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.
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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.。