Unit 1 Growing up第一课时 (21张PPT）教案导学案
Unit1GrowingUp短文巧记单词导学案高中英语选择性
新外研版高中英语选择性必修二Book 5 Uni t 1短文巧记单词一、朗读并翻译理解Lifelong Little Prince 永远的小王子In most countries, turning 18 marks stepping from childhood to adulthood. Reach this milestone, the legal minimum age of majority, means you can get a driving licence, a suitable loan for your very own apartment and the right to vote in the general election. Meanwhile, you must obey traffic rules when behind the wheel, earn a steady wage to pay the deposit and taxes, get mature enough to understand politics.However, after seeing intimately a great many selfish grownups concerned with matters of consequence , you may find it hard to distinguish instantly right from wrong at a glance; you may lose your virtues such as integrity and jump to conclusions without enough evidence; you may be tempted to lay aside your dreams and devote yourself instead to arithmetic in playing bridge and golf. How to handle these subtle and gradual changes?The author of The Little Prince no doubt have a say in this question. After seeing a picture of a boa constrictor swallowing its prey whole without chewing, he pondered over it deeply and drew a snake digesting an elephant. However, most grownups seeing his masterpiece titled “digestion” didn’t approve of his career option, which was disheartening and tiresome. That’s why he made mitment to teaching us memorable hints to be an Adult.To give an example, he thought we should stick to our career options, including a librarian, an ambulance driver, or a pilot in an airline; we should cherish varied experiences we’re presented with: being a boarder, sitting a major exam, muting to work, giving a presentation in suit and necktie, forming bittersweet bonds with others, doing household routines, or signing an organ donation agreement.二、核对译文在大多数国家，年满18岁标志着从童年迈入成年。
Unit 1 Growing up 第一课时 导学案
C. I was ten years old.
4.Was her hair short or long?
A. Her hair was long.
B. She was long.
C. Her hair were short.
5.Was she a primary student at that time?
A.Yes, she wasn’t.
B.No, she was.
C.Yes, she was.
三、按要求写出下列各词
1.hair（复数）__________ 2.eyes（单数）___________
3.were（单三）___________ 4.short（反义词）__________
5.is（过去式）__________
1.Free talk.
T:Do you often take photos?
S:Yes.
T:Look, these my photos. Can you show me yours?
......
2.听读listen and say (P2)
尝试准确读出新单词，理解文章含义，找出不理解的词句
Unit1Growing up第一课时导学案
模块
Module 1
Getting to know
each other
单元
Unit 3
Growing up
年级
6
学习目标
1.掌握本单元的核心词汇和句型
2.能用He/she was....His/her...was/were描述某人过去某个阶段的年龄和外貌特征
3.请一位同学展示自己以前的照片,小组合作，谈论照片
六年级英语上册Unit1《Growingup》导学案
年学内容学目学要点学点学准学程《Growing up 》六学科英型新授授1Module1 Unit 1Growping up P2-3（period 1）1.能听写month,cute,pretty,handsome，grow up; 能听短juniorn high school。
2.能运用句型“ Her/His ⋯was/were⋯”。
能听写month,cute, pretty,handsome;并能灵巧运用。
正确使用was 与 were片，音机集体二度温故互：两人小相互已学的描绘人物相貌特点的，并写在本上。
：合两两P1 的新入，Page2的内容。
新知疑：1．学及短：T： How old are you?S1: I ’m 11 years old.T:You ’ll be 12 years old next year.You’re growing up.教引学生元，解grow up的含，并学生跟。
而后展现Listen andsay 的片，引出month,cute, pretty,handsome的学。
2．出示 Listen and say 的片，播放音，学生听看片。
3．再次播放音，教板中出的生 was 和 were, 通与 is和are比，帮助学生理解。
稳固：学生填空达成P3 中的反，并核学答案。
拓展延长：程达成两两中精要沟通中的三个。
Unit 1 Growing up（1）板Month cute pretty handsome grow upHer/His⋯was/were⋯He/She was/were ⋯ months/years old.学反省年学内容学目学要点学点学准学程堂教案六学科英型新授授2Module 1 Unit 1Growping up P4-5（ period 2）1.帮助学生故事《小蝌蚪找》。
2.帮助学生稳固和合运用本元所学的知和技术。
Catch 的用法；能抓住故事中的关信息，认识故事粗心。
大学英语Unit1Growingup教案（一）
大学英语Unit1Growingup教案（一）Unit One教学安排的说明章节题目：Growing Up学时分配：8本章教学目的与要求：帮助学生理解课文内容;掌握大学英语教学大纲中规定的单词和词组;熟悉文章的写作特点。
其它：完成课后作业及课外阅读。
课堂教学方案课题名称、授课时数：Growing Up2教学方法与手段（讲授、讨论、指导、多媒体等）：讲授、指导、提问授课类型（理论课、实验课、技法课、习题课等）：理论课教学目的要求：1. Grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence);2. Master the key language points and grammatical structures in the text;Text analysisRussell Baker (1925-) , American journalist and writer. This text is taken from his autobiography GROWING UP (1982), which won him a Pulitzer prize. Russell Baker is very good at selecting details to prove his point. For example, in Paragraph 2, he creates an unfavorable image of Mr. Fleagle by describing his “formal, rigid and hopelessly out-of-date”eyeglasses, hairstyle, clothes, jaw, nose and manner of speaking.What’s more, Russell Baker employs repetition s not only to make it easy for readers to follow what he is saying, but alsoimpress them more deeply. For example, in Paragraph 2, there are 9 prim’s or primly’s in as few as 3 sentences. Thus readers will have in their mind a vivid picture of what Mr.Fleagle looked like. In Paragraph 5, there are 5 I wanted’s. They help to emphasize Russell Baker’s strong desire to write for himself.On the other hand, Russell Baker is also expert in avoiding repetition by employing synonymous words and phrases. Here are some examples:a.dull, lifeless, cheerless, tediousb.turn out, write, compose, put downc.formal, rigid, prim, correct, proper, respectabled.recapture, relivee.pleasure, delight, happiness教学重点、难点：Word and Expressions:1.off and on: from time to time, now and again, irregularlyIt has been raining on and off for a week. That’s why the clothes feel damp.As her baby slept soundly, the mother was able to doze off and on in a chair.She managed to support herself by working on and off as a waitress.2.possibility: the state of being possibleIs any possibility of life on Mars?They haven’t arrived. There is a possibility that they have taken the wrong road. 3.take hold: become established The idea of one child only has taken hold in many Chinese families.O ld habits die hard. That’s why you should stop smoking before the habit takes hold.4.associate…with…:join or connect together: connect orbring to mindWe associate Egypt with pyramids.Jim wished to forget everything associated with his former life.People often associate the old days with good times, and seem to forget the hardship they suffered.5.turn out: produceNew computers are soon outdated since newer models are turned out constantly American film studios turn out hundreds of films every year.6.tedious:The movie was so tedious that many viewers left before it was over.Laura found George to be tedious and decided not to see him any more.7. anticipate: expectThey anticipate that the deaths from AIDS will have doubled by 2020.We anticipate running into problems in carrying out the medical welfare reform.The police had anticipated trouble from the soccer fans and were at the ground in large numbers.8. reputation:Premier Zhu Rongji has a high reputation as a statesman in the world.Jim Kerry has quite a reputation for being co9. inspire: fill somebody with confidence, eagerness, etcMartin Luther King, Jr’s speeches inspired people to fight for equal treatment of African Americans.The last leaf on the tree that never fell off inspired the dyingpatient with the will to live on.Mr. Green is very dull as a lecturer. He’s rigid and old-fashioned, and doesn’t have the faintest idea of how to inspire.10. rigid: fixed in behavior: based on correct or accepted rulesThe rigid headmaster would button up his clothes even on the hottest days.If he had been a little less rigid about things, his daughter would not have left home at such a young age.11. out-of-date: old-fashionedNew words are constantly added to our vocabulary while some old words go out-of-date.Although her clothes were out-of-date, the old woman appeared clean and dignified.12. severe: completely plain: stern, strict; causing great pain, difficulty, worryEarnest Hemingway is known for his severe writing styleOnly those who have undergone severe training can be accepted into air force.The severe chest pain experienced by the vice-president proved to be a heart attack.13. tackle: deal withThe classroom was quiet as students were busy tackling the final exam.Toshiba recently designed a robot that can tackle almost any kinds of housework.14. face up to: be brave enough to accept or deal with (a problem or difficulty)Now that your daughter is born, you’ll have to face up to the responsibilities of being a father.Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resigned on the New Year’s Eve.15. scan: look through quicklyThe banker scanned the financial section of a dozen newspapers over breakfast.Scan the book and tell me what it is about.16. image: a picture formed in mindMany pop stars try to improve their public image by participating in charity events.17. recall: bring back to the mind; rememberI can’t recall her name.I don’t recall ever meeting her.She recalled that she had to see the doctor again that afternoon.The policeman asked the old lady to recall as much about the accident as possible.18. violate: act againstSpeeding in downtown areas violates traffic regulations.A country isn’t respected if it violates an international agreement.19. hold back: prevent the expression of(feelings, fears, etc. )People could hardly hold back their anger when they found that millions of dollars of public funds had been used to build luxurious houses for city officials.When I saw my little boy crying bitterly over the death of his pet dog, I could hardly hold back my tears.。
六年级英语上册Unit1《Growingup》(第1课时)教案
Growing up讲授新课 Ⅱ. Presentation 1.T: This is month. T his is cute …. This class, we'll learn something about growing up.(Show the pictures of the new words on the screen. Learn the meanings of the new words: month ，cute ，pretty ，handsome ，turtle ，catch ，fly ，grow up ，junior high school ，born)2.Work on Listen and say. Play the recording for the Ss to listen and repeat the new words. Ss read the new words and try to remember them.3.讲练结合。
Do you know Sally ？Complete the notes about the photos. 2·1·c·4. Ss read and try to remember the phrases. Ⅲ.Grammer.一般过去时：（1）定义：过去时间里发生的动作或者存在的状态（2）结构：主语+was/were+其他 含be 动词的一般过去时肯定式：主语+was/were+其他（am ，is 的过去式是was ；are 的过去式是were.） 例如：教师先领读，然后男生读，女生读，链式读，给出汉语说英语，给出英语说汉语，最后跟读正音。
紧凑的教学环节使学生能够全身心的投入学习中。
1.学生紧跟老师的讲解，熟悉并牢记一般过去时的表达结构式。
2.自己尝试用一般过去时来造句。
1.经过反复练习和学习，让学生以最快的速度轻松、愉快的掌握新单词。
上海教育版六年级上册英语《Growing up》PPT教学课件(第1课时)
In this photo, my____ In this photo, my____ He/ She was________ He/ She was________ His /Her___________ His /Her___________
Justin: Mum, where are you?
小贾斯廷在河里出生。(这时)是春天。他很小并且很黑。 他看看四周。他不能找到他妈妈。 贾斯廷：妈妈，你在哪里？
Soon he has a round head and a long tail. He meets a fish in the river. She also has a round head and a long tail.
例句：我的语文老师30岁。 My Chinese teacher is thirty years old.
Look and learn
cute
可爱的
handsome
英俊的；帅气的
pretty
漂亮的
Read a story
Little Justin was born in the river. It is spring. He is small and black. He looks around. He cannot find his mum.
在照片2中，萨莉一岁。她 的头发很短，她的眼睛很大。
In Photo 3, Sally was about six years old. She was a primary school student.
Unit 1 Growing up第1课时+示范教案(六上)
Unit 1 Growing upLook and learn; Listen and say第1课时一、教学目标1. 学习新词汇：month, cute, handsome, pretty, grow up。
2. 掌握句型：Hi s/Her … was/were …。
3. 能够初步运用核心句型Hi s/Her … was/were …谈论自己或家人不同成长阶段的外貌特征。
二、教学重难点重点：1. 掌握词汇：month, cute, handsome, pretty, grow up。
2. 掌握句型：Hi s/Her … was/were …。
难点: 能够初步运用核心句型谈论自己或家人不同成长阶段的外貌特征。
三、教学准备教学课件；学生准备自己不同年龄段的照片。
四、教学过程I. Warm-up1. Look and say课件出示三组人物对比图片，教师引导学生描述图片中人物外貌。
设计意图：复习描述人物外貌的句型，突出人物外貌的差异，为引出本课话题做铺垫。
2. Look and think课件出示Tim小时候与现在的照片，教师提问：What did/does Tim look like? What are the differences?设计意图：为学习新知识创设情境，通过呈现图片和提出问题引起学生的思考，激发学生的学习兴趣。
II. Presentation1. Look and learn（1）T: There are twelve months in a year. In this photo, Tim was three months old.呈现Tim小时候图片，介绍此时他的年龄，教师引导学生体会month的含义和用法，同时呈现介绍年龄的目标句型。
（2）呈现Tim小时候和现在的对比照片，引导学生体会cute和handsome的含义和用法，同时呈现描述人物外貌的目标句型。
（3）T: Now he is tall. He goes to junior high school.呈现Tim现在的照片，引导学生体会junior high school的含义和用法，同时呈现本课重点句型。
上海教育版英语六年级上册Unit 1《Growing up》ppt课件
Growing up
Getting to know each other
Getting to know each other
Please Translate
1 在图片1中，赛丽是一个婴儿，她大约有2个月大，她小巧玲珑。 2 在图片2中，赛丽1岁了，她是短头发，大眼睛。 3 在图片3中，赛丽6岁了，她是一名小学生了。 4 现在赛丽已经14岁了，她上初中了，她又高又漂亮，她的头发
Unit 1
Growing up!
June 六月
month
[mʌnθ] 一个月的时间；月份
cute
[kju:t] 可爱的
pretty
[ˈprɪti] 漂亮的
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Unit1 Growing up第一课时 教案
本节课的教学任务是激发学生学习英语的兴趣，鼓励学生运用所学句型进行口语表达。增强其学习英语的自信心，寓教于乐，鼓励学生多与人交流，让学生感受轻松愉悦的英语课堂。
板书
Unit2.Going to school
cute handsome
pretty
3.Sing a song.
配合完成对话
热身活动
讲授新课
1.教学短语：by car/by bus/by car/on foot
2.教师点击鼠标，引出新单词。
教师范读，学生跟读。
新单词游戏，找蘑菇，猜单词，巩固操练新单词
Learn the text.
Watch the video
ChooseT or F
Unit1Growing up第一课时教学设计
课题
Growing up
单元
1
学科
英语
年级
6
学习
目标
知识与技能目标：能够掌握下列单词cute/pretty/handsome
用所学句型进行口语表达。In this photo,he/was….
过程与方法目标：正确理解课文， 能够在日常情境下，用所学知识进行口语表达。
情感态度与价值观目标：通过学习英语课文，让学生对英语产生兴趣，增强学习英语的自信心。
重点
能够掌握下列单词cute/pretty/handsome
难点
学会用下列句型进行口语表达。
In this photo,he/was….
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
1.Greetings.
2.Let’s review.
( )1. Sally’s hair was shprt when she was two
六年级英语上册Unit1Growingup(第1课时) ppt课件
85.每一年，我都更加相信生命的浪费是在于：我们没有献出爱，我们没有使用力量，我们表现出自私的谨慎，不去冒险，避开痛苦，也失去了快乐。――[约翰· B· 塔布] 86.微笑，昂首阔步，作深呼吸，嘴里哼着歌儿。倘使你不会唱歌，吹吹口哨或用鼻子哼一哼也可。如此一来，你想让自己烦恼都不可能。――[戴尔· 卡内基] 87.当一切毫无希望时，我看着切石工人在他的石头上，敲击了上百次，而不见任何裂痕出现。但在第一百零一次时，石头被劈成两半。我体会到，并非那一击，而是前面的敲打使它裂开。――[贾柯· 瑞斯] 88.每个意念都是一场祈祷。――[詹姆士· 雷德非] 89.虚荣心很难说是一种恶行，然而一切恶行都围绕虚荣心而生，都不过是满足虚荣心的手段。――[柏格森] 90.习惯正一天天地把我们的生命变成某种定型的化石，我们的心灵正在失去自由，成为平静而没有激情的时间之流的奴隶。――[托尔斯泰] 91.要及时把握梦想，因为梦想一死，生命就如一只羽翼受创的小鸟，无法飞翔。――[兰斯顿· 休斯] 92.生活的艺术较像角力的艺术，而较不像跳舞的艺术；最重要的是：站稳脚步，为无法预见的攻击做准备。――[玛科斯· 奥雷利阿斯] 93.在安详静谧的大自然里，确实还有些使人烦恼.怀疑.感到压迫的事。请你看看蔚蓝的天空和闪烁的星星吧!你的心将会平静下来。[约翰· 纳森· 爱德瓦兹] 94.对一个适度工作的人而言，快乐来自于工作，有如花朵结果前拥有彩色的花瓣。――[约翰· 拉斯金] 95.没有比时间更容易浪费的,同时没有比时间更珍贵的了，因为没有时间我们几乎无法做任何事。――[威廉· 班] 96.人生真正的欢欣，就是在于你自认正在为一个伟大目标运用自己；而不是源于独自发光.自私渺小的忧烦躯壳，只知抱怨世界无法带给你快乐。――[萧伯纳] 97.有三个人是我的朋友爱我的人.恨我的人.以及对我冷漠的人。 爱我的人教我温柔；恨我的人教我谨慎；对我冷漠的人教我自立。――[J·E·丁格] 98.过去的事已经一去不复返。聪明的人是考虑现在和未来，根本无暇去想过去的事。――[英国哲学家培根] 99.真正的发现之旅不只是为了寻找全新的景色，也为了拥有全新的眼光。――[马塞尔· 普劳斯特] 100.这个世界总是充满美好的事物，然而能看到这些美好事物的人，事实上是少之又少。――[罗丹] 101.称赞不但对人的感情，而且对人的理智也发生巨大的作用，在这种令人愉快的影响之下，我觉得更加聪明了，各种想法，以异常的速度接连涌入我的脑际。――[托尔斯泰] 102.人生过程的景观一直在变化，向前跨进，就看到与初始不同的景观，再上前去，又是另一番新的气候――。[叔本华] 103.为何我们如此汲汲于名利，如果一个人和他的同伴保持不一样的速度，或许他耳中听到的是不同的旋律，让他随他所听到的旋律走，无论快慢或远近。――[梭罗] 104.我们最容易不吝惜的是时间，而我们应该最担心的也是时间；因为没有时间的话，我们在世界上什么也不能做。――[威廉· 彭] 105.人类的悲剧，就是想延长自己的寿命。我们往往只憧憬地平线那端的神奇【违禁词，被屏蔽】，而忘了去欣赏今天窗外正在盛开的玫瑰花。――[戴尔· 卡内基] 106.休息并非无所事事，夏日炎炎时躺在树底下的草地，听着潺潺的水声，看着飘过的白云，亦非浪费时间。――[约翰· 罗伯克] 107.没有人会只因年龄而衰老，我们是因放弃我们的理想而衰老。年龄会使皮肤老化，而放弃热情却会使灵魂老化。――[撒母耳· 厄尔曼] 108.快乐和智能的区别在于：自认最快乐的人实际上就是最快乐的，但自认为最明智的人一般而言却是最愚蠢的。――[卡雷贝· C· 科尔顿] 109.每个人皆有连自己都不清楚的潜在能力。无论是谁，在千钧一发之际，往往能轻易解决从前认为极不可能解决的事。――[戴尔· 卡内基] 110.每天安静地坐十五分钟· 倾听你的气息，感觉它，感觉你自己，并且试着什么都不想。――[艾瑞克· 佛洛姆] 111.你知道何谓沮丧---就是你用一辈子工夫，在公司或任何领域里往上攀爬，却在抵达最高处的同时，发现自己爬错了墙头。－－[坎伯] 112.「伟大」这个名词未必非出现在规模很大的事情不可；生活中微小之处，照样可以伟大。――[布鲁克斯] 113.人生的目的有二：先是获得你想要的；然后是享受你所获得的。只有最明智的人类做到第二点。――[罗根· 皮沙尔· 史密斯] 114.要经常听.时常想.时时学习，才是真正的生活方式。对任何事既不抱希望，也不肯学习的人，没有生存的资格。 ――[阿萨· 赫尔帕斯爵士] 115.旅行的精神在于其自由，完全能够随心所欲地去思考.去感觉.去行动的自由。――[威廉· 海兹利特] 116.昨天是张退票的支票，明天是张信用卡，只有今天才是现金；要善加利用。――[凯· 里昂] 117.所有的财富都是建立在健康之上。浪费金钱是愚蠢的事，浪费健康则是二级的谋杀罪。――[B·C·福比斯] 118.明知不可而为之的干劲可能会加速走向油尽灯枯的境地，努力挑战自己的极限固然是令人激奋的经验，但适度的休息绝不可少，否则迟早会崩溃。――[迈可· 汉默] 119.进步不是一条笔直的过程，而是螺旋形的路径，时而前进，时而折回，停滞后又前进，有失有得，有付出也有收获。――[奥古斯汀] 120.无论那个时代，能量之所以能够带来奇迹，主要源于一股活力，而活力的核心元素乃是意志。无论何处，活力皆是所谓“人格力量”的原动力，也是让一切伟大行动得以持续的力量。――[史迈尔斯] 121.有两种人是没有什么价值可言的：一种人无法做被吩咐去做的事，另一种人只能做被吩咐去做的事。――[C·H·K·寇蒂斯] 122.对于不会利用机会的人而言，机会就像波浪般奔向茫茫的大海，或是成为不会孵化的蛋。――[乔治桑] 123.未来不是固定在那里等你趋近的，而是要靠你创造。未来的路不会静待被发现，而是需要开拓，开路的过程，便同时改变了你和未来。――[约翰· 夏尔] 124.一个人的年纪就像他的鞋子的大小那样不重要。如果他对生活的兴趣不受到伤害，如果他很慈悲，如果时间使他成熟而没有了偏见。――[道格拉斯· 米尔多] 125.大凡宇宙万物，都存在着正、反两面，所以要养成由后面.里面，甚至是由相反的一面，来观看事物的态度――。[老子] 126.在寒冷中颤抖过的人倍觉太阳的温暖，经历过各种人生烦恼的人，才懂得生命的珍贵。――[怀特曼] 127.一般的伟人总是让身边的人感到渺小；但真正的伟人却能让身边的人认为自己很伟大。――[G.K.Chesteron] 128.医生知道的事如此的少，他们的收费却是如此的高。――[马克吐温] 129.问题不在于：一个人能够轻蔑、藐视或批评什么，而是在于：他能够喜爱、看重以及欣赏什么。――[约翰· 鲁斯金]
全新版大学英语(一)Unit 1 Growing Up教案
Unit 1 Growing UpBefore Reading >> SpaghettiI. DefinitionSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).II. Listen and PracticeRead the words given below and then listen to the passage. After listening to the passage, one student is required to come up and show the right way of eating spaghetti before the class.The Right Way of Eating Spaghetti1. Hold the fork in your hand as if to poke the spaghetti.2. Scoop up a small amount of spaghetti on your fork and raise it about 30cm above your plate.3. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.4. Put the prongs of the fork at an edge of the plate that is free of food.5. Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.6. Twirl the fork to gather the spaghetti around the prongs.7. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.8. Gently gather up any stray spaghetti ends that don’t make it all the way into your mouth.Before Reading >> The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:- kindergarten: under 5 years old- elementary / primary school (grades 1~6): 6~11 years old- junior high / middle school (grades 7~8): 12~13 years old- senior / high school (grades 9~12): 14~17 years old- college, institute, academy (学院), universityGlobal Reading >> ScanningScan Text A and find out all the time words, phrases and clauses.Key:since my childhood in Belleville (Para. 1)until my third year in high school (Para. 1)until then (Para. 1)when our class was assigned to Mr. Fleagle for third-year English (Para. 2)late in the year (Para. 3)until the night before the essay was due (Para. 3)when I finished (Para. 6)next morning (Para. 6)two days passed (Para. 6)when I saw him lift my paper from his desk ... (Para. 6) when Mr. Fleagle finished (Para. 9)Global Reading >> Part Division of the TextParts Para(s) Main Ideas1 1~2 Baker was bored by everything associated with English courses, including his new English teacher.2 3~5 Baker found himself attracted by one particular topic and wrote about it for his own enjoyment.3 6~9 The experience of writing the essay helped Baker discover his talent for writing and realize what he wished to do in life.Global Reading >> Further UnderstandingI. For Part 1 True or False1. Baker had never thought of becoming a writer until he was in the eleventh grade. (F)(As a child in Belleville, he had thought of becoming a writer from time to time.)2. Teachers found it painful to read st udents’ long and lifeless essays. (T)3. Before Mr. Fleagle became the English teacher for Baker’s class, the English course had been interesting. (F) (From the words “another cheerless year” we can see the English course had been quite boring.)4. In Bake r’s opinion, Mr. Fleagle was really a formal, rigid and out-of-date teacher only because of Fleagle’s manner of speaking. (F)(Besides the manner of speaking, Fleagle’s appearance and dress also showed that he was a dull and rigid teacher.)II. For Part 2 Multiple ChoiceChoose the best answer to complete the sentence.1. At first, Baker thought Mr. Fleagle’s English course was ___________. (B)A. interestingB. dullC. hopefulD. attractive2. In Baker’s opinion, the title of the composition “What I Did on My Summer V acation” was _________. (D)A. dullB. unfruitfulC. difficultD. foolish and dull3. Baker liked to write a composition with the title “The Art of Eating Spaghetti” because __________. (D)A. neither Baker nor Doris had ever eaten spaghetti beforeB. Baker and Doris argued about it at a supperC. spaghetti was from Italy and quite new thenD. it reminded him of the pleasure of that evening4. Which of the following statements is TRUE? _________ (A)A. Y ou’ll not write a good composition until you like the topic.B. When Baker wrote the essay, he thought his teacher would like it.C. Mr. Fleagle had liked Baker’s compositions before.D. Baker succeeded in writing two compositions.III. For Part 3 Questions and Answers1. Do you think Baker would write another essay if he had enough time? Why?2. What was Baker prepared for when he found all the papers had been given back but his?3. Whose essay did Mr. Fleagle read to the class? How did the class respond?4. Which paragrap h in this part gives readers the impression that Baker’s essay was very good?5. Why did Baker feel so delighted?Detailed ReadingI. Difficult Sentences1. Until then I’d been bored by everything associated with English courses. (Para. 1)What can we infer from this sentence? (Up to then, Baker had had no interest in things related to English courses.)2. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write. (Para. 1)Paraphrase the sentence.(I found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what I wrote.)3. another cheerless year in that most tedious of subjects (Para. 2)What can we learn from this phrase?(We can know from this phras e that before Mr. Fleagle became Baker’s English teacher, all English courses were dull.)4. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. (Para. 3)What does the author really mean when he says “I ... was not disappointed”?(He means that his expectation was right that Mr. Fleagle’s lessons were dull.)5. I took the list home and did nothing until the night before the essay was due. Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. (Para. 3)1) What can we infer from these sentences?(Baker was unwilling to write his essay.)2) List phrases to support your inference.(did nothing until … the essay was due; faced up to the unwelcome task.)6. This title produced an extraordinary sequence of mental images. (Para. 4)Paraphrase the sentence and translate it into Chinese.(At the sight of the title I saw an unusual series of pictures in my mind’s eye. 这个题目在我脑海里唤起了一连串不同寻常的图像。
unit1 Growing up第一课时教案
教学
内容
Unit1 Growing up
第____周第_____课时
总_____课时
教学目标
1、能用He/She was ...His/Her...was/were...介绍某人过去某个阶段的年龄和特征。
2、学习单词 cute ,handsome,pretty, grow up,month
教学重点
掌握句型 He/She was ...His/Her...was/were...
学习单词 cute ,handsome,pretty, grow up,month,
教学难点
在句型His/Her...was/were...中根据名词的单复数形式正确使用was或 were
教具
准备
录音机 单词卡多媒体课件
1、出示图片学习单词：cute , handsome ,
pretty
并让学生用所学单词造句。
She is…He is…
2、复习过去式
is---was are ---were
出示课件一：让学生用过去式描述Sally两个月时的照片。并用She wasabout…造句。
出示课件二：Her hair was…Her eyes were…让学生知道单数用was复数用were
板书
设计
Байду номын сангаасUnit1 Growing up
Her ...was...
Her ...were...
She/He was…
课后
反思
教
学
流
程
教师导学
学生自探
个性化修改
Step1: Warm up
让学生出示照片介绍朋友或家人。
《Growing up》PPT【优质课件】
《Growing up》PPT【优质课件】
New words and expressions
month [mʌnθ] 月份 cute[kju:t] 可爱的 pretty[ˈprɪti] 漂亮的
handsome[ˈhænsəm]
英俊的；帅气的
turtle [ˈtɜ:tl] 乌龟 catch [kætʃ] 逮住；捕捉 fly [flaɪ] 苍蝇
In Photo 1,Kitty was a cute baby.
She was about six months old.
Think and say 《Growingup》PPT【优质课件】
《Growing up》PPT【优质课件】
《Growing up》PPT【优质课件】
Review & Homework
《Growing up》PPT【优质课件】
《Growing up》PPT【优质课件】
Review
month cute pretty handsome
turtle catch fly
grow up junior high school (be) born
《Growing up》PPT【优质课件】
《Growing up》PPT【优质课件】
cute
[kju:t] 可爱的
《Growing up》PPT【优质课件】
《Growing up》PPT【优质课件】
pretty
[ˈprɪti] 漂亮的
《Growing up》PPT【优质课件】
《Growing up》PPT【优质课件】
handsome
[ˈhænsəm] 英俊的；帅气的
六年级英语上册Unit1Growingup(第1课时)精选教学PPT牛津上海版
Warm-up
小蝌蚪水里划 划呀划呀划呀划 摇着一根小尾巴 哎呀 摇着一根小尾巴 摇呀摇 划呀划 划呀划呀划呀划 一心要去找妈妈 哎呀 一心要去找妈妈 找呀找 找到啦 啦啦啦啦找到啦 妈妈就是大青蛙 哎呀 妈妈就是大青蛙
Free talk
1.What does the tadpole（蝌蚪）look like？ 2.What about you？
She is 14 years old.
Grammer
定义：过的去状时态间里发生的动作或者存在 一般过去时
结构： 主语+was/were+其他
含be动词的一般过去时
肯定式：主语+was/were+其他（am，is的过去式 是was；are的过去式是were.）
例如： （1）I was sick yesterday. 昨天我病了。 （2）She was in bed three days ago. t. 他们昨晚在家里。
She was six years old.She was a primary school student.
The the tadpole _w__as__b_o_rn__in the river.
be born：出生
He meets a_tu_r_t_le_. turtle：乌龟
The tadpole__g_ro_w__s_u_p___. grow up：长大
有一段悲伤，注定成为生命当中的曲子。一路离伤一路练习，秋天的落叶只能随风而去。走远的路人只能默默祝福，也许生命是一种选择。也是一种惜缘，一路顺着时间的痕迹。找到这个叫做岁月的尽头，一路的我们只是历经一次。流年就走散这么多的随行者，时间终告诉了我们。什么叫做流年，流年却告诉了我们。什么叫做永恒，独自站在黑夜的山峰。似乎自己与这个世界隔离一般，没有声音没有吵闹。是那么的凄凉。那么的安静，那些无声的岁月。只有宁静陪伴和这安静的夜， 珍惜的人，走过的路。我们跟着时间越走越远，身边的人身边的事。能留下来的才算是你的，一些路一些分别。时间终把那上错车的人，越送越远人生是一列车。走走停停，那里都是站，那里都有拥挤的人群。匆匆忙忙追追赶赶，一路的旅途有人坐错了车。有人坐过了站，似乎每一幕都在重演着。走过的路遇到的人，要走多久才能遇到直正对的人。这个世界真正能相遇的，真的太少。
上海教育版英语六年级上册Unit 1《Growing up》ppt-课件
很长。
Little Justin
Little Justin
Little Justin
Whose bedroom is it? Who is tidying up the bedroom? Whose … is this/are those?
Please Translate(翻 译) 幼小的贾斯汀
试卷下载：/shiti/
教案下载：/jiaoan/
PPT论坛：
PPT课件：/kejian/
语文课件：/kejian/yuw en/ 数学课件：-/kejian/shuxue/
英语课件：/kejian/ying yu/ 美术课件：/kejian/me ishu/
---
PPT模板：-/moban/
PPT素材：-/sucai/
PPT背景：-/beijing/
PPT图表：/tubiao/
PPT下载：-/xiazai/
PPT教程： /powerpoint/
资料下载：/ziliao/
范文下载：-/fanwen/
Growing up
Getting to know each other
Getting to know each other
Please Translate
1 在图片1中，赛丽是一个婴儿，她大约有2个月大，她小巧玲珑。 2 在图片2中，赛丽1岁了，她是短头发，大眼睛。 3 在图片3中，赛丽6岁了，她是一名小学生了。 4 现在赛丽已经14岁了，她上初中了，她又高又漂亮，她的头发
捕fly捉[flaɪ] 苍蝇
New words and expressions
grow up 长大；成长 junior high school 初级中 学 (be) born 出生
Growing upPPT【教学课件】
1．了解作品“以文为赋”，骈散结合 的形式 特点， 鉴赏品 味课文 精美的 语言， 培养学 生通过 诵读体 悟和鉴 赏优美 、形象 语言的 能力。 2．了解作者运用的主客问答这一赋 体的传 统手法 ，体会 课文景 、情、 理交融 的特点
3．理解作者乐观旷达的情怀，了解 其宇宙 观、人 生观中 辩证、 达观成 分的积 极意义 ，培养 学生勇 于面对 坎坷， 笑对苦 难的乐 观主义 精神。 4.贯彻新发展理念,建设现代化经济体 系。大 力发展 聚集经 济,培育 具有区 域特色 的产业 集群和 高新技 术产业 群。 5.发展实体经济,夯实经济立身之本; 坚持创 新发展, 提高科 技竞争 力,发展 智能创 造,培育oom is it? Who is tidying up the bedroom? Whose … is this/are those?
Please Translate(翻译)
幼小的贾斯汀
1. 幼小的贾斯汀出生于河里。那是一个春天，他又 小又黑，他看起来是圆的，他找不到他的妈妈了。 贾斯汀：妈妈，你在哪里？
6.坚持开放发展,充分利用区位优势,打 造国际 海港;坚 持绿色 发展, 加大生 态环境 保护,节 约资源, 坚持可 持续发 展。 7．智空招待作者吃了粥，又帮他安排 了登山 路线、 午饭时 间和住 宿的地 方，非 常周到 。 8．光明顶前有一块巨石，先伏后起， 像是两 截，在 山坳里 突出悬 空，上 面还长 着松树 。 10．黄山松树特点鲜明，树身不高， 树形奇 特，被 旅行家 徐霞客 称之为 奇山之 中的奇 品。
Please Translate
1 在图片1中，赛丽是一个婴儿，她大约有2个月大，她小巧玲珑。 2 在图片2中，赛丽1岁了，她是短头发，大眼睛。 3 在图片3中，赛丽6岁了，她是一名小学生了。 4 现在赛丽已经14岁了，她上初中了，她又高又漂亮，她的头发
《Growing up》讲义
《Growing up》讲义Module 1 Getting to know each other, Unit 1 Growing up**一、课程导入**同学们，咱们现在都是六年级的大孩子啦。
今天咱们要一起聊聊成长这个超级有趣的话题。
我先给你们讲个我小时候的事儿。
我小时候特别害怕上学，每天早上都要妈妈催好多遍才肯起床。
有一天，我就想啊，要是我能一下子就长大，就不用上学了。
可是呢，真的慢慢长大后，我才发现，成长可不仅仅是身体长高这么简单的事儿。
**二、什么是成长（知识点1）**1. **身体的成长**- 咱们从出生到现在，身体一直在变化。
就像你们看自己小时候的照片，是不是觉得那时候自己小小的，胳膊腿儿都短短的。
现在呢，咱们的身高变高了，力气也变大了。
比如说，以前可能拿不动一桶水，现在有的同学就能帮忙做一些力气活了。
这就是身体成长的一部分。
而且啊，我们的身体还会继续成长呢，一直到咱们成年。
- 在成长的过程中，我们还会换牙。
这是很有趣的一个过程。
我记得我换牙的时候，有一颗牙松了，我老是忍不住用舌头去顶它。
有一次，在吃饭的时候，那颗松松的牙突然就掉了，可把我吓了一跳。
不过后来发现，换牙是很正常的事情，新长出来的牙会更坚固呢。
2. **心智的成长**- 除了身体，我们的心智也在成长。
心智就是咱们心里想事情的方式。
比如说，以前你们可能看到一个玩具就想要，不管爸爸妈妈有没有钱。
但是现在呢，很多同学就会考虑到爸爸妈妈赚钱不容易，不会随便要东西了。
这就是心智成长的表现。
- 还有啊，在学校里，以前咱们可能一和同学闹别扭就哭鼻子或者动手。
现在呢，我们会试着去和同学讲道理，去解决问题。
我就见过这样的例子，有两个同学在课间因为一本书争了起来，一个说自己先拿到要看的，另一个说自己也想看。
要是在以前，可能就会抢起来。
但是这一次呢，他们俩互相商量了一下，决定一起看这本书，一个人看一会儿。
这就是心智成长带来的变化。
**三、成长中的变化（知识点2）**1. **兴趣爱好的变化**- 随着我们的成长，兴趣爱好也会变。
Unit 1 Growing up第一课时 ppt(21张PPT）导学案
拓展提高
根据句意完成句子
1.Lucy is a ___c_u_t_e____ (可爱的)girl. 2.The h__a_n__d_s_o__m__e_ (英俊的)boy is my brother. 3.In this photo, the boy was about 3 _m___o_n_t_h__s_(月) old. 4.Now she is 14 __y_e__a_r_s__(岁)old. 5.Her hair was short and her eyes __w__e_r_e___big.
新知讲解
过去
grow up
现在Biblioteka In Photo 3, Sally was about six years old. She was a primary school student.
Now Sally is 14 years old. She goes to junior high school. She is tall and pretty. Her hair is long.
Unit 1 Growing up 第一课时
牛津深圳版 六年级上
新知导入
growing up
新知导入
photos of a girl
新知讲解
New words
cute 可爱的 The baby is cute.
month 月份 He is 5 months old.
新知讲解
handsome 英俊的 The boy is handsome.
新知讲解
In Photo 2, Sally was one year old. Her hair was short and her eyes were big.
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1.Her hair _____ short last year.
A. is B. are C.was
2.She was ______ two months old.
A. about B. at C. in
3.How old were you in this photo?
A. I was ten year old.
B. I were ten years old.
C. I was ten years old.
4.Was her hair short or long?
A. Her hair was long.
B. She was long.
C. Her hair were short.
5.Was she a primary student at that time?
【新知预习】
1.重点句型
听读listen and say (P2)，了解不同年龄阶段的Sally
体会句型She was....Her...wapretty, handsome, grow up
听录音，感知新知识，熟悉所学单词的发音
【课堂探究】
1.Free talk.
T:Do you often take photos?
S:Yes.
T:Look, these are my photos. Can you show me yours?
......
2.听读listen and say (P2)
尝试准确读出新单词，理解文章含义，找出不理解的词句
3.学会在与别人交流的过程中获取信息
学习重难点
1.单词month, cute, pretty, handsome, grow up，junior high school
2.句型He/she was....His/her...was/were
学法指导
尝试模仿小组合作交流练习法
课前准备
多媒体单词卡片学生自己的一些照片
3.请一位同学展示自己以前的照片,小组合作，谈论照片
Who is the girl(boy)?
How old are you now?
How old were you?
【巩固训练活动】
1.说一说
介绍自己以前的一张照片
I was....My...was/were...
2.游戏
踩气球
3.画一画
你的朋友三年前是什么样子？现在呢，请动手把他们的样子画出来。向同学展示自己的画作，再用语言表达出来。
【当堂检测】
一、选出不同类单词。
（）1. A.cute B. desk C.classroom
（）2. A.school B. handsome C.park
（）3. A.hair B.handC. month
（）4. A.pretty B.was C.were
（）5. A.grow B. go C.tall
参考答案：一、ABCAC二、CACAC三、1.hair 2.eye 3.was
4.long 5.was
Unit1Growing up第一课时导学案
模块
Module 1
Getting to know
each other
单元
Unit 3
Growing up
年级
6
学习目标
1.掌握本单元的核心词汇和句型
2.能用He/she was....His/her...was/were描述某人过去某个阶段的年龄和外貌特征
A.Yes, she wasn’t.
B.No, she was.
C.Yes, she was.
三、按要求写出下列各词
1.hair（复数）__________ 2.eyes（单数）___________
3.were（单三）___________ 4.short（反义词）__________
5.is（过去式）__________