教材2第10课VLS-final

Unit 10 Emotions and Health

Part One Viewing, Understanding and Speaking

Video Script

Topic: How to Deal with Anger

Setting: In an office

Characters: 4 people: Psychiatrist (P), Girl A, Girl B, Boy

A psychiatrist talks about anger and ways to deal with it.

(telephone rings)

P: Hello, Dr. Roger speaking. Yes, er, that’ll be fine. Ah… I’m available late this afternoon. 4 o’clock… Fine, OK.

(Knock on the door) Come in. Come in, please.

Hello, there, nice to see you all again. So, er, how are things these days? All right? Ok, so we’ve got Jack, Diana, and Patrina, is it? Codney, OK.

Girl A: Oh, Doctor, I don’t know why, but I get angry so easily these days.

P: Well, there are many things in your life that may make you angry. For example, when you suffer an injustice, or when someone offends you or hurts you, you may get angry. But anger affects people in different ways. Some people get angry easily while it may take others a longer time to get angry. Anger is something that you can’t avoid. You have to accep t it as a normal part of life. But it is a powerful emotion. If it isn’t handled well, it might have destructive results for both you and your loved ones.

Girl B: Then, how should we deal with it?

P: Well, it is important to express your anger safely, or in a healthy way. If you feel out of control, walk away from the situation temporarily, until you cool down. Do something physical, such as going for a run or exercising, or screaming at something, like a tree or a car. Try to find out why you feel angry. O nce you’ve identified the problem, it’s easier for you to control your emotions. But many people express their emotions in harmful ways.

They in rages. Some even choose to

Girl A: Doctor, do you think screaming is a good way to handle anger?

P:When you are very angry and don’t know what to do, shouting may be helpful. But it’s a bit too emotional. You could go out for a walk instead of shouting. Then you might feel better.

Boy:Doctor, sometimes I’m angry but I can’t tell why. And I find that I can’t get over it easily because nobody can share my feelings. I really feel frustrated. Can you tell me how to deal with this problem?

P: You can often improve your mood if you go to some place by yourself. There you may talk out your anger. You may even cry. If…if you find it hard to deal with anger by yourself, you may come and visit me. Maybe I can help.

Girl B: I have a question. I know that anger is bad for our health. And I also know that we shouldn’t get angry too often. But when something really unpleasant happens, I can’t control myself. What should I do then?

P: I think in most cases you get angry because others misunderstand you or do something wrong to you. So you can’t help getting angry. The problem is that you are unable to keep your emotions under control. I think, to solve this problem, first you should learn to be tolerant and forgiving. And then think of the good things in your life, and of the good times you’ve had. That may help you to reduce your anger. Talk to your friends. That may make you feel better. Do you have any other questions?

Boy: Do you think it is good sometimes to write down what we feel on a piece of paper?

P: I think it works for some people. That may help you to understand how and why you get angry. It’s a good way to release your anger sometimes. After a little while, you may calm down.

Boy:Now we’ve learned some ways of controlling anger. Let’s try and see which i s the best way for each of us. Thank you, doctor!

P: Well, thank you all for coming. Well, that’s all our time for today. Thank you.

Exercise 1

Directions: You’re going to watch a video in which a psychiatrist talks about anger and ways to deal with it. Read the following part carefully, which will make it easy for you to

understand the video.

1) psychiatrist n. a doctor trained in the treatment of mental illness 心理医生

e.g. I made an appointment to see a psychiatrist the following week.

2) injustice n. a lack of fairness in a situation 不公正

e.g. The sight of people suffering aroused a deep sense of injustice in her.

3) offend v. make someone angry or upset 使恼火，使生气

e.g.He apologizes for his comments and says he had no intention of offending the

community.

4) temporarily adv. continuing for only a limited period of time 暂时地

e.g. Due to a small fire, the office will be closed temporarily.

5) cool down become calm after being angry （使）冷静下来

e.g. After I cooled down I realized I had been wrong.

6) explode v. suddenly express strong feelings such as anger 勃然大怒，大发雷霆

e.g. She exploded with/in anger/rage when she learned that the airline had lost her luggage.

7) rage n. a strong feeling of uncontrollable anger （一阵）盛怒，狂怒

e.g. Vera’s h ands shook with rage as she read the letter.

8) suppress v. stop oneself from showing one’s feelings 克制，抑制

e.g. I suppressed the urge to say what I really thought.

9) tolerant adj.allowing people to do, say, or believe what they want without criticizing or

punishing them 容忍的，宽容的

e.g.She’s not very tolerant of other people’s failings.

Exercise 2

Directions: Now watch the video and tick (√) the ways of dealing with anger recommended by the psychiatrist.

1) doing physical exercises

2) screaming at something

3) finding the cause of your anger

4) trying to suppress your anger

5) exploding in rage

6) hitting a tree

7) shouting loudly

8) going for a walk

9) going somewhere by yourself

10) talking out your anger

11) crying

12) doing something violent

13) talking to your friends

14) going shopping

15) thinking of the good things in your life

16) thinking of the good times you’ve had

17) visiting the psychiatrist

18) learning to be tolerant and forgiving

19) writing down what you feel on a piece of paper

20) asking a lot of questions

Key to Exercise 2:

√for 1), 2), 3), 8), 9), 10), 11), 13), 15), 16), 17), 18) and 19)

Exercise 3

Directions: Watch the video again and fill in the missing words in the incomplete lines of the speakers’.

1) When you suffer an injustice, or when someone ______ you or ______ you, you may get angry.

2) Some people get angry ______ while it may take others a ______ ______ to get angry.

3) Anger is something that you can’t ______. You have to accept it as a ______ part of life.

4) Well, it is important to express your anger ______, or in a ______ way.

5) If you feel ______ ______ ______, walk away from the situation temporarily, until you ______

______.

6) And I find that I can’t get over it easily because nobody can ______ my feelings. I really feel

______.

7) I know that anger is bad for our health. And I also know that we shouldn’t get angry ______

______. But when something really ______ happens, I can’t control myself. What should I do then?

8) I think in most ______ you get angry because others ______ you or do something wrong to

you.

9) The problem is that you are unable to keep your emotions ______ ______.

10) It’s a good way to ______ your anger sometimes. After a little while, you may ______

______.

Key to Exercise 3:

1) offends, hurts

2) easily, longer time

3) avoid, normal

4) safely, healthy

5) out of control, cool down

6) share, frustrated

7) too often, unpleasant

8) cases, misunderstand

9) under control

10) release, calm down

Exercise 4

Directions: Watch the video a third time. This time you are required to repeat a few important lines. What you have said will be recorded so that you can compare your

pronunciation and intonation with the speakers’. Try to imitate their pronunciation

and intonation.

1) I don’t know why, but I get angry so easily these days.

2) Well, there are many things in your life that may make you angry.

3) Then, how should we deal with it?

4) Once you’ve identified the problem, it’s easier for you to control your emotions.

5) Doctor, do you think screaming is a good way to handle anger?

6) When you are very angry and don’t know what to do, shouting may be helpful.

7) Doctor, sometimes I’m angry but I can’t tell why.

8) Can you tell me how to deal with this problem?

9) If you find it hard to deal with anger by yourself, you may come and visit me.

10) Do you think it is good sometimes to write down what we feel on a piece of paper?

11) I think it works for some people. That may help you to understand how and why you get

angry.

12) Now we’ve learned some ways of controlling anger. Let’s try and see which is the best way

for each of us.

Exercise 5

Directions: Now you’ve learned some ways of controlling anger. Please think of the ways of dealing with anger that you have found effective. What you say will be recorded so

that your teacher will be able to know your performance. If you want to improve your

work, try again before you submit your recording.

Part Two Listening, Understanding and Speaking

Listening I

Words You Need to Know:

awful糟糕的sore throat喉咙痛fever发烧

stomachache胃痛flu流感prescribe 开处方prescription处方Tapescript

Dr. Harris: How are you feeling?

Linda:Awful. I’ve got a sore throat and a headache.

Dr. Harris:Well, I’ll take your temperature and see if you’ve got a fever. It says 102. You do have

a fever. Do you have a cough?

Linda: No.

Dr. Harris: An earache?

Linda: No

Dr. Harris: A stomachache?

Linda: No, just a sore throat and a headache, and I’m really depressed.

Dr. Harris:You’ve probably got the flu, and that’s making you depressed. I’ll just examine your throat and listen to your chest. Your throat’s a little red, but your chest sounds OK.

You should stay in bed and drink a lot of water. I’m going to prescribe some pills for

you. Take one four times a day for ten days. OK?

Linda: OK. Thanks, Dr. Harris. Bye.

Dr. Harris: Not at all. Take it easy, Linda. You don’t want to be sick for your wedding…oh, wait a minute! Don’t forget the prescription for your medicine! (146 words)

Exercise 1

Directions:Look at the pictures and match each picture with the corresponding illness.

（插图来源：新编大学英语（第一版）第一册179页）

illnesses: a stomachache, a fever, a sore throat, a cold, a headache, a cough, the flu, an earache Key to Exercise 1:

1) a stomachache 2) a headache 3) an earache 4) a sore throat

5) a cold 6) a cough 7) the flu 8) a fever

Exercise 2

Directions: Listen to the dialog and fill in the blanks with the words you hear on the recording.

Write one word in each blank.

Linda was 1)________ because she had a(n) 2)________ 3)________ and a(n) 4) ________ and it was a few days before her 5)________. She went to see Dr Harris for a(n) 6)________. Dr Harris 7)________ her temperature, 8)________ her throat and listened to her 9)________. Then he 10)________ some pills for her. He told Linda to take one pill 11)________ times a day for 12)________ days.

Key to Exercise 2:

1) sick/ill 2) sore 3) throat 4) headache 5) wedding 6) examination 7) took 8) examined 9) chest 10) prescribed 11) four 12) ten

Exercise 3

Directions:Listen to the dialog again. Work in pairs to role-play a conversation between a doctor and a patient. You can use the dialog you’ve just heard as a model.

Sample:

Doctor: Morning, how are you feeling today?

Patient: Not very well, I’m afraid. I have a sore throat and a terrible headache.

Doctor: Let me take your temperature. Erm, you do have a fever. Do you have a cough? Patient: No.

Doctor: A stomachache?

Patient: No. I just have a sort throat and a headache and I’m feeling dizzy.

Doctor:(after listening to the patient’s chest) Oh, nothing serious. You’ve got the flu. I’ll prescribe some pills for you and you will be all right soon. Remember to take the pills three times a day for six days.

Patient: OK, doctor. Thank you very much. Bye.

Doctor: Bye.

Listening II

Words You Need to Know:

biology生物学memorize记住epidemic流行病exam-itis考试综合症

Tapescript

Mary is a college student. She works hard and she usually gets good grades. She doesn’t do very well in biology, however. There are so many things to memorize. She just can’t keep everything straight.

Monday she had a biology exam scheduled for the afternoon and she felt very nervous. In fact she was so nervous that she started to feel really sick. She had a terrible headache and she felt hot all over.

“What can I do?” she asked her friend. “I just can’t take my exam this afternoon.”

“Why don’t you go to the campus doctor?” her friend suggested. “He can give you a note and you won’t have to take the exam today.”

“That’s a great idea!” Mary said and went off to see the doctor.

After the doctor had e xamined her, he asked Mary: “Do you, by any chance, have an exam this afternoon?”

“Yes, I do,” she answered. “How did you know?”

“Well, you have a sickness all right. It seems we’re having an epidemic of it this week. It’s called EXAM-ITIS. You’d better hurry along now so you won’t miss your exam!” (188 words)

Exercise 1

Directions:Listen to the story and choose the best answer to each of the questions you hear on the recording.

1) Which of the following statements is true about Mary?

A. She is a hard-working student.

B. She is test-wise.

C. She has a poor memory.

D. She feels nervous about all tests.

2) Why did Mary go to the doctor?

A. She tried to cure her disease.

B. She tried to perform better in the exam.

C. She was not feeling well.

D. She wanted to get some medicine.

3) What did the doctor do after examining her?

A. He gave Mary a note.

B. He gave Mary some pills.

C. He advised Mary to apply for a sick leave.

D. He advised Mary to take the exam.

4) When did the story take place?

A. During the exam week.

B. At the end of the term.

C. Thursday afternoon.

D. Wednesday afternoon.

Key to Exercise 1:

1) A 2) C 3) D 4) A

Exercise 2

Directions: Listen to the story again and decide whether the following statements are true or false.

Write “T” for true and “F” for false in the space provided.

____ 1) Biology is Mary’s best subject.

____ 2) She had a biology exam on Monday morning.

____ 3) Mary pretended to be sick because she did not want to take the exam.

____ 4) Mary’s friend went to the doctor’s with her.

____ 5) Everybody on campus suffers from exam-itis.

____ 6) The tone of the doctor is ironic.

Key to Exercise 2:

1) F 2) F 3) F 4) F 5) F 6) T

Exercise 3

Directions:Work with your partner and exchange your experience of your school life, focusing on the following questions.

Have you ever had an experience like that which happens in the passage? Have you ever pretended to be sick when, in fact, you just did not want to go to school?

Sample:

I have had the same experience like that which happens in the passage. When I was in high school, I did well on every subject except physics. So when physics exam came, I always felt nervous. One Monday morning there was a physics exam. When I got up, I felt dizzy and sick, and I got pale. My parents thought I was ill, so they took me to the hospital. The doctor found nothing wrong with me and asked me to go back home and take a rest. My father called the physics teacher, so I missed the exam. After listening to the dialog, I got to know that I was actually suffering from exam-itis that day.

Part Three More Listening

Practice One Improving Your Health Naturally

Words You Need to Know:

pond 池塘Texas 德克萨斯researcher研究人员

Jim Varney（人名）visualize 想象arthritis 关节炎

calcium 钙

Tapescript

Improving Your Health Naturally

Research shows that simply setting aside some time to enjoy the beauty of nature can lower your blood pressure, protect your bones and more. If you haven’t walked among fallen leaves, gazed at the beauty of the sunset or strolled along the shores of a quiet lake or pond, you are missing some excellent health benefits. This conclusion has been reached by a group of scientists at Texas A & M University.

When the researchers took a group of adults out for walks, they discovered that regularly spending just five minutes a day with Mother Nature lowered blood pressure an average of 10 points. The reason? Looking at the trees and grass, feeling the wind on your cheeks and the like is so comforting that it reduces stress immediately. “We know stress and blood pressure are linked,” says researcher Dr. Jim Varney. In addition, he and his ass istants found that just visualizing your favorite scene -like the beach or a cloudless blue sky- can make you feel less anxious.

Another study showed that people who spent time outdoors reported that their pain from arthritis nearly disappeared while they were walking, gardening, or even reading there. “Nature provides a distraction, so you’re not thinking so much about the pain,” Dr Varney explains. It has also been found that being outdoors helps your body produce enough of the vitamin D needed to absorb the calcium that makes your bones stronger. (242 words)

Exercise 1

Directions: Listen to the passage and complete the following table with the information you get from the recording.

Improving Your Health Naturally

Activities Benefits

1 Setting aside time to enjoy the 1) ______ of

nature can lower your blood pressure and 2) ______ your bones and more.

2 Regularly spending 3) ______ ______

______ a day with Mother Nature lowered blood pressure 4) ______ ______ ______ ______ ______.

3 Visualizing your 5) ______ ______ —like

the 6) ______ or a cloudless 7) ______

______.

Can make you feel 8) ______ ______.

4 Looking at the trees and grass, feeling the 9)

______ ______ ______ ______.

can 10) ______ ______.

Key to Exercise 1:

1) beauty 2) protect 3) just five minutes 4) an average of 10 points

5) favorite scene 6) beach 7) blue sky 8) less anxious

9) wind on your cheeks 10) reduce stress

Exercise 2

Directions: Listen to the passage again and fill in the blanks with the words you’ve heard from the recording.

If you haven’t walked among 1) ________ leaves, gazed at the beauty of the sunset or 2) ________ along the shores of a quiet lake or pond, you are 3) ________ some excellent 4) ________ ________. This conclusion has been 5) ________ by a group of scientists at Texas A & M University.

Another study showed that people who spent time 6) ________ reported that their pain from arthritis nearly 7) ________ while they were walking, gardening, 8) ________ ________ reading there. “Nature provides a distraction, so you’re not 9) ________ ________ ________ about the pain,” Dr Varney explains. It has a lso been found that 10) ________ ________ helps your body produce enough of the vitamin D needed to 11) ________ the calcium that makes your bones 12) ________.

Key to Exercise 2:

1) fallen 2) strolled 3) missing 4) health benefits

5) reached 6) being outdoors 7) disappeared 8) or even

9) thinking so much 10) being outdoors 11) absorb 12) stronger.

Practice Two Ashamed of your feelings?

Words You Need to Know:

stun 使震惊lust 欲望compulsion 强迫spontaneously 自发的

overwhelming 难以抑制的fester 逐渐恶化repress 压制

Tapescript

Many of us find strong feelings arising from within us, feelings that make us feel ashamed. It may be a deep anger, or even hatred, towards a parent, a former friend, or ourselves. It may be a fear of failure or of an uncertain future. We may be shocked and stunned by powerful lusts or compulsions. Or perhaps we are secretly consumed with guilt, because of things we’ve done, or that have been done to us.

Often we are tempted to deny and hide these feelings, even from ourselves. We think that admitting such negative feelings would make us bad people, so we try to distance ourselves from them. Sometimes we try to bury our pain with alcohol, food, work, etc.

But feelings which spontaneously arise from deep within us are not morally good or bad; they do not make us good or bad. We are not responsible for what we spontaneously feel; we are only responsible for what we do with these feelings.

Feelings are echoes rising from the depths of our souls. They offer an honest reading of our inner selves. Oftentimes intense feelings are rooted in, and receive their energy from, important, though perhaps “forgotten,” past experiences.

To deny our feelings is to deny an important part of ourselves, to cut ourselves off from our roots. These are our feelings, and we need to acknowledge and own them.

Facing unpleasant feelings can be painful, sometimes seemingly overwhelming. But denying or hiding leaves these feelings festering within, poisoning our lives. When we repress negative feelings, we give them power. We need to deal with what we feel if we are going to heal. (275 words)

Exercise 1(Online)

Directions: Listen to the passage and choose the best answer to each of the following questions.

1) Which of the following is NOT mentioned as a strong negative feeling arising from within us?

A. F ear.

B. Hatred.

C. Shock.

D. Shame.

2) How do people usually respond to these feelings?

A. They try to forget them.

B. They try to deny and hide them.

C. They face them bravely.

D. They admit them reluctantly.

3) Why do people respond to these feelings that way?

A. Because they cannot find the source of the feelings.

B. Because they feel it too painful to face them.

C. Because they are afraid of the consequences.

D. Because they don’t know how to deal with them.

4) How does the speaker interpret these feelings that way?

A. They are a reflection of our inner selves.

B. They are a reflection of one’s guilty conscience.

C. They are a yardstick against which we judge people.

D. They are unhealthy feelings that need to be got rid of.

5) How does the speaker think we should respond to these feelings?

A. Take responsibility for them.

B. Admit them and face them.

C. Find the root of these feelings.

D. Empower ourselves with positive feelings.

Key to Exercise 1:

1) D 2) B 3) C 4) A 5) B

Exercise 2(Online)

Directions: Listen to the passage again and tick (√) the statements that you think the speaker would agree with.

____ 1) Admitting negative feelings may distance us from the other people.

____ 2) Burying our pain with alcohol, food, work, etc. might be good a way out in some cases. ____ 3) We should not be held responsible for what we spontaneously feel.

____ 4) Our feelings may originate from our past experiences.

____ 5) We can deny strong negative feelings by cutting off their roots.

____ 6) We should learn to understand and enjoy our feelings.

____ 7) Facing negative feelings may be painful at the time but beneficial in the long run.

____ 8) Negative feelings may become stronger if we repress them.

Key to Exercise 2:

√for: 3), 4), 7) & 8)

Practice 3 Think Well to Live Well

Words You Need to Know:

holistic 整体的radiation 放疗take to one’s bed 卧床养病

attainable 可达到的meditation 沉思

visualize 想象Hodgkin’s dis ease 淋巴肉芽肿Jane Kidde (人名)

Background information:

Holistic counseling:

The holistic counseling program is designed for a new kind of counselor: one who sees that human health and wholeness consists in the personal integration of body, mind and spirit, combined with a felt connection with the human community and the natural world. From this viewpoint, the holistic counselor understands health as a positive quality, the natural expression of this integration, rather than just the absence of illness.

Conversely, the holistic counselor considers that many of the physical, mental and social ills of our time are the consequence of a lack of integration, or disintegration; people have become dissociated from themselves, from their community and from the natural world. Symptoms are both signals of this dissociation and calls to deeper self-development and reconnection to the greater whole.

Tapescript

Now a holistic counselor at Stanford University, Jane Kidde was shocked when she first learned she had Hodgkin’s disease. An active, energetic wife before she fell ill, Kidde was told she had six months to live.

Following surgery and experimental radiation, she took to her bed, despairing and in pain, so sensitive to noise that she could not stand the sound of television, music, or even people talking. At last she reached the point where “the only thing I had left was the quiet and the silence.” And in that stillness, she says, “inspiration came.”

Without anyone guiding her, she decided to picture herself accomplishing goals that were still attainable. “Sometimes I could look ahead for just ten or fifteen minutes,” she recalls. “That was the goal. Holding on to the wall to go to the bathroom, that was a goal.”

Gradually, she began to visualize more ambitious goals: getting around in a wheelchair. Taking walks. Visiting the hairdresser. Going shopping. And she focused on having a positive attitude, of “creating the consciousness of possibility,” of asking not: “Why me?” but “Why not me?”

That was 22 years ago. Over time, Kidde became convinced that her mental exercises had made the difference—so convinced that she wanted to help others do the same. She now teaches meditation, relaxation, and visualization to cancer and AIDS patients.

Those techniques help you to “let go and stop struggling for control of your life and your fear,” she says, adding “I’ve seen miracles.” (249 words)

Exercise 1

Directions:Listen to the passage and fill in the blanks with the information you get from the

recording to complete the five stag es of Kidde’s disease.

Key to Exercise 1:

1) ill 2) spirits 3) accomplishing 4) ambitious 5) mental

Exercise 2

Directions:Listen to the passage again and decide whether the following statements are true, false or not mentioned. Write “T” for true, “F” for false and ”N” for not mentioned

in the space provided.

___ 1) Kidde was active and full of energy before she got ill.

___ 2) The surgery and radiation were painful experiences for Kidde.

___ 3) Kidde was sensitive to both noise and light when she was ill in bed.

___ 4) Kidde’s inspiration came from a picture in her bedroom.

___ 5) Kidde started her recovery with going to the bathroom by herself.

___ 6) Having a positive attitude is the key to Kidd e’s recovery.

___ 7) Kidde lived for only a year after getting sick.

___ 8) It took Kidde twenty-two months to recover from her disease.

___ 9) Kidde is now helping cancer and AIDS patients with her own experience.

___ 10) Kidde’s experience shows that med itation works better than any other therapy.

Key to Exercise 2:

1) T 2) N 3) F 4) F 5) F 6) T 7) F 8) N 9) T 10) N

Practice 4 Mood Management

Words You Need to Know:

myth 错误的看法outburst感情爆发arouse唤醒

Bad and good moods make life interesting and build character, however, we often have little control over when we feel emotions. But we can have some control over how long an emotion will last. More than 400 people were asked about their strategies for escaping bad moods. This research provides valuable information on how to change a bad mood.

Of all the moods that people want to escape, anger seems to be the hardest to deal with. When another car passes you dangerously, your thought may be, He could have hit me! The more you think, the angrier you get.

What should you do to relieve anger? One myth is that expressing it makes you feel better. In fact, researchers have found that’s not true. Outbursts arouse the brain, leaving you much angrier, not less.

A more effective technique is “reframing,” which means consciously thinking of a situation in a more positive light. In the case of the dangerous driver, you might tell yourself: Maybe he had an emergency. This is one of the best ways to stop anger.

Going off alone to cool down is e ffective, especially if you can’t think clearly. Many men cool down by going for a drive. Exercise, such as taking a long walk, is even better. Whatever you do, don’t waste time pursuing angry thoughts.

These techniques can also ease depression and anxiety as well as anger. Also, relaxation techniques such as deep breathing and meditation are effective against bad moods. (247 words)

Exercise 1

Directions: Listen to the passage and decide which is the best answer to each of the questions you hear on the recording.

1) What do we know about the control of emotions?

A. We can take control when we are swept by emotions.

B. We can control the length of time an emotion lasts.

C. We can find the cause of an emotion.

D. We can prevent bad emotions from happening.

2) Which of the following emotions is the hardest to deal with?

A. Anger.

B. Depression.

C. Tension

D. Anxiety.

3) What happens when we have an outburst of anger according to the passage?

A. We will feel better.

B. We will be more defensive.

C. We will feel more anxious.

D. We will feel much angrier.

4) What do men usually prefer to do in order to cool down?

A. To take a long walk.

B. To go for a drive.

C. To take a deep breathing.

D. To do meditation.

5) Which of the following is NOT mentioned as an effective way to cool down?

A. Reframing.

B. Relaxation techniques.

C. Smoking.

D. Going off alone.

Key to Exercise 1:

1) B 2) A 3) D 4) B 5) C

Directions: Listen to the passage again and decide whether the following statements are true or false. Write “T” for true and “F” for false in the space provided.

____ 1) The research about people’s strategies for escaping bad moods involves more than 400 people.

___ 2) Reframing means thinking of a situation in a more positive light.

___ 3) Reframing is a more effective way to put bad moods to rest.

___ 4) Going off alone to cool down is a way to distract oneself from anger.

___ 5) We should spend some time pursuing our train of angry thoughts before cooling off.

Key to Exercise 2:

1) T 2) T 3) T 4) T 5) F

Part Four Testing Yourself

Section I

Emotions and Health

Tapescript

As you arrive at your work place, pray to God and ask his guidance!

Greet your colleagues, that is called friendship.

Give everybody the best of yourself, that is called sincerity.

Program and organize your day, that is called reflection.

Now that you have planned everything begin to work, that is called taking action.

Trust that everything will be ok, that is called faith.

Work with happiness, that is called enthusiasm.

Give the best of yourself, that is called excellence.

Help those with more difficulties than you, that is called compassion.

Understand that not everybody is at your level, that is called tolerance.

Receive praise with reticence, that is called humility.

God is with you, that is called love.

Exercise

Directions: Listen to the following poem twice and fill in the blanks with the words you get from the recording.

As you arrive at your work place, pray to God and ask his 1)________!

Greet your colleagues, that is called 2)________.

Give everybody the best of yourself, that is called 3)________.

Program and 4)________ your day, that is called reflection.

Now that you have planned everything begin to work, that is called 5)________ ________.

Trust that everything will be ok, that is called 6)________.

Work with 7)________, that is called enthusiasm.

Give the best of yourself, that is called 8)________.

Help those with more 9)________ than you, that is called compassion.

Understand that not everybody is at your level, that is called 10)________.

Receive 11)________ with reticence (沉默), that is called humility.

God is with you, that is called 12)________.

Key to Exercise:

1) guidance 2) friendship 3) sincerity 4) organize

5) taking action 6) faith 7) happiness 8) excellence

9) difficulties 10) tolerance 11) praise 12) love

Section II

A Problem with the Girl

Tapescript

Doctor: Hello, Teresa. And what seems to be the problem?

Teresa:Well, I’m not feeling very well at the moment. I’m preparing for exams and I’ve been staying up late at night studying. This morning I got out of bed very early to do some more work, and I passed out. My flat mate found me on the floor. I came round after a few seconds.

Doctor: Mm. Have you had any other symptoms?

Teresa:I’ve been pretty nervous. I have an occasional headache, and my eyes hurt sometimes. Doctor:Well, it sounds you’ve probably been overdoing your study and you’re overtired. I don’t think there’s anything to worry about, but I think you should take it easy for a while and try to get plenty of sleep.

Teresa:Yes, I haven’t been getting much sleep lately.

Doctor: I’ll give you something to help you relax in the evenings. And just try to have a few early nights.

Teresa: Thank you, doctor. (154 words)

Part A

Directions:Listen to the dialogue and choose the best answer to each of the questions you hear on the recording.

1) Which of the statements is true about the girl in the dialogue?

A. She fell onto the floor from her bed.

B. She worked deep into the night for the exams.

C. She was quite competitive.

D. She had some difficulty in her study.

2) Why did the girl go to the doctor?

A. She injured her leg when she fell onto the floor.

B. She wanted to get some medicine for her eyes.

C. She was not feeling well.

D. She wanted to get some psychological counseling.

3) Which of the following is NOT a symptom the girl had?

A. Headache.

B. Nervous.

C. Eyes hurt.

D. Loss of appetite.

4) What did the girl mean when she said “I came round after a few seconds”?

A. I turned round after a few seconds.

B. I came up after a few seconds.

C. I became conscious after a few seconds.

D. I showed up after a few seconds.

5) What did the doctor ask her to do?

A. To take some deep breathing.

B. To go to another hospital.

C. To try relaxation therapy.

D. To get enough sleep.

Key to Part A:

1) B 2) C 3) D 4) C 5) D

Part B

Directions: Listen to the dialogue again and decide whether the following statements are true or false. Write “T” for true and “F” for false in the space provided.

___ 1) The girl got ill because she was worried too much about the exams.

___ 2) The girl lived on her own.

___ 3) The girl worked so hard that she fainted one morning.

___ 4) The doctor th ought that the girl’s case was nothing serious.

___ 5) The doctor advised the girl not to work at night.

Key to Part B

1) F 2) F 3) T 4) T 5) F

Section III

School Phobia (上学恐慌症)

Tapescript

A girl of 11 suffers fits of shaking and crying whenever class time approaches. Gemma Maisey has been given permission to stay off to be treated at a special unit. She started her secondary education at Parkway school half a year ago. But she had to take six weeks off because of a rib injury and became nervous going back. Headmaster Andrew Hunt allowed her to go back to lessons gradually. She was allowed to attend only two classes a day. However, after another period off with flu, Gemma has attended school just twice in the past three months. She said that the thought of school made her feel ill, and made her start shaking and having panic attacks. The crying and shaking can even last as long as half an hour. She has to be sent to a special education center for anxious and phobic children. Gemma’s mother said the whol e situation was a nightmare.

The disease and the term School Phobia was coined by an American psychiatrist in 1941 but more and more cases were recognized in the past few years. Up to 2 percent of under-16s were diagnosed as having school phobia. But some experts say of 100 children diagnosed with this disease, some simply don’t want to go to school because of the situations such as bullying. A phobia is just a fear of something such as heights that you shouldn’t have, the same can’t be said of school. (239 words)

Part A

Directions: Listen to the passage and choose the best answer to each of the questions you hear on the recording.

1) When did Gemma’s school phobia start?

A. When she was in her primary school.

B. After her recovery from a rib injury.

C. When she first entered secondary school.

D. After she was released from a special unit.

2) How long did it take Gemma to recover from her rib injury?

A. Half a year.

B. 11 weeks.

C. 6 weeks.

D. 3 months.

3) How many times did Gemma attend school in three months after the flu?

A. Six times

B. Three times.

C. Twice.

D. Once.

4) Which of the following is NOT a symptom of Gemma’s school phobia?

A. Shaking.

B. Crying.

C. Having panic attacks.

D. Having terrible dreams.

5) What is mentioned as a cause of school phobia?

A. Bullying.

B. Stress.

C. Anxiety.

D. Fear.

Key to Part A:

1) B 2) C 3) C 4) D 5) A

Part B

Directions: Listen to the passage again and decide whether the following statements are true or false. Wri te “T” for true and “F” for false in the space provided.

___ 1) Gemma is a secondary school student.

___ 2) Gemma suffers from school phobia because she does not do well at school.

___ 3) After recovery from her rib injury, Gemma was allowed to take two classes a week.

___ 4) Gemma had to be sent to a special education center because of her school phobia.

___ 5) The term School Phobia was coined by an American in 1914.

___ 6) Two percent of the under-16s suffer from school phobia.

Key to Part B:

1) T 2) F 3) F 4) T 5) F 6) T

《跟我学汉语》第20课--你每天几点.doc

第 20 课你每天几点起床 一、教学对象： 汉语初级班来自不同国家的留学生，已经接受 70 学时左右的正规授课，初步掌握拼音的拼写和部分日常用语。 二、使用教材： 《跟我学汉语》（英语版，人民教育出版社） 三、课型： 精读课 四、教具： 字词卡片， PPT演示。 五、教学内容： 复习第 19 课学过的生词和课文，学习第 20 课的新词、语法点以及时间段的说法。 六、教学目的： 1、掌握新学生词（“每天、早上、刻、晚上、时候、睡觉”等）的读音、写法、意思以及常用场合。 2、理解语法点（表示时间的名词“早上、上午、中午、下午、晚上”）的用法和意义。 3、在上一课的基础上灵活掌握作息时间的说法。 七、教学难点与重点： 1、表示时间的名词“早上、上午、中午、下午、晚上”的一般用法。 2、 作息时间以及具体安排的说法。

八、课时安排： 四个课时（ 180 分钟） 第一课时：重点复习上一课所学过的生词、对话以及语法点 (生词如“现在、点、半、去、起床”等，以及基本的时间说法 )，并适时引领新课的内容及生词的学习。 第二课时：巩固新课的生词，开始学习本课的内容。 第三课时：重温本课的生词和内容，重点讲解本节课的难点和重点即语 法。 第四课时：总体检查本课的生词、内容和语法，并做练习以加强记忆和理 解。 九、教学步骤： 第一课时： 一、组织教学（ 5 分钟） 1、学生老师互相问候。 2、老师点名，核实学生到课堂情况，并做好记录。 二、复习上一课（ 15 分钟） 1、复习生词：老师抽同学写在黑板上，学生一起背写生词，结束后由学生 提出黑板上字词的错误和改正方法，最后老师领读，完成对生词的复习。 2、复习课文内容和语法点：老师走到学生中间，以聊天或者对话的形式复 习上一课所出现的句子和对话，并以造句和举例等方式提问语法点的掌握情 况。 3、再一次询问同学们对上一课的掌握情况，对依然有疑问的知识点给出补 充。

跟我学汉语第一册第课你好教案

跟我学汉语第一册第课 你好教案 Last revised by LE LE in 2021

第1课你好一、教学目的 1学会最基本的打招呼用语和自我介绍； 2熟悉汉语拼音的字母和拼法； 3初步感知汉字字形。 二、教学内容 1.语音教学 （1）朗读本课生词和课文，以本课课文中的词语为例，帮助学生熟悉汉语拼音的拼合； (2)练习朗读汉语拼音的声母、韵母和四个声调 2.词汇教学：本课的最基本的打招呼用语和自我介绍的词语； 3.语法教学 (1)人称代词； (2)动词谓语句：我叫…… 4.汉字教学:初步感知汉字字形 5.文化教学：中国人的问候语 三、教学重点和难点 1．词汇：最基本的打招呼用语和自我介绍的词语； 2．句型：动词谓语句：我叫…… 四、教学课时分配：4个课时 五、教学过程 第1课时（45分钟） 1.导入（10分钟）

（1）教师在白板上写下声母和韵母，试探着叫学生朗读； （2）学生可能会把他们念出英语，有一点基础的学生也许会念出来，教师由此导入本课的教学。 2.课堂教学（35分钟） ●拼音教学 （1）教师首先介绍声母，并以英语的辅音为例，帮助学生理解： 声母：bpmfdtnlgkhjqxzhchshrzcsyw （2）学生有可能发不准j、q、x、zh、ch、sh、r、z、c、s，教师应反复操练，需强调j、q、x、z、c、s的发音部位比较靠前； （3）教师然后介绍韵母，并以英语的元音为例，帮助学生理解： 韵母：aoeiuvaieiuiaoouiuieveeraneninunvnangengingong （4）教师把韵母进一步分类，分成：单韵母、复韵母、鼻韵母，以便学生更准确发音： 单韵母：aoeiuv 复韵母：aieiuiaoouiuieveer 鼻韵母：aneninunvnangengingong (5)教师介绍拼音的四个声调：阴平（第一声）、阳平（第二声）、上声（第三声）、去声（第四声），还有轻声。 ●拼音操练 (1)教师带领学生朗读本课的生词“你、好、我、叫”，让学生初步感受拼音的整体认读效果‘

《跟我学汉语》教案(第一册25、26课)

《跟我学汉语》教案(第一册25、26课)

第25课我要二十个饺子 一、教学对象： Level 3，以柬埔寨为母语的学生，基本掌握拼音的拼写和部分日常用语。 二、使用教材： 《跟我学汉语（第一册）》（英语版，人民教育出版社） 三、课型： 综合课 四、教具： 生词卡片、单字卡片、黑板 五、教学内容： 1、交际功能：在饭店点菜 2、语言要点：（1）不定量词“点儿” （2）疑问代词“什么”作宾语 3、语音教学：（1）听力练习 （2）朗读练习 4、汉字教学：学习认字、写字 六、教学目的： 1、学习在饭店点菜，了解去饭馆吃饭的常用语； 2、继续进行听力和朗读训练； 3、学习认、写汉字。 4、掌握新学生词（“先生、（一）点（儿）、饺子、个、喝、饮料、鸡蛋、碗、汤”等）的读音、写法、意思以及常用场合。 5、理解语法点（数量词“个”“碗”）的用法和意义。 七、教学难点与重点： 1、数量词“个、碗”的基本运用； 2、疑问代词“什么”作宾语的用法； 3、重点掌握去饭馆吃饭的常用语。 八、课时安排： 四个课时（240分钟） 第一课时：重点复习《跟我学汉语（第一册）》第24课所学过的生词（如“新年、最近、忙、冬天、冷、夏天、热、春天、常常、秋天、非常、觉得、最、节日”）、课文以及语法点（短语结构“不冷也不热”，动词“觉得”的用法，以及程度副词“最、很、非常、有一点”的用法)，并适时导入新课的内容。 第二课时：带读、抽读生词，讲解生词含义和用法，注意纠正学生发音，要求学生分组讨论，用生词造句。 第三课时：带读、抽读课文，就课文内容进行提问，重点讲解本

饺(jiǎo) 子(zi)，包(bāo) 子(zi)，蛋(dàn) 炒(chǎo) 饭(fàn)，鸡(jī) 蛋(dàn) 汤(tānɡ)：名词，这些都是中国常见的食物。（可用图片来向同学们展示） 先(xiān) 生(shenɡ)：名词，表示对男士的尊称。 碗(wǎn) 个(ɡè)：量词，之前学过的“只”“把”“张”词性相同。 服(fú) 务(wù) 员(yuán)：名词，即“waiter”。 笔顺：汤、饮、鸡、料、喝、碗 2、要求学生进行分组讨论，用生词造句。 三、熟悉课文内容。（10分钟） 1、教师带读课文； 2、要求每个学生读课文，注意纠正发音。 四、布置家庭作业。（5分钟） 把课堂上造的句字，写下来，要求写汉字和拼音两个部分。 第三课时 一、复习生词。（15分钟） 请学生到讲台上读出用生词造的句子，并写在黑板上，纠正发音和语法错误，根据学生的完成情况，针对学生对生词存在的理解错误和疑问进行再次讲解。要注意肯定学生，并进行适当的鼓励。 二、学习课文和语言要点。（30分钟） 1、教师带读课文，给学生一个良好的发音标准 2、要求学生进行角色扮演，分别代替“索万”和“服务员”进行对话，教师留意学生的发音，以及对话过程中存在的问题或者共同难点。 3、教师再次带读，然后给学生自己反思自己错误的时间。 4、教师对课文进行讲解，解释各个句子的意思，对曾经学过的语法点也给予提示，较复杂的句子重点分析。注意着重讲解语言要点：（1）不定量词“点儿”；（2）疑问代词“什么”作宾语。 5、数量词的用法。数词，是表示事物数目的词，有确切的数（如1、2 、3、一、二、三、二分之一，三分之二，3.5、8.14等），有概数（几、一些、左右、余等），还有序数（第一、第三、老大、老二，初九、初十等）。而量词则是表示事物或者动作的单位，有名量词（尺、寸、里、元、张、把、块等），也有动量词（次、下、回、脚、座等），这一结构：数词+量词+名词，比如本课中学到的数量词连用：“二十个饺子，两个鸡蛋、三个包子、一碗鸡蛋汤、一份蛋炒饭。” 三、熟悉课文内容。（5分钟） 教师就课文内容进行提问：（1）索万想吃什么？（2）要了多

跟我学汉语第一册第3课我叫王家明教案

第3课我是王家明 一、教学目的 1.学会把打招呼语扩展到校园环境； 2.学会主动向别人自我介绍，并介绍他人认识； 3.进一步实践汉语拼音的拼法； 4.初步感知汉字字形。 二、教学内容 1. 语音教学 （1）朗读本课生词和课文，掌握“你们”的“们”轻声的读法； (2) 练习“辨音练习”-mi, bie, piao, mian, pa, bu, pin, ming。 2. 词汇教学 （1）是，她，他，你们； （4）词汇搭配：代词+“是”； 3. 语法教学 （1）动词谓语句； （2）句型：我是……，我叫…… 4.汉字教学 （1）学习辨认本课的生词“是，她，他，你们”； （2）学习书写四个简单汉字：万，玛，是，丽。 5.文化教学：中国人的姓名 三、教学重点和难点 1．词汇“是，她，他，你们”和词汇搭配：代词+“是”； 2．句型：我是……，我叫……； 3．书写四个简单汉字：万，玛，是，丽。 四、教学课时分配：5个课时

五、教学过程 第1课时（45分钟） 1. 导入（15分钟） ●复习一下 教师使用第1课和第2课的汉字卡片进行复习，要求学生听指令然后找出对应的词组。这个练习主要让学生意识到，同样一个汉字，如果搭配其他的汉字，也能构成有意义的意思。 教师准备的第1课和第2课的汉字： 教师说“你好”，然后学生找； 教师说“我叫王家明”，然后学生找； 教师说“同学们”，然后学生找； 教师说“老师”，然后学生找； 教师说“再见”，然后学生找； 教师说“林老师”，然后学生找； 教师说“老师好”，然后学生找； 教师说“林家明”，然后学生找； 教师说“同学们好”，然后学生找。 2. 讲授新课（30分钟） ●生词教学（10分钟） （1）老师先领读生词（是，她，他，你们），每个生词两遍，同时解释意思。然后带领全体学生朗读，每个生词也是两遍，最后叫个别学生朗读，这时要注意纠正他们的语音语调。（3分钟） （2）教师把词汇表上的生词组词，如“她是…”, “他是…”, “你们是…”，并以班上学生的姓名为例造句，方便同学理解和记忆。（2分钟）

《跟我学汉语》教案(第一册25、26课)

第25课我要二十个饺子 一、教学对象： Level 3，以柬埔寨为母语的学生，基本掌握拼音的拼写和部分日常用语。 二、使用教材： 《跟我学汉语（第一册）》（英语版，人民教育出版社） 三、课型： 综合课 四、教具： 生词卡片、单字卡片、黑板 五、教学内容： 1、交际功能：在饭店点菜 2、语言要点：（1）不定量词“点儿” （2）疑问代词“什么”作宾语 3、语音教学：（1）听力练习 （2）朗读练习 4、汉字教学：学习认字、写字 六、教学目的： 1、学习在饭店点菜，了解去饭馆吃饭的常用语； 2、继续进行听力和朗读训练； 3、学习认、写汉字。 4、掌握新学生词（“先生、（一）点（儿）、饺子、个、喝、饮料、鸡蛋、碗、汤”等）的读音、写法、意思以及常用场合。 5、理解语法点（数量词“个”“碗”）的用法和意义。 七、教学难点与重点： 1、数量词“个、碗”的基本运用； 2、疑问代词“什么”作宾语的用法； 3、重点掌握去饭馆吃饭的常用语。 八、课时安排： 四个课时（240分钟） 第一课时：重点复习《跟我学汉语（第一册）》第24课所学过的生词（如“新年、最近、忙、冬天、冷、夏天、热、春天、常常、秋天、非常、觉得、最、节日”）、课文以及语法点（短语结构“不冷也不热”，动词“觉得”的用法，以及程度副词“最、很、非常、有一点”的用法)，并适时导入新课的内容。 第二课时：带读、抽读生词，讲解生词含义和用法，注意纠正学生发音，要求学生分组讨论，用生词造句。 第三课时：带读、抽读课文，就课文内容进行提问，重点讲解

本课的语言和语法的要点、难点和重点。 第四课时：要求学生根据生词和课文进行情景对话，通过听写总体检查本课的生词、课文和语法，并做练习以加强记忆和理解。九、教学步骤： 第一课时： 一、组织教学（10分钟） 1、教师进行自我介绍。 2、学生进行自我介绍，并通过和学生交流沟通了解学生的汉语 水平，包括词汇量、发音、汉字的书写等。 3、老师点名，核实学生到课堂情况，并做好记录。 二、复习上一课（20分钟） 1、复习生词：教师向学生展示生词卡片，要求学生读出生词，并用生词造句，注意纠正学生的发音和语法错误，然后要求学生把所造的句子写在黑板上，以检查学生汉字的书写，教师再次带读生词，完成对生词的复习。 2、复习课文内容和语法点：教师要求学生按照课文进行角色扮演，并针对课文内容和语法点对学生提问（如“小雨说北京的天气怎么样？”“XX，你最近忙不忙？”等）。 3、询问学生对第24课的掌握情况，对存在问题的知识点进行再次讲解。 三、导入新课。（5分钟） 运用生词卡片向同学们展示一些具有中国特色的食物，比如：饺子、包子、蛋炒饭、饮料等，问同学们：你们喜欢中国的食物吗？喜欢饺子吗？你们吃过饺子吗？你们吃过包子吗？在哪里吃过？什么时候吃的呢？通过提问引起学生的学习兴趣，并引入生词的学习。 四、学习生词。（25分钟） 1、带读生词。 2、抽读生词，尽量让每一个学生都能开口，并纠正发音。 3、借助图片，逐个讲解生词的意思以及其使用方法和使用场所。 4、教师再次带读生词，完成生词教学。 第二课时： 一、复习新课的生词（15分钟） 借助卡片，要求学生读出生词，并讲解生词含义、使用方法和使用场所。注意对学生纠正发音。教师带读生词，要求每个学生读生词，进行纠音。 二、学习课文和语言要点。（30分钟） 1、重点讲解生词中的个别重要或者难懂的字词，并在黑板上书写每个生字的笔顺，例如：

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3、老师点名，核实学生到课堂情况，并做好记录。 二、复习上一课（20分钟） 1、复习生词：教师向学生展示生词卡片，要求学生读出生词，并用生词造句，注意纠正学生的发音和语法错误，然后要求学生把所造的句子写在黑板上，以检查学生汉字的书写，教师再次带读生词，完成对生词的复习。 2、复习课文内容和语法点：教师要求学生按照课文进行角色扮演，并针对课文内容和语法点对学生提问。 3、询问学生对第34课的掌握情况，对存在问题的知识点进行再次讲解。 三、导入新课。（5分钟） 提问导入新课，对学生提问：快放假了，你们暑假准备去哪里啊？通过提问引起学生的学习兴趣，并引入生词的学习。 四、学习生词。（25分钟） 1、带读生词。 2、抽读生词，尽量让每一个学生都能开口，并纠正发音。 3、借助图片，逐个讲解生词的意思以及其使用方法和使用场所。 4、教师再次带读生词，完成生词教学。 第二课时： 一、复习新课的生词（15分钟） 借助卡片，要求学生读出生词，并讲解生词含义、使用方法和使用场所。注意对学生纠正发音。教师带读生词，要求每个学生读生词，进行纠音。 二、学习课文和语言要点。（30分钟） 1、重点讲解生词中的个别重要或者难懂的字词，并在黑板上书写每个生字的笔顺。 2、要求学生进行分组讨论，用生词造句。 三、熟悉课文内容。（10分钟） 1、教师带读课文； 2、要求每个学生读课文，注意纠正发音。 四、布置家庭作业。（5分钟） 把课堂上造的句字，写下来，要求写汉字和拼音两个部分。 第三课时 一、复习生词。（15分钟） 请学生到讲台上读出用生词造的句子，并写在黑板上，纠正发音和语法错误，根据学生的完成情况，针对学生对生词存在的理解错误和疑问进行再次讲解。要注意肯定学生，并进行适当的鼓励。

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第十课他住哪儿 一、教学重点 1.课文 2.语法汉语的语序 动词谓语句 号码的读法 二、教学要求 1.通过课文讲练，要求能流利地朗读课文并能背说。 2.掌握汉语动词谓语句的基本语序和汉语号码的读法。 三、教具 图片:学校平面示意图、若干电话号码、门牌号 汉语动词语语句的语序示意图:主语(S)+动同(V)+宾语(0) 四、教学提示 本课是通过一个留学生去办公室找老师这样一个情节来展开会话的。通过这个会话重点教授汉语号码的读法。功能项目是找人,询问住址和电话号码。在练习会话的同时向学生展示汉语语序,认读著干门牌号、护照号、汽车牌号和电话号码等。语序公式和有美号码.老师要在各课时有所准备, 利用投影仪或小黑板都可以。 汉语没有严格的形态变化,语序是汉语主要的语法手段。所以一开始进入语法阶段,就要逐步向学生灌输汉语句子的基本语序。可以列出表格或者列出句子格式: 主语(S) +谓语(p) 你好。 我吃。 主语(S)+谓语(p)+宾语(O) 我吃馒头。 我学习汉语。 主语(S)+状语(AD)+谓语(p)+宾语(O) 他们都很好。 我们都学习汉语。 他在学校住。

我在中国学习汉语。 主语(S)状语(AD)+谓语(P) +定语(A)+宾语(0) 我给你们介绍一个中国朋友。 我今天下午去中国银行。 汉语的句子结构，实际上就是各类词语在句子中所处的位置或排列顺序。因此, 在开始阶段每出现一个新句型, 都要给学生一个明确的句子语序结构公式, 使他们头脑中有一个明确的汉语语序模式。 初级汉语教材中的“组句”这一练习项目就是为训练学生掌握汉语基本语序而设置的, 到中级阶段就无须再进行这项练习了。 课文要通过领读、分组练习、分角色朗读等教学手段,最终达到不看书能背说。也就是说,课文都要求通过预习、课堂操练和复习达到熟读能背的程度。 “请问”与“请进” 汉语的“请问”是说话人向听话人打听事情常说的_个礼貌用语。我“问”您,请您“回答”。而“请进”则是说话人请听话人进”。学生有时会搞不清楚,要解释二者语义的不同。 练习 本课语音练习的重点是儿化韵和声调搭配(一声与轻声) , 只要课文弄熟了,这些练习都不难做。因此要反复强调弄懂弄熟课文的重要性。 五、教学步骤 （一）组织教学 （二）复习 1.让全班学生背说第一~九课课文。 2.听写句子(请三个学生轮流到黑板前面听写,每人写两个句fa裏他人写在本子上。也可请一个学生写汉字,同时请另一个学生加注拼音)： ①下午我去图书馆,你去不去?我不去,我要去银行换钱。 ②小姐,我换钱。 ③您换什么機?我换人民币。 ④您换多少?我换二百美元。 ⑤请等_会儿。先生,给您後,请数数。 ⑥对了,谢谢!不客气。 3.请学生认读并背说听写的句子,注意纠正发音和声调错误。

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第20课你每天几点起床 一、教学对象： 汉语初级班来自不同国家的留学生，已经接受70学时左右的正规授课，初步掌握拼音的拼写和部分日常用语。 二、使用教材： 《跟我学汉语》（英语版，人民教育出版社） 三、课型： 精读课 四、教具： 字词卡片，PPT演示。 五、教学内容： 复习第19课学过的生词和课文，学习第20课的新词、语法点以及时间段的说法。 六、教学目的： 1、掌握新学生词（“每天、早上、刻、晚上、时候、睡觉”等）的读音、写法、意思以及常用场合。 2、理解语法点（表示时间的名词“早上、上午、中午、下午、晚上”）的用法和意义。 3、在上一课的基础上灵活掌握作息时间的说法。 七、教学难点与重点： 1、表示时间的名词“早上、上午、中午、下午、晚上”的一般用法。 2、作息时间以及具体安排的说法。

八、课时安排： 四个课时（180分钟） 第一课时：重点复习上一课所学过的生词、对话以及语法点(生词如“现在、点、半、去、起床”等，以及基本的时间说法)，并适时引领新课的内容及生词的学习。 第二课时：巩固新课的生词，开始学习本课的内容。 第三课时：重温本课的生词和内容，重点讲解本节课的难点和重点即语法。 第四课时：总体检查本课的生词、内容和语法，并做练习以加强记忆和理解。 九、教学步骤： 第一课时： 一、组织教学（5分钟） 1、学生老师互相问候。 2、老师点名，核实学生到课堂情况，并做好记录。 二、复习上一课（15分钟） 1、复习生词：老师抽同学写在黑板上，学生一起背写生词，结束后由学生提出黑板上字词的错误和改正方法，最后老师领读，完成对生词的复习。 2、复习课文内容和语法点：老师走到学生中间，以聊天或者对话的形式复习上一课所出现的句子和对话，并以造句和举例等方式提问语法点的掌握情况。 3、再一次询问同学们对上一课的掌握情况，对依然有疑问的知识点给出补充。

汉语教程第10课教案

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第二课时：带读、抽读生词，讲解生词含义和用法，注意纠正学生发音，要求学生分组讨论，用生词造句。 第三课时：带读、抽读课文，就课文内容进行提问，重点讲解本课的语言和语法的要点、难点和重点。 第四课时：要求学生根据生词和课文进行情景对话，通过听写总体检查本课的生词、课文和语法，并做练习以加强记忆和理解。 九、教学步骤： 第一课时： 一、组织教学（10分钟） 1、教师和学生相互问候。 3、老师点名，核实学生到课堂情况，并做好记录。 二、复习上一课（20分钟） 1、复习生词：教师向学生展示生词卡片，要求学生读出生词，并用生词造句，注意纠正学生的发音和语法错误，然后要求学生把所造的句子写在黑板上，以检查学生汉字的书写，教师再次带读生词，完成对生词的复习。 2、复习课文内容和语法点：教师要求学生按照课文进行角色扮演，并针对课文内容和语法点对学生提问。