搜档网
当前位置:搜档网 › 基础综合英语听力材料--邱东林教学文案

基础综合英语听力材料--邱东林教学文案

基础综合英语听力材料--邱东林教学文案
基础综合英语听力材料--邱东林教学文案

基础综合英语听力材料--邱东林

目录

........................................ 错误!未指定书签。**************** *************** ..... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。********************* ******************* . 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。*************** ******************* .. 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ........................................ 错误!未指定书签。************************* ********************* 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。********************** ********************** 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。******************** ****************** .. 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ........................................ 错误!未指定书签。************* a ?*************** ...... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。************** ***************** ..... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。************ ********** ........... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ........................................ 错误!未指定书签。********************** ******************** 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。

********************* *********************** . 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。******************* ***************** .. 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ...................................... 错误!未指定书签。******************** a ******************** . 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。****************** ***************** . 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。*************** ************* ....... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ........................................ 错误!未指定书签。************* ************* .......... 错误!未指定书签。

..................................... 错误!未指定书签。*************** ************** ........ 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。************ ************ ............. 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ........................................ 错误!未指定书签。****************** **************** .... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。***************** *************** ..... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。**************** *************** ....... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。 ........................................ 错误!未指定书签。****************** ***************** .. 错误!未指定书签。

..................................... 错误!未指定书签。

*************** ************** ........ 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。

**************** ***************** ... 错误!未指定书签。

..................................... 错误!未指定书签。

..................................... 错误!未指定书签。

**************** ***************

I I a I . I a , I

a . I a a .

... 't ; . I'

a ’ . ’s . ... ’s

' . . ’s a ... ’s a .

I ’t , ... .

a ’t ,, ’t, , ... , , . , ...

a , I , a .

. I , ...

a , . , ’ . ’s

a . ... I ’ , , , . I ...

a ... ... . ’s . I I ,

“, ’ ; ... , ’s

a ; , . ” . , , .

I , .

: . . ?

: , ’s , . a ,

a , . I , .

: . .

: . , . ,

' , 't , ’s a ’ .

: . , — 't 't , ?

I ’t , ’s .

: ’s a . ’ . 14 15 , 't I

a . I ’t ’s , a .

' ’ . , a , , .

a ' .

: , ’t , . , ?

: . a . ' a , a .

I . , , . 't .

********************* *******************

: , ? , ?

: I . ; , , —

.

. . , .

I . a , . , I a , .

I , I a . "" ;

a , , , .

: , , , , " " " ." 's ?

: , , . ,

a . , , .

, .

: , . ?

:—, ’s , , , .

“ .”

, a . : — , a .

: ’s ... , , ? I , a,

a , , , , , ... a ...

: a , I ’t .

: , ?

: I ... a ’t , , , , I ... I .

[] , .

:, ’t ? []

:’s !

: D' a , ?

: , a a . , I — a , , —

... . ’d . , , , , , , . ’s .

: . , I ’t . I a , , ’t ...

:, I , I , ’ , [ ’] . , , ,

a , ’t .

: ? , I ?

:I ’s , a ! ... ’t , ’t [] .

I . ’s a . ’s . I ,

I , , . [] , , ’ , . , “,

I’ , , ”, a , . , [] , ,

a . A , “ , I , I a ”. a . ,

[] . [] ... ... ’s I , .

: , , , . I , a .

: ’ . , , .

:, ’s , I , I, I ... I , ,

a ... ... , , , , [] ’t I . ,

I , , . ’ ... , ,

... , [. .] ’s .

*************** *******************

: ! .

: , . a . , . a .

: .

’s , “ ’s ” , a “ ” , , , .

, .: . ’t a ’s ’t ? ,

a , ’t .

: (, ) .

a a “” . -

. .

, .: , I'm . I’m . I , I ,

I’m .

: 50-60% , ( ) ’t ?

't ? .

: a a . , , , .

, .: , . a 's a 's a a ?

: . a . , .

’ , I' a a “” . .

“ ” — a 35 .

a , . , ’ a .

“ a . ,” , “ .” a !

, I a , . .

I , . , , (),

a , ’ . “”, .

, . — , , . , ’s , a —, , , a .

I , , a . . I a —100% ’d .

, , , , , .

************************* *********************

. I 1960 1962, a 1947.

a a . . a , 1992.

, , . ’s , ., a

1968. , 1958.

( ). ’s .

: I a ’s . I , I a .

a . , , , a . a . , I I

't . , I a I . , I .

I a . I I . I !

I : ! I I , .

1 , , , ! , I ,

I . !

, a , . : . , , I . “! . ?”

, a . . , . .

, 1993, a . . , “I ’t , .

I ’t ." , , .

, I , , . 1994.

6, 1995. ! 3, , . .

, , 1947. , . .

A . !

: . I ’s , I a a , I a ’ I’m , I I a I I I

I . ’s I’m , ’s ’s ’s .

I , .

: , . . I ... I . I .

,

’s

’s

,

’ I

’ I

I

I

...

,

,

,

I'

I ’t

,

I' a ,

I’m

I 't

, I ’t

,

I

I

I’

,

, , , , , , , , ,

,

I’ ,

I’m

I ’t

1 ’t

,

I

I’

,

********************** **********************

: , , ?

C. : , I ’t , ...

: ?

C. : a , I : “I’m . .” — a . ,

I , .

: ?

C. :: “’s . ’s . ’ . I .” I

I’ . , ’t . I’ a ,

a , . , a .

: ’t ’s ?

:. I , I ’t , I ’t a , , . .

: ?

C. :. , , , I , . I ’t . I

't . , , ’s a .

:, , . . , . ’ . , , ,

: a . . I , . I . I

a . . —

, . , , , ’ , ’ , , , I ,

's . , . . .

I : “I . ' I . I' ."

I I . ’s . 't , ,

a , , , . ,

, .

: [ ] , , .

:, I’m .

:? I’m , . .

[ .]

: .

: [ ] .

: . [ ] , .

: [ ] ? A ?

: . .

: ?

: , , .

: [] a . A a . I .

: ?

: , [] , ’s . [ .]

: ?

:[ ] , , ’s a .

: , ’s . ? ’s ? . I ’. : , ’t I . : , . , , .

:. ’t , , .

:, , . I I ’t , . ’s . : , ?

: ’s .

: ?

: , ?

: , , I . I , , ? a . ’s . [ ] . , I’m , I’m , I’m . ’s I . ’s .

: , , , . I , , ?

: .

: ... [ ] I .

: ... I .

[ .]

:, . ’s . . !!

: !!

A a . .

, .

a , ’t . . . ’s .

,

a . . , .

. . a .

’s , . . .

, ’t . a .

, , , . a . .

.

******************** ******************

:. ’t . . , ’s . , , . , , . , , , . , '

a . .

: . , , . . .

: 's . a , , .

: I , , , , I I . , “ . .

I’m .” .

: , a , . a

's . . , 16

a . a .

: ?

. a . a .

: , I , .

: .

: ?

: .

: ?

: . I a . , a .

: , , ’t ?

: I ’t , a ,

: ?

: .

: , ’s , . , .

a ’s , ’s . , . ,

a . . ,

a , . , . . , . ,

. , , ,

a . . ’s , ’s .

I ’s , .

1.

: , a , , a . . A .

a , ’t

a , . . .

, , a ?

: ’s , . ’s I . . , a , ,

27 , a , 60 , I , , . .

a 60 .

, a a . .

( )

( ): , , I a . I . .

( ): .

致用英语综合教程综合英语2 教案综合英语2 单元设计 unit 7

Section One Around the topic Step 1 Topic introduction: As the goal of equality between men and women now grows closer, we are losing our awareness of important gender differences. This unit aims to let students know what truly exists within a man and within a woman. Step 2 Your ideas 1. Watch the video and answer the following questions 1)How many differences does it describe between men and women? What are they? 2) Do you think it’s a stereotype? Play the video twice and encourage students to think about the questions and answer. 2. A quiz How much do you know about the differences between men and women? Answer the following questions by ticking (√) the correct column. This activity aims to lead students into the topic of this unit. By answering the questions, students will get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class. Step 3 vocabulary In this section, students will learn some useful words and expressions related to people’s personality. Let students do the personality quiz and then ask them to describe themselves based on their answers A.Do the personality quiz below to discover what type of person you are. Write Y for yes, N for no and S for sometimes Let students finish the quiz as quickly as possible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities. B.The questions in exercise A express personalities, which can be described by the adjectives below. Match the adjectives with the questions in the quiz. a.untidy 9 b.optimistic 7 c.sociable 2 d.talkative 15 e.reserved 13 f.shy 3 g.impatient 10 h.ambitious 4 https://www.sodocs.net/doc/1810084855.html,zy 11 j.generous 14 k.moody 5 l.hard-working 12 m.easy-going 16 n.reliable 8 o.cheerful 1 p.sensitive 6

模板初中英语听力说题稿..docx

初中英语听力说题稿 邵武第八中学严芳 一.原题再现 解答题(共13小题,满分28.5分) 1. 2. 3. 4. 5. 6.听第1段对话,回答第6小题. 6.What does Helen think of Shanghai? A.Modem. B.Noisy. C.Crowded. 7.听第2段对话,回答第7小题.

7.When did Jane take part in the activity?A.Last Friday. B.Last Saturday. C.Last Sunday. 8.听第3段对话,回答第8小题.8.Whose watch is it? A.David's. B.Lily's. C.Sally's. 9.第4段对话,回答第9小题.9.What kind of fruit does Maria like best?A.Bananas. B.Apples. C.Oranges. 10.听第5段对话,回答第10~11小题.10.What does the woman want to buy?A.A skirt. B.A blouse. C.A T﹣shirt. 11.What size does the woman wear?A.Size S. B.Size M. C.Size L. 12.听第6段对话,回答第12~13小题.12.Where are the two speakers? A.In a gym. B.In a hospital. C.In a musuem. 13.What was wrong with Lucy yesterday?

综合英语(一)课文及翻译

Lesson One: The Time Message Elwood N, Chapman 新的学习任务开始之际,千头万绪,最重要的是安排好时间,做时间的主人。本文作者提出了7点具体建议,或许对你有所启迪。 1 Time is tricky. It is difficult to control and easy to waste. When you look a head, you think you have more time than you need. For Example,at the beginning of a semester, you may feel that you have plenty of time on your hands, but toward the end of the term you may suddenly find that time is running out. You don't have enough time to cover all your duties (duty), so you get worried. What is the answer? Control! 译:时间真是不好对付,既难以控制好,又很容易浪费掉,当你向前看时,你觉得你的时间用不完。例如,在一个学期的开始,你或许觉得你有许多时间,但到学期快要结束时,你会突然发现时间快用光了,你甚至找不出时间把所有你必须干的事情干完,这样你就紧张了。答案是什么呢?控制。 2 Time is dangerous. If you don't control it, it will control you. I f you don't make it work fo r you, it will work against you. So you must become the master of time, not its servant. As a first-year college student, time management will be your number one Problem. 译:时间是危险的,如果你控制不了时间,时间就会控制你,如果你不能让时间为你服务,它就会起反作用。所以,你必须成为时间的主人,而不是它的奴仆,作为刚入学的大学生,妥善安排时间是你的头等大事。 3 Time is valuable. Wasting time is a bad habit. It is like a drug. The more time you waste,the easier it is to go on wasting time. If seriously wish to get the most out of college, you must put the time message into practice. 译:时间是珍贵的,浪费时间是个坏习惯,这就像毒品一样,你越浪费时间,就越容易继续浪费下去,如果你真的想充分利用上大学的机会,你就应该把利用时间的要旨付诸实践。 Message1. Control time from the beginning. 4 Time is today, not tomorrow or next week. Start your plan at the Beginning of the term. 译:抓紧时间就是抓紧当前的时间,不要把事情推到明天或是下周,在学期开始就开始计划。 Message2. Get the notebook habit. 5 Go and buy a notebook today, Use it to plan your study time each day. Once a weekly study plan is prepared, follow the same pattern every week with small changes. Sunday is a good day to make the Plan for the following week.

基础综合英语_1-5单元课后翻译

作文翻译 Unit 1 李明是学化学的,性格开朗幽默,颇有魅力,但英语成绩不佳,每次只能勉强及格。老师警告他,英语不好会阻碍他拿奖学金,并亮出了自己的王牌:如果李明不努力,就让他考试不过关。老师还告诉他,学习英语不能只为了文凭,否则他即使大学毕业,也还是个半文盲。李明虽然保持镇定,但他明白,他的学业生涯正在攸关之际,必须安心下来埋头学习,坚持不懈。 Li Ming was a chemistry major, a charmer noted for his easygoing and humorous temperament. However, his English was so poor that he always barely got by. The teacher admonished him that his poor English would be an impediment to scholarship. What’s more, she showed her trump card: if Li Ming did not work hard. She would flunk him. He was also told that he should not learn English merely for the sake of his diploma. otherwise, even after graduation from university, he would still be semiliterate. Although Li Ming did not lose his composure, he was well aware that he had to settle down to work and follow through because his academic life was at stake. Unit2 我的朋友琳达接受过良好的教育,既美丽又端庄,三十好几依然没有人向她求婚。究其原因,她的事业心极强,整日扑在工作上,每天来往于住处和公司之间,根本没有时间和异性交往。一想到女儿这么大了还单身一人,她父母就焦虑不安。他们不知道该如何是好,甚至还去咨询一些社会学专家。 但是事情在上个月出现了转机,公司的总部调琳达到培训部。在新的工作岗位上,琳达遇到了第一个触动她心弦的男人。从此,他们几乎每天约会,琳达意识到她会不顾一切地爱这个男人。决定嫁人的时候,她告诉了我这个好消息。 虽然琳达的爱情让人想起电影中才会有的浪漫故事,我也担忧未来究竟会怎样,但我还是表达了我由衷的祝福,并爽快答应在婚礼那天做他们的伴娘和伴郎随从中的一员。 Linda, my good friend, has received good education and is both beautiful and elegant. She was not proposed to even when she was well over thirty. The reason is that she, as a career –oriented woman, is devoted to her work. Navigating between home and the company, she had hardly any time to socialize with people of the opposite sex. Her parents were gripped by anxiety at the thought of their daughter still remaining single at such an age. They did not know what to do and even consulted with some sociologists. But the situation began to change last month, when the headquarters of the company transferred Linda to the training department. On the new post, Linda met a man who tugged on her heartstrings for the first time. Ever since then, they dated virtually on a daily basis, and Linda realized that she would love the man beyond all reason. When she decided to take the matrimonial plunge, she informed me. Though Linda’s love is reminiscent of the romance that we see only in movies and I don’t know what the future will hold for her, I give her my heart-felt wishes and agree readily to be a member of the entourage of bridesmaids and groomsmen. Unit 3 食品供应商缺乏诚信已经成为当今社会的一大问题。部分企业欺骗公众,故意散布假消息,颂扬食品添加剂是食品工业的伟大成就,并声称适量的添加剂对健康有益无害。部分有良知的科学家对食品添加剂的含量和毒性展开了深入的病理学研究。研究结果表明,部分常见的食品添加剂经长期,可能会对健康产生危害,这被认为是食品安全研究方面极为重要的

初中英语听力训练MP3材料综合

初中英语听力训练MP3材料综合 第一节(共5小题;每小题1.5分,满分7.5分) 听队菌5段对话,每段对话后有一个小题,从题中所给的a、b、c 三个选项中选出选项,并标在试卷的相对应位置。听完每段对话后,你都有10秒钟的时间来回答相关小题和阅读下一小题:每段对话仅读一遍。 1.what may robert do next friday? a. he tray probably go to the woman’s party with his wife, b.he may stay at home. c.he may hold a little party. 2.what can we learn from the dialogue? a.the woman dialed the wrong number. b.the woman dialed the number correctly. c.the man was wanted on the phone. 3.what does the woman mean? a.she will not stay at home. b. it is too late. c. it looks like rain and she will not have a swim. 4.where did sara work before he got the new job? a.in an advertising firm. b. in a school. c. in a library. 5.what time does the train arrive?

新一代大学英语综合教程1 英语课文翻译

新一代大学英语综合教程1 课后翻译 UNIT 1 2、Indeed, we might feel as if we are suddenly awash in friends. Yet right before our eyes, we're also changing the way we conduct relationships. Face-to-face chatting is giving way to texting and messaging; people even prefer these electronic exchanges to, for instance, simply talking on a phone.Smaller circles of friends are being partially eclipsed by Facebook acquaintances routinely numbered in the hundreds. Amid these smaller trends, growing research suggests we could be entering a period of crisis for the entire concept of friendship. Where is all this leading modern-day society? Perhaps to a dark place, one where electronic stimuli slowly replace the joys of human contact.确实如此,我们似乎感到突然之间好友数量井喷。不过,我们眼前也正在改变为人处世的方式。面对面的聊天正在被短信取代;相比打个电话,人们甚至更愿意使用这些电子交流方式。脸谱网上的熟人圈儿动辄数百人,相比之下,现实生活中规模较小的朋友圈则显得黯淡少光。在这些较细微的趋势中,越来越多的研究表明友谊的整个概念正在遭受危机,而我们也许正在一步步地迈向这个危机时代。所有这一切要把现代社会引向何方?也许现代社会就此陷入黑暗深渊,在这个深渊里,人与人之间交往的乐趣慢慢地被电子诱惑所取代。 8、No single person is at fault, of course. The pressures on friendship today are broad. They arise from the demands of work, say, or a general busyness that means we have less quality time for others. How many individuals would say that friendship is the most important thing in their lives, only to move thousands of miles across the continent to take up a better-paid job?当然,这并不是某个人的错。如今,交友压力来自方方面面。比如来自工作压力,或是整天瞎忙,无法和他人享有高质量的沟通时间。有人嘴上说友谊是生命中最重要的东西,却为了一份收入颇丰的工作远赴千里之外。这样的人还少吗? 9、Of course, we learn how to make friends — or not — in our most formative years, as children. Recent studies on childhood, and how the contemporary life of the child affects friendships, are illuminating. Again, the general mood is one of concern, and a central conclusion often reached relates to a lack of what is called "unstructured time."当然,我们是在性格成型的最重要的孩提时期学会如何结交朋友或是如何断交。最近,关于儿童期和儿时生活对交友的影响的研究很有启发性。这些研究再一次关注了风气这个问题,其主要结论都与孩子缺少“计划外时间”有关。10、Structured time results from the way an average day is parceled up for our kids — time for school, time for homework, time for music practice, even time for play. Yet too often today, no period is left unstructured. After all, who these days lets his child just wander off down the street? But that is precisely the kind of fallow time so vital for deeper friendships. It's then that we simply "hang out," with no tasks, no

实用英语综合教程1第七单元全英教案

I. Background information Student: Non-English Major Freshmen Textbook: Practical English Comprehensive Course 1, Unit 7, Text A II. Teaching aims: By the end of the lesson, students should be able to: 1.Master new words and sentence patterns of Text A; 2.Read the text independently and express their thoughts in English fluently; 3.Learn some lessons from Michael Phelps, such as dreaming big, single-minded focus, perseverance and so on. III. Important and difficult points: V ocabulary: cheer, compete, circumstance, routine, apologize, judgment, demonstrate, worthy despite, promise. Phrases: be in the air, believe in, come down to, feel like, resort to, engage in, keep in mind, on track. IV. Teaching aids: PPT V. Teaching procedures: Step 1:warm-up 1.Display the theme song of 2008 Beijing Olympic games to students. 2.Students guess the name of the song. Step 2: pre-reading 1. Show students photos of some famous athletes and then ask them what they have known about them. 2. Show a picture of Phelps and give them some detailed information of him. 3. students do exercise 1; Step 3: while-reading 1.Global Reading (1) Give students 5-8 mins read the text quickly to get the main idea of the text. (2) Check the answer of exercise 1. (3) Lead students read and study new words. 2.Detailed Reading Explain important phrases and difficult sentences: (1) Michael Phelps — the name is now in the air. — A lot of people now are talking about Michael Phelps. be in the air 到处流传,某种感觉到处都有 Eg: Change is in the air. (2) dream big: to have a big dream; imagine something ambitious that you would like to happen; be very Ambitious(有雄心,有抱负) Eg:She had dreamed big and worked hard, and she was a winner in sports and in life. (3) tie v. if two players, teams, etc. tie or are tied in a game or competition, they finish it with an equal number of points(与…成平局) Eg: England tied 2-2 with Germany in the first round. The scores are tied at 3-3. (4) circumstance n. the conditions that affect a situation, action, event, etc.(情形,情况,环境)

研究生-基础综合英语-单词整理

Unit1 1.semiliterate:a.semi-educated;having only an elementary level of reading and writing ability半文盲的,有初等文化的semi-:half or partly 2.dropout:n.a personwho leavesschool before finishing a course(尤指中学的)退学学生 3.do-gooder:n.sb.who does things that they think will help other people,although the other people might not find their actions helpful一个总是试着帮助别人的人(通常是贬义);不实际的社会改革家(指幼稚的理想主义者,支持善心或博爱的事件的改革者) 4.impediment:n.obstacles,barriers妨碍,阻止,阻碍,阻挡 5.trump card:anything decisiveheld in reservefor useat a critical time王牌 6.charmer:n.a personwho hasgood qualities that make you like him/her讨人喜欢的人,有魅力的人,有迷惑力的人(尤指迷人的女人) 7.get by:to be able to deal with a situation with difficulty,usually by having just enoughof sth.you need,suchas money过得去 8.settledown:to becomequiet and calm(使)安静下来;平息 9.flunk:v.to fail an exam or courseof study不及格 https://www.sodocs.net/doc/1810084855.html,posure:n.calmnessandcontrol平静;镇静;沉着 11.parade:n.a seriesof peopleor things that appearone after the other 12.at stake:to be won or lost;risked受到威胁,面临危险 13.sail:v.to move quickly and effortlessly投入 14.testimony:n.spokenor written statementthat sth.is true证词,证明 15.conspiracy:n.act of joint planning of a crime阴谋,共谋 16.doom:v.to makesb.or sth.certain to do or experiencesth.unpleasant注定 17.follow through:to continue a stroke,motion,plan,or reasoningthrough to the end 将动作、计划等进行到底 18.I flunked my secondyearexamsandwas lucky not to be thrown out of college. 19.The managementdid not seemto consideroffice safetyto be a priority. 20.Thousandsof lives will be at stake if emergency aid does not arrive in the city soon. 21.I think therewas a conspiracy to keep me out of the committee. Unit2 1.propose:v.[to sb.]to aska personto marry one提亲;求婚 2.knockoff:n.a copy or reproduction of a designetc.esp.one madeillegally假货;赝品 3.Windex:v.to clean with a kind of detergentby the brand of Windex用Windex牌清洁剂清洗 4.takethe plunge:to take a decisive first step,commit oneself irrevocably to a course of action冒险尝试 5.bridesmaid:n.a girl or unmarried woman attending the bride at a wedding女傧相;伴娘 6.maid of honor:a principal bridesmaid女傧相

小升初英语综合测试卷及听力材料 (1)

小升初英语综合测试卷及听力材料 一找出与所听单词属同一类的词,将其序号填入题前括号内(听一遍8分) ( )1 A. pencil B. twelve C. dog D. English ( )2 A. watch B. trousers C. purple D. computer ( )3 A. jacket B. China C. student D. Japanese ( )4 A. pear B. orange C. eraser D. school ( )5 A. I B. him C. their D. under ( )6 A. white B. girl C. row D. who ( )7 A. year B. Jun.1st C. March D. Monday ( )8 A. egg B. teapot C. tea D. pear 二根据听到的答句选择适当的问句(听两遍12分) ( ) 1 A. Is the black pen in the pencil-box ? B. Is this pen yours ? C. What can you see in the pencil-box ? ( ) 2 A. Shall we go now ? B. Which is for me , this one or that one ? C. Excuse me , where is the post office ? ( ) 3 A. Shall I show you a photo ? B. Can you play a computer game ? C. May I have your picture ? ( ) 4 A. How are you ? B. Can you help me ?

基础综合英语课文翻译

基础综合英语课文翻译 导语:《基础综合英语》综合听说读写四个方面。每单元前半 部分涉及听说技能,而后半部分突出读写技能。这四种技能都围绕同一主题展开,相互补充,协同提高。下面是由的关于基础综合英语课文第一单元部分课文的翻译。欢迎阅读! 对F的赞美 今年将有好几万的十八岁青年毕业,他们都将被授予毫无意义 的文凭。这些文凭看上去跟颁发给比他们幸运的同班同学的文凭没什么两样。只有当雇主发现这些毕业生是半文盲时,文凭的效力才会被质疑。 最后,少数幸运者会进入教育维修车间——成人识字课程,我 教的一门关于基础语法和写作的课程就属于这种性质。在教育维修车间里,高中毕业生和高中辍学生将学习他们本该在学校就学好的技能,以获得同等学历毕业证书。他们还将发现他们被我们的教育体系欺骗了。 在我教课的过程中,我对我们的学校教育深有了解。在每学期 开始的时候,我会让我的学生写一下他们在学校的不快体验。这种时候学生不会有任何写作障碍!我希望有人能让我停止吸毒,让我学习。我喜欢参加派对,似乎没人在意。我是一个好孩子,不会制造任何麻烦,于是他们就让我考试通过,即使我阅读不好,也不会写作。很多诸如此类的抱怨。

我基本是一个空想社会改良家,在教这门课之前,我将孩子们 的学力能力差归咎于毒品、离婚和其它妨碍注意力集中的东西,要想学习好就必须集中注意力。但是,我每一次走进教室都会再度发现,一个老师在期望学生全神贯注之前,他必须先吸引学生的注意力,无论附近有什么分散注意力的东西。要做到这点,有很多种办法,它们与教学风格有很大的关系。然而,单靠风格无法起效,有另一个办法可以显示谁是在教室里掌握胜局的人。这个办法就是亮出失败的王牌。 我永远也忘不了一位老师亮出那张王牌以吸引我的一个孩子的 注意。我的小儿子是个世界级的万人迷,学习不怎么动脑筋却总能蒙混过关,直到施蒂夫特夫人当了他的老师,这种局面才彻底改变了。 当她教我儿子英语时,我儿子是一个高中高年级学生。他坐在 后排和他的朋友说话。她告诉我。你为什么不把他换到前排来?我恳求道,我相信令他难堪的做法会让他安心学习。史蒂夫特夫人从眼镜上方冷冷地看着我。我不会换高年级学生的座位。她说,我会给他们不及格的成绩。我大感紧张。我们儿子的学习生涯在我的眼前闪现。之前,没有老师以此威胁过他。我恢复镇定,艰难地表示我认为她是对的。到家时,我对此感觉良好。目前这是一种激进的做法,但是,嗯,为什么不这么做呢?她要给你不及格。我告诉我的儿我没有再多说什么。突然英语就在他的生活中成了头等大事。他期末得了一个A。 我知道一个例子不能说明问题,但我在夜校中看见了一群愤怒、怨恨的学生,他们愤恨的原因是学校让他们一路混,直到他们甚至都无法再假装跟得上。这些学生智力水平至少也算中等,但最终都退学

英语单元教学及模式探索

I 英语单元教学及模式探索 荣成市荣成教研培训中心殷世平 一、教学目标 语言目标: 技能目标: 情感目标: 二、重点难点 重点: 难点: 三、中心话题 四、任务活动(任务链设计) 中心任务: Task1 Task2 Task 3 老师准备 学生准备 本环节教师可根据具体教学内容灵活处理,多少自定。 七、程序设计 (说明:程序设计要具体到各课时教案中,不必在单元计划中详写,是集体备课共同讨论的必要内容) 整体考虑各课时整个教学过程,将其分为三大板块,即module 1,module 2,module 3. Module 1热身(Warm-up)这一板块是一堂课的基础环节。 主要包括新授之前的内容,例如:课前热身,课前复习,检查作业等内容,要求体现各项活动的具体内容和步骤;热身活动可灵活选择一至两种活动形式。 Module 2中心任务活动(Main tasks)这一板块是一堂课的重心环节,是教学的中心,是学生学习和完成任务的主要过程。

主要包括新授的过程,具体要求不仅仅呈现教学过程,更重要的每个环节中的活动内容,练习内容,这些活动与练习等设计安排是切实有效的,学生通过从事这些活动与练习能够真正达到教学要求,完成任务。比如新授课前,如何引导学生进入本课学习的,具体活动是什么,活动是如何组织的,在进行听力练习前(pre-listening),具体活动是什么,具体问题是什么,怎样带领学生预测将要听到的内容,提出哪些相关的话题让学生讨论,各抒己见(目的是给学生一个用英语思考和说英语的机会),如何调动学生积极参与活动;听音过程中(while listening),提出了哪些问题让学生带着问题去听音,听音之后(post-listening 听如何处理听力材料,具体步骤是什么,形式与内容是什么,如何帮助学生熟练掌握听力内容——听力内容在课本中不出现文字,容易被忽略,但是他们是每单元的主要教学内容,必须想尽办法让学生掌握好,不可草草带过。阅读课也要有这样的pre-reading, while-reading, post-reading,等过程与具体活动。 任务设计要明确,请注意类似“学会用所学词汇和句型谈论自己的假期”的说法不是任务,只能是教学内容,如果改成本单元的中心任务是评选最佳/最有趣/最有意义的假期。那么围绕这个总任务,可以设计许多小的任务:了解他人的假期——介绍他人的假期——介绍自己的假期——比较两个假期的区别——在全班评选出最佳假期,完成任务的过程是学习、巩固、使用新知的过程,这就是一个“在用中学,在学中用,学了就用”新理念的体现,不要把完成任务看成是学成之后的成果展示,完成任务的过程也是学习新知识的过程,只是把新知的掌握过程放在了使用的过程中。 Module 3 Consolidation and Extension巩固拓展这一板块是一堂课的小结主要包括巩固拓展内容,可进行笔头落实、检查纠错、归纳总结、成果展示、布置作业等。作业可包括下节课所需要的准备工作等。 II 初中英语教学常规课型及基本教学模式构思 本模式主要为教师提供上课和备课的主要步骤、方法和建议,基本的操作方法,不是固定的一成不变的框框。 一、课型:听说课、读写课、综合任务活动课、复习课、讲评课。 二、各课型教学基本模式: 听说课 适用于每单元的Section A 1a—Grammar focus 和Section B 1a—2b两部分教学 Section A是语言的基本内容,是语言的输入阶段。Section B是综合的语言运用和知识的扩展部分。 (一)教学目标(Teaching aims): (教师可以根据学生水平,发展层次,提出不同的目标要求,不同的学生可以布置不同的任务,让所有学生经过努力都能完成任务。) (二)任务活动暨完成任务所需要的语言(Task-based teaching activities):Language Goal: Task one: Target language 目标语言:

基础综合英语课后习题翻译邱东林版

基础综合英语课后习题翻译邱东林版 文档编制序号:[KKIDT-LLE0828-LLETD298-POI08]

Unit 1 1.Our youngest,a word-class charmer,did little to develop his intellectual talents but always got by Unti l . 我们的小儿子是个世界级的万人迷,学习不怎么动脑筋,但是总是能蒙混过关,直到成为他的老师,这种局面才得以改变. 2.No one seems to stop to think that ----no matter what environment they come from---most kids don’t put school first on their list unless they perceive something is at stake. 似乎没有人停下来想想看,无论还在来自何种环境,他们当中大多数若不是发现情况到了危机关头,才不会把功课当成头等大事呢。 3.Of average intelligence or above ,they eventually quit school,concluding they were too dumb to finish 这些学生智力水平至少也算中等,但是最终都退学,他们总结说自己太笨,学不下去了. 4.Young people generally don’t have the maturity to value education in the same way my adult students value it 年轻人往往不够成熟,不会像我的成年学生那样重视教育 5.It is an expression of confidence by both teachers and parents that student have the ability to learn the material presented to them. 这表明老师和家长都对学生有信心,相信他们能够学好发给他们的学习资料. 6.This means no more doing Scott’s assignments for him because he might fail . No more passing Jodi because she’s such a nice kid. 这意味着再也不要因为担心斯科特会不及格而替他做作业,再也不要因为朱迪是个乖孩子而放她过关. Unit 2 1.I had always dreamed of being proposed to in a Parisian cafe , under dazzling stars , like the one in a Van Gogh knockoff that hangs in my studio apartment .Instead , my boyfriend asked me to marry him while I was Windexing the bathroom mirror. 我一直有这样的梦想,星光灿烂的晚上,在一家巴黎咖啡馆就像梵高所画的“一夜的咖啡馆”我的工作室墙上就有一幅此画的翻本,然而我男朋友却在我用的“稳得新”擦洗卫生间镜子的时候叫我嫁给他。

相关主题