advanced english week 1

月份英语学习计划Month English Learning PlanIntroductionLearning English can be a rewarding and fulfilling experience. Whether you are a beginner or an advanced learner, having a clear and structured study plan can help you improve your language skills and achieve your learning goals. This monthly English learning plan will provide you with a comprehensive plan to help you progress in your language learning journey.Week 1Day 1-2: Review basicsStart the week by revising the basics of English grammar, including verbs, nouns, adjectives, and adverbs. Refresh your memory on simple present and past tenses, and practice forming simple sentences. Use online resources, such as grammar websites or apps, to assist your review.Day 3-4: Expand vocabularyFocus on expanding your vocabulary by learning new words and phrases related to daily activities, hobbies, and interests. Create vocabulary lists and practice using the new words in sentences. Utilize flashcards and quizzes to help reinforce your memory of the new vocabulary.Day 5-7: Listening and speaking practiceSpend time listening to English audio, such as podcasts, news, or songs. Practice speaking by repeating phrases and imitating thepronunciation. Find a language exchange partner or join an online speaking group to practice conversation skills.Week 2Day 1-2: Reading comprehensionRead short articles or stories in English and practice summarizing the main ideas. Pay attention to the context, key information, and main points of the reading material. Summarize the text in your own words to assess your comprehension skills.Day 3-4: Writing exercisesWrite short paragraphs or essays on various topics, focusing on organizing your ideas and using proper grammar and vocabulary. Practice writing in different styles, such as descriptive, narrative, or persuasive writing. Review and edit your writing to improve clarity and coherence.Day 5-7: Grammar reinforcementReview specific grammar topics, such as prepositions, articles, or phrasal verbs. Practice exercises to reinforce your understanding of these concepts. Use grammar books or online resources to find explanations and examples of the grammar rules.Week 3Day 1-2: Cultural immersionExplore English-speaking culture by watching movies, TV shows, or documentaries. Pay attention to the language used, cultural references, and expressions. Engage in discussions about the cultural aspects with other learners or native speakers.Day 3-4: Listening comprehensionFocus on improving your listening skills by listening to various accents and spoken English. Practice understanding different speech patterns, intonations, and colloquial expressions. Use listening exercises and audio materials to challenge yourself.Day 5-7: Speaking fluencyDedicate time to improve your speaking fluency by engaging in conversations with native speakers or fellow learners. Discuss a range of topics, express your opinions, and practice expressing yourself fluently and confidently. Record your conversations to analyze and improve your speaking skills.Week 4Day 1-2: Reading comprehensionDeepen your reading comprehension skills by tackling longer and more complex texts. Read articles, essays, or literary works in English, and practice identifying the main ideas, supporting details, and author's purpose. Analyze the texts and discuss them with others to gain different perspectives.Day 3-4: Writing proficiencyWork on developing your writing proficiency by practicing more advanced writing tasks, such as formal letters, reports, or analytical essays. Pay attention to the structure, coherence, and clarity of your writing. Seek feedback from teachers or peers to improve your writing skills.Day 5-7: Review and reflectionTake time to reflect on your progress and review the topics and skills covered throughout the month. Identify areas of improvement and set goals for the following month. Consider seeking professional guidance, enrolling in a course, or finding a tutor to help you reach your language learning objectives.ConclusionBy following this monthly English learning plan, you can make significant progress in your language skills and gain confidence in using English in various contexts. Consistency, dedication, and a structured approach to learning will help you achieve your language learning goals. Remember to stay motivated, seek support from others, and enjoy the journey of learning English. Good luck!。

Lesson 1The Middle Eastern BazaarI．1)A bazaar is a market or street of shops and stands in Oriental countries．Such bazaars are likely to be found in Afghanistan，the Arabian Peninsula，Cyprus，Asiatic Turkey and Egypt．2)The bazaar includes many markets：cloth—market，copper—smiths’market．carpet—market，food—market，dye—market，pottery—market，carpenters’market，etc．They represent the backward feudal economy．3)A blind man could know which part 0f the bazaar he was in by his senses of smell and hearing．Different odours and sounds can give him some ideas about the various parts 0f the bazaar．4)Because the earthen floor，beaten hard by countless feet，deadens the sound of footsteps，and the vaulted mudbrick walls and roof have hardly and sounds to echo. The shop-keepers also speak in slow, measured tones, and the buyers follow suit.5)The place where people make linseed oil seems the most picturesque in the bazaar. The backwardness of their extracting oil presents an unforgetable scene.II .1)little donkeys went in and out among the people and from one side to another2)Then as you pass through a big crowd to go deeper into the market, the noise of the entrance gradually disappear, and you come to the much quieter cloth-market.3)they drop some of items that they don't really want and begin to bargain seriously for a low price.4)He will ask for a high price for the item and refuse to cut down the price by any significant amount.5)As you get near it, a variety of sounds begin to strike your ear.Ⅲ. See the translation of text.IV.1)n. +n..seaside, doorway, graveyard, warlord2)n. +v..daybreak, moonrise, bullfight3)v. +n..cutback, cutthroat, rollway4)adj. +n..shortterm, softcoal, softliner, hardware5)adv. +v. .output , upgrade, downpour6)v. +adv..pullover, buildupV.1)thread (n.) she failed to put the thread through the eye of the needle.(v.) He threaded through the throng.2)round (v.) On the 1st of September the ship rounded the Cape of Good Hope. (adv.) He wheeled round and faced me angrily.3)narrow(v.) In the discussions we did not narrow the gap any further. (adj．)Hefailed by a very narrow margin．4)price(n．) The defence secretary said the U．S．was not looking for an agreement at any price．(v．)At the present consumption rates(of oil)the world may well be pricing itself out of its future．5) (v．)live About 40％of the population lives on the land and tries to live off it． (adj．)The nation heard the inaugural speech in a live broadcast．6)tower (n．)The tower was built in the 1 4th century．(v．)The general towered over his contemporaries．7)dwarf (v．)A third of the nation's capital goods are shipped from this area，which dwarfs West Germany's mighty Ruhr Valley in industrial output．(n．)Have you ever read the story of Snow White and the Dwarfs?Ⅵ．1)light and heat：glare，dark，shadowy，dancing flashes．the red of the live coals，glowing bright，dimming，etc．2)sound and movement：enter，pass，thread their way．penetrate，selecting，pricing，doing a little preliminary bargaining，din，tinkling，banging，clashing，creak，squeaking，rumbling，etc．3)smell and colour：profusion of rich colours，pungent and exotic smells，etc．Ⅶ．1)glare指刺眼的光；brightness指光源发出的强烈稳定的光，强调光的强度。

《高级英语Ⅰ》课程教学大纲一、课程基本信息课程名称：高级英语Ⅰ课程英文名称: Advanced EnglishⅠ课程类别: 专业基础课课程属性：必修学分：3 学时：54学期共1学期考核方式：笔试＋口试二、课程性质及教学目的根据《高等学校英语专业英语教学大纲》培养目标要求，高等院校英语专业要培养具有扎实的基本功、宽广的知识面、一定的相关专业知识、有较强适应能力、应变能力、自主能力和良好身心素质的复合型英语人才。

在基础阶段的英语教学完成以后，必须继续进行更高一级的英语阅读教学。

高级英语课程是英语专业基础阶段综合英语课程在高层次上的延续，是一门训练学生阅读理解、语法修辞与写作能力的综合英语技能课程，是一门专业必修课。

顺应时代和社会的要求，我系高年级综合英语教研组在总结传统教学经验、在探索新的教学理念、学习现代教育技术的基础上，以语言教学理论和多媒体网络教学技术理论为基础，以更新教学内容和手段、重组教学结构为出发点，大力改革高级英语课堂教学模式，把课堂教学和多媒体网络技术相结合，寻求以学生为中心的互动性、协作性、个性化的高年级综合英语教学模式。

学生通过多媒体课堂教学、课后自主学习，巩固和深化语言基础知识、提高词义辨析能力，扩大词汇量，阅读和分析涉及政治、经济、社会、语言、文学、教育、哲学等方面的名家作品，扩大知识面，加深对社会和人生的理解；培养学生对名篇分析和欣赏能力，逻辑思维与独立思考能力，使学生增强对文化差异的敏感性；初步了解各种修辞手段和各种写作技巧；使学生能够熟悉常用的文学、科技等词汇；并引发学习者对社会、历史、科学和文化等重大问题的自我思考能力，全面发展学生的语言技能、思辨能力、赏析能力、解决问题的能力，从而培养学生的语言综合运用能力，提高其自主学习、持续学习的能力。

在词汇上，通过课堂教学和其他途径认识7000－9000个词汇；且能正确而熟练地使用其中的5000个及其最常见的搭配。

掌握基本的构词法；掌握一定数量的同义词、反义词辨析。

大学英语1课程教案Unit 1 Starting OutTeaching Content: Diary of A FresherLesson Type: Intensive Reading (New Standard College English Book 1)Total Time: 4.5 HoursClass/Object: Freshman (the first term)Teaching Procedures:Step 1Starting Point(15 mins)1. What do you expect to learn in the university?2.Work in pairs. Look at the photo of a university. Choose words to describe it.And then think of words to describe your own college.3. Work in pairs. Brainstorm college education objectives and what are important to you.☐finding a girlfriend / boyfriend☐studying hard and learning a lot☐meeting people and making friends☐getting a good job when you graduate☐having fun☐growing up and becoming independent☐going to parties☐doing lots of sport☐reading widely☐learning new skills and having new experiencesStep 2Introductory remarks (10 mins)How to write a diary in English1. Format:a. Write down the date, the day and the weather on the first line. The date and theday are on the left, while the weather is on the right.b. Write the body part. Write this part on the second line.2. Person:Write the diary in the first person.3. Tense:a. Past tense;b. Present tense;c. Future tense.4. Order:Write the diary in chronological order.5. StyleCasual and informal: express a personal viewpoint with reactions, reflections andfeelings.●Find out the features of Diary of a fresher.The text is a diary. There is a long tradition of writing and sometimes publishing diaries in Western literature. The text has typical features of a diary. It is a first person account, written daily about events in which the writer has participated. It is written ina casual, informal style, expressing a personal viewpoint with reactions, reflections andfeelings. The writer’s personality is evident, in this case through humor and exaggeration. It is written in the first person and with the simple present tense.Step 3 Predict the contents of the text from the title. (10 mins)Step 4 Language Points and Difficult Sentences (125 mins)⏹SundayLanguage Points1. fresher n.(BrE) first-year student / fresher (in first months of study)second-year studentthird-year student / final-year student (of a three-year program)fourth-year student / final-year student (of a four-year program) (AmE) freshmansophomorejuniorsenior2. residence n. [C] (fml)➢ a person’s home; the place where someone lives 住所；住宅➢the official house of a government minister or other public and official figure 官邸；公馆➢the fact of living in a particular place 居住；居留期间e.g. They took up residence abroad. 他们定居了国外。

第1篇Date: [Date of the Meeting]Location: [Meeting Venue]Attendees: [List of Attendees]Facilitator: [Name of the Facilitator]I. IntroductionThe weekly English教研活动 was conducted on [Date of the Meeting] at [Meeting Venue]. The meeting was facilitated by [Name of the Facilitator]. The purpose of this meeting was to discuss recent teaching practices, share innovative ideas, and address any challenges faced by the English teaching team.II. Agenda1. Review of the past week's teaching activities2. Sharing of teaching resources and materials3. Discussion on student performance and feedback4. Introduction of new teaching strategies5. Addressing challenges and solutions6. Upcoming events and activities7. General announcementsIII. Review of the Past Week's Teaching Activities[Name of the Facilitator] started the meeting by reviewing the past week's teaching activities. The team discussed the progress made in different classes, the challenges encountered, and the strategies employed to overcome them. The following points were highlighted:- The team successfully implemented a new reading program in the intermediate classes, which improved the students' reading skills.- The advanced classes have shown significant improvement in writing assignments, thanks to the intensive writing workshops conducted by [Teacher's Name].- The primary classes have been actively participating in speaking activities, which has helped in enhancing their fluency.IV. Sharing of Teaching Resources and Materials[Teacher's Name] shared a variety of teaching resources and materials that were found to be effective in the classroom. Some of the resources included:- Online platforms for practicing grammar and vocabulary- Interactive games for making language learning fun- Authentic reading materials from different genres- Video clips and podcasts for improving listening skillsThe team discussed how these resources could be integrated into their teaching plans to enhance the learning experience for students.V. Discussion on Student Performance and Feedback[Teacher's Name] presented a summary of the student performance and feedback received from the past week. The following points were noted:- The overall performance of the students has been positive, with many students showing improvement in their language skills.- Some students have expressed difficulties in understanding complex grammar concepts, which needs to be addressed through additional support.- The feedback from parents has been encouraging, with many appreciating the interactive and engaging teaching methods used by the team.VI. Introduction of New Teaching Strategies[Teacher's Name] introduced a new teaching strategy called "Flipped Classroom." This strategy involves students learning new concepts athome through videos or other resources, and then applying what they have learned in class through activities and discussions. The team discussed the potential benefits of this strategy and how it could be implemented in their respective classes.VII. Addressing Challenges and SolutionsThe team addressed various challenges faced in the classroom and brainstormed solutions. Some of the challenges and their corresponding solutions included:- Challenge: Students are not motivated to participate in speaking activities.Solution: Incorporate more group discussions and role-playing exercises to make the activities more engaging.- Challenge: Students struggle with pronunciation.Solution: Use pronunciation apps and conduct regular pronunciation practice sessions.- Challenge: Limited resources for teaching grammar.Solution: Utilize online resources and create personalized grammar exercises for students.VIII. Upcoming Events and Activities[Teacher's Name] informed the team about upcoming events and activities, such as:- A school-wide English speech contest scheduled for [Date].- A collaboration with a local English library to provide students with additional reading materials.- A workshop on "Teaching English through Technology" to be conducted by [Expert's Name] on [Date].IX. General Announcements- The team was reminded to submit their lesson plans and progress reports on [Date].- The next教研活动 will be held on [Date of the Next Meeting].- The team was encouraged to participate in the school's professional development programs to enhance their teaching skills.X. ConclusionThe weekly English教研活动 concluded with a positive and collaborative spirit. The team expressed their gratitude for the shared resources and support provided by each other. They looked forward to implementing the new teaching strategies and addressing the challenges identified during the meeting. The next教研活动 is scheduled for [Date of the Next Meeting], where the team will continue to work together to improve the quality of English education at our school.第2篇Date: [Date]Location: [Location]Participants: [Names of all participants]Chairperson: [Name of the chairperson]Summary of the Meeting:The English Department held a weekly research and teaching activity meeting this week. The meeting aimed to discuss the progress of ongoing research projects, share teaching experiences, and explore new teaching strategies. The meeting was well-organized and productive, with active participation from all the members of the department.1. Introduction of Research ProjectsThe first agenda of the meeting was to introduce the ongoing research projects in the English Department. Each researcher gave a brief overview of their project, including the research objectives, methodology, and expected outcomes.- Researcher 1: "Exploring the Impact of English Language Learning on Cultural Competence"The researcher discussed the objectives of the project, which aim to investigate how English language learning influences cultural competence among learners. The methodology involves conducting surveys, interviews, and analyzing data from English language learners. The expected outcome is to develop practical strategies to enhance cultural competence in English language learning.- Researcher 2: "The Role of Technology in Language Learning: A Case Study of Online English Courses"This research project focuses on the effectiveness of online English courses in improving language skills. The researcher will conduct a case study to compare the outcomes of online and traditional classroom-based English courses. The expected outcome is to provide insights into the advantages and limitations of online language learning.- Researcher 3: "The Influence of English Media on Language Development in China"The researcher presented a project that aims to examine the impact of English media, such as films, TV shows, and social media, on the language development of Chinese learners. The methodology involves collecting and analyzing data from various English media sources and conducting interviews with learners. The expected outcome is to identify effective strategies for utilizing English media in language learning.2. Sharing Teaching ExperiencesThe next agenda item was to share teaching experiences among the department members. Each teacher presented a brief summary of their teaching practices, highlighting effective strategies and challenges encountered.- Teacher 1: "Interactive Learning Techniques in English Classrooms"The teacher discussed the use of interactive learning techniques, such as group discussions, role-playing, and games, to engage students inEnglish classes. They shared the positive impact of these techniques on student participation and learning outcomes.- Teacher 2: "Adapting Teaching Methods to Diverse Learner Needs"The teacher emphasized the importance of adapting teaching methods to cater to diverse learner needs. They shared examples of how theyadjusted their teaching approaches based on individual student requirements, leading to improved learning outcomes.- Teacher 3: "Integrating Technology in English Language Teaching"The teacher presented their experiences of integrating technology, such as educational apps and online platforms, into English language teaching. They discussed the benefits of technology in enhancing student engagement and providing personalized learning experiences.3. Exploration of New Teaching StrategiesThe meeting concluded with a discussion on new teaching strategies that could be implemented in the department. The following ideas were proposed:- Flipped Classroom Approach: Implementing a flipped classroom model where students learn new concepts outside the classroom and engage in interactive activities during class time.- Project-Based Learning: Encouraging students to work on real-world projects that require them to apply their English language skills.- Gamification: Incorporating game elements into English language teaching to make learning more engaging and fun.- Collaborative Learning: Promoting collaborative learning activitiesthat encourage students to work together and share their knowledge.Conclusion:The weekly research and teaching activity meeting of the English Department was a successful event that fostered collaboration, knowledge sharing, and professional growth. The meeting provided an opportunityfor researchers to update each other on their projects, teachers to exchange teaching experiences, and the entire department to explore new teaching strategies. By actively participating in such meetings, the English Department aims to enhance the quality of teaching and research, ultimately contributing to the academic success of its students.第3篇Date: [Insert Date]Location: [Insert Venue]Attendees: [List of Attendees]Facilitator: [Name of Facilitator]Agenda:1. Introduction of the topic for the week2. Sharing of teaching experiences and strategies3. Discussion on student performance and challenges4. Review of curriculum and resources5. Planning for upcoming events and projects6. Closing remarks---1. Introduction of the Topic for the WeekThe facilitator began the session by introducing the topic for the week: "Incorporating Technology in English Language Teaching." This topic was chosen due to the increasing reliance on technology in education and the potential benefits it offers to both teachers and students.2. Sharing of Teaching Experiences and StrategiesThe session then moved on to a round-table discussion where each member of the department shared their experiences and strategies for using technology in the classroom. Here are some highlights:Ms. Smith: "I've been using Kahoot! to create interactive quizzes and games that keep my students engaged. It's been a great way to review vocabulary and grammar concepts."Mr. Johnson: "I've started using Flipgrid for student presentations. It allows them to record videos and share them with the class, which is much more engaging than traditional oral presentations."Ms. Lee: "I use Google Classroom to post assignments and resources.It's been a game-changer for organization and communication with students and their parents."Mr. Wang: "I've been experimenting with Edmodo for group discussions and project collaboration. It's a great platform for students to engage with each other and with the material outside of class."3. Discussion on Student Performance and ChallengesThe group then engaged in a discussion about student performance and the challenges they face. Here are some key points:Ms. Zhang: "I've noticed that some students struggle with online learning. They lack the discipline and structure that comes with attending school in person."Mr. Chen: "We also need to be mindful of students with limited access to technology. We should provide alternative resources and support for them."Ms. Liu: "I think it's important to monitor student progress regularly and provide feedback. This helps students stay on track and feel supported."4. Review of Curriculum and ResourcesThe next topic of discussion was the review of the current curriculum and resources. The group identified the following areas for improvement:Ms. Wang: "Our grammar curriculum could be more engaging. We should consider incorporating more interactive activities and real-world examples."Mr. Li: "We need to update our reading materials to include more diverse perspectives and genres. This will help our students become more culturally aware and appreciate different forms of literature."Ms. Zhou: "Our technology resources could be more streamlined. We should create a centralized repository for all digital resources to make them more accessible to both students and teachers."5. Planning for Upcoming Events and ProjectsThe group then discussed upcoming events and projects. Here are some highlights:Ms. Zhang: "We're planning a school-wide English Language Festival in June. We'll have various activities, including storytelling, poetry recitation, and cultural performances."Mr. Chen: "We're also working on a collaborative project with the History department to create a bilingual exhibit on the history of our city."Ms. Lee: "We need to start planning for next year's curriculum. We should meet with our colleagues in other departments to ensure our curricula align with their subjects."6. Closing RemarksThe facilitator concluded the session by summarizing the key points discussed and expressing gratitude to all participants for their contributions. Here are some final thoughts:"Incorporating technology into our teaching practices can greatly enhance student engagement and learning outcomes. We should continue to explore and experiment with different tools and resources.""It's important to remember that technology is just a tool. The key to successful teaching lies in our ability to create meaningful learning experiences for our students.""Let's continue to support each other and work together to improve our teaching and student learning."---The weekly English department research and teaching activity was a productive and insightful session. The group's commitment to continuous improvement and collaboration will undoubtedly contribute to the success of our students and the department as a whole.。

一年级英语周一到周七的计划全文共3篇示例，供读者参考篇1Title: A Week Plan for First Grade EnglishMonday:On Monday, students will begin the week by learning about the alphabet. We will review each letter, practice tracing the letters, and sounding out the corresponding sounds. Students will also engage in interactive games and activities to reinforce letter recognition and phonics skills.Tuesday:Tuesday will focus on numbers and counting. Students will practice counting from 1 to 10 and engage in hands-on activities such as counting objects, writing numbers, and playing number games. We will also explore basic math concepts such as addition and subtraction using visual aids and manipulatives.Wednesday:Mid-week, we will dive into basic vocabulary and sight words. Students will learn common words and phrases, practice spelling,and engage in reading activities. We will also work on building sentences using the vocabulary they have learned, encouraging students to communicate in simple sentences.Thursday:On Thursday, we will explore the world around us through science and nature. Students will learn about different animals, plants, and natural phenomena. We will conduct simple experiments, go on nature walks, and observe and record our findings. This hands-on approach will engage students and foster a love for learning.Friday:Friday will be dedicated to arts and crafts. Students will unleash their creativity through painting, drawing, and crafting activities. They will explore colors, shapes, and textures while expressing themselves artistically. We will also integrate language learning by incorporating vocabulary related to art and creativity.Saturday:On Saturday, students will have the opportunity to practice their English skills outside of the classroom. They can engage in language learning apps, watch educational videos, or readsimple books. We encourage parents to support their child's learning by incorporating English into their daily activities and routines.Sunday:Sunday will be a day of rest and reflection. Students can relax and recharge for the upcoming week, while parents can review the week's lessons and activities with their child. This day is also a great opportunity for family bonding and quality time together.By following this weekly plan, students will have awell-rounded English learning experience that covers all aspects of language acquisition. We strive to make learning fun, engaging, and meaningful for our first-grade students. Let's embark on this exciting journey together!篇2Monday:On Mondays, we will focus on learning the alphabet and basic phonics. We will practice writing and recognizing all the letters of the alphabet. Through fun activities and games, we will reinforce the sounds that each letter makes. This will help us to build a strong foundation for our reading and writing skills.Tuesdays will be all about numbers and counting. We will practice counting up to 100 and learn simple addition and subtraction. Through hands-on activities and games, we will strengthen our understanding of numbers and how they work together. By the end of the day, we will be confident in our math skills and ready to tackle more advanced concepts.Wednesday:Wednesdays will be dedicated to exploring the world around us. We will learn about different animals, plants, and habitats. Through books, videos, and interactive projects, we will discover the wonders of nature. We will also learn about different countries and cultures, broadening our understanding of the world we live in.Thursday:On Thursdays, we will focus on developing our social and emotional skills. We will learn about kindness, empathy, and how to work together as a team. Through group activities and discussions, we will learn how to communicate effectively and resolve conflicts peacefully. These skills will help us to build strong relationships and navigate the world around us.Fridays will be all about creativity and self-expression. We will explore different forms of art, music, and dance. Through various projects and performances, we will discover our unique talents and abilities. We will also have opportunities to share our work with others, building confidence and pride in our accomplishments.Saturday and Sunday:On the weekends, we will have time to rest and recharge. We encourage you to spend time with your family, play outdoors, and explore new hobbies. This time away from school will give us the chance to relax and prepare for the week ahead.Overall, our weekly plan is designed to provide awell-rounded education to our first-grade students. By incorporating a variety of subjects and activities, we aim to nurture a love of learning and foster the development of important skills. We are excited to embark on this journey together and watch our students grow and thrive!篇3My Plan for First Grade English - Monday to SundayOn Monday, we will start the day by reviewing the alphabet. We will practice writing each letter and saying its sound. After the alphabet review, we will move on to learning new vocabulary words. We will use flashcards to help us remember the words and practice saying them out loud. In the afternoon, we will read a short story together and discuss the main characters and plot.Tuesday:Tuesday will be all about numbers and counting. We will work on counting from 1 to 20 and practice writing the numbers as well. We will also learn basic addition and subtraction using hands-on activities and games. In the afternoon, we will do a math worksheet to test our understanding of the concepts we have learned.Wednesday:On Wednesday, we will focus on learning new sight words. We will practice reading and spelling these words until we can recognize them easily. We will also work on sentence structure and grammar by practicing writing simple sentences. In the afternoon, we will do a fun art project that incorporates the sight words we have learned.Thursday will be dedicated to exploring the world around us. We will learn about different animals, plants, and objects in nature. We will go on a nature walk to observe and identify different things in our environment. In the afternoon, we will do a science experiment related to one of the topics we learned about.Friday:Friday will be a fun day of music and movement. We will learn new songs and practice singing them together. We will also have a dance party to practice following rhythm and coordination. In the afternoon, we will watch a short video about different musical instruments and learn about how they make sound.Saturday:On Saturday, we will have a review day to go over everything we have learned during the week. We will do a review worksheet to test our knowledge and reinforce the concepts we have learned. In the afternoon, we will play educational games on the computer to practice reading, math, and other skills.Sunday:Sunday will be a day of relaxation and creativity. We will do a fun craft project that allows us to use our imagination and creativity. We will also read a story together and discuss the themes and characters. In the afternoon, we will have free time to play and relax before starting a new week of learning.Overall, I am excited about my plan for first grade English from Monday to Sunday. I believe that this structured and varied approach will keep the students engaged and eager to learn. I look forward to seeing their progress and growth throughout the school year.。

第一课中东的集市仿佛把你带回到了几百年、甚至几千年前的时代。

此时此刻显现在我脑海中的这个中东集市，其入口处是一座古老的砖石结构的哥特式拱门。

你首先要穿过一个赤日耀眼、灼热逼人的大型露天广场，然后走进一个凉爽、幽暗的洞穴。

这市场一直向前延伸，一眼望不到尽头，消失在远处的阴影里。

赶集的人们络绎不绝地进出市场，一些挂着铃铛的小毛驴穿行于这熙熙攘攘的人群中，边走边发出和谐悦耳的叮当叮当的响声。

市场的路面约有十二英尺宽，但每隔几码远就会因为设在路边的小货摊的挤占而变窄；那儿出售的货物各种各样，应有尽有。

你一走进市场，就可以听到摊贩们的叫卖声，赶毛驴的小伙计和脚夫们大着嗓门叫人让道的吆喝声，还有那些想买东西的人们与摊主讨价还价的争吵声。

各种各样的噪声此伏彼起，不绝于耳，简直叫人头晕。

随后，当往市场深处走去时，人口处的喧闹声渐渐消失，眼前便是清静的布市了。

这里的泥土地面，被无数双脚板踩踏得硬邦邦的，人走在上面几乎听不到脚步声了，而拱形的泥砖屋顶和墙壁也难得产生什么回音效果。

布店的店主们一个个都是轻声轻气、慢条斯理的样子；买布的顾客们在这种沉闷压抑的气氛感染下，自然而然地也学着店主们的榜样，变得低声细语起来。

中东集市的特点之一是经销同类商品的店家，为避免相互间的竞争，不是分散在集市各处，而是都集中在一块儿，这样既便于让买主知道上哪儿找他们，同时他们自己也可以紧密地联合起来，结成同盟，以便保护自己不受欺侮和刁难。

例如，在布市上，所有那1些卖衣料、窗帘布、椅套布等的商贩都把货摊一个接一个地排设在马路两边，每一个店铺门面前都摆有一张陈列商品的搁板桌和一些存放货物的货架。

讨价还价是人们习以为常的事。

头戴面纱的妇女们迈着悠闲的步子从一个店铺逛到另一个店铺，一边挑选一边问价；在她们缩小选择范围并开始正儿八经杀价之前，往往总要先同店主谈论几句，探探价底。

对于顾客来说，至关重要的一点是，不到最后一刻是不能让店主猜到她心里究竟中意哪样东西、想买哪样东西的。

10 Famous Speeche s in English, and What you can l earn from them Speech is an essential element of language, one that we all employ in our daily lives. What about a speech?A speech is a formal address, delivered to an audience, that seeks to convince, persuade, inspire or inform. From historic moments to the present day, the English language has given us some extraordinary examples of the spoken word. A powerful tool in the right – or wrong – hands, spoken English can, and has, changed the world.We’ve chosen ten of the most famous speeches in English. They rangethem today. We’ve examined each for the tricks of the oratory trade. After each speech you’ll find some bullet points outlining its most distinctive rhetorical features, and why a speechwriter would include them. Remember these celebrated rhetoricians the next time you have to give a speech in public – be this at a wedding, award ceremony or business conference.Don’t be afraid of giving speeches in English!1. Martin Luther King I Have a Dream 1963We couldn’t have an article about speeches without mentioning this one. Incredibly famous and iconic, Martin Luther King changed the character of speech making.I have a dream today. I have a dream that one day every valley shall be exalted and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed and all flesh shall see it together. What makes this a great speech?- Abstract nouns like “dream” are incredibly emotional. Our dreams are an intimate part of our subconscious and express our strongest desires. Dreams belong to the realm of fantasy; of unworldly, soaring experiences. King’s repetition of the simple sentence “I have a dream” evokes a picture in our minds of a world where complete equality and freedom exist.- It fuses simplicity of language with sincerity: something that all persuasive speeches seek to do!- Use of tenses: King uses the future tense (“will be able”, “shall be”, “will be made””), which gives his a dream certainty and makes it seem immediate and real.- Thanks to its highly biblical rhetoric, King’s speech reads like a sermon. The last paragraph we’ve quoted here is packed with biblical language and imagery.2. King George VI Radio Address 1939This speech was brought back to life recently thanks to the film, The King’s Speech (2010). While George VI will never go down in history as one of the world’s gifted orators, his speech will certainly be remembered. In this grave hour, perhaps the most fateful in history, I send to every household of my peoples, both at home and overseas, this message, spoken with the same depth of feeling for each one of you as if I were able to cross your threshold and speak to you myself.For the second time in the lives of most of us, we are at war.Over and over again, we have tried to find a peaceful way out of the differences between ourselves and those who are now our enemies, but it has been in vain.What makes this a great speech?- At only 404 words long, the speech is impressively economical with language. Its short length means that every word is significant, and commands its audiences’ attention.- This is a great example of how speechwriters use superlatives. George VI says that this moment is “the most fateful in history”. Nothing gets peoples’ attention like saying this is the “most important” or “best”.- “We”, “us” and “I”: This is an extremely personal speech. George VI is using the first person, “I”, to reach out to each person listening to the speech. He also talks in the third person: “we are at war”, to unite British people against the common enemy: “them”, or Germany.3. Winston Churchill We shall fight on the beaches 1940Churchill is an icon of great speech making. All his life Churchill struggled with a stutter that caused him difficulty pronouncing the letter “s”. Nevertheless, with pronunciation and rehearsal he became one of the most famous orators in history.…we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.What makes it a powerful speech?- Structural repetition of the simple phrase “we shall…”- Active verbs like “defend” and “fight” are extremely motivational, rousing Churchill’s audience’s spirits.- Very long sentences build the tension of the speech up to its climax “the rescue and the liberation of the old”, sweeping listeners along. A similar thing happens in musical pieces: the composition weaves a crescendo, which often induces emotion in its audience.4. Elizabeth I Speech to the Troops 1588The “Virgin Queen”, Elizabeth I, made this speech at a pivotal moment in English history. It is a remarkable speech in extraordinary circumstances: made by a woman, it deals with issues of gender, sovereignty and nationality.I have come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in the dust. I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm; to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field.What makes this a great speech?- Elizabeth puts aside differences in social status and says she will “live and die amongst (her troops)”. This gives her speech a very inclusive message.- She uses antithesis, or contrasting ideas. To offset the problem of her femininity – of being a “weak and feeble woman” – she swiftly emphasises her masculine qualities: that she has the “heart and stomach of a king”.- Elizabeth takes on the role of a protector: there is much repetition of the pronoun “I”, and “I myself” to show how active she will be during the battle.5. Chief Joseph Surrender Speech 1877We’ve included this speech because there is something extremely raw and humbling about Chief Joseph’s surrender. Combining vulnerability with pride, this is an unusual speech and deserves attention.Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.What makes this a good speech?- This speech is a perfect example of a how a non-native speaker can make the English language their own. Chief Joesph’s rhetoric retains the feels and culture of a Native American Indian speaker, and is all the more moving for this.- Simple, short sentences.- Declarative sentences such as “I know his heart” and “It is cold” present a listener with hard facts that are difficult to argue against.6. Emmeline Pankhurst Freedom or Death 1913Traditionally silent, women tend to have been left out of rhetoric. All that changed, however, with the advent of feminism. In her struggle for the vote, Pankhurst and her fellow protesters were compelled to find a voice. You have left it to women in your land, the men of all civilised countries have left it to women, to work out their own salvation. That is the way in which we women of England are doing. Human life for us is sacred, but we say if any life is to be sacrificed it shall be ours; we won’t do it ourselves, but we will put the enemy in the position where they will have to choose between giving us freedom or giving us death.What makes this a great speech?- Direct acknowledgement of her audience through use of the pronoun you.- Pankhurst uses stark, irreconcilable contrasts to emphasize the suffragettes’ seriousness. Binary concepts like men/women,salvation/damnation, freedom/imprisonment and life/death play an important role in her speech.7. John F. Kennedy The Decision to go the Moon 19Great moments require great speeches. The simplicity of Kennedy’s rhetoric preserves a sense of wonder at going beyond human capabilities, at this great event for science and technology.We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.What makes this a great speech?- Simple sentence structures: “We choose to go to the moon” = Subject + Verb + Complement. The grammatical simplicity of the sentence allows an audience to reflect on important concepts, i.e. choice. Repetition emphasizes this.- Kennedy uses demonstrative (or pointing) pronouns e.g. “this decade”, “that goal” to create a sense of urgency; to convey how close to success the US is.8. Shakespeare The Tempest Act 3 Scene 2 c.1610Of course, any list of great speeches would be incomplete without a mention of the master of rhetoric, the Bard himself. If you caught the London Olympic Opening Ceremony you would have noticed that Kenneth Branagh delivered Caliban’s speech, from The Tempest.Be not afraid; the isle is full of noises,Sounds and sweet airs, that give delight and hurt not.Sometimes a thousand twangling instrumentsWill hum about mine ears, and sometime voicesThat, if I then had waked after long sleep,Will make me sleep again: and then, in dreaming,The clouds methought would open and show richesReady to drop upon me that, when I waked,I cried to dream again.What makes this a great speech?- It expresses a wonder and uncertainty of the world, and an inability to comprehend its mystery.- It is highly alliterative, a rhetorical trick that makes speech memorable and powerful.- Shakespeare uses onomatopoeia (e.g. “twangling”, “hum”: words whose sound is like they are describing) to make Caliban’s speech evocative.9. Shakespeare Henry V Act 3 Scene 1, 1598One of rhetoric’s most primal functions is to transform terrified men into bloodthirsty soldiers. “Once more unto the breach” is a speech that does just that. It is a perfect example of how poetry is an inextricable element of rhetoric.Once more unto the breach, dear friends, once more;Or close the wall up with our English dead.In peace there’s nothing so becomes a manAs modest stillness and humility:But when the blast of war blows in our ears,Then imitate the action of the tiger;Stiffen the sinews, summon up the blood,Disguise fair nature with hard-favour’d rageWhat makes this such a great rousing battle speech?-Shakespeare uses some fantastic imagery in King Henry’s speech. His “dear friends”, or soldiers, are tigers, commanded to block their enemies’ way with their dead comrades. This appeals to ideals of masculinity that men should be fierce and strong.-Orders and imperative verbs give the speaker authority.- Repetition of key phrases and units of sound: the vowel sounds in the repeated phrase “once more” are echoed by the words “or” and “our”. This makes it an extraordinarily powerful piece of rhetoric to hear spoken.10. William Lyon Phelps The Pleasure of Books 1933This speech was read a year before Nazis began their systematic destruction of books that didn’t match Nazi ideals. As major advocates of books at English Trackers, we’re naturally inclined to love speeches about their importance.A borrowed book is like a guest in the house; it must be treated with punctiliousness, with a certain considerate formality. You must see that it sustains no damage; it must not suffer while under your roof. You cannot leave it carelessly, you cannot mark it, you cannot turn down the pages, you cannot use it familiarly. And then, some day, although this is seldom done, you really ought to return it.What makes this a great speech?- Phelps personifies books in this speech; that is, he gives books human characteristics – like the capacity to “suffer”. Comparing a book to a guest creates novelty, which engages and holds the interest of a listener.- This speech uses both modal verbs (“must”, “ought”) and prohibitions (“you cannot”) to demonstrate both proper and improper behaviour.Some tips to bear in mind when writing a speech- KISS: the golden rule of Keep It Short and Simple really does apply. Keep your sentences short, your grammar simple. Not only is this more powerful than long rambling prose, but you’re more likely hold your audience’s attention – and be able to actually remember what you’re trying to say!- Rule of 3: another golden rule. The human brain responds magically to things that come in threes. Whether it’s a list of adjectives, a joke, or your main points, it’s most effective if you keep it to this structure.- Imagery: Metaphors, similes and description will help an audience to understand you, and keep them entertained.- Pronouns: Use “we” to create a sense of unity, “them” for a common enemy, “you” if you’re reaching out to your audience, and “I” / “me” if you want to take control.- Poetry: Repetition, rhyme and alliteration are sound effects, used by poets and orators alike. They make a speech much more memorable. Remember to also structure pauses and parentheses into a speech. This will vary the flow of sound, helping you to hold your audience’s attention. - Jokes: Humor is powerful. Use it to perk up a sleepy audience, as well as a rhetorical tool. Laughter is based on people having common, shared assumptions – and can therefore be used to persuade.- Key words: “Every”, “improved”, “natural”, “pure”, “tested’ and “recommended” will, according to some surveys, press the right buttons and get a positive response from your listeners.。

Unit 1单元试题Part A Vocabulary and grammarI. Fill in the missing words according to the sentences.1.I am studying in a v school now.2.What s_____ do you take this term? I take English, mathand computer basics.3.In the afternoon, we do some s_____-training indifferent places.4.What is your m_________? Mine is accounting.5.There are a lot of machines in this f________?II. Choose the proper meaning for the underlined parts.1. A secretary usually works in an office, organisingfiles, doing reception and answering calls.A. 记录B. 整理文件C. 组织活动D. 整理办公室2. Are you good at programming? Come to our club on Monday.A. 对……适合B. 学得很好C. 对……感兴趣D. 擅长于3. There are 5 students in my dormitory and we all like it.A. 校园B. 教室C. 宿舍D. 操场4. I work very hard and I want to find a good job in the future.A. 在将来B. 在明天C. 在过去D. 现在5. Tom studies for over two hours every evening, so he has no time to watch TV.A. 大约B. 关于C. 超过D. 不足6. Three new tour guides are wanted in this travel agency.A. 导购B. 导游C. 接待员D. 秘书7. Sometimes we have classes in factories.A. 上班B. 实习C. 放学D. 上课8. Computer basics is an important subject for us students nowadays.A. 计算机基础B. 计算机系统C . 计算机运用 D.计算机原理III. Complete the following sentences according to the Chinese given.1. We will learn _______________ (如何使用新电脑).2. Some of us work as __________________ (商店的收银员).3. I find it really easy _____________ (认识新朋友).4. We often ＿＿＿＿＿＿＿ (上技能训练课) on Monday morning.5. __________ (有两节英语课) on Friday afternoon.IV. Choose the best answers.（）1. What ______ you usually in your English classes?A. do; doesB. does; doesC. does; doD. do; do（）2. Do you ________ have computer basics in the first term?A. neverB. almostC. oftenD. already（）3. I want to learn __________ cars.A. how to repairB.repair how toC. how repair toD. to repair how（）4. Is there any________ in your school?A. foreign teachersB. science clubC. factoriesD. dormitories（）5. Some of my classmates work secretaries in companies..A. forB. toC. withD. as（）6. I have to _______many subjects in my first term.A. takeB. takesC. takingD. be taken( ) 7. There _______not enough time for us to prepare.A. hasB. haveC. isD. are( ) 8. _______ is a new shopping center in the city.A. ThatB. ThereC. HereD. WhereV. Fill in the blanks with the proper forms of the words given.1. Are you good at __________ (program)? Come and join us!2. He is very busy and ______ (have) no time to play football.3. I want to learn some _________ (secretary) skills in our school.4. Which subject do you like_______ (good)?5. The cooks in the restaurant show us how to ______ (prepare) food.Part B Language practiceⅥ.你是一家有资质的企业培训机构的客户经理，请对前来进行培训咨询的三名客户Zhang Yong , Lisa, Max的培训需求进行分析并建议其参加适合的培训项目。

Revision exercises for Advanced English, Book 1 Ⅰ. Multiple-choice1. He said that everyone should turn their backs _____ a craving for fame and prestige.A. forB. downC. upD. on2. Hitler was however wrong and we should ______ to help Russia.A. make all outB. make out allC. go all outD. go out all3. In June 1941 Hitler suddenly ______ an attack on Russia.A. launchedB. exertedC. developedD. created4. I see the Russian soldiers standing on the ________ of their native land, guarding the fields.A. thresholdB. frontiersC. entranceD. gate5. The subjugation of the western Hemisphere______ his will…A. toB. inC. according toD. against6. When I awoke on the morning of Sunday, the news was brought ______ me ______Hitler’s invasion of Russia.A. for…ofB. to…onC. to… ofD. for… on7. Hitler was wrong and we should ______ to help Russia.A. go out allB. go all outC. make out allD. make all out8. Winant said the same would be true ______the U.S.A.A. withB. ofC. forD. to9. The Nazi regime is devoid ______ all theme and principle except appetite and racial domination.A. ofB. awayC. fromD. for10. We shall ______ all our friends and allies in every part of the world to take the same course and pursue it.A. appeal toB. appeal forC. appeal withD. appeal of11. This is no time to moralize ______ the follies of countries which have allowed themselves to be struck down one by one.A. toB. onC. byD. in12. In June 1941 Hitler suddenly launched an attack ______ Russia.A. forB. toC. onD. against13. The humble bell-boy ______ his tongue reprovingly in front of the princess.A. flippedB. chuckledC. cluckedD. flickered14. The family were having dinner when the ______ buzzer of the door sounded.A. quietB. mutedC. silentD. low15. It ______ to keep calm when confronted with dangers.A. paysB. takesC. costsD. deserves16. Please ______ you cigar before entering this building.A. put downB. put upC. put offD. put out17. There were plenty of places to ______ the highway and be unobserved.A. pull offB. pull outC. pull upD. pull down18. The big shot ______ several government officials in the past years.A. buy outB. buy upC. buy offD. buy down19. He gambled ______ being able to buy a ticket at the last minute.A. aboutB. onC. inD. with20. The duke interjected, “What you accuse us ______ is true. I am to blame.”A. withB. aboutC. /D. of21. It was essential that her thinking ______ calm and reasoned.A. remainedB. remainC. had remainedD. would remain22. The young man ______ the charm of his new collegue, a blonde from England.A. took a chanceB. threw a book atC. fell victim to C. comply with23.As the offender _______ his crime, he was dealt with leniently.A. had admittedB. had confessedC. had recognizedD. had realized24. I was again crushed by the thought that I stood on the ____ of the first atomic bombardment.A. spotB. siteC. placeD. area25. The few Americans and Germans seemed just as _____ as I was.A. constrainedB. curbedC. inhibitedD. withhold26. They would also like to _____ the atomic museum.A. demolishB. destroyC. ruinD. smash27. Little girls and elderly ladies in kimonos ___teenagers and women in western dress.A. rubbed the shoulder withB. rubbed shoulders withC. rubbed the shoulder withD. rubbed the shoulders with28. At last this intermezzo _____, and I found myself in front of the gigantic City Hall.A. came to an endB. came to the endC. came to endD. came to ending29. The taxi driver _______ at me in the rear-view mirror when I got on the car.A. smileB. laughedC. grinnedD. stared30. I treaded cautiously______ the tatami matting.A. onB. inC. downD. out31. He reverted_______ this themeA. intoB. onC. ontoD. to32. But later my hair began to fall_______, and my belly turned to water.A. overB. throughC. outD. away33. I now stood on the site where thousands upon thousands of others had lingered on to die ____ slow agony.A. atB. fromC. ofD. in34. Hiroshima, as you know, is a city familiar ______ everyone.A. withB. toC. forD. by35. I am a fisherman ______.A. by tradeB. for tradeC. on tradeD. of trade36. If you bear any visible scars of atomic burns, your children will encounter prejudice ______ those who do not.A. on the side ofB. at the side ofC. on the part ofD. at the part of37. The tall building of the martyred city flashed by as we lurched from side to side ______ the driver’s sharp twists of the wheel.A. in response toB. as response toC. in response ofD. as response of38. After a week at sea, the sailors saw ______ .A. landB. earthC. groundD. soil39.Are you familiar _____ these technical terms?A. withB. toC. forD. as40.The doctor gave the old man a _____ examination and congratulated him on his speedy recovery.A. cautiousB. cautiouslyC. carefulD. careful41. The remarks by leaders of the Taiwan authority met with scathing criticism from all sides.A. bitterB. staticC. dynamicD. gentle42. She had a firm conviction that her view could hold water.A. suppositionB. beliefC. convulsionD. assumption43. There is a divergence of opinions among the committee members on the issue of promotion.A. similarityB. agreementC. differentiationD. resemblance44. The sheepherder rounded up the animals with a whip by riding in a circle.A. herded togetherB. beatC. forcedD. drove away45. The chairman reverted to the problem mentioned at the previous day’s meeting.A. refusedB. endorsedC. confirmedD. returned46. He tried with all his might to swim across the river, but he failed.A. strengthB. wisdomC. intelligenceD. will47. By repeating all the work done in the past years, the chief of the board tried to enlist the sympathy of the members.A. enrollB. involveC. engageD. obtain48. Large areas of land have been contaminated by the leakage from the nuclear reactor.A. corruptedB. discoloredC. pollutedD. decayed49. Hitler was however wrong and we should ______ to help Russia.A. make all outB. make out allC. go all outD. go out all50. The young man ______ the charm of his new collegue, a blonde from England.A. took a chanceB. fell victim toC. threw a book atD. comply with51．Most Americans remember Mark Twain as the father of Huck Finn's idyllic cruise through _______ boyhood.A. endlesslyB. permanentC. eternalD. eternally52. Mark Twain had become a very _______ man during his later life, which was reflected in his writings. He believed that the world was wrong, where people achieved nothing.A. sarcasticB. ironicC. cynicalD. sentimental53. Bitterness fed_______ the man who had made the world laugh.A. backB. toC. upD. on54. Steamboat decks teemed not only______ the main current of pioneering humanity, but is flotsam of hustlers, gamblers, and thugs as well.A. upB. ofC. onD. with55. Mark Twain digested the New American experience before sharing it with the world ______ writer and lecturer.A. byB. forC. likeD. as56. Mark Twain began ______ his way to regional fame as a newspaper reporter and humorist.A. seekingB. pickingC. diggingD. making57. He accepted a job as reporter ______ the Virginia City Territorial Enterprise.A. forB. withC. atD. by58. When railroad began drying up the ____ for steamboat pilots and the Civil War halted commence, Mark Twain left the river country.A. needB. demandC. requirementD. request59. All ____ resurface in his books, together with the colorful language that he soaked up with a memory that seemed phonographic.A. willB. mayC. wouldD. might60. Mark Twain had become a very _______ man during his later life, which was reflected in his writings. He believed that the world was wrong, where people achieved nothing.A. sarcasticB. cynicalC. ironicD. humorous61. Correct ideas are not ______ in the mind but come from social practice.A. inmostB. initialC. innateD. innocent62. My plan of going abroad to study ______________ my having high marks in TOFEL.A. counts onB. devoid ofC. devoid withD. counts in63. His beautifully painted pictures well attest ____ his love of his hometown.A. toB. onC. forD. of64. It is said that Rome ______ tourists from the world in summer.A. is teemed withB. teems withC. padded withD. obsessed with65. The doctor gave the old man a _____ examination and congratulated him on his speedy recovery.A. cautiousB. cautiouslyC. carefullyD. careful66. He is a trashman ______.A. by tradeB. for tradeC. on careerD. for career67. The duke interjected, “What you accuse us ______ is true. I am to blame.”A. withB. ofC. /D. about68. The book was so interesting that I was oblivious ______ my surroundings.A. ofB. awayC. fromD. for69. The government is prepared to ______________ the strike rather than agree to union demands.A. sit withB. sit inC. sit upD. sit out70.More than 100 reporters were ___ hand.A. byB. onC. withD. in71. The fundamentalist movement had brought ____ my trial.A. aboutB. inC. outD. back72. Now I was involved ___ a trial reported the world over.A. withB. toC. inD. for73. The teacher testified ____ the boy’s ability.A. /B. onC. withD. to74. For a number of years a clash had been building ___ between the fundamentalists and the modernists.A. onB. upC. intoD. of75. Since Scopes had been teaching biology, I was sent ____.A. downB. awayC. forD. up76. Immediately the renowned lawyer Clarence Darrow offered his services to defend ____ me.A. forB. toC. /D. against77. The spectators chuckled and Bryan warmed ____ his work.A. toB. forC. upD. with78. He appealed ____ intellectual freedom, and accused Bryan ___ calling ___ a dual to the death between science and religion.A. for…in…forB. for…of…forC. to…in…onD. to…of…on79. After the evidence was completed, Bryan rose to address ____ the jury.A. forB. toC. /D. against80. What would you miss most if you found yourself ______________ on a desert island?A. shatteredB. maroonedC. strewnD. flung81. Which of the following statements about Mark Twain is WRONG?A. Adventures of Tom Sawyer and Adventures of Huckleberry Finn are regarded as the best books of Mark Twain.B. As a mirror of America, Mark Twain witnessed the American War of Independence, Gold Rush, westward expansion, etc.C. Mark Twain is considered to be the true father of American national literature.D. Mark Twain’s national reputation was established through the humor in The Jumping Frog.82. On June 22nd, ______, Hitler invaded the USSR.On August 6th, ______, the US air force dropped the first atomic bomb in Hiroshima.A. 1945, 1945B. 1941, 1945C. 1941, 1944D. 1942, 194483. In 1953 Churchill was created Knight of the Garter by the Queen, and awarded the Nobel Prize in ___________.A. physicsB. chemistryC. literatureD. peace settlement84. Which of the following works is NOT written by Arthur Hailey?A. Air portB. WheelsC. The MoneychangersD. The Scond World War85. Motors and bicycles threaded their way among the ______ of the people entering and leaving the market.A. crowdB. throngsC. crowdD. crowdsⅡParaphrase1.I see the German bombers and fighters in the sky, still smarting from many a British whipping, delighted to find what they believe is an easier and a safer prey.2.Hitler was counting on enlisting capitalist and Right Wing sympathies in this country and America.3.The house detective’s piggy eyes surveyed her sardonically from his gross jowled face.4.He lowered the level of his incongruous falsetto voice.5. We can batten down and ride it out.6. After three days in Japan, the spinal column becomes extraordinarily flexible.7. The cab driver’s door popped open at the very sight of a traveler.8. Mark Twain digested the new American experience before sharing it with the world as writer and lecturer.9. The cast of characters set before him in his new profession was rich and varied—a cosmos.10. Mark Twain began digging his way to regional fame as a newspaper reporter and humorist.11. Bitterness fed on the man who had made the world laugh.12. Spectators paid to gaze at it and ponder whether they might be related.13. The Duchess of Croydon----three centuries and a half of inbred arrogance behind her----did not yield easily.14. We’re elevated 23 fe et.15. The place has been here since 1915, and no hurricane has ever bothered it.ⅢPlease identify the figures of speech used in the following sentences.1. After the failure of his last novel his reputation stands on slippery grounds.__metaphor____2. I see also the Hun soldiery plodding on like a swarm of crawling locusts. _simile_____3. Let us learn the lesson already taught by such cruel experience. ___alliteration_______4. But can you doubt what our policy will be? __rhetorical question___________5. We shall fight him by land, we shall fight him by sea, we shall fight him in the air, until, ... __parallelism ____________6. We have but one aim and one single, irrevocable purpose. ___repetition_______7. …with its clanking, heel-clicking, dandified Prussian officers…____onomatopoeia______8. Was I not at the scene of the crime? ( rhetorical question )9. I felt sick, and ever since then they have been testing and treating me.( alliteration)10. Seldom has a city gained such world renown, and I am proud and happy to welcome you to Hiroshima, a town known throughout the world for its-oysters.( anti-climax)11. The rather arresting spectacle of little old Japan adrift amid beige concrete skyscrapers is the very symbol of the incessant struggle between the kimono and the miniskirt. ( symbolism)12. No one talks about it any more, and no one wants to, especially, the people who were born here or who lived through it. ( climax)13. Each day of suffering that helps to free me from earthly cares, I make a new paper bird and add it to the others. ( metaphor )14. At last this intermezzo came to an end, and I found myself in front of the Hall. ( metaphor)15.The wind sounded like the roar of a train passing a few yards away. ( Simile)16. But for making money, his pen would prove mightier than his pickax. ( Metonym )17. We shall fight him by land, we shall fight him by sea, we shall fight him in the air. ( Parallelism )18. It was a splendid population---- for all the slow, sleepy, sluggish-brained sloths stayed at home. ( Alliteration )19. This may teach the young man not to play with fire. ( )20. From this nothing will turn us ---- nothing. ( Repetition )21. It is a trial that rocked the world. ( Hyperbole )22. Darrow had whispered throwing a reassuring arm round my shoulder. ( Transferred Epithet )23. The case had erupted round my head. ( Synecdoche )24. No one anticipated that my case would snowball into one of the famous trials in U. S. history. ( )25. We are marching backwards to the glorious age of the 16th century. ( )26. A woman whispered loudly as Darrow finished his address. ( )27. The Christian believes that man came from above. The evolutionist believes that he must come from below. ( )28. Gone was the fierce fervor of the days when Bryan had swept the political arena like a prairie fire. ( )29. The court broke into a storm of applause. ( )30. Darwin is right—inside. ( )31. Now Darrow sprang his trump card by calling Bryan as a witness for the defense. ( )32. Malone called my conviction a “victorious defeat.”( Oxymoron )33.Several vacationers at the luxurious Richelieu Apartments there held a hurricane pa rty to watch the storm from their spectacular vantage point. ( Transferred Epithet）34. Dudley Field Malene called my conviction a “victorious defeat”. ( Oxymoron )35. Each day of suffering that helps to free me from earthly cares, I make a new paperbird and add it to the others. ( Euphemism ) 36. Darwin is right---- inside. ( pun )11。

The Syllabus for Advanced English Listening and Speaking (2015 Spring)Basic InformationCourse code：Course type：CompulsoryPrerequisite for taking this course: RUC English Band 4Course period：One semesterCredits：2Textbook：Pathways 3 &4. Beijing: Foreign Language Research and Teaching PressCourse ObjectivesThis is a skill-oriented and student-centered course. Students will listen to a variety of materials including academic lectures, interviews, talks, reports, and so on, and view episodes from National Geography, and participate in a lot of speak ing activities. The course has the following specific objectives:1.To improve students’ listening and speaking skills2.To improve students’ability to learn (predicting, making inference, thinking independentlyand cooperating with others)3.To enhance students’ science and culture literacy4.To improve students’ intercultural awareness5.To improve students’ critical thinking abilityStudents will take Section B of Test of Oral Proficiency in English (TOPE ) this semester. So through learning this course, students will also be able to do the following tasks:1.Give a brief introduction to one’s study, hobbies, interests, personality, and so on.2.Give comments or a short presentation based on some hints (cartoons, graphs, words, etc.).3.Have a discussion with others on some hot issues.e verbal and non-verbal communicative strategies to communicate with others.Notes for Teaching1.All the chapters except Unit 6 in Book 3 and Unit 7 in Book Four should be covered in thissemester.Listening2.Students are required to preview the new words before each class so it will be easier for themto follow the listening materials.3.Teachers can assign students to do some listening tasks before or after class so that studentscan have more time to speak in class.4.Students are required to do Further Listening exercises after class for all the chapters in thetwo books. Teachers will check this part regularly (e.g. every two weeks).5.Students are required to listen to 23 English lectures this semester, two lectures every week.The link to the lectures is:/more.php?cid=319&page=1.Speaking6.To get students prepared for the TOPE, teachers will design discussion activities, and preparedor impromptu presentations for each unit.7.To guarantee that the oral activities go on smoothly in class, teachers can put students intogroups of three or four in the first class of the semester.8.From the third or fourth week on, teachers can ask one or two groups to give preparedpresentations at the beginning of each class. Students will choose their own topic. They need to share the picture, the photo, the graph, or the words that their presentation is based on.9.Students will continue to practice reading aloud after class. The mp3 file of one essay will besubmitted online before March 22nd(details about the system will be talked about at the meeting on Mar. 4th.).10.Students will submit online two mp3 files of five-minute group discussion. The deadlines areApril 19th and May 24th .Assessment and GradingNotes for assessment:1.Please keep a record of students’ daily performance.2.Each listening quiz (about 30 minutes) includes at least three of the four listening tasks: Blankfilling, note taking, summary and dictation. The listening materials will be selected from Further Listening in the textbooks. To guarantee fairness, teachers give different quizzes for different classes.Listening and Speaking Websites1.The Guardian /uk2.National Public Radio /3.The Street /4.New Yorker /5.BBC Learning English/worldservice/learningenglish/grammar/pron/6.ABC .au/newsradio/7.ABC Learning English /learningenglish/8.VOA Learning English /。

Introduction:The English proficiency of hotel employees is crucial for providinghigh-quality service to international guests. This training program is designed to enhance the English communication skills of hotel staff, ensuring they can effectively interact with guests, colleagues, andother stakeholders. The program will cover essential language skills, cultural awareness, and practical scenarios relevant to hotel operations.Objective:To improve the English language proficiency of hotel employees, enabling them to deliver exceptional service and create a positive impression of the hotel among international guests.Target Audience:All hotel employees, including receptionists, housekeepers, chefs, waitstaff, and management staff.Duration:The training program will be conducted over a period of 12 weeks, with each week focusing on a specific aspect of English language skills.Training Modules:1. Week 1-2: Basic English Communication Skills- Grammar essentials: Present simple, present continuous, past simple, and past continuous tenses.- Vocabulary building: Common hotel-related terms and phrases.- Pronunciation and listening skills: Focus on clear articulation and understanding of English accents.- Practical exercises: Role-playing scenarios at the reception desk and dining area.2. Week 3-4: Advanced Grammar and Vocabulary- Advanced grammar: Conditional sentences, reported speech, and phrasal verbs.- Expand vocabulary: Hotel-specific terms and idiomatic expressions.- Communication techniques: Active listening and effective questioning.- Group activities: Role-plays involving guest complaints and resolutions.3. Week 5-6: Cultural Awareness and Customer Service- Cultural differences in communication: Understanding and respecting cultural norms.- Customer service principles: The importance of empathy, patience, and problem-solving.- Role-playing scenarios: Handling difficult guests and resolving conflicts.- Guest interaction simulations: Practicing greetings, check-ins, and check-outs.4. Week 7-8: Hotel Operations and Safety Procedures- English terminology for hotel operations: Front desk procedures, room service, and maintenance.- Safety and emergency procedures: Fire safety, medical emergencies, and security protocols.- Role-playing exercises: Responding to guest emergencies and safety concerns.- Interactive workshops: Group discussions on best practices in hotel operations.5. Week 9-10: Professionalism and Etiquette- Professionalism in the workplace: Appearance, behavior, and work ethic.- Business etiquette: Greetings, introductions, and formal communication.- Role-playing simulations: Presentations, meetings, and team interactions.- Feedback sessions: Self-assessment and peer reviews of professional conduct.6. Week 11-12: Advanced Communication Skills and Leadership- Advanced communication techniques: Non-verbal communication, active listening, and negotiation skills.- Leadership and team management: Empowering team members, conflict resolution, and motivation.- Real-life case studies: Analyzing and discussing hotel industry scenarios.- Final presentations: Employees present their learning outcomes and proposed improvements for the hotel.Training Methods:- Interactive workshops- Role-playing exercises- Group discussions- Individual assignments- Guest speakers from the hotel industry- Online resources and self-study materialsAssessment:- Pre-training and post-training assessments to measure progress.- Continuous feedback from trainers and peers.- Participation in practical scenarios and role-plays.- Completion of individual and group assignments.Implementation Schedule:- Weeks 1-2: Introduction to the program and basic communication skills. - Weeks 3-4: Advanced grammar and vocabulary.- Weeks 5-6: Cultural awareness and customer service.- Weeks 7-8: Hotel operations and safety procedures.- Weeks 9-10: Professionalism and etiquette.- Weeks 11-12: Advanced communication skills and leadership. Conclusion:This comprehensive English training program aims to empower hotel employees with the necessary language skills and cultural understanding to excel in their roles. By the end of the program, participants should be confident in their ability to communicate effectively with guests and colleagues, contributing to the overall success and reputation of the hotel.。