lesson7dainserire
小升初英语教程 配套经典教学片《走遍美国》Lesson 7 第7课
Lesson 7 第7课EPISODE 1 46 Linden Street 林登大街46号ACT 2PART 1Excuse me, officer. 不好意思,警官。
Can you help me? 你能帮帮我吗?Sure. 当然可以。
Can you tell me how to get to Linden Street, in Riverdale?你能告诉我怎么去Riverdale的林登街吗?"Richard Stewart, 46 Linden Street, Riverdale, New York."“理查德-斯图尔特, 林登街46号, Riverdale, 纽约。
”You should take the Number 1 subway. 你应该乘坐1号地铁。
Is there a station near here? 附近有地铁站吗?Yes. The station's that way. 有。
地铁站在那边。
You should take the number 1 train to Van Cortland Park.你应该乘坐1号地铁到Van Cortland公园下车。
Number 1 train to Van Cortland Park. Thank you.1地铁到Van Cortland公园。
谢谢。
Anytime. Good luck. 不用谢。
祝你好运。
Remember, the Number 1 train. The uptown platform.记住, 乘坐1号地铁。
在市区站台。
Thank you. 谢谢。
You're welcome. 不客气。
Vocabulary 词汇office – officer 办公室–警官Grammar 语法含do动词的“非第三人称单数”肯定句chant 作词：Tim田老师BPM: 80I you he she it we you theyLet’s learn in a different way.I go to work on foot every day because my company is not far away.You get up early every day because there are rules you have to obey. They always go to bed late at night. Don’t tell me you think that’s OK. 我你他她它我们你们他/她/它们我们用一种全新方式来学习。
Lesson Seven The Great Idea of Mr. Budd (1)
Lesson SevenThe Great Idea of Mr. Budd (1)Answer the questions on the text P186-1871. Q: What was the Evening Messenger offering a￡500 reward for?A: To catch a dangerous murderer, William Stickland. Anyone who helped the police arrest the murderer will get the reward.2. Q: Why was William Stickland wanted by the police?A: Because he had murdered his old aunt.3. Q: What was he look like?A: He was 43 years old, about six feet one inch tall, with thick silver-grey hair, which might have been dyed. He had a full grey beard, which might have been shaved off, light grey eyes and a large nose. His teeth were white, some of which were filled with gold. His left thumbnail had been damaged by a recent blow.4. Q: Who was Mr. Budd? What was he particularly skilled at as a barber? Why washe interested in the reward?A: Particularly skilled at hair-dyeing.Because his barbershop was not doing well, he was interested in any opportunity to make money.Mr. Budd was a hairdresser who was particularly skilled at hair-dyeing.5. Q: What was he thinking about when a man walked into his shop? What did theman want him to do?A: He was wondering if he could help the police and catch the murderer and get the reward. / He was thinking about the possibility of his catching the criminal.The man wanted him dyed his hair.6. Q: Why did the man want to have his hair dyed and his beard shaved off? What didhe tell Mr. Budd?A: Obviously, the man wanted to change his appearance so that he would not be recognized.He said his girlfriend didn’t like his red hair and his beard.The man wanted to have his hair dyed and his beard shaved off because the man wanted to change his appearance so that he would nob be recognized.7. Q: What did Mr. Budd find about the man’s hair and teeth?A: He noticed that that man’s hair had been dyed before, and that one of his teeth was filled with gold.8. Q: What did he talk about with the man while working on his hair?A: He first talked with his customer about sports and politics.9. Q: They talked about the Manchester murder, didn’t they?A: Yes, they did.10. Q: What made Mr. Budd suspicious about his customer?A: When the man read the newspaper that offered the reward, he suddenly pulled back his left hand. Mr. Budd noticed that the thumbnail had been damaged.11. Q: What things did he find about the man that met the description in thenewspaper?A: He found that the man had a damaged thumbnail; he had strong and well-kept teeth; one on the upper jaw was filled with gold; he was large; he had a beard;his hair had been dyed, and he wanted to have his hair dyed again. All theseagree with the description of the murderer in the newspaper.12. Q: The man knew that Mr. Budd was suspicious about him, wasn’t he? How doyou know?A: Yes, I think the man thought Mr. Budd was.He thought perhaps Mr. Budd had seen his damaged thumbnail when he tried to hide his left hand from the barber. He looked up sharply at Mr. Budd.Tell what you learn about Mr. Budd as a barber from this part of the story.Mr. Budd was a barber. He had a barber shop in London. He had studied especially the art of hair-dyeing and was very skilled at it. But his business was not doing very well, because a new “Ladies Hairdressing Department” was opened opposite his shop and attracted many customers. Mr. Budd was angry when he saw many young ladies go there to hair their hair dyed because he knew his the rival hairdresser sis not dye hair very well.Written Work P187Write briefly on how Mr. Budd came to suspect the customer.简单写一下巴德先生是如何开始怀疑那个顾客的。
新概念英语第一册第7课Lesson7课文单词知识点
Lesson7ROBERT: I am a new student.My name's Robert.SOPHIE: Nice to meet you.My name's Sophie.ROBERT: Are you French? SOPHIE: Yes, I am.SOPHIE: Are you French, too? ROBERT: No, I am not. SOPHIE: What nationality are you? ROBERT: I'm Italian. ROBERT: Are you a teacher? SOPHIE: No, I'm not. ROBERT: What's your job? SOPHIE: I'm a keyboard operator. SOPHIE: What's your job? ROBERT: I'm an engineer.罗伯特：我是个新学生，我的名字叫罗伯特。
索菲娅：很高兴见到你。
我的名字叫索菲娅。
罗伯特：你是法国人吗?索菲娅：是的，我是法国人。
索菲娅：你也是法国人吗?罗伯特：不，我不是。
索菲娅：你是哪国人?罗伯特：我是意大利人。
罗伯特：你是教师吗?索菲娅：不，我不是。
罗伯特：你是做什么工作的? 索菲娅：我是电脑录入员。
索菲娅：你是做什么工作的? 罗伯特：我是工程师。
【知识点讲解】1. 今天我们来学习两个新的句型：I am... 和You are...在英语当中，“我是”、“你是”、“他是”、“他们是”的表达方法是不同的。
并不像汉语这样只需要更换人称就好了。
其中第一人称的单数，也就是“I，我”应该用：I am...第一人称的复数，我们，We，应该用：We are...第二人称的单数、复数，同样都是you，应该用：You are...第三人称的单数，He，She和It，都用：He is...; She is...; It is...第三人称的复数，都是they，应该用：They are。
新概念英语第一册Lesson7-12知识点讲义
E. This is Dave.
F. Here you are.
G. Thank you!
H. Nice to see you.
I. Pardon?
（）7.感谢别人说：
（）8.请对方重复刚说的话说：
（）9.向他人表示歉意，说：
（）10.听到别人从后面喊你的名字，说：
V.请写出汉语意思。(每小题0.5分，共计9分)
18. number
VI.反义词连对（每小题1分，共计6分）
short
busy
tallolddi来自tycoldlazy
young
clean
fat
VII.选择题。10分
1.Is this your book?
AYes, it is not.
BNo, it is
CYes，it is.
2.My coat andumbrella please.
How are you today?
I’mvery well, Thank you.
And you?
I’mfine, thanks.
How is Tony?
He’sfine, Thanks.
How’sEmma?
She’svery well, too, Helen.
Goodbye, Helen.
Nice to see you.
6、fine(美好的) 7、thanks(谢谢) 8、goodbye(再见) 9、see(见) 10、fat(胖的)
11、woman(女人) 12、thin(瘦的) 13、tall(高的) 14、short(矮的)
15、dirty(脏的) 16、clean(干净的) 17、hot(热的) 18、cold(冷的)
新概念英语第2册课件Lesson07(共26页)
More Exercises 注意介词的用法
e.g. to one’s surprise be full of = be filled with carry…into, take…off
Check the answers on Page 39
1.B 2. c 3. c 4. d 5. a 6.c 7. d 8. a 9. c 10. b 11. a 12. b
I was walking home when it suddenly rained.
We /do my homework
Lucy / visit my teacher/my friend
My friend /sit in theountains
At 11:15 while she was watching happily, the thief was steeling her bike.
At 11:10 she was sitting near the bank to watch others swimming.
She found his bike was stolen at 11:20 so she was calling to the police station at that time.
My uncle/swimming in the sea
My grandpa / fish near the beach
Judy /play tennis
Jack/play tennis
I/ stay at home and watch TV
They/ have a party
mother /clean my room
Lesson 7 Too late
新概念英语第一册课堂笔记Lesson 7 Are you a teacher？
新概念英语第一册课堂笔记Lesson 7 Are you ateacher？relaxlife is like a fable. It is not measured by its length, but by its content.生活象一则寓言。
它并不是由它的长短来衡量，而是由它的内容来衡量。
Eat to live, but do not live to eat.吃饭是为了生活，但生活并不但仅为了吃饭。
复习单词colour 颜色green 绿色的grey 灰色的brown 棕色的black 黑色的blue 蓝色的grey and black 黑灰相间的brown and white 棕白相间的orange 橙色的yellow 黄色的smart 巧妙的，时髦的lovely 秀丽的，可爱的hat 帽子same 相同的upstairs 楼上的here 这里there 那里Home 家upstairs 楼上的downstairs 楼下的abroad 国外downtown 市中心here 这里there 那里Home 家地点副词前不能加介词case 箱子cases名词有五种：普通名词，物质名词，专有名词，集体名词，抽象名词。
普通名词在单数变复数时的[读音]规则加-s 或 -es加 -s 后的读音 [s] [z] [iz]清辅音加 -s 读 [s]浊辅音[与元音]加 -s 读 [z]以 -ch -sh -x -s -z 结尾的词加 -es可数名词单数变复数的规则1 普通的名词后边直接加 sa book/ two books2 以辅音字母加 y 结尾的单词要把 y 变 i 加 esbaby -> babies3 以 -ch -sh -x -s -z 结尾的单词要加 -es 读音为[iz]4 以 f 或 fe 结尾的单词要变为 vesknife -> kniveswife -> wives5 辅音字母加 o 结尾的单词要加 espotato -> potatoeszoo -> zoos元音字母加 o 结尾的单词要加 s一个关于读音规则的问题[a] [e] [i] [o] [u]如果这几个元音字母在单词的倒数第三位的位置，则发其原来的字母音。
新概念英语第二册 Lesson 7 Too late课件
通常不能用于过去进行时的动词主要有： agree,believe,belong,care,forget,hate,have（拥 有），hear,know,like,love,mean,mind,notice,own,
remember,seem,suppose,understand,want,
wish等。静态动词 暂时性动词 过去进行时同样也不 能用。
②猜想，料想，认为 Who's eaten all the cake? ---I expect it was the dog. ③ expectation n.期待，盼望，指望 She went to the new school with great expectations.
武汉四调
34. The students are fed up with their studies because they are ______ to do far better than they can.
When the plane arrived,some of the detectives were wauilding while some of others were waiting on the airfield. 5.main / men / adj. 主要的 the main street 主街道； the main idea of the passage文章中心思想； in the main 大体上；基本上；
11.stone / ston / n. 石子；石块； To kill two birds with one stone.
stone-blind 完全瞎的 stone-deaf 完全聋的
12.sand / sæ nd / n. 沙；沙子 ① 沙；沙子；（不可数名词） a pile of sand一堆沙 ②（pl.）沙滩，沙漠； the children playing on the sands(沙滩） ③用砂纸打磨 The workers are sanding the material. bury/hide your head in the sand 采取鸵鸟政策；不正视现实；回避问题
四年级下册英语教案 Lesson7_人教(新版)
第7 课Lesson 7与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。
金代元好问《示侄孙伯安》诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。
”于是看，宋元时期小学教师被称为“老师”有案可稽。
清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。
可见，“教师”一说是比较晚的事了。
如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。
辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。
教学目标：要练说，得练听。
听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。
我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。
当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。
平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。
1. New V ocabulary: from twenty-one to twenty-nine. (3 skills) eleventwelve (4 skills)观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。
随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。
我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。
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11
What trends are changing the organizations?
Wider spans of control – Definition: The number of persons directly reporting to a manager. – Organizing trends:
"It is not the strongest of the species
survive, nor the most intelligent, but the one most responsive to change."
- Charles Darwin
that
2
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 1844809900 © 2010 Cengage Learning
Tall Organizations
© Copyright 2004 McGrawHill. All rights reserved.
ቤተ መጻሕፍቲ ባይዱ
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 7–4 1844809900 © 2010 Cengage Learning
Lesson Seven
New organizational models
DAFT R. UNDERSTANDING THE THEORY AND DESIGN OF ORGANIZATION THEORY
(Tenth Edition)
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 1844809900 © 2010 Cengage Learning
Flat Organizations
© Copyright 2004 McGrawHill. All rights reserved.
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 7–6 1844809900 © 2010 Cengage Learning
© Copyright 2004 McGrawHill. All rights reserved.
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 7–5 1844809900 © 2010 Cengage Learning
Flat Organizational Structures
Flat Organization
– Has relatively few levels – Is less bureaucratic because:
• There are few managers available to review decisions. • Short chain-of-command creates less concern about authority differences among people.
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 1844809900 © 2010 Cengage Learning
What trends are changing the organizations?
© 2006 Pall Europe Limited
Tall Organizations
• Tall structures have many levels of authority and narrow spans of control.
– As hierarchy levels increase, communication gets difficult, creating delays in the time being taken to implement decisions. – Communications can also become distorted as it is repeated through the firm – Can become expensive
Figure 7.8b
Flat Organizations
• Flat structures have fewer levels and wide spans of control.
– Structure results in quick communications but can lead to overworked managers.
– Are more efficient than tall organizations – Requires that managers be conscious of the effects that downsizing to a flatter structure has on surviving employees (change management).
• Organizations are being “streamlined” by cutting unnecessary levels of management. • Flatter structures are viewed as a competitive advantage.
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott Management 8/e - Chapter 10 1844809900 © 2010 Cengage Learning
12
What trends are changing the organizations?
• The key factors which have led to a growing trend of
outsourcing are:
• Lack of expert-labor in some portions of the business process • Availability of cheaper labor, whilst not comprising on the quality of output • Ability and feasibility to concentrate on the other crucial business process • These factors have specifically contributed to most of the outsourced partners across different locations in the world.
• Many organizations are shifting to wider spans of control as levels of management are eliminated. • Managers have responsibility for a larger number of subordinates who operate with less direct supervision.
“When you outsource to a specialist, they are
© Copyright 2004 McGrawHill. All rights reserved.
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 7–3 1844809900 © 2010 Cengage Learning
What trends are changing the organizations?
Shorter chains of command – Definition: the line of authority that vertically links all persons with successively higher levels of management. – Organizing trends:
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott Management 8/e - Chapter 10 1844809900 © 2010 Cengage Learning
© Copyright 2004 McGrawHill. All rights reserved.
For use with Organization Theory and Design by Richard Daft, Jonathan Murphy and Hugh Willmott 7–9 1844809900 © 2010 Cengage Learning
Figure 7.8a
Flat & Tall Organization