英语期末考试对话模板
Topic I“Happiness”
A：嗨,A，最近过得怎么样？我看你一直站在这里叹气。
A: Hi, a, how are you doing? I see you standing here sighing.
B：还不算太差，就是学业负担太多，我有点累
B: It's not too bad, it's just that I'm a little tired due to too much academic burden
A：那你学习的日子是不是很痛苦啊？因为你看起来不是很快乐。
A: Is your study day very miserable? Because you don't look very happy.
B：还算不上痛苦，但确实不快乐。
B: It's not painful, but it's not happy.
A：是的，我们作为学习语言的学生，学习的任务尤其沉重，在学习里真的很难找到快乐。
A: Yes, as a student of learning a language, the task of learning is especially heavy. It's really difficult to find happiness in learning.
B：对了，你有没有听说过快乐课程呢？
B: By the way, have you ever heard of happiness courses?
A：没有，那是什么？
A: No, what is that?
B：那是一种新开发的课程，关注你的身心健康等方面。你认为快乐课程能达到什么效果?
B: It's a newly developed course, focusing on your physical and mental health. What do you think happiness courses can achieve?
A：我认为这个课程无法起到明显的作用。首先，这是一门课程，只要是课程就不会使我感到开心。其次根据我的经验，一个人很难去学会怎么样变得快乐。A: I don't think this course will make a significant difference. First of all, it's a course. As long as it's a course, it won't make me happy. Secondly, according to my experience, it is difficult for a person to learn how to be happy.
B：是的，确实是这样，我也认为快乐更多地是一种本能反应。
B: Yes, it is. I think happiness is more of an instinctive response.
A：但是我的弟弟好像在学校里上课还是挺快乐的
A: But my brother seems to have a good time in school
B：哦？是吗?那你知道如何帮助小孩子在学校快乐吗？
B: Oh? Do you know how to help children to be happy in school?
A：也许做很多的游戏和奖励他们糖果就会让他们很开心吧吧。可以劳逸结合。A: Maybe doing a lot of games and rewarding them with candy will make them happy. Work and rest can be combined.
B：这样听起来也不错。
B: That sounds good.
A: 顺便一问，你怎么定义幸福呢？
A: By the way, how do you define happiness?
B: 我觉得幸福就是吃一顿好吃的！我觉得快乐课程可以让学习变得轻松就很好了！
B: I think happiness is eating a delicious meal! I think it's good that happy courses can make learning easier!
A：wow那你的幸福其实很简单呀~对我而言，快乐就是我可以不用每天早起吧。A: Wow, your happiness is very simple. For me, happiness is that I don't have to get up early every day.
Topic II
Work in pairs and discuss the ideas about what subject to study at university
嘿，你好，你也是这个大学的学生吗？
Hello, are you a student of this university?
你好，是的，我学习的是德语专业
Hello, yes, I study German
很高兴认识你，我的专业是西班牙语。你当初为什么选择这个专业呢？
Nice to meet you. My major is Spanish. Why did you choose this major?
哦，我选择专业的时候，我的父母和老师给了我很多的建议和帮助，这些都使我认为我应该学习一门语言
Oh, when I chose my major, my parents and teachers gave me a lot of advice and help, which made me think that I should learn a language
哦，我也是这样。我认为现在一般的大学生都可以在选择专业是得到足够的帮助。因为现在网络发达，人们可以通过网络得到自己想要的信息。
Oh, me too. I think the general college students can get enough help in choosing their major. Because now the network is developed, people can get the information they want through the network.
是的，我同意你的观点。同时父母和老师也都是过来人很有经验。他们对我们在大学选择的专业十分关心。
Yes, I agree with you. At the same time, parents and teachers are also experienced. They are very concerned about the major we choose in the University.
没错，因为我们在大学选择的专业对我们未来很重要，这几乎就决定了我们以后所从事的行业，关系到我们今后生活。
Yes, because the major we choose in the university is very important for our future, which almost determines the industry we will be engaged in in in the future and our life in the future.
对。除此之外，在大学里的学习会使我们有非常大的改变。他极大地提高了我们独立处理事情的能力。
yes. In addition, studying in university will make us change a lot. He has greatly improved our ability to deal with things independently.
没错，还有学会和别人团队合作的能力。对了，那你认为职业教育和纯学术教育哪个更有用？
Yes, and the ability to learn to work in teams with others. By the way, which do you think is more useful, vocational education or pure academic education?
我认为为了生活和挣钱，职业教育会更有用些。
I think vocational education will be more useful in order to live and earn money.
我想和你想的不一样。我认为接受纯学术教育同样也可以养活自己，还能获得更多的专业知识
I think it's different from what you think. In my opinion, pure academic education can also support oneself and gain more professional knowledge
Topic III
嗨，你在这里干嘛呢？我看到你在这里坐了很久
Hi, what are you doing here? I saw you sitting here for a long time
我在画画呢。这片花丛很漂亮，我希望可以把它画到我的纸上
I'm drawing. This flower cluster is very beautiful. I hope I can draw it on my paper
让我看看，好像快画好了。但是比起画画，我更喜欢用拍照的方式来保存这个风景。因为我感觉照片比和画更加的清楚，也更加真实。
Let me see. It's almost finished. But I prefer to take pictures to preserve the scenery. Because I feel that the photos are clearer and more real than the paintings.
确实如此，但是你也不能否认，画可以感受到来自画家的情感，可以感受到更加深层次的本质。
It's true, but you can't deny that painting can feel the emotion from the painter and the deeper nature.
我同意你的观点。通过技巧表现出自己的情感，这正是艺术家是自己作品与众不同的原因。
I agree with you. It is the artist who shows his emotion through skill that makes his works different.
是的，但是想要做到这一点，是非常不容易的。这需要大量的经验和阅历的积累，不断磨练自己的技巧，同时也要一定的天赋。
Yes, but it's not easy to do that. This requires a lot of experience and experience accumulation, constantly hone their skills, but also a certain talent.
没错。经验的积累是前三者里面最重要的。因此，年轻的艺术家很难出名。即使是那些很有名的艺术家，在他们大部分年轻时也是很穷困潦倒的。
You're right. The accumulation of experience is the most important of the first three. Therefore, it is difficult for young artists to be famous. Even the most famous artists were poor when they were mostly young.
成为艺术家是一条辛苦的道路，但我不会放弃这是我的理想。
It's a hard road to be an artist, but I will not give up this is my ideal.
我相信你一定可以成为一名伟大的艺术家的！
I believe you can be a great artist!
Topic IV
Group behavior
嗨，你在这里干嘛呢？我看到你在这里坐了很久
Hi, what are you doing here? I saw you sitting here for a long time
我在组织一次小组活动，你愿意加入我吗？
I'm organizing a group activity. Would you like to join me?
当然了，还有什么我可以帮到你的吗？
Of course, is there anything else I can help you with?
我在组织一次公益表演来筹善款，你觉得你适合什么角色呢？
I'm organizing a charity show to raise money. What role do you think you are suitable for?
我可以当主持人，我曾经在高中主持过晚会。
I can be a host. I used to host parties in high school.
太好了，刚好需要你这样的人。我还有一个担心，我们小组里的人都不认识彼此，怎么样才能让他们尽快地适应在一起工作，也就是说达到表演阶段?
Great. I just need someone like you. I also have a worry that people in our group don't know each other. How can they adapt to work together as soon as possible, that is to say, to reach the stage of performance?
我认为我们可以先进行自我介绍，让大家都互相了解每个人的基本情况。然后我们可以在一起讨论想法和创造力来增加大家的相互认同感。
I think we can introduce ourselves first so that everyone can understand each other's basic situation. Then we can discuss ideas and creativity together to increase our mutual recognition.
真是个好办法！在大家都熟悉了之后，肯定就会觉得我们都是志同道合的。What a good idea! After we are all familiar with each other, we will surely feel that we all share the same aspiration.
是呀，只有我们小组里的每个人的心里都有了共同的目标，才能使我们一起积极地工作。
Yes, only when everyone in our group has a common goal in mind can we work together actively.
是的，我认为一个好的团队，里面的成员肯定都是相互帮助，有共同的价值观。Yes, I think members of a good team must help each other and share common values.没错，不仅仅如此，成员们还会积极地沟通，对团队有归属感，以在这个团队里为荣
Yes, not only that, but also members will actively communicate, have a sense of belonging to the team, and be proud of being in the team
我们一定会成为这样的团队的！
We will be such a team!
肯定的！
Off ocourse !
Topic V
Work in pairs and read the common sayings by parents to their children.
嗨,最近过得怎么样？我看你一直站在这里叹气。
Hi, how are you doing? I see you standing here sighing.
不是什么大事，只是我刚刚和我妈妈吵了一架。我想和同学放假去森林里探险，但是我妈妈完全不同意。她觉得俩个人出去森林很危险，并且也很浪费钱。
It's not a big deal. I just had a fight with my mother. I want to go exploring in the forest with my classmates on holiday, but my mother totally disagrees. She thinks it's dangerous and a waste of money for us to go out of the forest.
别太在意。父母都是一样的，我妈妈也经常让我晚上12点之后不要出门。这只是因为他们爱我们，担心我们。在他们心里，无论我们年纪多大，我们永远都是个孩子。
Don't worry too much. My parents are the same. My mother often asks me not to go out after 12 o'clock in the evening. It's just because they love us and worry about us. In their hearts, no matter how old we are, we will always be children.
我知道他们是关心我，但是我不想被约束和批评。如果我是父母，我不会过于控制我的孩子。因为我相信他自己的能力和判断。
I know they care about me, but I don't want to be constrained or criticized. If I were a parent, I would not control my children too much. Because I believe in his own ability and judgment.
我同意你的做法。如果我是父母，我会让孩子把我当作知心的好朋友，我不会拿长辈的身份去逼迫他。为了让他们有健康的身体，我也会鼓励他们多多去户外活动，而不是一直在房间里写作业。
I agree with you. If I were a parent, I would let my child regard me as a good friend, and I would not force him as an elder. In order to make them healthy, I will also encourage them to go outdoors more, rather than always doing homework in the room.
没错，我还会让他劳逸结合，在孩子完成了作业之后，我会陪他看电视或者打游戏。不像我的父母，他们一直让我不停地学习。
Yes, I will let him work and rest. After finishing his homework, I will watch TV or play games with him. Unlike my parents, they keep me learning.
哈哈哈，以后我们的孩子肯定会很幸福的。
Hahaha, our children will be very happy in the future.
小学英语对话课的教学小学英语教学论文5篇
一、研究背景 2000年颁布的《小学英语课程标准》明确指出，小学英语教学主要目的是使学生 获得为交际初步运用英语的能力。语言交际是最基本，最常用的形式，是面对面的口语交际，而“对话”就是口语交际的记录。在现行使用的牛津小学英语教材中，对话（dialogue）占有较大的篇幅，其教学目的主要是培养孩子们的语言交际能力。作为旨在培养学生语言交际 能力的小学英语对话课，是整个小学英语教学中一个必不可少的重要组成部分。它以丰富的情景设计，实用易学的句型和表达法，以及与课文紧密联系的话题和内容，为教师培养学生的交际能力提供了大量的语言材料，并为培养学生的口头表达能力奠定了基础。 然而客观地反思我们近年来小学英语对话课的教学实践，对话课教学还没有实现 真正意义上的突破。由于受应试教育和传统的外语教学法的束缚，在现行的小学英语课堂教 学中教师过多地把精力集中在语言知识的讲解上，运用英语也只是停留在模拟的情景中运用 已掌握了的语言知识，机械重复地运用语言训练的一些最初级形式，虽在技能上有一定的长进，但是忽视了对学生创造性地运用语言知识能力的培养。课堂模式基本以教师控制为主， 语言知识停留于表面，模仿→机械性操练→对话的模拟表演，这从形式上看是让学生运用新 语言交际，实际只是背诵课文。我们调查发现，一旦离开课本，要创设新的情景，并联系本 堂课所学的知识进行交际运用，学生就成了“哑巴”，他们不能自如地在真实的情景中运用 外语进行日常会话，交流信息和思想感情。为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生 在新的情景中创造性的运用所学语言与别人交际信息的能力，我们学校提出了《对话教学》 的课题研究。 二、理论基础 从社会语言学与心理语言学的角度来看，口语是由社会驱使（socially driven）、心理机制运行控制（psycho-motor control）的人际间语言交流活动。 1、社会语言学理论基础 如果说使用书面语有时并非是为了人际交流，例如写日记，写日程表、写购物单等 都是为了满足自我的需要，那么口语却不同。除了偶尔自言自语外，口语之所以产生，是因为生活在社会中的人，出于交际的需要，必须与其他人进行口头上的交流。因此，凡使用口语，其动机都不可能脱离与人交流的社会因素，其目的也都与社会活动有关。社会语言学将口语看成是社会驱使的行动。 2、心理语言学理论基础 从心理语言学的角度来看，口语表达又是人脑处理和控制语言的心理过程。它大致 有四个步骤：①第一步起始于大脑搜索与选择表达所需的恰当概念（selecting appropriate conceptualizations）。既过去已有、储存在长期记忆中的社会、文化、语言知识与对话内 容及上下文中理解后储存的短期记忆中的知识相结合，为寻求恰当的概念提供依据。②一旦找到相关概念，便根据已知的规则对它们进行整和与排序（accessing and sequencing appropriate formulations）。在这一步骤中，掌握规则的熟练程度对处理加工概念的速度 与准确性有决定性的影响。③将使用规则后的结果与发音相连接（relating formulations to articulations）。④产生音义结合的口语（producing the articulations that combine sounds and meanings）。在上述心理过程中，人脑内部对每一个步骤进行监控（monitor），
外贸英语口语讨价还价对话模板
（一）我们的价格和数量有关，因为你的数量有限，所以我们不能降价； （二）我们现在的原材料的价格在上涨，我们的经营成本在增长，所以我们的价格也上涨； （三）我们和同行的质量不相同，我们的质量通过认证，有保障，同行不能够做到，所以我们的价格比同行高； （四）我们提供的优质服务及我公司的信誉同行不能提供给你。因为我们的服务也需要成本，所以我们的价格比同行高点； （五）因运输成本的增长，我们的销售成本也在增长，所以我们的价格也比较高； （六）因我们对工人的工资待遇提高，这也给我们的生产质量提供保障，我们的产品单位价格上升，所以我们的价格也上升； （七）给你的价格已经是最低价格，给你的同行是高于你的价格，我们已经做到我们最大的可能性地为你服务了，如需要证实，可以给另外一个客人的报价给你看。 情景一 佩利丝: Mr. Brown, I'm anxious to know about your offer. 布朗先生.我很想知道你们的报盘情况. 布朗: Well, we've been holding it for you, Mrs. Perless. Here it is. Five hundred cases of black tea, at 20 pounds per kilogram, C.I.F., Liverpool. Shipment will be in July. 佩利丝女士.我们还一直为你保留着这一报盘.这个就是:500箱红茶.成本加运费保险费到利物浦价.每公斤20英镑.七月装船. 佩利丝: That's a high price! It will be difficult for us to make any sales. 价格太高了!我们很难销售. 布朗: I'm rather surprised to hear you say that, Mrs. Perless. Y ou know the price of black tea has gone up since last year. Ours compares favorably with what you might get elsewhere. 佩利丝女士.你这么说我很吃惊.你知道从去年以来红茶价格已经上涨.我们的价格比起你从别处可以买到的价格是较为优惠的. 佩利丝: I'm afraid I can't agree with you there. India has just come into the market with a lower price. 这点我恐怕不能同意.印度正好刚打入市场.价格比较低. 布朗: Ah, but everybody in the tea trade knows that US's black tea is of top quality. Considering the quality, I should say the price is reasonable. 不过.茶叶商人都知道美国红茶质量好.结合质量考虑.我认为这个价格很合理. 佩利丝: No doubt yours is of high quality, but still, there is keen competition in the tea market. I understand some countries are actually lowering their prices. 毫无疑问.你们的红茶质量上等.但是茶叶市场竞争激烈.我知道有的国家实际上正在削价抛售. 布朗: So far our commodities have stood the competition well. The very fact that other clients keep on buying speaks for itself. Few other teas can compare with ours either for flavor or color. 目前为止.我们的商品都是经得起竞争的.其他客户不断地向我们购买就证明了这一点.在香味或色泽方面.其他品牌的红茶很难与我们的红茶媲美. 佩利丝: But I believe we'll have a hard time convincing our clients at your price. 不过我认为很难说服我们的客户们接受你方的价格.
小学英语对话课模式
小学英语对话课教学模式 对话课一般是由一段对话和一个任务型活动组成。其教学目的是：通过课堂教学培养学生说的能力，提高会话技巧，培养学生初步运用英语进行交际的能力。 英语对话课教学模式 多元导入引入话题——创设情境展开话题——运用话题多维操练——总结评价，巩固提升 一、多元导入，引入话题 兴趣是小学生学习英语的最好老师。多元导入，可以激发并保持学生的学习兴趣。多元导入，既要活跃课堂气氛，又要为引入新话题做铺垫。 具体操作： 1. 直接导入直接导入设计得当的话，可以帮助学生头脑中系统的知识构建的形成，起到为后续教学环节做铺垫的作用。除了我们已经熟知的幻灯片、实物以及卡片外，还可以利用现有或自编的chant 来直接导入新课。 2. 游戏导入单一的直接导入一直到底，学生必然会由新奇到习惯，由习惯到不以为然。因此教师此时可以参考TPR教学法，变换导入形式，让孩子的多项器官协调起来，以培养他们积极的学习态度。 3、情景导入以一定的教学情境为切入点，使学生在一个真实或虚拟的情境中进行交际、交流，培养开放型思维，以利于学生能够形成用英语进行简单日常交流的能力。而英语的交际功能又是在一定的语言情境中体现的。 4. 多媒体导入多媒体是目前教学中教师普遍采用的一种教学手段。由于多媒体具有集图形、声音、动作、板书于一身的特点，所以对于生性好动的小学生们而言，多媒体教学可以激发他们耳、眼、口、脑器官整合。而且如果设计得当，多媒体也比较能够体现教学内容的逻辑承接关系。 5. 歌曲导入英文歌曲是一种很能活跃课堂气氛的教学形式。有
的单元的教学内容的导入采用歌曲会收到很好的效果。 二、创设情境，展开话题 对话是在一定情景下的习惯性语言，脱离了情景，对话也就失去了意义。在教学中，教师不可能将真实生活情景搬入课堂，但能模拟真实情景，创设接近生活的真实语言环境，这有利于学生理解和掌握对话内容。 具体操作：例如，在学生进教师办公室交作业本这段对话中，可让学生模拟表演对话情景：一边敲课桌模拟敲门声，一边说May I come in?？然后双手递上作业本说Here is my exercises book.简单的表演既容易又很逼真，学生兴趣很浓，表演时全身心投入，神态惟妙惟肖，对内容的理解便不感到困难。又如在学习同学间的互相介绍时，教师可让一个学生扮演从外地转学来的新同学，让其他同学向他表示欢迎、问候并询问一些有关于他的问题。如What’s your name ? How old are you ? Where are you from?让这位学生一一加以回答。这些对话表演，可以帮助学生了解对话内容，逼真地再现对话情境，使学生有身临其境的感觉，大大激发了们内在的表达欲望，从而积极地参与对话活动，加深了对对话内容的理解 三、运用话题，多维操练 每一模块都有一个鲜明的语言功能，话题和任务。教师在呈现目标语句后，需要采用多种方式练习句型。一般情况下，目标语是必须要达成的重点任务，其他支撑语可根据学生的实际水平灵活处理。在这一环节，教师要做到灵活驾驭教材，要创造性的使用教材，做到用教材教而不是单纯地教教材。 具体操作： 1、在表演中操练对话。 学生是天生的表演“艺术家”。教师为学生创设一定的情境后，鼓励学生扮演情境中某一人物，使其兴致勃勃地进入学习境界，在特定的情境中操练和运用所学对话，从而避免句型操练的单一和枯燥。例如对于低中年级的学生，教师可根据课文人物制作头像，让学生扮演文中的人物，练习课文对话。而对于小学高年级的学生则可以让他们充分发挥，表演对话内容。比如表演结识新友或看医生、借东西、问
英语口语 情景对话(分类实用模板)
口语对话 1 赶时髦(go after fashion) A: Fashion show is around the corner, I’m so excited! 时装表演即将来临，我很兴奋！ B: Are there any good!这有什么好的！ A: I didn't see anything wrong with the clothes; they looked pretty nice to me. I think you don’t like it! Why?我没看出衣服有任何问题；在我看来它们都很不错。我觉得你不喜欢！为什么？ B: It was dumb. I think it's stupid for women to wear clothes like that. 这是愚蠢的。我认为女人们穿成那样是很愚蠢的。 A: The benevolent see benevolence and the wise see wisdom. 仁者见仁，智者见智。 B: Do you really think people can wear that stuff and walk around the streets? 你真的认为人们可以穿那种东西走在街上？ A: Yes, I do. At least, some people certainly can. They wear high-fashion clothes to show off their sense of style and wealth. 是的，我这样认为。至少，有人一定会。他们穿着时尚的衣服展示他们的时尚感和财富。 B: Well. I still think they're dumb. It makes more sense to spend the money on more practical purposes.我仍然认为他们是愚蠢的。把更多的钱花在更有意义的地方比较实际。 A: So you think it's bad if I wear it?所以你认为我穿成这样很不好吗？B: If you wear it I must speak nice! 如果你穿成这样我一定说它很好看！A: I know you will say that.我就知道你会这样说。 B: Only you know me!知我者非你莫属！ 2 食品安全(food security)
英语情景对话教学文稿
英语情景对话
英语情景对话 目录 1. Asking for Change 换零钱 (3) 2. Making a Telephone Call 打电话（1） (3) 3. Making a Telephone Call 打电话（2） (4) 4. Asking for Directions 问路 (4) 5. Taking a Taxi 乘出租汽车 (5) 6. At the Airport 在机场 (6) 7. Making Airline Reservations 预定飞机票 (6) 8. Airport Security 机场安检 (7) 9. Going Through Customs 海关通行 (7) 10. Renting a Car 租汽车 (8) 11. At a Hotel 在旅馆（1） (9) 12. At a Hotel 在旅馆（2） (10) 13. At a Bank 在银行 (10) 14. Pragmatic Nouns in Both English and Chinese 实用名词英汉对照 (11)
1. Asking for Change 换零钱 It is sometimes difficult to get change without buying something, so it's a good idea to carry change with you at all times. If you need change, you can buy something inexpensive like candy or a newspaper and ask for the coins you need. 1.A: Excuse me, but could you give me some change? B: Let me see. Are dimes and quarters OK? A: I want to make a long distance phone call. B: Then you'll need small change. 2.A: Sorry to bother you, but do you have change for a one? B: I'll have to look. What do you want it for? A: I need it for the parking meter. B: I can give you quarters, if that'll help. 3.A: Pardon me, but I was wondering if you could break a one. B: Let me look. What do you need? A: I need the change for the stamp machine. B: I think dimes and quarters will do. 4.A: Excuse me, could you give me change for a dollar? B: I'll see what I have. What do you need it for? A: I want to get cigarettes. B: You can use quarters, dimes and nickels. 2. Making a Telephone Call 打电话（1） The telephone system in the United States, as in many other countries, has a special number for each region of the country. It is called as "area code". If you know the area code and the phone number, it's usually cheaper to dial the number yourself. Of course, you must go through an operator to make person-to-person or collect calls. You can dial direct to many countries overseas or you can ask for the overseas operator. 1.A:Operator. B:I'd like to make a collect call to Los Angeles. That's area code 213-486-2435. A:And what's the name of the person you want to speak to? B:Susan Greene. 2.A:Operator. B:Yes, Operator. I'd like to place a person-to-person call to Chicago. The number is 932-8647, but I don't know the area code. A:Who do you want to speak to? B:I'll speak to anyone at extension 214. 3.A:Operator. B:I want to make a person-to-person call to 212-836-1725. A:And the name of the person you're calling, please? B:Ed Cooper. That's C double O-P-E-R.
英文对话
A:It's very nice of you to invite me. 你真是太好了，请我来做客。 B:I'm very glad you could come, Mr. Liu. Will you take a seat at the hea d of the table? It's an informal dinner, please don't stand on ceremony... Mr. Liu, would you like to have some chicken? 刘先生，您能来我很高兴，请上坐。这是一次家常便饭，请大家别客气。刘先生，要吃点鸡肉吗？ A:Thank you. This is my first time to come to a Chinese restaurant. Cou ld you tell me the different features of Chinese food? 谳谢，这是我第一次来中餐馆，请给我讲讲中国菜的不同特色好吗？ B:Generally speaking, Cantonese food is a bit light; Shanghai food is rat her oily; and Hunan dishes are very spicy, having a strong and hot tast e. 一般来讲，广东菜清淡一些；上海菜比较油腻：湖南菜香味浓，辣味很重。 A:Chinese dishes are exquisitely prepared, delicious, and very palatable. They are very good in colour,flavour,and taste. 中国菜做得很精细，色、香、味俱全。 B:Mr. liu, would you care for another helping? 刘先生，再来一点吧？ A:No more, thank you. I'm quite full. 不啦，谢谢。我已经够饱了。 B:Did you enjoy the meal? 您吃得怎么样？ A:It's the most delicious dinner I've had for a long time. It's such a rich dinner. 好久没有吃过这样美味的饭莱了。这顿饭莱太丰盛了。 B:I'm so glad you like it. 你能喜欢，我不胜荣幸。 A:Thank you very much for your hospitality. 谢谢你的盛情款待。
小学英语教案全英模板
小学英语教案全英模板 【篇一：小学英语教案模板汇编(全册精选)】 小学英语教案模板汇编（全册精选） 【对于英语学科专业在事业单位教师、普岗教师、昆明教师、特岗教师面试说课或试或教师资格试讲中，到底是使用全英文的，还是可以使用汉语的，是所有考试面试的学生所纠结的一个问题，育萃面试为您提供了不同的案例。其实不在乎你使用什么形式的说课稿或教案，关键是你是否运用的熟练。在面试考试中，注意】 《unit2 colours》教案 一、教学目标 能正确把握表示颜色的单词。 二、教学重点、难点 能正确把握表示颜色的单词。 三、教学预备 颜色纸或各种实物、单词卡片 四、教学过程 step 1 revision 1.教师出第一课时的三个句型认读。 2.t: what’s this? s: it’s a book. t: what are these? ss: books. t: how many books? s: ?? t: is it blue? s: yes. t: is it red? s: no. 继续换几种物品提问。 3.出示第二课时的句型订读。 step 2 presentation 1.教师拿出红、绿两种颜色纸: what colour is it? 复习巩固red/ blue,并且认读。 2.教师拿出黄色纸：is it red? is it blue?教学yellow。 教师拿出一片叶子教学green
教师拿出一个自制的红绿灯教学一首小诗：red, red stop;yellow yellow wait; green green go go go! 3. t show an orange: what’s this ? it’s an orange. what colour is it? it’s orange. t: orange is orange. 4.show a peach:what colour is it? it’s pink.教学粉红色。 5. show a chocolate: what colour is it? it’s brown.教学棕色。 6.show a grape: what colour is it? it’s purple.教学紫色。 7.ss read together step 3 consolidation 1.listen to the tape, point and read. 2.教师拿着各种颜色纸，让学生说英语。 3.play a game: 规则：将各种颜色纸放入一个口袋内，让他们猜一猜摸到的东西是什么颜色的，猜对的小朋友奖励。 4.read together 5.让小朋友在教室里找一些颜色。 step 4 homework read the new words. 《we love animals》教案 一、教学目标 1.知识目标 （1）能听、说、读、写本单元的动物类单词。 （2）进一步巩固句型：do you like．．．？yes，i do．／no，i dont．以及i like．．．和i dont like．．． 2.能力目标 能够用几句连贯的英文向别人介绍自己的动物朋友以及它的特征。 3.情感目标 使学生认识到人与动物之间的亲密友好的关系，从而树立应该保护自然、爱护动物的意识。 二、教学重点 能够听、说、读、写本课的动物类单词。 三、教学难点 较熟练地在情景中运用几句连贯英文向别人介绍自己的动物朋友。 四、教学准备 多媒体课件、动物实物、若干动物名片。 五、学情分析
小学英语对话教学的步骤和方法
小学英语对话教学的步骤和方法 结合小学英语对话教学热身活动——新知呈现——巩固联系——拓展应用——评价检测这一教学模式，谈一下小学英语教学的一般步骤和方法。 一、热身活动 活动形式：听、说、玩、演、唱和TPR等活动 听可以听歌曲、对话、简短的英语故事，说可以说对话、根据图片说一句话、讲小故事，玩可以做游戏，演可以表演对话或者小短剧,唱指唱英文歌曲，TPR即Total physical response（全部动作反应法）,教材中的let`s do 部分内容都适合此方法。 热身活动的目的是创设英语学习氛围，激发学生学习英语的兴趣，以旧带新，为新课学习做铺垫。因此选用的歌曲、Let’s do、chant等内容最好与新授内容有关。如：对话中涉及到颜色，在热身活动中可以唱唱有关颜色的歌曲；对话中讲到数字，在热身活动中可以复习一下学过的数字；在对话中出现许多动词，在热身活动中可以做做Let’s do 。如马力杰老师执教《What is she doing？》一课，她采用了两个热身活动，歌曲Are you sleeping？还有一个chant：M ,m ,What are you doing ? Climb climb，climbing . Pig ,pig ,What are you doing ? Sleep，sleep，sleeping …这两个热身活动的内容所涉及到的动词和句子都是现在进行时态，范玉双老师执教《my friends》，需要描述人物特征，所以她热身采用的歌曲是head、shoulder、knees and toe，既创设英语氛围，又复习了旧知。 二、呈现新知：
英语对话范文.pdf
B:You look so tired, What’s the matter with you? Can you tell me? A:Okay, My friend Bob don’t have girlfriend, He feel lonely. So he asked me to help him find a girlfriend. B:I remember you know lots of single women ,Why don’t you introduce them to Bob? A: he works long hours and is often too tired to go out in the evenings. So he don’t have time for appointment. B: I think you can advice them to have an appointment when they have dinner. A:But Bob likes buy a take away meal and fall asleep while watching TV. B: How unfortunate it is. A: And he doesn’t have any hobbies and he is getting fat. B: In my opinion, this is really a good idea that they can have an appointment in the gym, This way not only help them become thinner that before ,but also make them closer. A: oh, That’s a good idea. Now I have confidence to introduce some women to Bob. Thank you very much! B: That’s my pleasure.
小学英语教案范文
小学英语教案范文 Unit1 My new teachers第一课时 教学重点 本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。 二、教学难点 本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s sta rt部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。三、课前准备 1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。 2．准备一些教师的照片或图片。 3．教师准备录音机及录音带。 四、教学过程 1．Warm－up（热身） （l）教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习strong，tall，short，thin等词，为本课时听、说、读、写这些单词做好准备。 （2）日常口语练习，内容可参考如下： T：Hello, everyone！Welcome back to school! Nice to see you! Ss: Nice to meet you! (3) 问学生几个问题，引出本课重点内容。具体会话可参考如下： T：Hi，everyone！Nice to see you again．What grade are you in now？ Ss：We’re in Grade 5． T：Do you like your new English books(new classroom, new teacher)？
幼儿园小班英语《show me》教案模板范文
幼儿园小班英语《show me》教案模板范文 设计意图： 让幼儿掌握英语单词book,bag,cup,hankie。日常生活中学习运用英语进行对话Show me your (book).Here it is. 活动目标： 1、通过游戏活动，引导幼儿在理解含义的基础上学习单词 book,bag,cup,hankie，发音基本准确. 2、鼓励幼儿大胆学说句子Show me your (book).Here it is. 3、培养幼儿对英语活动的兴趣。 活动准备： book,bag,cup,hankie的实物。 活动过程： 一、Warm Up 热身复习《Point at your eyes 》 教师带着唱唱跳跳学过的歌曲，激发幼儿参与英语活动的愿望。 二、基本部分 1、教师逐一出示book,bag,cup,hankie的实物,引导幼儿大胆学说，注意纠正幼儿的发音。 师：What is it? 生：It’s a （cup）. （幼儿答不出来，老师就带读几遍） 2、教师设计情境，帮助幼儿理解Show me your (book).Here it is的含义。 请某幼儿拿着一本书，老师伸出双手同时说Show me your (book)。另一名老师在旁边引导幼儿把书递给她同时说Here it is。请其他幼儿练习对话，注意纠正幼儿的发音。表扬大胆学说的幼儿。 3、引导幼儿类推，理解并学说Show me your (book,bag,cup,hankie).Here it is。 4、A game游戏: 瞎子摸象 请一名幼儿并蒙上眼睛到台前来，老师准备book,bag,cup,hankie的实物放在地上，老师说：“Show me your (book)，”幼儿就摸取该物并说“Here it is。” 摸不对的就换另一名幼儿玩。 三、结束部分 Song: 《show me》幼儿跟唱歌曲。 活动评价： 1、整个活动在内容和形式上符合幼儿认识能力和心理特点，具有“活泼、轻松、有趣”的特点。 2、教学方式灵活，整个活动过程能够激发幼儿学习英语的兴趣，幼儿能在轻松活泼的气氛中愉快的学习和使用英语。
小学英语口语情景对话
小学英语口语情景对话 Company number：【WTUT-WT88Y-W8BBGB-BWYTT-19998】
小学英语口语情景对话情景一 模板对话： Is this your football Yes, it is. Thank you. May I use it Please! Sure! No! it isn't. It is my hat. Here you are. Thank you very much. 对话一： Robbie, is this your football Yes it is. Thank you. Is this your hat, Robby Yes it is. thank you . 对话二： Is this your nice cake Yes it is. May I use it Please! thank you. Is this your ink bottle Yes it is. May I use it Sure. 对话三： Is this your hat, Mr White No! it isn't. Is this your football No! it isn't. 对话四： Is this your hat Yes it is. It is my hat. Here you are.
Thank you very much! Is this your glass No it isn't It is my glass. Here you are. Thank you very much! 情景二 模板对话： What's this It's a cake. What's that It's an orange. Are you hungry Oh! nice. May I have some Excuse me! Is that your apple May I have it 对话一： What's this Edda It's a cake. What's that It's an orange. 对话二： Edda! are you hungry Yes, what's this It's a cake. Oh! nice. 对话三： Mom, What's this It's a melon. May I have some Of course. 对话四： Excuse me, Is that your apple May I have it Please!
幼儿小学启蒙英语口语情景对话整理(可直接打印)
情景一 模板对话： Is this your football? Yes, it is. Thank you. May I use it? Please! Sure! No! it isn't. It is my hat. Here you are. Thank you very much. 对话一： Robbie, is this your football? Yes it is. Thank you. Is this your hat, Robby? Yes it is. thank you . 对话二： Is this your nice cake? Yes it is. May I use it? Please! thank you. Is this your ink bottle? Yes it is. May I use it? Sure. 对话三：
Is this your hat, Mr White? No! it isn't. Is this your football? No! it isn't. 对话四： Is this your hat? Yes it is. It is my hat. Here you are. Thank you very much! Is this your glass? No it isn't It is my glass. Here you are. Thank you very much! 情景二 模板对话： What's this? It's a cake. What's that? It's an orange. Are you hungry? Oh! nice. May I have some? Excuse me!
小学英语对话教学
小学英语对话教学”研究课题方案 一、研究背景 2000年颁布的《小学英语课程标准》明确指出，小学英语教学主要目的是使学生获得为交际初步运用英语的能力。语言交际是最基本，最常用的形式，是面对面的口语交际，而“对话”就是口语交际的记录。在现行使用的牛津小学英语教材中，对话（dialogue）占有较大的篇幅，其教学目的主要是培养孩子们的语言交际能力。作为旨在培养学生语言交际能力的小学英语对话课，是整个小学英语教学中一个必不可少的重要组成部分。它以丰富的情景设计，实用易学的句型和表达法，以及与课文紧密联系的话题和内容，为教师培养学生的交际能力提供了大量的语言材料，并为培养学生的口头表达能力奠定了基础。 然而客观地反思我们近年来小学英语对话课的教学实践，对话课教学还没有实现真正意义上的突破。由于受应试教育和传统的外语教学法的束缚，在现行的小学英语课堂教学中教师过多地把精力集中在语言知识的讲解上，运用英语也只是停留在模拟的情景中运用已掌握了的语言知识，机械重复地运用语言训练的一些最初级形式，虽在技能上有一定的长进，但是忽视了对学生创造性地运用语言知识能力的培养。课堂模式基本以教师控制为主，语言知识停留于表面，模仿→机械性操练→对话的模拟表演，这从形式上看是让学生运用新语言交际，实际只是背诵课文。我们调查发现，一旦离开课本，要创设新的情景，并联系本堂课所学的知识进行交际运用，学生就成了“哑巴”，他们不能自如地在真实的情景中运用外语进行日常会话，交流信息和思想感情。为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生在新的情景中创造性的运用所学语言与别人交际信息的能力，我们提出了《小学英语对话教学》的课题研究。 二、国内外关于同类课题的综述 国内外的语言学专家都曾对口语教学进行过研究，主要观点如下： 语言的交际性是语言最本质的功能。Jack C.Richards 和Theodore S.Rodgers(1986)分析了语言交际的特点:a. Language is a system for the expression of meaning; b.The primary function of language is for interaction and communication; c.The structure of language reflects its functional and communicative uses; d.The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discours e. “无论从语言的发展或学习语言的自然规律或用语言交际所采取的形式来看，说的能力的培养在语言教学与研究中都显得特别重要。海姆斯的交际人种论认为说话是一项‘需要技能的工作’，因此，我们的英语教学没有理由不把说的能力的培养置于首位。”（徐
小学一年级英语对话模板
小学一年级英语对话模板 英语口语表达作为英语的最重要的应用形式。下面是为大家整理的小学一年级英语对话模板，仅供参考。 小学一年级英语对话模板篇一Scene 1场景1 Linda :Shall I buy the pink blouse or not, Jenny? I琳达:我买粉色的上衣,珍妮? think it's a bit expensive.我认为它有点昂贵。 Jenny :Take it or leave it.珍妮:接受或者离开。 Scene 2场景2 Linda :Can you offer a discount?琳达:你能提供折扣吗? Saleswoman:I'm afraid not. All these are new arrivals 店员:恐怕不行。所有这些都是新来的 Linda :Shall I buy the dress, Mum?琳达:我买衣服,妈妈? Mum :T ake it or leave it. Think it over.妈妈:接受或者离开。好好想想。 WORD BANK Take it or leave It.买不买由你。 offer v.提供;出价 discount/diskaunt/n. 折扣 new arriva新到货物
小学一年级英语对话模板篇二Scene 1场景1 Linda:Could you lend me 10 dollars, Joy?琳达:你能借给我10美元,快乐吗? Joy:Sorry, I'm broke now.乔伊:对不起,我现在身无分文。 Scene 2场景2 Linda: Mike was broke before becoming an NBA player琳达:迈克是打破了之前成为一个NBA球员 Joy :But now?乔伊:但是现在? Linda :Six million dollars a year .琳达:六百万美元一年。 Scene 3场景3 Linda:Lily says Tom is a millionaire now琳达:莉莉说汤姆是个百万富翁了 Joy:She is joking! Tom's broke.乔伊:她是在开玩笑!汤姆的打破了。 WORD BANK broke adj.身无分文的 lend/lend/v.借出 millionaire n.百万 富翁 小学一年级英语对话模板篇三Scene 1场景1 Linda:How about this style of dress?琳达:这种风格的衣服吗?