Inside out
Contents
Unit 1 Me (2)
Unit 3 Couples (9)
Unit 5 Review 1 (14)
Unit 7 Job (18)
Unit 8 Rich (23)
Unit 10 Review 2 (27)
Unit 14 Call (32)
Unit 18 Weird (38)
Unit 1 Me
Objectives:
Help students learn sth. about English names and choose their own favorite English name Help students learn how to improve memory
Help students learn to describe persons
Help students learn sth. about taboo topics of American culture
Outline: ( a brief description of your teaching plan)
Part 1. Name: make students know how do western people choose name for their children and make students choose their favorite English name based on Appendix A and B Part 2. How to remember people’s names? : test students’ memorial ability by doing exercise I never forget a face and make them discuss advice provided in Reading exercise of
page 6
Part 3. How to describe a person: make students familiar with two sentence patterns and learn to use them to describe the 6 persons in pictures; make students do a guessing person
game to practice their descriptive skill
Part 4. Taboo topics in American culture: through doing exercise 3 and 4 on page 8 and reading Appendix E students can get to know about some private and sensitive topics
of western people
Focuses:
Help students learn sth. about English names and choose their own favorite English name Help students learn to describe persons
Part I: ( 1st class)
Words and expressions:
1. fashionable adj. : following a style that is currently popular
2. psychologist n. expert in psychology
3. embarrassing adj. making sb. feel embarrassed
4. original adj. newly created or formed
Activity 1. Listen to the monologue of Susan. (2 mins)
Activity 2. Talk about different names that people call you. (5 mins)
Familiy members(parents, siblings, cousins, aunt, uncle, grandparents):
Friends:
Classmates:
Activity 3. How did your parents choose your name? (10 mins)
Step 1. Let students read Name Game.
Step 2. Explain key information of the article.
Step 3. Group discussion: Divide students into several groups and make them discuss the
reasons why their parents chose this name for them.
because it sounds good because it’s fashionable
because it’s unusual or origina l because it’s the name of a place
because it’s the name of a famous person
because it’s the name of another member of the family
Activity 4: English name consists of 3 parts: (1 min)
First name + middle name + family name (surname)
George W. Bush
Activity 5. Let students discuss the meaning of all kinds of English names and choose their favorite English name with the additional material.(5 mins)
Part 2 (2nd class) How to describe a person
Words and expressions:
1. visualize v. Form a mental picture of sb./sth.
2. association n. mental connection between ideas
Activity 1. Let students look at the pictures of 6 persons, study these names and faces for 30 seconds, then turn to p.124 and see which they can remember. (5 mins)
Activity 2.
Step 1. Read this advice for improving your memory. Find an appropriate heading for each paragraph. (5 mins)
Step 2. Let students discuss the following questions and the additional material. (12 mins)
1) Which technique have you used for remembering names?
2) Which technique could help you to remember new English words and expressions?
3) What other ways can you think of to help remember and learn new English words and expressions?
Part 3. How to describe a person
Words and expressions:
1. Stressed out: under so much stress and pressure that you barely make it
2. An au pair is a girl without any dependents who comes to the UK to learn English and to live as part of an English speaking family.
Activity 1. Explanation: Sentence pattern (2 mins)
a)He/ She looks + adj.
b)He/ She looks like + n.
Activity 2. Let students divide words and expressions in the frame into two groups and choose proper words and expressions to describe 6 persons in pictures.(9 mins)
He/ She looks + adj./ num.
Friendly , intelligent, shy, very young,
middle-aged, stressed out, intelligent, about sixty,
fit, a bit tired, rich
He/ She looks like + n.
a banker, a typical mum, a doctor, Greek, a waiter,
a Swedish au pair, a student, a retired police officer
Activity 3. Guessing game: Let one student describe a student in the class and make others guess who the student is. (9 mins)
Part 4. Group work (4 students per group)
Activity 1.Let students rewrite the questions of Exercise 3 of Close up and discuss in what situations is it okay to ask these questions. (10 mins)
Questions: sensitive and private topics
1)How old are you?
2)Do you believe in life after death?
3)How much do you weigh?
4)Have you ever stolen anything?
5)How much money do you earn?
6)How many partners have you had?
Activity 2. Let students read additional material What the Americans Don’t Talk About and make them know the taboo topics in American culture. (10 mins)
?Age
?Weight
?Income
?Matters of the Heart
?Is It Real?
Optional: English song Stand by me (5 mins)
Appendix A: 女子英文名释义
ALICE : 一个年轻的梦想者喜欢热闹有着不受束缚的灵魂。
ANGELA: (希腊)意谓天使。常被形容为美丽，纤细的女人，温柔可人或是有活力但莽撞的女孩。
AMANDA：表示可爱的人。人们认为她保守美丽又纤细，甜美富有。
ANNE：善良、优雅、喜欢帮助人的女孩。皇室的皇后、公主很多都是这个名字或者ANNIE。BETTY：这个名字让人在脑中浮现一个金发女孩的影像，傻的可爱，又风趣。
CA THY：为CATHERINE的简写(同KATHY)，CA THY被描绘为可爱年轻的金发女子，充满活力，外向，有趣，且和善。但有些人则认为CA THY是被惯坏而且以自我为中心的女孩。CHRISTINA：同Christine。如此佳人!Christina被形容为美丽娇小的女子家境富裕，聪明世故。
CINDY：甜美，吸引人的金发女孩，活力充沛又健康。
DAISY：(老式英语)"雏菊"。森林来的"金发女孩"，甜美可爱。
DIANA：美丽，身处上流社会的金发女子，保守，安静，聪明。
ELLA：(古式英语)，"小淘气，美丽的女子"。
EMIL Y：娇小可爱，安静保守的女子，聪明，柔弱，拘谨。
FANNY：被描绘为黑发，丰润的女孩，快乐，风趣，非常活泼有时让人有鲁莽的感觉。GLORIA：美丽气质优雅的金发女孩，或文静，快乐，中层阶级的淑女。
HELLEN：美丽的上流社会的女子，有着黑发与黑眸，优雅，聪明受过高等教育的。HEBE：希腊语，意为『春天之神』其变形为Hebbe。
JANE：能力不错，可靠的女子，可以是可爱女人味十足的；也可以是纯真带孩子气的。JESSICA：甜美，美丽，受欢迎的女孩；其它的人则认为她是个难以驾驭的女强人。JESSIE：是个中性名字令人想起可爱运动型的女孩，男孩子气，爱玩，善良，且聪明。JENNIFER：这个名字非常适合可爱的金发拉拉队长，受大家欢迎，并受人喜爱。
KATE：为Katherine的简写。可爱，外向，精力充沛，脚踏实地的女子。
KATHY,KATHIE为KATHERINE,KATHERLEEN的简写(同CA THY)。KATHY被看做黑发的小女人，文静，温和又善良。
LINDA：(西班牙语)美丽的意思。是有着蓝眸的金发女孩，既甜美又文静。
LISA是ELIZABETH的别名，LISA被描绘成美丽，有趣善良并安静聪明的女孩。LUCY：来自拉丁字Lux，"光明"的意思。人们认为LUCY是有趣的乡村女孩，活泼可爱，风趣，引人注意。
MARIAH：(希伯来)同MARY，娇柔美丽的黑发姑娘，个性文静，温和，甜美。NANCY：被描绘成美丽的黑发邻家女孩，安静讨人喜欢，个性和善并甜美。
RACHEL：被描绘为美丽，娇小的黑发女子，一个聪慧能筑梦踏实的女子。
SARAH：(希伯来)"公主"。美丽，卷发的女孩，保守又友善。
SELINA：给人的印象是个性开朗，面貌柔美的女子，温柔娴熟，但有人认为她的个性阴晴不定难以捉摸。
SHIRLEY：人们将SHIRLEY描绘成灰发版的Shirley Temple-可爱，甜美，卷发，娃娃脸，有点过重。
Appendix B: 男子英文名释义
ALAN：常变形为Allan。Alan的发音近似于撒格逊语Aylwyn或Alwyn(熟悉的朋友)的意思)。所以它在英国很为人所欢迎。
ANDY：被人形容为高高的，金发的，童心未泯的普通男子，快乐，随和老实憨厚。ANTHONY：高壮黝黑的意大利男人，聪明强壮并坚忍。
ARTHUR：(凯尔特语)"贵族"，(威尔斯)英雄。Arthur有两个不同的意思：一生充满故事喜欢受注目的有趣老人;或是沉静，与众不同，信守承诺的智者。
BRIAN：(爱尔兰语)"力量，美德"，大部份人把Brian看做是爱尔兰男子，聪明，喜欢运动，并擅于社交。有些人则认为Brian是无聊喜欢黏着妈妈的孩子。
DANIEL：喜好运动勇敢，友善，值得信赖，教养良好，聪明且随和的人。
DA VID：(希伯来)挚爱的意思。人们形容DA VID是强壮，英俊，聪明的男人善良，幽默又独立。
EDW ARD：(古英语)，幸福的保护人。这名字非常适合拘谨的书虫，衣冠楚楚的作家或生意人。
ERIC：(挪威)永远的领导者，永远的力量。被叙述为受欢迎的人有自信，聪明而且心地善良。HENRY：这个名字给人数种不同的看法。懦弱的四眼书虫，野心勃勃，独立自主的专业人士，或是强壮，随和的农夫。
JACK：大部份的人认为Jack是个具威胁力的人-体魄健壮，阳刚，强壮，自负，聪明。也有人认为Jack可爱，有趣喜欢追求快乐的家伙。
JAMES：被描绘为大块头，强壮的英俊男人，聪明，严谨，诚实个性依赖。
JASON：被认做可爱，喜好运动的金发男孩，但人们却对Jason的人格有争议。他可能是主观，风趣受欢迎，固执，不受束缚，调皮，或沉静，害羞，常自省的人。
KEVIN：被描绘为年轻喜好运动的美国男孩，心地好，有点固执。
LARRY：LAWRENCE的简写。大部份人认为LARRY是随和友善的-所到之处无不充满笑声。
NICHOLAS：(希腊)"胜利的人"。大部份的人认为Nicholas是可爱，肥胖，快乐，大方的。OLIVER：给人好几种印象。脏兮兮无忧虑的乡下小孩；好学用功的书虫；热心奉献的人；或者愚蠢有趣的漫画人物。
PAUL：大部份人认为PAUL是庄严，稳重坚定的人，但有人认为他有魅力，创造力又和善。PETER：人们认为PETER是个不做作，诚实，开放的人。有些人则认为PETER是个充满野心和爆发力的。
PHILIP：给人几种不同的印象：一个有朝气的军官；自大的王子；有钱的商人，聪明内向的人。
RICHARD：这个名字给人两种形象；一个是英俊强壮，擅长运动的美国男孩：另一个是诚实，严肃，但敬业乐群的男人。
SAM：人们印象中的SAM是个强壮的，温和，忠实脚踏实地的人，而且是可以交心的朋友。代表人物是人人皆知的UNCLE SAM
TOM: 为THOMAS的简写，TOM可说是一般典型美国人的代表，无所不在，自信，讨人喜欢而且做人实在。
TONY: 为ANTHONY的简写。人们眼中的TONY是善良，强壮的运动员，冷静能自理的男孩。
Appendix C: 单词记忆的ACTION原则
ACTION原则是根据记忆心理学相关知识并结合英语单词记忆自身特点而总结出来的。
A即Association (联想)的缩略，意指我们在记忆英语单词时不要孤立的记忆，要发挥思维潜能，一并记忆与之相关的词汇，。"联想"辐射的范围很广，可以是由部分联想到整体，以及其它事物，也可以是由某一特征联想到一类事物，还可以是读音、词形、词义方面的扩充联想等等。例如：记忆单词mare（母马、母驴），从读音角度出发，我们可以联想到同音词mayor（市长），从词意角度出发，我们可以联想到donkey（驴），mule（骡子）等词，从词形角度出发，我们可以联想到一连串词汇：bare （赤裸的）care（关心）、dare（敢）、fare （费用）、hare（野兔）、flare（闪耀）、glare(强光)、pare（修剪）、rare（稀有的）、share（分享）、spare（空闲的）、prepare（准备）、square（广场）、stare（凝视）、tare（杂草）、ware （物品）等。联想原则是扩充词汇，达到"一箭多雕"记忆效果的关键所在。
C即Contrast（对比）的缩略，意指通过对比，注意细微差别，进而加深印象，方便记忆。对比原则从差别入手记忆单词，可视为便捷记忆的纽带。例如：
Ambitious雄心勃勃的-ambiguous含糊不清的；today今天- toady奉承
pleasant 令人愉快的-pheasant野鸡，雉鸡fable寓言童话-feeble虚弱的
study学习-sturdy结实的，茁壮的anecdote轶事-antidote解药
T即Text surroundings （语境）的缩略。一个单词脱离了实际使用的语境，想记牢会用是难以做到的。将词汇置身于语境之中，通过反复阅读，提高认知能力，最后可以达到记忆的目的。语境记忆是国内外语言教学专家和心理学家较为推崇的词汇记忆策略。
I即Induction（归纳）的缩略，归纳法是通过个体，探索并发现一般规律的方法，引入到
英语词汇记忆中来，意指通过个别单词发现规律，然后进一步探索、总结起来，统一记忆。例如：有一些词，加词尾"-er"后的意思有了变化，有的已经没有"……的人或物"这个意思。Show（表现）-- shower（阵雨，淋浴）Count（计算）-- counter（柜台，计数器）
Draw（画）-- drawer（抽屉）Bow（鞠躬）-- bower（树荫，凉亭）sew （缝制）-- sewer （阴沟，下水道）jump（跳）-- jumper（无袖连衣裙）flow（流动）-- flower（花）
O即Observation（观察）的缩略，观察是有所发现的前提，要求我们在记忆英语词汇时从词形入手，利用拆分，合并等手段解密内在联系，加以记忆。例如：
Manifold (多种) = many (许多) + fold (折，折痕) Peacock（孔雀）= pea（蜿豆）+cock（公鸡）
另一种意义的观察是多注意与英语相关的事物，如：商品外包装上的英语，广告牌上的英语，衣物、饰品上的英语等，勤于积累、回顾，自然可以轻松记忆。观察原则是化繁为简，创新记忆的法宝。
N即Note-taking（作笔记）的缩略。作笔记是一种积累知识的手段。记忆英语单词，更需要靠作笔记来整理要点，抒写心得等。例如：
对同音词的总结：peak（山峰），peek（偷看），pique（愤怒）统读[pi:k] rain（雨），rein （缰绳），reign（统治）统读[rein]
对形近词的总结：petal（花瓣），petrel（海燕），petrol（汽油），patrol（巡逻）；
stimulate（刺激），simulate（模拟），accumulate（积累），emulate（竞争）。
作笔记是对记忆技巧和记忆实例的总结，必将有助于向更深层次发掘记忆方法之精髓。
Appendix D:记忆方法举例：英语单词记忆方法众多，最重要的是要遵循原则，找到适合自己的方法。
1）词根(etyma)词缀(affix)记忆法
顾名思义，通过记住词根词缀，并据此推测含此类词根词缀的新词的意思，加以强化记忆。词根有两种，一种是可以引申出许多同根词的词根，同时它也是一个独立的单词，例如ease 作为独立单词，它又是easy，easily，easiness的词根。
另一种是不能独立使用的词根，但它有一个基本意义，在不同的单词中意思大致相同。如：如："booklet"这个词，"-let"是后缀，为"小"的意思，很显然，"booklet"就是"小册子"的意思。，从读音、词形、词义入手，归纳，总结分块记忆词汇。
2) 谐趣记忆法
谐趣记忆法是根据读音、词形、词义的关系，利用诙谐、荒诞的曲解来记忆词汇。
如：morose（忧伤的，郁闷的）=mo（方言，没有）+rose（玫瑰），试想，"没有玫瑰"的情人节怎能不"忧伤郁闷"？ponderous（笨重的），听发音，叫做"胖得要死"，想一下，"胖的要死"，能不"笨重"吗？
又如：记忆engineer，peer，pioneer，profiteer，steer，sneer，volunteer一组词，我们可以这样诙谐地理解：
拓荒者（pioneer）蔑视（sneer）权贵（peer）和奸商（profiteer），志愿（volunteer）为工程师（engineer）掌舵（steer）。再如记忆Nepal（尼泊尔）这个词，一个比较浪漫又诙谐的方法是记忆下面这个句子中每个词的首字母：Never Ever Part As Lovers.（恋人永不分离）
3) 感观记忆法
感观记忆法是把耳、口、眼、手调动起来，把听、说、读、写统一起来，达到记忆目的的方法，这样做的好处是沟通大脑皮层各部分之间的联系，减少遗忘。我们可以进行专一的记忆，也可以注意我们身边的英语，如电器设备上的英语，产品说明书上的英语，各种警示语、标
语等，还可以聆听外文歌曲，欣赏国外影视……耳濡目染，日积月累，反复回想，自然牢记。例：许多品牌电池的外包装上有（battery电池）字样，许多洗发精瓶外有shampoo（洗发水）字样，自动取款机上的ATM（Automated Teller Machine自动取款机）字样，某些药品包装盒上的OTC（Over the Counter非处方药）字样等。
教师在授课过程中，应适当渗透相关知识，教育学生勤观察，多积累。
4) 分类记忆法
分类记忆法是按主题，所属范围等条件对词汇进行分门别类汇总，然后综合记忆的方法。我们从医疗，购物外贸等方面归类，也可以按时间、决心、态度等主题来汇总，然后根据记忆原则记忆。
例如：按文学形式分类，我们可以归纳许多词：biography（传记），essay（杂文），reportage （报告文学），memoirs（回忆录），travels（游记），prose（散文），fiction（小说总称）等。英语单词记忆方法众多，除以上列举之外，还有谚语记忆法，歌诀记忆法，卡片记忆法等等。我们应遵循记忆的原则，把记忆单词视为一种乐趣。教师在授课过程中要引导学生多想多联系，并对涉及的某方面知识作必要补充。其实英语单词记忆学是一门非常有趣、非常吸引人的学问，多积累，多回顾，多探索，把握规律，就一定可以走出"死记硬背"的泥沼。
Appendix E:What the Americans Don't Talk About!~~~
Taboo topics tend to make people feel uneasy. Every culture has these off-limits subjects. Americans usually avoid talking about the following topics:
1.Age Age is a very sensitive subject to many Americans, especially to women over 30. Many Americans work hard to maintain a youthful appearance or at least give the illusion of youth.
Anyhow, if you are dying to know someone’s age, this is how you could go about finding out. First you estimate their age by their appearance and mannerism. Then you subtract ten years from that estimation. I guarantee you will get a big smile from that person who will also blush and say, ―Wow. You are my best friend. I’, 38 already. Can you believe it?‖ You, of course, reply, ―No. I really can’t. You’re kidding. You don’t look a day over 28. This is amazing.‖Now that’s one surefire way to boost someone’s ego!
2.Weight This is one of the touchiest subjects. In America, it is okay, even desirable to be thin, but it is a sin and a huge embarrassment to be overweight. If you would like to be honest but not hurtful, I recommend you choose your words carefully, perhaps by saying, ― Hey, you look great. Very healthy looking.‖
3.Income Your should never ever ask how much someone’s salary is. There’s no way around this one. However, it’s perfectly appropriate to ask about their job title and what they do for a living. This information should give you some idea how much they make a year.
4.Matters of the Heart This is a tricky one. The general rule is not to get too personal, too fast. You don’t want others to think that you’re prying into their lives. Therefore, try not to ask too many questions about someone’s love life, marriage and family until you have a friendship with this person. Even then, you better wait for your friend to come to you with the matters of their heart.
5.Is It Real? Many Americans are proponents of the all-natural look. But how many truly abide by this principle? The answer would be : not many. People want others to believe they’re simply born beautiful. So don’t ruin it for them by asking, ― Hey, I love your eye color. Is it real?
Unit 3 Couples
Objectives:
1.students will be able to make a love story for themselves
2.get to know the expressions of various couples’ problems
3.let them find different ways to solve these problems, make a list and give these solutions brief
explanations.
4.have a brief idea of what the love story will go through
5.grammar: past tense forms: past simple and past continuous
Outline:
Let students conduct reading, listening, speaking and compiling stories to deepen their understanding of the points taught in the class.
Focuses:
1.get familiar with words and expressions that will be useful in the classroom
2.inspire students to raise questions about love stories
3.let them understand the problems happened between couples and try to give some solutions.
Step one: warm up(10 minutes)
1.warmly greet students and tell them we will form an English speaking environment in class.
2.introduce the main topic we will discuss today—couples
love is a great thing in the world, so when a man meets a woman, there is a chance for them to fall in love and then after they get to know each other more, maybe next stage is the wedding ceremony which is one of the most important things happened in our lives. Everyday there are a lot of people get married and everyday some of them break up. Why people break up? What’s going wrong between these once loved couples? Some famous movie stars do these, and ordinary people do the same thing, too. So can you guess what are the problems between them and can you give some solutions to avoid or even to fix their relationship?
Step two: presentation (35 minutes)
Activity one: problems between couples
1.difficult words or words the students maybe use in the classroom. (10 minutes)
couple wedding ceremony career affair generation gap economic reason DINK—double income, no kids rumor personality
2. let students write down the problems they think about that can lead to the break up of couples, select several students to tell their answers.(it can also be finished by team work, it is up to the teacher). (5 minutes)
possible answers: money, generation gap, career, love affaires, boring life, distance, child
3. look at the book page 16, introduce these famous stars briefly and at the same time the teacher can give some examples of some Chinese movie stars or let the students name some of them.(optional). (3 minutes)
1)Richard Gere and Cindy Crawford---famous movie star and super model
2)Lyle Lovett and Julia Roberts—famous movie dierector and movie star
3)Nicole Kidman and Tom Cruise—famous movie stars
4)Bruce Willis and Demi moore—famous movie stars
Some Chinese well-known couples:
1)the legend of MengJiangnv
2)the legend of White Snake Lady
3)the legend of DongYong and Fairy Lady Seven
4)butterfly’s love story
4.at the same time, give names of different wedding anniversaries. (2minutes)
1)Paper wedding 纸婚—1年
2)Calico wedding 棉布婚—2年
3)Straw wedding 稻草婚—2年
4)Silver wedding 银婚—25年
5)Golden wedding 金婚—50年
6)Diamond wedding 钻石婚—60—75年
5.let students answer the questions on page 16 point 3. (5 minutes)
6.do exercise on the top of page 17, and discuss if you agree to this point. Why and why not?
(10 minutes)
activity two: compile a love story (second class—30 minutes)
1.list the necessary words (5 minutes)
dating, fall in love at the first sight, first love, first kiss, romance, romantic, fancy, have a row, break up, Valentine's Day
2.look at the pictures on page 17, find 8 students to describe these four different pictures and the
teacher can give some help when necessary. And then let them match the pictures with the words. (10minutes)
3.practice past tense and let students answer these questions according to the pictures (5
minutes)
Picture one: (2 minutes)
1. where were they?
2. what were they wearing? Can you guess where they met for the first time?
(possible answers: in the street, in the office, on a bus, in a park, on the campus, etc.)
3. what was the man thinking? What was his facial expressions?
Picture two: (3 minutes)
1.where were they?
2.what were they doing? what were they wearing?
3.can you guess what were they talking about? (how to start a conversation?)
4.discuss with your partner and try to show this scene
picture three: look at this picture carefully, (2 minutes)
1.who was this? What was he doing?
2.what was he carrying? What was he going to do?
3.what was on the window? Whose cat was this? What was the cat’s look?
4.discuss with your partner and try to play this scene
picture four: (3 minutes)
1.what were they doing? (having a row)
2.discuss with your partner and play this scene
4.divide the students into 6 groups (8 groups), do exercise 2 and 3.. let each group make these
stages in order as you think best, and then try to write a love story by your group. In this love story, ask the students to use some time words, some verbs, adjective words as well as some adverb words. (3 minutes)
5.select two or three groups, let them show their love stories in front of the whole class.(5
minutes)
6.the teacher gives some comments (2 minutes)
activity three: true love (15 minutes)
1.look at page 20, ask them to read each item and then let them tell what is special in each love
story. (5 minutes)
2.pair work. Follow the instruction in the book and ask them to do the exercise. (2 minutes)
3.group work: try to answer the following questions and then make the presentation to the
whole class, make your points clear. (8 minutes)
1)in these stories, do you think which one is the most romantic and why?
2)Which story is the saddest and if you have some special ability, will you do something to
help them and how?
3)Do you know any love story in our own country? Can you name some of them? Try to
tell the whole story with the help of your whole team.
Step three: listening (25 minutes)
https://www.doczj.com/doc/841957686.html, some entertainment TV shows in our country
2.listening material on page 18 and follow the procedures on the book
3.introduce background of the singer: Elvis Presley
4.English songs on page 21 and finish the exercises on this page.
Step four: grammar (10 minutes)
1.give brief introduction to past tense forms
2.practice some irregular verb forms
3.finish the exercise on page 19
Step five: entertainment (10 minutes)
1.fill in blanks ( 4 groups)
give a simple sentence, and ask each member of each group to add one word in this sentence (adj or adv), and then write the whole sentence on the blackboard and ask one student to read it.
2.guess words (10 groups and each time two groups compete together)
ask one person to write five words (noun) on a piece of paper and then show the words to one member of the team, let the first student make some gestures and behaviors and the rest of the team to guess what the meaning of the words (no sound is made).
p.s.
1.补充材料：
1）结婚纪念日
Paper wedding 纸婚、布婚（结婚一周年）
Calico wedding 棉布婚（结婚两周年）
Straw wedding 稻草婚（结婚两周年）
Cotton wedding 棉婚（结婚两周年）
Muslin wedding 羊皮婚（结婚三周年）
Leather wedding 皮革婚（结婚三周年）
Silk wedding 丝婚（结婚四周年）
Wood wedding 木婚（结婚五周年）
Iron wedding 铁婚（结婚六周年）
Copper wedding 铜婚（结婚七周年）
Woolen wedding 毛婚（结婚七周年）
Electric appliance wedding 电器婚（结婚八周年）
Pottery wedding 陶器婚（结婚九周年）
Tin wedding 锡婚（结婚十周年）
Steel wedding 钢婚（结婚十一周年）
Linen wedding 麻纱婚（结婚十二周年）
Lace wedding 花边婚（结婚十三周年）
Ivory wedding 象牙婚（结婚十四周年）
Crystal wedding 水晶婚（结婚十五周年）
china wedding 搪瓷婚(结婚二十周年)
Silver wedding 银婚（结婚二十五周年）第一大典
Pearl wedding 珍珠婚（结婚三十周年）
Coral wedding 珊瑚婚（结婚三十五周年）
Jade wedding 碧玉婚（结婚三十五周年）
Ruby wedding 红宝石婚（结婚四十周年）
Sapphire wedding 蓝宝石婚（结婚四十五周年）
Golden wedding 金婚（结婚五十周年）第二大典
Emerale wedding 翠玉婚（结婚五十五周年）
Diamond wedding 钻石婚（结婚六十--七十五周年）
2）四大浪漫爱情故事
白蛇传(Madam White Snake or The Legend of the White Snake or The legend of the White Snake Fairy)
孟姜女千里寻夫(the legend of MengJiangnv)
董永与七仙女(the legend of DongYong and Fairy Lady Seven)
梁山伯与祝英台（butterfly’s love story）
3）猫王介绍
猫王
英文名：Elvis Aron Presley 出生地：密西西比州
职业：流行歌手、演员生日：1935年1月8日
祭日：1977年8月16日配偶：Priscilla Presley 女儿：Lisa Marie Presley 20世纪世界流行音乐中最重要的人物是谁？答案勿庸置疑，那就是猫王埃尔维斯-普雷斯利--“猫王”(The Hillbilly Cat)，这个绰号是狂热的美国南方歌迷为他取的昵称。
20世纪50年代，猫王的音乐开始风靡世界。他的音乐超越了种族以及文化的疆界，将乡村音乐、布鲁斯音乐以及山地摇滚乐融会贯通，形成了具有鲜明个性的独特曲风，强烈的震撼了当时的流行乐坛，并让摇滚乐如同旋风一般横扫了世界乐坛。
截至1999年8月，RCA唱片公司和美国录音工业协会(RIAA)共追颁了131张的金唱片及白金唱片给猫王的女儿Lisa Marie，这是历史上获赠最多的金唱片及白金唱片纪录，猫王无疑是史上最伟大的演唱艺人。同时，RCA也颁予'世纪艺人Artsit Of The Century'特别纪念奖感念这位一代巨星。
50年代的猫王影响了至少整整一代人，60年代以后，他们一直抱着一个幻想：他们心中的猫王只是被他自己打败了，只要让上了年纪并变得肥胖的猫王改变他拉斯维加斯／好莱坞式的生活方式，让他在封闭的装满他早期唱片的自动电唱机的房子里，听一听他自己的音乐，他就会发现一个曾经如此伟大的猫王，曾经如此光芒夺目的自己。于是他会自己根自己斗争，最终取得胜利恢复往日的天才。尽管这一幻想直到1977年8月16日猫王逝世的那天也没有实现，他在现代音乐中的地位依然无人可以取代。他在50年代以及以后偶尔所表现出来的罕见的令人惊讶的才能叶柄没有因为他后期的活动而受到任何影响。他，以白人身份把带有种族色彩的黑人节奏布鲁斯音乐介绍给了白人，所承受的压力和获得的成功都是非凡的；他牺牲青春换来永恒传奇，燃烧生命烙下20世纪流行文化的图腾，更让全球的观众至今仍激荡不已。他的作品超越了任何一个影响摇滚乐历史的因素，他也决定了摇滚乐将采用的形式，他第一次使得青少年得以重视和发扬自己的音乐个性。.尽管他的歌曲太简单肤浅，缺少力度和社会责任感，但这些久远传唱的曲目却真实地反映了第一代受摇滚思想影响的青少年的群体形象，他不仅拥有漂亮的容貌、标志性的扭胯动作和出色的舞台表演，更成为这个时代，这一代人的鲜明的标志。蕴含了巨大潜力的整个年轻一代在他身上找到了反抗精神的共同性。自猫王以后，鲜明的思想性和强烈的现实批判性的摇滚乐迅速流传。也因为他的魅力，摇滚乐成为美国全民运动。猫王开辟了摇滚乐艰难的前进道路。
Unit 5 Review 1
Objectives: review unit 1 to unit 4:how to describe people; expressions to do with relationships;
comparison structure
Outline:
Part I: Sophie & Paul : an activity ―blind date‖ based on the material from the textbook.
to practice how to describe people
Part II: Vennie &Tanya: including listening exercise based on the tape from textbook and an oral practice based on a short play
to practice comparison structure
Part III: Neighbors: ―role play‖ based on the material from textbook.
to practice the expressions to do with relationships, past and past continuous tense Focuses:to inspire students to talk; to familiarize students with expressions to do with relationships and the expressions to describe people.
Part I Sophie & Paul (1st class)
Introduction (3mins):
Romantic love is very much a part of American culture. Movies, TV shows and books in America all picture people falling in love. Americans know no romance is perfect, but still they try to find the ideal person. To find this ideal person, they need dating.
However, American young people don't always have a romantic interest in mind. Sometimes they may see a date as a time just to have fun. After some time, they may decide they want to go steady. This means they think of each other as boyfriend and girlfriend. It also means they don't want to date anyone else.
Of course, there are different types of dating. At first you might have group dates with several boys and girls together. Later, you start going on single dates--just one boy and one girl. When two couple go out together, it's called double dating. Now speed dating is becoming more and more popular. A friend might even arrange a blind date for you. That doesn't mean you keep your eyes closed the whole evening! As you can find in the margin of Page 28. A Blind Date is an arrangement made for you to spend a romantic evening with someone who you have never met before. I think it’s somehow like a “marriage interview”, which is arranged by match-maker, parents, or friends.
The biggest problem in arranging a blind date, in my opinion, is how to make sure they two young people ―match‖. Let’s play a game to try whether we can arrange a successful blind date. Activity 1(8mins):
instructions: 3 students in a group, student A is match-maker, B is Sophie(Paul), C is Sophie’s friend (Paul’s friend)
step1(3mins). A is trying to fix up a blind date and A got two pictures, one is Sophie, the other Paul. Discuss with B and C to find out whether B want to have a blind date.
instructions for step 1: this step is aimed to practice the expression to describe people, especially people’s appearance.
in this step, all information available is from the photos only. B’s decision would mainly be based on her/his 1st impression. A should try to persuade B and C should express her/his idea as advice. step 2(5mins). teacher will ask 1-2 groups to present their discussion.
instructions for step 2: in this step, teacher will make sure students use expressions to describe people.
Activity 2 (12mins):
instructions: 3 students in a group, student A is match-maker, B is Sophie(Paul), C is Sophie’s friend (Paul’s friend)
on page 28, you can see there’s a questionnaire filled by Paul, and on page 127, by Sophie. 12 questions are answered.
step 1(3mins). read the questionnaire carefully.
instructions for step 1: this step is aimed to familiarize students with expressions to describe people. In this step, teacher should help students to understand the 12 questions.
step 2(5mins). discussion: with the information from the questionnaire, will B change her/his mind? why/ why not?
instructions for step 2: teacher should remind the students this discussion is based on the information from the questionnaire. Also, teacher may need to tell students more about star sign to help students’ discussion.
step 3(4mins): teacher will ask 1-2 groups to present their discussion.
Activity 3 (18mins):
instructions: 3 students in a group, student A is match-maker, B is Sophie(Paul), C is Sophie’s friend (Paul’s friend)
On page 29, there’re Sophie and Paul’s reports on their blind date.
step 1(3mins): read the reports carefully.
instructions for step 1: teacher should explain difficult world and sentences to students.
in Paul’s report: ~ glamorous ( 迷人的); ~ fancy（迷恋）;
in Sophie’s report: ~ stripey （条纹的）; ~ pyjamas （睡衣）; ~put me off （使我厌恶）; ~put me in a bad mood （让我心情不好）.
step 2(8mins): role play: B and C are talking about how B feel about this blind date. instructions for step 2: this role play should be based on the report. B and C are having a conversation. C may need to ask some questions or to show her/his understanding/ disagreement/ encouragement to keep this conversation going.
step 3(5mins): teacher will ask students to present their role play.
step 4(2mins): find out the result of this blind date.
instructions for step 3: teacher will explain what is ―lonely heart column （征友栏）. let students to infer the result of this blind date and encourage them to speak out together.
Optional:
Part II Vinnie &Tanya (2nd class)
Introduction (3mins):
One important questions in love is how to express your love to others.. People found all kinds of beautiful words to describe their miracle relationship. The most common one would be the three magic words ―I love you‖, and there are some other expressions, too. Sometimes, “I absolutely totally utterly adore you‖ would be more touching, Also, some may use ―chemistry‖ to refer to the understanding and attraction between two people. If a girl said ― we have a good chemistry‖, this means she got really well with her lover. However, not everyone are so lucky. you may have a crush on sb, but he or she may be not interested in you. what’s worse, couples may break up or one may dump the other.
Activity 1(15mins):
instructions: we will skip exercise 4 and 5 in listening, 1 and 2 in comparison structure.
on page 30, there’s a listening exercise
step 1(2mins): study the expression in the chart.
instructions for step 1: there’re 11 expressions. make sure the students understand it.
~ chat show host（脱口秀节目主持人）: a talk show (American) or chat show (British) is a television or radio program where one person or group of people come together to discuss various topics put forth by a talk show host.
~ a gangster （歹徒）
step 2(4mins): listen to the radio programme for the 1st time.
instructions for step 2: in this step, students are only required to get the general idea of V ennie. Teacher may need to make some explanation about difficult expressions.
~ what’s the big deal? ~ won the Cup
~ the toughest guy on the pitch (在场上) ~ sports journalist
~ step daughter ~ take the part of a gangster
~ a great character actor
~ Lock, Stock and Two Smoking Barrels /// John Travolta /// Brad Pitt /// Nicholas Cage.
step 3(4mins): listen to the radio programme for the 2nd time.
instructions for step 3: in this step, students are required to get some detailed information about Vennie. they may need to take some notes.
step 4(5mins): ask students to talk about Vennie.
instructions for step 4: this step is to check how much detailed information students have got in step 3. students are required to speak out everything they know about Vennie in their own words. Activity 2(26mins):
instructions: this material of this part is not from the textbook.
Enjoy the movie
step 1(6mins): watch the movie
step 2(5mins) : among the three girls in the bar, who do you like best? why?
instructions for step 2: teacher may give students more adj. to describe these three girls. ( blond hair, cute, charming, sexy, hot etc.) remind students to use comparison structure.
step 3(10mins): Do you think this will possibly happen in real world? how about in China? How will you define their relationship? (is it love?) Do you think Colin and Harriot can work out?
instructions: key to the questions: the cultural difference between western countries and China; the difference between passion and love.
step 4(5mins): teacher will ask students to present their discussion.
Optional:
do the reading exercise ―love at first sight‖ on page 31.
Part III Neighbors (3rd class)
introduction(1mins):
Just now we have studied the most important relationship: love. However, there’re many other relationships and we have to handle them well. Besides lovers, we have colleagues, classmates, students, neighbors and so on. These people may bring us trouble as well as happiness. In this class, we will take about the relationship between neighbors.
Why we talk about that? Because neighbors live with us everyday and have a ―big‖ influence on our daily lives. Because misunderstanding often happen among neighbors. People talk, and gossip, even rumor spread.
Activity 1(6mins):
What do your neighbors usually like talking about? Discuss with your partner and find out the topics in common.
instructions: 2-4 students in one group. at the end of this discussion, teacher may ask students to present their discussion or the class can speak out their answers together.
key to questions: housework, children, husband’s job, politics, investment, complaint, gossip Activity 2(37mins):
before we come to this activity, the teacher need to make sure all the students have preview the sketch.
role play
step 1(4mins): listen to the sketch
instructions: before/after listening for the 1st time, teacher may explain some difficult expressions in the sketch.
step 2(3mins):ask students to highlight the expressions which indicate character’s movements, facial expressions, gestures etc.
instructions: key to questions: all the words and sentences in italic style.
step 3(20mins): role play based on the sketch.
instructions for step 3: 5 students in one group. each team member play one character. replay the sketch if necessary.
step 4(10mins): ask students to perform.
Optioanl: Humor
After being with her all evening, the man couldn't take another minute with his blind date. Earlier, he had secretly arranged to have a friend call him to the phone so he would have an excuse to leave. When he returned to the table, he lowered his eyes, put on a grim expression and said, "I have some bad news. My grandfather just died." "Thank heavens," his date replied. "If yours hadn't, mine would have had to!"
Unit 7 Job
Objectives:
1. The topic of this unit is employment.
2. The grammar focus is on the present perfect simple tense.
3. The lexical focus is on employment words and expressions with hands.
Outline: ( a brief description of your teaching plan)
1.Talking about people’s jobs.(10mins)
2.Listening to three people talking about their work, matching them to jobs and answering
questions. (15mins)
3.Studying and using expressions with hand.(5mins)
4.Discussing the worst jobs in the reading nightmare jobs, talking about the ideal job in your
mind. (15mins)
5.Examining the past participle forms of irregular verbs. (8mins)
https://www.doczj.com/doc/841957686.html,ing the present perfect simple tense in a questionnaire to ask each other about past
experiences. (15mins)
7.Predicting the answers to questions about an unusual company from a photograph, then
listening to check.(7mins)
8.Listening to determine whether statements are true or false and correcting the false ones.
(15mins)
9.Talking about a retired person students know well. (15mins)
10.Preparing and making an oral self-introduction. (15mins)
11.Writing an application letter for a dream job.(This one is optional.)(15mins)
Focuses:
1.Some common expressions which use the word hand;
2.Discuss what ss think the worst/best/ ideal /interesting /dull job in the world would be;
3.Learn some employment vocabulary, talk about some retired person;
4.Learn how to do an oral self-introduction.
5.Learn how to write an application letter for a job.
Part I: ( 1st class)
1. Warm-up talking about people’s jobs.(10mins)
The key words and sentence patterns are all on the slides.
Group works. Whole class, before ss open their books, ask them to look at five persons on the slides and let them guess their jobs. If ss are right, they can go on describing the 5 kinds of jobs (businessman, farmer, doctor, policeman, sports player). They can use the words and sentences patterns on the slides. Encourage ss to tell the class of any times they have correctly or incorrectly guessed s omeone else’s job.
2. Listening, matching and answering (15mins)
Go through the instructions with the class and make sure that everyone understands midwife, farmer and guitarist. Ask ss to predict which hands belong to which person. Then play the recording and ask them to say which speaker is which.
Go through a to h with the class and explain any unknown vocabulary. Play the recording again. Ss match a to h to the speakers. Check answers with the class.
A-b b-c c-b d-a e-c f-a g-c h-b
3. Studying and using expressions with hand.(5mins)
Allow ss to work in pairs to replace the underlined words with the expression from the box. Check answers with the class and ask if students know any more expressions with hands. Eg: Lend a helping hand, give someone a big hand, to have your hands full(=to be very busy), to be in good hands(=to be looked after by sb. Who can be trusted)
hand to hand
4. Discussing the worst jobs in the reading nightmare jobs, talking about the ideal job in your mind. (15mins)
Let ss read this article before class. Understand the article before class.
1) Groupwork
Discuss the meaning of ―nightmare job‖? (unpleasant job), discuss the worst jobs in the article?
Answer the questions in ex4 on page41.
Do you know anybody who has had to work under conditions like these?
What are the worst conditions you’ve had to work under?
What do you think is the worst job in the world?
Possible answers:
2) Free talk
Talking about the ideal job in your mind. T can give a few jobs(artist, store owner, teacher). Ss can make their choice according their own experience. They also can talk about some other jobs, if you have enough vocabulary words. They can use the sentence patterns and words on the slides to describe their ideal job.
Part II: (2nd class)
1. Examining the past participle forms of irregular verbs. (8mins)
2. Pair work----practice the tense (15mins)
1) A game
Let the first student give one verb, the second one should speak out the past participial, at the same time he should give another verb. The third student will speak the past participle form firstly, then give out another over. Ss couldn’t repeat any verb. If they repeat it, they will lose the game. Divide the class into two groups. The two groups will compete with each other.
2) Using the present perfect simple tense in a questionnaire to ask each other about past experiences.
What’s the best /worst holiday you’ve ever be en on?
What’s the best /worst meal you’ve ever eaten?
What’s the best/ worst joke you’ve ever heard?
What’s the best/ worst car you’ve ever been in?
What’s the best/ worst T-shirt you’ve ever worn?
What’s the best/ worst party you’ve ever been to?
Wh at’s the best/ worst bed you’ve ever slept in?
3) Translating the following Chinese sentence:
我已经学了7年英语了。我已经住校学习4年了。我到成都纺专一年多了。
4) Talking about one’s personal experience, be sure to use present perfect simply tense. Pair work
3. Predicting the answers to questions about an unusual company from a photograph, then listening to check.(7mins)
1) group works
Closed books. Ask ss at what age people in Chinese culture retire. Is it a different age for men and women? Do they think this age has changed over the last 20 years? At what age do they think people ought to retire? Do they think people should be forced to retire at a certain age?
2) pair work.
Ss look at the photograph of Mr. Reynold and discuss possible answers to the questions. Emphasis that you do not expect them to get the answers right but would lie them to speculate based on what they can see.
What sort of company does Mr. Reynold work for?
When did he start working for the company?
How old is he?
4. Listening to determine whether statements are true or false and correcting the false ones. (15mins)
Give the ss time to read the statements before you play the recording again. Ask them to mark each one true or false as they listen. Allow them to compare with a partner before checking answers with the class.
A –T, B-F, C-T, D-F, E-F, F-T, G-T, H-F
Part III (3rd class)
1. Preparing and making an oral self-introduction-----pair work (15mins)
Give ss enough time to prepare their own self-introductions. Remind them that they can invent one if they wish. They should write their self-introductions out then take turns in introducing
Supplementary Materials for Phonetics List of Phonetic Symbols Vowels Pure vowels 1.Front v. /i:/ /i//e/ /? / 2.Central v. / ?:r// ?r// ?/ / Λ/ 3.Back v. /a:/ /a:r/ / ?/ / ?:/ / ?:r//u//u:/ Diphthongs /ei/ /ai// ?i/ / ?u/ /au/ /i ?/ / i ?r/ / ??r/ /u ?/ Consonants 1.Stops /p, b/ /t, d/ /k, g/ 2.Frictives /f, v/ /s, z/ /θ/-/ e/ /∫/-/ ? / /h/ /r/ 3.Affricatives /t∫/ - /d? / /tr, dr/ /ts, ds/ 4.Nasals /m/ /n/ /? / https://www.doczj.com/doc/841957686.html,terals /l/ /l/ 6.Semi vowels /w/ /j/ Front vowels/ i:/ /i/ /e/ / ? / -/i:/--- -- key seat feel secret breathe police machine prestige receipt - /i://i/ ------- happy seed seat sit league leak lick seized ceased cyst Tongue Twister Tim is as thin as a pin, but it isn ' t a sin to be thin /e/ -- ---- breath says said bury edge led sesame rebel (n.) --/ / --------- sand land marry hat cap garage Stand up. -------- Tongue Twister Jack ' s black cat is catncgh ia fat rat. Dialogue A: What 's the matter, Alice? You look so unhappy. B: I had a bad day yesterday. A: What happened? B: I went shopping and lost my bag. A: Your bag? Did you get it back?
Topic1、I bet you can. 中文：我确信你能做到。 Topic2、Did you enjoy your flight? 中文：你的飞行旅途愉快吗？ Topic3、Cheer up! 中文：高兴起来!振作起来! Topic4、I have nothing to do with it. 中文：那与我无关。 Topic5、It's a nice day today. 中文：今天天气很好。 Topic6、How is it going? 中文：情况怎么样？ Topic7、Please show me the menu. 中文：请把菜单给我。 Topic8、I've had enough. 中文：我已经吃饱了。 Topic9、I can't tell. 中文：我说不准。 Topic10、Do you have a room available? 中文：你们有空房间吗？ Topic11、Let's get to the point. 中文：让我们言归正传。 Topic12、Don't worry about it. 中文：别担心。 Topic13、Take my word for it. 中文：相信我的话。 Topic14、Let's keep in touch. 中文：让我们保持联系。 Topic15、It's awesome. 中文：棒极了! Topic16、It doesn't make any difference. 中文：都一样。 Topic17、Keep the change. 中文：不用找了。 Topic18、It's a piece of cake. 中文：这很容易。 Topic19、Let me put it this way. 中文：让我这么说吧。
初级口语教程,英语口语入门学习材料 篇一：英语口语(一) 江西省南昌市20XX-20XX学年度第一学期期末试卷 （江西师大附中使用）高三理科数学分析 试卷紧扣教材和考试说明，从考生熟悉的基础知识入手，多角度、多层次地考查了学生的数学理性思维能力及对数学本质的理解能力，立足基础，先易后难，难易适中，强调应用，不偏不怪，达到了“考基础、考能力、考素质”的目标。试卷所涉及的知识内容都在考试大纲的范围内，几乎覆盖了高中所学知识的全部重要内容，体现了“重点知识重点考查”的原则。1．回归教材，注重基础 试卷遵循了考查基础知识为主体的原则，尤其是考试说明中的大部分知识点均有涉及，其中应用题与抗战胜利70周年为背景，把爱国主义教育渗透到试题当中，使学生感受到了数学的育才价值，所有这些题目的设计都回归教材和中学教学实际，操作性强。2．适当设置题目难度与区分度 选择题第12题和填空题第16题以及解答题的第21题，都是综合性问题，难度较大，学生不仅要有较强的分析问题和解决问题的能力，以及扎实深厚的数学基本功，而且还要掌握必须的数学思想与方法，否则在有限的时间内，很难完成。3．布局合理，考查全面，着重数学方法和数学思想的考察
在选择题，填空题，解答题和三选一问题中，试卷均对高中数学中的重点内容进行了反复考查。包括函数，三角函数，数列、立体几何、概率统计、解析几何、导数等几大版块问题。这些问题都是以知识为载体，立意于能力，让数学思想方法和数学思维方式贯穿于整个试题的解答过程之中。 二、亮点试题分析 1．【试卷原题】11.已知A,b,c是单位圆上互不相同的三点，且满足Ab?Ac，则AbAc?的最小值为（） ? ? ?? 1 41b．? 23c．? 4D．?1 A．? 【考查方向】本题主要考查了平面向量的线性运算及向量的数量积等知识，是向量与三角的典型综合题。解法较多，属于较难题，得分率较低。 ??? 【易错点】1．不能正确用oA，ob，oc表示其它向量。 ????
英语语音教案英文版
英语语音教案英文版 【篇一：英语音标教案】 兀音（20个） 辅音（28个） 第一讲教学目标: (vowels) ［i:］ 、［i ］、［e ］、⑺和辅音 教学重点和难点: 1.掌握元音［i:］、［i ］、［e ］、［?］和辅音［p ］、［b ］、［t ］、［d ］、［k ］、［g ］ 的正确发音、口形变化及掌握读音规则。 2.掌握辅音和元音的拼读 方法。3.字母aa-nn 的音标。 教学过程： step1 revision 1. 复习26个字母，齐唱abc 歌。 2.请个别学生朗读字母 a-n. step2 prese ntati on 1.告诉学生英语中有26个字母，提问：英语中有多少音标？多少元 音，多少 辅音？ （ 48个音标，其中元音二十，辅音二十八） 音的关系就像拼音的声母和韵母一样。 2.今天我们将学习四个前元音 ［t ］、［d ］、［k ］、回。 en glish phon etic symbols 英语国际音标表（48个） (consonants)［p ］ 、［b ］、 ［t ］、［d ］、［k ］、回 2.要求学生熟练掌握字母 aa-nn 的音标。 1.要求学生熟练掌握元音 兀音和辅 ［i:］、［i ］、［e ］、［?］和六个辅音［p ］、［b ］、
3. ppt展示四个前元音的口形图，告诉他们发音要领，请学生跟读。［i:］发音时舌尖抵下齿，前舌尽量抬咼，口形扁平。（它就是字母ee 的音标）。［i］发音时舌尖抵下齿，舌前部抬高，舌两侧抵上齿两侧；口形扁平。［e］发音时舌尖抵下齿，舌前部稍抬起，舌位比［i:］低，唇 形中长，开口比［i:］ 大。 ［?］发音时舌尖抵下齿，舌前部稍抬起，舌位比［e］更低，双唇平伸，成扁平 形。 4?请学生个别读，同桌对读，小组读，注意这四个音的区别。 5. 要求学生找出自己知道的，含有［i:］等四个元音的单词，并总结字母组合与发音的关系。如： [i:]e she, be, we eaeat, clea n, teacher eesee, three, meet eykey i police [i]i big, pig, fish y any, many, family a orange [e]e bed, egg, ten a many, any, eabread, sweater, ［?］a bag, apple, man 6. 教六个辅音［p］、［b］、［t］、［d］、［k］、［g］，告诉学生［p］、［t］、［k］是清辅音，不引起声带震动，而［b］、［d］、回是浊辅音，引起声带震动。注意和拼音的区别。学生模仿这六个辅音的发音。 7. 告诉学生辅音和元音相拼时，辅音轻，元音重，两音相拼猛一碰”。 8. 在读准单个元音和辅音的基础上，将每一个辅音与元音拼读，反复学习朗读音
英语语音教程教案 张业雀 Unit 1 本章的学习内容是音节、重音、节奏及如何打招呼和道别。 音节(Syllable)：能构成音节的音必须是比邻近的音更为响亮而突出的音。元音的发音响亮，所有的元音都能构成音节。辅音的发音较弱，一般不能单独构成音节，只有三个响辅音[m][n][l]可以同它们前面的另外一个辅音构成章节。例： good /(1) father /(2) familiar /(3) practice English /(4) 重音(Stress)：在双音节或多音节英语单词里，通常有一个音节特别响亮，这个音节就是具有单词重音的音节。重音音节的音调通常更长、更响亮、更高。有三种强度不同的级别：重音、次重音、非重音。由两个名词组成的合成词，重音通常落在第一个名词上。例：beautiful // (3) important / / (3) pronunciation / / (5) possibility // (5) snowman // (2) cowboy // (2)节奏(Rhythm)：英语节奏的特点表现为重读音节出现的间隔大致相等。例： There are 10 students in the class. (8) They will have a meeting tomorrow. (9) I bought a book yesterday. (7) 语言功能：打招呼、道别 常用句型：1. hello/hi 2. my name is … 3. Shall I call you…?
4. Good to see you. 5. See you later. Unit 2 本章的学习内容是英语的塞音，如何介绍自己、互相介绍。 英语的塞音Stops)也称为爆破音，发音器官某些部位形成阻塞，受阻的气流被逼近闭塞部位后方，形成阻碍的发音器官迅速分开，受阻气流爆破而出，发音短促，声音不能延续。塞音共六个可分三对，每一对的发音部位、发音方法均相同，只有声带振动与否（清或浊）及送气不送气的区别。 清送气 浊不送气 双唇音： 齿龈音： 软腭音： 注意每一对塞音的辨音： pig // big // pill // bill // pack // back // tear // dear // bet // bed // letter / / ladder// coast // ghost // leak / league // worker // vigor // 语言功能：介绍自己、互相介绍 常用句型：1. This is …
《综合英语》课程标准 课程编号：0507 课程名称：综合英语 教学模式：理论+实践，教、学、练一体化 计划学时：208 适用专业：商务英语、旅游英语、应用英语 第一部分前言 一、课程的性质 综合英语是外国语学院商务英语、旅游英语和应用英语专业的必修课程，是一门英语综合能力课。主要是传授英语基础知识，对学生进行全面的、严格的语言基本技能训练，奠定良好的语言基础，培养和提高学生综合运用英语的能力。 综合英语课程教学对象为商务英语、旅游英语和应用英语专业一、二年级学生，共开设三个学期，每周四学时。 该课程先修课程为高中英语，同修及后续课程包括英语视听说、基础英语口语、高级英语口语等。 二、课程的基本理念 1、坚持以高职教育培养目标为依据，秉承实用为主、够用为度的原则，以英语语言知识与应用技能、学习策略和跨文化交际为重点。
2、通过对英语原文材料的讲解分析，向学生系统传授词汇、语法、句法、篇章、修辞等英语语言基本知识。 3、采用行之有效的教学方法，通过课内外实训练习提高学生听、说、读、写、译综合能力。 4、在整个教学过程中有意识地培养学生多元文化思维能力及跨文化交际能力。 三、课程的设计思路 综合英语课程以现代外语教学理论为指导，以遵循语言教学和语言习得的客观规律为前提，集多种教学模式和教学手段为一体。依据高职教育培养目标，在帮助学生打好语言基础的同时，重视培养学生英语实际应用和交际能力，加大对听、说、写等产出技能的训练强度和考核比重，为学生真正具有国际交流能力打下厚实的基础。 坚持以人为本，关注学生情感，激发学生学习英语的兴趣，注重培养和提高学生的自主学习能力，为学生提供自主学习资源，在帮助其形成有效的学习策略的同时，提高他们的创新意识、创新能力、应用能力、分析和解决问题能力，为学生的后续学习和发展打下坚实的基础。 注重学生的语言实践活动。坚持以学生为中心、以教师为主导的教学原则，运用交际为目的、师生互动的教学方法，充分调动、发挥学生主体性，培养学生参与课堂教学实践活动的意识和习惯。同时最大限度地超越课堂和语言学习的限制，尽可能地拉
英语语音 元音辅音的学习 一、元音 熟悉元音舌位图对于准确掌握元音的发音非常重要。通过元音舌位图的指导，在元音学习时明白舌位的变化，在练习的过程中能有意识地感到发音的部位。舌头抬起的高度（high、mid、low）;舌头最高部分的位置（front、central、back）;元音的长度或强度（long or short; tense or lax）;唇的圆展（rounded or unrounded） 二、辅音 在辅音学习中，对发音常识的认知，比如发音与发音器官的关系，唇齿音的位置，肌肉的紧张与松弛程度，声带的振动与否，气流的通道是口腔还是鼻腔等，都将对音的准确与否产生影响。在学习过程中，发音常识能给与理性指导。辅音的分类非常细致，总共有6个爆破音；9个摩擦音；2个塞擦音；3个鼻音；3个近似音；1
个边音。 注意，在英语中有/b//d//g//p//k/等辅音，汉语中也有。但汉语中的/b//d//g/等是不送气的，声带基本不震动。所以大家可以感受到，英语辅音是压迫出声的，气流冲破感要强得多，声带震动也强烈。如果我们仍用发汉语辅音的习惯去发英语辅音，那么会有“波”“泼”“摸”之类的音出现，cat会发成“凯特”，book会发成“布克”等等。这就是明显的中式英语，所以应特别注意英语辅音中发音时的气流冲破感。 三、常见易错易混元音、辅音 前元音/i/ /i:/ 和短元音/I/ /i/ Believe me. 相信我。 It's a deal. 一言为定。 I mean it. 我是认真的。 Zip your lips! 闭上你的嘴！ It's Greek to me. 我完全听不懂。 Business is business. 公事公办。 I beat him down to fifteen.我把价给他杀到了15元。 后元音/?/和/?:/
初级口语教程Lesson9 Stop Eating Fried Potatoes Lesson 9 Text A Stop Eating Fried Potatoes Mrs Jenkins went to her doctor one day, because her heart was giving her trouble. The doctor listened to her heart carefully and did a few other things. Then he said, Well, Mrs Jenkins, stop smoking, and then you'll soon be quite all right again. But doctor, answered Mrs Jenkins quickly, I've never smoked. I don't like smoking. Oh, well, said the doctor, then don't drink any more alcohol. But I don't drink alcohol, answered Mrs Jenkins at once. Stop drinking tea and coffee then, the doctor said to her. I only drink water, answered Mrs Jenkins. I don't like tea or coffee. The doctor thought for a few seconds and then said, Well,. . . er. . . do you like fried potatoes? Yes, I like them very much, answered Mrs Jenkins. All right, then stop eating those, said the doctor as he got up to say goodbye to Mrs Jenkins. Text B Keep Him in Bed MRS WELSH： Get up, Peter. It's late. PETER： I can't get up , Mom. I'm ill.
中文：行不通。 Topic2、It won't happen again. 中文：下不为例。 Topic3、I've got a headache. 中文：我头痛。 Topic4、I'm crazy bout English. 中文：我非常喜欢英语。 Topic5、Can you give me some feedback? 中文：你能给我一些建议吗？ Topic6、I'm sorry to hear that. 中文：听到这个消息我感到遗憾。 Topic7、Pain past is pleasure. 中文：过去的痛苦即是快乐。 Topic8、It's up to you. 中文：一切由你决定。 Topic9、Keep up the good work. 中文：再接再厉。 Topic10、I apologize. 中文：我很抱歉。 Topic11、May I have your name, please? 中文：请问你叫什么名字？ Topic12、Keep the change. 中文：不用找了。 Topic13、It's a nice day today. 中文：今天天气很好。 Topic14、It's awesome. 中文：棒极了! Topic15、Let's hope for the best. 中文：让我们往好处想吧。 Topic16、Can I take a message? 中文：要我传话吗？ Topic17、Can you give me a wake-up call? 中文：你能打电话叫醒我吗？ Topic18、I'd like a refund. 中文：我想要退款。 Topic19、It takes time. 中文：这需要时间。
流行英语句子 导读：本文是关于句子大全的文章，如果觉得很不错，欢迎点评和分享！ 1、看，天在下雨；听，心在哭泣。 Look, it's raining; listen, my heart is crying. 2、说不爱就不爱的人你们有心吗？ Do you have a heart to say you don't love people you don't love? 3、我不是最喜欢你，是只喜欢你！ I don't like you the most, I just like you! 4、曾经在我眼前，却又消失不见。 Once in front of me, but disappeared. 5、回不回去的回忆，我早已忘记。 I have forgotten the memory that I can't go back. 6、积少成多，争取每天进步一点。 Accumulate less into more, and strive for a little progress every day. 7、分开以后，我爱上的人都像你。 After separation, I love people like you. 8、如果终要分开，宁愿当初不遇。 If we want to separate eventually, we would rather not
meet at the beginning. 9、何必那么浮华，平淡其实很好。 Why is it so flashy? Plain is really good. 10、鸟儿美在羽毛，人们美在勤劳。 Birds are beautiful in feathers, and people are beautiful in diligence. 11、回忆淹没我们，时间拆散我们。 Memories drown us, time tears us apart. 12、谁曾与我许下天长地久的誓言？ Who ever made an everlasting oath with me? 13、分手后的思念，注定就是犯贱。 The missing after breaking up is doomed to be cheap. 14、在你眼光，我看不到一丝在乎。 In your eyes, I can't see a trace of care. 15、若非为等一人，何苦守此空城。 If it's not for one person, why bother to keep this empty city? 16、人累了就睡觉，心累了就傻笑。 People sleep when they are tired, and laugh when they are tired. 17、拼一分高一分，一分成就终生。 Spell one point high one point, one point achievement
《英语语音》课程教学教案 Unit 1 Purpose: The students will learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in English. Objectives: Students will be able to : 1.Define - in their own words a definition for “syllable”and “stressed syllable”, then a definition for “rhythm” and “rhythmic pattern”; https://www.doczj.com/doc/841957686.html,pare – based on the understanding of the basic concept, compare the degrees of stress and different rhythmic patterns; 3.Practice –imitate the typical stress patterns and rhythmic patterns in English. Resources/Materials: 1.Handouts: illustration of stress patterns and rhythmic pattern; 2.Recordings of native speakers Activities and Procedures: 1.Begin by asking the class to find out how much the students know about stress patterns and rhythmic patters in English, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves. 2.Display examples by playing the recording of the native speakers showing the typical stress patters and rhythmic patterns in English. 3.Ask the students to listen to the tapes to mark out the stressed syllables in words. 4.Ask the students to listen to the tapes to mark out the stressed words in sentences. 5.Have the students imitate the stress patterns and rhythmic patterns to experience the rhythm in speech. 6.Have the students share what they have learned by reading out the practice materials in pairs. 7.Have the students listen to the conversations recorded by native speakers of English and try to get the rhythmic patterns in their speech. 8.Have the students practice the guided conversation. Ask them to pay special attention to the stress the rhythm in speech. 9.Highlight the language function in the conversation in the practice. 10.Have several pairs of the students present their conversation in the class. https://www.doczj.com/doc/841957686.html,ment on the students’performance by highlighting the achievement of the students and the efforts they need for the improvement. 12.Ask the students to do more practice after class and get ready for presentation during the next session. 附: 要点、重点和难点 Unit 1 Basic Concepts: Syllables, Stress & Rhythm In this unit, we are going to learn some basic concepts in English pronunciation.
提高英语口语能力的几种方法 如何提升英语口语水平是学习英语人士问过千万次的问题。这是 一个简单、现实的问题，但也是一个复杂、难以回答的问题。对这个 问题最忠实也最简单的回答是多讲。不过如何多讲呢?下面给读者一 个实实在在的回答。 口语练习的理解问题 我国学生的常见病是爱面子、害羞，不愿意开口，怕犯错误，特 别是语法错误，总担心别人笑话自己。事实上，越是害怕犯错误越是 会犯错误，而且是更严重的错误，即交流失败。我们在讲汉语的时候，注意力是放在所要表达的意义上的。我们可能注意语气轻重、选词是 否恰当，却很少注意句子语法结构。口语交流的重心按其重要性来说，首推有效性，流畅性次之，恰当性再次之，语法的准确性恐怕是最不 重要的了。学习英语口语能够说是在持续犯错误的过程中练习、进步的。害怕犯错误而不敢开口讲英语的人是练不好口语的。今天犯错误 是为了明天不犯错误，所以练口语应该积极主动、大胆、克服害羞心理，利用一切可利用的机会讲英语，和别人对话、讨论，对景物独白 描写，阅读后复述内容，参加英语角、英语演讲比赛等等。这样，英 语口语水平就会提升得比较快。 口语练习是一个过程，进步的速度是和练习者所付出的时间成正 比的。刚开始时，进步的速度可能很慢，让人着急。但只要坚持练下去，很快就会有效果。 对话是最有效的方法 众所周知，对话是提升口语水平最有效的方法，所以应该抓住一 切机会和说英语的人士对话。口语的流利水准是和对话练习的时间成 正比的。有人曾算过一笔帐，一个人每天使用母语(讲话)的时间约为 10个小时左右，即一年中他讲母语的时间可能有三千多小时，而一个 学习英语的人平均每天真正讲英语的时间可能连一个小时也没有。就
第三册 一、Measuring And Comparing 形容物品、度量、比较 301. What's the height of the building? 这座楼有多高？ 302. How much does the elephant weight? 这个大象有多重？ 303. What's the color of your new dress? 你的新衣服是什么颜色的？304. What's the size of your shoes? 你的鞋多大尺寸？ 305. My brother is twice as tall as your sister. 我弟弟比你妹妹高一倍。306. My grandma is 40 years older than me. 我祖母比我大40岁。307. This river is one third as long as that river. 这条河只有那条河的三分之一长。 308. What's the shape of your balloon? 你的气球是什么形状？ 309. How wide is this bridge? 这座桥有多宽？ 310. How thick is the ice here? 这儿的冰有多厚？ 311. This metal is harder than that one. 这种金属比那种硬。 312. He can run as fast as Jim. 他跑的和吉姆一样快。 313. Kate is smarter than I. 凯特比我聪明。 314. How long do you watch TV every day? 你每天看多长时间电视？315. How often do you go swimming? 你多久去游一次泳？ 二、Asking For Help 寻求帮助 316. Would you please open the door for me? 请你帮忙开个门好吗？317. May I ask you a question? 我能问你个问题吗？ 318. Please give me a hand. 请帮我个忙。 319. Could you do me a favor? 能请你帮个忙吗？
Lesson 1 Text A How Old Is She? A woman was having some trouble with her heart, so she went to see the doctor.He was a new doctor, and did not know her. so he first asked some questions, and one of them was , "How old are you?" "Well," she answered, "I don't remember. doctor, but I will try to think." She thought for a minute and then said, "Yes. I remember now, doctor! When I married, I was eighteen years old, and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn't it?" Text B Could I Speak to Jim,Please? A: Hello, 332440. B: Oh hello, Sally. This is Dave Thomson here. Could I speak to Jim please? A: I'm afraid he's not in at the moment Dave. He went out about an hour ago and he's not back yet B: Any idea when he might?be back? A: Well, he shouldn't be long. He said he was just going to get some paint. But I wouldn't be surprised if he's stopped off at the pub on B: O. K. well , tell him I've called , will you , and I'll try again later. the way back. A: All right. Goodbye , Dave. B: Thanks then Sally. Goodbye. Questions on Text B 7. Read the following passage once. Underline the key words while reading and retell the story to your partner. Accident The river, you see, was never really safe at that time of the year- early autumn, I mean, when there is heavy rainfall. So when I heard the children had gone swimming, as they used to all spring and summer, I knew there might be an
New Inside Out Elementary Unit 1 Test Name _______________________ Score ______/50 Part A Vocabulary Countries and nationalities 1 Complete with countries and nationalities. Country Nationality a) _____________ Russian Brazil b) _____________ c) _____________ Spanish China d) _____________ e) _____________ Italian (5 points) Common objects 2 Add the missing vowels (a, e, i, o, u) to complete the words and phrase. a) b _ _ k b) _ m b r _ l l _ c) m _ b _ l _ p h _ n _ d) m _ g _ z _ n _ e) t _ s s _ _ s (5 points) Numbers 0–10 3 Write the numbers. a) 2 _________________ b) 5 _________________ c) 7 _________________ d) 0 _________________ e) 8 _________________ (5 points)
Grammar be: present simple affirmative 4 Complete the sentences with the correct form of be. a) __________ your camera Japanese? b) I __________ from Madrid. c) We __________ Polish. d) __________ you American? e) She __________ from Germany. f) __________ they from China? (6 points) a / an 5 Underline the correct word. a) a / an toothbrush b) a / an apple c) a / an umbrella d) a / an diary (4 points) this / these 6 Complete the questions with this or these. a) What’s _____________ ? It’s a bag. b) What’s _____________ ? It’s a pen. c) What are _____________ ? They’re watches. d) What’s _____________ ? It’s my camera. e) What are _____________ ? They’re keys. (5 points)
__________________________________________________ Teaching Plan for English Pronunciation Practice 《英语语音》课程教学教案 Unit 1 Basic Concepts: Syllables, Stress & Rhythm Unit 2 Consonants: Stops Unit 3 Consonants: Fricatives and Affricates Unit 4 Consonants: Nasals, Approximants & Literal(s) Unit 5 Vowels: Front Vowels & Central Vowels Unit 6 Vowels: Back Vowels Unit 7 Vowels: Diphthongs Unit8 Stressed Syllables & Unstressed Syllables Unit 9 Stressed Words & Unstressed Words in a Sentence Unit 10 Strong Forms and Weak Forms Unit 11 Linking Unit 12 Rhythm of English Speech Unit 13 Types of Intonation in English Unit 14 Intonation Units of English Unit 15 Functions & Uses of English Intonation
Unit 1 Lesson Plan Basic Concepts: Syllables, Stress & Rhythm (教案：附要点、重点和难点) Date: Sept.16-20 Class: Classes 1, 2 & 3, Grade 2002 Subject: English Pronunciation Practice Purpose: The students will learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in English. Objectives: Students will be able to : 1.Define - in their own words a definition for “syllable”and “stressed syllable”, then a definition for “rhythm” and “rhythmic pattern”; https://www.doczj.com/doc/841957686.html,pare – based on the understanding of the basic concept, compare the degrees of stress and different rhythmic patterns; 3.Practice –imitate the typical stress patterns and rhythmic patterns in English. Resources/Materials: 1.Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000; 2.Handouts: illustration of stress patterns and rhythmic pattern; 3.Recordings of native speakers Activities and Procedures: 1.Begin by asking the class to find out how much the students know about stress patterns and rhythmic patters in English, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves. 2.Display examples by playing the recording of the native speakers showing the typical stress patters and rhythmic patterns in English. 3.Ask the students to listen to the tapes to mark out the stressed syllables in words. 4.Ask the students to listen to the tapes to mark out the stressed words in sentences. 5.Have the students imitate the stress patterns and rhythmic patterns to experience the rhythm in speech. 6.Have the students share what they have learned by reading out the practice materials in pairs. 7.Have the students listen to the conversations recorded by native speakers of English and try to get the rhythmic patterns in their speech. 8.Have the students practice the guided conversation. Ask them to pay special