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A Brief Instruction to the topic of “What should I do?”
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts:they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
(1)To know the spelling of some words and usage of some phrases.
(2)To learn something about Millie’s and Simon’s problems.
(3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
(1)To improve the ability of getting information by reading.
(2)To improve the ability of retelling the story.
3.Aims of the emotion:
(1)To understand how to write about problems and to express feelings.
(2)To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ.Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ.Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?(Painting)
②What is Millie’s problem?(She doesn’t have enough time for hobbies and home work.)
③When does Simon play football?(After school until late)
④How do his parents feel about it?
(They don’t like this and ask him to go home before 6 p.m.)
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ.Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about “True”or“False”.
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ.Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ.Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
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一、说教材(教材分析) Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1)认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2)智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3)德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型;培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points (语法;发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of “What should I do?”
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts:they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
(1)To know the spelling of some words and usage of some phrases.
(2)To learn something about Millie’s and Simon’s problems.
(3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
(1)To improve the ability of getting information by reading.
(2)To improve the ability of retelling the story.
3.Aims of the emotion:
(1)To understand how to write about problems and to express feelings.
(2)To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ.Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ.Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?(Painting)
②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)
③When does Simon play football?(After school until late)
④How do his parents feel about it?
(They don’t like this and ask him to go home before 6 p.m.)
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ.Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about “True”or“False”.
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ.Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ.Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
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想找一些简单又有个性的英文句子来做qq签名吗?下面读文网小编为大家带简单个性英文签名,希望大家喜欢!
Life is a on return journey.
人生是一段没有退路的旅程。
Home is where the heart is.
心在的地方就是家。
Life is tough, my darling, but so are you.
生活很艰难,但是宝贝,你也很坚强。
When it has is lost, brave to give up.
当拥有已经是失去,就勇敢的放弃。
Don't let the fear for losing keep you from trying.
别因为害怕失败而停止尝试。
Real dream is the other shore of reality.
真正的梦就是现实的彼岸。
Sometimes you have to give up on someone in order to respect yourself.
有时候我们必须放弃一些人,来成全自己的自尊。
There is no elevator to success. You have to take the stairs.
成功没有电梯,只有一步一个脚印。
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坚持英语晨读是我们学习英语的最好方法,下面读文网小编为大家带来新概念早读初中英语美文,欢迎大家阅读!
Edith Cavell was born in a little English village.
伊迪丝.卡维尔出生在英国一个小山村里。
She was a clever, hard-working girl and did well atschool,
她是个既聪明又勤奋的女孩,在学校里表现出色,
especially in music and French.
尤其是在音乐和法语方面。
After she left school,
离开学校之后,
her first job was to look after the children of a rich family in Belgium.
她的第一份工作是替一位富有的比利时人照顾孩子。
The language they spoke was French,
他们说法语,
so she found that her school studies were useful.
因此伊迪丝觉得她在学校里学到的东西派上了用场。
She,in turn,taught the children to speak English and to play the piano.
反过来,她耐心地教孩子们说英语,弹钢琴。
After hearing that her father was seriously ill,
听到父亲病重的消息后,
Edith returned home to look after him. She then decided to become a nurse.
伊迪丝回到家里去照顾他.那时,她下决心要当一名护士。
Then for five years she worked in an English hospital
后来,她在一家英国医院里工作了五年。
where she proved to be highly professional at her job.
她在工作中表现出了很高的专业技能。
A Belgian doctor was so impressed
一位比利时医生对她印象深刻
that he invited her to his country to organize a training school for nurses.
并邀请她去比利时组织一个护士培训学校。
The First World War broke out in 1914
1914年,第一次世界大战爆发,
and Edith Cavell's school of nursing became a hospital.
伊迪丝.卡维尔的护士学校变成了一所医院。
She remained there to look after the sick and wounded soldiers.
她留在那里照顾生病和受伤的士兵们,
Edith treated them with kindness.
对他们充满爱心。
Between November 1914 and August 1915 she secretly helped
从1914年11月到1915年 8月期间,她秘密地帮助
about 200 wounded soldiers and prisoners escape from the Germans.
大约200名士兵和囚犯从德国人手中逃脱。
Later the German army found out what Edith had done and they arrested her.
后来,德国敌人发现了伊迪丝的举动,于是逮捕了她。
Finally,the Germans killed her,but they could not kill her memory.
伊迪丝最后被德国人杀害,但人们永远不会忘记她。
A beautiful statue has been built in Trafalgar Square, London,
人们在伦敦的特拉法尔加广场建造了一个美丽的雕塑,
in honor of the brave English nurse.
以纪念这位勇敢的英国护士。
新概念早读英语美文相关
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想要写出一篇优秀的初中英语作文,就要多学习其他优秀范文的写作方法,下面读文网小编为大家带来初中英语写作范文,欢迎同学们阅读学习。
Different students like different ways to go to school. As for me, I like to go to school on foot the most. There are four reasons.
Firstly, my home is not far away from my school. It takes me only twenty minutes to get to school. Secondly, the traffic on my way to school is heavy. There are a lot of bikes, buses and cars. I think it's safe to go to school on foot. Thirdly, I think walking is a kind of sport. It’s good for my health. Finally, I can listen to my MP3 when I am walking. It's fantastic, but a little dangerous.
These are the reasons why I like to go to school on foot the most. What about you?
不同的人喜欢用不同的方式去学校。至于我,我最喜欢走路去学校,有四个理由:
首先,我家离学校不远。只要二十分钟就到学校了。第二,去学校路上的交通太拥挤了。有很多自行车,巴士和私家车。我觉得走路去学校很安全。第三,在我看来,走路也是一直运动。对我的健康有好处。最后,我可以一边走路一边听我的MP3。真是太棒了,不过就是有点危险。
这就是为什么我最喜欢走路上学的原因。你呢?
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想要学好初中英语,那么坚持每天的英语美文晨读是很多人都推荐的学习方法。下面读文网小编为大家带来精选的初中英语晨读美文,供大家阅读欣赏!
Have you ever been around someone who immediately put you at ease? Perhaps you may be one of those people who others feel safe around.
有没有遇到过那么个人,只要他/她在你身边,你立即就觉得安心?或许你就是让别人觉得安心的那么一个人。
What is the common thread in people who emanate warmth? Some may think it is related to personality or physical appearance. But this does little to explain why bright beacons of light can be found anywhere. Essence has nothing to do with our exterior.
那些气场中自带温暖的人有哪些共性呢?一些人也许认为这与性格或外貌有关。但这基本解释不了为什么明亮的灯塔之光四处可见。本质与我们的外在无关。
I like to believe the common thread is a universal trait we are all able to tap into. When we see the truth of who we are and wholeheartedly love every part of that truth, we automatically shine. When we embrace our essence and live in congruence with who we are, we radiate peace.
我愿意相信这个共性是我们都能够触及的、普遍存在的品质。当我们欣赏自己的本质并全心全意热爱着这一切的时候,我们自然而然就会出类拔萃。当我们欣然接受自己的本质并遵循本心来生活的时候,我们会自带平和的光环。
Every day we can choose to wake up and see the gift of getting to be who we are. When we decide to live from this way of "being," it becomes easy to see this same light and gift in everyone — even those who may not yet see it in themselves.
每一天,我们都可以选择一醒来就欣赏做自己这一项天赋。当我们决定以“本性”来生活的时候,在每个人身上,甚至是那些可能还没有开始欣赏自身本性的人身上,我们变得很容易就能看到同样的光芒和天赋了。
The benefits of self-love are many. What I know to be true without a doubt in my heart, is that we are all capable of giving this gift to ourselves.
自爱的益处有很多。我所知道的真相就是,我们都能赋予自己这项天赋,这一点我深信不疑。
These words help me remember why embracing my essence is always the best thing to do. Perhaps this may resonate with where you are.
这些话让我想起欣然接受自己的本质始终是上策的原因。或许这也会与你产生共鸣。
When you love who you are,
当你爱自己的时候,
you become a conduit of light.
你会成为一道光。
Just drop into your heart space,
只需触及心房,
and live life from this view.
并遵循本心来生活。
For all of this doing
做这一切
is not who you are.
无关你是谁。
Listen to your heart’s soft whisper,
聆听内心轻柔的呢喃,
this voice will show you the way.
她会告诉你方法。
Live life from your essence
遵循本性来生活
is what she will say.
她会这样告诉你。
See the light in yourself,
欣赏自身的光芒,
and your world will be bright.
你的世界都会变得明亮。
There is no need to worry,
没必要担心,
you are exactly as you should be;
你正是自己本来的模样;
remember to love who you are,
记得爱自己,
and love you will see.
爱自己欣赏的一切。
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读优秀范文,学习写作技巧,是写好初中英语作文的最好方法。下面读文网小编为大家带来初中英语优秀作文范文,供同学们参考学习。
I spent this summer vacation in quite a different way. I used to run about every day in previous summer vacations, but this summer vacation I simply could not afford to do so. I would soon be in the last year of my high-school education and would after graduation be up against the college entrance examinations. Though those examinations were still a year away, I had to start early to make myself well prepared by reviewing all those things I had learned at school and this summer vacation was the ideal time for me to do this. At first I was rather dismayed at the thought of this, but later I thought it was better this way because by working hard this summer I could count on endless happy summers to come. With this in mind I then set to work like anything and only occasionally went out for a change or did some physical. I was not at all bored by this kind of life, for I was sustained by a hope.
我度个了一个与众不同的暑假。我在以前的暑假习惯每天去跑步,但是这个暑假我几乎没有能力去做。我将要在高中度过我最后一年,然后为了毕业后的大学入学考试而努力。虽然这些考试离我还有一年,我不得不早做准备,以最佳的状态,通过复习我所有在学校学的东西。这个暑假正是我做这些事情的黄金时间。一开始我对我这样的想法很气馁,但是一段时间后我想这个办法很好因为通过暑假的努力我能收集到无穷的来自这个暑假的快乐。正因为这个在我心中,我就开始我计划的工作,只是偶尔出去做些运动。我一点也不觉得我现在的生活无聊,因为有一个希望在支撑着我。
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《丑小鸭》是安徒生的经典童话故事之一,写了一只天鹅蛋在鸭群中破壳后,因相貌怪异,让同类鄙弃,历经千辛万苦、重重磨难之后长成了白天鹅。下面读文网小编为大家带来丑小鸭童话故事英文版及翻译,欢迎大家阅读欣赏!
It was so beautiful out on the country, it was summer- the wheat fields were golden, the oats were green, and down among the green meadows the hay was stacked. There the stork minced about on his red legs, clacking away in Egyptian, which was the language his mother had taught him. Round about the field and meadow lands rose vast forests, in which deep lakes lay hidden. Yes, it was indeed lovely out there in the country.
In the midst of the sunshine there stood an old manor house that had a deep moat around it. From the walls of the manor right down to the water's edge great burdock leaves grew, and there were some so tall that little children could stand upright beneath the biggest of them. In this wilderness of leaves, which was as dense as the forests itself, a duck sat on her nest, hatching her ducklings. She was becoming somewhat weary, because sitting is such a dull business and scarcely anyone came to see her. The other ducks would much rather swim in the moat than waddle out and squat under the burdock leaf to gossip with her.
But at last the eggshells began to crack, one after another. "Peep, peep!" said the little things, as they came to life and poked out their heads.
"Quack, quack!" said the duck, and quick as quick can be they all waddled out to have a look at the green world under the leaves. Their mother let them look as much as they pleased, because green is good for the eyes.
"How wide the world is," said all the young ducks, for they certainly had much more room now than they had when they were in their eggshells.
"Do you think this is the whole world?" their mother asked. "Why it extends on and on, clear across to the other side of the garden and right on into the parson's field, though that is further than I have ever been. I do hope you are all hatched," she said as she got up. "No, not quite all. The biggest egg still lies here. How much longer is this going to take? I am really rather tired of it all," she said, but she settled back on her nest.
"Well, how goes it?" asked an old duck who came to pay her a call.
"It takes a long time with that one egg," said the duck on the nest. "It won't crack, but look at the others. They are the cutest little ducklings I've ever seen. They look exactly like their father, the wretch! He hasn't come to see me at all."
"Let's have a look at the egg that won't crack," the old duck said. "It's a turkey egg, and you can take my word for it. I was fooled like that once myself. What trouble and care I had with those turkey children, for I may as well tell you, they are afraid of the water. I simply could not get them into it. I quacked and snapped at them, but it wasn't a bit of use. Let me see the egg. Certainly, it's a turkey egg. Let it lie, and go teach your other children to swim."
"Oh, I'll sit a little longer. I've been at it so long already that I may as well sit here half the summer."
"Suit yourself," said the old duck, and away she waddled.
At last the big egg did crack. "Peep," said the young one, and out he tumbled, but he was so big and ugly.
The duck took a look at him. "That's a frightfully big duckling," she said. "He doesn't look the least like the others. Can he really be a turkey baby? Well, well! I'll soon find out. Into the water he shall go, even if I have to shove him in myself."
Next day the weather was perfectly splendid, and the sun shone down on all the green burdock leaves. The mother duck led her whole family down to the moat. Splash! she took to the water. "Quack, quack," said she, and one duckling after another plunged in. The water went over their heads, but they came up in a flash, and floated to perfection. Their legs worked automatically, and they were all there in the water. Even the big, ugly gray one was swimming along.
"Why, that's no turkey," she said. "See how nicely he uses his legs, and how straight he holds himself. He's my very own son after all, and quite good-looking if you look at him properly. Quack, quack come with me. I'll lead you out into the world and introduce you to the duck yard. But keep close to me so that you won't get stepped on, and watch out for the cat!"
Thus they sallied into the duck yard, where all was in an uproar because two families were fighting over the head of an eel. But the cat got it, after all.
"You see, that's the way of the world." The mother duck licked her bill because she wanted the eel's head for herself. "Stir your legs. Bustle about, and mind that you bend your necks to that old duck over there. She's the noblest of us all, and has Spanish blood in her. That's why she's so fat. See that red rag around her leg? That's a wonderful thing, and the highest distinction a duck can get. It shows that they don't want to lose her, and that she's to have special attention from man and beast. Shake yourselves! Don't turn your toes in. A well-bred duckling turns his toes way out, just as his father and mother do-this way. So then! Now duck your necks and say quack!"
They did as she told them, but the other ducks around them looked on and said right out loud, "See here! Must we have this brood too, just as if there weren't enough of us already? And-fie! what an ugly-looking fellow that duckling is! We won't stand for him." One duck charged up and bit his neck.
"Let him alone," his mother said. "He isn't doing any harm."
"Possibly not," said the duck who bit him, "but he's too big and strange, and therefore he needs a good whacking."
"What nice-looking children you have, Mother," said the old duck with the rag around her leg. "They are all pretty except that one. He didn't come out so well. It's a pity you can't hatch him again."
"That can't be managed, your ladyship," said the mother. "He isn't so handsome, but he's as good as can be, and he swims just as well as the rest, or, I should say, even a little better than they do. I hope his looks will improve with age, and after a while he won't seem so big. He took too long in the egg, and that's why his figure isn't all that it should be." She pinched his neck and preened his feathers. "Moreover, he's a drake, so it won't matter so much. I think he will be quite strong, and I'm sure he will amount to something."
"The other ducklings are pretty enough," said the old duck. "Now make yourselves right at home, and if you find an eel's head you may bring it to me."
So they felt quite at home. But the poor duckling who had been the last one out of his egg, and who looked so ugly, was pecked and pushed about and made fun of by the ducks, and the chickens as well. "He's too big," said they all. The turkey gobbler, who thought himself an emperor because he was born wearing spurs, puffed up like a ship under full sail and bore down upon him, gobbling and gobbling until he was red in the face. The poor duckling did not know where he dared stand or where he dared walk. He was so sad because he was so desperately ugly, and because he was the laughing stock of the whole barnyard.
So it went on the first day, and after that things went from bad to worse. The poor duckling was chased and buffeted about by everyone. Even his own brothers and sisters abused him. "Oh," they would always say, "how we wish the cat would catch you, you ugly thing." And his mother said, "How I do wish you were miles away." The ducks nipped him, and the hens pecked him, and the girl who fed them kicked him with her foot.
So he ran away; and he flew over the fence. The little birds in the bushes darted up in a fright. "That's because I'm so ugly," he thought, and closed his eyes, but he ran on just the same until he reached the great marsh where the wild ducks lived. There he lay all night long, weary and disheartened.
When morning came, the wild ducks flew up to have a look at their new companion. "What sort of creature are you?" they asked, as the duckling turned in all directions, bowing his best to them all. "You are terribly ugly," they told him, "but that's nothing to us so long as you don't marry into our family."
Poor duckling! Marriage certainly had never entered his mind. All he wanted was for them to let him lie among the reeds and drink a little water from the marsh.
There he stayed for two whole days. Then he met two wild geese, or rather wild ganders-for they were males. They had not been out of the shell very long, and that's what made them so sure of themselves.
"Say there, comrade," they said, "you're so ugly that we have taken a fancy to you. Come with us and be a bird of passage. In another marsh near-by, there are some fetching wild geese, all nice young ladies who know how to quack. You are so ugly that you'll completely turn their heads."
Bing! Bang! Shots rang in the air, and these two ganders fell dead among the reeds. The water was red with their blood. Bing! Bang! the shots rang, and as whole flocks of wild geese flew up from the reeds another volley crashed. A great hunt was in progress. The hunters lay under cover all around the marsh, and some even perched on branches of trees that overhung the reeds. Blue smoke rose like clouds from the shade of the trees, and drifted far out over the water.
The bird dogs came splash, splash! through the swamp, bending down the reeds and the rushes on every side. This gave the poor duckling such a fright that he twisted his head about to hide it under his wing. But at that very moment a fearfully big dog appeared right beside him. His tongue lolled out of his mouth and his wicked eyes glared horribly. He opened his wide jaws, flashed his sharp teeth, and - splash, splash - on he went without touching the duckling.
"Thank heavens," he sighed, "I'm so ugly that the dog won't even bother to bite me."
He lay perfectly still, while the bullets splattered through the reeds as shot after shot was fired. It was late in the day before things became quiet again, and even then the poor duckling didn't dare move. He waited several hours before he ventured to look about him, and then he scurried away from that marsh as fast as he could go. He ran across field and meadows. The wind was so strong that he had to struggle to keep his feet.
Late in the evening he came to a miserable little hovel, so ramshackle that it did not know which way to tumble, and that was the only reason it still stood. The wind struck the duckling so hard that the poor little fellow had to sit down on his tail to withstand it. The storm blew stronger and stronger, but the duckling noticed that one hinge had come loose and the door hung so crooked that he could squeeze through the crack into the room, and that's just what he did.
Here lived an old woman with her cat and her hen. The cat, whom she called "Sonny," could arch his back, purr, and even make sparks, though for that you had to stroke his fur the wrong way. The hen had short little legs, so she was called "Chickey Shortleg." She laid good eggs, and the old woman loved her as if she had been her own child.
In the morning they were quick to notice the strange duckling. The cat began to purr, and the hen began to cluck.
"What on earth!" The old woman looked around, but she was short-sighted, and she mistook the duckling for a fat duck that had lost its way. "That was a good catch," she said. "Now I shall have duck eggs-unless it's a drake. We must try it out." So the duckling was tried out for three weeks, but not one egg did he lay.
In this house the cat was master and the hen was mistress. They always said, "We and the world," for they thought themselves half of the world, and much the better half at that. The duckling thought that there might be more than one way of thinking, but the hen would not hear of it.
"Can you lay eggs?" she asked
"No."
"Then be so good as to hold your tongue."
The cat asked, "Can you arch your back, purr, or make sparks?"
"No."
"Then keep your opinion to yourself when sensible people are talking."
The duckling sat in a corner, feeling most despondent. Then he remembered the fresh air and the sunlight. Such a desire to go swimming on the water possessed him that he could not help telling the hen about it.
"What on earth has come over you?" the hen cried. "You haven't a thing to do, and that's why you get such silly notions. Lay us an egg, or learn to purr, and you'll get over it."
"But it's so refreshing to float on the water," said the duckling, "so refreshing to feel it rise over your head as you dive to the bottom."
"Yes, it must be a great pleasure!" said the hen. "I think you must have gone crazy. Ask the cat, who's the wisest fellow I know, whether he likes to swim or dive down in the water. Of myself I say nothing. But ask the old woman, our mistress. There's no one on earth wiser than she is. Do you imagine she wants to go swimming and feel the water rise over her head?"
"You don't understand me," said the duckling.
"Well, if we don't, who would? Surely you don't think you are cleverer than the cat and the old woman-to say nothing of myself. Don't be so conceited, child. Just thank your Maker for all the kindness we have shown you. Didn't you get into this snug room, and fall in with people who can tell you what's what? But you are such a numbskull that it's no pleasure to have you around. Believe me, I tell you this for your own good. I say unpleasant truths, but that's the only way you can know who are your friends. Be sure now that you lay some eggs. See to it that you learn to purr or to make sparks."
"I think I'd better go out into the wide world," said the duckling.
"Suit yourself," said the hen.
So off went the duckling. He swam on the water, and dived down in it, but still he was slighted by every living creature because of his ugliness.
Autumn came on. The leaves in the forest turned yellow and brown. The wind took them and whirled them about. The heavens looked cold as the low clouds hung heavy with snow and hail. Perched on the fence, the raven screamed, "Caw, caw!" and trembled with cold. It made one shiver to think of it. Pity the poor little duckling!
One evening, just as the sun was setting in splendor, a great flock of large, handsome birds appeared out of the reeds. The duckling had never seen birds so beautiful. They were dazzling white, with long graceful necks. They were swans. They uttered a very strange cry as they unfurled their magnificent wings to fly from this cold land, away to warmer countries and to open waters. They went up so high, so very high, that the ugly little duckling felt a strange uneasiness come over him as he watched them. He went around and round in the water, like a wheel. He craned his neck to follow their course, and gave a cry so shrill and strange that he frightened himself. Oh! He could not forget them-those splendid, happy birds. When he could no longer see them he dived to the very bottom. and when he came up again he was quite beside himself. He did not know what birds they were or whither they were bound, yet he loved them more than anything he had ever loved before. It was not that he envied them, for how could he ever dare dream of wanting their marvelous beauty for himself? He would have been grateful if only the ducks would have tolerated him-the poor ugly creature.
The winter grew cold - so bitterly cold that the duckling had to swim to and fro in the water to keep it from freezing over. But every night the hole in which he swam kept getting smaller and smaller. Then it froze so hard that the duckling had to paddle continuously to keep the crackling ice from closing in upon him. At last, too tired to move, he was frozen fast in the ice.
Early that morning a farmer came by, and when he saw how things were he went out on the pond, broke away the ice with his wooden shoe, and carried the duckling home to his wife. There the duckling revived, but when the children wished to play with him he thought they meant to hurt him. Terrified, he fluttered into the milk pail, splashing the whole room with milk. The woman shrieked and threw up her hands as he flew into the butter tub, and then in and out of the meal barrel. Imagine what he looked like now! The woman screamed and lashed out at him with the fire tongs. The children tumbled over each other as they tried to catch him, and they laughed and they shouted. Luckily the door was open, and the duckling escaped through it into the bushes, where he lay down, in the newly fallen snow, as if in a daze.
But it would be too sad to tell of all the hardships and wretchedness he had to endure during this cruel winter. When the warm sun shone once more, the duckling was still alive among the reeds of the marsh. The larks began to sing again. It was beautiful springtime.
Then, quite suddenly, he lifted his wings. They swept through the air much more strongly than before, and their powerful strokes carried him far. Before he quite knew what was happening, he found himself in a great garden where apple trees bloomed. The lilacs filled the air with sweet scent and hung in clusters from long, green branches that bent over a winding stream. Oh, but it was lovely here in the freshness of spring!
From the thicket before him came three lovely white swans. They ruffled their feathers and swam lightly in the stream. The duckling recognized these noble creatures, and a strange feeling of sadness came upon him.
"I shall fly near these royal birds, and they will peck me to bits because I, who am so very ugly, dare to go near them. But I don't care. Better be killed by them than to be nipped by the ducks, pecked by the hens, kicked about by the hen-yard girl, or suffer such misery in winter."
So he flew into the water and swam toward the splendid swans. They saw him, and swept down upon him with their rustling feathers raised. "Kill me!" said the poor creature, and he bowed his head down over the water to wait for death. But what did he see there, mirrored in the clear stream? He beheld his own image, and it was no longer the reflection of a clumsy, dirty, gray bird, ugly and offensive. He himself was a swan! Being born in a duck yard does not matter, if only you are hatched from a swan's egg.
He felt quite glad that he had come through so much trouble and misfortune, for now he had a fuller understanding of his own good fortune, and of beauty when he met with it. The great swans swam all around him and stroked him with their bills.
Several little children came into the garden to throw grain and bits of bread upon the water. The smallest child cried, "Here's a new one," and the others rejoiced, "yes, a new one has come." They clapped their hands, danced around, and ran to bring their father and mother.
And they threw bread and cake upon the water, while they all agreed, "The new one is the most handsome of all. He's so young and so good-looking." The old swans bowed in his honor.
Then he felt very bashful, and tucked his head under his wing. He did not know what this was all about. He felt so very happy, but he wasn't at all proud, for a good heart never grows proud. He thought about how he had been persecuted and scorned, and now he heard them all call him the most beautiful of all beautiful birds. The lilacs dipped their clusters into the stream before him, and the sun shone so warm and so heartening. He rustled his feathers and held his slender neck high, as he cried out with full heart: "I never dreamed there could be so much happiness, when I was the ugly duckling."#p#副标题#e#
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父亲节马上就要来了,那么你想知道有关父亲节的英语作文要怎么写吗?下面读文网小编为大家带来父亲节初中英语作文,希望对你有所帮助!
Today I was at the shopping mall and I spent a lot of time reading the Father's Day cards. They all had a special message that in some way or another reflected how I feel about you. Yet as I selected and read, and selected and read again, it occurred to me that not a single card said what I really want to say to you.
You'll soon be 42 years old, Dad, and you and I will have had 55 Father's Days together. I haven't always been with you on Father's Day nor have I been with you for all of your birthdays. It wasn't because I didn't want to be with you. I've always been with you in my heart but sometimes life gets in the way.
看了有关父亲节初中英语作文这篇文章
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小红帽是德国童话作家格林的童话《小红帽》中的人物,故事版本多达一百多个,是如今家户喻晓的经典童话故事,成了不少小朋友最喜欢的睡前故事之一。下面读文网小编为大家带来小红帽童话故事双语版,欢迎大家阅读。
Once upon a time there was a sweet little girl. Everyone who saw her liked her, but most of all her grandmother, who did not know what to give the child next. Once she gave her a little cap made of red velvet. Because it suited her so well, and she wanted to wear it all the time, she came to be known as Little Red Cap.
One day her mother said to her, "Come Little Red Cap. Here is a piece of cake and a bottle of wine. Take them to your grandmother. She is sick and weak, and they will do her well. Mind your manners and give her my greetings. Behave yourself on the way, and do not leave the path, or you might fall down and break the glass, and then there will be nothing for your grandmother. And when you enter her parlor, don't forget to say 'Good morning,' and don't peer into all the corners first."
"I'll do everything just right," said Little Red Cap, shaking her mother's hand.
The grandmother lived out in the woods, a half hour from the village. When Little Red Cap entered the woods a wolf came up to her. She did not know what a wicked animal he was, and was not afraid of him.
"Good day to you, Little Red Cap."
"Thank you, wolf."
"Where are you going so early, Little Red Cap?"
"To grandmother's."
"And what are you carrying under your apron?"
"Grandmother is sick and weak, and I am taking her some cake and wine. We baked yesterday, and they should be good for her and give her strength."
"Little Red Cap, just where does your grandmother live?"
"Her house is good quarter hour from here in the woods, under the three large oak trees. There's a hedge of hazel bushes there. You must know the place," said Little Red Cap.
The wolf thought to himself, "Now that sweet young thing is a tasty bite for me. She will taste even better than the old woman. You must be sly, and you can catch them both."
He walked along a little while with Little Red Cap, then he said, "Little Red Cap, just look at the beautiful flowers that are all around us. Why don't you go and take a look? And I don't believe you can hear how beautifully the birds are singing. You are walking along as though you were on your way to school. It is very beautiful in the woods."
Little Red Cap opened her eyes and when she saw the sunbeams dancing to and fro through the trees and how the ground was covered with beautiful flowers, she thought, "If a take a fresh bouquet to grandmother, she will be very pleased. Anyway, it is still early, and I'll be home on time." And she ran off the path into the woods looking for flowers. Each time she picked one she thought that she could see an even more beautiful one a little way off, and she ran after it, going further and further into the woods. But the wolf ran straight to the grandmother's house and knocked on the door.
"Who's there?"
"Little Red Cap. I'm bringing you some cake and wine. Open the door."
"Just press the latch," called out the grandmother. "I'm too weak to get up."
The wolf pressed the latch, and the door opened. He stepped inside, went straight to the grandmother's bed, and ate her up. Then he put on her clothes, put her cap on his head, got into her bed, and pulled the curtains shut.
Little Red Cap had run after the flowers. After she had gathered so many that she could not carry any more, she remembered her grandmother, and then continued on her way to her house. She found, to her surprise, that the door was open. She walked into the parlor, and everything looked so strange that she thought, "Oh, my God, why am I so afraid? I usually like it at grandmother's."
She called out, "Good morning!" but received no answer.
Then she went to the bed and pulled back the curtains. Grandmother was lying there with her cap pulled down over her face and looking very strange.
"Oh, grandmother, what big ears you have!"
"All the better to hear you with."
"Oh, grandmother, what big eyes you have!"
"All the better to see you with."
"Oh, grandmother, what big hands you have!"
"All the better to grab you with!"
"Oh, grandmother, what a horribly big mouth you have!"
"All the better to eat you with!"
The wolf had scarcely finished speaking when he jumped from the bed with a single leap and ate up poor Little Red Cap. As soon as the wolf had satisfied his desires, he climbed back into bed, fell asleep, and began to snore very loudly.
A huntsman was just passing by. He thought, "The old woman is snoring so loudly. You had better see if something is wrong with her."
He stepped into the parlor, and when he approached the bed, he saw the wolf lying there. "So here I find you, you old sinner," he said. "I have been hunting for you a long time."
He was about to aim his rifle when it occurred to him that the wolf might have eaten the grandmother, and that she still might be rescued. So instead of shooting, he took a pair of scissors and began to cut open the wolf's belly. After a few cuts he saw the red cap shining through., and after a few more cuts the girl jumped out, crying, "Oh, I was so frightened! It was so dark inside the wolf's body!"
And then the grandmother came out as well, alive but hardly able to breathe. Then Little Red Cap fetched some large stones. She filled the wolf's body with them, and when he woke up and tried to run away, the stones were so heavy that he immediately fell down dead.
The three of them were happy. The huntsman skinned the wolf and went home with the pelt. The grandmother ate the cake and drank the wine that Little Red Cap had brought. And Little Red Cap thought, "As long as I live, I will never leave the path and run off into the woods by myself if mother tells me not to."
They also tell how Little Red Cap was taking some baked things to her grandmother another time, when another wolf spoke to her and wanted her to leave the path. But Little Red Cap took care and went straight to grandmother's. She told her that she had seen the wolf, and that he had wished her a good day, but had stared at her in a wicked manner. "If we hadn't been on a public road, he would have eaten me up," she said.
"Come," said the grandmother. "Let's lock the door, so he can't get in."
Soon afterward the wolf knocked on the door and called out, "Open up, grandmother. It's Little Red Cap, and I'm bringing you some baked things."
They remained silent, and did not open the door. Gray-Head crept around the house several times, and finally jumped onto the roof. He wanted to wait until Little Red Cap went home that evening, then follow her and eat her up in the darkness. But the grandmother saw what he was up to. There was a large stone trough in front of the house.
"Fetch a bucket, Little Red Cap," she said to the child. "Yesterday I cooked some sausage. Carry the water that I boiled them with to the trough." Little Red Cap carried water until the large, large trough was clear full. The smell of sausage arose into the wolf's nose. He sniffed and looked down, stretching his neck so long that he could no longer hold himself, and he began to slide. He slid off the roof, fell into the trough, and drowned. And Little Red Cap returned home happily, and no one harmed her.
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英国的教育体系经过几百年的沿革,相当的完善和复杂,这里就有它的英文版介绍。下面读文网小编为大家带来英国教育体系英文简介,希望对你有所帮助!
英国教育体系总体来说分为三个阶段: 义务教育(Compulsory Education),延续教育(Further Education)和高等教育(Higher Education)。
一、义务教育 (Compulsory Education)
英国的学生从四岁开始接受义务教育,享受全免费的国家福利,学校甚至还提供免费的午餐,所有的家长必须把自己的孩子送到学校读书。小学教育一般持续到11岁,然后进入中学。英国的中学不分初中高中,从中一(Form 1)到中五(Form 5)共五年的时间。
二、延续教育(Further Education)
延续教育是英国教育体系中最有特色也最精彩的部分,它是继小学(Primary)中学(Secondary)教育之后的“第三级教育”(Tertiary)。为进入高等教育或者就业打下基础。也是中国的高中学生留学英国的关键阶段。一般来说接受延续教育的学生介于16和18岁之间。它分为两种体系:学业路线(Academic Route)和职业路线(Vocational Route)。学业路线着重于培养学术研究方面的人才,职业路线则结合社会各层面的职业需要,培养在各种行业中具有专门技能和知识的人才。这两种体系在英国受到同等的重视。
三、高等教育(Higher Education)
顾名思义,高等教育是英国教育体系中的高级阶段,它包括:
本科(Bachelor Degree)
研究生(Master Degree)
博士生(Doctorial Degree)
高级国家文凭(HND-Higher National Diploma)。
高等教育通常都是由大学(University)提供,但许多学院(College)也提供Bachelor和HND课程。
看了英国教育体系英文版介绍这篇文章
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《假如给我三天光明》是作者海伦·凯勒的自传,被誉为“世界文学史上无与伦比的杰作”。她以自己的经历告诫人们应珍惜生命,珍惜造物主赐予的一切。如果你想欣赏一下这篇经典名作的话,那么就不要错过下面读文网小编为大家带来假如给我三天光明完整英文版及中文翻译,希望大家喜欢!
All of us have read thrilling stories in which the hero had only a limited and specified time to live. Sometimes it was as long as a year; sometimes as short as twenty-four hours.
But always we were interested in discovering just how the doomed man chose to spend his last days or his last hours. I speak, of course, of free men who have a choice, not condemned criminals whose sphere of activities is strictly delimited.
Such stories set us thinking, wondering what we should do under similar circumstances. What events, what experiences, what associations should we crowd into those last hours as mortal beings? What happiness should we find in reviewing the past, what regrets?
Sometimes I have thought it would be an excellent rule to live each day as if we should die tomorrow. Such an attitude would emphasize sharply the values of life. We should live each day with a gentleness, a vigor, and a keenness of appreciation which are often lost when time stretches before us in the constant panorama of more days and months and years to come. There are those, of course, who would adopt the Epicurean motto of "Eat, drink, and be merry," but most people would be chastened by the certainty of impending death.
In stories the doomed hero is usually saved at the last minute by some stroke of fortune, but almost always his sense of values is changed. he becomes more appreciative of the meaning of life and its permanent spiritual values. It ahs often been noted that those who live, or have lived, in the shadow of death bring a mellow sweetness to everything they do.
Most of us, however, take life for granted. We know that one day we must die, but usually we picture that day as far in the future. When we are in buoyant health, death is all but unimaginable. We seldom think of it. The days stretch out in an endless vista. So we go about our petty tasks, hardly aware of our listless attitude toward life.
The same lethargy, I am afraid, characterizes the use of all our faculties and senses. Only the deaf appreciate hearing, only the blind realize the manifold blessings that lie in sight. Particularly does this observation apply to those who have lost sight and hearing in adult life. But those who have never suffered impairment of sight or hearing seldom make the fullest use of these blessed faculties. Their eyes and ears take in all sights and sounds hazily, without concentration and with little appreciation. It is the same old story of not being grateful for what we have until we lose it, of not being conscious of health until we are ill.
I have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. Darkness would make him more appreciative of sight; silence would tech him the joys of sound.
Now and them I have tested my seeing friends to discover what they see. Recently I was visited by a very good friends who hadjust returned from a long walk in the woods, and I asked her what she had observed.. "Nothing in particular, " she replied. I might have been incredulous had I not been accustomed to such reposes, for long ago I became convinced that the seeing see little.
How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? I who cannot see find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In the spring I touch the branches of trees hopefully in search of a bud the first sign of awakening Nature after her winter's sleep. I feel the delightful, velvety texture of a flower, and discover its remarkable convolutions; and something of the miracle of Nature is revealed to me. Occasionally, if I am very fortunate, I place my hand gently on a small tree and feel the happy quiver of a bird in full song. I am delighted to have the cool waters of a brook rush thought my open finger. To me a lush carpet of pine needles or spongy grass is more welcome than the most luxurious Persian rug. To me the page ant of seasons is a thrilling and unending drama, the action of which streams through my finger tips.
At times my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. Yet, those who have eyes apparently see little. the panorama of color and action which fills the world is taken for granted. It is human, perhaps, to appreciate little that which we have and to long for that which we have not, but it is a great pity that in the world of light the gift of sight is used only as a mere conveniences rather than as a means of adding fullness to life.
If I were the president of a university I should establish a compulsory course in "How to Use Your Eyes". The professor would try to show his pupils how they could add joy to their lives by really seeing what passes unnoticed before them. He would try to awake their dormant and sluggish faculties.
Perhaps I can best illustrate by imagining what I should most like to see if I were given the use of my eyes, say, for just three days. And while I am imagining, suppose you, too, set your mind to work on the problem of how you would use your own eyes if you had only three more days to see. If with the on-coming darkness of the third night you knew that the sun would never rise for you again, how would you spend those three precious intervening days? What would you most want to let your gaze rest upon?
I, naturally, should want most to see the things which have become dear to me through my years of darkness. You, too, would want to let your eyes rest on the things that have become dear to you so that you could take the memory of them with you into the night that loomed before you.
If, by some miracle, I were granted three seeing days, to be followed by a relapse into darkness, I should divide the period into three parts.
The First Day
On the first day, I should want to see the people whose kindness and gentleness and companionship have made my life worth living. First I should like to gaze long upon the face of my dear teacher, Mrs. Anne Sullivan Macy, who came to me when I was a child and opened the outer world to me. I should want not merely to see the outline of her face, so that I could cherish it in my memory, but to study that face and find in it the living evidence of the sympathetic tenderness and patience with which she accomplished the difficult task of my education. I should like to see in her eyes that strength of character which has enabled her to stand firm in the face of difficulties, and that compassion for all humanity which she has revealed to me so often.
I do not know what it is to see into the heart of a friend through that "Window of the soul", the eye. I can only "see" through my finger tips the outline of a face. I can detect laughter, sorrow, and many other obvious emotions. I know my friends from the feel of their faces. But I cannot really picture their personalities by touch. I know their personalities, of course, through other means, through the thoughts they express to me, through whatever of their actions are revealed to me. But I am denied that deeper understanding of them which I am sure would come through sight of them, through watching their reactions to various expressed thoughts and circumstances, through noting the immediate and fleeting reactions of their eyes and countenance.
Friends who are near to me I know well, because through the months and years they reveal themselves to me in all their phases; but of casual friends I have only an incomplete impression, an impression gained from a handclasp, from spoken words which I take from their lips with my finger tips, or which they tap into the palm of my hand.
How much easier, how much more satisfying it is for you who can see to grasp quickly the essential qualities of another person by watching the subtleties of expression, the quiver of a muscle, the flutter of a hand. But does it ever occur to you to use your sight to see into the inner nature of a friends or acquaintance/ Do not most of you seeing people grasp casually the outward features of a face and let it go at that?
For instance can you describe accurately the faces of five good friends? some of you can, but many cannot. As an experiment, I have questioned husbands of long standing about the color of their wives' eyes, and often they express embarrassed confusion and admit that they do not know. And, incidentally, it is a chronic complaint of wives that their husbandsdo not notice new dresses, new hats, and changes in household arrangements.
The eyes of seeing persons soon become accustomed to the routine of their surroundings, and they actually see only the startling and spectacular. But even in viewing the most spectacular sights the eyes are lazy. Court records reveal every day how inaccurately "eyewitnesses" see. A given event will be "seen" in several different ways by as many witnesses. Some see more than others, but few see everything that is within the range of their vision.
Oh, the things that I should see if I had the power of sight for just three days!
The first day would be a busy one.
I should call to me all my dear friends and look long into their faces, imprinting upon my mind the outward evidences of the beauty that is within them. I should let my eyes rest, too, on the face of a baby, so that I could catch a vision of the eager, innocent beauty which precedes the individual's consciousness of the conflicts which life develops.
And I should like to look into the loyal, trusting eyes of my dogs - the grave, canny little Scottie, Darkie, and the stalwart, understanding Great Dane, Helga, whose warm, tender , and playful friendships are so comforting to me.
On that busy first day I should also view the small simple things of my home. I want to see the warm colors in the rugs under my feet, the pictures on the walls, the intimate trifles that transform a house into home. My eyes would rest respectfully on the books in raised type which I have read, but they would be more eagerly interested in the printed books which seeing people can read, for during the long night of my life the books I have read and those which have been read to me have built themselves into a great shining lighthouse, revealing to me the deepest channels of human life and the human spirit.
In the afternoon of that first seeing day. I should take a long walk in the woods and intoxicate my eyes on the beauties of the world of Nature trying desperately to absorb in a few hours the vast splendor which is constantly unfolding itself to those who can see. On the way home from my woodland jaunt my path would lie near a farm so that I might see the patient horses ploughing in the field 9perhaps I should see only a tractor!) and the serene content of men living close to the soil. And I should pray for the glory of a colorful sunset.
When dusk had fallen, I should experience the double delight of being able to see by artificial light which the genius of man has created to extend the power of his sight when Nature decrees darkness.
In the night of that first day of sight, I should not be able to sleep, so full would be my mind of the memories of the day.
The Second Day
The next day - the second day of sight - I should arisewith the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth.
This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man's progress, the kaleidoscope of the ages. How can so much be compressed into one day? Through the museums, of course. Often I have visited the New York Museum of Natural History to touch with my hands many of the objects there exhibited, butI have longed to see with my eyes the condensed history of the earth and its inhabitants displayed there - animals and the races of men pictured in their native environment; gigantic carcasses of dinosaurs and mastodons which roamed the earth long before man appeared, with his tiny stature and powerful brain, to conquer the animal kingdom; realistic presentations of the processes of development in animals, in man, and in the implements which man has used to fashion for himself a secure home on this planet; and a thousand and one other aspects of natural history.
I wonder how many readers of this article have viewed this panorama of the face of living things as pictured in that inspiring museum. Many, of course, have not had the opportunity, but I am sure that many who have had the opportunity have not made use of it. there, indeed, is a place to use your eyes. You who see can spend many fruitful days there, but I with my imaginary three days of sight, could only take a hasty glimpse, and pass on.
My next stop would be the Metropolitan Museum of Art, for just as the Museum of Natural History reveals the material aspects of the world, so does the Metropolitan show the myriad facets of the human spirit. Throughout the history of humanity the urge to artistic expression has been almost as powerful as the urge for food, shelter, and procreation. And here , in the vast chambers of the Metropolitan Museum, is unfolded before me the spirit of Egypt, Greece, and Rome, as expressed in their art. I know well through my hands the sculptured gods and goddesses of the ancient Nile-land. I have felt copies of Parthenon friezes, and I have sensed the rhythmic beauty of charging Athenian warriors. Apollos and Venuses and the Winged Victory of Samothrace are friends of my finger tips. The gnarled, bearded features of Homer are dear to me, for he, too, knew blindness.
My hands have lingered upon the living marble of roman sculpture as well as that of later generations. I have passed my hands over a plaster cast of Michelangelo's inspiring and heroic Moses; I have sensed the power of Rodin; I have been awed by the devoted spirit of Gothic wood carving. These arts which can be touched have meaning for me, but even they were meant to be
seen rather than felt, and I can only guess at the beauty which remains hidden from me. I can admire the simple lines of a Greek vase, but its figured decorations are lost to me.
So on this, my second day of sight, I should try to probe into the soul of man through this art. The things I knew through touch I should now see. More splendid still, the whole magnificent world of painting would be opened to me, from the Italian Primitives, with their serene religious devotion, to the Moderns, with their feverish visions. I should look deep into the canvases of Raphael, Leonardo da Vinci, Titian, Rembrandt. I should want to feast my eyes upon the warm colors of Veronese, study the mysteries of E1 Greco, catch a new vision of Nature from Corot. Oh, there is so much rich meaning and beauty in the art of the ages for you who have eyes to see!
Upon my short visit to this temple of art I should not be able to review a fraction of that great world of art which is open to you. I should be able to get only a superficial impression. Artists tell me that fordeep and true appreciation of art one must educated the eye. One must learn through experience to weigh the merits of line, of composition, of form and color. If I had eyes, how happily would I embark upon so fascinating a study! Yet I am told that, to many of you who have eyes to see, the world of art is a dark night,unexplored and unilluminated.
It would be with extreme reluctance that I should leave the Metropolitan Museum, which contains the key to beauty -- a beauty so neglected. Seeing persons, however, do not need a metropolitan to find this key to beauty. The same key lies waiting in smaller museums, and in books on the shelves of even small libraries. But naturally, in my limited time of imaginary sight, I should choose the place where the key unlocks the greatest treasures in the shortest time.
The evening of my second day of sight I should spend at a theatre or at the movies. Even now I often attend theatrical performances of all sorts, but the action of the play must be spelled into my hand by a companion. But how I should like to see with my own eyes the fascinating figure of Hamlet, or the gusty Falstaff amid colorful Elizabethan trappings! How I should like to follow each movement of the graceful Hamlet, each strut of the hearty Falstaff! And since I could see only one play, I should be confronted by a many-horned dilemma, for there are scores of plays I should want to see. You who have eyes can see any you like. How many of you, I wonder, when you gaze at a play, a movie, or any spectacle, realize and give thanks for the miracle of sight which enables you to enjoy its color , grace, and movement?
I cannot enjoy the beauty of rhythmic movement except in a sphere restricted to the touch of my hands. I can vision only dimly the grace of a Pavlowa, although I know something of the delight of rhythm, for often I can sense the beat of music as it vibrates through the floor. I can well imagine that cadenced motion must be one of the most pleasing sights in the world. I have been able to gather something of this by tracing with my fingers the lines in sculptured marble; if this static grace can be so lovely, how much more acute must be the thrill of seeing grace in motion.
One of my dearest memories is of the time when Joseph Jefferson allowed me to touch his face and hands as he went through some of the gestures and speeches of his beloved Rip Van Winkle. I was able to catch thus a meager glimpse of the world of drama, and I shall never forget the delight of that moment. But, oh, how much I must miss, and how much pleasure you seeing ones can derive from watching and hearing the interplay of speech and movement in the unfolding of a dramatic performance! If I could see only one play, I should know how to picture in mymind the action of a hundred plays which I have read or had transferred to me through the medium of the manual alphabet.
So, through the evening of my second imaginary day of sight, the great fingers of dramatic literature would crowd sleep from my eyes.
The Third Day
The following morning, I should again greet the dawn, anxious to discover new delights, for I am sure that, for those who have eyes which really see, the dawn of each day must be a perpetually new revelation of beauty.
This, according to the terms of my imagined miracle, is to be my third and last day of sight. I shall have no time to waste in regrets or longings; there is too much to see. The first day I devoted to my friends, animate and inanimate. The second revealed to me the history of man and Nature. Today I shall spend in the workaday world of the present, amid the haunts of men going about the business of life. And where can one find so many activities and conditions of men as in New York? So the city becomes my destination.
I start from my home in the quiet little suburb of Forest Hills, Long Island. Here , surrounded by green lawns, trees, and flowers, are neat little houses, happy with the voices and movements of wives and children, havens of peaceful rest for men who toil in the city. I drive across the lacy structure of steel which spans the East River, and I get a new and startling vision of the power and ingenuity of the mind of man. Busy boasts chug and scurry about the river - racy speed boat, stolid, snorting tugs. If I had long days of sight ahead, I should spend many of them watching the delightful activity upon the river.
I look ahead, and before me rise the fantastic towers of New York, a city that seems to have stepped from the pages of a fairy story. What an awe-inspiring sight, these glittering spires. these vast banks of stone and steel-structures such as the gods might build for themselves! This animated picture is a part of the lives of millions of people every day.
How many, I wonder, give it so much as a seconds glance? Very few, I fear, Their eyes are blind to this magnificent sight because it is so familiar to them.
I hurry to the top of one of those gigantic structures, the Empire State Building, for there , a short time ago, I "saw" the city below through the eyes of my secretary. I am anxious to compare my fancy with reality. I am sure I should not be disappointed in the panorama spread out before me, for to me it would be a vision of another world.
Now I begin my rounds of the city. First, I stand at a busy corner, merely looking at people, trying by sight of them to understand something of their live. I see smiles, and I am happy. I see serious determination, and I am proud, I see suffering, and I am compassionate.
I stroll down Fifth Avenue. I throw my eyes out of focus, so that I see no particular object but only a seething kaleidoscope of colors. I am certain that the colors of women's dresses moving in a throng must be a gorgeous spectacle of which I should never tire. But perhaps if I had sight I should be like most other women -- too interested in styles and the cut of individual dresses to give much attention to the splendor of color in the mass. And I am convinced, too, that I should become an inveterate window shopper, for it must be a delight to the eye to view the myriad articles of beauty on display.
From Fifth Avenue I make a tour of the city-to Park Avenue, to the slums, to factories, to parks where children play. I take a stay-at-home trip abroad by visiting the foreign quarters. Always my eyes are open wide to all the sights of both happiness and misery so that I may probe deep and add to my understanding of how people work and live. my heart is full of the images of people and things. My eye passes lightly over no single trifle; it strives to touch and hold closely each thing its gaze rests upon. Some sights are pleasant, filling the heart with happiness; but some are miserably pathetic. To these latter I do not shut my eyes, for they, too, are part of life. To close the eye on them is to close the heart and mind.
My third day of sight is drawing to an end. Perhaps there are many serious pursuits to which I should devote the few remaining hours, but I am afraid that on the evening of that last day I should again run away to the theater, to a hilariously funny play, so that I might appreciate the overtones of comedy in the human spirit.
At midnight my temporary respite from blindness would cease, and permanent night would close in on me again. Naturally in those three short days I should not have seen all I wanted to see. Only when darkness had again descended upon me should I realize how much I had left unseen. But my mind would be so crowded with glorious memories that I should have little time for regrets. Thereafter the touch of every object would bring a glowing memory of how that object looked.
Perhaps this short outline of how I should spend three days of sight does not agree with the program you would set for yourself if you knew that you were about to be stricken blind. I am, however, sure that if you actually faced that fate your eyes would open to things you had never seen before, storing up memories for the long night ahead. You would use your eyes as never before. Everything you saw would become dear to you. Your eyes would touch and embrace every object that came within your range of vision. Then, at last, you would really see, and a new world of beauty would open itself before you.
I who am blind can give one hint to those who see -- one admonition to those who would make full use of the gift of sight: Use your eyes as if tomorrow you would be stricken blind.
And the same method can be applied to the other senses. Hear the music of voices, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow.
Touch each object you want to touch as if tomorrow your tactile sense would fail. Smell the perfume of flowers, taste with relish each morsel, as if tomorrow you could never s
mell and taste again. Make the most of every sense: glory in all the facets of pleasure and beauty which the world reveals to you through the several means of contact which Nature provides. But of all the senses, I am sure that sight must be the most delightful.#p#副标题#e#
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《安妮日记》是安妮·弗兰克遇难前两年藏身密室时写下的生活和情感的记录。今天读文网小编为大家带来安妮日记英文版摘抄,欢迎大家阅读!
MONDAY, JUNE 15, 1942
I had my birthday party on Sunday afternoon. The Rin Tin Tin movie was a big hit with my classmates. I got two brooches, a bookmark and two books. I'll start by saying a few things about my school and my class, beginning with the students.
Betty Bloemendaal looks kind of poor, and I think she probably is. She lives on some obscure street in West Amsterdam, and none of us know where it is. She does very well at school, but that's because she works so hard, not because she's so smart. She's pretty quiet.
Jacqueline van Maarsen is supposedly my best friend, but I've never had a real friend. At first I thought Jacque would be one, but I was badly mistaken.
D.Q.* [* Initials have been assigned at random to those persons who prefer to remain anonymous.] is a very nervous girl who's always forgetting things, so the teachers keep assigning her extra homework as punishment. She's very kind, especially to G.Z.
E.S. talks so much it isn't funny. She's always touching your hair or fiddling with your buttons when she asks you something. They say she can't stand me, but I don't care, since I don't like her much either.
Henny Mets is a nice girl with a cheerful disposition, except that she talks in a loud voice and is really childish when we're playing outdoors. Unfortunately, Henny has a girlfriend named Beppy who's a bad influence on her because she's dirty and vulgar.
J.R. - I could write a whole book about her. J. is a detestable, sneaky, stuck-up, two-faced gossip who thinks she's so grown-up. She's really got Jacque under her spell, and that's a shame. J. is easily offended, bursts into tears at the slightest thing and, to top it all off, is a terrible show-off. Miss J. always has to be right. She's very rich, and has a closet full of the most adorable dresses that are way too old for her. She thinks she's gorgeous, but she's not. J. and I can't stand each other.
Ilse Wagner is a nice girl with a cheerful disposition, but she's extremely fInicky and can spend hours moaning and groaning about something. Ilse likes me a lot. She's very smart, but lazy.
Hanneli Goslar, or Lies as she's called at school, is a bit on the strange side. She's usually shy -- outspoken at horne, but reserved around other people. She blabs whatever you tell her to her mother. But she says what she thinks, and lately I've corne to appreciate her a great deal.
Nannie van Praag-Sigaar is small, funny and sensible. I think she's nice. She's pretty smart. There isn't much else you can say about Nannie. Eefje de Jong is, in my opinion, terrific. Though she's only twelve, she's quite the lady. She acts as if I were a baby. She's also very helpful, and I like her.
G.Z. is the prettiest girl in our class. She has a nice face, but is kind of dumb. I think they're going to hold her back a year, but of course I haven't told her that.
COMMENT ADDED BY ANNE AT A LATER DATE: To my areat surprise, G.Z. wasn't held back a year after all.
And sitting next to G.Z. is the last of us twelve girls, me.
There's a lot to be said about the boys, or maybe not so much after all.
Maurice Coster is one of my many admirers, but pretty much of a pest. Sallie Springer has a filthy mind, and rumor has it that he's gone all the way. Still, I think he's terrific, because he's very funny.
Emiel Bonewit is G.Z.'s admirer, but she doesn't care. He's pretty boring. Rob Cohen used to be in love with me too, but I can't stand him anymore. He's an obnoxious, two-faced, lying, sniveling little goof who has an awfully high opinion of himself.
Max van de Velde is a farm boy from Medemblik, but eminently suitable, as Margot would say.
Herman Koopman also has a filthy mind, just like Jopie de Beer, who's a terrible flirt and absolutely girl-crazy.
Leo Blom is Jopie de Beer's best friend, but has been ruined by his dirty mind.
Albert de Mesquita came from the Montessori School and skipped a grade. He's really smart.
Leo Slager came from the same school, but isn't as smart.
Ru Stoppelmon is a short, goofy boy from Almelo who transferred to this school in the middle of the year.
C.N. does whatever he's not supposed to.
Jacques Kocernoot sits behind us, next to C., and we (G. and I) laugh ourselves silly.
Harry Schaap is the most decent boy in our class. He's nice.
Werner Joseph is nice too, but all the changes taking place lately have made him too quiet, so he seems boring. Sam Salomon is one of those tough guys from across the tracks. A real brat. (Admirer!)
Appie Riem is pretty Orthodox, but a brat too.
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阅读理解是学习初中英语的基础能力,只有提高英语阅读能力才能快速提高英语成绩。下面读文网小编为大家带来初中英语阅读强化练习题,供同学们参考练习。
( ) 61. Jim's birthday is .
A. October 8 B. October 18 C. December 8th D. December 18th
( ) 62. Jim's favorite movies are .
A. comedies B. action movies C. thrillers D. A and B
( ) 63. Jim goes to bed at .
A. 10:30 B. 10:13 C. 10:00 D. 3:10
( ) 64. Does Jim do his homework on his birthday?
A. Yes, he does. B. No, he doesn't. C. No, he isn't. D. I don't know.
( ) 65. How is Jim on his birthday?
A. Tired. B. Happy but not tired. C. Tired but happy. D. Happy.
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要学好初中英语,首先就要提高英语阅读能力。下面读文网小编为大家带来初中英语阅读强化练习题附答案,欢迎同学阅读练习。
1. Most American are busy_________ for their homes on Saturdays.
A. doing sports B. doing housework C. watching TV D. shopping
2. Most people like to do shopping _______.
A. on weekends B. on Sundays C. every day D. every week
3. In America, most people enjoy shopping in ____.
A. supermarkets B. shops C. the stores D. shopping malls
4. People don’t have to worry about rain or wind, because the mall is _______.
A. under one roof B. on the ground floor
C. in the open air D. without roof
5. In a shopping mall, you can find ________ to park your car.
A. a big house B. a place C. a small shop D. a room
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想知道初中的英语日记要怎么写吗?下面读文网小编为大家带来初中英语日记范文,供大家参考学习。
I live very happily today! in the morning, it is very fine! then i climb the mountain with family, the air on the mountain is very fresh, the flowers plants and trees on the mountain all seem extremely beautiful. in the afternoon, i go to friends home to play, the friend entertains me warmly, show me a lot of books of his , has listened to his cd for me , then also ask me to eat a sumptuous dinner. coming back home in the evening, family and i sat and watched tv together, we are returning and eating the fruit while chatting, the whole family is happy and harmonious!
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要学好初中英语,坚持英语晨读能够很好地提高阅读能力。下面是读文网小编为大家带来初中英语晨读美文精选,希望大家喜欢!
Studies serve for delight, for ornament, and for ability.
Their chief use for delight, is in privateness and retiring;
for ornament, is in discourse;
and for ability, is in the judgement and disposition of business.
For expert men can execute, and perhaps judge of particulars, one by one;
but the general counsels, and the plots and marshalling of affairs,
come best from those that are learned.
To spend too much time in studies is sloth;
to use them too much for ornament,is affectation;
to make judgement wholly by their rules, is the humour of a scholar.
They perfect nature, and are perfected by experience:
for natural abilities are like natural plants,that need pruning by study;
and studies themselves do give forth directions too much at large,
except they be bounded in by experience.
Crafty men contemn studies, simple men admire them, and wise men use them;
for they teach not their own use;
but that is a wisdom without them, and above them, won by observation.
Read not to contradict and confute;
nor to believe and take for granted; nor to find talk and discourse;
but to weigh and consider.
Some books are to be tasted, others to be swallowed,and some few to be chewed and digested;
that is, some books are to be read only in parts;
others to be read, but not curiously;
and some few to be read wholly,and with diligence and attention.
Some books also may be read by deputy, and extracts made of them by others;
but that would be only in the less important arguments, and the meaner sort of books;
else distilled books are, like common distilled waters, flashy things.
Reading makes a full man; conference a ready man; and writing an exact man.
And therefore,if a man write little,he had need have a great memory;
if he confer little, he had need have a present wit;
and if he read little, he had need have much cunning, to seem to know that he does not.
Histories make men wise; poets witty; the mathematics subtle;
natural philosophy deep; moral grave;
logic and rhetoric able to contend.
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