U7 Language
re8872_U7-language
用过去时或现在完成时填空
have had A: --- “_________ you __________ (have) breakfast ? ” B: --- “ Yes.” have did A: --- “ When ________ you __________ (have) it ? ” had B:--- “ I ____________ (have) it at 6:00. ”
already ---肯定，句中/句尾
• Have you taken a bath yet? • I haven’t taken a bath yet.
Yet--- 疑问，否定 句尾
Have you ever loved me? ever---疑问句 曾经
Sorry, I have never loved you. never--- 表示否定 不曾
come become run begun fallen flown forgotten taken worn written
判断哪些是现在完成时
1. 2. 3. 4. 5. 6. I have a happy family . He has finished his homework. Joe had a birthday party yesterday. They have to go there on foot. I have seen the film twice . She hasn’t got married.
The present perfect tense 现在完成时 ( period 1)
Байду номын сангаас
填入适当的“work”
works 1.He _______ hard every day. work They _______ hard every day. worked 2. He/They ________ in KFC last year.
英语初一u7作文范文
英语初一u7作文范文Learning a new language can be a challenging yet rewarding experience. As a student in grade 7, I have been studying English as a second language for several years now. One of the units that has been particularly interesting and insightful for me is Unit 7 which focuses on various aspects of language learning.In this unit, we delved into the importance of developing proficiency in a foreign language. We explored the cognitive benefits of bilingualism and how learning a new language can enhance our problem-solving skills, creativity, and even our understanding of our native language. The unit also emphasized the cultural enrichment that comes with being able to communicate in multiple languages and the opportunities it can open up for personal and professional growth.One of the key topics covered in this unit was the different approaches to language learning. We discussed the merits of immersive learning, where one is fully submerged in the target language, versus more structured, classroom-based instruction. Wealso explored the role of technology in language learning, such as language learning apps, online resources, and virtual exchanges with native speakers.As someone who has primarily learned English through formal classroom settings, I found the discussion on immersive learning particularly insightful. The unit highlighted how immersing oneself in the language, whether through travel, media consumption, or real-life interactions, can accelerate the learning process and lead to a more natural and intuitive command of the language.This realization has inspired me to seek out more opportunities to practice my English outside of the classroom. I have started watching English-language movies and TV shows, listening to English-language music, and even trying to engage in conversations with English-speaking friends and family members whenever possible. While it can be intimidating at first, I have found that the more I immerse myself in the language, the more comfortable and confident I become in using it.Another aspect of the unit that resonated with me was the emphasis on developing a diverse range of language skills, including reading, writing, listening, and speaking. The unit stressed the importance of not only focusing on grammar and vocabulary but also cultivating the ability to effectively communicate in various contexts.To this end, we were given numerous opportunities to practice these different skills through a variety of activities, such as reading comprehension exercises, writing assignments, listening exercises, and role-playing scenarios. These activities not only helped me improve my overall language proficiency but also gave me a better understanding of the nuances and complexities of the English language.One of the most valuable lessons I learned from this unit was the importance of embracing mistakes and seeing them as opportunities for growth. The unit emphasized that making mistakes is a natural and inevitable part of the language learning process, and that it is essential to approach them with a positive and learning-oriented mindset.This lesson has been particularly helpful for me, as I have sometimes felt self-conscious or discouraged when I make mistakes in my English. However, the unit encouraged us to view mistakes as a chance to identify areas for improvement and to actively seek feedback and guidance from our teachers and peers.In addition to the academic content, this unit also provided me with insights into the cultural aspects of language learning. We explored the ways in which language and culture are inextricably linked, andhow understanding the cultural context of a language can enhance one's ability to communicate effectively.For example, we discussed the importance of understanding cultural norms and customs, such as body language, gestures, and social etiquette, when engaging with native speakers. We also explored the ways in which language can be used to express cultural identity and values.This cultural component of the unit has been particularly meaningful for me, as I have always been fascinated by the diversity of cultures around the world. Learning about the cultural nuances of the English language has not only deepened my appreciation for the language but has also broadened my understanding and respect for different cultural perspectives.Overall, Unit 7 of my English class has been a transformative experience. It has not only helped me improve my language skills but has also provided me with valuable insights into the cognitive, cultural, and personal benefits of language learning.As I continue my journey of learning English, I am committed to applying the lessons and strategies I have learned in this unit. I will continue to seek out opportunities for immersive learning, to practice a diverse range of language skills, and to embrace mistakesas opportunities for growth. Moreover, I will strive to deepen my understanding of the cultural aspects of the English language, as I believe that this knowledge will be crucial in my ability to communicate effectively and respectfully with people from diverse backgrounds.In conclusion, Unit 7 of my English class has been a transformative experience that has not only improved my language skills but has also enriched my personal and intellectual growth. I am grateful for the opportunity to have explored the multifaceted nature of language learning, and I am excited to continue applying the lessons I have learned in my future endeavors.。
U7重点知识
U71、尼罗河是世界上最长的河。
The Nile is the longest river in the world.2、亚马逊河是世界上第二长河。
The Amazon is the second longest river in the world.3、长江是世界上第三长河。
The Yangtze is the third longest river in the world.4、我和他一样高。
我不如你高。
I am as tall as him. I am not as \ so tall as you.5、他是班上最高的男孩。
(三种) He is the tallest boy in the class.= He is taller than any other boy in the class.= He is taller than the other boys in the class.6、A比B更贵。
(四种) A is more expensive than B.= B is less expensive than A.= B is cheaper than A. = B is not so \ as expensive as A.7、上海比澳大利亚任何一个城市都美。
Shanghai is more beautiful than any city in Australia.8、上海比中国任何一个其他的城市都更美。
Shanghai is more beautiful than any other city in China.(三种) = Shanghai is more beautiful than the other cities in China.= Shanghai is the most beautiful city in China.9、世界上最高的山是什么？What is the highest mountain in the world?10、里海是所有咸水湖中最深的。
综合教程II U7 The Virtues of Growing Older 课件 (Language Points)
4. Things will work (themselves) out. C. To have a good result 有好结果 5. I’m afraid the new policy may not work out well in practice. D. To have a specified result 产生某种结果 e.g. The new strategy may not work out as we wished.
本人是一线教师擅长课堂教学模式的研究能够很好的激发学生的学习兴趣
An Integrated English Course Book 2
Unit 7 The Virtues of Growing Older
Carol Siskin
Language Work
Paragraphs 1-2
1 Our society worships youth. Advertisements convince us to buy Grecian Formula and Oil of Olay so we can hide the gray in our hair. Middleaged folks work out in gyms and jog down the streets, trying to delay the effects of age. 2 Wouldn’t any person over thirty gladly sign with the devil just to be young again? Isn’t aging an experience to be dreaded? Perhaps it is unAmerican to say so, but I believe the answer is “No”. Being young is often pleasant, but being older has distinct advantages.
新标准大学英语教材u7
新标准大学英语教材u7Unit 7: The Mystery of LanguageIntroduction:The study of language has always fascinated linguists and language enthusiasts alike. It is an intricate and complex system that enables us to communicate, express our thoughts, and understand one another. In Unit 7 of the New Standard College English Textbook, we delve into the intriguing world of language and explore its various facets. This unit introduces us to the concept of language origins, language acquisition, and the diversity of languages across the globe.Section 1: The Origins of LanguageLanguage, as we know it, has evolved over thousands of years. The origins of language continue to be a subject of debate among scholars. Some theories propose that language emerged from a single progenitor language, while others argue for the possibility of multiple language origins. Additionally, this section explores the role of natural selection in shaping the human language faculty, as well as the impact of brain development on language acquisition.Section 2: Language AcquisitionChildren have an innate ability to acquire language effortlessly. This section focuses on the process of language acquisition and the different theories that explain how children learn their mother tongue. We explore the critical period hypothesis and the role of input, interaction, and innateknowledge in language development. Furthermore, the influence of the environment, cultural factors, and individual variations on language acquisition are also discussed.Section 3: Language DiversityLanguage diversity is a remarkable aspect of human society. This section enlightens us about the incredible range of languages spoken around the world. We examine the classification of languages into families and the factors that contribute to language differentiation. Moreover, we discuss endangered languages and the efforts made to preserve linguistic diversity and cultural heritage.Section 4: Language Change and VariationLanguages are not static; they evolve and undergo constant change. This section explores the causes and mechanisms behind language change, including sound change, grammatical evolution, and lexical transformations. We also delve into the concept of language variation, including regional dialects, social dialects, and sociolinguistic factors influencing language variation.Conclusion:Unit 7 of the New Standard College English Textbook unveils the enchanting world of language, offering valuable insights into its origins, acquisition, diversity, and evolution. Understanding the intricacies of language opens doors to a deeper comprehension of human communication and enhances our linguistic competencies. As we embark on this linguisticjourney, let us embrace the beauty and the mysteries of language and unravel the secrets it holds.。
unit7 warming up and language points ppt课件
D: We must think carefully about this. To decided which problem is the most serious, we must look at all parts of the problem. Alcohol is, in my opinion, the most serous problem. One reason is that so many people drink and that it is often thought to be fun or cool to drink. Young people, especially men, are led to believe
are living with HIV / AIDS.
T
2020/5/11
2020/5/11
A: I think that AIDS is the most serious problem because millions of people are dying from the disease and there is no cure for it. Another reason is that anyone knows how to protect themselves. Because so many people are living with AIDS, we must learn to treat them properly and not make their life more difficult. If we were to learn more about AIDS, we could stop the disease and help those who have it.
unit 7 language points
The next day, she confronted the leader of the group, a young man in jeans and a while T-shirt. Armstead‟s insides were turning over, but she knew she couldn‟t show her fear.
But when Armstead arrived home from work that first night after moving in, she found a bunch of tough-looking young men sitting on her front steps.
“Excuse me,” she said, startled. “I live here.” The group of seven yo u n g me n r os e r el uct antly , staring at her with cold, hard eyes. Once inside, Armstead locked the door and peered out the window. She was surprised to see that the men had already reseated themselves on her steps.
up to sb.:to resist sb抵制； 勇敢反对 Example: It was brave of her to stand up to those villains. 2. dealing drugs outside her house 为现在分词短语做后置定语，修饰 men
1.Stand
高中英语《Language》教案2 北师大版选修7
Unit 19 Language Lesson 2 Varieties of English Teaching Aims:1.To practice listening strategies for identifying different English accents2.To develop awareness of different English expressions in different countries.3.To practise using phrasal verbs.4.To discuss the different accents people have when speaking English.Teaching difficulties:1. To practice listening strategies for identifying different English accents2. To develop awareness of different English expressions in different countries Resources used: Cassette, ComputerTeaching procedures:Ⅰ. Warming upT: How many countries can you name where English is the native language? Do all these English speakers sound the same?S:T: English is widely used in the world, but for some reasons such as history, culture, costume and so on English is spoken differently in different countries more or less.Look at the key words. Match them to words with the same meaning in the list below.Do the exercise 2 Student work in pairs matching the key words to the words with the same meaning in the list.Do the exercise 3 As a class, students discuss what makes the pairs of words different.Question: What do you think makes the Key Words different from the words in the list?Answer: The key words are British expressions, while the words below are American expressionⅡListen to learn1. Do the exercise 4Listen to the dialogue and decide if these statements are true (T) or false (F).Play the cassette once for students to decide if these statements are true or false Check answers as a class. Ask students to correct the false statements.If necessary, play the cassette again.2. Do the exercise 5As a class, discuss why Liang Weimin thought all English speakers sounded like BBC World Service reporters.Question: Why do you think Liang Weimin thought all English speakers sounded like BBC World Service reports?Answer: Liang Weimin didn’t know people have different English accents depending on where they come from3. Do the exercise 6Ask students to read the strategies to the class in order to understand the listening skill.Play the cassette twice for students to listen and decide whether they are spoken in an American accent or a British accent .Check answers as a class by playing the cassette again, pausing after each sentence, and having students repeat the pronunciation which is the clue to the accent . Question: Can you identify a rule for the difference in the American and British pronunciation of the sound /a:/.Play the cassette twice to let students identify a rule for the difference in the American and British pronunciation of the sound /a:/.Answer: British pronunciation of the sound /a:/ but in American English is pronounced / æ/5.Do the exercise 7Play the cassette twice for students to listen and decide whether they are spoken in an Australian accent or a British accent.By playing the cassette check the answer and ask students to tell the reason, and pausing after each sentence. And having students repeat the pronunciation which is the clue to the accent.Question: Can you identify a rule for the difference in the Australian and Britishpronunciation of the sound /ei/Play the cassette twice to let students identify a rule for the difference in the Australian and British pronunciation of the sound /ei/Answer: British pronunciation of the sound /ei/ but Australian pronounces as /ai /6.Do the exercise 8.Play the cassette once for students to listen and decide where the speakers come from.Play the cassette again and pause after each speaker for students to write down the words which have been pronounced differently with American, British or Australian accents.Check answer as a class and ask students to share rules they have noticed for the each country.Ⅲ Listening1. Have individuals read out the listening strategies. Ask students if thesestrategies also apply when listening to Chinese.Do the exercise 9Listen to the Canadian travel dialogues. Use the Strategies to choose the correct alternative for each dialogue. There is one extra answer.Play the cassette twice for students to listen and answer the question2. When we speak English we must pay attention to expressing our idea indirectlyand politely and follow its custom and habit. Now let’s read through the Function File and see if they can match any of the expression with the gaps.Listen again and use these expressions to complete the Function File.3. Do the exercise 11Listen two or three times, pausing it for students to repeat the polite requests Ⅳ HomeworkWork in pairs. Student A and Student B turn to page 103。
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4 Was there anybody sitting next to the window? Yes, there was somebody sitting next to the window.
5 Was there anything under the teacher’s desk? No, there wasn’t anything/ was nothing under the teacher’s desk. 6 Was there anyone behind the teacher’s desk? Yes, there was someone behind the teacher’s desk.
方位介词
例句
1. There are many books in his school bag. 1. There are many books in his school bag. 3. The shoes are beside the box.
图解
意思
在……里面、 内部 ___________ 在……表面 ， _________
B2 Look at the picture of the classroom below. Work in pairs. S1 asks the following questions. S2 answers them in complete sentences.
1 Was there anything on the blackboard? No, there wasn’t anything/ was nothing on the blackboard. 2 Was there anything on the noticeboard? Yes, there was something on the notice board. 3 Was there anything above the teacher? Yes, there was something above the teacher.
1.The broom is ___ the door. You can’t see it. A
A. behind
C. between A. at A. at A. over B. under B. in B. above
B. on
D. in the front of C. over C. on C. on D. in D. from D.at
2.Where are my shoes? I think they’re __ the bed. B 3.What can you see ___ the picture? B 4.There’s a glass of orange juice ___ the table. C
5.-- The exam was very easy. Do you think so? D -- Yes. ___ passed it. A. Somebody B. Anybody C. Nobody D. Everybody 6. -- It’s cold. Would you like ___ to drink? B -- Yes, a cup of coffee, please. A. hot something B. something hot C. hot anything D. anything hot 7.There is ___ in the box. It’s empty. C A. something B. anything C. nothing D. everything
不定 代词 no 没有
复合不定代词 body / one人 thing事/物
(5) 没有人 (6) 什么也 nothing ________ 没有 nobody / no one ________
every (7) 每个人 (8) 一切 everything ________ 每一 everybody / everyone ________
强调与物体表面 接触
在……旁边 _________
例句
图解
意思
在……旁边 __________ ， 强调贴近、紧靠 着 在……下面 __________ ， 下 强调垂直之___ （上/下） 在……上面 _________ ， 上 强调垂直之 ___ （上/下）
4. Susan stands next to Tom.
图解
Bank Book Shop
意思
在……对面 _________
在……前面 _________ ，强 调某物外的前面 在……后面 _________ ，与 in front of _________是一对 反义词 在……中间 _________,强调 两者 ______ （两者/三 者）之间
Prepositions of location Gork is still in his cave.
不定 代词 some 某一 any 任何
复合不定代词 body / one人 (1) 某人 somebody / some事/某 something ________ 物 任何事情
anybody / anyone ________
任何人 (4) anything ________
a telephone
a stool
a calendar
some flowers
8.They are on the floor in front of the chair. a pair of shoes
A2 This is a plan of a space classroom. Look
at the plan, read the statements and then write the correct names. 1.He sits in the front row.
Gork was on his bed.
I went up to the bed, beside Gork’s head.
A dog is sleeping under the tree.
He put a painting on the wall above the sofa.
The twins usually stand next to / in front of /
I checked the food cupboard with Peters. We found the following. We have some apples ________, ___________, some eggs _________ and __________. some biscuits some noodlesHowever, we do not any beans any flour any bread any potatoes have _________, _________, ________, ________ any cooking oil some oranges or _____________. We also have ____________, some sugar __________ and __________. some coffee
behind / between their parents when they take a
family picture.
1.It is on the wall above the table. 2.It is on the table.
a painting
a radio
3.It is on the wall above the bookcase. a clock 4.It is on the wall beside the door. 5.It is on the floor under the table. 6.It is on the wall above the chair. 7.They are in the vase on the table.
Determiners and indefinite pronouns
I have some questions. She does not have any questions. Do they have any information? I saw somebody/someone/something. I did not see anybody/anyone/anything. Did you see anybody/anyone/anything? I saw nobody/no one/nothing.
7 Was there anything on the bookcase? Yes, there was something on the bookcase.
8 Was there anything between the blackboard and the noticeboard? No, there wasn’t anything/ was nothing between the blackboard and the noticeboard. 9 Was there anybody behind the door? Yes, there was somebody hehind the door.
5. The ball is under the chair.
6. There is a clock above the sofa.
例句 7. The bank is opposite the book shop. 8. There are some flowers in front of the house. 9. There is a big tree behind our house. 10. Mary is sitting between mum and dad.