Chapter 2&3&4 Class Modeling

合集下载

班班幼儿园第二章英文

班班幼儿园第二章英文Chapter 2: English at Banban KindergartenIntroduction:English language learning is an important aspect of education at Banban Kindergarten. In Chapter 2, we will explore the various methods and strategies used to teach English to our young learners. The curriculum is designed to provide a comprehensive and engaging English learning experience, focusing on four key areas: listening, speaking, reading, and writing. Through a combination of interactive activities, games, and songs, children develop their English language skills in a fun and stimulating environment.Listening:At Banban Kindergarten, listening skills are developed through various activities that encourage active listening and comprehension. Teachers use audio materials, such as English stories or songs, to expose children to different accents, intonations, and vocabulary. This helps them to develop their listening skills and comprehension abilities gradually.Additionally, teachers engage students in classroom discussions, group activities, and storytelling sessions, which further enhance their listening skills. By actively participating in these activities, children become more confident in their ability to understand spoken English.Speaking:To foster speaking skills, teachers at Banban Kindergarten use a communicative approach. From the moment children step into the classroom, English is the primary language of instruction. Teachers use simple, clear language and encourage children to express themselves in English. Activities such as role-plays, pair work, and games are incorporated into the curriculum to encourage children to speak confidently and fluently. Through frequent practice and positive reinforcement, children gradually gain confidence in using English to communicate with their teachers and peers.Reading:Reading is an essential part of language development, and at Banban Kindergarten, we aim to cultivate a love for reading in our students. The curriculum includes a wide range of storybooks, picture books, and leveled readers that are suitablefor young learners. Teachers create a welcoming reading corner within the classroom, stocked with books that cater to different reading abilities and interests. Through shared reading sessions, guided reading activities, and independent reading time, children develop reading skills such as phonics, word recognition, and comprehension. The goal is to instill a lifelong love for reading and provide a solid foundation in literacy.Writing:Writing skills are introduced gradually at Banban Kindergarten, beginning with the basics of letter formation and phonics. Teachers provide guided writing activities and encourage children to write simple sentences and short paragraphs. Through interactive writing exercises, children learn to express their ideas and thoughts in English, gradually improving their writing abilities. Teachers provide constructive feedback and assist students in improving their grammar, vocabulary, and sentence structure. The focus is on creating a positive and supportive environment that encourages children to practice and develop their writing skills.Assessment:At Banban Kindergarten, assessment is an integral part of thelearning process. Teachers use a variety of assessment methods to track each child's progress and identify areas for improvement. These methods include observation, informal assessments, and periodic tests. Teachers provide feedback to both students and parents regularly, highlighting areas of strength and areas that need improvement. This feedback helps parents to stay informed about their child's progress and actively engage in their English language learning journey.Conclusion:English language learning at Banban Kindergarten is designedto be an immersive and enjoyable experience for young learners. By focusing on listening, speaking, reading, and writing skills, children develop a solid foundation in English language proficiency. Through a combination of interactive activities, engaging materials, and skilled teachers, students gain confidence in using English to communicate effectively. The goal is to equip children with the necessary language skills to succeed in their future academic endeavors and beyond.。

2B 朗文(新思维) Chapter 2 单元测试

2B Chapter 2Part A一·、选出不同类的单词。

( ) 1. A. oranges B. butter C. eggs( ) 2. A. cakes B. milk C. lemon tea( ) 3. A. those B. there C. these( ) 4. A. some B. any C. make二、单词分类（请把下来单词按可数名词和不可数名词进行分类）sugar grapes oranges butter flour eggs不可数名词：三、选择最合适的答案，将序号写在括号里( )1. ---Does Billy like ________?---No, he________. It is too sweet.A. sweets; don’tB. sweets; doesn’tC. hot chocolate; doesn’t( )2. Is there _______ in the fridge.A.an eggB. eggsC. egg( )3. Are there any______ on the table?A.grapesB. a grapeC. orange( )4. Let ____ help you.A. weB. our( )5.Do you like to ____ a cake?A.makeB. cook四、连词成句、Chapter 2Part C一、连词成句、2. do not like people They(.)2B Chapter 2Part E&F一·、圈出正确答案的序号。

1.or__ges A.an B.en2.su__r A.ga B.ag3.__our A.fl B.fn4.bu__er A.tt B.te5.g__pes A.ra B.re6.to__toes A.ma B.mo7.ca__ A.ke B.ek8.ch__se A.ea B.ee9.h_m A.e B.a10.fa__rite A.va B.vo11.pota__es A.ta B.to12.ca__ots A.rr B.rl13.sa__d A.al 14.__lly A.si B.sl15.sandwi__es A.ch B.chi16.__ngoes A.na B.ma17.__licious A.be B.de三、选择最合适的答案，将序号写在括号里( )1. My best friend invites me ____ the party.A.joinB.to join( )2. Please help me ______ the vegetables.B.cut down B. cut up( )3. Put ____ in the bowl.B.they B. them( )4. ______ you like tomatoes？A. DoesB.Do( )5.She ____ some water.B.need B. needs四、给下面的句子重新排序1.Mix together.2.Put them in a bowl.3.Add salad dressing.4.Cut up the vegetables, the ham and the cheese.______ ______ ______ ______。

王关富商务英语阅读第二版chapter 2 详解

•
• • • • • • • • • • • •
•
Given that the scale of the downturn was so epochal, it should not be surprising that the nature of the recovery would likewise be the stuff of history. And it has been. As they make their way to Davos for the annual meeting of the World Economic Forum (WEF) by helicopter, bus, car or train (which is the right way to do it), the members of the global economic and political elite will find themselves coming to terms with something they have never known before. Given –considering 鉴于考虑到 Epochal 新纪元的;划时代的;有重大意义的 epoch 时代纪元 Epochal decisions made by Roosevelt and Churchill. 罗斯福和邱吉尔做出的有重大意义的决定 epochal stupidity. 无与伦比的愚蠢 Make one‘s way to 前往某处 He looked around , then made his way to the lavatory. DAVOS Davos 瑞士达沃斯是“世界经济论坛”the World Economic Forum (WEF) 的主办地. Come to terms with 勉强接受妥协安于 It took a long time for him to come to terms with his disability. Buyers can‘t come to terms with the car‘s styling, and its high price proved a bitter pill.不得不接受的现实考虑到经济衰退幅度如此的跨时代，经济复苏进程会很慢也是理所当然的，对此我们不应该感到吃惊。事实也正如我们所料，复苏进程确实很慢。全球经济政治精英乘直升飞机、大巴、小汽车或是火车前往达沃斯参加一年一度的世界经济论坛会议，此次会议上，全球经济政治精英会发现自己开始接受一些闻所未闻的事情。

朗文2Bchapter2练习

LWTE 2B Chapter 2Choose the correct answers.( ) 1. I want to make ________ fruit cake. Is there ________ fruit in the fridge?A. some; anyB. a; anyC. a; some( ) 2. -Are there _________ bananas? -Sorry. There aren’t _______ bananas. A. any; some B. some; some C. any; any( ) 3. I need ________ sugar. Is there ________ sugar?A. some; anyB. any; anyC. any; some( ) 4. There’s ________ egg, _________ orange and ________ butter.A. a; a; aB. an; an; someC. a; a; some( ) 5. ________ there any mangoes? – Yes, there _______.A. Is; isB. Are; areC. Are; isn’t( ) 6. ________ there any flour? -No, there ________.A. Is; isB. Are; isn’tC. Is; isn’t( ) 7. __________ make a cake.A. LetsB. Let’sC. Let( ) 8. ________ only one apple in the basket. But ________ some milk.A. There are; there isB. There is; there areC. There is; there is ( ) 9. -Are there any birds in the park? -Yes, ________ some birds.A. there isB. there areC. there aren’t( ) 10. Mary has a party this Sunday. She _______ some friends _______ her party.A. invite; toB. invites; inC. invites; to( ) 11. I can see some _______ in the fridge.A. cookies and chickenB. cookie and chocolateC. raisin and butters ( ) 12. ________ are some cats under the table, ________ are black.A. The; theyB. There; theyC. They; there ( ) 13. There _______ any grapes. There _______ any ham.A. are; isB. aren’t; isn’tC. are; isn’t ( ) 14. There _______ some mangoes but there _______ any grapes.A. is; isn’tB. are; areC. are; aren’t ( ) 15. Are there ______ potatoes? No, but there ______ some tomatoes.A. any; areB. some; aren’tC. any; aren’tRead and choose.读短文，选择正确的答案：。

三年级上册朗文2B Chapter2 知识点总结

Chapter2 Our favourite food.● Words 单词加粗的词要求能听、说、读、写；不加粗的要求能听、说、读，并且能英汉互译● Sentences 句型要求能深入理解并熟练运用 ● Grammar 语法要求能深入理解并且熟练运用1. 语法点：怎么问怎么答。

仔细找出疑问词。

Is 问is 答， Are 问are 答。

Is there any butter(不可数)? 因为butter 不可数，所以前面用is.grapes oranges a mango 葡萄橘子/橙子一只芒果 an egg sugar flour butter a cake一个鸡蛋糖面粉黄油一只蛋糕people人;人类these thosejoinpartypasspolitenamesandsame game这些那些加入派对递给有礼貌的名字沙子一样的游戏ham 火腿a tomato a potato a carrot 一个西红柿一个土豆一个胡萝卜salad dressing cheese a sandwich 沙拉酱奶酪一只三明治1. --Is there any butter? --Yes, there is. --No, there isn ’t.2. --Are there any eggs? --Yes, there are. --No, there aren ’t.Yes, there is.No, there is n’t.Are there any egg s（复数）? 因为s结尾是复数，所以前面用are. Yes, there are.No, there are n’t.。

walden chapter2译文

walden chapter2译文瓦尔登湖.第二章我生活的地方;我为何生活亨利大卫.梭罗八月里，在轻柔的斜凤细雨暂停的时候,这小小的湖做我的邻居，最为珍贵，那时水和空气都完全平静了，天空中却密布着乌云，下午才过了一半却已具备了一切黄昏的肃穆,而画眉在四周唱歌，隔岸相闻。

这样的湖，再没有比这时候更平静的了;湖上的明净的空气自然很稀薄，而且给乌云映得很黯淡了,湖水却充满了光明和倒影,成为一个下界的天空，更加值得珍视。

从最近被伐木的附近一个封顶上向南看，穿过小山间的巨大凹处，看得见葛湖的一副愉快的图景，那凹处正好形成湖岸那儿两座小山坡乡倾斜而下，使人感觉到似有一条溪涧，从山林谷中留下，但是却没有溪涧。

我是这样的从近处的绿色山峰之间和之上远望一些蔚蓝的地平线上的远山或更高的山峰。

真的垫起足尖来，我可以望见西北角上更远更蓝的山脉，这种蓝颜色是天空的染料制造厂中最真实的出品，我还可以望见村镇的一角，但是要换一个方向看的话，虽然我站得如此高，却给郁茂的树木围住，什么也看不透，看不到了。

在邻近，有一些流水真好，水有浮力地就浮在上面了。

便是最小的井也有这一点值得推荐，当你窥望井底的时候，你发现大地并不是连绵的大陆;而是隔绝的孤岛。

这是很重要的，正如井水之能冷藏牛油。

当我的目光从这一个山顶越过湖向萨德伯里草原望过去的时候,在发大水的季节里，我觉得草原升高了，大约是蒸腾的山谷中显示出海市蜃楼的效果,它好像沉在水盆底下的一个天然铸成的铜币，湖之外的大地都好像薄薄的表皮，成了孤岛，给小小一片横亘的水波浮载着,我才被提醒，我居住的地方只不过是干燥的土地。

虽然从我的门口望出去，风景范围更狭隘，我却一点不觉得它拥挤，更无被囚禁的感觉。

尽够我的想象力在那里游牧的了。

矮橡树丛生的高原升起在对岸,一直向西去的大平原和鞑靼式的草原伸展开去,给所有的流浪人家一个广阔的天地。

当达摩达拉的牛羊群需要更大的新牧场时，他说过，"再没有比自由地欣赏广阔的地平线的人更快活的人了。

SBS第一册-Unit2

Chapter Two – A 重点单词1.pen/ pen /钢笔2.book/ bʊk /书3.pencil/ ˈpens(ə)l /铅笔4.notebook/ ˈnoʊtbʊk / 笔记本5.bookshelf/ ˈbʊkʃelf /书架6.globe/ ɡloʊb /地球仪7.map/ mæp /地图8.board/ bɔːrd /板9.wall/ wɔːl /墙10.clock/ klɑːk /钟puter/ kəmˈpjuːtər /电脑12.table/ ˈteɪbl /桌子13.chair/ tʃer /椅子14.ruler/ ˈruːlər /尺15.desk / desk /书桌16.dictionary/ ˈdɪkʃəneri /字典重点句型Where isthe pen?Where’sIt’son the desk.It isFill in the blanks. (选词填空)W h e r e’s I t’s W h e r e on W h e r e i s1.Where is =2.It is =3.Where’s the book? = the book?4.It is the desk.5.is the globe?It’s on the wall.Chapter 2-B 重点单词1.bathroom浴室2.attic阁楼3.yard院子4.garage车库5.basement地下室6.restaurant饭店7.bank银行8.library图书馆9.park公园10.zoo动物园11.hospital医院重点短语living room客厅dining room饭厅movie theater电影院post office邮局重点句型重点语法Fill in the blanks(选词填空)am is basement What They in(1)is she doing?(2)I the garage.(3)are in the attic.(4)Where it?(5)We are in the.Be动词拓展（特殊疑问句用where/what/who/whose/how提问）1.where: 表示“哪里”，用于对地点提问2.who/whose: “谁” “谁的”用于对人提问3.what: “什么” 用于对某事物提问4.how: “怎样” 用于询问性质，状况，方式等。

英语词汇学chapter2

and
vowels
Exercises
Decentralization Specialize Individualistic Half-hearted A man of letters de-, center, -al, -ize, -ation
species, -al, -ize
in-, divide, -al, -ist, -ic half, heart, -ed a, man, of, letter, -s down, fall
(3) Allomorphs Morphs refer to certain phonological and orthographical forms. The linguistic phenomenon that the same functional unit varies in form from one context to another, for example, -(e)s of cats, horses, classes has the regular meaning “more than one”, yet has three different phonological forms:/-s.-z.iz/. The morpheme of plurality {-s}: /s/ after the sounds /t, p, k/; /z/ after /d, b, g, l/; /iz/ after /s, z, …/ Allomorphs refers to the variants of the same morpheme(-s, for example)
2) Reversative or privative
Centralize Plane Infect Zip Regulate Possess Pollute Decentralize Deplane Disinfect Unzip Deregulate Dispossess Depollute

高速铁路旅游英语-第二章沿海通道

Further Reading拓展阅读
Railway E-Ticket 铁路电子客票电子客票将原纸质车票承载的运输合同、乘车、报销三个凭证功能分离，实现运输合同凭证电子化、乘车凭证无纸化、报销凭证按需提供。实行电子客票，旅客可以降低乘车凭证丢失的概率，铁路部门可以减少改签的作业量。电子客票与纸质车票具有同等法律效力。电子客票是铁路旅客运输合同的电子形式与合同凭证，是旅客运输的电子记录，是以电子形式存在的记名有价证券。旅客需要掌握购票信息时，可以通过网站自行下载或打印行程信息提示，也可以到车站窗口、自动售／取票机打印行程信息提示。需要报销的旅客，可在开车前或乘车日期之日起30日内，凭购票时所使用的有效身份证件原件，到车站售票窗口、自动售／取票机换取报销凭证。报销凭证与车票不同，注有“仅供报销使用”字样）。
Geography & Climate 地理与气候 Qinhuangdao sits on the northwest coast of the Bohai Sea and borders Tangshan to the southwest, Chengde to the northwest, and Liaoning to the northeast. Its administrative area ranges in latitude from 39°24 to 40°37 N and longitude from 118°33 to 119°51 E. Qinhuangdao has a monsoon-influenced humid continental climate, with four distinct seasons. Winters are cold and dry and summers are hot and humid.

英语国家概况第二章知识点

Chapter 2 The Origins of a Nation∙第01讲Early Settlers & Roman Britain & The Anglo-SaxonsI. Early Settlers （5000 BC—55 BC）Britain was originally a part of the European continent. When the last Ice Age ended 7,000 years ago, melting ice flooded the low-lying lands, creatingthe English Channel and the North Sea, and turning Britain into an island.【译文】早期居民（公元前5000年—公元前55年）不列颠原是欧洲大陆的一部分。

7000年前的冰川时代结束时，融冰淹没了低地，形成了英吉利海峡和北海，不列颠变成了岛屿。

∙1） Iberians （伊比利亚人）（the first known settlers）① At about 3000 BC, these short, dark and long-headed people came to Britain,probably from the Iberian Peninsula, now Spain.② They were farming folk who kept animals and grew crops.【译文】1）伊比利亚人（所知道的最早的英国居民）①大约在公元前3000年的新石器时代，这些身材矮小、黑皮肤、长脸庞的人来到英国，他们很可能来自伊比利亚半岛，即现在的西班牙。

②作为农民他们饲养动物、种植庄稼。

∙2） The Beaker Folk （宽口陶器人）① At about 2000 BC the Beaker Folk arrived from the areas now knownas Holland and the Rhineland.② These people took their name from their distinctive bell-shaped drinkingvessels with which they were buried in crouching positions in individual graves.③ They brought with them the art of pottery making, the ability to fashionbronze tools and the custom of individual burial.【译文】2）宽口陶器人①大约公元前2000年，宽口陶器人从现在的荷兰和莱茵兰地区来到这里。

Chapter-2(第三版教材)

Discrete-Time Signals: Time-Domain Representation
• A right-sided sequence x[n] has zerovalued samples for n < N1
A right-sided sequence
•If N1 0, a right-sided sequence is called a causal sequence
In some applications, a discrete-time sequence {x[n]} may be generated by periodically sampling a continuous-time signal xa(t) at uniform intervals of time
Discrete-Time Signals: Time-Domain Representation
• Discrete-time signal may also be written as a sequence of numbers inside braces: {x[n]}={…,-0.2,2.2,1.1,0.2,-3.7,2.9,…} • The arrow is placed under the sample at time index n = 0 • In the above, x[-1]= -0.2, x[0]=2.2, x[1]=1.1, etc.
Discrete-Time Signals: Time-Domain Representation
• Graphical representation of a discrete-time signal with realvalued samples is as shown below:

新编简明英语语言学教程chapter2笔记

Chapter 2 Phonology2.1 The phonic medium of language (Lead in)Language is primarily vocal. The primary medium of human language is sound. Linguists are not interested in all sounds, but in speech sounds----sounds that convey meaning in human communication.Sounds which are meaningful in human communication constitute the phonic medium of language.Language is a “system of vocal symbols”. Speech sounds had existed long before writing was invented, and even today, in some parts of the world, there are still languages that have no writing system. Therefore, the study of speech sounds is a major part of linguistics.2.2 Phonetics2.2.1 What is phonetics?----A branch of linguistics which studies the characteristics of speech sounds and provides methods for their description, classification and transcription, e.g. [p] bilabial, stop.Phonetics looks at speech sounds from three distinct but related points of view:(Speech production-----------------speech transmission---------------speech perception)⏹Articulatory phonetics（发音语音学）----from the speakers‟point of view, “how speakers produce speechsounds”⏹Auditory phonetics（听觉语音学）----from the hearers‟ point of view, “how sounds are perceived”⏹Acoustic phonetics（声学语音学）----from the physical way or means by which sounds are transmitted from oneto another.2.2.2 Organs of speechSpeech organs, also known as V ocal organs, are those parts of the human body involved in the production of speech. The diagram of speech organs:1. Lips 7. Tip of tongue2. Teeth 8. Blade of tongue3. Teeth ridge (alveolar) 9. Back of tongue4. Hard palate 10. V ocal cords5. Soft palate (velum) 11.Pharyngeal cavity6. Uvula 12. Nasal cavityThe important cavities:☆The pharyngeal cavity 咽腔---- the throatLarynx: at the top of the trachea, the front of which is the Adam‟s apple. This is the first place where sound modification might occur. The larynx contains the Vocal folds, also known as Vocal cords or Vocal bands. The vocal folds are a pair of structure that lies horizontally with their front ends joined together at the back of the Adam‟s apple. Their rear ends, however, remain separated and can move to various positions. The vocal folds are either (a) apart, (b) close together, (c) totally closed.Vibration of the vocal cords results in a quality of speech sounds called voicing, which is a feature of all vowels and some consonants in English.Voiceless: when the vocal cords are spread apart, the air from the lungs passes between them unimpeded.V oiced (V oicing): when the vocal cords are drawn together, the air from the lungs repeated pushes them apart as it passes through, creating a vibration effect.☆The oral cavity 口腔---- the mouthThe oral cavity provides the greatest source of modification of the air stream. ([k]/[g], [t]/[d], [θ]/[δ], [f]/[v], [p]/[b])☆The nasal cavity 鼻腔---- the noseThe nasal cavity is connected with the oral cavity. The soft part of the roof of the mouth, the velum, can be drawn back to close the passage so that all air exiting from the lungs can only go through the mouth. The sounds produced in this condition are not nasalized. If the passage is left open to allow air to exit through the nose, the sounds produced are nasalized sounds.2.2.3 Orthographic representation of speech sounds--- broad and narrow transcriptions（语音的正字法表征：宽式/窄式标音）---- A standardized and internationally accepted system of phonetic transcription is the International Phonetic Alphabet (IPA). The basic principle of the IPA is using one letter to represent one speech sound.Broad transcription: the transcription with letter-symbols only（代表字母的符号）e.g. clear [l]Narrow transcription: the transcription with letter-symbols together with the diacritics. e.g. dark [ l ], aspirated [ p ] (Diacritics are additional symbols or marks used together with the consonant and vowel symbols to indicate nuances of change in their pronunciation.)E.g. : [l]→[li:f]--→ a clear [l] (no diacritic); [l]→[bild]--→a dark [l] (~)[p]→[pit]--→an aspirated [p h](h表示送气)[p]→[spit]--→an unaspirated [p] (no diacritic)2.2.4 Classification of English speech sounds---- English speech sounds are generally classified into two large categories:⏹V owels⏹ConsonantsNote: The essential difference between these two classes is that in the production of the former the air stream meets with no obstruction of any kind in the throat, the nose or the mouth, while in that of the latter it is somehow obstructed.2.2.4.1 Classification of English consonantsEnglish consonants can be classified either in terms of manner of articulation or in terms of place of articulation.In terms of manner of articulation根据发音方法分(the manner in which obstruction is created)① Stops闭塞音: the obstruction is total or complete, and then going abruptly[p]/[b], [t]/[d], [k]/[g]② Fricatives摩擦音: the obstruction is partial, and the air is forced through a narrow passage in the month[f]/[v], [s]/[z], [∫]/[з], [θ]/[δ], [h] (approximant)③ Affricates塞擦音: the obstruction, complete at first, is released slowly as in fricatives [t∫]/[dз]④ Liquids流音: the airflow is obstructed but is allowed to escape through the passage between part or parts of the tongue and the roof of the mouth[l]→a lateral sound; [r]→ retroflex⑤ Glides滑音: [w], [j] (semi-vowels)Liquid + glides + [h]→ approximants⑥ Nasals鼻音: the nasal passage is opened by lowering the soft palate to let air pass through it[m], [n], [η]By place of articulation根据发音部位分(the place where obstruction is created)①bilabial双唇音: upper and lower lips are brought together to create obstructions [p]/[b], [w]→(velar)②labiodentals唇齿音: the lower lip and the upper teeth [f]/[v]③dental齿音:the tip of the tongue and the upper front teeth [θ]/[δ]④alveolar齿龈音: the front part of the tongue on the alveolar ridge [t]/[d], [s]/[z], [n], [l], [r]⑤palatal腭音: tongue in the middle of the p alate [θ]/[δ], [t∫]/[dз], [j]⑥velars软腭音:the back of the tongue against the velum [k], [g], [η]⑦glottal喉音: the glottal is the space between the vocal cords in the larynx [h]Conclusion: Factors to describe a consonant(1) State of vocal cords (VL/VD)(2) Manner of articulation (MA)(3) Place of articulation (PA)2.2.4.2 Classification of English vowelsV owel sounds are classified according to: the position of the tongue in the mouth, the openness of the mouth, the shape of the lips, and the length of the vowels.Highest Part of the tongue (front, central, back)Front vowels are the ones in the production of which the front part of the tongue is raised the highest such as [i:] [i] [e] [æ] [a].When the central part of the tongue maintains its highest position, the vowels thus produced are central vowels such as [3:] [Ə] and [ ] .If the back of the tongue is held the highest, the vowels thus produced are back vowels such as [u:][u] Openness of mouthRounded or unrounded lipsrounded vowels: All the back vowels in English are rounded except [ɑ:].unrounded vowels: All the front vowels and central vowels in English are unrounded.Length of the vowellong vowels: They are usually marked with a colon such as [i:] and [ɑ:]short vowels: other vowels in English are short vowels such as [e], [ə] and [æ].monophthongs: individual vowelsdiphthongs: produced by moving from one vowel position to another through intervening positions. (集中/合口)2.3 Phonology2.3.1 Phonology and phoneticsWhat does English phonetics deal with?English phonetics is concerned with all speech sounds that occur in the English language. It studies how these sounds are produced and how they are described and classified.What does English phonology deal with?English phonology investigates the sound system of English. Different from English phonetics, English phonology is not interested in the actual production of English sounds, but in the abstract aspects:A. the function of sounds--- whether a sound can differentiate the meanings of wordsB. their patterns of combination--- how sounds are combined to form a permissible sound sequence⏹Both are concerned with the same aspect of language----the speech sounds. But they differ in their approachand focus.⏹Phonetics is of general nature; it is interested in all the speech sounds used in all human languages; it aims toanswer questions like: how they are produced, how they differ from each other, what phonetic features they have, how they can be classified, etc.⏹Phonology aims to discover how speech sounds in a language form patterns and how these sounds are used toconvey meaning in linguistic communication.(Speaker‟s mind--- Mouth--- Ear--- Listener‟s mind)2.3.2 Phone, phoneme, and allophonePhoneme: minimal distinctive unit in sound system of a language; a phoneme is a phonological unit; it is a unit of distinctive value, it is an abstract unit; not a particular sound, but it is represented by a certain phone in certain phonetic context, e.g. the phoneme /p/ can be represented differently in [pIt], [tIp] and [spIt].Phone: a phone is a phonetic unit or segment; the realization of phoneme in general. The speech sounds we hear and produce during linguistic communication are all phones. Phones do not necessarily distinguish meaning, some do, some don‟t. For example, in the words feel[fi:ł], leaf[li:f], tar[t h a:], star[sta:],there are altogether 7 phones: [f],[i:],[ł], [l], [t h]. [t], [a:], but [ł] and[l] do not distinguish meaning, [t h] and [t] do not distinguish meaning as well.Allomophone: the different phones which can represent a phoneme in different phonetic environments are called the allophones of that phoneme; realizations of a particular phoneme.2.3.3 Phonemic contrast, complementary distribution, and minimal pairPhonemic contrast: when two phonemes can occur in the same environments in two words and they distinguish meaning, they‟re in phonemic contrast.E.g. pin & bin → /p/ vs. /b/ rope & robe → /p/ vs. /b/Complementary distribution:two or more than two allophones of the same phonemes are said to be in complementary distribution because they can not appear at the same time, or occur in different environment, besides they do not distinguish meaning.E.g. dark [l] & clear [l], aspirated [p] & unaspirated [p]Minimal pair: when two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, the two sounds are said to form a minimal pair.E. g. mail vs. nail beat, bit, bet, bat, boot, but, bait, bite, boat2.3.4 Some rules in phonology2.3.4.1 Sequential rulesSequential rules ---- the rules that govern the combination of sounds in a particular language, e.g. in English, “k b i I” might possibly form blik, klib, bilk, kilb.⏹If a word begins with a [l] or a [r], then the next sound must be a vowel.⏹If three consonants should cluster together at the beginning of a word, the combination should obey thefollowing three rules, e.g. spring, strict, square, splendid, screama) the first phoneme must be /s/,b) the second phoneme must be /p/ or /t/ or /k/,c) the third phoneme must be /l/ or /r/ or /w/.⏹The affricates [t∫],[dз] and the sibilants [s],[z],[θ],[δ]are not to be followed by anothersibilants.2.3.4.2 Assimilation ruleAssimilation: articulatory adaptation of one sound to a nearby sound with regard to one or more features.Nasalization: /m/, /n/, /ŋ/[-nasal]→ [+nasal]/_______ [+nasal]Dentalization: /ð/, /θ/[-dental]→[+dental]/______[+dental]V elarizatio n: /k/, /g/, / ŋ/: Word-final /n/ becomes velar before velar plosives/k, g/: ten cups; ten girls[-velar]→ [+ velar]/______[+velar]2.3.4.3 Deletion ruleDeletion rule---- it tells us when a sound is to be deleted although it is orthographically represented, e.g. design, paradigm, there is no [g] sound; but the [g] sound is pronounced in their corresponding forms signature, designation, paradigmatic.E.g. delete a [g] when it occurs before a final nasal consonant 省略词末鼻辅音前的[g]音2.3.5 Suprasegmental features--- stress, tone, intonationsegmental features（切分特征）--- the distinctive features which can only have an effect on one sound segment are called segmental features.Suprasegmental features----the phonemic features that involve more than single sound segments (larger than phoneme)2.3.5.1 StressWord stress⏹The location of stress in English distinguishes meaning, e.g. a shift in stress in English may change the part ofspeech of a word:verb: im‟port; in‟crease; re‟bel; re‟cord …noun: …import; …increase; …rebel; …record …⏹Similar alteration of stress also occurs between a compound noun and a phrase consisting of the sameelements:compound: …blackbird; …greenhouse; …hotdog…noun phrase: black …bird; green …house; hot …dog…⏹The meaning-distinctive role played by word stress is also manifested in the combinations of -ing forms andnouns:modifier: …dining-room; …reading room; …sleeping bag…doer: sleeping …baby; swimming …fish; flying …plane…Sentence stressSentence stress----the relative force given to the components of a sentence. Generally, nouns, main verbs, adjectives, adverbs, numerals and demonstrative pronouns are stressed. Other categories like articles, person pronouns, auxiliary verbs prepositions and conjunctions are usually not stressed.Note: for pragmatic reason, this rule is not always right, e.g. we may stress any part in the following sentences.He is driving my car.My mother bought me a new skirt yesterday.2.3.5.2 T oneTones are pitch variations, which are caused by the differing rates of vibration of the vocal cords.⏹English is not a tone language, but Chinese is.ma 妈(level)ma 麻(the second rise)ma 马(the third rise)ma 骂(the fourth fall)2.3.5.3 IntonationWhen pitch, stress and length variations are tied to the sentence rather than to the word, they are collectively known as intonation.English has three types of intonation that are most frequently used (first three types):falling tone (matter of fact statement)rising tone (doubts or question)the fall-rise tone (implied message)the rise-fall toneHe is not ↘ there. What did you put in my ↗ drink, ↘ Jane?He is not ↗ there? What did you put in my ↘ drink, ↗ Jane?For instance,“That’s not the book he wants.”Ss exercise: Explain the meaning of the following words or phrases or sentences when marked with different stress or with different intonation.Assignments1. Ss complete the review questions during the classes.2. Ask students to do the exercises 1-10 on Page 30.。

《O·Henry's Short Stories 欧·亨利短篇小说集》 Chapter 2阅读笔记

1.2Chapter2故事回顾：每天精打细算的Della为了给丈夫Jim买一件圣诞礼物，不惜剪掉了一头秀发，并用换来的钱为丈夫配了一条金表链。

而下班回家后的Jim看到短发的Della又将会说些什么？The shop took twenty-one dollars from her for it, and she hurried home7with the eighty-seven cents.商店收了她21块钱，她带着剩下的8毛7分钱匆匆地回家了。

When she arrived there,she looked at her very short hair in the glass.‘What can I do with it?’she thought.For the next half an hour she was very busy.回家以后，她从镜子里打量着自己的短头发。

“我该怎么打理一下呢？”她想。

接下来的半个小时里，她忙成了一团。

Then she looked again in the glass.Her hair was now in very small curls8all over her head.‘Oh,dear.I look like a schoolgirl!’she said to herself.‘What’s Jim going to say when he sees me?’然后她又照了照镜子。

现在她满头都是小卷卷儿。

“哦，天哪！我看上去像个小女生！”她自言自语道，“Jim看到我会怎么说呢？”At seven o’clock the dinner was nearly ready and Della was waiting.‘Oh,I hope he thinks that I’m still beautiful!’she thought.7点钟，晚餐就快做好了，Della等着Jim回来。

英语语言学Chapter2

英语语⾔学Chapter2Chapter T woⅡ. Fill in each of the following blanks with one word which begins with the letter given:1. A refers to a strong puff of airstream in the production of speech sounds.2. A phonetics describes the way our speech organs work to produce the speech sounds and how they differ.3. The four sounds /p/, /b/, /m/ and /w/ have one feature in common, i.e., they are all bsounds.4. Of all the speech organs, the t is the most flexible, and is responsible for varieties of articulation than any other.5. English consonants can be classified in terms of manner of articulation or in terms of pof articulation.6. When the obstruction created by the speech organs is total or complete, the speech sound produced with the obstruction audibly released and the air passing out again is called ass.7. S features are the phonemic features that occur above the level of the segments. They include stress, tone, intonation, etc.8. The rules that govern the combination of sounds in a particular language are called srules.9. The transcription of speech sounds with letter-symbols only is called broad transcription while the transcription with letter-symbols together with the diacritics is called ntranscription.10. When pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as i.11. P is a discipline which studies the system of sounds of a particular language and how sounds are combined into meaningful units to effect linguistic communication.12. The articulatory apparatus of a human being are contained in three important cavities: the pharyngeal cavity, the o cavity and the nasal cavity.13. T one are pitch variations, which are caused by the differing rates of vibration of the vocal cords and which can distinguish meaning just like phonemes.14. Depending on the context in which stress is considered, there are two kinds of stress: word stress and s stress.perception.16. The articulatory apparatus of a human being are embedded in three important cavities. These three cavities are p o and n cavitythe production of them.18. Vis a feature of all vowels and some consonants. When the vocal cords do cause vibration, the sounds produced are ; otherwise they are named sounds19. Two ways to transcribe speech sounds are available, broad transcription and narrow transcription. The major difference between them is with or without .20. When the obstruction is partial and the air is forced through an arrow passage in the mouth soas to cause definite local friction at the point, the speech sound thus produced is a .21. The basic unit of phonology is a phoneme. It is an abstract collection of .22. When phonemic contrast is mentioned we realize that the two sounds belong tophoneme(s), when complementary distribution is discussed, the allophones come from phoneme(s); and finally when free variation is talked about, we understand that the sounds are derived from phoneme(s).23. In English, complementary distribution of allophones is required to meet two conditions, one condition is that they never occur in the ; the other is that they shouldshare .24. In English, the study of phonology hasso far mainly found three phonological rules. They areand rule.III. There are four choices following each statement. Mark the choice that can best complete the statement:1. Of all the speech organs, the _______is/are the most flexible.A. mouthB. lipsC. tongueD. vocal cords2. The sounds produced without the vocal cords vibrating are ____ sounds.A. voicelessB. voicedC. vowelD. consonantal3. __________ is a voiced alveolar stop.A. /z/B. /d/C. /k/D. /b/4. The assimilation rule assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones ____________.A. identicalB. sameC. exactly alikeD. similar5. Since /p/ and /b/ are phonetically similar, occur in the same environments and they can distinguish meaning, they are said to be ___________.A. in phonemic contrastB. in complementary distributionC. the allophonesD. minimal pair6. The sound /f/ is _________________.A. voiced palatal affricateB. voiced alveolar stopC. voiceless velar fricativeD. voiceless labiodental fricative7. A ____ vowel is one that is produced with the front part of the tongue maintaining the highest position.A. backB. centralC. frontD. middle8. Distinctive features can be found running over a sequence of two or more phonemic segments. The phonemic features that occur above the level of the segments are called _______.A. phonetic componentsB. immediate constituentsC. suprasegmental featuresD. semantic features9. A(n) ___________ is a unit that is of distinctive value. It is an abstract unit, a collection of distinctive phonetic features.A. phoneB. soundC. allophoneD. phoneme10. The different phones which can represent a phoneme in different phonetic environments are called the ____ of that phoneme.A. phonesB. soundsC. phonemesD. allophones11. Phonetics is the study of _______.A. all the sounds that occur in the world’s languagesB. speech sounds used by human languages to representC. the differences between sounds used inhuman languages and sounds in natureD. how phonological differences can lead to misunderstanding12. /m, n/ are _______.A. fricativesB. dentalsC. glidesD. nasals13. /w, j/ belong to _______.A. fricativesB. dentalsC. glidesD. nasals14. Which of the following vowel is the rounded vowel?A. [i:]B. [u:]C. [i]D. [a:]15. In the field of phonology, which of the following does NOT belong to the suprasegmental features?A. stressB. toneC. intonationD. syllable16. Classification of vowels is made up of the following EXCEPT _______.A. the position of the tongueB. the openness of the mouthC. the shape of the lipD. the width of the vowels17. A sound which is capable of distinguishing one word or one shape of a word from another in a given language is a ______.A. phonemeB. allophoneC. phoneD. allomorph18. /p, t, k/ are _______.A. fricativesB. affricatesC. glides19. /kuku:/ is a bird’s call. The name of such a bird is CUCKOO which is an example of ______.A. language universalsB. onomatopoeiaC. teaching grammarsD. morphs20. The vowel [u:] in [fu:d] (food) is a______ vowel.A. backB. frontC. unroundedD. central21. In English, there is only one glottal. It is ______.A. [f]B. [r]C. [h]D. [v]22. Which of the following sounds is a voiced bilabial stop?A. [m]B. [v]C. [p]D. [b]23. The different phones which can represent a phoneme in different phonetic environments are called the _______ of that phoneme.A. minimalB. allomorphC. phonesD. allophones24. [i:], [i], [e] are all ______ vowels.A. frontB. centralC. backD. back25. Which of the following is a fricative sound?A. [m]B.[p]C.[w]26. There are _______ nasals in English.A. oneB. twoC. threeD. four27. _______ are not a minimal pair in English.A. “sink” and “zinc”B. “fine” and “vine”C. “bat” and “pat”D. “teach” and “cheat”。

Chapter 2(中英完整版)

机会指那些能帮助企业获得竞争优势的总体环境条件。机会指那些能帮助企业获得竞争优势的总体环境条件。 Threat
General environment condition that may hinder a company's efforts to achieve strategic competitiveness
Competitor Environment
Gives details about
A firm’s direct and indirect competitors The competitive dynamics expected to impact a firm's efforts to generate above-average returns
威胁指那些会妨碍企业获得竞争优势的环境条件。威胁指那些会妨碍企业获得竞争优势的环境条件。
12
External Environment Analysis
Scanning 搜索——总体环境各方面的研究总体环境各方面的研究搜索 Monitoring
(Cont’d)
4 components of External Environment
7
The External Environment
经济
人口
社会文化
政策技术
全球化
8
External Environment: General, Industry and Competitor
Industry Environment
(Cont’d)
行业环境
Set of factors directly influencing
11
External Environment Analysis

语言学概论Chap2

II. Warm-up questions

பைடு நூலகம்

1. How many sounds (phonemes) are there in the English language? How many vowels? How many consonants? 2. What is the major difference between vowels and consonants? 3. What pronunciation of the English language is used as the standard pronunciation respectively in the US and the UK?

e.g. ten mice: [ten mais] → [tem mais] (regressive assimilation 逆同化) teach students: [ti:tʃ stju:dənts] → [ti: tʃ ʃtju: dənts] (progressive assimilation 顺同化) don’t you: [dəunt ju:] → [dəuntʃu:] (reciprocal assimilation 相互同化)
Chapter 2
Speech Sounds
I. Quick check

design features arbitrariness duality displacement phatic communion metalanguage macrolinguistics synchronic diachronic prescriptive descriptive langue parole competence performance

香港朗文2AChapter2教案设计

Chapter2 About me单元分析：本单元由句型教学、语篇教学、故事教学、小诗和语音等几个部分组成。

本单元重点学习了如何用英语提问关于我的一些情况以及回答的方式等一些常用语。

通过本课学习使学生学会对日常用语进行交际、说英语、背小诗，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，在表演、对话、诗歌等形式的学习过程中激发学生对英语学习的兴趣。

文中出现的许多地名在日常生活中并不常见，并且很难读准发音，因此在学习语篇时老师应尽可能给学生创世适合他们的情境，便于操练，利于学习。

在故事教学中中，充分交给学生，发挥其小组合作的主动性，充分利用语言操练。

另外，通过琅琅上口的小诗形式提高学生的学习积极性，有益于学生记忆。

Language focus:1.Where do you live?2.Ilive in Chai Wan.3.What’s your telephone number?.Language focus:i: thin, win, hit, sit /I/Text types:conversations, stories, maps, stories, telephone books, poems教具准备：PPT、图片。

课时安排：本单元共安排五课时Chapter2 About me (Period 1)一、Teaching contents：《International Edition Longman Welcome to English》Chapter2 About me Part A二、Teaching aims1. Aims of knowledgea. To introduce pupils to different means of places in Hong Kong.b. To encourage pupils to learn the names of some districts in Hong Kong.c. To encourage pupils to ask and answer about the ways they come to school.d. Ask and answer about the districts they live in .2. Aims of abilitiesa. Use simple sentences to communicate with others.b. Use interrogative pronouns to find out specific information about transport inHong Kong.c. To establish and maintain relationships and routines in carring out classroomactivities.33.Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a.To encourage pupils to learn the names of some districts in Hong Kong.b. Pupils learn the names of different means of districts in Hong Kong.c.To encourage pupils to ask and answer about the ways they come to school. Difficult points:To introduce pupils to know the pronunciations of districts in Hong Kong.四、Teaching aids1. flash cards2. PPT五、T eaching procedure:Step 1. Warm-up1. Greetings2. Warm-up activities.3.Talk with the SsStep 2. Presentation1. Good morning class! Nice to meet you .What’s the weather like today ? What day is it today?2. What’s this ?It’s a map .Look . We can find some places from this map .Do you know where we are ? We are in Xi’an . Xi’an is a good place. Show the area of Xi’an. I live in… Show the question Where do you live ? Find a student to answer .Then teach the question Where do you live ? and the answer by using together ,group by group ,one by one .Then ,Go round the class asking pupils where they live .It doesn’t matter if they all answer with the same district . The most important thing is that they understand the concept.Now ,look ,this is the New Territories .This is Kowloon .This is Hong KongIsland .Let’s learn it together .Teach different names of the New Territories by using the flash cards.This is ….3.Teach the question form. Then go round the class asking questions and eliciting answers.Do you know here ?This is …4.Ok ,listen to the E –book and follow .5.Little teacher6.Boys and girls read ,7.IndividualsStep 3. Conclusion1.Let the Ss talk with their partner by using the questions they have learned.2.Read the new words and have a competition(let each of a group come to the board to have a competition ,who is quicker ,I will give a star )3. Ask who can read the names of places .六、Homework1.Copy the words 3 times and try to remember them.2.Follow the CD read part A七、 Blackboard writingChapter2 About meWeather Date Group A B CA: Where do you live?B: I live in … .Sha Tin Tuen Mun Tsuen Wan KowloonMong Kok Kwun Tong Chai Wan Wan Chai八、Reflection after class:Chapter2 About me (Period 2)一、 Teaching contents：《International Edition Longman Welcome to English》Chapter2 About me (Period2) Part A & PartB二、Teaching aims1. Aims of knowledgea. To interpret and use simple given information through processes or activitiessuch as labeling, matching, sequencing, describing, classifying; and to follow simple instructionsb. To introduce pupils to different means of places in Hong Kong.c. To encourage pupils to learn the names of some districts in Hong Kong.d. To encourage pupils to ask and answer about the ways they come to school.e. Ask and answer about the districts they live in .2. Aims of abilitiesa. Use simple sentences to communicate with others.b. Use interrogative pronouns to find out specific information about transport inHong Kong.c. To establish and maintain relationships and routines in carry out classroomactivities.3. Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a.To encourage pupils to learn the names of some districts in Hong Kong.b.Pupils learn the names of different means of districts in Hong Kong.c.To encourage pupils to ask and answer about the ways they come to school. Difficult points:a. To introduce pupils to know the pronunciations of districts in Hong Kong.四、Teaching aids1.Flash cards2.PPT五、Teaching procedure:Step1. Warm-up1. Greetings2. Warm-up activities.3.Talk with the SsStep 2. Presentation1.Good morning class! Good morning. What’s the weathe r like today ? What day is it today?2.Ok ! You did a nice job ,who can answer my question ? Look at the screen .(PPT).Review the words they have learn. Using the flash cards, cover them and ask pupils to spell them keep repeatingReview the sentence byWhere do you live ? I live in … ask questions and let them answer.Correct them when they were wrong.3. Ask questions “Where does Sally live ?” and let them listen to the sampleconversations in part A .After listening the students should answer the teac her’s question.4. Follow the CD to read the part A together. Then group by group. (Ok ,let’s havea competition ,who is better I will give a sticker)5. Listen to the E-book again ,point and say .6 .Boys and girls read ,7.Little teacher8.Well, let’s g o ahead , who want to show us this conversation ,hands up .(choosetwo Ss to act the conversation)Step 5.Consolidation1.Let the Ss talk with their partner and do the Part B together.A: where do you live, xxx?B: I live in … .2.Check the answer3.Act conversatione the sentences they have learned instead of the text.六、 Homework1. Recite part A.2.Act the part A to your parents3.Ask and answer part B in pairs.七、 Blackboard writingChapter2 About meA: Where do you live，xxx ?B: I live in … .Sha Tin Tuen Mun Tsuen Wan KowloonMong Kok Kwun Tong Chai Wan Wan Chai七、Reflection after class:Chapter2 About me （ Period 3）一、Teaching Contents《朗文英语》2A Chapter 2第三课时 Part C&D二、 Teaching aims1. Aims of knowledgea.To develop pupils’ reading skills and stimulate their critical thinking ability.b.To obtain and provide information in simple classroom situations and through activities such as interactive games and role-play.c. To provide or find out and present simple information on familiar topics.e. Use the simple present tense to express opinions.2. Aims of abilitiesa. To provide or find out and present simple information on familiar topicsb. Use interrogative pronouns to find out specific information about some places in Hong Kong.e simple sentences to communicate with others .3.Aims of emotiona..Develop participatory, cooperative ,love and caring attitudesb. To develop pupils’reading skills and stimulate their critical thinking ability.三、Difficult and key pointsa.Pupils learn to ask and answer about the ways they come to school and other’s telephone number.b.Pupils learn some pronunciation of new words .四、Teaching aidsFlash card , CD , super E-book五、T eaching procedure:1. Warm up1) Greet to pupils2). Warm-up activities.3).Talk with the Ss2. Presentation1). Good morning class! Good morning. How are you? What’s the weather like today? What day is it today?2). Ok ! You are great . who can answer my question ? look at the screen .(PPT). What does the teacher want to know? What do the pupils need to do ?(Arouse pupils’ interest in reading by asking questions)3).Ask questions about the story .How many Girls are there in the story?Do they know each other?4). Introduce the topic of telephone numbers.Do you have a telephone at home?If you want to get in touch with your friends, you need to know their telephone numbers.5).Teach the question what’s your telephone number? And the way to say telephone numbers. Teach 0 as zero or oh. Teach double and triple for repeated numbers, e.g.33=double three, 444=triple four. Practise with different numbers.T; My telephone number is … W hat’s your telephone number, May?Pl: It’s…T: Thank you. What about you, tony? What’s your telephone number?P2:It’s …T: Good. Thank you.6).Pre-teach any new words.7).Tell pupils to read the story once silently.8).Ask questions about the story.What’s the name of mary’s new friend?(kitty.)Where’s mary’s telephone number?(2333 4440.)Are the two girls neighbours?(yes.)9).Get pupils to act the story in groups. Ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.10). Check pupils’ answers to part D.11). Listen to the E-book again , point and say .12).Boys and girls read ,Little teacher3.Consolidation1).Read the text2).Let them practise some telephone number4.Homework1). Read part C and try to recite it.2).Ask your friend’s telephone number六、. Blackboard writingChapter2About meHow do Mary and Kitty meet ?Where do they live ?七、Reflection after classChapter2 About me （Period 4）一、Teaching Contents《朗文英语》2A Chapter 2第四课时 Part E二、 Teaching aims1. Aims of knowledgea.To get pupils to practice using questions previously learnt to ask for personal information.b.To obtain and provide information in simple classroom situations and through activities such as interactive games and role-play.c.To get pupils to practice talking about more about their friends .2.Aims of abilitiesa.To establish and maintain relationships and routines in carrying out classroom activities.b.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying; and to follow simple instructions.c.To get pupils to practice talking with others.3.Aims of emotiona. Develop confidence in using English through performing tasks on their own or in groups.b.Develop participatory, cooperative, love and caring attitudes.三、Difficult and key pointsa.To get pupils to practice talking about more about their friends .b.Appreciate the beauty of the language through enjoying reading simple conversations.c.Remind pupils of the difference between How are you ?and How old are you ?.d.To provide or find out and present simple information on familiar topics.四、Teaching aidsFlash card , CD , super E-book五、T eaching procedure:1. Warm up1). Greet to pupils2). Warm-up activities.3).Talk with the Ss.2. Presentation1). Hello, class! Good morning. Nice to meet you What’s the weather like today? What day is it today?2).Talk with a studentHello,…How old are you ?Where do you live ?How do you come to school ?What is your telephone number ?Ok ! You are great. Ok ,you are so clever3).Now who can ask questions like me ?(Ask a pupil to come to the stage )4).Ok ,excellent .Now talk with your partners.In pairs ,pupils act Tom and the teacher .They ask and answer questions based on the information provided on the blackboard .Go round the class checking their understanding.6)Listen to the E-book7)point and say . Read the sample conversations in partE.8).Follow the CD to read part E together. Then group by group .(Ok ,let’s have a competition ,who is better I will give a sticker) 9.Boys and girls read ,9).Little teacher10).Check pupils’answers to Part E.3.Consolidation1). Let the Ss talk with their partner by using the basic questions.2)Tell Ss to find out more informations about their friends.4.Homework1).Read part E and try to recite it .2).Act the part E to your parents六、. Blackboard writingChapter2 About meHow old …?----.Where …?I live in …七、Reflection after classChapter2 About me （Period 5）一、Teaching Contents《朗文英语》2A Chapter 2第五课时 PartF &Phonics二、 Teaching aims1. Aims of knowledgea.To enable to pupils to enjoy and appreciate the English Language through a poem.b.To recognise some obvious features of the English language in simple spoken and written texts such as the direction of writing in English, the characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of the language.c.To develp an awareness and an enjoyment of the basic sound patterns of English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speakinge.Get pupils to look at the PPT while they pronounce the /i/.2.Aims of abilitiesa.To recognize some obvious feature of the English Language in simple spoken and written texts such as the direction of writing in English ,the characteristics of an alphabetic script and the sound patterns of English ;and apply this awareness to one’s initial learning and use of the language .b.To develop an awareness and an enjoyment of the basic sound patterns of English in imaginative texts through activities such as participating in action rhymes singing songs and choral speaking .3. Aims of emotionAppreciate the beauty of the language through enjoying reading simple conversations.三、Difficult and key points1. Get pupils to look at the PPT while they pronounce the /i/.2. To enable to pupils to enjoy and appreciate the English Language through a poem.3.Get pupils to pronounce the /i/ in different words.四、Teaching aidsFlash card , CD , super E-book五、T eaching procedure:1. Warm up1). Greet to pupils2). Warm-up activities.3).Talk with the Ss2.Presentation1）. Hi, class! Good morning. Nice to see you What’s the weather like today? What day is it today?2）. Play the poem and tell pupils to follow.3）. Read out the poem and tell pupils to listen carefully.4）.Explain any words or expressions which pupils may find difficult to understand. 5）.Pupils read the lines of the poem after you. Try to ensure the chanting does not become too slow or expressionless.6）.Invite pupils to read out the poem in groups or individually for the whole class. Give encouragement and recognition for their performance.Play the poem again and ask pupils to read poem along .7）.Listen to the E-book point and say .8）.Boys and girls read ,9）.Little teacher10）. Follow CD play the phonics game in the super E-Book .11）.Get pupils to look at your mouth while you pronounce the/I/sound or play the video in the Super E-Book. Look at my mouth and read after me.12）Play the phonics game in the super E-book.Ask pupils if they know the similarity between the words thin and win. Tell them that the words have the same middle sound. Do the same with the other two words (hit and sit).Check pupils’ pronunciation of the/I/sounds by asking them to say the words tin and fit.(the/t/and/f/ sounds are taught in p1.)Make sure they use the short vowel/I/, not the long/i:/.Ask pupils to say other known words with the same sound.3.Consolidation1) . Let the Ss talk with their partner how to read the poem. Let each of a group come to the board to have a competition ,who is better, I will give a star。