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《听力教程》2第二版第五单元文本

《听力教程》2第二版第五单元文本
《听力教程》2第二版第五单元文本

Unit5

Section One Tactics for Listening

Part 1 Phonetics-Stress, Intonation and Accent

Peter: You've been to Zanada, haven't you?↘

Peter: Oh yes, I remember. You went a couple of years ago, didn't you ?↗

Peter: Now, let's see ... It's er, it's a mainly agricultural country, isn't it? "↘

Peter: Well yes, I know, but there's not much industry once you've left the coast, is there?↗

Peter: l see ... Mm, so the North would be the best place to go to, wouldn't it? '↘Peter: Yeah. Mind you, I should think the South is very beautiful, isn't it? '↘Peter: (laughs) Yeah. That's right. Oh and what about transport? It'd be better to hire a car,

wouldn't it? ↗

Peter: Really? That's cheap. It costs that much a day here, doesn't it? ↘

Peter: Yeah, well that's fine, Maggie. Thanks a lot. Bye.

Part2 listening and Note-taking

Reading

When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start being taught the ins and outs of reading letters to form words.

If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers at infant school is the teacher's affair. It is up to the teacher to see that such a child is given more advanced reading material.

Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given every help by teachers and parents alike. They should make certain that he is not dyslexic*. If he is, specialist help should immediately be sought.

Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life) there is no harm in preparing them for simple recognition of letters by labelling various items in their room. For instance, by a nice piece of cardboard tied to their bed with BED written in neat-big letters.

Should the young child ask his parents to teach him to read, and if the parents are capable of doing so, such an appeal should not be ignored. But the task should be

undertaken gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, should his interest start to flag*.

Exercise A:

1. There is no hard and fast rule, for no two are alike.

2. The fact that he or she might later be "bored" when joining a class of non-readers at infant school is the teacher's affair.

3. If badly done it could put them off reading for life

4. But the task should be undertaken gently.

5. Reading should never be made to look like a chore.

Exercise B:

It would be wrong to set a time when a child should start learning to read and write.Parents should encourage youngsters aged two to five to read if they show interests in it, but never force them to learn to read. He or she might later be "bored" when joining a class of non-readers at infant school. Then it is up the teacher to see that such a child is given more advanced reading material.

Similarly, if a child cannot read at the age of seven teachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be sought

Parents should not ignore the young child's appeal to teach him to read. But the task should be undertaken gently, with great patience and a sense of humour Reading should never be made to look like a chore and the child should never be forced to continue, if his interests start to falg

Section Two Listening Comprehension

Part 1 Dialogues

Dialogue 1 Digital Sound

{Music}

MIKE: Wow! Nice. CDs have such good sound. Do you ever wonder how they make CDs?

KATHY: Well, they get a bunch of musicians together, and they sing and play. MIKE: Come on. You know what I mean. Why is the sound quality so good? I mean, why do CDs sound so much clearer than cassette tapes?

KATHY: Actually, I do know that.

MIKE: Really'?

KATHY: It's all based on digital sound. CDs are digital. Digital sound is like several photos, all taken one after another. It's kind of like pictures of sound. The

intensity of the sound – how strong it is -- is measured very quickly. Then

it's measured again and again. When we hear the sound, it all sounds like

one long piece of sound, but it's really lots of pieces close together. And

each piece is really clear.

M1KE: So digital is like lots of short "pieces" of sound.

KATHY. Exactly. This is different from analog* -- that's how they used to record.

Analog is more like one wave of sound. It moves up and down with volume

and pitch. Anyway, analog is like a single wave. Digital is like a series of

pieces.

MIKE: OK, I understand that. But how do they make the CDs?

KATHY: I told you, Mike. They get a bunch of musicians together, and they sing and play.

MIKE: Kathy !

KATHY: No. What really happens is first they do a digital recording -- on videotape.

MIKE: On videotape.

KATHY: Yeah, they use videotape. So then the videotape is played through a computer.

MIKE: OK. What does the computer do?

KATHY: Well, the computer is used to figure out the "pieces" of sound we were talking about; how long everything is, how far apart spaces are.

MIKE: OK. So the computer is figuring out those separate "pieces" of sound. KATHY: Yeah. They need to do that to make the master.

MIKE: The master?

KATHY: The master is the original that all the other CDs are copied from. It's made of glass. It's a glass disk that spins around -- just like a regular CD. And

the glass disk is covered with a chemical. They use a laser to bum the

signal, or the song, into the glass plate. The laser burns through the

chemical, but not through the glass.

MIKE: So the laser cuts the sound into the plate.

KATHY: Right. What it's doing is cutting little holes . into the back of the disk.

Those holes are called "pits." The laser puts in the pits.

MIKE: So CDs really have little holes on the back? I didn't know that. KATHY: Yeah. Tiny pits. They're too small to see. [Pause.] Anyway, then they've got the master, and they make copies from it. Then you buy your copy

and put it in the CD player.

MIKE: Put it in the CD player ... That part I understand.

KATHY: There's another laser in your CD player. The light of the laser reflects off the CD. The smooth part of the CD reflects straight back, like a mirror.

But the light that bounces off the pits is scattered. Anyway, the computer

in your CD player reads the light that bounces off the pits. And you get

the music.

MIKE: Reflected light, huh? ... Uh ... you knew what I like? Just relaxing, listening to music, and not really worrying about how it gets on the disk. KATHY: You want me to explain it again?

「Music」

I. The making of the CDs

A. Recording

a. They get a bunch of musicians together, singing and playing.

b. First they do a digital recording -- on videotape.

c. Then the videotape is played through a computer.

d. The computer figures out those separate "pieces" of sound to make the

master.

B. The making of the master

a. The master is the original that all the other CDs are copied from.

b. It's made of glass, covered with a chemical.

c. They use laser to burn the signal, or the song, into the glass plate. The

laser bums through the chemical, but not through the glass.

d. It cuts little holes into the back of the disk. Those holes are called "pits."

e. They make copies from it.

II. Playing back

A. You buy the copy and put it in the CD player.

B. The light of the laser reflects off the CD.

a. The smooth part of the CD reflects straight back, like a mirror.

b. But the light that bounces off the pits is scattered.

c. The computer in your CD player reads the light that bounces off the pits.

d. You get the music.

Dialogue 2 Lost in Translation

Exercise:

Detergent:

Description of the ad:

In the ad there was a pile of dirty clothes on the left, a box of the laundry soap in the middle, and a pile of clean clothes on the right...

Message:

This detergent would make really dirty clothes clean.

Mistake: In the Middle East, they should have changed the order of the pictures

Shirt:

Message: When I wrote this shirt, I felt good.

Mistake: They made a translation mistake, which changed the meaning into ―until I wore this shirt, I felt good‖

Gas:

Mistake: They advertised using their American name. Unfortunately, it is a short way of saying ―Engine Stop‖ in Japanese

Part 2 Passage

Toothbrush

Brushing our teeth—such a commonplace activity today, has been around for a long time. Imagine: the ancient Egyptians were already concerned about their dental hygiene! We know this today because they also had the good habit of being entombed* with all their treasures ... So we were able to discover that tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed* into soft fibers. It's comical to imagine an Egyptian stopping to brush his teeth after a meal, on his break from building a pyramid!

The true ancestor of our toothbrush, however, was invented by the Chinese in the 15th century and brought back to Europe by travellers. This toothbrush was made of hairs from the neck of a Siberian wild boar which were fixed to a bamboo or bone handle. The people of the Occident*, however, found the wild boar hairs too stiff. At the time, very few people in the Western world brushed their teeth, and those who did preferred horse hairs, which were softer than those of the wild boar! In Europe, it was more customary after meals to use a goose feather toothpick, or one made of silver or copper. Other animals' hair was also used for dental care, right up until this century. But it was the poor Siberian wild boar that took the brunt of it. The animal was imported for its neck hairs for a long, long time ... in fact, until nylon was invented, in the 20th century!

In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H.Carothers. In 1938, this new material became a symbol of modernism and prosperity through the commercialization of nylon stockings and of Dr. West's miracle toothbrush with nylon bristles. The wild boars were finally off the hook!

At first, even if there were many advantages to using this new brush instead of the one made with wild boar hairs (which fell out, wouldn't dry very well or became full of bacteria), the consumers were not entirely satisfied. This is because the nylon bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush by giving it softer bristles.

Today the brands, types, and colours of toothbrushes on the market are almost endless. In spite of this, certain African and American populations still use tree branches to care for their teeth!

Exercise A:

First, the toothbrush was made of hairs from the neck of a Siberian wild boar. Second, the toothbrush was made of horse hairs and other animals' hairs. In the 20th century, the toothbrush was made of nylon bristles.

Exercise B:

1.A

2. B

3. C

4. B

5. A

6. D

7. C

8. D Exercise C:

1. In Egypt, tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed into soft fibers.

2. In the 15th century, Europeans usually use a goose feather toothpick, or one made of silver or copper to care for their teeth.

3. People used animals' hair for dental care right up until the 20th century when nylon was invented.

4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H. Carothers.

5. Certain African and American populations still use tree branches to care for their teeth.

Part 3 News

News Item 1

Israeli Prime Minister Ehud Olmert says Israel will not agree to a truce in Gaza unless an Israeli soldier held by Palestinian militants is freed. Gilad Shalit was captured by Palestinian militants in 2006. There have been reports that Egypt was close to brokering a long-term truce between Hamas and Israel. A punishing three-week Israeli assault on Gaza aimed at stopping militant rocket fire on Israel ended with separate ceasefires in January. The uneasy calm has been punctuated by exchanges of fire between the two sides. On Thursday, Hamas officials said they expected a truce with Israel to be announced within days.

Exercise A:

This news item is about Israel’s position on a truce in Gaza.

Exercise B:

Condition set to a truce: unless an Israeli soldier held by Palestinian militants is freed. Time Gilad Shalit was captured: 2006

Broker between Hamas and Israel: Egypt

Purpose of Israeli assault on Gaza: stopping militant rocket fire on Israel.

Hamas's Expectation: a truce with Israel to be announced within days.

News Item 2

There were fierce battles in Gaza on Friday as Hamas and Israel both rejected a United Nations call for an immediate ceasefire. The densely populated area faces shortages of food, medicine, water and electric power.

Israel says its air and ground attacks are targeting only Hamas-related targets. It blames the Palestinian group for positioning fighters and rockets in civilian areas.

Hamas continued to fire rockets into southern Israel. A Hamas leader said in Damascus that the call for a truce would mean a surrender. But he also said Hamas was preparing to send a delegation to Cairo to further discuss an Egyptian peace plan.

The United States did not vote on the ceasefire resolution passed Thursday by the Security Council.

Friday, the top U.N. human rights official called for an independent investigation into possible war crimes by both sides in the conflict.

Gaza medical officials say more than eight hundred Palestinians have been killed. About half, they say, have been women and children. A t least thirteen Israelis have been killed, including at least nine soldiers. Hamas rockets have hit farther inside Israel than before. Fighting continued Saturday.

Exercise A:

This news item is about the fighting between Israel and Hamas in Gaza despite a U. N. ceasefire call.

B:

1. On Friday there were fierce battles in Gaza between Israel and Hamas. T

2. Gaza faces shortages of food, medicine, water and electric power. T

3. Hamas had no intention of discussing a peace plan. F

4. A ceasefire resolution was passed on Thursday by the Security Council. T

5. A top U.N. human rights official called for an independent investigation into the conflict between the two sides. F

6. About eight hundred Palestinians died in the fighting. F

News Item 3

Israeli tanks and soldiers are beginning to withdraw from Gaza and life in the strip is beginning to return to some sort of normality, as a tense calm follows three weeks of fighting between Israel and Hamas.

There were traffic jams on the road north, families heading to Gaza City to reunite with friends and relatives. Long lines of cars backed up at the makeshift* road-blocks the Israelis have left behind. But the tanks are gone, only the deep tracks remain.

The destruction has largely been inflicted* on the Hamas infrastructure: police stations, military outposts*, government buildings.

For three weeks the Israelis pounded* the tunnels that run beneath the perimeter* wall but people insist that some of these tunnels are still open and still some fuel is being pumped from the Egyptian side. They say they are determined to reopen them and to dig them deeper. If the border crossings remain closed, these tunnels are their only link to the outside world.

Exercise A:

This news item is about the temporary peace returning to Gaza and the destruction caused by the fighting.

Exercise B:

1. The fighting in Gaza between Israel and Hamas lasted for three weeks.

2. Israeli soldiers are beginning to withdraw from Gaza.

3. People headed to Gaza City to reunite with friends and relatives.

4. The Hamas infrastructure: police stations, military outposts, government buildings, etc.

5. The tunnels that run beneath the perimeter wall is their only link to the outside

world if the border crossings remain closed.

Section Three Oral Work

Retelling

Scheduled to address the nation one day, Winston Churchill, running unusually late, hailed a cab in London's West End and ordered him to drive to the BBC as quickly as possible.

"Sorry, sir," the driver replied. "You'll have to find yourself another cab."

"And why is that?" Churchill asked.

"Ordinarily it wouldn't be a problem, sir," the driver apologetically explained, "but Mr Churchill is broadcasting at six o'clock and I want to get home in time to hear him."

Churchill, greatly flattered, took a pound note from his wallet and handed it to the cabbie. The man gladly took the tip: "Hop in, sir? he exclaimed. "The devil with Mr Churchill!"

Section Four Supplementary Exercises

Reading Recovery

More than 1 million school children in the United States have gone through a program called Reading Recovery. The program is for six-year-olds who are struggling to learn to read,

The Reading Recovery Council of North America says more than one-fifth of United States public schools with first grades use the program.

The Reading Recovery method calls for a specially trained reading teacher to work With children one at a time. The lessons take a half-hour each school day. They employ reading, writing and the study of the letters of the alphabet.

Reading Recovery came to the United States in 1984. Education expert Marie (pronounced MAHR-ee) Clay of New Zealand developed the program. A number of other countries also use this method. Programs can differ from school to school.

Reading Recovery lessons take place for twelve to twenty weeks. During the lessons, the teacher looks for ways that the child seems to learn best. Then the teacher works to help the student develop these strategies to solve problems in reading. The idea is for the student to continue to use and extend these strategies each time he or she reads.

Reading Recovery students read many short books. Some of the books are written in a way similar to spoken language. Children also read and write stories or messages in their own words. The material gets harder with time.

The lessons end when the student's reading ability is within the average level of the class. The Reading Recovery Council of North America says eighty percent of students who finish the lessons can read and write within their class average.

The council is a group with 11,000 members. The group named a new president this month. Mary Jackson is director of special programs for the Fort Bend public school system in Sugar Land, Texas. Mizz Jackson says more than 99 percent of the Reading Recovery students in the schools passed the state reading examination.

Some administrators* may not like the higher cost of the Reading Recovery method compared to other interventions*. Teachers, after all, work with only small numbers of first graders. But supporters say it saves money in the end. They say it helps prevent the sad results and expense of letting children fail in school.

Reading Recovery is a program developed by a New Zealand education expert Marie Clay. It aims at first graders who fail to learn to read at school. This program came to the US in 1984and up to now more than one million school children have gone through this program. During the lessons, the teacher works with the children one at a time. He/she looks for ways that the child seems to learn best. Then the teacher works to help the student develop these strategies to solve problems hi reading. When the student's reading ability is within the average level of the class, the lessons end. Some administrators may not like the higher cost of the program but supporters say it saves money in the end. It helps prevent the sad results and expense of letting children fail in school.

Exercise C:

Your opinion

Directions: Listen to the passage again and give your opinion on the following topic. "Children also read and write stories in their own words."

1. What are the advantages of reading and writing stories in one's own words? Passage 2 Internet Overtaking TV among Consumers

The Internet is drawing hordes of people away from their television sets but will have to become more like TV if it wants to boost its mass appeal to consumers, computer industry executives say.

In any event, the two media are converging rapidly in a trend that will accelerate when digital broadcasting replaces the dominant analog television system around the world, they said at the world Economic Forum’s annual meeting in Davos.

People predict the distinction between television and the Internet—the global network of computer networks—will soon start to blurt.

In a recently completed a survey by Dell Computer Corporation, customers prefer to be on the Internet than to watch television at home.

This will lead to customized newspapers and video called up at the touch of a button as a powerful rival to television. This is a slowly adapting marketplace, but I think broadcast television, as alternatives for profiling and customization are offered, will diminish..

The breakthrough will come when digital broadcasting puts television on the same technological footing as computers.

At the point when the television signal that the average person gets is digital, there is tremendous leverage to browsing the Internet model and the digital bits that you see on your screen.

To get to the 70, 80, 90 percent kind of market that television has, computer industry had to have a model that looks a lot more like television and a lot more like entertainment than any of us have seen so far. By that time the Internet might crowd out television in the battle for consumers.

The consumer is low to adapt always. You can push the cost down and simplify things, but consumer behavior is very, very difficult to change.

On the hardware front, the trend is toward affordable computers rather than high-powered machines. People want to see very simple, low-cost devices. You don’t need the complexity if you just have a limited set of tasks.

Exercise B:

1. C

2. D

3. A

4. D

5. B

6. B

7. A

8. A

Exercise C:

1. It will have to become more like TV.

2. People predict the distinction between television and the Internet will soon start to blur.

3. When computer industry has a model that looks a lot more like television and entertainment.

4. Yes, It can.

5. They want very simple, low-cost devices.

古诗接龙单元

古诗接龙单元 Revised as of 23 November 2020

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古诗接龙77首

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满江红 怒发冲冠,凭阑处,潇潇雨歇。抬望眼,仰天长啸,壮 怀激烈。三十功名尘与土,八千里路云和月。莫等闲、 白了少年头,空悲切。 靖康耻,犹未雪;臣子恨,何时灭?驾长车、踏破贺兰 山缺。壮志饥餐胡虏肉,笑谈渴饮匈奴血。待从头、收 拾旧山河,朝天阙。 ––––摘自《宋词精选》师:可以看出,【范文2】比【范文1】要美观的多。在这节课里,我们 将讨论怎样把【范文1】设置成【范文2】的格式。 二、分析任务 师:比较【范文1】与【范文2】,可以发现以下的不同之处: 1.字体不同; 2.字的大小不同,即字号不同; 3.字的颜色不同; 4.字的形状不同,即字型不同; 5.是否有下划线,字体是否加粗;等等。 因此,要把【范文1】设置成【范文2】的格式,就要进行字体、字号、字的颜色及字型设置。 三、操作步骤 1.设置字体 师:不同的字体体现了不同的风格。通过字体的设置,在文档中适当地变换字体,可以使文档显得结构分明、重点突出。 「演示」设置【范文1】的字体:第一行:琥珀;第二行:楷体;正文:隶书;最后一行:宋体。 操作方法: ①选定第一行 ②单击“格式工具栏”上的“字体”下拉列表项右边的向下箭头,弹出“字体” 下拉列表。 ③用鼠标上下拖动垂直滚动条,找到并单击“华文琥珀”字体,被选中的文字就 以琥珀字体显示。 ④第二行、正文、最后一行等字体的设置操作步骤同上。 「学生操作」练习1:打开文档“练习1”,设置如下的汉字字体。

古诗接龙文本全6套

古诗接龙第一单元 赋得古原草送别唐白居易 离离原上草,一岁一枯荣。野火烧不尽,春风吹又生。 夏日绝句 宋李清照 生当做人杰,死亦为鬼雄。至今思项羽,不肯过江东。 商歌 宋罗与之 东风满天地,贫家独无春。负心花下过,燕语似讥人。 鸟鸣涧 唐王维 人闲桂花落,夜静春山空。月出惊山鸟,时鸣春涧中。 独坐敬亭山 唐李白 众鸟高飞尽,孤云独去闲。相看两不厌,只有敬亭山。 新嫁娘 唐王建 三日入厨下, 洗手做羹汤。 未谙姑食性, 先遣小姑尝。 送灵澈 唐刘长卿 苍苍竹林寺, 舀舀钟声晚。 荷笠带夕阳, 青山独归远。 画 唐高鼎 远看山有色, 近听水无声。 春去花还在, 人来鸟不惊。 山中 唐王维 荆溪白石出, 天寒红叶稀。 山路元无雨, 空翠湿人衣。 一去二三里 佚名 一去二三里, 烟村四五家。 亭台六七座, 八九十枝花。 书窗即事 宋朱淑真 花落春无雨, 春归鸟自鸣。 多情是蜂蝶, 飞过粉墙西。 旅夜书怀 唐杜甫 细草微风岸, 危墙独夜舟。 星垂平野阔, 月涌大江流。 风鸢图 明徐文长 柳条搓线絮搓棉, 搓够千寻放纸鸢。 消的春风多少力, 带将儿辈上青天。 咏石牛 明侯尧封 田入乡间少, 时将孟夏终。 如何尚高卧, 不起助农功。 八阵图 唐杜甫 功盖三分国, 名高八阵图。 江流石不转, 遗恨失吞吴。 忆住一师 唐李商隐 无事经年别远公, 帝城钟晓忆西峰。 炉烟消尽寒灯晦, 童子开门雪满松 寻隐者不遇 唐贾岛 松下问童子, 言师采药去。 只在此山中, 云深不知处。 悯农 唐李绅 锄禾日当午, 汗滴禾下土。 谁知盘中餐, 粒粒皆辛苦。 自题墨竹 宋刘延世 酷爱此君心, 常将墨点真。 豪端虽在手, 难写淡精神。 赠窦家小儿 唐张枯 深绿衣裳小小人, 每来厅里解相亲。 天生合去云霄上, 一尺松栽已出尘

古诗接龙文本全A4

第一单元赋得古原草送别 唐白居易离离原上草,一岁一枯荣。野火烧不尽,春风吹又生。 夏日绝句 宋李清照生当做人杰,死亦为鬼雄。至今思项羽,不肯过江东。 商歌 宋罗与之 东风满天地,贫家独无春。负心花下过,燕语似讥人。 鸟鸣涧 唐王维 人闲桂花落,夜静春山空。月出惊山鸟,时鸣春涧中。 独坐敬亭山 唐李白 众鸟高飞尽,孤云独去闲。相看两不厌,只有敬亭山。 新嫁娘 唐王建 三日入厨下, 洗手做羹汤。 未谙姑食性, 先遣小姑尝。 送灵澈 唐刘长卿 苍苍竹林寺, 舀舀钟声晚。 荷笠带夕阳, 青山独归远。 画 唐高鼎 远看山有色, 近听水无声。 春去花还在, 人来鸟不惊。 山中 唐王维 荆溪白石出, 天寒红叶稀。 山路元无雨, 空翠湿人衣。 一去二三里 佚名 一去二三里, 烟村四五家。 亭台六七座, 八九十枝花。 书窗即事 宋朱淑真 花落春无雨, 春归鸟自鸣。 多情是蜂蝶, 飞过粉墙西。 旅夜书怀 唐杜甫 细草微风岸, 危墙独夜舟。 星垂平野阔, 月涌大江流。 风鸢图 明徐文长 柳条搓线絮搓棉, 搓够千寻放纸鸢。 消的春风多少力, 带将儿辈上青天。 咏石牛 明侯尧封 田入乡间少, 时将孟夏终。 如何尚高卧, 不起助农功。 八阵图 唐杜甫 功盖三分国, 名高八阵图。 江流石不转, 遗恨失吞吴。 忆住一师 唐李商隐 无事经年别远公, 帝城钟晓忆西峰。 炉烟消尽寒灯晦, 童子开门雪满松。 寻隐者不遇 唐贾岛 松下问童子, 言师采药去。 只在此山中, 云深不知处。 悯农 唐李绅 锄禾日当午, 汗滴禾下土。 谁知盘中餐, 粒粒皆辛苦。 自题墨竹 宋刘延世 酷爱此君心, 常将墨点真。 豪端虽在手, 难写淡精神。 赠窦家小儿 唐张枯 深绿衣裳小小人, 1

第五单元教学计划

第五单元教学计划 一、单元教材分析: 悠悠中华,流传下了许多优秀的文学篇章。本组教材以“中国古典名著”为专题,安排了4篇课文以及“口语交际·习作”“交流平台”“日积月累”“课外 5 书屋”等项教学内容。4篇课文有根据司马迁《史记》中著名篇章《廉颇蔺相如列传》改编的《将相和》;有根据我国著名古典历史小说《三国演义》中“草船借箭”的情节改写的《草船借箭》;有根据《水浒传》第二十三回选编的《景阳冈》;还有选自我国古典神话小说《西游记》第一回的《猴王出世》。 中国古典名著是中华灿烂文化的重要组成部分,它滋养了一代又一代中华儿女。阅读名著对于增益智慧,提升素养,特别是语文素养有着举足轻重的作用。因此,编写本组教材的意图就是要让学生感受古典名著的魅力,激发学生阅读名著的兴趣。这也是本组教学的重点。 二、教学目标: 本组教学,根据选编的课文特点和小学生的认知实际,可指导学生重点感受故事情节的曲折生动,人物形象的栩栩如生。本组4篇课文在这两个方面比较突出,学生对这两个方面也比较感兴趣。通过体会故事情节的曲折生动,人物形象的栩栩如生,达到感受名著的魅力、激发阅读名著兴趣的目的。其次要注意适度拓展,举一反三。本组课文都是节选或改编的,教学时,要注意由此生发开去,虽然不要求学生通读原著,但可以查查相关资料,听听他人介绍,读读某些章节,让学生知道这些名著的存在。名著的魅力是多方面的,仅通过一组教材的学习和阅读几篇课文,要让学生全面感受名著的魅力,是远远不够的。本组教材无非是引子和例子,主要目的还是为学生打开学习古典名著的大门,激发学习兴趣,创造一个交流学习古典名著的平台。 三、课时安排: 本组教材的教学可安排12—14课时,其中,精读课文4—5课时,略读课文2—3课时,“口语交际”1课时,“习作”3课时,“交流平台”“日积月累”“课外书屋”等2课时。

古诗接龙文本全

古诗接龙文本全 Document number:BGCG-0857-BTDO-0089-2022

第一单元赋得古原草送别唐白居易 离离原上草,一岁一枯荣。野火烧不尽,春风吹又生。 夏日绝句 宋李清照 生当做人杰,死亦为鬼雄。至今思项羽,不肯过江东。 商歌 宋罗与之 东风满天地,贫家独无春。负心花下过,燕语似讥人。 鸟鸣涧 唐王维 人闲桂花落,夜静春山空。月出惊山鸟,时鸣春涧中。独坐敬亭山 唐李白 众鸟高飞尽,孤云独去闲。相看两不厌,只有敬亭山。 新嫁娘 唐王建 三日入厨下,洗手做羹汤。未谙姑食性, 先遣小姑尝。 送灵澈 唐刘长卿 苍苍竹林寺, 舀舀钟声晚。 荷笠带夕阳, 青山独归远。 画 唐高鼎 远看山有色, 近听水无声。 春去花还在, 人来鸟不惊。 山中 唐王维 荆溪白石出, 天寒红叶稀。 山路元无雨, 空翠湿人衣。 一去二三里 佚名 一去二三里, 烟村四五家。 亭台六七座, 八九十枝花。 书窗即事 宋朱淑真 花落春无雨, 春归鸟自鸣。 多情是蜂蝶, 飞过粉墙西。 旅夜书怀 唐杜甫 细草微风岸, 危墙独夜舟。 星垂平野阔, 月涌大江流。 风鸢图 明徐文长 柳条搓线絮搓棉, 搓够千寻放纸鸢。 消的春风多少力, 带将儿辈上青天。 咏石牛 明侯尧封 田入乡间少, 时将孟夏终。 如何尚高卧, 不起助农功。 八阵图 唐杜甫 功盖三分国, 名高八阵图。 江流石不转, 遗恨失吞吴。 忆住一师 唐李商隐 无事经年别远公, 帝城钟晓忆西峰。 炉烟消尽寒灯晦, 童子开门雪满松 寻隐者不遇 唐贾岛 松下问童子, 言师采药去。 只在此山中, 云深不知处。 悯农 唐李绅 锄禾日当午, 汗滴禾下土。 谁知盘中餐, 粒粒皆辛苦。 自题墨竹 宋刘延世 酷爱此君心, 常将墨点真。 豪端虽在手, 难写淡精神。 赠窦家小儿 唐张枯 深绿衣裳小小人, 每来厅里解相亲。 天生合去云霄上, 一尺松栽已出尘

部编版一年级语文下册第五单元教学计划

部编版一年级语文下册第五单元教学计划 教材分析 本单元是本册第二个集中识字单元,由《动物儿歌》《古对今》《操场上》《人之初》4篇课文组成,旨在通过集中识字的形式,完成识字任务。教材编排的识字形式丰富多样,特色鲜明,贴近学生生活。其中,《动物儿歌》是活泼生动的童谣,运用学生熟悉的小动物的名称和生活习性带出生字;《操场上》以图文并茂的形式表现学生的校园生活,引导学生看图学词学句;《古对今》和《人之初》则以通俗凝练的韵语带出识字内容,渗透传统文化的精华。识字教学是本单元的重点教学内容,本单元出现的生字,大部分是形声字。 教学时要注意引导学生温故知新,通过观察、比较,逐步了解其特点,学习运用形声字的构字规律进行识字。要引导学生举一反三,运用归类识字、比较识字、看图识字、韵语识字等方法,逐步提高独立识字的能力,感受识字的乐趣。 本单元课文以浅显的韵文为主,易读易懂易记。还以简洁生动的语言,向学生介绍了有趣的动物知识、丰富多彩的校园生活、四季交替欣欣向荣的美丽景色和基本的为人处世之道。课堂上,要给学生充分朗读的时间,在读句子、读韵语的过程中,认识生字,读准字音,突破“音”和“形”的难点,并鼓励学生边读边记,熟读成诵,积累语言。在教学中,要让学生边读边想,边读边发现,引导他们热爱自然,热爱生活。

学习目标 1.会认57个生字,会写28个生字。 2.正确、流利、有感情地朗读课文,并能背诵部分课文。 3.通过识字加油站认识同偏旁的字,激发学生识字的兴趣。 4.会读会背古诗,养成诵读经典古诗词的习惯。 5.通过课文的学习和课外朗读,引导学生感受语言文字的魅力。 6.通过学习如何打电话,让学生懂得怎样和别人交流,学会做一个文明、有礼貌的好孩子。 学习重点 1.会认57个生字,会写28个生字。 2.通过识字加油站认识同偏旁的字,激发学生识字的兴趣。 3.通过学习如何打电话,让学生懂得怎样和别人交流,学会做一个文明、有礼貌的好孩子。 课时安排 5.动物儿歌………………………………………………………………2~3课时 6.古对今…………………………………………………………………2~3课时

古诗接龙文本全

第一单元 赋得古原草送别唐白居易 离离原上草,一岁一枯荣。野火烧不尽,春风吹又生。 夏日绝句 宋李清照 生当做人杰,死亦为鬼雄。至今思项羽,不肯过江东。 商歌 宋罗与之 东风满天地,贫家独无春。负心花下过,燕语似讥人。 鸟鸣涧 唐王维 人闲桂花落,夜静春山空。月出惊山鸟,时鸣春涧中。 独坐敬亭山 唐李白 众鸟高飞尽,孤云独去闲。相看两不厌,只有敬亭山。 新嫁娘 唐王建 三日入厨下, 洗手做羹汤。 未谙姑食性, 先遣小姑尝。 送灵澈 唐刘长卿 苍苍竹林寺, 舀舀钟声晚。 荷笠带夕阳, 青山独归远。 画 唐高鼎 远看山有色, 近听水无声。 春去花还在, 人来鸟不惊。 山中 唐王维 荆溪白石出, 天寒红叶稀。 山路元无雨, 空翠湿人衣。 一去二三里 佚名 一去二三里, 烟村四五家。 亭台六七座, 八九十枝花。 书窗即事 宋朱淑真 花落春无雨, 春归鸟自鸣。 多情是蜂蝶, 飞过粉墙西。 旅夜书怀 唐杜甫 细草微风岸, 危墙独夜舟。 星垂平野阔, 月涌大江流。 风鸢图 明徐文长 柳条搓线絮搓棉, 搓够千寻放纸鸢。 消的春风多少力, 带将儿辈上青天。 咏石牛 明侯尧封 田入乡间少, 时将孟夏终。 如何尚高卧, 不起助农功。 八阵图 唐杜甫 功盖三分国, 名高八阵图。 江流石不转, 遗恨失吞吴。 忆住一师 唐李商隐 无事经年别远公, 帝城钟晓忆西峰。 炉烟消尽寒灯晦, 童子开门雪满松 寻隐者不遇 唐贾岛 松下问童子, 言师采药去。 只在此山中, 云深不知处。 悯农 唐李绅 锄禾日当午, 汗滴禾下土。 谁知盘中餐, 粒粒皆辛苦。 自题墨竹 宋刘延世 酷爱此君心, 常将墨点真。 豪端虽在手, 难写淡精神。 赠窦家小儿 唐张枯 深绿衣裳小小人, 每来厅里解相亲。 天生合去云霄上, 一尺松栽已出尘

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. [1] 赋得古原草送别[唐]白居易离离原上草,一岁一枯荣。 野火烧不尽,春风吹又生。 [2] 夏日绝句[宋]李清照 生当做人杰,死亦为鬼雄。 至今思项羽,不肯过江东。 [3] 商歌[宋]罗与之 东风满天地,贫家独无春。 负薪花下过,燕语似讥人。 [4] 鸟鸣涧[唐]王维 人闲桂花落,夜静春山空。 月出惊山鸟,时鸣春涧中。 [5] 独坐敬亭山[唐]李白 众鸟高飞尽,孤云独去闲。 相看两不厌,只有敬亭山。 [6] 新嫁娘[唐]王建 三日入厨下,洗手作羹汤。 未谙姑食性,先遣小姑尝。 [7] 送灵澈[唐]刘长卿 苍苍竹林寺,杳杳钟声晚。 荷笠带夕阳,青山独归远。 [8] 画[唐]王维 远看山有色,近听水无声。 春去花还在,人来鸟不惊。 [9] 山中[唐]王维 荆溪白石出,天寒红叶稀。 山路元无雨,空翠湿人衣。[10] 一去二三里[佚名] 一去二三里,烟村四五家。 亭台六七座,八九十枝花。 [11] 书窗即事[宋]朱淑真 花落春无语,春归鸟自啼。 多情是蜂蝶,飞过粉墙西。 [12] 旅夜书怀[唐]杜甫 细草微风岸,危樯独夜舟。 星垂平野阔,月涌大江流。 [13] 风鸢图[明]徐文长 柳条搓线絮搓棉,搓够千寻放纸鸢。消的春风多少力,带将儿辈上青天。 [14] 咏石牛[明]侯尧封 田入乡间少,时将孟夏终。 如何尚高卧,不起助农功。 [15] 八阵图[唐]杜甫 功盖三分国,名成八阵图。 江流石不转,遗恨失吞吴。 [16] 忆住一师[唐]李商隐 无事经年别远公,帝城钟晓忆西峰。炉烟消尽寒灯晦,童子开门雪满松[17] 寻隐者不遇[唐]贾岛 松下问童子,言师采药去。 只在此山中,云深不知处。 [18] 悯农[唐]李绅 锄禾日当午,汗滴禾下土。 谁知盘中餐,粒粒皆辛苦。

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1.知识迁移,思考方法 提问:每个同学电脑桌面上也放了一首《藏头诗》,我们也用醒目的颜色来标出这首诗藏着的奥秘,好不好?那你知道怎么设置字体的颜色吗? 2.概括提炼,形成思维 要设置字体颜色的话,先要干什么啊?你怎么想到的? 小结:要设置文本的格式,一般都是先选中文本,再进行格式化设置。 3.学生尝试,师巡回指导。 4.反馈演示 5.方法多样化:设置字体颜色还有其他不同的方法吗?【板书】 概括提炼:方法不同,但是步骤是一样的,那就是都先要选中文本,再进行格式化设置。6.请同学们继续完成刚才的颜色设置,做好的同学还可以设置多种效果使自己的作品更加美观。 7.巡视,指导。(速度快的同学,可以挑战一下,这首诗里还藏着另一组词。) 8.反馈:请其他同学说说他设置哪些效果? 9.师小结:从藏头诗中可以看出,把文字进行美化和修饰就可以更好地揭示或显露文字中所蕴含的信息,更好的突出重点。 活动3【导入】三、分析信息内容,设计美化海报广告 (一)分析海报信息 1.谈话:每逢年底或节日,还会收到许多商场发来的优惠活动的广告。 2.分析海报信息: 大商场和国美电器准备着元旦搞活动促销呢。我们来看一下,如果让你来设计这份海报广告的话,你觉得哪些内容比较重要,要吸引顾客的目光呢?【板书】 (二)设计美化海报 1.自主尝试,巡视指导: 用我们学过的WORD软件,来设计美化国美电器和美大购物的年底促销海报。 2. 反馈:学生演示,重点引导学生说说设计的想法。 3.评价作品,提炼优秀海报标准 你觉得怎么样的海报才能算优秀海报? 4.出示、小结:“优秀海报标准” 主次分明、色彩协调、布局合理

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