一 : The story of "suspended coffee"-"待用咖啡"

This story will warm you better than a coffee on a cold winter day:

这个故事比寒冷冬日里的一杯咖啡更能温暖你心：

We enter a litter coffeehouse with a friend of mine and give our order. While we're approaching our table two people come in and they go to the counter--

我和朋友走进一间小咖啡点了我们喜爱的咖啡。（www.61k.com）正当我们走向自己的桌子时，两个人走了进来。他们走到柜台前--

" Five coffees, please. Two of them for us and three suspended."

"请给我五杯咖啡。其中两杯交给我们，三杯待用。“

They pay for their order, take the two and leave. I ask my friend:

"What are those'suspended'coffees?"

"Wait for it and you will see."

他们付了五杯咖啡的钱，端着两杯咖啡走了。我问朋友道：

”什么是‘待用’咖啡？“

”等一下你会明白了。“

Some more people enter. Two girls ask for one coffee each, pay and go. The next order was for seven coffees and it was made by three lawyers--three for them and four 'suspended'. While I still wonder what's the deal with those "suspended"coffees, I enjoy the sunny weather and the beautiful view towards the square in front of the cafe. Suddenly a man dressed in shabby clothes who looks like a beggar comes in through the door and kindly asks:" Do you have a suspended coffee?"

又有一些人走了进来。两个女孩各自要了一杯咖啡，付帐走了。随后，有人点了七杯咖啡，下单的三位律师---他们一人一杯，另外有四杯”待用“。 在我一边依然疑惑于”待用“为何物时，我一边欣赏着咖啡馆前广场上的明媚阳光以及美丽种种冬色。突然间，一位衣衫褴褛看上去像是乞丐的老者从门外走了进来，他轻声地问服务员：”请问你们有待用咖啡吗？“

It's simple---people pay in advance for a coffee meant for someone who can not afford a warm beverage. The tradition with the suspended coffees started in Naples, but it has spread all over the world and in some places you can order not only a suspended coffee, but also a sandwich or a whole meal.

事情其实很简单---有人提前买了咖啡存在咖啡馆，让那些付不起钱的人能够享受一杯温暖的咖啡。这人待用咖啡的传统始于意大利那不勒斯，但现在已经传遍全世界。在有些地方，你不仅可以买待用咖啡，而且可以买待用三明治或者一整份晚餐。

二 : 天才陨落：AaronSwartz的故事.The.Internets.Own.Boy.The.Story.of.Aar

“信息就是力量。但就像所有力量一样，有些人只想占为己有！”数字时代的罗宾汉--Swartz

导演/编剧/执行制片：Brian Knappenberger
联合制片：Denise Gaberman/Jeffrey Kanjanapangka/Suzanne Danziger/KateCoe
剪辑：Bryan Storkel/Michelle Witten/Jason Decker/Andy Robertson/BrianKnappenberger
配乐：John Dragonetti
美国/2014/彩色/105分钟/美国纪录片

这部纪录片的主人公是AaronSwartz，青少年时期他就是一位编程天才，对知识有着无尽的渴求。随着年龄的增长，他渐渐成为互联网积极行动主义、教育、政治等方面的先锋人物，2011和2012年间他受到了联邦政府的多项指控，理由是发动了一系列造成互联网虚拟社区混乱的复杂事件。遭到指控后不久，26岁的Swartz在他位于布鲁克林的公寓内结束了自己的生命。事发后他的家人、朋友和支持者将矛头一致指向了案件的检察官们，在起诉书中Swartz被判35年监禁，以重刑犯的身份度过余生。Swartz因坚持公民的正当权利与自由遭到迫害，最终为其所害。

纪录片由Brian Knappenberger制作和执导，讲述了2013年1月自杀身亡的黑客AaronSwartz的一生，他是一位追求自由的知名互联网活跃人士，参与起草了RSS1.0规格，是社交新闻网站Reddit早期创始成员之一。他因为在MIT下载数百万JSTOR论文而于2011年被捕，面临百万美元罚款和最高35年徒刑，最终导致其自杀。

讲述Aaron Swartz一生的记录片《The Internet's Own Boy: TheStory of AaronSwartz》于6月27日在美国电影院和在线视频点播网站正式上映。

导演：Brian Knappenberger
BrianKnappenberger导演生涯中创作有多部获奖纪录片，其中包括：《骇客军团故事》(We Are Legion: The Storyof the Hacktivists)，此片讲述网络黑客组织"Anonymous"的故事；《Life AfterWar》，讲述了阿富汗战后紧张的政治局势；《A Murder inKyiv》，讲述了一位乌克兰记者的死亡，据传为政府官员下手。他还为美国公共广播公司的Frontline/World节目、美国国家地理学会、彭博新闻社和探索频道制作过多部纪录片。

As a teenager, Aaron Swartz was a computer-programming prodigy withan unquenchable thirst for knowledge. After emerging as a pioneerof Internet activism, education, and politics, he was indicted onmultiple federal charges in 2011 and 2012, setting off a complexchain of events that left the Internet community reeling. Shortlythereafter, at the age of 26, Swartz was found dead of an apparentsuicide in his Brooklyn apartment. His family, friends, andsupporters immediately blamed the prosecutors of the case, whoaimed to put him in jail for 35 years and brand him a convictedfelon for life. Swartz was persecuted for the very rights andfreedoms for which he stood, and that ultimately brokehim.

Director/Screenwriter/Executive Producer: Brian Knappenberger
Associate Producers: Denise Gaberman, Jeffrey Kanjanapangka,Suzanne Danziger, Kate Coe
Editors: Bryan Storkel, Michelle Witten, Jason Decker, AndyRobertson, Brian Knappenberger
Composer: John Dragonetti
U.S.A./2014/color/105minutes/U.S. Documentary

Brian Knappenberger
Brian Knappenberger has created multiple award-winningdocumentaries, including We Are Legion: The Story of theHacktivists about the online hacktivist nongroup Anonymous; LifeAfter War about political tensions in postwar Afghanistan; and AMurder in Kyiv about the death of a Ukrainian journalist,reportedly at the hands of government officials. He has craftednumerous other documentaries for PBS's Frontline/World, theNational Geographic Society, Bloomberg News, and the DiscoveryChannel.

预告片：

三 : Unit 6 The story of rain(第二 三课时)

第二课时  a : let’s talk   c: task time  
一、教学目标与要求
1. 能听、说、读、写四会掌握句子where does the rain come from? it comes from the clouds. 并能替换运用于水循环的整个过程。
2.能够完成task time
二、教学重、难点分析
重点：听、说、读、写句型：where does the rain come from? it comes from the clouds. 并能替换运用于水循环的整个过程。
难点： let’s try.
教具准备
1.图片　２．教学挂图　３．磁带　４．录音机　
四、教学步骤
steps

teacher’s     activities

student’s   activities

warm-up

1.listen to a song.

2.daily talk.

where do you come fom?

where does …come trom?

listen to the song

answer the question

pre-task

listen to the tape spell the words.

2.play a game “what is missing”

listen and spell

play the game.

while-task

let’s try

  listen and do

let’s talk

1.write down the sentences “where does ..come from?it comes from..”

2.t:where does apples juice/milk come frome?

3.t:where does the rain come from?

put the words on the bord.

(write the four-skill sentences on the bb.)

4.listen to the tape

5.do pairwork

group work

ask and answer.

6.play a game, about the water system.

do the exercises

look and read.

answer.

ss:it come from the clouds.

listen to the tape

do pairwork

group work

look and say.

post-task

1.       let’s play

2.       task time.

tell a story.

let’s play

ss:today i’lltell you the story of the rain…..

homework

make a survey

copy the sentences

教后记：

第三课时  a:let’s read   c: pronunciation
一、教学目标与要求
1. 能够简单叙述小水滴的“旅行经历”并通过阅读进一步熟悉水循环的过程。
2. 能够认读音标，亲能朗读例词。
二、教学重、难点分析
重点：能够使学生通过阅读进一步理解水的循环过程。
难点：音标的学习。  
三、教具准备
1.图片　２．教学挂图　３．磁带　４．录音机　
四、教学步骤
steps

teacher’s     activities

student’s   activities

warm-up

1.listen to a song  

2. let’s chant

3. daily talk

1.let’s sing!    

2. let’s chant!

3. daily talk

pre-task

read the a let’s learn and let’s talk

review the words.

practice the dialogue

read the let’s learn .

spell the words.

act the dialogue

while-task

let’s read

1.t: hello,i am little water dorp.nice to meet you.

  t:hello,mr wind.

2.t:little water dorp is very hot.who is he?little water drop takes a trip. where does he go? how is nis trip? does he have a lot of fun? let’s read.

learn “coller,highter”

3.t: listen to the tape and do ecercises.  

4.read the dialogue two by the students themselves and answer the questions.

listen to the tape and repeat.

read and act.

1.        say more and more.

2.       t:oh no! i falling

look at and read .

students talk about the route .

read the passage.

read.

students read the first e-mail.

listen to the tape.

do the exercises.

ss:oh no!i am falling.

post-task

pronunciation

1.        listen to the tape

2.        try to read the words.

3.        find the rule.  

4.       learn the sing the song.

1. listen to the tape

2.try to read the words.

3.find the rule.  

4.sing the song.

homework

1.listen and read the dialogue.

2.do activity book

教后记：

四 : Unit 6 The Story of Rain A Let’s talk

教学目标：
1.知识与技能：
（1）学生能够听、说、读、写“where does the rain come from? it comes from the clouds”。并能替换运用于水循环的整个过程。
（2）能够将这个句型运用到生活中。
2.过程与方法：
通过实验观察，让学生对水循环的过程更加明了，学习“where does the rain come from? it comes from the clouds”句型。通过师生对话、小组间对话、同桌对话等形式来练习对话。通过小组合作，讨论描述水循环过程。最后通过造句推广运用句型。
3.情感态度价值观：
培养学生乐于探索的科学意识，增强英语和生活的联系。
教学重难点：
重点：学生能够听、说、读、写“where does the rain come from? it comes from the clouds”。并能替换运用于水循环的整个过程。
难点：学生能够将这个句型运用到生活中，培养学生乐于探索的科学意识。
教学准备：词卡、幻灯片、水循环实验器具。
教学过程：
step 1.warm up/review
1．let’s sing a song<little water drop>.
2．free talk.
t: where do you come from?
where does yao ming come from? …
3.  read the words quickly.
step 2.presentation
(1) .t: do you know how water cycles? first the sun shines and the water becomes vapour. the little water drops go up together and become a cloud. at this time, they are heavy. so some of them fall down into a river or lake. the sun comes out. this is the water cycle.(教师边说边在黑板上画图演示)
(2)experiment
t: can you make rain use these things? let’s do an experiment.(让学生来试着来降雨，演示雨的形成过程)
学生利用酒精灯给烧杯里的水加热，水蒸气蒸发，遇到玻璃凝结成小水滴，小水滴越变越大，最后由于重力降落下来。在演示过程中，教师引导学生观察。
用酒精灯给水加热：
t:how can the water become vapour?
ss:heat up the water.
t:oh, the fire is hot.what does it like?
ss:it likes the sun.
t:how can the water become vapour?
ss:the sun shines and the water becomes vapour.
当水蒸气明显上升的时候：
t:what is it?
ss:it’s vapour.
t:where does the vapour come from?
ss:it comes from the water.
ask and answer. group by group.（在水蒸气继续上升的过程中，组间练习对话。）
水蒸气附在玻璃上，凝结成水滴，在玻璃上放上云的图片：
t:look, these are clouds.where does the clouds come from?
ss:it comes from the vapour.
小水滴变大滴下来：
t:oh, what’s this?
ss:it’s rain.
t:where does the rain come from?
ss:it comes from the clouds.
t:good job! you are successful!（做胜利的手势）
(3) learn the dialogue on page 71.
教师出示自学习题,学生自学并试着回答问题.
(4) read and answer.
(5) listen and repeat.
(6) write the dialogue on the exercises books.
step 3 consolidation
(1)draw and say
t:four in a group.draw a picture to tell how water cycles.
s1:where does the rain come from?
s2:it comes from the clouds.
s3:where does the clouds come from?
s4:it comes from the vapour.
s1:where does the vapour come from?
s2:it comes from the water.
s3:how can the water become vapour?
s4:the sun shines and the water becomes vapour.
(2)extension
1.where does the milk come from?
it comes from the cows.
2.where does the pencil come from?
it comes from the wood.
3.where does the wood come from?
it comes from the trees.
4.where does the bread come from?
it comes from the flour.
5.where does the flour come from?
it comes from the wheat.
引导学生自己思考，推广运用该句型。
(3) summarization
t:this class we’ve learned the sentences: where does the rain come from?it comes from the clouds.and you should use it in daily life. 本文标题：the story of us-The story of &#34;suspended coffee&#34;-&#34;待用咖啡&#34;
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