小学英语 Mixed Tenses (2)

新标准大学英语视听说U n i t2 M i x e d f e e l i n g s文本材料(总11页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 2 Mixed feelingsInside viewConversation1Kate ：Come in. Hey, Janet.Janet ：Hi Kate, are you busyKate ：Yes, I’m just doing an essay. But it’s great to see you. So what’s newJanet ：Well, nothing much.Kate ：You look a bit fed up. What’s bugging youJanet ：Well, I had a phone call from my parents and it made me feel homesick. It happens everytime they call, and it gets me down.Kate ：I’m sorry to hear that. I know how you feel. I love speaking to my mum and dad, but Ialways feel miserable after the call.Janet ：My dad doesn’t say much, and I want to speak to him, but I wish I knew what to say.Kate ：Don’t let it get to you. My dad doesn’t say much on the phone either. I call, he answerst he phone, and says, “Hi, I’ll pass you to your mother.” It’s really irritating.Janet ：But I miss him and my mother a lot, and I like to hear his voice.Kate ：Just tell him what you’re up to.Janet ：Sometimes I feel as if I made a mistake leaving home and coming to Oxford.Sometimes I feel like a moody teenager.Kate ：Try not to worry about it, Janet. It’s normal to feel like that. I understand how you feel, butI bet everything will be fine next term. You’ll get used to it. Hey, why don’t you do what I doJanet ：What’s thatKate ：When my dad calls, I ask him for more money! He usually says no, but at least I getto hear his voice!Janet ：Maybe. I’m sorry to take up your time, Kate, but I must go now. Bye!Kate ：Wait a minute …!Conversation2Kate ：I think I may have upset Janet last night.Mark ：What happenedKate ：She came to see me. I was busy doing an essay but I was really pleased to see her. She’d had a call from home, and said she was feeling homesick.Mark ：Poor kid! It must be tough on you guys, living so far away from home.Kate ：I tried to make her laugh, told her not to worry about it, and that it was normal to feel miserable. Suddenly she looked miserable, and then she got up and said, “I must go now” and left my room. It was really sudden. I felt as if I’d said something wrong.Mark ：Maybe she was just being polite. It was probably because she realized you were working and didn’t want to disturb you.Kate ：I just wonder if she found it difficult to talk about her feelings with me. Maybe I shouldn’thave tried to make her laugh Perhaps she thought I wasn’t taking her seriously.Mark ：I wouldn’t worry about it. Put yourself in her shoes. How would you feel if you were a student at college in ChinaKate ：I know. That’s why I feel bad. If only she had stayed longer! I wish I could have helped her more.Janet ：Hey, everyone!Mark ：Hi Janet, you look cheerful!Janet ：Yes, I’ve just got my essay back. I got an alpha minus!Kate ：What an amazing grade! Well done.Mark ：I’m really happy for you, Janet.Janet ：I feel on top of the world!Outside viewSebastienHi. I’m Sebastien. I’m from Germany. Um, the idea of IQ of a measure of your brain power has been around for a while, but recently there’s been this new idea of the EQ – your emotional quotient. And by now, it’s actually almost being regarded as more important. If you look at it, businesses will … Well, they will prefer employing people with great EQ. Well, of course, IQ cannot be disregarded, but um, EQ does have its imp ortance as well. Uh, I believe that, um, … I mean, people, most people will have, um, their basic means of communicating with other people. Most people are somewhat socially adept, and just like most people have,you know, a basic general knowledge. But then, what I think really is the difference betweenIQ and EQ, I mean, you can have a “brainiac”, and they will be great at most things they do, but if you just can’t get along with him, if you just can’t communicate with him, I mean, you know, he’s not rea lly that useful.KimHi. This is Kim. I’m originally from Korea, and I was raised in California. And today, we are going to talk about the differences between IQ and EQ – IQ meaning your intelligence, EQ meaning your emotions. Now, in ... When I was, when I was a little, little boy in Korea, I had to take (I)think I’d taken like two or three IQ tests before the age of ten, which is when I moved to California. So, I guess we stress a lot of importance on intelligence, on having great IQ scores. But after I moved to the States, I learnt how to associate with people, and along the lines that this word EQ came up, you know, emotional, caring about … It’s basically how you deal with people, howyou make people feel, and how people make you feel.I think the y’re equally as, as important, but it seems that in the Eastern world they kind of stress on that a lot more back in the days. But I think again, you know, now that with Internet and people are communicating so much faster, there’s a better mixture of the two I think. There’s a stress on EQ in Korea as well, and a stress on IQ in the States. Thank you.TedHello. My name is Ted, and I’m from the United States of America. Today, I’m going to talk a little bit about IQ or EQ – which is most important, or which is more important. Now, for a long time when I was growing up, people said, “IQ. What’s your IQ Take an IQ test.” But then EQ, your emotions, how you interact with people, that became very important. And I think they’re … that people might be onto som ething with that, because your EQ – how you deal with people, how you interact with people – is important. Now, a big part of this, in my opinion, is listening. I know I’m talking a lot right now, but if you want to get along well with people, you have to listen to them, so just take a minute, maybe shut yourmouth for a minute, and listen to others, and then you can understand and communicate with them in a better way. So, part of EQ, I think, is listening – listening to others – and it can be more important than IQ.Listening inPassage1PresenterWe’re fortunate to have as our guest today Dr Jenna Hudson, who has just written a book about how colours affect us in our surroundings, especially in the world of advertising. It’s called Market Colours. D r Hudson, which are the most common colours in advertising and marketingDr HudsonWell, of course, it depends what image the marketing team wish to project with their products. So for example, we often think of blue as a cold colour, but it also makes you feel peaceful, quiet, and it doesn’t suggest strong emotions. So it’s a favourite for banks and insurance companies, who wish to suggest the image that they are trustworthy. And for selling products, it’s often used tosuggest something is pure and fresh.What about redYou can sell almost anything with red. It’s a hot colour, which suggests a feeling of energy and even passion. It grabs your attention, and can make people buy almost anything. You often see red on magazine covers. But if you use it too much, it looks cheap and may make people tired. And orange has a similar effect to red, it’s upbeat and happy, it suggests pleasant feelings and images. Most people react well to orange, and it’s especially popular in advertising and on packaging for baked food.What about yellow, for instanceYellow is the colour of sunshine and it’s a positive, happy colour, so it’s used a lot in advertising. But it’s also often used for warning signs, direction signs, and so on, where you have to read the message quickly and at a distance. What about less popular colours for advertising Surprisingly, green isn’t used much in advertising except for garden products. It’s friendly and restful. It can be cool and soothing, the colour of apples and mint, but it can also be quite strong and many people associate it with unpleasant ideas of decay or slimy creatures. But most colours are notprimary colours, they’re a combination. Absolutely. So yellow-orange is common, and often used to give animpression of style and class, it looks like gold. But it’s not often used in letters because it’s not very strong. And yellow-green reminds people of feeling sick.Blue-green works well as a cool colour, suggesting freshness, and is sometimesused for toothpaste products, bathroom products, food and household cleaning products. It has many of the advantages of blue without the disadvantages of green.you very much, DrScriptsHudson. Market Colours by Dr JennaHudson is on sale from next week,priced ￡…Passage2Presenter ：What makes you embarrassed, SallySally ：Oh, I’m easily embarrassed. If anybody notices me or looks at me, I get very embarrassed. When people sing me Happy Birthday on my birthday, I get very embarrassed. Presenter ：And what makes you upsetSally ：When people are selfish, people who think only of themselves. And cruelty – I can’t bear people who are cruel, especially to animals or children.Presenter ：Jake, what makes you depressedJake ：I hate it when it rains, and I don’t like people who look down on me, who think they’re superior to me without any reason.Presenter ：And what makes you angryJake ：When people don’t behave properly in public, bad behaviour like dropping litter or people pushing each other on the bus or the train.Presenter ：Andrew, what makes you cheerfulAndrew ：I like to see everyone around me being happy and having a positive attitude towards the future, optimistic people.Presenter ：And what makes you jealousAndrew ：Well, to be honest, I just never feel jealous. I can’t see the point of it.Presenter ：Monica, what makes you proudMonica ：I’m proud when I’m successful, especially in my work. Being recognized by my boss for what I can do makesme feel really proud. Oh, and my family. I’m very proud of them.Presenter ：And what makes you nervousMonica ：Every time I teach a new class. The night before I’m very nervous. You don’t know what the kids are going to be like and how they might behave, or if they’re going to like you.Presenter ：Anything elseMonica ：Doing interviews like this.。

小学牛津英语4B知识点总结牛津小学英语是最经典的小学英语教材之一，对于小学生的英语学习起到了非常重要的作用。

其中4B是牛津小学英语的四年级下册内容，主要涉及语法、词汇、句型等方面的知识。

下面将对小学牛津英语4B的知识点进行总结。

一、词汇1. 序数词：first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth2. 数词：one, two, three, four, five, six, seven, eight, nine, ten3. 筷子的用法：chopsticks4. 交通工具：bus, taxi, bike, underground, train5. 数字：zero, ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred6. 事物：boat, kite, doll, car, bicycle, umbrella, pen, pencil, book7. 人物：father, mother, brother, sister, friend, teacher, student8. 食物：hamburger, apple, orange, banana, sandwich, ice cream, milk, juice, bread, rice9. 颜色：red, blue, yellow, green, orange, black, white10. 音乐乐器：piano, violin, guitar, drums, flute11. 动物：dog, cat, monkey, panda, rabbit, bird, fish, elephant, tiger, lion12. 日期：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday二、语法1.一般现在时：主语+动词原形/第三人称单数现在时形式；e.g. I like music. He likes music.2. 物主代词：my, your, his, her, itse.g. This is my book.3.反意疑问句：陈述部分否定，疑问部分用否定的形式；陈述部分肯定，疑问部分用肯定的形式。

Unit 2 What time is it?1、同义词：supper ===dinner 晚饭2、say (第三人称单数)??says3、同义句：What time is it? ===What’s the time?现在几点了？4、Let’s …后面直接跟动词的原形。

如：Let’s go!让我们走吧！Let’s clean the classroom.让我们打扫教室吧！5、It’s time for …后面跟名词。

如：It’s time for dinner. 该吃晚饭了。

It’s time for English class.该上英语课了。

It’s time to…后面跟动词。

如：It’s time to eat dinner. 该吃晚饭了。

It’s time to have English class. 该上英语课了。

一、句子：1、What time is it? 几点钟了？2、It’s nine o’clock.现在九点。

3、It’s time for English class.该上英语课了。

（lunch English class music class breakfast dinner P.E class）4、School is over. Let’s go to the playground.放学了，让我们去操场吧！5、It’s time to go to school.该去学校了！（get up go to school go to bed go home ）6、Where is the short hand?7、That one is correct二、单词：lunch English class music class breakfast dinner PE class getup go to school go to bed go home just a minuteone two three four five six seven eight nine ten it’s=it is math Chinese English P.E music class。

牛津小学英语2B Unit 7 第二课时第二课时（2nd period）一、主要新授内容(new contents)let’s learn-- sun cloud hot sandlet’s talk--…is…... 二、学习目标(objectives)1、夏天去海滩边游玩，让学生感受夏天的气息，培养学生热爱自然的美好情感。

2、结合本课的主题――夏天，创设语言使用环境，学会用正确的语音语调表述sun cloud hot sand。

3、学会认读单词sun cloud hot sand，培养学生最基本的阅读能力。

4、在情景中熟练运用…is…..来描述观察到的景物，培养学生从小善于观察的良好习惯。

5、适当拓展词汇rain, rainbow，有助于学生更好地理解和运用所学知识。

三、教学建议1、任务前期准备阶段（pre-task preparation section）pre-task preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。

也就是我们常说的：input。

在这个环节主要让学生获得对新语言材料的第一次感知。

activity 1 questions and answers1、教学辅助(aids)1）1)电脑（2b-u7-5）2）屏幕2．活动过程（process）stepscontentsmethodspurpose1questions and answerswhich season do you like?(出示四季图片)运用图片进行问答，复习前面所学内容，激发学生的兴趣。

2introduce new wordst:i like summer best. the sun is very hot. the cloud is white.（太阳,云彩,海滩图片出现在大屏幕上）用学过的对话引出本课的新授内容，让学生通过直观的图片来了解本课的教学内容. activity 2 rhyme1、教学辅助(aids)1)电脑（2b-u7-5）2）屏幕2．活动过程（process）stepscontentsmethodspurpose1questions& answers(sun,cloud)what do you see in the sky?i see …运用学生学过的对话引出本课的新授内容，降低学习的难度，激发学生的兴趣2make a rhyme(sun, cloud)one, two, three.it is the sun.four ,five, sixi like the sun.通过朗读儿歌,自编儿歌,进行词汇学习. activity 3 （questions and answers）1、教学辅助(aids)1)电脑（2b-u7-6）2)屏幕2．活动过程（process）stepscontentsmethodspurpose1sandwhat are the children doing?they are playing with sand.(海滩上出现玩沙子的孩子)通过媒体创设情境,引出新词汇2questions& answerst: do you like to play with sand? p-p根据情境为学生提供交际的机会.activity 4（questions and answers）1、教学辅助(aids)1)电脑（2b-u7-7）2)屏幕2．活动过程（process）stepscontentsmethodspurpose1rain,rainbowi can’t see the sun. it is raining. after raining,we can see the rainbow.(屏幕上出现下雨和出彩虹的场景)适当拓展词汇,增加学生生活经验.2questions& answerst: do you like summer/the rainbow? p-p根据情境为学生提供交际的机会. 2、任务中期实施阶段（while-task procedure section）while-task procedure，这是指语言技能的习得过程。

电影中的英语作文时态结构In movies, the use of tenses in English essays can vary depending on the context and narrative style. Generally, when characters in a movie are writing or narrating in English, the choice of tense can contribute to the mood, tone, and progression of the storyline. Let's explore how different tenses are employed in English essays within the cinematic realm.Present Tense:The present tense is often used in English essays in movies to convey immediacy, create a sense of engagement, or depict ongoing actions or events. This tense is particularly effective in scenes where characters are narrating events as they happen or expressing their current thoughts and feelings. For example:"In this essay, I argue that the protagonist's journey symbolizes the universal quest for identity and purpose. Asthe story unfolds, we witness how the character navigates through various challenges, ultimately discovering the true meaning of resilience and self-discovery."Here, the present tense helps to immerse the audiencein the unfolding narrative, making them feel as if they are experiencing the events alongside the characters.Past Tense:The past tense is commonly used in English essayswithin movies to recount events that have already occurred. It is often employed when characters reflect on past experiences, analyze historical events, or provide backstory to the audience. For instance:"In retrospect, the protagonist's decision to confront their fears proved to be a pivotal moment in the storyline. As they faced their inner demons, they gained a deeper understanding of themselves and the world around them."By using the past tense, the essayist (character)provides context and insight into the events that have shaped the narrative, allowing the audience to better comprehend the characters' motivations and actions.Future Tense:While less common, the future tense can be utilized in English essays within movies to speculate about potential outcomes, make predictions, or articulate aspirations and goals. This tense is often employed in essays that discuss hypothetical scenarios or envision future developments. For example:"Looking ahead, it is evident that the protagonist's journey will continue to evolve, presenting new challenges and opportunities for growth. As they embark on the next chapter of their lives, they are poised to embrace the unknown with courage and determination."By employing the future tense, the essayist invites the audience to consider what lies ahead for the characters, sparking anticipation and curiosity about the futuretrajectory of the storyline.Mixed Tenses:In some cases, a combination of tenses may be used within a single English essay in a movie to convey complex narratives or shifts in time. This approach allows for greater flexibility and nuance in storytelling, enabling characters to seamlessly transition between past, present, and future events. For instance:"As the protagonist reflects on their childhood memories, they are reminded of the innocence and wonder of youth. Despite the challenges they faced along the way, they remain optimistic about the future and determined to carve out their own path in the world."Here, the essayist switches between past and present tenses to weave together past experiences with present reflections, offering a multi-dimensional portrayal of the character's journey.In conclusion, the choice of tense in English essays within movies plays a crucial role in shaping the narrative structure, enhancing character development, and engaging the audience. Whether using the present, past, future, or a combination of tenses, filmmakers leverage linguistic techniques to craft compelling essays that resonate with viewers on an emotional and intellectual level.。

每个年龄层英语学习特点是什么英文作文全文共3篇示例，供读者参考篇1Learning English is Super Fun and Super Hard!Hi friends! My name is Emily and I'm 10 years old. I've been learning English since I was in preschool. It's been a really fun journey, but also really tough at times. I want to share what I've noticed about how kids at different ages learn English.Let's start with the littlest learners - babies and toddlers! These tiny humans are like little sponges. They can pick up so much English just by hearing it around them all the time. My little cousin Jake started understanding simple words and phrases in English before he was even 1 year old! Babies don't need flashcards or grammar books. They just need to hear the language over and over from their parents, siblings, TV shows, etc. It's amazing how quickly they start comprehending!Once toddlers start talking more, you'll hear them trying out English words mixed in with their first language. They might say something like "Want more juice, please!" with perfect pronunciation. At this stage, they're like expert mimics. They canperfectly copy the sounds and words they hear. But they don't fully understand all the grammar rules yet. That will come a little later.When kids get to preschool age, like 3-5 years old, it's primetime for exploding their English vocabulary! Preschoolers love discovering new words and using them all the time. We learned so many fun words for animals, colors, shapes, emotions and more in my preschool classes. And we'd practice them through songs, games, stories and art projects. Preschoolers' brains are hard-wired for picking up new words quickly. As long as teachers make it engaging and hands-on, preschoolers will soak up tons of English!Elementary school is where things start getting trickier. Sure, we're still adding new words to our vocabulary banks. But now we also have to learn all the grammar rules - verb tenses, plurals, subject-verb agreement, and more. I remember struggling to use "is" vs. "are" properly when I was in 1st or 2nd grade. These grammar concepts can be really confusing and frustrating at first! Elementary students need a lot of repetition, examples, and practice to master them. We do better with shorter lessons and mixing things up - reading, writing, speaking, games, etc. I lovedwhen my teacher had us go around pretending to be animals and making sentences like "I am a monkey. I can climb trees."As we get into upper elementary like 4th and 5th grade, we can start analyzing the language more deeply. That's when we learn about roots, prefixes, suffixes, and how to infer meanings of unfamiliar words. We also start doing more writing - paragraphs, essays, stories, etc. That's tough because you have to apply all those grammar rules you've been learning! But by upper elementary, our vocabulary is getting pretty extensive. We can comprehend and express more abstract and complex ideas.I can't speak too much about middle school and high school since I'm not there yet. But from what my older siblings say, that's when English gets even more complicated. You have to master writing essays with clear theses and supporting evidence. You read longer, more challenging books and stories. And you dive deeper into analyzing plays, poems, and literary devices. My brother says trying to understand all the symbols and metaphors in the books they read can make his head spin!One of the biggest challenges for older students is pronunciation and reducing accents from their native language. By middle school and high school, it's harder to pick up perfect English pronunciation. The language patterns have been set for along time. That's why it's ideal to start learning English as early as possible - so you can tune your ear to the sounds and mouth movements. My friends who moved to the US in middle school still have pretty noticeable accents. But the ones who arrived as little kids speak English like they were born here!So those are my observations about how English skills develop at different ages - from sponge-like babies, toparrot-talking toddlers, to vocabubuilding preschoolers, to grammar-struggling elementary kids, to deeper analysis in middle and high school. Every stage has its own exciting milestones and tough challenges!No matter your age though, the keys for success are:Lots of listening and reading - expose your brain to English as much as possibleFinding opportunities to have conversations and writeMaking it fun with games, activities, movies, booksPracticing specific skills over and overNot getting frustrated when you make mistakes - that's bound to happen!English can feel impossible sometimes. But if you stick with it, work hard, and make it enjoyable, you'll be amazing! Just don't forget to celebrate your wins along the way, big and small. Learning a whole new language isn't easy, but it opens up a whole new world!Those are my thoughts, but I'm just a 10-year-old kid. What has your experience been with learning English at different ages? I'd love to hear your stories! Thanks for reading, friends!篇2Learning English at Different AgesHi there! My name is Emma and I'm 10 years old. I've been learning English since I was really little. My mom and dad always spoke to me in both English and our native language at home. Now that I'm older, I can see how kids learn English in different ways depending on their age. Let me tell you what I've noticed!The Tiny Tots (0-3 years old)Babies are like little sponges! They can soak up any language they hear without even trying. My little cousin Sophie is 2 years old. She doesn't know she's learning English - she just copies the words she hears from her parents and big siblings. Babies learn by listening over and over to the sounds and rhythms of thelanguage. That's why it's great if parents speak English to their kids right from the very start.The Preschoolers (3-5 years old)Kids this age are super active and love games, songs, and stories. That's how they pick up new words and phrases in English easily. My friend Jacob goes to an English preschool and they play lots of fun games that help them learn. Things like singing the "ABC" song, reading simple books, and acting out little skits. At this age, kids mostly just need lots of exposure to English through playing and having fun.The Elementary Kids (6-10 years old)Now we're getting to my age group! Us elementary kids are curious about learning the vocabulary and grammar rules of English. We take it seriously and work hard in our classes. But we still need activities to keep us entertored - things like educational games, watching videos or cartoons, and usingcomputers/tablets. My teacher makes English class really engaging by having us act out dialogues, make presentations, and plenty of group projects. I'm a pretty good English student but some of my classmates struggle because they don't get enough English practice outside of school.The Tweens (11-13 years old)My older brother Sam is 12 and he's definitely in the tween phase! Kids this age are starting to think more abstractly. They pay closer attention to things like slang, idioms, and the subtle meanings of words/phrases in English. Sam is really into reading novels and short stories in English. He says it helps him understand the culture and expressions better. Tweens also start caring more about pronunciation and speaking with an authentic accent. Sam is always imitating the way English words are spoken by native speakers in movies and TV shows.The Teenagers (14-18 years old)You know how teens can be - everything is about socializing with friends, rebelling against parents, and finding their own identity! That makes it both an exciting and challenging time for learning English. Teens tend to get self-conscious about their language skills. But English also gives them access to things they're really interested in, like popular music, social media, video games, etc. My older cousin Marina is 16 and she's a total grammar nerd - she's always correcting me when I make mistakes! But she spends hours every day texting her friends in English slang that I can barely understand. Teens seem to pick upEnglish best when it's directly related to their hobbies and social life.The Adults (18+ years old)For grown-ups, learning English is usually very goal-driven. Maybe they need it for their job, to go to university, or because they married someone who speaks English. My dad works for an international company, so he had to study really hard to get proficient in business English. He took intensive classes that focused on workplace scenarios like giving presentations, negotiating deals, and writing professional emails. Adults tend to be very disciplined and hard workers when it comes to studying English, but sometimes they get anxious about making mistakes. My mom loves using language apps and podcasts to practice her conversational English skills on the go.The Wise Elders (Retirees)Even though they're slowing down in other ways, older adults can actually be excellent language learners! My grandparents retired to Florida and decided to learn English so they could make friends with their American neighbors. They have the motivation, time available, and life experiences that help make new vocabulary and concepts stick in their brains. Of course, becoming fluent in English at an older age takesdetermination. But with the right learning strategies tailored for their needs, seniors can absolutely pick up English later in life if they put in the consistent effort.Well, that's my rundown on how English learning looks different across the ages! As you can see, we all have our unique strengths and challenges as learners. But one thing's for sure - with enough exposure, practice, and hard work, anyone can become an impressive English speaker. Just look at me and my whole English-speaking family as proof! Now if you'll excuse me, I have to go watch an English cartoon before dinner...篇3Sure, here's an essay about the learning characteristics of different age groups when studying English, written from the perspective of an elementary school student and around 2,000 words long.Learning English at Different AgesHi there! My name is Emma, and I'm a 10-year-old student who loves learning English. Today, I want to share with you what I've learned about how people of different ages approach studying this amazing language.Let's start with the youngest learners – babies and toddlers! You might think they're too tiny to learn a language, but that's not true at all. In fact, babies start picking up sounds and words from the moment they're born. They're like little sponges, soaking up everything they hear around them. That's why it's so important for parents to talk, sing, and read to their babies in English (or any language they want their child to learn) from day one.As babies grow into toddlers, they start using those sounds and words they've been hearing to form their first sentences. It's super cute to hear a two-year-old trying to put together simple phrases like "Mama go park" or "I want cookie." At this age, kids learn English mostly through play, songs, and repetition. They need lots of opportunities to hear and practice the language in a fun, engaging way.Next up are the preschoolers and kindergarteners, like my little brother Tommy. Kids in this age group (around 3 to 6 years old) are still learning English primarily through listening and speaking, but they're also starting to recognize letters and simple words. They love activities like alphabet games, rhyming songs, and story time. It's important to keep things interactiveand hands-on for these youngsters, as their attention spans are still pretty short.Once kids reach elementary school age (that's me!), we start diving deeper into the nitty-gritty of English grammar, vocabulary, and reading comprehension. We learn how to construct more complex sentences, how to spell and read longer words, and how to understand stories and texts at a higher level. This is when we start doing more formal exercises and assignments, like writing short essays or giving presentations.But even though the work gets a bit harder, learning English at this age is still lots of fun! We play games, watch movies, and do projects that make practicing the language feel like playtime. Plus, our brains are like super-absorbent sponges, so we can pick up new words and grammar rules pretty quickly.As kids transition into their teenage years, things start to shift a bit. Hormones are raging, social lives are getting more complicated, and schoolwork is getting tougher. Learning English can sometimes feel like just another chore on their long to-do list. But teenagers are also developing stronger critical thinking and analytical skills, which can really help them grasp more advanced language concepts.The key for teens is finding ways to make English feel relevant and cool. Using pop culture references, social media, and other things they're interested in can help reignite their motivation to learn. It's also important to give them opportunities to use English in real-life situations, like chatting with native speakers or watching movies without subtitles.Finally, we have the adult learners – people who are studying English as a second language later in life. This can be really challenging, as adult brains don't have that same sponge-like ability to soak up new information as easily as kids' brains do.However, adults have other strengths that can help them succeed at learning English. They tend to be more disciplined, motivated, and able to understand abstract language concepts. They can also draw connections between English and other languages they might already know, which can speed up the learning process.The key for adult learners is finding study methods that work with their busy schedules and preferred learning styles. Some might benefit from traditional classroom settings, while others prefer self-study materials or online courses. It's also important for adults to be patient with themselves and not get discouraged – learning a new language takes time and practice at any age.No matter how old (or young!) you are, the most important thing is to have fun and stay motivated while learning English. If you can find ways to make it engaging and relevant to your life, you'll be well on your way to becoming a fluent speaker.So there you have it – a quick peek into the English learning journey at different ages. Whether you're a baby, a kid, a teenager, or an adult, there's always something new to discover about this incredible language. Happy learning, everyone!。

高中16种英语时态总结归纳1. Simple Present Tense:- Used for regular actions or habits, and general truths.- Form: Base form of the verb (e.g. I go, he/she/it goes).2. Present Continuous Tense:- Used to describe actions happening at the moment of speaking, or for future arrangements.- Form: am/is/are + present participle (e.g. I am writing, he/she/it is reading).3. Present Perfect Tense:- Used for actions that happened at an unspecified timein the past, and have relevance to the present.- Form: has/have + past participle (e.g. I have seen,he/she/it has done).4. Present Perfect Continuous Tense:- Used for actions that started in the past and continue into the present, and emphasize duration.- Form: has/have been + present participle (e.g. I have been waiting, he/she/it has been working).5. Simple Past Tense:- Used for actions that started and finished at aspecific time in the past.- Form: Past form of the verb (e.g. I went, he/she/it played).6. Past Continuous Tense:- Used to emphasize the duration of an action in the past, or for two actions happening simultaneously in the past.- Form: was/were + present participle (e.g. I was sleeping, he/she/it was writing).7. Past Perfect Tense:- Used to describe an action that happened before another action in the past.- Form: had + past participle (e.g. I had seen, he/she/it had finished).8. Past Perfect Continuous Tense:- Used to show the duration of an action that happened before another action in the past.- Form: had been + present participle (e.g. I had been waiting, he/she/it had been studying).9. Simple Future Tense:- Used to talk about actions that will happen in the future.- Form: will/shall + base form of the verb (e.g. I will go, he/she/it will eat).10. Future Continuous Tense:- Used to describe actions that will be ongoing at a specific time in the future.- Form: will/shall be + present participle (e.g. I will be waiting, he/she/it will be working).11. Future Perfect Tense:- Used for actions that will be completed before another action in the future.- Form: will have + past participle (e.g. I will have finished, he/she/it will have left).12. Future Perfect Continuous Tense:- Used to emphasize the duration of an action that will be completed before another action in the future.- Form: will have been + present participle (e.g. I will have been waiting, he/she/it will have been studying).13. Present Unreal Conditional:- Used to talk about hypothetical situations in the present or future, expressing results that are unlikely or impossible.- Form: if + simple past, would + base form (e.g. If I were rich, I would travel the world).14. Past Unreal Conditional:- Used to talk about hypothetical situations in the past, expressing results that didn't happen.- Form: if + past perfect, would have + past participle(e.g. If I had studied harder, I would have passed the test).15. Mixed Tenses:- Used to describe actions that happen at the same time but in the past and present or future.- Form: Mix of different tenses.16. Future Time Clauses:- Used to indicate two actions happening in the future, with the main clause in the future and the time clause in the present.- Form: Present tense in the time clause, will/shall or other future tense in main clause (e.g. When I am 25, I will have graduated).。

一、名词复数规则1．一般情况下，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds2．以s. x. sh. ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches3．以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries4．以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives5．不规则名词复数：man-men, woman-women, policeman-policemen, policewoman-policewomen, mouse-mice ;child-children; foot-feet,; tooth-teethfish-fish, people-people, Chinese-Chinese, Japanese-Japanese写出下列各词的复数I _________him _________this ___________her ______watch _______child _______photo ________diary ______day________ foot________ book_______ dress ________tooth_______ sheep ______box_______ strawberry _____thief _______yo-yo ______ peach______ sandwich ______man______ woman_______ paper_______ juice___________water________ milk________ rice__________ tea__________二、一般现在时一般现在时基本用法介绍【No. 1】一般现在时的功能1.表示事物或人物的特征、状态。

英语中时态的混合练习题### English Tense Mixture Practice ExercisesThis set of exercises is designed to help you practice mixing different English tenses in various sentence structures. Each exercise is crafted to test your understanding andapplication of tenses in context.#### Exercise 1: Fill in the Blanks with the Correct Tense1. I have been studying (study) English for three years now.2. She will be (be) in the library when you arrive (arrive) there.3. They were (be) on vacation when the earthquake happened (happen).4. By the time you get (get) to the station, the train will have left (leave).5. I am (be) so tired that I have forgotten (forget) my own name.#### Exercise 2: Rearrange the Words to Form Correct Sentences1. had / They / already / when I arrived / dinner- When I arrived, they had already had dinner.2. will be / He / by the time / the concert / finishes / home - By the time the concert finishes, he will be home.3. was / I / when / the phone rang / cooking- I was cooking when the phone rang.4. will have finished / by the time / we / our project /arrive- By the time we arrive, our project will have been finished.5. has been / since / it / raining / two hours- It has been raining since two hours ago.#### Exercise 3: Choose the Correct Tense to Complete the Sentence1. I will be (will be / have been) tired after the long journey.2. She was (was / is) a teacher before she became a lawyer.3. They have traveled (have traveled / traveled) to many countries in the past ten years.4. The concert had started (had started / starts) by the time we got there.5. He is (is / was) always punctual, even when he has (has / had) a lot on his mind.#### Exercise 4: Write a Paragraph Using Mixed TensesWrite a paragraph about a past event that has ongoing effects. Use a mix of past, present, and future tenses.During my childhood, I used to play soccer every weekend with my friends. The skills I learned during those times have served me well in my adult life. I am still in touch with some of those friends, and we plan to organize a reunion game next year. The memories of those days bring a smile to my face, and I will cherish them forever.#### Exercise 5: Error CorrectionIdentify the incorrect tense in the following sentences and correct them.1. She is (was) going to the store when it started to rain.2. They have (had) a wonderful time at the party last night.3. I will be (am) finishing my project by the end of this week.4. He has been (was) working here since 2010.5. We were (are) planning to visit the museum, but it was closed.Corrected Sentences:1. She was going to the store when it started to rain.2. They had a wonderful time at the party last night.3. I am finishing my project by the end of this week.4. He has been working here since 2010.5. We were planning to visit the museum, but it was closed.Practice these exercises to improve your ability to mix tenses appropriately in English. Remember, the key to mastering tenses is understanding the context and the sequence of events. Happy practicing!。