第一篇：小學(xué)英語課文教學(xué)

小學(xué)英語課文教學(xué)

課文教學(xué)是小學(xué)英語教學(xué)的重點(diǎn)。傳統(tǒng)的小學(xué)英語課文教學(xué)的共性特征集中表現(xiàn)為“講讀”?！爸v讀式”的小學(xué)英語課文教學(xué)注重英語語言知識(shí)。特別是語法知識(shí)的講授和灌輸。“講讀式”的小學(xué)英語課文教學(xué)有其可取之處，它或許可以使小學(xué)生的語言知識(shí)掌握的較為扎實(shí)年，也有利于小學(xué)生根據(jù)所學(xué)的語法知識(shí)生成若干完全符合英語語法的句子。但是，由于這種教法過于強(qiáng)調(diào)語法知識(shí)的傳授和學(xué)生所輸出的英語色規(guī)范性，他在教學(xué)目標(biāo)和教學(xué)要求上也就不可避免的帶有較大的片面性，甚至背離了小學(xué)英語教學(xué)的宗旨，不利于促進(jìn)小學(xué)生樂于開口說英語，也不利于促進(jìn)小學(xué)生生動(dòng)，活潑，自主和全面的發(fā)展。如何促進(jìn)小學(xué)生樂于開口說英語，如何促進(jìn)小學(xué)生生動(dòng)，活潑，自主和全面的發(fā)展，我覺得要從以下四個(gè)步驟入手： 一．預(yù)習(xí)課文遵循要求

學(xué)生要掌握好教師所教的知識(shí)，就必須做好課前的預(yù)習(xí)工作。有些學(xué)生，教師在講臺(tái)上講得繪聲繪色生動(dòng)感人，他們?cè)谂_(tái)下卻不知所云。這些學(xué)生，因?yàn)闆]有做好課前的預(yù)習(xí)，因此聽課效果極差。相反，有些學(xué)生課前預(yù)習(xí)做得好，在課堂上就能質(zhì)疑問難，大膽發(fā)言，積極參與。這樣，在學(xué)習(xí)中的主體作用得到充分發(fā)揮，聽課效果就能達(dá)到最佳狀態(tài)。做好課前預(yù)習(xí)不僅能提高聽課效果，而且能培養(yǎng)學(xué)生的自學(xué)能力。學(xué)生在預(yù)習(xí)中不僅要?jiǎng)涌?、?dòng)腦，還要?jiǎng)邮帧Ｋ麄円ㄟ^默讀或朗讀來了解課文內(nèi)容，要自己動(dòng)腦筋完成預(yù)習(xí)提示或教師所提出的具體要求。在這一過程中，學(xué)生的自學(xué)能力得到了培養(yǎng)。所以教師在課前要布置好預(yù)習(xí)工作，針對(duì)課文內(nèi)容提出預(yù)習(xí)的要求，而不是只是隨口說一下：“回去預(yù)習(xí)課文，明天上新課?！边@樣就達(dá)不到預(yù)習(xí)課文的效果。我們一定要根據(jù)這些具體要求，有的放矢地進(jìn)行預(yù)習(xí)，預(yù)習(xí)才會(huì)有效。預(yù)習(xí)課文我們可以從以下幾個(gè)方面著手：首先通讀課文，發(fā)現(xiàn)課文中不懂的單詞并作好記號(hào)，在后面的單詞表里尋找，理解其意思;其次是找出新的句型，試圖理解它的結(jié)構(gòu);最后再次朗讀課文，解決老師提出的要求。二．呈現(xiàn)課文形式多樣

預(yù)習(xí)只是讓學(xué)生有個(gè)初步得了解，讓學(xué)生知道我們要學(xué)什么新課。教授課文的過程才是最為重要的。英語課文教學(xué)要有整體性，逐字逐句地進(jìn)行語法結(jié)構(gòu)分析，以灌輸知識(shí)為主，把學(xué)生當(dāng)作消極的接收器。這樣做，其實(shí)是將語言的兩個(gè)不可分割的重要組成部分：形式（即結(jié)構(gòu)）與內(nèi)容（即意義）人為地割裂開來。一些學(xué)生上了幾節(jié)課還不知道該課文說的是怎么回事。新英語教學(xué)大綱指出："……課文開始就分段教學(xué)，容易產(chǎn)生見樹不見林的毛病，不利于學(xué)生掌握課文的中心思想和進(jìn)行聽、說、讀、寫的訓(xùn)練。所以英語課文以整體教學(xué)為前提，教學(xué)的環(huán)節(jié)要清晰，要針對(duì)課文設(shè)計(jì)合理的教學(xué)方法，一般我們的英語課文教學(xué)可以采取以下幾種方法：（1）“兒歌式”英語課文教學(xué)

課文很長(zhǎng)，句子又難上口，如果只是采用枯燥的讀單詞，讀句子，讀課文的教學(xué)方法，學(xué)生肯定會(huì)感覺很厭倦，達(dá)不到良好的教學(xué)效果。如果把課文中難上口的句子在詩(shī)歌中呈現(xiàn)出來，學(xué)生會(huì)更有興趣接受。在詩(shī)歌教學(xué)中，先把英文用五顏六色的粉筆在黑板上寫出來，有些單詞還可用彩色的單詞圖片代替，再配以有意義的動(dòng)作或按節(jié)奏擊掌唱歌或讀小詩(shī)，讀小詩(shī)時(shí)還要巧妙的運(yùn)用升級(jí)調(diào)來進(jìn)行朗讀，學(xué)生就會(huì)被深深的吸引。等到學(xué)生熟練掌握歌曲和小詩(shī)后，難上口的句子自然而然的就已經(jīng)上口了，這時(shí)再進(jìn)行課文教學(xué)就輕松得多了。

（2）“提問式”英語課文教學(xué)

“提問式”英語課文教學(xué)是通過提問引出話題`激活學(xué)生的現(xiàn)有知識(shí)或組織學(xué)生預(yù)測(cè)，然后通過提問給學(xué)生布置要回答的問題，組織學(xué)生進(jìn)行聽課文或閱讀課文，尋求問題的答案。帶著問題去聽或閱讀課文，學(xué)生有了一定的壓力，會(huì)集中精神，專心致志的對(duì)待課文，從而更有效的掌握課文。通過提問可以鍛煉學(xué)生的口頭交流能力，培養(yǎng)學(xué)生解決問題的能力。

（3）“情境式”英語課文教學(xué)

英語情境教學(xué)能活躍課堂氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣，鍛煉學(xué)生的語言能力。是我們進(jìn)行小學(xué)英語課文的一種常用的方法。我們可以根據(jù)課文內(nèi)容創(chuàng)設(shè)真實(shí)的情境，使學(xué)生有種身臨其境的感覺，學(xué)生在真實(shí)的情境中更容易進(jìn)入角色，課堂氣氛也異?；钴S，讓學(xué)生置身于貼近自己生活的語境中，產(chǎn)生親切感，積極主動(dòng)地參與課文，如何為課文創(chuàng)設(shè)情境，我們可以運(yùn)用直觀教學(xué)手段，電教媒體，改變教學(xué)環(huán)境等方法創(chuàng)設(shè)情境，這樣學(xué)生會(huì)自然地進(jìn)入到課文的情境中去。

三．操練課文有效到位 操練課文的方法也有很多，如運(yùn)用游戲，比賽等形式進(jìn)行操練，可以激發(fā)學(xué)生的興趣，為了使操練更有效，我們可以分以下三個(gè)步驟進(jìn)行：（1）復(fù)述課文。復(fù)述課文是培養(yǎng)學(xué)生實(shí)際運(yùn)用語言能力和口頭表達(dá)能力的最佳方法，是培養(yǎng)學(xué)生聽說能力的有效途徑。教師可給出課文中的關(guān)鍵詞、短語，要求學(xué)生提綱性地口述課文大意。對(duì)于有故事情節(jié)、趣味性較強(qiáng)的課文可由學(xué)生分別擔(dān)任課文中的人物角色，進(jìn)行表演性復(fù)述。還可利用根據(jù)課文內(nèi)容繪制的圖片、圖表、實(shí)物等引導(dǎo)學(xué)生復(fù)述。

（2）師生問答。將全班同學(xué)分成若干組，根據(jù)課文內(nèi)容，學(xué)生以小組互相問答，也可在全班由教師、學(xué)生共同提問題進(jìn)行問答。在了解、熟悉課文內(nèi)容的基礎(chǔ)上師生進(jìn)行這樣的練習(xí)，不僅使學(xué)生復(fù)習(xí)、鞏固詞匯、句型、語法知識(shí)，同時(shí)也使口語、聽力訓(xùn)練變得簡(jiǎn)單、易懂，學(xué)生學(xué)習(xí)英語的興趣、積極性和自信心大為增強(qiáng)。

（3）書面練習(xí)。在對(duì)學(xué)生進(jìn)行聽力、口語、閱讀能力培養(yǎng)的同時(shí)，還應(yīng)對(duì)他們進(jìn)行一定量的筆頭訓(xùn)練。該項(xiàng)訓(xùn)練既要考慮有利于復(fù)習(xí)鞏固本課知識(shí)，又要考慮練習(xí)題具有綜合性、新穎性、靈活性的特點(diǎn)。如可做些選擇填空、句型轉(zhuǎn)換、完形填空、改錯(cuò)練習(xí)等。此外寫日記、小短文也是不可缺少的書面練習(xí)。四 背誦課文準(zhǔn)確及時(shí)

我要求學(xué)生在新授完英語課文后準(zhǔn)確及時(shí)的背誦，在應(yīng)試教育已經(jīng)成為過去，素質(zhì)教育占領(lǐng)主陣地的今天，讓學(xué)生背誦課文是否有違素質(zhì)教育的要求？我覺得不是如此，背誦課文有很多好處。首先課文背誦必須要在熟讀課文基礎(chǔ)上進(jìn)行，必須牢記課文中新單詞的發(fā)音，準(zhǔn)確背誦課文有利于學(xué)生掌握新單詞和新句型。背誦課文同時(shí)也可以培養(yǎng)學(xué)生良好的語感，所謂熟能生巧，在對(duì)話過程中學(xué)生會(huì)吐口而出用英語進(jìn)行交流，提高了學(xué)生的英語口語水平。背誦課文要及時(shí)，不及時(shí)背誦很快會(huì)忘記課文的內(nèi)容，某些新單詞的發(fā)音也會(huì)忘記，這樣就會(huì)增加背誦的難度，只有在剛教完后趁熱打鐵才能快速準(zhǔn)確的背誦課文。當(dāng)然要求學(xué)生背誦課文也要講究方法，只是讓學(xué)生去背誦課文，學(xué)生會(huì)很厭煩?，F(xiàn)在的小學(xué)生好勝心都很強(qiáng)，我們可以針對(duì)這一點(diǎn)采取激勵(lì)的方法要求學(xué)生背誦課文，如果誰先會(huì)背，背得準(zhǔn)確、流利，誰就能得到獎(jiǎng)勵(lì)，這樣學(xué)生會(huì)積極踴躍的背誦課文。

總之，教師在英語課文教學(xué)中，應(yīng)讓學(xué)生自主參與，充分地接受聽、說、讀、寫的訓(xùn)練，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)他們的學(xué)習(xí)興趣，這樣他們實(shí)際運(yùn)用語言的能力自然會(huì)得到提高。

第二篇：小學(xué)英語課文教學(xué)設(shè)計(jì)

小學(xué)英語課文教學(xué)設(shè)計(jì)

肥城市查莊礦學(xué)校宋蕊

如何促進(jìn)小學(xué)生樂于開口說英語，如何促進(jìn)小學(xué)生生動(dòng)，活潑，自主和全面的發(fā)展，我覺得要從以下三個(gè)步驟入手：

一．預(yù)習(xí)課文，預(yù)習(xí)課文我可以從以下幾個(gè)方面著手：首先通讀課文，發(fā)現(xiàn)課文中不懂的單詞并作好記號(hào)，在后面的單詞表里尋找，理解其意思;其次是找出新的句型，試圖理解它的結(jié)構(gòu);最后再次朗讀課文，解決老師提出的要求。二．呈現(xiàn)課文形式多樣 1）“兒歌式”英語課文教學(xué)

做“拍手”的游戲。播放Let's chant的錄音。學(xué)生兩人一組，一邊跟錄音說歌謠一邊做拍手游戲。拍手方法：兩人面對(duì)面，Work and play, 兩人各自的左手相互擊掌一次；Word and play.兩人的右手相互擊掌一次；In the classroom every day.兩人各自的左右手打開同時(shí)與對(duì)方擊掌一次。Work and play, Work and play.We have fun every day.的拍手方法

2）“提問式”英語課文教學(xué)英語情境教學(xué)能活躍課堂氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣，鍛煉學(xué)生的語言能力。

三．操練課文有效到位操練課文的方法也有很多，如運(yùn)用游戲，比賽等形式進(jìn)行操練，可以激發(fā)學(xué)生的興趣，為了使操練更有效。1）復(fù)述課文。復(fù)述課文是培養(yǎng)學(xué)生實(shí)際運(yùn)用語言能力和口頭表達(dá)能力的最佳方法，是培養(yǎng)學(xué)生聽說能力的有效途徑。教師可給出課文中的關(guān)鍵詞、短語，要求學(xué)生提綱性地口述課文大意。對(duì)于有故事情節(jié)、趣味性較強(qiáng)的課文可由學(xué)生分別擔(dān)任課文中的人物角色，進(jìn)行表演性復(fù)述。還可利用根據(jù)課文內(nèi)容繪制的圖片、圖表、實(shí)物等引導(dǎo)學(xué)生復(fù)述。

2）師生問答。將全班同學(xué)分成若干組，根據(jù)課文內(nèi)容，學(xué)生以小組互相問答，也可在全班由教師、學(xué)生共同提問題進(jìn)行問答。在了解、熟悉課文內(nèi)容的基礎(chǔ)上師生進(jìn)行這樣的練習(xí)，不僅使學(xué)生復(fù)習(xí)、鞏固詞匯、句型、語法知識(shí)，同時(shí)也使口語、聽力訓(xùn)練變得簡(jiǎn)單、易懂，學(xué)生學(xué)習(xí)英語的興趣、積極性和自信心大為增強(qiáng)。

3）書面練習(xí)。在對(duì)學(xué)生進(jìn)行聽力、口語、閱讀能力培養(yǎng)的同時(shí)，還應(yīng)對(duì)他們進(jìn)行一定量的筆頭訓(xùn)練。該項(xiàng)訓(xùn)練既要考慮有利于復(fù)習(xí)鞏固本課知識(shí)，又要考慮練習(xí)題具有綜合性、新穎性、靈活性的特點(diǎn)。如可做些選擇填空、句型轉(zhuǎn)換、完形填空、改錯(cuò)練習(xí)等。此外寫日記、小短文也是不可缺少的書面練習(xí)。

在英語課文教學(xué)中，應(yīng)讓學(xué)生自主參與，充分地接受聽、說、讀、寫的訓(xùn)練，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)他們的學(xué)習(xí)興趣，這樣他們實(shí)際運(yùn)用語言的能力自然會(huì)得到提高。

第三篇：小學(xué)一年級(jí)英語課文

英

語

課

文

Lesson 1

Hello!I’m Kate.Hi!I’m Gao Wei.Hello!I’m Cat.Hi!I’m Monkey.Hello!Hi!

Lesson 2

Hello!I’m Li yan.What’s your name?

My name’s Peter.Goodbye!Bye!

Hello!What’s your name? My name’s Duck.Lesson3

Good morning,Miss Liu.Good morning, boys and girls.Good morning,panda.Good morning,bear.Lesson4

Good afternoon, boys and girls.Good afternoon, Mr Zhang.Good afternoon, rabbit.Good afternoon, pig.Monkey,monkey,cat.Rabbit,rabbit,pig.Panda,panda,duck.Bear,bear,dog.Lesson5

Good evening.Good evening.Good evening, Dad.Good night, Mum.Good night, Mum.Good Good night, Lisa.Good night, bird.Good night, mouse.night, Dad.3

Lesson6 Hi!Good morning!Hello!Good afternoon!Good evening, Cat!Look!A mouse!Haha!

Good morning!What’s your name? I’m Monkey!Goodbye!Lesson7

Hi, Li Yan, This is Kate.This is Li Yan.Glad to meet you.Glad to meet you,too.book

bag

pen

pencil Lesson8

Hello,Peter.This is Gao Wei.This is Peter.Nice to meet you.Nice to meet you,too.Lesson9

Good morning, boys and This is lisa.Welcome!Welcome!Thank you.glue

knife

eraser

sharpener

ruler

pencil-box

girls.5

Lesson10

Hello, Kate.This is my book.Wow!It’s big!

Lesson11

Hi, Li Yan.This is my pencil-box.Oh!It’s nice!Lesson12

Hello, Cat.Good afternoon.Hello, Bird.Good afternoon.Welcome!Look at my book.Wow!

It’s nice.Hello,my name’s Monkye.Glad to meet you, Monkye.This is my sharpener, pencil, ruler…

Oh,no!This is my pen, my

pencil, my

Goodbye!

Bye-bye!

Bye!

Lesson13

Hello!Look at my nose.Wow!It’s big!Hi!Look at my eye.Oh!It’s small!

ruler…7

Lesson14

Hello!How are you? Fine,thank you.face

mouth lessno15

Hello, Li Yan!

How I’m fine.thanks.Good!And you? lessno16

Good morning, Peter.How are you? Not very well.Loot at my arm!Oh, I’m sorry!

neck

arm

hand

are you? 8

lessno17

How are you, Gao Wei? Not too good.Look at my leg!Oh, no!I’m sorry!

leg

knee

foot lessno18 A rabit!Look at the ears!A pig!Look at the mose!A duck!Look at the foot!A panda!Look at the hand!

Look!The foot ,nose, ears…

Oh, look!A monkey!

lessno19

Look, Kate.I have a doll.Wow!I have a ball.Lessno20

Hi, Peter.I have a I have a balloon.Me, too!Look!Cool!

kite.10

Fly, fly, fly my balloon.Fly, fly, fly my Kite.Fly, fly, fly very high.Up, up, up to the sky.Lessno21

Lisa, Lisa!I have a new car.Really? Yes.Look here!Wow!It’s super!

car

bus Lessno22

Hi, Yang Ming!I have a new bike.Really? Can I see it? Sure.bike taxi train Lessno23

Look!I have a plane.Can I see it? Sure.Here you are.Thank you.You’re welcome.ship plane boat

Lessno24

Look, Kate.I have a plane.Cool!I have a doll.Look!It’s Santa!Hollo!Merry Christmas!Merry Christmas!

I have a kite ,a ball, a car, a plane… Wow!Really? Super!Can I see it?

Here you are.Thank you!You’re welcome.Bye!Goodbye!

Car, car, go!Super, super, super!Boat, boat, go!Cool, cool, cool!Train, train,go!Super, super, super!Taxi, taxi, go!Cool, cool, cool!

單元詞匯表

Unit 1(10個(gè))cat

monkey

dog

duck

panda

bear

pig

rabbit

bird

mouse

Unit 2(10個(gè))book

bag

pen

pencil

glue

knife

sharpener

ruler

pencil-box

Unit 3(12個(gè))nose

eye

face

mouth

head

ear arm

hand

leg

knee

foot

Unit 4(12個(gè))doll

ball

kite

balloon

car

bus

bike train

ship

plane

boat

eraser

neck

taxi

第四篇：英語課文教學(xué)設(shè)計(jì)方案

外研社第三冊(cè)M9U1第一課時(shí)課文教學(xué)活動(dòng)設(shè)計(jì)方案

董寶源

Teaching aims教學(xué)目標(biāo)

一、知識(shí)目標(biāo)：

1.聽懂會(huì)說單詞soup sorry sweets bread turn on light biscuit fruit 2.能夠聽懂、會(huì)說目標(biāo)語句： Can I have some sweets? 并能口頭運(yùn)用Yes,you can./Sorry,you can’t.這類語句回答有關(guān)詢問。

二、技能目標(biāo)：

1.學(xué)會(huì)問詢以及禮貌的回答。

2.能夠能靈活運(yùn)用功能語句在真實(shí)的生活情景中的應(yīng)用

三、情感目標(biāo)：

1.探究中西文化的差異，激發(fā)學(xué)生探究的興趣；

2.學(xué)生能夠在看、聽、想、說、寫中發(fā)展多元智能，養(yǎng)成認(rèn)真傾聽的好習(xí)慣，學(xué)會(huì)禮貌，并在小組討論交流匯報(bào)中體驗(yàn)合作競(jìng)爭(zhēng)的帶來的收獲與快樂。

四、Key points and difficult points:教學(xué)重難點(diǎn)

能夠聽懂、會(huì)說目標(biāo)語句Can I have some sweets? 并能口頭運(yùn)用Yes,you can./Sorry,you can’t.這類語句有禮貌的回答有關(guān)詢問。

五、Teaching aids:教具 Teaching cards、Food Cards

六、Teaching Procedure:教學(xué)過程 Step 1: Warm-up and review 看教師表演動(dòng)作，并詢問。

T：（師跳起來說：）“ Can you jump high ?” Ss:(學(xué)生配合老師做出動(dòng)作，并回答：)“Yes , I can ” T：（師做跳遠(yuǎn)的動(dòng)作等并說：）“Can you jump far/run fast / run slowly?”

Ss:（學(xué)生邊動(dòng)作邊說：）“Yes , I can.”

2.教師進(jìn)一步做動(dòng)作并詢問：）“Can I run fast ?”（故意做的很慢）Ss:（幫助學(xué)生回答：）“ Sorry , you can’t.”

T：（然后師再做動(dòng)作問：）“Can I run fast ?”（故意做的很快）Ss:（幫助學(xué)生回答：）“ Yes, you can.” T：Today we’re going to learn Module 9 Unit 1 Can I have some sweets?今天我們就來學(xué)習(xí)第九模塊第一單元。

Step 2:Presentation and practice

1、感知、呈現(xiàn)復(fù)習(xí)上節(jié)學(xué)過的單詞和句子。2.游戲

T：出示食品卡片袋（sweets、bread、fruit、biscuits、cake??）“l(fā)ook , There are some things here.please guess.What’s in it ? Please guess.Ss:(老師啟發(fā)學(xué)生猜，)It’s some fruits.T：“ Here you are?！?/p>

T：(學(xué)生猜到后，老師做出非常高興的樣子，并發(fā)給同學(xué)猜對(duì)的卡片，陸續(xù)讓學(xué)生把食品卡片都拿走。學(xué)生可以補(bǔ)充畫更多的食品卡片）

T：(手捂著肚子做出非常餓的樣子，走到有食物的同學(xué)跟前說)I’m very hungry.Can I have some bread？

Ss:（學(xué)生自由回答：）“Sorry,you can’t.”/no/yes（教師引導(dǎo)回答）

T：（老師聽到后露出不同的表情，繼續(xù)詢問）“ I’m very very hungry.” Ss:（學(xué)生自由回答：）Sorry,you can’t./no/yes/“Yes , you can./Here you are./It’s very nice.Thank you.（教師引導(dǎo)回答）

3、學(xué)習(xí)課文

T: There is a birthday party, do you want to know what happened? Open your books, let’s listen and point.T: Listen again , let’s listen and say.Listen for the first time T:Now, who can tell me :Whose birthday party is it? SS: Amy’s.Listen again, and try to answer the following questions: T:Now let’s listen again ,and try to answer : I’m Amy.Can I have ???(板書）

Listen again.This time, listen and repeat and try to find the answer.Now.Let’s recall the dialogue together.Step 3: Practicing(練習(xí))T: let's play a game.Test your memory（師生問答）Can I have some ??? 小組活動(dòng)，小組內(nèi)根據(jù)課文問答.Yes ,you can.Sorry ,you can’t.小組內(nèi)運(yùn)用卡片進(jìn)行更多的自由問答

Step 4 : Consolidation and extension

Encourage Ss to tell us what they have learned.Then write them down.Step 5: Homework(菜單式作業(yè)：1必做，２，３任選一個(gè)做)1.Listen and repeat the dialogue, try to imitate and retell the dialogue.2.用本節(jié)課學(xué)過的句型向你的朋友詢問 3.和家長(zhǎng)利用剛學(xué)的知識(shí)進(jìn)行問答練習(xí)。板書設(shè)計(jì): Module 9 Unit1 Can I have some sweets？ Yes ,you can./Sorry ,you can`t.

第五篇：英語課文（模版）

Unit1 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do.The contrast between our two cultures can also be seen in terms of the fears we both harbor.Chinese teachers are fearful that if skills are not acquired early, they may never be acquired;there is, on the other hand, no comparable hurry to promote creativity.American educators fear that unless creativity has been acquired early, it may never emerge;on the other hand, skills can be picked up later.However, I do not want to overstate my case.There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present.And there is a danger of exaggerating creative breakthroughs in the West.When any innovation is examined closely, its reliance on previous achievements is all too apparent(the “Standing on the shoulders of giants” phenomenon).But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this:

Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? Unit2 Yet I feel nothing more than a passing whim to attain the material things so many other people have.My 1999 car shows the wear and tear of 105,000 miles.But it is still dependable.My apartment is modest, but quiet and relaxing.My clothes are well suited to my work, which is primarily outdoors.My minimal computer needs can be met at the library.In spite of what I don’t have, I don’t feel poor.Why? I’ve enjoyed exceptionally good health for 53 years.It’s not just that I’ve been illness-free, it’s that I feel vigorous and spirited.Exercising is actually fun for me.I look forward to long, energizing walks.And I love the “can do” attitude that follows.I also cherish the gift of creativity.When I write a beautiful line of poetry, or fabricate a joke that tickles someone, I feel rich inside.I’m continually surprised at the insights that come through my writing process.And talking with so many interesting writer friends is one of my main sources of enjoyment.Unit4 I’d never realized how important daily routine is: dressing for work, sleeping normal hours.I’d never thought I relied so much on co-workers for company.I began to understand why long-term unemployment can be so damaging, why life without an externally supported daily plan can lead to higher rates of drug abuse, crime, suicide.To restore balance to my life, I force myself back into the real world.I call people, arrange to meet with the few remaining friends who haven’t fled New York City.I try to at least get to the gym, so as to set apart the weekend from the rest of my week.I arrange interviews for stories, doctor’s appointments — anything to get me out of the house and connected with others.But sometimes being face to face is too much.I see a friend and her ringing laughter is intolerable — the noise of conversation in the restaurant, unbearable.I make my excuses and flee.I re-enter my apartment and run to the computer as though it were a place of safety.I click on the modem, the once-annoying sound of the connection now as pleasant as my favorite tune.I enter my password.The real world disappears.Unit5 The runway felt different this time.It startled him for a brief moment.Then it all hit him like a wet bale of hay.The bar was set at nine inches higher than his personal best.That’s only one inch off the National record, he thought.The intensity of the moment filled his mind with anxiety.He began shaking the tension.It wasn’t working.He became more tense.Why was this happening to him now, he thought.He began to get nervous.Afraid would be a more accurate description.What was he going to do? He had never experienced these feelings.Then out of nowhere, and from the deepest depths of his soul, he pictured his mother.Why now? What was his mother doing in his thoughts at a time like this? It was simple.His mother always used to tell him when you felt tense, anxious or even scared, take deep breaths.So he did.Along with shaking the tension from his legs, he gently laid his pole at his feet.He began to stretch out his arms and upper body.The light breeze that was once there was now gone.He carefully picked up his pole.He felt his heart pounding.He was sure the crowd did, too.The silence was deafening.When he heard the singing of some distant birds in flight, he knew it was his time to fly.Unit6 Why are we so quick to limit ourselves? I’m not denying that most little girls love dolls and most little boys love videogames, and it may be true that some people favor the right side of their brain, and others the left.But how relevant is that to me, or to anyone，as

an

individual?

Instead of translating our differences into hard and fast conclusions about the human brain, why can’t we focus instead on how incredibly flexible we are? Instead of using what we know as a reason why women can’t learn physics, maybe we should consider the possibility that our brains are more powerful than we imagine.Here’s a secret: math and science don’t come easily to most people.No one was ever born knowing calculus.A woman can learn anything a man can, but first she needs to know that she can do it, and that takes a leap of faith.It also helps to have selective hearing.Unit7 Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin.A systematic study revealed that many modern languages descended from a common parent language, lost to us because nothing was written down.Identifying similar words, linguists have come up with what they call an Indo-European parent language, spoken until 3500 to 2000 B.C.These people had common words for snow, bee and wolf but no word for sea.So some scholars assume they lived somewhere in north-central Europe, where it was cold.Traveling east, some established the languages of India and Pakistan, and others drifted west toward the gentler climates of Europe.Some who made the earliest move westward became known as the Celts, whom Caesar’s armies found in Britain.New words came with the Germanic tribes — the Angles, the Saxons, etc.— that slipped across the North Sea to settle in Britain in the 5th century.Together they formed what we call Anglo-Saxon society.The Anglo-Saxons passed on to us their farming vocabulary, including sheep, ox, earth, wood, field and work.They must have also enjoyed themselves because they gave us the word laughter Unit8 There was once a town in the heart of America where all life seemed to live in harmony with its surroundings.The town lay in the midst of a checkerboard of prosperous farms, with fields of grain and hillsides of orchards where, in spring, white clouds of bloom drifted above the green fields.In autumn, oak and maple and birch set up a blaze of colour that flamed and flickered across a backdrop of pines.Then foxes barked in the hills and deer silently crossed the fields, half hidden in the mists of the autumn mornings.Along the roads, laurel, viburnum and alder, great ferns and wild flowers, delighted the traveller’s eye through much of the year.Even in winter the roadsides were places of beauty, where countless birds came to feed on the berries and on the seed heads of the dried weeds rising above the snow.The countryside was, in fact, famous for the abundance and variety of its bird life, and when the flood of migrants was pouring through in spring and autumn people travelled from great distances to observe them.Others came to fish the streams，which flowed clear and cold out of the hills and contained shady pools where trout lay.So it had been from the days many years ago when the first settlers raised their houses, sank their wells and built their barns.