Thinking_for_Speaking

汉译英unit1 section_a父母觉得有责任尽其所能给孩子提供最好的。

(to feel obliged to do/to provide ... for ... )Parents feel obliged to provide the best they can for children.应该严肃认真地大力惩治政治腐败。

(to get serious about/to curb/corruption)It’s time to get serious about curbing political corruption.学校的校长不应指望刚从大学毕业的老师来应付一大群难以对付的孩子。

(principals/fresh from/to deal with)School principals should not expect teachers, fresh from college, to deal with a large group of difficult children.她讲话不多，但言之有理。

(to talk much/to make sense)She doesn’t talk much, but what she says makes sense.对于强加给他的指责，他从未放在心上。

to be indifferent to / to thrust ...on...He was indifferent to the criticism that was thrust on him.为了确保司机的安全，一定要敦促机械师确保汽车发动机已调整好。

(to keep...safe/to urge/mechanics/to make sure/to tune up)In order to keep drivers safe, mechanics are urged to make sure that car engines are properly tuned up.当她站在那儿看到她女儿大学毕业时，内心充满了骄傲。

speaking的重要性作文英文回答：Speaking is a fundamental skill that plays a crucialrole in human communication and personal development. It enables us to express our thoughts, ideas, and emotions effectively, and to connect with others on a meaningful level.Firstly, speaking proficiency is essential for academic and professional success. In educational settings, students are required to participate in discussions, deliver presentations, and engage in debates. A strong command of spoken language allows them to convey their knowledge and ideas clearly, which is critical for achieving their academic goals. Similarly, in the workplace, effective speaking skills are highly valued. Professionals who can communicate their ideas persuasively, negotiate effectively, and inspire their colleagues are more likely to advance in their careers and achieve their professional objectives.Speaking is also vital for social development. It facilitates interpersonal relationships, fosters a sense of community, and strengthens social bonds. Through speaking, we share our experiences, perspectives, and values with others. We connect with people from diverse backgrounds, learn about different cultures, and build meaningful relationships.Moreover, speaking enhances our cognitive abilities. It requires us to organize our thoughts, formulate ideas, and articulate them coherently. The process of speaking helpsus to develop logical reasoning, problem-solving skills,and critical thinking abilities. By engaging in spoken communication, we also expand our vocabulary, improve our grammar, and refine our pronunciation.Furthermore, speaking promotes self-expression and creativity. It allows us to share our unique perspectives, challenge conventional wisdom, and promote innovative ideas. By speaking out, we contribute to a vibrant and dynamic society that values diverse opinions and viewpoints.In summary, speaking is an indispensable skill that empowers us to communicate effectively, succeed in academia and the workplace, foster social connections, enhance our cognitive abilities, and express our individuality. It is a foundational pillar of human development and a key factorin achieving a fulfilling and meaningful life.中文回答：口语能力是人类沟通和个人发展中一项基本技能。

上外版选择性必修四第 1 单元Speaking and Critical Thinking学案课时学习目标：1. 能列出并描述，在生活中交流沟通常常出现问题的场景2. 能通过小组讨论描述一些可能解决交流障碍的技术手段；3. 能够说出在本单元中学到过的交流问题以及它们对应的可能解决策略。

Procedures:I. Lead-inActivity 1: Sharing the cases where communication often breaks down*Teacher: Ask students to share the examples where communication often breaks down and describe them respectively.*Students: Share their findings after last class about the examples where communication often breaks down.Purpose: to get students to know the common examples of communication barrier through sharing among peers.A guiding question:Would you please give your examples where communication often breaks down and describe them respectively?II. SpeakingActivity 2: Discussing technical solutions*Teacher: Divide the students into groups and ask them to choose from the list a specific communication problem and discuss how technology could help to solve the problem.*Students: Discuss and decide on the creative and practical technology which could help solve the problem of communication.Purpose: to help students find the feasible solution through discussion. Guiding questions (instructions):1. Please decide on the specific communication problem you are going to discuss ina group.2. Could you find a both creative and practical technology which can help solve thecommunication problem your group decided on and give your reasons？Afterthat, give a report of your group findings.III. Critical ThinkingActivity 3: Reviewing and critical thinking.*Teacher: Ask students to review all the example of communication barriers they have learned in this unit and categorize them into different types and finish the table with the possible strategies for dealing with them.*Students: Review what they have learned through mind maps or mind palace, and complete the table with the examples and their possible solutions.Purpose: to help students to generalize by identifying common characteristics.Guiding questions (instructions):1. Could you tell all the examples of communication barriers they have learned in this unit and categorize them into different types?2. Please complete the table with the examples and their possible solutions. You should categorize them into proper blank according to ‘general’ or ‘specific’.Barrier general specificStrategy Specific generalpsychological (1)stage fright·preparing a manuscript indrawing on getting cold feet beforecase of needgiving a speech or a·trying to move a little bit(2)personalbarrier presentationrather than stand still resources embarrassment·doing breathing exercises(3)lack of confidencePhysiologicaldrawing on·drawing on close guidance(1)ill health·drawing on proper training(2)poor eyesightinterpersonal·turning to other people forbarrier(3)hearing difficultiesresources(4)pain help,such as a teacher(inIV. HomeworkWrite a report on either of the following topics:1. the technology that helps to solve the communication barriers2. the most helpful strategy in dealing with communication barriers in my life。

Unit2 Listening and Speaking and Reading and Thinking知识-清单破I.核心单词（A）写作词汇——写词形1.__________ adj.复杂的；难懂的；（语法）复合的2.__________ vt.&ⅵ.记起；回想起3.__________ vi.参加；参与（活动）vt.吸引（注意力、兴趣）4.__________ n.（有别于周围的）地区；地带；区域5.__________ n.思乡病；乡愁6.__________ adj.有道理的；合情理的7.__________ n.公司；商行；事务所adj.结实的；牢固的；坚定的8.__________ n.洞察力；眼光9.__________ n.离开；启程；出发10. __________ n.环境；背景；（小说等的）情节背景11.__________ v.理解；领会；抓紧12.__________ adj.巨大的；突然的；急剧的；喜剧（般）的13.__________ vt.表现ⅵ.&vt.表现得体；有礼貌14.__________ adj.成熟的15.__________ v.否认；否定；拒绝16.__________vt.获得；贏得；取得；增加n.好处；增加17.__________ n.腰带；地带18.__________ n.倡议；新方案19.__________ adv.真诚地；诚实地20.__________ n.预算21.__________ adj.合乎逻辑的；合情合理的22. __________ n.结果；效果（B）阅读词汇——明词义1. tutor n. ________2. cite vt. ________3. messenger n. ________4. overwhelming adj. ________5. tremendous adj. ________6. boom vi. &n. ________7. perspective n. ________8.envoy n. ________9. angle n. ________10. outlook n. ________（C）拓展词汇——灵活用1._________ vt.&ⅵ.（使）具备资格；（使）合格→_________n.（通过考试或学习课程取得的）资格；学历2._________n.追求的目标；夙愿；野心；抱负→_________adj.有野心的；有雄心的→_________adv.野心勃勃地；雄心勃勃地3._________vt.&ⅵ.（使）适应；改编→_________n.适应；改编本4._________n.安慰；令人感到安慰的人或事物；舒服；安逸_________vt.安慰；抚慰→_________adj.使人舒服的；舒适的→_________adv.舒适地；惬意地5._________vi.参加；参与→_________n.参加；参与→_________n.参与者6._________v.出席；描述；展示；提出→_________adj.现存的n.礼物→_________n.报告；陈述；出示；拿出7._________vt.包含；需要；涉及；影响；（使）参加→_________adj.参与的；有关联的→_________n.参与；加入；插手8. _________v.编辑；剪辑→_________n.（报纸、杂志）一份；（广播、电视节目）一期、一辑；版次→_________n.（书籍的）编辑，校订者9._________v.成为……的动机；激发；激励→_________adj.积极的；主动的→_________n.动力；积极性；动机→_________n.激励因素；激发因素；激励者10. _________ v.建议；劝告→_________ n.建议；劝告→_________n.顾问11 ._________v.期待；预料→_________ n.期望；预期；期待→_________ adj.出乎意料的12. _________v.申请；应用；适用；涂，敷→_________n.申请表；应用；适用；涂抹；敷用→_________n.申请人13. ________vi.使接触；使体验；显露；使暴露于（险境）_________n.接触；体验；暴露；揭露14. ________adj.昂贵的→________n.费用；花费；开销15. _________vt.包围；环绕→_________adj.周围的；附近的→_________n.[pl.]环境；周围的事物16. _________vt.使沮丧；使忧愁→_________adj.沮丧的；意志消沉的→_________adj.令人沮丧的→_________n.沮丧；消沉；抑郁17. _________adj.强壮的；强烈的；强劲的→_________n.力气；长处；强项→_________vi.&vt.加强；增强；巩固18. _________adj.乐观的→_________n.乐观；乐观主义→_________n.乐观主义者19._________vi.竞争；参加比赛→_________n.能力；胜任；本领→_________adj.有能力的；称职的20. _________vi.合作；协作；配合→_________adj.合作的；协作的；同心协力的→_________n.合作；协作；配合II.重点短语1._________________ 参加；参与2._________________大声点说；明确表态3._________________舒服自在；不拘束4._________________（使）从事；参与5._________________参与；卷入；与……有关联6.culture shock_________________7. _________________舒适区；舒适范围8.cost an arm and a leg_________________9. _________________支持；站在……的一边10. _________________据我所知11. _________________就我而言；依我看来12.in summary_________________13._________________一般来说14. _________________“一带一路”倡议15. _________________除……之外也；既……又样好16.have no idea_________________17. _________________热衷于，喜爱18. _________________（做）某事的途径/方法19.to begin with_________________20.to sum up_________________21. _________________与……相比22. _________________例如23. _________________难以描述；难以形容24. _________________以做某事而结束25. _________________从做某事中获得安慰III.经典结构1. “我非常兴奋，但也很紧张。

Listening and SpeakingⅠ.阅读理解ASingapore is a city－state in Southeast Asia.Thanks to a program, we got a chance to explore the Garden City for one day.First, we headed to the Gardens by the Bay.We were attracted by the Supertrees at once.They are high－rise gardens, which produce electricity using energy from the sun, collect rainwater, and more.From there, we headed to the Cloud Forest, which I found most amazing in this Garden City.In hot and wet Singapore, this is a great place to cool off.Inside, a large waterfall comes down the side of the “cloud mountain”．This intricate structure (错综复杂的建筑) is divided into three levels and contains plants from different places.Visitors are free to walk around and learn more about all of the plants.Our journey then led us to a theater inside the Cloud Forest where we watched a ten－minute film.I was totally taken aback by what I saw.I had never realized that our planet would change so greatly when the temperature increased by just five degrees. Then we headed back outside and continued on our walk.Between two of the larger Supertrees, you’ll find the Skyway.Visitors can head to the top to enjoy a fantastic bird’s eye view of the city.Next, we made our way to the Singapore River, where we saw a boat going by.In search of food, we headed into the Marina Bay Sands.It has what has to be the best food court I’ve ever eaten in, with delicious food from all over the world.We ordered different kinds of dishes, which were all tasty.Needing to walk off that huge lunch, we walked from one side of the river to the other.On the other side, we found Merlion, the symbol (象征) of Singapore.Water flows out of the mouth of this amazing creation all day long.While walking along the riverside and enjoying the beautiful view, I couldn’t help but wish we had more time to explore this Garden City.【语篇解读】本文是记叙文。

动词加ing练习题精品文档动词加ing练习题一(动词ing形式的用法1.正在进行时中,谓语动词后加ing. 如:I’mplaying football.2.一些特殊表达..如: be good at doing sthenjoy doing sth.be busy doingfeel like doingthank you for doingdo somecooking/cleaning/reading/shopping/washinggoswimming/fishing/shopping/skating/boating二(动词现在分词由动词原形在词尾加ing构成，其规则如下:1)一般情况下直接加ing think---thinking sleep---sleeping study---studyingspeak---speakingcarry---carrying say---saying2)以不发音的字母e结尾的单词，去掉字母e，再加ingwake---waking make---making come---comingtake---takingleave---leaving have---having3)以重读闭音节结尾，呈现“辅，元，辅”结构的1 / 21精品文档动词，先双写末尾的辅音字母，再加ing 。

初中学过的这类词有:begin，cut, get, hit, run, set, sit, spit, stop, swim, beg, drop, fit, nod, dig, forget, regret, rid,等。

travel虽然重读第一音节，词尾音节不重读，但是现在分词仍要双写末尾辅音字母，然后再加ing ，如:travel---travelling.初中阶段此类词只有这一个。

4)以 y 结尾的动词直接加 ingcarry—— carrying enjoy—— enjoying5)以ie结尾的动词，把ie改为y ，再加ingdie---dying lie---lying要特别注意有些动词没有进行时态.1、表示状态、思想、感情和感觉的动词，如:see, hear,love, know, want, hope, think等，没有进行时态。

剑桥国际少儿英语和think教材对应关系全文共3篇示例，供读者参考篇1Cambridge International Children's English (CIE) is a comprehensive English language learning program designed for young learners around the world. The program offers a range of course materials, including textbooks, workbooks, audio resources, and online learning platforms to support students in developing their English language skills.One of the key components of the CIE program is the Think series of textbooks. The Think series is a set of course materials specifically developed to complement and enhance the learning experience of young learners using the CIE program. The Think series consists of four levels, Think Starter, Think 1, Think 2, and Think 3, each level corresponding to a specific CEFR (Common European Framework of Reference for Languages) level.The Think series aligns closely with the core curriculum of the CIE program. Each level of the Think series covers a range of language skills, including listening, speaking, reading, and writing. The materials in the Think series are designed to beengaging and interactive, helping young learners to develop their English language skills in a fun and motivating way.In addition to the Think series, the CIE program also includes a range of supplementary materials to support and enhance the learning experience. These materials include online resources, such as interactive games and activities, as well as audio resources to help students improve their listening skills.Overall, the Cambridge International Children's English program, in conjunction with the Think series of textbooks, provides young learners with a comprehensive and engaging language learning experience. By following the course materials and taking advantage of the supplementary resources available, students can develop their English language skills and build a solid foundation for future language learning.篇2The Cambridge International Early Learner English (CIELE) curriculum is a highly respected program that focuses on teaching English to young learners around the world. The curriculum is designed to help students develop their language skills in a fun and interactive way. One of the main components of the CIELE curriculum is the use of the Think series of textbooks,which are specifically designed to complement the CIELE framework.The Think series is a set of textbooks that are aligned with the CIELE curriculum and are used by teachers to help students improve their English language skills. The series is divided into different levels, ranging from beginner to advanced, and covers a wide range of topics such as vocabulary, grammar, reading, writing, listening, and speaking. Each level of the Think series is designed to build upon the skills learned in the previous levels, allowing students to gradually progress and improve their English proficiency.In the CIELE curriculum, the Think series textbooks are used as a primary resource for teachers to design their lesson plans and activities. The textbooks provide teachers with a structured set of materials that can be used to teach students in a systematic and engaging way. The Think series also includes a variety of supplementary materials, such as workbooks, audio CDs, and online resources, which help to reinforce the lessons taught in the classroom.One of the key benefits of using the Think series in conjunction with the CIELE curriculum is that it provides students with a comprehensive and well-rounded learning experience.The textbooks cover all aspects of language learning, from vocabulary and grammar to reading and writing, giving students a solid foundation in English. The engaging and interactive nature of the Think series also helps to motivate students and keep them interested in learning.Overall, the Think series is an essential component of the CIELE curriculum, providing teachers and students with the resources they need to succeed in learning English. By using the Think series alongside the CIELE framework, students can develop their language skills in a structured and effective way, laying the foundation for future success in English language learning.篇3Cambridge International Young Learners English and Think textbooks are two popular resources for teaching English to young learners. Both textbooks aim to develop students' language skills in reading, writing, speaking, and listening. In this document, we will explore the correspondence between the two textbooks and how they can be effectively used together in the classroom.Firstly, Let's compare the levels of the two textbooks. Cambridge International Young Learners English is divided into three levels: Starters, Movers, and Flyers. These levels correspond to the Common European Framework of Reference (CEFR) levels A1-A2. On the other hand, Think textbooks are designed for children aged 7-12 and are divided into five levels: Pink, Red, Yellow, Blue, and Green. Pink and Red levels are suitable for students at CEFR level A1, Yellow and Blue levels are suitable for students at CEFR level A2, while Green level is suitable for students at CEFR level B1.Next, let's look at the language skills covered in each textbook. Both Cambridge International Young Learners English and Think textbooks cover the four language skills of reading, writing, speaking, and listening. However, the emphasis on each skill may vary between the two textbooks. Cambridge International Young Learners English places a strong emphasis on vocabulary and grammar, while Think textbooks focus more on developing communication skills and critical thinking.In terms of content, the topics covered in the two textbooks are similar, with a focus on everyday themes such as family, school, animals, food, and holidays. The activities in bothtextbooks are engaging and interactive, allowing students to practice their language skills in a fun and meaningful way.One way to effectively use Cambridge International Young Learners English and Think textbooks together is to integrate them into your lesson plans. For example, you can use the vocabulary and grammar exercises in Cambridge International Young Learners English to introduce new language concepts, and then use the communication activities in Think textbooks to practice using the language in a real-life context. This approach allows students to develop their language skills in a balanced way, focusing on both accuracy and fluency.Another way to use Cambridge International Young Learners English and Think textbooks together is to create cross-curricular lessons that combine language learning with other subjects such as science, math, or social studies. For example, you can use the reading passages in Cambridge International Young Learners English to introduce a science topic, and then have students discuss and write about the topic using the critical thinking activities in Think textbooks.Overall, Cambridge International Young Learners English and Think textbooks are valuable resources for teaching English to young learners. By understanding the correspondencebetween the two textbooks and integrating them effectively into your lesson plans, you can create a dynamic and engaging learning environment that allows students to develop their language skills in a comprehensive way.。