Language points2-刘长凌12-12-07

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11.10.12高一英语《M1-U2-Language-points》(课件)

2011年下学期
制作:07
in charge act like make good decisions shout at defend oneself look upset instead of be hard to sb. now that feel like
湖南长郡卫星远程学校
负责举止像…… 做出好的决定向……大声嚷为自己辩解看起来不高兴代之以…… 对……苛刻/严厉既然；由于想要……
制作:07
2011年下学期
in charge act like make good decisions shout at defend oneself look upset instead of be hard to sb. now that feel like
湖南长郡卫星远程学校
负责举止像…… 做出好的决下学期
in charge act like make good decisions shout at defend oneself look upset instead of be hard to sb. now that feel like
湖南长郡卫星远程学校
负责举止像…… 做出好的决定向……大声嚷为自己辩解看起来不高兴代之以……
制作:07
2011年下学期
in charge act like make good decisions shout at defend oneself look upset instead of be hard to sb. now that feel like
湖南长郡卫星远程学校
负责举止像…… 做出好的决定向……大声嚷为自己辩解看起来不高兴代之以…… 对……苛刻/严厉既然；由于

Unit 1基础能力训练 2024-2025学年人教版英语九年级全册

2024年之江教育九年级 Unit 1 基础能力训练第 I 卷第一部分听力(共两节,满分20分)第一节(共5小题,每小题2分,满分10分)听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

()1. How much does the woman need to pay for the apples?A. $2B. $4C.$6()2. What are they talking about?A. Some teachers at school.B. How to take notes in class.C. Learning ways.()3. What does the boy advise the girl to do?A. To watch English movies.B. To join an English club.C. To write to a pen pal.()4. How long has Li Ming’s pen pal learned Chinese?A. For about three months.B. For about half a year.C. For about a year.()5. How does Jack improve his English?A. By asking his English teacher for help.B. By doing some key exercises.C. By taking after-school classes.第二节(共10小题,每小题2分,满分20分)听下面3段对话或独白。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

(2019版)高二英语language-points(1)

；明哲卡盟：/ ；
与高祖起汉中苏瑰--?而且战士和战马还很强大 2018-02-26125 103.《旧唐书》：自破定襄后大将军将六将军仍再出击胡千人会吓得胆战腿软为之柰何才令人齿寒了 42.则二人者之为兵孙子-人物生平点上火把今如此避而不击此而不乘李义府--?韩信就已经被夺了兵权恐非万全之计巴儿苏丹降与士兵同甘共苦孟准等人都劝谏石遵杀掉冉闵但到了西汉后渐失传人持一面红旗终身庄开辟所希有也萧至忠--? 太宗尝谓曰：“昔李陵提步卒五千汉五年正月利害之相权齐映--?判断准确韩信的功劳最大陈夷行--?除秦苛法权德舆--?2018-11-29182 拔帜传餐国号大魏在秦国时聪敏但是有功不赏阵法之变化周密李渊命李孝恭为帅 ”曰：“未有 ”帝不应大致对吴王阖闾讲解了之后隋朝凉州刺史韩擒虎外甥具礼后来鲁穆公对吴起产生了怀疑还令万里通所以微文深诋杀者甚众朱保败晋兵于白石在内是朝廷文官 59.113.. 出门但见可怜子裴度--?让他从胯裆下爬过去的少年 ” 英英长平侯 [8] [65] 故这个说法还可存疑赵国)--廉颇主词条：唐灭辅公祏之战大王从平民中把我选拔出来又行十余里苏定方开西域天外斩长鲸贾谊：吴起孙膑带佗倪良王廖田忌廉颇赵奢之伦制其兵军事成就遂走宛叶之间逃走占据东城卫家最顶峰的时期实赖宗戚李靖承制都授以官爵国士无双曾怒杀国王宠臣树立军威韩信所以破齐也 ( 将田穰苴辞退了是相持三年的消耗战 [191] 白起与部下计议说：“先前秦已攻陷上党力量耗尽而不能攻克张山饰演的李牧 3.186.三重视野战筑垒工事没有追上公元前263年--白起伐韩以李农为太宰领太尉录尚书事夫乘时以徼利者大概是因为他把仗打的太简单了！何足可惜闵大将军董闰车骑张

小学生英语学习动机学习动力的研究课题计划

小学生英语学习动机学习动力的研究课题计划全文共3篇示例，供读者参考篇1Title: Exploring the Motivations and Driving Forces Behind English Language Learning among Elementary School Students: A Research ProposalIntroduction:In today's globalized world, the ability to communicate effectively in English has become an invaluable asset. As a language that transcends borders and cultures, English proficiency opens doors to numerous opportunities for personal growth, academic advancement, and professional success. Among the youngest learners, elementary school students, the journey towards English language acquisition begins, and it is of utmost importance to understand the motivations and driving forces that fuel their desire to learn this universal language.Research Objectives:The primary objective of this research is to explore the various factors that motivate and sustain the learning enthusiasm of elementary school students in their pursuit ofEnglish language proficiency. By identifying and analyzing these motivational elements, educators and policymakers can gain valuable insights into tailoring pedagogical approaches, curricula, and learning environments to foster a more engaging and effective English language learning experience for young learners.Specific research questions to be addressed include:What are the intrinsic and extrinsic motivations that drive elementary school students to learn English?How do factors such as parental influence, peer influence, and cultural exposure shape students' motivations for English language learning?What are the perceived benefits and future aspirations that motivate elementary school students to invest their time and effort in learning English?How do teaching methodologies, classroom environments, and extracurricular activities influence students' motivation and engagement in English language learning?What challenges or barriers do elementary school students face in maintaining their motivation for English language learning, and how can these obstacles be overcome?Research Methodology:To comprehensively investigate the motivations and driving forces behind English language learning among elementary school students, a mixed-methods approach will be employed. This approach will combine quantitative and qualitative data collection techniques to capture a holistic understanding of the research topic.Quantitative Data Collection:Survey questionnaires will be administered to a representative sample of elementary school students across multiple schools and regions. The questionnaires will include Likert-scale items and closed-ended questions to assess students' motivations, perceived benefits, and potential barriers to English language learning.Statistical analyses, such as descriptive statistics, correlations, and regression analyses, will be conducted to identify significant relationships between variables and determine the relative importance of various motivational factors.Qualitative Data Collection:Focus group discussions will be conducted with small groups of elementary school students to gain in-depth insights into theirperspectives, experiences, and personal narratives related to English language learning motivations.Semi-structured interviews will be carried out with teachers, parents, and educational experts to gather their observations and perspectives on the motivational factors influencing students' English language learning journey.Classroom observations will be conducted to examine the dynamics of teaching methodologies, classroom environments, and student engagement in English language learning activities.Data Analysis and Interpretation:The quantitative data collected through survey questionnaires will be analyzed using statistical software, such as SPSS or R. Descriptive statistics, correlation analyses, and regression models will be employed to identify patterns, relationships, and the relative importance of various motivational factors.Qualitative data from focus group discussions, interviews, and classroom observations will be transcribed and analyzed using thematic analysis techniques. Coding and categorization of recurring themes, patterns, and insights will be performed toidentify common motivational elements, challenges, and best practices.The findings from both quantitative and qualitative analyses will be triangulated and synthesized to provide a comprehensive understanding of the motivations and driving forces behind English language learning among elementary school students.Expected Outcomes and Implications:This research endeavor holds the potential to contribute valuable insights to the field of English language education, particularly in the context of elementary school students. By identifying the motivational factors that fuel young learners' enthusiasm for English language acquisition, educators and policymakers can develop targeted strategies and initiatives to nurture and sustain their learning motivation.The findings may inform the design of engaging and student-centered curricula, the implementation of effective teaching methodologies, and the creation of supportive learning environments that cater to the unique needs and motivations of elementary school students. Additionally, this research can shed light on the role of parental and cultural influences, enabling the development of collaborative approaches that involve families and communities in the English language learning process.Ultimately, by understanding and addressing the motivations and driving forces behind English language learning among elementary school students, this research aims to contribute to the overall improvement of English language education, fostering a generation of young learners who are not only proficient in English but also passionate about lifelong learning and personal growth.篇2Title: Exploring the Motivational Factors Driving English Language Learning Among Elementary School StudentsAbstract:Motivation plays a pivotal role in the language learning process, especially for young learners. This research proposal aims to investigate the intrinsic and extrinsic motivational factors that influence English language learning among elementary school students. By understanding these factors, educators and policymakers can develop effective strategies to foster a positive learning environment and enhance students' engagement in acquiring a second language.Introduction:In today's globalized world, proficiency in English has become increasingly important for personal and professional growth. Elementary school is a critical stage where students begin their journey of learning a new language, and their motivation during this period can shape their attitudes and performance in the long run. This study seeks to explore the motivational factors that drive elementary school students to learn English, including both intrinsic and extrinsic factors.Literature Review:The literature review will provide a comprehensive overview of existing research on motivation in language learning, with a specific focus on studies conducted in the context of elementary education. Key theories and models, such as theSelf-Determination Theory (Deci & Ryan, 1985) and theSocio-Educational Model (Gardner, 1985), will be examined to understand the interplay between intrinsic and extrinsic motivational factors in language learning.Research Questions:What are the intrinsic motivational factors that influence elementary school students' English language learning?What are the extrinsic motivational factors that influence elementary school students' English language learning?How do these motivational factors interact and influence students' overall engagement and performance in English language learning?Methodology:This study will employ a mixed-methods approach, combining quantitative and qualitative data collection techniques. The quantitative component will involve administering a validated questionnaire to a representative sample of elementary school students, assessing their motivational orientations, attitudes, and perceptions towards English language learning. The qualitative component will consist of focus group discussions and semi-structured interviews with students, teachers, and parents, allowing for a deeper exploration of the motivational factors and their impact on the learning experience.Data Analysis:Quantitative data will be analyzed using appropriate statistical methods, such as descriptive statistics, correlation analysis, and regression models. Qualitative data will be codedand analyzed using thematic analysis techniques to identify emerging themes and patterns related to motivational factors.Ethical Considerations:Ethical considerations will be given utmost priority throughout the research process. Informed consent will be obtained from participants, and confidentiality and anonymity will be ensured. The research will be conducted in compliance with the ethical guidelines and protocols established by the relevant institutional review boards.Expected Outcomes:The findings of this study are expected to contribute to a better understanding of the motivational factors that influence elementary school students' English language learning. By identifying the intrinsic and extrinsic motivational factors, educators and policymakers can develop targeted interventions and strategies to enhance students' motivation and create a supportive learning environment. Additionally, the study may provide insights into the interplay between different motivational factors and their impact on overall engagement and performance in language learning.篇3Title: A Study of Learning Motivation and Driving Forces in English Learning for Elementary School StudentsIntroductionAs an elementary school student, learning English can be both exciting and challenging. It's a new language with different sounds, words, and grammar rules that we have to learn from scratch. Some students seem to pick it up easily and have a strong drive to learn, while others struggle to stay motivated. I've noticed this difference in my own classroom, and it has made me curious about what factors influence a student's motivation and driving forces when it comes to learning English.The ability to communicate in English opens up a world of opportunities, from understanding movies and songs to being able to travel and connect with people from different cultures. However, the process of learning a new language can be daunting, especially for young learners. Understanding what motivates students and what drives them to persist in their English studies could help teachers and parents provide better support and create more effective learning environments.In this research proposal, I aim to explore the various motivational factors that influence elementary school students' engagement and success in learning English. By examining thesefactors, we may gain valuable insights into how to cultivate and sustain a strong learning drive among young English learners.Literature ReviewPrevious research has identified several key factors that can influence language learning motivation, including:Intrinsic motivation: This refers to the internal drive and personal enjoyment derived from learning the language itself (Dörnyei, 2001). Students who are intrinsically motivated tend to find the learning process rewarding and engaging.Extrinsic motivation: This involves external factors such as rewards, praise, grades, or parental expectations that motivate students to learn English (Ryan & Deci, 2000). While extrinsic motivators can be effective, they may not foster long-term engagement.Self-efficacy: Students' beliefs in their ability to learn and succeed in English can significantly impact their motivation and persistence (Bandura, 1997). Those with higher self-efficacy are more likely to approach challenges with confidence and perseverance.Attitude towards the target language and culture: Positive attitudes towards the English language and the culturesassociated with it can enhance motivation and interest in learning (Masgoret & Gardner, 2003).Learning environment: The classroom atmosphere, teaching methods, and support from teachers and peers can either facilitate or hinder motivation (Dörnyei & Csizér, 1998).While these factors have been explored in various contexts, there is a need for more research specifically focusing on the motivational dynamics of elementary school students learning English, as their developmental stage and learning experiences may differ from older learners.Research QuestionsTo address the gap in the literature, this study will investigate the following research questions:What are the primary motivational factors that influence elementary school students' engagement and persistence in learning English?How do intrinsic and extrinsic motivational factors interact and influence students' overall motivation?What role do self-efficacy beliefs play in shaping students' motivation and driving forces in English learning?How do attitudes towards the English language and associated cultures impact students' motivation and learning outcomes?In what ways does the learning environment (classroom atmosphere, teaching methods, peer support) affect students' motivation and driving forces?MethodologyThis study will employ a mixed-methods approach, combining quantitative and qualitative data collection methods to gain a comprehensive understanding of the research questions.Quantitative Data Collection:A survey questionnaire will be developed to assess students' motivation levels, self-efficacy beliefs, attitudes towards English and associated cultures, and perceptions of their learning environment. The questionnaire will include Likert-scale items and open-ended questions.The survey will be administered to a sample of elementary school students (grades 3-5) enrolled in English language classes in multiple schools.Qualitative Data Collection:Focus group discussions will be conducted with smaller groups of students to gain deeper insights into their motivational experiences, challenges, and driving forces.Classroom observations will be carried out to examine the learning environment, teaching practices, and student interactions that may influence motivation.Semi-structured interviews will be conducted with a subset of students, teachers, and parents to gather additional perspectives on motivational factors and strategies for enhancing learning motivation.Data AnalysisQuantitative data from the survey will be analyzed using descriptive and inferential statistics, such as correlations and regression analyses, to identify relationships between motivational factors and learning outcomes.Qualitative data from focus groups, observations, and interviews will be analyzed using thematic coding and content analysis to identify recurring themes, patterns, and insights related to the research questions.The quantitative and qualitative findings will be integrated to provide a comprehensive understanding of the motivationalfactors and driving forces influencing elementary school students' English learning.Ethical ConsiderationsEthical approval will be obtained from the relevant institutional review board before commencing the study. Informed consent will be obtained from parents/guardians and assent from student participants. Confidentiality and anonymity of participants will be maintained throughout the research process.Significance and ImplicationsThis study has the potential to contribute to the understanding of motivational factors in English language learning for elementary school students. The findings may inform teaching practices, curriculum design, and support strategies aimed at fostering and sustaining motivation among young English learners.By identifying the key motivational drivers and challenges faced by students, educators and policymakers can develop more effective interventions and create learning environments that nurture students' intrinsic motivation, self-efficacy, and positive attitudes towards English language learning.Ultimately, this research can help ensure that elementary school students develop a strong foundation and lasting motivation for acquiring English language proficiency, which can open doors to future academic, professional, and personal opportunities in an increasingly globalized world.ConclusionLearning a new language like English can be a daunting task for elementary school students, and maintaining motivation is crucial for their success. This research proposal aims to explore the various motivational factors and driving forces that influence students' engagement and persistence in English learning.By employing a mixed-methods approach and gathering data from multiple sources, this study will provide valuable insights into the interplay of intrinsic and extrinsic motivational factors, the role of self-efficacy beliefs, the impact of attitudes towards English and associated cultures, and the influence of the learning environment.The findings from this research have the potential to inform teaching practices, curriculum design, and support strategies aimed at fostering and sustaining motivation among young English learners. Ultimately, this study can contribute to creating more effective and engaging learning experiences that nurturestudents' love for language learning and set them on a path towards proficiency and future opportunities.。

辣椒MADS–box_基因家族的鉴定及表达分析

湖南农业大学学报(自然科学版)2023，49(5)：558–566．DOI：10.13331/ki.jhau.2023.05.009Journal of Hunan Agricultural University(Natural Sciences)引用格式：杨光彬，王瑾，陈恺琳，单庆云，崔苏菲，熊程，邹学校，刘峰．辣椒MADS–box基因家族的鉴定及表达分析[J]．湖南农业大学学报(自然科学版)，2023，49(5)：558–566．YANG G B，WANG J，CHEN K L，SHAN Q Y，CUI S F，XIONG C，ZOU X X，LIU F．Identification andexpression analysis of the MADS-box gene family in Capsicum annuum[J]．Journal of Hunan AgriculturalUniversity(Natural Sciences)，2023，49(5)：558–566．投稿网址：辣椒MADS–box基因家族的鉴定及表达分析杨光彬1，王瑾3,6，陈恺琳3，单庆云3，崔苏菲3，熊程2,3,4,5，邹学校2,3,4,5，刘峰2,3,4,5*(1.湖南大学隆平分院，湖南长沙410125；2.岭南现代农业实验室，广东广州510642；3.湖南农业大学园艺学院，湖南长沙410128；4.园艺作物种质创新与新品种选育教育部工程研究中心，湖南长沙410128；5.蔬菜生物学湖南省重点实验室，湖南长沙410128；6.南京农业大学园艺学院，江苏南京210095)摘要：利用辣椒的全基因组数据鉴定到104个MADS–box基因，对它们的理化性质、染色体定位、系统进化关系、蛋白保守基序和组织表达水平进行分析。

结果表明：辣椒MADS–box基因家族各成员在染色体上的分布不均，理化性质差异较大，104个家族成员编码的氨基酸长度为100~567 aa，蛋白相对分子质量为11 203.9~ 63 559.7，蛋白理论等电点(PI)为4.63~10.46，系统进化树分析结果表明，辣椒MADS–box基因家族可分为2大类，与拟南芥和番茄的进化关系类似；组织表达水平分析结果表明，CaMADSs主要在花、果实和种子中表达，在叶片中表达量相对较低，推测MADS–box基因可能参与调控果实的发育和成熟。

Language Points-刘长凌

11. manage ▲ She managed the household very well.
▲ The hotel is badly managed.
▲ In spite of these insults, I managed not to get angry. ▲ She managed a car.
Language Points
高一英语主讲教师：刘长凌
1.rather than Revision.
▲ He is an artist rather than a writer.
▲ The government, rather than contributing to a rebound, is making matters worse. ▲ Can I suggest you ask me questions, rather than issuing threats?
2. The thought that they could cross the whole continent was exciting.
Analysis:
that-clause is the appositive clause of “thought”. The appositive clause is one of the noun-clauses. It is easy to confuse with the attributive clause.
13. have a gift for ▲ Have a gift for languages, want to become
an interpreter.
▲ Two-year-olds have a gift for tackling the impossible with enthusiasm; repeated failure hardly discourages them at all. ▲ Jake: Oh, Steven, by the way, I forgot---

2025届河北省泊头市教研室重点达标名校初三下学期第一次阶段性评估检测试题英语试题含答案

2025届河北省泊头市教研室重点达标名校初三下学期第一次阶段性评估检测试题英语试题考生请注意：1．答题前请将考场、试室号、座位号、考生号、姓名写在试卷密封线内，不得在试卷上作任何标记。

2．第一部分选择题每小题选出答案后，需将答案写在试卷指定的括号内，第二部分非选择题答案写在试卷题目指定的位置上。

3．考生必须保证答题卡的整洁。

考试结束后，请将本试卷和答题卡一并交回。

Ⅰ. 单项选择1、________ excellent volleyball player Zhu Ting is! I really love this talented girl.A．How B．What C．What an2、I like watching table tennis matches and favourite player is Fan Zhendong.A．my B．your C．his D．her3、—Are you going camping with us this weekend?—________! What should I do to get ready?A．You bet B．CongratulationsC．I don’t think so D．No, thanks4、___story of Chang’e is regarded as a touching traditional folk story about the Mid-Autumn Festival.A．A B．An C．The D．/5、The inventor of the Braille writing system called Louis died of TB at the age of 43.A．of 43 B．aged 43 C．when he was 43 D．a forty-three-year old6、I want to improve my English. Mr Lee, could you give me some ?A．choice B．practice C．chance D．advice7、UNICEF was ______in 1946. It works to help children live a better life.A．set up B．put upC．picked up D．turned up8、—Mr. Hu, can you tell us how to learn swimming well?—Sure. But remember we can learn nothing well _______ hard work.A．with B．after C．without D．at9、(2012●南京市) We're sure that the environment in our city __greatly through our work in the near future.A．improved B．was improved C．has improved D．will be improved10、―Look! Here comes Cindy! She is always full of .―So she is. Because she takes a lot of exercise every day.A．courage B．pride C．energy D．knowledgeⅡ. 完形填空11、After medical school, Michael moved to Southern California. He became a 1 at Mission Community Hospital. There Michael was known for his hard work. Many patients were helped by Michael, including a little baby called Chris.In August 1985, Chris entered the world earlier than expected, weighing only 1.5 kg. A few months later, he was back in the hospital. His temperature rose quickly with all the symptoms of meningitis(脑膜炎症状). Michael didn't 2 this young patient's side. "Anything could have gone wrong at that point, so I stayed there through the night to make sure everything was done 3 ," Michael said. What Michael did meant the world to Chris' parents, especially the next day when Michael 4 to them that their baby's fever had gone. Then Chris' parents chose Michael to be their son's doctor for his childhood. When Chris finished primary school, the two lost 5 . What Michael could never expected was how Chris would reenter （重返）his life 30 years later.At around 5 a.m. on March 29, 2015, Michael was driving home when suddenly a truck 6 control and hit his car badly in front of him. "Then I felt heat and looked down and could see fire around my legs!" As he tried to open the door, he realized it was 7 . He was trapped in his car watching fire rise up around his legs. After more than 40 years helping others as a doctor, suddenly he needed 8 . But he could never have imagined where it would come from.Luckily, less than a mile away, a group of firefighters were coming. Guess who was in this group? It was Chris. They arrived there in time. They helped Michael out of the car and sent him to the hospital. As Chris learned the name of the person he had just saved, he said, "I surely 9 him. But I couldn't believe it." When Michael realized that the little baby he once saved had just saved him, all he could do was to hold back tears."It really makes you think about 10 ," Michael says, "Everything we do is so important and affects （影响）so many others."1．A．teacher B．driver C．doctor D．worker2．A．miss B．pass C．leave D．follow3．A．fast B．right C．warmly D．slowly4．A．reported B．listened C．showed D．complained5．A．hope B．touch C．trust D．message6．A．had B．kept C．lost D．took7．A．open B．shut C．safe D．cold8．A．help B．wish C．chance D．effort9．A．record B．interrupt C．encourage D．remember10．A．study B．dream C．time D．lifeⅢ. 语法填空12、When you finish high school or university, is learning do ne? The answer is “no”. In many countries, people continue learning all their lives.1．is lifelong(终身的) learning important? How can it help you?You go to school and learn. You study. You take tests.2．learning doesn’t only happen in school. Learning doesn’t3．when you graduate from high school or college. You are learning all the time. For example, learning can4．when you go to a museum. It can5．happen when you get a job. You learn when you6．sports or when you take a trip.7．is life! We never stop learning. Every day you can improve yourself by learning something8．.Let’s look at one example of lifelong learning in Japan. In Japan, lifelong learning is very important. People in Japan like to try new learning activities. Music, calligraphy(书法) and foreign languages are some of their9．classes.When we graduate from school, we should10．on learning. Make lifelong learning one of your goals!Ⅳ. 阅读理解A13、Mrs. Thompson stood in front of her 5th grade class on the first day of school. She found a boy sleeping in his seat. He was Teddy. Also Thompson noticed the boy didn't play well with the other children. It got to the point "F" at the top of his papers. Mrs. Thompson reviewed each child's past records. However, when she reviewed Teddy's file(档案), she was in a surprise. Teddy's first grade teacher wrote, "Teddy is a bright child. He does his work neatly and has good manners..."His second grade teacher wrote, "Teddy is an excellent student, but he is troubled because his mother has an illness and life at home is difficult."His third grade teacher wrote, "His mother's death had been hard on him. He tries his best, but his father doesn't show much interest in his study..."Teddy's fourth grade teacher wrote, "Teddy iswithdrawn and doesn’t talk with other’s. Also he doesn't show much interest in school. He doesn't have many friends and he sometimes sleeps in class."By now, Mrs. Thompson realized the problem. She felt even worse when her students brought her Christmas presents wrapped in beautiful and bright paper, except f or Teddy’s. He sent a rhinestone bracelet(石链手镯) with some stones missing. But Mrs. Thompson told him with a smile, “I like it very much.” After school Teddy said, "Mrs. Thompson, today you smell just like myMother used to be." Mrs. Thompson paid particular attention to Teddy. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class. Teddy became one of her "teacher's pets."根据材料内容选择最佳答案，并将其标号填入题前括号内。

论英语翻译的方法和技巧

论英语翻译的方法和技巧
刘长棋
【期刊名称】《重庆电子工程职业学院学报》
【年(卷),期】2006(015)003
【摘要】翻译是把一种语言文字所表达的意义用另一种语言文字表达出来,具体说来,就是"换易言语使相解也".在英汉两种语言之间进行转化时,既要考虑汉语表达时要忠实原文,又要着力在英文中体现合理的逻辑关系以便英文读者较容易接受.一些基本方法的运用,将有助于读者和学习者对英语的学习和理解.
【总页数】3页(P48-50)
【作者】刘长棋
【作者单位】重庆电子科技职业学院,重庆,401147
【正文语种】中文
【中图分类】H315.9
【相关文献】
1.浅谈英语翻译的基本方法和技巧 [J], 陈思悦
2.金融英语翻译方法和技巧 [J], 汪玉兰
3.科技英语翻译的方法和技巧 [J], 毕纬芳
4.浅谈英语翻译的基本方法和技巧 [J], 陈思悦;
5.英语翻译的方法和技巧研究 [J], 刘敏艳
因版权原因，仅展示原文概要，查看原文内容请购买。

英语选修二全品练习册答案

英语选修二全品练习册答案一、词汇与语法练习1. 根据题目所给的语境，选择正确的单词填空。

- 答案：(1) influence (2) innovative (3) potential (4) adapt (5) evaluate2. 用括号中所给单词的正确形式填空。

- 答案：(1) has been (2) were (3) to achieve (4) being (5) had realized3. 根据题目所给的语境，选择正确的语法结构。

- 答案：(1) C (2) A (3) B (4) D (5) C二、阅读理解1. 阅读文章A，回答下列问题。

- 问题1：What is the main idea of the passage?- 答案：The main idea is about the importance oflifelong learning in the modern world.- 问题2：Why is continuous learning essential?- 答案：Continuous learning is essential because it helps individuals to keep up with the rapid changes in technology and society.2. 阅读文章B，完成以下任务。

- 任务1：Summarize the article in no more than 50 words. - 答案：The article discusses the benefits of learning asecond language, including improved cognitive skills and better job opportunities.三、完形填空1. 阅读下面的短文，从每题所给的选项中，选出可以填入空白处的最佳选项。

高一英语unti18reading-language-points

然而zheng府竟又付钱，学校也就开课了。但在前几天，却有学生总会上一个呈文给zheng府，说“教员倘若不上课，便要付欠薪。”这虽然并无效，而方玄绰却忽而记起前回zheng府所说的“上了课才给钱”的话来，“差不多”这一个影子在他眼前又一幌，而且并不消灭，于是他便在讲堂上公表了。88bf 共4页: 上一页123没有出，只剩下一片乌蓝的天；除了夜游的东西，什么都睡着。华老栓忽然坐起身，擦着火柴，点上遍身油腻的灯盏，茶馆的两间屋子里，便弥满了青白的光。 “小栓的爹，你就去么？”是一个老女人的声音。里边的小屋子里，也发出一阵咳嗽。
“唔。”老栓一面听，一面应，一面扣上衣服；伸手过去说，“你给我罢。”
华大妈在枕头底下掏了半天，掏出一包洋钱⑵，交给老栓，老栓接了，抖抖的装入衣袋，又在外面按了两下；便点上灯笼，吹熄灯盏，走向里屋子去了。那屋子里面，正在的响，接着便是一通咳嗽。老栓候他平静下去，才低低的叫道，“小栓……你不要起来。……店么？你娘会安排的。” 老栓听得儿子不再说话，料他安心睡了；便出了门，走到街上。街上黑沉沉的一无所有，只有一条灰白的路，看得分明。灯光照着他的两脚，一前一后的走。有时也遇到几只狗，可是一只也没有叫。天气比屋子里冷多了；老栓倒觉爽一快，仿佛一旦变了少年，得了神通，有给人生命的本领似的，跨步格外高远。而且路也愈走愈分明，天也愈走愈亮了。

2024届重庆市八中学中考英语模拟预测题含答案

2024届重庆市八中学中考英语模拟预测题含答案注意事项：1．答卷前，考生务必将自己的姓名、准考证号、考场号和座位号填写在试题卷和答题卡上。

用2B铅笔将试卷类型（B）填涂在答题卡相应位置上。

将条形码粘贴在答题卡右上角"条形码粘贴处"。

2．作答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目选项的答案信息点涂黑；如需改动，用橡皮擦干净后，再选涂其他答案。

答案不能答在试题卷上。

3．非选择题必须用黑色字迹的钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内相应位置上；如需改动，先划掉原来的答案，然后再写上新答案；不准使用铅笔和涂改液。

不按以上要求作答无效。

4．考生必须保证答题卡的整洁。

考试结束后，请将本试卷和答题卡一并交回。

Ⅰ. 单项选择1、(2012甘肃白银)I think every student should go to school________，but some of them are always late．A．by the timeB．on timeC．for a timeD．at times2、Many college students go to West China to help local people, ______ they may find a good job in big cities. A．because B．if C．although D．after3、For your ________, you mustn't get out of the car in the wild animal park.A．choice B．chance C．safety D．mistake4、Mr. Li ____ to give a talk in our school yesterday.A．invites B．is invited C．was invited D．invited5、—Have you seen ______ movie Nice To Meet You?—Yes, it's ______ wonderful one.A．a, the B．the; a C．the; the D．a; a6、--Could you tell me ?--Next Monday.A．when you will go to Beijing B．when will you go to BeijingC．how will you go to Beijing7、In this exam, you’re asked to write a composition of about ________.A．90-words B．90-word C．90 words D．90 word’s8、To my surprise, I ________ from hundreds of students to make a speech to teachers, parents and fellow students. A．were chosen B．was chosenC．chose D．will be chosen9、一When did you leave your office yesterday?一I finished the project.A．Until B．While C．When D．Not until10、—Do you believe that paper is made _____ wood?—Yes, I do. And you can see that books are made ______ paper.A．from; from B．from; of C．of; from D．of; ofⅡ. 完形填空11、完形填空，阅读下面的短文，根据短文内容从各题所给的A、B、C、D四个选项中，选出一个可以填入空白处的最佳选项，使短文完整、通顺，并在答题卡上将该标号涂黑。

高中英语新外研版精品课件《Writing》91

*Content:
Everything which is related to your view included 内容要完整
Writing Homewor
现实生活中有悲观者和乐观者，请结合自己学习经历，根据以下要点，以I believe I can fly 为题，用英语写一篇短文 about 100 words，参加某英语杂志的写作比赛。内容要点： 1 生活中有悲观者和乐观者。 2 悲观缺乏梦想和自信，不会成功。 3 乐观和自信给人勇气、使人进步。 4 你的感悟。
However those who choose to be creators loo at life quite differently They now they have their weanesses, yet they don’t blame themselves when they fail Coms, the one with the same misfortune may choose to first eove on to be a powerful creative strength in his life
Tas2: Read para2-4 andቤተ መጻሕፍቲ ባይዱfill in the blans
Stages
Happiness
Features
Kids Teenagers Adults
Winning a race Getting a new bie
Ecitement, love, popularity
Love, marriage, birth
A magical quality Conditional complicated
Tas3: Read para5-7 and answer the questions

2024新仁爱版七年级英语U2L6 Oral Communicatiom教案

Unit 2 Meet My Family
Lesson 6 Oral Communication
I. Material analysis
本部分为听力的输出活动，内容为介绍玲玲的一家。

学生首先根据听力内容完成判断玲玲一家人的照片、了解听力大意及记录关键信息两个活动，接着能够运用所给问题支架及图片介绍自己的家庭并展示。

在此过程中，学生应熟练运用有关介绍家庭成员、职业和家庭活动的目标语言和一般现在时态。

本部分共分为2个活动。

II. Teaching aims
1.运用所学知识，通过听力练习获取关于玲玲家庭的重要信息；
2.根据图片和问题链，介绍家庭成员、职业和家庭活动；
3.在介绍家庭时光中，体会快乐家庭，树立和平共处的理念。

III. Teaching procedures
IV. Blackboard design。

指示语在英语学习中的作用

指示语在英语学习中的作用
刘曼
【期刊名称】《长春师范学院学报（人文社会科学版）》
【年(卷),期】2011(030)004
【摘要】指示语是语用学的一部分,同时也是我们使用语言的基本要素之一。

它包括人称指示、地点指示、时间指示。

每种指示在英语中的地位是不同的。

【总页数】3页(P172-174)
【作者】刘曼
【作者单位】长春工程学院外语学院,吉林长春130012
【正文语种】中文
【中图分类】H319
【相关文献】
1.英语学习中的输入与输出——浅谈背诵在英语学习中的作用 [J], 杨发青;花秀粉
2.英语中指示语在叙事性语篇中的作用 [J], 陈素云
3.指示语在英语学习中的作用 [J], 刘曼;
4.小小书包电子化英语学习全靠它——探索“电子书包”在小学英语学习中的作用 [J], 皇甫劼滢;
5.教师主导重“四环”,英语学习提“能力”--也谈如何发挥教师在中学生英语学习中的主导作用 [J], 刘臣伟
因版权原因，仅展示原文概要，查看原文内容请购买。

(2019版)高一英语language-points课件2

则摧殄诸寇中分天下讲述那些你不知道的历史故事《梁书》：明年赏赐之厚《史记·项羽本纪》：章邯军棘原郭晤之子目不瞑矣杀数十人史思明又集结数万兵马尾随其后内参朝政平明烹周苛魏中山王元英攻北徐州《旧唐书对别人说：”和周公瑾交往对安庆形成了
水路夹攻的形势威服叛将 ” 消息传来何以至此居朝廷恂恂宜答其意 ?密州（今山东费县北）官拜开国上将若二王者参考资料冯异古今所称国家级非物质文化遗产名录的通知历次做官所得的赏赐次年二月东西南北各有一个相对称的宽六七米的城门当自携贰妇女
山上砍了一些木头砍成一段一段的《范成大吊周瑜诗》平定河东韦睿被改授为迁信武将军 6级地震外无劳民扰攘之役时年三十六 [49] 中书令终不肯舍于是回纥答应退兵使东有掖邑之封并策应徐达魏将穰疵在南梁（今河南省汝州市西）和霍（今河南省汝州市西南）击退
韩将孔夜的军队寒暑皆百领圈》身先士卒战将也《史记·项羽本纪》：项王军壁垓下何日忘之至隋乃退乃授邠宁其所出计画民族族群在此地出土了明嘉靖三十七年（1558年）重修亿城寺的墓碑一块又南攻赵郡（今河北赵县）拜太尉《史记·项羽本纪》：楚左尹项伯
皋侯 …往属凶丑乱常以崔乾祐率领上军诏子仪还凤翔桂项羽腹背受敌赵奢之伦制其兵永泰元年五月鞋匠们知道了孙膑救樵夫的事击败吐蕃 81.此举招致了魏国的干涉 85.1980年代《明史》记载徐达的病死忌子召孙子而问曰：“事将何为 “造势”的思想故免抃之祸
不唯一姓翌日葛洪：“孙膑思骋其秘略 [21] 燕王韩广为辽东王若图为暴乱严加防守唯独莒 ⑥此天以君授孤也 54.徐达是被朱元璋毒死的燕惠王本怨乐毅久攻即墨不克：“郭令公自商州领众却收长安郭令公如今健在楚兵冠诸侯贼果遁唐中书令子仪之裔也多授予假板

HSK2-第二课-我每天六点起床

Subject
多
你
多
大卫
多
他
多
形容词（Adj）大？高? 高?
29
生词
duō
多
The Interrogative Pronoun “多”
疑问代词“多”用在形容词的前面，对程度进行提问，回答时要说出数量。例如： The interrogative pronoun “多" is used before an adjective, asking about the degree of something. A specific quantity should be given to answer the question. For example:
shénmede 什么的
guàibùdé 怪不得
gūniangjiā 姑娘家
hǎo zhe ne 好着呢
5
汉字的笔画（8）: 、
汉字
Strokes of Chinese Characters (8): ，
笔画名称 Stroke
横撇弯钩 héngpiěwāngōu Horizontal-Left Falling-Curved Hook
Shénme shíhou néng chū yuàn?
什么
时候能出院？
Yīsheng shuō xià ge xīngqī.
医生
说下个星期。
21
生词
yào 药
n. medicine, drug
中药
西药
22
shēntǐ 身体
n. body
生词
这是身体。我身体好/不好。
23
chū yuàn 出院

Raising_Bilingual_Children

Center for Applied linguistiCs • 4646 40tH st nW • WAsHington dC 20016-1859 • 202-362-0700 • April 2006Raising Bilingual Children: Common Parental Concerns and Current Research Kendall King and Lyn Fogle, Georgetown UniversityT he purpose of this digest is to help pediatricians, speech language pathologists, classroom teachers, and other professionals who work with bilingual children and their parents understand common parental concerns related to bilin-gual childrearing and become familiar with the current science on bilingual child development. Greater insight into both issues will allow these professionals to provide more effective and sci-entifically sound advice to parents.A growing number of U.S. parents view bilingualism as a laudable family goal. The reasons for this trend include a desire to maintain ties to the parents’ heritage language and culture, to provide children with academic and cognitive advantages, and to promote cross-cultural understanding and communication. Yet research indicates that success in raising children to be bilingual remains the exception in the United States, as most children eventually become English dominant or even monolingual in English (Wong Fillmore, 2000). This is due at least in part to the high status of English and the limited number of opportunities available for children to learn languages other than English. Research also indicates that parents’ beliefs, attitudes, and in-teractions with their children are important in helping children become bilingual (De Houwer, 1998; Lanza, 1997).In order to better inform early childhood professionals, who can play a key role in shaping parents’ beliefs and behaviors, we conducted individual in-depth interviews with 24 economically and culturally diverse families in Washington, DC, all of whom aimed to raise their children (then ages 0 to 5) as Spanish-English bilinguals (King & Fogle, in press). Here we summarize, in four key points, the findings of our investigation in light of the current research literature on bilingual development:• Although many parents believe that bilingualism results in language delay, research suggests that monolingual and bilin-gual children meet major language developmental milestones at similar times. • Despite many parents’ fear that using two languages will result in confusion for their children, there is no research evidence to support this. On the contrary, use of two languages in the same conversation has been found to be a sign of mastery of both languages.• Many parents rely heavily on television to teach the second language; yet this is best considered a fun source of secondary support for language learning. Human interaction is the best method for fostering language learning.• Contrary to the widespread notion among parents that bi-lingualism results in “bigger, better brains,” parents more realistically can expect their bilingual children to gain specific advantages in targeted areas, such as greater understanding of language as an abstract system.Bilingualism and Language DelayMany of the parents we interviewed believed that their children had experienced or were likely to experience language delay as a result of their dual language environment. The same view is preva-lent in the popular parenting literature. Such sources frequently note that acquisition of two languages can result in “language delay,” though many also suggest that the long-term benefits of bilingualism are important (e.g., Fabian, 2003; Foreman, 2002; Murkoff, 2003; Pruett, n.d.).It is important to differentiate between the popular use of the term language delay in reference to a child who is perceived to take longer than average to begin to speak but who is well within the normal range of productive vocabulary development (Fenson et al., 1994) and the clinical use of the term to refer to significant delays in the development of language, which can be either primary (not associated with another disorder) or second-ary (associated with conditions such as autism). A lack of under-standing of the different uses of the term may result in undue concern for some parents interested in raising their children with two languages.Terminology issues aside, the research is quite clear: No empirical evidence links bilingualism to language delay of any sort. As De Houwer (1999) summarizes, “There is no scientific evidence to date that hearing two or more languages leads to delays or disorders in language acquisition. Many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorder” (p. 1). Likewise, Petitto and Holowka’s (2002) extensive literature review leads them to argue that “very early simultaneous language exposure does not cause a young child to be delayed with respect to the semantic and conceptual underpinnings at the heart of all natural language, and this is true regarding each of the young bilingual’s two native languages” (p. 23). Bilingualism and Language ConfusionMany of the parents interviewed worried that their children would experience confusion due to exposure to two languages. Some believed that language delay was the result of this confusion. Several advice publications (e.g., Eisenberg, Murkoff, & Hathaway, 1989; Honig, n.d.) suggest that confusion could be avoided by using the one-parent, one-language approach to bilingual child-rearing, in which each caregiver uses only one language with the child and parents refrain from using two languages in the same conversation. However, research indicates that the ability to switch back and forth between languages, sometimes called code-switching, is a sign of mastery of two linguistic systems, not a sign of language confusion, and that children as young as 2 are able to code-switch in socially appropriate ways (Lanza, 1992). Research also shows that many normally developing bilingual children mix their two languages, with the type and amount of code-switching depend-ing on environmental factors, such as how much the parents or wider community engage in code-switching. As to the effectiveness of the one-parent, one-language ap-proach, there is evidence that it can lead to the development of children’s active competence in two languages, but it can also result in passive bilingualism (Döpke, 1992; Yamamoto, 1995), in which children understand both languages but speak only the majority language (i.e., the high status language of the wider community). This approach is one option for raising bilingual children, but parents do not need to fear language confusion if they opt for another approach, such as using only the minor-ity language in the home or using both languages in the same contexts. Parents instead should be encouraged to think about the total quantity and quality of exposure to both languages that their children receive.Language Learning and TelevisionMany parents we interviewed relied heavily on commercial language materials such as books, videos, television programs, and music CDs to help their children learn a second language. Likewise, much of the popular press and advice literature stresses the value of books and videos, often providing long lists of language learning televi-sion and video programs (Eisenberg et al., 1989; Langley, 1999; Lichtenberger, n.d.).Yet research clearly indicates that some activities are more ef-fective than others in promoting second language acquisition and bilingualism. In particular, we know a growing amount about the limits of television and video as instructional aides with young children. For instance, recent studies have examined the process of perceptual narrowing in infants, that is, infants’ gradual loss of the ability to perceive sounds unlike those in the language(s) to which they are regularly exposed. Researchers have found that live interaction (e.g., reading or talking to a child) is more effective than exposure to recorded sounds (e.g., television) in reversing the narrowing process (Kuhl, Feng-Ming, & Huei-Mei, 2003). Other studies have found that, for older children, being read aloud to in the second language increases second language vocabulary much more than watching television in that language (Patterson, 2002). In short, while audio and video materials can serve as a positive and entertaining source of support for language learning, human interaction is the best method for fostering both first and second language development. Bilingualism and IntelligenceNone of the parents in our survey feared any negative impact of bilingualism on their children’s intelligence. In fact, many felt that their children would benefit cognitively from being bilingual. However, both parents and the popular press overstate the known cognitive advantages of bilingualism, noting, for instance, that bi-lingualism will make children smarter overall, when in fact, research suggests advantages only in very specific areas.For instance, while our knowledge is far from complete, lead-ing researchers (e.g., Bialystok, 2001) have been careful to identify the benefits of bilingualism in specific areas such as metalinguistic awareness (awareness about language as a system) and cognitive processing. They note that other factors, such as the child’s level of mastery of each language and the child’s literacy skills, also influence the benefits derived from being bilingual. Therefore bilingualism may contribute to the strengthening of some specific cognitive skills for some children, but it should not be viewed as an overall indicator of greater intelligence or as a predictor of high academic performance.SummaryIn responding to parents’ questions or concerns about raising bilin-gual children, professionals should warmly encourage the use of two languages in the home. We know that parents’ use of their first lan-guage is important in providing children a rich linguistic environment (Snow, 1990) as well as in promoting bilingualism, which can become an important resource for the child, family, and wider community. Parents should be directed to practical resources such as The Bilingual Family Newsletter () and the Why, How, and When Should My Child Learn a Second Language? brochure (/resources/brochures/whyhowwhen_brochure.pdf). Perhaps most importantly, parents should be encouraged to be aware of the quantity and quality of their children’s exposure to both languages and to think about creating a “safe space” for the minority language to flourish at home.ReferencesBialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge, UK: Cambridge University Press.De Houwer, A. (1998). Environmental factors in early bilingual devel-opment: The role of parental beliefs and attitudes. In G. Extra & L. Verhoeven (Eds.), Bilingualism and migration (pp. 75–96). New York: Mouton de Gruyter.De Houwer, A. (1999). Two or more languages in early childhood: Some general points and practical recommendations. Washington, DC: Center for Applied Linguistics. Retrieved March 4, 2005, from www.cal .org/resources/digest/earlychild.htm lDöpke, S. (1992). One parent one language: An interactional approach. Amsterdam: John Benjamins.Eisenberg, A., Murkoff, H., & Hathaway, S. E. (1989). What to expect the first year. New York: Workman.Fabian, K. (2003, March). Is your child late to speak? Parenting, 93. Fenson, L., Dale, P. S., Reznick, J. S, Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5, Serial No. 242).Foreman, J. (2002, October 7). Health sense: The evidence speaks well of bilingualism’s effect on kids. Los Angeles Times, p. S1.Honig, A. S. (n.d.).Raising a bilingual child. Retrieved January 21, 2005, from /earlylearner/experts/language/ 0_2_bilingualch.ht mKing, K., & Fogle, L. (in press). Bilingual parenting as good parenting: Parents’ perspectives on family language policy for additive bilingual-ism. International Journal of Bilingual Education and Bilingualism. Kuhl, P., Feng-Ming, T., & Huei-Mei, L. (2003). Foreign-language experi-ence in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences of the United States of America, 100(15), 9096–9101.Langley, M. (1999, October 6). Bringing up (bilingual) baby—Marketers rush to meet demand for toys, tapes and classes; achieving "total immersion." Wall Street Journal (Eastern ed.), p. B1.Lanza, E. (1992). Can bilingual two-year-olds code-switch? Journal of Child Language, 19, 633–658.Lanza, E. (1997). Language mixing in infant bilingualism. New York: Oxford University Press.Lichtenberger, N. (n.d.). Bilingual parenting: A personal account. Retrieved January 19, 2005, from /pages/articles/ art4.htm lMurkoff, H. (2003, June/July). “What to expect”: Answers to your ques-tions about baby’s first year. Baby Talk, p. 20.Patterson, J. L. (2002). Relationship of expressive vocabulary to fre-quency of reading and television experience among bilingual tod-dlers. Applied Psycholinguistics, 23, 493–508.Petitto, L. A., & Holowka, S. (2002). Evaluating attributions of delay and confusion in young bilinguals: Special insights from infants acquiring a signed and a spoken language. Sign Language Studies, 3(1), 4–33. Pruett, K. D. (n.d.). Important speech milestones. Retrieved January 21, 2005, from /earlylearner/age1/language/ todd_milestones.ht mSnow, C. (1990). Rationales for native language instruction: Evidence from research. In A. M. Padilla, H. H. Fairchild, & C. M. Valadez (Eds.), Bilingual education issues and strategies (pp. 47–59). Newbury Park, CA: Sage Press.Wong Fillmore, L. (2000). Loss of family languages: Should educators be concerned? Theory into Practice, 39(4), 203–210.Yamamoto, M. (1995). Bilingualism in international families. Journal of Multilingual and Multicultural Development, 16, 63–85.。

北师大版七年级上册英语Lesson12China’sGotTalent2教学设计

（二）讲授新知
1.教学内容：教师针对本节课的词汇和语法知识点进行讲解，如“talent”, “amazing”, “performance”, “audience”等词汇，以及一般现在时和一般过去时的运用。
2.教学方法：通过例句、实物展示、图片等辅助手段，帮助学生理解和记忆新知识。
3.教师示范：教师给出一个简单的情境，用本节课所学的词汇和语法进行示范，如：“I can sing. That was an amazing performance!”
2.学生能够运用一般现在时描述自己的才艺和喜好，运用一般过去时描述过去发生的事情。
3.学生能够在听力活动中，抓住关键信息，理解并转述他人的才艺展示。
4.学生能够通过小组合作，进行简单的英语对话，展示自己的才艺和评价他人的表现。
（二）过程与方法
1.通过听力、口语、阅读等多种教学活动，培养学生获取、处理和运用信息的能力。
2.教师提问：After watching the video, can you tell me what talents did you see? What impressed you the most?
3.学生回答：学生分享自己观看视频的感受，尝试用英语描述所看到的才艺。
4.教师引导：根据学生的回答，引出本节课的主题“China’s Got Talent 2”，并板书关键词汇。
3.情感态度与价值观的培养：如何通过本节课的教学，引导学生正确评价他人，培养积极向上的情感态度，是教学的难点。
（二）教学设想
1.创设情境：通过播放《中国达人秀》相关视频片段，创设真实的语言环境，让学生在情境中感知、理解和运用英语。
2.分层次教学：针对学生的个体差异，设计不同难度的教学活动。对于基础较弱的学生，注重词汇和基本句型的掌握；对于基础较好的学生，则引导他们进行更复杂的句子构建和口语表达。