Thinking items(chapter 1)

新思维一年级英语1b全文共3篇示例，供读者参考篇1Title: New Thinking 1st Grade English 1BIntroduction:New Thinking 1st Grade English 1B is a comprehensive textbook designed for young learners who are just starting to learn English. This textbook provides a solid foundation in English language skills, including reading, writing, listening, and speaking. With a focus on real-life communication and interactive activities, students are introduced to basic English vocabulary, grammar, and sentence structures.Chapter 1: Hello, Friends!In this chapter, students are introduced to basic greetings and introductions. They learn common phrases such as "Hello, how are you?" and "My name is…". Through fun games and activities, students practice speaking and listening skills.Chapter 2: My FamilyIn this chapter, students learn vocabulary related to family members. They are able to describe their own family members and relationships. Activities such as drawing family trees and role-playing scenarios help students apply their new vocabulary in context.Chapter 3: My SchoolThis chapter introduces school-related vocabulary such as classroom objects, subjects, and activities. Students learn how to talk about their daily routines and favorite school subjects. They also practice forming simple sentences using the present tense.Chapter 4: My HouseStudents learn vocabulary related to different rooms in a house, furniture, and household items. They practice describing their own homes and daily routines. Interactive activities like matching games and picture prompts help reinforce vocabulary retention.Chapter 5: Food and DrinkIn this chapter, students learn common food and drink items. They practice ordering food, expressing preferences, and responding to simple questions about mealtime. Role-playinggames and group discussions are used to enhance conversational skills.Chapter 6: Seasons and WeatherStudents learn vocabulary related to seasonal weather patterns. They practice describing weather conditions, clothing choices, and outdoor activities. Through hands-on activities like creating weather charts and simulating weather forecasts, students deepen their understanding of seasonal changes.Conclusion:New Thinking 1st Grade English 1B provides a solid foundation for young learners to develop their English language skills. Through engaging activities, real-life scenarios, and interactive lessons, students are able to build their vocabulary, grammar, and conversational skills. This textbook is a valuable resource for teachers and students alike in their English language learning journey.篇2Title: New Thinking 1B Grade EnglishIntroduction:New Thinking 1B Grade English is a comprehensive textbook designed for first-grade students to learn English effectively. It covers a wide range of vocabulary, grammar, and communication skills to help students build a solid foundation in the English language. This document will provide an overview of the content and key features of the textbook.Content:The textbook is divided into 12 units, each containing various themes and topics relevant to first-grade students. The units are structured to introduce new vocabulary and grammar concepts gradually, allowing students to grasp the language step by step.One of the key highlights of the textbook is the focus on communication skills. Students are encouraged to engage in interactive activities, such as role-plays, group discussions, and pair work, to practice using the language in real-life situations. This helps students develop their speaking and listening skills, as well as their confidence in using English.In addition to vocabulary and grammar, the textbook also incorporates reading and writing exercises to enhance students' comprehension and expression abilities. The reading passages are carefully selected to be age-appropriate and engaging, whilethe writing tasks are designed to promote creativity and critical thinking.Key Features:- Colorful illustrations and multimedia resources to support visual learning- Audio recordings of dialogues and vocabulary to improve listening skills- Interactive activities and games to make learning enjoyable and effective- Progress tests and assessments to measure students' learning outcomes- Teacher's guide with lesson plans and additional resources for classroom instructionConclusion:New Thinking 1B Grade English is a comprehensive and engaging textbook that provides students with a solid foundation in the English language. With its focus on communication skills and interactive learning activities, the textbook is designed to meet the needs of first-grade studentsand help them succeed in their English language learning journey.篇3New Concept English 1b is a textbook designed for first graders who are learning English as a second language. This book is a part of the New Concept English series, which aims to provide young learners with a comprehensive and interactive way to learn English.The content of New Concept English 1b is divided into 12 units, each covering different topics such as greetings, colors, family members, animals, weather, and food. Each unit includes vocabulary, grammar, reading comprehension, listening exercises, and speaking activities to help students practice their language skills in a variety of ways.One of the key features of New Concept English 1b is its use of colorful illustrations and engaging activities to make learning fun and engaging for young learners. The book also includes audio recordings of the vocabulary and dialogues, which provide students with the opportunity to practice listening and pronunciation skills.In addition, New Concept English 1b includes a variety of interactive activities such as puzzles, matching games, androle-playing exercises that allow students to practice what they have learned in a fun and engaging way. The book also includes regular review sections to help students consolidate their learning and track their progress.Overall, New Concept English 1b is a comprehensive and engaging textbook that provides young learners with the tools they need to develop their English language skills. By using a combination of interactive activities, colorful illustrations, and audio recordings, this book offers a dynamic and effective way for students to learn English in an enjoyable and engaging way.。

Chapter OneⅡ. 1. Chomsky defines “competence” as the ideal user’s k of the rulesof his language.2. Langue refers to the a linguistic system shared by all the members of a speech community while the parole is the concrete use of the conventions and application of the rules.3. D is one of the design features of human language which refers to the phenomenon that language consists of two levels: a lower level of meaningless individual sounds and a higher level of meaningful units.4. Language is a system of a vocal symbols used for human communication.5. The discipline that studies the rules governing the formation of words into permissible sentences in languages is called s .6. Human capacity for language has a g basis, but the details of language have to be taught and learned.7. P refers to the realization of langue in actual use.8. Findings in linguistic studies can often be applied to the settlement of some practical problems. The study of such applications is generally known as a linguistics.9. Language is p in that it makes possible the construction and interpretation of new signals by its users. In other words, they can produceand understand an infinitely large number of sentences which they have never heard before..10. Linguistics is generally defined as the s study of language.11. Language is a system of a symbols used for human communication. use, it is said to be d ; if it aims to lay down rules for “correct” behavior,it is said to be p .14. In modern linguistics, S study seems to enjoy priority over d study. The reason is that successful studies of various states of a language would be the foundations of a historical study.15. Langue refers to the a linguistic system shared by all the members ofa speech community; and parole refers to the r of langue in actual use.16. Chomsky defines competence as the ideal user’s k of the rules of his language, and performance, the actual r of this knowledge in linguistic communication.17. “ A rose by any other name would smell as sweet”. This famous quotation from Shakespeare illustrates that language has the design feature ofa .18. The property of d of language provides a speaker with an opportunity to talk about a wide range of things, free from barriers caused by separation in time and place.19. Language is a system, which consists of two sets of structures, one of Sounds, and the other of w . This double articulation of language enables its users to talk about anything within their knowledge.20. An English speaker and a Chinese speaker are both able to use language, but they are not mutually intelligible, which shows that language is culturally t .III.1. The study of _____ does NOT form the core of linguistics.A. syntaxB. pragmaticsC. morphologyD. sociolinguistics2. If the study of meaning is conducted in the context of language use, a branch of linguistic study called _____ come into being.A. syntaxB. semanticsC. morphologyD. pragmatics3. Which of the following statements is no the concern of psycholinguistics?A. It aims to answer such questions as how the human mind works when we use languageB. It relates the social norms that determine the type of language to be used in a certain occasion.C. It pays more attention to the study of language acquisition in childrenD. It focuses on the way of processing the information we receive in the course of communication.4. Which of the following words is the entire arbitrary one?A. bookB. beautifulC. crashD. newspaper5. Which of the following items is not a design feature of human language？A. arbitrarinessB. competenceC. displacementD. productivity6. The difference between modern linguistics and traditional grammar are all of the following EXCEPT _______A. descriptive vs. prescriptiveB. non Latin-based vs. Latin-based frameworkC. spoken vs. writtenD. competence vs. performance7. The term _____ linguistics may be defined as a way of referring to the approach which studies language change over various periods of time and at various historical stage.A. synchronicB. comparativeC. diachronicD. historical comparative8. Which word is the absolute arbitrary one?A. carefulB. handbagC. crackD. table9. The application of linguistics principles and theories to language teaching and learning is called _____.A. sociolinguisticsB. PsycholinguisticsC. computational linguisticsD. Applied Linguistics10. ______ is regarded as the “Father of modern linguistics”.A. ChomskyB. SaussureC. HallidayD. Whorf11. Competence refers to ________.A. the ideal language user’s knowledge of the rules of his languageB. the actual realization of the language user’s knowledge of the rules in utterancesC. knowledge of meaning of words and sentencesD. what speakers can actually do with language12. The subject area on the borders of linguistics and literature has become known as _____ .A. anthropological linguisticsB. linguistic stylisticsC. neurolinguisticsD. mathematical linguistics13. The distinction between competence and performance is similar to the distinction between ________.A. prescriptive & descriptiveB. synchronic and diachronicC. speech and writingD. langue & parole14. _____ answers such questions as how we as infants acquire our first language.A. applied linguisticsB. sociolinguisticsC. psycholinguisticsD. anthropological linguistics15. Children can speak before they can read or write shows that ______.A. language is arbitraryB. language is productiveC. language is used for communicationD. language is basically vocal16. _____ means the lack of logical connection between the form of something and its expression in sounds.A. AmbiguityB. FuzzinessC. AbstractnessD. Arbitrariness17. Which of the following statements about language is NOT TRUE?A. Language means the system of pronunciation, grammar and vocabularyB. Language includes animal and artificial features of languageC. Language means a particular type or style of language used for a particular purposeD. Language refers to the common features of all human languages18. All human languages are organized on two levels: the sound level –meaningless, the grammatical level – meaningful. This means language has the design feature of _______.A. dualityB. changeableC. creativeD. arbitrary19. ____ are two sub-branches of linguistics that study the units at the grammatical level.A. morphology and semanticsB. morphology and syntaxC. semantics and syntaxD. morphology and phonology20. ____ dictionary established a uniform standard for English spelling and word use.A. LongmanB. OxfordC. Webster’sD. Johnson’s21. Langue & Parole are a pair of important distinctions put forward by_______ .A. ChomskyB. LyonsC. SaussureD. Halliday22. Language has the feature of ____ in the sense that users can understand and produce sentences they have never heard before.A. dualityB. interchangeabilityC. displacementD. productivity23. Linguistics gives priority to the spoken language instead of the written language because ______.A. vocal sounds are derived from writing systemsB. spoken language precedes written language only in Indo-European languagesC. we have recording devices to study speech in modern timesD. speech precedes writing everywhere in the world24. The distinction between competence and performance is made by _____ in _______.A. F. de. Saussure; SwissB. Noam Chomsky; USAC. M. A. K. Halliday; UKD. L. Bloomfield; USA25. If a linguistic study describes and analyzes the language people actually use, it is said to be _______.A. prescriptiveB. analyticC. descriptiveD. linguistic26. Which of the following is not a design feature of human language?A. ArbitrarinessB. DisplacementC. DualityD. Meaningfulness27. Modern linguistics regards the written language as _______.A. primaryB. correctC. secondaryD. stable28. In modern linguistics, speech is regarded as more basic than writing, because _______.A. in linguistic evolution, speech is prior to writingB. speech plays a greater role than writing in terms of the amount of information conveyedC. speech is always the way in which every native speaker acquires his mother tongueD. All of the above29. A historical study of language is a_______ study of language.A. synchronicB. diachronicC. prescriptiveD. comparative30. Saussure took a(n) _______ view of language, while Chomsky looks at language from a ________ point of view.A. sociological, psychologicalB. psychological, sociologicalC. applied, pragmaticD. semantic, linguistic31. According to F. de Saussure, _______ refers to the abstract linguistic system shared by all the members of a speech community.A. paroleB. performanceC. langueD. Language32. Language is said to be arbitrary because there is no logical connection between _______ and meanings.A. senseB. soundsC. objectsD. ideas33. Language can be used to refer to contexts removed from the immediate situations of the speaker. This feature is called _______.A. displacementB. dualityC. flexibilityD. cultural transmission34. The details of any language system is passed on from one generation to the next through _______, rather than by instinct.A. learningB. teachingC. booksD. both A and B。

Guidelines for StudentsBook 4 Unit 1Part I In-class ReadingKey words and phrases in in-class reading:present humor mutual trigger suggestive tempt value sensitive message lie in string appeal beyond the reach of fall in love with sb. make an attempt to do sth.1.note (l. 74)Some phrases with “note”:1) make a note of something: write something down so that you can look at it latere.g. I) I made a note of her address and phone number.II) Make a note on the calendar that he’s c oming on Tuesday.III) She took out her diary and made a note of the time of the meeting.2) take/make notes: write notese.g. I) I read the first chapter and took notes.II) She sat quietly in the corner making careful notes.II) I noticed he was making notes about the deals as I was describing them to the board.3) take note: pay careful attention to somethinge.g. I) Take note of the weather conditions.II) People were beginning to take note of her talents as a writer.III) I realized that I had forgotten to take note of any landmarks en route.2. blame (l. 102)Some phrases with “blame”:1) blame somebody for something:e.g. I) You can hardly blame Peter for being angry with her.II) It’s not fair to blame me—it’s n ot my fault that we lost.2) be to blame:e.g. I) You are not to blame for what happened.II) The hot weather is partly to blame for the water shortage.3) only have yourself to blame: used to say that someone’s problems are their own faulte.g.I) If he fails his exams, he’ll only have himself to blame.II) He’s only got himself to blame if no one will talk to him.3. alive (l. 102)adj. (not before noun)1) still living and not dead:e.g. I) Doctors fought to keep her alive.II) It was really a bad accident—they’re lucky to be alive.2) active and happy:e.g. I) With the wind rushing through her hair she felt intensely alive.II) It was the kind of morning when you wake up and feel really alive.3) continuing to exist:e.g. I) Ancient traditions are still very much alive in rural areas.II) The big factories are trying to stay alive by cutting costs.﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋Difficult sentences or useful expressions from the text:1 The joy of laughing at a funny story is universal, probably as old as language itself. But, what is it that makes a story or a joke funny?2 As one who has enjoyed humor since I first recognized it, I’ve made an attempt to explain and discuss humor with students in suc h diverse cultures as Latin America and China. I’ve done some serious thinking about funny stories. It has been a labor of love2!3 Why is it that several students in a class will fall out of their chairs laughing after I tell a joke while the rest of the students look as if I’ve just read the weather report?3 Obviously some people are more sensitive to humor than others. And, we recognize that some people tell jokes very well while others struggle to say something funny. We’ve all heard people say, “I like jokes, but I can’t tell one well, and I can never remember them.” Some people have a better sense of humor than others just as some people have more musical talent, mathematical talent, etc. than others. A truly funny person has a joke for every occasion, and when one is told, that triggers an entire string of jokes from that person’s memory bank.4 A humorless person is not likely to be the most popular person in a group. It is reasonable to say that the truly humorous individual is not only well liked, but is often the focus of attention in any gathering.4 Even some animals have a sense of humor. My wife’s mother often visited us for extended stays5. She normally didn’t like dogs, but she fell in love with Blitzen—a female Lab6 we had, and the relationship was mutual. Even when young, Blitzen would tease Grandma by very selectively carrying one of her bedroom slippers into the living room where Grandma sat in her favorite, comfortable chair. Blitzen pranced just beyond the reach of Grandma until Grandma was tempted to leave her chair to get the slipper from Blitzen. When Grandma left her chair, Blitzen would quickly jump into the chair, flashing her Lab smile from sparkling brown eyes which clearly said, “Aha, I fooled you again.”5 Typical jokes or humorous stories have a three-part anatomy that is easily recognized. First is the SETUP (or setting), next is the BODY (or story line), and these are followed by the PUNCH LINE7(an unexpected or surprise ending) which will make the joke funny if it contains some humor. Usually all three parts are present, and each must be clearly presented8. It helps if the story/joke teller uses gestures and language which are well known to the audience.6 Humor, as a form of entertainment, can be analyzed in order to discover what makes a funny story or joke seem funny. Here, for example, are some of the most common types of humor. They range from the most obvious humor to the more subtle types.7 “SLAP-STICK” is the most obvious humor. Its language is simple, direct, and often makes fun of another person or group. Slap-stick was and is the technique of the stand-up comedian9 and the clown. It appeals to all ages and all cultures. Nearly every English-speaking comedian in this century has used the following joke in one for m or another. One man asks another, “Who was that lady I saw you with last night?” The other replies, “That was no lady, that was my wife.” The humor lies in the fact that the second man is saying that his wife is not a lady. In other words, she is not a refined woman. The joke is no less funny because it is so often used. The audience knows in advance what will be said, because it is classic humor, and any audience values it even morebecause of its familiarity.8 Chinese “cross-talk” is a special type o f slap-stick in which two Chinese comedians humorously discuss topics such as bureaucrats, family problems, or other personal topics. Cross-talk can be heard anywhere from small village stages to the largest Beijing theatres, and to radio and television. It is clearly a traditional form of humor well understood by Chinese people.9 A PLAY ON WORDS is not so obvious as slap-stick, but it is funny because of misused or misunderstood language. My favorite example is the story of three elderly gentlemen traveling by train in England. As the train slowed for a stop the first man asked, “Is this Wembley?” “No,” said the second, “It’s Thursday.” “So am I,” said the third man. “Let’s stop for a beer.” We know that older people often do not hear things clearly, so the misunderstanding of both Wednesday (for Wembley) and thirsty (for Thursday) makes a nice setup for the punch line delivered by the third man.10 The famous Chinese cartoonist and humorist Ding Cong is a master of word play. In one of his funny cartoo ns, a teacher says, “How come10you completely copied somebody else’s homework?” The young student replies, “I didn’t completely copy it. My name on the page is different.” In another classic Ding Cong cartoon, an irritated father asks, “Tell me, what’s on e plus two?” The son says, “I don’t know.” The impatient father then says, “For example, you, your mother, and I altogether are how many, you idiot?” The son proudly answers, “Three idiots.” Whether these stories are cartoons or jokes, told by a slap-stick comedian or a cross-talking team, they appeal to people everywhere as funny stories because they have a note11 of reality to them, and the unexpected punch line is quite funny.11 PUNS are even more subtle forms of word play. They use the technique of similar sounding words or alternative meanings of the same word. Puns are thought by some critics to be the lowest form of humor, but I disagree with this. Puns require more subtle and sophisticated language skills than most humor forms, but even the very young can use them in their simpler forms. For example, the “riddle” or trick question often uses a pun in the setup, the story line, or, more often, the punch line. Puns are the first type of humor I learned, and at about 5 years of age I remember hearing the following riddle. One person asks, “What is black and white and red all over?” The other person usually cannot answer the riddle, so says, “I give up. What is the answer?” The riddler replies, “A newspaper.” This is the obvious answer if one knows that“red” is pronounced the same as “read” in English, but the meanings are clearly different.12 DOUBLE ENTENDRES (French for double meanings) are special variations of puns in which words or phrases have double meanings. Frequently the two meanings are very different, and one is quite proper while the second is often, but not always, vulgar. I like the somewhat mild story of a school teacher and a principal of a high school who are concerned because some boys and girls have been seen kissing on the school playground. The teacher says to the students, “The principal and I have decided to stop kissing on the school playground.” Hearing some laughter, she senses her message was not altogether clear, so she adds, “What I mean to say is that there will be no more kissing going on under our noses12.” This clarification, of course, does nothing to correct the first statement and the double meaning of the joke becomes even more laughable.13 Some professional humorists think too much of today’s humor is not very intelligent or sophisticated. They dislike the suggestive or vulgar language used too frequently, and they feel that most humorists are not very creative. It is true that some of today’s humor is rather shocking, but I don’t think humor is to be blamed for that. Humor is alive and well, and it will persist simplybecause there are funny things happening every day. Some humorous people see and hear these funny things and are able to make them into funny, entertaining jokes and stories.﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋Students’ Tasks:Practice as much as possible the in-class reading (including new words and phrases, text, grammar items etc.) so that you will be fully prepared to do the following in the class:Dictation: (words, phrases or sentences from the text)Read aloud and learn them by heart:3 Obviously some people are more sensitive to humor than others. …… Some people have a better sense of humor than others just as some people have more musical talent, mathematical talent, etc. than others. A truly funny person has a joke for every occasion, and when one is told, that triggers an entire string of jokes from that person’s memory bank.7 Slap-stick was and is the technique of the stand-up comedian and the clown. It appeals to all ages and all cultures. Nearly every English-speaking comedian in this century has used the following joke in one form or another.13 Some professional humorists think too much of today’s humor is not very intelligent or sophisticated.They dislike the suggestive or vulgar language used too frequently, and they feel that most humorists are not very creative. It is true that some of today’s humor is rather shocking, but I don’t think humor is to be blamed for that. Humor is alive and well, and i t will persist simply because there are funny things happening every day.Retell the story from the textFinish the exercisesVocabulary1. Directions: Choose the right word from the following groups of words to fill in each blank.Change the form if necessary. Some of the words can be used twice.1) entertain entertaining entertainment entertainerA. I couldn’t put down the __________________ novel.B. The bride’s parents arranged for the ____________________ at the reception.C. We ___________________ a group of exchange students from Japan.D. John has wanted to be an ____________________ ever since he was young.2) recognize recognizable recognitionA. Bill is ________________ from the many movies he has appeared in.B. I _________________ the man who tried to mug me.C. The witness’s __________________ of David led to his arrest.3) tempt temptation temptingA. The display of fresh fruit looked _________________ .B. Tom had to struggle against the _________________ to spend more money than he earned.C. I tried to _______________ my coworker to leave work early.4) reason (v. & n.) reasonable reasoning (n.)A. The student __________________ thoughtfully before answering the question.B. My English teacher showed me why my __________________ was faulty.C. Bill gave a __________________ excuse for his lateness.D. Let me give you one ________________ why the work of these researchers is so vital.5) analyze analysis analytical analystA. The lab technician ________________ the blood samples.B. The ________________ methods of the investigator revealed the identity of the murderer.C. The market __________________ was fired because he didn’t foresee the drop in stockprices.D. The initial ___________________ is more important than any subsequent examination.6) value (n.& v.) valuable valuationA. Max learned a ______________ lesson from his costly mistake at work.B. The jewelry _________________ revealed my diamond to be a fake.C. John _______________ the companionship of his trusty dog.D. The show had poor entertainment ________________ for children.7) humor humorous humorless humoristA. The book was written by the American _____________ Garrison Keillor.B. I have a good sense of ______________ and I like to use it to make people laugh.C. The ______________ story drew a roar of laughter from the crowd.D. She struggled through the difficult and _______________ article.8. understand understanding (n. & adj.) misunderstand understandableA. It’s ________________ that Mary was promoted because she works so hard.B. The two former enemies reached an __________________ and shook hands.C. I _________________ your concern about the situation.D. I _________________ you be cause you didn’t speak loudly enough.2. Directions: Work in pairs to translate the following phrases into English using the word“sense”. For example, we have a sense of humor(幽默感).1) 责任感2）安全感3）自卑感4）优越感5）节奏感6）正义感7）羞耻感8）无助感9）方向感10）紧迫感3. Directions: Complete the following sentences with the information given in Chinese in thebrackets. Check the answers with your neighbor.1) ____________________________ for a four-year-old child. (活泼的举止是正常的)2) ____________________________ John, but he can’t afford one. (速度快的车对……有吸引力)3) Dave required a lot of time to study the _____________________. (多种多样的论据)4) _________________________________________, and she explained the project to me again. (我要求我的上司为我解释清楚)5) Photographic film is very ____________________. (对光很敏感)6) ___________________________ can be a great help, especially in the early days. (互相鼓励)7) Jimmy cried when people _______________________. (拿他开玩笑)8) John won’t give up. He ________________________________________ . (坚持他的观点)9) Ted always wants ____________________________________________. (成为注意的焦点)10) Is it cheaper if ________________________? (我们提前买票)4. Directions: Read the following joke and fill in the blanks. Check the answers with yourneighbor.A couple had two little boys, eight and ten years of age, who were excessively mischievous.The two were always getting into trouble and their parents could be 1) _________(肯定) that if any mischief occurred in their town, their two young sons were 2) _________(卷入) in some capacity. The parents were at their wit’s 3) ________ (尽头) as to what to do about their sons’4) ________(行为).The parents heard that a clergyman in town had been successful in 5) _________(训导) children, so they contacted him, and he 6) ________(同意) to give it his best shot. He asked to see the boys 7) ________(个别地), so the eight-year-old was sent to meet with him 8) _______(先). The clergyman sat the boy down and asked him sternly, “Where is God?”The boy made no 9) ________(反应), so the clergyman repeated the 10) _________(问题) in an even sterner tone, “Where is God?”Again the boy made no 11) ________(试图) to answer, so the clergyman raised his12) _______(声音) even more a nd shook his finger in the boy’s face, “WHERE IS GOD?”At that, the boy bolted from the room, ran 13) _______(直接) home, and slammed himself in his closet. His older brother 14) ________(跟着) him into the closet and said, “What happened?”The younger bro ther replied, “We are in BIG 15) ________(麻烦) this time. God is missing and they think we did it!”Oral presentation:1) The following are the topics for students to talk about. Your talk should always keep to the point, concise, concrete, and convincing!a. What kind of entertainments do you like?b. Why do you like jokes?2) Each group chooses one of the following activities. Remember you have a time limit of 5 minutes.Activities:Choice A.different activities and comment on them.Work in groups to make a list of the things you do for fun in your leisure time and what your parents did when they were young. And what boys typically do for fun and girls do.It seems people’s tastes vary depending on the time they live and their gender. Why? Make a comment on the phenomenon.Choice B:Do you like Chinese Cross-talk? Now cross-talk seems to be declining. In your opinion, what leads to the present situation and what we can do to improve it? Discuss about it and play a piece of cross-talk with your partner if possible (you will be given some extra points if you do it!). Youmay play it first in Chinese, then in English.Choice C:Find at least 10 kinds of Chinese and Foreign humor and give examples with good explanations.Creative form and ideas are welcome!﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋Part II After-class ReadingS tudents are encouraged to learn this part as much as possible:★main ideas & implications of the reading materials;★new words & expressions;★useful sentences& grammatical points.﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋﹋Part III Listening-centered ActivitiesStudents are asked to finish Part Two & Part Four of Unit 1 from your listening book.。