Unit1WordsandTheirStories

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英语:Unit1 《Words and their stories》教案(上海新世纪版S2B)

英语:Unit1 《Words and their stories》教案(上海新世纪版S2B)

Unit1 Words and Their Stories一、单元分析( Unit Analysis )(一)单元地位( Unit Position )1.本课谈及了词汇故事和谚语。

教师可围绕这一内容,设计活动让学生参与资源共享,扩充对这方面知识的了解。

这对丰富学生的语言知识,提高英语学习的兴趣都很有帮助。

2.围绕“词语故事”这一主题,让学生通过互相交流共享,训练复述故事的能力。

在此过程中,特别注重一下“Giving Examples” 和“Making Yourself Understood” 这两个语言功能的学习。

3.本课出现的语法—不定式的完成式,学生之前应当已接触过。

通过这一单元,教师应在复习原有不定式的基础上如不定式的进行式等,再重点描述并操练不定式的完成式。

如The expression is said to have come from the name of a hard-working animal --- the beaver. / This phrase seemed to have arrived with the modern paper bag. 对于这一语法现象,教师有必要在课堂教学中加以一定的句型操练,加深学生对不定式的完成式的认识。

(二)单元目标( Unit Target )1.了解一些词汇故事和谚语,并能背出一些常用谚语和习语。

2.训练复述故事的能力。

3.学会“Giving Examples” 和“Making Yourself Understood”两类语言功能。

4.复习巩固以前所学过的动词不定式的各项内容,熟练掌握动词不定式的完成式的应用。

(三)单元重点( Unit Points )1.关键词:◆语言知识类complain, seem, wrap, explore, import, plain, have an important part in, exchange for,put value on, be sure of, be supposed to do / be◆交际功能类常用谚语与俗语Better late than never.A bird in the hand is worth two in the bush.Every little makes.Honesty is the best policy.Habit is second nature.As you sow, so shall you reap.An hour in the morning is worth two in the evening.East, west, home is the best.One is never too old to learn.All work and no play makes Jack a dull boy.…2.功能: 参考课文第13页Useful language1) Giving examples● … i s a good example for us.●Let me cite a few instances: …●… such as …●… for instance …●Let me take … as an example: …●Allow me to cite an example: …●Not only that.2) Making yourself understood●Have you got it?●Do you understand what I mean?●Is that clear to you?●Am I right saying that …?●Did I make everything clear?●Are you with me?●Have I made myself clear?●You got it, didn’t you?3.语法点:本课在复习巩固之前所学过的动词不定式的各项内容基础上,熟练掌握动词不定式的完成式。

高中英语必修五《unit1 Great Scientists》示范说课稿

高中英语必修五《unit1  Great Scientists》示范说课稿

《unit1 Great Scientists》说课稿各位评委老师,上午好!我是号考生,我今天说课的题目是《unit1 Great Scientists》。

我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一.说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分,是该单元的主要内容,它介绍了英国著名医生John Snow是如何通过考察、分析、探究的科学方法,发现并控制“霍乱”这种传染病的。

通过阅读课文,使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神,使学生了解科学方发现的全过程具有其科学的严密性。

2. 教学目标结合单元教学要求和本课特点,充分考虑学生的年龄特点、认知水平,遂将本课的教学目标确定为:知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”,所以确定本课的教学重点是:1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4.教学难点考虑到学生拓展阅读能力,语言输出能力等方面还需进一步努力,所以将本课的教学难点确定为:1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二.说教法和学法1. 教学方法引导学生独立思考,合作学习,进行师生、生生互动的“任务型”教学,设计了许多易于操作的任务型活动。

2015春季新人教版七下英语Unit1单元知识要点及练习与答案

2015春季新人教版七下英语Unit1单元知识要点及练习与答案

2015春季七年级下英语单元知识要点及练习Unit 1I. Key words:吉他参加;加入跳舞;舞蹈游泳唱;唱歌国际象棋画画说;说话钢琴喇叭小提琴或者音乐家演出, v.展示;画故事;小说讲述;告诉写作,写字说话;谈话也;而且人;人们中心,中央家, 到家,在家在今天使或为;制造周末教,讲授音乐家II. key phrases:1. play chess2. play the guitar3. speak English4. English club5. talk to6. play the violin7. play the piano 8. play the drums 9. make friends10. do kung fu 11. tell stories 12. play games13. on the weekend / on weekendsIII. 用法解析:1. play +棋类/球类下……棋,打……球2. play the +西洋乐器弹/拉……乐器3. be good at doing sth.= do well in doing sth. 擅长做某事4. be good with sb. 和某人相处地好5. need sb. to do sth. 需要某人做某事6. can + 动词原形能/会做某事7. a little + 不可数名词一点儿……8. join t he …club 加入…俱乐部9. like to do sth. =love to do sth. 喜欢/喜爱做某事IV. Key pattern sentences:1. Can you /they draw? Yes, I /we /they can. No, I we /they can’t.Can he /Tom /your cousin play the violin? Yes, he /she can. No, he /she can’t.2. What club do you want to join? I want to join the chess club.3. You /He can join the English club.4. Sounds good. / That sounds good.5. I can speak English and I can also play soccer.6. Please call Mrs. Miller at 555-3721.ExercisesI. 单词拼写:1. Mary __________ (跳舞) well. But she can’t s________ very well.2. - Can you play the p___________? - Sorry, I can’t. But I can play the guitar.3. - Do you like playing the v________ ? -Yes, I like it very much. It sounds very beautiful.4. She is one of the best ___________(音乐家)5. Mary is good at __________(画画). She wants to be an artist in the future.6. People like listening to funny ___________(故事)7. Please _______ (讲) me his story.8. She often __________ letters to her pen friends after class. (写)9.He lives in the C________ Street.10. Miss Zhang is an English teacher. She t____________ us English.11. There are four p________ in my family. They are my father, my mother, my sister and I.12. I often help my mom do housework on the w________ after doing homework.13. She can’t play the p__________ very well, but she plays the drums very well.14. Miss Green is a good teacher. She is good w______ his students.15. What club can I j________, please? The soccer job.II. Choose the right answers:( ) 1. Bill can play _____ violin but he can’t play _____ chess.A. the, 不填B. the, theC. 不填, theD. a, 不填( ) 2. _____ does he want to join our club?A. WhatB. HowC. WhyD. Where( ) 3. Victor sings well. He can _____ in our school music festival.A. isB. areC. beD. am( ) 4. Our school show is _____ 6:00 pm _____ Sunday.A. at, onB. on, inC. in, atD. on, at( ) 5. Jennifer’s friends are _____.A. musicB. musiciansC. teacherD. people( ) 6. Can Lucy dance very __________?A. goodB. wellC. niceD. much( ) 7. The boys often play __________football in ________ afternoon.A. /; anB. the; anC. /; theD. a; the( ) 8. They often help kids _____ dancing.A. onB. withC. toD. at( ) 9. Please call Tom ____0811-65784A. withB. toC. forD. at( ) 10.It’s an English class. Please don’t _________ Chinese.A. sayB. talkC. tellD. speak( ) 11.Sam is a _________ swimmer. He can swim very ________.A. well, goodB. good, wellC. good, goodD. good, fine( ) 12.Jeff’s sister can’t swim _____ dance.A. andB. butC. and notD. or( ) 13.Lily ________ like to play chess with me.A. don’tB. doesn’tC. can’tD. isn’t( ) 14. Our school wants two good teachers _____ the School Art Festival.A. withB. ofC. forD. at( ) 15. He can ____ Chinese kung fu.A. doB. makeC. haveD. play( ) 16. We don’t have_______ time. But there are_______ clothes to wash(洗).A. much; muchB. much; manyC. many; muchD. many; many( ) 17. -- Can you speak Russian? -- Yes, but only ____.A. littleB. a littleC. fewD. a few( ) 18. She can’t ____ the difference between the two cars.A. sayB. talkC. speakD. tellIII. 完形填空先通读下面短文,根据短文内容,从短文后各小题所给的A、B、C、D四个选项中选出可以填入空白处的最佳答案。

大学英语综合教程1UNIT

大学英语综合教程1UNIT

True/False Statements
Students listen to a recording and decide whether a given statement is true or false.
Analysis of Listening Materials
Identifying the main idea
• Retrieving specific information: The ability to quickly and accurately identify and retrieve specific information from a given audio material, such as names, dates, or numbers.
Unit 2
Listening and Speaking Skills: 本单元将重点培养学生的英语听说技能。学生将通过听录音、看视频等方式练习听 力和口语表达,提高英语交际能力。
Unit 3
Reading and Writing Skills: 本单元将重点培养学生的英语阅读和写作技能。学生将通过阅读英文文章、 写英文短文等方式练习阅读和写作能力,提高英语书面表达能力。
Comprehensive College English Course 1 Unit
目录
• Course Introduction • Listening comprehension • reading comprehension • Oral expression • Writing skills • Cultural background knowledge
Gapfill Exercises
Provide gapfill exercises where students fill in missing information based on the text.

新视野英语教程第一册课后翻译答案

新视野英语教程第一册课后翻译答案

新视野英语教程第一册课后翻译答案Unit1.1. 昨晚在晚会上你玩得开心吗?Did you have a great time at the party last night?2. 这个学期她选修了英语、计算机和驾驶三门课程。

his term she has taken courses in English, computers/computing, and driving.3. 朋友帮了他很多忙,他欠他们的情。

He has a debt to his friends who have helped him a lot.4. 我明白了一个道理:永远不要让你的朋友失望。

I have learnt one thing: never let your friends down.Unit2 1. 假如你让他待在你家,你就是在自找麻烦。

If you let him stay at your home, you are asking for trouble.2. 善于学习语言的人能够把他们的错误变成通向成功的一大步。

Good language learners can turn their mistakes into a big step toward their success.3. 这次事故(accident)给了他一个教训,从此他再也不会酒后驾车了。

The accident taught him a lesson, and from then on, he would never drive a car after drinking.4. 我们都应该以李明为榜样,学好英语。

We should all take a leaf out of Li Ming's book and learn English well.Unit3-1. 出于同情,布莱克太太给了这位可怜的老人一些钱。

Out of sympathy, Mrs. Black gave some money to the poor old man.2. 英语教师指着一个苹果用英语对全班同学说:“这是一个苹果。

七年级英语上册Unit1PPT课件

七年级英语上册Unit1PPT课件

01
Unit Overview
Unit Theme
• The theme of this unit is "Exploring Our World". It aims to introduce students to the vast and diverse world around them, encouraging them to appreciate and understand different cultures, environments, and perspectives.
要点一
Role-Playing Activities
Encourage students to role-play different scenarios related to the lifeboat drill, allowing them to practice their communication and decision-making skills.
or personal reflections on the content.
06
Learning Strategies and Skills
Development of learning plans
明确学习目标
自我评估与调整
引导学生设定明确的学习目标,包括 短期和长期目标,以便他们了解自己 要达到的标准。
The unit concludes with a review of the theme and a summary of the key points covered throughout the unit.
02
Vocabulary learning

外教社综合教程第3版3Unit 1 Words and Expressions for Text I

外教社综合教程第3版3Unit 1 Words and Expressions for Text I

Fresh StartEvelyn HeraldWords and Expressions:pitiful: adj. 令人同情的;可怜的deserving or causing you to feel pity同义词: patheticThe horse was a pitiful sight (= because it was very thin or sick) .这匹马看上去可怜兮兮的。

2 卑微的;卑鄙的not deserving respect同义词: poora pitiful effort/excuse/performance不精彩的努力/ 借口/ 表现first-gradish: adj. having the qualities and characteristics of a first-grade student (In most cases, the word is considered as a synonym of naïve or inexperienced.)-ish: added to nouns and names to form adjectives which indicate that someone or something is like a particular kind of person or thing.childish, girlishdistress: n. 忧虑;悲伤;痛苦a feeling of great worry or unhappiness; great sufferingThe newspaper article caused the actor considerable distress.报上的文章给这位演员带来极大的痛苦。

distinct: adj. 1 清晰的;清楚的;明白的;明显的easily or clearly heard, seen, felt, etc.His voice was quiet but every word was distinct.他说话声音不大,但字字清晰。

2021_2022学年新教材高中英语Unit1 教学知识细解码课件外研版选择性必修第一册

2021_2022学年新教材高中英语Unit1 教学知识细解码课件外研版选择性必修第一册

知识要点 6 cheer up(使)高兴起来,(使)振作起来 (教材 P3) On a typical day,we spend our time cheering up patients,their families,and more often than not,the hospital staff, too! 在一个特殊的日子里,我们花时间让病人、病人家属,通常还有 医院工作人员振作起来!
[即学即练] 单句语法填空/完成句子 ①Carmen Elcira heard him sigh,but she saw,also,that he was _am__u_s_e_d (amuse). ②The _a_m_u_s_in_g_ speaker kept us a_m__u_s_e_d at the meeting.(amuse) ③ Reading and seeing movies are among my _a_m_u_s_e_m_e_n_t_s (amusement). ④T_o__o_u_r_a_m__u_se_m__e_n_t ,the actor jumped up and down on the stage. 令我们感到有趣的是,那个演员在舞台上跳来跳去。
give a farewell entertainment to sb.
为某人举行欢送会
(3)entertaining adj.
愉快的,有趣的,引人发笑的
entertainer n.
款待者;表演娱乐节目的人
[即学即练] 单句语法填空/完成句子 ①You could entertain the person _to_ an afterwork drink. ②It was said that no one was ever bored with his performance; his excellent acting made everything _e_n_te_r_t_ai_n_i_n_g__ (entertain). ③Apart from providing _e_n_te_r_ta_i_n_m_e_n_t__(entertain),the website also turns out to be a helpful learning tool. ④When I arrived home,my husband was lying on the floor, __en_t_e_r_ta_i_n_in_g__th_e__k_id_s_w__it_h__ toys. 当我到家时,我丈夫正躺在地板上,用玩具逗孩子们玩。

全新版大学英语第二版综合教程unit1完整ppt课件

全新版大学英语第二版综合教程unit1完整ppt课件
现方式做保护处理对用户上传分享的文档内容本身不做任何修改或编辑并不能对任何下载内容负责
Lesson One
Growing Up
.
1
Text A Writing For Myself
Part I Part II Part III Part IV Part V Part VI Part VII
.
5
Part Three Comprehension Questions
Para.1 When did the author’s dream of becoming a writer seem possible? Why had he felt bored by everything associated with English courses?
10. reputation : opinion about sth. or sb. held by others
The manager’s deadly mistake almost ruined his high
~ among employees.
Charles Chaplin had quite a ~ for being comic.
Nowadays most children go to school but few of them have ever asked themselves why they go there. Some children think that they go to school just to learn their mother tongue, English and other foreign languages, mathematics, geography, history, science and a few other subjects. But why do they learn these things? Are these the only things they should learn at school?

高中:Unit1 WORDS AND EXPRESSIONS-单词学年高一下学期英语人教版

高中:Unit1 WORDS AND EXPRESSIONS-单词学年高一下学期英语人教版

Book3 unit1 words and expressions1.dress up穿上盛装;装扮;装饰;掩饰(1)dress up as装扮成……;打扮成…(2)dress oneself自己穿衣(3)be dressed in穿着…(表示穿的状态)(经典佳句)It is now children's' festival, when they can dress up and go to their neighbours' homes to ask for sweets.如今它成了孩子们的节日,这天他们可以乔装打扮,去邻居家要糖果。

单句语法填空/补全句子1.She loved to dress up and wanted to attract the attention of theother students.2.In my city, all children play this game, and they dress up ascowboys.3.Today she is dressed in snow-white furs, the skirt of brown andthe boots in dark.今天她穿着雪白的皮草,棕色的皮裙和黑色的长靴。

3.congratulation.祝贺;恭喜offer/send congratulations to sb on sth向某人祝贺某事Congratulations!恭喜!祝贺!(常以复数形式出现,用以向某人祝贺) (2) congratulate vt向(某人)道贺;(因某事)为自己感到自豪congratulate sb on/upon (doing)sth就某事向某人祝贺(经典佳句) I sincerely express my congratulations on your graduating from Tsinghua University.我真诚地祝贺你从清华大学毕业。

Unit1 Reading and Thinking(教案)-高中英语人教版(2019)必修第一册

Unit1 Reading and Thinking(教案)-高中英语人教版(2019)必修第一册

必修一unit1阅读课教案The Freshman Challenge一、Teaching Objectives1. Enhance students' reading comprehension ability, enabling them to understand and apply the vocabulary and sentence structures learned.2. Foster students' autonomous learning ability, enabling them to think independently and solve problems.3. Cultivate students' collaborative consciousness and team spirit, enabling them to actively participate and cooperate in group activities.4. Train students' critical thinking ability, enabling them to analyze and evaluate the viewpoints and information presented in texts.二、Teaching key and difficult points1)Teaching key pointsUnderstanding and applying the vocabulary and sentence structures found in the article.2)Teaching difficult pointsAnalyzing and evaluating the viewpoints and information presented in the text.三、Student Analysis:Students already possess a certain level of English proficiency, but may find it challenging when dealing with high school-level reading materials. They require more guidance and practice to improve their reading comprehension abilities.四、Textbook Analysis:The reading material for this lesson is an introduction essay written by a high school student. The essay describes his experiences during his first week of high school and the courses he has chosen, showcasing his attitudes and efforts towards learning and participating in extracurricular activities. The essay utilizes advanced vocabulary and sentence structures, making it suitable for training students' reading comprehension and writing abilities.五、Teaching process:Step 1: Warm-up (5minutes)●Greet the students and ask them to introduce themselves briefly.●Ask them to share their own high school experiences or expectations.Step 2: Reading Comprehension (15minutes)●Ask the students to read the article carefully and underline any new vocabulary orphrases they encounter.●After reading, ask the students to summarize the main idea of the article in theirown words.●Discuss the questions below to enhance comprehension:a)What are Adam's first impressions of senior high school?b)What courses does Adam choose? Why did he choose these courses?c)What extracurricular activities does Adam join? How does he feel about notbeing able to join the football team?d)What challenges does Adam face as a senior high school student? How will heovercome them?e)What does Adam hope to achieve in his studies and future career? Why?Step 3: Writing Practice (15minutes)●Ask the students to write a short paragraph about their own high schoolexperiences or expectations. They should include some personal stories or goals that they want to achieve.●Encourage them to use the new vocabulary and phrases from the article in theirwriting.●Review each student's paragraph and provide feedback on their language use andcontent.Step 4: Group Work (10minutes)●Divide the students into small groups of three or four.●Instruct each group to discuss the following question: "What advice would yougive to someone who is starting high school?" They should share their own experiences and offer suggestions based on what they learned from Adam's story.●Allow each group to present their ideas to the class and encourage others to askquestions or add their own thoughts.Step 5: Homework (5minutes)Write a short paragraph about your own high school experiences or expectations, using some of the new vocabulary and phrases from the article.。

大学思辨英语精读备课Unit1

大学思辨英语精读备课Unit1

Unit 1 Trust and CharacterText A Do You Like It Here? <The story was published in 1939> Words and phrases expected of students to understand phooey: int. <informal>: used to express disgust or contempt eyeshade: a visor worn on heard for protection against glareen suite: adj. adv. in or as a part of a setmake rounds of: to go from place to place <for inspection>bawl out <at sb>swing around: turn around <as if on a hinge or pivot>torture tactics:proceed: go onhalt: stop or pausethrow in: to insert or introduce into the course of something gratuitously:free of charge; <unnecessarily, without apparent reason> certified public accountant <CPA>peripatetic: walking or travelling abouton account of: because of, for the sake ofimposing: very impressivein some small measureabiding: lasting for a long time, enduringinstitute <a search><turn>yellow: <slang> cowardlygivesb one’s word of honor: solemn promise, a verbal commitment agreeing to do or not to do sth. in the futurePreparatory Work1.John O’Hara <1905-1970>,a keen observer of social status and classdifferences, and wrote frequently about the socially ambitious. His father died at that time, leaving him unable to afford Yale, the college of his choice. By all accounts, this disappointment affected O'Hara deeply for the rest of his life and served to hone the keen sense of social awareness that characterizes his work. He worked as a reporter for variousnewspapers. He garnered much critical acclaim for his short stories, more than 200 of which, beginning in 1928, appeared in The New Yorker.In 1934, O'Hara published his first novel, Appointment in Samarra, which was acclaimed on publication. This is the O'Hara novel that is mostconsistently praised by critics. Ernest Hemingway wrote: "If you want to read a book by a man who knows exactly what he is writing about and has written it marvelously well, read Appointment in Samarra." Harold Bloom named it to the Western canon. On the other hand, writing in the Atlantic Monthly of March 2000, critic Benjamin Schwarz and writer Christina Schwarz claimed: "So widespread is the literary world's scorn for John O'Hara that the inclusion ... of Appointment in Samarra on the ModernLibrary's list of the 100 best [English-language] novels of the twentieth century was used to ridicule the entire project."The epitaph on his tombstone, which he wrote himself, reads: "Better than anyone else, he told the truth about his time. He was a professional. He wrote honestly and well." Of this, Gill commented: "From the far side of the grave, he remains self-defensive and overbearing. Better than anyone else? Not merely better than any other writer of fiction but better than any dramatist, any poet, any biographer, any historian? It is an astonishing claim." <extracted from Wikipedia>John O'Hara2.A conversational style and dispassionate voice.3.Psychological bullying is often difficult to ignore. Bullies torment their victims in many ways. Tormenting them is not enough, they have to humiliate them and ridicule their victims as well. Bullies use words to destroy their victims, and these words can hurt worse than a physical blow. People often say, "Sticks and stones may hurt my bones, but words will never hurt". In today’s society, this phrase is simply not true. Words do hu rt, and they dodestroy lives. Psychological bullying destroys the character of their victim. The bully makes the victim the center of his abuse. In other words, the bully takes his or her anger and frustration out on the victim.4. The Phi Beta Kappa key is one of this nation's most distinctive symbols and, in fact, traces its origins to the era of the American Revolution. Conceived in 1776 by a group of talented undergraduates at the College of William and Mary as an emblem of their secret "philosophical society," the key proclaims Phi Beta Kappa's centuries-old conviction that "The love of wisdom <is> the guide of Life." As the Society they created encompassed more of the nation's finest colleges and universities, its key became a universally recognized mark of academic achievement in the liberal arts and sciences.the third degree: a situation in which someone tries to find out information by asking you a lot of questionseg. If I'm even half an hour late she gives me the third degree.I got the third degree from my dad when I got in last night.give<someone> the lowdown on <something>: To provide someone with specific or comprehensive details about someone, something, or some situation.eg. Give me the lowdown on what the boss is planning to do about the company's falling profits.I'm waiting for my brother to give me the lowdown on Geoffrey before I go on a date with him.There's been a shakeup in the company's upper management, but we won't know how we're affected until the boss gives us the lowdown.West Point: A US military installation in southeast New York on the western bank of the Hudson River north of New York City. It has been a military post since 1778 and the seat of the US Military Academy since 1802.Second Form: an English term for an equivalent of the 7th or 8th grade in American schools. <also see sixth form: the term refers to the final two years of secondary education in the education system of England and other commonwealth countries>day school:as opposed to a boarding school, it is an institution where children <or high-school age adolescents> are given educational instruction during the day, after which children return to their homes.boarding school:a school where some or all people study and live during the school year with their fellow students and possibly teachers and/or administrators. The word 'boarding' is used in the sense of "bed and board,"i.e., lodging and meals. Many independent <private> schools in the Commonwealth of Nations are boarding schools. Boarding school pupils <a.k.a. "boarders"> normally return home during the school holidays and, often, weekends, but in some cultures may spend the majority of their childhood and adolescent life away from their families. In the United States, boarding schools comprise various grades, most commonly grades seven or nine through grade twelve - the high school years.I Understanding the text1. Questions<1> a boarding school/prep <dormitory, a stepping stone to higher education><2> Mentioned four times. First at the beginning. The dorm door had to be kept open during study period so that there was no knock <apparent reason and a convenient excuse. But in another sense, a suggestion of no privacy, convenient for Van Ness to look in <introduce the idea of "panopticon">. Then there’s the mention of Van Ness’s half-open door. His privilege, authority <needs to knock before being permitted to go in>. After Roberts went in, he was ordered to close the door, an indication of Van Ness’s authority. Also a closed space might have some psychological impact on Roberts—getting him trapped. Finally at the end of the story. Roberts not sure whether to leave it open or to close it but decided to leave it open. The door symbolizes Van Ness’s power or authority. The act of Roberts’s leaving it open might be an indication of his attempt to challenge the authority, even though feebly.<3> Not really. He hated Hughes. Wearing eye-shade during study time. Van Ness making rounds of the rooms, meting out punishments.<4>manipulative, sadistic, self-important, pompous, sarcastic2. True or false<1>F<2>T<3>T<4>F<5>T3. Multiple choices<1> B <2> D<3> B<4> DII Critiquing the text<1>Roberts’s parents divorced when he was ten, moved a lot,had to go tomany schools, unpleasant experiences, lonely and without a sense of belongingVan Ness saw the boy as susceptible to moral corruption <dishonest, sneaky, unruly><2> Self-important/smug, overbearing/sadistic, ,show-rather-than-telltechnique<3>No t easy for Roberts to detect Van Ness’s intentions,Van Ness using torture tactics, effective to some extent, making Roberts upset, baffled, and frustrated〔4By this time he had guessed what it was all about. Hewas relieved because he had a clear conscience. He didn’t have to lie when confronted with the question about the watch. Previously he probably did have to lie when saying he liked it here.〔5Van Ness was convinced that Roberts was the thief and expected that he would certainly deny his stealing the watch. He would think Roberts would be devastated by his interrogation and that was exactly what he wanted. He had everything under control.〔6The "bastard" could refer to Van Ness or Hughes. Roberts was angry at first, then he knew it was no use fighting back as he had learned it from his previous experiences. Things always ended like this.〔7The title: colloquial, dramatic. Turns out to be a malicious question.〔8Robert s’ point of view. If it were the first-person narration, the tone would be angry, it would be more about clearing the name, a case of being wronged.Fro m Van Ness’s point of view, it would be about how he ran the school and how he would teach Roberts a moral lesson.Language EnhancementI Words and phrases1.<1> occupation<2> occupant <3> preoccupy<4> contempt<5> contemptible<6> contempt2. "peri-" :enclosing, encircling, or aroundperipheral; perinatal<relating to the period around childbirth>;perimeter;periodic; periphrastic"-tic": pertaining totherapeutic; static; paralytic; dramatic; pathetic3.<1> institute<2> urge<3>transfer<4> institute<5>transferred <6> urging4.<1> innate<2> intrinsic<3> inherent<4> scheme<5> tactic <6> strategy5.<1> in some measure<2> on account of<3> at any rate<4> all right <adv. meaning without doubt><5> thrown in<6> go with<7> bawl out <8> throw inII Sentences and rhetoric1.Paraphrase(1)Well, tell me about your life before you decided to do us the honor of having you as a student here.(2)D on’t be too modest to suppress your desire to tell the good stuff about yourself.(3)Chicago, Illinois! Well, a bit of geographical knowledge for my benefit, right, Roberts? And free of charge.(4)But I swear, however difficult it is I’m going to find out who the thief is.2.Translation<1>如果他在什么事情上要训斥你,无关紧要的事情,他会查看他带在身边的一张单子,然后他会到你房间里把你训斥一通,并告诉你会有什么相应的惩罚。

中国文化英语教程教材内容Unit1

中国文化英语教程教材内容Unit1

Reading AA General Introduction to Chinese MythologyYang Lihui, An Deming1 By Chinese mythology, we mean the body of myths historically recorded and currently transmitted within the present geographic boundaries of China. It should include not only myths transmitted by people of the Han ethnic group but also those by the other fifty-five ethnic groups living in this broad area. Since almost every ethnic group has its own mythical gods and stories about their creative actions, there is not a systematic, integrated, and homogeneous “Chinese mythology” held and transmitted by all the Chinese people. Even among Han people, there is not an integrated system of myths.2 The earliest written records of ancient myths can be traced back to about 3,000 years ago, though other forms of designs and paintings on shells,bones, and bronzes probably relating to myth appeared earlier than this. Recently, researchers found a bronze vessel named “Suigongxu” (Suigong was a duke of the Sui State, now belonging to modern ShandongProvince; “Xu” is an ancient bronze vessel that h as a cover and two ears; it functions as a food container), which can date back to the 9th or 8th century BC, the middle of the Western Zhou Dynasty. The inscription on the inside bottom of the vessel consists of 98 Chinese characters, praising the achievements of the mythic hero Yu. It tells the story that heaven ordered Yu to scatter earth, so Yu went around all the mountains, cutting down the trees in the forests and deepening the seas and rivers to drain all the water on earth into the sea. This inscription shows that the technique of recording myth in Chinese characters had become relatively mature nearly 3,000 years ago. Additionally, it illustrates that at least as late as the middle of the Western Zhou Dynasty, the myth about Yu controlling the flood had already been spread, and it had been historicized into a legend about a great hero or a great king in the upper class of society.3 But these inscriptions recorded myths very simply. Sometimes the mythological stories they illustrate are hard to understand. Therefore, Chinese scholars rely primarily on accounts of myths recorded in later ancient writings after the Western Zhou Dynasty to study these myths.4 In China, there is no sacred canon recording myths, beliefs, or sacred history like the Bible or the Koran, nor were there any literati, troubadours, or shamans (sorcerer or sorceress) who collected myths from oral tradition and compiled them into a systematic and integrated mythology, like the Greek collections attributed to Homer and Hesiod. Rather, myths in ancient China were usually spread in scattered and fragmented forms in various written material. These sources contain information about archaeology, literature, philosophy, geography, history, witchcraft, ethnography, religion, folklore, and so on. Many of them preserve only a few myths, but some of them hold a comparatively large number of myths and thus become treasures of ancient Chinese myths. Among them, Shanhaijing (The Classic of Mountains and Seas), Chuci (The Songs of Chu) and Huainanzi are thought to be the major repositories of Chinese ancient myths.5 Myths are neither static nor separate from society. Rather, their existence and transmission are deeply influenced by their social and cultural contexts. On the other side, those myths that have been handed down for thousands of years and contain Chinese people’s philosophy, art, beliefs, customs, and value systems also have had a great influence on Chinese society and culture.homogeneous adj.类的Suigongxu遂公盥Yu controlling the flood大禹治水canon n.真经Koran (古兰经> ,伊斯兰教经典troubadours n.游吟诗人shaman n.巫师Homer荷马,希腊史诗作者Hesiod赭西奥德,希腊最旱的诗人之一ethnography n.人种志Shanhaijing (山海经》Chuci 《楚辞》Huainanzi《淮南子》repository n.宝库,宝藏Reading BNüwa Creates PeopleIrene Dea Collier1 Nüwa is briefly mentioned in several ancient Chinese texts, A Classic of History (8th century BC), A Classic of Mountains and Seas (3rd century BC), and Questions of Heaven (4th century BC).2 In addition, many images of Nüwa have been uncovered on ancient Chinese bronze sculptures and paintings. Like many of the early Chinese gods, Nüwa was half animal, half divine. Most often, Nüwa had the face and arms of a human but the body of a snake or dragon. She could change her shape at will. Modern Chinese books prefer to show her as a beautiful woman.3 It appeared that women in China had no social standing of their own. However, in their roles as mothers and wives, they were extremely powerful. Since women generally outlived their husbands, they often asserted themselves and ran the household after their spouses’ death. Even in politics,several women (empresses) became extremely powerful after the death of their husbands, the emperors.4 Although most gods were male, Nüwa is a very powerful female goddess in early mythology. She creates mankind and is responsible for repairing the heavens.5 The world was indeed a sparkling jewel. Sturdy pine trees dotted the mountains, and weeping willows lined the streams. Apple, quince, and plum blossoms burst into bloom and later yielded ripe, heavy fruit. Birds flitted about in the azure sky, leaving their black, crimson, and iridescent green feathers drifting in the wind. Silverfish and carp splashed gleefully in the waterways. Fierce beasts like tigers and gentle creatures like deer roamed with equal abandon across the rocky hills.6 Nüwa, a goddess, stumbled accidentally upon this vibrant world during her travels. The earth was humming and teeming with life. She marveled at its many wondrous creatures. Everywhere she looked, she found a creature more marvelous than the one before. She saw every type of fur and fin, feather and scale, horn, hoof, and stinger. Creatures lumbered, crawled, and slithered upon the earth. They jumped, darted, and roiled in the sea. Scented flowers like jasmine, hyacinth, and narcissus wrapped the entire world in their warm, strong perfume.7 But as she explored its niches and crannies, Nüwa began to feel strangely dissatisfied with the budding world. The goddess found it to be enchanting, but empty. It felt lonely to Nüwa, who sat by a river to ponder her feelings. She gazed at her reflection in the water, and suddenly she knew what was missing: She wanted the world to be filled with thinking, laughing creatures like herself.8 The river stretched out before her, its waves slapping the shore. The cloudy green waters left a rim of thick yellow earth along its banks. Nüwa felt its slippery texture with her fingertips and scooped out a ball of clay. The cool, sticky earth deposited by the river was perfect for her task,and she rolled the damp clay into a doll, giving it a head, shoulders, chest, and arms like her own. For the doll’s lower body,she hesitated. Nüwa considered giving it scales and claws like a lizard, or fins and tails like a fish. Both shapes were quite useful, since the goddess frequently changed the shape of her own lower body to be able to get around the oceans and the heavens quickly. Finally, she decided to attach legs to the new creature so it could both walk on land and paddle about in the sea.9 From the many shades of yellow earth, Nüwa made tall dolls and short dolls. She made thin dolls and fat dolls. She made curly-haired dolls and straight-haired dolls. She made dolls with eyes as round and large as cherries, some with eyes as long andnarrow as a mosquito’s wing. She made some with eyes so dark they loo ked like the midnight sky, others so light they looked like liquid honey. Each creature was different, so the goddess could recognize her creations. Then,as she breathed on each doll, it sprang to life, giggling and hopping about.10 Nüwa was so delighted with her handiwork that she wanted to make more. But she neededa quicker method. Along the riverbanks, slender reeds arched their graceful stems over the water. Nüwa rolled up her sleeves, cut a reed, and dipped it into the river mud like a spoon. Expertly, she flicked her wrist and dropped blobs of mud on the ground. When they dried, she breathed a huge puff of air into each blob, and instantly they became round, smiling creatures. The cheerful laughter of her creatures filled the goddess with happiness and pride.11 However, Nüwa was tired. As much as she loved her new creations, she knew she could not watch over these humans every second. What would happen to these creatures when they grew old and died? Nüwa did not relish making repairs, nor did she wish to repeat the tiring task of making new people. She thought and thought. How could these creatures reproduce without her?12 With a twist and a poke, she made some of the clay creatures male and some of them female. Then she gathered up all the noisy creatures who were slipping and falling in the mud. In the hubbub, she began to deliver her most important instructions. As Nüwa spoke, the clamor died down to a silent hush. The humans listened solemnly to her words. She spoke of the importance of marriage and a couple’s obligations to each other. She told them how to make children and how to raise them. She wished them a long and joyful existence on their earth. As the goddess left, she expressed her fervent hope that they would make new people and live happily without her. Then she ascended to the sky seated in a thundering chariot pulled by six winged dragons.13 To this day, people continue to marry and have children who brighten the world with their joyous laughter, just as the dancing mud dolls did in the days of Nüwa.A Classic of History《尚书》Questions of Heaven《天问》(屈原的代表作,收录于西汉刘向编辑的《楚辞》中)divine n.神social standing 社会地位outlive v.活得比……长assert oneself 坚持己见,表现出自信而受到注意和尊重sturdy adj.强健结实的weeping willow 垂柳quince n.揾悖(似梨)flit v.掠过iridescent adj.色彩斑斓的,闪亮的roam v.漫步abandon n.放纵,自由humming and teeming with life:活跃,富有生机niches and crannies:单数形式分别为niche和cranny,同义词叠加,意为“小小天地、一席之地、犄角旮旯”fin n.(鱼)鳍scale n.鳞片horn n.角hoof n.蹄stinger n.刺,螫针lumber v.缓慢地行走roil v. 搅浑hyacinth n.风信子a rim of 一圈scoop v.挖,舀,掏paddle v.划水,涉水reed n.芦苇arch v.弯,呈拱形flick v.快而轻地动blob n.(浓液的)一滴puff n. —口(气)relish v.享受,从……中获得乐趣poke n.捅,戳hubbub n.喧闹clamor n.嘈杂fervent adj.强烈的ascend n.升(天)thunder v.隆隆作响,呼啸而来chariot n.马车Reading CThe Chinese Dragon vs. The Western DragonZhu Beijing1 The Chinese dragon is a far different beast from its Western counterpart. Smaug from J. R. R. Tolkien’s “The Hobbit” is perhaps the most widely known dragon from recent Western fiction, a cruel, avaricious and bloodthirsty creature whose lair under the Lonely Mountain identifies him as a creature of the earth. Tolkien drew much of his inspiration for Smaug from the dragon in the Old English epic of “Beowulf”, penned more than a thousand years earlier, which gives some indication of the depth of the European tradition of portraying dragons as bad news.2 By contrast, the Chinese dragon is an auspicious creature, symbolizing strength, wisdom, good luck and power over the elements of wind and water. As such, Chinese people proudlyclaim they are the descendants of the dragon, a story that is firmly rooted in national folklore and history. For example, an anecdote in the “Records of the Grand Historian” (Shiji) traces the birth of Liu Bang, the first emperor of the Western Han Dynasty (206 BC-25 AD): One day, his mother falls asleep at a riverside and dreams of a dragon lying on her body, only to wake up and find herself pregnant. Traces of the anecdote survived in the belief that a dragon appearing in a pregnant mother’s dream was an auspicious sign indicating she would give birth to a future emperor.3 Indeed, China’s feudal rulers did everything they could to maintain this mythic association, surrounding themselves with dragon-related ornamentation, ruling from a Dragon Throne and waging war under a dragon flag. Pretty much everything related to the emperor would be tagged with the character “龙”, for example, “龙袍” (imperial robes embroidered with curling dragons), “龙椅” (the emperor’s seat), “龙床” (t he emperor’s bed) and “龙颜” (the look of an emperor).4 While Smaug and other European dragons have a solid, serpentine connection to the earth, Chinese dragons are indisputably rulers of the sky. The dragon was worshiped as the God of Rain, and in times of drought or flooding, locals would visit a dragon-king temple (龙王庙)and burn incense to pray for more favorable conditions. It is also said that natural disasters such as floods or tornados (龙卷风, literally, the dragon rolls up the wind) indicate the dragon king is in bad temper.5 Dragons’ association with thunder,lightning and rain may have prompted the widespread belief that there are more likely to be a flurry of natural disasters in a Dragon year, and Chinese New Year celebrations the world over will include ceremonies and prayers dedicated to warding off the possibility of such a calamity striking people’s homes.6 The dragon’s power to control rain and waves is also closely related to its rank in the pantheon of 12 zodiac animals (rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, cock, dog and pig). Various tales describe the race of these 12 animals to secure their place on the list, but the sequence is determined by the time of day the animal is most active, at least in the eyes of the ancient Chinese. The dragon corresponds to7 am to 9 am, when it is most likely to be foggy, allowing the dragon to ride atop clouds and mist. However, parts of the dragon are usually hidden in the heavy fog, giving rise to the phrase “神龙见首不见尾” (you see the head of the mystical dragon but not its tail), which now refers to someone who has no fixed whereabouts and is difficult for others to trace.7 In Chinese folk art paper-cuts, a typical pattern shows the dragon riding on clouds. Another depicts two dragons playing with a pearl (双龙戏珠), which is often inlaid with a dark, comma-like symbol running through the middle, thought to represent the unification of yin and yang. In Chinese calligraphy, the flying dragon is an aesthetically appealing analogy for cursive and elegant handwriting known as “龙飞凤舞”, literally, “dragons flying andphoeni xes dancing.” Given all the positive associations of “龙”, it’s no wonder the character is a top choice for people’s names, including martial arts superstars Jackie Chan (成龙)and Bruce Lee (李小龙). There is also the Chinese idiom, “望子成龙” (literally, hoping one’s son will become a dragon), which roughly means parents have high expectations of their children.8 However,few parents would want their children to be aggressive leaders involved in violence. Unfortunately, this is the image that struck many Chinese upon seeing the new dragon stamp issued by China Post in early January, 2012. “Evil and frightening”(凶神恶煞), “baring fangs and brandishing paws” (张牙舞爪)and “bristling with anger”(怒发冲冠)were just a few of the phrases people responded with when being asked for their first impression of the new stamp. The design has also triggered heated debates among micro bloggers on Sina Weibo,one of whom even compares the image to “China’s notorious city inspectors, who ar esometimes caught on camera beating up street vendors,” according to The Wall Street Journal’s China Real Time Report.9 People born in the year of the dragon are said to be natural leaders ——charismatic, innovative, free-spirited, and flamboyant, and as such Dragon years are notorious for coinciding with spikes in the birth rate. It remains to be seen whether modern Chinese remain as much in the thrall of dragon worship as their ancestors, and if the phenomenon holds true in the 21st century.counterpart n.对应的人或物Smaug《霍比特人》中的带翼火龙The Hobbit《霍比特人》 (小说、电影)avaricious adj.贪婪的lair n.巢穴epic n.史诗pen v.创作.撰写auspicious adj.吉祥的J. R. R. Tolkien: John Ronald Reuel Tolkien (约翰•罗纳德•待埃尔•托尔金)(1892-1973), was an English writer, poet, philologist, and university professor, best known as the author of the classic high fantasy works The Hobbit and The Lord of the Rings.Beowulf: heroic poem set in Scandinavia, the highest achievement of Old English literature and the earliest European vernacular epic.feudal adj.封建的ornamentation n.装饰tag v.貼标签serpentine adj.蜿蜒的.似蛇的incense n.香a flurry of 一阵(风、雨、雷等)ward off避幵,挡住calamity n.灾难,灾祸pantheon n.众神庙whereabouts n.下落,所在地inlaid adj.镶嵌的analogy n.类比fang n.长而尖的牙brandish v.挥舞notorious adj.臭名昭著的city inspector 城管charismatic adj.富有领袖魅力的flamboyant adj.神气的spike n.峰值thrall n.奴隶,束缚。

Unit 1 reading2

Unit 1 reading2

I did...in... The children there... We organized...for...
I ... She wanted... I went there and... Cindy ...
There are ... I met some of ... We ... This helps... On child said,”...”
difficulty express lonely offer voluntary work
raise
词汇讲解
【展示】 【总结】 1.We are raising money for a charity. raise用作及物动词,意为“筹募”,如例1; 我们正在为一个慈善机构募捐。 raise 也有“增加 ;提高”之意,如例 2.Her boss raised her monthly wages. 2和例3,结构 raise one’s spirits意为“使旅奋;使鼓起勇气”。 她的老板增加了她的月薪。 3. I’ve never heard him raise his voice. 我从没听到他提高过嗓门。
句式仿写
2. They have difficulty walking or moving. 他们走路或行动有困难。 【解析】 have difficulty (in) doing sth.意为“做某事有困 难”,与 have trouble (in) doing sth.含义相近。 如: I have difficulty / trouble working out this problem. 我解答这个问题有困难。
feelings.
3.What does Vivien need? She needs friendship. __________________________________________

外研版八年级英语初二上册Module1 Unit1课件

外研版八年级英语初二上册Module1 Unit1课件

_L_is_t_e_n_in_g_:_li_s_te_n__to__th_e__ra_d_i_o_. _________ _S_p_e_a_k_in_g_:_a_lw__a_ys__s_p_e_a_k_E_n_g_l_is_h__in_c_l_a_s_s/ _tr_y_t_o_s_p_e_a_k_E__n_g_lis_h__a_s_m__u_c_h_a_s_p_o_s_s_i_b_le. _R_e_a_d_in_g_:_j_u_s_t _n_e_e_d_t_o_u_n_d_e_r_s_ta_n_d__k_e_y__ w_o_r_d_s_a_n_d__m_a_i_n_id_e_a_s_;_r_e_a_d_E__n_g_lis_h__s_to_r_ies. Writing:_tr_y_t_o_f_in_d__s_o_m_e__E_n_g_li_s_h_pen _f_ri_e_n_d_s_a_n_d__w_r_it_e_t_o_t_h_e_m_.___________ Learning new words: spell and __p_ro_n_o_u_n_c_e__n_e_w__w_o_rd_s__a_lo_u_d__e_v_e_ry__d_a_y.
Ms James: Thanks a lot, Lingling. How about listening to the radio.
Daming: Yes, that’s good for our pronunciation too. But there are so many new words.
Sing English songs
watch movies in English
read books in English
watch English TV programmes

英语人教版高中选择性必修二教案Unit 1 Using Language

英语人教版高中选择性必修二教案Unit 1 Using Language

Unit 1 Science and ScientistsUsing Language Period 2教材分析本节有两个阅读语篇,分别是关于钱学森和史蒂芬霍金的人物传记,它们从不同的角度简要叙述了两位科学家的经历、重要贡献、性格特点以及他们所具备的科学素养。

在写作策略和技巧上,两个文本都有效使用了一些衔接词语,实现了语篇的衔接和连贯。

通过要求学生阅读这两篇人物传记,分析伟大科学家所具备的素养和品质,了解人物传记语篇的结构并关注语篇的衔接和连贯,在此基础上结合自身体验和知识积累完成一篇有关科学精神的写作任务,阐述科学精神的内涵。

教学目标在本课学习结束时,学生能够:1. 梳理人物传记的语篇结构和文本逻辑;2.正确识别文章中的衔接词语;3. 了解科学家所具备的品格和素养,深入理解和体会科学精神的内涵,并阐述自己对科学精神的理解和感悟。

教学重难点【教学重点】1. 掌握人物传记类文章的文体结构、行文特点和语言特色;2. 掌握文本中出现的衔接词语,培养使用衔接词语的意识和能力;3. 分析科学家身上所体现的科学精神,正确理解他们的品格和素养。

【教学难点】能结合具体的事例阐述自己对科学精神内涵的理解,并根据所总结的语篇结构在写作中恰当使用衔接词语,做到衔接自然、行文流畅。

教学过程Step 1 Warming-upDiscuss the following questions.1) Could you name the scientists you know?2) Can you recognize them?设计意图:引出话题,引导学生将已有的知识体系与本课将要学习的内容联系起来,并为本课将要学习的语篇做好铺垫。

Step 2 Reading1.Read the texts quickly and decide if the statements are true (T) or false (F).设计意图:引导学生关注文章细节,了解两位科学家的经历和事迹。

【最新】牛津深圳版八年级英语下册Unit1知识点语法精讲精练

【最新】牛津深圳版八年级英语下册Unit1知识点语法精讲精练

新牛津深圳版八年级英语下册Unit1知识点语法精讲精练(1)Wordsraise v. 筹募,增高,增加permission n.准许,不可数名词ask permission报请批准disabled adj.丧失能力的able adj. 有能力的be able to = canoffer v.主动提出offer to do sth.主动提出做某事,serious adj. 严重的–ly adv.organize v. 组织organization n. lonely adj. 孤独的alonedifficulty n.困难difficult adj. 困难的hurt v.伤害hurt oneself 伤了自己(hurt , hurt )pay v. 付费pay for 与take cost spend 的区别(2)Phrasesin need 需要帮助的voluntary work 义务工作ask permission 报请批准suffer from 因…受苦raise one’s spirits 使振奋= cheer up in order to 目的在于so that 为的是与so …that的区别make friends with …与…交朋友look after = take care of = care for 照顾because of 因为与because 的区别talk to / with / about 谈论teach sb. to do sth. 交某人做某事offer to do sth 主动提出做某事take photos of 照相help sb. do / with sth. 帮助某人做某事continue to do sth. 继续做某事need to do sth. 需要做某事in good health 身体健康be afraid of + n. / pron / doing害怕…enjoy oneself / doing 玩的愉快/喜欢做某事decide to do sth. 决定做某事(3)Sentences1 I met a girl called Cindy.我遇见一个叫森迪的女孩。

全新版大学英语3(第二版) Unit1

全新版大学英语3(第二版) Unit1

Summary & Lead-in :
People change their place of residence(居 住地) because they look for things that their previous life is unable to provide. However, once life has been changed, they may miss the good old days.
• Useful expressions:
• decent air to breathe, cows or sheep in green fields enclosed by hedges or stone walls, and fields of wheat and barley, peace, relief / relaxation • escape from the crowds/find a quiet place far from the human race; escape from the pollution of the city; whenever you need a bit of room to move when life becomes too fast, you can always find relief at last out in the country.
1. How does the writer think he and his family will feel when they have to leave the farm someday? 2. Why did the writer and his family choose to live in the country? Have they finally realized their dream?

中学生百科英语第一册 Unit1lesson1-5教学内容

中学生百科英语第一册 Unit1lesson1-5教学内容

Unit1 Lesson 1(01)The kiwiThe kiwi lives only in New Zealand.It is a very strange bird because it cannot fly.The kiwi is the same size as a chicken.It has no wings or tail.It does not have feathers like other birds.Its feathers look like hair.Each foot has four toes.Its beak is very long.A kiwi likes to have a lot of trees around it.It sleeps during the day because the sunlight hurts its eyes.It can smell things very well.It smells things better than most birds do.The kiwi’s eggs are very big.There are only a few kiwis in the New Zealand now.People do not often see them.The government says that people cannot kill kiwis.New Zealanders want their kiwis to live.There is a picture of kiwi on New Zealand money. People from New Zealand are sometimes called“kiwis”(147 words)The CamelThe camel can go without water for a long time. Some people think it store water in its hump.This is not true.It stores food in its hump.The camel’s body changes the food into fat.Then it stores the fat into its hump.It doesn’t store the fat all over its body.Fat all over an animal’s body keeps the animal warm.Camels live in the desert.They do not want to be warm during the day.The desert is very hot.The camel gets hotter and hotter during the day.It stores the heat in its body because the nights are cool.The Arabian camel has one hump.The Bactrian camel of Central Asia has two humps.It also has long,thick hair because winters are cold in Centre Asia.There is a lot of sand in the desert.The camel has long eyelashes.The eyelashes keep the sand out of the camel’s eyes.Arabic has about150words to describe a camel. Many people who speak Arabic need all these words because the camel is very important to them.(185 words)The Polar BearThe polar bear is a very big white bear. We call it the polar bear because it lives inside the Arctic Circle near the North Pole. There are no polar bears at the South Pole.The polar bear lives in the snow and ice. At the North Pole, there is only snow, ice, and water. There is not any land. People cannot see the polar bear in the snow very well because its coat is yellow-white. It has a very warm coat because the weather is cold north of the Arctic Circle.This bear is three meters long, and it weighs450 kilos (kilograms). It can stand up on its back legs because it has very wide feet. It can use its front legs like arms. The polar bear can swim very well. It can swim 120 kilometers out into the water. It catches fish and sea animals for food. It goes into the sea when it is afraid.Some people want to kill the polar bear for its beautiful white coat. The governments of the United States and Russia say that no one can kill polar bears now. They do not wantall of these beautiful animals to die.(200 words)The HippopotamusThe hippopotamus, or hippo, lives in the hot part of Africa. It is a mammal. That is, its babies are born alive, and they drink milk from the mother's body.The hippopotamus is a large animal. It weighs four tons. Its stomach is seven meters long, and it eats only plants. It is a mammal, but it spends a lot of time in the water.During the day, it sleeps beside a river or a lake. Sometimes it wakes up. Then it goes under the water to get some plants for food. It can close its nose and stay under water for ten minutes. Its ears, eyes, and nose are high up on its head. It can stay with its body under the water and only its ears, eyes, and nose above the water. Then it can breathe the air.At night, the hippo walks on the land and looks for food. It never goes very far from the water.A baby hippo often stands on its mother’s back. The mother looks for food underwater. The baby rides on her back above the water.(184 words)Unit1 Lesson 5(05)The DolphinCan dolphins talk? Maybe they can't talk with words, but they talk with sounds. They show their feelings with sounds. Dolphins travel in a group. We call a group of fish a "school." They don't study, but they travel together. Dolphins are mammals, not fish, but they swim together in a school. Dolphins talk to the other dolphins in the school. They give information. They tell when they are happy or sad or afraid. They say "Welcome" when a dolphin comes back to the school. They talk when they play.They make a few sounds above water. They make many more sounds under water. People cannot hear these sounds because the sounds are very, very high. Scientists make tapes of the sounds and study them.Sometimes people catch dolphins for a large aquarium.(An aquarium is a zoo for fish.) People can watch the dolphins in a show. Dolphins don't like to be away from their school in an aquarium. They are sad and lonely.There are many stories about dolphins. They help people. Sometimes they save somebody's life. Dolphin meat is good, but people don't like to kill them. They say that dolphins bring good luck. Many people believe this.(201 words)。

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• expect sth. / that
expect to do
• expect sb. to do
be expected to do
• had expected to do原以为…但事实
并非如此
• I had expected to be near my object by nbuotwe, verything still seemed alien to
• He is more or less drunk. • They have more or less finished their
homework.
• More than one house ____ burnt down in the fire.
• more than + one + n. + V. 单数
• was/ were supposed to do常用来把本应当 发生的事情于实际发生的事进行对照
• We were supposed to arrive at 6. But we are late.
• protest sth. / that
• protest the mistreatment of prisoners
• .‘make a complaint to sb. about sth.
explore
• [T] to discuss or think about something carefully
• Management need to explore ways of improving office security.
• complain vt.& vi. 抱怨,投诉 • 1) She complained that he had been rude to
her. + that…… • 2) He’s always complaining. vi. • 3) complain (to sb.) about / of sth. • complain bitterly about the injustice of the
• The North American beaver is widely known for its habit of building dams and for its closely knit family units. The construction of the dam produces a small- to moderate-sized beaver pond that helps to increase the biological diversity of the surrounding area as well as conserve water and maintain water flow.
• put value on 重视,定价= attach value to 重视
• Mother puts a great deal of value on good manners.
• The government put great value on quality education.
• You’ve put too high a value on the painting. It’s only worth $10,000.
• expect …of sb. 对……的期望(要求)
• The boy’s parents expected too much of him.
• Teachers always expect a lot of their
students.
• require…of sb.
• I am willing to do whatever my country requires of me.
• put/place/lay (great) emphasis on
• attach importance to
• or more • more or less 或多或少 • All the passengers were more or less
wounded in the accidents.
• solid adj. 1). 牢固的,结实的 • The table looks nice and solid. • This old house has a remarkably solid foundation. 2). 固体的 • Water in a solid state is ice. • My father is so ill that he can not eat solid food. 3) 实心的 • A cricket ball is solid. It has no air in it. 4). 纯的,完全的 • The spoon is solid silver. • The cloth is solid blue. 5). 充分的,确实的,可靠的 • I have solid evidence to prove that he is guilty.
• I‘m going to explore the possibility of a parttime job. [I and T] travel into or through (a place, esp a country) in order to learn about it 探险, 考察
• explore the Arctic regions / the Amazon jungle
• We urged Mike to go to the cinema with us, but he protested that he had lots of work to do.
• in protest( against) • The citizens refused to buy foreign goods in
• pack v.打包,挤满, 把…弄结实 • Pack the books. • The crowd packed the gallery. • Pack the soil firmly. • packed adj. (crowded) • pack up 收拾行李 • Have you packed up your things? • a pack of cigarettes
• We need to carry out a full exploration (= examination) of all the alternatives.
• wrap up / in/ round • I've still got a few Christmas presents to
wrap up. • The baby was wrapped in wool clothes
protest.
• mind doing sth. • change/alter one’s mind • be of the same mind • bear /keep sth. in mind • make up one’s mind(s) • mind one’s own business • mind one’s p’s and q’s 要特别当心,说话
• protest against / about/at • Thousands of people blocked the street,
protesting against the new legislation.
她极力反对别人说她势利眼.
• She protested strongly at being called a snob.
要小心
• creature 生物[ C ] , 人 ( 指人时常带有爱怜 或轻蔑的感情色彩
• Alaskan Eskimos believe that every living creature possesses a spirit.
• The poor creature now has no home, family or friends.
• mexep. ect to have done 表示动作的完成
• He expects to have written the last
cbhyaptotemr orrow morning.
• suppose/ supposing (that) conj.( 假设) • Suppose his statement is right. • Supposing (that) this is not the right way to
• be eager / anxious to do sth. 渴望做 • They are eager/anxious to know whether they
have been chosen or not. • be eager /anxious for • be eager for success
and was far too hot on such a sunny day.
• The events are wrapped in mystery. • He wrapped his meaning in a lot of
pseudo-scientific jargon.
• eager beaver 热心工作的人
territory
• The plane was flying over enemy territory. • 野生动物不许其他动物进入它们的领地。 • Wild animals will not allow other animals to
• What a poor creature!
• remove… from • remove one’ eyes from the picture • The agreement removes the last serious
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