英语材料1
教辅材料1:英语中七种主要颜色词的含义

英语中七种主要颜色词的含义色彩与人类的生活息息相关,是人类认识世界的一个重要领域。
色彩不仅具有物理属性,还有着丰富的文化内涵和延伸意义。
世界各民族语言表达颜色的词语多寡不一,分类各异。
汉语中有赤、橙、黄、绿、青、蓝、紫等基本颜色词,英语中有red红,white白,black黑,green绿,yellow黄,blue蓝,brown棕等基本颜色词,从中可以看出英语和汉语中对基本颜色词的分类差别不大。
但是,颜色词除表示其具体实际的色彩外,还会由于不同国家的不同文化而具有不同的涵义。
例如:白色在汉语中总是和恐惧、死亡和不吉利联系在一起,如白日做梦、白色恐怖、白云仓狗,在中国,许多民族的人们在亲人去世参加葬礼时必须穿白色衣服,因为在他们的文化里白色代表着死亡。
但是在英语中白色则类同于无色,是纯洁无暇的象征,所以西方女子在结婚的时候会身着一袭白色的婚纱步入教堂。
可见各种颜色对于不同民族的人而言,在视觉和心理上所引发的联想和象征意义也不尽相同,我们在阅读和翻译时应特别注意其中的差异。
下面就英语中几个主要颜色词分别举例略做说明。
1.red红色在汉语文化中红色往往和喜庆、幸福、吉祥联系在一起,如红红火火的日子、红光满面的老人、一身红衣的新娘、节日里的红灯笼、迎接贵宾的红地毯等等有太多的好事和红色相关联。
在英语中红色有时可以完全和汉语对应,如red flag(红旗)、red wine(红酒)、red.1etterdays(纪念日,喜庆的日子),在西方一般指圣诞节或其他节日,因为这些日子在日历上是用红色标明的,所以red.1etter的转义就是“可纪念的、喜庆的”O(普通的日子印的是黑色。
)又如to paint the town red表示“狂欢”、“痛饮”、“胡闹”,多指夜生活中的狂欢作乐,饮酒胡闹,不是“把全城染红”We will roll out the red carpet for the delegation.red carpet在句中的意思是隆重的接待或欢迎。
英语六年级上册第一单元分级阅读材料

英语六年级上册第一单元分级阅读材料Unit1 How can I get there?【重点词汇】science科学museum博物馆bookstores书店cinema电影院hospital医院crossing十字路口turn转弯left左straight笔直地right右post office邮局go straight直走【巧记单词】(一)我的家乡建筑多,快来听我说一说。
science museum真奇妙,里面知识真不少。
到post office把信寄,到bookstore来看书。
到cinema看电影,hospital医生忙。
(二)站在crossing辨方向,左转右转要分清。
turn left向左转,turn right向右转。
直走也要记清楚,直走直走go straight。
【习惯搭配】buy a postcard 买一张明信片get there 到那儿near the door 在大门附近go straight 直走next to 挨着turn left 左转an interesting film 一部有趣的电影turn right 右转【惯用表达】1.I don't know. 我不知道。
2.Follow me, please! 请跟着我!3. Excuse me. 对不起,打扰一下。
4. Let's go! 我们走吧!【重点句型】1. 询问某地在哪:-Where is + 地名?-It's + 方位词+ 其他.eg: -Where is the post office?邮局在哪儿?-It's near the school.在学校附近。
2. 询问如何到达某地:-How can I get to + 地名?eg: ⑴-How can I get to the school? 我怎样才能到达学校?-Go straight and turn left.直走然后左转。
高一英语阅读材料(1)

高一阅读材料(1)Where Is God?A couple had two little boys, aged 8 and 10, who were excessively mischievous. They were always getting into trouble. And their parents knew that. If any mischief (恶作剧) occurred in their town, their sons were probably involved.Th e boys’ mother heard that a clergyman in town had been successful in disciplining (管教)children, so she asked if he would speak with her boys. The clergyman agreed, but asked to see them individually. So the mother sent her 8-year-old first in the morning, with the older boy to see the clergyman in the afternoon.The clergyman, a huge man with a booming voice, sat the younger boy down and asked him sternly(严厉地),"Where is God?" The boy's mouth dropped open, but he made no response(回答), sitting there with his mouth hanging open, wide-eyed. So the clergyman repeated the question in an even sterner tone, "Where is God!!?" Again the boy made no attempt to answer. So the clergyman raised his voice even more and shook his finger in the boy's face and bellowed(吼叫), "WHERE IS GOD!?”’The boy screamed and bolted(逃跑)from the room, ran directly home and dove (扑,冲)into his closet, slamming the door behind him. When his older brother found him in the closet, he asked, "What happened?"The younger brother, gasping for breath, replied, "We are in BIG trouble this time, dude. God is missing – and they think WE did it!"1. The underlined sentence means _______.A. Their sons were probably beaten.B. Their sons were probably hurt.C. Their sons probably played a part in it.D. Their sons were happy.2. The clergyman promised to __________.A. frighten the children.B. beat the children.C. talk to the 2 children at the same time.D. talk to the two children one by one.3. According to the passage, which of the following sentence is true?A. The two children always obey their mother.B. The two children’s father didn’t know that their children were naughty.C. The clergyman was very rich.D. The two children liked to play tricks.4. By “where is God”, the clergy man wanted to tell the child _______.A. they should behave themselves.B. he was angry, for they have had stolen God.C. that God is missing.D. to find God.5. At last, when the younger child rushed home, he was_______.A. happyB. frightenedC. illD. angry1—5 CDDABTie a knot (结)in the equator(赤道)?When Ted Hughes finished training college, he became a teacher in a primary school. His favorite subject was geography, because he had always wanted to travel, and he studied various parts of the world so that he could feel as if he knew them a little.Ted liked children, and was always ready to have a joke with them, so they learnt a lot from him while at the same time having fun.One September, he was having his first lesson with a class of boys and girls. And to start with he decided to ask them some general questions, so that he could see how much they already knew. He found that this was about the average for their age, and that some of the boys and girls had obviously heard that he enjoyed a joke and were ready to have some fun with him"Where's Turkey"" Ted asked the first boy.”Turkey, sir?" the boy answered. "You'll find it on the Christmas dinner table, sir"”Very funny!" said Ted with a smile, while the class laughed loudly."Do you really know where it is?"The boy did, in fact, know. "Part of it is in Southeast Europe and part in Asia, sir," he said."Good." said Ted. The next few pupils also had funny answers to Ted's questions. But they all knew the correct answers too.Ted knew that there was one girl in the class who was very clever. She had entered the school on a scholarship that term, and it was her he turned to next."Well," he said, "now let's see if there's at least one of you who doesn't talk nonsense(废话)‘. What is the equator’'""It's an imaginary line drawn round the earth equally distant from the North Pole and the South Pole, sir," the girl answered at once."Good," Ted said. "Very good." But it sounded to him as if the girl had learnt this by heart, so he asked her another question to see whether he was right or not."Now, do you really know what that means'” he asked. "Could you, for example, tie a knot in the equator?"The class laughed, but she answered, "Yes, sir""Oh, really'" Ted said with a smile."Yes, sir," the girl said "As the equator's an imaginary line, you could tie an imaginary knot in it."This time Ted joined happily m the class's loud laughter.1. Why did Ted like geography very much? Because _______.A.he had traveled a lot.B.he could make a lot of money .C.he had always wanted to travel.D.He is geography teacher.2. Why did the first boy give that answer at first? Because ________.A.He wanted to laugh at Ted.B.He didn’t know the correct answer.C.He didn’t like Ted.D.He wanted to joke with Ted.3. Look at the underlined sentence. Why did Ted smile? Because_______.A.he was quite satisfied with the answer.B.the girl’s answer was very funny.C.Ted thought maybe the girl didn’t really understand the definition (定义) of equator.D.Ted was very kind and always wore a smiling face.4. According to the passage, which of the following sentence is true?A.This is Ted’s 1st lesson after his graduation from college.B.The students had known of him before this lesson.C.The 1st answer given by the girl was wrong.D.Ted’s favorite subject was biography.5. Why the class and Ted burst into laughter in the end? Because ________.A.the girl had given a very intelligent answer.B.the girl’s answer was wrong but funny.C.the other students wanted to make fun of the girl.D.the girl had learnt the definition of equator by heart but actually she didn’tunderstand it.1—5 CDCBA。
英语阅读一参考答案

英语阅读一参考答案本参考答案旨在帮助学生更好地理解英语阅读材料,并提供可能的答案。
请注意,阅读材料的理解和答案可能因人而异,以下答案仅供参考。
Passage 1: The Benefits of Reading1. What is the main idea of the passage?- The main idea is that reading has numerous benefits for both mental and physical health.2. According to the passage, how does reading improve mental health?- Reading can reduce stress, improve empathy, and stimulate the brain, thereby improving mental health.3. What are the physical health benefits mentioned in the passage?- Reading can help improve sleep quality, slow down cognitive decline, and even reduce the risk of certain diseases.4. How does the passage suggest reading can be a form of escapism?- Reading allows individuals to immerse themselves in different worlds and experiences, providing a temporary escape from reality.5. What is the final point made by the author regarding the importance of reading?- The author emphasizes that reading should be a lifelong habit, as it offers continuous benefits regardless of age.Passage 2: The Impact of Technology on Education1. What is the primary focus of this passage?- The passage discusses the positive and negative impacts of technology on the education system.2. How does technology enhance the learning experience?- Technology provides access to a wealth of information, facilitates interactive learning, and personalizes education to suit individual needs.3. What are some of the concerns raised about the use of technology in classrooms?- Concerns include the potential for distraction, the digital divide, and the risk of students becoming overly reliant on technology.4. How does the passage suggest schools can address the challenges of integrating technology?- By providing training for teachers, ensuring equitable access to technology, and setting clear guidelines for its use.5. What is the conclusion of the passage regarding the role of technology in education?- The passage concludes that while technology has itschallenges, when used responsibly, it can significantly enhance the educational experience.Passage 3: The Importance of Cultural Diversity1. What is the central theme of this passage?- The central theme is the importance of culturaldiversity and its contribution to a richer and more inclusive society.2. How does the passage describe the benefits of cultural diversity?- The passage highlights benefits such as increased creativity, broader perspectives, and enhanced problem-solving abilities.3. What are some of the challenges associated with cultural diversity?- Challenges include potential misunderstandings, communication barriers, and the need for greater tolerance and acceptance.4. How can societies promote cultural diversity?- Societies can promote cultural diversity through education, cultural exchange programs, and by fostering an environment of respect and openness.5. What is the author's final message regarding cultural diversity?- The author's final message is that embracing cultural diversity is essential for the growth and development ofsocieties.Passage 4: Environmental Protection and Individual Responsibility1. What is the main argument presented in this passage?- The main argument is that environmental protection is a collective responsibility that requires individual actions.2. How does the passage illustrate the impact of individual actions on the environment?- The passage provides examples such as reducing waste, conserving energy, and supporting sustainable practices.3. What are some of the barriers to individual environmental responsibility?- Barriers include lack of awareness, convenience of unsustainable practices, and the perception that individual actions are insignificant.4. How can communities and governments support individual environmental responsibility?- By providing education, incentives for sustainable practices, and implementing policies that promote environmental protection.5. What is the conclusion of the passage regarding individual responsibility for the environment?- The conclusion is that every individual has a part to play in environmental protection, and collective efforts can lead to significant positive change.Passage 5: The Role of Sports in Personal Development1. What is the central message of this passage?- The central message is that sports play a crucial rolein personal development, teaching valuable life skills and promoting physical well-being.2. How does the passage discuss the physical benefits of sports?- The passage mentions improved physical fitness, enhanced cardiovascular health, and the prevention of obesity as physical benefits.3. What are some of the psychological benefits of sports participation?- The passage highlights improved self-esteem, stress reduction, and the development of resilience as psychological benefits.4. How does the passage suggest sports can contribute to social development?- By fostering teamwork, leadership skills, and social interaction, sports can contribute to social development.5. What is the final point made by the author about the importance of sports in personal development?- The author concludes that sports are an integral part of personal development, offering a holistic approach to health and well-being.Please note that these answers are intended to provide a general guide and may not cover all possible interpretations of the passages. Students are encouraged to engage with the texts critically and form their own insights and conclusions.。
PEP小学英语五年级上册英语听力材料(1)

五年级英语听力材料五年级英语上册第一单元检测题听力材料一、你将听到一个句子,根据你所听到的内容,选择符合的一项,并将其编号填在括号里,每小题听两遍。
(12分)1.Mr.Li is a funny man.2.He is tall and strong.3.Who’s your English teacher?4.She is our principal.5.Miss He is a teacher.6.I am from China.7.Amy is from America.8. He is our maths teacher.9.She is a girl.10.It is a sunny day.11.I am sorry to hear that.12.It’s a nice T-shirt.二、你将听到一组对话,根据你所听到的内容,选择符合的一项,并圈出正确选项的编号,每小题听两遍。
(12分)1.What’s she like?She is shy.2.What’s he like ? He is very polite.3.What are they like? They are hard-working.4.Are they helpful? Yes, they are.5.Does Zhang peng often has many good ideas? Yes, He is so clever.6.Who’s that old man? He is my grandpa.三、你将听到一个问题,根据问题选择最合适的答句,并将其的字母编号填在括号里,每小题听两遍。
(10分)1. Do you like your PE teacher?2.Who is she?3.What’s he like?4.What’s your father like?5. Who is your English teacher?四、你将听到一段短文,根据短文内容判断正误,对的打“√”,错的打“×”,每小题听两遍。
Material 1 MD(英语阅读材料)

Material 1The phonological repetition here is alliteration, which means the similarity of initial sounds of the constituents in chunks, which include idioms, phrases or expressions of binomials or various collocations, such as,full force, as clear as crystal, Time and tide wait for no man. No pains, no gains. etc.Text (MD)Working-from-home dream now a realitySam Patel is a great graphic designer working within a well-known publishing company. He has lived in England since he was five. He lives in South London, and for the last three years, he has been working from home. He prefers working from home because he can spend more time lending a helping hand to his family and have a better work-life balance. Sam isn’t alone: in Britain, there are 2.1 million people who work from home at present. In addition, about eight million people spend some time working in the home rather than in an office. This is almost twice as many as ten years ago.This rapidly-growing trend towards working from home is the same in many countries. But what are the reasons for it? The main reason is technology tools: easy access to broadband and the availability of phone and video-conferencing. These enable people to use their home as an office in a cost efficient and effective way.Other reasons for homeworking are the benefits to both employers and employees: office space is costly, so if an organization can reduce its workstations, it may be able to move to a smaller site. Employees often work effectively and efficiently at home: travelling to work can be very time-consuming and tiring. Many homeworkers save a lot of time if they don’t commute and they can start the day fresher and therefore work more efficiently; parents with young children appreciate the flexibility that homeworking allows and are usually busy as a bee.Sam Patel says, “I have been working from home since my son was born and have been really enjoying it. But, I can tell you that homeworking requires special skills like self-discipline and time management. I’ve known my boss and colleagues for a long time now, which really helps because you’ve got to trust each other. You also need to have regular contact, by phone, e-mail or video conferences, and you need to make regular trips to your office for face-to-face time. Otherwise you really miss out on the gossip and on the social side of work.”There are people who do not agree with Sam’s opinion. This recent response to a query about homeworking has created controversy on the Internet: “The only people who can work from home are those who do an unnecessary job. Can surgeons work from home? Ambulance drivers? Firefighters? If you can work from home full-time, you have a pointless and purposeless job.” Fortunately for Sam and the 2.1 million like him, not many people think that way! If the trends continue to rise they may get the last laugh.。
Kid's Box 剑桥国际少儿英语 录音文本材料 全

Unit 1 Hello!1.Listen and point.Mrs Star:Hello. I’m Mrs Star.Mr Star:Hello. I’m Mr Star.Stella:Hello. I’m Stella Star. This is Marie.Simon:Hello. I’m Simon Star. This is Maskman. Suzy:Hello. I’m Suzy Star. This is Monty.Suzy, Stella and Simon: Goodbye.Monty:Hello. I’m Monty. What’s your name?2.Listen, point and repeat.Mrs star Mr Star Stella Simon Suzy3.Listen and do the actions.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name? Maskman: Maskman. What’s your name?Monty: Monty.All: Goodbye.4.Say the chant.One, two, three, four, five,Six, seven, eight, nine and ten.5.Listen and point.Stella: Hello. Meera.Meera:Hello, Stella. Hello. What’s your name?Suzy: Suzy.Meera: How old are you?Suzy:I’m three.Simon: How old are you, Meera?Meera:I’m eight, and you?Simon: I’m six.6.Listen, point and repeat.Simon: Hello. I’m Simon. I’m six.Meera: H ello. I’m Marie. I’m eight.Suzy: Hello. I’m Suzy. I’m three.Stella:Hello. I’m Stella. I’m seven.7.Sing the song.Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow.Sing a rainbow,Sing a rainbow to you.8.Listen and say the colour.Six, three, five, one, seven, four, two9.Say it with Monty.Monty: Sid snakeMonty, boy and girl: Sid snakeMonty: Stella, Suzy, Simon, StarMonty, boy and girl: Stella, Suzy, Simon, Star10.Ask the questions.What’s your name?I’m …(姓名)How old are you?I’m …(年龄)11.Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here. Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Marie: Very good, Maskman.Maskman: Yes, good.Maskman: Listen! Look! What …? Aaaagghh! A blue monster!Marie:No, Maskman. It’s a …Maskman: Eeeek! A blue monster! Goodbye, Marie.Marie: Goodbye, Maskman. Close the door, please, Maskman. Thank you. Monty: Hello, Marie.Marie: Hello, Monty.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.12.Listen and say the number.Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.Maskman: Eeeek! A blue monster! Goodbye, Marie.Maskman: Listen! Look! What …? Aaaagghh! A blue monster!Marie:No, Maskman. It’s a …Marie: Close the door, please, Maskman. Thank you.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here.Unit 2 My school1.Listen and point.Suzy: Oooohh! Simon, is that your bag?Simon: Yes, it is.Suzy:It’s yellow.Simon: Yes, it is, and my pencil’s red.Suzy: Is your eraser red too?Simon:No, it isn’t. It’s green.Suzy:And what colour’s your pen?Simon:It’s blue, Suzy.Suzy:Oh , and…?Simon:Here, Suzy! Look at this. It’s my Maskman book! Suzy: Wow! Thanks, Simon.2.Listen, point and repeat.Table, book, chair, eraser, pen, pencil3.Say the chant.A pencil, a book,An eraser, a pen,A table, a chair,Say it again.4.Listen, and correct..1.Four purple chairs.2.Three blue tables.3.Six red pens.4.Seven yellow books.5.Two orange pencils.6.Eight green erasers5.Listen and pointLenny:Hello. I’m Lenny. What’s your name?Stella: Stella. Who’s that?Lenny: That’s Alex. He’s my friend.Stella: How old is he?Lenny:He’s six. Who’s that? Is she your friend?Stella: Yes, she i s. That’s Meera.Lenny: Is she six?Stella: No, she isn’t. She’s eight. Lenny:I’m seven. How old are you? Stella:I’m seven,too.6.Listen, point and repeat.That’s Merra. She’s eight.That’s Stella. She’s seven.That’s Lenny. He’s sevenThat’s Simon. He’s six.That’s Alex. He’s six.7.Make the puppets.8.Sing the song.Mr Star, Mr Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Mrs Star, Mrs Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Stella Star, Stella Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Simon Star, Simon Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Suzy Star, Suzy Star,How are you?I’m fine, thank you. I’m fine, thank you.How are you?I’m fine, thank you. I’m fine, thank you.How are you?9.Say it with MontyMonty: Michael MonkeyMonty, boy and girl: Michael MonkeyMonty: Monty, Maskman, Marie, MouseMonty, boy and girl: Monty, Maskman, Marie, Mouse10.Ask and answer.What colour is the bag?Pink.11.Listen to the story.Toys in the toy box,Come alive.Walk and talk,On the count of fiveOne, two, three, four, fiveMarie: OK. Sit down, please, everybody.Marie: Open your Activity Books, please, and pick up your pencils. Marie: Listen to the CD and draw the monster.Maskman: Oops! Oh, my Activity Book!Monty: Here’s another book, Maskman.Marie:No, not another book, Monty. Here’s an eraser. Maskman: Er, no, Marie. Another Activity Book,please.12.Act out the story.表演故事Unit 3 Favourite toys1.Listen and point.Stella: My favourit toy’s my computer. What’s your favourite toy, Alex?Alex: My bike. What’s your favourite toy, Simon?Simon: My favourite toy’s Maskman and … the car.Meera: Is Maskman a doll?Simon: No. Marie’s a doll.Meera: Oh. My favourite toy’s my ball.Lenny: My favourite toy’s my train. What’s your favourite toy, Suzy?Suzy: Mo … Aaahhh! Where’s Monty?2.Listen, point and repeat.Computer, ball, doll, car, train, bike3.Listen and say the number.What’s your favourite toy?My favourite toy’s my red car.Look at my green ball. It’s my favourite toy.Wha t’s this?It’s my blue computer.What colour’s your train?It’s yellow.What’s your favourite toy?It’s my orange bike.What’s this?It’s my pink doll.4.Say the chant.Black, brown, white, grey,Look, listen, point and say.Black, brown, white, grey,Look, listen, point and say.(×2)5.Listen and do the actions.Mr Star: Simon … Simon, is your ball in your bag? Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball on the toy box? Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball under the table?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, where’s your ball? Simon: Er, it’s next to your chair, Dad.6.Listen, point and repeat.Mr Star: Is your ball on the toy box?Mr Star: Is your ball under the train?Mr Star: Is your ball next to the door?Mr Star: Is your ball in the toy box?Mr Star: where’s your ball?Simon: Er, it’s next to your chair.7.Sing the song.Monty!Monty isn’t here.Monty isn’t there.He isn’t on the table.He isn’t under the chair.Oh, where? Where?Where is Monty?Is he in the toy box?Is he next to the computer?Look! Look! Look!Oh, Where? Where? Where?Where? Where? Where?Where? Where? Where?Where’s Monty?9. Say it with Monty.Tommy tortoise, a train, a two, toys, a table11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Hello, Marie. What’s that?Marie: It’s my computer. It’s my favourite toy.Maskman: Oh…Marie: What’s your favourite toy, Maskman?Maskman: My car. It’s blue and black. It’s ‘the Maskman Car’.Marie: Oh, that’s nice. Where is it?Maskman: It’s there, next to the toy box.Monty: No, it isn’t next to the toy box, Maskman.Maskman: Oh, no! Where’s my car?Monty: Is it in the toy box?Maskman: No, it isn’t.Marie: Is it under the table?Maskman: No, it isn’t under the table. Oohh. Where’s my car?Marie: I don’t know, Maskman. Is it on the chair?Maskman: Noooo, it isn’t.Monty: Look, Maskman. It’s OK. It’s here, in the bag.Maskman: Oh, thank you, Monty.Maskman: My Maskman car.Unit 4 My family1.Listen and point.Suzy: This is my family. That’s my father, Mr Star. He’s a pop star. Now, this is a nice picture of my mother. She’s on a white chair. Who’s that woman in the car? That’s my grandmother. My grandfather is next to my grandmother.He’s funny. There’s my brother, Simon. He’s on a black bike. And that’s my sister, Stella. She’s seven. Oh! And who’s that girl next to the table, Monty? Tha t’s me. And, oh, where are you? There you are, on the table.2.Listen, point and repeat.Grandfather, grandmother, father, mother, brother, sister3.Listen and say the number.Man: Who’s that woman, Stella?Stella: That’s my mother, Mrs Star.Stella: My sister Suzy’s three.Man: Is that your father next to Simon?Stella: No. He’s my grandfather.Man: Where’s your grandmother?Stella: She’s here, next to my sister, Suzy.Stella: This is my brother, Simon. He’s six.Man: Who’s that man?Stella: My father.Man: How old is he?Stella: Ooohh! I don’t know.4.Look, listen and say the words.Look at number four. Stella: She’s … my mother.Look at number six. Stella: He’s … my grandfather.Look at number one. Stella: She’s … my sister.Look at number three. Stella: He’s … my father.Look at number two. Stella: She’s … my grandmother.Look at number five. Stella: He’s … my brother.5.Listen and point.Look at my family. That’s my mother. She’s beautiful. My sister’s young--she’s three. Oh, dear! Look at that bag.My father’s sad. Today my brother’s ugly. My grandfather’s old. He’s next to my sister. My grandmother’s happy.6.Listen and do the actions.Old, young, ugly, beatiful,happy,sad,young,ugly,sad,old,beatuful,happy7.Sing the song.All the children: Young or old, happy or sad. Brother and sisters, mum and dad.//Suzy: We are family. My brother, my sister. My brother, my sister, and me.//Stella: He’s my father, she’s my mother.// She’s my sister, and he’s my brother.//Suzy: We are family. My brother, my sister. My brother, my sister, and me.//Simon: She’s my mum, he’s my dad.// Beautiful, not ugly, happy, not sad.//Suzy: We are family. My brother, my sister. My brother, my sister, and me.// We are family. My brother, my sister. My brother, my sister, and me.//8. Say it with Monty.Monty: Bertie batMonty, boy and girl: Bertie batMonty: Ball, bag, bike, bookMonty, boy and girl: Ball, bag, bike, book9. Listen and correct.Look at number 1. She’s beautiful.Look at number 2. She’s old.Look at number 3. He’s sad.Look at number 4. He’s young.Look at number 5. She’s ugly.Look at number 6. He’s happy.10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look at this!Marie: What is it?Maskman: It’s a picture of my family.Monty: Who’s this?Maskman: She’s my sister, Maskgirl.Monty: And is this your young brother? Maskman: Yes, that’s Maskboy.Monty: Wow!Marie: And look, here’s my family.Monty: Wow! She’s beautiful. Is she young mother? Marie: Yes, she is. She’s my mum, Babs.Monty: And is this your father?Marie: Yes, that’s Ben, my dad.Monty: Are you my brother, Maskman? Maskman: No, I’m not.Monty: Are you my sister, Marie?Marie: No, I’m not.Monty: Where’s my family?Marie: Look, Monty. Here’s your family. It’s the mouse family.Monty: Oohh! Look, my mum and dad. Marvin Mouse and Maxi Mouse. Maskman: Are you happy now, Monty?Monty: Yes, I am.Unit 5 Our pets1.Listen and point.Pet show judge: Hello, children. It’s a lovely day for the pet show. Are they your pets?Children: Yes.Suzy: This is my pet. It’s a black and white dog.Meera: This is my favourite fish. It’s orange. What’s your favourite pet, Simon?Simon: My mouse. It’s grey.Meera: Oh! That’s, er, nice.Stella: Look at my cat. It’s white. What’s your pet, Lenny?Lenny: It’s a beautiful bird. It’s red, blue and green. Where’s your prt, Mrs Star?Mrs Star: It’s there, next to my car. That’s my black horse.2.Listen, point and repeat.Horse, dog, fish, mouse, cat, bird3.Say the chant.My horse is beautiful.My dog is too.My fish is ugly.My bird is blue.My cat is young.And my mouse is grey.Here are our pets,On pet show day.(×2)4.Listen and say the number.This is my grey cat. It’s young.My dog’s black. It’s old.This is my mouse. It’s white.My bird’s yellow. It’s happy.This is my orange fish. It’s beautiful.My horse is brown. It’s happy.5.Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Oh, look at the table. It’s dirty. The chairs are dirty too.Maskma n: Yes, they are. But the toy box is clean.Marie: And where are the pencils?Monty: Here they are. They’re on these pictures. Here’s a picture of a big dog. Marie: Aahh! The brown pencil’s short.Maskman: Yes, it is, but the grey pencil’s long.Monty: And this is a picture of a small mouse. It’s beautiful.6. Listen , point and repeat.a dirty table, a long pencil, a small mouse, a big dog, a short pencil,a clean toy box7. Sing the song.Meera: My mane’s Meera. And this is my fish.It’s a long fish.It’s a long fish.Lenny: My mane’s Lenny. And this is my bird.It’s a happy bird.It’s a happy bird.Stella: My mane’s Stella. And this is my cat.It’s a clean cat.It’s a clean cat.Suzy: My mane’s Suzy. And this is my dog.It’s a big dog.It’s a big dog.Mrs. Star:My mane’s Mrs. Star. And this is my horse.It’s a beautiful horse.It’s a beautiful horse. Simon: My mane’s Simon. And this is my mouse.It’s a small mouse.Suzy: It’s an ugly mouse. Simon: No, it isn’t.Stella: It’s a dirty mouse. Meera: It’s a short mouse. Lenny: It’s a small mouse.All: Yes, it’s a small mouse. Simon: Yes, it is.9. Say it with Monty.Monty: Penny penguin.Monty, boy and girl: Penny penguin.Monty: Pick up a pink pencil and point to a purple pet.Monty, boy and girl: Pick up a pink pencil and point to a purple pet.11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What’s your favourite pet, Marie?Marie: Cats are my favourite pets. They’re beautiful and clean.Maskman: yes, but they aren’t big. Big dogs are my favourite pets.Marie: Hmm, but big dogs are ugly.Marie: Mice are good pets.Maskman: Yes, but they’re small and dirty.Monty: Pardon? Mice are small, but we aren’t dirty…and we’re happy.Maskman: Ooops. Sorry, Monty.Maskman: Mice aren’t dirty and they’re good pets. But my favourite pets are big dogs.Monty: But they’re ugly and…All three toys: 『Gasp.』Marie: Look at the puppet!Monty: Oh, no!Maskman: Eek!Maskman: No, dogs aren’t my favourite pets. My favourite pets are fish.Unit 6 My face1.Listen and point.Simon: Ssshh, everybody. It’s The Troll Show. It’s my favourite programme.Stella: Yes, mmmm.Suzy: Ooohh. They’re big and ugly.Simon: No, they aren’t. They’re funny.Presenter: Hi, boys and girls. It’s The Troll Show.Trevor: Hello, everybody. My name’s Trevor Troll. I’m big and green…Suzy: … and ugly.Simon: Ssshh!Trevor: My head is big and I’ve got purple hair. Look at my face. It’s dirty. My eyes are orange and my mouth is big. I’ve got yellow teeth and big green ears. My nose is short.Simon: Lovely!2.Listen, point and repeat.Mouth, nose, ears, eyes, face, teeth3.Say the chant.Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Head, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Hum, shoulders, knees and toes, knees and toes.4.Listen and correct.I’m a boy monster.My hair’s purple.My nose is small.I’m green.My eyes are blue.My hair’s short.My ears are big.My mouth’s red.I’m sad.5.Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Commentator: Hello, everybody. Welcome to the Ugly Monster Show.Monty: Look, Maskman. It’s my favourite show.Maskman: It isn’t my favourite show. Those monsters are ugly.Monty: Shhh! Be quiet, please.Murk: Hello, boys and girls. My name’s Murk. I’ve got a purple head and short orange hair. I’ve got one big red eye and a long green nose. I’ve got four small ears.Commentator: Have you got a small mouth?Murk: No, I haven’t. I’ve got a big mouth and I’ve got four clean white teeth.Commentator: Thank you, Murk. You’re ugly.Murk: Oh, thank you.Commentator: And this is Moss. Hi, Moss.Moss: Hello, everybody. I’ve got a yellow face and long green hair. I’ve got three orange eyes and a small blue nose. I’ve got a big purple mouth and a lot of beautiful teeth. My teeth are grey.Commentator: Have you got small ears?Moss: No, I haven’t. I’ve got two big ears.Commentator: Thank you, Moss. You’re ugly too.Moss: Thank you.6.Listen, point and repeat.Murk: I’ve got a purple head.Moss: I’ve got long green hair.Murk: I’ve got one big red eye.Moss: I’ve got a yellow face.Murk: I’ve got four small ears.Moss: I’ve got a small blue nose.7.Sing the song.I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.Yes, I have.I’ve got pink hair,And my eyes are red.I’ve got a blue nose,And a purple head.I’ve got a green mouth,And my teeth are blue.My name’s Slime.Who are you?I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.I’ve got six dirty ears.Yes, I have.8.Say it with Monty.Monty: Henry horseMonty, boy and girl: Henry horseMonty: Here’s a happy horse with hair on his head.Monty, boy and girl: Here’s a happy horse with hair on his head.9. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look, Marie. There he is. He’s a monster.Marie: No, he isn’t, Maskman. He’s a troll.Maskman: A troll? What’s a troll? Look at his hair. It’s long and… purple! And his head… it’s big and green.Marie: Yes, Maskman. Trolls are green.Maskman: Look at his eyes, Marie… They’re orange. He’s a monster!Trevor: I’m green, I’ve got purple hair and orange eyes, but I’m not a monster.Monty: Hello, Trevor! How are you?Trevor: Hello, Monty. I’m fine, thank you.Monty: Trevor, this is Marie and this is Maskman. They’re my friends.Trevor: Hello. I’m Trevor.Marie: Hello, Trevor. How are you? Are you happy?Trevor: Yes, I am. Now I’ve got three friends.Maskman: Yes, we’re your friends.Unit 7 Wild animals8.Listen and point.Simon: Let’s play an animal game, Suzy!Suzy: Ok, Simon.Simon: Wha t’s this animal? It’s a big cat. It’s orange and black.Suzy: That’s easy. It’s a tiger.Simon: Yes. Very good. What now? This animal is big and grey.Suzy: It’s a hippo.Simon: No, it’s big and grey with a long nose.Suzy: It’s an elephant.Simon: Ok, ok. What’s brown and yellow with a small head?Suzy: Is it a monkey?Simon: No, it isn’t.Suzy: I know! It’s a giraffe.Simon: Yes, very good. Ok. What’s this? It’s long and green and …Suzy: Er, is it a snake?Simon: Hah! No, it isn’t. This animal is big, long, green and …Suzy: I know! I know! It’s a crocodile.Simon: Yup!Suzy: Now, it’s my turn. What’s this? It’s small and white with red hair and a big mouth.Simon: Er, I don’t know. What animal is that, Suzy?Suzy: It’s a Simon! Ha! Ha! Ha!Simon: Very funny, Suzy. Thank you.9.Listen, point and repeat.Giraffe, elephant, snake, hippo, crocodile, monkey, tiger10.Say the chant. Do the actions.Tiger, elephant, hippo, snake,Giraffe and crocodile.Tiger, elephant, hippo, snake,Giraffe and crocodile.11.Listen and point.What’s the animal?Listen and look.Point to the animal in this book.It’s small and brown.It’s long and green.It’s grey and dirty.It’s big and clean.It’s orange and black.It’s red and blue.It’s yellow and brown with a small head too.12.Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What have you got there, Trevor?Trevor: I’ve got a book on animals. Look at these monkeys. They are funny.Maskman: Yes, they’ve got long arms and big hands. Oooh. What are they?Trevor: They are crocodiles. They are long and green and they’ve got big mouths and long tails. Monty: How many teeth have they got?Trevor: They’ve got a lot of teeth.Maskman: Have they got long legs?Trevor: No, they haven’t. They’ve got short legs and feet.Look at the snakes. They’ve got no legs and no feet.Maskman: Look at the elephants. They are big and grey.They’ve got very big ears, long noses and short tails. Monty: Hmmm. Elephants. They’re my favorite animals.13.Listen, point and repeat.They’ve got long arms and big hands.They’ve got short legs.They’ve got long legs.They haven’t got feet.14.Sing the song.Animals, animals, big and small.Animals, animals, short and tall.Animals, animals, dirty and clean.Animals, animals, brown and green.Come on children, sing along.Sing and move to the animal song.Let’s all do the hippo show.Let’s all do the hippo showLet’s all do the hippo showMove your hands and feet.Let’s all do the elephant dance.Let’s all do the elephant dance.Move your arms and legs.Let’s all do the snake shake.Move your head and tail.Let’s all do the crocodile smile.Let’s all do the crocodile smile.Let’s all do the crocodile smile.Show your big white teeth.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Open your big clean mouth.9. Say it with Monty.Cassandra cat, Cassandra catCar, computer, crocodile, catCar, computer, crocodile, cat10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Monty: Animals, animals, big and small. Animals, animals, short and tall.Marie: Help! Help, Maskman! Look at these snakes. They’re long and ugly and they’ve got two long teeth. Maskman: I’m here, Marie. I’ve got the snakes. Snakes have got two long teeth, but I’ve got two big arms. Marie: Ooohh, Maskman, thank you. You are a superhero.Trevor: Help! Help! Help, Maskman! Look at these crocodiles. They’ve got big mouths and they’ve got a lot of teeth.Maskman: I’ m here, Trevor. I’ve got the crocodiles. Crocodiles have got big mouths and a lot of teeth, but I’ve got long legs and big hands.Trevor: Ooohh, Maskman, thank you. You are a superhero.Maskman: Help! Help! Look at these elephants. They are very big. And they’ve got very big feet. Aaaagghh!Monty: I’m here, Maskman! Elephants are very big and they’ve got very big feet, but I’m a mouse, I’m very small.Maskman, Trevor, Marie: Thank you,Monty. You are a small mouse, but you are a superhero.Unit 4 My clothes8.Listen and point.Mr Star: Come on children. Time for school.Stella: Ok, Dad.Simon: Stella, where are my grey trousers?Stella: They are under your toy box.Simon: Now, where are my socks?Stella: Your blue socks? They are in your shoes.Simon: And where are my shoes?Stella: Under the chair, Simon. Come on!Simon: Ok. Is that my green T-shirt next to the computer?Stella: Yes, it is. And your jacket’s next to the door.Simon:9.Listen, point and repeat.T-shirt, skirt, socks, shoes, jacket, trousers10.Say the chant.I’ve got blue trousers and a green T-shirt.I’ve got a brown jacket and a purple skirt.I’ve got red shoes and long pink socks.They’re on the floor, next to my box.11.Listen and say the number.My favorite clothes are my grey skirt and my purple jacket.My favorite shoes are white.I’ve got an orange T-shirt. It’s my favorite.I’ve got short grey trousers. They are my favorite.My favorite shoes are red.My favorite trousers are brown.My favorite socks are pink.My favorite T-shirt is big and yellow.My favorite skirt is blue.I’ve got brown shoes. They are my favorite.My favorite shoes are black. They are beautiful.My favorite jacket is green.My favorite socks are white.12.Listen and point.Stella: Mum, have you got my red trousers? Where are they?Mum: I don’t know.Stella: Has Simon got my red trousers?Mum: Ask Simon, not me.Suzy: No, Stella. Simon has n’t got your red trousers.Simon: Mum, has Stella got my blue T-shirt?Mum: I don’t know. Ask Stella, not me.Suzy: No, Simon. Stella hasn’t got your blue T-shirt.Stella: No, I haven’t got your blue T-shirt. Have you got my red trousers?Simon: No, I haven’t. And who’s got my favorite white shoes?Stella and Simon: Where’s Suzy?Mrs Star: Look at Suzy. She’s got your red trousers, Stella. She has got your blue T-shirt, Simon.Simon: And she’s got mu favorite white shoes. Not my shoes!13.Listen , point and repeat.He has got a blue T-shirt.She has got red trousers.He has got white shoes.14.Sing the song.He has got a blue jacket in his hands, a blue jacket.He has got a blue jacket in his hands, a blue jacket in his hands.He has got a purple ball in his hands, a purple ball.He has got a purple ball in his hands, a purple ball in his hands.She has got a yellow sock in her hands, a yellow sock.She has got a yellow sock in her hands, a yellow sock in her hands.She has got a pink pencil in her hands, a pink pencil.She has got a pink pencil in her hands, a pink pencil in her hands.8. Say it with Monty.Monty: Daisy dog.Monty, boy and girl: Daisy dog.Monty: A dirty dog, a doll and a door.Monty, boy and girl: A dirty dog, a doll and a door.10. Listen to the story.Simon: Here, Stella. Cath.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Look at Stella’s clothes. She has got a yellow T-shirt. She has got a blue skirt. She has got pink socks and she has got brown shoes.Maskman: But she hasn’t got a jacket. Look at these. Simon’s got a red jacket. He has got green trousers and he has got black shoes.Marie: Well, Maskman. Stella has got trousers too. Has Simon got a skirt?Maskman: Huh! No, he hasn’t.Trevor: Ooohh! Hee, hee.Monty: Suzy has got a skirt, and she has got a beautiful orange T-shirt with a mouse on it.Trevor: Ha, ha, ha!。
人教版八年级英语下册Unit 1晨读材料及听写

Unit 1 What’s the matter?Section A重点单词➢朗读下列单词。
1. matter [ˈmætə] v. 重要,要紧,有关系2. *sore [sɔ:(r)] adj. 疼痛的,酸痛的3. *stomach ['stʌmək] n. 胃,腹部4. *stomachache ['stʌməkeɪk] n. 胃痛,腹痛5. foot [fu:t] n. 脚6. *neck [nek] n. 颈,脖子7. *throat [θrəʊt] n. 喉咙8. fever ['fi:və] n. 发烧,发热9. lie [laɪ] v. 躺,平躺10. rest [rest] n. 剩余部分,其余;放松,休息11. *cough [kɒf] n. & v. 咳嗽12. *X-ray ['eksreɪ] n. X光,X射线13. *toothache [ˈtu:θeɪk] n. 牙痛14. *headache [ˈhedeɪk] n. 头痛15. break [breɪk] n. & v. 休息,暂停;打破16. hurt [hə:t] v. 伤害,损害,使受伤17. *passenger ['pæsɪndʒə] n. 乘客,旅客18. off [ɒf] adv. prep. 离开(某处);从…去掉19. onto [ˈɒntə] prep. 向,朝20. trouble [ˈtrʌbl] n. 麻烦,烦扰,问题21. hit [hit] n. & v. 碰撞,打,打击22. herself [hə:ˈself] pron. 她自己,她本身➢朗读下列单词变形。
1. foot – feet (复数)2. lie – lying (现在分词)—lay (躺) lied (撒谎) (过去式)3. hurt – hurt(过去式)4. she (主格) –herself(反身代词)– her (物主代词)5. hit – hit (过去式) —hitting (现在分词)6. passenger –passengers (复数)7. tooth –toothache(名词)牙痛– teeth(复数)牙齿8. stomach –stomachs (复数)9. break –broke (过去式)重点短语➢朗读下列短语。
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(一)Americans talk a lot about illegal immigration but not as much about legal immigration.Legal immigrants who want to become citizens must learn English and show a knowledge of American history and government. They must also pay a fee and meet other requirements.Immigrants may take what are called citizenship classes to help them prepare for the naturalization test. Last year, thirteen groups received a total of just over one million dollars from the government to offer these classes.This year, that support has grown to almost eight million dollars, and the money is going to seventy-five organizations across the country. And now, starting in October, many classes will be offered free of charge.This will happen through a program supported by United States Citizenship and Immigration Services. Alejandro Mayorkas is the agency's director .ALEJANDRO MAYORKAS: "We hope to make it an easier transition for people to realize their aspirations of becoming U.S. citizens."Elsy Ventura from El Salvador enrolled in a one-hundred-dollar class near Washington. She says that is a lot to pay as a single mother also supporting her own mother, who lives with her. But her goal is to become an American.ELSY VENTURA: "I want to have rights as anybody else in this country."Other immigrants share that goal. But for some young people, hopes of citizenship were recently blocked in Congress for the fifth time in ten years.The United States has an estimated eleven million illegal immigrants. About two million of them arrived as children brought by their parents.A measure known as the Dream Act would put these children of undocumented immigrants on a path toward citizenship instead of possible expulsion. In return, they would have to show "good moral character" and graduate from high school. They would also have to complete two years of college or serve in the military.UNDOCUMENTED STUDENT: "I grew up in the United States, ever since I was six years old, and it's the custom here and the culture I have grown to love."(SOUND: Protesters shouting "Dream Act Now!")"Dream" is short for Development, Relief and Education for Alien Minors. Some conservatives say it could increase illegal border crossings at a time when many Americans want stronger controls.But the idea gained support among conservatives and liberals, the military and education leaders. Still, the measure died this month in the Senate, where it was tied to a bill to let gays serve openly in the military.Political observers do not expect Congress to consider the Dream Act again before congressional elections in November. But they do expect supporters to keep trying in the future.And that's the VOA Special English Education Report . Our reports are online at . I'm Steve Ember.(二)I'm Susan Clark?with the Special English program WORDS AND THEIR STORIES.Young Mister Smith had an idea for his employer. It was an idea for saving money for the company by increasing prices. At the same time, Smith suggested that the company sell goods of less value.If his employer liked the idea, Smith might be given more pay. Perhaps he might even get a better job with the company.Business had been very slow. So Mister Smith's employer thought a few minutes about the idea. But then she shook her head. "I am sorry, Smith," his employer said. "It just will not wash."Now, the meaning of these English words should be, "It will not get clean." Yet Smith's idea did not have anything to do with making something clean. So why did his employer say, "It will not wash?"Most word experts agree that "it will not wash" means it will not work. Eric Partridge wrote that the saying probably developed in Britain in the eighteen hundreds. Charlotte Bronte used it in a story published in eighteen forty-nine. She wrote, "That wiln't wash, miss." Mizz Bronte seems to have meant that the dyes used to color a piece of clothing were not good. The colors could not be depended on to stay in the material.In nineteenth century England, the expression came to mean an undependable statement. It was used mainly to describe an idea. But sometimes it was used about a person.A critic once said of the poet Robert Browning, "He won't wash." The critic did not mean that the poet was not a clean person. He meant that Browning's poems could not be depended on to last.Today, we know that judgment was wrong. Robert Browning still is considered a major poet. But very few people remember the man who said Browning would not wash.Happily for the young employee Smith, his employer wanted him to do well in the company. So the employer "talked turkey"to him. She said, "Your idea would be unfair to our buyers. Think of another way to save money."A century ago, to talk turkey meant to talk pleasantly. Turkeys in the barnyard were thought to be speaking pleasantly to one another. In recent years, the saying has come to mean an attempt to teach something important.Word expert Charles Funk tells how he believes this change took place.He says two men were shooting turkeys together. One of them was a white man. The other was an American Indian. The white man began stating reasons why he should get all the turkeys for himself. But the American Indian stopped him. He told the white man, "Now, I talk turkey to you."Mister Smith thought of a better idea after his employer talked turkey to him. He was given an increase in pay. So if your idea "will not wash,"try "talking turkey" to yourself and come up with a better idea.(三)Car crashes are the top killer of American teenagers. Most of the crashes result from distracted driving -- not paying attention to the road.Ryan Didone was a fifteen-year-old passenger in a car that hit a tree. He was one of the nation's more than thirty thousand victims of traffic crashes in two thousand eight. Nearly four thousand deaths, about twelve percent, involved drivers age fifteen to twenty.Ryan's father, Thomas Didone, is a police captain in Montgomery County, Maryland.THOMAS DIDONE: "It was an inexperienced, immature driver who felt that he was invincible, driving at night with a carload of kids. He was distracted, he was going too fast, and it ended up causing one death and some serious trauma and tragedy for the rest of the community."Jim Jennings from the Allstate Insurance Company says the number one cause of distracted-driving accidents is the mobile phone. He says talking on the phone or reaching for it is like drinking four beers and driving.JIM JENNINGS: "If you're texting while driving, you are twenty-three times more likely to get into an accident than somebody who isn't. Reaching for a cell phone when it's going off, you're nine times more likely to get into an accident than normally driving."Government and private groups are using public service announcements and events to bring more attention to the problem. For example, the insurance industry recently held a safety event near Washington for teen drivers.At first, nineteen-year-old Kevin Schumann easily avoided large, inflatable dolls thrown in front of the car to represent children. He also avoided orange cones representing the edge of the road. Then, as part of the test, he started texting. He hit several cones and at least one doll.KEVIN SCHUMANN: "That's what really opened up the experience for me, to prove how bad it is to really text and drive."Debbie Pickford of Allstate Insurance says teens are especially at risk from distracted driving -- and not just because they lack experience on the roads.DEBBIE PICKFORD: "What we know from research on teen brain development, is that teens don't really have fully developed brains until they're twenty-five years old. You put those two things together and you get a much, much higher risk."New legislation in Congress proposes to require all states to have what is called a graduated driver licensing system. Graduated means teenagers start with restrictions like on night driving and numbers of passengers. They could not get a full driver's license until age eighteen.Thomas Didone shares the story of his son's death to help educate teens and their families about distracted driving.THOMAS DIDONE: "We have to start doing things that are going to make a difference to change this behavior, because I really don't want to hear about four thousand more kids dying next year."And that's the VOA Special English Education Report. You can watch a video of this report by Julie Taboh at . I'm Steve Ember.(四)Now, the VOA Special English program WORDS AND THEIR STORIES.Every people has its own way of saying things, its own special expressions. Some of these expressions are easy to understand. The words create a picture in your mind."As easy as falling off a log" is one such expression. It describes a job that does not take much effort.If you ever tried to walk on a fallen tree log, you understand what the expression means. It is easier to fall off the log than to stay on it.The expression is often used today. For example, you might hear a student say to her friend that her spelling test was "as easy as falling off a log."There are several other expressions that mean the same thing. And their meaning is as easy to understand as "falling off a log." One is, "easy as pie". Nothing is easier than eating a piece of sweet, juicy pie. Unless it is a "piece of cake.""Piece of cake" is another expression that means something is extremely easy to do. A friend might tell you that his new job was a "piece of cake."Another expression is "as easy as shooting fish in a barrel."It is hard to imagine why anyone would want to shoot fish in a barrel. But, clearly, fish in a barrel would be much easier to shoot than fish in a stream. In fact, it would be as easy as "falling off a log."Sometimes, things that come to us easily, also leave us just as easily. In fact, there is an expression – "easy come, easy go" – that recognizes this. You may win a lot of money in a lottery, then spend it all in a few days. Easy come, easy go.When life itself is easy, when you have no cares or problems, you are on "Easy Street." Everyone wants to live on that imaginary street.Another "easy" expression is to "go easy on a person". It means to treat a person kindly or gently, especially in a situation where you might be expected to be angry with him.A wife might urge her husband to "go easy on" their son, because the boy did not mean to wreck the car.If it is necessary to borrow some money to fix the car, you should look for a friend who is an "easy touch". An "easy touch" or a "soft touch" is someone who is kind and helpful. He would easily agree to lend you the money.And one last expression, one that means do not worry or work too hard. Try to keep away from difficult situations. "Take it easy" until we meet again.You have been listening to the VOA Special English program WORDS AND THEIR STORIES. I'm Bob Doughty。