朗文2-1Unit3
朗文少儿英语第二册小故事集锦
朗文少儿英语第二册小故事集锦Unit 1 Mary has a little lambMary has a little lamb,Little lamb, little lamb,Mary has a little lamb,Little lamb so white.Where Mary goes, her lamb goes,Her lamb goes, her lamb goes,Where Mary goes, her lamb goes,All the day and night.Mary goes to school one day,School one day, school one day.Mary goes to school one day,And her lamb goes, too.Twenty children laugh and say,Laugh and say, laugh and say,Twenty children laugh and say,"Look! A lamb in school!"Unit 2 Playground gamesLook at the children in Ireland.They are playing on a playground.They are playing games and climbing on a jungle gym.Look at the children in Trinidad.They are singing.Mosquito one, Mosquito two.Mosquito jumping on my shoe.Mosquito three, Mosquito four,Mosquito jumping on the door.Look at the children in United States.They are jumping rope.Jump under the tree. Jump behind the tree.How many children are jumping?Ten,twenty,thirty,forty,fifty!Unit 3 The three bearsFather, Mother, and Baby Bear are in the kitchen. Mother Bear puts milk on the table.“It’s too hot,” says Baby Bear.So they go out for a walk.A little girl walks into the kitchen.She sees three cups of milk.She picks up the little cup.“This milk is for me,” she says.And she drinks it.Then she walks into the bedroom.She sees three beds.She climbs into the little bed.“This bed is for me!” she says.And she goes to sleep.The bears walk in the house.“There’s a little girl in our bedroom!” says F ather Bear. Unit 4 School tripI live in Monterrey.It is a big city in Mexico.Today we're going on a school trip.We are looking at the buildings in our city.We ride the Metro to the post office.It is next to the police station.We are walking on the street.We see a fire truck in the fire station!"Hello, firefighter!" we say.It is the end of our trip.We get ice cream cones and eat at the park."Where can we go now?" we ask.Unit 5 A singing catLee is a little boy in a little town.He has no family.He has no money.But he has a singing cat.On Saturday he goes to the market.He stands in front of a shop.His cat sings and sings.His cat sings to the mail carrier.His cat sings to the salesperson.A man on a horse stops and listens to the cat sing. He asks, "Can I have your cat?"Lee says, "You can have my cat,but I want your horse.Then I can work."Lee and the horse work and work.Lee takes food to the market.? He gets money."Now I'm happy!" says Lee.Unit 6 School day in SpainHello! My name is Teresa.I live in Spain.I get up at 8:00 in the morning.I wash my face and brush my teeth.I get dressed.Then I comb my hair.I eat breakfast.Breakfast is hot milk and cookies.We walk to school.We read and write.At 11:00 we play on the playground.At 1:00 we have a big hot lunch. Yum!Then we have school again.At 5:00 we go home and do our homework.We watch TV.At 7:001 take a bath.We eat dinner at 8:00It is soup and salad.I look out my window at the town.And then it is 10:00 — time for bed!Good night!Unit 7 Who wants a fish?Cat likes fish.She does not like cookies.She does not like apples.She does not like oranges.One day Cat sees a fish in a bowl,She jumps and she jumps.But she can't touch the fish.She is mad.Cat pushes the chair next to the table. ,She climbs on the chair.She jumps and she jumps.But she can't touch the fish.She is mad at that fish.Dog comes in the room."Do you want that fish?" asks Dog"No, no, no! Who wants a fish? Not me!"says Cat.Fish looks happy, but Cat does not.Unit 8 Lion can’t sneezeLion is not happy.The other animals in the zoo can sneeze, but he can't. The other animals say,"Lion, you can't be king. You can't sneeze."Lion is sad. He sees Little Bird. She asks,"How are you, Lion?" "I'm sad. Little Bird,"says Lion. "I can't sneeze. I can't be king.Can you help me?""You can't sneeze? I can help you.Watch this!" says Little Bird.Little Bird flies up to Lion's nose.She moves her feet. She dances and dances on his nose. She tickles and tickles his nose.And Lion sneezes—a big, big sneeze.'Thank you, Little Bird.I can sneeze.Now I can be king."Unit 9 My tooth is looseI live in Colombia with my family.This morning I touch a loose tooth.At night we eat dinner Oops!The loose tooth falls out I show it to my mother.At 9:00 I put my tooth under my pillow.I sleep and I wait for the little mouse.In the morning my tooth is not there.But I find some coins!I live in Lebanon.On my way to school todayI feel a loose tooth.Tonight at dinner we havesoup and salad.Oh, here is my loose tooth!My parents say, "Let's celebrate your tooth!We drive to the beach. I throw my tooth into the water.I ask for a gold tooth and I am happy.。
朗文快车教材总知识点
关于如何进行平衡饮食，保持 健康的科普文章
Be going to do sth.计划做某事；一般将来时态will和be 学生日常遇到的 爱迪生的人物传记故事和学生
going to do sth的区别； so 的使用
问题和解决措施
们所受到的启发
Unit 6 Unit 7
How often句式问答以及频率副词的使用； ought to do sth.应该做某事
别和使用
语
求；行为规范歌曲
Unit 3
可数名词和不可数名词的区别；There is 和 there are 的 区别；Do you like…的句式问答
食物和饮料 连环漫画描写一则探病的搞笑 故事
unit 4
Do you like…和 Would you like…的区别； and or的区别 ； too的使用
情绪
Danny的成长记录
动词变过去式的不规则变化；What did sb. do sth.?句式 问答；didn’t的表达；连词so的表达
地点活动
校刊告示联谊学校泰迪熊交换 计划；日记记录泰迪熊在澳大
利亚的一天
一般过去时态一般疑问句的表达；Did you do sth.? Where which How many特殊疑问词的区别和使用；at +
Too either的区别；关联词both …and / or /but的区别和 使用
良好的日常生活 习惯行为
不同的电视节目 类型
脏乱差的巨人Gulliver来到小人 国，被改造清洗后，变得整洁 干净，并被国王任命为健康大
使的趣事
玩具商店的玩具半夜出来争吵 抢夺看不同节目电台的趣事
5A
语法知识要点
朗文1A 2-6单元课文翻译或板书
鼻子
数学 magnet 磁铁 mark 马克笔 man 男人 monkey 猴子 mango 芒果
math
nice nurse护士 no 不是
P36 Unit 6 head and shoulders 头和肩
头和肩 膝盖和脚趾 read a book?她能读书吗？ 是的，她能。 她能写故事吗？ 不，她不能。
Sing a song唱歌 Climb a tree爬树
1A unit6
我很高 我有短头发。 我有大眼睛 我很胖 我有大大的耳朵 我有一张小小的嘴巴。
Unit6 阅读
happy开心 he他 hi你好 here这里 hand手 house房子 hair头发 hat帽子
Unit3 My toys我的玩具
I have I have I have I have
a ball. 我有一个球。 a car. 我有一辆小汽车。 two robots.我有两个机器人。 six buses.我有6个公共汽车。
Picture1 看看那些小孩，TOM。 哦，男孩有卷头发。 女孩也有卷头发。 Picture2: 看，女孩们有大眼睛。 他们也
戴了大眼镜！
Picture 3: 看那两个胖男孩。他们有小小的眼睛。 嘘！不要粗鲁，Beeno。
Picture4: 我对不起。 没关系。 Picture 5: 谁能参加这个表演，Tom? 我们能参加吗？ 不，Beeno。我们不能。我们不是双胞胎。
两把绿色的尺子。对不起，Charlie.这是你的 书包。
香港朗文2A各单元知识要点
【语法点】
1．Therebe句型
2． 序数词初体验
【重点词汇】
Swimmingpoollibrarycomputerroommusicroomplaygroundartroomsingdrawplayswimreadlearngroundfirstsecond,third,fourthfunniceperfectcome
Unit8Lookingafterapet
【语法点】
否定句
【重点单词】
Meat,fish,rice,bones,worms,milkthin,fat,doesn’t
【重点句型】
1．——Whatdocatseat?
——Theyeatfishandrice.
2．—Whatdon’tcatslike?
——catsdon’tlikeworms.
6．Myclassroomisonthefirstfloor.
Unit2Inthepark
【语法点】
现在进行时初体验
【重点单词】
Sign,bicycle,ballgame,duck,grass,parkkeeper,feed,ride,pick,walk,climb,playwith,naughty
2．—Thisismypen.Whosetieisthis?
—It’smytie.
3．IwanttowatchTV.
4．—Icanfeelsomethingsoft.Whoseteddybearisthis?
—It’smyteddybear.
5．Icanfeelsomethingcoldandwet.Ohdear!It’stheiricecream.
6．Tellmeaboutyourclassroom.
(2021年整理)深圳朗文小学英语知识点1-7册
（完整）深圳朗文小学英语知识点1-7册编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（（完整）深圳朗文小学英语知识点1-7册）的内容能够给您的工作和学习带来便利。
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小学英语第一册Unit 1 saying helloHello!Good morning .How are you ！ -—-—Fine, thank you 。
Goodbye.Thank you。
Unit 2 Making friendsGood afternoon 。
Hello!I’m Pat. ————Hi! My name’s Bill。
What's your name ？ --—-xxxUnit 3 My classroomWhat's this？—-——It’s a chair/fan/computer/desk/book/girl/king/queen.What's this in my classroom ？————It's xxx。
Sorry。
Unit 4 My school thingsWhat’s this ? It’s my .。
.This is my bag/ruler/rubber/pen/pencil/pencil case.Unit 5 RevisionUnit 6 playing a gamePoint to the board.Look at the window。
Sit down。
Open your books。
Close your books.Stand up.You're out.Unit 7 My bodyears eyes a nose/mouth fingerDraw 。
香港朗文2A各单元知识要点
香港朗文2A各单元知识要点Unit 1: My School- 学习学校相关的词汇，如：classroom（教室）、schoolbag（书包）、library（图书馆）等。
-学习基本的问候用语和礼貌用语。
-学习表达喜欢和不喜欢的动词和形容词。
Unit 2: My Family- 学习家庭成员的称呼，如：father（父亲）、mother（母亲）、brother（兄弟）等。
-学习数数字以及描述家庭成员数量的句子。
-学习表达喜欢和不喜欢的家庭活动。
Unit 3: My Home- 学习描述家居设施的词汇，如：bedroom（卧室）、living room （客厅）、kitchen（厨房）等。
-学习描述家的位置和附近环境的词汇。
-学习表达喜欢和不喜欢的家居活动。
Unit 4: My Toys- 学习常见玩具的名称，如：doll（玩偶）、ball（球）、car（汽车）等。
-学习描述玩具的颜色、形状和功能的形容词和动词。
-学习表达喜欢和不喜欢的玩具和游戏。
Unit 5: My Food- 学习常见食物的名称，如：rice（米饭）、bread（面包）、apple （苹果）等。
-学习描述食物味道、颜色和口感的形容词。
-学习表达喜欢和不喜欢的食物和饮品。
Unit 6: My Clothes- 学习描述衣物的词汇，如：shirt（衬衫）、pants（裤子）、dress（裙子）等。
-学习描述颜色和尺寸的形容词。
-学习表达喜欢和不喜欢的衣物和购物活动。
除了上述的每个单元的知识要点外，还有一些跨单元的重要知识要点：-学习表达自己的基本信息，如：姓名、年龄、生日等。
- 学习基本的日常活动动词和副词，如：eat（吃）、sleep（睡觉）、walk（走）等。
- 学习基本的指示代词和介词，如：this（这个）、that（那个）、in（在）等。
朗文英语听说教程二听力 PDF
Unit1Slang:Talking CoolT EACHER:OK,let's get started...Today we're going to be looking at a really interesting phenomenon,slang.We'll be looking at where slang comes from,who uses it and why.We all use it more often than you might think—every day of our lives,in fact. And we use it for a reason.You know,most of us are fascinated with slang.We continually hear new words and phrases enter the language and replace old,and we see familiar words take on new meanings.We feel a need to keep in touch with these changes,to be aware of the latest street talk.Fact is,we love slang.But what is it exactly?What is slang?Anyone like to suggest a definition?S TUDENT1:Isn't it basically kind of casual talk?TEACHER:Can you say a bit more?STUDENT1:You know,the sort of words we use with friends...in relaxed situations. TEACHER:Good.You're pretty much there with your idea of casual language.We can say that slang is language that's found only in the very informal speech of particular groups of people.It can help to identify the communities,the groups of people,who use it.And this brings me to the first important point of the lecture—why people use slang.A lot of slang comes from not wanting to be understood by outsiders,people outside your circle.In other words,people exploit slang to give their group an identity,by making their language exclusive,or at least private.Through this private language,they can tease one another,enjoy shared experiences,and keep everyone else at a distance. All cultures contain groups or subcultures with different interests and priorities,and each group tries to establish a separate identity.They want people to know who they are, what they stand for—and slang helps to construct and cement that identity.We can say, then,that slang reflects the experiences,beliefs,and values of its speakers.Now let's look more closely at this relationship between slang and community,slang and identity.A nice example of this is,uh,student language,sometimes called "youth-speak."Young people use a lot of slang,and many of the words they use are used by both sexes,often metaphorically rather than literally.That is to say,the conventional meaning of the words change.For example,words that have traditionally had strong negative literal meanings that are used as insults have taken on,uh,gentler, and in many cases even positive meanings in conversation.We'll look at some examples later.Now,if you ask college students why they use slang,they'll tell you it's cool,and that's true in several different ways.First,it's cool because it's in style,in ing current slang shows that the speaker is in tune with the times...you know,that he or she knows what's in fashion and is pan of that fashion.Second,slang is cool in the sense of showing that the speaker is knowledgeable...the speaker is"in the know,"the speaker knows when slang is acceptable.People don't use slang all the time,only in situations and with people who accept the use of slang—a point I'll return to later.Research tells us that although young people often deny that they use slang intentionally,in fact they clearly choose whether or not to use it depending on the situation they're in.As we've already said,slang's typically used in informal rather than formal settings,and this is certainly true among college students: They usually avoid using it in the class-room or a work environment,for example. Anyone like to suggest why?S TUDENT1:People won't understand them.STUDENT2:Yeah,so it's like a waste of time.TEACHER:Well,that may be true,but it's not the main reason.They don't use it simply because it could make them look bad.And everyone hates looking bad,right?So,to review,we've said that students use slang only in certain situations.But they also only use it with certain people,usually friends.When they use slang,they are showing that they share social and emotional experiences—so slang reinforces their relationships.But...it also gives special meaning to what they say.For instance,to say "That party was the bomb"is more than merely saying it was a very good party.It shares an emotional experience that might otherwise take several sentences to explain.In other words,it's a kind of...shorthand.The third and final way slang's cool is that it's fun;it's very creative in the same way that poetry is,and it's often humorous.In other words,it's a form of play,a way of entertaining.So...uh,let me repeat:I've said that slang's cool for three reasons:One,it shows the user's fashionable and in tune with the times;two,it's a way of reinforcing relationships and communicating efficiently;and three,it's fun and entertaining.Got that?All right then,let's now take a look at different kinds of slang,in particular three types of slang words:those that are currently most used,those that linger year after year,and those that have become unfashionable.So...now what is the most used slang?Well,research tells us that over the past few years,in the number one position is"dope,"which basically means very good,great,excellent,attractive,or nice.So somebody might say,for example,that his friend's new motorbike is really dope;in other words,it's very good.Other words that feature in the top twenty include"chill out"(to calm down or relax),"the bomb"(meaning the best or most excellent),"whack"(which means bad,unfair,crazy,or foolish),and"dude" (meaning person—usually a man,actually).Any other examples?Yes?S TUDENT1:Hella.T EACHER:Meaning?S TUDENT1:Very,a lot.T EACHER:OK,yep.Luis?STUDENT3:"Kick it,"which means,like,to hang out,uh,relax,you know,sit around doing nothing.TEACHER:Right.And it's interesting,isn't it,how most slang terms indicate approval or disapproval;they show what we feel positive or negative about.So,like"dope"and "the bomb,"we have"sweet,""phat"—spelled P-H-A-T,not F-A-T—"cool,"and "tight"—all meaning good,excellent,nice,or attractive.And then you have words like"bad"which really mean good;so"That new CD is bad" actually means it's good!So you see,slang does strange things with language.Like I said earlier,it's certainly creative.As a matter of fact,some slang words have many different meanings,sometimes as many as nine or ten.For instance,the word"trip"or"tripping" has various meanings,but they all reflect the idea of unusual,strange,or extreme.When a word's used a lot or has a number of different meanings like this,we sometimes say it "works hard."The word"trip,"then,is a word that works hard.Uh...now,the second type of slang consists of words that linger from decade to decade and never seem to go out of fashion—and these words also work hard,that is, they have a lot of meanings.A great example is the word cool—forever popular,it seems!Other terms in this category are"nerd,""cheesy,""chick,""the man,""toasted," "wasted,""what's up,""blow away,"and"gross."And once again,most of these show approval or disapproval.And...now,finally,there are slang terms that come and go;they disappear almost as quickly as they appear.Examples include"gimme five,""how's it hanging,"and"core." Words like these often disappear because they're closely associated with famous personalities who similarly come and go—they're popular,in the spotlight for a while, and then seem almost to disappear.And when they disappear,the slang associated with them tends to disappear as well.Now,today,public tolerance of slang is at an all-time high—just look at how widely it's used in newspapers.But how do college teachers and academics view slang?Well, some persist with the idea that its use will degrade...uh,you might even say"pollute" academic discourse.However,among themselves students tolerate words their teachersmight consider taboo.Students are actually very good at code-switching;that is,they're very good at using different styles or codes of communication in different situations.Do you agree?Do you use slang in your essays or when you speak with a teacher? STUDENT3:Personally I never use slang in essays.It just doesn't feel right.It's true, you know,most students know when to use slang,and when not to.STUDENT2:I agree.I sometimes use it with teachers,though;it just depends on who the teacher is.TEACHER:Why,I imagine most people do the same.Here's something you may find surprising:A recent study on student conversation suggests that students don't in fact use slang that often but instead they choose more ordinary colloquial vocabulary.OK,to finish up,now let me say something about the history of slang.Many years ago, slang was closely associated with underground,criminal organizations,groups that deviate from mainstream society...uh...with notions of outcasts and socially unacceptable behaviors.A look back in time shows,for example,that in the seventeenth century more than twenty words were used to refer to vagrants,that is,to someone who has no home or job.Today,of course,these associations are much weaker and slang's used much more widely.As underground culture has become more mainstream,there's not the same need for the kind of secret code that slang offered.Today,most of us use slang and aren't ashamed of using it.It may still have negative connotations,but like it or not it's here to stay,and increasingly it's become the subject of serious academic study. And why not?As I've tried to show,it's a fascinating social as well as linguistic phenomenon.So,any questions?...Unit2Murphy's LawTEACHER:Good afternoon,everyone.More than200years ago,the Scottish poet Robert Burns said that"the best laid plans of mice and men often go awry."I'm sure we all have firsthand experience with what Burns means;no matter how carefully we plan a project and no matter how carefully we try to,uh,anticipate problems,we're likely to,uh encounter something unexpected and unwelcome that will throw our plan off course. Well,class today we'll be looking at how plans can go right or wrong...and,uh,how we can make sense of this.Are you all familiar with Murphy's Law?Well,according to Murphy's Law,anything that can go wrong will go wrong.So we'll be looking at everyday examples of Murphy's Law—uh,things like why toast falls buttered-side down, why it always seems like we choose slow lines at the supermarket,and why it is so difficult to win when we gamble.As you may know,we now have many different versions of Murphy's Law,and today I'd like to look at the science behind three of them.I'll try to show you that some thingswhich have happened to you,and which you may have thought were simply bad luck, had nothing to do with luck at all.What I'm saying is that there are some very good scientific reasons for many of the things that happen to us,and we're not victims of bad luck as often as we might think.When we consider some basic science and probability theory,we can more clearly understand why some"bad"things happen the way they do. All right.Let's begin with a very commonplace situation.Let's say you've just gotten up. You're still sleepy,and you make your way to the breakfast table.In your half-awake state,you accidentally hit your piece of toast,which has butter on one side.The toast begins to fall to the floor.Now what are the chances that you'll be lucky and the toast will land buttered-side up?Well,the toast has only two sides,so most people think that the answer is fifty-fifty.Fifty percent.Right?Do you think that there's a50percent chance that the toast will land with the buttered-side up?STUDENT1:Well,this sounds like a trick question,but,uh,yeah.Logically,50percent sounds about right.TEACHER:Yes,50percent does seem right,but,in this case,Murphy's Law of Falling Toast says:"Toast which falls from a table will land buttered-side down."Actually,the probability of this happening is extremely high.It's close to100percent.Now,here's why.When something like a piece of toast falls from a table,its behavior is not random. The rate of spin is controlled by the laws of physics.This is the problem.The rate of spin, that is,how fast the toast spins,is too low for the toast to make a complete revolution.It's too slow to turn completely around and hit the floor buttered-side up.The rate of spin is determined by the force of gravity.So in a very real sense,the laws of physics,and specifically the rate of spin,make sure that our toast lands buttered-side down almost all the time.So the point is that simple probabilities—for example,the probability that toast has a fifty-fifty chance of landing buttered-side up—can be greatly affected by other more fundamental factors,such as the laws of physics.So,in this case,we believe that we have bad luck because we don't understand that the natural laws of physics are in effect.The toast should land buttered-side down.OK?Let's look at the next point.Now we come to one of my most frustrating situations in life—the supermarket line.In this case,Murphy's Law of Supermarket Lines says:"The line next to you will move faster than yours."Now everybody wants to get into the fastest line when they go to the supermarket,right?OK,so let's say that you're at your local supermarket and there are five lines,but each of the five lines looks pretty much equal in length.Now,of course, you want to try to anticipate which one of the five lines will move the fastest.Well,this is where simple probability theory enters the picture.The chances that you have chosen the fastest of the five lines is one divided by the number of lines,which is five in this case.So mathematically,the formula is one divided by N where N is the total number of lines.So in this example,one divided by five gives us what?STUDENT2:One divided by five is one-fifth or...uh...20percent.TEACHER:Right.Twenty percent.There's only a20percent chance that we have chosen the fastest of the five lines.Now even if we reduce that to three lines,our line and the lines on each side of us,the chances we've chosen the fastest line are still only what?S TUDENT2:Uh,33percent.One out of three.TEACHER:Sure.One divided by three is33percent,so it's not just your imagination that one line near you almost always moves faster than yours.Simple probability theory shows that the odds are against you.If there are very many lines,the chances that you'll choose the fastest one is quite low.So,you see,it has little to do with luck,but w e perceive that it does.All right.Now let's look at a final situation that shows how we commonly misunderstand the laws of probability.We've come to Murphy's Law of Gambling that says simply:"You will lose."Now in the case of the supermarket lines that we've just talked about,probability theory applied very nicely.And actually,as we go through life, most things are fairly predictable because they follow the basic laws of probability. Weather is an example.Let's say that it's been raining for a week,and a friend says to you"I think it's going to be sunny tomorrow."Is that an unreasonable statement?Well, no.Clouds move,and they are of limited size,so if it's been raining for a week,it's likely that the rain and clouds will end soon.In other words,the next sunny day is more likely to occur after the seventh day of rain than after the first,because the storm front has what is called a life history.Now this is important,so let me explain that term.Events with a life history have changing probabilities of certain events occurring over time.For instance,uh,if you plant flower seeds,you can predict with reasonable accuracy when the plants will come up,when they will bloom,and how long they will bloom.For instance,with some types of flowers,there's a90percent chance that they will come up fifteen to twenty days after the seeds have been planted.In short,the growth of a flower follows a clear predictable pattern,and we call this pattern a life history.But this is the trick with many gambling games.The casino owners want us to believe that dice also have a life history and that we can therefore estimate the probability of events related to the dice.However,gambling devices like dice are different because they don't have life histories.Now...what do you think that means?STUDENT1:There aren't any reliable patterns?Um,just because I rolled a seven last time doesn't tell me anything about the next roll.TEACHER:Right.You can't look at the past rolls of the dice and predict what the next roll will be.Now many people,especially gamblers,think that they can,but this is what's called the gambler's fallacy.The gambler's fallacy is expecting to roll a seven with a pair of dice because a seven hasn't come up recently.So,in other words,there's a widespread belief among gamblers that dice have a life history.In thereal world,that's not a bad way to reason,but in a casino,it's the path to financial loss. Dice have no memory,no life history.Now you can predict that if you roll one dice many,many times,the number five will come up about16percent of the time.That's one divided by six.But that's not what we're concerned with here.We're concerned with the next roll of the dice.As a result,the element of arbitrariness or randomness makes prediction of the next roll impossible.Statisticians who work with probability theory call the roll of a pair of dice a single-event probability,and many of these same statisticians believe that the probability of a single event can't even be computed mathematically.So, the same probability theory that works well with supermarket lines won't help you win a million dollars in a dice game in Las Vegas.It could,in fact,lead to a catastrophe!So,to sum up,we have looked at three cases involving Murphy's Law and our perception of"bad luck."The first case was the toast,right?Our toast lands buttered-side down far more often than we would predict because the basic laws of physics have a strong effect on normal probabilities.The second case was the supermarket line, remember?Another line moves faster than ours because the laws of probability are behaving normally,even though we might perceive them as behaving unfairly.And the third case was the dice game.People lose at gambling games like dice because the laws of"life history probability"simply don't apply in those situations,even though gamblers think they do.So,as you can see,in some cases,Murphy's Law is not just some form of bad luck. There are some very real,scientific explanations for these events.OK,that's about it for today.For next class I'd like you to take a look at Chapter7and be ready to talk about the discussion questions on page255.See you then.Unit3Types of MemoryTEACHER:Good morning everyone.Um...today,I have the pleasure of introducing you to the basics of what I think is one of the most fascinating topics in the field of psychology—memory.What is memory?How does memory work?The research in this field is fascinating and dates back to the late1800s,so it's been going on for more than a century.I'll begin today by saying a few things about three types of memory that we all have,and then we'll look at how memory is measured.All right.First of all,let's begin by looking at types of memory.One of the most common ways to classify memory is based on time...based on time and duration of use.So typically,memory is divided into three types:sensory memory,working memory (which is also referred to as short-term memory),and long-term memory.Again,that's sensory memory,working memory,and long-term memory.Let's talk about sensory memory for a minute.Sensory memory holds information for only an instant,say,less than half a second.This is just long enough to register an impression on one or more of our five senses—sight,hearing,touch,smell,or taste.Let me give you an example of aphenomenon concerning visual sensory memory that I'm sure you've all experienced. Imagine that you're holding up a flashlight on a dark night.You start to move it in circles slowly,watching it carefully the whole time.Pretty soon you aren't just seeing the flashlight...you can see a full circle of light!Of course,it's actually just one point of light being moved around,but your memory of the visual sensation of the light fills in the rest of the circle.That's one example of sensory memory.So remember,you can hold something in your sensory memory for just a fraction of a second,up to around half a second,then it fades away.Now if you want to keep the information for longer than a second,you have to put it into your working memory.Working memory,the second type of memory,allows us to hold on to things for as long as we think about them,that is,as long as we're paying attention to them.It's something like a kind of temporary storage place.Let me give you a simple math problem.Are you ready?Here goes...18plus44plus9plus19...I'll say that one more time.OK?18plus44plus9plus19....All right?...Do you all have the answer?Maya?S TUDENT1:Uh,I think it's90.Yeah,90.T EACHER:Let's see...18plus44is62...plus9is71...plus19is90.Ninety is the answer.Now,to figure out this problem,you had to use your working memory.As you did the problem,you had to continue holding the numbers in your memory until you got the final answer.If you stopped concentrating on the numbers,that is,you stopped saying them to yourself,or stopped visualizing them,you would have forgotten them and then you wouldn't have been able to solve the problem.Do you see how that works? Here's one more example of working memory involving reading.Look at the sentence: "Honey is the only natural food that is made without destroying any kind of life."It's written down in your textbook.Why,you may wonder,do we need working memory to understand such a simple sentence?Well,the answer is because working memory holds the first part of the sentence,"Honey is the only natural food..."while our eyes move on to the last part,that is,"made without destroying any kind of life."Without our working memory,we would forget the first part of the sentence before we got to the end.So reading even short or simple passages would be impossible without our working memory.OK,I think you can see how important working memory is,but our working memory is very limited,and it can only hold information temporarily.It usually lasts only one and one half to two seconds and then it begins to fade.So if working memory were all we had,we would be very limited.Essentially,working memory mediates between how we experience the environment and our long-term memory.This brings us to the third type of memory that we'll talk about today,long-term memory.Now,long-term memory is involved with information that's stored for considerable lengths of time.For example,do you remember the name of your best friend when you were ten years old?I bet you do,because this information is certainly in your long-term memory.Actually,memory that's tested after about one minute behaves in a very simi-lar way to memory tested after a day,a week,or even years,so many scientists believe that any memories more than one minute old are part of our long-term memory. Interestingly,these memories seem to change over time in the sense that we tend to add information to them.In a sense,our memories become somewhat distorted.The reason behind these changes is that our memory is designed to keep or preserve meaning,not to keep impressions or images,but to keep meaning.For example,try to remember a conversation you had yesterday with a friend.Now if you're like most people,you can't remember the exact words that you or your friend said,but you can remember the ideas that you discussed.Your memories of the points that were most important to you will be the clearest.So the essential feature of long-term memory is that it specializes in holding meaning.OK,are there any questions about that?Yes?STUDENT1:Yeah.Can you explain why we don't remember all of the details of our past conversations?TEACHER:So the question is,"Why do we forget?"Well,most experts believe that if we remembered all of the details of our past experiences,our memory system would be filled with a lot of trivial information,a lot of trivial and generally useless information. Secondly,it is conceivable that we would find it extremely difficult to sift through such a...a mass of detailed information and find the really important information that we need.Um...in other words,memory searches would proceed a lot more slowly.S TUDENT1:OK,I see.Thank you.TEACHER:OK,let's move on to ways of measuring memory.Just as we distinguished three types of memory,there are three main ways of measuring how much a person remembers.The first of these methods is called recall.You use recall many times every day.Here's what I mean....Take out a sheet of paper....OK,now look at the word list in your text:drum,band,studio,and so on....Read it silently to yourself....OK?... Have you looked at all of the words?...OK,you should be finished by now.Now,close your book.Write down the words you saw,as many as you can,on your paper....Go ahead....OK,that's a simple recall test.Now,most of you probably remembered most of the words,but not all of them.Our memories,of course,are not perfect,and of course forgetting is natural.The second method of measuring memory is recognition.OK,for this you need another piece of paper,or just turn that one over....All right.Number the page from one to eight....Now look at the word list again.OK,now close your book.I'm going to say eight words.You have to write"yes"or"no"—"yes"if the word I say was on the list, "no"if the word I say was not on the list.Ready?Here I go.1.studio.2.guitar.3.stage.4.recorder.5.wiring.6.song7.vocalist.8.drum....OK,everybody finished?The answers are1.yes,2.no,3.yes,4.no,5.yes,6.no,7.yes,and8.yes....How did you do?Anyone get all eight correct?...Good!That's what we call a recognition test.In contrast to the recall test,recognition is more receptive and doesn't require you to produce anything.For this reason,recognition is a lot easier for most of us than recall.In other words,asking yourself "Have I seen this before?"is easier than remembering everything you saw.Now the third basic method used to measure memory is relearning.Let me give you an example of a relearning test.First,you try to memorize a list of words.Then you don't look at the list for a period of time,maybe a week.If you're like most people,you won't be able to remember all of the words.After a week,you then look at the list a second time and try to relearn it.As you would guess,most people relearn information somewhat faster than they learn it the first time.By measuring the time people need to relearn information,we can calculate how much information they have stored in their long-term memories the first time.So,let's stop there for today.Uh...I hope that you'll put today's material in your long-term memory...or you're going to have a hard time with the test.See you next week.Unit4Actions Speak Louder than WordsTEACHER:OK,class,OK...let's begin.What do we mean when we say that actions speak louder than words?STUDENT1:Uh...that means we believe people's actions more than we believe their words.TEACHER:Yes,exactly right—and,uh,in a sense,actions are more important than words.That's because we usually judge speakers'intentions by the nonverbal signals they send us.And that's what our subject today's all about,nonverbal communication—how we communicate through our actions—facial expressions,eye contact,tone of voice,uh,body movement,and so on.And if any of you doubt the importance of these things,you might like to consider a couple of statistics I've got here in front of me.Some communication specialists estimate we spend about75percent of our waking hours communicating.And,more to the point,words account for only,mm, 10to30percent of that communication—the bulk's nonverbal.That's food for thought, uh?Now although people clearly understand its importance,nonverbal communication—I'll call it N.V.C.for short—is actually a rather recent field of study and owes a lot to an American anthropologist named Raymond Birdwhistle—spelled B-I-R-D-W-H-I-S-T-L-E.Easy name to remember,right?Birdwhistle began studying nonverbal communication in the1950s and,um...one of his main ideas was that the meaning of nonverbal behavior depended on the context in which it was used....Uh,it depends on the context.So,he looked at the whole context of nonverbal behavior—how and,uh,where certain types of nonverbal behavior appeared—and not just one particular behavior in isolation.Facial expressions,for example—frowns,smiles,raised eyebrows, and,uh,so on—we all use these to convey many different meanings.But those meanings are largely determined by the situations we're in and the relationships that we have with the people we're communicating with.So,the same。
朗文国际英语教程2(side by side2)unit3 SBS2 Unit 3
1. d_l_c_ _ _s 美味的
2. _ _c_l_ _nt 极好的 3. f_nt_ _t_c 极好的 4. m_g_ _f_cent 宏伟的 5. w_ _d_ _ful 令人惊奇的
1.anniversary 2.dinner 3. order
4. enjoy
5. wonderful
1. a can of soup 一罐… 2. a jar of jam 一瓶…（广口瓶） 3. a bottle of ketchup 一瓶（小口瓶） 4. a box of cereal 一盒… 5. a bag of flour 一包… 6. a loaf of white bread 一条… 7. two loaves of whole wheat bread 两条… 8. a bunch of bananas 一串、一束… 9. a head of lettuce 一颗、一头… 10. a dozen eggs 一打…（12个） 11. a pint of ice cream 一品脱… 12. a quart of orange juice 一夸脱… 13. a gallon of milk 一加仑… 14. a pound of meat 一磅… 15. a half pound / half a pound of cheese 半磅…
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SBS2- Unit 3
1. soup
2. jam
3. ketchup
4. cereal
5. flour
6. white bread 7. whole wheat bread 10. eggs
朗文新派少儿英语2A基础级第3单元知识点
Unit 3 This Is Our House (这是我们的房子)（1）班级: PA2042 教师：Nancy日期:2010年01月22日Unit 3 This Is Our House（2）班级: PA2042 教师：Nancy 日期:2008年01月29日Unit 3 This is our house（这是我们的房子）（Lesson 3新授课）Class：SPA2008 Teacher：Nancy Date：2009年01月11日Unit 3 This Is Our House（4）班级: PA2042 教师：Nancy 日期:2010年2月5日Unit 3 This Is Our House（5）班级:pa2042 教师：Nancy 日期: 2010年03月05日Words drink 喝 too 太 hot 热then 然后 so 因此put…on… 把…放在…上 go out for a walk 去散步a cup of milk 一杯牛奶go to sleep 入睡，睡着run away 逃跑Grammar say--says pick--picks put--puts drink--drinkswalk--walks see--sees climb--climbs go—goes run—runsStory <The Three Bears> (三只熊)（SB：P27-28）1.Father, Mother, and Baby Bear are in the kitchen.熊爸爸,熊妈妈和熊宝宝在厨房里.Mother Bear puts milk on the table. 熊妈妈把奶放在桌子上. “It’s too hot,”says Baby Bear. 熊宝宝说:"牛奶太热了!"So they go out for a walk. 因此他们去散步了.2.A little girl walks into the kitchen.一个小女孩走进厨房.She sees three cups of milk. 她看见三杯牛奶.She picks up the little cup. 她拿起小杯子.“This milk is for me,” she says.“这杯奶是我的.”她说。
深圳朗文小学英语单词表Primary English For China (1到12册)
深圳朗文小学英语单词表Primary English For China第一册目录Unit 1 Saying helloUnit 2 Making friendsUnit 3 My classroomUnit 4 my school thingsUnit 5 RevisionUnit 6 Playing a gameUnit 7 My bodyUnit 8 FruitUnit 9 ColoursUnit 10 RevisionUnit 1 Saying hellohello int. 喂，你好hi int. 你好good a. 好morning n. 早晨，上午how ad. 怎样，如何are v. 是you pron. 你；你们；您fine a. 好的thank v. 谢谢goodbye int. 再见here ad. 这里，在这里is v. 是a art. 一（个，件）balloon n. 气球oh int. 哦，哊，哎呀no int. 不，不是Unit 2 Making friendsafternoon n. 下午，午后I pron. 我am v. 是my pron. 我的name n. 名字，姓名what pron. 什么your pron. 你的；你们的nice a. 令人愉快的；好的meet v. 遇见，见到Unit 3 My classroomit pron. 它computer n. 计算机；电脑desk n. 书桌chair n. 椅子fan n. 风扇；扇子light n. 灯，灯光book n. 书；本子this pron. 这，这个classroom n. 教室sorry a. 对不起，抱歉miss n. 小姐，女士（称呼未婚女子）Unit 4 My school thingsbag n. 书包pencil n. 铅笔pencil Case 铅笔盒pen n. 钢笔ruler n. 尺子rubber n. 橡皮Unit 6 Playing a gamepoint v. 指，指向point to 指向the art. 这（那）个，这（那）些board n. 黑板door n. 门window n. 窗户look v. 看，观看look at （仔细）检查，查看sit v. 坐sit down 坐下stand v. 站stand up 起立open v. 打开close v. 关，关上out adv 出局，淘汰children n. (复）孩子，儿童Mr（Mister）n. 先生（用于姓名前）please ad. 请Unit 7 My bodymouth n. 嘴nose n. 鼻子eye n. 眼睛ear n. 耳朵finger n. 手指draw v. 画画one num. 一two num. 二three num. 三four num. 四five num. 五six num. 六seven num. 七eight num. 八nine num. 九ten num. 十yes ad. 是and conj 和Unit 8 Fruitan art 一（个，件）apple n. 苹果banana n. 香蕉pear n. 梨子lychee n. 荔枝orange n. 橙子mum n. （口语）妈妈fruit n. 水果salad n. 色拉Unit 9 Coloursred a. 红色blue a. 蓝色yellow a. 黄色green a. 绿色orange a. 橙色brown a. 褐色的，棕色的me pron. 我（宾格）very ad. 很，非常too ad. 也，还ow int. 啊哊，哦第二册目录Unit 1 About meUnit 2 Fun with KOKOUnit 3 Our showUnit 4 At the zooUnit 5 RevisionUnit 6 ToysUnit 7 My petUnit 8 Children`s DayUnit 9 Fantasy WorldUnit 10 RevisionUnit 1 About mestudent n. 学生young a. 年轻的pioneer n. 先锋，开拓者Young Pioneer 少先队员in prep. 在……里面class n. 班级grade n. 年级boy n. 男孩girl n. 女孩what int. 什么（表示惊讶）turn n. （轮流的）顺序It's your turn. 轮到你了。
研究生朗文英语听说教程二听力题目加答案
Quiz朗文英语听说教程（二）Unit 1 What ' s in a Name?1. a. They n ame them after gran dpare nts.b. They choose n ames they like.c. They choose n ames of family frie nds.2. a. Boys ' n amesb. Girls ' n amesc. Boys ' and girls ' n ames3. a. Place n amesb. Occupatio nal n amesc. Added n ames4. a. Place n amesb. Added n amesc. Occupati onal n amesuiz Audiosenpt Part Aonly foHos do most parents name their children?To what names is junior sometimes added? IXliar are the names Rivers and Hill examples of? What arc rhe names Reed and Baldwin examples oO tiuenu even it1、b. They choose names they like.2、a. Boys ' names3、a. Place names4、b. Added namesUnit 2 English: A Global Language?5、 a. En glish is not a global Ian guage.6、 b. En glish is a global Ian guage.c. En glish is the official lan guage.7. a. Many taxi drivers prefer English to Italian.b. Many people speak En glish flue ntly.c. Many people use En glish for their jobs.8. a. New Yorkers don 'always speak En glish.b. New Yorkers n eed En glish for everyday purposes.c. New Yorkers n eed En glish to be successful.9. a. People n eed a com mon lan guage forspecialsituati ons.b. People are beco ming more flue nt in En glish.c. Pilots should be flue nt in several lan guages.QUIZ Audioscript Part AI En0“h is used in intcrnacionil hotels Airports, does thisdemonstrate?2. Many raxi drivers in Rome »pcak English, What doesthis demonstrate?M Thirty percent of Neu ^brkcr^ uu- Spanish in thendaily lives. What does this demon urate?& WhM does the use of Airs|<ak show?real ini 2*Folth<to Un1、b. English is a global language.2、c. Many people use English for their jobs.3、a. New Yorkers don 'always speak English.4、a. People n eed a com mon lan guage forspecialsituatio ns.Unit 3 High Anxiety: Phobias10. a. Mildb. Extremec. Normal11. a. Phobias are un comfortable.b. Phobias are com mon.c. Phobias are lear ned.12. a. By what people fearb. By how people reactc. By the problem they cause13. a. Phobias are the problems themselves.b. Phobias are sig ns for deeper problems.c. Phobias are quite easy to con trol.12 Audioscript Part AWhat word describes the reaction of someone with a phobia?W'hzi is the main kka of (he fint theory?-Tow arc phobias dassitkd?X^hat is the nuin idea of the second theory?1、b. Extreme2、c. Phobias are learned.3、a. By what people fear4、b. Phobias are sig ns for deeper problems.Unit 5 Learning Differently14. a. Dyslexic stude nts n eed special schools.b. Dyslexic stude nts n eed teachers who canbeflexible.c. Dyslexic stude nts should n 'atte nd school.15. a. Dyslexia may cause problems at school.16. b. Dyslexia may be hard to treat.c. Dyslexia may be an in herited con diti on.17. a. They gen erally score well on in tellige nee test.18. b. They gen erally appear in tellige nt to theirteachers.19. c. They gen erally follow directi ons well.20. a. To help stude nts do better at schoolb. To build special schools for dyslexic stude ntsc. To use computer chips to help dyslexic childre nQuiz Audioscript Part A1. What main idea was discussed in the lecture?2. A dyslexic girl s father also bas dyslexia. What do<| (his show?3. VC hat is true about thikirrn with <jv\lrxia?4. What is Dr Levinsons goal?1、b. Dyslexic students need teachers who can beflexible.2、c. Dyslexia may be an inherited condition.3、a. They gen erally score well on in tellige nee test.4、a. To help students do better at schoolUnit 8 Right and Wrong on the Net21. a. To provide guideli nes for ethical computer useb. To in crease the use of computers in schoolsc. To solve computer problems caused by hack ing22. a. Reading a friend -mail ' eb. Using a frie nd ' scree n n amec.Downl oadi ng free software23. a. Students should use the Internet ethically.b. Stude nts should stop using the Intern et.c. Stude nts should en force computer ethics rules.24. a. Gover nment laws about computer useb. School rules about computer usec. Stude nt-made guideli nes about computer useQuiz Audioscript Part AB is rhe goal of the Computer Ethics Institute? 川皿 action would the speaker consider echical? statement can we infer from the lecture? are acceptable-use policies? *I 2. 3. 41、a. To provide guidelines for ethical computer use2、c. Downloading free software3、a. Students should use the Internet ethically.4、b. School rules about computer use。
深圳朗文版小学英语单词汇总(1-12册)
深圳朗文版小学英语一年级第一册Unit 1hello / 喂，你好hi / 你好good / 好morning / 早晨，上午how / 怎样，如何are / 是you / 你；你们；您fine / 好的thank / 谢谢goodbye / 再见here / 这里，在这里is / 是a / 一（个，件）balloon / 气球oh / 哦，哊，哎呀no / 不，不是Unit 2afternoon / 下午，午后i / 我am / 是my / 我的name / 名字，姓名what / 什么your / 你的；你们的nice / 令人愉快的；好的meet / 遇见，见到Unit 3it / 它computer / 计算机；电脑desk / 书桌chair / 椅子fan / 风扇；扇子light / 灯，灯光book / 书；本子this / 这，这个classroom / 教室sorry / 对不起，抱歉miss / 小姐，女士（称呼未婚女子）Unit 4bag / 书包pencil / 铅笔pencil case / 铅笔盒pen / 钢笔ruler / 尺子rubber / 橡皮Unit 6point / 指，指向point to / 指向the / 这（那）个，这（那）些board / 黑板door / 门window / 窗户look / 看，观看look at / （仔细）检查，查看sit / 坐sit down / 坐下stand / 站stand up / 起立open / 打开close / 关，关上out / 出局，淘汰children / （复）孩子，儿童Mr（mister）/ 先生（用于姓名前）please / 请Unit 7mouth / 嘴nose / 鼻子eye / 眼睛ear / 耳朵finger / 手指draw / 画画one / 一two / 二three / 三four / 四five / 五six / 六seven / 七eight / 八nine / 九ten / 十yes / 是and / 和Unit 8an / 一（个，件）apple / 苹果banana / 香蕉pear / 梨子lychee / 荔枝orange / 橙子mum / （口语）妈妈fruit / 水果salad / 色拉Unit 9red / 红色blue / 蓝色yellow / 黄色green / 绿色orange / 橙色brown / 褐色的，棕色的me / 我（宾格）very / 很，非常too / 也，还ow / 啊哊，哦第二册Unit 1student / 学生young / 年轻的pioneer / 先锋，开拓者Young Pioneer / 少先队员in / 在……里面class / 班级grade / 年级boy / 男孩girl / 女孩what / 什么（表示惊讶）turn / （轮流的）顺序It's your turn. / 轮到你了。
朗文国际英语教程第二册(SBS)分课单词含音标
Word NotesUnit 1 anniversary [æni'vә:sәri] n. 周年纪念April ['eiprәl] n. 四月August [ɒ:'gʌst, 'ɒ:gәst] n. 八月autumn ['ɒ:tәm] n. 秋天blouse [blauz] n. 宽松的上衣bracelet ['breislit] n. 手链, 手镯briefcase ['bri:fkeis] n. 公文包candy ['kændi] n. 糖果cheese [tʃi:z] n. 乳酪, 奶酪church [tʃә:tʃ] n. 教堂clean [kli:n] a. 干净的, 清洁coast [kәust] n. 海岸college ['kɒlidʒ] n. 学院communication [kә,mju:ni'keiʃәn] n. 交流，联系condominium [,kɒndә'miniәm] n. 一套公寓住房cook [kuk] n. 厨子, 厨师 vt. 烹调, 煮饭December [di'sembә] n. 十二月doll [dɒl] n. 洋娃娃, 玩偶dot [dɒt] n. 点, 圆点, 小数点drive [draiv] n. 驾车, 驱动 vt. 开车east [i:st] n. 东方fall [fɒ:l] n. 瀑布, 秋天February ['februәri] n. 二月Friday ['fraidi] n. 星期五January ['dʒænjuәri] n. 一月July [dʒu:'lai] n. 七月June [dʒu:n] n. 六月March [mɑ:tʃ] n. 三月May [mei] n. 五月message ['mesidʒ] n. 消息, 通讯, 信息Monday ['mʌndi] n. 星期一necklace ['neklis] n. 项链north [nɒ:θ] n. 北方November [nәu'vembә] n. 十一月October [ɒk'tәubә] n. 十月pancake ['pænkeik] n. 薄饼perfume ['pә:fju:m] n. 香水plant [plænt, plɑ:nt] n. 植物read [ri:d] vt. 读, 阅读, 理解Saturday ['sætәdi] n. 星期六September [sep'tembә] n. 九月south [sauθ] n. 南方spaghetti [spә'geti] n. 意大利面条spring [spriŋ] n. 春天summer ['sʌmә] n. 夏天Sunday ['sʌndi] n. 星期日sweater ['swetә] n. 毛衣, 毛线衫swim [swim] n. 游泳Thursday ['θә:zdeɪ] n. 星期四Tuesday ['tjuːzdeɪ] n. 星期二vacation [vei'keiʃәn] n. 假期, 休假van [væn] n. 小货车, 篷车wallet ['wɒlit] n. 皮夹, 钱包Wednesday ['wenzdi] n. 星期三west [west] n. 西方, 西部winter ['wintә] n. 冬季write [rait] vt. 书写, 著述, 写Unit 2 apple ['æpl] n. 苹果banana [bә'nɑ:nә] n. 香蕉believe [bi'li:v] vt. 相信 vi. 相信bread [bred] n. 面包butter ['bʌtә] n. 奶油, 黄油cabinet ['kæbinit] n. 厨柜，壁橱cake [keik] n. 蛋糕care [kєә] n. 小心, 照料, 在乎carrot ['kærәt] n. 胡萝卜cheese [tʃi:z] n. 乳酪, 奶酪chicken ['tʃikin] n. 小鸡, 鸡肉coffee ['kɒfi] n. 咖啡cookie ['kuki] n. 饼干cost [kɒst] n. 代价, 费用, 花费counter ['kauntә] n. 柜台delicious [di'liʃәs] a. 美味的, 可口的dessert [di'zә:t] n. 餐后甜点dollar ['dɒlә] n. 美元egg [eg] n. 蛋, 卵fish [fiʃ] n. 鱼, 鱼肉flour ['flauә] n. 面粉, 粉沫freezer [fri:zә] n. 冰柜，冷藏箱grape [greip] n. 葡萄grocery ['grәusәri] n. 杂货店hamburger ['hæmbә:gә] n. 汉堡包health ['helθ] n. 健康ice [ais] n. 冰, 冰淇淋ketchup ['ketʃәp] n. 蕃茄酱lemon ['lemәn] n. 柠檬lemonade [,lemә'neid] n. 柠檬水, 柠檬汽水lettuce ['letis] n. 莴苣mayonnaise [meiә'neiz] n. 蛋黄酱meat [mi:t] n. 肉meatball ['mi:tbɒ:l] n. 肉丸milk [milk] n. 奶, 牛奶mustard ['mʌstәd] n. 芥末never ['nevә] ad. 从不, 决不onion ['ʌnjәn] n. 洋葱orange ['ɒ:rindʒ] n. 柑橘, 桔子pepper ['pepә] n. 胡椒粉pizza ['pi:tsә] n. 比萨饼potato [pә'teitәu] n. 马铃薯refrigerator [ri'fridʒәreitә] n. 电冰箱rice [rais] n. 米, 米饭salad ['sælәd] n. 色拉salt [sɒ:lt] n. 盐sandwich ['sændwitʃ] n. 三明治soda ['sәudә] n. 苏打, 苏打水soy sauce 酱油spaghetti [spә'geti] n. 意大利面条spend [spend] vt. 花费sugar ['ʃugә] n. 糖, 糖块taste [teist] n. 味道, 品味 vi. 品尝tea [ti:] n. 茶, 茶叶terrible ['terәbl] a. 恐怖的，糟糕的tomato [tә'mɑ:tәu] n. 番茄, 西红柿upset [ʌp'set] a. 心烦意乱的, 郁闷的vegetable ['vedʒәtәbl] n. 蔬菜yogurt ['jɒɡət] n. 酸奶Unit 3 add [æd] vt. 增加, 加入addition [ә'diʃәn] n. 加法, 增加物additional [ә'diʃәnәl] a. 额外的，附加的；另外的appetite ['æpitait] n. 胃口，食欲appetizer ['æpitaizә] n. 开胃食品, 开胃菜baking soda 发酵粉broil [brɒil] vi. 烤, （用火）烤bunch [bʌntʃ] n. 束，串，捆chef [ʃef] n. 厨师chocolate ['tʃɒkәlit] n. 巧克力chop [tʃɒp] vt. 剁碎, 砍continent ['kɒntinәnt] n. 大陆, 洲continental [,kɒnti'nentl] a. 大陆的; 大陆的cut [kʌt] n. 切；割date [deit] n. 日期, 约会decide [di'said] vt. 决定, 判决decision [di'siʒәn] n. 决定decisive [di'saisiv] a. 决定性的, 坚定的, 果断的delicious [di'liʃәs] a. 美味的disappoint [,disә'pɒint] vt. 使失望else [els] a. 别的, 其他的excellent ['ekslәnt] a. 极好的, 杰出的, 出色的expensive [ik'spensiv] a. 贵的, 奢华的, 昂贵的fantastic [fæn'tæstik] a. 奇妙的, 极出色的fruitcake ['fru:tkeik] n. 水果蛋糕gallon ['gælәn] n. 加仑honey ['hʌni] n. 蜂蜜, 爱人 a. 甜蜜的, 亲爱的hot chocolate 热巧克力jam [dʒæm] n. 果酱jar [dʒɑ:] n. 罐子;（啤酒）杯loaf [lәuf] n. 一条面包magnificent [mæg'nifisnt] a. 华丽的, 高尚的, 宏伟的main course 主帆, 主要课程, 主菜menu ['menju:] n. 菜单mix [miks] n. 混合物, 混合mixing bowl 搅拌碗mushroom ['mʌʃrum] n. 蘑菇nut [nʌt] n. 坚果order ['ɒ:dә] n. 点菜pint [paint] n. 品脱(干量或液量的单位) pound [paund] n. 磅quart [kwɒ:t] n. 夸脱(1夸脱=2品脱)raisin ['reizn] n. 葡萄干recipe ['resipi] n. 食谱, 处方recommend [,rekә'mend] vt. 推荐recommendation [,rekәmen'deiʃәn] n. 推荐romance [rәu'mæns] n. 冒险故事, 浪漫史romantic [rәu'mæntik] a. 浪漫的saucepan ['sɒ:spәn] n. (长柄有盖)深平底锅, 炖锅scramble ['skræmbl] vi. 搅动，混杂soda ['sәudә] n. 苏打，碱soup [su:p] n. 汤special ['speʃәl] a. 特别的, 特殊的stew [stju:] n. 炖 vi. 炖strawberry ['strɒ:bәri] n. 草莓suggest [sәg'dʒest] vt. 提议, 建议Swiss [swis] n. 瑞士人 a. 瑞士的water ['wɒ:tә] n. 水whole [hәul] a. 全部的，所有的wonderful ['wʌndәful] a. 令人惊奇的,绝妙的Unit 4 absolutely ['æbsәlu:tli] ad. 完全地, 绝对地arrive [ә'raiv] vi. 到达, 抵达asleep [ә'sli:p] a. 睡着的become [bi'kʌm] vi. 变成, 变得begin [bi'gin] vt. 开始 vi. 开始bloom [blu:m] n. 花, 开花drown [draun] vi. 淹死either ['i:ðә] a.(否定句中)也end [end] n. 结束fall [fɒ:l] vi. 倒下, 跌倒fence [fens] n. 围墙, 栅栏gray [grei] n. 灰色 a. 灰色的, 阴沉的guest [gest] n. 客人, 来宾helmet ['helmit] n. 钢盔, 头盔hit [hit] vt. 打击; 碰撞instead [in'sted] ad. 作为替代machine [mә'ʃi:n] n. 机器marriage ['mæridʒ] n. 婚姻marry ['mæri] vt. 与...结婚 vi. 结婚may [mei] 可能maybe ['meibi:] ad. 也许, 大概move [mu:v] n. 移动, 迁居name [neim] vt. 命名, 取名nauseous ['nɒ:ʃiәs] a. 令人作呕的positive ['pɒzitiv] a. 肯定的pregnant ['pregnәnt] a. 怀孕的puppy ['pʌpi] n. 小狗ready ['redi] a. 准备好的return [ri'tә:n] n. 回来, 返回safe [seif] a. 安全的, 可靠的safety ['seifti] n. 安全, 保险sleep [sli:p] n. 睡眠sleepy ['sli:pi] a. 困乏的, 欲睡的soon [su:n] ad. 不久, 立刻storm [stɒ:m] n. 暴风雨tire [taiә] vt. 使疲倦unmarried [,ʌn'mærid] a. 未婚的, 单身的warn [wɒ:n] vt. 警告, 提醒wire ['waiә] n. 电线, 电报Unit 5 according to 根据、按照attract [ә'trækt] vt. 吸引; 引起…的好感attractive [ә'træktiv] a. 吸引人的, 有吸引力的beautiful ['bju:tiful] a. 美丽的big [big] a. 大的, 重要的busy ['bizi] a. 忙的, 热闹的capable ['keipәbl] a. 有能力的change [tʃeindʒ] vt. 改变, 更换cheap [tʃi:p] a. 便宜的, 不值钱的chili n. 干辣椒, 辣椒粉clean [kli:n] a. 干净的cold [kәuld] n. 感冒, 寒冷 a. 寒冷的comfortable ['kʌmfәtәbl] a. 舒服的, 轻松的convenient [kәn'vi:njәnt] a. 方便的cool [ku:l] a. 凉爽的, 凉的, 冷静的cute [kju:t] a. 漂亮的definitely ad. 一定地；肯定地delicious [di'liʃәs] a. 美味的dishwasher ['diʃwɒʃә] n. 洗碗机, 洗碗工earring ['iәriŋ] n. 耳环, 耳饰excite [ik'sait] vt. 刺激, 使兴奋, 激励expensive [ik'spensiv] a. 贵的, 昂贵的fancy ['fænsi] v. 想象, 幻想fashion ['fæʃәn] n. 时尚，时装fashionable ['fæʃәnәbl] a. 流行的fast [fɑ:st] a. 快速的, 快的fire ['faiә] vt. 开除, 解雇friend [frend] n. 朋友friendly ['frendli] a. 友好的, 亲切的fur [fә:] n. 毛皮furniture ['fәnitʃә] n. 家具, 帆具handsome ['hænsәm] a. 英俊的happy ['hæpi] a. 快乐的healthy ['helθi] a. 健康的hire [haiә] vt. 雇佣honest ['ɒnist] a. 诚实的, 可靠的hospitable ['hɒspitәbl] a. 好客的, 招待周到的hot [hɒt] a. 热的, 热心的intelligence [in'telidʒәns] n. 智力intelligent [in'telidʒәnt] a. 聪明的interesting ['intristɪŋ] a.有趣的large [lɑ:dʒ] a. 大的, 大量的Latin ['lætin] n. 拉丁人, 拉丁语lazy ['leizi] a. 懒惰的leather ['leðә] n. 皮革, 皮制品 a. 皮革的light [lait] a. 轻的, 淡色的modern ['mɒdәn] a. 现代的, 时髦的neat [ni:t] a. 整洁的new [nju:] a. 新的nice [nais] a. 美好的, 和蔼的opinion [ә'pinjәn] n. 意见, 评价, 主张parrot ['pærәt] n. 鹦鹉polite [pә'lait] a. 有礼貌的, 文雅的power ['pauә] n. 力量, 动力, 权力, 能力powerful ['pauәful] a. 有力的, 强大的, 强健的pretty ['priti] a. 漂亮的printer ['printә] n. 打印机professor [prә'fesә] n. 教授pronounce [prə'naʊns] v.发音, 读pronunciation [prәu,nʌnsi'eiʃәn] n. 发音, 读法quiet ['kwaiәt] n. 安静 a. 安静的racket ['rækit] n. 球拍rainy ['reini] a. 下雨的, 多雨的real ['riәl] a. 真的, 真实的reliable [ri'laiәbl] a. 可靠的, 可信赖的rely [ri'lai] vi. 信赖, 依赖, 信任rent [rend] vt. 租借ridiculous [ri'dikjulәs] a. 荒谬的, 可笑的rocking chair 摇椅roommate n. 室友rug [rʌg] n. 小块地毯, 毯子safe [seif] n. 保险箱 a. 安全的satisfy ['sætisfai] vt. 使满意, 满足seem [si:m] vi. 象是, 似乎short [ʃɒ:t] a. 短的small [smɒ:l] a. 小的smart [smɑ:t] a. 聪明的snowy ['snәui] a. 多雪的, 下雪的soft [sɒft] a. 软的, 柔软的spicy ['spaisi] a. 香的, 辛辣的sports car 跑车sympathetic [,simpә'θetik] a. 有同情心的sympathy ['simpәθi] n. 同情，同情心talent ['tælәnt] n. 天才, 才能, 天资talented a. 天资高的, 有才能的talkative ['tɒ:kәtiv] a. 喜欢说话的, 健谈的tall [tɒ:l] a. 高的, 长的teenager ['ti:nidʒә] n. 十三岁到十九岁的少年understand [,ʌndә'stænd] vt. 理解, 了解, 领会unfriendly [,ʌn'frendli] ad. 不友善地, 不友好的use [ju:s] n. 使用, 用useful ['ju:sful] a. 有用的, 有益的useless ['ju:slis] a. 无用的, 无效的vote [vәut] n. 投票warm [wɒ:m] a. 暖和的, 温暖的wide [waid] a. 宽的, 广阔的wig [wig] n. 假发Unit 6 appliance [ә'plaiәns] n. 器械, 用具, 器具ashamed [ә'ʃeimd] a. 惭愧的, 羞耻的bad [bæd] a. 坏的(worse/worst)bargain ['bɑ:gin] n. 交易，便宜货besides [bi'saidz] prep. 除...之外 ad. 而且, 此外bookcase ['bukkeis] n. 书架, 书柜bright [brait] a. 明亮的, 聪明的certainly ['sә:tәnli] ad. 确定地cheap [tʃi:p] a. 便宜的, 不值钱的comfortable ['kʌmfәtәbl] a. 舒服的, 轻松的complain [kәm'plein] vt. 抱怨, 抗议, 诉苦complaint [kәm'pleint] n. 诉苦, 抱怨, 控诉compliment ['kɒmplimәnt] n. 称赞convenient [kәn'vi:njәnt] a. 方便的dependable [di'pendәbl] a. 可信任的, 可靠的dishonest [dis'ɒnist] a. 不诚实的elegant ['eligәnt] a. 优雅的, 端庄的, 高雅的embarrass [im'bærәs] vt. 使困窘, 使局促不安, 阻碍energetic [,enә'dʒetik] a. 精力充沛的, 积极的fashionable ['fæʃәnәbl] a. 时髦的, 流行的fast [fɑ:st] a. 快速的, 快的friendly ['frendli] a. 友好的, 友善的funny ['fʌni] a. 好笑的, 有趣的general ['dʒenәrәl] a. 大体的, 概括的generally ['dʒenәrәli] ad. 通常, 逐渐地, 普遍地generous ['dʒenәrәs] a. 慷慨的good [gud] a. 好的 (better/best)gown [gaun] n. 睡衣, 礼服, 长袍help [help] n. 帮忙, 帮助helpful ['helpful] a. 有帮助的, 有益的helpless ['helplis] a. 无助的, 无能为力的, 无依无靠的honest ['ɒnist] a. 诚实的, 坦直的, 可靠的honesty ['ɒnisti] n. 诚实, 公正, 正直horrible ['hɒrәbl] a. 可怕的, 遭透的, 极讨厌的impatient [im'peiʃәnt] a. 不耐烦的, 着急的, 急切的impolite [,impә'lait] a. 无礼的, 粗鲁的kind [kaind] a. 亲切的, 仁慈的, 友好的landlord ['lændlɒ:d] n. 房东, 地主large [lɑ:dʒ] a. 大的lazy ['leizi] a. 懒惰的lightweight ['laɪtweɪt] a. 轻量的location [lәu'keiʃәn] n. 位置, 场所, 地点long [lɒŋ] a. 长的mean [mi:n] a. 自私的nice [nais] a. 美好的noise [nɒiz] n. 噪音noisy ['nɒizi] a. 嘈杂的, 喧闹的, 吵的obnoxious [әb'nɒkʃәs] a. 可憎的, 令人讨厌的patience ['peiʃәns] n. 耐性, 忍耐patient ['peiʃәnt] n. 病人 a. 忍耐的polite [pә'lait] a. 有礼貌的, 客气的popular ['pɒpjulә] a. 通俗的, 流行的powerful ['pauәful] a. 有力的, 强大的pretty ['priti] a. 漂亮的, 优美的pride [praid] n. 骄傲, 自豪product ['prɒdʌkt] n. 产品proud [praud] a. 骄傲的, 自大的, 自豪的reasonable ['ri:znәbl] a. 合理的rocking chair 摇椅rude [ru:d] a. 粗鲁无礼的senator ['senәtә] n. 参议员short [ʃɒ:t] a. 短的sloppy ['slɒpi] a. 邋遢的small [smɒ:l] a. 小的smart [smɑ:t] a. 聪明的stubborn ['stʌbәn] a. 顽固的, 不听话的talented a. 天资高的, 有才能的ugly ['ʌgli] a. 丑陋的, 邪恶的uncomfortable [,ʌn'kʌmfәtәbl] a. 不舒服的, 不自在的unhealthy [,ʌn'helθi] a. 不健康的wonderful ['wʌndәful] a. 令人惊奇的, 绝妙的Unit 7 across [ә'krɒs] prep. 越过, 穿过; 横穿airport ['єәpɒ:t] n. 飞机场, 航空站, 机场avenue ['ævәnju:] n. 大街, 林荫路bakery ['beikәri] n. 面包店bank [bæŋk] n. 银行barber ['bɑ:bә] n. 理发师block [blɒk] n. 街区, 大厦boulevard ['bu:lәvɑ:d] n. 林荫大道cafeteria [,kæfi'tiәriә] n. 自助餐厅church [tʃә:tʃ] n. 教堂, 礼拜clinic ['klinik] n. 诊所complete [kәm'pli:t] vt. 完成, 完工, 使圆满completely [kәm'pli:tli] ad. 完全地, 十分地, 圆满地completion [kәm'pli:ʃәn] n. 完成, 结束, 完工concert ['kɒnsәt] n. 音乐会courthouse ['kɒ:thaus] n. 法院, 法院大楼cross [krɒs] v. 穿过, 横过, 越过department store 百货公司 [经] 百货商店direction [di'rekʃәn] n. 方向disappointed [,disә'pɒintid] a. 失望的fire station [法] 消防站, 消防队follow ['fɒlәu] vt. 跟随, 沿行, 遵循follower ['fɒlәuә] n. 追随者, 拥护者hard [hɑ:d] a. 坚硬的, 硬的hospital ['hɒspitәl] n. 医院hotel [hәu'tel] n. 旅馆, 客栈librarian [lai'brєәriәn] n. 图书馆员, 图书管理员library ['laibrәri] n. 图书馆motel [mәu'tel] n. 汽车旅馆museum [mju:'ziәm] n. 博物馆park [pɑ:k] n. 公园parking lot 停车场playground ['pleigraund] n. 运动场, 操场police station 警察(分)局, 派出所post [pәust] n. 邮局recommend [,rekә'mend] vt. 推荐, 介绍repeat [ri'pi:t] v. 重复repetition [,repi'tiʃәn] n. 重复restaurant ['restәrɒŋ] n. 餐馆, 饭店shopping mall 购物中心, 商场sight [sait] n. 景观, 景点; 地方supermarket ['sju:pәmɑ:kit] n. 超级市场, 超市tourist ['tuәrist] n. 观光客, 旅行者university [,ju:ni'vә:siti] n. 大学zoo [zu:] n. 动物园Unit 8 account [ә'kaunt] n. 账，账目accurate ['ækjurәt] a. 正确的, 准确的, 精确的agreement [ә'gri:mәnt] n. 同意, 合约, 协议awkward ['ɒ:kwәd] a. 笨拙的, 难看的backache ['bækeik] n. 背痛bad [bæd] a. 坏的 n. 坏badly ['bædli] ad. 严重地, 坏地bank account [经] 银行往来帐, 银行户头beautiful ['bju:tiful] a. 美丽的, 漂亮的careful ['kєәful] a. 小心的, 仔细的careless ['kєәlis] a. 粗心的clover ['klәuvә] n. 三叶草construction [kәn'strʌkʃәn] n. 建筑, 建筑物designer [dɪ'zaɪnər] n. 设计者director [di'rektә] n. 导演dishonest [dis'ɒnist] a. 不诚实的evict [i'vikt] vt. 逐出, 赶出, 驱逐fast [fɑ:st] a. 快速的fork [fɒ:k] n. 叉子, 餐叉furthermore ['fә:ðә'mɒ:] ad. 此外, 而且gardener ['gɑ:dәnә] n. 园丁, 花匠good [gud] a. 好的, 优良的grace [greis] n. 优雅, 风度graceful ['greisful] a. 优美的graceless ['greislis] a. 不知礼的, 粗野的hard [hɑ:d] a. 困难的 ad. 困难地horseshoe ['hɒ:sʃu:] n. 马蹄, 马蹄铁impolite [,impә'lait] a. 无礼的, 粗鲁的inaccurate [in'ækjurit] a. 错误的, 不准确的inspector [in'spektә] n. 检查员itch [itʃ] n. 痒, 渴望 vi. 发痒, 渴望loud [laud] a. 大声的midnight ['midnait] n. 午夜, 子夜neat [ni:t] a. 整洁的nightmare ['naitmєә] n. 梦魇, 恶梦oversleep [,әuvә'sli:p] vt. (使)睡过头painter ['peintә] n. 画家, 油漆匠photographer n. 摄影师, 摄影者polite [pә'lait] a. 有礼貌的, 文雅的probably ['prɒbәbli] ad. 大概, 或许programmer ['prәugræmә] n. 程序员quick [kwik] a. 快的, 迅速的quickly ['kwikli] ad. 很快地scary ['skєәri] a. 容易受惊的, 胆小的, 提心吊胆的skier ['ski:ә] n. 滑雪的人sloppy ['slɒpi] a. 邋遢的slow [slәu] a. 慢的, 缓慢的slowly ['slәuli] ad. 慢慢地, 慢地soft [sɒft] a. 软的, 柔和的, 柔软的spoon [spu:n] n. 匙, 调羹stomachache n. 胃痛, 肚子痛superstition [,sju:pә'stiʃәn] n. 迷信supervisor [,sju:pә'vaizә] n. 管理者, 监督者translator [træn'leitә] n. 翻译者welder ['weldә] n. 焊接工well [wel] ad. 好地Unit 9 accident ['æksidәnt] n. 意外事件, 事故accidental [,æksi'dentl] a. 意外的, 偶然的attend [ә'tend] vt. 参加bite [bait] n. 咬, 叮blackout ['blækaut] n. 停电burglar ['bә:glә] n. 窃贼, 盗窃者burglary n. (夜间)入屋窃盗罪, 窃盗burn [bә:n] vt. 烧, 烧伤, 烫伤center ['sentә] n. 中心, 中心点central ['sentrәl] a. 中央的, 中心的certain ['sә:tәn] a. 确定的, 无疑的, 可靠的certainly ['sә:tәnli] ad. 确定地circus ['sә:kәs] n. 马戏团crash [kræʃ] n. 猛撞 v. 撞,碰撞deliver [di'livә] vt. 递送, 交付delivery [di'livәri] n. 传送，投递drawer ['drɒ:ә] n. 抽屉, 开票人drop [drɒp] v. 放下, 坠落elevator ['eliveitә] n. 电梯, 升降机faint [feint] n. 昏厥, 昏倒fall [fɒ:l] n. 落下favor ['feivә] n. 好意, 好感; 关切favorable ['feivәrәbl] a. 有利的, 赞许的, 良好的favorite ['feivәrit] a. 特别受喜爱的fence [fens] n. 围墙, 栅栏fortunate ['fɒ:tʃәnit] a. 幸运的, 幸福的fortunately ['fɒitʃәnitli] ad. 幸运地, 幸亏fortune ['fɒ:tʃәn] n. 财富, 命运, 财产hurt [hә:t] n. 伤害, 创伤intersection [,intә'sekʃәn] n. 十字路口, 交叉点ladder ['lædә] n. 梯, 梯状物lose [lu:z] vt. 遗失, 损失, 丢失merry-go-round n. 旋转木马misfortune [mis'fɒ:tʃәn] n. 不幸, 灾祸open ['әupәn] vt. 打开package ['pækidʒ] n. 包裹, 包装poke [pәuk] n. 刺, 戳practice ['præktis] n. 实践, 练习robber ['rɒbә] n. 强盗, 盗贼robbery ['rɒbәri] n. 抢掠, 抢夺shave [ʃeiv] n. 剃, 修剪sign [sain] n. 记号, 符号spill [spil] n. 溢出steal [st??l] v.偷, 偷偷地行动stop [stɒp] n. 停止superstition [,sju:pә'stiʃәn] n. 迷信superstitious [,sju:pә'stiʃәs] a. 迷信的 [法] 迷信的, 由迷信引起的tenant ['tenәnt] n. 承租人, 房客, 租户through [θru:] ad. 穿越, 通过trip [trip] n. 旅行, 绊倒unfortunate [,ʌn'fɒ:tʃәnit] a. 不幸的, 倒霉的Unit 10 afraid [ә'freid] a. 害怕的, 恐怕的amuse [ә'mju:z] vt. 使开心, 娱乐, 使发笑amusement [ә'mju:zmәnt] n. 娱乐, 消遣assemble [ә'sembl] vt. 集合, 收集, 装配assembly [ә'sembli] n. 会议；集会busy ['bizi] a. 忙碌的, 热闹的certainly ['sә:tәnli] ad. 当然; 确定地clumsy ['klʌmzi] a. 笨拙的cold [kәuld] a. 寒冷的, 冷淡的concert ['kɒnsәt] n. 音乐会co-worker n. 共同工作的人, 同事, 合作者crash [kræʃ] n. 崩溃crowd [kraud] n. 群众, 人群crowded [kraudid] a. 拥挤的dark [dɑ:k] n. 黑暗 a. 黑暗的difficult ['difikәlt] a. 困难的disappointed [,disә'pɒintid] a. 失望的examination [ig,zæmi'neiʃәn] n. 考试, 测验examine [ig'zæmin] vt. 检查, 仔细地检查（人或物）frustrate ['frʌstreit] vt. (使)受挫折; 令人沮丧frustration [frʌs'treiʃәn] n. 挫折, 失败full [ful] a. 充满的, 满的heavy ['hevi] a. 重的hook [huk] n. 钩 vt. 钩住nerve [nә:v] n. 勇气; 决心; 意志力nervous ['nә:vәs] a. 紧张的, 不安的obligation [,ɒbli'geiʃәn] n. 义务, 责任operate ['ɒpәreit] vt. 操作, 运转operation [,ɒpә'reiʃәn] n. 操作, 手术, 经营operator ['ɒpәreitә] n. 操作员; 接线员perform [pә'fɒ:m] vt. 进行, 履行, 表演performance [pә'fɒ:mәns] n. 表演, 演出performer [pә'fɒ:mә] n. 表演者, 执行者pipe [paip] n. 管, 管道ponytail ['pәuniteil] n. 马尾辫preparation [,prepә'reiʃәn] n. 准备, 预备prepare [pri'pєә] vt. 准备, 筹备, 预备project ['prɒdʒekt] n. 计划, 项目prom n. (美)舞会, 毕业舞会promise ['prɒmis] n. 承诺, 诺言promising ['prɒmisiŋ] a. 有前途的，有希望的repair [ri'pєә] vt. 修理, 修补short [ʃɒ:t] a. 短的shy [ʃai] a. 害羞的sick [sik] a. 不舒服的small [smɒ:l] a. 小的solution [sә'lu:ʃәn] n. 解决方法solve [sɒlv] vt. 解决, 解答spicy ['spaisi] a. 香的, 辛辣的symphony ['simfәni] n. 交响乐, 交响曲tired [taiәd] a. 疲倦的tuxedo [tʌk'si:dәu] n. 燕尾服upset [ʌp'set] a. 混乱的, 心烦的weak [wi:k] a. 弱的, 虚弱的windy ['windi] a. 多风的, 有风的young [jʌŋ] a. 年轻的Unit 11 annual ['ænjuәl] a. 每年的apple ['æpl] n. 苹果awful ['ɒ:ful] a. 可怕的, 糟糕的bleed [bli:d] vi. 流血 vt. 使出血blood [blʌd] n. 血, 血液bloody ['blʌdi] a. 血腥的, 残忍的bread [bred] n. 面包brick [brik] n. 砖块butter ['bʌtә] n. 奶油, 黄油cake [keik] n. 蛋糕candy ['kændi] n. 糖果, 冰糖cement [si'ment] n. 水泥checkup ['tʃekʌp] n. 体检cheese [tʃi:z] n. 乳酪, 芝士chest [tʃest] n. 胸, 胸部complete [kәm'pli:t] a. 完全的, 完成的construct [kәn'strʌkt] vt. 构造, 修建, 建造construction [kәn'strʌkʃәn] n. 建筑, 构造, 建筑物constructor n. 建造者cookbook ['kukbuk] n. 食谱cookie n. 家常小甜饼, 饼干dessert [di'zә:t] n. (餐后)甜点doctor ['dɒktә] n. 医生ear [iә] n. 耳朵egg [eg] n. 蛋, 鸡蛋electric [i'lektik] a. 电的, 电动的electrical [i'lektrikәl] a. 用电的，与电有关的electrician [,ilek'triʃәn] n. 电气技师, 电工electricity [,ilek'trisiti] n. 电, 电流exact [ig'zækt] a. 精确的, 准确的, 精密的exactly ad. 确切地, 精确地examination [ig,zæmi'neiʃәn] n. 考试, 测验, 检查eye [ai] n. 眼睛fatty ['fæti] a. 肥胖的, 多脂肪的fish [fiʃ] n. 鱼, 鱼肉flour ['flauә] n. 面粉fruit [fru:t] n. 水果grapefruit ['greipfru:t] n. 葡萄柚green [gri:n] n. 绿色 a. 绿色的health ['helθ] n. 健康heart [hɑ:t] n. 心, 心脏height [hait] n. 身重hiccup ['hikʌp] n. 打嗝ice cream 冰淇淋 [化] 冰淇淋ingredient [in'gri:diәnt] n. 成分, 配料；组成部分instruct [in'strʌkt] vt. 教, 命令, 吩咐instruction [in'strʌkʃәn] n. 操作指南；用法说明instructive [in'strʌktiv] a. 有益的, 教育性的instructor [in'strʌktә] n. 指导者，教师knee [ni:] n. 膝, 膝盖lead [li:d, led] vt. 引导, 领导, 指挥leader ['li:dә] n. 领袖，领导者lean [li:n] a. 瘦的margarine [,mɑ:dʒә'ri:n] n. 人造黄油material [mә'tiәriәl] n. 材料，原料measure ['meʒә] n. 测量 vt. 测量meat [mi:t] n. 肉medical ['medikl] a. 医学的；医术的medicine ['medisin] n. 药, 药品, 药物neck [nek] n. 脖子nose [nәuz] n. 鼻子nurse [nә:s] n. 护士nut [nʌt] n. 坚果nutrition [nju:'triʃәn] n. 营养onion ['ʌnjәn] n. 洋葱overweight ['әuvә'weit] a. 超重的；过重的pepper ['pepә] n. 胡椒粉, 胡椒physical ['fizikl] a. 身体的, 物理学的potato [pә'teitәu] n. 马铃薯, 土豆press [pres] n. 压, 按, 逼迫pressure ['preʃә] n. 压力pulse [pʌls] n. 脉搏raisin ['reizn] n. 葡萄干recipe ['resipi] n. 食谱, 处方, 秘诀recommend [,rekә'mend] vt. 推荐, 建议remedy ['remidi] n. 药物, 治疗法require [ri'kwaiә] vt. 需要, 命令, 要求requirement [ri'kwaiәmәnt] n. 需求, 必要条件rice [rais] n. 米, 大米salt [sɒ:lt] n. 盐scale [skeil] n. 鱼鳞stethoscope ['steθәskәup] n. 听诊器stomach ['stʌmәk] n. 胃, 腹部sugar ['ʃugә] n. 糖suppose [sә'pәuz] vt. 假设, 以为technician [tek'niʃәn] n. 技术员throat [θrәut] n. 咽喉, 喉咙tomato [tә'mɑ:tәu] n. 番茄, 西红柿vegetable ['vedʒәtәbl] n. 蔬菜, 植物water ['wɒ:tә] n. 水weight [weit] n. 重, 体重wire ['waiә] n. 电线, 电报X-ray n. X光透视yearly ['jiәli] a. 每年的, 年度的yogurt n. 酸奶Unit 12 actually ['æktʃuәli] ad. 事实上, 实际上adult ['ædʌlt] n. 成年人 a. 成熟的arrange [ә'reindʒ] vt. 整理, 排列, 布置arrangement [ә'reindʒmәnt] n. 安排, 筹划, 准备arrive [ә'raiv] vi. 到达, 抵达bath [bæθ,bɑ:θ] n. 沐浴bathe [beið] vt. 沐浴, 冲洗bathrobe ['bɑ:θrәub] n. 浴衣，浴袍bathtub ['bɑ:θtʌb] n. 浴缸borrow ['bɒrәu] vt. 借bottom ['bɒtәm] n. 底部; 末端brief [bri:f] a. 简短的, 简明的career [kә'riә] n. 职业; 事业citizen ['sitizn] n. 公民, 国民, 市民convert [kәn'vә:t] vt. 转换, 转变convertible [kәn'vә:tәbl] a. 可改变的, 可交换的cot [kɒt] n. 小床; 小房子disturb [dis'tә:b] vt. 扰乱, 打扰disturbance [dis'tә:bәns] n. 打扰；骚乱downstairs ['daun'stєәz] a. 楼下的 ad. 在楼下exercise ['eksәsaiz] n./v. 练习hammer ['hæmә] n. 铁锤, 榔头iron ['aiәn] n. 熨斗 vi. 烫平knit [nit] vt. 编织master ['mɑ:stә, 'mæstә] n. 主人, 精通, 熟练middle-aged a. 中年的mop [mɒp] n. 拖把 v. 用拖把拖reach [ri:tʃ] vt. 到达, 达到rearrange [,ri:ә'reindʒ] vt. 重新安排; 重新整理relative ['relәtiv] n. 亲戚retire [ri'taiә] vi. 退休retired [ri'taiәd] a. 退休的retirement [ri'taiәmәnt] n. 退休，退职return [ri'tә:n] n./v. 回来, 归还senior ['si:njә] a. 年长的, 高级的, 资深的several ['sevәrәl] a. 几个的, 数个的sew [sәu] vt. 缝纫, 缝Thanksgiving ['θæŋks,giviŋ] n. 感恩节Vancouver [væn'kuːvər] n. 温哥华videotape n. 录像带Unit 13 address [ә'dres] n. 住址annoy [ә'nɒi] vt. 使恼怒, 骚扰annoyance [ә'nɒiәns] n. 生气, 烦恼, 使人烦恼的事物argue ['ɑ:gju] vi. 争论, 争吵bark [bɑ:k] n. 吠声, 狗叫bathtub ['bɑ:θtʌb] n. 浴缸brake [breik] n. 刹车calculator ['kælkjuleitә] n. 计算器camcorder n. 摄像机canary [kә'nєәri] n. 金丝雀charge [tʃɑ:dʒ] vi. 要价, 收费complain [kәm'plein] vt. 抱怨, 诉苦dentist ['dentist] n. 牙科医生dishwasher ['diʃwɒʃә] n. 洗碗机disposable [dis'pәuzәbl] a. 一次性的, 可任意处理的disposal [dis'pәuzәl] n. 丢掉, 处理, 清理dispose [dis'pәuz] vt. 处理, 处置drum [drʌm] n. 鼓electrical [i'lektrikәl] a. 电的, 有关电的electrician [,ilek'triʃәn] n. 电工; 电气工人electronic [,ilek'trɒnik] a. 电子的electronics [,ilek'trɒniks] n. 电子学faucet ['fɒ:sit] n. 水龙头feed [fi:] n. 喂食flood [flʌd] n. 洪水 vt. 淹没garbage ['gɑ:bidʒ] n. 垃圾grateful ['greitful] a. 感谢的, 感激的handy ['hændi] a. 方便的; 灵巧的headphones ['hedfәun] n. 耳机heat [hi:t] n. 热 v. 加热lock [lɒk] n. 锁locksmith ['lɒksmiθ] n. 锁匠machine [mә'ʃi:n] n. 机器, 机械mechanic [mi'kænik] n. 机械工mechanical [mi'kænikәl] a. 机械的plumber ['plʌmә] n. 水管工人rake [reik] n. 耙子 vt. (用耙子)耙reliable [ri'laiәbl] a. 可靠的, 可信赖的rely [ri'lai] vi. 依靠; 依赖ring [riŋ] n. 戒指serve [sә:v] vt. 为...服务service ['sә:vis] n. 服务steer [stiә] vt. 驾驶steering wheel [机] 方向盘still [stil] ad. 仍然tap ['tæp] n. 水龙头ungrateful [,ʌn'greitful] a. 忘恩负义的, 使人不愉快的video ['vidiәu] n. 影像, 视频 v. 录像。
上海版朗文英语六年级(上下)全重点
上海版朗文英语六年级(上下)全重点本文档总结了上海版朗文英语六年级(上下)的全重点内容。
下面将按照单元进行列举。
上册Unit 1: My New Teachers- 重点词汇: teach, strict, kind, classroom- 重点语法: Simple Present Tense (一般现在时)Unit 2: My School Day- 重点词汇: break, study, timetable, finish- 重点语法: Adverbs of Frequency (频率副词)Unit 3: My Room- 重点语法: There is/There are (存在句型)Unit 4: My Family- 重点词汇: parents, sibling, relative, pet- 重点语法: Possessive Pronouns (物主代词)Unit 5: My Hobbies- 重点词汇: collect, hobby, paint, stamp- 重点语法: Present Continuous Tense (现在进行时)Unit 6: My Country- 重点词汇: capital, flag, population, culture- 重点语法: Prepositions of Place (介词)下册Unit 7: My School Life- 重点词汇: grade, principal, library, uniform- 重点语法: Simple Past Tense (一般过去时)Unit 8: My Neighborhood- 重点词汇: hospital, shop, market, park- 重点语法: Prepositions of Location (位置介词)Unit 9: My Travel Plan- 重点词汇: trip, enjoy, visit, sightseeing- 重点语法: Simple Future Tense (一般将来时)Unit 10: My Healthy Lifestyle- 重点词汇: exercise, diet, sleep, healthy- 重点语法: Imperatives (祈使句)Unit 11: My Daily Routine- 重点词汇: wake up, brush teeth, have breakfast, go to bed- 重点语法: Present Perfect Tense (现在完成时)Unit 12: My Dream Job- 重点词汇: doctor, teacher, pilot, engineer以上是上海版朗文英语六年级(上下)全重点内容的简要总结。
深圳朗文小学英语单词表第1 册到第12 册
深圳朗文小学英语单词表Primary English For China 第一册目录Unit 1 Saying hello Unit 2 Making friends Unit 3 My classroom Unit 4 my school things Unit 5 Revision Unit 6 Playing a game Unit 7 My bodyUnit 8 FruitUnit 9 ColoursUnit 10 RevisioUnit 1 Saying hellohello int. 喂，你好hi int. 你好good a. 好morning n. 早晨，上午how ad. 怎样，如何are v. 是you pron. 你；你们；您fine a. 好的thank v. 谢谢goodbye int. 再见here ad. 这里，在这里is v. 是a art. 一（个，件）balloon n. 气球oh int. 哦，哊，哎呀no int. 不，不是Unit 2 Making friendsafternoon n. 下午，午后I pron. 我am v. 是my pron. 我的name n. 名字，姓名what pron. 什么your pron. 你的；你们的nice a. 令人愉快的；好的meet v. 遇见，见到Unit 3 My classroomit pron. 它computer n. 计算机；电脑desk n. 书桌chair n. 椅子fan n. 风扇；扇子light n. 灯，灯光book n. 书；本子this pron. 这，这个classroom n. 教室sorry a. 对不起，抱歉miss n. 小姐，女士（称呼未婚女子）Unit 4 My school thingsbag n. 书包pencil n. 铅笔pencil Case 铅笔盒pen n. 钢笔ruler n. 尺子rubber n. 橡皮Unit 6 Playing a gamepoint v. 指，指向point to 指向the art. 这（那）个，这（那）些board n. 黑板door n. 门window n. 窗户look v. 看，观看look at （仔细）检查，查看sit v. 坐sit down 坐下stand v. 站stand up 起立open v. 打开close v. 关，关上out adv 出局，淘汰children n. (复）孩子，儿童Mr（Mister）n. 先生（用于姓名前）please ad. 请Unit 7 My bodymouth n. 嘴nose n. 鼻子eye n. 眼睛ear n. 耳朵finger n. 手指draw v. 画画one num. 一two num. 二three num. 三four num. 四five num. 五six num. 六seven num. 七eight num. 八nine num. 九ten num. 十yes ad. 是and conj 和Unit 8 Fruitan art 一（个，件）apple n. 苹果banana n. 香蕉pear n. 梨子lychee n. 荔枝orange n. 橙子mum n. （口语）妈妈fruit n. 水果salad n. 色拉Unit 9 Coloursred a. 红色blue a. 蓝色yellow a. 黄色green a. 绿色orange a. 橙色brown a. 褐色的，棕色的me pron. 我（宾格）very ad. 很，非常too ad. 也，还ow int. 啊哊，哦第二册目录Unit 1 About meUnit 2 Fun with KOKO Unit 3 Our showUnit 4 At the zooUnit 5 Revision Unit 6 ToysUnit 7 My petUnit 8 Children`s Day Unit 9 Fantasy World Unit 10 RevisionUnit 1 About mestudent n. 学生young a. 年轻的pioneer n. 先锋，开拓者Young Pioneer 少先队员in prep. 在……里面class n. 班级grade n. 年级boy n. 男孩girl n. 女孩what int. 什么（表示惊讶）turn n. （轮流的）顺序It's your turn. 轮到你了。
朗文英语听说教程二听力原文
LECTURE AUDIOSCRIPTSUNIT 1 What’s in a Name?TEACHER: Good morning, everybody. Good morning, Felipe, Monica, Theo, and I can't remember your name.STUDENT 1: Patricia.TEACHER: Patricia, right, Patricia. Those are all beautiful names, and that's our topic today-names. Names are a culture universal. This means everyone uses names. A person's name can tell us a bit about a person's family. Today, we’ll begin by looking at first names and how people choose names for their children. And then we'll talk about family names, and look at the different categories of family names. Although the scope of the lecture today is English-language names, we can use the same approach, you know, to look at names from any culture.Let's take a brief look at first, or given names. There are several ways parents choose the first name for their child.The first way is by family history. Parents may choose a name because it is passed from generation to generation; for example, the first born son might be named after his father or grandfather. Although family names are also passed to daughters, it is usually as a middle name. Adding "junior" or "the second" for example, William Parker the seconds only done with boys', not with girls’names.The second way parents choose a name is after a family member or friend who has died recently, or after someone "they admire, like a well-known leader or a famous musician. Although most English first names mean something, for example, "Richard" means powerful and “Ann" means grace, nowadays meaning is not the main reason people select their baby's name.The third way is to provide a "push" for the child. Parents want to choose a name that sounds very "successful." A strong name might help them in the business world, for example. Or they might choose a name that works for either gender, like Taylor or Terry. So, given these three methods, what is themost common way parents choose a name? Many parents choose a name simply because they like it, or because it's fashionable or classic. Fashions in names change just as they do in clothes. One hundred years ago, many names came from the Bible names such as Daniel, and Anna, and Hannah and Matthew. Then fifty years ago, Biblical names went out of fashion. Nowadays, names from the Bible are becoming popular again.Similarly, parents often choose classic names, names that were popular in 1900, 1950, and are still popular now. Classic names for boys include Thomas, David, Robert, and Michael. And for girls: Anna, Elizabeth, Emily, and Katherine, just to name a few. They're classic. They never go out of style.Let's look at the origin of last names, also called family names or surnames. Researchers have studied thousands of last names, and they've divided them into four categories. The categories are: place names, patronymics, added names, and occupational names. A recent survey showed that of the 7,000 most popular names in the United States today, 43 percent were place names, 32 percent were patronymics, 15 percent were occupational names, and 9 percent were added names.The first category is place names. Place names usually identified where a person lived or worked. Someone named John Hill lived near a hill, for example, and the Rivers family lived near a river. If you hear the name Emma Bridges, what image do you see? Do you see a family that lives near a bridge? If you do, you get the idea.The second category is patronymics. That's P-A-T-R-O-N-Y-M-I-C-S. A patronymic is the father’s name, plus an ending like S-E-N or S-O-N. The ending means that a child, a boy, is the son of his father. The names Robertson, Petersen, and Wilson are patronymics. Robertson is son of Robert, Petersen is son of Peter, and so on.The third category is added names. Linguists sometimes call this category "nicknames," but when most of us hear the word "nickname," we think of a special name a friend or a parent might use. The word "nickname" is actually an old English word that means an additional name, an added name. So I'll use the term "added name." This category of last names is fun because the names usually described a person. Reed, Baldwin, and Biggs are examples. Reed was from "red" for red hair. Baldwin was someone who was bald, someone who had little or no hair. And Biggs.STUDENT 2: Someone big?TEACHER: Yeah, someone big, right. Now, if we look around the room, wecould probably come up with some new last names, like, uh. Curly or Strong. Now, the fourth category is occupational names. The origin of the family name was the person's occupation. The most common examples of occupational names still used today are Baker (someone who bakes bread). Tailor (someone who sews clothes). Miller (someone who makes flour for bread), and Smith. . . . Now, Smith is actually the most common name in the western English-speaking world. The name comes from an Old English word, smite, that's S-M-I-T-E, which means to hit or strike. In the old days, a smith made metal things for daily life, like tools. Every town needed smiths. What's interesting is that many languages have a family name that means Smith. In Arabic it is Haddad, H-A-D-D-A-D. In Spanish it is Herrera, H-E-R-R-E-R- A. In Italian it is Ferraro, F-E-R-R-A-R-O. And in German it is Schmidt, spelled S-C-H-M-I-D-T. All these names mean smith.Though names may tell us something about someone's family history, you need to keep in mind that they may not tell us much at all about the present. For example, there's usually not much connection between the origin of the name and the person who has it now. Take the name Cook, for instance. A person named Cook today probably doesn't cook for a living. Also, many people change their names for various reasons. Lots of people who have moved to the United States have changed their names to sound more American. This happens less now than in the past, but people still do it. People also use pen names or stage names to give themselves a professional advantage. For example, the writer Samuel Clemens used the pen name Mark Twain, and Thomas Mapother IV uses the stage name Tom Cruisey.So, let's recap now. In today’s lesson, we looked at how parents choose English first names. We also looked at some common origins of family names. In the next class, we'll look at how names are given in Korea and in Japan. This is covered in the next section of the book. That’s all for today.Unit 2 English: A Global Language? TEACHER:Today’s topic is English as a global language. I know many of you speak English as a second language, right? How about you, Hiroshi? Is English your first language?STUDENT 1: No, my first language is Japanese. English is my second language.TEACHER: And how about you, Patricia?STUDENT 2: English is my second language, too. My first language is Spanish.TEACHER: See, many of you use English as a second language, even as a global language to communicate with other people who speak English as a second language. Today, I want to give you two contrasting points of view on whether or not English is a global language. The first is that English is obviously a global language. People who support this point of view believe English is the language people all over the world use to communicate, and that it is gradually replacing other languages. The second point of view is that English is not truly a global language because it is not the main language spoken by people worldwide. Supporters of this view say that though many people speak some English worldwide, English has not replaced other languages. They acknowledge that people use English every day, for many reasons, but this doesn't mean English is replacing other languages, nor does it make English the main language spoken in the world.First, let's examine the first view. First of all, English is the dominant language of business, travel, and science. When people need a common language, they often use English. Think about it. English is often used at tourist information centers, in international hotels. If you use a taxi in Rome, and you can't speak Italian, the taxi driver is more likely to use English than any other languages. It is use at business meetings and international sports events. The European Union u ses English, along with French, at its meetings….ASEAN the Asian trade group, uses English at its meetings. Can you think of other situations in which English is used as common language?STUDENT 2: How about this class? All of in the Philippines, Singapore, and Indian.TEACHER: Absolutely. Educational settings are a great example. Any others?STUDENT 2: How about a chatroom on sometimes go to chatrooms andeveryone is using English.TEACHER: Excellent example. The Internet has created a lot of communities and people often use English. In fact, most people who use the Internet know English. This helps support the view that English is a global language.The second major reason that people believe English is a global language is that it is the official language of more than seventy-five countries. This means these countries use English in schools, banks, business, and government. Of these seventy-five countries, English may be the only official language of the country, like in England, or English may be used along with other official languages, like in the Philippines, Singapore, and India. In countries like India, where so many languages are spoken, you can see how using English as an official language makes it easier for people to communicate.The third reason to support the global argument is that every year about 1 billion people study English. Why? What are some of the reasons? Hiroshi? How about you?STUDENT 1: Well, now to study, and someday I want to be in international business.TEACHER: That's a solid reason. How about you, Oksana?STUDENT 3: I'm not really sure. I just think it will help me in the future somehow.TEACHER: OK. There's a more general reason. The point is, people want and need to learn English because it offers them opportunities.To sum up, English is used every day by many people. People all over the world come in contact with each other for many reasons. They need a common language, a language to facilitate communication. Being proficient in English gives someone an advantage in these situations.OK. I have given you many examples of how English is used in a variety of situations. Nevertheless, does this mean that English is a global language?Let's look at why some people don't believe English has replaced other languages. First, there are about three times as many people who speak Chinese as their first language as those who speak English as a first language. And in many countries where some people use English for work each day, they don't use English anywhere else. Even in English-speaking countries, there are millions of people who prefer to speak a language other than English at home, with friends, or at work.Second, I mentioned before that seventy-five countries have English as their official language. This doesn't mean all, or even most of the people in these countries can speak English. For example, in India, most sources agree that only about 5 percent of the population speaks English. That's a small percentage!Third, how much English does a person need to know to be called an English speaker? People may learn some English for specific situations, such as the taxi driver I mentioned earlier. However, I think you would all agree with me that a taxi driver who knows a few phrases like where are you going?" or "What is the name of your hotel?" isn't really a proficient English speaker. Another example is Airspeak, the English that is used by air traffic controllers and pilots. A pilot for Japan Airlines or an air traffic controller in Paris needs to know Airspeak. But they may learn only the English words they need for these jobs, and therefore they can't be considered English speakers.The point here is that people all over the world may use some English for work or other situations. Nevertheless, this doesn't mean they are fluent in English. They still use their first language for daily communication. English is not their main language.So, what does this all mean? I think it's safe to say that English will continue to be the main language used in many international settings because, as I said earlier, people all over the world need a common language. And, for now, English is that language.But, English won't replace other languages for most daily communication and this, to me, is what a global language really is, one that replaces others for most everyday communication. Some people are afraid of this. They worry that as people use English more and more, their ability in their first language will decline. I think people will use English along with other languages. We are moving into a global culture, and as this continues, I think people from non-English speaking countries will want to maintain their culture, including their first language. They may still want to learn English, but I don't see them giving up their own language for English. What do you think?I'm going to stop there. I know that's a lot of information to digest. We'll continue talking about some of the differences in the English words used in various countries like Australia, Singapore, and the Philippines. That's all for today. Come see me if you have any questions.Unit 3 High Anxiety: PhobiasTEACHER: Good afternoon. Today we're going to turn to a new topic in psychology and start looking at some specific psychological problems. There are a variety of mental problems that can affect us in our daily lives-some are not so serious, like a fear of cats or of insects, and others are more serious. Now as psychologists, we try to study these different problems and find ways to help people.I want to start the discussion by talking about a fairly common kind of psychological problem-a phobia, that's P-H-O-B-I-A. First, I'll explain what a phobia is and then I'll talk about some theories on why people have phobias. As you probably know, a phobia is a fear. So do any of you have phobias? Oh, come on, you can tell me; I'm a psychologist. Yes, Monica?STUDENT 1: I have a fear of swimming. I don't like to go near the ocean. TEACHER: OK, that's not an unusual phobia. Anyone else? Ali? STUDENT 2: I hate dogs. I mean, I just don't like them. When I see a big dog, actually any dog, I just get nervous, so I avoid them.TEACHER: OK, that's another common phobia. Thanks for sharing those examples of phobias. A phobia is not a normal fear; it is an extreme fear―a very strong fear. For example, my brother, who's a successful artist, had compute r phobia. He didn't simply dislike using computers. He used to have a very strong fear of using them.Psychologists have come up with three characteristics of a phobia. People display these three characteristics if they have a phobia, not just a normal fear. Now first, a phobia is not a rational response. It's a very strong reaction, too strong for the situation. For my brother, this meant he had a very strong physical reaction if someone asked him to use a computer. He started shaking violently and had trouble breathing. Once, he even started choking. Physical reactions like this are common. Second, a phobia often lasts for a long time, for months or even years. In my brother’s case, it lasted several years. Third, the reaction is too strong for a person to control. For example, even if my brother told himself not to be afraid at the computer, it didn't help. He still felt very afraid. Usually, people avoid whatever it is they are so afraid of. So, in my brother’s case, he avoided using a computer.OK, so those are the three characteristics of phobias. It's an extreme, irrationalresponse, it's long-lasting, and it’s uncontrollable.STUDENT 3: So uncontrollable means even if you try to control it, you can't? TEACHER: Yes, it means you can't control it by trying to deny you feel the phobia. There are ways to treat phobias, and we'll talk about those in a minute. Yes?STUDENT 4: What happened to your brother? Did he get over it? TEACHER: Yes, he did. The main thing was that he decided that he wanted to get over it, and he was treated by a psychologist. Now he uses computers all the time.OK, so let's spend a minute going over some classifications of phobias. Phobias are classified by the thing or situation that the person fears. Greek or Latin names are usually used to describe the fear. Here's an example: hypno, H-Y-P-N-O, means sleep, so fear of sleep is hypnophobia. Cyno, C-Y-N-O, means dog. So a fear of dogs is ... cynophobia, right? Here's another example. Aerophobia. Listen to the first part, Aero. What's the fear? Aero as in airplane- aerophobia is fear of flying.Let's turn now to the causes of phobias. One theory is that a phobia is learned. This means something happens that causes someone, or in a sense "teaches someone" to free afraid. For example, Ali could have learned to be afraid of dogs if he was attacked and injured by one as a child.People can also learn to have phobias by watching how other people react. In fact, doctors find that phobias tend to run in families. For example, let's imagine that Ali’s mother has always been afraid of dogs. Whenever All and his mother were together and saw a dog, his mother would get very scared, very nervous. When Ali saw how his mother reacted, he would then gradually become very scared, too. He would then have developed cynophobia from watching his mother. So, you can see that there are two ways learning can be involved in phobias. So, the first theory is that a phobia is learned. Learned either by direct experience or by watching the reactions of others.The second theory says that a phobia is only a sign of a deeper problem. This means that the phobia isn't the whole problem. Let's take another example. I once treated a teenager who was very afraid of the dark. He couldn't be in a dark room by himself. He was terrified to go outside at night, and so on. According to this theory, when he acted afraid of the dark, he was really showing his fear of something else. In therapy, it was revealed that he was afraid of his father. His father was very strict when he was young, and once his father made him sit in a dark the room when he did something bad.According to this theory, his fear of the dark was a sign of his deeper, real fear of his father. Yes, question.STUDENT 4: So what did you do? Did he have to talk with his father? TEACHER: Well, no, we couldn't do that. But recognizing that he was really afraid of his father, and not the dark was the key step in the treatment. Nowhe's cured. No more fear of the dark.OK, so let's think about these two theories, and about the main difference between them. The first theory says that the phobia is the problem itself. Right? And, the second theory says that the phobia is a sign of a deeper problem the person has. Why is this difference important? It's mostly important in deciding how to treat the person. According to the first theory, if a phobia is learned, perhaps it can be unlearned. A psychologist who follows this theory will tryto teach someone to react differently, to behave differently when he or she feels afraid. Changing the person’s behavior is the goal. On the other hand, a psychologist who believes the second theory may start by trying to teach the person to react differently, but the doctor is interested in more than that. The doctor’s objective, or goal, is to help the patient reveal the deeper psychological problem, because it will be easier to treat the phobia if the deeper problem is identified and worked on as well.I want you to think for a minute about the significance of having these two theories, or any competing theories. What does it mean? It tells us that psychologists, like any scientists, have to continue to do research, to learn, and to test treatments we believe will be effective based on research. Treatments improve the more we learn.I’m going to stop there for today. In the next class, I want to talk about other psychological problems. Read the next unit in your book before the next class. That’s all for today.Unit 4 TV: What We WatchTEACHER: Good morning. Who watched TV last night? Ah, most of you. OK, today we are going to talk about an important part of the media—TV. Specifically, TV viewing and TV dramas. Now first, I'll give you some background, then we'll discuss what makes this type of programming, dramas, so popular worldwide.OK. Let's get started. Most of you would agree that watching TV is part of most people lives. Now statistics vary on how much TV people watch, but research shows that quite a few Americans, on average, exceed six hours of TV per day.An English professor named Cecelia Tichi has studied TV for many years. In her book, Electronic Hearth: Creating ' an American Television Culture, she discusses how the TV has become the center of activity at home. We walk into a room, turn on the TV, and suddenly the outside world becomes less important. People use TV to tune out, or forget, about the outside world. We're safe to relax and join the world of the TV shows. Do you ever feel this way about TV? ... Yes, many of you are nodding. She also sees our culture as being defined by TV Now, by this she e means that TV has a huge influence on our attitudes, on what we like to eat, on what we like to wear, on what we like to talk about. For example, popular TV shows are discussed at work, at school, in coffee shops. Why, even children four or five years old do this with their favorite shows. This shows that we live in a TV culture.Improved technology has contributed further to our TV culture. Satellite services, in particular, have expanded the TV programming in many parts of the world. There are now hundreds of TV channels people can watch, and the options continue to expand: game shows, sports, news, talk shows, comedies, TV dramas, movies, ... Man, with cable and satellite there are a lot of choices. Nielsen Media Research studies people’s TV viewing habits in the U.S. They monitor which shows are popular brand with whom. For example, popular shows have included the game show Who Wants To Be A Millionaire? And the reality TV show Survivor. They were very, very popular and watched by millions of people of all age groups.Now, all of this is really background. What I want to focus on today is one form of a popular TV show that is popular with many people of many agegroups. This is rat TV dramas, specifically TV dramas known as soap operas, or, in Spanish, telenovelas.Some of you might be familiar with telenovelas. Telenovelas and soap operas in the U.S. are similar but have one big difference—the number of episodes they have. Telenovelas and TV serials end after about 200 episodes. The story eventually ends. Soap operas in the U.S., however, continue day after day for many years and may never end. Well, for example. The Guiding Light has been on^ for more than 12,000 episodes, and on it goes. Can you believe that? More than 12,000 episodes! Soap operas started in the United States in 1959, with the show The Guiding Light. These TV shows were called soap operas because the main advertisers were companies that made soap.Now, this type of programming is popular all over the world. Dozens of countries make their own soap opera shows. Mexican soap operas have been voted the most popular TV show of the year in countries such as Korea and Russia. Japanese soap operas are sent to Belgium. U.S. soap operas are watched worldwide. The Latin American soap opera, Betty La Fea, or Betty The Ugly, was a huge success in the U.S. Brazilian telenovelas are the most widely distributed television shows in the world and have been seen in more than 100 countries. And there are many other examples.What is it about these shows that makes them popular everywhere? And why do people from very different cultures all enjoy watching the same soap opera? Well, there are a couple of reasons.One reason suggested by Robert C. Allen, who has done extensive researchon television viewing, is that many soap operas deal with universal themes that people all over the world understand. Themes are topics ---for example, family, love, personal struggle, money problems, marriage problems, health problems, job problems. Viewers do not need to know the culture in order to understand the family problems in the show.Now according to Irna Phillips, one of the creators of The Guiding Light, another reason is that people identify with the characters. They feel the characters are just like them. To quote her from an interview, "they (the soap operas) deal with life as we know it." Now by this she means the families in soap operas deal with problems of everyday life. And so, as people watch every day, day after day, a special bond or feeling develops between them and the TV family. They get to know the characters and their problems. The TV family's welfare becomes important. There is a sense of community, of sharing, of family. All of these things contribute to character loyalty. If any ofyou have watched a show regularly, you know what I mean. You watch it because you identify with the characters.Now, writers of TV shows understand that TV viewers want to have a groupof characters to know and care about. As Wendy Riche, former executive producer of General Hospital put it, "the audience wants a personal human connection and when they g et it, they are devoted.” This means they become very loyal to the TV characters they watch every day. To give an interesting example from As the World Turns: Some years back, the writer wanted to have the main character, Bob Hughes, get shot on a Friday. Well, that Friday turned out to be Christmas Eve. The producers of the show told the writers. “No, no, no… he can’t be shot on this Friday’s show. Do you know why? STUDENT 1: Because it was too violent.TEACHER: Well, no, not because it was too violent, bu t they didn’t wanthim shot on the Friday before Christmas.STUDENT 1: Why? I mean, why not?TEACHER: Because the audience would worry all weekend about him. They wouldn’t know if he was alive or dead, and they would not enjoy Christmas. So the writers had to change the story, and have him shot after Christmas. I mean, the viewers really identify with these characters as if they’re real people. Writers for evening TV also try to create character loyalty, but not with a continuing story. Instead, each week, the story begins and ends. However, each week the same characters appear, and viewers watch because they know the characters and they care about them, like friends. A great example of this was the show Seinfield. There were four main characters Jerry, George, Kramer, and Elaine. They each had their own problems their own personalities. Viewers got to know them, and wanted to see what would happen to them. When you think about it, don’t good writers usually do this? They developour interest in the characters so that we want to keep reading, or keep watching TV.The next time you watch a soap opera, thin about the themes that make these shows so popular worldwide. Think about how as people watch each day, they get to know the characters and become a part of that TVB community. OK, that’s all for today. Uh, it’s time for you to go home and watch some TV!。
朗文新飞跃Longman English leap教材2B 知识点归纳
Unit 1 Let’s help at home 知识点短语：make the bed 铺床sweep the floor 扫地set the table 摆碗筷clear the table 收拾桌子water the plants给植物浇水feed the dog 喂狗walk the dog遛狗hang up the washing晾晒衣物fold the clothes 叠衣服clean the (upstairs/downstairs) window 擦(楼上/楼下的)窗户mop the floor拖地重点句型：1. ---Do you help at home ? 你在家帮忙吗？---Yes, I do . 有，我在家帮忙。
---No,I don’t. 不，我在家没有帮忙。
2. ---Does he/she help at home? 他/她在家帮忙吗？---Yes,he/she does . 有，他/她在家帮忙。
---No,he/she doesn’t. 不，他/她在家没有帮忙。
【句型解析+语法精讲】这是Do和Does提问的一般疑问句，原则是“Do 问do 回答, Does 问does回答”(don’t=do not,doesn’t=does not). 当主语是I /you/ we/ they以及复数时，用Do 来提问，当主语是he/she 以及单数时，用Does提问。
【回顾】：2A学过的there be句型和be动词提问的一般疑问句的用法和回答（Is/Are there...? Is she/he...? Are you...?）【注意】助动词do/does后面接动词原形,即do/does+...+动原【回顾】：祈使句Let's+动原；祈使句Don't+动原；情态动词can/must+动原; 主语复数+动原3. He/She folds the clothes. 他/她在家帮忙叠衣服。
5年级上朗文阅读
Unit1 My grandma goes to school1.My grandma is playing the monkey bars.A.inB.onC.above2. I go to school on foot=I walk to school3. I’m walking to school grandma. A. and B.or C.with4. She study in our classroom. wants to B.wants C.want to5. Listen to this story. It’s dog.A.a B. about C.has6. The words are too small me. A. in B.for C.with7. She’s to school with me today.einges8. Knock the door. A. in B.at C.on9. My grandma is good at A. dance B.dancing C.danceing Unit2 Safari parkMonkeys hippos snakes tigersAustralia Sichuan Southern China Africa1. It’s hot and dry.It’s for the safari Park.A.a good dayB.a bad dayC.a rainy day2.The children want to see lots ofA.peopleB.dogsC.animals3.The two monkeys are sittingA.on the branchB.in the treeC.under the tree4.The monkeys are from .A.JiangsuB.SichuanC.Anhui5.The children are in the A.ear B.train C.minibus6.The hippos are from A.China B.Africa C.the USA7.The lions are from A.China B.Africa C.the USA8.The giraffes are eating from the tree.A.leavesB.grapesC.pears9.The tigers are from A.The USA B.Africa C.Southern china10.The sleeping panda in the minibus is a A.panda B.boy C.girl Unit3 Have a picnic1. look at shadows. A..me B. we C. our2. I’m skipping, my shadow too.A. skipB. is skippingC. skips3. Paul is , he wants some cool drink.A. hot and thirstyB. cold and hungryC. hungry and thirsty4. Lisa and Ann good friends.A. isB. doC. are5. Paul is good atA. swimB. runC. running6. What’s Lisa doing? She isA. singingB. danceC. sing7. Jenny likes hopping,the likes hopping too.A. dogB. birdC. cat8. The sun is the shadows now.A. onB. behindC. in9. It’s raining, they can’t play .A. outsideB. insideC. by the river10. What does “shadow”mean?A. 影子B. 窗帘C. 镜子Unit4 The shadows1. look at shadows.A..meB. weC. our2. I’m skipping, my shadow too.A. skipB. is skippingC. skips3. Paul is , he wants some cool drink.A. hot and thirstyB. cold and hungryC. hungry and thirsty4. Lisa and Ann good friends.A. isB. doC. are5. Paul is good atA. swimB. runC. running6. What’s Lisa doing? She isA. singingB. danceC. sing7. Jenny likes hopping,the likes hopping too.A. dogB. birdC. cat8. The sun is the shadows now.A. onB. behindC. in9. It’s raining, they can’t play .A. outsideB. insideC. by the river10. What does “shadow”mean?A. 影子B. 窗帘C. 镜子。
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分
cent
penny
Unit 3 How much is this CD?
dime
one dime
角
10 cents
Unit 3 How much is this CD?
nickel
1 nickel
镍币
5 cents
Unit 3 How much is this CD?
glasses
Unit 3 How much is this CD?
video game glasses cent penny dime altogether roller blades nickel dollar quarter battery Walkman 电子游戏 眼镜 分币 便士，美分 一角硬币 总共 旱冰鞋 镍币 美元 25美分 电池 随身听
2. Four pencils are two dollars.
3. Five erasers are one dollars and seventy-five cents. 4. Two rulers are three dollars and fifty cents.
Unit 3 How much is this CD? 5. Two notebooks are four dollars and ninety cents.
3. Can I help you? 4. How much is this video game?
5. How much are these roller blades?
Unit 3 How much is this CD?
Unit 3 How much is this CD?
作业： 1.听磁带朗读课文30分钟，背课文 签字 2.抄写单词从altogether至glasses 每个一排,听写签字 3完成朗文练习册unit3第6、7页的练习
They’re _____ yellow and ______. black _______
Unit 3 How much is this CD?
2. They’re thirty-nine dollars and fifty-five cents. 3. It’s six dollars and ninety-five cents. 4. They’re yellow and pink. 5. they’re seven dollars and seventy-five cents. 6. They’are twenty-five dollars and ninety-nine cents.
walkman
Unit 3 How much is this CD?
Video game
Unit 3 How much is this CD?
roller blades
Unit 3 How much is this CD?
watch
Unit 3 How much is this CD?
glasses
cash
Unit 3 How much is this CD?
change
Unit 3 How much is this CD?
sale
Unit 3 How much is this CD?
cheap
expensive
Unit 3 How much is this CD?
antique
Unit 3 How much is this CD?
Unit 3 How much is this CD?
Listen to the dialog and write the price on the objects in the store
Unit 3 How much is this CD?
家庭作业： 1.听磁带朗读Unit3课文30分钟，背诵 2.抄写altogether—glasses每个3遍 听写，签字 3.完成朗文第三课的练习
Unit 3 How much is this CD? How many CDs are there?
There is one CD. How many batteries are there? There are four batteries.
Unit 3 How much is this CD? Look at the ad in page19 and practice.
Unit 3 How much is this CD? Listen and practice
Unit 3 How much is this CD? 你知道这些价格怎么说吗？ Listen and practice in page19
¢ cent $ dollar
Unit 3 How much is this CD?
Unit 3 How much is this CD?
2. What color are they? 3. What color is it?
4. How much is it?
5. What color are they
Unit 3 How much is this CD?
receipt
Unit 3 How much is this CD?
Unit 3 How much is this CD?
altogether
总共
Unit 3 How much is this CD? altogether
penny
cent dime
battery
video game
roller blades
nickel Walkman
quarter dollar
Look at the ad and practice. 复数 单数
CD glass calculator this walkman video game battery watch pencil CD s glasses calculators walkmen these video games batter ies watch es pencil s
Unit 3 How much is this CD? is the _____? watch How much ___
It’s _____.... are the bananas How much ___ _______? They’re _______....
Unit 3 How much is this CD? apple is the ______? What color ___ _____.... It’s erasers are the ______? What color ___
antique store
Unit 3 How much is this CD?
discout
Unit 3 How much is this CD?
bargaining
Unit 3 How much is this CD?
Are you good at bargaining? How much is a cheap pair of Sneakers in your country?
单数 How much is this CD? It’s ten dollars and fifty cents.
复数
How much are these batteries? They’re six dollars and seventy five cents.
Unit 3 How much is this CD? A: Can I help you?
Unit 3 How much is this CD?
Unit 3 How much is this CD?
How much is this sandwich?
It’s 6 yuan.
Unit 3 How much is this CD?
How much are these batteries? They are ....
6. Eight postcards are six dollars.
7. Three magazines are one dollar and five cents. 8. Two pencils sharpeners are fifty cents
Unit 3 How much is this CD? 2. Are there three apples?
B: How much is this pen? A: It’s fifty cents B: OK. Two pencils, please.
A: That’s one dollar altoger.
B: Here you are. A: Thank you.
Unit 3 How much is this CD?
Unit 3 How much is this CD?
20 dollars
50 dollars
Unit 3 How much is this CD?
100 dollars
Unit 3 How much is this CD?
battery
Unit 3 How much is this CD?
quarter
25美分
1 quarter
25 cents
Unit 3 How much is this CD?
dollar
1 dollar
100 cents
Unit 3 How much is this CD?
5 dollars
Unit 3 How much is this CD?
10 dollars