Part I Language through Movie B Extensive Listening Activities
Movie Clip 1
Listen to the conversation between two gentlemen in their first meeting and answer the following questions. What defect does the gentleman seated on the sofa suffer from? He suffers from a stutter/ stammer ---- a speech impediment(妨碍，阻止 口吃，结巴；) How do they mutually prefer to be addressed? And why, according to your understanding? Bertie addresses Lionel as “Dr. Logue”, but Lionel prefers to be called “Lionel”—the given name. Bertie hopes Lionel to address him formally as “Your Royal Highness” or “Prince Albert Frederick Arthur George”, while Lionel prefers to call the other party “Bertie”. Lionel believes it’s better for treatment if they’re equals, but Bertie values the rigid hierarchical relationship between them. Watch the scene on a series of treatments the doctor offered and answer the following questions.
1.
2.
Movie Clip 2
1. In the process of treatment, what physical exercises did the doctor carry out? Lionel carried out some mechanical practice/muscle therapy to relax Bertie’s jaw muscles and strengthen his tongue. In addition, he helped Bertie loosen his shoulders, take deep breath and expand his chest by mechanical practice. 2. Do you think Bertie's problem is only a physiological(生理学的；生理 的)one? From your viewpoint, what (other) practical treatments can be applied? (Open) Bertie’s problem may not be simply a physiological one, because the physical treatment turns out to be not sufficiently effective, only dealing with the surface of stammer problem. If it is psychological, it may be workable for Bertie to undergo some mental consultation or therapy.
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Section 2 In-class Activities A Class Lead-in
1. Have you ever suffered any similar health problems in your life? What problems are they? (Open) 2. Why do people suffer from mental health problems? What reasons can you think of according to your or your friends' experiences? (Open) Tips: Mental health problems are very common in our daily life. Actually, mental problems in the early stages can be very easy to recover from, just like recovering from catching a cold. A 2005 survey by the Mental Health Centre of the Chinese Centre for Disease Control(中国疾病控制中心，心理健康中心) showed that some 10-25% of all Chinese college students have or have at some time suffered some kind of mental health problems, like shyness, stress, anger, anxiety, insomnia( 失 眠 ， 失 眠 症)/sleeplessness, panic, eating disorders/anorexia(厌食症), depression, bullying（恐 吓， 威逼） sexual abuse , （长辈对儿童的） 性侵犯, sexuality （性兴趣） violence, suicide, , etc. B Intensive Listening & Viewing
Watch the scene on Lionel’s amiable and meticulous talk to Bertie in their first meeting.
Movie Clip 3
Task One
General understanding of the main idea
Correct answer: D
A. Bertie comes to Lionel for help because of his fault of being hot-tempered. B. Bertie has always had the defect even when he talks to himself, so Lionel asserts that Bertie’s defect is incurable. C. Bertie reluctantly answers Lionel's questions about his defect although he believes his defect isn't a permanent part of him. D. Bertie is overwhelmed by Lionel's personal questions about his defect, for Lionel attempts to investigate the cause of the defect and he concludes that Bertie's impediment can be fixed.
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Task Two
Further understanding of details Lionel’s amiable and meticulous talk to Bertie
Lionel’s questions Bertie’s answers Bertie: I'm not…here to discuss
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Lionel: What was your earliest
personal
memory?... Your first recollection .
2 3 4 Lionel: Why're you here then? Lionel: When did the defect start?
matters .
Bertie: Because I bloody well stammer ! Bertie: I've always been this way!
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…When did it start? Lionel: Do you hesitate when you think? So when you talk to yourself do you stammer ? Lionel: That proves your impediment isn't a permanent part of you. What do you think was the cause ?
… Four or five . Bertie: Don't be ridiculous Of course not!
Bertie: I don't know. I? don't
.
stammer . And no one can
fix
care . I it.
Task Three Step 1
Interactive activity Tick the corresponding columns in the Depression Screener.
Step 2 Get the results and recommendations at https://www.doczj.com/doc/19266472.html,/llw/depression_screen.cfm
Tips: 链接网址，查询筛选结果和建议。 .
Movie Clip 4 Task One Watch the scene in which Bertie talks with Lionel about his life in his childhood. General understanding of the main idea
1. Did Bertie live a happy life in his childhood? Why or why not?
No, absolute not. We can get some clues from his narration, like he was punished; he feels something bloody agony; his first nanny loved David, hated him; he can hardly struggle to speak more in his story, and sing instead.
2. Do you know why Lionel wants to probe into Bertie's early life? (Open)
It’s hard to tell. As a speech therapist, Lionel may wanna find the rooted cause for Bertie’s defect since he doesn’t stutter 3when talking to himself. He may suspect the stammerer’s problem is not simply physical one, and he wants to probe more for effective therapy.
Task Two
Further understanding of details
Directions: Based on the clues provided, answer the following questions about Bertie's early life described in his talk to Lionel.
1. What were David and Father's attitudes towards Bertie's speech impediment? David: He ever teased him. “B-B-B-Bertie”. Father: So did his father. He “encouraged” Bertie to get his name out, saying it would make Bertie stop stammering. Father was tough with Bertie and said he was afraid of his father and his children were well gonna be afraid of him . 2. Was Bertie naturally right-handed? No, he was naturally left-handed so now he uses the right .
, but he was punished for using left hand ,
3. Did Bertie undergo any other corrections? How did he feel about them? Knock knees . Metal splints were made. Worn...worn day and night. Bloody agony . Straight legs now. 4. What did Bertie say about his first nanny? She loves David ... hated me . When we were presented to my parents for the daily viewing... She would pinch me so that I'd cry and be handed back to her immediately. And then she would… Then she wouldn’t feed me , far far away . Took my parents three years to notice. As you can imagine it caused some stomach problems . Still . 5. What happened to Bertie's brother Johnnie? Johnnie was a sweet boy . Had epilepsy. ...and... he was different . He died at 13 . Hidden from view.
Task Three
Interactive activity
Work in groups to discuss the following questions and fill in the table. 1. For teenagers, what specific family problems may affect their mental health? 2. In addition to family reasons, what other factors can be explored regarding mental health problems?
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Exploration of mental health problems You may find the causes for teenagers’ mental health problems in :
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Family
Chinese-style tough parenting, Grandparents' indulgence Inadequate instruction at home One-sided upbringing
the Tiger Mother
Parents’ excessive demands and expectations 2
School
Study pressure Ignorance students’ all-round development Interpersonal relationship problems …
3
Society
Pressure of finding a suitable job Fierce competition Loss of traditional moral principles and faith in society Problems of adapting to social life …
4
Others
Character Life circumstances …
Movie Clip 5 Task One
Watch the scene with a fierce quarrel between Lionel and Bertie before the Coronation in the Westminster Abbey. General understanding of the main idea
Directions: Decide whether the following statements are true (T) or false (F) according to what you understand about the main idea.
1. __F ___ A fierce quarrel happens between Lionel and Bertie because Bertie fails again to make a successful speech in public. 2. __F__ _ Lionel has no certificate as a doctor so he is not qualified as a speech therapist.
Task Two
Further understanding of details
Directions: Answer the following questions according to Lionel’s narration and his argument with Bertie.
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1.
2.
3.
What did Lionel do before the Great War? He was not a doctor; he acted a bit and recited in pubs; he also taught elocution in schools. What happened to the soldiers pouring back from the front? _A lot of soldiers returning to Australia from the front, were shell-shocked, unable to speak._________________________________________________________________ How did Lionel help those poor buggers? Provide as many details as possible. _Lionel did muscle therapy, exercises, relaxation, but he knew he had to go deeper. He helped those poor young blokes cry out in fear, listening to them. He gave them faith in their own voice and let them know that a friend was listening.
Task Three
Interactive activity
Based on the data provided above, discuss with your group members: 1) What approaches have you ever adopted when you are confronted with stress in your life or study? (Open) 2) What other effective ways can be put forward to tackle stress? (Open)
Tips: Suggested answer can be found in the data provided in the text book. Part II Culture through Movie B Cultural Enrichment Listening Task One．Multiple Choices
Directions: Choose the best answer for the following questions according to what you hear. (1) Which of the following statements is true? A. This article mainly talks about mental health problems in college students. B. This article mainly talks about mental health problems in primary school students. C. This article mainly talks about mental health problems in teenage students. D. None of the above is correct. 原文：Of students from elementary school to high school age in shanghai… Bad psychological health causes serious repercussions in a teenager's individual development. During puberty, teenagers go through a period of "changing time. (2) Which mental disorder is NOT mentioned in the study conducted in Tianjin? A. nervousness B. depression
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C. anxiety D. sexual abuse（长辈对儿童的）性侵犯 原文：According to a study conducted in Tianjin, out of 50, 000 college students, 16 per cent have suffered from anxiety, nervousness, depression or problems due to the early onset of sexual awareness. (3) What percentage of students leaving school in three main high schools in the southwest of China, suffered from emotional problems and stress? A. 27% B. 16% C. 42.2% D. 74% 原文：In three main high schools in the southwest of China, of students leaving school, 74 per cent left due to bad health and 42.2 per cent of those suffered from emotional problems and stress. (4) Which feature is NOT reflected in teenagers who go through puberty? A. Most teenagers' bodies and sexual desires develop. B. Some teenagers' emotions remain childish, dependent and impetuous. C. Most of them become mature both physically and mentally. D. They are experiencing a period of "changing times". 原文：They are beginning to mature both physically and mentally.
C Cultural-Reflection Project Task One Useful words and expressions
（1）Stubborn （5） eccentric （8） self-pride （2） contradicting （3） （6） inferior （9）strictness self-regulation （4） suspicion （7）Obsessive-compulsive （10）solitude
Table (1) Types
1. Depressive disorder personality
General description
? ? ? whose self-image is distorted: holding himself to be worthless, inadequate, a loser; whose sense of self-worth and his self-esteem are invariably and unrealistically low; dimly aware of this semi-suicidal streak, naturally anxious and prone to excessive worrying and brooding. develop over a long period of time; have its roots in factors in the home, society, school education and general life experiences; subject to strict discipline or strict adherence to certain standards;
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? 2.（7）Obsessive-compulsive ? personality disorder （强迫 ? 症/强迫性人格障碍）
? ? ? 3.(1)Stubborn personality disorder ? ? ? ? 4. Personal disorder relationship ? ? ?
react with excessive caution; afraid of making mistakes or receiving punishment; and experiencing regular feelings of anxiety and nervousness. excessively spoiled by its family, particularly the older generation; develop an obstinate and willful character from an early age; limited experience of communicating with and interacting with others; limited experience of encountering and enduring and working through setback; an excessively stubborn and demanding personality. have no idea how to interact with others; unwilling to interact with others for some mental setbacks, like fear or inferiority; stay or act alone and thus ... result in an unsociable and eccentric disposition.
Table (2) Characteristics
Easily offended or grieved by others, leading to easily （2） contradicting （与……抵触/发生矛盾） disagreeing with others by or way of "self-defense" in the face of perceived slights （轻蔑，忽视， 冷落） and grievances （委屈；苦衷；不满；牢骚）. Excessive demand for （9）strictness and perfection. Unsociable and somewhat （5）eccentric (古怪的) in behavior.
Types
3
2 4 3 1
Excessive (8) self-pride and an inability to accept others' opinions or thoughts. Gloomy, dejected and pessimistic. An uneasy and others （6） inferior feeling when interacting with
4 1
Overly serious, lacking a sense of humor. Desire to come and go by oneself and operate in 独). (10) solitude (孤
4 4 2 3
Not good at communicating or socializing with others. Strict (2) self-regulation of feelings and self-control of actions.
Deep (4) suspicion of others' motives and good intentions and a general feeling that others wish one harm, leading to excessive
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defensiveness and guardedness in reaction to others. Cheerless, joyless, and constantly unhappy. Often paying attention to small details without the ability to see the bigger picture.
1 2
Task Two Case analysis
Possible mental health problems resulting from “Xiaochahu” case can be explored from perspectives of type 4 &1 in the above tables.
Task Three A follow-up symposium (Open) Tips：请参阅“Measures in place and current difficulties related to college students'
mental health problems”文本文档。
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B Extensive Listening Activities Clip 1 1.What kind of lifestyle does Peter have? Busy, stressful, no time for family. Answers may vary. 2. Do you think they are happy? Why or why not? Answers may vary. Clip 2 1. What is Peter Banning’s real identity? Peter Pan. 2. Why do you think Peter doesn’t remember who he is? Answers may vary. Section 2 In-class Activities B Watch & Listen Clip 3
What Maggie and Hook ask Peter to do: Maggie : All you have to do is ___touch____ our __fingers ___and we ’ll be able to go__home __. Hook : Touch them, Peter, and it ’s all been just a bad_dream__. Just ___reach____ out and touch them. Maggi e: Reach, come on__daddy __, mommy could do it. Hook couldn ’t understand what happened to Peter: Hook : Smee, I don ’t__understand__, why doesn ’t he _fly__? Is he not Peter Pan? Smee : He ’s Peter Pan all right,__ Captain __. H e’s just been away from _ Neverland for __so long, he- his_ mind ’s been “junktified ”. He ’s _ forgotten _everything. Task three Clip 4 Task two Further understanding for details
最全的全新版大学英语第二版综合教程2答案 课后练习答案 Unit1 Ways of Learning Part II Reading Task Comprehension Content Question Pair Work 1. They were studying arts education in Chinese kindergartens and elementary schools in Nanjing. 2. Their 18-month-old son Benjamin was fond of trying to place the key into the slot of the key box during their stay at the Jinling Hotel. 3. They would come over to watch Benjamin and then try to teach him how to do it properly. 4. Because he realized that this anecdote was directly relevant to their assigned tasks in China: to investigate early childhood education and to throw light on Chinese attitudes toward creativity. 5. Most of them displayed the same attitude as the staff at the Jinling Hotel. 6. He emphasized that the most important thing is to teach the child that on can solve a problem effectively by oneself. 7. He means that this incident pointed to important differences in educational and artistic practices between China and the USA.
Movie Clip 1 1.He was named after General Nathan Bedford Forrest. He started up this club called the Ku Klux Klan. They'd all dress up in their robes and their bedsheets and act like a bunch of ghosts or spooks or something. They'd even put bedsheets on their horses and ride around. 2. Mama tells him “You're no different than anybody else is”. The principle says “Forrest is different. His I.Q. is seventy-five.” Movie Clip 2 1. He meets President Kennedy because he plays football very well and gets in the All-America Team. the real good thing about meeting the President of the United States is the food. 2. “I gotta pee”. The other player feels honored and very good to meet the president. Movie Clip 3 TASK ONE 4 2 3 1 TASK TWO Movie Clip 4 TASK ONE F F TASK TWO 1.The president invites Forrest and the ping-pong team to visit the White House.2 2.The president put him in a very nice, brand-new, very modern hotel. 3.Some people were looking for the fuse box or something. 4.He resigned the Presidency. Movie Clip 5 TASK ONE
20个初中英语课堂游戏 01。英语课堂小游戏：相同词首单词拼读赛 将全班分成若干小组，教师说一个字母(如：d)，第一组的第一名学生立即站起来，说出并拼出三个(也可以是五个或十个，视学生词汇量的多少而定)以字母d打头的单词，如：desk,dog,door等，念不出或念错要扣分，这位学生说完后，教师念另一个字母，由第二组的第一名学生说。这样依次进行下去，最后看哪组得人最多为胜，做这个游戏时，也可以让两组的学生轮流说字母(如由第一组的第一名学生说字母，由第二组的第一名学生答)这样就成了对抗赛，注意不要说q，x，z等字母。 2。英语课堂小游戏：拼单词对抗赛 将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即用中文说出一个单词(如：自行车)，第一组的第二名学生应立即将这个单词说出来，说错或不能迅速说出单词的记负分，最后哪组扣分最少为优胜。 3。英语课堂小游戏：相同元音单词拼读对抗赛 将全z班分成若干小组，对抗赛在两个小组中进行，游戏开始，教师说一个单词(如：bike)，第一组的学生a应立即站起来，说出一个含相同元音(即元音［ai］的单词)，如：five，说出词义并拼出来，说不出，说错词义拼错要扣分，这位学生说完后，教师念另一个单词，由第二组的学生a站起来说，这样依次进行下去，最后看哪组得分最多为优胜。做这个游戏时，也可以让两组学生轮流说单词(如由第一组的学生a说一个单词，由第二组的学生a答)，这样就成了对抗赛。 4。英语课堂小游戏：拼读单词列队比赛 将全班分成两组，教师发给每个学生一张字母卡片，不常用的字母(如q，z)可以一人多拿几张，游戏开始，教师说一个单词，如ship，或出示一张轮船的图片，两个组持s，h，i，p字母的学生应立即站到讲台前按顺序站好队，先按正确次序排好队的为优胜。 5。英语课堂小游戏：单词接龙 将全班分成若干组，每组来一个学生在黑板上写出一个以某字母为词首的单词，前一个单词的词尾字母作下一个单词的词首字母。在规定时间内哪一组接的词最多为优胜。如：pen-nice-eight-tea-an-no-or-right-teacher-radio-on-nor等。 6。英语课堂小游戏：猜袋中物 教师从书包中拿出一件东西放入一只不透明的袋子里，由每组的第一名学生轮流猜，可以问：“is it a banana(an apple,orange)?”猜对了为优胜。 7。英语课堂小游戏：换宝 教师准备好一些单词卡片(有的写中文，有的写英词)和图画。将卡片和图画放入一只不透明的袋子里。游戏开始教师说，袋子里装的是许多宝物，让学生们上来轮流摸宝，如果摸到的是写有英文的卡片，则要英译汉；如果是中文，则要汉译英并拼读出来；如果是图片，则要看图说英语。 8。英语课堂小游戏：看图猜词大家答 教师先出示一些单词的图片，然后收起来，请一名学生到前面猜，猜的学生面对全班，再请另一名学生上前站在他身后，抽出一张图片高举在手中。猜的学生可以问全班：“is it a plan(ship,bike)?”等，全班学生答：“yes.”或“ no.”猜对后可以换另一位学生继续猜。 9。英语课堂小游戏：猜颜色 教师先准备一些单词的图片。如白色的飞机，红色的小汽车，黑色的鞋，绿色的上衣等。游戏开始，请一名学生到前面来猜，猜的学生面对全班站立，再请另一名学生上前站在他身后，抽出一张图片高举在手中并说：“this is a plane(car).what colour is it?please guess.”猜的学生可以问全班：“is it red(black)?”等，全班学生答：“yes.”或“no.”猜对后可以换另一位学生继续猜。10。英语课堂小游戏：缺了什么 这是训练学生记忆力的游戏。教师出示一些实物，放在讲台上，让上来猜的学生先看半分钟，然后背向讲台面向学生站立，再让另一位学生上来取走一样东西。然后说：“pease guess what is missing?”猜的学生要在10秒钟内用英语把缺的东西说出来。11。英语课堂小游戏：传递单词
Unit 1 Vocabulary 1.F ill in the gaps with words……. 1). Respectable 2).agony 3).put down 4).sequence 5).hold back 6).distribute 7).off and on 8).vivid 9).associate 10).finally 11).turn in/out 12).tackle 2. Rewrite each sentence…… 1)…has been assigned to the newspaper’s Paris office. 2)….was so extraordinary that I didn’t know whether to believe him or not. 3)….a clear image of how she would look in twenty years’ time. 4)….gave the command the soldiers opened fire. 3. Complete the sentences… 1).reputation; rigid; to inspire 2).and tedious; What’s more; out of date ideas 3).compose; career; avoid showing; hardly hold back Ⅱ. Synonyms in Context
https://www.doczj.com/doc/19266472.html,posed 2.severe 3.agony 4.extraordinary 5.recall https://www.doczj.com/doc/19266472.html,mand 7.was violating 8.anticipate Ⅲ.Collocation 1.at 2.for 3.of 4.with 5.as 6.about 7.to 8.in; in 9.from 10.on/upon Comprehensive Exercises Ⅰ.Cloze Text-related (1).hold back (2).tedious (3).scanned (4).recall (5).vivid (6).off and on (7).turn out/in (8).career Theme-related (1).last (2).surprise (3).pull (4).blowing (5). dressed (6).scene (7).extraordinary (8).image (9).turn (10).excitement Ⅱ.Translation 1.A s it was a formal dinner party, I wore formal dress, as Mother told me to. 2.H is girlfriend advised him to get out of/get rid of his bad habit of smoking before it took
Movie Clip 1 1. He was namedafter General Nathan Bedford Forrest. He started up this club called the Ku Klux Klan. They'd all dress up in their robes and their bedsheets and act like a bunch of ghosts or spooks or something. They'd even put bedsheets on their horses and ride around. 2. Mamstells him “You're no different than anybody else is ” . The principle says America Team. the real good thi ng about meet ing the Preside nt of the Un ited States is the food. 2. “I gotta pee ” . The other player feels honored and very good to meet the preside nt. Movie Clip 3 TASK ONE 4 2 3 1 TASK TWO Movie Clip 4 TASK ONE F F TASK TWO 1. The preside nt in vites Forrest and the pin g-p ong team to visit the White 2. The preside nt put him in a very ni ce, brand-n ew, very moder n hotel. 3. Some people were looking for the fuse box or something. 4. He resigned the Presidency.
小学英语课堂常用游戏20个 游戏一 1、游戏名称：Magic Box 魔术盒子 2、游戏规则： 1) 将准备复习或学习的物体装入魔术盒中； 2) 请学生伸手进盒子摸一摸，然后用英语说出来； 3）或者老师公布猜测范围，让学生猜猜盒子里有什么东西，然后自己伸进盒子摸，判断自己是否正确。猜中者可以自己盖笑脸印章，猜错者可以表演一个节目。 3、游戏功能：适用于复习各种单词或句型What’s in it? Is it …?
4.、游戏举例：学习水果、学具等同类单词之后，课前复习可采用这游戏，即直观，又富有情趣。 游戏二 1、游戏名称：Pass 2、游戏规则：1）学生依次报数，当遇到数字3或3的倍数或含3的数字，均以“pass”代替，错误者给小组减分。 2）数字可以根据学生的学习情况而定，1-10可以取2，20以内可以取3，30以上可以取4或5。 3、游戏功能：适用于操练，复习各类数字。 4、游戏举例：学习1-20数字后，取数字“3”进行游戏，起加强、巩固的功效，
学生感觉有挑战，同时又面向全体学生。游戏三 1、游戏名称Guessing Game 2、游戏规则： （1）分别呈现图片，让学生熟悉、并齐读。 （2）分别图片顺序，并翻转过来，让学生猜面向老师的图片是哪个英语单词； （3）一次猜中者盖大笑脸；第二次猜中者盖小笑脸；第三次猜中者口头表扬一次；超过四次未中，老师公布答案。 3、游戏功能：适用课前、课中，操练，复习各类新单词。 4、游戏举例：学习文具单词后，此游戏帮助学生高频率、大面积巩固所学新知
识。 游戏四 1、游戏名称Draw and color 2、游戏规则：让学生听指令，画简笔画，并涂颜色。 3、游戏功能：适用于课前热身活动、导入新课或小任务。 4、游戏举例：学习食物、水果或文具后，让学生听指令，画画、涂色，在完成任务的过程中操练所学语音知识，如： T: Draw an apple, color it green. Ss: I like apples, I like green. 延伸游戏，也可以让学生自由画，自由图色，自由表达。
小学英语常用课堂游戏 1.模仿秀 imitate show 游戏说明：教师带领学生一起模仿小动物实行单词操练。 2.传球、拍球 pass or bounce the ball 游戏说明：请两组学生边传球边传单词或句子，看哪组同学传的又快又好，可用于单词或句型的分组操练。 3.照镜子 look at the mirror 游戏说明：学生与老师做同样的动作并操练单词或句型。 4.拍手停 clap hands 游戏说明：教师与学生边拍手边说单词，教师停则学生停；此游戏可用于单词操练，能够集中学生注意力。 5.长大个 grow taller 游戏说明：学生的语音根据教师的手势变幻，声音由小变大，可用于单词操练并集中学生学习的注意力。 6.木头人 wooden child 游戏说明：教师或选一名学生背对学生实行单词操练，当教师或学生转过身时其他学生保持原来的动作变成木头人。 7.吹气球 blow the balloons 游戏说明：学生边说单词边做吹气球的动作，声音随着气球的大小发生相对应的变化，用于操练单词。 8.二人转 turn and turn 游戏说明：两名学生各持一张单词卡片，根据教师口令做动作，同时观看另外一名学生手中的单词卡片，看哪一位同学能以最快的速度认出另一位同学手中的卡片。该游戏用于考查学生对单词的掌握水准。 9.运气球 pass the balloons 游戏说明：两组学生边运气球边说单词，看哪组学生运球好，单词说的又流利。
10.大小声 opposite tune 游戏说明：学生与教师实行唱反调的游戏，教师声音大，学生声音小；教师声音小，学生的声音相对应变大，可用于单词或简单句型的操练。 11.和卡片跳舞 dance with cards 游戏说明：教师手持卡片，学生根据教师手中卡片的变化做出相对应的舞蹈动作，可用于单词的操练 12.翘翘板 play on the see-saw 游戏说明：教师与学生操练单词，但学生与教师做出相反的动作。 13.蜘蛛侠 spider man 游戏说明：蜘蛛侠为了救人要爬上高楼，需要同学们的协助，大家的声音越大蜘蛛线就会到达楼顶，该游戏可用于操练单词和句型。 14.放风筝 fly a kite 游戏说明：教师手中拿一风筝模型，学生的声音随教师手势的高低做出相对应的变化，可用于单词和简单句型的操练。 15.狼来了 the wolf is coming 游戏说明：学生围成一圈，当教师说出一个约定的单词时，学生向自己的座位跑去，慢的学生就会被教师抓住，为保证安全，人多时可分组实行。 16.猜声音 guess the sound 游戏说明：教师请一名学生背对同学，另一名同学拍打前一名同学的小手并说出单词，回座后，请前一名同学猜出是哪一位同学，用于单词的操练或句型的练习。 17.藏小手 hide the hands 游戏说明：教师或选一名学生背对学生实行单词操练，当教师或学生转过身时其他学生将小手藏在背后，动作慢的同学将被扣分。 18.猜拳 stone, scissors and clothes 游戏说明：教师与学生实行猜拳，边猜拳边说单词，最终有一名胜利者能够得分。 19.传话 whisper
新视野大学英语第四册课后答案 Unit 1 III. 1. idle 2. justify 3. discount 4. distinct 5. minute 6.accused 7. object 8. contaminate 9. sustain 10. worship IV. 1. accusing... of 2. end up 3. came upon 4. at her worst 5. pa: 6. run a risk of 7. participate in 8. other than 9. object to/objectedV 1. K 2. G 3. C 4. E 5. N 6.0 7.1 8. L 9. A 10. D Collocation VI. 1. delay 2. pain 3. hardship 4. suffering 5. fever 6. defeat 7. poverty 8. treatment 9. noise 10. agony Word building VII. 1. justify 2. glorify 3. exemplifies 4. classified 5. purified 6. intensify 7. identify 8. terrified VIII. 1. bravery 2. jewelry 3. delivery 4. machinery 5. robbery 6. nursery 7. scenery 8. discovery sentence Structure
IX. 1. other than for funerals and weddings 2. other than to live an independent life 3. other than that they appealed to his eye . . ` 4. but other than that, he'll eat just about everything . 5. other than that it's somewhere in the town center X. 1. shouldn't have been to the cinema last night 2. would have; told him the answer 3. they needn't have gone at all 4. must have had too much work to do 5. might have been injured seriously XIII. 1．B 2.A 3.C 4.D 5. B 6.A 7.B 8.A 9. C 10.A II．D 12.C 13. D 14.A 15. C 16.D 17.B 18.C I9. A 20.D Unit 2 Section A Comprehension o f the text 1. He lived a poor and miserable life during his childhood. 2.Because no one in Britain appeared to appreciate his talent for comedy.His comic figures did not conform to British standards.
Part I Language through Movie B Extensive Listening Activities
Movie Clip 1
Listen to the conversation between two gentlemen in their first meeting and answer the following questions. What defect does the gentleman seated on the sofa suffer from? He suffers from a stutter/ stammer ---- a speech impediment(妨碍，阻止 口吃，结巴；) How do they mutually prefer to be addressed? And why, according to your understanding? Bertie addresses Lionel as “Dr. Logue”, but Lionel prefers to be called “Lionel”—the given name. Bertie hopes Lionel to address him formally as “Your Royal Highness” or “Prince Albert Frederick Arthur George”, while Lionel prefers to call the other party “Bertie”. Lionel believes it’s better for treatment if they’re equals, but Bertie values the rigid hierarchical relationship between them. Watch the scene on a series of treatments the doctor offered and answer the following questions.
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Movie Clip 2
1. In the process of treatment, what physical exercises did the doctor carry out? Lionel carried out some mechanical practice/muscle therapy to relax Bertie’s jaw muscles and strengthen his tongue. In addition, he helped Bertie loosen his shoulders, take deep breath and expand his chest by mechanical practice. 2. Do you think Bertie's problem is only a physiological(生理学的；生理 的)one? From your viewpoint, what (other) practical treatments can be applied? (Open) Bertie’s problem may not be simply a physiological one, because the physical treatment turns out to be not sufficiently effective, only dealing with the surface of stammer problem. If it is psychological, it may be workable for Bertie to undergo some mental consultation or therapy.
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1.拍单词：把本节课重点单词先全部过一遍，让学生有更深的印象，然后将图片一横排贴 在黑板上，在图片的下方划个圈，让一男一女上台来并背对老师。老师用口型对下面的同学作提示，让学生反应单词，并大声说出来。老师再将该词确认一次后，发出明确指示，让台上的两位学生转身去拍单词下面的圆圈。拍的又快又准的一方胜出得分。如：crab，T：crab，台上学生马上去拍对应图片或单词下的圆圈，又快又准的加分。 要求： 1. 贴图片或单词时，让全班学生认一个贴一个。在游戏前，让全班同学再次熟悉下要 比赛的单词。 2. 上台来的两位同学，面朝台下同学，老师通过口型提示，如rock，台下同学一起说 rock，为防止台上同学听不清楚，老师要大声再读一次，然后发出指令，“go！”比赛选手才能去拍。 3. 在拍图前，为了活跃气氛，可让比赛选手先做点热身，如：选手对着全班时，让他 们原地小跑，听到go的指令时，再转身拍词。 4. 游戏时，注意控制纪律，学生拍错的单词，一定要全班再认读一次，纠正错误。 2. 2.猜拳（剪刀石头布）：把本节课重点单词或图片一横排贴在黑板上，叫一男一女上讲 台，老师指着一个单词，如dog，台上选手开始划，边划边带领全班一起读dog，读到第三声时，出拳，赢的一方等到dog这个单词，得到单词多的队伍获胜。 要求： 为防止选手划拳时，出拳太快，台下学生看不清，或选手划拳时，有人慢出拳，老师要控制好划拳的节奏，带领台下学生有节奏地朗读。（为保证游戏进行时划拳的节奏，短的单词老师要带，读长的单词时，口令改为one、two、three） 3 .击鼓传花：老师先选定一些图片或单词卡分给每组一张，然后选一首节奏明快，学 生喜欢的英文歌曲，当音乐一起，拿到的卡片的同学就要马上往后传；当音乐一停，学生停止传卡片，这时手上拿着卡片的同学依次朗读出手中卡片的单词。读对的加分，然后继续游戏。 4.拼单词：是一个针对单词拼写的游戏。如：slow/fast，先在黑板上写上slow/fast， 然后把事先准备好的这两个单词的字母卡打乱顺序贴在黑板下方，男女各派一名代表上
小学英语课堂小游戏 Game 1: 上车目的:用"Hi\Hello.I'm..."向别人问好,并介绍自己。方法：将学生分散在教室的各个角落，及车站站点，等待上车。老师做司机，到各个站点接学生上车。学生上车前必须向司机问好。（还可再加一个学生当固定售票员）知识点：T：Bus stop! Hello! I'm David. S1: Hi! I'm Li Lei. Conductor: Hi, Li Lei, here's your ticket. S1: Thank you. T&S1&C:Dudu...Bus stop!.. Game 2:下车目的：练习用"Goodbye.""Bye-bye."向他人告别。方法：老师做司机，孩子们先连成一队开车，然后依次在各个站点下车，下车前向司机告别。可与上车游戏结合起来做。 Game 3：盼盼你好！目的：在恰当的语境中运用“Good morning”"How are you?"进行问侯；用"I'm fine.Thank you."回答；并用"Goodbye."告别。方法：老师用手偶或化妆的方式，一陌生人的身份，在课间同学们玩耍时出现，并向他们问好，同时引导他们说出相应的回答。 Game 4：友谊之圈目的：用英语向别人进行简单的问候、自我介绍及告别。方法：1. 大家一起面对面围成两个同心圆。 2. 一起拍手唱歌或放音乐，两个圈分别朝相反方向移动。歌曲结束，或老师喊"Stop!"时，每位同学就与这时正好和自己面对面的同
学进行问候对话。 3.当大家安静下来表示都做完以后，重新开始一首歌曲拍手转圈。 4. 游戏的乐趣在于，学生不知道自己下一个将会面对谁，也许是新的同学，也许就是刚才问候过的同学。
Unit 11. Vocabulary 1) insert 2) on occasion 3) investigate 4) In retrospect 5) initial 6) phenomena 7) attached 8) make up for 9) is awaiting 10) not …in the least 11) promote 12) emerged 2. Rewrite each sentence 1) There is a striking contrast between the standard of living in the north of the country and the south. 2) Natural fiber is said to be superior to synthetic fiber. 3) The city's importance as a financial center has evolved slowly. 4) His nationality is not relevant to whether he is a good lawyer. 5) The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines. 3. 1) Chinese isn't a subject that can be picked up in a month. You can't accomplish your goal of mastering the language unless you work at it for years. Well, it sounds as if I'm exag-gerating the difficulties, but the fact is I'm only telling the truth. 2) The principal is somewhat disappointed with the performance of the children. From what she has gathered, some of the teaching staff have neglected their pupils. She has just announced that strict work regulations have been made and that they apply to both Chinese and overseas teachers. 3) The teacher-directed and the child-directed approaches to teaching art represent two ex-tremes of opinion. Too many teacher-directed activities cannot be expected to effectively assist children in learning because of the rigid structure. On the other hand, too many child-directed activities may see a curriculum that is totally unstructured and out of con-trol. There are valid reasons to believe a teacher-guided approach would be a superior way to guide children's development. This approach combines some form of structure with the child leading the direction. II. Confusable Words 1. 1) continual 3) continual
影视课堂活力英语U n i t 文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]
Movie Clip 1 1.He was named after General Nathan Bedford Forrest. He started up this club called the Ku Klux Klan. They'd all dress up in their robes and their bedsheets and act like a bunch of ghosts or spooks or something. They'd even put bedsheets on their horses and ride around. 2. Mama tells him “You're no different than anybody else is”. The principle says “Forrest is different. His I.Q. is seventy-five.” Movie Clip 2 1. He meets President Kennedy because he plays football very well and gets in the All-America Team. the real good thing about meeting the President of the United States is the food. 2. “I gotta pee”. The other player feels honored and very good to meet the president. Movie Clip 3 TASK ONE 4 2 3 1 TASK TWO
小学英语课堂游戏集锦（36个） Game 1：友谊之圈 目的：用英语向别人进行简单的问候、自我介绍及告别。 方法：1. 大家一起面对面围成两个同心圆。 2. 一起拍手唱歌或放音乐，两个圈分别朝相反方向移动。歌曲结束，或老师喊”Stop!”时，每位同学就与这时正好和自己面对面的同学进行问候对话。 3.当大家安静下来表示都做完以后，重新开始一首歌曲拍手转圈。 4. 游戏的乐趣在于，学生不知道自己下一个将会面对谁，也许是新的同学，也许就是刚才问候过的同学。Game 2：抛绣球 目的：练习使用”What\’s your name?” “I\’m…”以及一些学过的问候语。 道具：沙包 方法：1.学生坐在座位上，或者站成一队，老师站在学生前面，背向学生抛球，球离手后转身面对学生。 2. 谁接到球就和老师进行对话练习。对话结束后，由他取代老师的位置，上前抛球继续游戏。 3. 此方法可扩展到其他需要两个人进行对话练习的语言点。 Game 10：猜人数 目的：熟悉数字1～5的英文表达 方法： 1.选出一位同学站在前面，背对其余站成一排的同学。 2.老师暗示后排的其中几位同学，并给他们制订问候语。 3. 接到暗示的同学一起向前面的那位同学问候。对话结束后，后排的同学一起向前面那位同学提问：How many? 4. 前面的那位同学根据他听到的声音，判断刚才有几位同学和他打招呼，并说出英文数字。判断正确得一枚贴纸或其他奖励。判断失误继续猜，知道猜对为止。 5.可以让同学们自愿上来做，也可轮流做。Game3：抢椅子 目的：熟悉指令”Stand up.”和”Sit down.”
道具：椅子若干－－比参加人数少一个 方法：1.大家讲椅子摆成圆圈，一边围着椅子转，一边数数。 2.当老师喊”Sit down”时，每个人都尽快抢一把椅子坐下。没有抢到椅子的被淘汰出局。 3.老师再喊”Stand up.”。同学们都起立，老师拿走一把椅子，重新开始。坚持到最后的一位同学是获胜者。Game 4:打板猜图 目的：体会That的距离感。用What\’s that? It\’s a …提问和回答。 道具：1.所学单词的单词卡若干；每张单词卡上连一根线；沙包 方法：把连着单词卡的线头贴在黑板上，这样卡片就可以挂在黑板上，并能够翻开正反面了。在距离黑板两三米的地方设一条界线。 2. 卡片挂号后，给学生几秒钟时间默记每张图的位置，然后将卡片反过来，背面向外。 3. 请一位学生上来，站在接线后拿沙包打卡片，然后用问其他同学What\’s that? 。同学们或猜或根据自己记忆判断，用It\’s a …说出来。说对的同学得到一枚贴纸。然后换另一个学生来扔沙包。 4. 将猜对的卡片翻开，没有猜对的卡片再翻过去，重复几次后，再交换图片的位置，避免学生都击打看过又翻过去的图片。 5. 这个游戏可以和What\’s this? 的游戏交替进行，让学生体会this 和that 之间的距离感。Game 5：职业演员 目的：练习He\\She is a doctor\\ driver\\ policeman\\ nurse\\ farmer\\ teacher. 方法：1.学生在座位坐成一圈。 2.先由老师上前做示范，做一个动作表示某种职业。然后让学生举手猜他表演的是什么。 3.猜中的同学代替老师的位置上前表演，其余同学猜，每次都由先猜对的同学上前表演。 4. 注意，下面的同学应用He\\ She is a …来猜。Game 6：找胳膊 目的：区分He、She；熟悉身体各部位的表达方法。