原标题：美国小学英语5年级辅导阅览古代的劝告

《 Acient Advice古代的劝告》文章介绍了古埃及，古希腊，古罗马，古我国，古印度对人体和健康的根本知道。现在西方医学也在学习古代的思维和实践，学习怎样让心灵和身体更好的结合。每周五天学习精读阅览一本读物，包含热身，听和读，词汇战略，语法用法，说和写等。

第一天热身

Before Reading

Have students look at the cover and title page of Ancient Advice.

Ask a volunteer to read the title and author. Then have the class chorally read

the title and author with you: Ancient Advice by Noelle Yaney Child.

Activate Prior Knowledge

Ask the following questions: What do people do to stay healthy? What is

mental health? What do doctors do to help us stay healthy? Then have students share experiences about being sick or going to the doctor. Ask: What things can you do to get better without going to the doctor? Does your family have any home remedies for when you are sick?

Close

MAKE PREDICTIONS To bring closure to Day 1, show students the cover and title page of Ancient Advice. You may want to ip through a few pages. Ask: What do you think the book is about? Write students’ predictions on the board to refer to once they have nished reading the story. Tell students they will review their predictions once they nish reading.

第二天 听和读

ECHO READING

Read aloud Ancient Advice and have students listen.

Read it again and have students chorally repeat after you. Start with one word, gradually building to the whole sentence. Model tracking print and have

students follow along as you read and they repeat. This echo reading technique is ideal for modeling correct pronunciation and intonation of the text. You may choose to reread parts of the text (or have volunteers do so) to reinforce correct speaking and listening skills.

GUIDED READING

Then divide the class into groups of similar pro ciency

levels and have each group read the book together. Circulate among the groups and provide assistance as needed.

Practice and Apply

COOPERATIVE TASK Tell students that they are going to work with a partner to identify the main idea in each section of Ancient Advice; Ancient Egypt, Greece, Rome, China, India, and the modern day. once they have identi ed the main idea, they will write two details that support the main idea. Ask volunteers to share their ideas with the class. Then lead a discussion about the main idea of the entire book.

Close

To bring closure to Day 2, refer students back to the predictions they made

on Day 1 and discuss what clues helped them make accurate predictions.

第三天 词汇战略

Greek and Latin Roots Explain to students:

English has a large vocabulary because it borrows words from other languages. Greek and Latin are two of the languages that have contributed many words to English. Sometimes we can figure out the meaning of new words if we know the meaning of the Greek or Latin roots. Say: For example, the root phys means body, so words like physical, astronaut, or physician have something to do with the body. Physical is something to do with the body, physician is a person who works with the body. It is another word for a

doctor. Write the words spiritual, universe, and popular on the board. Explain:

Spirit comes from the Latin root spir which means breathe or soul. Inspire means to breathe in. Have volunteers explain what inspire means. Point to the word universe and explain: This word has the root vers which means turn and the prefix uni which means one. Ask volunteers to explain how the pre x and root can help someone to understand what the word means. Point to the word popular and explain that the root of this word is pop which means people. Popular means “of the people.” Say: Population is the number of people in a place or a group of people. Say the roots and then write the meanings next to them: hear, listen, tooth, citizen, life, write, light, carry, far, and sound. Tell students to write the roots and definitions in their notebooks.

第四天 语法用法

Past Participles Explain to students:Past participles are usually the –ed

form of a base verb such as walked, lived, played, or cooked. There are, however, many irregular past participles. Some examples of these irregular past participles are been, spoken, eaten, and written.Tell the class: I will show you the base form verb and you must identify its past participle. You may say a sentence starter to elicit the past participle such as I have… As students correctly identify the past participle, show them the word,and then say the base form and past participle. Have the class repeat them after you. Repeat the process a few times. You may also choose to show the past participle side of the ashcard, and have students identify the base form.

Perfect Tenses Explainto the class that perfect tenses are where they

will most often use past participles. Tell students: The perfect tenses are formed by a form of the verb have and the past participle. A past participle never changes, no matter the time the action occurs or who is doing it. The verb have will change according to subject and time frame.

Close

Write It Out To bring closure to Day 4, have students write about a bad

day they had. They should include as many details as possible. Remind students

to use the perfect tenses in at least three of their sentences. Ask volunteers to

share their stories with the class.

第五天 说和写

Model

Tell the class that you are going to act out a dialogue between a doctor and a

sick patient. Say, for example:

Patient: Doctor, I feel so tired and sometimes I don’t feel well after I eat.

Doctor: Do you feel bad when you eat certain things or you eat too much?

Patient: Sometimes. If I eat late at night or the food is spicy.

Doctor: I’m going to have you do some blood tests and a test to see if something is wrong with your stomach. Do you have a lot of stress?

Patient: Yes. My work is very stressful.

Doctor: While we wait for the test results, be careful what you eat. Try some yoga to help you with stress. You need exercise, too. If you don’t want to do yoga, take a walk every day.

Patient: Thank you, Doctor.

Have students determine if the doctor is a modern or ancient doctor and

explain how they arrived at their conclusion.

Listen to Write

INFORMAL ASSESSMENT Say each word twice before reading the sentence. Then say the word again. Allow time for students to write the word before going on to the next word. Finally, have students refer to the Words to Learn list at the end of Ancient Advice to self-correct their spelling.

Culminating Activity

Writer’s Workshop

Tell students that they are going to write about a family story that has been

passed down from generation to generation. Write the following prompt on

the board. Say: Think about stories that your parents, grandparents, or even greatgrandparents have passed down to you. Then write the writing prompt on the board and read it aloud.

美国小学英语教学，分准备级-6年级，总共7个等级。

美国小学英语教学：主教材Spotlight On English，专项练习：天然拼读，阅览，语法，词汇，戏曲等。

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