H毙┌@毙譛nit 10 The World around Us

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目录
第1篇：蔼@毙譛01--2第2篇：H毙┌@毙譛nit 10 The World around Us第3篇：H毙┌@毙譛nit 2 English Around the World第4篇：H毙︰nit7 Cultural Relics The 2nd period第5篇：乘隙毙偷文言文翻译第6篇：六小龄童春晚节目被毙第7篇：毙的读音和基本解释第8篇：Unit12 Education毙(H毙┌T英语U册毙妆学设计)

篇1：蔼@毙譛01--2

The Second Period

Teaching Aims:

1.Learn and master the following words and phrases:

survive,item,mirror,hammer,saw,rope,compass,company,Pacific Ocean,parachute,hunt for, make a fire,care about,on board

2.Improve the studentsˇ reading ability.

3.Enable the students to value the friendship between friends by learning the reading text.

Teaching Important Points:

1.Improve the studentsˇ reading ability.

2.Master the following phrases:

hunt for,make a fire,care about,on board

Teaching Difficult Points:

How to make the students understand the reading text better.

Teaching Methods:

1.Discussion before reading to make students interested in what they will learn.

2.Discussion after reading to make students understand what theyˇve learned better.

3.Fast reading to get a general idea of the text.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.a recorder

2.a projector

3.the blackboard

Teaching Procedures:

兌Step ⒐.Greetings and Revision

Greet the whole class as usual.

T:Yesterday we learned some self-introduction.We know how to describe yourself and your friends in English.Now who can give us self-introduction in English?

(Teacher asks some students to introduce themselves in English.)

兌Step ⒑.Pre-reading

T:OK.Thank you for your self-introduction.We all know that we have lived with our parents,since we were born.We have never been left on a place without your parents,brother or sister,friends and all the things we use in our daily life.Yes or No?

Ss:Yes.

T:Imagine that you were alone on a deserted island.You have to survive.Yeah,do you understand¨deserted,survive〃?(Bb:deserted,survive)

Ss:No.

T:¨Deserted〃means¨of the place where no people can live〃.¨Survive〃means¨continue to live〃.Now do you understand the two words?

Ss:Yes.

T:If you have to survive on the deserted island,what will you do?Here are some items that would be most useful to you on the island.

(Show the following box on the screen.)

a knife,a box of matches,a mirror,a radio,a frying pan,a gun,a book,a hammer,a saw,an umbrella,a rope,a compass

T:Maybe some of them are new words.Now I explain them to you.

(Teacher begins to explain them.After that,teacher saysK)

T:Now letˇs discuss in pairs which three items are most useful to you on the island.Of course,you must explain why you think they would be useful.Please begin.

(Teacher goes among the students to listen to their discussion.Then choose several students to express their opinions.)

T:OK.Now I want some of you to list the three most useful items and explain why you think they would be useful.Youˇd better use the sentence structure to express your opinion:I think that ___________ would be the most useful,because I could use it to ___________,to ___________,and to ___________.(Bb:Write it on the blackboard.)

Suggested opinions:

1.I think that a box of matches would be the most useful,because I could use it to make a fire to prepare a meal,to warm myself,and to give the signal.

2.I also think that a knife would be useful,because I could use it to defend myself to cut down trees to build a house,and to cut up something to eat.

3.I think that a radio would be the most useful,because I could use it to listen to singing or music to enjoy myself ,to listen to news broadcast and weather report,and to frighten savages or other animals by turning it up.

兌Step ⒒.Reading

T:OK.Today weˇre going to learn a similar passage ¨My Friend Wilson〃.Now open your books,turn to Page 3.You are given four minutes to read the text quickly and silently.Try to remember the general idea.Then answer the question:Whoˇs Wilson?Please begin.

(After five minutes,teacher checks the answer.)

T:Time is up.Who wants to answer this question?Any volunteers?

S:(A student stands up):Wilson is a volleyball.

T:Quite right.Wilson is Chuckˇs unusual friend.Now read the passage again and then answer the questions on the screen.This time,you should read slowly and carefully.

(Show the following questions on the screen.)

1.Whatˇs Chuckˇs job?

2.What happened to Chuck one day?

3.What things must Chuck learn to do to survive on the island?

4.What does Chuck learn about himself when he is alone on the island?

(Teacher gives students another four minutes to read the passage and then asks some students to answer these questions.)

篇2：H毙┌@毙譛nit 10 The World around Us

Period 1

I. Teaching aims:

1. Make the students know the importance of environment protection.

2. Talk about wildlife endangerment and ways to protect the environment.

3. Let students practise speaking and listening skills.

II. Important points

1. words and expressions such as: wildlife, endanger, endangerment, review, cause, poster, fur, Tibetan, antelope, die out, as a result of, lead to

2. Practise the sentences pattern: It follow thatK,;Because ofK, IK; If.., thenK; Because/ As/ SinceK

3. Talk about the endangered animals and different ways to protect them.

4. Listen to the tape and get the information about pollution.

III. Difficult points

1. Know the proper relationship between human beings and the environment.

2. Make students do a task-based discussion on the advantages and disadvantages of living in a zoo.

3. Get the students to say something about the world around us.

IV. Teaching procedures:

Step 1 Free talk

One question for all the students:

What do you think the relationship between human beings and environment should be?

Be friends or enemies? Be harmony or opposite?

Teacher: Human beings and environment live on each other. And they also affect each other. So, we should try our best to protect the environment around us, which will prepare ourselves a bright future.

Step 2 Warming up

Look at the pictures on the book.(tigers, Tibetan antelopes and pandas)

Many of the worldˇs animals are in danger. Read about the endangered animals above and discuss the following questions with your partner.

1. Do you know of any other endangered animals? Why are they in danger?

2. Why is it important to make sure that animals do not die out?

3. What can we do to help endangered animals?

If necessary, review some expressions for talking about giving reasons.

As I know / The reason is that / Thatˇs why

Have students discuss the questions with partners. When they are finished, ask several pairs to act it out.

Step 3 Listening

According to the discussion above, itˇs easy to know pollution does harm to the environment. What causes pollution? Listen to the tape and fill in the spaces below.

Whatˇs the pollution?

What are the causes?

What are the effects?

Look at the causes and effects above. What can we do to solve these problems? Work with your partner and try to think of some good solutions to the problems. Ask some pairs to present their opinions.

Step 4 Discussion

Discuss in group to say what we students can do to help the environment and the world.

Ask one student from each group to present their ideas.

Homework

Get prepared for the talking in Workbook.

The Second Period

I. Teaching aims:

1. Practice the Ssˇ oral English, enabling them to talk about advantages and disadvantages.

2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.

II. Important and difficult points:

1. Improve the Ssˇ talking ability.

2. Master the use of some important words and expressions.

III. Teaching methods:

Many activities for group Work

IV. Teaching procedures:

Step 1 Free talk

In order to make sure that the students have remembered the words about animals, talk with the students about different kinds of animals. Write some of the names on the blackboard.

Step 2 Check the homework

Ask the students to do the talking in Workbook. They may choose one of the animals to represent and tell the reason why he is manˇs good friend.

Step 3 Talking and acting

A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.

Get 4 or 5 students in each group. One acts as the reporter. And the others act as animals, such as hippo, kangaroo, elephant, wolf, monkey, giraffe etc.

Let students take turns to be the reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.

The reporter can use the questions below to get started and try to think of more questions.

Where did you live before they brought you to the zoo?

How long have you lived in the zoo?

Do you like living in the zoo? Why or why not?

Do you prefer living in the zoo or living in the jungle? Why?

If you could say something to all humans, what would you tell them?

After the interviews, the reporter should report what he/she has collected.

Homework

Get prepared for the reading passage.

Try to get familiar with the new words and expressions in this unit.

The Third Period Reading

Are We Endangered? (1)

I. Teaching aims:

1. the words and expressions: environmental expert, act, species, take measures, resources, adapt to, etc.

2. To get the main idea of the passage and get to know the purpose of the author

II. difficult and important points

1. Collect information as much as possible according to the questions in pre-reading.

2. Learn how to use these new words and expressions as well as difficult sentences.

III. Teaching procedures:

Step 1 Presentation

1. Show pictures or video tape to see how plants and animals live together naturally.

2. Discuss the questions in pre-reading.

What do human beings need to survive?

What do plants and animals need to survive?

What do animals do to survive in places where it is very hot or cold, where there isnˇt much water, or where it is difficult to find food?

Step 2 Scanning

Read the text for the first time and say ¨True〃 or ¨False〃 to the following statements according to the passage.

a. That ¨We are not alone in the world.〃 means that humans always have friends to talk with. (F)

b. We often take good care of ourselves and planet according to what Steve Jones said.(F)

c. Since many living things have already died out, we must do something to protect other

living things. (T)

d. Comfortable and clean habitat is important for plants and animals while enough food (

and other resources doesnˇt mean anything to them.(F)

e. Plants or animals will be endangered when they canˇt adapt to the change of their habitat (T )

f. Plants or animals donˇt have to change when a new species comes. (F )

g. Learning more about animals, plants and environment is helpful to protect the world.(T)

h. Creating more space for humans is more important than for animals and plants. (F)

Step 3 Paragraphs

Have the students read the text for a second time and have them tell the general idea for each paragraph.

Spend more time on paragraph analyzing the causes for the endangerment of the wildlife.

Step 4 Post-reading

Get the students to answer the questions in post-reading.

a. Why do animals and plants become endangered?

b. A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause changes in a habitat?

(Encourage students to give examples. E.g. cutting trees/ introducing new plants/K)

c. What can we do to protect animals and plants that are being endangered?

d. What do you think ¨We〃 in the title ¨Are We endangered?〃 refers to?

Homework:

1. Review and retell the causes for endangerment.

2. Read about Jenniferˇs idea and then write your own list. (P. 67)

The Fourth Period

Are We Endangered? (2)

I. Teaching aims:

1. Vocabulary reinforcement.

2. Grammar: Direct Speech and Indirect Speech

3. Speaking by creating some activities.

II. Important and difficult points:

1. Make sure to understand all the sentences and new words.

2. Be prepared for talking in the class freely about environment, wildlife and endangerment.

III. Teaching procedures:

Step 1 Check homework

1. Help the students review the causes for endangerment.

2. Students are encouraged to share the lists they wrote about what they could do to make the world better.

Step 2 Language points

Pick out some important sentences and encourage the students explain them to the others. Make sure they have a full understanding about them and the whole passage.

Step 3 Language study

Read the passage after the tape and then talk about ¨ Word study:〃 (P.67X68)

1. Look at the words in the box and pick out those with the prefix ¨re-¨ that means ¨again〃.

recycler refuse regard reuse repair review

( Can you think of more words with the prefix ¨re-¨ that means ¨again〃.---repeat, rebuilt, remarriedK)

2. Read the following sentences and fill in the blanks with the correct forms of phrases in the box.

First of all in danger die out make a great difference take measures

冘 Joseph is doing what he can to save the animals _________________.

冘 There are many people I want to thank for having helped me win this award. But _________ I want to thank my mother who first taught me to recycle when I was very young

冘 There are many different answers to the question why dinosaurs _________ about 65 million years ago.

冘 The water in this river has been seriously polluted. Lots of fish die every day. People have to _____________ to solve this problem.

冘 If everyone starts caring about the environment, it will ___________ to our life.

Step 4 Grammar

( Students work with their partners.)

1. Read the passage and underline the sentences which are indirect speech.

冘 He asked students if they knew what kind of animal the milu deer was and how many centers there were at present for milu deer in China.

冘 The students told him that they didnˇt know much about the milu deer but they were very interested in it and wanted to do something to protect it.

冘 He said that since the first deer arrived at the Nanhaizi Milu Park in 1985 form Britain, the number of milu has grown every year.

冘 He told the students that he hopes that more people would care abut the milu deer and more centers would be built to protect this animal.

冘 He said that keeping the deer in the park wasnˇt the best way to protect it.

冘 He asked people to stop killing the milu deer.

冘 He said that animals are living beings too and to love animals is to love ourselves.

2. Change the sentences into direct speech.

The students may use the form of performance, one student acts as Professor Stevenson, and the other acts as one of the students.

3. Check several pairs to see how they are going.

Homework

Read and review the words and phrases and the passage.

The fifth Period

I. Teaching aims:

1DUnderstand the article in the part of Reading and writing. Get the Ss to know the main idea and purpose of it and how it is presented.

2DGet the Ss to know how to write a poster.

3. Develop the Ssˇ observation and thinking.

4. Reinforce the Ssˇ sense of the protection of our environment

II. Important and difficult points:

1. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.

2. See a poster by the teacher and let the Ss make comments on it according to the tips given

on p-70 about making a great poster.

3. Let the Ss design a poster of their own in groups of four.

III. Teaching procedures:

Step 1 Presentation

1. Deal with the main idea of the writing. Write the following three topics on the Bb.

* What do you think of the world around us?

* What should we learn from nature?

* What can we do to protect the environment?

2. Deal with the way the writer presents his ideas.

* Whatˇs the difference between human beings and a plant or animal about suing things?

[Humans beings: often only once. A plant/ animal: many times]

* Why are ¨ human beings ¨ used instead of ¨ people〃?

[ To show the contrast between man and nature]

* What does the writer mean by saying ¨ nature is much better at recycling than we humans are? [ To make the readers feel ashamed of ourselves and realize that it is time we did something now to set up good ecosystems.]

Step 2 Reading

Get the students to listen to the passage and ask them to tell what it is mainly about.

Have the students read the listening part of the passage carefully and answer the teacherˇs questions. The teacher should use them to show the details of the text.

Read the latter part of the passage and tell what Reduce, Reuse, Recycle and Respond mean.

Step 3 Discussion

Have the students discuss in groups and then fill in the blanks.

Check the answers with the students.

Teacher: Now itˇs time for us students think and do sth for our earth. Letˇs finish the writing about ¨ Reduce, Reuse, Recycle and Respond〃.

Reduce Recycle Reuse Response

1. _____________ 1 ______________ a plastic bag___________ 1._____________

2.______________ 2.______________ an old shirt ___________ 2._____________

3.______________ 3________________ a soda bottle __________ 3_____________

1_____________________

2._____________________

3._____________________

Possible answers:

Reduce: 1. Donˇt use or buy things that are unnecessary. 2. Write on both sides of paper.

3. use a smaller cup instead of a bigger one. 4. Buy things that can be used many times.

Recycle 1. We can recycle paper, metals like iron, steel . 2. We can recycle tyres, used oil .

3. We can recycle waste water. 4. We can recycle glass.

Reuse: A plastic bag --- An old shirt ---into mops or ropes A soda bottle --- a flower pot/ a work of art Other things : 1. a piece of wood --- burn/ into charcoal/ other smaller things

2. an old tyre --- a life ring / a sway 3. tins --- boats (in Austria) 4. old books / text books/ computers/ CD ----- given to others/ children in poor areas

Respond: 1. Go around the country to know the real situation of the environment.

2. Read scientific books/ magazines about nature and environment.

3. Learn about some disasters that happen to nature and the environment by watching TV or listening to the radio or reading newspapers.

4. Use computers to imitate the present situation and foretell the nature and environment in the future.

Step 4 Writing

1. Go through the writing part on P70. Read the tips for designing a poster.

2. Let the Ss design a poster of their own in groups of four. (It may be taken as homework if time is limited)

Get the students to pay attention to the following aspects (よ) when they are making a poster:

1. interest ____________________

2. topic clear __________________

simple __________________

3. correctness ___________________

4. pictures _______________________

5. graphs ________________________

6. organization ____________________

7. language easy or difficult _______________

Step 5 Checkpoint 10

Go through the checkpoint and fill in the blanks.

Make sure they understand all the students understand this part.

Homework

Finish off the Workbook exercises.

篇3：H毙┌@毙譛nit 2 English Around the World

Period 1

I. Teaching aims:

1. Train the Ssˇ ability of speaking and listening

2. Learn about the differences American English and British English

3. Learn how to make an order or a request

II. Important points:

1. How to help the studentsˇ listening ability.

2. Lear about sentence transformation.

III. Difficult point:

How to use different sentence patterns to express oneˇs idea.

IV. Teaching methods:

1. Listening practice to improve the studentsˇ listening ability.

2. Discussion method to give them more chances to express their own ideas.

V. Teaching procedures:

Step l presentation

Ask the Ss some questions about English and let them have a general idea about the question:

1. Is English very popular?

2. In which country do people speak English as their mother language?

3. In which country do people speak English as their second language?

4. Ate the American English and the British English the same?

5. What are the differences between them?

Step 2 Warming up

1. Look at the picture and ask the question:

What does bathroom mean in American English and British English?

2. Read the dialogue in the and text and answer the question: in American English, it means ¨toilet〃 and in British English it means ¨a place for some people to take a shower〃

3. Ask more questions about the dialogue:

冘 Where did Joe come from?

冘 How did he reach London?

冘 Did he have a good sleep?

冘 Why did Nancy give Joe a new towel?

冘 Where is the bathroom?

冘 What did Joe actually want?

Step 3 Practice

Read and act out the dialogue then introduce some more words that have different meaning in the two languages.

billion=one million millions (BE) one thousand million (AE)

public school=private school (BE)local state school providing free education (AE)

Step 4 Listening

Let the Ss listen to two different passages which are read in BE and AE and tell them the two languages are quite different in pronunciation Then practice the dialogue ¨kilometer〃 and tell them this word has two different spelling and also two different pronunciations.

Step 5 Listening

Listen carefully to the tape. Mr Brownˇs landlady has many house rules. Write down five of them..

Step 6 Grammar

Direct and indirect speeches

Sb. asked / told sb. (not) to do sth.

Change the following sentences into indirect speech:

1. ¨Get up early Tony. Youˇll be late for class.〃 His mother said to him.

2. ¨Donˇ t disturb the sleeping baby.〃 Mary said.

3. ¨Put away all the unnecessary articles,〃 the housekeeper said rudely.

4. ¨Donˇ t cross the road without looking around.〃 The policeman said kindly to the boy.

Step 7 Speaking

1. Practise the dialogue one in the text and ask the Ss to finish the exercise.

2. Questions for dialogue two.

(1) What did Ms Smith ask Harry to do?

(2) What did Harry ask Mw Smith to do?

(3) And what did Harry ask Ms smith to do again?

(4) What did Ms Smith tell Harry not to do?

3. Ask the Ss to read aloud the dialogue and then ask them to repeat the dialogue.

Rewrite the following sentences:

1. My mother told me not to believe a stranger easily.(direct speech)

2. The principle asked the Ss to wash their clothes by themselves.(direct speech)

3.¨Donˇt throw away the leftovers. Itˇs too a waste of food.〃 The owner said to his customers.(indirect speech)

4.¨I am going to Japan tomorrow. I have asked for a leave of six months.〃 Jerky said to her colleagues.(indirect speech)

Period 2

I. Teaching aims:

1. Train the Ssˇ ability of reading.

2. Learn about English around the world.

3. Listen and repeat the text.

II. Important point:

How to get the students to master the useful words and expressions:

majority, native, equal, except, , in total, situation, organization, international, etc.

III. Difficult point:

Get full understanding of the whole as well as the details.

IV. Teaching methods:

1. Fast-reading to train the studentsˇ reading ability.

2. Reading comprehension to help the students to grasp the main idea of the text.

3. Practise getting the students to master what they have learned.

V. Teaching procedures:

Step 1 Revision

Go over the dialogue by asking the Ss to read aloud their composition and ask them to rewrite more sentences.

Step 2 Pre-discussion

Discuss the following pre-reading questions:

1. If you speak more than one language, in what situations do you use the language?

2. Why do we have to learn English?

Step 3 Fast reading

Read the text fast and answer :

Why will it be more and more important to have a good knowledge of English? (Because many people communicate in English every day.)

Step 4 Careful reading

Ask the students to read more carefully and answer the post-reading questions 2-3.

Step 5 Summary

Summarize main ideas of each paragraph of the text.

Paragraph 1 English is spoken as mother tongue and as a second language.

Paragraph 2 Many people learn English as a foreign language.

Paragraph 3 Many people communicate in English every day.

Step 6 Listening

Listen to the tape of the text and do the post-reading exercise 2, filling the blanks.

Step 7 Discussion

Discuss the following topics in groups of four for about 4 minutes, then ask the representative of each group to present their reasons in the front.

1. Why do so many people speak English?

2. Will Chinese mandarin be popular one day?

3. Why Cantonese is so popular in China?

Homework

Go over what we have learned in this reading text.

Period 3

I. Teaching aims:

1. Learn the useful words and phrases in the text.

2. Learn the difficult sentences.

3. Learn the grammar: direct and indirect speeches.

II. Important points:

the direct and indirect speeches

III. Difficult points:

How to use ask/tell/ order sb. to do sth. to report an order or request.

IV. Teaching methods:

1. Inductive method to get the students to think more by themselves.

2. deductive method when teaching the Indirect Speech.

V. Teaching process:

Step 1 Revision

Listen and read the text.

Step 2 Word study

The teacher can read the explanation for the Ss and ask them to guess the new words.

Step 3 Language points

Pick out some difficult sentences for the students to analyze and explain new words and expressions to the students if they have difficulty in understanding them.

Phrases: all around the world, in total, at high school, except for/except, on the radio/ on the phone, through the Internet, a good knowledge of , majority, leave the door open, mother tongue

useful sentences:

1. There are more than 42 countries where the majority of the people speak English.

2. In total, for more than 375 million people English is their mother tongue.

3. In China students learn English at schools as a foreign language, except for those in Hong Kong.

4. Chinese businessmen, taxi drivers and students talk with them using English.

5. With so many people communication in English every day, we can see that it will be more important to have a good knowledge of English.

Step 4 Grammar

Learn which is an order and which is a request:

Sentences for a request may begin with: could I/Will you/May I. Sentences for an order may be without subjects. If the sentences are changed into indirect speech, ¨asked〃 means a request, ¨told〃 means an order. Show them some examples to make them clear about how to change an order or request into indirect speech. The following are some examples for the students to practice:

1. Change the following sentences into indirect speech:

(1) Could I use your bathroom for a moment? (he, his friend)

(2) Put your coat in the closet. (they, the little boy)

(3) Speak quietly on the closet. (the teacher, his colleague)

(4) Will you help me with my homework this afternoon? (John , me)

(5) Could you meet me at four? (Mary, her husband)

2. Change the following sentences into direct speech:

(1) The landlady asked him to put his coat in the closet.

(2) The landlady asked him not to put it on the peg.

(3) The commander ordered the soldiers to stand still.

(4) The commander ordered the soldiers not to move.

(5) Mother told me to lock the door after not to move.

3. Work in pairs. First report the orders, using ¨she told us (not)-〃 Then report the requests, using ¨he asked us (not)-〃

(1) She told us to buy some bread for her.

(2) She told us not make too much noise.

(3) She told us to help her tidy the room.

(4) She told us not to forget to put your umbrella in the stand.

(5) He asked us to speak quietly on the phone.

4. Group work

The teacher read some more sentences for the Ss to change into an order (she told us)or a request (she asked us):

(1) go to bed immediately (an order)

(2) not to throw away the used paper(a request)

(3) lend him several books (a request)

(4) redo his homework (an order)

(5) not to disturb his father(an order)

Step 6 Practice

Make more sentences using ¨with + n. +doing / done / to do / prep.〃 after the model.

Model:

With so many people communication in English every day , we can see that it will be more and more important to have a good knowledge of English.

1. This room is extremely cold the window .

2. so much work , he may not be here.

3. so many trees and flowers , the classroom looks wonderful.

4.He is getting on well with his work his mother him.

Homework:

Go over what we have learned about direct and indirect speech.

Period 4

I. Teaching aims:

1. Learn the reading text to know the differences between American English and British English.

2. Teach the students some useful words and expressions of the text.

II. Important points:

1. Improve the studentsˇ reading ability by reading the text.

2. Improve their writing skills.

3. Know more about American and British English.

III. Difficult points:

Practise writing and improve writing skills.

IV. Teaching methods:

1. Practise makes better skills.

2. Fast reading and pair work or group work to get students active in class.

V. Teaching procedures:

Step 1 Revision

Talk about their compositions and revise the direct and indirect speeches for and order or for a request.

Ask the Ss to translate some Chinese sentences into English to go over the phrases and some useful words:

(1) all over the world

(2) on the radio

(3) in total

(4) except for

(5) have a good knowledge

Step 2 Presentation

We have learned the word ¨bathroom〃 has different meaning in BE and AE. Now tell me the different meaning(toilet or a place for a shower)

Today weˇll learn something more about their differences. Read quickly and try to tell me , from which year did AE and BE become different?(1776)

Step 3 Fast reading

Read carefully and answer the following questions.

1. Was the language in Britain and America the same at first?

2. When did America become an independent country?

3. Where did the language stay the same, in Britain or in America?

4. Why do Americans talk ¨autumn〃 for ¨fall〃?

5. Where is the English word ¨typhoon〃 form? And how about the American word ¨tornado〃?

6. Who wrote the first American dictionary? And when? Why did he change the spelling?

7. Which is greater, the difference in the spoken English or in the written English?

8. Do people from the two countries have any difficulties in understanding each other?

Step 5 Listening

Listen to the tape and finish the exercise in the text.

Step 6 Reading and Speaking

Ask the Ss to read the text and talk about the differences in their own words and get them to tell the reasons for differences.

Step 7 Practice

Read the passage again and complete the chart:

Words Borrowed from

Cent

Florida

Howl

cookbook

篇4：H毙︰nit7 Cultural Relics The 2nd period

The 2nd period A City of Heroes

Activity1: telling which are cultural relics and which are not

Show the students some pictures of great wall, Stonehenge, pyramids, Cihu Lake, Xizai Mountain, the East Hill

Question: are culture relics important? Why?

Organization: collect the studentsˇ ideas directly

Activity2: completing a picture of St Petersburg

Allow the students 5 seconds to look at a picture of St Petersburg carefully and then get them to complete it again

Say: to restore a picture is easy for you. What about restoring a destroyed city? Yes, very difficult. The city on the screen is called St Petersburg. It was ever destroyed but the people of it brought it back to life. Now letˇs go on a trip to the beautiful city.

Activity3: look and say

Q1: What words do you use to describe St Petersburg? Collect the answers directly from the students.( beautiful, attractive...)

冝 Introduction: St Petersburg has another two names, Petrograd]┘眔姘恰^ and Leningrad]C蓃姘恰^so it is not a strange name for you. Do you know anything about it?

冝 Itˇs the second most important city in Russia.

冝 It is made up of more than 40 islands and is called ¨the Venice of the north〃

A beautiful city as St Petersburg is, it has a long and great history unknown to many people. Now letˇs come to know something about its glorious history.

Activity4. Skimming

Read the passage quickly to find out in what order the passage is written.

Q1: In the passage written in the order of time or space?

Q2.The first 3 paragraphs cover 3 periods of the history. Can you find out what they are. Please use only one word to fill in the blanks.

Written in the time order Para.1 St Petersburg was built 300 years ago.

Para.1 St Petersburg was destroyed during the second World War .

Para.1 St Petersburg was rebuilt after the second World War.

Q3. What is the real purpose of writing this passage?

St Petersburg is a city of heroes.

Q4. Who are the heroes? ( Peter the Great and the people of St Petersburg)

Activity5. Listening to the first paragraph carefully

Task1: introduce Peter the Great

Activity6. Reading the second paragraph aloud

Task1. Watch a short film clip and ask the students describe what happened.(who/when/where/how/whatK like)

Activity7.Read paragraph 3 silently and report

Task1. What is the paragraph about?( who/why/what Kuse /whatKlike)

Activity8 Get one student to read aloud.

Ask Why are the people of St Petersburg heroes?

1. They didnˇt give in to the enemies.

2. They brought the destroyed city back to life without destroying its original beauty.

*Activity9 True of false statements

Activity10 useful expression

1. Where there is a river, there is a city. Where there is a will, there is a way.

2. It was under attack for 900 days.

3. The people of the city never gave in .

4. K paintings and statues lay in pieces on the groundK

5. Kwe will do everything we can to save our city.

6. Kthe people were able to bring back the beauty of their cultureK

Activity11. Output

The people of St Petersburg restored the destroyed city--- St Petersburg, should we also restore Yuanmingyuan? Letˇs once again review that period of history by watching a movie clip or looking at some pictures

Organization: group work and keep down some notes. Then choose one representative from each group and hold a debate hosted by Mr Feng..

Conclusion: dear boys and girls, on one hand, restoring Yuanmingyuan will attract more tourists and make more money. On the other hand, letting it be will help us and our children understand the history better. Yuanmingyuanˇs destruction represents a sad and unforgettable history. No Chinese should ever forget it, because forgetting means betraying.

Activity12 Morality education

Our lecture comes to an end now.

Difficulty gives in to a strong-willed man.

If we are united, brave and strong, we can overcome everything.

篇5：乘隙毙偷文言文翻译

乘隙毙偷文言文翻译

乘隙刺偷

濠州定远县①一弓手②，善用矛，远近皆服其能。有一偷亦善击刺，常蔑视官军，唯与此弓手不相下，曰：“见必与之决生死。”一日，弓手者因事至村步③，适值偷在市饮酒，势不可避，遂曳矛而斗。观者如堵墙。久之，各未能进。弓手者忽谓偷曰：“尉④至矣，我与汝皆健者，汝敢与我尉马前决生死乎？”偷曰：“诺。”弓手应声刺之，一举而毙，盖乘隙也。

（选自沈括《梦溪笔谈》）

【注释】

①濠州定远县：地名,今属安徽。

②弓手：又称弓兵,宋代地方治安军之一。

③村步：村埠头。步，通“埠”，码头。

④尉：指县尉，维持本县治安。

【试题】

1.下列句子中加点的词解释错误的一项是（ ▲ ）

A．善(善于、擅长)用矛

B．一举而毙（杀死）

C．适值（刚好）偷在市饮酒

D．弓手者忽谓（对……说）偷曰

2.下列各组句子中加点词的意义和用法不同的一项是（ ▲ ）

A．皆服其能空乏其身

B．弓手者因事至村步罔不因势象形

C．遂曳矛而斗遂许先帝以驱驰

D．见必与之决生死时人莫之许也

3.用现代汉语写出下面文言句子的意思。

汝敢与我尉马前决生死乎？

4.根据选文，用自己的语言概括弓手在与小偷决斗中取胜的原因。

【答案】

1.C

2.B

3.你敢和我在县尉的马前决一死战吗？

4.弓箭手运用智谋，找到突破口，抓住机会，战胜小偷。

【译文】

濠州定远县有一个弓箭手，善于使用长枪，远近的人都佩服他的.本领。有一个贼人，也擅长用矛击刺，经常蔑视官兵的本领，只是跟这个弓手的武艺不相上下，说：“我见了他一定跟他生死决战。”一天，那个弓手因为有事走到村子里，正好碰上那贼人在街市上喝酒，当时的情形已经不能避让，于是两个人拿着长矛争斗。观看的人围的像墙一样。打了很久，两人都没能刺伤对方。弓手对贼人说：“县尉来了。我和你都是勇武的人，你敢和我在县尉的马前决一生死吗？”贼人说：“好。”弓手随着他的话声趁机刺他，一下就杀死了他，是因为趁着他分神不备的空当啊。

【简评】

弓箭手钻了小偷的空子，保全了自己的安全，也赢得了决斗的胜利。所以我们做事情单靠勇猛和力量不能达到目的时，不要一味蛮干，要开动脑筋想办法，用智慧取胜。

篇6：六小龄童春晚节目被毙

六小龄童爷爷为何无法上春晚?

我们先来回顾一下整件事的发展过程

●今年1月初，有消息传得有模有样，称六小龄童将会跟郭fu城在春晚舞台上合作表演《猴戏》，春晚导演组特别打造以传统京剧《猴戏》为基础，为新、老美猴王打造一个同场PK的舞台。然而，几天后，陆续有媒体曝出，该节目未能通过审核，节目被毙，六小龄童无缘央视春晚。

● “六小龄童春晚节目被毙”消息一出，引得大量网友吐槽评论，大呼“还我猴哥”!

● 六小龄童在微博发布录制央视戏曲春晚的现场照片，广大网友泪点满满，猴哥还是当年的猴哥~

● 网上铺天盖地“回忆潮”，《西游记》当年的拍摄细节，感人故事一一被翻出，在微博、微信、各大网站电视上传播，感动、惋惜、生气、愤怒……

● 六小龄童也在微博上回应了大家的支持。网友纷纷感慨老一辈艺术家的傲骨风气!

事情至今仍在发展，并像滚雪球一样越来越大，究其原因，则是“情怀”二字引起。

小编认为，大家之所以这么义愤填膺，主要源于对老一代艺术家六小龄童的敬仰，重播N遍的《西游记》的童年回忆，以及网上铺天盖地重复当年《西游记》艰苦的拍摄条件，大家脑海中那根“情怀”的弦被狠狠地拨动。甚至有人表示，哪怕是请我们的大圣在台下坐着嗑瓜子，一个镜头扫过也是泪流满面的节奏。

可惜的是，剩下的几天里，央视春晚改变主意的可能性不大。

尽管可惜但也无可奈何，但是令人气愤的是，又有消息传出，这件舆论事件的开始可能是有人操作的，是件炒作事件!

无风不起浪，空穴不来风，将整个事件从头到尾地梳理一遍，我们可以看出春晚从头到尾都没有邀请过六小龄童(这点可以从六小龄童的官方微博处得知：六小龄童透过经纪人表示，到目前为止还没接到过央视春晚的邀请，也没听说过有与郭fu城搭档的计划)，何来节目被毙一说!有很大可能是某电影炒作。

对于没有悟空的春晚您怎么看?

[六小龄童春晚节目被毙]

篇7：毙的读音和基本解释

毙，拼音：[bì]

部首: 比

部外笔画: 6

总笔画: 10

五笔86: xxgx

五笔98: xxgx

仓颉: ppmnp

笔顺编号: 1535135435

四角号码: 22212

郑码: rrrr

Unicode: CJK 统一汉字 U+6BD9

基本解释：

死：～命。击～。

仆倒：“郑人击简子中肩，～于车中”。

〈动〉

(形声。从死,敝声。在先秦古书中的獘,在流传中往往被改成斃。本义:仆倒;倒下去)

同本义 [fall forward]

郑人击简子中肩,毙于车中。——《左传·哀公二年》

多行不义必自斃。——《左传·隐公元年》

射其右,斃于车中。——《左传·成公二年》

又如:毙死(仆倒而死);毙踣(倒毙)

垮台,失败 [collapse;fall from power]

多行不义,必自毙。——《左传》

引申为死 [die]

与犬,犬斃;与小臣,小臣亦斃。——《左传·僖公四年》

及扑入手,已股落腹裂,斯须就毙。——《聊斋志异·促织》

又如:毙命;毙伤

[口]∶枪杀 [shoot]。如:毙敌三千;愤怒的人们要求毙了这个土皇帝

杀死 [kill]

贼连毙者三。——清· 邵长蘅《青门剩稿》

以刀劈狼首,又数刀毙之。——《聊斋志异·狼三则》

篇8：Unit12 Education毙(H毙┌T英语U册毙妆学设计)

Teaching aims:

1. Goals:

冨 Talk about education in China and other countries

冨 Talk about study method and learning skills

冨 Practise making comparisons

冨 Integrative language practice

冨 Write a report

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions:

Expectation, calculate, analyse, result in, unwilling, living standards, acquire, drop out, compulsory, tendency, skeptical, commitment, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

Education for all (P102-104)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p93.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main idea of the passage.

The passage makes it clear that ¨Education for all 〃 is essential for the development of a country. The paragraphs mostly deal with measures that should be taken to achieve the target.

Step 3. While-reading:

Passage Analyzing:

Exercise 1 on p104

Step 4. Post-reading

Look through the passage once again and finish the chart below:

Methods Countries

Distance learning Australia, China, the USA

Mixed-grade classes The Turks and Caicos Islands, parts of the remote central and western regions in China, Lesotho

Money from international organizations China, the developing countries

Money from local organizations China, the developing countries

Task 3: What are the writing techniques of this passage?

a. Numbers and dates are used to make the point of view more acceptable.

b. In order to let more people take the advice, examples are provided, you may find them in Paragraph D.

Step 5 Homework

Finish all the exercises on Language Practice on p105-106.

Period 2. Integrating Reading Skills

How We Learn (P107)

Step 1. Revision

1. Check the Ss how further they understand education.

2. Check the homework.

Step 2. Scan the passage and answer the following questions:

1. How many different kinds of learning styles are there? And what are they?

2. Why is it necessary for the student to know his or her own learning style?

3. Give a definition for each learning style.

Step 3. Read the passage again and check which study tips given on p107-108 are best suited for the three different types of learners described in the passage.