English Manual For Grade 5
新标准第五册全册英文教案
新标准第五册全册英文教案全册教材分析<新标准英语>供三年级起始用第五册是供五年级上学期使用的，是外研社和英国麦克米伦公司共同推出的我国第一套中小学一条龙英语教。
.这套教材是根据教育部制定的<国家英语课程标准>和<小学英语教学基本要求>编写而成的。
本教材的设计和编写体现了外语教学思想的继承和发展。
在分析、研究许多种国内外小学英语教材的基础上，取其精华，博材众长，形成了本套教材特有的编写体系。
同时又吸收了国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。
本册教材具有以下特点：１、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。
２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。
３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。
４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。
５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。
６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。
７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。
８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。
在本册中，我们要跟着Lingling 和Smart一家去英国访问，并了解一引起关于英国的情况。
在本册中将继续学习讲述过去发生的事情，还要学习谈论物品的归属，描述能力，表达允许或不允许做某事，开始比较系统地复习归纳单词的读音，从而初步了解英语的一些语音规则。
同时还将开始学习如何完成语句，从现在到小学结束要逐步学习独立地写出完整的语句。
教学重点：讲述过去发生的事情；谈论物品的归属；描述能力；表达允许或不允许做某事；如何完成语句等。
剑桥国际英语教程5修订版教师用书
Utilizing the Cambridge International English Course 5 (Revised Edition) Teacher's Book In the ever-evolving landscape of language education, the Cambridge International English Course (CIEC) 5 Revised Edition Teacher's Book stands as a reliable and comprehensive guide for educators seeking to impart English language skills to their students. This comprehensive resource is not just a textbook; it's a toolbox that equips teachers with the necessary strategies and materials to create an engaging, effective, and adaptive learning environment.The Teacher's Book is structured in a way that makes it easy to navigate, with clear lesson plans, objectives, and activities aligned to the Common European Framework of Reference for Languages (CEFR). This alignment ensures that teachers and students are working towards the same goals, whether it's improving speaking, listening, reading, or writing skills.One of the standout features of the CIEC 5 Teacher's Book is its emphasis on real-world applications. The lessons are designed to be relevant and engaging, oftenincorporating real-life scenarios and contemporary topics that resonate with students. This approach not only makes learning more enjoyable but also more meaningful, as students can see how the language they are learning can be applied in real-world situations.Another noteworthy aspect is the focus ondifferentiated instruction. The Teacher's Book provides options and extensions for each lesson, allowing teachers to tailor the content to the needs and abilities of their students. This flexibility is crucial in today's diverse classrooms, where students come from different backgrounds and have varying levels of proficiency in English.The inclusion of a wealth of teaching resources, such as worksheets, activities, and games, further enhances the teacher's ability to create a dynamic and interactive learning environment. These resources are not just limited to the printed pages; they often include digital components that can be easily integrated into modern classrooms, taking advantage of technology to make learning more engaging and accessible.Moreover, the Teacher's Book emphasizes the importanceof assessment and provides guidance on how to effectively evaluate students' progress. With clear criteria and suggestions for formative and summative assessments, teachers can track their students' progress and identify areas where further support is needed.In conclusion, the Cambridge International English Course 5 Revised Edition Teacher's Book is an invaluable resource for any teacher looking to deliver high-quality English language instruction. It provides a solidfoundation in language skills, while also encouraging creativity and critical thinking. With its focus on real-world applications, differentiated instruction, and awealth of teaching resources, this Teacher's Book is amust-have for any educator seeking to enhance theirteaching practice and improve their students' language outcomes.**《剑桥国际英语教程5修订版教师用书》的应用** 在持续变化的语言教育领域中，《剑桥国际英语教程》（CIEC）5修订版教师用书作为一本可靠而全面的指南，为寻求向学生传授英语技能的教育工作者提供了有力的支持。
义务教育英语课程标准五级词汇表(2011版)
义务教育英语课程标准五级词汇表说明：1．根据本标准的语言知识目标要求，五级应学习1500～1600个单词。
本词表列出1500词，要求学习和掌握基本词义和用法，各地可根据实际情况选择是否增加100词。
2. 为体现在具体语境中学习和使用单词的理念，本词表不标注单词的词性和中文释义。
3. 本词汇表不列词组和短语。
4．动词人称与时态变化、名词复数特殊变化、美式英语等，采用括号形式标注，如be (am, is, are)，child (pl. children)，colour (AmE color)。
5．本词汇表不列语法术语。
6．可根据构词法推导出的部分名词、形容词、副词等不单列。
Aa(an)abilityableaboutaboveabroadabsentacceptaccording toachieveacrossactactionactiveactivityactoractressaddaddressadvantageadviceadviseaffectaffordafraidAfrica after afternoon again against ageago agree agreement aidaimair airport aliveallallow almost alone along aloud already also although always a.m America American among amount ancient anxious and angry animal another answer ant anxious any anybody anyone anything anyway anywhere apologizeappear appreciate appleAprilarea arguearmarmy around arriveartarticle artistasAsiaAsianaskasleepatattend attention August aunt Australia Australian autumn avoid awake away awfulBbabyback background badbagball balloon bamboo banana bank baseball basic basket basketball bathroombe (am, are, is) beachbeanbearbeat beautiful because becomebed bedroombeefbeforebeginbehind believebellbelowbeside besidesbestbetter betweenbigbike (=bicycle) billbillonbirdbirth birthday biscuitbitblack blackboard blindblockbloodblouseblowblueboardboatbodybookboredboringbornborrowbossbothbotherbottlebottombowlboxboybrainbravebreadbreakbreakfast bridgebrightbringBritainBritishbrotherbrownbuildbuildingburnbusbusinessbusybutbuybybyeCcakecalendarcallcameracampcan (can’t/cannot) CanadaCanadiancancelcandlecandycapcapitalcarcardcarecarefulcarelesscarrotcarrycartooncatcatchcausecelebratecentcentralcentrecenturycertaincertainlychairchalkchampion / championship chancechangechatcheapcheckcheerchemistrychesschickenchild (pl. children) ChinaChinesechocolatechoicechoosechopsticksChristmas cinemacirclecityclassclassmate classroomcleanclearcleverclimbclockcloseclothescloudcloudyclubcoachcoalcoastcoatcoffeecoincoldcollectcollegecolour (AmE color) come comfortable common communicate communication community company compare competition complain complete computer concentrate concert condition congratulate connect consider continue control convenient conversation cook cookiecoolcopycorn corner correctcostcough couldcount country countryside couple courage course cousin covercow crayon crazy createcross crowdcryculturecup customer cutcuteDdad (daddy) daily dance danger dangerous darkdatedaughterdaydeaddeafdealdeardeathDecemberdecidedecisiondeepdegreedelaydeliciousdependdescribedeskdevelop development dialogue (AmE dialog) diarydictionarydiedifferencedifferentdifficultdifficultydigdiningdinnerdirectdirectlydirectiondirectordirtydisappeardiscoverdiscoverydiscussdiscussiondiseasedishdislikedivide dodoctor dog dollar door double doubt down downstairs draw dream dress drink drive driver dropdryduck dumpling duringEeachearearly Earth earthquake east eastern easyeat education efforteggeight eighteen eighth eighty either elder electronic elephant eleven elseemailemptyencourageendenemyengineerEnglandEnglishenjoyenoughenterenvironmentequaleraserespeciallyescapeEuropeEuropeaneveneveningevereveryeverybody everyday everyone everything everywhereexactlyexam (= examination) exampleexcellentexceptexchangeexcitedexcitingexcuseexerciseexpectexpensive experienceexplainexpressextraeye Ffacefactfactoryfailfairfallfamilyfamousfanfantasticfarfarmfarmerfastfatfatherfavourite (AmE favorite) fearFebruaryfeedfeelfeelingfestivalfeverfewfieldfifteenfifthfiftyfightfillfilmfinallyfindfinefingerfinishfirefirstfishfishermanfitfivefixflagfloorflowerflyfollowfoodfoolfoot (pl. feet) footballforforceforeignforestforgetforkformfortyfourfourteenfourthFrancefreefreedomFrenchfreshFridayfridge (= refrigerator) friendfriendlyfriendshipfromfrontfruitfullfunfunnyfutureGgamegardengategeneral gentleman geographyGermanGermanygetgiftgiraffegirlgivegladglassglovegluegogoldgoodgoodbye governmentgradegrammar granddaughter grandfather (grandpa) grandmother (grandma) grandparent grandsongrapegrassgreatgreengreygroundgroupgrowguardguessguestguideguitargunHhabithairhalfhall hamburger hand handbag handsome hang happen happy hard hardly harmful hathatehave (has) hehead headache health healthy hearheartheat heavy height hello help helpful henherhereherohers herselfhihidehighhillhim himself his historyhithobby hold hole holiday home hometown homework honest hope horse hospital hothotel hour house housework how however huge human humorous hundred hungry hurryhurt husbandIIiceice-cream ideaifillillness imagine important impossible impressin include increase India Indian industry influenceinformation insideinstead instruction instrument interest interesting international Internet interviewintointroduce introduction invent invention inviteislandititsitselfJjacketJanuaryJapan JapanesejobjoinjokejourneyjuiceJulyjumpJunejustKkeepkeykeyboardkickkidkillkilo (= kilogram) kilometre kindkingkisskitchenkitekneeknife (pl. knives) knockknow knowledgeLlab (= laboratory) ladylakelandlanguagelargelastlatelaterlaughlawlaylazyleadleaderleaf (pl. leaves) learnleastleaveleftleglemonlendlesslessonletletterlevellibrarylielifeliftlightlikelinelionlistlistenlitterlittlelivelivelylocallockLondonlonelylonglookloselotloudlovelovelylowluckluckylunchMmachinemadmagazinemagicmainmakeman (pl. men)managemanagermanymapMarchmarkmarketmarrymatchmath(s) (= mathematics) matter mayMaymaybememealmeanmeaningmeatmedicalmedicinemeetmeetingmembermentionmenumessmessagemethodmetre (AmE meter) middlemightmilemilkmindmineminutemissmissingmistakemixmobile phone modelmodernMondaymoneymonkeymonthmoonmoremorningmostmother (mom, mum) mountainmouse (pl. mice)mouthmovemovieMrMrsMsmuchmuseummusicmusicianmustmymyselfNnamenationalnaturalnaturenearnearlynecessaryneckneedneighbour (AmE neighbor) neithernervousnevernewnewsnewspapernextnicenightninenineteenninetyninthnonobodynodnoisenoisynone noodle noonnornorth northern nosenotnote notebook nothing notice November nownumber nurseOo’clock object Octoberofoffoffer office officer oftenoilOKold Olympics ononceone oneself only open operate opportunity opposite ororange order otherouroursourselvesoutoutsideoverownPPacificpackpagepainpaintpairpalacepalepancakepandapaperpardonparentparkpartpartypasspassagepassengerpassportpastpatientpayPE (= physical education ) peacepearpenpencilpeopleperfectperhapsperiodpermissionpersonpersonalpet phonephoto (= photograph) physicspickpicnicpicturepiepiecepigpilotpinkpioneerpityplaceplanplaneplanetplantplayplayerplaygroundpleasepleasureplentyp.mpocketpoempointpolicepoliceman (policewoman) politepollutepollutionpoolpoorpop (= popular)popularpopulationpossiblepostpostcardpostmanpotatopoundpracticepraisepreferpreparepresentpresidentpretendprettypriceprideprimaryprintprivateprizeprobablyproblemproduceproductprogramme (AmE program) progressprojectpromisepronounce pronunciationproperprotectproudprovidepublicpullpunishpupilpurplepurposepushputQquarterqueenquestionquickquietquiteR rabbitraceradiorailwayrainrainyraiserapidreachreadreadyrealrealise (AmE realize) reallyreasonreceiverecentlyrecordredrefuseregardregret relationship relativerelaxremainremindrememberrepairrepeatreplyreportrequireresearchrestrestaurantresultreturnreviewricerichriderightringriseriskriver road robot rock role room rope rose round row rubber rubbish rule rulerrunrush Russia RussianSsadsafe safety salad salesalt same sand sandwich satisfy Saturday savesayscarf school schoolbag science scientist scissors score screen see searchseasonseatsecondsecret secretaryseeseemseldomsellsendsense sentence separate September seriousserveservicesetseven seventeen seventh seventy severalshakeshallshameshapeshareshesheep (pl. sheep) shineshipshirtshoeshopshortshould shouldershoutshowshowershutshysick side sign silence silent silk silly silver similar simple since sing single sir sistersit situation six sixteen sixth sixty size skate skill skirt sky sleep sleepy slow small smart smell smile smoke smooth snake snow snowy so social society sock sofa soft solvesome somebody someone something sometimes somewhere sonsongsoonsorrysoundsoupsouth southern space sparespeak speaker special speech speedspellspendspirit spoonsport spread spring square stampstand standard starstartstatestationstaystealstepstickstill stomach stomach-achestonestopstorestorm story straight strange stranger strawberry streetstrict strong student study stupid subject succeed success successful such suddensuitsugar suggest suggestion summer sun Sunday sunny supermarket support suppose sure surface surprise survey sweater sweetswim swimmingTtabletail taketalktalltapetasktastetaxiteateachteacherteamtechnology telephone television (= TV)telltemperaturetentennistenthtermterribleterrifytesttextthanthankthatthetheatre (AmE theater) theirthemthemselvesthentherethesetheythickthinthingthinkthirdthirstythirteenthirtythisthosethough thought thousand three through throw Thursday tickettidytietigertilltimetinytiredtotoday togethertoilettomato tomorrowtontonighttootooltooth (pl. teeth) toothachetoptotaltouchtourtourist toward(s) towertowntoytrade traditional traffictraintraining translate travel treasure treattreetrip trouble trousers trucktruetrusttruthtryT-shirt Tuesday turn twelfth twelve twentieth twenty twicetwoUuglyUKuncle under underground understand unit university unlessuntil (till) upuponurge upstairsusUSuseused useful usual usuallyV vacation valuable value vegetable very victory video village violinvisitvisitor voice volleyballWwaitwakewalkwall wallet wantwarwarm warnwash waste watch water watermelon wayweweak wealth wear weather website Wednesday week weekday weekend weigh weight welcomewellwell--knownwestwesternwetwhatwhateverwheelwhenwheneverwherewhetherwhichwhilewhitewhowholewhomwhosewhywidewifewildwillwinwindwindowwindywingwinnerwinterwisewishwithwithoutwoman (pl. women) wonder wonderfulwoodwordworkworkerworldworryworseworstworthwouldwoundwritewriterwrongXX-rayYyardyearyellowyesyesterdayyetyouyoungyouryoursyourself (pl. yourselves)Zzerozoo。
牛津快乐英语第五册教材
牛津快乐英语第五册教材The Oxford Happy English Book 5 is a comprehensive language learning resource designed to help students of all ages improve their English proficiency. This textbook is part of the renowned Oxford Happy English series, which has been widely acclaimed for its engaging content, effective teaching methods, and ability to make language learning an enjoyable and rewarding experience.One of the standout features of the Oxford Happy English Book 5 is its diverse range of topics and themes. The book covers a wide array of subjects, from everyday conversations and cultural customs to more complex academic and professional topics. This breadth of content ensures that students are exposed to a rich and varied vocabulary, allowing them to develop a well-rounded understanding of the English language.The lessons in the Oxford Happy English Book 5 are structured in a way that gradually builds upon the skills and knowledge acquired in previous levels. Each unit begins with an introduction to the topic, followed by a series of engaging activities and exercises thatreinforce the key concepts. These activities include reading comprehension tasks, vocabulary-building exercises, and interactive dialogues that encourage students to practice their conversational skills.One of the standout features of the Oxford Happy English Book 5 is its emphasis on practical, real-world language use. The textbook includes a wealth of authentic materials, such as news articles, blog posts, and excerpts from literature, which allow students to experience the language in its natural context. This approach not only helps students improve their reading and comprehension skills but also provides them with a deeper understanding of the cultural and social nuances of the English language.Another key aspect of the Oxford Happy English Book 5 is its focus on developing critical thinking and problem-solving skills. The book includes a range of tasks and activities that challenge students to analyze information, draw conclusions, and apply their knowledge in new and creative ways. This emphasis on critical thinking helps to prepare students for the demands of academic and professional environments, where the ability to think critically and solve complex problems is highly valued.The Oxford Happy English Book 5 also places a strong emphasis on developing students' communication skills. The textbook includes avariety of interactive exercises, such as role-playing activities and group discussions, that encourage students to practice their speaking and listening skills in a supportive and engaging environment. This approach helps to build students' confidence and fluency in using English for real-world communication.One of the unique aspects of the Oxford Happy English Book 5 is its integration of multimedia resources. The textbook is accompanied by a range of digital materials, including interactive online exercises, audio recordings, and video content. These resources not only enhance the learning experience but also provide students with additional opportunities to practice and reinforce their language skills outside of the classroom.Overall, the Oxford Happy English Book 5 is a comprehensive and engaging language learning resource that is well-suited to students of all ages and proficiency levels. With its diverse range of topics, effective teaching methods, and integration of multimedia resources, the textbook offers a dynamic and immersive learning experience that can help students achieve their language learning goals and develop a lifelong appreciation for the English language.。
Teaching+Plan+for+Grade+5+English+Volume+2+of+Yili
Unit 5
This unit focuses on the theme of "Heroes and Role Models", aiming to introduce students to famous heroes and role models from different fields. It includes reading, writing, speaking and listening activities designed to help students understand the characteristics and achievements of these heroes and role models.
学习Unit 1中的新单词，包括 名词、动词、形容词等。
对话
通过角色扮演和小组活动，练 习使用新学的词汇和句型进行 简单的对话。
教学重点
掌握Unit 1中的词汇和句型， 能够进行简单的对话和阅读理 解。
句型
掌握Unit 1中的基本句型，如 陈述句、疑问句等。
阅读理解
阅读Unit 1中的短文，理解并 回答相关问题。
句型
熟练掌握Unit 3中的复杂句型，并进行拓 展。
Week 8-10: Mid term Review
教学重点
复习前三个单元的词汇和句型，并进 行综合练习。
02
词汇
复习前三个单元的单词，并进行听写 练习。
01
03
句型
总结前三个单元的句型，并进行造句 练习。
阅读理解
阅读前三个单元的短文，进行综合练 习。
This unit centers on the topic of "Festivals and Celebrations", aiming to introduce students to different festivals and celebrations around the world. It covers speaking, reading, writing and listening skills.
EnglishManualForGrade
English ManualFor Grade 6WordsPronunciationPhrasesSentencesDialogsGrammarWritingWord资料Word资料Internal materials for Yangyang remedial class 内部资料切勿外传Word资料Day 1-2Words& dialogs 1.by乘 2.foot脚3.bike自行车4.bus公共汽车5.train火车6.plane飞机7.ship 船8.subway 地铁9.how怎样10.go to school上学11.fifth 第五12.traffic交通13.traffic light交通灯14.traffic rule交通规则15.stop停，停车站16.wait等待17.remember 记住18.get to到达19.find 寻找20.difference不同Word资料21.same相同的22.every 每个23.country 国家24.always总是25.mean意思是26.drive驾驶27.right 右边的28.side 边29.-How do you go to school你怎样去上学？-I go to schoolon foot我步行去上学。
30. -How can I get to the zoo?我怎样才能到动物园？-You can go by subway你可以乘地铁去。
31.-How can I get to the naturepark我怎样才能到自然公园？-You can go by the no.12bus你可以坐12路公共汽车去。
Word资料32.- How do you go to school你怎样去上学？- Usually I go to school on foot.我通常步行去上学。
33.-How do you go to school你怎样去上学？-Usually I go to school by bus.我通常乘公共汽车去上学。
剑桥少儿英语5级国五听力原文
剑桥国际少儿 5 级国五听力原文Welcome to our ezineCD1-02DAN:Hi,Shari.Did you have a good holiday?SHARI:Yeah.Lovely,thanks,Dan.Do you know Alvin?He lives near me and he's new at school.DAN:Hi,Alvin.Nice to meet you.ALVIN:Hi,Dan.ALVIN:What's that on the board?SHARI:I'ts a poster about a new school ezine.DAN:What's an ezine?SHARI:I'ts an internet magazine.DAN:Oh!DAN:Look.It's a competition for the best ezine in the school.SHARI:Oh,tha'ts interesting .And there 'sa prize!Shall we try and write one?ALVIN:Good idea,but what shall we write about? ALL:Hmm.ALVIN:Oh!Can we write about sports and computers?DAN:We can write about anything we like.SHARI:Le'ts write our first ezine on our school so Alvin can learn about it.DAN:OKALVIN:Great!DAN:See you outside school at four o'clock.ALVIN AND SHARI:See you!CD1-041、Who lives near the school?2、Who lives outside the town?3、Who has breakfast at school?4、Who walks to school?5、Who loves playing football and basketball?6、Who likes sing?7、Who want to write about the natural world?8、Who want to write about computers?CD1-061、a lot of people think the capital of Australia is Sydney,but it isn 't.it 's Canberra2、[sound of recorders]3、One nine is one,two nines are eighteen.three nines are twenty-seven4、Plants have green leaves,they use their leaves to get food from the sun,plants give us oxygen.5、Magellan was the first man to sail round the world6、Ok,mary,now hold the mouse in your hand and click on the left button.7、[sound of bouncing balls and referee's whistle peeping]8、Bonjour .je m'appelle peter.bongour .je m'appelle annCD1-101、classroom2、board3、dictionary4、exam5、test6、important 7 、pencil 8、bike 9、timetable 10 、ruler 11、eraser 12、computer 13、learn 14、geographyUNIT1 Time for televisionCD1-13MARRATOR:'Its ten to four.Dan,sShari and Alvin are in the library ALVIN:Look at this ,Dan.FUN TIME is on TV1 at ten past four.Shall we watch it?DAN:Wait a minute.Animal is on TV2 at twenty past fourSHARI:Le'ts watch that because we all like itDAN:Yeah,tha'ts a good idea,but what time is it now?SHARI:I'ts five to four.if we want to watch it,we have to leave now. ALVIN:Come on,then,le'ts go!DAN:Phew.Just in time.it's quarter past fourSHARI:Hi,Dad.can we put TV2 on,please?we want to watch animal MR NELSON:Oh',mI sorry,shari.not today.the golf's on tv3 and you know I love golf.ALVIN:What time does it finish,Mr nelson?MR NELSON:Oh,do'nt worry.it finishes at twenty-five past seven! THREE CHILDREN:Oh!SHARI:Well,boys,I think we can watch TV another dayALVIN:You're right.Let's go and write something about TV for our ezine DAN:Yeah.We ca'nt watch TV,but we can write about it.MR NELSON:Ssshhhhh!THREE CHILDREN:Ooh!CD1-151、INTERVIEWER:Where do you have lunch?BOY:I have it at schoolINTERVIEWER:What time do you have it?BOY:I have lunch at quarter to one every day2、INTERVIEWER:What time do you get up during the week?BOY:On school days,I have to get up early.I get up at twenty past sevenINTERVIEWER:Ooh,th'ast earlier than me3、INTERVIEWER:Do you walk home from school?BOY:No,I catch the busINTERVIEWER:Do you have to wait for it?BOY:Sometimes,but the bus usually comes at twenty-five past four 4、INTERVIEWE：R Do you study Geography at school? BOY:Yes,'its my favourite subject.INTERVIEWER:When do you have it?BOY:At ten to ten on Tuesdays and FridaysCD1-161 quiz2 weather3 documentary4 news5 comedy6 series7 sport8 cartoonCD1-171 COMMENTATOR:GoalCROWD:Yea！h2 QUIZ MASTER:Question one.wh'ast the capital of Venezuela BOY:CaracasQUIZ MASTER:Yes,two points。
剑桥国际英语教程 unit5PPT课件
Unit 5
Tell me about your family
.
1
Family members
If you want to know something about your friend and his family, what kind of questions will you ask?
.
10
Some other questions
• How many televisions are there in your family?
• Does your family almost always eat dinner together?
• Do you live with your parents now? • At what age do you want to get
married?
.
11
I come from a big family
• 岳母 婆婆. 岳父， 公公
• n. 内兄，内弟；小叔；姐夫，妹夫；
.
3
Names
• Andy [ˈændi] 安迪 • Marta [人名] 玛尔塔（女名 • Chris [kris]克莉丝（女子名 • Sarah [ˈsɛərə] [人名] 萨拉 • Donna [ˈdɔnə]唐娜 • Manuel [ˈmænjuel]曼纽尔
.
6
Asking about families
• Work for 受雇于；为…而工作
全国英语等级考试教材第五级
Text AThe Revolution That Turned Education SentimentalAt some point in the mid-1960s the picture of the classroom in the national imagination changed. Before, it consisted of ranks of traditional, slope-surfaced wooden desks at which sat uniformed children, their heads bowed, before an authoritarian and perhaps eccentric teacher. After, there were tables organized into groups, no uniforms and a nice, friendly teacher who probably liked the same pop music as his pupils.This is a cartoon view, but it depicts a real change. It was an educational revolution that was well-meant, benignly inspired by concern for our children and apparently, endorsed by some of the greatest minds of our age. Its ideal was to help children grow and its politics were egalitarian. With Shirley Williams’ abolition of most grammar schools and the introduction of comprehensives, the plan was in place.It was, as we and the Prince of W ales now know, an unmitigated disaster. Understanding why we did it and why it fails is a gloomy but necessary business.Perhaps it was simply because it seems like a nice thing to do. Of course teachers should help children to grow up; of course comprehensives should break down class divisions; of course grim authority should give way to happy enthusiasm. These were simple ideals, but they were created by a thought process and it is this that now has to be dismantled.The first point is not to be confused by the politics. Today’s teachers are not the raging extremists of Tory and tabloid mythology. Indeed, more than 50% of them,according to one estimate, vote Conservative.This real root of the problem is inadequately understood and misapplied theory. Take, for example, the specific issue raised by the prince-why Shakespeare was not being widely and enthusiastically taught. The immediate reason is that educationists and teachers have colluded on a view that contemporary and multicultural work is more relevant and that Shakespeare, indeed all pre-1990 literature, is left to be inaccessible to less able pupils.At one level this is a result of the “child-centered”philosophy defined by the Plowden report in the 1960s. Lady Plowden’s committee led us all into unstructured classrooms and the accompanying glorification of childish ignorance. It effectively wrote the script for the liberal education establishment that has dominated our schools ever since.Keeping the Plowden faith alive now is the wildly misguided figure of Frank Smith, preacher of the “real books” approach to reading. This is the liberal theory in its most decadent phase: children are expected to read almost solely by being in the presence of books. Some benign osmosis is supposed to function. What Smith and his followers cannot see is that reading is an artificial activity, an arbitrary code demanded by our culture.Emerging from ill-digested Freud, which, in turn, was modified Nietzsche, and a corrupted version of Rousseau, the beliefs of these people aspired to turn education into a process whereby the child dictated the pace. The whole educational emphasis swung from transmitting a culture to nurturing individual development. It encouraged sentimentality, the primary emotional evil of our day, and a sort of caring blandness. More alarmingly, it offered teachers the chance to be social engineers.In practical terms, it undermined the authority of what was being taught. It is not necessary, indeed it is impossible, for a primary school child to understand the principle behind the eight times table. Numbers of theorists over the world would dearly like to know that principle for themselves. But child-centeredness demands understanding rather than learning, so tables are not taught properly and children are severed from a culture which depends for its coherence on the simple, authoritative certainty that seven times eight is 56.Literature in schools was specifically compromised by other cased of remote high-intellectual theories trickling down into the classrooms. In the late 1960s and the early 1970s, structuralism swept through British universities to be followed later by post-structuralism, a whole generation of French thinkers appeared to have discovered that literature was dead.All that was left was “the text”. Great authors and their intentions were exposed as elaborate delusions. Meaning was unconsciously embodied in the text, and text. Hamlet, from this perspective, has no greater intrinsic worth than the list of ingredients on a can of beans.Barthes and Derrida were brilliant and Rousseau and Freud, the cultural grandfathers of the 1960s revolution, were geniuses. The average teacher has probably never read any of them, but without knowing, he has absorbed and intellectual tradition that had distorted their thought into cheap sentimentality. Handing such tradition to a low-grade educational establishment is like giving a Kalashnikov to a four-year-old.There is one final layer of intellectual corruption that needs to be exposed-cultural relativism. This is the most deeply hidden of all because it is the most pervasive. In essence, it is the deadening conviction that all cultures are equal and that, therefore, ours is of no special value. It can even be glimpsed in the current moronic Nationwide Building Society television advertisement in which dancing natives carrying spears are unquestioningly characterized as springing from an“older, wiser” culture. Hamlet and the eight-times table are cast aside. Anything can be taught.Why do we feel the need to believe this? Why have we lost the power to celebrate what we are?Y et cultural relativism is the instinctive belief of our entire educational establishment and, consequently, of their pupils. It explains all the supposedly “relevant” material that makes its ways into classrooms as will as the abject “multiculturalism” that destroys our ability to assert that Hamlet is better than either a baked bean can or the latest rap star.Prince Charles began to see the point when he read of a speech delivered by George W alden, the Tory MP, in June 1990. W alden is the Jonathan Swift of our age hurling dangerously literate abuse at the tat and trash of our culture.The speech, ostensibly on the subject of diplomacy, veered into a withering evocation of a culturally depraved nation-whose economic recovery is as recent as it is likely to change, whose educational and cultural levels remain lamentably low, and whose main conurbations-which already include some of the most desolating cityscapes in Europe-are becoming environmentally suffocated. He spoke of “a trashed society, trashy broadcasting, trashy newspapers, trashy values, a national past trashed by a trashy education system”. W e were “the thick man of Europe”.It is difficult to imagine anybody wishing to be King of such a place. So W alden, who is very clever, met Charles, who is not, and helped to steer him in the direction of education as the root of the malaise.As with architecture, it was a potentially explosive populist issue. People seemed unable to get what they wanted from a band of haughty professionals. And, as with architecture, throwing the prince into this morass was to play a highly risky wild card.The key to what the prince, and therefore W alden, is saying is bewilderment. After 12 years of radical Tory rule and in a climate of popular conviction that thestate education system has been a disastrous failure, why are our schools still so bad? And why do they still seem so vulnerable to the kinds of ideas that have proved so disastrous for so long?The political problem was that schools never made Margaret Thatcher angry in the same way as unions or nationalized industries. She felt that people ought to look after themselves and bad schools became, in this context, a kind of bracing, self-improving hazard of life.It was a terrible, tragic mistake. Of all the failed establishments of post-war Britain, education was the one most urgently in need of a Thatcher revolution. But her ministers, with their children at private schools, never did enough to force her to re-examine her prejudices.So the bewilderment of the prince is inspired both by a political failure and by deeply-embedded intellectual corruption. The hope must be that his intervention will focus the popular conviction that something is badly wrong and force the issue out of the wilderness to which Thatcher consigned it.Unfortunately taking on the liberal educational establishment is like trying to disperse a fog with hand grenades. To discuss the issue with them is to run into a damp barrier of terrifying complacency. They will focus on “resources”, on the specialist expertise of teachers or on the availability of Shakespeare on video. What they will not do is to accept the bad and violent failure of the education system to transmit the most glorious cultural heritage in the world. This is, of course, because they themselves are substantially ignorant of that culture.The prince is aspiring to exalted company. Apart from W alden, is this country the historian, Correlli Barnett, has damned the education system for producing “a segregated, subliterate, unskilled, unhealthy and institutionalized proletariat hanging on the nipple of state maternalism”. And in America, Allan Bloom with his book, The Closing of the American Mind, has indicted liberal educationists for the almost total destruction of the nation’s culture.But the truth is that, both in the United States and Britain, there prophets are surveying a defeat. The damage has been done. As a result, both countries haveresigned themselves, to living with a swelling, disaffected, subliterate underclass.Teaching Shakespeare or tables has nothing to do with such vast social problems, the liberals will say. The horror is that they still believe it.。
剑桥国际英语教程第5版学生包答案
剑桥国际英语教程第5版学生包答案1、74．No person （）carry a mobile phone into the examination room during the national college Entrance Examinations．[单选题] *A.shall(正确答案)B.mustC.canD.need2、It is reported that the fire caused serious（）to that school building. [单选题] *A. damage(正确答案)B. destroyC. harmD.hurt3、For the whole period of two months, there _____ no rain in this area. Now the crops are dead [单选题] *A. isB. wasC. has been(正确答案)D. have been4、He is going to _______ a party this evening. [单选题] *A. hold(正确答案)B. makeC. needD. hear5、15．This kind of bread is terrible. I do not want to eat it ________. [单选题] *A．any more(正确答案)B．some moreC．no longerD．some longer6、The train is coming. Be ______! [单选题] *A. careful(正确答案)B. carefullyC. carelessD. care7、75．As a student in Senior Three, I must work hard．（）, I should take exercise to strengthen my body．[单选题] *A.OtherwiseB.Meanwhile(正确答案)C.ThereforeD.Thus8、The teacher has his students_____a composition every other week. [单选题] *A.to writeB.writtenC.writingD.write(正确答案)9、The paper gives a detailed（）of how to create human embryos (胚胎)by cloning. [单选题] *A. intentionB. description(正确答案)C. affectionD. effort10、Jack would rather spend time complaining than_____the problem by himself. [单选题] *A.solve(正确答案)B.solvedC.solvesD.to solve11、The bookshop is far away. You’d better _______. [单选题] *A. by the busB. by busC. take busD. take?the bus(正确答案)12、--Why are you late for school today?--I’m sorry. I didn’t catch the early bus and I had to _______ the next one. [单选题] *A. wait for(正确答案)B. ask forC. care forD. stand for13、—______ is it from your home to the bookstore?—About 15 kilometers.（）[单选题] *A. How far(正确答案)B. How muchC. How longD. How many14、How can I _______ the nearest supermarket? [单选题] *A. get offB. get upC. get to(正确答案)D. get on15、Then the speaker _____the various factors leading to the economic crisis. [单选题] *A.went onB.went afterC.went into(正确答案)D.went for16、He has two sisters but I have not _____. [单选题] *A. noneB. someC. onesD. any(正确答案)17、29．There is a book in your left hand. What’s in your ___________ hand? [单选题] *A．the othersB．other (正确答案)C．anotherD．others18、Nearly everything they study at school has some practical use in their life, but is that the only reason _____ they go to school? [单选题] *A. why(正确答案)B. whichC. becauseD. what19、Location is the first thing customers consider when_____to buy a house. [单选题] *A.planning(正确答案)B.plannedC.having plannedD.to plan20、We _____ three major snowstorms so far this winter. [单选题] *A.hadB. haveC. have had(正确答案)D.had had21、“I think you are wonderful,”she said, “You are so patient with your little George.”[单选题] *A. 耐心(正确答案)B. 细心C. 关心D. 偏心22、—What ______ your sister ______ this Saturday?—Something special, because it’s her birthday. （）[单选题] *A. are; going to doB. is; going to do(正确答案)C. does; doD. did do23、The weather forecast says that we’ll have occasional rain tomorrow. [单选题] *A. 偶尔的B. 不停的C. 少量的(正确答案)D. 不可预测的24、My brother will come to see me tomorrow. I’ll meet?_______ at the airport. [单选题] *A. herB. youC. him(正确答案)D. them25、I paid twenty yuan _______ the book. [单选题] *A. offB. backC. for(正确答案)D. with26、We _______ play basketball after school. [单选题] *A. were used toB. used to(正确答案)C. use toD. are used to27、Now people can _______ with their friends far away by e-mail, cellphone or letter. [单选题] *A. keep onB. keep in touch(正确答案)C. keep upD. keep off28、36．This kind of bread is terrible. I don't want to eat it ______. [单选题] *A．any more(正确答案)B．some moreC．no longerD．some longer29、Nuclear science should be developed to benefit the people_____harm them. [单选题] *A.more thanB.other thanC.rather than(正确答案)D.better than30、I was astonished when I heard that Louise was getting married. [单选题] *A. 惊讶(正确答案)B. 气愤C. 高兴D. 想念。
新标准小学英语五年级上册
新标准小学英语五年级上册New Standard Primary School English Grade 5 Volume 1。
In the fifth grade of primary school, students will continue to build on the foundation of English language skills that they have developed in previous years. The focus will be on expanding vocabulary, improving grammar and sentence structure, and developing reading and writing skills. 。
Vocabulary expansion is an important aspect of the fifth grade English curriculum. Students will learn new words and phrases related to various topics such as family, school, hobbies, and daily activities. They will also be introduced to more complex sentence structures and learn how to use them in their writing and speaking.In addition to vocabulary expansion, grammar will also be a key focus in the fifth grade. Students will learn about different tenses, verb forms, and sentence patterns. They will practice using these grammar rules in their writing and speaking, and will also learn how to identify and correct grammatical errors in their own work.Reading and writing skills will be further developed in the fifth grade. Students will be exposed to a variety of reading materials, including stories, articles, and poems. They will learn how to comprehend and analyze these texts, as well as how to express their own ideas and opinions in writing. They will also be encouraged to participate in class discussions and presentations to improve their speaking skills.Overall, the fifth grade English curriculum aims to provide students with a solid foundation in the English language. By the end of the year, students should be able to communicate effectively in English, both orally and in writing. They should also have a good understanding of English grammar and be able to read and comprehend a variety of texts. These skills will prepare them for further English language study in the future.In conclusion, the fifth grade English curriculum focuses on vocabulary expansion, grammar improvement, and the development of reading and writing skills. By the end ofthe year, students should have a strong foundation in the English language and be well-prepared for future language study.。
real life 全5级英文教材学生书
real life 全5级英文教材学生书
以下是一些常见的全5级英文教材学生书：
1. "New Headway": 全球最受欢迎的英语教材系列之一，由Liz and John Soars编写。
该教材覆盖了从初级到高级的各个语言
水平，并注重听说读写的综合训练。
2. "English File": 由Clive Oxenden和Christina Latham-Koenig
编写的实用的教材，侧重于实际交流和沟通能力的培养。
该教材包含了大量的听力和口语练习，并提供了丰富的学习资源。
3. "Interchange": 由Jack C. Richards编写的全球畅销的英语教材，适用于成人和青少年学习者。
该教材注重交流能力的培养，包含了丰富的对话和口语练习。
4. "Super Minds": 由Herbert Puchta和Günter Gerngross编写的
全五级系列教材，专为儿童学习英语而设计。
该教材结合了游戏、故事和音乐等多种教学元素，旨在培养孩子们的听说读写能力。
5. "Oxford Discover": 由Lesley Koustaff、Susan Rivers和Kathryn O'Dell编写的系列教材，适用于儿童和青少年学习者。
该教材通过引入多种主题和真实情境来激发学生的学习兴趣，并提供了丰富的学习资源和练习。
这些全5级英文教材学生书都广泛应用于各个国家和地区的英
语教育中，提供了全面的语言学习内容，帮助学生掌握英语的听说读写能力。
剑桥国际英语教程修订版第5册课程设计
剑桥国际英语教程修订版第5册课程设计1. 简介剑桥国际英语教程修订版（International English）分为5册，适用于初学者至中级学生。
第5册是该教程的最高级别，旨在帮助学生达到高级英语水平。
本文将着重介绍第5册的课程设计，帮助教师更好地应用该教材。
2. 教学目标本教程第5册的主要教学目标包括：•提高学生对英语语法、词汇和表达方式的理解和应用能力。
•帮助学生扩展听说读写的能力，增强自信。
•培养学生跨文化交流和理解跨文化现象的能力。
•播撒种子，培养学生的学术兴趣和研究能力。
3. 课程设计本节将介绍第5册的课程设计，按照每章节的顺序进行介绍。
3.1 第1章：修辞分析这一章节的主要教学内容为修辞分析，包括对比、排比、省略等修辞手法的理解和应用。
本章的课程设计需要重点关注以下几点：•阅读对比和排比的例文，帮助学生理解修辞手法。
•引领学生观察现实中的修辞手法，并引导他们运用这些手法创造自己的语言。
•练习写作，特别是修辞写作，体验运用不同修辞手法带来的不同效果。
3.2 第2章：散文分析第2章教授散文分析，主要内容包括散文的特殊结构和技巧。
以下是本章的设计要点：•学习不同类型的散文，了解其特征和风格。
•进行散文分析，帮助学生掌握撰写散文的技巧和要素。
•让学生读写不同类型的散文，并教授他们如何运用以前所学的修辞技巧和词汇来写出优美的散文。
3.3 第3章：社论分析第3章主要教授社论分析。
这一章的课程设计包括以下要点：•让学生了解社论的概念、作用、类型和结构。
•通过社论阅读和分析，帮助学生理解单词和句子的含义。
•引导学生写社论，提高他们的观察和评论能力。
3.4 第4章：报告写作第4章讲授如何写出高质量的报告。
本章的设计要点如下：•引领学生了解报告的定义、类型、结构和要素。
•通过模板和案例分析，帮助学生掌握写报告的技巧和流程。
•引导学生撰写报告，注重实用性和可读性。
3.5 第5章：文献阅读第5章讲授如何进行文献阅读和理解。
五 年级英语下册评价手册第7单元作文
五年级英语下册评价手册第7单元作文全文共3篇示例，供读者参考篇1Grade Five English Evaluation Manual Unit 7 EssayUnit 7 of the Grade Five English textbook focuses on the theme of "Life in the Future". In this unit, students learn about different aspects of future life, such as technology, communication, and transportation. They also engage in discussions and activities related to the topic to improve their language skills.In this unit, students are introduced to new vocabulary related to the future, such as "robot", "space travel", and "virtual reality". They also learn how to use future tense to talk about future events and possibilities. Through reading passages, listening exercises, and speaking activities, students practice using the new vocabulary and grammar structures in context.One of the key features of this unit is the focus on critical thinking and creativity. Students are encouraged to imagine and discuss what life in the future might be like, and to come up with their own ideas for inventions and innovations. They also havethe opportunity to write short stories or essays about their vision of the future, using the language skills they have learned in the unit.Overall, Unit 7 provides students with a fun and engaging way to learn about future life while developing their English language skills. The activities and exercises are designed to be interactive and meaningful, allowing students to practice and apply their knowledge in a real-world context. By the end of the unit, students should have a better understanding offuture-themed vocabulary and grammar, as well as improved communication skills in English.In conclusion, Unit 7 of the Grade Five English textbook is an effective and engaging resource for students to learn about life in the future. It provides a variety of activities and exercises to help students develop their language skills while also fostering critical thinking and creativity. With the knowledge and skills they gain in this unit, students will be better prepared to communicate effectively in English and to think critically about the world around them.篇2Evaluation Handbook for Grade Five English, Unit 7IntroductionThe evaluation handbook for Grade Five English is designed to provide a comprehensive overview of the learning outcomes and assessment criteria for Unit 7. This unit focuses on building vocabulary related to animals, describing their physical appearance and habitats, and developing writing skills through a variety of activities.Learning OutcomesBy the end of Unit 7, students are expected to:1. Identify and correctly spell the names of different animals.2. Describe the physical characteristics and habitat of animals.3. Demonstrate an understanding of the concept of animal classification.4. Write coherent sentences and short paragraphs about animals.Assessment CriteriaThe assessment criteria for Unit 7 are as follows:1. Vocabulary: Students will be assessed on their ability to correctly identify and spell the names of at least 10 different animals.2. Descriptive Skills: Students will be evaluated based on their ability to accurately describe the physical appearance and habitat of selected animals.3. Classification: Students will demonstrate an understanding of animal classification by correctly categorizing animals into different groups, such as mammals, birds, reptiles, etc.4. Writing Skills: Students will be assessed on their ability to write clear and coherent sentences and short paragraphs about animals, using appropriate vocabulary and grammar.Assessment MethodsTo evaluate student achievement in Unit 7, a variety of assessment methods will be used, including:1. Vocabulary Quiz: A quiz will be administered to test students' knowledge of animal names and spelling.2. Descriptive Writing Task: Students will be asked to describe a given animal's physical appearance and habitat in a short paragraph.3. Classification Activity: Students will work in groups to classify a set of animals into different groups and explain their reasoning.4. Writing Assignment: Students will be given a writing assignment to write a short paragraph about their favorite animal, using descriptive language and correct grammar.ConclusionUnit 7 of the Grade Five English curriculum focuses on developing vocabulary, descriptive skills, and writing skills related to animals. The evaluation handbook provides a clear outline of the learning outcomes, assessment criteria, and assessment methods for this unit. By using these guidelines, teachers can effectively assess student learning and provide feedback to help students improve their English language skills.篇3Evaluation Handbook for Grade 5 English Unit 7Introduction:The Grade 5 English Unit 7 evaluation handbook is designed to provide a comprehensive assessment of students' learning in the seventh unit of the English curriculum. This evaluationhandbook covers various aspects of students' English language skills, including reading, writing, speaking, and listening. It aims to help teachers gauge students' proficiency in English and identify areas for improvement.Reading Comprehension:The evaluation of reading comprehension in Unit 7 focuses on students' ability to understand and interpret a variety of texts. Students will be assessed on their comprehension of fictional and non-fictional texts, as well as their ability to identify key ideas, themes, and details in the text. They will also be evaluated on their ability to make inferences, draw conclusions, and summarize the main ideas of the text.Writing Skills:The evaluation of writing skills in Unit 7 emphasizes students' ability to produce coherent and well-organized written texts. Students will be evaluated on their ability to write narrative, descriptive, and expository essays, as well as their use of proper grammar, punctuation, and spelling. They will also be assessed on their ability to incorporate vocabulary and language structures learned in Unit 7 into their writing.Speaking and Listening:The evaluation of speaking and listening skills in Unit 7 focuses on students' ability to communicate effectively in English. Students will be assessed on their ability to participate in conversations, discussions, and presentations in English. They will also be evaluated on their ability to listen actively and respond appropriately to spoken English.Overall Performance:In addition to evaluating students' reading, writing, speaking, and listening skills, the evaluation handbook for Unit 7 will also provide an overall assessment of students' performance in English. This will include an evaluation of students' participation in class activities, their engagement in English language learning, and their progress in meeting the learning objectives of Unit 7.Conclusion:The Grade 5 English Unit 7 evaluation handbook is an essential tool for teachers to assess students' English language skills and track their progress in English language learning. By using this evaluation handbook, teachers can provide valuable feedback to students on their strengths and areas for improvement, and tailor their instruction to meet the individual needs of each student.。
英语书凤凰职教第五册
英语书凤凰职教第五册The problem of the English book "凤凰职教第五册" isthat it may not meet the needs of all learners. This could be due to a variety of factors, such as the level of difficulty, the teaching methods used, and the relevance of the content to the learners' lives. It is important to address these issues in order to ensure that the book is effective in helping students improve their English language skills.One potential issue with the book is that it may not be suitable for learners of all levels. Some students may find the material too easy, while others may struggle to understand it. This could be frustrating for both the high-achieving students who are not being challenged and the struggling students who are not receiving the support they need. It is important for an English book to cater to a range of abilities in order to be effective for all learners.In addition to the level of difficulty, the teaching methods used in the book may also be a concern. Different students have different learning styles, and a one-size-fits-all approach may not be effective for everyone. Some students may benefit from more visual or interactive activities, while others may prefer traditional textbook-style learning. It is important for an English book to incorporate a variety of teaching methods in order to accommodate the diverse needs of learners.Furthermore, the relevance of the content to the learners' lives is an important consideration. If the material in the book does not resonate with the students or reflect their experiences, they may struggle to engage with it. It is important for an English book to include content that is relatable and meaningful to the learners in order to keep them motivated and interested in learning.Another potential issue with the book is the lack of cultural diversity in the content. English is a global language, spoken by people from a wide range of cultural backgrounds. It is important for an English book to reflectthis diversity in order to provide students with a well-rounded understanding of the language and its usage in different cultural contexts.Moreover, the book may not adequately address the practical skills that students need to communicate effectively in English. Language learning is not just about grammar and vocabulary; it also involves developing the ability to communicate fluently and confidently in real-life situations. It is important for an English book to provide opportunities for students to practice and improve their speaking, listening, and writing skills in order to become proficient English speakers.In conclusion, the English book "凤凰职教第五册" may have several potential issues that could impact its effectiveness in helping students improve their English language skills. It is important to address these issues in order to ensure that the book is suitable for learners of all levels, incorporates a variety of teaching methods, includes relevant and culturally diverse content, and focuses on developing practical communication skills. Byaddressing these concerns, the book can be more effective in helping students achieve success in learning English.。
八上英语四清导航人教版答案
八上英语四清导航人教版答案Today, I studied for my English class by using the navigation manual for Grade 8 of People's Education Edition.I started by reading the unit overview, which helped me understand the main themes of the unit and identify important topics. By understanding the overall structure of the unit, I was able to direct my studies more effectively.Then, I went through all the core knowledge points, which were divided into three sections: grammar, vocabulary, and reading. For each section, I read through the instructions to understand the scope and format of the knowledge points. Then, I studied each knowledge point carefully by analyzing the examples and completing the exercises.In addition, the lesson also provided a wealth of easy-to-understand listening, speaking and writing practice activities, which allowed me to further consolidate my knowledge. After that, I read through the assessment questions and got a better understanding of different types of questions and how to apply what I learned in the lesson.By using the People's Education Edition Grade 8 Navigation Manual, I have studied diligently and have a comprehensive understanding of the unit. I am confident that I am able to answer any questions I may encounter in my upcoming exam.。
五年级英语下册活动手册一到六单元的作文
五年级英语下册活动手册一到六单元的作文In the English language curriculum for fifth grade, the activity manual encompasses diverse themes and exercises aimed at enhancing students' language skills. From Unit One to Unit Six, students are engaged in various writing tasks, fostering creativity, language proficiency, and critical thinking. Let's delve into each unit's composition exercises:Unit One: My Favorite Animal。
In this unit, students are encouraged to express their fondness for a particular animal. They describe its physical appearance, habitat, and why it holds a special place in their hearts. This exercise not only improves vocabulary but also encourages students to articulate their preferences coherently.Unit Two: A Day in My Life。
Students are prompted to narrate a typical day in their lives, incorporating activities, routines, and personal experiences. By doing so, they practice verb tenses, adverbs of frequency, and sequencing words, thus refining their storytelling abilities.Unit Three: My Dream Vacation。
五年级英语特色作业手工作品
五年级英语特色作业手工作品In the realm of education, the integration of hands-on learning experiences has become increasingly recognized as a powerful tool for enhancing student engagement and fostering a deeper understanding of academic concepts. This is particularly true in the context of 5th grade English classes, where the incorporation of creative handicraft projects can not only reinforce language skills but also cultivate a sense of artistic expression and problem-solving abilities.One such captivating project that has gained popularity in 5th grade English classrooms is the creation of storybook dioramas. This activity encourages students to delve into the world of their favorite literary works and bring them to life through the construction of intricate three-dimensional scenes. The process begins with students carefully selecting a pivotal moment or setting from a book they have read, meticulously planning the layout and design of their diorama. Using a variety of materials, such as cardboard, construction paper, and miniature figurines, students meticulously craft the various elements that will comprise their masterpiece,paying close attention to details that will enhance the overall visual impact.As students engage in the construction of their dioramas, they not only hone their manual dexterity and problem-solving skills but also demonstrate their comprehension of the narrative. By thoughtfully incorporating key details and characters from the story, students showcase their ability to analyze and interpret the text, ultimately deepening their understanding of the plot, themes, and character development. Moreover, the act of crafting a tangible representation of a literary work encourages students to make personal connections with the story, fostering a greater appreciation for the written word.Another captivating handicraft project that can be seamlessly integrated into 5th grade English classes is the creation of personalized book covers. This activity not only allows students to showcase their artistic talents but also challenges them to consider the importance of visual design in the publishing industry. Students begin by selecting a book they have read and thoroughly analyzed, delving into the thematic elements, character arcs, and overall narrative. Armed with this knowledge, they then embark on the design process, experimenting with various mediums such as paint, collage, and digital illustration to create a visually striking book cover that captures the essence of the story.As students engage in this project, they not only hone their creative skills but also develop a deeper understanding of the relationship between text and image. By carefully considering the symbolism, color schemes, and typography used in their book covers, students gain insights into the ways in which visual elements can enhance and complement the written word. This process encourages students to think critically about the role of design in the publishing industry and how it can be used to effectively convey the themes and emotions of a literary work.In addition to the aforementioned projects, 5th grade English classes can also incorporate the creation of personalized stationery as a means of fostering language skills and artistic expression. This activity allows students to design their own letterhead, envelopes, and note cards, incorporating elements of calligraphy, illustration, and even digital design. As students engage in this process, they not only develop their fine motor skills and attention to detail but also explore the art of written communication in the digital age.By crafting personalized stationery, students are encouraged to reflect on the importance of effective written expression, whether in the form of formal correspondence, personal letters, or creative writing. This project also presents opportunities for cross-curricular connections, as students may incorporate elements of their 5th grade English curriculum, such as vocabulary, grammar, or eventhematic elements from literature, into the design of their stationery.Furthermore, the creation of personalized stationery can serve as a valuable tool for fostering a sense of community and collaboration within the classroom. Students may engage in peer-to-peer critiques, offering constructive feedback on each other's designs and encouraging one another to refine their work. This collaborative process not only strengthens interpersonal skills but also cultivates a deeper appreciation for the diverse perspectives and creative talents within the classroom.In conclusion, the incorporation of handicraft projects in 5th grade English classes presents a multifaceted approach to learning, one that seamlessly combines the acquisition of language skills with the development of artistic expression, problem-solving abilities, and critical thinking. From the creation of storybook dioramas to the design of personalized book covers and stationery, these hands-on activities provide students with opportunities to engage with literature in a tangible and meaningful way, ultimately fostering a deeper understanding and appreciation for the written word. As educators continue to explore innovative teaching methods, the integration of handicraft projects in 5th grade English classes remains a promising avenue for cultivating well-rounded, creative, and confident learners.。
剑桥标准英语教程 5 教师用书pdf
剑桥标准英语教程5 教师用书pdfCambridge English is a widely recognized standard for English language proficiency. The Cambridge English Teaching Framework provides a comprehensive guide for teachers on how to effectively teach English using the Cambridge curriculum. In this article, we will discuss the Cambridge English Teaching Framework and how teachers can use it to enhance their teaching practice.The Cambridge English Teaching Framework is designed to support teachers in planning, delivering, and assessing English language lessons. It is based on the principles of communicative language teaching, which emphasizes the importance of meaningful communication in language learning. The Framework is divided into four key areas: planning, teaching, assessing, and self-evaluation.In the planning stage, teachers are encouraged to set clear learning objectives for each lesson, taking into account the language skills and needs of their students. They should also consider the use of authentic materials and real-life contexts to make the learning experience more engaging and relevant. Teachers are encouraged to use a variety of teaching approachesand techniques to cater to different learning styles and preferences.During the teaching stage, teachers are advised to create a supportive and inclusive learning environment where students feel comfortable expressing themselves in English. They should use a range of activities and tasks to promote active participation and collaboration among students. Teachers are also encouraged to provide constructive feedback and encouragement to help students improve their language skills.When it comes to assessing student progress, teachers are encouraged to use a variety of assessment methods, including formal tests, informal quizzes, and performance-based tasks. They should provide timely and constructive feedback to help students understand their strengths and areas for improvement. Teachers are encouraged to involve students in the assessment process by encouraging self-assessment and peer-assessment activities.Finally, teachers are encouraged to engage in self-evaluation to reflect on their teaching practice and identify areas for professional development. They should seek feedback from colleagues, students, and mentors to gain a different perspective on their teaching practice. Teachers are also encouraged toparticipate in training workshops and professional development activities to enhance their teaching skills and knowledge.Overall, the Cambridge English Teaching Framework provides a valuable resource for teachers looking to enhance their teaching practice and improve student outcomes. By focusing on planning, teaching, assessing, and self-evaluation, teachers can create a supportive and engaging learning environment that helps students develop their English language skills effectively.。
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English Manual For Grade 5WordsPronunciationPhrasesSentencesDialogsGrammarWritingInternal materials for Yangyang remedial class 内部资料切勿外传Day 1-3Words& dialogs1.Young年轻的2.funny滑稽可笑的3.tall高的4.strong强壮的5.kind和蔼的、亲切的6.old 年老的7.short矮 8.thin瘦的9.Mr 先生 10.from 从；来自11.Canada加拿大 12.like像13.know 知道 14.principal校长15.university student大学生16.strict严格的 17.smart聪明的18.active积极的 19.Miss 小姐dy 女士 21.so much 很；非常22.fun 有趣；逗笑 23.quiet安静的、文静的24.very很、非常 25.but但是26. what’s he like?第一单元他是什么样的？27. 他喜欢什么？ What does he like?28. This is Amy. She’s quiet. She’s very har d-working. 这是埃米。
她很文静。
她学习努力。
29.T hat is Wu yifan. He’s very clever. He’s polite, too. 那是吴一凡。
他非常聪明。
他也很有礼貌。
30. Hello. My name is Oliver. 你们好，我叫奥利弗。
31.- Ms. Wang will be our new Chinese teacher.王女士将要成为我们新语文老师。
-What’s she like? 她什么样？-She’s very kind. 她很和蔼。
-Is she strict? 她要求严格吗？- Yes, sometimes. 是的，有时严格。
32.We have a new PE teacher. He’s a good fo ot ball player. 我们有一个新体育老师。
他是一个优秀的足球运动员。
33.-Do you know Mr. Young? 你知道杨先生吗？-No. I don’t. Who is he? 不，我不知道。
他是谁？- He’s our music teacher. 他是我们的音乐老师。
-Is he young? 他年轻吗？-No, he isn’t. He’s old. 不，他不年轻。
他老了。
-Is he funny? 他有趣吗?-Yes, he is. 是的，他有趣。
-Great! I like funny teachers. 太好了！我喜欢有趣的老师。
34.- Who’s Mrs. Smith? 史密斯太太是谁？- She’s the head teacher. She’s tall. She’s strict. 她是校长。
她很高。
她要求严格。
35.-I have a new teacher. I like him. 我有一位新的老师。
我喜欢他。
-What’d he like? 他长得什么样子？-He’s tall and thin. 他又高又瘦。
Day 4-6Words& dialogs1.Monday星期一2.Tuesday星期二3.Wednesday星期三4.Thursday星期四5.Friday星期五6.Moral Studies 思想品德课7.Social Studies 社会课8.Saturday星期六 9.Sunday星期天10.day天 11.wait等等；等待12.tomorrow明天 13.often经常14.love 爱 15.have 有16.on 在…时候 17.do homework 做作业18.watch TV 看电视 19.read books 读书20. Which class do you like?你喜欢什么课？21. -What do you have on Mondays? 我们星期一有什么课？-We have English, math, and PE.我们有英语课，数学课和体育课。
22.-What day is it today? 今天星期几？-It’s Monday. 星期一。
23.-I like weekends.星期六我喜欢周末。
-Me too. 我也是.24.-What do you do on the Saturdays? 你星期六干什么？-I watch TV, do my homework and read books.我看电视，做我的作业并且读书25.-What do we have on Wednesdays? 我们星期三有什么课？-We have English, science, computer and PE.I like Wednesdays. 我们有英语、科技、电脑和体育。
我喜欢星期三。
26. I like Mondays and Fridays. We have PE class. 我喜欢星期一和星期五。
我们有体育课。
27.-What do you do on Saturdays? 你星期六干什么？-I often do my homework. 我经常写作业。
28.-What do you do on Saturdays? 你星期六都干什么？-I often play Ping-pong. 我经常打乒乓球。
-Great! I can play with you! 太好了！我可以和你一起打.29. A brown cow has a crown. 棕色的奶牛带着一只王冠。
30.Our loud mouth has a big mouth.我们那只能喊叫的老鼠长着一张大嘴巴。
31.Clean crows cry, clean clothes dry. 干净的乌鸦在叫，干净的衣服干了。
32.Good to know Mother’s day is the second Sunday in May.母亲节在五月的第二个星期日。
33.Father’s day is the third Sunday in June. 父亲节是六月的第三个星期日。
34.In America, Thanksgiving Day is the fourth Thursday in November. 在美国，感恩节是十一月份的第四个星期四。
35. In Canada, Thanksgiving Day is the second Tuesday in October.去加拿大，感恩节是十月份的第二个星期一。
Day 7-9Words& dialogs1.cabbage洋白菜2.pork猪肉3.mutton羊肉4.eggplant 茄子5.fish 鱼6.green beans 青豆7.tofu 豆腐8.potato土豆9.tomato西红柿 10.for 为11.lunch中餐 12.we 我们13.menu菜单 14.sound听起来15.Mew Mew 猫咪 16.healthy 健康的17.tasty好吃的 18.sweet 甜的19.sour酸 20.fresh新鲜的21.salty咸的 22.favourite最喜欢的23.they are 他们是 24.fruit水果25.grape葡萄 26.now现在27.have to 不得不 28.eat吃29.-What’s your favorite food? 你最喜欢的食物是什么？-Mutton. 羊肉。
30.-What do you have for lunch today? 今天你午饭吃什么？-I have eggplant. 我吃茄子。
-It’s tasty. 它很好吃的。
31.I don’t like grapes. They’re sour.我不喜欢葡萄。
它们是酸的。
32.I like grapes. They’re fresh. 我喜欢葡萄。
它们很新鲜。
33. The beef is too salty. I don’t like it. 牛肉太咸了。
我不喜欢它。
34.-What would you like for lunch? 你午饭想吃什么？-I’d like some tomatoes and mutton. 我想吃一些西红柿和羊肉。
35.-What would you like for lunch? 你午饭想吃什么？-I’d like some eggplant, please. 我想吃茄子。
-Sorry, no eggplant 对不起，没有茄子。
36.-What do you have for lunch on Mondays?你星期一午饭吃什么呀？-We have tomatoes , tofu and fish. Here’s our school menu. 我们吃西红柿、豆腐和鱼。
这是我们学校的菜谱。
-Great. What do you want to have for dinner, Amy? 太棒了。
你晚饭想吃什么，埃米？-I’d like potatoes and green bee s. 我喜欢吃土豆和一些青豆。
37. It’s tasty. It’s my favourite. 真好吃。
这是我最喜欢的。
38. What’s your favourite food? 你最喜欢的食物是什么？Day 10ArticalI have a good friend. Her English name is A nn. Her Chinese name is Wang Xiaolan. She is in Nanzhuang Primary School. She is twelve. She has black eyes and black hair. Her father is a doctor an d her mother is a nurse. Her brother is five years o ld. She likes dancing, singing and watching TV. She is friendly and she likes to help others. What a go od girl!我有一个好朋友。
她的英文名字是安。
她的中午名字是王小兰。
她在南庄小学。
她十二岁。
她有黑眼睛和黑头发。