Lesson1.2_DSK5416ver1.32

合集下载

英语第二册第三版课件Unit 1 lesson 1

How long will the trip last? 这次旅行将历时多久？
He makes frequent trips to London on business. 他常出差去伦敦。
◆ journey n. 常指去访问某地并从访问过的地方回来的整个行动过程。一般指长徒旅行，而且有预订的地点，是可数名词。
tell & tell about
告诉；谈起
◆ tell 表示“告诉，讲（给……听）”。 Tell me what your trouble is. 告诉我你的问题是什么。 Can you tell a story? 你能讲一个故事吗？ ◆ tell about 表示“谈论，谈起，说到”。 He is telling about his plan again. 他又在谈论他的计划。 They told about Miss Scott, the new teacher in the school. 他们曾谈论斯哥特小
)
4. moral
→(
)→(
)
5. motor
→(
)→(
)
从课文中和口语交际中找出以下词汇的同义词或近义词，将
其填在括号内的横线上。
e.g. hear → ( listen to )
1. some → (
)
2. funny → (
)
3. decide → (
)
4. strange → (
P3-P4 Listen and practice the conversation.
Mr. Croft is talking with Doctor Shirley about his son’s
illness over telephone.

新概念英语第二册Lesson1-L

Simple past tense
It is used to express an action that occurred in the past.
Extended Grammar
Passive voice
It is used to focus on the action rather than the subject.
02 Vocabulary learning
Basic vocabulary
• Lesson objectives: To introduce basic vocabulary related to daily life and common situations.
Basic vocabulary
corresponding English words. Ask learners to match each picture with the correct English word. • Word association: Provide a word and ask learners to generate related words or phrases. For example, if the given word is "restaurant," learners might come up with "menu," "waiter," "fork," etc. • Sentence completion: Provide incomplete sentences and ask learners to fill in the missing words with the correct vocabulary. For example, "I went to the _____ to watch a movie." The missing word would be "cinema."

适合ket水平的英文阅读书

适合ket水平的英文阅读书适合KET（Key English Test）水平的英文阅读书有很多，以下是一些推荐的书籍和使用方法：1. "Oxford Bookworms Library: Stage 1"系列：这个系列包含一系列简单的英文小说，适合KET水平的学生阅读。

每本书有适合该水平学习者的词汇量和语法难度，并附有注释和练习题。

2. "Cambridge English Readers: Starter Level"系列：这个系列包括一些简化版的名著和原创故事，适合KET水平的学生。

每本书都有词汇表和理解练习，同时提供MP3音频下载。

3. "English Reading: Upper Beginner Level"系列：这个系列是为适应KET水平学习者而设计的，提供不同主题的短篇文章和理解练习。

该系列的书籍通常涵盖了一些日常生活、旅游和文化等方面的内容。

4. "Easy Reading for ESL Beginners"系列：这个系列的书适合英语作为第二语言的初学者，包含简单易懂的故事和文章。

每本书配有词汇表和练习题，旨在帮助学生提升阅读技巧。

下面是27句双语例句，分别是英文原句和对应的中文翻译：1. I like to read books in my free time.（我喜欢在空闲时间读书。

）2. Reading is a great way to improve your English skills.（阅读是提高英语技能的好方法。

）3. She reads a lot of books every month.（她每个月都读很多书。

）4. Reading helps me relax and unwind.（阅读帮助我放松和缓解压力。

）5. He enjoys reading novels and short stories.（他喜欢阅读小说和短篇故事。

dsp实验教程——基于tms320vc5416dsk课件教学配套课件张涛chapter1-2基础

工程的维护
新建工程 Project->New…
打开工程 Project->Open…
工程中文件添加Project->Add Files to Project
工程的编译和运行
菜单项Project->Build会调用编译器和连接器，将工程中的源文件转化成DSP可执行的.out文件。
生成.out文件需要下载到DSP开发板上才能运行，即使使用软仿真器也是一样。
测试TC
CSSU
写选择 MSW/LSW
EB15~EB0
DSP软件开发环境
德州仪器(TI)的DSP开发环境和工具主要包括以下3个部分：
代码生成工具(编译器，连接器，优化C编译器，转换工具等)；
系统集成及调试环境与工具；实时操作系统。
其他DSP开发环境
芯片开发商本身研发
ADI公司的VisualDSP++ Tensilica公司的Xtensa Xplorer ARC International公司的MetaWare等等
等。医疗：助听、超声设备、诊断工具、病人监护、心电图等。家用电器：数字音响、数字电视、可视电话、音乐合成、音调控
制、玩具与游戏等。
第二章 TMS320C5416结构及
其开发环境
TMS320C54x结构简介
系统控制
程序地址控制
数据地址控制
特殊功能寄存器
PAB PB CAB CB DAB DB EAB EB
单步执行
•单步执行菜单命令为Debug->Step Over或者单击按钮。此命令将函数或子程序当作一条语句执行，不进入其内部调试。 •单步进入菜单命令为Debug->Step Into或者单击按钮。当调试语句不是最基本的汇编指令时，此操作将进入语句内部（如子程序）调试。 •单步跳出菜单命令为Debug->Step Out或者单击按钮。此命令将从子程序中跳出。

剑桥国际少儿英语-Teacher's Book(全)

Unit 1 Hello!(你好！)CD 1, 02(DIALOGUE 1)MRS STAR: Hello. I’m Mrs Star.MR STAR: Hello. I’m Mr Star.STELLA: Hello. I’m Stella Star. This is Marie. SIMON: Hello. I’m Simon Star. This is Maskman. SUZY: Hello. I’m Suzy Star. This is Monty. SUZY, STELLA, AND SIMON: Goodbye. MONTY: Hello. I’m Monty. What’s your name?CD 1, 06(CHANT)One, two, three, four, five,Six, seven, eight, nine and ten.CD 1, 08(DIALOGUE 2)STELLA: Hello. Meera.MEERA: Hello, Stella. Hello. What’s your name? SUZY: Suzy.MEERA: How old are you, Meera?SUZY: I’m three.SIMON: How old are you, Meera? MEERA: I’m eight, and you?SIMON: I’m six.CD1, 11(SONG)Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow,Sing a rainbow,Sing a rainbow to you. (x2)CD 1, 17(STORY)Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.MASKMAN: Hello, Marie.MARIE: Hello, Maskman. Close the door, please. Sit down here. MASKMAN: Listen to my chant, Marie. 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.MARIE: Very good, Maskman.MASKMAN: Yes, good.MASKMAN: Listen! Look! What …? Aaaagghh! A blue monster!MARIE: No, Maskman. It’s a …MASKMAN: Eeeek! A blue monster! Goodbye, Marie. MARIE: Goodbye, Maskman. Close the door, please, Maskman. Thank you.MONTY: Hello, Marie.MARIE: Hello, Monty.MONTY: Look, a blue pencil.MARIE: Yes, a blue pencil.Unit 2 My school(我的学校)CD 1, 19(DIALOGUE 1)SUZY: Oooohh! Simon, is that your bag?SIMON: Yes, it is.SUZY: It’s yellow.SIMON: Yes, it is, and my pencil’s red.SUZY: Is your eraser red too?SIMON: No, it isn’t. It’s green.SUZY: And what colour’s your pen?SIMON: It’s blue, Suzy.SUZY: Oh , and…?SIMON: Here, Suzy! Look at this. It’s my Maskman book! SUZY: Wow! Thanks, Simon.CD 1, 22(CHANT)A pencil, a book,An eraser, a pen,A table, a chair,Say it again. (x2)CD 1, 25(DIALOGUE 2)LENNY: Hello. I’m Lenny. What’s your name? STEELA: Stella. Who’s that?LENNY: That’s Alex. He’s my friend. STELLA: How old is he?LENNY: He’s six. Who’s that? Is she your friend. STELLA: Yes, she is. That’s Meera.LENNY: Is she six?STELLA: No, she isn’t. She’s eight.LENNY: I’m seven. How old are you? STELLA: I’m seven, too.CD 1, 28(SONG)Mr Star, Mr Star,How are you?I’m fine, thank you. I’m fine, thank you.How are you?Mrs Star, Mrs Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Stella Star, Stella Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Simon Star, Simon Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Suzy Star, Suzy Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?I’m fine, thank you. I’m fine, thank you.How are you?CD 1, 32(STORY)Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MARIE:OK. Sit down, please, everybody.MARIE: Open your Activity Books, please, and pick up your pencils.MARIE: Listen to the CD and draw the monster. MASKMAN: Oops! Oh, my Activity Book!MONTY: Here’s another Book, Maskman.MARIE: No, not another book, Monty. Here’s an eraser. MASKMAN: Er, no, Marie. Another Activity Book, please.Unit 3 Favourite toys(最爱的玩具)CD 1, 33(DIALOGUE 1)STEELA: My favourit toy’s my computer. What’s your favouritetoy, Alex?ALEX: My bike. What’s your favourite toy, Simon?SIMON: My favourite toy’s Maskman and…the car. MEERA: Is Maskman a doll?SIMON: No. Marie’s a doll.MEERA: Oh. My favourite toy’s my ball.LENNY: My favourite’s my train. What’s your favourite toy, Suzy? SUZY: Mo…Aaahhh! Where’s Monty?CD 1, 37(CHANT)Black, brown, white, grey,Look, listen, point and say.Black, brown, white, grey,Look, listen, point and say. (x 2)CD 1, 40(DIALOGUE 2)MR STAR: Simon…Simon, is your ball in your bag?SIMON: Er, no, it isn’t, Dad.MR STAR: Simon, is your ball on the toy box?SIMON: Er, no, it isn’t, Dad.MR STAR: Simon, is your ball under the table?SIMON: Er, no, it isn’t, Dad.MR STAR: Simon, where’s your ball? SIMON: Er, it’s next to your chair, Dad.CD 1, 43(SONG)Monty!Monty isn’t here.Monty isn’t there.He isn’t on the table.He isn’t under the chair.Oh, where? Where?Where is Monty?Is he in the toy box?Is he under the book?Is he next to the computer?Look! Look! Look!Oh, Where? Where? Where? Where? Where? Where?Where? Where? Where?Where’s Monty?CD 1, 47(STORY)Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MASKMAN: Hello, Marie. What’s that?MARIE: It’s my computer. It’s my favourite toy.MASKMAN: Oh, …MARIE: What’s your favourite toy, Maskman?MASKMAN: My car. It’s blue and black. It’s ’the Maskman Car’. MARIE: Oh, that’s nice. Where is it?MASKMAN: It’s there, next to the toy box.MONTY: No, it isn’t next to the toy box, Maskman. MASKMAN: Oh, no! Where’s my car?MONTY: Is it in the toy box?MASKMAN: No, it isn’t.MARIE: Is it under the table?MASKMAN: No, it isn’t under the table. Ooohh. Where’s my car?MARIE: I don’t know, Maskman. Is it on the chair? MASKMAN: Noooo, it isn’t.MONTY: Look, Maskman. It’s OK. It’s here, in the bag. MASKMAN: Oh, thank you, Monty. MASKMAN: My Maskman Car.Unit 4 My family(我的一家)CD 1, 51(DIALOGUE 1)MAN: Who’s that woman, Stella?STELLA: That’s my mother, Mrs Star.[Pause] STELLA: My sister Suzy’s three.[Pause]MAN: Is that your father next to Simon? STELLA: No. He’s my grandfather.[Pause]MAN: Where’s your grandmother?STELLA: She’s here, next to my sister, Suzy.[Pause] STELLA: Thi s my brother, Simon. He’s six.[Pause] MAN: Who’s that man?STELLA: My father.[Pause]MAN: How old is he?STELLA: Ooohh! I don’t know.CD 1, 57(SONG)ALL THREE CHILDREN: Young or old,Happy or sad.Brother and sisters,Mum and dad. //SUZY: We are family. My brother, my sister. Mybrother, my sister,And me. //STELLA: He’s my father,S he’s my mother. //She’s my sister,A nd he’s my brother. //SUZY: We are family.My brother, my sister. My brother, mysister,And me. //SIMON: She’s my mum,H e’s my dad. //Beautiful, not ugly,Happy, not sad. //SUZY: We are family.My brother, my sister. My brother, mysister,And me. //We are family.My brother, my sister. My brother, mysister,And me. //CD 1, 62(STORY)Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MASKMAN: Look at this!MARIE: What is it?MASKMAN: It’s a picture of my family.MONTY: Who’s this?MASKMAN: She’s my sister, M askgirl.MONTY: And is this your young brother?MASKMAN: Yes, that’s Maskboy.Monty: Wow!MARIE: And look, here’s my family.MONTY: Wow! She’s beautiful. Is she your mother?MARIE: Yes, she is. She’s my mum, Babs.MONTY: And is this your father?MARIE: Yes, that’s Ben, my dad.MONTY: Are you my brother, Maskman?MASKMAN: No, I’m not.MONTY: Are you my sister, Marie?MARIE: No, I’m not.MONTY: Where’s my family?MARIE: Look, Monty. Here’s your family. It’s the mouse family.MONTY: Oohh! Look, my mum and dad. Marvin Mouse and Maxi Mouse.MASKMAN: Are you happy now, Monty?MONTY: Yes, I am.Unit 5 Our pets(我们的宠物)CD 2, 01(DIALOGUE 1)PET SHOW JUDGE: Hello, children. It’s a lovely day for the petshow. Are they your pets?CHILDREN: Yes.SUZY: This is my pet. It’s a black and white dog.MEERA: This is my favourite fish. It’s orange. What’s your favourite pet, Simon?SIMON: My mouse. It’s grey.MEERA: Oh! That’s, er, nice.STELLA: Look at my cat. It’s white. What’s your pet, Lenny? LENNY: It’s a beautiful bird. It’s red, blue and green. Where’s your pet, Mrs Star?MRS STAR: It’s there, next to my car. That’s my black horse.CD 2, 04(CHANT)My horse is beautiful.My dog is too.My fish is ugly.My bird is blue.My cat is young.And my mouse is grey.Here are our pets,On pet show day. (x2)CD 2, 07(DIALOGUE 2)Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MARIE: Oh, look at the table. It’s dirty. The chairs are dirty too. MASKMAN: Yes, they are. But the toy box is clean.MARIE: And where are the pencils?MONTY: Here they are. They’re on these pictures. Here’s a picture of a big dog.MARIE: Aahh! The brown pencil’s short.MASKMAN: Yes, it is, but the grey pencil’s long.MONTY: And this is a picture of a smal l mouse. It’s beautiful.CD 2, 09(SONG)MERRA: My mane’s Meera,And this is my fish.It’s a long fish.It’s a long fish.LENNY: My mane’s Lenny,And this is my bird.It’s a happy bird.It’s a happy bird.STELLA: My mane’s Stella, And this is my cat.It’s a clean cat.It’s a clean cat.SUZY: My mane’s Suzy,And this is my dog.It’s a big dog.It’s a big dog.MRS STAR: My mane’s Mrs Star, And this is my horse.It’s a beautiful horse.It’s a beautiful horse.SIMON: My mane’s Simon, And this is my mouse.It’s a small mouse.SUZY: It’s an ugly mouse. SIMON: No, it isn’t. STELLA: It’s a dirty mouse.MEERA: It’s a short mouse.LENNY: It’s a small mouse.ALL: Yes, it’s a small mouse.SIMON: Yes, it is.CD 2, 13(STORY)Toys in the toy box,Come alive.Walk and talk.On the count of five.One, two, three, four, five.MASKMAN: Look, Marie. The pet show.MARIE: Oh, yes.MASKMAN: What’s your favourite pet, Marie?MARIE: Cats are my favourite pets. They’re beautiful and clean. MASKMAN: yes, but they aren’t big. Big dogs are my favourite pets.MARIE: Hmm, but big dogs are ugly.MARIE: Mice are good pets.MASKMAN: Yes, but they’re small and dirty.MONTY: Pardon? Mice are small, but we aren’t dirty…and we’re happy.MASKMAN: Oops. Sorry, Monty.MASKMAN: Mice aren’t dirty and they’re good pets. But my favourite pets are big dogs.MONTY: But they’re ugly and…ALL THREE TOYS: [Gasp.]MARIE: Look at the puppet!MONTY: Oh, no!MASKMAN: Eek!MASKMAN: No, dogs aren’t my favourite pets. My favourite pets are fish.Unit 6 My face(我的脸)CD 2, 14(DIALOGUE 1)SIMON: Ssshh, everybody. It’s The Troll Show. It’s my favourite programme.STELLA: Yes, mmmm.SUZY: Ooohh. They’re big and ugly.SIMON: No, they aren’t. They’re funny.PRESENTER: Hi, boys and girls. It’s The Troll Show. TREVOR: Hello, everybody. My name’s Trevor Troll. I’m big and green…SUZY: … and ugly.SIMON: Ssshh!TREVOR: My head is big and I’ve got purple hair. Look at my face. It’s dirty. My eyes are orange and my mouth is big. I’ve got yellow teeth and big green ears. My nose is short.SIMON: Lovely!CD 2, 17(CHANT)Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Head, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Hum, shoulders, knees and toes, knees and toes.CD 2, 21(DIALOGUE 2)Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.COMMENTATOR: Hello, everybody. Welcome to the Ugly Monster Show.MONTY: Look, M askman. It’s my favourite show. MASKMAN: It isn’t my favourite show. Those monsters are ugly. MONTY: Shhh! Be quiet, please.MURK: Hello, boys and girls. My name’s Murk. I’ve got a purple head and short orange hair. I’ve got one big red eye and a long green nose. I’ve got four small ears.COMMENTATOR: Have you got a small mouth?MURK: No, I haven’t. I’ve got a big mouth and I’ve got four clean white teeth.COMMENTATOR: Thank you, Murk. You’re ugly.MURK: Oh, thank you.COMMENTATOR: And this is Moss. Hi, Moss.MOSS: Hello, everybody. I’ve got a yellow face and long green hair. I’ve got three orange eyes and a small blue nose. I’ve got a big purple mouth and a lot of beautiful teeth. My teeth aregrey.COMMENTATOR: Have you got small ears? MOSS: No, I haven’t. I’ve got two big ears. COMMENTATOR: Thank you, Moss. You’re ugly too. MOSS: Thank you.CD 2, 25(SONG)I’m a very ugly monster,I’m a very ugly mo nster,I’m a very ugly monster.I’ve got six dirty ears.Yes, I have.I’ve got pink hair,And my eyes are red.I’ve got a blue nose,And a purple head.I’ve got a green mouth,And my teeth are blue.My name’s Slime.Who are you?I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.I’ve got six dirty ears.Yes, I have.CD 2, 29(STORY)Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.MASKMAN: Look, Marie. There he is. He’s a monster.MARIE: No, he isn’t, Maskman. He’s a troll.MASKMAN: A troll? What’s a troll? Look at his hair. It’s long and … purple! And his head… it’s big and green!MARIE: Yes, Maskman. Trolls are green.MASKMAN: Look at his eyes, Marie… They’re orange. He’s a monster!TREVOR: I’m green, I’ve got purple hair and orange eyes, but I’m not a monster.MONTY: Hello, Trevor! How are you?TREVOR: Hello, Monty. I’m fine, thank you.MONTY: Trevor, this is Marie and this is Maskman. They’re my friends.TREVOR: Hello. I’m Trevor.MARIE: Hello, Trevor. How are you? Are you happy? TREVOR: Yes, I am. Now I’ve got three friends.MASKMAN: Yes, we’re your friends.Unit 7 Wild animals(野生动物)CD 2, 31(DIALOGUE 1)SIMON: Let’s play an animal game, Suzy!SUZY: Ok, Simon.SIMON: What’s this animal? It’s a big cat. It’s orange and black. SUZY: That’s easy. It’s a tiger.SIMON: Yes. Very good. What now? This animal is big and grey. SUZY: It’s a hippo.SIMON: No, it’s big and grey with a long nose.SUZY: It’s an elephant.SIMON: Ok. O k. What’s brown and yellow with a small head? SUZY: Is it a monkey?SIMON: No, it isn’t.SUZY: I know! It’s a giraffe.SIMON: Yes, very good. Ok. W hat’s this? It’s long and green and …SUZY: Er, is it a snake?SIMON: Hah! No, it isn’t. This animal is big, long, green and …SUZY: I know! I know! It’s a crocodile.SIMON: Yup!SUZY: Now, it’s my turn. What’s this? It’s small and white with red hair and a big mouth.SIMON: Er, I don’t know. What animal is that, Suzy?SUZY: It’s a Simon! Ha! Ha! Ha!SIMON: Very funny, Suzy. Thank you.CD 2, 34(CHANT)Tiger, elephant, hippo, snake,Giraffe and crocodile.Tiger, elephant, hippo, snake,Giraffe and crocodile.CD 2, 37(DIALOGUE 2)Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.MASKMAN: What have you got there, Trevor?TREVOR: I’ve got a book on animals. Look at these monkeys. They are funny.MASKMAN: Yes, they’ve got long arms and big hands. Ooo hh. What are they?TREVOR: They are crocodiles. They are long and green and they’ve got big mouths and long tails.MONTY: How many teeth have they got?TREVOR: They’ve got a lot of teeth.MASKMAN: Have they got long legs?TREVOR: No, they haven’t. They’ve got short legs and feet. Look at the snakes. They’ve got no legs and no feet. MASKMAN: Look at the elephants. They are big and grey. They’ve got very big ears, long noses and short tails. MONTY: Hmmm. Elephants. They’re my favorite animals.CD 2, 40(SONG)Animals, animals, big and small, Animals, animals, short and tall. Animals, animals, dirty and clean, Animals, animals, brown and green. Come on children, sing along, Sing and move to the animal song.Let’s all do the hippo show,Let’s all do the hippo show,Let’s all do the hippo show,Move your hands and feet.Let’s all do the elephant dance, Let’s all do the elephant dance, Let’s all do the elephant dance, Move your arms and legs.Let’s all do the snake shake,Move your head and tail.L et’s all do the crocodile smile,L et’s all do the crocodile smile,L et’s all do the crocodile smile,Show your big white teeth.Let’s all do the giraffe laugh,Let’s all do the giraffe laugh,Let’s all do the giraffe laugh,Open your big clean mouth.CD 2, 43(STORY)Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MONTY: Animals animals, big and small. Animals animals, short and tall.MARIE: Help! Help, Maskman! Look at these snakes. They’re long and ugly and they’ve got two long teeth.MASKMAN: I’m here, Maree. I’ve got the snakes. Snakes have got two long teeth, but I’ve got two big arms.MARIE: Ooohh, Maskman, thank you. You are a superhero!TREVOR: Help! Help! Help, Maskman! Look at these crocodiles. They’ve got big mouths … and they’ve got a lot of teeth. MASKMAN: I’ m here, Trevor. I’ve got the crocodiles. Crocodiles have got big mouths and a lot of teeth, but I’ve got long legs and big hands.Trevor: Ooohh, Maskman, thank you. You are a superhero.MASKMAN: Help! Help! Look at these elephants. They are very big … a nd they’ve got very big feet. Aaa gghh!MONTY: I’m here, Maskman! Elephants are very big and they’ve got very big feet, but I’m a mouse … and I’m very small. MASKMAN,MARIE, TREVOR: Thank you, Monty. You are a small mouse, but you are a big hero.Unit 8 My clothes(我的衣服)CD 2, 44(DIALOGUE 1)MR STAR: Come on children. Time for school.STELLA: Ok, Dad.SIMON: Stella, where are my grey trousers?STELLA: They are under your toy box.SIMON: Now, where are my socks?STELLA: Your blue socks? They are in your shoes.SIMON: And where are my shoes?STELLA: Under the chair, Simon. Come on!SIMON: Ok. Is that my green T-shirt next to the computer? STELLA: Yes, it is. And your jacket’s next to the door.CD 2, 47(CHANT)I’ve got blue trousers,And a green T-shirt.I’ve got a brown jacket,And a purple skirt.I’ve got red shoes,And long pink socks.They’re on the floor,Next to my box. (x2)CD 2, 51(DIALOGUE 2)STELLA: Mum, have you got my red trousers? Where are they? MUM: I don’t know.STELLA: Has Simon got my red trousers?MUM: Ask Simon, not me.SUZY: No, Stella. Simon hasn’t got your red trousers.SIMON: Mum, has Stella got my blue T-shirt?MUM: I don’t know. Ask Stella, not me.SUZY: No, Simon. Stella hasn’t got your blue T-shirt. STELLA: No, I haven’t got your blue T-shirt. Have you got my red trousers?SIMON: No, I haven’t. And who’s got my favorite white shoes? STELLA AND SIMON: Where’s Suzy?MRS STAR: Look at Suzy. She’s got your red trousers, Stella. She‘s got your blue T-shirt, Simon.SIMON: And she’s got my favorite white shoes … Not my shoes!CD 2, 55(SONG)He has got a blue jacket in his hands,A blue jacket.He has got a blue jacket in his hands,A jacket in his hands.He’s got a purple ball in his hands,A purple ball.He has got a purple ball in his hands,A ball in his hands.She has got a yellow sock in her hands,A yellow sock.She has got a yellow sock in her hands,A sock in her hands.She has got a pink pencil in her hands,a pink pencil.She has got a pink pencil in her hands,A pencil in her hands.CD 2, 58(STORY)SIMON: Here, Stella. Cath.Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MARIE: Look at Stella’s clothes. She’s got a yellow T-shirt, she ‘s got a blue skirt., she’s got pink socks and she’s got brown shoes.MASKMAN: But she hasn’t got a jacket. Look at these. Simon’sgot a red jacket, he’s got green trousers and he’s got black shoes.MARIE: Well, Maskman. Stella’s got trousers too. Has Simon got a skirt?MASKMAN: Huh! No, he hasn’t.TREVOR: Oooohh! Hee, hee.MONTY: Suzy’s got a skirt, and she has got a beautiful orange T-shirt with a mouse on it!TREVOR: Ha, ha, ha!Unit 9 Fun time!(游戏时间!)CD 3, 01(DIALOGUE 1)ALEX: Let’s play ‘Simon says’.EVERYBODY: OK.SIMON: OK, Simon says put your hands on your head. SIMON: OK, good.SIMON: Now, play the piano. Oh, sorry, Lenny. Come and stand next to me.LENNY: Oops, yeah, OK.SIMON: Simon says play basketball. Good. Simon says playtennis. Very good. Now play the guitar. Oh, dear, Stella. Come and stand next to Lenny.STELLA: Ha ha ha! OK!SIMON:OK. Meera and Alex. Simon says swim. Great! Now, play football. Oops, Alex! Stand next to Stella. OK, Alex, ‘Simon says’ stand next to Stella.ALEX: Thank you.SIMON: Great. Meera, Simon says ride a bike.SIMON: OK, stop.MEERA: Very good, Simon. Now it’s my turn.CD 3, 04(SONG)Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Ride a bike.Play tennis, basketball.Play, play, play.Do the Maskman song,Do the Maskman song,Let’s all d o the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Now let’s swim.Play football, the guitar.Play, play, play.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.CD 3, 07(DIALOGUE 2)SUZY: Look at Mum. She can ride a horse. Can you ride a horse, Simon?SIMON: No, I can’t, but I can ride a bike and I can play footb all and basketball too.SUZY: Ooh! Can you fish, too, Simon?SIMON: No, I can’t. Grandpa can fish.STELLA: Yes, he can. And Grandma can draw pictures. SUZY: Look at Dad. He can sing and play the guitar. Can you play the guitar, Stella?STEELLA: Yes, I can, but I can’t sing. What can you do, Suzy? SUZY: I can draw and I can sing. Listen. Red and yellow and pink and green …SIMON: Yes, Suzy. You can sing. Can you be quiet too? SUZY: No, I can’t…Orange and purple and blue. I can sing a rainbow …CD 3, 10(CHANT)I can chant,I can chant,I can chant the ‘Can chant’.Yeah!I can play basketball,I can play the guitar,I can play football,And I can drive my car.I can’t ride a bike,I can’t swim,I can’t play tennis,And I can’t sing.But I can chant,I can chant,I can chant the ‘Can chant’.Can you chant?Can you chant?Can you chant the ‘Can chant’?Yeah!CD 3, 14(STORY)Toys in the toy box,Come alive.Walk and talk,On the count of five.One, two, three, four, five.MASKMAN: Do the Maskman song, do the Maskman song. Let’sall do the Maskman song.MONTY: Oooh! Look! There’s Maskman. He can ride a bike and play tennis!TREVOR: I know, and he can play basketball.MONTY, TREVOR and MASKMAN: Ride a bike. Play tennis, basketball. Play, play, play.MONTY: Hello, Marie.TREVOR and MASKMAN: Hello, Marie.TREVOR: Marie! Listen to the Maskman song. He can swim and he can play football!MARIE: What? Pardon? Oh! Sorry, Trevor.MARIE: Yes, Trevor. Maskman can swim and he can ride a bike and he can play football, but …he can’t play the guitar and he can’t sing.Unit 10 At the funfair(在游乐场)CD 3, 15(DIALOGUE 1)SUZY: Look at me , Mum! I’m in th e blue helicopter.MRS STAR: That’s nice , Suzy! Where’s Stella?SUZY: She’s in the plane.MRS STAR: Oh, yes.SIMON: Mum, can I ride on the black motorbike?MRS STAR: One moment, Simon. N o, sorry, you can’t. Alex is on the motorbike, but you can go in the white boat, next to Meera. SIMON: Where’s Meera?MRS STAR: She’s on the yellow bus.SIMON: OK. That’s good.MRS STAR: Now, where’s Lenny?SIMON: He’s there, in the red lorry.MRS STAR: Good! Go and sit in the boat, Simon. Now they can start.CD 3, 18(CHANT)Helicopter, boat,Long, blue train.Motorbike, lorry,Bus and plane. (x2)CD 3, 21(DIALOGUE 2)Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.MONTY: Hello, everybody.MASKMAN , TREVOR, MARIE: Hello, Monty.MONTY: Are you flying your helicopter, Maskman? MASKMAN: No, I’m not.MONTY: What are you doing, Maskman?Maskman: I’m flying my plane.MONTY: That’s a nice bus, Marie. Where are you driving? MARIE: I’m driving to school.MONTY: Oh! Are you riding your bike, Trevor?TREVOR: Bike! No, I’m not. I’m riding my big red motorbike. MARIE: What are you doing, Monty?MONTY: Well, I haven’t got a bike, a motorbike, a helicopter or a plane, so … I’m walking!CD 3, 23(SONG)I’m walking, walking.I’m walking in my favourite shoes, favourite sh oes, favourite shoes.I’m walking.I’m driving, driving.I’m driving in my long white lorry, long white lorry, long white lorry.I’m driving.I’m sitting, sitting.I’m sitting in my big green boat, big green boat, big green boat. I’m sitting.I’m riding, riding.I’m riding on my m otorbike, motorbike, motorbike.I’m riding.I’m flying, flying.I’m flying in my helicopter, helicopter, helicopter.I’m flying.I’m walking, walking.I’m walking in my favourite shoes, favourite shoes, favourite shoes.I’m walking.(STORY)Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Sam: Help! Help! Help!Maskman: I’m flying my helicopter. Look! I can see a boy. Oh, he can’tswim.Maskman: I can pick the boy up.Maskman: Stand next to me, Sam. You can fly in my helicopter again.Sam: Thanks, Maskman. Wow, you are my hero.Monty: Maskman... a green lorry! Stop! You can’t cross the street now. Look, the man’s red!Maskman: Ooh! Er! Thank you, Monty. Wow, you are my hero.Monty:That’s OK, Maskman.Marie and Trevor:Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Unit 11 Our house(DIALOGUE 1)MR STAR: Hello, everybody. I’m home! Where is everybody? GRANDMA: Hello. We’re in the living room.MR STAR: Where are the children?GRANDMA: Stella’s in the kitchen, Suzy’s in her bedroom and Simon’s in the bathroom.MR STAR: Good. Stella!STELLA: Hi, Dad! Yes?Mr Star: Where’s Mum?STELLA: She’s in the dining room.MRS STAR I’m here. In the di ning room. Where are you?MR STAR: I’m in the hall.MRS STAR: Well, come in and sit down.(DIALOGUE 2)Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.MONTY: What have we got here? OK. The children are sitting in the livingroom. Meera’s listening to music.TREVOR: Er, pardon?MASKMAN: Shh. Meera’s listening to music.TREVOR: Oh!MONTY: Stella’s reading a book and Suzy’s colouring a picture.TREVOR: Yum yum. Pencils! They’re my favourite food.MASKMAN: Shh. Where are Alex and Lenny?MONTY: They’re sitting on the sofa. They’re playing a game. MASKMAN: What’s Simon doing?MONTY: He’s drawing a picture.MASKMAN: What’s he drawing?MONTY: He’s drawing a … a monster.MASKMAN and TREVOR: Aaagghh! Eeekk!MARIE: Monty! What are you dong?MONTY: Eek! I’m er, looking at the children.MARIE: Come to the toy box, everybody!(SONG)Where’s Grandpa? In the dining room.What’s he doing? He’s eating fish.Where’s Simon? In the living room.What’s hedoing? He’s watching TV. Yeah.Where’s Suzy? In the bathroom.What’s she doing? She’s having a bath.Where’s Stella? In her bedroom.What’s she doing? She’s reading a book. Yeah. Yeah. Where’s Grandma? In the hall.。

unit1英语泛读教程第三版第二册第一单元ppt课件

Part Three (para. 15- 18) : As he kept working at his dream, Alex eventually achieved success.
Part Four (para. 19-23) : His old possession reminds him of the courage and persistence which help him endure in the shadowland.
• NAACP is an African-American civil rights organization in the United States, formed in 1909.
• Its mission is “to ensure the political, educational, social, and economic equality of rights of all persons and to eliminate racial hatred and racial discrimination”.
Vocabulary
• requite: reward or avenge requite hate with love 以德报怨
• freelance：self-employed • prospect: an expectation, esp. of success
in a career
பைடு நூலகம்
• superintendent: the caretaker of a building
• 艾美奖（Emmy Awards），是美国电视界的最高奖项，和电影界的奥斯卡奖（Academy Awards）一样包含普通奖项和技术奖项。艾美奖的地位如同奥斯卡奖于电影界和格莱美奖（Grammy Awards）于音乐界一样重要.

中职英语高教版基础模块一 Unit 4 School Life 说课课件

二整体介绍
三教学环节
四板书设计
五教学反思
Teaching
1Material
Analysis
教学材料分析
2Students
Analysis
学生分析
3Teaching
Objectives 教学目标
Important
4 and Difficult Points
重难点
Teaching and
5Learning
have fun
一理论基础
二整体介绍
三教学环节
四板书设计
五教学反思
教材分析学生分析教学目标
重难点教学方法
职场语言沟通
思维差异
跨文化理解
自主学习
2.在学校生活语境中，能够获取职业高中的日常学习、实践、兴趣的相关信息。
3. 运用以下核心句型与同伴交流并介绍日常学校生活。
We study/learn/practice/get… We prepare ourselves for… We have all kinds of activities… We choose … from…
• 整合本文的表述与逻辑结构； • 引导学生积极看待学校生活。
反对
5作业
评价
• 学生能分析、总结文章逻辑； • 学生能根据所学知识，表述自己的看法。
一理论基础 1导入
二整体介绍
三教学环节
四板书设计
五教学反思
2读前
想象创造
Imagine Create
3读中
4读后 5作业
目的评价
• 引导学生对今后三年的职高生活作出计划； • 加深对宣传单结构的记忆并使用。

哈利波特课程英文

哈利波特课程英文Harry Potter CoursesHogwarts School of Witchcraft and Wizardry is a renowned institution that offers a wide range of magical courses to its students. These courses not only teach the fundamentals of wizardry but also prepare the young witches and wizards for the challenges they will face in the wizarding world. One of the most popular and intriguing courses at Hogwarts is the Harry Potter course.The Harry Potter course is a comprehensive study of the life and adventures of the famous wizard, Harry Potter. This course delves into the various aspects of Harry's journey, from his humble beginnings as an orphaned boy living with his Muggle relatives to his heroic battles against the dark forces that threaten the wizarding world.The curriculum of the Harry Potter course is divided into several modules, each focusing on a different aspect of Harry's life and the magical world he inhabits. The first module explores Harry's early years, including his discovery of his magical abilities, his introduction to the wizarding world, and his first encounters with the wizardingcommunity.In this module, students learn about the history of the wizarding world, the various magical creatures and beings that inhabit it, and the fundamental principles of magic. They also study the complex political and social structures that govern the wizarding world, including the Ministry of Magic and the various factions and organizations that shape its course.The second module focuses on Harry's years at Hogwarts, where he learns the art of witchcraft and wizardry under the tutelage of the school's renowned professors. Students in the Harry Potter course delve into the intricacies of the various magical subjects taught at Hogwarts, such as Potions, Transfiguration, Charms, and Defense Against the Dark Arts.They also explore the unique features of Hogwarts, including the four Hogwarts houses, the moving staircases, the enchanted Great Hall, and the mysterious Room of Requirement. Additionally, students learn about the various magical artifacts and devices that play a crucial role in Harry's adventures, such as the Marauder's Map, the Invisibility Cloak, and the Sorting Hat.The third module of the Harry Potter course examines Harry's ongoing struggles against the dark forces, particularly the powerfuland malevolent wizard, Lord Voldemort. Students delve into the complex and intricate plot lines that unfold throughout the Harry Potter series, analyzing the motivations and actions of the various characters involved in the conflict.They also study the various magical spells, curses, and enchantments that are used in the battles between Harry and his allies and Voldemort and his Death Eaters. Additionally, students explore the deeper themes and messages that are woven throughout the Harry Potter saga, such as the power of love, the importance of friendship and loyalty, and the struggle between good and evil.The fourth and final module of the Harry Potter course focuses on the legacy and impact of the Harry Potter series. Students examine the ways in which the Harry Potter stories have influenced and inspired the wizarding world, as well as the broader cultural landscape.They explore the various adaptations of the Harry Potter stories, including the blockbuster films, the acclaimed stage play, and the expansive Wizarding World of Harry Potter theme parks. Students also delve into the fan culture that has emerged around the Harry Potter franchise, analyzing the ways in which fans have engaged with and contributed to the ongoing legacy of the series.Throughout the Harry Potter course, students are encouraged to think critically about the themes and messages that are presented in the stories, and to consider the ways in which these themes and messages are relevant to their own lives and the world around them. They also engage in a variety of hands-on activities and projects, such as creating their own magical spells, designing their own Hogwarts houses, and staging re-enactments of key scenes from the Harry Potter series.Overall, the Harry Potter course at Hogwarts is a truly immersive and engaging educational experience that allows students to explore the rich and complex world of magic and adventure that has captivated readers and viewers around the world. Through this course, students gain a deeper understanding of the power of storytelling, the importance of courage and resilience, and the transformative potential of the human spirit.。

新魔法英语分级读物校园版

新魔法英语分级读物校园版The campus of Hogwarts School of Witchcraft and Wizardry was abuzz with excitement as students filed into the Great Hall for the launch of the highly anticipated "New Magic English Graded Reading Campus Edition" program. This innovative initiative aimed to revolutionize the way students learned and engaged with the English language, seamlessly integrating the magical world of Harry Potter with the practical application of language skills.Professor Minerva McGonagall, the esteemed Headmistress of Hogwarts, stood at the podium, her stern gaze sweeping across the sea of eager faces. "Students of Hogwarts," she began, her voice commanding attention, "we are here today to embark on a journey that will not only enhance your proficiency in the English language but also immerse you in the captivating world of magic and adventure."The program was the brainchild of a collaborative effort between the Department of Magical Education and the renowned publishing house, Flourish and Blotts. Combining the expertise of renownedlinguists, experienced Hogwarts professors, and the creative talents of the wizarding world's finest authors, the "New Magic English Graded Reading Campus Edition" promised to be a transformative experience for all who participated.At the heart of the program were a series of graded readers, each one carefully crafted to cater to the diverse language abilities of the students. From the enchanting tales of Beedle the Bard for the beginner readers to the captivating narratives of the Harry Potter series for the more advanced, the collection was designed to captivate the imaginations of students while simultaneously strengthening their English proficiency."These books," Professor McGonagall continued, "are not mere textbooks. They are gateways to a world of wonder, where the boundaries between reality and magic blur, and the English language becomes a tool for unlocking the secrets of the wizarding world."As the students listened with rapt attention, the Deputy Headmistress outlined the structure of the program. Each year, students would be assigned a set of graded readers tailored to their language level, with the goal of steadily progressing through the levels as their skills improved. Accompanying the books would be a comprehensive suite of interactive activities, magical exercises, and immersive learning experiences that would bring the stories to life."Imagine," Professor McGonagall said, her eyes twinkling with excitement, "stepping into the shoes of Harry Potter as he navigates the challenges of Hogwarts, or joining Hermione Granger in her quest for knowledge, all while honing your English language abilities. The possibilities are endless!"The students erupted in a thunderous applause, their enthusiasm palpable. Many had grown up with the tales of the Boy Who Lived, and the opportunity to engage with these beloved characters in a new and enriching way was a dream come true.As the launch event drew to a close, the Headmistress unveiled the first set of graded readers, each one adorned with stunning illustrations and enchanting cover designs. Students eagerly gathered around the display, marveling at the diverse range of titles and the promise of adventure that lay within their pages.In the days that followed, the campus was abuzz with activity as students immersed themselves in the new program. Classrooms echoed with the laughter and discussions of students as they explored the magical worlds of their graded readers. Professors reported a noticeable improvement in their students' language skills, as the captivating narratives and interactive activities sparked a newfound enthusiasm for learning English.The "New Magic English Graded Reading Campus Edition" quickly became a beloved tradition at Hogwarts, with students eagerly anticipating the arrival of each new set of books. The program's success soon spread beyond the walls of the school, as other wizarding institutions around the world sought to replicate its innovative approach to language learning.As the years passed, generations of Hogwarts students continued to immerse themselves in the enchanting world of magic and adventure, their English proficiency growing stronger with each turn of the page. The program became a hallmark of the Hogwarts experience, a testament to the power of storytelling and the transformative potential of language learning.In the end, the "New Magic English Graded Reading Campus Edition" proved to be more than just a language program – it was a gateway to a world of boundless imagination, where the magic of the written word was brought to life in the most captivating of ways. For the students of Hogwarts, it was a journey they would cherish for a lifetime.。

BlackCat原版分级目录

Black Cat 原版分级Green AppleGreen Apple Starter (Trinity Grade 1, 2) 11 booksAlice's Adventures in Wonderland艾丽丝漫游奇境记Fairy tale & Fantasy Beauty and the Beast 美女与野兽Fairy tale & FantasyBlack Beauty 黑骏马Human interestHalloween Horror 万圣节奇遇记（美）Mystery & HorrorThe Happy Prince and The Selfish Giant 快乐王子与自私的巨人Peter Pan 彼得·潘Fairy tale & FantasyThe Secret Garden 秘密花园Human interestThe Secret of the Stones 石头的秘密Mystery & HorrorThe Wind in the Willows 柳林风声AdventureThe Wonderful Wizard of Oz 绿野仙踪(美)Zorro! 蒙面侠佐罗（美）AdventureGreen Apple Step 1 (Trinity Grade 3, 4) 9 booksThe Adventures of Tom Sawyer 汤姆·索亚历险记（美）Adventure American Folk Tales 美国传奇故事(美) LegendThe Black Arrow 黑箭（无mp3）AdventureBritish and American Festivities欢乐体验洋节日（英&美）History /Festival Ghastly Ghosts鬼魅传奇Mystery & HorrorGreat Expectations 远大前程Human interestLittle Women (美) 小妇人Human interestA Midsummer Night's Dream 仲夏夜之梦Human interestThe True Story of Pocahontas （美）风中奇缘Green Apple Step 2 (Grade 4, 5) 9 booksAdventures of Huckleberry Finn （美）哈克贝利·费恩历险记David Copperfield 大卫·科波菲尔Human interestGreat English Monarchs and their Times 昔日的英国王室King Arthur and his Knights 亚瑟王与圆桌骑士LegendOliver Twist 雾都孤儿Human interestOscar Wilde's Short Stories 王尔德短篇故事Fairy tale & FantasyRobin Hood 罗宾汉LegendThe Call of the wild （美）野性的呼唤AdventureTreasure Island （美）金银岛AdventureReading and training Step1- Step6Step 1 (Grade 3, 4) 7 booksAlien Alert in Seattle（美）Mystery & HorrorHome for Christmas AdventureMiami Police File the O'Nell Case（美）CrimeMissing in Sydney AdventureSherlock Holmes Stories CrimeTales from The Thousand and One Nights Fairy tale & Fantasy/Legend Tristan and Isolde Fairy tale & Fantasy/LegendStep 2 (Grade 4, 5) 14 booksAnimal Tales (美)动物故事Humor &ComedyAround the World in Eighty Days 八十天环游世界AdventureA Dream Come True Human interestThe Fisherman and his Soul Fairy tale & Fantasy/LegendHamlet 王子复仇记TragedyThe Jumping Frog (美)卡城名蛙Humor &ComedyKidnapped AdventureThe Lost World AdventureMagical Tales from the South Seas Fairy tale & Fantasy/Legend Murder at Coyote Canyon (美) CrimeThe Mutiny on the Bounty AdventureThe Rajah’s Diamond AdventureThe Ransom of Red Chief and Other Stories (美) Humor &Comedy Stories of Ghosts and Mystery （美）Mystery & HorrorStep 3 (Grade 5, 6) 17 booksThe ￡1,000,000 Bank Note (美)百万英镑Humor &Comedy Classic Detective Stories 经典侦探故事CrimeThe Diamond as Big as The Ritz (美) Human interestGreat Mysteries of Our World (美) Human interestGulliver's Travel 格利佛游记Fairy tale & Fantasy/LegendJane Eyre 简·爱LoveKim Human interestLord Arthur Savile’s Crime and Other Stories Human interest Moonfleet AdventureRomeo and Juliet 罗密欧与朱丽叶LoveSherlock Holmes Investigates 福尔摩斯探案记Crime Stories of Suspense (美) Mystery & HorrorThe Phantom of the Opera 歌声魅影Mystery & HorrorThe Hound of the Baskervilles CrimeTales of the Supernatural (美/英) Mystery & HorrorThree Men in a Boat Humor &ComedyThe Prisoner of Zenda （不详）Step 4 (Grade 7) 12 booksAmerican Horror （美）爱伦.坡恐怖故事Mystery & HorrorA Study in Scarlet CrimeBeowulf Fairy tale & Fantasy/LegendChristmas Carol 小气财神Human interestDaisy Miller （美）Human interestDracula.吸血伯爵Mystery & HorrorFamous British Criminals (不详)Moby Dick （美）AdventureThe Tragedy of Dr. Faustus 浮士德的悲剧TragedyThe Sign of Four CrimeThe Last of the Mohicans （美）最后的莫希干人Adventure The Valley of Fear CrimeThe Woman in White Mystery & HorrorStep 5 (Grade 8) 15 booksThe Age of Innocence（美）LoveEmma 爱玛LoveFrankenstein科学怪人Mystery & HorrorHeart of Darkness Human interestThe Murders in the Run Morgue and The Purloined Letter（美）莫尔格街凶杀案Persuasion LoveThe Picture of Dorian Gray Mystery & HorrorPride and Prejudice 傲慢与偏见LoveThe Problems of Cell 13 十三号死刑牢房Robinson Crusoe 鲁滨逊漂流记The Scarlet Letter 红字LoveA Tale of Two Cities 双城记Tess of the d_Urbervilles 德伯家的苔丝LoveMiddlemarch (不详)The Age of Innocence （美）Mystery & HorrorStep 6 (Grade 9, 10) 3 booksThe Mill on the Floss LoveSilas Marner Human interestWuthering Heights Love不同颜色代表不同题材。

人教版(新起点)Unit1MyselfLesson2课件

Which class are you in?
英语课
北京海淀
国家中小学网络课程
I’m David. I’m in class two, grade one.
Look! This is class two, grade one.
You are welcome.
英语课
北京海淀
国家中小学网络课程
Yes! It’s my classroom. Thank you.
英语课
北京海淀
国家中小学网络课程
My name is … I’m Sue.
国家中小学网络课程
What’s your name? How old are you?
英语课
北京海淀
I’m Sue. I’m nine years old.
英语课
北京海淀
国家中小学网络课程
What’s your name? How old are you?
Which class are you in?
英语课
北京海淀
国家中小学网络课程
I’m Sue. I’m nine years old. I’m in class two.
What’s your name? How old are you?
Which class are you in?
英语课
北京海淀
You XXX be OK.
Hello! What’s the matter? Don’t cry. Let’s go and find your classroom together.
英语课
北京海淀
国家中小学网络课程
Where is my classroom? OK.

新概念英语第一册Lesson2122Whichbook小学英语初中英语全国通用

he , she , it him , her , it
Language Point
语句讲解、课文讲解
同学们，请对照教材听老师讲解！
one : 不定代词，这里指代book the : 定冠词，特指
Language Point
语句讲解、课文讲解
one : 不定代词的一种，可以指代人，也可以指代物指代物体的时候，经常替代同类事物中的一个
上一题
Vocabulary
词汇精讲
bottle.(empty)
box.(full)
— Give me a bottle. — Which one? This one? — No, not that one. The empty one.
— Give me a box. — Which one? This one? — No, not that one. The full one.
e.g. I lost my pen. I will buy a new one tomorrow. 我把我的钢笔弄丢了，我明天要去新买一支。 one 指 pen （钢笔） I like your coffee cup. I will buy the same one tomorrow. 我喜欢你的咖啡杯。我明天也得去买一个一样的。
Vocabulary
词汇精讲
cup.(large)
knife.(sharp)
— Give me a cup. — Which one? This one? — No, not that one. The large one.
— Give me a knife. — Which one? The blunt one? — No, not that one. The sharp one.

-eyes open剑桥中学英语教材-科普探索1-4级

-eyes open剑桥中学英语教材-科普探索1-4级全文共10篇示例，供读者参考篇1Hello everyone! Today I want to talk about the Cambridge Secondary English textbook series called "Eyes Open". It's like a super cool adventure that takes us on a journey to explore the world and learn all kinds of interesting things.In "Eyes Open", we get to learn English in a fun and exciting way. We read about different countries, cultures, and science topics. It's not just about grammar and vocabulary, but also about discovering new things and expanding our minds.The textbook is divided into four levels, from level 1 to level 4. Each level gets a little bit more challenging, but it's always super interesting. We learn about animals, the environment, technology, and so much more. It's like going on a super fun field trip without even leaving the classroom!One of the coolest things about "Eyes Open" is that it comes with all kinds of fun activities and exercises. We get to do games, quizzes, and even watch videos to help us learn. It's like learningEnglish while playing, which is the best way to learn if you ask me.So if you want to have a lot of fun while learning English, I highly recommend checking out the "Eyes Open" textbook series. It's like going on an amazing adventure without even leaving your desk. Trust me, you won't be disappointed! Let's open our eyes, our minds, and our hearts to the wonderful world of English with "Eyes Open"!篇2I'm going to talk about the Eyes Open Cambridge Middle School English textbook. It's a really cool book that helps us learn English in a fun and interesting way. Let's explore levels 1-4 together!In level 1, we learn basic English words and phrases. We read stories, do fun activities, and play games to help us remember what we've learned. The book has colorful pictures and interesting characters that make learning English exciting.Level 2 is a bit more advanced. We learn grammar rules, how to form sentences, and practice speaking and listening skills. There are dialogues, songs, and role-plays that help us improve our English communication skills.Level 3 is all about expanding our vocabulary and improving our reading and writing skills. We learn about different topics like science, history, and the environment. We also work on our grammar and pronunciation to become better English speakers.Level 4 is the highest level in the series. We dive deeper into English grammar, learn more complex vocabulary, and work on reading and writing longer texts. We also have discussions, debates, and projects that help us apply what we've learned in real-life situations.Overall, the Eyes Open Cambridge Middle School English textbook is a great resource for learning English. It's fun, interactive, and engaging, making it easier for us to improve our English skills. I highly recommend it to all my friends who want to learn English in a fun and effective way!篇3Title：Let's Explore the World in -eyes open Cambridge English TextbookHey everyone, today I want to tell you all about the amazing -eyes open Cambridge English Textbook that we use in our school. It's so cool and fun to learn English with this book!Level 1:In level 1, we start with simple words and phrases. We learn how to introduce ourselves, talk about our families and friends, and describe things around us. We also learn how to ask questions and have simple conversations. It's so much fun to practice speaking English with our classmates!Level 2:Level 2 is all about exploring the world around us. We learn about different animals, plants, and places. We also learn about different cultures and traditions from around the world. It's like going on a virtual adventure with our English textbook!Level 3:In level 3, we dive deeper into grammar and vocabulary. We learn more complex sentences and how to use different tenses. We also learn how to write short paragraphs and stories. It's challenging, but also so rewarding when we see our progress!Level 4:Level 4 is the most advanced level in the -eyes open Cambridge English Textbook. We learn how to express our opinions, write reports, and give presentations. We also learn about current events and global issues. It's like preparing us tobe global citizens who can communicate with people from all over the world!Overall, the -eyes open Cambridge English Textbook is a fantastic resource for learning English. It's fun, interactive, and comprehensive. I can't wait to explore more with this textbook and improve my English skills. Let's keep learning and having fun together!篇4Oh, hi everyone! Today, I'm going to talk about some cool stuff from my English textbook called "Eyes Open - Cambridge Secondary English Curriculum". It's all about exploring and learning new things, so let's get started!In this textbook, we learn about different topics like science, history, and geography. It's so fascinating to discover how things work and how the world around us is connected. For example, did you know that plants can make their own food through a process called photosynthesis? Isn't that amazing?We also learn about famous figures in history, like Martin Luther King Jr. and Amelia Earhart. They did such brave and inspiring things that changed the world. It's important to learn about these people and what they accomplished.Another fun part of the textbook is the activities and exercises. We get to practice our English skills while having fun. There are games, quizzes, and even role-playing activities. It makes learning English so much more enjoyable!Overall, "Eyes Open" is a great textbook for learning English and exploring new ideas. It helps us broaden our knowledge and improve our language skills at the same time. I can't wait to see what else we will discover in the next levels of the textbook. Let's keep exploring and learning together!So, have you tried using the "Eyes Open" textbook before? What's your favorite part about it? Let me know in the comments below! Thank you for reading, and happy exploring!篇5Title: Exploring the World with -eyes open Take Me to Cambridge Middle School English Textbook Levels 1-4!Hey guys! Today I'm going to tell you about this awesome English textbook called -eyes open at Cambridge Middle School. It's super cool because it helps us learn English in a fun and interesting way. Let's dive in and explore the world together!In -eyes open, we learn about different topics like animals, nature, technology, and more. The pictures in the book are really colorful and the stories are so exciting. We get to read about different countries and cultures, and even learn some new words along the way.One of my favorite things about -eyes open is the activities at the end of each lesson. We get to do crossword puzzles, word searches, and even act out scenes from the stories. It's a great way to practice our English skills and have fun at the same time.The teachers at Cambridge Middle School also use technology to help us learn English. We get to watch videos, play games, and even do online quizzes. It's so cool to see how we can use technology to help us learn in a modern way.I've learned so much from using -eyes open at Cambridge Middle School. My English skills have improved a lot and I feel more confident speaking and writing in English. I can't wait to learn more and explore the world even further with this amazing textbook.So if you want to have fun while learning English, check out -eyes open at Cambridge Middle School. It's the best way to explore the world and improve your English skills. Let's go on an adventure together and learn English the fun way!篇6Title: Let's Explore the World with -Eyes Open Cambridge Secondary English Textbook-Hey guys! Today I want to tell you all about this super cool English textbook called -Eyes Open from Cambridge Secondary. It's all about exploring the world around us and learning English at the same time. How awesome is that?In -Eyes Open, we get to read all about different countries, cultures, and people from all over the globe. I love learning about all the amazing things that make each place unique. We get to see beautiful pictures, read interesting facts, and even learn some new English words along the way.One of my favorite parts of -Eyes Open is when we get to do fun activities and projects. We might have to write a travel blog about a place we want to visit, create a poster about an endangered animal, or even make a presentation about famous landmarks. It's so much fun getting to be creative while practicing our English skills.Another great thing about -Eyes Open is that it helps us improve our English in a fun and interactive way. We get to listen to audio recordings, watch videos, and even play games thathelp us with our speaking, listening, reading, and writing skills. It's like learning English while having a blast!Overall, -Eyes Open is an awesome English textbook that makes learning super enjoyable. It helps us explore the world, expand our horizons, and become better English speakers. I can't wait to see what else we'll discover in the next chapters. So, let's keep our -Eyes Open and keep exploring together!篇7Title: Let's Explore the World with -eyes open Cambridge Middle School English Textbook - Level 1-4Hey everyone! Today I want to talk about this awesome English textbook called -eyes open from Cambridge Middle School. It's super cool because it helps us learn English in a fun and interesting way. So grab your backpacks and let's explore the world of English together!First of all, this textbook has lots of fun activities and games that help us practice our English skills. We can learn new words, grammar rules, and even practice our conversation skills. There are also cool stories and articles that teach us about different countries and cultures around the world. It's like going on a mini adventure every time we open the book!One of my favorite things about -eyes open is the amazing pictures and illustrations. They really help us understand the words and concepts better. Plus, they make the book more colorful and fun to read. I love looking at the pictures while I'm learning new things in English.Another great thing about this textbook is that it comes with a digital app that we can use on our tablets or phones. The app has even more games, quizzes, and videos that help us practice and improve our English skills. It's so cool to be able to learn English in different ways, not just through the textbook.Overall, -eyes open is a fantastic English textbook for kids like us. It's fun, engaging, and full of interesting information. So let's keep exploring the world of English together and see where it takes us!That's all for now. Thanks for reading and happy learning!篇8Title: Let's Explore the World with -Eyes Open!Hey guys, have you ever wondered about the world around us and why things are the way they are? Well, in -Eyes Open, weget to explore all sorts of cool and interesting things about science, technology, and the environment!In -Eyes Open 1, we learn all about the amazing world of animals and plants. Did you know that there are so many different types of animals out there? From tiny insects to huge elephants, each one has its own special features that help it survive in its environment. And plants are just as fascinating –they can grow in all sorts of places, from the rainforest to the desert!Moving on to -Eyes Open 2, we dive into the world of the human body. It's super cool to learn about how our bodies work, from our bones and muscles to our heart and lungs. We also get to explore how our senses like sight and hearing help us interact with the world around us. It's like we have superpowers right inside us!In -Eyes Open 3, we get to blast off into the universe and learn about space. How cool is it to think about the stars and planets out there in the galaxy? We learn about the solar system, black holes, and even the possibility of life on other planets. It's like a never-ending adventure into the unknown!And finally, in -Eyes Open 4, we take a closer look at the environment and how we can protect it. We learn about theimportance of recycling, saving energy, and taking care of our planet for future generations. It's up to us to make a difference and keep our Earth beautiful and healthy!So come on, guys, let's open our eyes and explore the world with -Eyes Open! There's so much out there to discover and learn about, and it's all waiting for us to dive in and explore. Who knows what amazing things we'll find? Let's go on an adventure together and see where it takes us!篇9Hello everyone! Today I want to talk about the "Eyes Open" Cambridge Junior English textbook that we use in school. It's super cool and helps us learn English in a fun way!In this textbook, we learn a lot of things about the world around us. We explore different topics like animals, the environment, and even outer space! We get to read interesting stories, play games, and do fun activities that help us improve our English skills.One of my favorite things about the "Eyes Open" textbook is that it has really cool pictures and illustrations. They help us understand the content better and make learning more fun.Sometimes we even have to write our own stories or draw our own pictures, which is so cool!Another thing I love about this textbook is that it teaches us important values like teamwork, friendship, and taking care of our planet. We learn how to be kind to others and how to make a positive impact on the world. It's great to learn these things while also improving our English skills.Overall, I really enjoy using the "Eyes Open" textbook in class. It's a great way to learn English while having fun and exploring new topics. I can't wait to see what else we will learn in the future! Thank you, "Eyes Open"!篇10Title: Let's Explore with -eyes open!Hi everyone, I'm so excited to share with you all about our super cool -eyes open textbook series! If you're a student in levels 1-4, you've probably been using these books in your Cambridge English classes.So, what makes these books so awesome? Well, let me tell you! -eyes open is not just any ordinary textbook. It's like a magical portal that takes us on a journey to explore the wondersof the world around us. From science to nature, history to geography, there's so much to discover in these books.One of my favorite things about -eyes open is that it's full of fun and interactive activities. There are puzzles, games, and quizzes that help us learn in a fun and engaging way. And the best part? We get to practice our English skills while exploring new and exciting topics.I also love the colorful illustrations and photos in -eyes open. They make learning come to life and help us visualize the concepts we're learning about. Whether it's a picture of a rainforest or a diagram of the solar system, these visuals really help us understand the world better.But -eyes open is not just about learning new facts. It also encourages us to think critically and ask questions. The text prompts us to think about why things happen the way they do, and encourages us to come up with our own ideas and theories. It's not just about memorizing information, but about truly understanding and engaging with the world around us.In conclusion, -eyes open is an amazing resource that helps us learn English in a fun and meaningful way. So next time you open your textbook, get ready to embark on an exciting journey of discovery. Let's explore together with -eyes open!。

剑桥青少英语第一版english in mind2教师用书

剑桥青少英语第一版english in mind2教师用书全文共3篇示例，供读者参考篇1Cambridge Young English is a popular English language course designed for young learners. The first edition of English in Mind 2 is a comprehensive teacher's guide that accompanies the student's book. This teacher's guide provides invaluable support for educators, offering a variety of resources and tools to help make teaching and learning English engaging and effective.The English in Mind 2 teacher's guide is divided into several sections, each focusing on different aspects of the course. The first section provides an overview of the course and its objectives, as well as guidance on how to use the student's book and other resources effectively. It also offers tips on classroom management and assessment, ensuring that teachers can make the most of their teaching time.The teacher's guide includes detailed lesson plans for each unit in the student's book, with clear objectives, step-by-step instructions, and suggestions for extension activities. These lesson plans are flexible and adaptable, allowing teachers totailor their teaching to suit the needs of their students. The guide also provides a wealth of supplementary materials, including extra worksheets, games, and audio resources to enhance the learning experience.In addition to lesson planning, the teacher's guide also offers guidance on how to teach key language skills, such as listening, speaking, reading, and writing. It provides strategies for promoting language learning in the classroom and tips for supporting students with different learning styles and abilities. The guide also includes suggestions for incorporating technology into lessons, such as using interactive whiteboards and online resources.Overall, the English in Mind 2 teacher's guide is an essential resource for educators using the Cambridge Young English course. It provides comprehensive support for teachers, ensuring that they can deliver engaging and effective lessons that meet the needs of their students. With its detailed lesson plans, supplementary materials, and practical advice, this teacher's guide is a valuable tool for any teacher looking to inspire young learners to develop their English language skills.篇2English in Mind is a six-level course for teenagers. It is designed to meet the needs of today's teenagers with its communicative and interactive approach. This series is suitable for both teenagers and young adults who want to improve their English language skills.Among the different levels available, English in Mind 2 is part of the second level of the series. It is designed for students who already have a basic knowledge of English and want to continue improving their language skills.The English in Mind 2 Teacher's Resource Book is an essential tool for teachers using the course in the classroom. It provides additional guidance, support, and resources to help teachers effectively deliver the lessons and engage students in the learning process.The Teacher's Resource Book includes a detailed introduction to the course, offering guidance on how to use the different components of the course effectively. It also includes a wealth of teaching ideas, activities, and worksheets that can be used to supplement the main course book.In addition, the Teacher's Resource Book provides photocopiable materials that can be used in the classroom, including extra activities, quizzes, and games. These materials aredesigned to help reinforce key language points and provide additional practice for students.Overall, the English in Mind 2 Teacher's Resource Book is a valuable resource for teachers using the course in the classroom. It provides the support and guidance needed to help teachers deliver engaging and effective lessons that will help students improve their English language skills.篇3Cambridge Young English, First Edition English in Mind 2 Teacher's Book is an essential resource for teachers using this English language learning curriculum with young learners. The teacher's book provides detailed lesson plans, teaching tips, and additional activities to help teachers effectively deliver the curriculum and engage students in learning.This teacher's book is designed to accompany the English in Mind 2 Student's Book, providing teachers with a comprehensive guide to teaching English to young learners. The book is organized into units that correspond to the units in the Student's Book, making it easy for teachers to plan and deliver lessons. Each unit includes a detailed lesson plan with objectives,teaching notes, and suggestions for extra activities to reinforce learning.The Teacher's Book also includes photocopiable worksheets and assessments to help teachers evaluate students' progress and provide additional practice. These materials cover a range of language skills, including reading, writing, listening, and speaking, ensuring that students have the opportunity to develop their English language skills in a well-rounded way.In addition to the detailed lesson plans and supplementary materials, the Teacher's Book also includes guidance on how to adapt the curriculum to meet the needs of individual students or classes. This flexibility allows teachers to tailor their lessons to the specific needs and abilities of their students, ensuring that all students have the opportunity to succeed in learning English.Overall, the Cambridge Young English, First Edition English in Mind 2 Teacher's Book is an invaluable resource for teachers using this curriculum with young learners. Its detailed lesson plans, supplementary materials, and flexibility make it easy for teachers to deliver engaging and effective English language lessons to their students.。

JamesandtheGiantPeachALiteratureFocusUnitfor...

James and the Giant Peach:A Literature Focus Unit for Fourth Gradecreated bySara KauffmanFEATURED SELECTION:§ Dahl, Roald. James and the Giant Peach. New York:Puffin Books, 1961.o This is a fourth to fifth grade reading level. (Lexile: 870 L)§ James goes to live with his two mean aunts when his parents die in a freak accident. He is miserable until an old man gives him some magic crocodile tongues. However, James drops them and they produce a giant peach, in which lives a giant centipede, earthworm, ladybug, grasshopper, spider, and glowworm. James joins these lively creatures andthey embark on many adventures as the peach travels around the world. The peach lands in an ocean where sharks attack them until James catches seagulls with string to carry the peach into the air. The peach finally ends up speared by the Empire State building, and the creatures become famous and get jobs in New York City. James lives in the peach pit and makes many friends, so he is finally happy.RELATED MATERIALS:§ Reinhart, Matthew. Young Naturalist’s Handbook: Insectlopedia. New York: Hyperion Books for Children, 2003.o This book describes the parts, life, and characteristics of various insects. James’ friends, such as the grasshopper and ladybug, along with other insects are describedin this book.o The reading level is age four through eight.§ Capeci, Anne. The Magic School Bus Chapter Book #11: Insect Invaders. New York: Scholastic, Inc., 2001.o Wanda brings her new pet ladybugs to school to find out how to care for them; instead, the whole class goes on an adventure on their magic school bus. Like James,the class discovers the world of the insects.o This is a third grade reading level. (Lexile: 610 L)§ James, Mary. Shoebag. New York: Scholastic, Inc., 1990.o Shoebag is a happy cockroach who suddenly finds himself transformed into a human; Shoebag is turned back into a cockroach after influencing several humans’ lives.Shoebag, an insect, gains a new perspective on life similar to James, who gains theperspective of an insect.o This is a fourth grade reading level. (Lexile: 780 L)§ Cronin, Doreen. Diary of a Worm. New York:HarperCollins, 2003.o In this book, a young worm describes his family, school, and friends, along with providing various facts about earthworms. This book provides another view intoEarthworm’s life from James and the Giant Peach.o This is a second grade reading level. (Lexile AD 360 L)§ Kirk, David. Miss Spider’s Tea Party. New York: Scholastic, Inc., 1994.o The other insects are afraid to attend Miss Spider’s tea party;she helps a moth who gets soaked by the rain, so soon the other insects join her party. Similar to James andthe Giant Peach, this book provides a look into insects’ lives and also addresses thefear of spiders.o This is a fourth grade reading level. (Lexile 810 L)GOALS§ The students will examine the insect characters in the book in order to determine what is true and what is fiction about them in the book.§ The students will examine how the author, Roald Dahl, integrates idioms into the book to enhance the story.§ The students will investigate various insects from the book in order to find out more about them and their homes.§ The students will predict what would have happened if James was the one to swallow the crocodile’s tongues.§ The students will learn to use the reading comprehension skills of predicting and visualizing. STRATEGIES/SKILLS§ The students will learn the comprehension strategies of predicting and visualizing.§ The students will learn to identify and use idioms.§ The students will learn to use descriptive words when writing.STANDARDS§ Science 4.4.2: Investigate, observe, and describe that insects and various other organisms depend on dead plant and animal material for food.§ Science 4.4.3: Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.§ English4.2.3: Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations.§ English4.2.5: Compare and contrast information on the same topic after reading several passages or articles.§ English4.3.1: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.§ English4.5.2: Write responses to literature that:o demonstrate an understanding of a literary work.o support judgments through references to both the text and prior knowledge.§ English4.5.5: Use varied word choices to make writing interesting.UNIT PLAN§ Prereadingo The teacher will have a speaker bring in insects to share with the class. If this is not possible, the teacher will bring in pictures of spiders, earthworms,grasshoppers, and centipedes to share with the class.§ Grouping: wholeclasso The students will draw a picture of what they think an insect’s home looks like.§ Grouping: individual§ Readingo The teacher will read the first chapter aloud to the class.§ Grouping: wholeclasso The students will use buddy reading to read most of the rest of the book.Occasionally, the teacher will read the book or the students will read individually.§ Grouping: partner, wholeclass, individualo Accommodations: The teacher will partner struggling readers with good readers so they can help them. The teacher will also meet with struggling readers aftereach chapter to make sure that they understood the chapter.§ Respondingo The students will write in their reading logs twice a week to respond to what they have read. One journal entry will include, “What would have happened if Jameshad swallowed the crocodile tongues instead of dropping them?” Other entrieswill include comparing the insects, why the author gave James’ aunts the namesof Sponge and Spider, respectively, and why the author included the cloud men.§ Grouping: individualo The students will participate in grand conversations once a week. Theconversations will focus on connections the students have made between Jamesand the Giant Peach and the related material they have read, how they are usingthe comprehension strategies taught, and interesting passages students have read.§ Grouping: wholeclass§ Exploringo Word wall words will include: ambled, awkward, colossal, desolate, disentangle, enormous, enthralled, extraordinary, famished, flabbergasted, gigantic, horrid,hovering, hysterics, jostling, nuisance, pandemonium, peculiar, plummeted,quiver, rambunctious, ridiculous, scornful, stealthy, and trembling§ Grouping: wholeclasso The teacher will share information about the author, Roald Dahl. The teacher will read a short biography about him and give the students a list of other books he haswritten.§ Grouping: wholeclasso The teacher will describe idioms. The teacher will share examples of idioms the author used in the book, and the students will reread these sections. Examples ofidioms from the book include "all in the same boat," "pulling my leg," "flood oftears," "work like mad," and “white as a sheet.” The students will then work witha partner to write two of their own idioms each about the story. The students willalso create illustrations for their idioms.§ Grouping: wholeclass, partnero The teacher will give minilessons on the predicting and visualizingcomprehension strategies and using descriptive words when writing.§ Grouping: wholeclasso The students will make a list of the insect characteristics that are true in the book and the ones that are false.§ Grouping: small groupo The teacher will give book talks about the related materials and explain how they connect to James and the Giant Peach. The students will then be encouraged toread these books on their own during silent reading time.§ Grouping: wholeclass, individual§ Applyingo The students will each create a project about the book. The students can work alone, with a partner, or with a small group of three or four students. They willchoose their project from a list provided by the teacher.§ Students may explore buoyancy by doing a science experiment to discover if a peach would really float as it did in the book. The experiment can befound at /ntti/nttilessons/10/99pine.htm.§ The students may make a papiermache peach. They will then makeseagulls from construction paper and attach them to the peach with string.§ The students may make peach food. They may find their own recipe using peaches or find one at /recipes.html.§ The students may make a poem or song about the story.§ The students may create a skit from one section of the book to perform for the class.§ Grouping: may be individual, partner, or small group.TIME SCHEDULEDay 1:§ Introduce the book§ Have guestspeaker comein§ Studentsdraw insecthomes§ Read chapter1 and2 outloud(30 minutes) Day 2:§ Students readchapters 35in buddyreading§ Studentswrite inreading logs§ Teacherintroducesthe fantasygenre(35 minutes)Day 3:§ Students readchapters 67in buddyreading§ Teacher willshareinformationabout theauthor(20 minutes)Day 4:§ Students readchapters 810in buddyreading§ Studentswrite inreading logs§ Teacherintroducesrelatedmaterials(25 minutes)Day 5:§ Students readchapters 1112individually§ Compare andcontrastvariouscharacters§ Participate ingrandconversation(30 minutes)Day 6:§ Students read chapters 1314 in buddyreading§ Minilessonon usingdescriptivewords§ Studentswrite inreading logs (25 minutes) Day 7:§ The teacherreadschapters 1516§ Teacherdiscusses thepredictingstrategy(20 minutes)Day 8:§ Students readchapters 1718 in buddyreading§ Participate ingrandconversation(25 minutes)Day 9:§ Students readchapters 1921individually§ Studentswrite inreading logs(15 minutes)Day 10:§ Students readchapters 2223 in buddyreading§ Teacherdiscusses thevisualizingstrategy(20 minutes)Day 11:§ Students read chapters 2425 in buddyreading§ Students will compare andcontrast theinsectcharacters§ Students will list the trueand fictionaspects of theinsectcharacters (35 minutes) Day 12:§ Students readchapters 2627individually§ Studentswrite inreading logs(15 minutes)Day 13:§ The teacherreadschapters 2830§ Teacherintroducesidioms(25 minutes)Day 14:§ Students readchapters 3136 in buddyreading§ Participate ingrandconversation(35 minutes)Day 15:§ Students readchapters 3739 in buddyreading§ Studentswrite inreading logs(20 minutes)Day 16:§ Studentswork onprojects (30 minutes) Day 17:§ Studentswork onfinishingprojects§ What is notfinishedbecomeshomework(20 minutes)Day 18:§ Studentsshare theirprojects withthe rest of theclass(20 minutes)ASSIGNMENT CHECKLIST_____ Picture of what an insect’s home looks like_____ Journal entries_____ Two written idioms about the story with illustrations_____ Final project about the storyMonitoring student learning:§ The teacher will use a rubric to grade the students’ pictures, journal entries, idioms, and final projects. The students will keep these in a folder to make a portfolio to turn in at the end of the focus unit. The students will have a checklist to keep track of assignments.§ The teacher will observe and keep a checklist of who talks and what is said during the grand conversations.§ The teacher will observe students and make anecdotal notes during buddy reading.Ideas for focus unit from:/recipes.html/ntti/nttilessons/10/99pine.htm/gatod/FeatureTeacher/FeatureLessonPlan.htm。

孔融让梨英文版课件

Scenario 3: Educational significance
• Promoting Filial Piety and Respect for Elders: Kong Rongrang's story emphasizes the importance of Filial Piety and Respect for Elders By organizing a family gathering and sourcing children to showcase their talents, he demonstrated the value of family bonds and international connections His actions set an example for younger generations to follow, following a culture of respect and recommendation for our elders
Other Characters
Introduce other important characters in the story, such as Kong Rongrang's family members, friends, and colleagues
Course objectives
• Language Skills: State the language skills that course aids to develop, such as reading, listening, speaking, and writing
Key Vocabulary Analysis

英语绘本ppt课件

Creating and Sharing Picture Books
05
Select a topic or storyline that interests you and will engage young readers
Choose a Theme
Use a clean and simple design to ensure the focus is on the story and not the visuals
Building emotional intelligence and empathy: Picture books can teach empathy, understanding of different emotions, and social skills
Stimulating curiosity: Picture books introduce children to new concepts, ideas, and ways of thinking, sparking curiosity and inquiry
Critical Thinking
03
By encoding analysis and discussion of picture books, students can develop their critical thinking and problem-solving skills
Read Cloud
The Teaching Application of Picture Books
04
Language Learning
01
Picture books provide a rich context for language learning, allowing students to develop vocabulary and grammar through visual and textual simulations