Teacher children English through poems, songs and
牛津上海版英语八下Uint 7《Poems》word单元词汇讲解
8B Unit 7site n. 建筑工地construction sitee.g. Protective helmets must be worn on site. 在工地必须戴防护帽。
narrow adj. 狭窄的；狭隘的e.g. The bridge is too narrow for two cars to pass. 这桥太窄，并排通不过两辆车。
【知识拓展】narrow的反义词是wide widen (v.)e.g. The stream is too wide for me to jump across. 这条溪流太宽了，我跳不过去。
pleased adj. 快乐的；满意的例如：The teacher was very pleased to see his students again after being away from them for forty years.老师在四十年以后和他的学生们重逢，非常快乐。
【词组】：be pleased with 〔对……〕感到快乐，满意= be satisfied with…Everybody in his family seems to be pleased with the new house. 他家每一个人看起来对新房子都很满意。
【知识拓展】pleasure n. 愉快；快乐pleasant a.令人愉快的pleasant weathere.g. His grandchildren afforded him his greatest pleasure in his old age.他的孙子和孙女们在晚年的时候给了他最大的欢乐。
attention n. 注意；专心；留心；注意力e.g. Small children have a very short attention span. 幼儿的注意力持续时间很短。
【同根词】：attend v. 出席；照顾attend school/ a meeting~ to sb. 照顾某人alone adv.单独；adj. 单独的e.g. I don’t like going out at night alone.e.g. Finally the two of us were alone together.【词义辨析】：alone, lonelyalone作形容词只表示客观上一个人,且在句中只做表语,作副词时,表示“单独,单独〞lonely表示“寂寞的〞,可说明人,也可说明life, days, years.可用作表语或定语.e.g. He has been very lonely since his wife left him.a lonely(孤单的) traveler a lonely(荒凉的) islandpretend v.假装pretend to do sth 假装做某事e.g. He pretended to his family that everything was fine.accept v.收受；接受；同意例如：I’ve received a gift from him, but I’m not going to accept it.我收到了他送的礼物，但是我不准备接受。
十四行诗18英文赏析-莎士比亚
莎士比亚的第18首十四行诗的英文赏析我能否将你比作夏天？你比夏天更美丽温婉。
狂风将五月的蓓蕾凋残，夏日的勾留何其短暂。
休恋那丽日当空，转眼会云雾迷蒙。
休叹那百花飘零，催折于无常的天命。
唯有你永恒的夏日常新，你的美貌亦毫发无损。
死神也无缘将你幽禁，你在我永恒的诗中长存。
只要世间尚有人吟诵我的诗篇，这诗就将不朽，永葆你的芳颜。
这首诗的艺术特点首先是在于它有着双重主题：一是赞美诗人爱友的美貌，二是歌颂了诗歌艺术的不朽力量。
其次就是诗人在诗中运用了新颖的比喻，但又自然而生动。
Sonnet 18, often alternately titled Shall I compare thee to a summer's day?, is one of the best-known of 154 sonnets written by the English playwright and poet William Shakespeare. Part of the Fair Youth sequence (which comprises sonnets 1-126 in the accepted numbering stemming from the first edition in 1609), it is the first of the cycle after the opening sequence now described as the Procreation sonnets. Most scholars now agree that the original subject of the poem, the beloved to whom the poet is writing, is a male, though the poem is commonly used to describe a woman.In the sonnet, the poet compares his beloved to the summer season, and argues that his beloved is better. The poet also states that his beloved will live on forever through the words of the poem. Scholars have found parallels within the poem to Ovid's Tristia and Amores, both of which have love themes. Sonnet 18 is written in the typical Shakespearean sonnet form, having 14 lines of iambic pentameter ending in a rhymed couplet. Detailed exegeses have revealed several double meanings within the poem, giving it a greater depth of interpretation.Sonnet 18 is a typical English or Shakespearean sonnet. It consists of three quatrains followed by a couplet, and has the characteristic rhyme scheme: abab cdcd efef gg. The poem carries the meaning of an Italian or Petrarchan Sonnet. Petrarchan sonnets typically discussed the love and beauty of a beloved, often an unattainable love, but not always.[5] It also contains a volta, or shift in the poem's subject matter, beginning with the third quatrain.A facsimile of the original printing of Sonnet 18.The poem starts with a line of adoration to the beloved—"Shall I compare thee to a summer's day?" The speaker then goes on to say that the beloved being described is both "more lovely and more temperate" than a summer's day. The speaker lists some things that are negative about summer. It is too short—"summer's lease hath alltoo short a date"—and sometimes the sun shines too hot—"Sometime too hot the eye of heaven shines." However, the beloved being described has beauty that will last forever, unlike the fleeting beauty of a summer's day. By putting his love's beauty into the form of poetry, the poet is preserving it forever by the power of his written words. "So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee." The hope is that the two lovers can live on, if not through children, then through the poems brought forth by their love which, unlike children, will not fadeA major feature of this poem - analogy. Begins with the first sentence, put "you" and "Summer" as a analogy, compare the second line of the initial determination: Are you more lovely than the summer, more gentle. The difference is due to produce its in-depth analysis of 3 to 14 lines. Specifically, the first line of 3.4.5.6.7.8 enumerated the "summer" all kinds of regrets, and 9.10.11.12.13.14 line tells the "you" all kinds of advantages compared to the natural draw a final conclusion: "You" is far better than "Summer," "you" because in his poetry between the lines but also has a life, and time forever. Also noteworthy is the verse 13 and 14 are also, by analogy emphasized the "eternal nature."Throughout the poem, the poet freely to the "you" talk, it seems that "you" is a living person, to listen to his voice, understanding his thinking. So this poem can be said to be people in the application of techniques based on the written. The poem "You" refers to an object, academia, there are two explanations, one view is that it refers to beauty, and the other that it refers to poetry to express the good things. Now most scholars prefer the latter.One of the best known of Shakespeare’s sonnets, Sonnet 18 is memorable for the skillful and varied presentation of subject matter, in which the poet’s feelings reach a level of rapture unseen in the previous sonnets. The poet here abandons his quest for the youth to have a child, and instead glories in the youth’s beauty.On the surface, the poem is simply a statement of praise about the beauty of the beloved; summer tends to unpleasant extremes of windiness and heat, but the beloved is always mild and temperate. Summer is incidentally personified as the "eye of heaven" with its "gold complexion"; the imagery throughout is simple and unaffected, with the "darling buds of May" giving way to the "eternal summer", which the speaker promises the beloved. The language, too, is comparatively unadorned for the sonnets; it is not heavy with alliteration or assonance, and nearly every line is its own self-contained clause--almost every line ends with some punctuation, which effects a pause. Initially, the poet poses a question―”Shall I compare thee to a summer’s day?”―and then reflects on it, remarking that the youth’s beauty far surpasses summer’s delights. The imagery is the very essence of simplicity: “wind”and “buds.”In the fourth line, legal terminology―”summer’s lease”―is introduced in contrast to the commonplace images in the first three lines. Note also the poet’s use of extremes in the phrases “more lovely,”“all too short,”and “too hot”; these phrases emphasize the young man’s beauty.Although lines 9 through 12 are marked by a more expansive tone and deeper feeling, the poet returns to the simplicity of the opening images. As one expects in Shakespeare’s sonnets, the proposition that the poet sets up in the first eight lines―that all nature is subject to imperfection―is now contrasted in these next four lines beginning with “But.”Although beauty naturally declines at some point―”And every fair from fair sometime declines”―the youth’s beauty will not; his unchanging appearance is atypical of nature’s steady progression. Even death is impotent against the youth’s beauty. Note the ambiguity in the phrase “eternal lines”: Are these “lines”the poet’s verses or the youth’s hoped-for children? Or are they simply wrinkles meant to represent the process of aging? Whatever the answer, the poet is jubilant in this sonnet because nothing threatens the young man’s beautiful appearance.Sonnet 18 is the first poem in the sonnets not to explicitly encourage the young man to have children. The "procreation" sequence of the first 17 sonnets ended with the speaker's realization that the young man might not need children to preserve his beauty; he could also live, the speaker writes at the end of Sonnet 17, "in my rhyme." Sonnet 18, then, is the first "rhyme"--the speaker's first attempt to preserve the young man's beauty for all time. An important theme of the sonnet (as it is an important theme throughout much of the sequence) is the power of the speaker's poem to defy time and last forever, carrying the beauty of the beloved down to future generations. The beloved's "eternal summer" shall not fade precisely because it is embodied in the sonnet: "So long as men can breathe or eyes can see," the speaker writes in the couplet, "So long lives this, and this gives life to thee."大多数莎学家认为，是作者赞美好友的超常之美的。
幼儿园英文工作计划
Introduction:As a kindergarten teacher, it is crucial to create a comprehensive English work plan to ensure that the children learn and develop their language skills in a fun and interactive manner. This work plan will cover various aspects such as vocabulary, grammar, pronunciation, and activities that will enhance the children's English proficiency.I. Goals:1. To develop the children's listening, speaking, reading, and writing skills in English.2. To foster a love for English among the children.3. To provide a supportive and engaging learning environment.II. Objectives:1. By the end of the year, the children will be able to understand and respond to simple English instructions.2. The children will be able to identify and use basic English vocabulary related to their daily lives.3. The children will be able to participate in simple English conversations with peers and teachers.4. The children will be able to read and understand simple English sentences and stories.5. The children will be able to write simple English sentences using correct grammar.III. Activities and Strategies:A. Vocabulary:1. Introduce new words daily through songs, stories, and games.2. Use flashcards to reinforce the learning of new words.3. Encourage the children to use new words in their daily conversations.B. Grammar:1. Teach basic grammar rules through interactive activities and games.2. Use picture cards to demonstrate grammar concepts.3. Provide examples of correct and incorrect sentences to help the children understand grammar rules.C. Pronunciation:1. Use songs, rhymes, and tongue twisters to improve the children's pronunciation.2. Practice listening and repeating phrases with the children.3. Conduct individual and group pronunciation sessions.D. Listening and Speaking:1. Play English songs, stories, and rhymes to enhance the children's listening skills.2. Conduct group discussions and role-playing activities to improve speaking skills.3. Encourage the children to ask questions and express their thoughts in English.E. Reading and Writing:1. Introduce simple English stories and poems that the children can read along with the teacher.2. Use picture books to develop the children's reading skills.3. Provide writing materials and encourage the children to write simple sentences and draw pictures.IV. Assessment:1. Conduct regular assessments to monitor the children's progress in English.2. Use quizzes, worksheets, and oral tests to evaluate their understanding of vocabulary, grammar, and pronunciation.3. Provide feedback to the children and their parents to ensure continuous improvement.V. Resources:1. English textbooks and workbooks appropriate for the children's age and level.2. Songs, stories, and rhymes in English.3. Flashcards, picture cards, and writing materials.4. Technology resources such as tablets or computers for interactive learning activities.Conclusion:This English work plan aims to provide a structured and comprehensive approach to teaching English in kindergarten. By incorporating various activities and strategies, we can ensure that the children develop their language skills while enjoying the learning process. Regular assessment and feedback will help us monitor their progress and make necessary adjustments to meet their individual needs.。
English poems
Prologue of the Canterbury TalesGeoffrey Chaucer (1340-1400)When April with his showers sweet with fruit The drought of March has pierced unto the root And bathed each vein with liquor that has power To generate therein and sire the flower;When Zephyr also has, with his sweet breath, Quickened again, in every holt and heath,The tender shoots and buds, and the young sun Into the Ram one half his course has run,And many little birds make melodyThat sleep through all the night with open eye Then do folk long to go on pilgrimage,And palmers to go seeking out strange strands, To distant shrines well known in sundry lands. And specially from every shire’s endOf England they to Canterbury wend,The holy blessed martyr there to seekWho helped them when they lay so ill and weal Befell that, in that season, on a dayIn Southwark, at the Tabard, as I layReady to start upon my pilgrimageTo Canterbury, full of devout homage,There came at nightfall to that hostelrySome nine and twenty in a companyOf sundry persons who had chanced to fallIn fellowship, and pilgrims were they allThat toward Canterbury town would ride.The rooms and stables spacious were and wide, And well we there were eased, and of the best. And briefly, when the sun had gone to rest,So had I spoken with them, every one,That I was of their fellowship anon,And made agreement that we’d early riseTo take the road, as you I will apprise.But none the less, whilst I have time and space, Before yet farther in this tale I pace,It seems to me accordant with reasonTo inform you of the state of every oneOf all of these, as it appeared to me,And who they were, and what was their degree, And even how arrayed there at the inn;And with a knight thus will I first begin.Excerpt from HamletWilliam Shakespeare (1564-1616)To be, or not to be: that is the question,Whether ’tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them. To die, to sleep;No more; and by a sleep to say we endThe heartache, and the thousand natural shocksThat flesh is heir to, ’tis a consummationDevoutly to be wished. To die, to sleep.To sleep, perchance to dream: ay, there’s the rub;For in that sleep of death what dreams may comeWhen we have shuffled off this mortal coil,Must give us pause. There’s the respectThat makes calamity of so long life;For who would bear the whips and scorns of time,Th’ oppressor’s wrong, the proud man’s contumely, The pangs of despised love, the law’s delay,The insolence of office, and the spurnsThat patient merit of th’ unworthy takes,When he himself might his quietus makeWith a bare bodkin? Who would fardels bear,To grunt and sweat under a weary life,But that the dread of something after death,The undiscovered country from whose bournNo traveller returns, puzzles the will,And makes us rather bear those ills we haveThan fly to others that we know not of?Thus conscience does make cowards of us all,And thus the native hue of resolutionIs sicklied o’er with the pale cast of thought,And enterprises of great pith and momentWith this regard their currents turn awryAnd lose the name of actionElegy Written in a Country ChurchyardThomas Gray (1716-1771)THE Curfew tolls the knell of parting day,The lowing herd wind slowly o’er the lea,The plowman homeward plods his weary way,And leaves the world to darkness and to me.Now fades the glimmering landscape on the sight, And all the air a solemn stillness holds,Save where the beetle wheels his droning flight,And drowsy tinklings lull the distant folds;Save that from yonder ivy-mantled tow’rThe moping owl does to the moon complainOf such as, wand’ring near her secret bow’r,Molest her ancient solitary reign.Beneath those rugged elms, that yew-tree’s shade, Where heaves the turf in many a mould’ring heap, Each in his narrow cell for ever laid,The rude Forefathers of the hamlet sleep.The breezy call of incense-breathing Morn,The swallow twitt’ring from the straw-built shed, The cock’s shrill clarion, or the echoing horn,No more shall rouse them from their lowly bed. For them no more the blazing hearth shall burn,Or busy housewife ply her evening care:No children run to lisp their sire’s return,Or climb his knees the envied kiss to share.Oft did the harvest to their sickle yield,Their furrow oft the stubborn glebe has broke: How jocund did they drive their team afield!How bow’d the woods beneath their sturdy stroke! Let not Ambition mock their useful toil,Their homely joys, and destiny obscure;Nor Grandeur hear with a disdainful smileThe short and simple annals of the poor.The boast of heraldry, the pomp of pow’r,And all that beauty, all that wealth e’er gave, Awaits alike th’ inevitable hour:The paths of glory lead but to the grave.Nor you, ye Proud, impute to These the fault,If Memory o’er their Tomb no Trophies raise, Where through the long-drawn aisle and fretted vault The pealing anthem swells the note of praise.Can storied urn or animated bustBack to its mansion call the fleeting breath?Can Honour’s voice provoke the silent dust,Or Flatt’ry soothe the dull cold ear of death? Perhaps in this neglected spot is laidSome heart once pregnant with celestial fire; Hands, that the rod of empire might have sway’d,Or waked to ecstasy the living lyre.But Knowledge to their eyes her ample pageRich with the spoils of time did ne’er unroll;Chill Penury repress’d their noble rage,And froze the genial current of the soul.Full many a gem of purest ray sereneThe dark unfathom’d caves of ocean bear:Full many a flower is born to blush unseen,And waste its sweetness on the desert air.Some village Hampden that with dauntless breastThe little tyrant of his fields withstood,Some mute inglorious Milton here may rest,Some Cromwell guiltless of his country’s blood. Th’ applause of list’ning senates to command,The threats of pain and ruin to despise,To scatter plenty o’er a smiling land,And read their history in a nation’s eyes,Their lot forbade: nor circumscribed aloneTheir glowing virtues, but their crimes confined; Forbade to wade through slaughter to a throne,And shut the gates of mercy on mankind,The struggling pangs of conscious truth to hide,To quench the blushes of ingenuous shame,Or heap the shrine of Luxury and PrideWith incense kindled at the Muse’s flame.Far from the madding crowd’s ignoble strife,Their sober wishes never learn’d to stray;Along the cool sequester’d vale of lifeThey kept the noiseless tenor of their way.Yet ev’n these bones from insult to protectSome frail memorial still erected nigh,With uncouth rhymes and shapeless sculpture deck’d, Implores the passing tribute of a sigh.Their name, their years, spelt by th’ unletter’d muse, The place of fame and elegy supply:And many a holy text around she strews,That teach the rustic moralist to die.For who, to dumb Forgetfulness a prey,This pleasing anxious being e’er resign’d,Left the warm precincts of the cheerful day,Nor cast one longing ling’ring look behind?On some fond breast the parting soul relies,Some pious drops the closing eye requires;Ev’n from the tomb the voice of Nature cries,Ev’n in our Ashes live their wonted Fires.For thee, who, mindful of th’ unhonour’d dead,Dost in these lines their artless tale relate;If chance, by lonely contemplation led,Some kindred spirit shall inquire thy fate,Haply some hoary-headed Swain may say,’Oft have we seen him at the peep of dawn Brushing with hasty steps the dews awayTo meet the sun upon the upland lawn.There at the foot of yonder nodding beechThat wreathes its old fantastic roots so high,His listless length at noontide would he stretch,And pore upon the brook that babbles by.Hard by yon wood, now smiling as in scorn,Mutt’ring his wayward fancies he would rove,Now drooping, woeful wan, like one forlorn,Or crazed with care, or cross’d in hopeless love. One morn I miss’d him on the custom’d hill,Along the heath and near his fav’rite tree;Another came; nor yet beside the rill,Nor up the lawn, nor at the wood was he;The next with dirges due in sad arraySlow through the church-way path we saw him borne. Approach and read (for thou canst read) the layGraved on the stone beneath yon aged thorn:THE EPITAPH.Here rests his head upon the lap of EarthA Youth to Fortune and to Fame unknown.Fair Science frown’d not on his humble birth,And Melancholy mark’d him for her own.Large was his bounty, and his soul sincere,Heav’n did a recompense as largely send:He gave to Mis’ry all he had, a tear,He gain’d from Heav’n (’twas all he wish’d) a friend.No farther seek his merits to disclose,Or draw his frailties from their dread abode,(There they alike in trembling hope repose,)The bosom of his Father and his God.Auld Lang SyneRobert Burns (1759-1796)Should auld acquaintance be forgot,And never brought to min’?Should auld acquaintance be forgot,And days o’ lang syne?We twa ha’e run about the braes,And pu’d the gowans fine,But we’ve wandered mony a weary foot,Sin’ auld lang syne.We twa ha’e paidl’d i’ the burn,Frae mornin’ sun till dine,But seas between us braid ha’e roared,Sin’ auld lang syne.And surely ye’ll be your pint-stowp,And surely I’ll be mine;And we’ll tak a right gude-willie waught,For auld lang syne.And there’s a hand, my trusty fiere,And gie’s a hand o’ thine;And we’ll tak a cup o’ kindness yet,For auld lang syne.For auld lang syne, my dear,For auld lang syne,And we'll tak a cup o’ kindness yet,For auld lang syne.The Solitary ReaperWilliam Wordsworth (1770-1850)Behold her, single in the field,Yon solitary Highland Lass! Reaping and singing by herself; Stop here, or gently pass!Alone she cuts and binds the grain, And sings a melancholy strain;O listen! for the Vale profoundIs overflowing with the sound.No Nightingale did ever chaunt More welcome notes to weary bands Of travellers in some shady haunt, Among Arabian sands:A voice so thrilling ne’er was heard In spring-time from the Cuckoo-bird, Breaking the silence of the seas Among the farthest Hebrides.Will no one tell me what she sings?—Perhaps the plaintive numbers flow For old, unhappy, far-off things, And battles long ago:Or is it some more humble lay, Familiar matter of to-day?Some natural sorrow, loss, or pain, That has been, and may be again?Whate’er the theme, the Maiden sang As if her song could have no ending;I saw her singing at her work,And o’er the sickle bending;—I listened, motionless and still; And, as I mounted up the hill,The music in my heart I bore,Long after it was heard no more.Ode to the West WindPercy Bysshe Shelley (1794-1822)1O wild West Wind, thou breath of Autumn’s beingThou, from whose unseen presence the leaves deadAre driven, like ghosts from an enchanter fleeing,Yellow, and black, and pale, and hectic red,Pestilence-stricken multitudes: O thouWho chariotest to their dark wintry bedThe winged seeds, where they lie cold and low,Each like a corpse within its grave, untilThine azure sister of the Spring shall blowHer clarion o’er the dreaming earth, and fill(Driving sweet buds like flocks to feed in air)With living hues and odors plain and hill:Wild Spirit, which art moving everywhere;Destroyer and preserver; hear, oh, hear!2Thou on whose stream, ’mid the steep sky’s commotion, Loose clouds like earth’s decaying leaves are shed,Shook from the tangled boughs of Heaven and Ocean, Angels of rain and lightning: there are spreadOn the blue surface of thine airy surge,Like the bright hair uplifted from the headOf some fierce Maenad, even from the dim vergeOf the horizon to the Zenith’s height,The locks of the approaching storm. Thou dirgeOf the dying year, to which this closing nightWill be the dome of a vast sepulchre,Vaulted with all thy congregated mightOf vapours, from whose solid atmosphereBlack rain, and fire, and hail will burst: oh, hear!3Thou who didst waken from his summer dreamsThe blue Mediterranean, where he lay,Lulled by the coil of his crystalline streamsBeside a pumice isle in Baiae’s bay,And saw in sleep old palaces and towers Quivering within the wave’s intenser day,All overgrown with azure moss and flowersSo sweet, the sense faints picturing them! Thou For whose path the Atlantic’s level powers Cleave themselves into chasms, while far below The sea-blooms and the oozy woods which wear The sapless foliage of the ocean, knowThy voice, and suddenly grow gray with fear, And tremble and despoil themselves: oh, hear!4If I were a dead leaf thou mightest bear;If I were a swift cloud to fly with thee:A wave to pant beneath thy power, and shareThe impulse of thy strength, only less freeThan thou, O uncontrollable! If evenI were as in my boyhood, and could beThe comrade of thy wanderings over Heaven,As then, when to outstrip thy skiey speed Scarce seem’d a vision; I would ne’er have striven As thus with thee in prayer in my sore need. Oh, lift me as a wave, a leaf, a cloud!I fall upon the thorns of life! I bleed!A heavy weight of hours has chained and bowed One too like thee: tameless, and swift, and proud.5Make me thy lyre, even as the forest is:What if my leaves are falling like its own!The tumult of thy mighty harmoniesWill take from both a deep, autumnal tone, Sweet though in sadness. Be thou, Spirit fierce, My spirit! Be thou me, impetuous one!Drive my dead thoughts over the universeLike withered leaves to quicken a new birth! And, by the incantation of this verse,Scatter, is from an unextinguished hearthAshes and sparks, my words among mankind!Be through my lips to unawakened earthThe trumpet of a prophecy! O Wind,If Winter comes, can Spring be far behind?Ode to a NightingaleJohn Keats (1795-1821)Season of mists and mellow fruitfulness,Close bosom-friend of the maturing sun; Conspiring with him how to load and blessWith fruit the vines that round the thatch-eves run; To bend w ith apples the moss’d cottage-trees,And fill all fruit with ripeness to the core;To swell the gourd, and plump the hazel shellsWith a sweet kernel; to set budding more,And still more, later flowers for the bees,Until they think warm days will never cease, For Summer has o’er-brimm’d their clammy cells. Who hath not seen thee oft amid thy store?Sometimes whoever seeks abroad may findThee sitting careless on a granary floor,Thy hair soft-lifted by the winnowing wind;Or on a half-reap’d furrow sound asleep,Drows’d with the fume of poppies, while thy hook Spares the next swath and all its twined flowers: And sometimes like a gleaner thou dost keepSteady thy laden head across a brook;Or by a cyder-press, with patient look,Thou watchest the last oozings hours by hours.Where are the songs of Spring? Ay, where are they? Think not of them, thou hast thy music too,—While barred clouds bloom the soft-dying day,And touch the stubble-plains with rosy hue;Then in a wailful choir the small gnats mournAmong the river sallows, borne aloftOr sinking as the light wind lives or dies;And full-grown lambs loud bleat from hilly bourn; Hedge-crickets sing; and now with treble softThe red-breast whistles from a garden-croft;And gathering swallows twitter in the skies. UlyssesAlfred, Lord Tennyson (1809-1892)It little profits that an idle king,By this still hearth, among these barren crags, Matched with an aged wife, I mete and doleUnequal laws unto a savage race,That hoard, and sleep, and feed, and know not me.I cannot rest from travel; I will drinklife to the lees. All times I have enjoyedGreatly, have suffered greatly, both with thosethat loved me, and alone; on shore, and whenThrough scudding drifts the rainy HyadesVexed the dim sea. I am become a name;For always roaming with a hungry heartMuch have I seen and known---cities of menAnd manners, climates, councils, governments,Myself not least, but honored of them all---And drunk delight of battle with my peers,Far on the ringing plains of windy Troy.I am part of all that I have met;Yet all experience is an arch wherethroughGleams that untraveled world whose margin fades Forever and forever when I move.How dull it is to pause, to make an end.To rust unburnished, not to shine in use!As though to breathe were life! Life piled on lifeWere all too little, and of one to meLittle remains; but every hour is savedFrom that eternal silence, something more,A bringer of new things; and vile it wereFor some three suns to store and hoard myself,And this gray spirit yearning in desireTo follow knowledge like a sinking star,Beyond the utmost bound of human thought.This is my son, my own Telemachus,To whom I leave the scepter and the isle---Well-loved of me, discerning to fulfillThis labor, by slow prudence to make mildA rugged people, and through soft degreesSubdue them to the useful and the good.Most blameless is he, centered in the sphereOf common duties, decent not to failIn offices of tenderness, and payMeet adoration to my household gods,When I am gone. He works his work, I mine.There lies the port; the vessel puffs her sail;There gloom the dark, broad seas. My mariners,Souls that have toiled, and wrought, and thought with me---That ever with a frolic welcome tookThe thunder and the sunshine, and opposedFree hearts, free foreheads---you and I are old;Old age hath yet his honor and his toil.Death closes all; but something ere the end,Some work of noble note, may yet be done,Not unbecoming men that strove with gods.The lights begin to twinkle from the rocks;The long day wanes; the slow moon climbs; the deep Moans round with many voices. Come, my friends. ’Tis not too late to seek a newer world.Push off, and sitting well in order smitethe sounding furrows; for my purpose holdsTo sail beyond the sunset, and the bathsOf all the western stars, until I die.It may be that the gulfs will wash us down;It may be that we shall touch the Happy Isles,And see the great Achilles, whom we knew. Though much is taken, much abides; and thoughWe are not now that strength which in old days Moved earth and heaven, that which we are, we are--- One equal temper of heroic hearts,Made weak by time and fate, but strong in willTo strive, to seek, to find, and not to yield.Crossing the BarSunset and evening star,And one clear call for me!And may there be no moaning of the bar,When I put out to sea,But such a tide as moving seems asleep,Too full for sound and foam,When That which drew from out the boundless deep Turns again home.Twilight and evening bell,And after that the dark!And may there be no sadness of farewell,When I embark;For though from out our bourne of Time and Place The flood may bear me far,I hope to see my Pilot face to faceWhen I have crossed the bar.Dover BeachMatthew Arnold (1822-1888)The sea is calm tonight,The tide is full, the moon lies fairUpon the straits; on the French coast the light Gleams and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay. Come to the window, sweet is the night air! Only, from the long line of sprayWhere the sea meets the moon-blanched land, Listen! you hear the grating roarOf pebbles which the waves draw back, and fling, At their return, up the high strand,Begin, and cease, and then again begin,With tremulous cadence slow, and bringThe eternal note of sadness in.Sophocles long agoHeard it on the Aegean, and it broughtInto his mind the turbid ebb and flowOf human misery; weFind also in the sound a thought,Hearing it by this distant northern sea.The Sea of FaithWas once, too, at the full, and round earth’s shore Lay like the folds of a bright girdle furled.But now I only hearIts melancholy, long, withdrawing roar, Retreating, to the breathOf the night wind, down the vast edges drear And naked shingles of the world.Ah, love, let us be trueTo one another! for the world, which seemsTo lie before us like a land of dreams,So various, so beautiful, so new,Hath really neither joy, nor love, nor light,Nor certitude, nor peace, nor help for pain;And we are here as on a darkling plainSwept with confused alarms of struggle and flight, Where ignorant armies clash by night.。
人教版高中英语选择性必修第三册课后习题 Unit 5 POEMS Section B
UNIT5分层跟踪检测(二)LearningAboutLanguageA级必备知识基础练Ⅰ.单词拼写1.Different people have different (说法) of the incident.2.These plants are then pollinated and allowed to mature and produce (种子).3.What she possesses is the ability to get straight to the(核心) of a problem.4.When the summer crop is ripening,the autumn crop has to bes .5.We could put some of the pictures over on that b wall over there.6.They hope the new evidence will prove her (无罪). Ⅱ.单句语法填空1.It seems incredible he could have finished the work so soon.2.She was very (sympathy) to the problems of these students.3.The editor welcomes (correspond) from readers on any subject.4.I wanted to ask you about this secret because no one else needs to know.5.Some in the crowd applauded while others broke outlaughter.6.So after shouting and screaming for an hour,she walked out tears.Ⅲ.用适当的关系词填空1.English is a language shared by several diverse cultures,each of uses it differently.2.John invited about 40 people to his wedding,most ofare family members.3.Following the girl,we went into a hall,on walls hunga few pictures of some famous scientists.4.He was not such a person we thought.5.I didn’t become a serious climber until the fifth grade,I went up to rescue a kite that was stuck in the branches of a tree.6.The reason he was late was that he had to send his grandma to a hospital.Ⅳ.单句写作1.冬季来临时,许多鸟类会向南方飞去。
人教版高中英语选修6《Unit 2 Poems》教案2篇
人教版高中英语选修6《Unit 2 Poem s》教案2篇Teaching plan of unit 2 Poems编订：JinTai College人教版高中英语选修6《Unit 2 Poems》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修6《Unit 2 Poems》教案2、篇章2：人教版高中英语选修6《Unit 2 Poems》教案篇章1:人教版高中英语选修6《Unit 2 Poems》教案教学准备教学目标教学目标（Teaching Aims）知识与技能（Knowledge and Skills）1.了解教学大纲关于语法填空的命题特点。
2.能够根据语法填空的命题特点自己编语法填空的题目3.掌握语法填空的解题方法与技巧过程与方法（Process and Methods）让每一位同学都能参与到课堂教学与活动中来，以小组或结对的形式进行相互学习和讨论。
情感态度与价值观（Feeling, Attitudes and Values）学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。
教学重难点教学重点（Important Points）：1.让学生了解语法填空的命题特点2.掌握语法填空的解题方法与技巧教学难点（Difficult Points）：语法填空中词性的转换教学过程（Teachers’ Activities）Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try tofill a word into each blank.Step II : Pre-practising1.Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figur ed out the characteristics of the item?2.ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while otherswith none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3.DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1.Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ others with none.2.exchange the item you made for your partner to complete it .3.The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1.Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class篇章2:人教版高中英语选修6《Unit 2 Poems》教案【按住Ctrl键点此返回目录】教学准备教学目标Teaching goals1.Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems toexpress themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2.Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3.Learning abilityEnable Ss to distinguish different types of poems 教学重难点Teaching important points1.Talk about five main types of poems.2.Understand the main purpose of writing the poems.Teaching difficult points1.Find the rhythm of each poem.2.Chant the poem.3.Understand the main purpose of writing the poems.教学过程Teaching procedures to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.）If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.（ people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age,feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.）Step 4.Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in animportant reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not readevery word. Do an example with them.Suggested answers to exercise 2:Step 5.ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1.Why do people write poetry?Q2.How many forms of poems are mentioned in the passage? What are they?Q3.What does “nursery rhyme” mean? Why do they delight small children?Q4.What’s the characteristic of “list poems”? What about “cinquain”?Q5.Why do English People like “Haiku”?Q6.Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t ma tter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats asyou read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should beread several times, preferably aloud, to appreciateits meaning. Read the last poem （Poem H）, and answer the following questions:Q1.What parts of the poem suggest that the woman loves her husband?Q2.How do you understand the sentence” Shouldthe journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3.What picture do you have in your mind when you read the above sentences?Q4.Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6.Make a short summary of this period.课后习题Homework1.Surf some websites to find out more information about poets.2.Review the content of the reading passage.3.Finish the exercises on Page 12& 13.-------- Designed By JinTai College ---------。
Book 3 Unit 5 Poems教案设计
1. Improve communication skills.
2. Improve the ability of autonomous learning.
Activity 2
(While reading)
6.T asks Ss to readPoemD&E.Answer the questions.
Book 3Unit 5Poems教案设计
单元主题
本单元主题语境是“人与社会”，涉及的主题语境内容诗歌，本单元涉及诗歌的韵律，节奏，并介绍了几种不同内容和形式的简单诗歌。本单元引导学生讨论这些内容，目的在于让学生们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
3.Ss answer the questions.
1.Improve communication skills.
2.Improve the ability of autonomous learning.
Activity 2
(While reading)
5.T asks Ss toread Poem B&C aloud and choose the best answer.Answer the questions.
A.strongrhyme B. Strong rhythm
C. Much meaning D. A lot of repetition
2).Children who learn and recite nursery can easily_____.
form the ability of writing poems
主题语境
人教版新课标选修6unit 2《Poems》课件reading
A. poems are the most beautiful language in
the world
B. people from child to adult have to learn
poems
C. poems are written differently depending on
nations
Tang poems
The translations have a free form.
What are the characteristics of English poems?
1. They have strong beats/ rhythms. (节奏) Twinkle twinkle little star 强 弱 强 弱 强弱强
√√
repeats words or phrases?
√√√
√ √√ √
√
4.Poem A is probably used when you want to_ A. terrify small children B. help children to learn about languageeep babies quiet
It is about a few simple forms of English poems.
2. How many forms of poems are mentioned in the text? What are they?
Learning tip
Pay attention to the title and which sums up_tfh_ive_e_mkainindisdeoaf
2.Woman has the feeling of:
英语儿童诗100首(英美著名儿童诗)
英美著名儿童诗一百首100 Great English and American poems for children本书选译的一百首儿童诗是十六世纪到现代具有很高文学价值，脍灸人口的名篇。
四十多作者中包括莎士比亚、布莱克、斯蒂文森、雪莱、济慈、布朗宁夫妇、罗塞蒂、朗费罗、惠特曼等伟大诗人以及许多杰出的儿童诗诗人。
这些诗生动描写了儿童的生活、情趣、幻想、遭遇、命运，或者讲述了妙趣横生的故事，寓言，童话，从中透出对儿童的真挚爱心和有关人类和大自然的深邃哲理。
作者简介姓名：屠岸编译作者简介：作品：《英美著名儿童诗一百首:= 100 Great English and American poems for children》姓名：屠岸编译作者简介：作品：《英美著名儿童诗一百首:= 100 Great English and American poems for children》目录前言I天真的歌唱盲孩致夏洛蒂·普尔滕尼荡着回声的草地摇篮歌保姆的歌一个孩子“那是个美丽的傍晚”有一个淘气的男孩”婴儿孩子们我们两个孩子在一起依附着瞧不见的游戏伴儿该睡的时候溜了漫游我的影子秋千秋千歌谁也管不着皮毛熊Ⅱ自然的颂赞爱丽儿的歌春天百合花牧童男孩的歌虹彩星春歌赤脚男孩小溪风镜子河四季清晨稻草人山上的风镜子黄水仙花春天的早晨Ⅲ心灵的交流狗和睡莲羔羊回答一个孩子的问话小孩和蛇鹦鹉墙缝里的花给弗拉希，我的狗种子苍蝇花丛里的布蓉温睡莲赶时髦蜂箱我自己的真正的家族Ⅳ呼吸生命海悼婴儿欢喜小小黑男孩可怜的母羊梅莉的挽歌我们是七个伤逝露西·格雷“我有只鸽子”有一个孩子向前走去夜里在海边瞭望塔上的月亮家庭社会祖国世界小男孩迷路了小男孩找到了扫烟囱的小孩（一）扫烟囱的小孩（二）阿丽丝费尔爱国心布伦宁战役之后给爱恩丝我母亲的生日卡萨卞卡没有妈妈的孤儿孩子们的哭声孩子们的时刻婴儿歌迪河的沙滩母亲和婴儿伟大广阔、美丽、奇妙的世界玩具点灯的人给一个迎风起舞的孩子在儿童医院里VI鼓励告诫题赠铭言淹死在金鱼缸里的爱猫给一个女孩爱瞎鼓捣的玛蒂今天在赠给孩子的书上题辞幻想故事小人书的题辞辩护词：致男孩儿女孩儿们VII幻想童话实际的时间和幻想的时间有点儿稚气，可是挺自然猫头鹰和小猫咪乱糟糟的小人儿被子的大地积木城睐映，眨眨，和瞌睡哈默林的花衣吹笛人小妖精集市参考书目写在《英美儿童诗》编译前面的话——给爱读书的小朋友和我自己的英文诗刚开始学了一点英语时，我的教结构力学的匡老师跟我说，你不妨像背唐诗那样，坚持背点英文诗怎样？可惜后来我没坚持，仅有一个开始。
高中英语-Poems-阅读课教学设计学情分析教材分析课后反思全文编辑修改
精选全文完整版可编辑修改教学设计Teaching Aims：1. Learn the basic words and important expressions about poems.2. Know how to skim the text by means of the topic sentence to get the general ideas and how to scan for specific information.3. Help the students read, understand, analyze and create poems.4. Develop the students’ability of individual study and cooperative study.5. Inspire the students’affection and appreciation for poetry and life.Teaching Procedures:Pre-readingLet the student listen to a song (《静夜思》)设计思路：让学生迅速进入诗歌的主题，唤醒已有的汉语诗歌储备知识，为本课的学习做好充分的准备。
Question:Are you familiar with this song? (Actually, it’s a poem written by Li Bai.)设计思路：引起学生共鸣，激发学习热情，然后顺势和学生共读，找出押韵的词和韵脚，解决对应词汇rhyme。
Look at the English translation of the poem and find the rhymes Question: Why did Li Bai write this poem?设计思路：引导学生思考诗歌的作用和意义，对应课文第一段内容。
人教版英语九年级全册 Unit 14 全单元练习题
4第一课时 Section A (1a—2d)Ⅰ. 根据首字母及句意补全单词。
1.M r Green is very up to date in his mof language teaching.2.A lways read the i before you starttaking the medicine.3.L ucy sets such high s for herselfthat she often disappoints herself.4.T he number of students in the football teamalmost d in two years.5.T ina reached out her hands to the k and began to play the beautiful song.Ⅱ. 根据汉语意思完成译句。
1. 职业篮球的水平从来没有这么低过。
The professionalbasketball has never .2. 这是第三个星期天连着下雨了。
T his is the third Sunday that it .3. 昨天他们买了一张双人床。
T hey yesterday.4. 调查显示75%的人赞成新颁布的法规。
that 75% of the peopleapprove of the .5. 汤姆对孩子们总是非常好，很有耐心。
T om kind and children.Ⅲ. 补全对话（有一项多余）。
A:W elcome to I COOL, YOU COOL, madam.How can I help you?B: 1 A:T his way, please. These are the latestfashion. 2 B:I t looks cool. But I don’t like bright green.A:W e’ve got other colors: pink, grey, dark redand yellow. 3 B:P ink. Could you show me that light pinkone?A: 4 And it’s very thick.B: I like it. How much does it cost?A:I t was 100 dollars and now it’s only 80dollars.B: 5 I’ll take it.A. I think it’s my size.B. That’s a great price.C. I want to buy a coat.D. What’s your favorite?E. What do you think of this one?F. Certainly! It’s very beautiful, isn’t it?1. 2. 3. 4. 5.Ⅳ. 阅读理解。
我志愿做一名英语老师 的英语作文
我志愿做一名英语老师的英语作文I Want to Be an English TeacherHi there! My name is Emma and I'm 10 years old. I'm in the 5th grade and I absolutely love going to school every day. My favorite subject is English class because I really enjoy learning about words, reading books, and writing stories. That's why I've decided that when I grow up, I want to become an English teacher!I think being an English teacher would be the best job ever. First of all, I would get to read so many amazing books and stories. Reading is my number one hobby - I read every night before bed and I even read during recess sometimes instead of playing on the playground. My bookshelf at home is overflowing with books of all kinds - fantasy novels, mysteries, biographies, you name it! As an English teacher, I could read my favorite books over and over again each year with my students. We could discuss the exciting plots, analyze the clever Characters, and explore the rich meanings hidden within the pages. I would love sharing my passion for reading with kids and helping them discover their own favorite books.Secondly, being an English teacher would allow me to teach writing, which is another one of my favorite activities. There's something so satisfying about putting pen to paper and allowing my ideas and imagination to spill out onto the page. I've been keeping a daily journal since 2nd grade and I've filled up dozens of notebooks with my thoughts, poems, short stories, and more.I love building new worlds and characters through my writing. As an English teacher, I could help students strengthen their writing skills and uncover their own creativity. We could learn about proper grammar, explore different writing styles like persuasive or descriptive, and compose all sorts of pieces from book reports to research papers to personal narratives. With my guidance, students could become confident writers capable of expressing themselves clearly.Additionally, I would love being an English teacher because I'm really good at explaining things in a simple,easy-to-understand way. Whenever my little brother struggles with a homework assignment, he always asks me for help before going to our parents. I have a knack for breaking concepts down into smaller steps so they make more sense. I'm also extremely patient, which is an important quality for a teacher to have. I never get frustrated when my brother needs me to re-explain something multiple times before he gets it. As an English teacher,I could use those skills to make sure all my students fully comprehend lessons on subjects like grammar rules, literary devices, vocabulary words, and more. With my clear instruction and endless patience, I know I could be the kind of teacher that really helps kids learn.Furthermore, I really enjoy being around kids and helping them learn new things. I used to volunteer at a daycare center near my house and I loved spending time with the little kids there. Whether I was reading them stories, helping with arts and crafts, or just playing games, I cherished every moment. Seeing the looks of wonder and excitement on their faces as they discovered something new was the most rewarding feeling. I know I would get that same joy from teaching children as an English teacher. Watching my students have those "aha!" moments when a difficult concept finally clicks would fill me with immense happiness and pride. I want to be the person who gets to witness kids' minds expanding and their skills growing on a daily basis.Lastly, one of the main reasons I want to be an English teacher is because teachers played such an important role in my life and education. From the very first day of kindergarten, my teachers became like a second family to me. They went aboveand beyond to nurture my love of learning, foster my strengths, and support me whenever I faced challenges. Thanks to their endless dedication and belief in me, I blossomed into a confident student who genuinely enjoys acquiring knowledge. My 4th grade English teacher Mrs. Thompson especially had a huge impact - her passion for literature and writing was contagious, and she's the one who first sparked my dream of becoming an English teacher myself someday. I want to be able to give that same gift of inspiration to future generations of students. By becoming an English teacher, I could help shape young minds and hearts in the same way my teachers did for me when I was a child.Those are the main reasons why I've decided I want to dedicate my life to being an English teacher. From mydeep-rooted love of reading and writing, to my natural ability to explain things effectively, to my fulfillment in watching kids' eyes light up with new understanding, it just seems like the perfect career path for me. Of course, I'm only 10 years old, so my mind could change between now and high school graduation. But as of right now, becoming an English teacher is my biggest dream and driving goal. I can't wait to one day stand at the front of a classroom, book in hand, ready to impart my knowledge and kindle that same fiery passion for the English language in mystudents. It's going to be an amazing journey and I can hardly wait to get started!。
小学生英语作文中秋节的家庭活动和亲子互动(中英文翻译)
小学生英语作文中秋节的家庭活动和亲子互动（中英文翻译）In English:Mid-Autumn Festival is a traditional Chinese festival celebrated on the 15th day of the eighth month of the lunar calendar. During this festival, families come together to enjoy various activities and engage in parent-child interaction. In this article, we will explore some typical family activities and ways to foster bonding between parents and primary school children during the Mid-Autumn Festival.1. Mooncake Making:Mooncakes are iconic treats enjoyed during the Mid-Autumn Festival. Involving children in the process of making mooncakes not only allows them to learn about the cultural significance of the festival but also provides an opportunity for parent-child bonding. Parents can explain the importance of each ingredient, teach children how to mix the dough, and let them shape and decorate their own mooncakes.2. Lantern Crafting:Lanterns are an essential element of the Mid-Autumn Festival. Engaging children in lantern crafting can enhance their creativity while spending quality time with their parents. Parents and children can choose different materials such as paper, bamboo, or even recycled materials to create unique lantern designs. The process of designing, cutting, and assembling lanterns together will create lasting memories for both parents and children.3. Moon Gazing:Moon gazing is a traditional activity during the Mid-Autumn Festival. On this special night, families gather outside to enjoy the beauty of the full moon. Parents can set up a cozy spot in their backyard or balcony, prepare some snacks and a small mat, and invite their children to observe the moon together. While appreciating the moon, parents can tell traditional stories and legends related to the festival, further enriching their children's understanding of the cultural background.4. Cultural Games:Playing traditional cultural games is another way to involve children in the festive celebration. Games such as "Guessing Lantern Riddles" and "Tug-of-War" not only promote teamwork and critical thinking but also create an atmosphere of joy and laughter. Parents can organize these games and encourage their children to actively participate. Through these activities, children can experience the joy of traditional games while enjoying the company of their parents and friends.5. Outdoor Activities:The Mid-Autumn Festival often falls during pleasant weather, making it a suitable time for outdoor activities. Parents can organize family outings to parks or scenic spots, taking advantage of the holiday atmosphere. Activities like hiking, flying kites, or having a picnic allow children to appreciate nature and enjoy quality time with their parents. Being outdoors also offers opportunities for children to engage in physical activities, promoting a healthy and active lifestyle.6. Traditional Food Appreciation:Apart from mooncakes, there are various other traditional foods associated with the Mid-Autumn Festival. Parents can introduce their children to these dishes and explain their cultural significance. Families can have a special reunion dinner, with parents preparing traditional dishes such as "Zongzi" (sticky rice dumplings) or "Tangyuan" (glutinous rice balls). Children can be involved in the cooking process, learning family recipes and carrying on cultural traditions.7. Crafting Poems:Encouraging children to express their thoughts and feelings through poems is a meaningful way to foster their creativity. Parents can guide their children in writing Mid-Autumn Festival-themed poems by providing them with relevant vocabulary and discussing the festival's themes. This activity not only improves children's language skills but also helps them appreciate the beauty of Chinese poetry.中文版：中秋节是中国的传统节日，庆祝时间在农历八月十五。
我长大了想当一名老师的英语作文
我长大了想当一名老师的英语作文When I Grow Up, I Want to Be a TeacherEver since I was a little kid, I've always dreamed of becoming a teacher. There's just something so special about standing in front of a classroom and sharing knowledge with others. It's like being a superhero, but instead of fighting crime, you're fighting ignorance and helping kids unlock their full potential.I still remember my first day of kindergarten like it was yesterday. I was so nervous, clutching my brand-new backpack and holding my mom's hand tightly. But then, my teacher, Mrs. Thompson, greeted us with the warmest smile and the kindest eyes. From that moment on, I knew I wanted to be just like her.Mrs. Thompson had a way of making every single student feel special. She knew all of our names, our favorite colors, and our favorite snacks. She would read to us with such enthusiasm, bringing the stories to life with her animated voices and expressive face. And when we struggled with a concept, she never made us feel bad about it. Instead, she would patiently explain it in a different way until the lightbulb went off in our heads.As I moved through the grades, I encountered more amazing teachers who fueled my passion for learning. There was Mr. Garcia, who made math fun by turning it into a game. Mrs. Lee, who sparked my love for science by letting us conduct cool experiments. And, of course, Ms. Johnson, my fourth-grade English teacher, who encouraged me to write stories and poems.Each of these teachers left an indelible mark on me. They showed me that teaching isn't just a job; it's a calling. It's about more than just reciting facts and figures. It's about inspiring curiosity, nurturing creativity, and helping students discover their strengths and passions.I know that being a teacher isn't always easy. There will be long hours, piles of paperwork, and maybe even a few unruly students. But I'm ready for the challenge. I'm prepared to be patient, kind, and understanding, just like my favorite teachers were with me.Imagine being able to make a difference in a child's life every single day. That's what being a teacher is all about. It's about helping kids learn to read, write, and think critically. It's about encouraging them to ask questions and explore new ideas. And, most importantly, it's about instilling in them a love of learning that will stay with them for the rest of their lives.I can picture myself standing in front of a classroom, with a sea of eager faces looking up at me. I'll decorate the walls with inspirational quotes and colorful artwork created by my students. I'll have a cozy reading nook filled with books of all genres, just waiting to be explored. And, of course, I'll have a stash of stickers and treats to reward my students for their hard work and good behavior.But teaching isn't just about what happens inside the classroom. It's also about being a role model and a mentor. I want to be the kind of teacher that students feel comfortable talking to about their dreams, their struggles, and their lives outside of school. I want to be a source of support and encouragement, someone who believes in them even when they don't believe in themselves.Just imagine the look on a child's face when they finally understand a concept they've been struggling with. Or the pride they'll feel when they read their first book or solve their first math problem. That's the kind of joy and satisfaction that money can't buy – and it's the kind of feeling that I want to experience every single day as a teacher.I know that being a teacher won't always be easy. There will be days when I'll feel frustrated, overwhelmed, and maybe even alittle bit discouraged. But I'll always remember why I chose this path in the first place: to make a difference in the lives of children and to inspire them to reach for the stars.So, when I grow up, I want to be a teacher – a beacon of knowledge, a champion of curiosity, and a guide on the path to lifelong learning. I want to be the kind of teacher that kids look back on and say, "That's the person who made me love learning." And, most importantly, I want to be the kind of teacher that makes a positive impact on the world, one student at a time.。
所有的小孩都在写作业英语
All children are diligently engaged in their homework assignments,focusing on their English tasks.They are carefully reading through their textbooks,taking notes,and working on exercises that aim to improve their language skills.Heres a detailed look at what they might be doing:1.Vocabulary Practice:Children are learning new words and their meanings.They might be using flashcards,writing down definitions,or creating sentences to help them remember the words better.2.Grammar Exercises:They are working on grammar exercises that help them understand the correct usage of tenses,articles,prepositions,and other grammatical structures.3.Reading Comprehension:The children are reading short passages and answering questions about the content to test their understanding and improve their reading skills.4.Writing Assignments:They might be writing essays,narratives,or descriptive paragraphs to practice their writing skills and express their thoughts in English.5.Listening Practice:Some children could be listening to English audio clips or songs and repeating phrases to improve their listening comprehension and pronunciation.6.Speaking Activities:In pairs or groups,children might be engaging in conversational exercises,roleplays,or debates to practice their spoken English.7.Research Projects:Older children may be working on research projects where they need to gather information in English,synthesize it,and present their findings.8.Online Learning:Some might be using online platforms or educational apps designed for English language learning,which offer interactive exercises and instant feedback.9.Creative Writing:To foster creativity,children could be writing poems,short stories, or even scripts for plays in English.10.Peer Review:They might be reviewing each others work,providing constructive feedback to help improve their peers English skills.11.SelfAssessment:Children could be selfassessing their work,identifying areas of strength and areas that need improvement,and setting goals for their language learning journey.12.TeacherGuided Activities:In a classroom setting,a teacher might be guiding the children through structured activities,providing explanations,and offering support as needed.This comprehensive approach to English homework helps children develop a strong foundation in the language,enhancing their ability to communicate effectively in various contexts.。
Fivefish幼儿英语朗诗
Textbooks and Teaching Aids: Professional Textbooks and Rich Teaching Aids
Rich Teaching Aids
Access to a variety of supplementary materials such as worksheets, flashcards, puppets, and storybooks
• These courses are tailed to the developmental needs of young children, using engaging and age appropriate materials to foster a love of language and culture
03
Ensures that children are challenged appropriately and build confidence in their reading abilities
05
Organize points around themes or topics to provide a meaningful context for learning
Use interactive teaching aids such as touchscreens, tables, and educational software to engage children in creative and hands-on activities
儿童英语的发展历史论文
儿童英语的发展历史论文The history of children's English can be traced back thousands of years. From the early days of Old English to the modern-day version we use today, the language has evolved and changed significantly over time.In the early centuries, children's English was a simplified versionof the language used by adults. It was mostly oral and passed down through generations by word of mouth. As education became more widespread, children began to learn to read and write in English, which helped standardize the language and make it more consistent.During the Middle Ages, children's English began to take on more formal characteristics. Schools were established and grammar rules were introduced, helping children understand the language better. The introduction of the printing press in the 15th century also played a significant role in the development of children's English, as books became more accessible and education became more widespread.In the 18th and 19th centuries, children's English underwent significant changes due to industrialization and globalization. The British Empire spread the language to different parts of the world, leading to the growth of different English dialects and variations. Children's literature also became more popular during this time, with authors such as Lewis Carroll and Beatrix Potter writing timeless classics that are still popular with children today.In the 20th and 21st centuries, children's English continued to evolve with advancements in technology and communication. Theinternet and social media have changed the way children interact with English, with emojis, abbreviations, and slang becoming more common in everyday language.Overall, the history of children's English is a rich and diverse one, with many factors contributing to its development over the centuries. As technology continues to advance and society changes, it will be interesting to see how children's English continues to evolve in the future.In the modern age, children's English continues to evolve rapidly, influenced by various factors such as popular culture, social media, and technological advancements. With the rise of smartphones, tablets, and other digital devices, children are exposed to a vast amount of online content, which shapes their language usage and communication styles.Social media platforms like Instagram, TikTok, and Snapchat have become popular among children and teenagers, leading to the emergence of new slang terms, abbreviations, and meme culture in their language. Emojis, GIFs, and other visual aids are also commonly used to enhance communication and express emotions in a more creative way.Moreover, the diversity of English-speaking communities around the world has contributed to the richness of children's English. Globalization and the spread of English as a lingua franca have led to the incorporation of words and phrases from different languages and cultures into children's vocabulary, creating a colorful and dynamic linguistic landscape.Children's literature and media play a crucial role in shapingchildren's language skills and literacy development. Authors and storytellers continue to create engaging and educational content that helps children learn new words, concepts, and cultural values through stories, poems, and interactive media.Educators and parents also play a vital role in supporting children's English language development. Schools provide formal instruction in grammar, vocabulary, and writing skills, while parents and caregivers engage children in conversations, storytelling, and reading activities to reinforce their language learning outside the classroom.Looking ahead, the future of children's English is likely to be influenced by emerging technologies such as artificial intelligence, virtual reality, and augmented reality. These innovations have the potential to revolutionize the way children learn and communicate in English, offering new opportunities for interactive and immersive language experiences.In conclusion, the history and evolution of children's English reflect the dynamic nature of language and its continuous adaptation to changing social, cultural, and technological contexts. By embracing diversity, creativity, and innovation, children's English will continue to thrive and evolve in exciting ways in the years to come.。
高二英语poems教案
高二英语p o e m s教案1(总11页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 2Poems单元要览本单元的中心话题是诗歌。
阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。
本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。
本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。
句型 poems have a flexible line length and repeated phraseswhich_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause) would_have_won if Jack had_scored that goal.(the subjunctive mood)simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.(past participle as the attributive)I was a baby，my mother used_to read me nursery rhymes.(used to do sth.)，students may eventually want to write poems of their own.(with＋object＋objective complement)功能语法虚拟语气(Subjunctive Mood)(2)If Rob hadn't injured himself，we would have won.If she had studied harder，she would have got the diploma.教学重点 students to know about different types of poems，some poetic devices like rhythm，rhyme，repetition，sound patterns and imagery.2．Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.3．Enable students to grasp and use the expressions of intention and plans. 4．Let students learn the new grammar item：the subjunctive mood(2)．5．Develop students' listening，speaking，reading and writing ability.教学难点 students to master the use of the subjunctive mood. 2．Let students learn to create their own poems. 3．Develop students' integrative skills.课时安排Periods needed：6Period 1 Warming Up，Pre－reading，Reading and Comprehending Period 2 Language StudyPeriod 3 Grammar—the Subjunctive Mood(2)Period 4 Listening and SpeakingPeriod 5 Reading and WritingPeriod 6 Summing Up，Learning Tip and AssessmentPeriod 1 Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.Warming Up gives three questions for students to discuss so that they can recall anypoems they have ever learned and think about different reasons why people write poems.Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.Reading mainly explains the reasons why people write poetry and introduces five simple forms of English rhymes are the first poems that children will poems may not make any sense but they are easy to learn and is a good way for children to learn about poems often list things，usually having many have repetition in them and sometimes they have words that are all made up of five lines and have the fixed is a Japanese form of poetry that is made up of 17 is almost like a photo or painting as it creates a strong image using very few poems are famous poems from Ancient have strong imagery and are often about the bringing together of opposites.Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)2．To learn about some simple forms of English poems.3．To develop the students' reading ability by skimming and scanning the passage.4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.Process and methods1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent students to complete Exercise 1 in them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several discussion should be student－centered and arouse students' interest in English teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more ask the students to read the text quickly to get the general idea of the detailed reading of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.Emotion，attitude and value1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.2．To enable the students to write their own poems.教学过程Step 1Warming up1．Vocabulary in ReadingMatch the words and phrases with their proper meanings.1．convey ( ) of sound between words or syllables， the end of lines2．cottage ( ) strong feeling such as love，fear or anger3．tease ( ) fun of somebody in an unkind way4．rhyme ( ) place where young children are cared for5．translate ( )(ideas，feelings，etc.)known to another person6．endless ( ) up7．nursery ( ) simple house， the country8．emotion ( )9．take it easy ( ) a different language10．run out of ( ) endSuggested answers：2．Warming up by asking students to complete Exercise 1 in the students to recite the little poems and songs they can them what they notice about these example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.3．Warming up by doing Exercise 2 with get them into groups as this might prompt their the students to recite any poems or parts of poems they can remember.(If the students can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)4．Tell students that there are many reasons why people write the examples in Exercise students the reasons they think the poets wrote the poems they have just their suggestions on the blackboard.Step 2Pre－reading1．Match the following information.Du Fu Tang DynastyFan Zhongyan Song DynastyMeng Haoran ModernGuo Moruo ModernXu Zhimo Tang DynastyByron AmericaShelly EnglandWhitman EnglandTagore IndiaSuggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India2．Ask students to do Exercise 1 in them to tell the class their favourite poems and the might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk they might say things like：It makes me feel like the sounds in like its language，it's funny，and my mother used to recite it to me...3．The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information.Which poem A B C D E F G H describes a person？√tells a story？√describes an aspect of a season？√√√is about sport？√is about things that don't make√sense？is recited to a baby？√describes a river scene？√has rhyming words at the end of√√lines？repeats words or phrases？√√√1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.(1)What is the main idea of the reading passage________________________________________________________________________(2)How many kinds of poems does the reading passage talk about And which of the following is not mentionedA．Nursery rhymes. B．Tang poems. C．Haiku. D．Adverb poems. E．List poems. F．Cinquain.Suggested answers：(1)A brief introduction of a few simple forms of English poems.(2) is not mentioned.2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)(1)Give out the names of the forms of poems according to the descriptions.①______ are the first poems that children will are often love to move and dance to them because they have strong regular enjoy the rhymes and the way they play withsounds.②______ is made up of five lines and has the following structure：Line 1：a noun that names the subject of the poemLine 2：two adjectives that describe the subjectLine 3：three verbs ending with－ing that describe the subject's actionsLine 4：four words that give the writer's opinions or feelings about the subjectLine 5：a word that gives another name for the subject③______ is a centuries－old form of Japanese is made up of 17 syllables and has the following structure：Line 1：5 syllablesLine 2：7 syllablesLine 3：5 syllables④______ are a list of can have as many lines as the writer they have repetition in them and sometimes they have words that a list poem has rhyming words，it also has a regular rhythm.⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not have strong imagery and are often about the bringing together of opposites.(2)Find the strong rhythm and rhyme in Poem A.e． the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.(3)What's the difference between Poems B and C though they are both list poems________________________________________________________________________(4)Which of the poems in the reading passage can give you a clear picture in your mind________________________________________________________________________(5)Can you find out the 17 syllables in Poem Fe．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.________________________________________________________________________.(6)Can you give a proper title to Poem H either in English or Chinese________________________________________________________________________Suggested answers:(1)①Nursery rhymes ②The cinquain ③Haiku④List poems ⑤Tang poems(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today(3)Poem B repeats phrases and rhymes，while Poem C does not.(4)Most probably Poems D，F，G and H.(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)(6)望夫石/A Loyal WifeStep 4Language studyDeal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each them to pick out all the usefulexpressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is an introduction of some of the simple forms of English first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain the second paragraph，the text analyses the different kinds of poems and gives examples for last paragraph encourages students to have a try and write poems of their own.Step 7RetellingAsk students to talk about the different kinds of poems in their own them some key words and expressions on the let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this period by heart.2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.Step 9Reflection after teaching________________________________________________________________________________________________________________________________________________Reading：A Few Simple Forms of English Poems李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”教学课题Unit 2PoemsA Few Simple Forms Of English Poems(Reading)教学设计理论依据《基础教育课程改革纲要(试行)》对于课程实施和教学过程有明确的要求：倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。
浙江省天台县育青中学高中英语人教版必修4《Unit1Womenofachievement》课件4
2. behave vi /vt
他的行为像个真正的绅士。
He ____________ a true gentleman. behaved like
他对顾客很不礼貌。
behaved badly He ______________to customers. behave oneself 举止得体
有人告诉我聚会时举止要得体。
consult the dictionary
turn to the dictionary look up...in the dictionary
9. intend vt. 计划，打算 be intended for 为……而准备或设计
我不打算长期逗留。 I don't intend to stay long. 《猫和老鼠》是专供儿童看的。 Tom and Jerry is intended for children.
Teachers inspire children to read and write for pleasure. His speech inspired them with hope. This inspires love in us for learning.
11. campaign cn./v. 运动；参加运动 我们办公室发起了一项禁止吸烟的运动。 Our office starts a campaign against smoking. 他们开展了一场阻止建造新机场的运动。 They ran a campaign to prevent a new airport from being built. 琼正在参加为妇女争取平等权利的运动。 Joan is campaigning for equal rights for women. (a) campaign for/against sth (a) campaign to do sth
少儿英文作文特长
少儿英文作文特长英文：I believe my special talent in English writing for children comes from my passion for both English language and children. As a native speaker of Chinese, I have always been fascinated by the beauty and diversity of English language. I love how English words can express different shades of meanings and emotions, and how English grammar can create different types of sentence structures and styles. I also love how English stories can take children to different worlds and cultures, and how English poems can inspire children with rhythm and rhyme.As a teacher and a parent, I have also gained a lot of experience in communicating with children in English. I have learned how to use simple words and sentences to explain complex ideas, how to use humor and imagination to engage children's attention and curiosity, and how to use feedback and encouragement to motivate children's learningand creativity. I have also learned how to respect and appreciate children's unique perspectives and voices, and how to guide and inspire them to express themselves intheir own ways.In my English writing for children, I try to combine my passion and experience into stories, poems, and essays that can entertain, educate, and inspire children. I use different genres and formats to suit different ages and interests, and I use different techniques and devices to enhance the language and the content. For example, I may use alliteration and repetition to create a catchy rhythm and a memorable message in a poem, or I may use dialogue and description to create a vivid scene and a relatable character in a story. I may also use analogies and metaphors to explain a complex concept or a moral lesson in a simple and engaging way.中文：我认为我在少儿英文写作方面的特长来自于我对英语语言和孩子的热爱。
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Goodnight kittens And goodnight m_________ Goodnight clocks And goodnight s________ Goodnight little house And goodnight m________
Goodnight comb And goodnight brush Goodnight nobody Goodnight m______ And goodnight to the old lady whispering “___” Goodnight stars, goodnight air Goodnight noises everywhere
The Incy Wincy spider Went up the water spout, Down came the rain and washed the spider out Out came the sun and dried up all the rain And the Incy Wincy spider Went up the spout again
Jack Spratt Jack Spratt could eat no fat, His wife could eat no lean; And so between the two of them, They licked the platter clean.
Lazy, lazy, lazy, lazy Jane, She wants a drink of water, So she waits and waits and waits And waits for it rain.
体验活动2：
One potato, two potato, three potato, four. Five potato, six potato, seven potato, more.
Five Little Ducks 5 little ducks went out one day Over the hills and far away, Mommy (daddy) duck called quack quack quack, But only 4 little ducks came back. (but no little duck came wondering back. )
Good night moon!
In the great green room There was a telephone And a red balloon And a picture ofThe cow jumping over the moon
And there were three little bears sitting on chairs And two little kittens and a pair of mittens And a little toy house And a young mouse And a comb and brush and a bowl full of mush And a quiet old lady who was whispering “hush”
＊action
Teddy bear, teddy bear, turn around. Teddy bear, teddy bear, touch the ground, Teddy bear, teddy bear, go upstairs. Teddy bear, teddy bear, say your prayers.
Teach children English through poems, songs and games
四川省教育科学研究所 付春敏 2012. 9
体验活动1：听力练习 The Incy Wincy spider
Do you enjoy the game? Do you listen carefully?
Provision of meaningful vocabulary
＊Words in songs and rhymes are
meaningful to the learner, which influences the acquisition in a positive way.
＊interesting characters
Two little black birds sitting on a hill One named Jack, the other named Jill. Fly away Jack, fly away Jill. Come back Jack, come back Jill.
A sailor went to sea, To see what he could see. But all that he could see, Was the offee, coffee chocolate cake and chocolate biscuits chocolate cake and chocolate biscuits Fish and chips Fish and chips Fish and chips Soup!
◆Poems, songs and games produce a positive live feeling. This is a great motivator.激发动机 ◆ They present a wide range of learning opportunities. 创造学习机会 ◆ They are often rich in cultural references. 富含文化信息
Match the rhyming words
bears
Balloon
room
chairs
kittens moon mittens brush air where
House mouse Mush hush
Goodnight moon Goodnight cow jumping over the ____ Goodnight light And the red b_______ Goodnight bears Goodnight c______
Ten little elephants are standing in a row. Ten little trunks are waving “Hello!” One elephant says “Time to go.” Nine little elephants are satanding in a row. …… One little elephant is standing in alone. One little trunk is waving “Hello!” This elephant says “Time to go.” No more elephant is satanding in a row.
One thing at a time
Work while you work, Play while you play. This is the way to be cheerful and gay. One thing at a time, And that done well, Is a very good rule, As many can tell.
韵律帮助学生练习发音，并认知拼读规则 有趣的角色，情节帮助学生理解词句 大量的语言重复帮助学生记忆 工整的语言帮助学生理解句子结构，学习 语法结构
Support for phonetic development
韵律帮助学生练习发音， 并认知拼读规则
Poems, rhymes, chants and songs could be used to give a feeling for the rhythm of the spoken language. Many well-known rhymes make use of the iambic pentameter, the natural rhythm of the English language
Tiny Tim
＊relate to the real world of the
students they are aimed at
Rain,
rain, go away, Come again another day. Little Johnny wants to play. Rain, rain, go away.
＊meaningful conflicts
There was a little turtle, His name was Tiny Tim. I put him in the bathtub to see if he could swim. He drank up all the water, He ate up all the soap, And now he is in the bathtub, With a bubble in his throat. Bubble, bubble, pop!
体验活动2：歌曲与手指操 The Incy Wincy spider
The Incy Wincy spider Went up the water spout, Down came the rain and washed the spider out Out came the sun and dried up all the rain And the Incy Wincy spider Went up the spout again