Lesson 38 Nick’s Busy Month
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Unit 3. Is this your pencil ? 语法专项 一．含有be动词的一般疑问句 教材典句： 1.Is that your schoolbag ? 那是你的书包吗？No, it isn’t . 不，它不是。 2.Is this your pencil ? 这是你的铅笔吗？Yes, it is . 是的，它是。 3.Are these your books ? 这些是你的书吗？No, they aren’t . 不，它们不是。 以上三个句子都是含有be动词的一般疑问句及其肯定或否定回答。 语法全解 1.定义 一般疑问句是用来询问事情或某种情况是否属实，并需要对方用yes或no作出肯定或否定回答的问句。 ①. 一般疑问句中主语为this/ that 时，答语中主语用it。 Is this/ that your pen ? Yes, it is./ No, it isn’t . 这/那是你的钢笔吗？是的，它是。/不，它不是。 ②. 一般疑问句中主语为these/those 时，答语中主语用they. Are these/ those his books ? 这些/那些是他的书吗？ Yes,they are. / No, they aren’t . 是的，它们是。/不，它们不是。 3.一般疑问句的朗读： 语调：朗读一般疑问句用升调，其简略答语用降调。 Is that a baseball ? 升调那是一个棒球吗？ Yes, it is . 降调/ No, it isn’t . 不，它不是。 4.将含有be动词（am, is, are）的陈述句转换为一般疑问句的规则： 将be动词（am, is, are）提至句首（首字母要大写），句末用问号。将陈述句中的主语I 改为you, 遇到形容词性物主代词my时将my改为your, 其他的通常不变。 I am Zhang Yang . 我是张阳。==》Are you Zhang Yang? 你是张阳吗？ That is my bike . 那是我的自行车。==》Is that your bike ? 那是你的自行车吗？助记： 含有be动词的陈述句变一般疑问句 说明：“一调”即把be动词调至句首；“二改”即把be动词首字母大写，再把原句首字母小写（人名、地名等专有名词除外），将人称代词I 改为you, 将形容词性物主代词my改为your；“三问号”即在句末加上问号。 练一练： Is this his ruler ? ________, It’s my ruler . A.Yes B. No C. Not D. Don’t
Lesson plan Unit 5 Traveling Abroad Period 1 Warming-up and reading Time: 45 minutes The number of students: 50 The grade of students: grade two in high school 1.The analysis of teaching materials: This unit formsa part of high school English teaching material, Student’s Book 7. This unit can be divided into three parts: warming-up, reading, listening about language. Its main topic is traveling abroad and it contains two reading materials, studying in foreign country and traveling in foreign country. Today,we will learn the first part, studying in a foreign country. In this unit, it tells students what problems they will meet in foreign countries and how to deal with these problems. Also, it introduces the benefits and difficulties of studying abroad through the story of Xie lei. 2.The analysis of students: As high school students, they have learned English for several years and they have a basic command of English. Students will be interested with a certain topic easily, such as traveling, sports healthy life and so on, which adapts to their physical and psychological characteristics. Additionally, students are weak in English speaking, so in my class, I will design some questions and activities for them to practice their pronunciation.
Move Over, Big Brother 1.Living without privacy, even in his bedroom, was no problem for Louis XIV. In fact, it was a way for the French king to demonstrate his absolute authority over even the most powerful members of the aristocracy. Each morning, they gathered to see the Sun King get up, pray, perform his bodily functions, choose his wig and so on. 2.Will this past—life without privacy—be our future? Many futurists, science fiction writers and privacy advocates believe so. Big Brother, they have long warned, is watching. Closed-circuit television cameras often track your moves; your mobile phone reveals your location; your transit pass and credit cards leave digital trails. Now there is the possibility that citizens are being watched. 3.But in the past few years, something strange has happened. Thanks to the spread of mobile phones, digital cameras and the internet, surveillance technology has become far more widely available. Bruce Schneier, a security guru, argues that a combination of forces—the miniaturisation of surveillance technologies, the falling price of digital storage and ever more sophisticated systems able to sort through large amounts of information—means that “surveillance abilities that used to be limited to governments are now, or soon will be, in the hands of everyone.” 4.Digital technologies, such as camera phones and the internet, are very different from their analogue counterparts. A digital image, unlike a conventional photograph, can be quickly and easily copied and distributed around the world. Another important difference is that digital devices are far more widespread. Most people take their camera phones with them everywhere. 5.The speed and ubiquity of digital cameras lets them do things that film-based cameras could not. In October, for example, the victim of a robbery in Nashville, Tennessee, used his camera-phone to take pictures of the thief and his getaway vehicle. The images were shown to the police, who broadcast descriptions of the man and his truck, leading to his arrest ten minutes later. 6.The democratisation of surveillance is a mixed blessing, however. Camera phones have led to voyeurisms and new legislation to strengthen people?s rights to their own ima ge. In September, America?s Congress passed the “Video Voyeurism Prevention Act”, which prohibits the photography of various parts of people?s unclothed bodies or undergarments without their consent. The legislation was prompted both by the spread of camera-phones and the growing incidence of hidden cameras in bedrooms, public showers, toilets and locker rooms. Similarly, Germany?s parliament has passed a bill that outlaws unauthorized photos within buildings. In Saudi Arabia, the import and sale of camera-phones has been banned, and religious authorities have denounced them for “spreading obscenity”. South Korea?s government has ordered manufacturers to design new phones so that they beep when taking a picture. 7.There are also concerns about the use of digital cameras and camera-phones for industrial espionage. Sprint, an American mobile operator, is now offering one of its best-selling phones without a camera in response to demands from its corporate customers, many of which have banned cameras in their workplaces. Some firms make visitors and staff leave camera-phones at the entrance of research and manufacturing facilities—including Samsung, the South Korean company that pioneered the camera phone. 8.Cheap surveillance technology facilitates other sorts of crime. Two employees at a petrol station in British Columbia, for example, installed a hidden camera in the ceiling above a card reader, and recorded the personal identification numbers of thousands of people. They also
Unit 1 My name’s Gina. 语法专项：形容词性物主代词 教材典句 1.W hat’s his name ? 他叫什么名字？ —His name’s Eric . 他的名字叫埃里克。 2.What’s her name ? 她叫什么名字？ —She’s Mary . 她叫玛丽。 3.What’s your telephone number , Li Xin ? 李欣，你的电话号码是什么？ 以上句子中分别含有形容词性物主代词his，her, your,今天我们就来学习一下形容词性物主代词的用法。 语法全解 物主代词是表示所有关系的代词，是人称代词的属格形式。它分第一人称、第二人称和第三人称，每个人称又分单数和复数。物主代词可分为形容词性物主代词和名词性物主代词。本单元主要涉及形容词性物主代词。 第一人称第二人称第三人称单数复数单数复数单数复数 形容词性物主代词my 我的 our 我们的 your 你的 your 你们的 his 他的 her 她的 its 它 的 their 他/她/ 它们的 形容词性物主代词的用法与形容词的用法相似，可以修饰名词，一般放在被修饰的名词之前，不能单独使用。如果名词前面还有其他的定语，物主代词要放在其他定语的前面。 my pen 我的钢笔my red pen 我的红色钢笔 your name 你的名字his mother 他的母亲 练一练： ①. Please send ________ best wishes to Mary . A.I B. me C. my D. mine ②. __ Does Miss White like sports ? __ Yes, _________ favorite sport is tennis . A.he B. she C. his D. her ③. This is ________ pen . A.red my B. he red C. red his D. her red ④. __ I’m Linda. What’s your name ? _________ name is Lucy . A.I B. Me C. My D. Mine 4. 介绍自己： （1）My name’s+名字我的名字叫．．．．．． （2）I’m+名字我是．．．．．． 5. 询问姓名 (1)What’s your name? 你叫什么名字？ ----Alan.艾伦。/ My name’s Alan.我的名字叫艾伦。/ I’m Alan. 我叫艾伦。 What’s = What is name’s = name is I’m = I am (2)What’s his name? 他叫什么名字？
Lesson Plan School:Jincai High School Northern Campus（进才中学北校）Teacher:Shirley (刘莉 ) Subject:English Material:Oxford English 6B, Page 42-43 Topic :Module 2Changes Unit 6seasonal changes Class:Class 1 Grade 6 Teaching Aims: 1. Language focus: . Using the simple present tense to express simple truth e.g. Many flowers grow in the garden. Using connectives to give reason e.g. Not many students like playing in the playgroun because it is hot. Using connectives to link similar ideas e.g.Many srudents like having ice cream and soft drinks. Using the simple present tense to express sinple truth e.g.It helps them keep warm 2. Ability aims: To make the students pay attention to the seasonal changes in school and say them out. To train the students ’ability of listening. To help the students to listen for specific information about seasons. To let the students to open an interaction by asking and answer questions. To help the students to observe the different scene in the school to get information and write a report about their school life. 3. Emotion aims: To arouse the students ’interest in learning English. To help the students know about the seasons and love the nature. Main points: 1. Using many,not many to show quantities. https://www.doczj.com/doc/f09353205.html,ing the simple present tense to ask and answer questions. 3.Make the students know how to give reason.
个性化教学辅导教案 姓名学校年级七年级性别总课时20 第1 课 教学目标能听懂、读懂有关人物介绍的短文。说出自己或者朋友的特征及爱好；能恰当运用相关句型写出关于自己的短文。 重点 难点 课前 检查 作业完成情况：优□良□中□差□建议__ 课堂教学过程 中西方名字差异 在中国，我们的姓名通常是先说姓氏，再说名字。如：Gao Ming,Gao是姓，Ming是名。而英美人的姓名构成顺序是名字在前，姓氏在后。例如：Jim Smith,Jim是名，而smith是姓。由于名字放在第一位，所以英语中的“名”叫first name,也可以说是given name。而姓氏在后，因此，姓叫“last name”，或者说family name。 一、重要单词 名词：grade年级 student学生 reading阅读 classroom同班同学 classroom教室 Dancing跳舞，舞蹈 swimming游泳 age年龄 hobby爱好 glasses{复}眼睛代词：everyone每人，人人 形容词：cute可爱的，讨人喜欢的 glad高兴的 副词：over穿过 感叹词：oh 哦，啊 二、必会短语 After school放学后 be good at 擅长于 come from来自 12 years old 12岁 have short hair 留着短发 love reading 喜爱阅读 Play football踢足球 in Grade7在七年级 our chinese teacher我们的语文老师 Go home 回家 live with 和……一起居住 at school在学校 Look after 照料，照看 课文 三、要点解析 重点一： What’s your name? 你叫什么名字？ My name is Hobo.我的名字叫霍波。 “What’s your name?”是询问对方名字的一句话。其回答句是“My name is...”，也可以用“I’m...”。如想反问对方时可以说：“And you?”或者“And what’s your name?” 拓展：询问对方名字还可以说： Could you tell me your name?你能告诉我你的名字吗？ May I have your name?我哦可以知道你的名字吗？ 例句：—What’s your name? —-----? A.I’m Li Ming B.I’m fine C.Today is sunny D.I like milk 要点二：Are you my master?你是我的主人吗？
[1] For most of its history, psychology had concerned itself with all that ails the human mind: anxiety, depression, neurosis, obsessions, paranoia, delusions. Over the decades, a few psychological researchers had ventured out of the dark realm of mental illness into the sunny land of the mentally hale and hearty. Martin Seligman，a psychologist at University of Pennsylvania, wanted to look at what actively made people feel fulfilled, engaged and meaningfully happy. Mental health, he reasoned, should be more than the absence of mental illness. It should be something akin to a vibrant and muscular fitness of the human mind and spirit. What Makes Us Happy [2] So, what has science learned about what makes the human heart sing? More than one might imagine—along with some surprising things about what doesn?t ring our inner chimes. Take wealth, for instance, and all the delightful things that money can buy. Research by Deiner, among others, has shown that once your basic needs are met, additional income does little to raise your sense of satisfaction with life. Neither do education, youth, marriage and sunny days. [3] On the positive side, religious faith seems to genui nely lift the spirit, though it?s tough to tell whether it?s the God part or the community aspect that does the heavy lifting. Friends? A giant yes. A 2002 study conducted at the University of Illinois by Diener and Seligman found that the most salient characteristics shared by the 10% of students with the highest levels of happiness and the fewest signs of depression were their strong ties to friends and family and commitment to spending time with them. “Word needs to be spread,” concludes Diener. “It is i mportant to work on social skills, close interpersonal ties and social support in order to be happy.” Measuring Our Moods [4] Of course, happiness is not a static state. Even the happiest of people—the cheeriest 10%—feel blue at times. And even the bluest have their moments of joy. That has presented a challenge to social scientists trying to measure happiness. That, along with the simple fact that happiness is inherently subjective. To get around those challenges, researchers have devised several methods of assessment. Diener has created one of the most basic and widely used tools, the Satisfaction with Life Scale. Though some scholars have questioned the validity of this simple, five-question survey, Diener has found that it squares well with other measures of happiness, such as impressions from friends and family, expression of positive emotion and low incidence of depression. [5] Just last month, a team led by Nobel Prize winning psychologist Daniel Kahneman of Princeton University unveiled a new tool for sizing up happiness: the day reconstruction method. Participants fill out a long diary and questionnaire detailing everything they did on the previous day and whom they were with at the time and rating a range of feelings during each episode (happy, impatient, depressed, worried, tired, etc.) on a seven-point scale. [6] Seligman, in contrast, puts the emphasis on the remembering self. “I think we are our memories more than we are the sum total of our experiences,” he says. For him, studying moment-to-moment experiences puts too much emphasis on transient pleasures and displeasures. Happiness goes deeper than that, he argues in his 2002 book Authentic Happiness. As a result of his research, he finds three components of happiness: pleasure (“the smiley-face piece”), engagement (the depth of involvement with one?s family, work, romance and hobbies) and meaning (using personal strengths to serve some larger end). Of those three roads to a happy, satisfied life, pleasure is the least consequential, he insists: “This is newsworthy because so many Americans build their lives around pursuing pleasure. It turns out that engagement and meaning
Section A (2a—3c) 练习Ⅰ. 将方框中的名词按照可数名词和不可数名词分类。 可数名词：____________________________________________________________ 不可数名词：________________________________________________________ Ⅱ. 根据句意及所给首字母提示，补全句中所缺单词。 1. We usually have d at 7:00 in the evening. 2. A w has seven days. 3. Bread is my favorite f . 4. My favorite f is oranges. 5. Don’t always eat meat (肉). Eat some v . Ⅲ. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。 1. Lisa likes hamburgers. (改为否定句) Lisa ________ ________ hamburgers. 2. The girl likes rice. (改为复数句) The ________ like ________. 3. He has an apple every day. (改为复数句) They ________ ________ every day. 4. Do you like chicken? (作肯定回答) ________, I ________. 5. We love strawberries and pears. (对划线部分提问) ________ do ________ love? Ⅳ. 根据对话内容，从方框中选出恰当的选项补全对话。 A: Hi, Jack. Is your birthday next week? B: (1)____________ A: Do you want to have a birthday party (聚会)? B: (2)____________ Oh, Cindy, help me to think about the food. A: OK. (3)____________ B: Sounds good. (4)____________
Teaching Plan Unit 9 Lesson 1 On Your Bike Type: Reading 外国语学院09级本科3班 徐兆云
Unit 9 Wheels Lesson 1 On Your Bike Ⅰ.Background Information Topic: On Your Bike Type: Reading Time Duration: 40 mins Students: students of senior high school Grade 1 Teacher:Xuzhaoyun Ⅱ. Teaching Methods:Task-based Language teaching Ⅲ.Teaching Aims: By the end of the lesson, students should be able to learn the following: Knowledge Aim: (1) New words: benefit,flat, hopeful , therefore ,convenient,parking,insert, thief (2) Expressions: save energy,reduce pollution,thanks to (3) Grammar Point: The Present Perfect Continuous Tense (4) Know about the great benefits of using bicycles. Ability Aim: (1) Improve the ability of fast reading, using the reading skills: scanning and skimming. (2) Improve the ability of fast reaction, judgment and imagination. (3) Improve the ability of retelling the text according to the key words. (4) Master the reading strategies: dealing with difficult words to guess the part of speech and the meanings from the context. Moral Aim:From the text,we should learn from the people of Amsterdam to do something that can help to save enegy,reduce pollution and the traffic safety. Ⅳ.Key points: 1.New words (e.g. convenient, hopeful) 2.Expressions (e.g. save energy,thanks to) 3. Grammar Point: The Present Perfect Continuous Tense Difficult points: The Present Perfect Continuous Tense Ⅴ.Teaching aids: blackboard、chalks、pictures Ⅵ.Teaching procedure: Pre-reading (5 minutes) Questions: 1.How do you parents go to work everyday?(cars,motorcars,buses,etc.) 2.Do you know which country is called “Kingdom of bicycles”and “City of bicycles”?(Netherland and Amsterdam)
2015 1. 早上好！ 2. 下午好！ 3. 晚上好！ 4. ？你好吗？ 5. adj.健康的，美好的 6. int. n. 感谢谢谢 7. 用英语 8. n. 地图 9 n. 杯子 10. n 尺，直尺 11. n. 笔，钢笔 12. n. 橙子 13. n. 夹克衫，短上衣 14. n. 钥匙 15. n. 被子，床罩 16. v 拼写；拼字 17. n. 色；颜色 18. adj. 红色（的） 19. adj. 黄色（的） 20. adj. 绿色（的） 21. adj. 蓝色（的） 22. adj. 黑色（的） 23. adj. 白色（的） 24. adj. 紫色（的） 36. 37. pron. 她 38. pron. 他 39. num.. 零 40. num. 一； 41. num. 二 42. num. 三 43. num. 四 44. num 五 45. num. 六 46. num. 七 47. num. 八 48. num 九电话机 n 中间 初中 外婆姥姥 外公姥爷 它）们 白天 姊妹） 外婆姥姥 姑父姨夫 图画
97. 劳驾请原谅 98. v. 感谢谢谢 99. n. 老师教师 100. prep. 关于 101. .怎么样？….…好吗？102. ….. 为……..而感谢103. v & n. 帮助援助104. adj. 受欢迎的 105. 别客气 106. n. 棒球 107. n. 手表 108. n. 计算机电脑109. n. 游戏运动比赛110. n. 卡片 111. 学生卡身份证112. n. 笔记本 113. n. 戒指 114. n. 袋包 115. n. 图书馆 116. 请求恳求（给予）117. v. 寻找；查找 118. adj一些；某些pron 有些有的119. n 教室 120. n. 电子邮件121. v. （给……）打电话 133. . 134. . n. 书桌；课桌 135. . v. 认为；想；思考136. . n 房间 137. . n. 帽子 138. . n. 头 139. . v. 知道；了解 140. . n 收音机无线电广播141. . n 时钟 142. . n磁带录音带录像带143. . n. 录音机 144 . n. 模型 145. . n. 飞机各个地方 得到 玩耍令人放松的 它）们 思索
TRAITS OF THE KEY PLAYERS 核心员工的特征 What exactly is a key play？ 核心员工究竟是什么样子的? A “Key Player” is a phrase that I've heard about from employers during just about every search I've conducted. 几乎每次进行调查时，我都会从雇主们那里听到“核心员工”这个名词。 I asked a client — a hiring manager involved in recent search — to define it for me. 我请一位客户——一位正参与研究的人事部经理，给我解释一下。 “Every company has a handful of staff in a given area of expertise that you can count on to get the job done. “每家公司都有少数几个这样的员工，在某个专业领域，你可以指望他们把活儿干好。On my team of seven process engineers and biologists, I've got two or three whom I just couldn't live without,” he said. 在我的小组中，有七名化工流程工程师和生物学家，其中有那么两三个人是我赖以生存的，”他说， “Key players are essential to my organization. “他们对我的公司而言不可或缺。 And when we hire your company to recruit for us, we expect that you'll be going into other companies and finding just: 当请你们公司替我们招募新人的时候，我们期待你们会去其他公司找这样的人： the staff that another manager will not want to see leave. 其他公司经理不想失去的员工。 We recruit only key players.” 我们只招募核心员工。” This in part of pep talk intended to send headhunters into competitor's companies to talk to the most experienced staff about making a change. 这是一段充满了鼓动性的谈话，目的是把猎头们派往竞争对手的公司去游说经验丰富的员工们做一次职业变更。 They want to hire a “key player” from another company. 他们想从另一家公司招募核心员工。 Every company also hires from ranks of newbies, 然而，每家公司也从新人中招人。 and what they're looking for is exactly the same. 他们要寻找的是完全一样的东西。 “We hold them up to the standards we see in our top people. “我们把他们和公司顶级员工表现出的特质进行对照。 If it looks like they have these same traits, we'll place a bet on them.” 假如他们看起来有同样特征的话，我们就在他们身上赌一把。” It's just a bit risker.只是这样有点儿冒险。 “It's an educated guess,”“这是一种有根据的猜测，” says my hiring manager client.我的人事经理客户说。 Your job as a future employee is to help the hiring manager mitigate that risk. 作为未来的一名员工，你的工作是帮助人事部经理降低这种风险，