Unit 1 The Snake Bite 综合英语教程教案
Module6Unit1Thesesnakesareshort(教学设计)(一起)英语一年级下册
Module 6 Unit 1 These snakes are short.教学设计一、语篇研读What：本课是外研一起一下M6U1 单元，课文情景是Lingling 和Amy 去动物园玩，他们看到了蛇、长颈鹿、大象、老虎等动物，并关注到这些动物的特征。
这里要特别注意中西方儿童的一个共同特点：都喜欢去动物园看动物。
当他们看到新奇动物时，还会描述动物的特征。
Why：通过学习课文和小组合作等活动，既可以培养孩子留心观察生活中周围事物的习惯，还可以激发学生关爱、保护动物的意识。
How：小学低阶段英语教学最重要的目的就是激发小学生的学习兴趣，将学生的注意力集中于课堂教学上。
为达到这一目的，教师需要采取有效教学方法来创设情境，联系学生的日常生活，从而使学生能在情境中感受体会英语。
对此，教师应当充分更新观念，以学生为主体，和学生积极互动，从而使学生充分掌握课程知识，记忆并能在日常生活中灵活运用单词、句子等。
同时，该语篇的学习有助于帮助学生树立关爱保护动物的意识,具有现实意义和教育意义。
二、教学目标通过本课时学习，学生能够：1．在看、听、说的活动中,获取、梳理对话中不同动物的特征，能够理解不同动物的特征。
(学习理解)2. 在教师的帮助下或借助图片等关键信息，学生能够用big, small, long, short 等词汇描述不同动物的特征，并上台展示。
（应用实践）3. 在点击游戏中应用所学，选出有关动物的词汇，然后和同伴交流不同动物的英文表达及特点。
（应用实践）4. 学生四人一小组，担任动物解说员，请各小组成员选择最喜欢的动物，用英语描述多种不同动物的特征。
（迁移创新）5. 学生自主查找有关保护动物的信息，并且在全班进行展示分享。
（迁移创新）完成课时目标所需的核心语言如下：【核心词汇或短语】snake，elephant，giraffe，tiger，big，small，long，tall，short.【核心句型】These ... are ...【学生课前学习活动设计（先行学习）】学习本课之前，学生可以了解有关动物的英文词汇，欣赏一些有关动物英文表达的歌曲。
高等教育出版社综合英语教程2(第三版)-课后翻译答案
高等教育出版社综合英语教程2 (第三版) 课后翻译答案汇总Unit 1 The Snake Bite （P14）1. It started raining, so she made for the nearest shelter.2. She picked out a cap to match her dress.3. I waited for an hour, but he didn’t show up.4. They figured it was better to stay where they were.5. The earthquake that struck the little island caused 23 deaths.6. He returned home at length after being away from the village for 20 years.7. She managed to hold on to her job while many of her colleagues lost theirs.Unit 2He was my father （P30）1. My teacher told me that the liquid in the bottle could remove stains from metal and china.2. The student sitting beside me looked around the examination room with apprehension.3. He is now out of college and lives on his own.4. They took turns staying awake in case anything went wrong.5. The elder daughter will probably follow in her father's footsteps, and take over the familybusiness when she's old enough.6. He had to get off his bike and push it up the hill.7. This pair of gloves will protect your hands against the cold.Unit 3 Understanding Your Owner （P47）1. At first, he refused to accept any responsibility but he ended up apologizing.2. Sometimes it is not easy to pick out an acquaintance in a crowd.3. Some convenience foods can fit in with ideas of healthy eating.4. Your carelessness might put us into danger.5. He tried to force his opinion on us, but we didn’t accept it.6. They spent hours working out the result for the survey.Or: It was hours before they worked out the result of the survey.7. If you can’t make it this way, you can try doing it another way.8. Her illness kept her off work for several weeks.Unit 4 Water Cycle ( P63 )There is no translation.WritingUnit 5 Is my dream ploughing ( P75 )1. I don’t like to see people off on the railway station.2. We will hold a farewell for you in the company on Monday, somebody will pick you up at the hotel at half past seven.The company is giving a farewell party on Monday evening. A car will pick you up at your hotel at half past seven.3. She was so excited that she couldn’t help giving me a warm embrace.4. I never succeed in overcoming the sense of being out of place.5. She glanced round the room to see who was there.6. His big shoes look like small boats.7. You should fold the eggs into the flour instead of doing it in the opposite way.Unit 6 Football ( P88 )1. He thinks that the marriage between them is no more than a business deal.2. He used up all the money he had.3. The young man saved your daughter from drowning.4. She had absolutely nowhere to go, so she read some old books at home.5. “Will I ever be as good a player as Geoff?” “Perhaps, but you still have a long way to go beforethat day comes”6. He is in danger of losing his job.7. The practice of employing children to work in factories has nearly died out in many countries.Unit 7 The English Countryside （P103）1. Her bedroom has large windows overlooking a beautiful lake.2. He collapsed into the armchair, stretching out his legs in front of him.3. I simply could not live there; it rained day in and day out when I went there on holiday.4. A dry warehouse is important especially in the case of these medicines.5. The people in this village, for the most part, are quiet and well behaved.6. We tend to get cold winters and warm, dry summers in this part of the country.7. It’s a simple dish to prepare, consisting mainly of beef and vegetable.Unit 8 Beauty and Career ( P119)1. I find it difficult to keep up with the changes in fashion.2. He doesn't go in for outdoor sports much.3. My English is poor so I'm not up to translating the poem.4. People usually judge a person by his/her appearance.5. She looked as if she hadn't slept all night.6. He was determined to go to great lengths to fulfill his ambition7. He sat in the front so as to hear clearly.Unit 9 Secret Messages to Ourselves( P135 )1. Judy had a right to come and go as she pleased.2. He leapt to fame overnight with the success of his first film.3. I sometimes have difficulty distinguishing Australian English from American English.4. I didn’t want to come here in the first place.5. Miniskirts are out of fashion, while long skirts have come into fashion again.6. She was always criticizing others, so her friends got tired of her.7. Her manner was cold and indifferent.8. Nancy and John have fallen out of love with each other and they split at last.Unit 10 The life story of an ancient Chinese poet. （P151）There is no translation.Unit 11 Teenager’s Nightmare. ( P169 )There is no translation.Unit 12 Have you seen the trees? ( P182 )1. The bathroom floor was swimming with water.2. For an instant, I thought I was going to lose.3. I was walking along the street when a poster caught my eye.4. In this quiet valley lies a small village.5. The air is so fresh outside Let’s go out for a walk if you feel like it.6. He is always interfering with our plan.7. Owing to a mechanical problem, they were trapped in the elevator for two hours.U nit 13 One of these days ( P199)There is no translation.Unit 14 New York City ( P212 )There is no translation.Unit 15 The aging population ( P228 )1. Is it safe to draw conclusions on the basis of only one investigation?2. More books about physical exercises will be published to meet the needs of the ageing society3. The team leader urged the players to win the football match at any rate.4. He has visited a lot of places of interest abroad, not to mention scenic spots at home.5. The scientists subjected the new product to a series of strict tests.6. After searching in the room for a while, he brought out a pile of old magazines.7. She is determined to succeed and won’t let anything get in her way.8. Jimmy’s parents came over from America to see him.。
Unit 1 The Snake Bite讲课教案
U n i t1T h e S n a k eB i t eUnit 1 The Snake BiteRaise: 1) lift or move to a higher position or level 举起；把…往上提，使升高2) breed or grow (animals or plants) 喂养（动物）；种植（植物）习惯用语: raise one's hat 脱帽致敬 raise hell /raise the devil 闹事；兴风作浪get a raise 得到提薪 raise a family养育子女 raise the roof 喧闹不休；闹翻了天Patch: 1) a piece of cloth or other material used to mend or strengthen a torn or weak point补丁，补片2) small piece of ground, especially one used for gardening （尤指园艺用的）一小块地常用词组be not a patch on 比不上，远不如Eg: He no longer looked so handsome—he wasn't a patch on Peter. 看上去他已不再那么英俊，远比不上彼得。
Barn: a large farm building used for storing grain, hay, or straw or for housing livestock仓库习惯用语born in a barn 没有教养的; 举止粗野的 barnyard谷仓近旁的场地Forbid: refuse to allow (something) 不许，禁止常用词组forbidden fruit禁果 God (或 Heaven) forbid但愿别(发生此事)!Parking forbidden ! 禁止停车 ! Cameras are forbidden! 禁止拍照
Task 2
Read the conversation on page 31 until you can speak it fluently.
For your reference, read the supplementary reading passages.
1. Eat to Death? Risky Dinning Sparks Debate
2. A Global Advocate for the Meal that Cannot Speak for Itself
Homework
Warm-up
Projectபைடு நூலகம்
The Snake Bite
Reading
Culture Tips
Language in Use
Warm-up
Watch the video and then discuss in groups how to deal with a snake bite when you are alone. Report your results to the whole class.
virus evolution stocking density virus survival and
spread unhygienic conditions contaminated air lack of sunlight genetic selection for
production traits …
综合英语第二册 Unit 1
Mama:
whip off—tie around—make…lie—back) put back— yank—go—watch—come inside—get…to stop
Martha:
watch—take off
The Anderson’s:
jump on—start for—to find
Understanding the text
The style of the language A boy’s style of speaking with colloquial phrases light out: depart show up: appear break into: begin abruptly put Martha to watch… get me to stop Mamma, Papa, buggy…rig pick out: recognize
Part 2 Reading Comprehension and Language Activities
1. Pre-reading task What should we do to rescue someone that was bitten by a poisonous snake? List at least three that we can do to save his life. Clean the bite site with soap and water.
3) Words, expressions and grammatical points
(1) on the edge of (L. 2, Para.1) [idioms] be on edge: to be nervous, excited, or irritable She was a bit on edge till she heard he was safe. (2) for my own use (L. 3, Para.1) keep sth. for one's own use I want to buy a new dictionary for my own use.
小学英语译林牛津版四年级上册《at the snack bar》教案 lesson1
小学英语译林牛津版四年级上册《at the snack bar》教案个人初备案二次备课课时第一课时课题Unit 6 At the snack bar授课类型新授课教学目标1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。
教学重难点1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。
2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。
教学难点: 能初步把自己表达的内容在老师的帮助下写下来。
教学方法Q-and-A method、work in pairs、free discussion、Group works教学手段PPT、卡片、挂图教时安排1课时教学过程Step1 Greeting & Warm up1、学生表演对话，要求用已经学过的语言编演。
教师可以采取评五角星的办法。
T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋）T: Hello, xx. Would you like a pie?S: No, thank you.T: What about a hot dog?S: Yes, please. Thank you.T: You are welcome.2. 用同样的方法问几个学生, 以旧带新，教学单词“a hamburger, a sandwich, some noodles”3. Read the words: ” a hamburger, a sandwich, some noodles”Practice in pairs. Act the dialogue.Step2 Presentation1. T: Oh dear. I’m very hungry. Are you hungry?S: Yes.T: Well, let’s go to a snack bar. 导入课题: ”At the snack bar”.S: Read the topic together.T: Would you like some noodles?S: No, thanks.T: What would you like?S: I’d like some rice.T: What about you, xx?S: I’d like a glass of milk.询问两、三个学生后，教师板书：What would you like? What about you? Teach: ”rice, a glass of milk” Read one by one.Teach: “What would you like? What about you?” Read one by one.2. 出示图片引导学生问答。
综合英语教程2课文文本-3
A Yes, I asked what's up? She was too upset to speak. So I went in to have a look.
B What did you see?
A You wouldn't believe it. And it sickened me... there were three chickens to one single cage.
Then Mamma went to the porch to watch the road from town. Following the line between the Anderson and the Howell claim, the road ran along the crest of a rise so that you got the silhouette of anything that passed over it. I could always pick out our buggy and Tom, especially with papa driving. Anxious to get his nose in the manger, Tom would break into a gallop if you would let him and papa always did.
I was going along thumping melons for a ripe one when all at once my foot seemed to come down on something like a needle. I thought I had stepped into a mess of sandburs.
Unit The Snake Bite被蛇咬综合英语教程
Task 2
Read the conversation on page 31 until you can speak it fluently.
Homework
Warm-up
Project
The Snake Bite
Reading
Culture Tips
Language in Use
Watch the video and then discuss in groups how to deal with a snake bite when you are alone. Report your results to the whole class.
virus evolution stocking density virus survival and
spread unhygienic conditions contaminated air lack of sunlight genetic selection forpr来自duction traits …
Suppose both of you have visited a Live Market recently in the town and discovered the following wildlife was on sale for human consumption. The salesmen promised the customers that these animals would become delicacies on the dinner table.
Unit1 The snake bite
Unit 1 The snake bite1.Bite vi.& vt. 叮、咬2.Annoyance n. 恼怒，烦恼，打扰Annoy vt.打扰，干扰3.Distress n.痛苦，悲痛，有伤，苦恼4.Literary a.文学（上）的5.Fable n.寓言6.Ecstatic / ek’s/ a.入迷的，狂喜的7.Disgust n.反感，厌恶，嫌恶8.Disgrace n.丢脸，耻辱，不光彩9.Bug n.虫子，病菌，故障，打扰，使厌恶10.Q ueue-jump /kju:/ 插队jump the queue11.P erspective n.远景，景，前途，希望，透视，观点，想法12.P ester vt.使烦恼，纠缠13.B rag vt.&vi. 自夸，吹嘘14.G all n.&vt. 胆汁，怨恨，烦扰，侮辱，擦伤15.G amble vt.&vi.&n.赌博，冒风险，打赌，投机16.D rag vt.&vi.&n.拖，打捞，障碍，累赘，磨蹭17.N uisance n. 讨厌的东西，人，物18.B ound vi.&vt.&n.&a. 弹回，限制，范围，必定的，去Be bound to = be sure to/ confident sth will happen19.s pecific a.&n. 明确的，具体的，特效药，细节20.t hick a. 厚的，粗的，稠密的，充满的，不清楚的thin a. 薄的，细的，瘦的，浅薄的，缺乏力量的21.gauze n. 沙网，薄纱Pledget n. (外科用的)纱布,脱脂棉22.patch n.&vt. 补丁，眼罩，小块土地，修理，调停23.on the edge of adv. 濒于，几乎，在边缘24.cane field n. 甘蔗园25.shed n.&vt. 棚，库，流出，留下，蜕皮26.blade n.刀口，刀刃，叶片，草叶27.swipe n.&vt.&vi. 重击，挥击，抨击，偷窃，扒窃28.thump vt.&vi.&n. 重击，（指心脏）急速跳动，拍29.step into 干预，涉足30.quail n.&vi. 鹌鹑，鹌鹑肉，害怕，发抖，畏缩31.mass n.&v.&a. 团，打量，群众，品质，集聚，Mess vt.&n. 弄脏，杂乱，不整洁的，粪便32.note n.&vt. 笔记，短信，通牒，暗示，声音33.light out 匆匆离去，拼命地跑，飞快地跑34.apron n.围裙35.knee n.膝盖，膝部，膝36.porch n.门廊37.silhouette n.轮廓38.buggy n.&a. 小机动车，婴儿车，轻便马车，多臭虫的，有神经病的，疯的39.gallop n.&v. (马等）奔驰，骑马奔驰，快速做/说40.instruction vt.命令，指示，教导，通知41.circulation n. 流通，循环，传播，发行量42.squeeze v.&n. 挤，榨，捏，亲切拥抱或握手，拥挤43.occasionally adv.偶尔，间或Every now and then, once in a while/way, between times44.shaft n.&vt.箭杆，毛柄，烟囱，光线，欺骗，苛待b v.&n.梳理，在…搜寻，彻底搜查，梳子46.whip v.&n.鞭打，偷，突然移动，横扫，鞭子sh v.&n.鞭打，捆渣，煽动，激起，鞭子48.unbraid vt.解开49.secure a.&vt. 牢固的，可靠的，有把握的，紧握50.wrinkle n.&v.褶皱，好主意，妙计，起皱纹51.cordiality n.热诚，诚挚，热诚的行为（或言辞）52.tight a.牢的，紧的，紧身的，不透的，紧密的53.corporation n.公司54.bankrupty a.&n.&vt.破产的，完全缺乏的，破产者55.villa n.别墅，公馆，（城郊）住宅56.orchard n.（通常指围起来的）果园57.regiment n.&vt.团，大量的人或物，严格地管制58.baboon n.狒狒59.meditative a.沉思的，冥想的60.dwell vi.居住，住61.restraint n.抑制，遏制，管制，克制，节制，适度62.mischief n.损害，危害，胡闹，调皮捣蛋的人63.for instance/ example64.insult vt.&n.侮辱，冒犯，辱骂，辱骂性的言论65.fowl n.家禽，鸡，鸟，既不是这，也不是那；非驴非马，66.stray vi.&n.&a. 走失，离群，犯罪，独自的，67.pluck n.&v. 勇气，精神，拔，拽，弹，窄，采68.wring vt. 拧，绞，扭，紧握，把…拧干69.demonstrative a.公开表露感情的，感情外露的，表明…70.nurse n.&v.护士，保育员，护理，吃奶，抱着71.aloft adv. 在空中，在头顶山，在桅顶72.haul v.&n. 运送，传讯，拖，拉73.liberty n.自由，自主，权限74.affection n.喜爱，唉，<心>感情75.confident a.确信的，肯定的，有信心的，自信的76.vigor n.智力，精力，元气，气势，力度，魄力77.rite n.典礼，仪式78.manifestation n.表明，表现，显现79.solemn a.严肃的，庄重的，郑重地，庄严的80. mourn v.哀悼，为…哀，向…致哀81.sorely adv. 严重地，非常82.dug up 挖出83.manger n.食槽，占着茅坑不拉屎的人84.rig n.&vt.船桅，操纵，垄断，马车85.claim v.&n.声称，断言，需要，值得，主张，要求e down 下来，下落，倒塌，代代相传，败落，患病87.step into 干预，涉足88.make for 走向，前往，冲向，有利于，致使89.take off 拿走，取下，切断，起飞，走开，离开90.yank n.那某人寻开心，突然的猛拉91.yell n.&v.号叫，叫喊，叫着说92.pass over 置之不理，忽视，去世93.pick out 取出，去掉，分辨出，挑选，衬托94.show up 显而易见，到场，出席，羞辱，使丢脸95.every now and then 有时，不时，时而96.emergency n.紧急情况，不测事件，非常时刻97.station n.车站，地位，身份，驻扎98.radius n.半径（距离），半径范围99.release vt.&n.释放，放开，发布，发布的新闻100.stroke n.&vt. 轻抚，一笔，一击，一画，中风101.rub v.擦，搓，揉，接触，摩擦102.set about = begin to do sth103.be/take fancy for = like, have a crush on104.rouse v. 醒来，唤醒，使…活跃起来105.revenge vt.&n.报仇，报复，为…报仇/之仇Take revenge on sb.106.captive a.&n. 被俘的，被捕获的，战俘，俘虏107.prisoner n. 囚徒，俘虏，被夺去自由的人108.illustration n.插图，图标，图案，力证，说明109.derivative n.&a.派生物，引出物，模仿他人的110.precautionary a. 预先警戒的，小心的111.deceptive a.可能期骗的，导致误解的112.submissive a.顺从的，唯命是从的113.treachery n.背信弃义，不忠，背叛，欺诈114.cunning a.&n. 狡猾的，奸诈的，熟练的，狡诈115.coward n.胆小鬼，懦夫116.pigeon n. 鸽子。
综合英语教程2 Unit One The Snake Bite
Before going to see the film ,I deliberately didn’t read the book. 在我去看这个电影之前，我故意没有读这本书。
If someone was bitten by a poisonous snake, what should we do ?
thump
重击；重击声 n. a heavy dull sound (as made by impact of heavy objects) v. hit hard with the hand, fist, or some heavy instrument
He was so angry that he thumped the table with his fist. 他非常生气，用拳头重捶桌子。
Swipe:
verb & n a hard hit hit or try to hit with a swinging blow 挥击；猛打
She swiped me right across the nose. 她挥了一拳，正打在我的鼻子上。 She took a swipe at the volleyball.
Vocabularies and Expressions
porch n. 门廊
走廊
(mainly used in American English ) a raised platform built along the walls of a house and often covered with a roof . After supper , people usually sit on chairs or rockers on the porch for relaxation . Houses with porches can still be seen in many places in America , especially in rural areas .
《综合英语》教学大纲
《综合英语》教学大纲一、总纲《综合英语》是高等院校英语专业的一门专业基础必修课。
它主要从听、说、读、写、译等方面，通过循序渐进的方式，使学生逐步掌握系统的语言基础知识，包括语言体系知识、话语知识和“常用语”知识，为他们提高语言交际能力打下坚实的基础。
同时还培养学生以下几个方面的能力：1、学习者的学习策略能力；2、语言尝试能力；3、语言思维能力；4、语言教师的职业能力。
此外，还兼顾文化知识的学习。
教学目标：注重培养学生的语言基本功，使听、说、读、写、译的能力打下扎实的基础；传授英语基础知识，对学生进行全面的、严格的基本技能训练，培养学生实际运用语言的能力、良好的学风和正确的学习方法，为进入高年级打下扎实的专业基础。
学时分配：《综合英语》(Integrated Skills of English)课程须完成268学时。
课程安排在第1、2、3、4学期，每周4学时。
使用教材：《综合英语教程》1，2册邹为诚等编著高等教育出版社1998年版。
主要参考书目：（1）《新编英语教程》-1，李观仪等编著；上海外语教育出版社；1998版。
（2）《新编英语教程》-2， A New English Course 李观仪主编；上海外语教育出版社；1998年版（3）《朗文英语语法》Longman English Grammar L.G.亚历山大主编外语教学与研究出版社（4）《语言技能训练指导TEM4》邹申主编上海外语教育出版社（5）《新编英语教程》-3，李观仪等编著，上海外语教育出版社，1999年8月第二版（6）《新编英语教程》-4，李观仪等编著，上海外语教育出版社1998年版考核方式:闭卷考试。
二、主要内容及教学大纲要求绪论（1学时）主要内容：课程内容注重各项语言技能的全面发展，突出语言交际能力的培养。
使学生在听、说、读、写、译等各项技能方面得到全面发展。
加强学生思维能力和创新能力的培养。
要求在教学中要有意识地训练学生分析与综合、抽象与概括、多角度分析问题等多种思维能力以及发现问题、解决难题等创新能力。
综合英语教程2(邹为诚)词汇表
2
Word List2
scan /sk n/v. 浏览 dampen /9d mp n/v. 使潮湿 cheek /t i k/n. 面颊 charge /t d /v. 使充满 poignant /9pø nj nt/a. 令人酸楚的；痛苦难堪的 fold /f ld/v. 包住；折叠 ingredient / n9 ri di nt/n. 配料；成份 glance / l ns/v. 一瞥；扫视 departure /d 9p t /n. 出发；去世 recall /r 9kø l/v. 回忆；回想 sling /sl /v. 吊 overstuff v. 过度填装
carry-on /9k ri n/n. (随身登机的)行李 cradle /9kre dl/v. 像在摇篮里一样摇 headphonen. 耳机
oblivious / 9bl vi s/a. 健忘的；不注意 capture /9k pt /v. 捕获 newlywed /9nju liwed/n. 新结婚的人 funeral /9fju n r l/n. 葬礼 passage /9p s d /n. (时间等的)经过；通道；旅程
综合英语二教案
Unit 1 The Snake BiteI .Teaching Objectives1.Functions : Expressing distress & annoyance2.Grammar points : Indirect command with infinitives such as He wantedto see you / Tell him to wait .3.Vocabulary : all at once , figure , seem , forbid , show up , strike ,make for , pick out , light out for , must have done ,every now and then , at length , hold on toII . Focal Points1. Functions : Expressing distress & annoyance2. Grammar points : Indirect command with infinitives such as He wantedto see you / Tell him to wait .3.ConversationIII . Teaching Process1. Listening and Speaking Activities1)Introduction to the formulas of expressing distress & annoyance2)Listen to the conversation twice3)Correct the answers4)Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more2.Reading Comprehension1)Warm-up questions2)Listening to the text twice3)Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4)Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing distress & annoyanceIt sickened me to see how chickens were raised in the mechanical production . They were bald . They were forced to live in a small cage and had to climb over each other in order to get around .It really shocked me to know how chickens were raised in mechanical production .I just can’t remember that girl’s name , it’s really bugging me .Why on earth didn’t you tell me the truth ?You kept me waiting for over an hour . What have you been busy with ?I can’t say I’m at all pleased about your delay .I wish you’d stop pestering me .We’re not going to the beach and that’sfinal .I’m most unhappy at his bragging .Having to stay in and working on a sunny day like this is a real drag .We’d be OK if we could get this stupid gate to open properly .She never stopped complaining while we were on vacation .It really got on my nerves .It really annoys me that she never returns the books she borrows .It galled him bitterly that his father gambled again .Turn that music down -------It’s driving me mad .What really gets under my skin is people who talk while I’m trying to concentrate on my work .My tape-recorder’s broken down again . It’s a nuisance , isn’t it ?2.Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .3.Try to speak more1)Listen to the tape2)Explanation of the conversation :three chickens to one single cage :three chickens living in one cage bald : (of people ) having little or no hair on the scalpdisgraceful : causing disgrace ; very bad3)Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up another conversation .Act out the conversation.4)Make your own dialogueExplanation :Without regard for sth : not care for sthPoultry : hens , ducks , geese , turkeys , etc. kept for eating or for their eggsBattery hens : hens mechanically raised for laying eggsPeck : (try to ) strike (sth ) with the beakPluck : gather or remove sth by pullingTeam workPresentation5)What are they for ?Explanation:Bug :If something bugs you , it annoys you because it is always there or is always happening , so that you cannot stop thinking kaboutit or noticing it . Eg. , I wish you’d tell me whatever it is that’sbugging you .Much to my annoyance : You say much to my annoyance when you are talking about something that has annoyed you very much , eg. , Much to myannoyance , the hotel hadn’t received our reservation .Pester : to annoy someone by repeatedly asking questions or making requests , especially when they are trying to pay attention tosomething else , eg. , Everyone pestered me so much that I gaveit up .Pair work : matching the exercises6)If you want to learn moreExplanation :Get on someone’s nerves :If someone gets on your nerves , they annoy you ,especially by continually saying or doing somethingthat you do not like . eg. , Sit down ,James . You’regetting on my nerves pacing up and down like that . Drive someone mad / crazy / nuts / up the wall : to annoy people very much ,so that they feel unable to stand the situation .eg. , Being in the house all day with these twoscreaming kids is driving me nuts . This noise isdriving me mad .Get under someone’s skin : If someone gets under your skin , they dosomething that annoys you a lot but which may notannoy other people . eg. , He really gets under myskin sometimes .Be a drag : If someone or something is a drag , they annoy you especiallybecause they are boring or prevent you from enjoyingyourself . Eg. , Don’t invite John ------- he’s sucha drag .Step 2 Reading Comprehension and LanguageActivities1.Warm-up questions and discussion2.Listen to the text twice3.Read the text and try their best to answer the questions .①the beginning of the story ------- What happened first ?★What did the boy start out to do and where ?(He was going to get a watermelon for his own use from the family’smelon-and –garden patch ehich was back of the barn on the edge ofthe cane field .)★What did the boy take with him ? And why did he take that ?(He took a corn knife with him . It was the best thing to cut amelon . One swipe and the melon was in two .)★What happened to the boy when he was thumping for a ripe melon ?(All at once , he seemed to step on something like a needle .Actually , he was bitten by the rattler in the foot . )★What are rattlers supposed to do before they strike ?(Rattlers are supposed to make some sound as warning before theystrike .)★Why did the boy fail to hear the snake rattle ?(Maybe this snake didn’t have time to rattle .)②asking for help -------- What did his mother do ?★How did the boy’s mother treat his wound ?(The mother tied apron strings around her son’s leg above the knee ,made him lie on the sofa and put Martha to watch him .)★Why did the mother decide not to go to the Howell place ? And howfar away was the Anderson house ?(The Howell would not be of much help because they had no horse .The Anderson place was exactly half a mile away by the short cutthrough a field .)★What did the mother do when she found that Martha had taken offthe strings ?(She got the apron strings back , yanking them tight .)③waiting for help --------- What did her mother do then ?★Who should Herb Anderson look for first ? Who else should he lookfor next ?(Herb Anderson was told to first look for the boy’s father . Ifhe failed to find him , he should look for a doctor .)★Why did the mother go to the porch ? And who showed up at last ?(The mother went to the porch to watch the road from town . At last ,the boy’s father showed up .)4.Practicing asking and answering the questions in pairs .5.Retell the text using the key words .6.Explanation of the new words and phrases .⑴the background of the story :The story , as told by an American boy , is set against the background of the American countryside in the 19th century .The narration , therefore exhibits features of both cultural pictures of the countryside of that period , and the way that a teenager spoke . Words like sandbur , claim jumper , buggy , porch , lot , rig are characteristic of American culture .Besides , the text contains many colloquial phrases to reflect a child’s style of speaking . Phrasal verbs are preferred over single verbs , for instance , light out for depart ; pick out for recognize ;show up for appear ; break into forb egin ab ruptly . The use of child phrases (Mamma , Papa ) and somecausative verbs in make me lie , put Martha to watch , get me to stop yelling also help render the text fitting a child’s tone .⑵ the house melon-and –garden patch : a piece of land for growingvegetables and melons for family use .⑶back of : Although it is now established as standard in American Englishmeaning“behind ” , many considered it as a sloppy colloquial way ofspeaking inthe 19th century English .⑷ on the place ; in the lot : both refer to the boy’s home . Lot : apiece of land having a special use . Eg. , aparking lot ; a used –car lot ; a building lot ⑸ porch : (mainly used in American English ) a raised platform builtalong thewalls of a house and often covered with a roof . After supper ,peopleusually sit on chairs or rockers on the porch for relaxation .Houses withporches can still be seen in many places in America , especiallyin ruralareas .⑹ between the Anderson and the Howell claims : In the 19th century ,many Americans moved to the West where there was vastland for the taking . They staked out some pieces of landas their own property . Formal request for the land wasmade for mining . Claims refers to the pieces of landof this kind .⑺ anxious to get his nose in the manger : A manager is a feeding boxin a stable or barn . Here it means that the horse wasanxious to eat .⑻ rig : referring to the horse and the buggy⑼ all at once : suddenly⑽ figure : think (sth) ; calculateeg. I figured that you wouldn’t come .⑾ seem : appearseem (to sb ) (to be ) + n./ adj .seem to doseem likeIt seems that …It seems as if /as though …There seem(s) to be …⒀ forbid : Order (sb ) not to doOrder sth shall not be doneForbid sth.Forbid sb to doForbid doing⒁ show up : (colloquial ) arrive , often after a delay ; appear eg. It was ten o’clock when she finally showed up .⒂ strike : attack , esp. suddenlyeg. Enemy troops struck just before dawn .⒃ make for sb./sth. : move in the direction of sb./sth.⒄ pick (sb./sth.) out :a.choose fromeg. He picked out the ripest peach .b.distinguish sb./sth. Fromeg. Pick out sb’s face in a crowd⒅ light out for sp. : depart for sp.Assignments1.Do the exercises on the textbook .2.WritingP 43 Exercise 63.Oral practice :The Snake BiteUnit 2 He Was My FatherI .Teaching Objectives1.Functions :Expressing possibility & impossibility2.Grammar points : Use of prepositional phrases on the pattern : bybus , by post , in the car ; Used to as modalindicating past habit or state ; Adverbial of frequencywith past tense : I never used to go by car .3.Vocabulary : fall into , live on , apprehension , tuition , regard/ disregard , decent , recite , on one’s own , stare at ,pick up , grow up , put in , follow in one’s footsteps II . Focal Points1. Functions : Expressing possibility & impossibility4.Grammar points : Use of prepositional phrases on the pattern : bybus , by post , in the car ; Used to as modalindicating past habit or state ; Adverbial of frequencywith past tense : I never used to go by car .5.ConversationIII . Teaching Process1. Listening and Speaking Activities1)Introduction to the formulas of expressing possibility & impossibility2) Listen to the conversation twice3) Correct the answers4) Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more3.Reading Comprehension1) Warm-up questions2) Listening to the text twice3) Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4) Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing possibility & impossibilityIt is possible for you to get into the university if you pass the examination .You may have a point there .It could be a bad start .You might be right to a certain extent .The job can be done by Wednesday if I get extra help .Take your umbrella – you might need it .There’s possibility that she’ll lose her job .It’s still possible to make some money if you invest wisely . Perhaps it was the coffee .Possibly for the first time in their lives .There’s just a chance that she may have left her keys in the office , so I’m going to look .You might be lucky .But it is impossible if you fail .It may not be .It will be impossible for him to see you today .Alice can’t be at home .There’s no way you’re going to get the job without good references . Sending Sandra a letter was out of the question , because her …… , but she knew it was hopeless .2.Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .3.Try to speak more1) Listen to the tape2) Explanation of the conversation :nonsense : foolish talk , ideas , etc .blah : talk that sounds impressive , but actually says very little have a point : be rightheaps of : great number / amount ; plentybe reluctant to :be unwilling and therefore slow to co-operate , agree , etc.put the blame on sb : blame sb for sth.3) Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up anotherconversation .Act out the conversation.4) Make your own dialogueTeam workPresentation5) What are they for ?ExplanationPair work : matching the exercises6) If you want to learn moreExplanation:You never know :an informal expression that you use when you think thatsomething may happen , but you are not certain becauseit is difficult to say what will happen in the future .Eg.It might have been better if she’d had kids , thoughyou never know .There’s no way : You say there’s no way to someone when you stronglybelieve that something is impossible . Eg. My legs wereaching and I knew that there was no way I would make itup the hill .Out of the question : If an idea , suggestion , etc. , is out of thequestion , it is completely impossible , especiallybecause it is not allowed . Eg ., That’s out of thequestion : Mary is much too busy to look after thechildren .Step 2 Reading Comprehension and LanguageActivities7.Warm-up questions and discussion8.Listen to the text twice9.Read the text and try their best to answer the questions .①Paragragh 1 and 2 :Before eating his ★ What would the father do before eatingthe dinner and why ?(When the father washed his hands beforedinner , he would talk to his son or tellhim tales of his own childhood in order tolet drops of moral tuition fall into theboy’s lap .)②Paragraph 3 , 4 and 5Father’★What was the father’s job and how many hours wouldhe work each week ?(The father was a London taxi – driver . He had to work12 hours a day , 6 days a week to earn decent wage .)★Was a taxi-driver respected by people and how do youknow ?(No . A taxi –driver is not respected very much by manypassengers . They treat him with patronizing disregardand address him rudely as cabbie , you or driver . ) ③Paragraph 6 :Father’★How do you understand “powerful enough to crywhen he felt the need ?” Explain in your own words . (This is an open-ended question . The teacher shouldencourage the students to discuss the problem ofstrength and power . But generally speaking , a mandoes not believe in tears . And crying is normallyassociated with weakness . So it calls for greatcourage and strength for a man to cry before others .The father is not only powerful and strong , he alsohas deep love for his mother and family . )④Paragraph 7 :★How did the father feel when his son went touniversity ?(When his son went to university , the father felt very happyandexcited , because the boy was the first in the father’s familytoreceive higher education .)★Was the narrator satisfied with his father’s behaviour at hisgraduation ceremony and why ?(Yes . The father seemed to be out of place at the graduationceremony from the boy’s point of view ------- he felt gauche ,took the matter too seriously by taking many pictures , anddidn’t understand the Latin before the ceremonial meal . Butthis was not important . He knew that his father wasoverjoyed because his son would have a better life .)⑤Paragraph 8 :★Why didn’t the father go on holiday ? And how did he liveand work when the family was away ?(The father could not afford to go on holiday with the family .There was just not enough money . When the family was away ,he would stay on his own , work even longer hours , and liveon sandwiches and tea .)⑥Paragraph 9 :★ What was the message from his father’s eyes when thenarrator had his first child ?(He seemed to say with his eyes : Son , let him say just onething when he grows up : “he was my father .”) Conclusion :★Why does the narrator repeat “he was my father ” so many times ? (This is again an open-minded question . Encourage the students to talk about their understanding . The father was seen as a great man in the boy’s eyes . He kept promises , he worked hard , he was powerful and he showed tender love for the family . Besides , his father was an understanding father , selfless and self-sacrificing , a man of conviction , believing in the power of love and hoping the love could be passed from generation to generation as a family tradition . The repeated use of “He was my father ”showed how much the boy loved his father and how proud he was of his father .) ★In what way was the father an extraordinary ordinary father ?(The father was ordinary as a worker , labourer , and taxi-driver . But he is extraordinary as a father , as a model for the younger generation . He was a man of integrity with power and profound love .)10.Practicing asking and answering the questions in pairs .11.Retell the text using the key words .12.Explanation of the new words and phrases .①Let drops of moral tuition fall into my lap :teach me moral standardslittle by little②Decent wage : a wage which is considered satisfactory③… with such patronizing disregard :patronizing is often used todescribe a person’s manner or tone which seemsfriendly , but which shows that they think theyare superior to you in some way .④…didn’t understand the Latin that was spoken before the ceremonialmeal : Latin is the Italic language spoken nearancient Roman , and was the official language ofthe Roman Empire . Until the middle ages , it wasthe dominant language of school , church , andstate in West Europe . Now , Latin is still usedin religious ceremonies of Roman Catholic Church .Besides , it is also used for ceremonial purposesin cases such as school graduation ceremony .⑤So what ? :an informal colloquial expression , meaning that the remarkor statement which has just been made seems unimportant ,uninteresting , or irrelevant . Here it means what does itmatter if my father doesn’t understand the Latin that wasspoken in the ceremony ? Another similar expression is Whatof it ? Eg. , Someone will see . ------- So what ?Your parents are coming tomorrow .-------- What of it ?⑥Disregard (for / of sb. / sth.) : lack of attention or careEg. She shows a total disregard for other people and their feelings .⑦Decent :a.satisfactory ;quite goodeg. Earn a decent wage , living , etcb.not likely to shock or embarrass others ; modesteg. That dress isn’t decent .⑧apprehension : anxiety about the future ; fearrecite (sth to sb ) : say (a poem , passage , etc.) aloud frommemory , esp. to an audience⑨(all ) on one’s own :a.aloneeg. She lives on her own .b.without help or supervision ; aloneeg. Although her father is in the firm , she got the job on her own . ⑩put sth in : spend (a period of time ) working at stheg. She often puts in twelve hours’ work a day .put sth in / into (doing ) stheg. We’ve put a great deal of time and effort in this project .⑾follow in sb’s footsteps : do as sb else does ; follow a similaroccupation or life-style as sb elseeg. She works in theatre , following in her father’s footsteps .Assignments4.Do the exercises on the textbook .5.WritingP 57 Exercise 66.Oral practice :He Was My FatherUnit 3 Understanding Your OwnerI .Teaching Objectives4.Functions : Expressing anger2. Grammar points : -ing as objectives of vt./v.+prep.3.Vocabulary : desperate , represent , be aware of , interpret , fitin with , put … into danger , keep away , work out , trydoing , end up , vary from , all too , force onII . Focal Points1.Functions : Expressing anger2. Grammar points : -ing as objectives of vt./v.+prep.3.ConversationIII . Teaching Process1. Listening and Speaking Activities2)Introduction to the formulas of expressing anger3)Listen to the conversation twice3) Correct the answers4) Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more4.Reading Comprehension1) Warm-up questions2) Listening to the text twice3) Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4) Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing angerI simply can’t bear to hear them bark.I’m disgusted . How could you be so rude to my guests !I really hate being kept waiting . Can you make it earlier next time ?My orders have been disobeyed . I must teach them a lesson .I’m going to get very angry with you . Pick your things up now !Look at the way people just throw litter down in the street ------ it makes you sick , doesn’t it ?Look , how they treat the innocent animals ! It makes my blood boil .It’s typical of him to behave like that !Why don’t you pick someone your own size ?!It really makes me angry the way he talks .I’ve had enough of that .Steve never apologises for anything .That’s what gets me down !You can often see Sam picking flowers in the park . It really makes me see red .I can’t stand his arrogance .Do you always stick your nose in other’s business ?How would you like somebody to litter around in your own doorway ?2. Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .5. Try to speak more1) Listen to the tape2)Explanation of the conversation :walk :①行走；步行②cause (sb./sth.)to walk , esp. by accompanying him / it 使（某人/某物）行走（尤指与之同行）eg.He walked the horse up the hill .He walked her to her car .keep sb. company : remain with sb. So that he is not aloneeg.I’ll stay here and keep you company .pessimist : person who expects the worst to happen 悲观主义者3) Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up another conversation .Act out the conversation.4) Make your own dialoguePresentationTeam work5) What are they for ?ExplanationPair work : matching the exercises6) If you want to learn moreStep 2 Reading Comprehension and LanguageActivities13.Warm-up questions and discussion14.Listen to the text twice15.Read the text and try their best to answer the questions .Section 1 --------- In the two ways : a set of sounds and a set of marks ,humans have developed their eyes and ears to a higher level of interpretation than the dogs .Questions :①What does the phrase “a set of sounds” mean ? Why do some humans have difficulty communicating with others by a set of sounds ?(“A set of sounds” refers to the spoken form of human language . Some people have difficulty in understanding people from other places because they speak different languages . As the dog understands , human beings have to be either raised in the same place or receive special training in order to understand a different language .)②What does the phrase “a set of marks on paper?” mean ? What is the use of the marks for human beings ?(“A set of marks on paper” refers to the written form of human language and is used to represent the sounds of language . These marks can be used to record human messages so that humans at a different time and in a different place can understand those messages .)③Why should a dog not develop the same communicating means /skills as human beings ?(Humans have lost the other abilities and senses for gatheringinformation while they have developed their eyes and ears . If adog develops these two skills too far , it would put its otherabilities into danger .)④What cost have human beings paid for having developed their seeing and hearing senses ?(When human beings have developed their eyes and ears to a higher level , they have lost the ability to get much of the information that dogs are able to do by other means .)Conclusion : the advantage and disadvantage of developing seeing and hearing sensesThe advantage : have developed their eyes and ears to a higherlevel of interpretationfor humans Humans at a different time and in a differentplace can understand their messages .The disadvantage : have lost the ability of other senses excepteyes and ears to get much informationThe advantage : can get information not only from ears and eyesbut also from otherfor dogs sensesThe disadvantage : have a lower level of interpretationSection 2 --------- How to please a human .Questions : What gesture of a dog’s can best please human beings ?(A dog who can behave like a human , such as sitting down in frontof him , and raising a front paw in a gesture to shake hands witha human will please a human most .)Section 3 --------- Don’t forget the true nature — you are a dog .Questions :①According to the passage , what is the best policy for a dog to livepeacefully with humanbeings ?(Even when a dog is behaving like a human to please a man , he should always remember that he is a dog . He is not a human and needs to live as a dog . It is all very well for a dog to change himself slightly to fit in with human beings, but he should not deny his true nature . Besides , he should accept whatever is forced upon him . In other words , he should be faithful to his master no matter who the master is . )②What are the reasons that human beings hold for keeping a dog ? (Human beings need dogs for various reasons . They may need a dog to help with some specific tasks like hunting or guiding , or want a dog to keep burglars away . Looking after a dog may give their children a sense of responsibility .They may want other people to admire their dogs if the dogs are of an expensive and fashionable breed . Or they may simply need some sort of companionship or love .)Conclusion :Should : need to live as a dogFor a dog change yourself slightly to fit in with a human pack accept anything forced on youShould not : deny your true naturehelp with some specific tasks like hunting or guidingkeep burglars awayreasons for keeping a dog give their children a sense of responsibilitywant other people to admire their dogsneed some sort of companionship or love16.Practicing asking and answering the questions in pairs .17.Retell the text using the key words .18.Explanation of the new words and phrases .①be aware of sb./sth.that …②vary from sth to sth : change from … to…vary with : change according to some factorseg.Her mood varied from optimism to extreme depression .Prices vary with the seasons .③represent : stand for or be a symbol or equivalent of (sb/sth);。
Unit 1 The Snake Bite
Expressing feelings of distress or annoyance
Strong
It sickens sb. to / that… It bugs sb. to /that… I'm fed up with all this. It galls sb. bitterly to / that…
B. What happened? What did she see?
A: Yes, I asked what’s up? She was too upset to speak. So I went in to have a look.
B: What did you see?
A: You wouldn’t believe it. And it sickened me… there were three chickens in one single cage.
e.g. Sit down,ing up and down like that.
get under someone’s skin: to annoy someone a lot. e.g. He really gets under my skin sometimes.
A: A couple of days ago, I …went to a chicken farm to buy a chicken with my kids…
B: Yes? What did you see there, David?
A: Oh, Jenny, … to tell you the truth, it really shocked me to know how chickens were raised in the mechanical production.
大班英语教案 好饿的小蛇
大班英语教案——好饿的小蛇一、教学目标：1. 让学生通过故事《好饿的小蛇》了解故事情节，培养学生的听力理解和表达能力。
2. 学生能够运用英语描述小蛇吃了不同食物后的变化，提高学生的口语表达能力。
3. 通过故事学习，学生能够掌握关于食物和形状的英语词汇，丰富学生的英语词汇量。
4. 培养学生合作、分享的良好品质，提高学生的团队协作能力。
二、教学内容：1. 故事《好饿的小蛇》的听力理解与表达。
2. 描述小蛇吃了不同食物后的变化，进行口语表达。
3. 学习关于食物和形状的英语词汇。
三、教学准备：1. 准备故事课件或图书《好饿的小蛇》。
2. 准备食物和形状的图片卡片。
3. 准备团队成员名牌或贴纸。
四、教学过程：1. 热身活动（5分钟）：唱一首关于食物的英文歌曲，如《Fruit Salad》，让学生调动起关于食物的英语知识。
2. 故事导入（10分钟）：教师讲述故事《好饿的小蛇》，引导学生关注故事情节，并提出问题，如“小蛇吃了什么？”、“小蛇吃了后的变化是什么？”等，让学生进行回答。
3. 活动一：描述小蛇的变化（10分钟）：学生分成小组，每组选择一种食物，用英语描述小蛇吃了这种食物后的变化，其他小组进行倾听和评价。
4. 活动二：学习食物和形状词汇（10分钟）：教师出示食物和形状的图片卡片，引导学生用英语说出食物的名称和形状，并进行模仿。
5. 团队协作活动（5分钟）：学生分成小组，每组选择一个角色（如厨师、服务员等），用英语准备一份“美食菜单”，并在小组内进行角色扮演，模拟餐厅场景，培养学生的团队协作能力。
五、作业布置：1. 学生回家后，与家长一起制作一张关于《好饿的小蛇》的手工海报，可以是小蛇吃过的食物或者小蛇的变化。
2. 学生和家长一起玩“美食配对”游戏，将食物和形状的图片进行配对，巩固所学知识。
3. 家长协助孩子用英语记录一天的食物摄入，并尝试用英语描述食物的特点。
六、教学评估：1. 观察学生在故事导入环节的参与程度，了解他们的兴趣和注意力集中情况。
大班英语教案 好饿的小蛇
大班英语教案—好饿的小蛇一、教学目标：1. 让学生通过故事《好饿的小蛇》了解故事情节，培养学生的听力理解和口语表达能力。
2. 学习与小蛇相关的英语单词和句型，如“apple”、“banana”、“snake”等。
3. 培养学生团队合作精神，提高学生的创造力。
二、教学内容：1. 故事《好饿的小蛇》的听力理解。
2. 学习与小蛇相关的英语单词和句型。
三、教学准备：1. 故事课件《好饿的小蛇》。
2. 图片卡片（苹果、香蕉、小蛇等）。
3. 录音机或音响设备。
四、教学过程：1. 热身活动（3分钟）：引导学生唱英文歌曲《The Snake Charmer》。
2. 引入故事（5分钟）：播放故事课件《好饿的小蛇》，引导学生跟随故事情节进展，回答问题。
问题如：“What does the little snake eat?”, “How many apples does it eat?”等。
3. 单词学习（7分钟）：出示图片卡片，引导学生学习与小蛇相关的英语单词，如“apple”, “banana”, “snake”等。
引导学生跟读，巩固记忆。
4. 句型练习（5分钟）：引导学生运用所学单词进行句型练习，如：“This is a(n) ___. Look! The little snake is eating ___.”5. 小组活动（4分钟）：学生分组，每组选择一种水果，用英语描述水果，并扮演小蛇吃水果的过程。
6. 总结与作业（3分钟）：教师引导学生总结本节课所学内容，布置作业：用英语画出小蛇吃水果的场景。
五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与情况。
2. 口语表达：评估学生在描述水果和扮演小蛇吃水果过程中的英语口语表达能力。
3. 作业完成情况：检查学生完成的作业，评估其对课堂所学内容的掌握程度。
六、教学延伸活动：1. 角色扮演：学生分组，每组选择一个角色（小蛇、水果等），用英语进行角色扮演，再现故事情节。
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Unit 1 The Snake BiteTeaching Procedures:Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as:(1) It is annoying to do...(2) I am not pleased at all with...(3) John was very upset when his father cancelled the family trip to the beach.(4) You wouldn’t believe it...(5) What a shame!(6)It sickened me to see how...(7)It really get on one’s nerves...(8)It really get under one’s skin..Annoy v.tr.（及物动词）To cause slight irritation to (another) by troublesome, often repeated acts.使生气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气To harass or disturb by repeated attacks.打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰v.intr.（不及物动词）To be annoying.招人讨厌，惹人烦恼He looked annoyed.他好象不耐烦的样子。
We can annoy the enemy by raids.我们可以用空袭骚扰敌人。
Part 1 Comminicative activities1.Interative listening and speakingA Students are asked to close their books and listen to the tape recorder without reading the new dialogue.B During the listening, students are asked to take some notes about some information of the dialogue.C After listening, Teacher will read the listening exercise on Page2 and students do the exercise with the help of the notes, which they have just taken down, and the memory of the listening.D Students talk about their feelingsIt sickened me to see how...It really get on one’s nerves...It really get under one’s skin..E Try to Speak More:Firstly, students will be asked to read the conversation by role-playing.Secondly, Teacher will explain some unfamiliar words or phrases in the conversation. Such as: sicken, bald and three chickens to one single cage.Thirdly, students will be asked to point out some expressions that express feelings of distress or annoyance in the conversation.Forthly, Teacher asks several students to read the expressions that they have already checked out.2.Story time.Ask the students to work out a short story in pairs on the picture.3.What are they for?&4.More sentencesTeacher will play the tape recorder to let students listen to more ways of expressing distress and annoyance.* After listening, students will be given a little time to match these expressions with the functions. * Teacher will read the Actual Words Spoken out one by one while students will read the responding functions.* Teacher will explain the meanings of some unfamiliar words such as: bugging, pestering and bragging.Bug: annoy;Pester: to annoy someone by repeatedly asking questions or making requests, especially when they are paying attention to something else.Brag: v.tr.（及物动词）To assert boastfully.夸耀地宣称n.（名词）A boast.自夸Arrogant or boastful speech or manner.傲慢的话，夸耀的态度Something boasted of.被夸耀之物A braggart; a boaster.吹牛的人；说大话者Games A card game similar to poker.【游戏】类似于扑克的一种纸牌游戏make brag of one's success自夸成功His wealth is his brag.他夸张他的财富。
He constantly brags about how well he plays football.他老是吹嘘自己足球踢得多么好。
If You Want to Learn MoreIn the above exercise, we have learnt and practised ways of expressing annoyance and distress in different situations. In this part, additional expressions are listed.Students will be given a little time to put the given sentences’ numbers into the suitable blanks.Teacher will check the answers.Teacher will explain several important expressions.i.e. gall sb: to vex sb; to annoy someone or make someone very angry;get on one’s nerves: to annoy someone, especially by continually saying or doing sth you do not like.get under one’s skin: to annoy someone a lot, but may not annoy other people at the same time.drive sb mad/crazy/nuts/ up the wall: to annoy sb very much so that they cannot stand the situation.be a drag: If someone or sth is a drag, they annoy you especially because they are boring or prevent you from enjoying yourself.Quotable QuoteA Teacher will read the quotable quote out firstly. i.e. If we are bound to forgive an enemy, we are not bound to trust him.B Have the class discuss why we can forgive an enemy, but never trust him or her?C Ask some students to make a presentation about their discussion.D Ask students who have the similiar experience to talk about this quote.Part 2 Reading and Language Activities1.The Text-The Snake BiteIntroduction to the textStudents will be asked by Teacher “ Have you ever met a snake?” “Do you like it?” “Do you have any stories co ncern with any snake?”Teacher may pick some students at random to tell their interesting experiences or horrible fears with snakes.Teacher may try to tell the first part of the story in the text and ask students to guess the rest of the story.Later, Teacher should tell some good examples of snake-bite first aid. First of all, try not to be scared and to identify the snake if you can. Secondly, try to get the poisonous blood out. Next, get the patient to hospital as quickly as possible...Explain the Language Point1 The text contains many colloquial phrases to reflect a child’s style of speaking. Phrasal verbs are used over single verbs, for instance, “light our” for “depart”; “pick out” for “recognize”,“show up” for “appear”, “break into” for “begin abruptly”. The use of child phrases (“Mama”, “Papa”) and some causative verbs in “make me lie”, “put Martha to watch”, “get me to stop yelling” also help render the text fitting a child’s tone.2 The house melon-and-garden patch: a piece of land for growing vegetables and melons for family use. Known as a “vegetable patch”.3 On the place; in the lot: Both refer to the boy’s home. “Lot”: a piece of land having a special use. E.g. a parking lot; a used-car lot; a building lot.4 made for: headed toward; pick out: recognize; buggy and Tom: the horse and the horse-drawn carriage; break into a gallop: start to run abruptly;5 porch: (mainly used in American English) a raised platform built along the walls of a house and often covered with a roof. After supper, people usually sit on chairs or rockers on the porch for relaxation. Houses with porches can still be seen in many places in America, especially in rural areas.6 Anxious to get his nose in the manger: A manger is a feeding box in a stable or barn. Here it means that the horse was anxious to eat.7 crest: n.（名词）A usually ornamental tuft, ridge, or similar projection on the head of a bird or other animal.羽冠：鸟或其它动物头上通常作装饰用的冠毛、脊状突起或类似突起物An elevated, irregularly toothed ridge on the stigmas of certain flowers.花冠：某些花的柱头上的突起的、非规则齿状的脊状突起A plume used as decoration on top of a helmet.羽饰：头盔顶部用作装饰的羽毛A helmet.头盔Heraldry A device placed above the shield on a coat of arms.【纹章学】饰章：一种放在盾形纹章上方的饰物A representation of such a device.纹章图饰：这种装置的纹章图饰The top, as of a hill or wave.山顶，浪尖：山或波浪等的顶部The highest or culminating point; the peak:最高点，顶点；顶峰：the crest of a flood; at the crest of her career.洪峰；在她事业的顶点The ridge on a roof.屋脊8 light out[美俚]匆匆离去, 拼命地跑, 飞快地跑9 strike v.tr.（及物动词）To hit sharply, as with the hand, the fist, or a weapon.打击：猛烈击打，如用手，拳头或武器等To inflict (a blow).使遭受（一击）To penetrate or pierce:渗过或透过：was struck in the leg by a bullet.被子弹穿透腿部To collide with or crash into:冲突或冲撞：She struck the desk with her knee.她的膝盖撞上了桌子To cause to come into violent or forceful contact:撞击：引起猛烈或有力接触的形成：She struck her knee against the desk.她用膝盖撞桌子10show up v.揭露, 露出, 露面11rig: n. Special equipment or gear used for a particular purpose.成套器械：用于特用途的特殊装备或器械A truck or tractor.铰链式卡车，拖拉机A tractor-trailer.拖拉机拖车A vehicle with one or more horses harnessed to it.马车：套上一匹或多匹马的马车The special apparatus used for drilling oil wells.钻井架，钻塔：用于打油井的特殊工具12at length adv. 最后, 详细地13yell: v.intr.（不及物动词）To cry out loudly, as in pain, fright, surprise, or enthusiasm.叫嚷：因痛苦、害怕、惊讶或热情而大声喊叫v.tr.（及物动词）To utter or express with a loud cry; shout.叫喊着说：大叫着说或表达；叫喊n.（名词）A loud cry; a shout.大声吼叫；叫喊A rhythmic cheer uttered or chanted in unison by a group:欢呼声：一群人同时发出的带节奏的欢呼：a college yell.大学生的欢呼ActivityStudents are given a little time to predict the result of the text. Did Father’s coming save the aut hor? Who saved the author at last, Father or doctor?Language WorkStudents are asked to fill out the blanks with the words or phrases from the text.Teacher has the students work individually and get the answers to fit the text.Later, has the students report their work and Teacher checks the answers.Part 3 Extended Activities１．Poem reading一个细长的家伙（翻译）一个细长的家伙有时在草丛里驰骋——你可能见过——是不？他的出现，很突兀——草儿像被梳子分开——现出利箭带斑——然后在你的脚边合拢，又一路打开向前——它喜欢潮湿的地盘，泥土要凉得不生五谷——但当年小孩时，赤着足——我曾多次在上午走过，当它是阳光里摊开的绳鞭想弯腰把它拾起它却蜷缩，然后不见——自然界好些人士我也认识，他们对我也熟悉——他们让我心里涌起一片真情实意——但每次碰见这个家伙，不管是有伴，还是单独总是呼吸急促还冰凉侵骨——2. Read MoreA IntroductionAfter students’ interesting stories, Teacher will try to raise questions such as: Can you believe love between animals? / What will happen if a baboon fall in love with a cock? / Do you believe the story...B ReadingStudents are asked to read the text as a reading material. They will be given a little time to get the main idea of the text and try to match the subtitles with the pictures on Page 40.C CheckingTeacher may ask one or two students to get the main idea out. He or she may encourage students to make it as a story if they can. Later, come to the cartoons and the subtitles. Teacher should ask the answers to the matching from the students.D True or False QuestionsStudents will be asked to do the true or false questions. Later, have the students check the answers together.Grammar WorkTeacher explains “Command Verb + Infinitive” structures.Have the students say other verbs of similar type:(1) forbid (2) manage (3) decide (4) forceHave the students complete the error correction individually.Teacher may explain the structure “Command Verb + Gerund”.Teacher and students check the answers together with students read their answers one by one.Word Formation* Have the students work in small groups to study the notes for the word formation in the box.* Have the students use the knowledge to work out the derivatives for the following words: (Be aware that all the words are not derived with the given suffixes.)1)grow ——〉noun:2)secure ——〉noun:3)cold ——〉noun:* Have the students complete the blank filling.* Teacher should check the answers later.Vocabulary Work# Firstly, Teacher will ask students how dog, cat and pig cry or call.# Secondly, Teacher writes the animals’ names on the blackboard and asks students to say the verbs used to describe the noises those animals make.# Thirdly, students will be asked to practise the animals’ names and the corres ponding verbs.TranslationHave some volunteers write their answers on the blackboard.Then ask the whole class try to figure out the mistakes.Teacher may encourage students to work out more new expressions.Cultural Information* Teacher may tell students a story about the misunderstanding of fixed conceptions about animals.* Then ask students to compare the cultural meanings in English and Chinese with question: How do we Chinese usually think of these animals?* After reading, students are asked to add the list as many as possible.。