剑二下U6
剑桥二级下Unit 6
Unit 6 I’d like a glass of water.Teaching aims and demands:★The students can use the numeral fluently in daily life.★The students can make dialogues about shopping.The main and difficult points:★Sentence structures: 1. What would you like?I’d like a glass of water.2. Would you like a cup of tea?Yes, I would./ Yes, please. No, thank you.★New words：a glass of water, a cup of tea, a cup of coffee, a bottleof juice, a bowl of soup, a bottle of lemonade, a bagof popcorn, a box of toys, a pair of shoes, a kilo ofpasta, a slip of paper, suddenly, carefullyTeaching materials:新知堂课件以及相应的实物Teaching process:Activity 1: warming upFetch out by the questions: An apple?Would you like an apple?What would you like?Look! What’s this?Activity 2: New lesson※Phrases: (新知堂课件Part 1)1. Show them the real objects and repeat the words. Thenchange these words into phrases2. 看课件，response these phrases. Pay attention to thepronunciation.3. Point at one picture and ask questions about it.E.G. 1. what’s this?2. Would you like a … of ….?3. What would you like?※Sentence structures: (新知堂课件Part 7,Part 3, Part 4)1. Listen to the chant once or twice. The students can read itfluently.2. Check them : read together or in pairs.（可采取击鼓传花游戏）3. Show the real objects and ask: Would you like a …? If thestudents answer “Yes”, go on asking others. If they say “no”,change a question: “What would you like?”4. 看课件Part 3, listen and repeat the sentence.5. Practice the mini play in pairs then act it.6. 看课件Part 4 and listen once.7. Listen to teacher’s introduction and guess where it is. Supposethe classroom is a shop and act the play in pairs.8. Act the other plays by themselves. They can use as manysentences as they can.※Listening exercise:1. Listen to the tape and try to master the main idea.2. Listen to the tape again and answer teacher’s questions:1)Has your family got a car?2)What’s the weather like?3)Did Peter see anything in his room?4)What’s under the bed?3. Look at the book and try to read the short passage. Practicetogether.4. Check them.Activity 3: Summary:1. Look at Part 1 and talk about the picture. Finish the dialogues.2. Act a daily life shopping by themselves.Activity 4: Homework:1. Make a short play about shopping.2. Recite the phrases about numeral课件使用说明：采用新知堂课件。
新概念英语第二册第六课6课课件
03
Lesson 5
Review and practice of all three tenses covered in this lesson.
05
02
Lesson 2
Introduction to the present simple tense and related vocabulary.
05 Interaction and discussion
Classroom interactive session
目的: 通过课堂互动，提高学 生的口语表达和听力理解能力 。
教师引导: 教师提出问题， 引导学生进行讨论。
实施方式
小组讨论: 学生分组讨论， 分享观点和意见。
Student questioning session
01 Course Introduction
Course objectives
Language knowledge
To help learners master basic English grammar and vocabulary, including present simple, present continuous, and past simple tenses.
Learning suggestions and prospects
Practice
Integration
Prospects
It is essential for students to practice the new vocabulary and grammar they have learned in this lesson through speaking and writing activities.
剑道技术说明及常用术语
前言本篇于昭和５０年（１９７５年）３月２０日，基于剑道理念制定。
战后的剑道是由纯粹的体育运动发展而来的，从这点来看，这是划时代性的进步。
从体育运动到武道，其蜕变本应是天翻地覆的、而剑道却机乎感觉不到其具体内容有任何的变化。
在剑道理念中尤为重要的一点是“剑的理法”，也就是曰本刀的理法。
虽然我们是以曰本刀的感觉来使用竹刀的，但其前提是必须了解曰本刀，这点非常重要。
由于木刀是曰本刀的替代品，因此使用木刀练习将有助于对剑的理法的理解，特别对是巩固基本技的练习非常有效。
因此就有了这篇《基于木刀的剑道基本技训练法》。
其基本目的大致为以下三点：1、理解竹刀即是曰本刀这一观念，培养有关曰本刀的知识2、通过木刀的练习，来学习剑道基本技，并尝试发展出实战技能（应用技）3、通过学习本训练法，使得日后易于学习曰本剑道形根据以上三点，我们于平成１２年（２０００年）４月设立了《基本形》（临时名称）特别编写委员会，经过紧张的工作于平成１３年（２００１年）６月从众多技法中几经取舍选定了９招适合青少年的基本技。
其后，以成员改选等方式解散了委员会，由现在的普及教育委员会指导部继续编写并完成了本篇。
对于各位委员长久以来的呕心沥血致以深切的谢意。
希望大家能好好修习本篇的训练法，期待将来能在各位的剑道生涯中助一臂之力。
也希望各位指导老师能掌握本篇的基本目的，对学员加以充分的指导。
平成１５年（２００３年）６月１日财团法人全曰本剑道联盟副会长森岛健男招式技术说明"基本１"一本打技"正面"双方以右脚以"送足"向前前进３步，进入"一刀一足的距离"之后，攻方在大声喊出"ＭＥＮ（面）"的同时，打击守方的正面。
１、在踏出右脚的同时，双手高高举起剑，此时双肘应打开至能看到对方全身的程度，刀身要正。
并且，在举剑时，不要让剑尖的高度低于双拳的高度。
２、守方在给予攻方打击机会时，剑尖稍稍向右偏一点。
剑桥少儿英语二级下Unit6
一杯咖啡 a cup of coffee
一杯水
a glass of water
一瓶水
a bottle of water
一瓶果汁 a bottle of juice
一碗汤 a bowl of soup
一碗米饭 a bowl of rice
一瓶柠檬汁 a bottle of lemonade
a piece of bread
一张纸
a piece of paper
一斤苹果
a kilo of
03 Sentences
What would you like ? I'd like ...
04 Text
9.Read and tick.
05 Exercises
cake
milk
popcorn a bag of popcorn
toys a box of toys
Would you like a bag of popcorn? Yes,please.
Would you like six bottles of juice? No,thank you.
Do a survey:What would you like?
a box of
a bag of
a glass of a pair of
a pairaokfilo of a glass of
a bowl of
a bottle of a piece of
a kilo of a bottle of
a piece of
a bowl ofa cup of
一杯茶 a cup of tea
ppaassttaa milk
juice
剑桥二级下u16ppt课件
play after supper under your
brightest light.
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
傍晚 “That’s right! Let’s start from today.” it’s late afternoon. The moon comes out much earlier. And 谈th论e children are so happy to see the sun and the moon together. They talk about the moon and play for a long time. Now the moon feels very happy because he can also watch the children playing.
“Oh, dear, I don’t
likeTatlok tsoee him so unhsabp跟py某. I should tal人k 交to谈him and
mMakee shbim happy.” thhapepysu令n saSysaytoto eIarflyy_oeaurlciearn gh某eet人rSus开epeel心fas.blitto自lne言es自elf语 earlier and comdeoionugt看a见某little
I can sing songs more beautifully than others.
I can read more quickly than my friends.
I can write more clearly than my brother.
新版剑桥教材简介及分析
新版剑桥教材简介及对比分析一、教材简介1、项目概况剑桥全称为剑桥少儿英语，Cambridge young learners English，简称CYLE，现在大家看到的是07年推出的新版《剑桥少儿英语》教材。
“剑桥少儿英语”是英国剑桥大学考试委员会专门为英语为非母语国家6~12岁的年龄段的少年儿童设计的英语学习系统。
97年引进该项目并开始在中国大陆推行。
10年来该项目受到广大学生、家长的拥护和喜欢。
2、教材特点1）注重学生的素质教育，关注学生情感发展2）以感知语言为前提，注重培养学生的语言实践能力―――歌曲律动游戏3）注重英语学习中西方文化的交融，培养学生与人交流的意识4）力求融合各学科知识，开拓学生视野3、教学理念始终坚持让学生在“学中玩、玩中学”的教育思想，特别强调培养学生的学习兴趣，始终突出教学特点：1）让“玩”成为课堂教学中的一个必要组成部分，而非可有可无2）让学生的“实践与参与”成为教学环节的重要部分，而非教师一言堂3）让语言知识的学习与趣味性有机结合4、学制结构剑桥少儿英语共分四个级别，每级分为A&B两册书。
1）预备级Pre-starters，为感知语言和培养兴趣的起始阶段2）第一级Starters，为实践语言和打好听、说、读、写基本功阶段3）第二级Movers，为加强实践与交流和巩固语言基本技能阶段4）第三级Flyers，为加强阅读理解及扩大知识及文化视野阶段5、教材及配套教辅二教学原则1、坚持以激发学生学习兴趣为出发点的原则2、坚持听说领先、读写跟上的原则3、坚持实践第一的原则4、坚持以“学生活动为中心”的原则5、坚持既面向全体学生又有所侧重的原则6、坚持教具、教法创新的原则7、坚持循序渐进的原则8、坚持直观性原则9、坚持启发性原则10、坚持因材施教的原则三、课时设置《剑桥少儿英语》每级，分为2册，每册16单元，一级32单元。
《剑桥少儿英语》每级分3个学期来完成，每期40小时完成10或11单元。
剑踪双邪线剧情分析及人物评论
剑踪双邪线剧情分析及人物评论第一节，蔺无双和剑雪无名在四个特点上的比较：执念，淡泊，狂傲，哲思——我这腹黑控人生头一遭被单纯的人给打动布袋戏|分享|下载|在线看|点播|霹雳布袋戏|黑白龙狼传|方寸江湖) J H+ {, ^- u6 _在下是双男本命，剑雪无名和蔺无双，会想到把这两个人拿在一起比没什么理由，只是想看看自己最喜欢的两个人物之间有什么相同点和不同点而已。
蔺无双和剑雪无名这两个角色之间的区别是显而易见的，一句话—一个是熟男，一个是赤子；前者身上多体现出理性因素，作风较为硬派，后者身上多体现出感性因素，作风偏向温和。
布袋戏,霹雳,天宇,神魔,金光,霹雳布袋戏) d f; m6 U) _. s5 X而这两个角色之间的一些相同之处，也是相当明显的，一是都深于情，不同处唯前者为爱情，后者为友情耳——一句话就是——两个痴人~（这四个字真该用昆曲念白）。
二是，都生性淡泊，既无名利心，亦无世俗侠客之雄心——想起当年发哥版笑傲江湖的主题曲第一句：“那~用争世上浮~名，世~事似水去无定——”（还有人记得这个旋律吗？）布袋戏|分享|下载|在线看|点播|霹雳布袋戏|黑白龙狼传|方寸江湖/ M) P* K5 j) P) S) ^: x7 v第三，既是这两个人之间的相同之处，同时也是区别之处，就是在“狂傲”这一点上。
蔺哥虽只出场短短九集，但他的狂傲，通过对北辰教主的呛声：“三招之内不能败你，蔺无双当场自尽！”已经是一个集中体现，就不多说了；而长期以来，与人交手极为自持，表现得比较低调的剑雪，若其他江湖中人注意到他的诗号，那却是“不问顶峰又为何，俯瞰天穹不是高！”在名战闯入梅花坞初次撞到这个陌生人的时候听见他所吟出的这一句。
" u7 p/ @: h9 v2 B( J0 {0 w8 B& w$ Q4 S' T% |" t关于温和与狂傲的统一体，剑邪，首先，从他和老秦，和素还真，和六丑废人，和月无波，和邓王爷等的对手戏就完全可以看出，他跟人邪一样，在其他人跟前说的话，做的动作，都是拿着架子，气场十足，相当冷傲的，并没看出什么温和——如果要说他温和，那只不过是体现在“不想杀生”的思想上，只不过表现在与别人战斗时会留手三分，不愿全力以战这点上——而绝不是表现在他待人接物的态度上布袋戏|分享|下载|在线看|点播|霹雳布袋戏|黑白龙狼传|方寸江湖- v2 y X _- G8 e1 }: l% P布袋戏|霹雳布袋戏|下载|COSPLAY|动漫|方寸江湖8 D0 x8 @/ c$ P5 g8 R- T: ~其次，上面说的交手时的自持和低调。
剑桥少儿英语一级知识点总结
剑桥少儿英语一级上册Unit 1 Hello, I’m Sam重点词汇：Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy ZzHello你好 Hi你好 boy男孩 girl女孩 teacher老师 pen钢笔 pencil 铅笔 pencil-box铅笔盒 bag书包 ruler尺子 eraser橡皮 my我的 your 你的 his他的 her她的 its它的 our我们的 their他们的 I我 You你He他 She她 It它 We我们 They他们重点句型：1.表示问候和道别：（1）----Hello!你好！----Hello!你好！(2) ----How are you你好吗----I’m fine. 我很好.(3)----Nice to meet you!见到你很高兴！----Nice to meet you,too!见到你也很高兴！（4）----Good-bye!再见！----Bye-bye!再见！2.表示介绍：（1）介绍姓名：----What’s your name----I am/ my name is .......(2)介绍某人或某物：介绍某人 This is +人名介绍某物 This is + a/an +某物（3）表示感谢：Thanks! / Thank you! / Thank you very much!小语法知识点：★1. 人称代词口诀：我是I，你是You.男他He, 女她She.动事物它是It.我们We, 你们You他们They.物主代词口诀：我的my, 你的your,他的his, 她的her, 它的its我们的our, 你们的your, 他们的their2.中英文姓名的书写：（1）姓名如果是两个字组成，姓和名的首字母都大写。
例如：Li Ming (李明）（2）姓名如果是三个字组成，姓和名字连接的第一个字母都大写.例如：Wang Mingming (王明明）拓展练习：一．背写出二.1. ---Hello!________________---My name is Pat.A. How do you do!B. How are youC. What’s your nameD. How old are you2. ---She is my friend.----_____ name is An Qi.A. HeB. HisC. HerD. She3. ---Nice to meet you!---Nice to meet you, _______ !A. toB. twoC. too4. ---Hello, Tom! How are you---__________________.A. How are youB. Good morning.C. Thank you.D. I’m fine.5. ---Good morning, Sam.--- _____________ . BillA. Good morning.B. Good bye!C. How are you谚语：L o v e m e,L o v e m y d o g.爱屋及乌Unit 2. It’s a goat重点词汇：goat山羊turtle 乌龟chicken小鸡rabbit兔子frog青蛙lizard蜥蜴 duck鸭子 cat小猫 sheep绵羊 dog小狗 horse马 fish鱼cow牛 here这儿 there那儿重点句型：1.表示询问是什么东西What’s this / What is it这是什么----It’s a / an ...这是一个......2. 表示疑问Is this / it a cat这是一只猫吗----Yes, it is / No, it isn’t 是的，它是/不，它不是小语法知识点：不定冠词a / an的用法：an 用在元音字母（a,e,i,o,u)开头前，a 用在辅音字母开头前.拓展练习：用a / an 来填空1. _______ apple2. ________ cat3. _______ banana4. ________ dog5. _______ fish6. _________orange7. _______ cow 8. _________ pear谚语：Time is money. 时间就是金钱.U3 What would you like重点词汇：pear梨 apple苹果 pineapple菠萝 watermelon 西瓜 grape葡萄 peach桃子tomato西红柿 banana香蕉 orange桔子 would like想要 how many多少 have got有了解单词：grapefruit柚子 coconut椰子 mango芒果 lemon柠檬重点句型：1. 表示询问某人想要什么：What would you like 你想要些什么----I would like some apples. 我想要一些苹果.2. 表示某人是否想要某物：Would you like an apple 你想要一个苹果吗----Yes, please. / No, thank you. 是的，请给我一个/ 不，谢谢3.表示询问数量：How many apples do you want 你想要多少个苹果----I want two. 我想要两个.4. 表示询问某人最喜欢什么水果：What’s your favourite fruit 你最喜欢的水果是什么----My favourite fruit is...... 我最喜欢的水果是...小语法知识点：可数名词单数变复数规则：1.一般情况下，在名词后直接加s. 例如apple--apples2.以s, x, ch, sh结尾的名词加es. 例如 bus---busesbox---boxes watch---watches.3.以辅音+y结尾的名词变y为i+es 例如：baby---babies4.以f / fe 结尾的名词变f / fe 为v+es. 例如：leaf---leaves不规则变化：1. 男人man, 女人woman(a变e) ------men, women2. 孩子child 变成孩子们后+ ren------children3. 金刚不变 fish和sheep4. 面目全非 mouse变mice5. oo变ee tooth---teeth foot---feet5. 黑人，英雄爱吃土豆（potato)和西红柿（tomato)+es拓展练习：一．写出下列名词的复数形式1. child__________2. fish_________3. girl___________4. woman_________5. tooth__________6. peach________7. bus____________ 8. tomato__________9. leaf____________二. 选择题1. I _________ apple juice, but I _________ orange juice.A. Like, don’t likeB. Like, likeC. don’t like, don’t like2. What ________ you likeA. doesB. areC. Would3. Would you like an appleA. Yes, pleaseB. No, thankC. Yes, thanks谚语：A good book is a good friend. 好书如挚友U4. What’s in my hat (我的帽子里有什么）重点词汇：desk桌子 turtle乌龟 clock闹钟 pig猪 fish鱼 baseball棒球 hat 帽子 bird鸟 watch手表 on在...上面 in在...里面 on the table在桌子上 in the bag在书包里重点句型：1.询问某地有什么东西：what is on the table 桌子上有什么----A turtle 有一只乌龟.What is in my bag书包里有什么----It is a pen. 有一支钢笔2. 介绍朋友：this \ that is.....这是/那是......小语法知识：介词: on 在......上under在......下面in在.......里面“颜”外之意（一）black黑色------black dog 沮丧 black tea 红茶Unit 5 my body and the monster’s重点词汇：hair头发 eye眼睛 ear耳朵 neck脖子 foot脚 hand手head头 nose鼻子 mouth嘴 arm胳膊 leg腿 face脸 knee膝盖shoulder肩膀 finger手指 turn left左转 turn right右转touch your head摸摸你的头 stamp your foot跺跺你的脚clap your hands拍拍你的手 wash your face洗脸brush your teeth刷牙重点句型：1.询问是什么东西：What’s this 这是什么---It’s a nose. 它是一个鼻子.2. 询问五官能干什么What can you see你能看见什么----- I can see a book.我能看见一本书.What can you hear你能听见什么------I can hear a car.我能听见小汽车声.4.谈论五官的功能：We can see with our eyes. 我们能用眼睛看.We can hear with our ears. 我们能用耳朵听.We can smell with our noses. 我们能用鼻子闻.We can taste with our tongues. 我们能用舌头尝.We can touch with our hands. 我们能用手摸.小语法知识：1. 情态动词“can”，表示能/会. 没有人称和数的变化，后面永远接动词原形.2. Have/has 的用法（当主语是第三人称单数时用has, 其余用have)(1)表示某人拥有某物. 例如：I have a book.（2）表示吃，喝. 例如：have some bread.（3）表示“进行，举行”.例如：have a meeting.（4）固定搭配“have+三餐”.例如：have breakfast/ have lunch/ have supper(dinner)拓展练习：1.写出相对应的身体部位.2.小作文（介绍自己）Hello, my name is lily/Sam. I am a girl/boy. I am ten years old.I have two big eyes. one small nose and one small mouth. I like red and blue. This is me. Do you like me“颜”外之意（二）white 白色white lie 善意的谎言 A white night 一个不眠之夜U6 Let’s play games重点词汇：want想要 draw画画 put放 pick捡 play games玩游戏 bounce the ball 排球 Kick踢 catch抓住重点句型：1.询问某人在某地Where +be(am, is are)+姓名----姓名+be+地点.例如： Where is Sam ------He is in the house.2.Be 动词的用法：Be 动词真伟大，生出am is are.我（I）用am, 你(you) 用are.is 跟着他（he)，她(she)，它(it).我们（we),他们(they)也用are.★拓展练习：用be 动词（am, is, are)填空.（1）I _______ a girl. (2) She ________ Danny.(3) He ________ a boy. (4) It _________ a dog.(5) We ________ friends (6) They_______ teachers.(7) Li Ming_________ a student.(8) Jenny and Danny_______good friends.“颜”外之意（三）yellow 黄色A yellow dog 卑鄙小人 a yellow card 黄牌U7 Fruit and vegetables Party重点词汇：potato土豆 bean豆角 carrot胡萝卜 orange 桔子 tomato西红柿 Mr.先生 Mrs.夫人 Miss.小姐/女士 have a party举行晚会 go away走开 up and down上上下下go home回家 on the tree（长在树上） in the tree（存在树上）了解词汇：lemon柠檬 lime酸橙重点句型：one do you like, the banana or the apple你喜欢香蕉还是苹果-----I like the banana.我喜欢香蕉.2. Where is my watermelon 我的西瓜在哪里------ Here I am. 我在这儿.小语法知识：选择疑问句：一般疑问句+ or +被选择情况------ 根据情况选一种回答.“颜”外之意（四）green绿色green hand 新手 green tea 绿茶U8. Colours around us重点词汇：blue蓝色 green绿色 red红色 yellow黄色 brown棕色 white白色 black 黑色 purple紫色 pink粉色 gray 灰色 truck 卡车 lorry a lotof(=lots of)许多 have a look看一看 have got有重点句型：1.询问物品的颜色What colour is it它是什么颜色-----It is red.它是红色.2. 询问是否喜欢某种颜色Do you like red你喜欢红色吗-----Yes, I do/ No, I don’t. 是的，我喜欢/ 不是，我不喜欢3.询问喜欢什么颜色what colour do you like你喜欢什么颜色------ I like red. 我喜欢红色.小语法知识：1. It的用法（1）用来指代前面所提到的人或物.例如：I like this dress. I want to buy it.(2) 用来代替指示代词this/ that.例如：What’s this----- It’s a cat.(3) 可用来表示时间，距离，天气，数字等例如：What’s the time(=What time is it)-----It’s five o’clock.. white. brown. green.首字母大写时可作姓氏.Mr. Black 布莱克先生 Mr. White 怀特先生Mr. Brown 布朗先生格林先生题型拓展：1.连线Red apple 黄色的柠檬Green pear 蓝色的天空Yellow lemon 红色的苹果Brown bear 黑色的绵羊Blue sky 绿色的梨Black sheep 棕色的熊2.实际情况回答问题(1) What’s your favourite colour_______________________(2) What’s your favouite clothes_______________________(3) What’s your favourite food_________________________日常口语： You are a lucky dog. 你是个幸运儿.U9 Where is my toy car重点词汇：bike自行车 bus公共汽车 car小汽车 taxi出租车 plane飞机 ship轮船train火车 motorbike摩托车 boat小船 on在......上面 in在......里面 under在.....下面 behind在….后面 next to在......旁边（in front of在.......前面 near在…..附近 far from离…很远）重点句型：1.询问某物在某地Where is my toy car 我的玩具车在哪里-----It’s under the table. 它在桌子底下.2.询问数量（不可数名词或价格how much, 可数名词复数how many)例如：How much is the book 这本书多少钱-----It’s 5 yuan. 5元3.询问某人是否有某物Have you got a toy car 你有玩具车吗----- Yes, I have./ No, I haven’t 是的，我有/ 不，我没有.4.询问怎样去哪里（交通方式）How do you go to school 你怎样去学校-----I go to school by bus. 我乘公共汽车去学校.小语法只是点：much 与 How many的区别How much 询问“多少钱”，也可询问“多少”(不可数名词）How many 询问“多少”（接可数名词复数）2. 乘坐某种交通方式用介词by+ 交通工具，但是“步行”用on foot拓展练习：is a big apple tree_________ (在......前面）my house.pencil is __________ (在......里面）the pencil-case.is a cat_________ (在......下面）the tree.is a book __________ (在......上面）the table.Unit 10 An easy maths lesson重点词汇：one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty20 —— 90(整数）都以ty 结尾：twenty thirty forty fiftySixty seventy eighty ninety几十几：（几十和几中间要用连字符—连接）例如： twenty-one重点句型：many books do you have你有几本书------ I have two books. 我有两本.2. Five minus two is three.(5-2=3)One plus one is two.(1+1=2)拓展练习：four=________ 2. One+three=_________3. Three+two=__________4. Eight-one=___________5. Six-two=___________6. One+four=___________7. Ten-six=___________ 8. Three+five=__________U11 our family tree重点词汇：mother妈妈 father爸爸 grandfather爷爷 grandmother奶奶 me我 brother 兄弟 sister姐妹cousin堂兄妹 niece侄子、侄女 nephew外甥女、外甥uncle叔叔 aunt阿姨 daughter女儿 son儿子read(ing )a book读书 read(ing) a newspaper看报 eat(ing) fish吃鱼watch(ing) TV看电视 drink(ing) tea喝茶 hold(ing) a doll拿布娃娃重点句型：is she她是谁----She is my mother. 她是我的妈妈.2. Who is he他是谁----He is my father. 他是我的爸爸.are you doing 你正在干什么----I am reading a book. 我正在读书.4. What is he/ she doing 他/她正在干什么----He/she is drinking tea. 他/她正在喝茶.U12 Let’s make friends重点词汇：bike-riding骑车 roller-skating滑冰 drinking喝 swimming游泳Singing唱 reading读 sleeping睡觉 writing写 drawing画Go shopping去购物 listening to music听音乐 flying a kite放风筝Talk with和…谈话 do homework做家庭作业 play computer games玩电脑游戏 Play soccer踢足球重点句型：1.What’s your hoppy你的爱好是什么-----I like bike-riding. 我喜欢骑车.2. What does she like doing她喜欢干什么----- She likes swimming. 她喜欢游泳.3. What is it 它是什么-----It’s a/ an.......它是一个........小语法知识点：Like 的用法：Like当“动词”讲时——like to do sth/ like doing sth 喜欢做某事Like 当“介词”讲时——look like 看起来像饮料的英文表达：white coffee 牛奶咖啡U13. Paper clothes show★重点词汇：Shirt衬衫 dress连衣裙 skirt短裙 jacket夹克 hat帽子 T-shirt T恤socks袜子 glasses眼镜 trousers裤子 shorts短裤 sweater毛衣glovers手套 this这个 that那个 these这些 those那些重点句型：1.介绍自己的衣着This is a+单数. （这是我的......）例如：This is my dress.These are +复数. （这些是我的.......）例如：These are my dresses.This is a pair of.......这是一双/一副......2. 询问某物是否属于某人Is this yours 这是你的吗---Yes, It ’s mine./ No, It ’s not mine. 是的，是我的/ 不，不是我的3. 询问某人穿着什么衣服What is she/he wearing 她/他穿的什么---She ’s/He ’s wearing a T-shirt. 她/他穿了一件T 恤.4.询问某人是否喜欢的衣服Do you like my dress 你喜欢我的连衣裙--- Yes, I do./ No, I don ’t 是的，我喜欢/ 不，我不喜欢小语法知识点：1. 名词性物主代词Wear 表示穿着“状态”，可用于进行时态.Put on 表示“穿”的动作.Be in +颜色 / 衣服，也表示“状态”4. 单数句型变复数句型.遵循一一对应的变化 例如：This is a book.These are many books.U14 Let ’s help the old理解词汇：tidying the books整理书 feeding the bird喂鸟mopping the floor拖地 cleaning the window擦窗户combing hair梳头 making the tea 端茶feeding the dog喂狗 washing the tomatoes 洗西红柿reading a story book 读故事书重点句型：is he / she doing他/她正在干什么--- He/ She is swimming.他/她正在游泳.2. Would you like to listen to my story你想听故事吗--- Yes, please./ No, thanks.是的/不，谢谢！小语法知识点：复习现在进行时态（规则及不规则）1.询问某人正在干某事.What is he/ she doing他/她正在干什么--- He/She is mopping the floor.他/她正在拖地.2.询问某人是否想要做某事.Would you like to listen to my story你想听故事吗--- Yes, please./ No, thanks.是的/不，谢谢！3.询问某人是否想要某物.Would you like a cup of tea 你想要杯茶吗---Yes, please./ No, thanks.是的/不，谢谢！4.询问某人能做某事What can you do你会做什么--- I can feed the dog.我会喂小狗.5. 感谢某人的问与答Thanks very much.非常感谢!---You are welcome.不客气！小语法知识点：1.现在进行时态——表示现在正在发生的动作或事情.句子结构：肯定句——主语+Be(am, is, are)+现在分词+.....否定句——主语+ be+not+现在分词+........一般疑问句——Be+主语+现在分词+........2. 动词变现在分词规则：（1）一般情况下在动词后直接+ing 例如：do— doing(2) 以不发音的e结尾的，去e +ing 例如：have— having(3) 以重读闭音节结尾（一个元音+一个辅音结尾）的，双写末尾辅音+ing(aw,ay结尾除外）例如：swim—— swimming2. 现在进行进行时态口诀：主语在句首，am/is/are 跟其后，现在分词跟着走，其他成分不可丢；表动作正在进行时，句中now时态定，一般疑问Be提前，否定其后加not.拓展练习:写出下列单词的现在分词1.drink—2. swim—3.read—4. sing—5.write—6. sleep—7.draw— 8. ride—9.fly— 10. play—U15. A birthday party重点词汇：present(gift)礼物 bounce拍 sleep睡觉 singing唱 fishing钓鱼 blowing ballons吹气球 put...in把...放进...里面 put...on把...放在...上面(穿上) happy new year 新年快乐重点句型：1. Who are you你是谁--- I am + 人名.我是…..2. Who is he/ she他/她是谁---He / She is +姓名.他/她是…..3. 询问某人将要去某地.Where is he/ she going to .......他/她打算去哪里---He / She is going to +地点.他/她打算去……4. 询问交通工具How will he / she go there他/她怎样去那儿--- He/She will go +地点+by+交通工具.他/她坐….去…..小语法知识：1. 乘坐交通工具用介词(by+交通工具）. 例如：by bus. by plane.2. 在节日前用介词“on”. 例如：on Children’s DayU16 An English Evening重点词汇：fall摔到 asleep睡着的 wall墙 quietly安静地 cook做饭 welcome to.... 欢迎来到.... climb up......爬上去 get down下来pull...out... 把...拔出来 come on 过来 have fun玩的高兴重点句型：1. 询问你的姓名.What’s your name你叫什么名字--- My name is......我叫…..2. 询问你的年龄.How old are you你几岁了--- I am +年龄.我…了3. 询问你住在哪里.Where do you live你住在哪里---I live in +地点.我住在…..4. 询问乘坐某种交通工具How do you go to school 你怎样去学校--- I go to school by bike.我坐自行车去学校.5. 询问某人最喜欢什么颜色/ 水果/ 食物What’s your favourite colour/ fruit/ food--- My favourite colour / fruit/ food is .......6. 询问谁是你最好的朋友Who is your best friend---My best friend is ......7. 询问你有什么东西What have you got--- I have got a book.小语法知识点：（了解）感叹句---引导词how与what的用法区别：How +形容词/ 副词（+ 主语+谓语）! 例如：How clever he is!What +a/an +形容词+名词（+主语+谓语）！例如：What a lovely girl.小作文：我的家庭My familyI have a happy family. My father is a teacher, He is tall. My mother is a doctor, She is a tall, too. I am a student, I am short. I love my father and mother, They love me, too!。
外研版英语必修二 U6 基础知识
Unit 6 Section 1鲨鱼 ___________________________________ 使（某人）惊恐，害怕 ____________________ 惊恐的，害怕的 __________________________ 吓人的，令人恐慌的，害怕的 _______________ 切去（鱼的）鳍 __________________________ 鱼鳍 _____________________________________ 潜水 _____________________________________ 潜水员 ___________________________________ 把……作为目标 ____________________________ 目标，靶子 _______________________________ 运气，机会，大笔的钱 ____________________ 幸运的 ___________________________________ 幸运地 ___________________________________ 不幸的 ________________________________灭绝，绝种 n ________________________灭绝的 ______________________________ 态度，看法 ___________________________ endanger ______________________________ endangered _____________________________ terror _________________________________ terrorist ________________________________ terrorism _______________________________ terrifying ______________________________ criticize _______________________________ advocate _______________________________ misunderstanding ________________________ considered _____________________________ surface _____________/___________________ 不幸 n _____________________________Phrases:看见某人正在做某事 ____________________________ 害怕地，恐惧地 ________________________________ 被吸引 attract __________________________________ 对……有吸引力的 ______________________________ tourist attractions _______________________________ 停止做某事 ____________________________________ 停下来去做某事 ________________________________ 尽可能多的 ____________________________________ 在那时 ________________________________________ ……的数量 _____________________________________ 因为，由于 ____________________________________ owing to _________________________________on account of ____________________________割掉，切掉 _____________________________ 对……有意想不到的影响 ___________________ 以……为基础 _____________________________偶遇 _____________________________________ 被覆盖 ___________________________________开始把……看作 ____________________________而不是 ___________________________________相反的情况，颠倒过来 _____________________搞错，出错 ________________________________ 把……看作 _____________________________________ 错误地，无意地 ________________________________ 做某事使某人感到害怕 _________________________ 把某人某物吓跑 _______________________________ 威胁，恐吓某人做某事 _________________________ 把某人吓得要命 ________________________________ 害怕做某事 ____________________________________ 害怕某物 ______________________________________ sb be scared to death _____________________________ 预计，预定做某事 _____________________________ 应付给某人，应给予某人 ________________________ 使……与外界隔绝 _______________________________（电话）中断，中断供给 _______________________ 打断某人并阻止其讲话 __________________________ cut up _________________________________________ cut in ________________ cut out _________________ cut down _____________________________________ 把……作为目标，以针对…… _____________________ target groups / users / audience ____________________ set/ meet / achieve a target _______________________ hit/ miss the target _____________________________ become the target for / of a lot of criticism _________________________________________ 发财 _____________________________________ 做某事很幸运 _____________________________ 濒临灭绝 __________________________________ 保护……免于灭绝 ___________________________ be threatened with extinction ___________________ in danger of extinction ________________________ 对……的态度 _______________________________ hold a positive / negative attitude towards / toU6 Part II致力，献身，倾注 ____________________________ devotion _____________________________________ 挚爱的，忠诚的，全心全意的 ____________________ 海洋，大海 ___________________________________ 使突出，使注意力集中于________________________ （将文本的某部分）用彩笔做标记 _______________ 最精彩的部分 _________________________________ 残忍，残酷，残暴 ______ _____________________ 残忍的，冷酷的，残暴的 _______________________ 打猎，狩猎 n __________________________________ 打猎，狩猎 v __________________________________ 报告，（观点的）陈述，说明 ___________________ （野生生物）保护区 ____________________________ 预订，保留，留出 _____________________________ 员工 _______________________________________建立 __________________________________________ 破损，损害，损伤 v / n _________________________ 旱灾，干旱 ____________________________________ 洪水，水灾 ___________________________________ 影响 ___________________________________________ 煤气，电力，自来水等供应（系统） _____________ 提供，补给 V _________________________________ 日用必须品 ___________________________________ 使恢复 ________________________________________ 采取（某种方法、某种态度） ____________________ 正式通过表决采纳（建议，政策） _______________ 收养 ________________________________________ adoption ____________________________________ adopted _____________________________________ adapt _______________________________________可持续的， _________________________________不可持续的 __________________________________灯泡 ________________________________________ （能源）可更新的，可再生的 _________________ 碳 __________________________________________ 温室，暖房 __________________________________ 可再度使用的，可多次使用的 __________________ 小册子 ________________________________________ 减少，降低 ___________________________________ reduction ______________________________________ 利用太阳光（能）的 ___________________________ 释放，排放 ___________________________________ （电影，唱片）发行，上映 ___________________ 烟雾，雾霾 ___________________________________ 雾 ___________________________________________ （问题，伤势，疾病等）很严重的 _______________ （天气）严酷的，恶劣的 ______________________ 感染，传染病 _________________________________ 传染 v _______________________________________ 传染性的，感染的 ______________________________ 讲座，演讲 ____________________________________ 允许，许可 n __________________________________许可证 _____________________________________允许，准许 v _______________________________ 幻灯片 ______________________________________ interrupt _____________________________________ involved (前置) ______________ ( 后置) ___________ interruption __________________________________ precede _____________________________________ frame _______________________________________Phrases:对……残酷 ___________________________________ 为……预订某物、留出某物 ____________________ 保留做某事的权力 _____________________________ 对……造成损害 ________________________________ 使……恢复到…… _______________________________ sustainable development _________________________ 给……作关于……的讲座 ________________________ 向……提供某物 ________________________________ the water supply _______________________________ supply and demand _____________________________ be in short supply _____________________________ a supply of / supplies of ________________________ 献身，致力于做某事 _________________________ 把某人的时间，精力……用到（做）某事上____________________________________________ 致力于做某事 _______________________________ 深爱某人，对某人忠诚 _______________________ 对……有着消极的影响 ________________________ 包含需要做某事 _____________________________ 使某人参与（做）某事 ______________________ 把某人牵涉到某事里 ________________________ 参与，与……有关联，专心于 ________________ 减少到 ____________________________________ 减少了 _____________________________________reduce sb / sth to sth / doing sth __________________ 用……替换 __________________________________ 请求许可做某事 ______________________________ without permission ____________________________ by permission of _______________________________ give sb permission to do sth ______________________ 准许，允许做某事 ____________________________ 准许，允许某人做某事 _________________________ time/ weather permitting _________________________ 被用来做某事 _________________________________ 过去常常做某事 _______________________________ 习惯于（做）某事、 ___________________________ frame sth as ___________________________________ precede ……with …… ___________________________U6 Part III多数，大多数 ________________________________major ______________________________________ 不正确的，错误的 ____________________________ 数量，数额 _________________________________ 设备，仪器，装置 __________________________ 备用的 ____________________________________ stander- by ________________________________ (机器，设备的) 运行方式，状态，模式 _______ 电 ________________________________________ electric ____________________________________ electrical __________________________________ （使）漏，（使）渗漏 ___________________家用电器，家用器具 ______________________移走，搬走，去掉 _______________________removal ________________________________(电) 插头插座 __________________________堵塞，封堵 ____________________________unplug ________________________________ 升，公升 ______________________________（宣传）活动 ___________________________竭力主张，强烈要求，督促 ______________强烈的欲望，冲动 ______________________紧急的，急迫的 ________________________紧急，急迫 ____________________________ （工厂，学校等）食堂，餐厅 ____________焦急的，担忧的 ________________________有关的，有牵连的 ______________________使忧虑，担心，与……相关 _________________ concern n ________________________________ concerning _______________________________ 促成，造成（某事发生） _________________ 捐赠，捐助，投稿 ______________________ contribution ____________________________contributor _____________________________平均（数）的一般的 _________________平均数平均水平 _____________________算出平均数 __________________________Phrases:使某人全面了解 _______________________ 照顾，照看 __________________________ 采取措施做某事 ______________________ 把……错当成 _________________________ 消除，驱除 _________________________ （机器）故障（健康、精神）垮掉____________________________________ （讨论谈判）失败 ___________________ 使分解 _____________________________ 爆发 _______________________________ 许多，大量（不可数名词）___________________________________ 许多，大量（可数名词）_________________________________amount to __________________________ 把……考虑进去，考虑到___________________________________ account for ________________________ on account of ______________________ on sb’s account ____________________ on no account _____________________ give an account of __________________ 关闭 _____________________________ 打开 _____________________________ 拒绝 _____________________________ 把……从……移走，去掉……__________________________________ 常识 _____________________________ 在……的过程中 ___________________在某些情况下 _____________________ 可能做过某事 _______________________ 环保意识 ___________________________ 力劝某人做某事 _____________________ It is urged that + 句子 _________________ 有做某事的冲动_____________________________________in urgent need of _____________________a sense of urgency ____________________号召某人做某事 _____________________说服某人做某事 _____________________说服某人不做某事 ____________________使某人信服某事 ______________________打算做某事…… _______________________ 建议做某事…… ________________________ 向某人求婚 ___________________________ 提高……的意识 _________________________ 关心、担心 _____________________________ 和……有关，涉及 _______________________ 就某人而言 ______________________________ 对……感兴趣 _____________________________show/ express concern (s) for / about / over_________________________________________促成，造成 ______________________________ 把……捐赠给…… __________________________ 给……捐款 ________________________________ 为……作贡献 _____________________________make assumptions / an assumption about__________________________________________on the assumption that __________________________ 平均来看 ____________________________________on average of __________________________________below/ above average______________________________________ 大多数 _______________________________in the / a majority ________________________ a/ the minority of ________________________ in a/ the minority ________________________。
剑桥雅思阅读6原文（test2）及答案解析
剑桥雅思阅读6原文(test2)及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
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剑桥雅思阅读6原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Questions 1-5Reading Passage 1 has five marked paragraphs, A-E.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-viii, in boxes 1-5 on your answer sheet.List of Headingsi Avoiding an overcrowded centreii A successful exercise in people poweriii The benefits of working together in citiesiv Higher incomes need not mean more carsv Economic arguments fail to persuadevi The impact of telecommunications on population distributionvii Increases in travelling timeviii Responding to arguments against public transport1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph EAdvantages of public transportA new study conducted for the World Bank by Murdoch University’s Institute for Science and Technology Policy (ISTP) has demonstrated that public transport is more efficient than cars. The study compared the proportion of wealth poured into transport by thirty-seven cities around the world. This included both the public and private costs of building, maintaining and using a transport system.The study found that the Western Australian city of Perth is a good example of a city with minimal public transport. As a result, 17% of its wealth went into transport costs. Some European and Asian cities, on the other hand, spent as little as 5%. Professor Peter Newman, ISTP Director, pointed out that these more efficient cities were able to put the difference into attracting industry and jobs or creating a better place to live.According to Professor Newman, the larger Australian city of Melbourne is a rather unusual city in this sort of comparison. He describes it as two cities: ‘A European city surrounded by a car-dependent one’. Melbourne’s large tram network has made car use in the inner city much lower, but the outer suburbs have the same car-based structure as most other Australian cities. The explosion in demand for accommodation in the inner suburbs of Melbourne suggests a recent change in many people’s preferences as to where they live.Newman says this is a new, broader way of considering public transport issues. In the past, the case for public transport has been made on the basis of environmental and social justice considerations rather than economics. Newman, however, believes the study demonstrates that ‘the auto-dependent city model is inefficient and grossly inadequate in economic as wellas environmental terms’.Bicycle use was not included in the study but Newman noted that the t wo most ‘bicycle friendly’ cities considered —Amsterdam and Copenhagen — were very efficient, even though their public transport systems were ‘reasonable but not special’.It is common for supporters of road networks to reject the models of cities with good public transport by arguing that such systems would not work in their particular city. One objection is climate. Some people say their city could not make more use of public transport because it is either too hot or too cold. Newman rejects this, pointing out that public transport has been successful in both Toronto and Singapore and, in fact, he has checked the use of cars against climate and found ‘zero correlation’.When it comes to other physical features, road lobbies are on stronger ground. For example, Newman accepts it would be hard for a city as hilly as Auckland to develop a really good rail network. However, he points out that both Hong Kong and Zurich have managed to make a success of their rail systems, heavy and light respectively, though there are few cities in the world as hilly.A In fact, Newman believes the main reason for adopting one sort of transport over another is politics: ‘The more democratic the process, the more public transport is favored.’ He considers Portland, Oregon, a perfect example of this. Some years ago, federal money was granted to build a new road. However, local pressure groups forced a referendum over whether to spend the money on light rail instead. The rail proposal won and the railway worked spectacularly well. In the years that have followed, more and more rail systems have been put in, dramatically changingthe nature of the city. Newman notes that Portland has about the same population as Perth and had a similar population density at the time.B In the UK, travel times to work had been stable for at least six centuries, with people avoiding situations that required them to spend more than half an hour travelling to work. Trains and cars initially allowed people to live at greater distances without taking longer to reach their destination. However, public infrastructure did not keep pace with urban sprawl, causing massive congestion problems which now make commuting times far higher.C There is a widespread belief that increasing wealth encourages people to live farther out where cars are the only viable transport. The example of European cities refutes that. They are often wealthier than their American counterparts but have not generated the same level of car use. In Stockholm, car use has actually fallen in recent years as the city has become larger and wealthier. A new study makes this point even more starkly. Developing cities in Asia, such as Jakarta and Bangkok, make more use of the car than wealthy Asian cities such as Tokyo and Singapore. In cities that developed later, the World Bank and Asian Development Bank discouraged the building of public transport and people have been forced to rely on cars — creating the massive traffic jams that characterize those cities.D Newman believes one of the best studies on how cities built for cars might be converted to rail use is The Urban Village report, which used Melbourne as an example. It found that pushing everyone into the city centre was not the best approach. Instead, the proposal advocated the creation of urban villages at hundreds of sites, mostly around railway stations.E It was once assumed that improvements in telecommunications would lead to more dispersal in the population as people were no longer forced into cities. However, the ISTP team’s research demon strates that the population and job density of cities rose or remained constant in the 1980s after decades of decline. The explanation for this seems to be that it is valuable to place people working in related fields together. ‘The new world will largely depend on human creativity, and creativity flourishes where people come together face-to-face.’Questions 6-10Do the following statements agree with the information given in Reading Passage 1?In boxes 6-10 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this6 The ISTP study examined public and private systems in every city of the world.7 Efficient cities can improve the quality of life for their inhabitants.8 An inner-city tram network is dangerous for car drivers.9 In Melbourne, people prefer to live in the outer suburbs.10 Cities with high levels of bicycle usage can be efficient even when public transport is only averagely good.Questions 11-13Look at the following cities (Questions 11-13) and the list of descriptions below.Match each city with the correct description, A-F.Write the correct letter, A-F, in boxes 11-13 on your answer sheet.11 Perth12 Auckland13 PortlandList of DescriptionsA successfully uses a light rail transport system in hilly environmentB successful public transport system despite cold wintersC profitably moved from road to light rail transport systemD hilly and inappropriate for rail transport systemE heavily dependent on cars despite widespread povertyF inefficient due to a limited public transport systemREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.GREYING POPULATION STAYS IN THE PINKElderly people are growing healthier, happier and more independent, say American scientists. The results of a 14-year study to be announced later this month reveal that the diseases associated with old age are afflicting fewer and fewer people and when they do strike, it is much later in life.In the last 14 years, the National Long-term Health Care Survey has gathered data on the health and lifestyles of more than 20,000 men and women over 65. Researchers, now analysing the results of data gathered in 1994, say arthritis, high blood pressure and circulation problems —the major medical complaints in this age group —are troubling a smaller proportion every year. And the data confirms that the rate at which these diseases are declining continues to accelerate. Other diseases of old age —dementia, stroke, arteriosclerosis and emphysema — are also troubling fewer and fewer people.‘It really raises the question of what should be considered normal ageing,’ says Kenneth Manton, a demographer from Duke University in North Carolina. He says the problems doctors accepted as normal in a 65-year-old in 1982 are often not appearing until people are 70 or 75.Clearly, certain diseases are beating a retreat in the face of medical advances. But there may be other contributing factors. Improvements in childhood nutrition in the first quarter of the twentieth century, for example, gave today’s elderly people a better start in life than their predecessors.On the downside, the data also reveals failures in public health that have caused surges in some illnesses. An increase in some cancers and bronchitis may reflect changing smoking habits and poorer air quality, say the researchers. ‘These may be subtle influences,’ says Manton, ‘but our subjects have been exposed to worse and worse pollution for over 60 years. It’s not surprising we see some effect."One interesting correlation Manton uncovered is that better-educated people are likely to live longer. For example, 65-year-old women with fewer than eight years of schooling are expected, on average, to live to 82. Those who continued their education live an extra seven years. Although some of this can be attributed to a higher income, Manton believes it is mainly because educated people seek more medical attention.The survey also assessed how independent people over 65 were, and again found a striking trend. Almost 80% of those in the 1994 survey could complete everyday activities ranging from eating and dressing unaided to complex tasks such as cooking and managing their finances. That represents a significant drop in the number of disabled old people in the population. If thetrends apparent in the United States 14 years ago had continued, researchers calculate there would be an additional one million disabled elderly p eople in today’s population. According to Manton, slowing the trend has saved the United States government’s Medicare system more than $200 billion, suggesting that the greying of America’s population may prove less of a financial burden than expected.The increasing self-reliance of many elderly people is probably linked to a massive increase in the use of simple home medical aids. For instance, the use of raised toilet seats has more than doubled since the start of the study, and the use of bath seats has grown by more than 50%. These developments also bring some health benefits, according to a report from the MacArthur Foundation’s research group on successful ageing. The group found that those elderly people who were able to retain a sense of independence were more likely to stay healthy in old age.Maintaining a level of daily physical activity may help mental functioning, says Carl Cotman, a neuroscientist at the University of California at Irvine. He found that rats that exercise on a treadmill have raised levels of brain-derived neurotrophic factor coursing through their brains. Cotman believes this hormone, which keeps neurons functioning, may prevent the brains of active humans from deteriorating.As part of the same study, Teresa Seeman, a social epidemiologist at the University of Southern California in Los Angeles, found a connection between self-esteem and stress in people over 70. In laboratory simulations of challenging activities such as driving, those who felt in control of their lives pumped out lower levels of stress hormones such as cortisol. Chronicallyhigh levels of these hormones have been linked to heart disease.But independence can have drawbacks. Seeman found that elderly people who felt emotionally isolated maintained higher levels of stress hormones even when asleep. The research suggests that older people fare best when they feel independent but know they can get help when they need it.‘Like much research into ageing, these results support common sense,’ says Seeman. They also sho w that we may be underestimating the impact of these simple factors. ‘The sort of thing that your grandmother always told you turns out to be right on target,’ she says.Questions 14-22Complete the summary using the list of words, A-Q, below.Write the correct letter, A-Q in boxes 14-22 on your answer sheet.Research carried out by scientists in the United States has shown that the proportion of people over 65 suffering from the most common age-related medical problems is 14 ..............and that the speed of this change is 15.............. . It also seems that these diseases are affecting people 16.............. in life than they did in the past. This is largely due to developments in 17.............., but other factors such as improved 18.............. may also be playing a part. Increases in some other illnesses may be due to changes in personal habits and to 19.............. . The research establishes a link between levels of 20.............. and life expectancy. It also shows that there has been a considerable reduction in the number of elderly people who are 21.............., which means that the 22.............. involved in supporting this section of the population may be less than previously predicted.A costB fallingC technologyD undernourishedE earlierF laterG disabled H more I increasingJ nutrition K education L constantM medicine N pollution O environmentalP health Q independentQuestions 23-26Complete each sentence with the correct ending, A-H, below.Write the correct letter, A-H, in boxes 23-26 on your answer sheet.23 Home medical aids24 Regular amounts of exercise25 Feelings of control over life26 Feelings of lonelinessA may cause heart disease.B can be helped by hormone treatment.C may cause rises in levels of stress hormones.D have cost the United States government more than $200 billion.E may help prevent mental decline.F may get stronger at night.G allow old people to be more independent.H can reduce stress in difficult situations.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.NumerationOne of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider theproblems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean, Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing withthe simpler aspects of human existence.The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according tothe class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today’s society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.Questions 27-31Complete each sentence with the correct ending A-G, below.Write the correct letter, A-G, in boxes 27-31 on your answer sheet.27 A developed system of numbering28 An additional hand signal29 In seventh-century Europe, the ability to count to a certain number30 Thinking about numbers as concepts separate from physical objects31 Expressing number differently according to class of itemA was necessary in order to fulfil a civic role.B was necessary when people began farming.C was necessary for the development of arithmetic.D persists in all societies.E was used when the range of number words was restricted.F can be traced back to early European languages.G was a characteristic of early numeration systems.Questions 32-40Do the following statements agree with the information given in Reading Passage 3?In boxes 32-40 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this32 For the earliest tribes, the concept of sufficiency was more important than the concept of quantity.33 Indigenous Tasmanians used only four terms to indicate numbers of objects.34 Some peoples with simple number systems used body language to prevent misunderstanding of expressions of number.35 All cultures have been able to express large numbers clearly.36 The word ‘thousand’ has Anglo-Saxon origins.37 In general, people in seventh-century Europe had poor counting ability.38 In the Tsimshian language, the number for long objects and canoes is expressed with the same word.39 The Tsimshian language contains both older and newer systems of counting.40 Early peoples found it easier to count by using their fingers rather than a group of pebbles.剑桥雅思阅读6原文参考译文(test2)PASSAGE 1 参考译文：Advantages of public transport公共交通的优势A new study conducted for the World Bank by Murdoch University’s Institute for Science an d Technology Policy (ISTP) has demonstrated that public transport is more efficient than cars. The study compared the proportion of wealth poured into transport by thirty-seven cities around the world. This included both the public and private costs of building, maintaining and using a transport system.默多克大学的科技政策研究所(ISTP)为世界银行做的最新研究表明，公共交通工具的效率髙于小汽车。
剑桥少儿英语二级Unit6
Unit6 I’d like a glass of water.1.单词:bowl碗moment一会儿question问题dialogue对话nothing什么都没有soup汤词组: a cup of tea一杯茶 a cup of coffee一杯咖啡a cup of water一杯水 a bowl of soup 一碗汤a bottle of juice一瓶果汁 a bottle of lemonade一瓶柠檬汁汁a bag of popcorn一袋爆米花 a box of toys一盒玩具not at all一点也不here you are给你go to sleep睡觉get up起床 turn on the light 打开灯that would be nice太好了thanks a lot非常感谢2..交际用语Expressions in communicationWhat would you like, Sir? Id like a glass of water.How about a juice, Miss?Sorry. We don‟t have any at the moment.Id like a pair of sport shoes. Would you like a cup of tea? Yes , I would.Would you like a glass of milk? No, thank you.3.语法一、名词复数规则1．一般情况下，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds2．以s. x. sh. ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches 3．以“辅音字母y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries4．以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives leaf——leaves5．不规则名词复数：man-men, woman-women, policeman-policemen, policewoman-policewomen, child-childrenfoot-feet,.tooth-teeth fish-fish, people-people, Chinese-Chinese, Japanese-Japanese写出下列各词的复数I _________ he _________this ___________ wife ______watch _______child _______photo ________diary ______day________ foot________ book_______ dress ________tooth_______ sheep ______box_______ strawberry _____peach______ sandwich ______dish_______bus_______ man______ woman_______。
剑桥少儿英语预备级下课件unit6-2
动词变“单三”规则：
1、一般在动词后加“s”
2、以s, sh, ch, x，o等结尾的词加“es”
3、以辅音加y结尾的词改y为i+es
4、特殊变化：have --- has
练习：把下列动词变“单三”
1.have_______
2.draw_______
3.go_________
4.watch______
你在二年级吗？ 否定回答：No, I’m not.
你会游泳吗？ 否定回答：No, I can’t.
你喜欢英语吗？ 否定回答：No, I don’t.
他喜欢英语吗？ 否定回答：No, he doesn’t.
例：含有be动词： Are you in class Two? 肯定回答：_____ 含有情态动词：
→ → SVhe likVes
第三人称 does
like
oranges.
do/does有“照妖
镜”把动词打回
没有老be和 情态动词，找 雷锋家的 do/does帮忙
New:
☆陈述句变一般疑问句方法：
1）一提。（___或____） 2）二改。（改_，改_，_I/we.my/our… ） 3) 三问号。（结尾加___） ☆既没有老be也没有情态动词，找雷锋家的孩子
来帮忙。_____（第1,2人称及第3人称复数） ____（第3人称单数）
注意：do/does手里都有一面照妖镜，把动词打回____）
例2:含有助动词句型转换
陈述句： I like oranges. 否定句： __________________ 一般疑问句：_________________ 肯定回答： __________________ 否定回答： __________________
剑桥少儿英语下册unit6 More fun at word factory课件
将学生分成两组，
分别是Red Apple Team和Green Apple Team。
请一名学生读对方小组的单词，
读对后老师点击苹果，可能出现虫子，
看哪组最先找出藏在苹果后面的6条虫子。
2 1 3 5 4
bee pig pear tiger
big
pens
bee pig
big rulers
wait 2
sound 4
same 3
Let's talk.
Yes,we're in the same family. 当然。我们在同一 个家族。
Can we be friends? 我们可以做朋友吗？
rat
Let's talk.
Well, a little bit. But not the same. 好吧，有一点儿，但 不是完全相同。
Let's talk.
这边请！ 来认识你的新朋友们吧！
同一家族的单词，这边请！
元音字母
Let's talk.
你好！ 哪个是我的名字？
噢，我好开心！我有名字啦！
Let's talk.
噢，又一个坏名字！
稍等一下，马上好。
◎会听读：ready 准备好的，minute分钟，game 游戏
◎句型：◆There is a word game book for you. ◆This way, please! Meet your new friends! ◆Same family word. This way, please! ◆Hi! Which is my name?
◆Oh! How happy I am! I've got a name.
二年级下册英语Module2Unit6AnimalsIlikeLetstalkLetslearn教案
本篇文章将通过分析和研究二年级下册英语-
Module2Unit6AnimalsIlikeLetstalkLetslearn教案巩固练习，来探讨如何有效地巩固学习内容，以提高学习效果和成绩。
通过认真复习Let's learn板块的内容，让学生们熟悉所学习的单词、句型和语法知识。
在复习过程中，可以采用互动式教学来提高学习兴趣，并通过不同的讲解方法来满足学生的不同学习需求。
例如，以游戏的形式进行复习，让学生们用英语说出所见到的动物，或者让学生们自己出示动物图片，并在课堂上描述它的外貌和特征。
通过Let's talk板块的学习，让学生们主动思考和表达，从而更好地记忆所学习的内容。
通过让学生们分组进行角色扮演，模拟真实情境来进行对话，不仅可以让他们自信地运用所学的语言，还可以在互相交流和讨论中加深理解，并通过不断调整和纠正语言表达方式，不断提高自己的口语表达能力。
通过让学生们参与一些生动有趣的课外活动，来巩固和加强所学知识的记忆。
例如，组织学生们到动物园、农场或者其他有动物的场所进行实地考察，让他们亲身接触和观察各种不同的动物，并让他们尝试用英语来描述所见所闻。
这不仅可以将所学知识与实际生活相结合，而且可以让学生们全方位地了解和理解动物的生活习性。
总而言之，巩固练习对于提高学习效果和成绩至关重要。
通过适当的复习、交流和实践活动，可以有效地加强学生的语言记忆力和口
语表达能力，从而让他们更好地运用所学的英语知识，成为一名优秀的英语学习者。
下U6 2a—2d
Unit 6 I’m watching TV.Section A 2a—2d* 教师寄语：Time flies. 光阴似箭。
【学习目标】【学习重点】：1、学习掌握本节课的生词和短语；2、初步了解现在进行时；3、谈论人们的行为。
【体验学习】：I、预习交流1. 根据音标拼读单词并牢记；2. 自学课文，勾画出重点和疑惑。
II、翻译官1. go to the movies _______________2. This is3. Not4. join me for dinner_______________5. eat out_______________________6. 六点半_______________________【课堂导学】：I、新课呈现Step1 RevisionReview the key sentences by asking and answering questions.Step2 PresentationPresent key sentences in this period.Do you want to go to the movies? This is Jenny.Not much. Do you want to join me for dinner?We can eat out. Come at half past six.Step3 ListeningListen and finish 2a and 2b. Check the answers.Step4 Pair workRole-play the conversation in 2b.Step5 Role-playRole-play the conversation in 2d.II、合作交流Group work: 分析总结本课出现的用语。
Notes:_________________________________________________________ _________________________________________________________【自主检测】：I、精挑细选( )1. Do you want ________ the movies?A. to goB. go toC. to go to( )2. I’m just_______ my clothes.A. washB. washingC. is washing( )3. Let’s _______ at my home first.A. meetB. to meetC. meetingII、补全对话Tom：Hello? (1)______________ _________________Jack：Hi, Tom. It’s Jack here.Tom：Hi, Jack! (2)_____________________________Jack：I’m reading a newspaper. What about you?Tom：(3)________________________________The TV show is kind of boring. Jack：Do you want to go to a movie?Tom：(4)_________________________________ I like movies. When shall we meet? Jack：(5)_________________________________Tom：OK. See you then.【快乐链接】Let’s chant together!— What are you doing? —I’m watching TV.—What’s he doing? — He is reading.—What’s she doing? — She is cleaning.— What are they doing? —They’re making dinner.【学习体会】成功&收获: 失败&缺乏:。
新版剑桥二级下6-2
B: I’d like ___ a __ pair of__ sports shoes. B: 我想买1双运动鞋。
A:给您！ B: 谢谢！
B: Thanks!
I’da kilo of lemons
要 。
. 我想 1千克柠檬
1千克意大利面 我想要 。
I’da kilo of pasta .
I’d like a kilo of lemons.我想要1千克柠檬。
How much a kilo ? 1千克多少钱？ 4 yuan a kilo. 4元1千克。
A: What ____ would ____ ____ you like ___, Miss.
How _____ much a kilo? ____ a ____. kilo A: 4 yuan __
B: I’d like _____ a __ kilo of__ apples
A: 您想买什么，小姐？ B: 我想买1千克苹果。
多少钱1千克？
A: 4元钱1千克。
pasta意大利面
a kilo of pasta 1千克意大利面
A: ____ What ____ would____ you ___, like Miss.
三、连线
1. turn on
2. turn off 3. there is 4. is like 5.get up
关闭 打开 像…… 起床 有……
Yesterday we went for a ride in mu dad’s new car. Perter went to bed very early, but he could not go to sleep. It was windy outside. Some animals were crying.
外研版英语二下Module 6《Unit 1 I usually play basketball》ppt课件2
I usually play basketball . But I’m not playing basketball
usually 通常
I usually tidy my room. But I’m not tidy my room today.
I usually ride my bike. But I’m not riding it today.
Module 6 Unit 1 I usually play basketball
What day is it today?
On Sundays
Sunday
星期天
Sundays
1.What is Daming doing
now? He is watching TV now.
Is Daming helping his father today? No, he isn’t.
B: You’re_fl_y_in_g__k_i_te______.
A: I usually__p_l_a_y_t_h_e_f_lu_t_e_.__ But I’m nopt la_y_i_n_g__th_e__fl_u_t_e_ today.
B: You’re_ru__n_n_in_g________.
A: I usually__d_o__h_o_m_e_w__o_r_k__
But I’m nodtoi_n_g__h_o_m_e_w__o_r_k_ today. B: You’rer_e_a_d_i_n_g_b_o_o__k_s__.
A: I usually__p_l_a_y_t_h_e_d_r_u_m__s_ But I’m noptla_y_i_n_g_t_h_e__d_ru_m__s today.
高二考前指导技巧课件高中英语人教版选择性(1)
(一) 复习内容
1 单词复习 2 作文背诵
选修二 U4 U5 U6 选修一U1 U2 U3 英汉意思 词性 词汇家族 （派生 近义 反义）
高考英语总分150分，其中80%为基础题，就是只要背了、学了就保证能做对 的题。所以词汇量尤其重要，就像是房子的地基。地基没打好，房子就建不 起来，单词量提不上去，英语成绩也试技巧
措施与策略
1.认真复习笔记、做过的卷子，熟悉各个题型的命题规率； 2.重温背过的各种应用文范文、六种续写情感描写及表达； 3.保持做题手感，坚持每天做题，使自己常处于英语阅读状态； 4. 背单词！英语单词是很容易速成的，今天多背一个单词，在考 试中就有可能多对一道题，多一份底气和自信。 5.调整好心态，放下包袱，相信自己,全力以赴，必定能取得更好的 成绩!
（六）应用文写作部分(8-12 分钟)
1)理清文体，注意格式; 2)审题，应用文请一定分三段。确定三点要求(高考一般都是三点要 求)，把相应的动词或者短句匹配在旁边; 3)1-2分钟在写草稿纸上弄出开头与结尾(各个文体的模版保证自己 脑壳里有储备)，5-6分钟把主题段落的主题句写出来，要点表达遵 照“主+副”的格式; 4)书写!书写!还是书写!开头结尾不要有涂改痕迹，小心书写，注意 卷面整洁; 5)段落注意连接词的衔接，但衔接词的使用以合适为基本纲要(To begin/start with，Firstly、Furthermore、besides、Meanwhile、 Additionally、As for...,by doing…);
作文专辑1 2 各种应用文 影评 图表 事件报道 漫画/图片 续写万能句 情绪生动表达
3 考前练兵题 观千剑而后识器，操千曲而后晓声。
练速度 保质量 熟题型