外教作业
四年级上册英语外研版课堂作业
四年级上册英语外研版课堂作业摘要：一、前言二、四年级上册英语外研版课程概述三、课堂作业的重要性四、课堂作业的类型与内容五、如何高效完成课堂作业六、总结与建议正文：一、前言作为小学阶段的重要学科，英语的学习不仅仅是为了应对考试，更是为了培养孩子们的国际视野和交流能力。
四年级上册英语外研版教材，通过有趣的故事、生动的对话和丰富的练习，让孩子们在轻松愉快的氛围中掌握英语知识。
而课堂作业作为课堂教学的延伸和补充，对于巩固和拓展孩子们的知识有着至关重要的作用。
二、四年级上册英语外研版课程概述四年级上册英语外研版教材围绕日常生活、学校生活以及家庭生活等主题展开，让孩子们在熟悉的环境中学习英语。
通过学习，孩子们将掌握基本的英语词汇、语法和句型，为进一步学习英语打下坚实的基础。
三、课堂作业的重要性课堂作业是课堂教学的延伸和补充，可以帮助孩子们巩固所学知识，提高学习效果。
通过完成作业，孩子们可以培养自己的独立思考能力和自主学习能力，为将来的学习和生活打下良好的基础。
四、课堂作业的类型与内容四年级上册英语外研版的课堂作业主要包括听、说、读、写四个方面的练习。
听的练习主要包括听录音，跟读单词、句子和对话；说的练习主要是模仿课文中的对话，进行角色扮演；读的练习主要是朗读课文，理解文章的大意；写的练习主要是抄写单词、句子，以及根据课文内容进行填空、改写等。
五、如何高效完成课堂作业1.制定学习计划：根据作业的量和难度，合理安排学习时间，确保按时完成作业。
2.认真听讲：课堂上要认真听讲，理解老师讲解的重点和难点，提高作业完成的效率。
3.自主学习：在完成作业过程中，遇到问题要积极思考，通过查阅资料、请教同学和老师等方式解决问题。
4.检查核对：完成作业后，要仔细检查，确保答案正确，书写工整。
六、总结与建议课堂作业是小学英语学习的重要组成部分，家长和孩子们都应该重视起来。
家长要关注孩子的学习进度，给予适当的指导和鼓励；孩子们要养成良好的学习习惯，自主完成作业，提高学习效果。
外教作业 介绍韩国 英语
TVXQ
Super Junior
Pusan international film festival 釜山国际电影节
One of the most important film festival in Asia, it's held each year during September to October.
Republic of Korea
한국 韩国
BY: Emma
1.Brief introduction
简介 2. Korean traditional customs 韩国传统习俗
3. Travel to South Korea
旅游
4. Korean entertainer
韩国演艺界
Name：Republic of Korea
in the night
in the day
Chang DE palace
Chang DE palace was build at the third king of North Korean dynasty. Chang DE means develop moral. "The Great Jang-Geum " TV series was filmed here.
Capital：Seoul Currency：South Korean Won The national flower：flos hibisci 木槿花 Official language: Korean The leader of the country: the President Park Geun-hye朴槿惠, Prime Minister Zheng Hongyuan郑烘原
五年级上册英语课堂作业剑桥版
五年级上册英语课堂作业剑桥版Today in our English class, we learned about different types of animals and their habitats. Animals can live in a variety of places, such as forests, deserts, oceans, and grasslands. Each habitat provides different resources and challenges for the animals that live there.In the forest, we can find animals like bears, deer, and squirrels. These animals have adapted to living among the trees, using their camouflage to blend in with their surroundings. They rely on the trees for shelter and food, such as nuts and berries.Deserts are hot and dry places where animals like camels, snakes, and scorpions live. These animals have special adaptations to help them survive in the harsh desert environment. Camels, for example, can store water in their humps, while snakes and scorpions have thick skin to prevent water loss.Oceans are vast bodies of water that are home to a wide variety of marine animals, such as dolphins, sharks, and jellyfish. These animals have adapted to living in water, with features like fins for swimming and gills for breathing underwater. They rely on the ocean for food and protection.Grasslands are open areas with tall grasses where animals like zebras, lions, and elephants live. These animals have adapted to the wide open spaces, using their speed and agility to hunt for food and avoid predators. They rely on the grasslands for grazing and hiding from danger.By learning about different types of animals and their habitats, we can better understand the natural world around us. It is important to protect these habitats and the animals that live in them, so that future generations can continue to enjoy the beauty and diversity of our planet. Let's all do our part to preserve the habitats of all creatures, big and small.。
国外留学生课程作业辅导
国外留学生课程作业辅导1. 简介国外留学生课程作业辅导是为了帮助国外留学生顺利完成课程作业，提高学习成绩和学术能力而设计的服务。
在国外留学生的学习过程中，他们可能会面临语言障碍、文化差异、学科知识不熟悉等问题，这些问题可能会影响他们的作业质量和成绩表现。
因此，为国外留学生提供专门的课程作业辅导服务是非常有必要的。
2. 服务内容国外留学生课程作业辅导的服务内容包括但不限于以下几个方面：2.1 语言支持由于母语不是英语，国外留学生在写作和口语表达方面可能存在困难。
我们提供针对不同层次和需求的语言支持，包括： - 文章润色：对已写好的文章进行润色，修正语法、拼写和句子结构上的错误，并提供改进建议。
- 口语练习：通过与母语为英语的老师进行对话练习，提升口语表达能力。
2.2 学科知识辅导国外留学生在某些学科上可能与本地学生存在差距，我们提供专业的学科知识辅导，包括但不限于以下学科： - 数学 - 物理 - 化学 - 生物 - 经济学 - 文学与写作2.3 作业指导和解答针对具体的课程作业，我们提供作业指导和解答，帮助国外留学生理解作业要求、掌握解题方法，并给予具体的指导和解答。
这有助于他们在完成作业时避免困惑和错误。
2.4 学术写作技巧培训国外留学生在写作方面可能需要了解并掌握一些特定的学术写作技巧。
我们提供相关培训，包括如何撰写论文、报告和研究文章等。
通过培训，国外留学生可以提高自己的论述能力和逻辑思维能力。
3. 辅导方式为了满足不同国外留学生的需求，我们提供多种辅导方式： - 线上辅导：通过视频会议、在线聊天等方式进行远程辅导。
这种方式方便快捷，可以节约时间和成本，适合那些无法到达辅导中心的学生。
- 面对面辅导：在辅导中心或学校提供的指定场所进行面对面辅导。
这种方式可以更好地与学生进行互动和交流，有助于解决问题和提供个性化的指导。
4. 辅导师资我们的辅导师资由经验丰富、专业知识扎实的老师组成。
他们具有以下优势： - 母语为英语，具备良好的语言表达能力。
外教社七年级英语上册Unit 2作业题1
Unit2 第1课时主备___________ 班级___________ 姓名___________【学习目标】1.学习询问物体名称的句型。
2.Talking about positions.【自主学习】Ⅰ.翻译圆珠笔_________________________ workbook___________________________ notebook___________________________ handbag_________________________ in the front of____________________ in the teacher’s office__________________ at the end of ______________________ e-dictionary________________________Ⅱ.Read the text by yourselves.【合作交流】Ⅲ.翻译1. What is this? ______________________________________________________2. What is that? ______________________________________________________3. What are these? ____________________________________________________4. What are those? ____________________________________________________Ⅳ. Listen and mactise in groups.【拓展提升】Ⅴ.Finish off the Part 5 and 6.Unit2课时作业(1)班级___________ 姓名___________Ⅰ.单项选择。
学科英语王蔷英语教学法作业习题集(重要参考)
英语教学论作业习题集Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you ca n train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than s imply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky(前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between themso that the lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arisein class so that they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how muchtime should be spent on them. The teacher soon learns to judge lesson stages and phases withgreater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving referencewhen the teacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility—means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish the ir motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teachingtakes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s m odel refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making apresentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which d o not convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method:is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice,the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling;2) Spotting the differences;3) Describing and drawing;4) Playing a game;5) Using word series;6) Word bingo;7) Word association;8) Finding synonyms and antonyms;9) Using word categories;10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: m ost of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaningrecognitions2)Top-down model: listening for the gist and making use of the contextual clues and backgroundknowledge to construct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words,phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specificresponses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach: The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.3. What types of activities can we use in teaching reading?。
最受欢迎的外教老师作文
最受欢迎的外教老师作文【英文版】The Most Popular Foreign TeacherIn my school, there is a particularly popular foreign teacher, Mr. Smith, who comes from the United States. Mr. Smith is tall, handsome, and kind-hearted. He is not only skilled at teaching English, but also possesses extensive knowledge and life experience.Mr. Smith's teaching method is lively and interesting. He always uses vivid examples and practical techniques to help students better understand English. He encourages us to bravely try and express our ideas, constantly improving our speaking and listening skills.In addition to teaching, Mr. Smith also cares deeply about our lives. He often chats with us, shares his life experiences and insights, and lets us benefit a lot. He also organizes various activities, such as outdoor expansion, cultural exchange, etc., so that we can better understand the culture and customs of different countries.Mr. Smith is an excellent foreign teacher whose teaching style and life attitude are deeply loved and respected by students. I believe that under his guidance, our English level will continue to improve, and we will also gain more life experience and insights.【中文版】在我学校里，有一位外教老师特别受欢迎，他就是来自美国的Mr. Smith。
英语跨学科作业案例
英语跨学科作业案例一、引言随着全球化时代的到来，英语作为国际交流的通用语言，在我国的教育领域日益受到重视。
英语跨学科作业作为一种创新的教学模式，旨在通过整合不同学科的知识，提高学生的综合素质和跨学科思维。
本文将分析几个英语跨学科作业的案例，探讨其优势、实施策略以及反思与建议，以期为我国英语教学改革提供一定的借鉴和启示。
二、英语跨学科作业的案例分析1.案例一：英语与历史的跨学科结合在这个案例中，教师要求学生阅读一篇关于英国历史的英文文章，并从中挖掘出历史背景、人物关系、事件发展等方面的信息。
学生在完成阅读任务后，需要用英语撰写一篇关于这篇文章的历史梗概，以此锻炼学生的英语阅读、写作能力，同时拓宽学生的历史知识视野。
2.案例二：英语与科学的跨学科结合在这个案例中，教师选择一篇关于科学实验的英文文章，要求学生通过阅读理解实验原理、步骤和结果。
学生需要在课堂上进行实验操作，并用英语汇报实验过程和心得。
这样的跨学科作业有助于培养学生的英语实践能力和科学素养。
3.案例三：英语与艺术的跨学科结合在这个案例中，教师选择一首英文诗歌或音乐剧，要求学生欣赏并分析其中的艺术特色、主题思想和情感表达。
学生需要用英语撰写一篇关于诗歌或音乐剧的评论，以此锻炼学生的英语鉴赏能力和艺术素养。
三、英语跨学科作业的优势1.提高学生的综合素养和跨学科思维：通过英语跨学科作业，学生可以在学习英语的过程中，接触到不同学科的知识，培养自己的跨学科思维和综合素质。
2.激发学生的学习兴趣和积极性：英语跨学科作业将枯燥的语言学习与有趣的知识相结合，激发学生的学习兴趣和积极性。
3.培养学生的创新能力和实践能力：跨学科作业鼓励学生进行实践操作，发挥自己的创新能力，将英语知识应用于实际生活中。
四、英语跨学科作业的实施策略1.教师的角色和任务：在实施英语跨学科作业的过程中，教师需要发挥引导者、组织者和辅导员的角色，确保作业的顺利进行。
2.跨学科合作的注意事项：教师需要注意跨学科合作的原则，如确保知识的连贯性、难易程度的适中以及作业的实用性。
2022年英语课堂作业电子版
2022年英语课堂作业电子版1、--Mom, I will not eat fast food this year. Believe me.--If you make a _______, you must keep it. [单选题] *A. jokeB. noiseC. mistakeD. promise(正确答案)2、There is a popular belief _____schools don’t pay any attention to spelling. [单选题] *A.that(正确答案)B.whichC.whatD.whose3、Something must be wrong with the girl’s _______. She can’t hear clearly. [单选题] *A. ears(正确答案)B. noseC. armsD. eyes4、The twins _______ us something about their country. [单选题] *A. told(正确答案)B. saidC. talkedD. spoke5、Can you _______ this form? [单选题] *A. fillB. fill in(正确答案)C. fill toD. fill with6、Since the war their country has taken many important steps to improve its economic situation. [单选题] *A. 制定B. 提出C. 讨论D. 采取(正确答案)7、How beautiful the flowers are! Let’s take some _______. [单选题] *A. photos(正确答案)B. potatoesC. paintingsD. tomatoes8、Modern plastics can（）very high and very low temperatures. [单选题] *A. stand(正确答案)B. sustainC. carryD. support9、73．The moonlight goes ____ the window and makes the room bright. [单选题] * A．acrossB．through(正确答案)C．overD．in10、--Can I _______ your dictionary?--Sorry, I’m using it. [单选题] *A. borrow(正确答案)B. lendC. keepD. return11、Finally,I have _____ interesting to share with you,and I am sure you will be interested in it. [单选题] *A. everythingB. something(正确答案)C. nothingD. anything12、I am worried about my brother. I am not sure _____ he has arrived at the school or not. [单选题] *A. whether(正确答案)B. whatC. whenD. how13、3．Shanghai is my hometown. It’s ________ China. [单选题] *A．nearB．far away fromC．to the east ofD．in the east of(正确答案)14、These plastics flowers look so_____that many people think they are real. [单选题] *A.beautifulB.artificialC.natural(正确答案)D.similar15、If the manager had to choose between the two, he would say John was _____ choice. [单选题] *A. goodB. the bestC. betterD. the better(正确答案)16、Which is _______ city, Shanghai, Beijing or Chengdu? [单选题] *A. largeB. largerC. largestD. the largest(正确答案)17、The firm attributed the accident to（）fog, and no casualties have been reported until now. [单选题] *A. minimumB. scarceC. dense(正确答案)D. seldom18、———Must I return the book you lent me to you now? ——No, you( ）. You can keep it for another few days. [单选题] *A.can’tB. shouldn'tC. mustn'tD. don, t have to(正确答案)19、Then the speaker _____the various factors leading to the economic crisis. [单选题] *A.went onB.went afterC.went into(正确答案)D.went for20、Comparatively speaking, of the three civil servants, the girl with long hair is _____. [单选题] *A. more helpfulB. extremely helpfulC. very helpfulD. the most helpful(正确答案)21、We are living in an age（）many things are done by computer. [单选题] *A. thatB. whichC. whyD. when(正确答案)22、_______, Mr. Smith. [单选题] *A. Here your tea isB. Here is your tea(正确答案)C. Here your tea areD. Here are your tea23、Will you be able to finish your homework _______? [单选题] *A. by the timeB. in time(正确答案)C. once upon a timeD. out of time24、Guilin is _______ its beautiful scenery. [单选题] *A. famous for(正确答案)B. interested inC. fond ofD. careful with25、The early Americans wanted the King to respect their rights. [单选题] *A. 统治B. 满足C. 尊重(正确答案)D. 知道26、You should _______ your card. [单选题] *A. drawB. depositC. investD. insert(正确答案)27、Do you know what（）the change in his attitude? [单选题] *A. got throughB. brought about(正确答案)C. turned intoD. resulted from28、( ) .Would you please ______me the gifts from your friends? [单选题] *A.to showB. showingC. show(正确答案)D. shown29、She passed me in the street, but took no（）of me. [单选题] *Attention (正确答案)B. watchC. careD. notice30、5 He wants to answer the ________ because it is an interesting one. [单选题] * A．problemB．question(正确答案)C．door D．plan。
外教作业： 男女英文名参考
常见女英文名和男性英文名字中英对照【常见男英文名一览】1、字母A开头的男性英文名：Aaron亚伦Abraham亚伯拉罕Adam亚当Alex亚历克Alexander亚历山大Alan艾伦Albert艾伯特Alfred阿尔弗雷德Andrew安德鲁Andy安迪Angus安格斯Anthony安东尼Apollo阿波罗Arnold阿诺德Arthur亚瑟August奥古斯特Austin奥斯汀2、字母B开头的男性英文名：Ben本Benjamin本杰明Bert伯特Benson本森Bill比尔Billy比利Blake布莱克Bob鲍伯Bobby鲍比Brandon布兰登Brant布兰特Brian/Bryan布赖恩Brown布朗Bruce布鲁斯3、字母C开头的男性英文名字：Cameron卡梅伦Carl卡尔Carlos卡洛斯Charles查尔斯Chris克里斯Christian克里斯蒂安Christopher克里斯多夫Clark克拉克Cody科迪Cole科尔Colin科林Cosmo科兹莫4、字母D开头的男性英文名字：Daniel丹尼尔Denny丹尼Darwin达尔文David大卫Dennis丹尼斯Donald唐纳德Douglas道格拉斯Duke杜克Dylan迪伦5、字母E开头的男英文名：Eddie埃迪Edgar埃德加Edison爱迪生Edward爱德华Edwin艾德文Elliott艾略特Eric埃里克 Ethan伊桑Evan埃文6、字母F、G开头的男英文名：Ford福特Francis弗兰克思Frank弗兰克Franklin富兰克林Fred弗瑞德Gary加里Gavin加文Geoffrey杰弗里George乔治Glendon格林顿7、字母H、I开头的男英文名字：Hank汉克Hardy哈帝Harrison哈里森Harry哈利Hayden海顿Henry亨利Hilton希尔顿Hugo雨果Hunk汉克Howard霍华德Henry亨利Ian伊恩Ivan伊凡Isaac艾萨克8、字母J开头的男英文名字：Jack杰克Jackson杰克逊Jacob雅各布James詹姆士Jason詹森Jay杰伊Jeffery杰弗瑞Jerome杰罗姆Jerry杰瑞Jesse杰西Jim吉姆 (James的昵称) Jimmy吉米Joe乔 (Joseph的昵称) John约翰Johnny约翰尼(亦译为:乔尼)Jonathan乔纳森Jordan乔丹Jose/Joseph约瑟夫Justin贾斯汀8、字母K、L开头的男生英文名：Keith凯斯Ken肯 Kennedy肯尼迪Kenneth肯尼斯Kenny肯尼Kevin凯文Kyle凯尔Lance兰斯Larry拉里Laurent劳伦特Lawrence劳伦斯Lee李Leo雷欧Leonard雷纳德Leslie 莱斯利Loren劳伦 (同Lauren) Lori劳瑞 (同Lorry) Louis路易斯Luke卢克/路加9、字母M、N开头的男生英文名：Marcy马西Mark马克Marks马科斯Mars马尔斯Marshal马歇尔Martin马丁Marvin马文Mason梅森Matthew马修Max马克斯Michael迈克尔Mickey米奇Mike麦克Neil尼尔Nelson尼尔森Nicholas尼古拉斯Nick尼克Noah诺亚Norman诺曼10、字母O、P、Q开头的男生英文名：Oliver奥利弗Oscar奥斯卡Owen欧文Paul保罗Peter彼得Philip菲利普11、字母R开头的男生英文名：Randall兰德尔Randolph伦道夫Randy兰迪Ray雷Rex雷克斯Richard理查德Richie里奇Robert罗伯特Robin罗宾Robinson罗宾逊/鲁宾逊Rock洛克Roger罗杰Ronald罗纳德Rowan罗文12、字母S开头的男生英文名字：Sam萨姆/山姆Samuel塞缪尔Scott斯考特Sean肖恩Shawn肖恩Sidney西德尼Simon西蒙Solomon所罗门Spencer斯宾塞Spike斯派克Stanley斯坦利Steve史蒂夫Steven史蒂文Stewart斯图尔特13、字母T开头的男生英文名字：Terence特伦斯Terry特里 Ted泰德Thomas托马斯Tim提姆Timothy蒂莫西Todd托德Tommy汤米 Tom汤姆Thomas托马斯Tony托尼 Tyler泰勒【常见女英文名一览】1、字母A开头的女英文名：Abby艾比Ada艾达Adeline艾德琳Alexandra亚历桑德拉Ailsa艾丽莎Aimee艾米Alexis亚历克西斯Alice爱丽丝Alicia艾丽西娅Alina艾琳娜Allison艾莉森Alyssa艾莉莎/爱丽丝娅Amanda阿曼达Amy艾美Amber安伯Anastasia阿纳斯塔西娅 (昵称Stacey) Andrea安德莉亚Angel安琪Angela安吉拉Angelia安吉莉亚Angelina安吉莉娜Ann安 (Hannah的英文形式)Anna安娜Anne安妮 (同Ann) Annie安妮 (Ann的昵称) Anita安尼塔 (Ann的西班牙写法)Ariel艾莉尔April阿普里尔Ashley艾许莉/阿什利/艾希礼Audrey欧蕊Aviva阿维娃 (同Avivahc和Avivi)2、字母B开头的女英文名：Barbara笆笆拉Barbie芭比Beata贝亚特Beatrice比阿特丽斯 (同Beatrix)Becky贝基 (Rebecca的昵称)Bella贝拉 (Isabella 的昵称)Bess贝斯Bette贝蒂Betty贝蒂 (Elizabeth的昵称)Blanche布兰奇Bonnie邦妮Brenda布伦达 (Brandon 及Brendan的女性形式) Brianna布莱安娜Britney布兰妮Brittany布列塔尼3、字母C开头的女性英文名：Camille卡米尔Candice莰蒂丝Candy坎蒂Carina卡瑞娜Carmen卡门Carol凯罗尔Caroline卡罗琳Carry凯丽Carrie凯莉 (Carol及Caroline的昵称,同Kerry)Cassandra卡桑德拉Cassie凯西 (Catherine,Cassandra 的昵称)Catherine凯瑟琳 (Katherine的英文形式,同Katherine) Cathy凯茜 (Catherine 的昵称,同Kathy)Chelsea切尔西Charlene沙琳 (同Caroline,Charlotte) Charlotte夏洛特Cherry切莉Cheryl雪莉尔 (Charlotte的另一形式,亦同Sheryl)Chloe克洛伊Chris克莉丝 (Christine,Kristine的简写,同Kris) Christina克里斯蒂娜 (同Christine) Christine克里斯汀Christy克里斯蒂 (Christine的简写) Cindy辛迪 (Cinderella,Cynthia, Lucinda的昵称) Claire/Clair克莱尔Claudia克劳迪娅Clement克莱门特Cloris克劳瑞丝Connie康妮 (Constance 的昵称)Constance康斯坦斯Cora科拉Corrine科瑞恩Crystal科瑞斯特尔 (同Krystal)4、字母D、E开头的女性英文名：Daisy戴茜Daphne达芙妮Darcy达茜Dave戴夫(David 的昵称)Debbie黛比 (Deborah,Debra的昵称)Deborah黛博拉Debra黛布拉Demi黛米Diana黛安娜Dolores德洛丽丝Donna堂娜Dora多拉Doris桃瑞丝Edith伊迪丝Editha伊迪萨Elaine伊莱恩Eleanor埃莉诺Elizabeth伊丽莎白Ella埃拉Ellen爱伦Ellie艾莉 (Eleanor, Ellen的昵称)Emerald艾米瑞达Emily艾米丽Emma艾玛Enid伊妮德Elsa埃尔莎 (Elizabeth 的昵称)Erica埃莉卡 (Eric的女性形式)Estelle爱斯特尔Esther爱丝特Eudora尤杜拉Eva伊娃Eve伊芙Evelyn伊夫林5、字母F、G开头的女性英文名字：Fannie芬妮 (同Frances,Fanny)Fay费怡Fiona菲奥纳Flora福罗拉Florence弗罗伦丝Frances弗郎西丝 (Francis的女性形式) Frederica弗雷德里卡Frieda弗里达Flta上海英语外教Gina吉娜 (Angelina,Regina的昵称)Gillian吉莉安 (Juliana 的异体)Gladys格拉蒂丝 (Claudia的威尔斯形式)Gloria格罗瑞娅Grace格瑞丝Grace格瑞丝Greta格瑞塔 (Margaret 的昵称)Gwendolyn格温多琳6、字母H、I开头的女性英文名字：Hannah汉娜Haley海莉Hebe赫柏Helena海伦娜Hellen海伦 (亦作:Helen)Henna汉纳Heidi海蒂 (Adalheid, Adelaide 的昵称)Hillary希拉里/希拉蕊/希拉莉Ingrid英格丽德Isabella伊莎贝拉Ishara爱沙拉Irene艾琳Iris艾丽丝Ivy艾维7、字母J开头的女英文名字：Jacqueline杰奎琳Jade小玉Jamie詹米 (James的女性形式)Jane简 (John的女性名词)Janet珍妮特 (同Jane) Jasmine贾斯敏Jean姬恩 (Jane的苏格兰形式)Jenna珍娜Jennifer詹妮弗Jenny詹妮 (同Jennie;Jane,Jennifer的昵称)Jessica杰西卡 (Jessee的女子形式)Jessie杰西 (Jasmine, Jessica的昵称; Janet的苏格兰形式)Jill姬尔 (Gillian的昵称) Joan琼 (同Jane;John的女性形式)Joanna乔安娜Jocelyn乔斯林Joliet乔莉埃特Josephine约瑟芬Josie乔茜(同Josephine) Joy乔伊Joyce乔伊斯 (Josephine 的昵称)Judith朱迪丝Judy朱蒂 (Judith的昵称)Julia朱莉娅Juliana朱莉安娜Julie朱莉June朱恩8、字母K、L开头的女英文名字：Karen凯琳 (Katherine的丹麦形式)Karida卡瑞达Katherine凯瑟琳 (同Catherine)Kate凯特 (Katherine的昵称)Kathy凯西 (Katherine,Katherlee n的昵称;同Cathy, Kathie)Katie/Kate/Katy卡蒂Katrina卡特里娜Kay凯 (Katherine的昵称;同Kaye)Kayla凯拉Kelly凯莉Kelsey凯尔西Kimberly特里娜Kitty基蒂 (Catherine的昵称)Lareina莱瑞拉Lassie蕾西Laura劳拉 (Lawrence 的女性形式)Lauren罗兰/劳伦Lena莉娜 (Helena的昵称)Lydia莉迪娅Lillian莉莲 (亦作lilian) Lily莉莉Linda琳达lindsay琳赛Lisa丽莎 (Elizabeth的别名)Liz莉兹 (Elizabeth的昵称)Lora/Laura洛拉Lorraine罗琳Louisa路易莎Louise路易丝Lucia露西娅Lucy露茜Lucine露西妮Lulu露露 (Louise,Louisa的昵称)Lydia莉迪娅/莉蒂亚Lynn林恩9、字母M开头的女英文名字：Mabel梅布尔/玛佩尔Madeline马德琳Maggie玛姬 (Margaret的昵称)Mamie玛米 (Margaret, Mary 的昵称)Manda曼达Mandy曼迪 (Amanda,Manda,Mel inda的昵称)Margaret玛格丽特Mariah玛丽亚 (同Mary) Marilyn玛里琳/玛丽莲/玛丽琳Martha玛莎Mavis梅维丝Mary玛丽Matilda玛蒂尔达Maureen莫琳Mavis梅维丝Maxine玛克辛May梅Mayme梅米Megan梅甘Melinda梅琳达Melissa梅利莎Melody美洛蒂Mercedes默西迪丝Meredith梅瑞狄斯Mia米娅Michelle米歇尔 (Michael的女性形式) Milly米莉 (Camille,Emily,Melis sa的简称)Miranda米兰达Miriam米里亚姆Miya米娅Molly茉莉Monica莫尼卡Morgan摩尔根/摩根10、字母N、O开头的女生英文名：Nancy南茜 (Nan的别名)Natalie娜塔莉Natasha娜塔莎 (亦作natascha))Nicole妮可Nikita尼基塔Nina尼娜 (Anna的昵称) Nora娜拉/诺拉Norma诺玛Nydia尼迪亚Octavia奥克塔维亚Olina奥琳娜Olivia奥利维亚Ophelia奥菲莉娅Oprah奥帕 (同Opera,Opie)11、字母P、Q、R开头的女生英文名：Pamela帕梅拉Patricia帕特丽夏Patty芭迪 (Mathilda,Matilda,M artha 的昵称)Paula保拉Pauline波琳 (同Paula) Pearl珀尔Peggy帕姬 (Margaret的昵称)Philomena菲洛米娜Phoebe菲比Phyllis菲丽丝Polly波莉Priscilla普里西拉Quentina昆蒂娜 (Quentin的女性形式) Rachel雷切尔Rebecca丽贝卡Regina瑞加娜Rita丽塔 (Margaret的昵称)Rose罗丝Roxanne洛克萨妮Ruth露丝11、字母S开头的女生英文名字：Sabrina萨布丽娜Sally萨莉Sandra桑德拉 (Alexandra的昵称) Samantha萨曼莎Sami萨米Sandra桑德拉Sandy桑迪 (Andra的昵称)Sarah/Sara莎拉Savannah萨瓦纳/萨瓦娜Scarlett斯佳丽/斯嘉丽Selma塞尔玛Selina塞琳娜Serena塞丽娜Sharon莎伦 (同Sarah) Sheila希拉Shelley/Shelly雪莉 (同Sheila,Shelby,Shirley) Sherry雪丽 (同Charlotte,Cher,Sarah,Sh irley)Shirley雪莉Sierra斯莱瑞Silvia西尔维亚Sonia索尼亚Sophia索菲娅Stacy丝塔茜 (Anastasia的昵称)Stella丝特拉 (Estelle的昵称)Stephanie斯蒂芬妮Sue苏 (Susan的昵称) Sunny萨妮 (Sonia的昵称)Susan苏珊12、字母T、U、V开头的女生英文名字：Tamara塔玛拉Tammy苔米 (Tamara的昵称)Tanya/谭雅坦尼娅 (Tatiana的昵称) Tasha塔莎Teresa特莉萨Tess苔丝 (Tessa,Teresa 的昵称)Tiffany蒂凡妮Tina蒂娜Tonya棠雅/东妮亚Tracy特蕾西Ursula厄休拉Vanessa温妮莎Venus维纳斯Vera维拉Vicky维姬 (Victoria的昵称)Victoria维多利亚Violet维尔莉特Virginia维吉妮亚Vita维达Vivian薇薇安13、字母W、X、Y、Z 开头的女英文名：Wanda旺达Wendy温蒂 (Gwendolyn,Wanda 的昵称)Whitney惠特尼Wynne韦恩Winnie温妮Yolanda尤兰达Yvette伊薇特 (同Yvonne) Yvonne伊温妮Zara莎拉Zelda塞尔达Zoey/Zoe佐伊Zora卓拉。
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Journal#1 ME-2 Ben
What would you do if you visited the past?
If I can back to 20 years ago. I would visited my parents’ wedding. I could see young parents on their wedding. I can witness their happiness and I also know that their love story. Because 20 years later I have a very happy home, my family love me very much, it makes me wonder what their parents when my parents young.I also want to have as a harmonious and happy family like them, our family life enjoyable, it is worth looking forward to the future.I do not know whether the parents know that after 20 years they have my lovely son.I think I can be my parents proud. I love my parents and the whole family.
What would you do if you visit the future?
If I could go to the next 10 years after. I'm going to visit my wedding. I want to see my future wife looks like love. I imagine my parents to give her a happy family with a son or daughter, our family life together, I think of it this is a wonderful thing. I can work hard for them, for a better life. I felt like I was very happy. I think my daughter like I do, like her little son. Because my eyes as big as a girl, and I hope my wife can grow very high, so I want my son to grow taller.
Back to the past or the future regardless visit I wish I could have a happy home, so I am very satisfied, I can study and work hard, things, people, life is full of hope.。