastic website for more information about Karen Hesse at: http://bit.ly/VUf9gq.BOOK STATSGrade Level Equivalent: 5–8 Ages: 11+ Genre: Historical Fiction, Free Verse Pages: 227Subject/Theme: Forgiveness, Survival, CourageGuided Reading Level: X OVERVIEWCommon CoreState StandardsReading Writing Listening &SpeakingLanguageGrade 5RL.5.1, RL.5.2,RL.5.4, RL.5.6W.5.3SL.5.1, SL.5.4L.5.4Grade 6RL.6.1, RL.6.2,RL.6.4, RL.6.6W.6.3SL.6.1, SL.6.4L.6.4Grade 7RL.7.1, RL.7.2,RL.7.4, RL.7.5W.7.3 SL.7.1, SL.7.4L.7.4Grade 8RL.8.1, RL.8.2,RL.8.3, RL.8.4,W.8. SL.8.1, SL.8.4L.8.4TEACHER GUIDE1© 2012 SI ALL RIGHTS RESERVEDGet Ready to ReadDust Bowl Provide students with a visual context for the dust storms to go with the dramatic and unreal descriptions in Out of the Dust. Fortunately, because the US government hired remarkable pho-tographers such as Walker Evans to document the storms and the people who suffered through them, there is a rich visual history available. Share these photographs, from the Kansas State University web-site, to show how humans and the landscape were ravaged by dust storms during the 1930s by visiting: http://bit.ly/WgzXPW.Before showing the photographs, share basic in-formation about the Dust Bowl. Consider discuss-ing how, by the 1930s, the soil in Oklahoma and neighboring states had become loose and dry partly as the result of converting too much wild grassland to farmland. Also consider sharing that wheat crops failed, and nearly 50 million acres were severely damaged before conservation measures helped put an end to the storms that threatened the lives of people and animals, as well as, the crops. Preview and Predict Discuss with students the title and cover of the book. Explain that the image on the cover is a picture of a real girl from the 1930s. In the novel, the girl is named Billie Jo, and she narrates her own story of survival during the Dust Bowl. Ask students what sort of challenges they think Billie Jo might face in the story.Words from the Dust Bowl Explain to students that the author uses some unfamiliar words that were part of people’s vocabulary during the Dust Bowl. She also uses words that describe the land-scape of the times. The list below contains words from the world of the Dust Bowl. Ask students to look for clues in the text to figure out the words’ meanings or to check dictionary definitions.Use Resource #1: Vocabulary Cards on page 7 and distribute copies to students. Ask them to write down the definitions of the words as they read them in the book.drought (p. 31) withered (p. 39) scorch (p. 81) sod (p. 107) duster (p. 109) parched (p. 128) migrants (p. 199) gaunt (p. 200)BIG QUESTIONCritical ThinkingHow will Billie Jo come “out ofthe dust”?As You ReadModeled Reading First, ask students to read the season and date on page 1: Winter 1934. Note that the book is divided into seasons from winter, 1934 to autumn, 1935. Then read aloud the first poem in the book. Explain that it is titled “Beginning, August 1920” because that is the date of Billie Jo’s birth, which she describes in the first poem. Model a fluent reading of the poem, being conscious of both the line breaks and the punctuation. Clarify any questions students have before they begin reading the book.Independent Reading Assign students to read Out of the Dust independently. Remind them to keep the big question in mind as they read.Analyze Theme Out of the Dust delivers a power-ful message about forgiveness, hope, and healing through its sparse, poetic text. Guide students to do a deep reading of the text, making inferences and analyzing the theme. Remind students that the theme is a message about life or human nature that the author expresses through the character’s actions and ideas.Ask students to think deeply about the themes of the book for themselves and to decide what message the book gives them. Emphasize the importance of supporting their interpretation of the theme with specific evidence from the text.Use Resource #2: Analyze Theme on page 9 to sup-port students in examining the themes in Out of the Dust. Ask them to answer the questions on the resource as they read and discuss their responses with a partner. When they have finished the book, ask them to state the theme of the book in one or two sentences. Guide a discussion about theme with the group, encouraging students to offer their answers and to supply evidence from the book to support their ideas.After Y ou ReadLead students in a discussion of these focus story elements.1. Historical Fiction 14-year-old Billie Jo tells this story. How does her point of view affect what you learn about life in the Dust Bowl? How would the story be different if an adult told it? (Sample answers: Billie Jo tells about how she dreams of playing the piano, tests she has in school, and her friends. An adult might talk more about money and farming.)2. Analyze Theme How have Billie Jo and her father healed by the end of the book? How has the land begun to heal as well? (Sample answer: BillyJo has finally forgiven herself and her father; she has healed inside, as well as, outside. Her father has also healed from the bitterness of losing his wife and is courting another woman. The land has healed from the dust storm and there is a rebirth of growing things.)3. Words from the Dust Bowl Use the words drought, parched, and gaunt to describe both the landscape of the Dust Bowl, Billie Jo, and her father. (Answers will vary, but should be supported by word meanings and text evidence.)Encourage students to share their responses with a partner or small group.1. Text-to-Self If you were Billie Jo, would you get off the train to return home or would you stay on to find a new life?2. Text-to-World The Dust Bowl was a natural di-saster. What natural disasters have occurred recently? How did they affect people’s lives?3. Text-to-Text What other young characters have you read about who have faced desperate conditions for survival? Compare one of the characters to Billie Jo.TEACHER GUIDE34 BIG QUESTIONCritical Thinking How will Billie Jo come “out of the dust”?Extension ActivitiesReading/Writing ConnectionPoetry to Prose Out of the Dust provides an op-portunity to teach students about the differences in writing genres. Ask students to choose one of their favorite poems in the book. Then challenge them to rewrite it in the form of a expository text like a newspaper article or a narrative text like a diary en-try. Help students to see the economy of poetry (the power of using few words) as they translate the genre into a prose form.Content Area ConnectionsHistory Letters to the White House Ask studentsto read letters that young people wrote to President Frank-lin D. Roosevelt and First Lady Eleanor Roosevelt during the Great Depression. They can find the letters by visiting: http://bit.ly/TtcRZi . Ask students to report back to the class by choosing a letter and reading it to the class. Then ask them to explain what it reveals about the times of the Great Depression.Geography Dust Bowl States Ask students toresearch the geographic area of the US that was affected by the Dust Bowl. Guide them to do an image search on “Dust Bowl maps,” to find several good maps of the affected areas and those hardest hit. Project a map of the United States on the whiteboard and have students draw in the states that were hit by the dust storms.Science Causes of the Dust Bowl Have studentsresearch the causes of the Dust Bowl, which are attributed to detrimental farming practices and climatic shifts. Ask them to report on their findings, citing the sources they read and explaining the theories behind the natural disaster.Art Photographs from the Dust Bowl Photog-raphers working for the US government captured historic images of the Dust Bowl and the people it affected. Encour-age students to examine these photographs on sites such as Wessel’s Living History Farm, which includes interviewD o n ’t f o r g e t t h etranscripts with people who lived through the Dust Bowl, as well as, photographs: http://bit.ly/UzKGHQ . Ask students to choose one photograph that they are especially drawn to and describe it to the class while projecting it on the white-board or a screen.BIG ACTIVITYFree Verse Poem After students have read Out of theDust , discuss things they notice and things they like about free verse. The book provides a wonderful example of the power of poetry to express deep feelings and meanings. Ask students to experiment with the form of free verse poetry to express something important in their lives by using the Big Activity: Free Verse Poem . Guide them through the following steps to create their poem:1. C hoose an experience from your life that has a special meaning to you.2. B rainstorm words and phrases that capture the feeling of the experience.3. C reate a rhythm and shape for the poem that grows out of your feelings.4. U se punctuation to guide the reader to stop and start at important places.5. W rite an ending line that emphasizes the theme of your poem.TEACHER GUIDE 5Name: ________________________________________ Date: ____________________BIG ACTIVITY: F ree Verse PoemChoose an experience from your life that has special meaning to you. Write a free verse poem about it, using words and phrases that capture the importance of the experience and your feelings. Give the poem a shape that expresses its meaning and write an ending line that emphasizes the theme.© 2012 SI ALL RIGHTS RESERVED Title: ___________________________________________________________Poem: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________READ MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.Dear America: A Light in the StormKaren HesseAges: 9–13Grades: 4–7Lexile Measure: 850L Pages: 208Guided Reading Level: TIt’s 1861, the first year of the Civil War, and Amelia helpsher family run a lighthouse off the coast of Delaware, astate wedged between the warring North and South. Hermother and father argue constantly about President Lincolnand much more. Meanwhile, inspired by the lighthouse sheloves, Amelia comes to feel that she is the light of her family.Can she keep burning bright so that Father and Mothercome back together? Available as a Storia e-bookAntarcticaWalter Dean MyersAges: 11–14Grades: 6–8Lexile Measure: 1100L Pages: 144Guided Reading Level: YExploring the treacherous South Pole was never easy, buta few brave men, such as James Cook, Richard Byrd, andErnest Shackleton, were determined to do it. The authordescribes their journeys in riveting detail while portrayingthe strength and courage it took to face such unforgivingconditions. Available as a Storia e-bookThe Healing SpellKimberly Griffiths LittleAges: 10–14 Grades: 5–8Lexile Measure: 800L Pages: 368T welve-year-old Livie is living with a terriblesecret: she caused the accident that left her Mamma in acoma. When Mamma comes home from the hospital, stillin a coma, Livie is wracked by guilt. Can a mysterious faithhealer with a magical box of spells help Livie make Mammawake up again? Is a healing string Livie’s last chance forforgiveness? Available as a Storia e-bookTo find PDF versions of the Storia teacher guidesand links to purchase the related books, visit:/ereading-resources/Morbito 2: Guardian of the DarknessNahoko UehashiAges: 11–13 Grades: 6–8Lexile Measure: 830L Pages: 272Now an adult, Balsa must return to the capitalshe fled as a child to clear the name of her mentor, Jiguro,and unravel the mystery of her past. One secret from thepast puts Balsa in mortal peril. She discovers that Jigurowas once a member of the king’s royal guard, and when heescaped with Balsa, the king sent his guards out one by oneto bring them back. Are the Guardians of the Dark still afterher? By returning to the capital, is she walking right intotheir hands? Available as a Storia e-bookWar HorseMichael MorpurgoAges: 10–14 Grades: 5–8Lexile Measure: 1090L Pages: 192Guided Reading Level: ZJoey is a handsome red bay horse, loved by Albert, his13-year-old master. When Albert’s father sells Joey to theBritish Army, the horse is carried away by strangers, trainedto serve in combat, and shipped to the battlefields of WorldWar I. Hunger, cold, and the sound of great guns are nomatch for Joey’s bravery and sense of compassion. He iscertain that someday he will return home, even though heis captured by the enemy. Will Joey ever make it back to thefarm and Albert? Available as a Storia e-bookCircle of SecretsKimberley Griffiths LittleAges: 10–14 Grades: 5–8Lexile Measure: 800L Pages: 336Shelby has a pain in her heart that’s been thereever since her mama, Mirage, left a year ago. When herdaddy takes a job overseas, Shelby has to go live with Miragetill after Christmas. There’s a blue-bottle tree in the Mirage’syard, which is supposed to trap spirits and keep things safe.Shelby thinks that a ghost may be leaving messages in thebottles. Now, Shelby needs Mirage more than ever, and itseems like forgiveness is the real key to putting everyone’sghosts to rest. Available as a Storia e-book6 TEACHER GUIDETEACHER GUIDE 7© 2012 SI ALL RIGHTS RESERVEDResource #1: Vocabulary CardsName: ________________________________________Date:____________________RESOURCE #2:A nalyze ThemeAnswer these questions as you read to analyze the theme of the book. Provide evidence fromthe text to support each of your answers.“Beginning: August 1920” (pp. 3–5)1. How does Billie Jo think her father feels about her being born a girl?“Blame” (pp. 70–72)2.W hat does Billie Jo think about the accident? How does she feel about herself? How doesshe feel about her father right after the accident?“Outlined by Dust” (pp. 111–114)3. What mixed feelings does Billie Joe have for her father? How does he treat her?“Midnight Truth” (pp. 195–196)4. What are Billie Jo’s feelings about her father now? What does she plan to do about it?“Cut it Deep” (pp. 209–211)5. H ow have Billie Jo’s feelings toward her father changed? How have her feelings aboutherself changed?What do you think is the theme or message about life in Out of the Dust?8 TEACHER GUIDE© 2012 SI ALL RIGHTS RESERVED。
动物宝宝：一本关于动物幼崽生活的有趣信息图书说明书
Teaching the BookAnimal Babies is packed with facts and adorable photographs of the little creatures students love. The book provides a springboard for class discussions about animal life cycles, main idea and details, and science content-area vocabulary. Students will write a narrative from the point of view of a baby animal, create a counting wall banner, and make an animal baby minibook.Theme Focus:Animal Babies Comprehension Focus: Main Idea and Details Language Focus: Science Content-Area Vocabulary Book SummaryAnimal Babies is a bright and engaging first infor-mation book about how baby animals are born and thrive. The book begins with the circle of life, illustrated with the life cycle of a beautiful baby orangutan. The following pages focus on important aspects of birth and growing up, all illustrated with detailed photographs and described in simple text. Young readers learn how some animals hatch from eggs, how animals have different numbers of babies, and how baby animals change as they grow up. Sophisticated concepts such as metamorphosis are explained through simple-to-read graphics and close-up photographs. Readers learn how parents care for their babies by building special homes, providing them with food, and teaching them important les-sons for survival.The book’s photographs and different levels of text make it accessible to all levels of beginning readers. For many students, the book will be a stepping-stone for more curious questions about the world of animal babies.ABOUT THE AUTHORAndrea Pinnington is a writer and editor of books for children, specializing in non-fiction books for the youngest readers. Her books cover a range of subjects from animals to astronauts and puppies to pirates, as well as, children’s craft and activity books.BOOK STATSGrade Level Equivalent: K–2 Ages: 5+Lexile Measure®: 630L Pages: 32Guided Reading Level: J Genre: Informational Subject/Theme: Animal Babies, Life Cycles, Animal Homes OVERVIEWCommon CoreStandardsReading Writing Listening &SpeakingLanguageGrade K RI.K.1, RI.K.2,RI.K.4, RI.K.7W.K.3SL.K,1, SL.K.5L.K.4Grade 1RI.1.1, RI.1.2,RI.1.4, RI.1.7W.1.3SL.1.1, SL.1.5L.1.4Grade 2RI.2.1, RI.2.2,RI.2.4, RI.2.7W.2.3SL.2.1, SL.2.5L.2.4TEACHER GUIDE1© 2012 SI ALL RIGHTS RESERVEDGet Ready to ReadPre-Reading ActivitiesPicture Talk Show students a slideshow of nine very different animal babies to engage students’ interest and build background knowledge by visiting the Teacher Domain website at:http://bit.ly/T60qSm. Project the pictures onto a whiteboard or screen and encourage students to dis-cuss what they see such as the animals’ names, what the babies do, and where they live. Also encouragestudents to ask questions about the animal babies and record their questions to come back to after reading the book.Preview and Predict Show students the cover of Animal Babies. Ask them to read the title and to name the animal babies on the cover. Then spend time with students on page 2, explaining how the book works. Point out the different types of text and photographs in the book and the kinds of informa-tion they provide. VocabularyScience Content-Area Vocabulary Call students’ attention to the following words as you read the book. Ask them to think about how the words con-nect to the photographs or illustrations and also how the words connect to the main idea of the text. More words are defined in the glossary on pages 30 and 31.Use Resource #1: Vocabulary Cards on page 7 and distribute copies to students.adult (p. 4) burrow (p. 15) metamorphosis (p. 12) pouch (p. 15)life cycle (p. 13) cub (p. 19)nest (p. 15) fawn (p. 28)BIG QUESTION Critical ThinkingHow do little animal babies survive?STORIA ENRICHMENTSThis book will be available as a Storia enrichede-book in March 2013.As Y ou ReadReading the BookRead-Aloud Read the book aloud with students following along with their eyes on the text. If pos-sible, project the book onto a whiteboard or screen. Direct students’ attention to the photographs and illustrations. Help them make connections between the text and the pictures that relate to it.Shared Reading Reread the book, taking more time to focus on photo captions, picture sequences,and other illustrations. Ask students to readtheir copies of the book at the same time; or, ifthey are able, encourage them to read the textaloud along with you.2TEACHER GUIDE 3Use Resource #2: Identify Main Idea and Details for students to practice identifying main ideas and details. Pass out copies of the page and guide stu-dents to reread pages 14 and 15, “That’s My Home,” and fill out the graphic organizer to identify main ideas and details.Identify Main Idea and Details Explain to stu-dents that the book is organized into important ideas called main ideas. The main ideas are sup-ported by smaller ideas called details. The details tell more about the main ideas and give you facts about specific animal babies.Project pages 6 and 7 titled “Hatching” onto a whiteboard or screen. Read the text on both pages aloud. Then model how to identify the main idea and details in the text, using a graphic organizer like the one below.After Y ou ReadLead students in a discussion of these focus story elements.1. Animal Babies Look at the circle of life on page 5. Where are you on the circle? Where are your par-ents? Where are your grandparents? (Sample answers: I am between the first and second circles. My parents are adults and have had a family and are on the bot-tom circle. My grandparents are getting older and are on the circle to the left.)2. Main Idea and Details Name a detail that tells more about this main idea: Babies change a lot as they grow up. Point to the pictures that tell more about it. (Sample answers: A chick loses its fluff and gets feathers. T ree pythons turn green when they get older.)3. Science Content-Area Vocabulary Explain what metamorphosis means using the pictures on page 13 of the life cycle of a butterfly. (Sample answers: Metamorphosis means an animal changes completely as it grows. A caterpillar turns into a butterfly.)4 BIG QUESTIONCritical Thinking How do little animal babies survive?Questions to ShareEncourage students to share their responses with a partner or small group.1. Text to Self What is the most amazing or sur-prising fact that you learned about animal babies? Which animal baby do you like the most?2. Text to World Where have you seen animal ba-bies near where you live?3. Text to Text What other books have you read about animal babies? Were they information books like this one? Or were they make-believe stories? Which kinds of books do you like best?Extension ActivitiesReading/Writing ConnectionAnimal Talk Tell students that they are going to pretend to be an animal baby and write from that animal’s point of view. First, have students gothrough the book and choose one animal baby to write about. Ask them what their animal is doing in the picture. What might it be thinking? What might it say if it could talk? Give students the sentence starter below. Then tell them to write or dictate three or more sentences by the baby animal.I am a baby______________.Content Area ConnectionsMath Counting Banner Use pages 8 and 9 entitled“How Many” as a springboard for students to create a Baby Animal Counting Banner. Provide them with card stock or paper that can be taped together to make a long wall banner. Assign students one of the ten baby animals to work on with a partner.Music Old MacDonald’s Baby Animal FarmSing the Old MacDonald song using the names of baby farm animals instead of grown-up farm animals. Before you sing, write a list of baby farm animals for students to sing about such as lamb, calf, pony, chick, duckling, piglet, kitten, and puppy. Also talk about the sounds or movements these baby animals make. Then sing the song with verses for four to five of the baby animals.Science Baby Animals Come to School Plan aspecial day for students to bring their favorite “baby animal” stuffed toys to school. Ask students to share the animal’s baby name plus two or three facts about the real animal it represents. Encourage students to discuss how their animals are alike and different and where they live in the world.D o n ’t f o r g e t t h eLanguage Vocabulary Minibook Give studentsmore practice with baby animal-related vocabulary and sight words by downloading this mini-book, which pictures and names 14 baby animals, by visiting the Scholastic website: http://bit.ly/Udysoy . Have each student cut out and color their own copy of the minibook.BIG ACTIVITYGuess Who! Have students apply their knowledge of babyanimals by writing riddles. They might want to use the same animal that they wrote about or choose a different animal from the book. Make copies of the printable Big Activity: Guess Who! on page 5 and distribute to students. Read the directions and answer questions to clarify the activity. After students finish, have partners ask each other their riddles.TEACHER GUIDE 5© 2012 SI ALL RIGHTS RESERVEDName: ________________________________________ Date: ____________________BIG ACTIVITY: G uess Who!Choose a baby animal and then fill in clues to write a riddle about the baby animal.I am a baby animal.I live in a ___________________________________________________________I am called a _______________________________________________________My body has ________________________________________________________Guess who I am! _______________________________________6 TEACHER GUIDEREAD MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.Scholastic True or False #1: Baby Animals Melvin Berger Ages: 5–8 Grades: K–2 Pages: 48Is a baby horse called a pony? Are brown bearcubs born with brown fur? Can baby dolphins get sun-burned? Read the question on the right-hand page, then flip it over to find out the answer on the left-hand page! Writ-ten in kid-friendly language, this book has a fresh, visually appealing format that will grab and hold readers’ attention. Every answer page also includes a cool bonus fact! Available as a Storia e-bookAt Home in the Coral ReefKaty Muzik Ages: 4–8 Grades: PreK–2Lexile Measure®: AD700L Pages: 32Guided Reading Level: PA baby coral is born in the tropical sea. Where will it live? Join the search as it swims, floats, and rides the currents through different sea habitats until it finds a safe, happy home in a rocky nook deep in the cool water. As the baby coral grows into a staghorn coral, children will learn how the reef’s inhabitants share food and work together as partners for protection. They also become aware of how pollution endangers the reef’s amaz-ing ecosystem. Available as a Storia e-bookAmazing Animal Journeys Laura Marsh Ages: 5–7 Grades: K–2Lexile Measure®: 810L Pages: 48This National Geographic reader follows thejourneys of three different animals on their amazing migra-tions. Each year, 30,000 zebras make a 360-mile trip across Africa. Christmas Island red crabs travel to new waters to have thousands of babies. And walruses mate under ocean ice. With stunning, colorful photos and surprising animal facts, this book is a great pick for young nature lovers. Available as a Storia e-bookAt Home in the Rainforest Diane Willow Ages: 4–8 Grades: PreK–2Lexile Measure®: AD970L Pages: 32Marmosets, toucans, and pygmy butterflies arejust some of the many amazing creatures that live in a rain forest. Filled with vividly drawn illustrations, this book ex-plains how the different animals, insects, and plants interact, and how they all exist together in the lush, damp forest. The book also highlights the importance of conservation and of respecting these exotic landscapes and their wildlife. Available as a Storia e-bookSmart Words Science Reader #21: MammalsAges: 6–9 Grades: 1–3 Pages: 32Through simple text, helpful graphics, andvivid photos, readers learn all about mammals: what makes something a mammal, what mammals eat, and the many different kinds of mammals in the world. The book focuses on challenging science terms like prey and mammary glands, then offers definitions and uses the words in context. It also features fun quizzes and interesting bits of mammal trivia.Available as a Storia e-bookOdd Animal Helpers [Scholastic Reader Level 3] Gabrielle Reyes Ages: 6–8 Grades: 1–3Lexile Measure®: NC920L Pages: 40 Guided Reading Level: OEvery day, animals and plants work together in unique ways. Although some of these relationships are unexpected, like a large rhinoceros needing the help of a small bird, all of them are essential for the animals’ survival. This Level 3 Scholas-tic Reader builds skills for independent readers, introduces simple science concepts, and includes thrilling up-close photos and colorful headings. Available as a Storia e-bookTo find PDF versions of the Storia teacher guides and links to purchase the related books, visit:/ereading-resources/TEACHER GUIDE 7© 2012 SI ALL RIGHTS RESERVEDResource #1: Vocabulary CardsName: ________________________________________Date:____________________RESOURCE #2: Identify Main Idea and DetailsFill in the main idea and details for “That’s My Home” on pages 14 and 15.Detail: Detail:Main Idea:Detail: Detail:8 TEACHER GUIDE © 2012 SI ALL RIGHTS RESERVED。
英语读后续写自然式结尾摘抄好段
英语读后续写自然式结尾摘抄好段The power of reading and writing cannot be overstated. As we engage with the written word, we open ourselves to a world of knowledge, imagination, and personal growth. In this essay, I will explore the connection between reading and writing, highlighting the natural progression from consuming literature to freely expressing our own thoughts and ideas.Reading is a fundamental skill that unlocks a vast universe of information, perspectives, and creative expression. When we read, we are not merely decoding words on a page; we are actively participating in a dialogue with the author, allowing their ideas to shape our own understanding of the world. Whether it's delving into a captivating novel, exploring the depths of a scholarly treatise, or immersing ourselves in the beauty of poetry, reading expands our horizons and challenges us to think in new and innovative ways.As we read, we are exposed to a diverse array of writing styles, narrative structures, and literary devices. These elements not only entertain and engage us but also serve as a blueprint for our ownwriting. We unconsciously absorb the rhythm, syntax, and rhetorical techniques employed by skilled writers, which we can then incorporate into our own compositions. This process of learning by example is a powerful tool for developing our writing skills.Moreover, reading encourages us to cultivate empathy and understanding. By stepping into the shoes of the characters we encounter or the perspectives presented by the author, we gain a deeper appreciation for the human experience in all its complexity. This empathetic understanding can then be channeled into our own writing, allowing us to craft narratives, arguments, and reflections that resonate with our readers on a deeper level.The act of writing, in turn, is a natural extension of the reading experience. As we consume literature, we are constantly formulating our own thoughts, opinions, and interpretations. Writing provides us with the opportunity to give voice to these internal dialogues, to explore our ideas in greater depth, and to share them with the world. Through the writing process, we engage in a dynamic exchange of ideas, refine our critical thinking skills, and develop a stronger command of language.One of the most rewarding aspects of writing is the freedom to express ourselves authentically. When we write, we can shed the constraints of everyday communication and delve into the depths ofour own experiences, emotions, and perspectives. This freedom to explore the full range of human expression is a powerful tool for personal growth and self-discovery.As we navigate the interplay between reading and writing, we may encounter moments of inspiration, where the words of others seem to resonate with our own thoughts and feelings. These serendipitous connections can serve as a springboard for our own creative endeavors, as we seek to capture the essence of those profound moments in our own writing.One such moment of inspiration can be found in the following excerpt from "The Alchemist" by Paulo Coelho:"And, when you want something, all the universe conspires in helping you to achieve it."This simple yet profound statement encapsulates the idea that our desires and aspirations are not isolated within ourselves, but rather are part of a larger cosmic dance. When we align our intentions with the natural flow of the universe, we unlock a wellspring of support and synchronicity that can propel us forward on our journey.This excerpt resonates deeply with me, as it echoes my own experiences of serendipity and the power of embracing one's dreams.In moments of doubt or uncertainty, I return to this passage as a reminder that the universe is not indifferent to our aspirations, but rather is actively working to help us achieve our goals.As I reflect on this excerpt, I am inspired to channel this sentiment into my own writing. I can envision crafting a personal narrative that explores the concept of synchronicity, weaving in my own experiences of how the universe has conspired to support me in realizing my dreams. By drawing on the wisdom and insights of others, I can create a piece that is both deeply personal and universally resonant.In conclusion, the relationship between reading and writing is a symbiotic one, where each activity informs and enriches the other. By engaging with literature, we expand our horizons, develop our critical thinking skills, and cultivate a deeper understanding of the human experience. This, in turn, empowers us to express ourselves more authentically and creatively through our own writing.The excerpt from "The Alchemist" serves as a testament to the power of this dynamic exchange, inspiring us to align our intentions with the natural flow of the universe and to trust in the support that is always available to us. As we continue to read and write, may we find moments of serendipity and inspiration that propel us forward on our own transformative journeys.。
英语读后续写作文模板
英语读后续写作文模板English Reading Comprehension Writing Template。
Introduction。
Begin with a concise thesis statement that restates the main idea of the passage.Provide a brief overview of the author's argument or perspective.Optionally, include background information or context to establish the relevance of the topic.Body Paragraph 1。
Topic sentence: State a specific point supported by the passage.Evidence from the passage: Provide textual evidence tosupport the topic sentence.Analysis: Explain how the evidence supports theauthor's argument.Connection: Relate the point to the thesis statement.Body Paragraph 2。
Topic sentence: State a second specific point supported by the passage.Evidence from the passage: Provide textual evidence to support the topic sentence.Analysis: Explain how the evidence supports theauthor's argument.Connection: Relate the point to the thesis statement.Body Paragraph 3。
享受阅读作文英文
享受阅读作文英文Reading is like taking a journey to a different world, where I can escape from reality and immerse myself in the lives of the characters. It's a form of relaxation and entertainment that allows me to forget about my worries and troubles for a while.The best part about reading is that it expands my knowledge and understanding of the world. I can learn about different cultures, historical events, and scientific discoveries without having to leave my home. It's like having a personal tour guide to the wonders of the world right at my fingertips.When I read, I feel like I am exercising my brain and improving my cognitive abilities. It challenges my thinking and helps me develop critical thinking skills. It's like a mental workout that keeps my mind sharp and active.One of the things I love most about reading is theemotional connection I feel with the characters. I canrelate to their struggles, triumphs, and emotions, and it makes me feel less alone in my own experiences. It's like making new friends and going on adventures with themwithout ever leaving my room.Reading also inspires me to be creative and imaginative. It sparks new ideas and perspectives in my mind, and Ioften find myself daydreaming about the stories I've read.It's like fuel for my creativity, and it motivates me to express myself through writing and other forms of art.Overall, reading is a source of joy and fulfillment in my life. It brings me happiness, knowledge, and a sense of connection to the world around me. It's a simple pleasure that I will always cherish and make time for in my busylife.。
小学上册第10次英语第3单元综合卷
小学上册英语第3单元综合卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.I enjoy _____ (学习) about history.2.The ______ (小鱼) swims with its friends.3.My brother is always full of __________ (活力).4.I love ______ (chocolate) cake.5.My dog likes to roll in the ______ (草地).6.Which season comes after winter?A. SpringB. SummerC. FallD. AutumnA7.My favorite season is ______ (冬天).8.The __________ (树皮) protects the tree from harm.9.The green frog can be found near _______ (池塘).10. A spider's web is constructed with silk produced from its ________________ (腺).11.They are going on a ________.12.What is the primary color that mixes with blue to create purple?A. RedB. YellowC. GreenD. BlackA13.My brother is a great ________.14.What is the name of the first female prime minister of the UK?A. Margaret ThatcherB. Theresa MayC. Angela MerkelD. Ellen Johnson Sirleaf15.I enjoy _____ (reading/writing) stories.16.She likes to read ________.17.The pelican has a big _________ (嘴巴).18.The _______ (The Treaty of Paris) formally recognized American independence.19.The Great Barrier Reef is located off the coast of _______.20.What do you call a large body of saltwater?A. LakeB. PondC. OceanD. River21.Which animal can fly?A. FishB. DogC. EagleD. CatC22.We visit the ______ (博物馆) for field trips.23.Which bird can swim?A. EagleB. PenguinC. SparrowD. DoveB24. A __________ is a chemical reaction that occurs quickly.25.The __________ of a liquid is the temperature at which it boils.26.I want to eat a ________ sandwich.27.The __________ (历史的交互) fosters connection.28.Matter can exist in different _______. (状态)29.The __________ (气候研究) informs policy decisions.30.The _____ (拼图) is colorful and fun.31.I like to share my stories with my toy ________ (玩具名称).32.The sun is ______ (明亮的) today.33. A ______ (青蛙) can vary in color.34.The fall of the Roman Empire happened in _____.35.What do we call a plant that grows in water?A. Aquatic plantB. Terrestrial plantC. CactusD. Fern36.I go to the ______ (图书馆) to borrow books.37.How many colors are in the American flag?A. 2B. 3C. 4D. 5B38.She is a pilot, ______ (她是一名飞行员), flying across the sky.39.We can see many ________ (动物) in their natural habitats.40.What do we call the period before a baby is born?A. PregnancyB. ChildhoodC. AdolescenceD. Adulthood41.The blanket is very ___ (soft/hard).42.My favorite hobby is ______ (drawing).43.The trees in the _______ offer shade and a place to relax.44.The wind is ___ (strong/light).45.She is _____ (teaching) a lesson.46.The __________ is a major city known for its art and culture. (巴黎)47.What do we call the act of planting seeds?A. HarvestingB. SowingC. PruningD. WateringB Sowing48.The __________ (生态系统) includes many different plants.49.The _____ (city/country) is big.50.My uncle is a talented __________ (演奏家).51.The ________ is an area of low land between mountains.52.I have a collection of stuffed ________ (玩具名称).53.What is the capital of Cyprus?A. NicosiaB. LimassolC. LarnacaD. Famagusta54.What do we call the study of the Earth's physical features?A. GeographyB. GeologyC. CartographyD. Meteorology55.What do we call the activity of planting seeds?A. WateringB. SowingC. HarvestingD. GrowingB56.The Earth revolves around the ______.57.How many colors are there in a standard box of crayons?A. 12B. 24C. 48D. 64B58.What is the main ingredient in pancakes?A. RiceB. FlourC. SugarD. EggsB59. A __________ (植物的生长) cycle includes several stages.60.What do we call the study of the environment?A. EcologyB. GeographyC. BiologyD. GeologyA61.The process of ______ can reshape the Earth's surface.62.My neighbor is a ______. He grows vegetables in his garden.63.What do we call the top of a mountain?A. PeakB. BaseC. SideD. Valley64. A ____ is known for its ability to imitate sounds.65.My mom loves to teach me __________ (生活技能).66. A ________ (植物基因组) holds secrets to growth.67.The chemical formula for copernicium chloride is ______.68.My mom enjoys organizing ____ (family events).69.The cake is ___ (decorated) beautifully.70.It is _____ outside today. (cold/hot/warm)71.What is the opposite of wet?A. DryB. MoistC. DampD. All of the aboveD72.What do we call the famous American writer known for his works on adventure?A. Mark TwainB. Ernest HemingwayC. F. Scott FitzgeraldD. John SteinbeckA73. A saturated solution contains the maximum amount of ______.74.The fish is swimming in the ___ (lake/ocean).75._____ (珍稀) plants need protection from extinction.76.The study of matter and its changes is called __________.77.The bear plays in the stream, catching fish with its powerful ____.78.Elements are arranged in the periodic table by their ________ number.79.The sun rises in the ______. (east)80.n Airlift was a response to the Soviet blockade of ________ (西柏林). The Berl81.What is the name of the fairy in Peter Pan?A. TinkerbellB. CinderellaC. ArielD. BelleA82. A satellite orbits around the ______.83.What is the main component of stars?A. WaterB. HydrogenC. OxygenD. Carbon84.I want to _______ (学习) how to cook.85.We will have a ________ (聚会) for the holiday.86.What do we call an animal that only eats plants?A. CarnivoreB. HerbivoreC. OmnivoreD. InsectivoreB87. A bunny has big ______ (眼睛).88.The zebra is known for its black and white _______ (条纹).89.What do you wear on your feet?A. HatB. SocksC. GlovesD. Belt90.An active volcano is one that has erupted ______.91.What is the main source of energy for the Earth?A. MoonB. StarsC. SunD. Planets92.The ______ can carry heavy loads on its back.93.The _______ (Rosa Parks) refused to give up her seat, sparking a movement.94. A satellite orbits around the _____.95.I enjoy _______ (听故事).96.The Great Depression began with the stock market crash of _______.97.What is the color of grass?A. BrownB. GreenC. YellowD. BlueB98. A rabbit can hop across the ______ (草地).99.We made a robot out of our old ____. (玩具名称)100.My grandpa tells interesting ____.。
Discover More Penguins 教学指南说明书
Teaching the Book Students will meet the world’s most popular bird—up close and personal—in this new-generation reference book. Discover More: Penguins introduces penguins to confident young readers through eye-catching photographs, fascinating facts, and high-impact design. The book provides an opportunity for class discussions about animal adaptation, main idea and details, and science content-area vo-cabulary. Activities will engage students in creating penguin fact sheets, penguin graphs, and penguin presentations based on research and creative projects. Theme Focus:Animal Adaptation Comprehension Focus: Main Idea and Details Language Focus: Science Content-Area Vocabulary Book SummaryBig, beautiful images and amazing facts highlight this thorough, yet compelling, coverage of the world of penguins. All 17 types of penguins are introduced with information about their height, breeding area, population, diet, nests, habitats, and special features. Interspersed throughout the book are topics that pertain to all penguins: the places they call home, how they travel on land and in the sea, their warm waterproof feathers, their predators and prey, plus how they breed, nest, and care for penguin babies. The book concludes with the extraordinary journey made by emperor penguins to breed in one of the harshest climates on Earth. The last pages focus on polar photography and the importance of protecting endangered penguins that are in danger from human threats.The photographs and text work together to motivate young readers and enhance their understanding of these wonderful birds that have captured the imagi-nation of the world. A digital companion book, Amazing Antarctica, can be downloaded for free with more information about the icy continent and its inhabitants.ABOUT THE AUTHORPenny Arlon is an author who writes children’s non-fiction, taking inspiration from her own children. Her books range from pre-school to family reference, and include the Art Attack books, based on the award-winning CITV children’s television programme, and all 14 titles in Dorling Kindersley’s Eye Know series. BOOK STATSGrade Level Equivalent: 3–4 Ages: 7+Lexile Measure: AD870L Pages: 80Genre: Science NonfictionSubject/Theme: Animal Adaptation, Survival, Habitats OVERVIEWCommon CoreStandardsReading Writing Listening &SpeakingLanguageGrade 2RI.2.1, RI.2.2,RI.2.4, RI.2.5,RI.2.7W.2.2SL.2,1, SL.2,2L.2.4Grade 3RI.3.1, RI.3.2,RI.3.4, RI.3.5,RI.3.6W.3.2SL.3,1 , SL.3.2 L.3.4TEACHER GUIDE1© 2012 SI ALL RIGHTS RESERVEDGet Ready to Read Penguin True or False Engage students’ interest and prior knowledge with a true or false game about penguin facts. Read each of the following statements and ask students to write them down and mark them with a T for T rue or an F for False.1. Penguins are birds.2. Penguins eat seals.3. Penguins live on every continent.4. Penguin babies hatch from eggs.5. Penguins fly south for the winter.Tell students that they will find out whether each statement is true or false as they read the book. Ask them to check their answers and correct them, if necessary.Preview and Predict Spend time with students on pages 2–3, going over the explanation of how thebook works. Point out the different types of text and photographs in the book and the kinds of informa-tion they provide.Science Content-Area Vocabulary The book includes many content area words related to ani-mal adaptation as it applies to penguins and their habitats. Encourage students to look for clues in the text and the illustrations to figure out the meaning of unfamiliar words and then have them check the glossary or a dictionary definition.Use Resource #1: Vocabulary Cards on page 7 and distribute copies to students.camouflage, p. 16 habitat, p. 28adapt, p. 20 extinct, p. 44predator, p. 24 breed, p. 46prey, p. 24 bonding, p. 51BIG QUESTIONCritical ThinkingWhy should we protect penguins?As Y ou ReadModeled Reading Read aloud pages 6–7, modeling for students how to approach the different chunks of text on the page. Draw their attention to the call-out lines that show the part of a photo the text is referenc-ing. Also help them distinguish between text that is important and text that they might skim, such as the facts below each kind of penguin.Paired Reading Encourage students to read the book independently but to share questions and reac-tions with a partner. Suggest that partners confer-ence with each other after every four to six pages.Identify Main Idea and Details Explain that the book is organized into important ideas called main ideas. The main ideas are supported by smaller ideas called details. Explain that the details tell more about the main ideas and support understanding of how penguins live in their environments. Display the spread on pages 14–15 titled “Penguins on land.” Read the text on both pages aloud. Then model how to identify the main idea and details in the text, using a graphic organizer like the one below.Use Resource #2: Identify Main Idea and Detailsfor students to practice identifying main ideas and de-tails. Pass out copies of the page and guide students to reread pages 20–21 and pages 52–53 and fill out the graphic organizers to identify main ideas and details. After Y ou ReadLead students in a discussion of these focus story elements.1. Animal Adaptation Describe how penguins’ feathers have adapted to help them survive. (Sample answers: The feathers are packed closely together to trap heat. The feathers are oiled to make them waterproof. New feathers grow in each year.)2. Main Idea and Details What is a detail that tells more about this main idea: Penguins lay eggs that hatch into fluffy chicks? (Sample answers: Parents sit on the eggs for 30 to 60 days; most penguins lay two eggs, but only one will hatch; penguin eggs are thicker and tougher than those of other birds.)TEACHER GUIDE34BIG QUESTIONCritical Thinking Why should we protect penguins?3. Science Content-Area Vocabulary Use the text and the photograph on pages 46–47 to figure out the meaning of the word colony (large group of ani-mals that live together ). Questions to ShareEncourage students to share their responses with a partner or small group.1. Text to Self What is the most amazing fact in the book? How does the book change your ideas about penguins?2. Text to World How can the actions of humans harm penguins?3. Text to Text Do you like the way the text and photographs are arranged in this book? Do you like reading it more or less than other books that have the text all together in one place? How do the pho-tographs help you understand the information about penguins?Extension ActivitiesReading/Writing ConnectionPenguin Adaptation Assign students to write an explanatory paragraph about penguins that live on and around Antarctica and how they have adapted to their cold environment. Instruct students to write a strong introductory sentence that presents the main idea. Then guide them to find four to five details that support their main idea. These might include details about how penguins’ bodies adapt to cold weather or how their behaviors help them survive in Antarctica.Content Area ConnectionsMath Penguin Graph On pages 7–11, the book showsthe relative heights of the 17 different kinds of penguins. Guide students to create a bar graph that shows the heights of five different penguins that they select. Draw a sample graph with inches on the vertical axis and penguin names on the horizontal axis.Social Studies North Versus South Extend thestudy of the earth’s hemispheres and poles on pages 7 and 13. Encourage students to research the differences between the northern and southern hemispheres and differencesbetween the North and South Poles. Suggest that they report on their findings to the class using Google Earth on the white board.Arts Animal Photography Pages 70–73 feature aninterview with polar photographer Cherry Alexander plus her award-winning photo of penguins. Guide students to the book prompt on wildlife photography. Challenge them to snap photos of animals in their community and share a slideshow with the class.Language Arts Penguin Films Several outstandingfilms have been made about penguins, ranging from the animated Happy Feet to the award-winning documentaryD o n ’t f o r g e t t h eMarch of the Penguins. Consider showing a penguin film in class or suggest that interested students watch one at home. After viewing, discuss with students how the film presented penguins differently compared to the book and what they learned from both.BIG ACTIVITYA Penguin Field Guide Tell students to create a pagefor a field guide about penguins. Guide students to choose their favorite penguin to write about. Make copies of the printable, Big Activity: Penguin Field Guide on page 5 and distribute to students. Explain how to add specific markings and other features to their penguin outline. Guide students to add the penguin’s features to the five call-outs and write three facts in the Fact Box.TEACHER GUIDE 5Name: ________________________________________ Date: ____________________BIG ACTIVITY: P enguin Field GuideCreate a field guide page for your favorite penguin. Draw in markings and features on the penguin body outline. Add five call-out descriptions with lines to the picture. Then write three facts about the penguin in the Fact Box.© 2012 SI ALL RIGHTS RESERVED F A C T B O X6TEACHER GUIDEREAD MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.National Geographic Reader: Deadliest Animals Level 3 Melissa StewartAges: 6–8 Grades: 1–3 Pages:48The animals in these pages are cool to look at, butyou wouldn’t want to meet them in person. Some use fangs,claws, or venom to take down their dinner; others use deadlydefenses to stop predators in their tracks. What’s the deadliestanimal of all? Discover the surprising answer in this bright sci-ence reader, full of astonishing facts and up-close photos of the most fatal species on the planet. Available as a Storia e-book Smart Words Science Reader #11: Weather and Climate Ages: 6–9 Grades: 1–3Lexile Level: 870L Pages: 32Guided Reading Level: RWhy are some places warm all year, while others are cold? What causes the seasons to change? Get answers to these questions and more in this informative book that explains in simple terms how different kinds of weather form—from clouds to winds to storms—and how they are predicted by meteorologists. This vocabulary-boosting reader highlights 20 “smart words” that are essential for grasping science concepts. Available as a Storia e-bookWho Would Win?: Killer Whale vs. Great White Shark Jerry Pallotta Ages: 6–9 Grades: 1–3Lexile Level: 620L Pages: 32The killer whale has a huge jaw with about fifty teeth, but if the killer whale loses a tooth, it will never grow back. The great white shark, on the other hand, has several rows of razor-sharp teeth, and it can grow back more than 3,000 teeth in its lifetime!. But teeth aren’t everything . . . as read-ers will soon realize. This easy-to-read book lets kids guess which ocean predator really rules under the waves! Available as a Storia e-bookNic Bishop Butterflies and Moths Nic BishopAges: 7–11 Grades: 2–5Lexile Level: 890L Pages: 40The award-winning author and photographer introduceyoung readers to the beauty and diversity of these amazinginsects, from the shockingly bright blue morpho butterfly to the nearly transparent glasswing moth. The simple, engaging text presents both basic information and fun, quirky factsabout the insects’ appearances, habits, and life cycles.Available as a Storia e-bookGo to ereading-resources/the Storia teacher guides and links to purchase the related books.Leo the Snow Leopard Craig Hatkoff Ages: 7–9 Grades: 2–4Lexile Level: 1050L Pages: 40In 2006, a shepherd in Pakistan came upona beautiful baby snow leopard that had been separated from its mother. The shepherd brought the cub home and cared for the tiny animal. When the little leopard, now called Leo, grew big, it was sent all the way to the Bronx Zoo in New York City. This exciting tale is filled with photographs of Leo, as well as lots of fascinating facts about snow leopards. Available as a Storia e-bookReady Freddy! #19: The Penguin Problem Abby Klein A ges: 7–10 Grades: 2–4Lexile Level: 540L Pages: 96Freddy’s first-grade class is learning all aboutpenguins—including the fact that some species are endan-gered. When Freddy suggests a penny drive to help save the penguins, everyone loves the idea. But now Freddy can’t find his own penny jar! Will he still be able to save the penguins? How? Available as a Storia e-bookMiracle Pets Alan Zullo Ages: 8–12 Grades: 3–6Lexile Level: 1050L Pages: 128 Guided Reading Level: SEver heard about the dachshund that was snatched up by an eagle, but fought back in midair? How about the two pigs that escaped from a sausage factory, leaped into an icy river, and swam to safety? Inside this riveting book, readers will find these and more incredible true tales of brave animals who overcame life-threatening situations. Available as a Storia e-bookTEACHER GUIDE 7© 2012 SI ALL RIGHTS RESERVEDResource #1: Vocabulary Cards8 TEACHER GUIDE Resource #2: Identify Main Idea and Details© 2012 SI ALL RIGHTS RESERVEDName: ________________________________________ Date: ____________________Discover More: PenguinsFill in the main idea or details in each graphic organizer.1. Reread “Penguin Feathers” on pages 20–21. Fill in the details that support the main idea.Detail:Detail:Main Idea:Feathers help penguins survive in the cold .Detail:Detail:2. R eread “Growing Chicks” on pages 52–53. Fill in the main idea and four supporting details.Detail:Detail:Main Idea:Detail:Detail:。
7下英语读本 Chapter 12 -教师版
Chapter 12诵读God’s wife上帝的妻子It was a cold day in December. A little boy about ten years old was standing in front of a shoe shop, bare-footed, looking through the window and shivering with cold.那是十二月里寒冷的一天。
一个大约十岁的小男孩，光着脚站在一家鞋店前，透过窗户往外看，冷得发抖。
A lady walked up to the boy and asked, “My little fellow, why are you standing here?It’s very cold.”“I was asking God to give me a pair of shoes,M the boy answered. The lady took him by the hand and went into the shop.一位女士走到男孩面前，问道:“我的小朋友，你为什么站在这里?”这是非常冷。
“我请求上帝给我一双鞋，”男孩回答说。
那位女士拉着他的手走进了商店。
She asked the clerk to get a half dozen pairs of socks. And she then asked if he could give her a basin of warm water and a towel. The clerk quickly brought them to her. She washed the boy’s feet and dried them with th e towel. After that, she put a pair of socks on the boy’s feet and bought him a pair of shoes. She gave him the other five pairs of socks. Then she asked with a smile, “My little boy, do you feel more comfortable now? ”她让店员去拿半打袜子。
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The Reading-Writing ConnectionIt’s hardly surprising that good readers often become good writers themselves. Good readers note effectiveness in the writing of others and use these observations to help clarify their own ideas and rhetorical choices about organization, development, and style. Analogies abound in very skill: Singers listen to vocalists they admire, tennis players watch championship matches, actors evaluate their colleagues’ award-winning performances, medical students observe famous surgeons, all with an eye to improving their own craft.How Can Reading Well Help Me Become a Better Writer?1.Understanding the opinions expressed in these essays may spark interesting ideas for yourown essays;2.Discovering the various ways other writers have organized and explained their materialshould give you some new ideas about selecting your own strategies and supporting evidence.Familiarizing yourself with these effective stylistic devices and diction of other writers may also encourage you to use language in ways you’ve never tried before.3.Analyzing the prose of others should make you more aware of the writing process itself.How Can I Become an Analytical Reader?1.Note-taking;2.Marking the test (annotating).Steps to Reading Well1.Before you begin the essay itself, note the publication information and biographical data onthe author. Ask yourself the following questions:●Was the essay directed toward a particular or a general audience?●Was it written in response to some event or controversy? No.●Does the author seem qualified to write about this subject? Yes, because Sam is anindustrial engineer himself, he writes himself in the first person voice.2.Note the title of the essay. Does it draw you into the essay? No, because the word engineerremind me of something dull, something about strict discipline. Does it suggest a particular tone or image? An image of dull person, probably. We will going to confirm our expectation.3.First reading of the essay. Write a sentence or two summarizing your general impression ofthe essay’s content or ideas. Consider the author’s purpose: What do you think the writer was trying to do? How well did he or she succeed? (e.g. argued for tuition hike—unconvincing, boring, too many confusing statistic)Narration: a. objective retelling of a historical event---inform your readers with the facts; b. subjective narrative—persuasively tells a story from a clearly defined point of view; c. a personal story, whose lesson you wish the readers to share.Purpose: to narrate for a personal story-Sam Adams’s experience as an industrial engineer—some what too confusing at the ending part4.Look at the title and at the essay’s introductory paragraph.●Did they effectively set up your expectations? Hard to say.●Introduce the essay’s topic, main idea, tone? Topic and main idea but not tone.●Would some other title or introductory “hook” have worked better? Its fairly enough forthe title and introduction.5.Locate the writer’s main point or thesis; this idea may be stated plainly or it may be clearlyimplied.6.As you reread the essay, look for important statements that support or illustrate the thesis.7.As you identify each important supporting point, ask yourself how the writer develops,explains, or argues that idea.●Does the writer clarify or support the point by providing examples, testimony, orstatistics?●By comparing or contrasting one idea to another?●By showing a cause-effect relationship?●Some other method?● A combination of method?Make brief marginal notes to indicate how well you think the writer has succeeded in explaining clearly and logically. (convincing example, generalization without support, questionable authority cited, good comparison, etc.)8.Look back over the essay’s general organization.●Did the writer use one of the expository, descriptive, narrative, or argumentativestrategies to structure the essay?●Some combination of strategies?●Was this choice effective?●Always consider alternative ways: would another choice have allowed the writer tomake his or her main point more emphatically? Why or why not?9.Does the essay flow logically and coherently?10.Consider the writer’s style and the essay’s tone.●Does the writer use figurative language in an arresting(引人注意的) way? (big Jim)●Specialized diction for a particular purpose? (to show his despise )●Repetition of words or phrases? (I, “IF” structure)●Any especially effective sentence patterns? (if structure )●Does the writer’s tone of voice come through clearly? (over confident, too arrogant)●Is the essay serious, humorous, angry, consoling, happy, sad, sarcastic, or something else?(Educational meaning.)●Is the tone appropriate for the purpose and audience of this essay? yes。