_unit_4_English_Nasals_Approximants_Lateral(s)
2014-2015学年高中英语 Unit 4 Exploring plants A sample l
Period 2 A sample lesson plan for Learning about Language(The Direct Object and Indirect Object)IntroductionIn this period students will be rewriting the text PLANT EXPLORATION IN THE 18TH AND 19TH CENTURIESfirst. Then they shall go on to learn about verbs with the direct object and indirect object. At the end they may be given a test.Objectives■To help students rewrite the text learned■To help students learn about verbs with the direct object and indirect object ■To help students use some wordsProcedures1. Warming up by writing, by imitation, a passage of your own based on the textPLANT EXPLORATION IN THE 18TH AND 19TH CENTURIES2. Discovering useful words and expressionsDo plants grow better if you talk to them? I don’t know.Now let’s go to page 34 to skim the two exercises text to get an overview of what are being talked about.Go to page 32 to scan the text for words and expressions to plete the two exercises on page 34.3. Learning about verbs with the direct object and indirect object当及物动词有两个宾语时，两个之间有些无须介词，有些那么需要。
Unit 4 Nasals, Approximants & Lateral
-We’re going to have a get-together after the We’ getsupper. -Give me some butter and sugar. -You’d better do it faster. You’
Very well / get ready / twenty cents / wet with sweat / press the bell / fresh and energetic Her friend said she’d better not get a red she’ wedding dress. Compare: Pet-pit, fell-fill, set-sit, hell-hill, tent-tint, peg-pig, Petfell- set- helltentpeglestlront vowels & central vowels
Vowels are sounds in which there’s no there’ obstruction to the airflow. There’ There’re 20 vowels, 12 are pure vowels, 8 are diphthongs. Pure vowels are classified according to 1) the height of the raised part of the tongue 2) the part of the tongue raised 3) the position of the lips( rounded or unrounded)
Compare /r/ and /l/: a. She bought a red pencil. She bought a lead pencil. b. He’s a dangerous pirate. He’ He’s a dangerous pilot. He’ c. Will they arrive? Will they alive?
Unit04-Consonants-Nasals, Approximants & Literal(s)-English Pronunciation英语语音
Unit 4Lesson PlanConsonants: Nasals, Approximants & Lateral(s)Date: Oct. 8-11Class: Classes 1, 2 & 3, Grade 2002Subject: English Pronunciation for CommunicationPurpose:The students will learn the consonants: nasals, approximants & lateral(s) in English.Objectives: Students will be able to:1.Define - in their own words a definition for Nasals, Approximants & Lateral(s);pare – based on the understanding of the basic concept, compare them withother consonants;3.Practice – imitate the sounds and do practice.Resources/Materials:1.Textbook: Wang, Guizhen, An English Pronunciation Course, Higher EducationPress, Beijing, 2000;2.Handouts: illustration of the phonemes in focus;3.Recordings of native speakersActivities and Procedures:1.Stimulating: Begin by asking the class to find out how much the students knowabout what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.2.Display examples by playing the recording of the native speakers showing thetypical pronunciation in English.3.Ask the students to listen to the tapes to make a good discrimination of the soundsin focus.4.Have the students imitate the sound in focus.5.Have the students share what they have learned by reading out the practicematerials in pairs.6.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the sounds in focus correct in their pronunciation.7.Have the students practice the guided conversation. Ask them to pay specialattention to the sounds in focus in speech.8.Highlight the language function in the conversation in the practice.9.Have several pairs of the students present their conversation in the class.ment on the students’performance by highlighting the achievement of thestudents and the efforts they need for the improvement.11.Ask the students to do more practice after class and get ready for presentationduring the next session.Nasals, Approximants & Lateral(s)In this unit, we will learn Nasals, approximants and lateral(s) in English.Like the stops, the nasals are all made by closing the vocal tract at some point in the mouth. Unlike the stops or any other sounds in the language, there is an opening into the nasal cavity in the pronunciation so that the sound can be resonated through the nose. The nasal consonants are /m/, /n/, and /☠/./w/, /r/, and /j/ are called approximants because it is an articulation in which the articulators approach each other but do not get sufficiently close to each other to produce a "complete" consonant such as a stop, nasal or fricative./l/ is called a "lateral" because during its pronunciation, the passage of air through the mouth does not go in the usual way along the centre of the tongue./m/, /n/ & /☠//m/ and /n/ are simple, straight-forward consonants: the /m/ occurs at the front of the mouth and is grouped with the labials, the /n/ is produced on the upper gum ridge and is alveolar. The place of articulation of /☠/ is the same as that of /k/ and /♑/. It is made with the back of the tongue touching the soft palate. If we compare nasals with stops, fricatives and affricates, we will find that the nasals present quite a differentpicture in that they have some vowel-like qualities: they can be syllabic. Both /m/ and /n/ can occur in initial, medial, and final position in words. /☠/, however, never occurs in word-initial position.Most Chinese EFL learners have no problems with /m/ and /☠/. For /n/, however, it is necessary to check for a /l/ substitution because in some Chinese dialects, [n] and [l] serve as free variants.Allophonic variations of /m/:Syllabic: somethingLengthened, when an arresting /m/ is followed by a releasing /m/: some moreThe labiodnetal nasal, when followed by /f/: comfortAllophonic variations of /n/:Dentalized before a labiodental /f/ or /v/:inviteVelarized before /k/ or / /: thinkSyllabic: buttonLengthening, when /n/ arrests and releases adjoining syllables: ten names Allophonic variations of /☠/:The alveolar [n], when followed by an alveolar: taking tenSyllabic: lock and key/w/ and /j//w/ and /j/ are similar in several ways. First, they are closely related to a vowel sound: /j/ is similar to the vowel /i:/ and /w/ is very much like the vowel /u:/. Because of this, they are also called semivowels. Secondly, neither /j/ or /w/ will ever occur in word-final position in English. Thirdly, they are both voiced consonants. In pronunciation, for /j/ the lips are relaxed and the tongue is in the high front space; for /w/ the lips are rounded and the tongue is in the high back space. Then there is a movement away from these positions to whatever sound which follows. The more modern term for /j/ and /w/ is approximant, which is an articulation in which the articulators approach each other but do not get sufficiently close to each other to produce a "complete" consonant such as a plosive, nasal or fricative./j/ and /w/ are not problem sounds for most Chinese EFL learners except it isnecessary to emphasize the fact that the pronunciation of /w/ requires considerable lip rounding./r//r/ is the other approximant besides /j/ and /w/ in English. The important thing about the articulation of /r/ is that the tip of the tongue approaches the alveolar area in approximately the way it would for a /t/ or /d/, but never actually makes contact with any part of the roof of the mouth. During the pronunciation, the tongue is in fact usually slightly curled backwards with the tip raised./r/ is a difficult sound for many Chinese EFL learners. The difficulties mainly come in two ways. Some use the (r) sound in Chinese Putonghua, such as (rì) 日, as a substitution, which sounds more like a fricative than an approximant. The substitution of a flap-r, which sounds more like a /l/ than /r/, is also common among the learners. Experience show that it is helpful to stress the necessity of the slight lip-rounding in the pronunciation of the sound.Now, try to make a long /r/ sound and feel that no part of the tongue is in contact with the roof of the mouth at any time.Allophonic variations of /r/:Devoiced as in voiceless clusters: treatThe one-tap flap /r/: veryThe retroflexed /r/: rightThe back /r/, before or after /k/ or / /: crate grey/l/The fact that the /l/ phoneme is typically produced with potential air flow around one or both sides of the tongue makes it unique among English speech sounds. It is also highly variable in terms of its articulation. Several important variations exist. In pronunciation, you produce it by dropping the sides of the tongue and allowing air to escape around the sides./l/ is also one of the English speech sounds that often causes trouble for Chinese learners. Check for the typical substitution of /r/ or /n/. Another important fact about /l/ is the difference between the two distinctive allophones: clear-l and dark-l.Allophonic variations of /l/:Syllabic: bottle"Clear-l", made with the tongue in the classical fronted position: l ease "Dark-l", (the tongue tip and blade in the post alveolar position): call Devoiced in consonant clusters with voiceless stops: playThe post-palatal, or velar /l/: milk。
【公开课】必修四Unit 4 Reading
Stage 2: The development of life 1.What life developed after water appeared?
small plants appears in water
2.What life developed in water next? Shellfish and all sorts of fish
T_h_e_s_m_a_l_l _p_la_n_t_s in water are considered to be the earliest
lives on the earth. The O2 they supplied encouraged the lives of_s_h_e_l_l-_f_is_h__an_d__f_is_h. Slowly green plants grew on land, which were followed by _l_a_n_d_a_n_im__a_ls like insects & _a_m_p_h_ib_i_a_n.sWhen the plants grew into_f_or_e_s_t_s, _re_p_t_i_le_sappeared. Then d_i_n_o_s_a_u_rsdeveloped but disappeared
4
10. The universe began with a “Big Band”. 1 12. Mammals appeared.
12 11. Clever animals with hands and feet 11
appeared
summary
• After the “big bang”, the earth was still just a cloud of __d_u_s_t__,ite_x_p_l_o_d_e_dloudly with fire and rock, which were _in__ti_m_eto produce the__ca_r_b_o_n___, water vapour and other gases. Then _w__a_te_r___ began to appeared on the earth.
七下英语u4知识点归纳
七下英语u4知识点归纳The English curriculum for grade 7 students is designed to build upon the foundational language skills acquired in previous years. Unit 4 of the grade 7 English textbook focuses on a variety of engaging topics and introduces new vocabulary, grammar concepts, and communication strategies. By summarizing the key knowledge points covered in this unit, students can consolidate their understanding and prepare for future learning.One of the primary focuses of Unit 4 is the development of reading comprehension skills. Students are exposed to a range of text genres, including informative articles, short stories, and poetry. They are encouraged to actively engage with the reading material by identifying the main ideas, analyzing the author's purpose, and drawing inferences based on the provided information. Additionally, students learn strategies for navigating unfamiliar vocabulary, such as using context clues and word roots to determine the meaning of new words.In the realm of writing, Unit 4 emphasizes the importance ofstructured and coherent expression. Students practice composing different types of paragraphs, including descriptive, narrative, and persuasive. They learn how to effectively organize their thoughts, use appropriate transitional phrases, and support their ideas with relevant details. Additionally, students are introduced to the concept of writing for different audiences and purposes, recognizing the need to adapt their style and tone accordingly.The unit also delves into the intricacies of English grammar, covering topics such as verb tenses, subject-verb agreement, and the proper use of pronouns. Students are encouraged to apply these grammatical concepts not only in their writing but also in their oral communication. By developing a stronger understanding of the structural elements of the language, students can enhance their overall proficiency and communicate more effectively.Furthermore, Unit 4 places a strong emphasis on developing speaking and listening skills. Students engage in various interactive activities, such as role-playing, group discussions, and presentations. They learn how to express their ideas clearly, ask relevant questions, and actively listen to their peers. Additionally, students are introduced to the importance of nonverbal communication, including body language and tone of voice, and how these elements can impact the effectiveness of their interactions.Lastly, the unit explores the cultural aspects of the English language, exposing students to diverse perspectives and experiences. Through the analysis of literary works, students gain insights into different cultural traditions, values, and customs. This exposure not only broadens their understanding of the English-speaking world but also encourages them to develop empathy and respect for cultural diversity.In conclusion, Unit 4 of the grade 7 English curriculum covers a wide range of knowledge points that are essential for the continued development of students' language skills. By mastering the reading, writing, grammar, speaking, listening, and cultural components addressed in this unit, students can build a strong foundation for their future academic and personal endeavors. The knowledge gained in Unit 4 will serve as a valuable springboard for further learning and growth in the English language.。
四下英语第四单元课文
四下英语第四单元课文The fourth unit of the English textbook presents a fascinating exploration of various aspects of the language and its usage. As a comprehensive guide to mastering the nuances of English, this unit delves into the intricacies of grammar, vocabulary, and communication skills. Through a well-structured curriculum, students are provided with the tools necessary to enhance their proficiency in the English language, empowering them to engage in meaningful discourse and effectively express their thoughts and ideas.One of the key highlights of this unit is the in-depth examination of grammatical structures. Students are introduced to the fundamental rules and conventions that govern the English language, enabling them to construct coherent and grammatically correct sentences. From the proper use of verb tenses to the intricate web of subject-verb agreement, this unit offers a systematic approach to understanding the foundational elements of English grammar. By mastering these core concepts, students develop a stronger command of the language, which in turn enhances their ability to communicate with clarity and precision.Alongside the grammatical focus, the fourth unit also emphasizes the importance of vocabulary expansion. Through engaging exercises and thought-provoking discussions, students delve into the rich tapestry of English vocabulary, exploring the nuances of word choice, synonyms, and contextual appropriateness. This comprehensive approach to vocabulary development equips students with the linguistic versatility necessary to express themselves effectively in a variety of settings, from formal academic writing to informal conversations.Moreover, the fourth unit places a strong emphasis on the development of communication skills. Students are challenged to engage in interactive activities that hone their listening, speaking, and presentation abilities. From participating in group discussions to delivering oral presentations, learners are given the opportunity to put their newfound knowledge into practice, fostering their confidence and fluency in the English language.One of the standout features of this unit is its integration of authentic materials and real-world examples. By incorporating excerpts from literature, news articles, and other relevant sources, the curriculum provides students with a deeper understanding of how the English language is used in various contexts. This exposure to diverse and engaging content not only enhances theircomprehension but also inspires them to explore the language further, cultivating a genuine appreciation for its richness and complexity.Furthermore, the fourth unit encourages critical thinking and problem-solving skills. Through carefully crafted exercises and case studies, students are challenged to analyze language use, identify common errors, and develop strategies for effective communication. This approach not only strengthens their linguistic abilities but also fosters the development of essential life skills, such as logical reasoning, attention to detail, and the ability to adapt to different communication scenarios.In conclusion, the fourth unit of the English textbook presents a comprehensive and dynamic learning experience. By delving into the intricacies of grammar, vocabulary, and communication skills, students are empowered to enhance their proficiency in the English language and engage in meaningful discourse. The integration of authentic materials, real-world examples, and interactive activities further enriches the learning process, making it a valuable resource for students seeking to expand their linguistic horizons and become confident, effective communicators in the English-speaking world.。
新概念英语第4册课文(中英文对照)
Lesson 1 Finding fossil man 发现化石人We can read of things that happened 5,000 years ago in the Near East, where people first learned to write.But there are some parts of the word where even now people cannot write. The only way that they can preserve their history is to recount it as sagas -- legends handed down from one generation of another. These legends are useful because they can tell us something about migrations of people who lived long ago, but none could write down what they did. Anthropologists wondered where the remote ancestors of the Polynesian peoples now living in the Pacific Islands came from. The sagas of these people explain that some of them came from Indonesia about 2,000 years ago.But the first people who were like ourselves lived so long ago that even their sagas, if they had any, are forgotten. So archaeologists have neither history nor legends to help them to find out where the first 'modern men' came from.Fortunately, however, ancient men made tools of stone, especially flint, because this is easier to shape than other kinds. They may also have used wood and skins, but these have rotted away. Stone does not decay, and so the tools of long ago have remained when even the bones of the men who made them have disappeared without trace.参考译文我们从书籍中可读到5,000 年前近东发生的事情，那里的人最早学会了写字。
新概念英语第四册Lesson 4课文音标版讲义
4Several cases have been reported in Russia recently of people who can read and detect colours with their fingers, ˈsevrəl ˈkeɪsɪz hæv biːn rɪˈpɔːtɪd ɪn ˈrʌʃəˈriːsn tli ɒv ˈpiːpl huː kæn riːd ænd dɪˈtekt ˈkʌləz wɪð ðeəˈfɪŋɡəz,俄罗斯最近报导了几个事例，有人能用手指看书识字和辨认颜色，俄罗斯最近报导了几个事例，有人能用手指看书识字和辨认颜色，and even see through solid doors and walls. ænd ˈiːvən siːθruːˈsɒlɪd dɔːz ænd wɔːlz.甚至能透过厚实的门和墙看到东西。
甚至能透过厚实的门和墙看到东西。
One case concerns an eleven-year-old schoolgirl, Vera Petrova, wʌn keɪs kənˈsɜːnzən ɪˈlevn-jɪər-əʊld ˈskuːlɡɜːl,ˈverə Petrova,其中有一例谈到有一个名叫维拉.彼托洛娃的11岁学生。
其中有一例谈到有一个名叫维拉.彼托洛娃的11岁学生。
who has normal vision but who can also perceive things with different parts of her skin, and through solid walls. huː hæz ˈnɔːməl ˈvɪʒən bʌt huː kæn ˈɔːlsəʊ pəˈsiːvθɪŋz wɪð ˈdɪfrənt pɑːt s ɒv hɜː skɪn, ænd θruːˈsɒlɪd wɔːlz.她的视力与常人一样，但她还能用皮肤的不同部位辨认东西，甚至看穿坚实的墙壁。
八下英语人教版第4单元思维导读
八下英语人教版第4单元思维导读The fourth unit of the 8th grade English curriculum in the People's Education Press (PEP) edition covers a diverse range of topics that challenge students to think critically and expand their understanding of the world around them. As an essential tool for organizing and visualizing information, the mindmap serves as a powerful framework for exploring the key concepts and themes within this unit. By delving into the mindmap, students can uncover the interconnected nature of the subject matter and develop a more holistic perspective on the material.At the heart of this unit lies the exploration of different types of communication and their impact on our lives. Students are encouraged to examine the various modes of communication including verbal, nonverbal, and written forms, and to analyze how they shape our interactions and the way we convey information. The mindmap can be utilized to map out the characteristics of each communication method, the advantages and disadvantages they offer, and the cultural and contextual factors that influence their usage.One of the central topics within this unit is the concept of effective communication. The mindmap provides a framework for students to explore the key elements of successful communication such as active listening, clear and concise expression, empathy, and the ability to adapt one's communication style to different situations and audiences. By delving into these aspects, students can develop a deeper understanding of the strategies and skills required to communicate effectively in both personal and professional settings.Another crucial aspect of this unit is the examination of barriers to communication. The mindmap can be employed to identify and analyze the various obstacles that can hinder effective communication, such as language differences, cultural misunderstandings, cognitive biases, and emotional barriers. By exploring these barriers, students can gain insights into the importance of cultural awareness, emotional intelligence, and the ability to overcome communication challenges.The unit also explores the role of technology in modern communication. The mindmap can be used to map out the various digital tools and platforms that have transformed the way we communicate, including social media, instant messaging, video conferencing, and online collaboration tools. Students can analyze the benefits and drawbacks of these technological advancements, aswell as the ethical considerations surrounding their use.Furthermore, the unit delves into the importance of nonverbal communication and its impact on our interactions. The mindmap can be utilized to examine the different forms of nonverbal communication, such as body language, facial expressions, and tone of voice, and to understand how these subtle cues can convey meaning and influence the way we perceive and interpret messages.Finally, the unit encourages students to consider the role of communication in shaping our personal and professional lives. The mindmap can be employed to explore the ways in which effective communication skills can contribute to personal growth, academic success, and career development. Students can also examine the importance of communication in building and maintaining healthy relationships, resolving conflicts, and fostering collaboration and teamwork.By engaging with the mindmap and the various topics covered in this unit, students can develop a deeper understanding of the complexities of communication and the strategies required to communicate effectively in a diverse and ever-changing world. The mindmap serves as a valuable tool for organizing and synthesizing the knowledge gained, enabling students to make meaningful connections and apply their learning to real-world scenarios.。
七年级下册英语书u4课文
七年级下册英语书u4课文Unit 4 of the 7th-grade English book is titled "Hobbies". This unit focuses on different hobbies and leisure activities that students may enjoy. The unit includes vocabulary, grammar practice, reading comprehension exercises, and speaking activities related to hobbies.The first part of the unit introduces students to new vocabulary related to hobbies, such as painting, hiking, gardening, and playing musical instruments. Students learn how to talk about their hobbies and the activities they enjoy doing in their free time. They also learn how to ask and answer questions about hobbies, such as "What do you like doing in your free time?" and "Do you enjoy playing sports?"Following the vocabulary section, students practice using present simple tense to talk about their hobbies. They learn how to form sentences using this tense, such as "I play guitar every weekend" or "She reads books in the afternoon." Students also learn how to make negative sentences and questions using present simple tense in the context of hobbies.The reading comprehension exercises in this unit include short texts about different people's hobbies. Students read thesetexts and answer questions to demonstrate their understanding. This helps students practice reading and comprehension skills while learning new vocabulary related to hobbies.In the speaking activities of this unit, students have the opportunity to talk about their own hobbies and interests with their classmates. They can ask each other questions about their hobbies and have discussions about what they like to do in their free time. This helps students practice speaking and listening skills while also getting to know their classmates better.Overall, Unit 4 of the 7th-grade English book provides a comprehensive overview of hobbies and leisure activities. Students have the chance to learn new vocabulary, practice using present simple tense, improve their reading comprehension skills, and engage in speaking activities related to hobbies. This unit helps students develop their English language skills while also discovering new interests and hobbies that they may enjoy.。
七年级下册第四模块英语作文
七年级下册第四模块英语作文In the fourth module of our seventh-grade English textbook, we are introduced to the concept of future life. The exciting idea of traveling to the future captures my imagination, sparking a desire to explore what lies ahead. As I close my eyes and imagine myself in a time machine, I am taken to a world where technology has advanced beyond our current understanding.Upon arriving in the future, I am greeted by a cityscape that is a stark contrast to what we know today. Skyscrapers reach towards the clouds, their facades made of transparent materials that allow for a panoramic view of the city below. The streets are empty of cars, replaced by hovercrafts and magnetic levitation trains that glide silently through the air.The first thing I notice is the absence of pollution. The air is crisp and clean, and the sky is a deep blue, a stark contrast to the smoggy grayness of our present-day cities. This is due to the widespread use of renewable energy sources and advanced air purification systems.As I walk through the futuristic city, I am amazed by the technology that surrounds me. People interact withtheir personal devices through voice commands and gesture recognition, and virtual reality is a common part of everyday life. Homes are equipped with intelligent systems that manage everything from heating and cooling to entertainment and security.The most remarkable aspect of this future world, however, is the way people live their lives. There is a sense of harmony and balance that is lacking in our current society. People value their time and relationships more than material possessions, and they take the time to enjoy the simple pleasures of life. Education and lifelong learning are highly valued, and people are constantly striving to improve themselves.During my journey, I meet a young girl named Alice who is excited about her future. She tells me about her dreams of becoming a scientist and contributing to the advancement of technology. Her enthusiasm and curiosity are contagious, and I find myself sharing my own aspirations and dreams with her.As my time in the future comes to an end, I am left with a sense of optimism and hope. The future may be filled with uncertainty, but it is also a place of limitless possibilities. The technology and advancements that I have seen in this future world give me faith that we can overcome the challenges of our time and create a better future for ourselves and our planet.Returning to my own time, I am reminded of the importance of cherishing the present moment and working towards a better future. The journey to the future has been an eye-opening experience that has left me with a renewed sense of purpose and direction. I am excited about what the future holds, and I am ready to embark on the journey of discovery that lies ahead.**穿越时空的未来之旅**在七年级下册的第四模块英语课文中，我们接触到了未来生活的概念。
七年级下册英语第四单元知识点A部分
七年级下册英语第四单元知识点A部分Seventh Grade English Unit 4 Knowledge Point AIn the seventh grade English curriculum, Unit 4 focuses on various knowledge points related to language functions, grammar rules, and vocabulary. A significant part of this unit comprises the A section, which covers several essential topics.1. Language FunctionsOne of the knowledge points in the A section of Unit 4 pertains to language functions. Students learn how to use specific expressions to perform specific functions in English, such as making suggestions, giving advice, and expressing abilities or possibilities.For example, to make a suggestion, students can use "Why don't we try..?" or "How about..?" These expressions indicate that the speaker is suggesting an idea or solution to a problem or challenge. Similarly, students can use "You should.." or "Why don't you..?" to offer advice or recommendations.2. Grammar RulesAnother crucial aspect of the A section in Unit 4 is grammar rules. Here, students learn about different grammatical structures and how to use them correctly in their writing and speaking.For instance, students learn how to use the present continuous tense to describe actions that are happening at the time of speaking. They also learn about the future tense, which they can use to describe future events or predictions. Additionally, the students explore the conditional tense, which expresses hypothetical situations, possibilities, or unreal scenarios.3. VocabularyThe A section of Unit 4 also introduces students to new vocabulary items related to different topics and contexts. By learning new words and expressions, students can improve their communication skills and expand their vocabulary.For instance, students learn about weather-related vocabulary, such as "sunny," "cloudy," and "windy." They also learn about vocabulary related to school subjects, such as "mathematics," "history," and "science." Furthermore, students learn about vocabulary related to leisure activities, such as "reading," "watching TV," and "listening to music."ConclusionIn conclusion, the A section of Unit 4 in the seventh grade English curriculum covers various knowledge points related to language functions, grammar rules, and vocabulary. By mastering these topics, students can improve their language proficiency and develop better communication skills.。
喜马拉雅 新概念英语第四册
喜马拉雅新概念英语第四册Title: The Essence of Himalayan Learning: Exploring New Concept English Book 4Nestled amidst the majestic peaks of the Himalayas, a region renowned for its natural beauty and spiritual significance, lies a unique opportunity for intellectual growth and linguistic exploration. This is the realm where the New Concept English Book 4 finds its perfect setting, offering a comprehensive and engaging journey through the intricate world of advanced English language learning.The Himalayas, a symbol of endurance and perseverance, serve as an apt metaphor for the challenges and rewards of mastering the fourth volume of the New Concept English series. This book, designed for intermediate to advanced learners, builds upon the foundations laid in the previous volumes, introducing more complex grammatical structures, vocabulary, and idiomatic expressions.The requirement to delve into the depths of this textbook is not merely about acquiring linguistic skills but also about cultivating a deeper understanding ofEnglish culture and society. The lessons within are carefully crafted to reflect the nuances of the language, its historical evolution, and its application in real-world contexts.One of the key aspects of New Concept English Book 4 is its emphasis on reading comprehension. The texts are diverse, ranging from narratives to expository essays, all designed to test and enhance the reader's ability to understand and analyze complex ideas. The use of authentic language and a wide range of topics ensures that learners are not only improving their language skills but also broadening their horizons.Moreover, the book places a strong emphasis on writing skills. Through a series of writing exercises, learners are encouraged to express their thoughts and opinions in aclear and coherent manner. This not only helps in honing linguistic proficiency but also cultivates criticalthinking and creativity.The integration of listening and speaking skills is another notable feature of New Concept English Book 4. Through a variety of audio materials and conversationalactivities, learners are able to practice their pronunciation, fluency, and comprehension in a practical and engaging manner.The Himalayas, with their serene beauty and profound spirituality, provide an ideal backdrop for this intellectual journey. As learners delve into the depths of the book, they can draw inspiration from the resilient spirit of the mountains, applying it to their own pursuit of linguistic excellence.In conclusion, New Concept English Book 4 represents a significant milestone in the journey of English language learning. Its comprehensive approach, diverse content, and focus on practical skills make it an invaluable resource for intermediate to advanced learners. By embracing the challenges and rewards of this textbook, learners can not only enhance their linguistic proficiency but also broaden their cultural horizons, much like the vast and enchanting landscapes of the Himalayas themselves.。
2020_2021学年新教材高中英语Unit4AglimpseofthefutureSectionⅢ
课时作业(十二) Unit 4 Section ⅢDeveloping ideas &Presenting ideas阅读理解AResearchers from the Water，Peace and Security Partnership (WPS) have announced the creation of a global forecasting tool that can predict where conflicts arising from water insecurity are most likely to break out. The system uses artificial intelligence to create patterns from a wide range of geographical and socioeconomic data and can identify potential conflict hotspots up to a year in advance.Susan Schme，a senior lecturer at Delft Institute for Water Education, which leads the WPS, explains predicting these types of conflicts isn't as simple as it might first appear. It isn't simply a case of conflicts increasing every time a water security incident occurs. Several regional and cultural factors also play a part, making prediction difficult.The researchers tested the AI tool in Mali. They found that it predicted more than threequarters of the waterrelated conflicts there. To achieve this, the system is fed with a variety of data. “Fir st there's the natural side of things—so rainfall data, soil moisture and many other natural factors，” explains Schme. This enables it to identify areas where availability of water is likely to become a concern.“Then we also look at vulnerability in terms of socioeconomic and political developments—anything from a regime type to the state of development in a region，” she adds. This additional information is weighed up to determine whether it increases or decreases the chance of conflict. Other factors might include whether the water insecurity is likely to affect crops.The tool is just one part of a wider WPS project that aims to increase the availability of information which could help avoid waterrelated conflicts. Once artificial intelligence has made its predictions the WPS researchers use other analytical tools to zoomin on a certain region and find out exactly what's driving water insecurity. This might be decreased rainfall，increased population，or water might be being diverted away from a community.The designers are now undergoing final tests of the new AI tool to make sure it's ready for a November launch date. Once widely available，Schme hopes that it will be used by local governments and also by international organisations with an interest in maintaining global stability.1．What is the function of the tool?A．Collecting all kinds of data.B．Predicting conflict hotspots.C．Ensuring security of water.D．Stopping fractures of water pipes.2．How did the AI tool work in Mali?A．The government discourages it.B．More improvement is needed.C．It works quite effectively.D．It attracts public attention.3．What is the last paragraph mainly about?A．People's attitude to the AI tool.B．The study process of the AI tool.C．Designers of the AI tool.D．The future of the AI tool.BThere was once a girl named Ivy. She hardly talked. There was something strange about her. During “ Parent and Teacher Meeting Day”， only her mom would come not her dad. When she was asked about her father, she would just ignore the question.Ivy was bullied (欺凌) a lot. She would hide in the library when the bullying made her sad. She wrote many poems because it was her only source of relief from the cold reality. It was her dream to be a poet.The school year came to an end. It was Ivy's least favorite school day, “ Parent and Teacher Meeting Day”. A student asked where her dad was, and she ignored him and told the class that she was going to recite a poem.My fatherMy father was a happy man, never mad.Did I ever tell you he was a fireman?He saved lives and helped the poor.This makes me love him more.He always made me happy，By surprising me with white lilies.He was a great dancer.Too bad I could not see him because of his cancer.Do not worry, Father.You are never too far.Because you're always in my heart.The whole class was silent. No one knew what they felt. Was it sadness? Was it guilt? Was it pity? For a moment, they thought they could see her father. He gave her a white lily and disappeared into thin air.The whole class who was amazed by this sight gave her a round of applause (鼓掌). She was very happy because she felt lighthearted. The whole class learned something and that is to always cherish your loved ones because you never know when they might leave you.4．What was strange about the girl?A．She hardly talked.B．She was often bullied.C．She would ignore questions.D．She rarely mentioned her father.5．Why did she write many poems?A．Because she was a poem enthusiast.B．Because she had to release her emotions.C．Because she was required to do so.D．Because she was a poet at an early age.6．What do we know about her father from the poem?A．He died of cancer.B．He went to a faraway place.C．He was once mad at the little girl.D．He cared little about others' interests.7．What is the message conveyed in the text?A．Never tease other people.B．Learn to appreciate poems.C．Value those you love.D．Practice kindness in daily life.CNext time you raise an eyebrow at the views of your partner, friend, sibling (兄弟姐妹) or colleague, remember they could be helping to make you smarter. Newresearch shows that intelligence is not fixed but can be improved throughout adulthood by family members, bright mates and intellectually stretching careers.The study challenges the commonly held opinion that intelligence is “static” (静止的) by the age of about 18. Current ideas suggest that intelligence is controlled by genes, with environmental factors such as schooling and nutrition playing a part up to this age. After this point, IQ scores become steady.But Professor James Flynn believes intellectual stimulation (刺激) from others is important as the brain seems to be rather like a muscle—the more you use it, the stronger it gets. However, the opposite is also true—so people who share a home or workplace with the intellectually challenged risk seeing their IQ levels drop as a result.Flynn analyzed US intelligence tests from the last 65 years and connected the results with people's ages. This enabled him to collect new IQ “age tables” . A bright tenyearold with siblings of average intelligence will suffer a five to t en point IQ disadvantage compared to a similar child with equally bright siblings, the “age tables” showed. However, children with a low IQ could gain six to eight points by having brighter siblings and special educational treatment.Professor Flynn said, “As you leave childhood behind, a large part of your intelligence is now in your own hands. Your IQ can vary through life according to your own efforts. So even in your late twenties and beyond, your IQ is very much your own.”He proved since 1930 the intel ligence of populations has resulted in an average IQ rise by three points a decade.8．How can you improve your intelligence?A．By socializing with bright people.B．By finding a physically challenging job.C．By having a partner, a friend or a sibling.D．By working with the intellectually challenged.9．Which of the following statements can best reflect Flynn's IQ “age tables”？A．He that climbs high falls heavily.B．He who risks nothing gains nothing.C．He who does not advance loses ground.D．Keep good men company, and you shall be of the number.10．Which would be the best title for the text?A．When Your Intelligence Remains UnchangedB．How You can Make Yourself Look CleverC．Why Clever Friends Make You SmarterD．What Happens to Your Intelligence课时作业(十二)阅读理解A【语篇解读】本文是一篇说明文。
unit4EnglishNasalsApproximantsLaterals
Phrayour yesterday all these years; yeaning for fame stop yawning; green and yellow year in and year out; a yes-man
Allophonic variations of /l/
Syllabic: bottle "Clear-l", made with the tongue in the classical fronted
position: lease "Dark-l", (the tongue tip and blade in the post alveolar
/w/, /r/, and /j/ are called approximants because it is an articulation in which the articulators approach each other but do not get sufficiently close to each other to produce a "complete" consonant such as a stop, nasal or fricative.
Sentences
Live and learn. Look before you leap. Love me little, love me long. Leave me alone, please. It is a high load. Collect the papers, please. A little pill may well cure a great ill. He lost his life in the struggle for liberty
高中英语人教版必修4 Unit4 Reading task
Translate the following sentences: a. 如果他们不来，怎么办呢？
What if they do not come? b. 倘使我们不能按时到达，将会这样？
What if we can’t get there on time? c. 如果我们在不熟悉的地方碰到陌生人，
那该怎么办？
What if we are meeting a stranger in an unfamiliar place?
Use the Internet and other resources to find examples of cultural differences.
Discussion: You are meeting a British friend at the airport, and you are going to hug him.
What if we don’t know who the new person is? What if … 倘使……将会怎样？
2. Many Asian people do not usually physically touch strangers.
3. If we show an open hand, it means that we are not holding anything dangerous.
4. The right hand is usually used because it is almost always the stronger.
5. People shake their hands when meeting people to show that they can be trusted.
2020_2021学年新教材高中英语Unit4SpaceExplorationSectionⅠLis
.
A.no vehicle can escape Earth’s gravity
B√.man has always wanted to learn more about space
C.Neil Armstrong was the first person in the world to go into
law. 任何违法的人都逃脱不了惩罚。
【合作探究】 读一读·细观察 阅读下列句子,写出句中黑体词的词性及含义 ①Luckily,he was able to escape from the burning building. 词性 动词 含义 逃脱;逃走 ②His name escaped me just now. 词性 动词 含义 被忘掉;未被注意 ③Believe it or not,I had a narrow escape. 词性 名词 含义 逃跑;逃脱;逃避
说一说·勤归纳
【即学即用】 单句语法填空
(1)The driver narrowly escaped ____b_e_in_g__k_i_ll_e_d_____(kill) in the traffic accident. (2)He escaped ___fr_o_m____prison this morning. 翻译句子
4.China’s space programme started earlier than those of Russia.( F ) 5.China was the second country in the world to independently send humans into space.( F )
I have no time to go there. 我没有时间去那儿。
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Swan swam over the sea, Swim, Swan, swim. Swan swam back again. Well swum, Swan. Autumn winds are sighing, sighing in the trees; The ripen corn is waving, waving the breeze.
Sentences
Live and learn. Look before you leap. Love me little, love me long. Leave me alone, please. It is a high load. Collect the papers, please. A little pill may well cure a great ill. He lost his life in the struggle for liberty
May
In the merry month of May, All the little birds are gay. They all hop and sing and say: Winter days are far away, Welcome, welcome, merry May!” In the merry month of May, All the pretty flowers are gay. They all dance and sing and say: “Winter days are far away, Welcome, welcome, merry May!”
Allophonic variations of /l/
Syllabic: bottle "Clear-l", made with the tongue in the classical fronted position: lease "Dark-l", (the tongue tip and blade in the post alveolar position): call Devoiced in consonant clusters with voiceless stops: play The post-palatal, or velar /l/: milk
Phrases
/m / a famous mountain / for fame / from time to time blame nobody / all the same / make a move
Allophonic variations of [m]
Syllabic: something Lengthened, when an arresting /m/ is followed by a releasing /m/: some more The labiodnetal nasal, when followed by /f/: comfort
Phrases
/n/ thin-skinned / nine times out of ten / normalize the relations / to the point / make a noise in the world / gaining a lot of weight
Allophonic variations of [n]
Phrases
/w/ enjoy world-wide fame ; wear away know the whereabouts ; a weekly magazine wet behind the ears ; share weal and woe welcome the visitors ; wage freeze
Rhymes
The The The The The Hills Are Green hills are green; water’s clear. seed yellow, anotherkeeps.
Clouds
White sheep, white sheep, On a blue hill, When the wind stops, You all stand still. You walk far away When the wind blows. White sheep, white sheep, Where do you go?
Phrases
/ŋ/ knowing the meaning / talking and joking / eating and drinking / washing and cooking / reading and writing / the coming spring
Allophonic variations of [ ŋ ] The alveolar / ŋ /, when followed by an alveolar: taking ten Syllabic: lock and key
Tongue twisters
As I was going along, along, along, I sang a comical song, song, song, The lane that I went was long, long, long, And the song that I sang was as long, long, long, And so I went along singing the long, long song.
Nasals, Approximants & Lateral(s)
Like the stops, the nasals are all made by closing the vocal tract at some point in the mouth. Unlike the stops or any other sounds in the language, there is an opening into the nasal cavity in the pronunciation so that the sound can be resonated through the nose. The nasal consonants are /m/, /n/, and / ŋ /. /w/, /r/, and /j/ are called approximants because it is an articulation in which the articulators approach each other but do not get sufficiently close to each other to produce a "complete" consonant such as a stop, nasal or fricative. /l/ is called a "lateral" because during its pronunciation, the passage of air through the mouth does not go in the usual way along the centre of the tongue.
Rhymes
The Seasons Spring is gay with flower and song, Summer is hot and the days are long, Autumn is rich with fruit and grain, Winter brings snow and the New Year again.
English Nasals, Approximants &
Lateral(s)
The English consonants can be classified according to
The place of articulation The manner of articulation The state of the vocal cords
Phrases
/j/ at the back yard; your yesterday all these years; yeaning for fame stop yawning; green and yellow year in and year out; a yes-man
Allophonic variations of /r/
A. How much wood would a woodchuck chuck if a woodchuck could chuck wood? B. Walter was wailing, worrying and watching the wet weather and the wet wind. C. Who that in youth no virtues uses, in age all honor him refuses. D. Unique New York. Unique New York. Unique New York.
Dentalized before a labiodental /f/ or /v/: invite Velarized before /k/ or /g/: think Syllabic: button
Lengthening, when /n/ arrests and releases
adjoining syllables: ten names
Spring
If you see a robin, You will know that spring is near. If you see a nest, You will know that spring is here.