Supplementary exercise 5
listening

Part 2 PassagesPassage 1 Informational interviewingInformational interviews are one of the most beneficial ways through which to learn about a career field; they can also serve as a place to begin networking. Their purpose is to explore a particular field or organization and learn the "ins and outs*" of that field from a practitioner*. Rather than being asked questions, you are the questioner, gathering information that will help you evaluate* your interest in and suitability for a particular opportunity.An informational interview is a fine place to raise doubts you might have. explore me compatibility* of your work values with those expressed in the field and ask lot advice. An individual whom you interview for information can also critique your resume. Although you may not specifically find out about a job opening, informational interviewing will often provide leads* as to where to begin a successful job search and will help you choose between fields you are considering. If you are unable to find your former students or parents to meet for an informational interview, try contacting employers or organizations found in one of the closed stack*directories in the CRC* library.British postmen and milkmen have a reputation for being cheerful. As they both arrive very early in the morning, when you are perhaps not feeling very good-tempered, their brisk* knocking and bright whistling may get on your nerves. Of course, there are some gloomy postmen, who make you think that every letter contains tragic news, but the majority are jolly and good-humoured. This is quite surprising, because delivering the mail each morning is a job which is not very well paid and there are a great many problems.The city postman has to go on foot, not only along streets but also up and down stairs, as many blocks of flats still have no lifts and no downstairs letterbox. If he has a registered letter to deliver, he has to wait for someone to come to the door to sign for it. That person may greet him in a most unfriendly way if he has just been woken from a deep sleep very early in the morning.In the country, a postman may have a bicycle or a small van, so he does not have to walk so far, but nevertheless he has his problems too. It is very annoying to be compelled* to go all the way Io an isolated house simply to deliver a postcard or a circular, when this makes the journey half an hour longer. In winter, weather conditions are bad, but the postman must carry on in the rain or the snow.Sometimes it is impossible to use a van or a bicycle in these conditions, and he has to do his round*on foot, like his city colleague. Most country people keep a dog. Although there may be a notice on the gate, "BEWARE OF THE DOG," this is of little help to the postman~ He is forced to go in, whether the dog is dangerous or not. So every day the country postman knows that, if the dog is not safely tied up, it may bite him on the leg or tear* the seat* out of his trousers.News item 1NATO Secretary General George Robertson has arrived in Moscow for talks aimed at calming Russian fears about NATO's future plans. He is expected to meet with President Vladimir Putin and other officials. Mr Robertson says NATO's expansion to the east will not harm the balance in Europe. Russia strongly opposes NATO membership for Lithuania, Latvia and Estonia. A Defense Ministry spokesman reportedly said the entry of these countries would threaten Russian's security interests. He says Russia will takenext year~News item 2An official of the Federal Security Service has linked (1) an .American student arrested this month to 2) American Intelligence. The Federal Security Service says John Edward Tarbin (3) wax arrested Feb. 1st for possessing the drug marijuana. The Russian official says (4) Mr Tarbin has not been charged with (5)spying. However, he told the Interfax News Agency that (6) the American may have been preparing (7) to spy for the United States. The spokesman for the American State Department dismissed (8) the Russian accusation.News item 3The European Unions is admitting a split among its 15 members over policy toward Iraq. An EU spokesman said member nations me divided between those who want an immediate end to the United Nations' restrictions against Iraq and those who approve slower action. Some EU nations believe the UN oil for food programme is a failure and does nothing to ease the suffering of the Iraqi people. The programme permits Iraq to sell a limited amount of oil to pay for humanitarian supplies. Many governments axe still condemning the American and British air attacks against Iraqi military targets near Baghdad. Iraq is threatening to answer the air strikes and says it has the right to attack Kuwait and Saudi Arabia if they continue to provide bases for Western planes.Section 3 Oral WorkMrs White: How did your writing go this morning? Is the book coming along all right'?Mr White: l’m not sure. I think the rest o f it will be difficult to write. There are still some problems to solve.Mrs White: I expect you'll find the answers interesting to work out.Mr White: If I can work them out. Thank goodness the house is easy to work in. I shall at leastha able to think.Mrs White: You've forgotten something. Peace and quiet will ha difficult to guarantee muchlonger.Mr White: Good, heavens, yes. The school holidays start in a week, don't they? The house will be impossible to work in while they last.Mrs White: Well, some extra noise is hard to avoid. But I'll keep them away from the study as much as I can. That'll be all right to work in.Mr White: What about the garden? It was beautifully peaceful and quiet out there this morning.Mrs White: Well, you'd better make the most of it while it lasts. Peace and quiet will ha hard to find in the garden pretty soon, I'm afraid.Exercise: Listen to the dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question with a complete sentence after you have heard it.To the American people, education is very important. The first twelve years of public school are free of charge. As a result, about 93 percent of the teenagers from fourteen to seventeen years old are in high school.However, 200 years ago, education was not free. American elementary schools were only for rich people. Most young people were not in school.The first public high school was in 1832. The purpose of the school was to prepare students for college. Its most important subjects were mathematics and foreign languages.Nowadays, American education is a big business. There are about 45 million students in thenation's elementary schools and high schools, Each year there are about three million high school graduates.The main purpose of high school is still to prepare students for college. There are also job training programmes in high school and programmes to teach useful skills for everyday life – for example, driver training, first aid, and even cooking.Section 4 Supplementary ExercisesPart I Listening ComprehensionThe latest report from the Institute for International Education gives information from the school year that began in September of last year and ended in May of this year. It says more than 500,000 foreign college students attended American schools during that school year.New York University in New York City had the largest number of foreign students. Almost5,000 foreign students attended NYU last year. The University of Southern California at Los Angeles had the second largest number of students, about 4,500.The report says the State of California had the most foreign students, with about 66,000 living there last year. New York State was next, with about 55,000 foreign students.China sent the most foreign students to the United States last year. More than 54,000 Chinese students attended American schools. Japan sent the next highest number of students, almost 47,000. India was next, with about 42,000. And Korea was fourth, sending more than 41,000 students to the United States.The report says the most popular subjects of study for international students in the United States last year were business and management. Twenty percent of all foreign students were studying those subjects. Fifteen percent studied engineering. Nineteen percent studied mathematics and computer science.Part 2 Oral WorkIn a recent broadcast, I heard a woman say that she felt guilty because she spent ~20 at an auction sale. She was afraid her husband might accuse her of being extravagant. I find this attitude difficult to understand, for, obviously a married woman has as much right to spend ~20 as her husband. Sometimes both husband and wife go out to work. But, in a case where the woman stays at home to look after the children, it is still unfair that she should feel guilty about spending a small sum of money on herself.UNIT 4Part 2 listening and note-takingThis table shows the number of commuters* into central London between TOO a.m. and 10.00 a.m. daily. The total number is 1,396,000. Of these, 405,000 travel by underground -- that's 29% of the total, and 28% travel by British Rail -- that's 391,000 people daily. 13 %, 181,000 people, use both rail and underground, and 9%, 126,000 people, travel by bus. That means a total of 1,103,000 people, 79%, on public transport. The remainder use private transport, 237,000 come by car and the rest come either by motorbike or bicycle . This means 4% come by motorbike or bicycle ,and 17% by car . Section Two Listening ComprehensionPart 1 DialoguesDialogue 1 phoning about the flatWoman: hello, 2248818Man: Hello, I'm phoning about the flat.Woman: Of course. What would you like to know?Man: Well, first, can you tell me where it is, please? Is it near some shops, and the tube?Woman: Well, the flat is in Islington, We're only 100 metres from the shops and a five minutes' Walk from the tube.Man: And how much does it cost?Woman: Three hundred and sixty pounds a month. And you have to pay a month's deposit.Man: I see, and is it a big flat? How many square metres is it'?Woman: Oh, 1 don't know. There are two bedrooms and a very large living room. Would you like to see it?Man: Yes, when can I come, please?Woman: Uhm. Can you come this afternoon'? About four? It's No. 2, Canbury Road. Man: Yes, that's fine, I'll see you then. Goodbye.Dialogue 2 The Magnificent Town ResidenceJohn: Hi, darling.Sally: Hello, John. Well, did you see the "magnificent town residence"?John: Yes.Sally: So what's it like?John: Well, first of all it's four miles out of the town centre.Sally: Oh, no!John: And it's not all that big. Three bedrooms: one quite big, one smallish, and one that would be OK for the cat. The luxury bathroom doesn't have a shower, and the downstairs cloakroom* is at the end of the garden at the end of the jungle*, l should say. The sitting and dining room are both pretty small,Sally: What about the kitchen? Is it big enough to have breakfast in?John: Oh, yes. Easily. if you sit on the fridge and put your feet out of the window there's plentyof room.Sally: The garage ?John: Fine for a bicycle . A bicycle ,mind .Not two bicycles. And there’s oil-fired central heating , which doesn’t work.. And the walls and roof are in a very bad state .Apart from that ,it’s fine.Sally: Oh , good .Let’s buy it at once !。
三年级英语补充习题答案

三年级英语补充习题答案Three Grade English Supplementary Exercise AnswersIn our English class, we have been working hard to improve our language skills. As part of our learning, we have been given some supplementary exercises to complete. Here are the answers to the exercises:1. Fill in the blanks with the correct prepositions:a) The cat is __on__ the table.b) The book is __in__ the bag.c) The ball is __under__ the bed.2. Match the words with their correct meanings:a) Dog - __a__ - an animal with four legs and a tail.b) Tree - __c__ - a tall plant with a trunk and branches.c) Car - __b__ - a vehicle with four wheels that is used for transportation.3. Write the opposite of the given words:a) Happy - __sad__b) Big - __small__c) Hot - __cold__4. Complete the sentences with the correct verb:a) The cat __is__ sleeping.b) The birds __are__ singing.c) The dog __is__ barking.5. Fill in the blanks with the correct pronouns:a) She is reading __her__ book.b) They are playing with __their__ toys.c) He is eating __his__ lunch.We have been practicing these exercises in class, and it has helped us to improve our understanding of English grammar and vocabulary. We are excited to continue learning and growing in our language skills. Thank you to our teacher for providing us with these helpful exercises.。
新概念第二册第2课

• Now
Often and Always
• It’s raining.
I never get up early on Sundays.
• I’m coming to see you. I sometimes stay in bed until lunch time.
I’m still having breakfast. Do you always get up so late?
• until /ʌn'til/
1. prep. 直到...时,到...为止 Will this fish keep until tomorrow? 这鱼能搁到明天吗?
2. (用于否定句) 在...之前,直到...(才) She didn't go to bed until eleven o'clock. 她直到十一点才上床睡觉。
•
•
Special difficulties 难点
•
在英语中往往可以用what引导的感叹句来表示惊
I rarely listen to the radio.
•
I always feel cold.
•
I never get up early on Sundays.
•
I sometimes stay in bed until lunch time.
• 改写下列句子,把句尾括号中的词放在合适的位置。
Dear me!
• Oh dear! • Oh my goodness! • Oh my god! • Oh Jesus (Christ)! • Oh good heavens!
never<seldom<sometimes<often<usually<always
九年级英语补充习题答案

九年级英语补充习题答案Nine Grade English Supplementary Exercise AnswersAs a ninth-grade student, you may find yourself facing a lot of English exercises and exams. It can be overwhelming at times, but with the right practice and understanding, you can excel in this subject. To help you out, here are the answers to some supplementary exercises that you may encounter in your English class.1. Fill in the blanks with the appropriate word:a) Theb) Anc) Ad) -e) Anf) Theg) -h) The2. Correct the following sentences:a) She is the most beautiful girl in the class.b) I have never seen such a big elephant before.c) The book on the table is mine.d) My brother is taller than me.e) I am not as tall as my sister.3. Write the past tense of the following verbs:a) Playedb) Atec) Rand) Swame) Danced4. Choose the correct form of the verb:a) Haveb) Isc) Wered) Doese) Am5. Complete the following sentences with the appropriate prepositions:a) Inb) Onc) Atd) Toe) ForBy practicing these exercises and understanding the correct answers, you can improve your English skills and perform better in your exams. Remember to always review the grammar rules and vocabulary regularly to reinforce your knowledge. Good luck with your English studies!。
新概念英语教案-第二册第二课-完美版

Lesson 2 - Breakfast or lunch?TextIt was Sunday.I never get up early on Sundays.I sometimes stay in bed until st Sunday,I got up very late.I looked out of the window.It was dark outside."What a day!"I thought.It's raining again.Just then,the telephone rang.It was my aunt Lucy."I've just arrived by train."she said."I'm coming to see you.""But I'm still having breakfast."I said."What are you doing?"She asked."I'm having breakfast."I repeated."Dear me!"She said."Do you always get up so late?It's one o'clock."New words and expressions 生词和短语until prep. 直到outside adv. 外面ring v. 〔铃、等〕响aunt n. 姑,姨,婶,舅母repeat v. 重复Note on the text 课文注释1 on Sundays, 指每个星期日。
星期几的前面用介词on。
2 What a day! 多么糟糕的天气!这是一个省略的感慨句。
完整的句子应该是Whata day it is!英语中的感慨句常用what开头,后面紧跟一个名词或名词性短语〔包括连系动词〕,然后是主语和谓语,句尾用感慨号。
8B chapter 3 P28-42

Chapter 3 Blind man and eyes in fire dramaPeriod One (P28-29)T eaching Material: Chapter Three –Reading (P28-29)T eaching aims:1. To identify the five senses and tell how things look, sound, smell, taste andfeel.2. Help students get the main idea of each part of the passage.T eaching focus:Make the students get the general idea of the five senses: hearing, smell, sight,taste and touch, have them imagine which things they could or could not do ifthey suffered from a disability.Possible Difficulties: To use linking verbs with predicate adjectives.T eaching approach:Task-based communication approachT eaching aids:Cassette 8B,a cassette player and the multi-media systemII. T eaching procedure:The first period ( P 28-29 )Steps Contents Activities PurposesI. Pre-task preparation 1. Watching a videoabout Hellen Kellerand explaining thelife of her.2. To elicit the fivesenses : hearing,smell, taste, touch,and sight.3. A quiz about fivesenses4. To elicit the topicwith questions.1. To show a video andbriefly explain the lifeof her, asks Ss toanswer questions.2. Let Ss watch someinformation about fivesenses with questionslike: What do we dowith ears? We use earsto hear. It is the senseof hearing… Lead Ss toread five sensestogether.3. To show the quiz onthe screen, encourageSs to answer it as fastas they can4. Q: If we lose oursense of sight, whatwill happen? What dowe call the person likethis? Ask Ss to givetheir opinions.1. To arouse Ss’learning interest offive senses bywatching a videoabout Heller2. Learn theknowledge about fivesenses and importantuse of the senses3. To make Ss take anactive part in the classactivities4. To prepare to learnthe new passageII . While-task procedure 1. Do Pre-readingabout some ideason p28: What doyou know about…?2. Showing apicture about ablind man and adog.3. Divide thepassage into threeparts, telling Ss tolearn two parts inthe period.4. Listen to the firstpart and completethe “T” or “F”exercises in pairs.5. Listen to thesecond part and dothe choiceexercises.6. Explain thelanguage in thepassage.1. To ask Ss somequestions or factsabout the five sensesand also prepare tolearn the new text.2. Let Ss knowsomething about themain character John FDancer in the story.3. Tell Ss the main ideaabout the three parts: 1)Going to the hotel. 2)The chambers were onfire. 3) How they wererescued.4. Ss listen to the taperecording in the firstpart and follow it, afterreading twice, do someexercises on the screen.5. Ss listen to the taperecording in the secondpart, follow it and dosome exercises as well.6. Teacher explainssome important phrasesin the text, lets Ss dosome translation.1. To help Ss have ageneral idea about thefive senses2. To begin to learnsome paragraphs ofthe passage.3. To help Ss knowthe passage better.4. To train Ss’listening, imitatingand reading abilities.5. To train Ss’listening, imitatingand reading abilities.6. To help Ss’ grasplanguage knowledge.III. Post-task activities Retell the first twoparts in the passage.Ss asked to retell theparagraphs accordingto the pictures and keywords givenTo improve Ss’memorizing andspeaking abilitiesIV. Assignments 1. Read the new words and the text after class over and over and tryto recite it.2. Copy the new words and phrases in the first two paragraphs.3. Workbook: P13-14, Grammar book: P13Notes about Heller Keller:What do you know about her?T: She was an American writer. She was blind, deaf and dumb.Although she couldn’t see or hear, she was one of the greatest women in the world. She had a strong will. After many years of hard work, she finally became a great writer. She was able to speak four languages. What's more, she made lots of speeches around the world and did a lot for the charity careers in order to help the disabled people like her.Period Two ( P29-30)T eaching Material: Chapter Three –Reading (P29-30)T eaching aims:To learn the new words and the text.To learn the third part of the story and retell the whole story.To listen to a conversation and talk about how to help the disabled in our life.T eaching focus:To describe a story which happened in the past time.To make the students learn some techniques on reading.Possible Difficulties:To help students think of ways to help the disabled in our daily life.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B, a cassette player and a multi-media systemT eaching Procedures:The second period ( P29-30)Steps Contents Activities PurposesI. Pre-task preparation1. Read some newwords in thepassage and spellthem.2. To review thefive senses.1. To show the wordson the big screen andask Ss to read andrecite them.2. Ask Ss to talk aboutthe five senses andtheir use.1. To learn the newwords in the story aswell as in theexercises.2. To consolidate theimportant use.II. While-task procedure 1. A word revisionabout the wordsand phrases.2. Practice onreading thepassage.3. Do somequestions andanswers about thefirst two parts.4. Listen to thethird part of thetext and practisereading it.5. Do somequestions andanswers about thethird part.6. Retelling about1. Ask Ss to fill in theblanks with the properwords.2. Ss read the first andsecond parts together.3. Ss answer teacher’squestions on the screen.4. Ss listen to the taperecording and follow ittogether, then repeatreading.5. Ask Ss to answer thequestions in the lastpart.6. Ask individual Ss to1. To go over thelanguage pointslearned2. To make Ss befamiliar with the text.3. To help Ssunderstand the text4. To train Ss’listening, imitatingand reading skills.5. To help Ss get themain idea of the text.6. To train Ss’the three parts in the whole story. retell the different partsof the text with the helpof the key words given,encourage them to usetheir own wordsspeaking andmemorizing skillsIII. Post-task activities 1. A topic aboutdogs.2. A discussionabout how to helpthe disabled.1. Ss describe somecharacters about dogsin their own words.2. Q: What can we doto help the disabled inour life? Ask Ss togive their opinions.To improve Ss’speaking ability andcultivate their goodcharacters.IV. Assignments 1. Read the new words and the text over and over.2. Read and recite the words and patterns in the passage.3. Write a short passage on the topic: What can we do to help the disabled in our life?Period Three ( 30-34)T eaching Material: Chapter Three -Language (P30-34)T eaching aims:To listen to a conversation and complete the listening task.To learn the usages of the pronouns.T eaching focus:To make the students master the usages of Personal pronouns and Possessive pronouns.Difficult Points:The Possessive pronouns.T eaching approach:Direct Approach, Communicative ApproachT eaching aids:Cassette 8B, a cassette player and a multi-media systemT eaching Procedures:The third period ( P30-34)Contents Activities PurposesI. Pre-task preparationA spelling game Show the meaning ofeach word on thescreen and ask Ss toread and spell it as fastas possible.To arouse Ss’ learninginterest and in themeantime, enablethem to rememberthemII. While-task procedure 1. Practice onreading the text inroles.2. Finish theexercises inReading (Ex. C,D, E.)3. Listeningpractice.4. Retell thelistening exercise.5. Language: Usingpronounsincluding Personal1. Ask Ss to act as thenarrator and othercharacters to read thetext.2. Ss read the sentencesand check the answerstogether3. Ss listen to aconversation between ahotel manager who isgiving directions to ablind guest and thenlabel a plan of thehotel.4. Ask Ss to retell thelistening briefly.5. Describe the usagesof Personal andPossessive pronouns,1. To arouse Ss’interest whenparticipating theactivities.2. To make Ssconsolidate the storyand the languagepoints.3. To train Ss’listening skills4. To enable Ss to geta better understandingof the listeningmaterial.5. To review thegrammar pointsand Possessive pronouns6. Check the exercises A1 A2 B on P33-34 asking Ss to read themand finish the exercisesabout them6. Ask Ss to practisethese exercises indifferent ways.6. To practise the useof pronounsIII. Post-task activities Do a supplementaryexercise onpronouns.Ss are asked to fill inthe proper form of thepronounsTo consolidate thegrammar point.IV. Assignments 1. Read the new words and the text over and over.2. Read and recite the words and patterns in the passage.3. Workbook: P15-16, Grammar book: P14-16Notes:1. Personal pronounsI you he she it we theyme you him her it us them2. Possessive pronounsmy your his her its our theirmine yours his hers its ours theirs3. Supplementary exercises.1) _______ (us) usually go to see _________ (she ) on Sundays.2) The Chinese often asks _________ (my ) a lot of questions.3) _____________ (her) teaches __________ (they) English this term.4) They have given all _____ (they) old books and clothes to the poor children.5) Everyone should do ________ (they) best to fight pollution.6) This is a new piano. It is __________ (me).7) Between you and __________ (she), she doesn’t work hard enough.8) Frank is a classmate of __________ (we).9) This is _______ (you) basketball. _____ (we) is in _____ (we) classroom.10) Mrs. Smith’s two children like to have _________ (they) own bedrooms.Period Four(P35-37)T eaching Material: Chapter Three –Pronouns, speak up (P35-37)T eaching aims:To continue learning the usages of the pronouns.To discuss kinds of disabilities.T eaching focus:To make the students master the usages of the pronouns.To learn orders about giving warnings.Difficult Points:To discuss kinds of disabilities.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B,a cassette player and a multi-media systemT eaching Procedures:The fourth period ( P35-37)Contents Activities PurposesI. Pre-task preparationRevision on basicrules aboutpronounsReview Personal andPossessive pronounswith SsTo make Ss payattention to thegrammar learned andwill be learnedII. While-task procedure 1. Continuelearning pronouns,doing Ex C,checking theanswers2. Do Ex D1, D2also aboutpronouns; do pairwork3. Practice onspeaking A Givingwarning, tellingtheir differentmeanings4. Practice on ExA1 in pairs, andfine five warningsin the dialogue inEx A2.1. Give Ss two minutesand ask them to use theproper pronouns toreplace the nouns in theexercises, then let somestudents read them andcheck the answers.2. Ask Ss to fill in theblanks with rightpronouns, then read thesentences in pairs3. Ask Ss to read ordersabout giving warningswhich have differentmeanings: Watch out!Look out! Be careful!Take care! Mind…!Don’t …!4. Ask Ss to read thedialogue in pairs,paying attention todifferent warnings andwrite down the1. To go over thegrammar points andconsolidate theknowledge.2. To consolidate thegrammar points3. To get Ss know themeanings ofwarnings.4. To do someexercises aboutgiving warnings.5. Speak upB1 Pair work: Discuss different kinds of disabilities according to the pictures.6. warning.5. Ss are asked to readthe disabilitiesaccording to the modelsand also write down theother disabilities on thepage.6. Ask some moreadvanced and Ss toretell one of thedisabilities to class andalso some lessadvanced to repeatthem.5. To improve Ss’speaking and writingskills.6. To encourage Ss’courage inparticipating classactivitiesIII. Post-task activities Write a shortpassage about onekind of disabilitiesSs are asked to write ashort passage about onekind of disabilities.To train Ss’ writingability.IV. Assignments 1. Read the new words and the text over and over.2. Read and recite the words and patterns in the passage.3. Write a short passage about one kind of disabilities.Period Five ( P 38-39 )T eaching Material: Chapter Three –Writing (P38-39)T eaching aims:To produce a guided description of the furniture in a hotel room.T eaching focus:To go over the prepositions about location and position.Difficult Points:To discuss kinds of disabilities.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B,a cassette player and a multi-media systemT eaching Procedures:The fifth period ( P38-39)Contents Activities PurposesI. Pre-task preparation1. Review theprepositions aboutlocations.2. Use the classseating arrangementto practiseprepositionsconcerningposition.3. Describe sth.with prepositions.1. Show some exerciseson the screen, ask Ss toread and fill in theblanks and then checkthem2. Ask Ss to makesentences with theprepositions such as“ next to, beside,opposite, on the left /right hand of, at thecorner of …”3. Ask Ss to say sth.about a picture or otherobjects in theclassroom and itssurroundings.To help Ss go overthe prepositions2. To consolidate theprepositions aboutlocation and position.3. To train Ss’ spokenEnglish.II. While-task procedure 1. About Writing:Do Ex Aindividually aboutthe dialoguebetween the hotelmanager and theblind man, Jack2. Do Ex B aboutdescribing thefurniture again.Ask Ss to look at thepictures, read thepassage and fill in thenumber referring tofurniture in the properplaces.2. Let Ss look at thepicture on P39, tellthem to read thepassage and fill in thephrases with the help of1. To go on learningthe prepositionalphrases whendescribing furniturein the hotel room.2. To check Ss’understanding of thematerial3. Do C Draw a plan of your hotel room and write a letter to sb. the pictures and wordsgiven.3. Ss try to draw a planof hotel room includingat least 8 items offurniture, then write ashort letter to a parentor a friend, describingyour hotel room tothem clearly.3. To go over theprepositions aboutposition and trainSs’ writing skill.III. Post-task activities A group discussion: Ss discuss in smallgroups about the topic:What will you do if youare trapped in a bigfire? Then write itdown.To improve Ss’speaking and writingskills.IV. Assignments 1. Make a poster “Fire rules” in small groups.2. Supplementary exercises.3. Write a short letter to sb. about your hotel room.Notes:3. Supplementary exercises:Fill in the verbs in the blanks:1) Where’s Kate? She ___________ (talk) with a friend of hers over there.2) Don’t bother me. I ____________ (write) to my parents in Hong Kong.3) She __________ always __________ (cry) in the morning.4) My elder brother ____________ (go) to the U.S.A. in 2000 and now he__________ (study) M.B.A.5) He ___________ (translate) a novel these days.6) Let’s go to the hall. A little girl ____________ (play) the violin there now, and her classmates ______________ (listen).7) She ________ (let) her child have his own way. She ________ (spoil) him.8) We ________ (word) hard. We _________ (help) in a small way to reformthe education.Period Six ( P 40-42 )T eaching Material:Chapter Three –More Practice, Mid-term progress file(P38-40)T eaching aims:To review prepositions about positions and prepositional phrases.To review the key items of Chapter Three by completing the two tasks.To do a test paper before Mid-term exam.T eaching focus:To write a composition by brainstorming and review the important prepositional phrases.Difficult Points:To review the important prepositional phrases.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B,a cassette player and a multi-media systemT eaching Procedures:The sixth period ( P40-42)Contents Activities PurposesI. Pre-task preparation1. Review theprepositions aboutlocations.1. Show some exerciseson the screen, ask Ss toread and fill in theblanks and then checkthemTo help Ss go overthe prepositions II. While-task procedure 1. More practice.1) Do A: Fill in theblanks2) Do B: Read thepassage and fill inthe missing wordsabout a report.2. Retell Ex B3. a Mid-termprogress file( Score: 45)1). Ss do it in pairs toask and answerquestions about a firerescue and completethe sentencesindividually2). Ss finish theexercise first and try toretell the story. Payingattention to theimportant phrases.2. After the exercise isfinished, Ss try to readit for 2 minutes andretell the story abouthow the blind man wasrescued.3. Ss should finish theexercise by themselvesand wait for the teacher1). To go over thephrases with thepresent participles2). To go over theimportant phrases andthe past continuoustense.2. To train Ss’memorizing abilityand speaking skill.3.To check how Sshave studied andmade progress into check the answerstogether and encouragethem to study harder.their English.III. Post-task activities Comments on theirtest paper.Ss check their testpaper together andcorrect their mistakes.To evaluate Ss’English study andencourage them to tryharder.IV. Assignments 1. Review the important phrases in the passage.2. Correct their mistakes in the test paper.3. Have a revision of Chap 1 to 3 for the coming mid-term exam.。
英语配套练习册及答案选修四
英语配套练习册及答案选修四### English Supplementary Workbook and Solutions: Elective FourIn the world of language learning, supplementary materialsare indispensable. They provide additional practice and reinforce the concepts taught in the classroom. This workbook, "English Supplementary Workbook and Solutions: Elective Four," is designed to cater to the needs of advanced English learners who are looking to enhance their language proficiency.#### Vocabulary ExpansionThe workbook starts with a comprehensive section onvocabulary expansion. It includes a list of advanced words along with their definitions, synonyms, and antonyms. This section is followed by exercises that require learners to use these words in context, thus helping them to remember and understand the nuances of the English language.#### Grammar MasteryGrammar is the backbone of any language. This workbook offers a detailed exploration of complex grammatical structures such as subjunctive mood, passive voice, and conditional sentences. Each concept is followed by a set of exercises that includefill-in-the-blanks, error correction, and sentence transformation tasks.#### Reading ComprehensionTo improve reading skills, the workbook includes a variety of texts ranging from literary excerpts to informative articles. Each reading passage is accompanied by comprehension questions that test the learner's ability to understand the main ideas, details, and inferences drawn from the text.#### Writing SkillsWriting is a critical skill for effective communication. This section provides learners with the opportunity to practice writing essays, summaries, and reports. It includes prompts that encourage critical thinking and the use of advanced vocabulary and grammar structures.#### Listening ComprehensionListening exercises are designed to improve the learner's ability to understand spoken English. These exercises include audio clips from interviews, lectures, and narratives. Learners are asked to answer questions based on the content of the audio clips, focusing on the main points and specific details.#### Speaking PracticeAlthough a workbook is a written medium, it can still facilitate speaking practice. This section includes dialogues and role-play scenarios that learners can use to practice speaking English in a controlled environment. It encourages learners to think on their feet and express themselvesclearly and confidently.#### Cultural InsightsUnderstanding the cultural context of a language is essential for effective communication. This workbook includes sections that provide insights into English-speaking cultures, customs, and traditions. It helps learners to appreciate the diversity within the English-speaking world.#### Answer KeyEach section of the workbook is accompanied by a detailed answer key. This allows learners to check their work and understand the correct answers and explanations for each exercise.#### Summary"English Supplementary Workbook and Solutions: Elective Four" is a comprehensive resource for advanced English learners. It covers all aspects of the language, from vocabulary and grammar to reading, writing, listening, and speaking skills. The workbook is designed to be engaging and challenging, ensuring that learners are constantly pushed to improve their English proficiency.Remember, practice is key to mastering any language. Use this workbook as a tool to enhance your skills and broaden your understanding of the English language. Happy learning!。
高级英语lesson4课件
VI. Detailed Study:
8. bring about: cause
Scientists
have brought about great changes in our lives.
VI. Detailed Study:
9. involve: to cause sb. to become connected or concerned
VI. Detailed Study:
7. nominee: a person who has been named officially for election to a position, office, honour, etc.
a
Nobel Prize nominee / a presidential nominee
The
witnesses testify / give evidence in the law court. One witness testified that he had seen the prisoner ran out of the bank after it had been robbed.
The She
doctor reassured the sick man about his health. won't believe it in spite of all our reassurance.
VI. Detailed Study:
cf: assure: try to cause to believe or trust in sth.; promise
I. Aims and contents of Teaching:
3.
震惊世界的审判The Trail That Rocked the World
have your dictionary on hand / within reach / at hand when you study.
be on hand at 12 sharp.
Please I
have a great deal of important work on hand.
VI. Detailed Study:
All his old friends will be on hand / present to see Jack receive the medal of honour.
I want you to be at hand / near during my interview with the boss of the company.
III. Background Knowledge: 1. Religions
God:
the Deity, the Divinity, Holy One, Jehovah, the Lord, Providence, the Almighty, the Creator and etc. There is only one God in heaven. But the belief in God has developed three religious sections: Christianity, Judaism and Islam.
VI. Detailed Study:
11. on hand: available, present,
cf:
within
at
reach: the distance one can reach
hand: near in time or place
Supplementary Exercises for English Lexicology (Chapter 2)
Chapter 2: The Development of the English Vocabulary▪Choose the best answer that would complete the statement among the four alternatives.1.The Indo-European language family accordingly fall into ____ principle groups,which can be grouped into an Eastern set and Western set.A. eightB. sixC. fiveD. several2.In the Eastern set, ____ and ____ are each the only modern language respectively.A. Italic, GermanicB. Albanian, ArmenianC. Celtic, HellenicD. Balto-Slavic, Indo-Iranian3.All these languages have some influence on English to a greater or lesser extentbecause each has ____ the English vocabulary.A. borrowed words fromB. enlarged words toC. decreased words toD. lent words into4.Indo-Iranian comprises the modern languages except ____ .A. PersianB. BengaliC. Hindi, RomanyD. Polish5.In the growth of present-day English vocabulary, there are three main sources ofnew words, the rapid development of modern science and technology, social, economic and political changes and the influence of ____ .A. the educational systemB. other cultures and languagesC. the government systemD. the society changes6.The most important way of vocabulary development in present-day English is____ .A. borrowingB. semantic changeC. creation of new wordsD. all the above7.Old English vocabulary was essentially with a number of borrowings from Latinand Scandinavian.A. ItalicB. GermanicC. CelticD. Hellenic8.Old English has a vocabulary of about ____ words.A. 30,000 to 40,000B. 50,000 to 60,000C. 70,000 to 80,000D. 80,000 to 90,0009.Besides French words, English also absorbed as many as 2,5000 words of ____ inthe Middle English period.A. Dutch originB. Danish originC. Latin originD. Greek origin▪Complete the following statements with proper expressions according to the textbook.1.The language used between 450 and 1150 is called ____ English.2.Words of old English were full of ____ .3.Old English has a vocabulary of about ____ to ____ words.4.Old English was a highly ____ language just like modern German.5.The first peoples known to inhabit the British Isles were ____. Their languageswere ____ .6.Old English was influenced by Latin, ____ and Danish.7.By the end of the ____ century, English gradually came back into the schools, thelaw courts, and government and regained social status.8.Between 1250 and 1500 about ____ words of French origin poured into English.____ percent of them are still in sue today.9.Modern English vocabulary grow through three major channels: ____ , semanticchange and ____ .10.____ refers to the formation of new words by using roots, affixes and otherelements.11.____ means an old form which taken on a new meaning to meet the new need.12.____ is the most important way of vocabulary expansion on modern times.13.Reviving archaic or ____ words also contributes to the growth of Englishvocabulary though quite insignificant.14.The language used in the English between 450 and 1150 is ____ .▪Decide whether the following statements are true or false.1.Modern English began with the Renaissance.2.Considering the changes in vocabulary, modern English can be divided into twostates.3.During the Renaissance, enormous numbers of Latin words became part ofEnglish vocabulary.4.Modern English is a synthetic language.5.Borrowing remained the most important channel of vocabulary expansion in latemodern English.▪Define the following terms.1.Old English:▪Question and answer.1.Why do we say “English is a heavy borrower”? Please justify it.。
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Supplementary exercise 5(M2U2)
Class Name No.
I. Read
单词:
job工作 doctor医生 nurse护士 teacher教师
Student学生 cook厨师 firefighter消防员 police officer警官
bus driver公共汽车司机 fire火 call打电话 brave勇敢的
below下列的 visit参观 dangerous危险的 afaid害怕的
people人 children孩子们 dress连衣裙 grandparent(s)祖父,母
princess公主 dream梦 buy买 pretty漂亮的
price价格
词组:
look at看着 a fire station消防站
a fire engine消防车 a brave firefighter 勇敢的消防员
put out the fire 灭火 play with fire玩火
care about担心
句型:
1. The brave firefighters put out the fire.
2. –What does your mother do, Jill? –She is a nurse.
3. –Is Mrs White a nurse? --No, she isn’t. She is a teacher.
4. –Good afternoon. –Good afternoon. Welcome to our fire station.
5. Fire is dangerous. Don’t play with fire.
6. Are you afraid of fire? No, I’m not.
7. –Thank you. – You’re welcome.
8. Mr Xu and the students are at the fire station .
9. The princess likes the dress and doesn’t care about the price.
10.—Who is your father? – He’s my father.
11. –What is your father? – He’s a doctor.
II. Choose the words(分类)
( ) 1. A. lady B. Mr C. Miss D. Mrs
( ) 2. A. student B. teach C. nurse D. doctor
( ) 3. A. uncle B. mother C. son D. grandparents
( ) 4. A. you B. it C. they D. his
( ) 5. A. happy B. sad C. thirsty D. dangerous
III. Fill in the blanks. (用所给单词的正确形式填空)
1. What (do) the men do? (be) they doctors?
2. Look at those (firefighter). They are brave.
3. (be) she your sister? No, I (do) not have sistere..
4. Do your parents (have) uncles and aunt?
5. Fire is dangerous. _________(not) play with fire.
IV. Write the sentence.(根据答句写出问句)
1. – ? –Yes, he’s a doctor.
2. – ? –No, she’s not a teacher.
3. – ? –Her uncle’s name is Ross.
4. – ? –He’s sixteen years old.
5. – ? –We are drivers.
V.Rewrite the sentences. (按要求改写句子)
划线提问:
1. He can help people.
2. She is a nurse.
3. Mr Xu and the students are at the fire station.
4. That nurse is my sister.
5. She’s hungry now.
一般疑问句,肯定回答:
1. I like skating.
2. He wants a bottle of milk.
3. Firefighters put out fire.
4. She likes swinging in the park.