Bijlage K BLUe’s Format 189 BLUe’s Format — The best of both worlds —
Module 2 My favourite things Unit 2 My favourite food (1)
Module 2 My favourite things Unit 2 My favourite food (1)Module 2 My favourite things Unit 2 My favourite food (1) Teaching Aids Cassette 2B 锛孭PT, tape, tape recorder, workbook, food Oxford English 2B M2 U2 Period 1 娲诲The theme The contents The objectives Module 2 Unit 2 My favourite food 鍗曡瘝锛歴alad, carrot., fish, chicken, banana, peach, pear, orange, apple, biscuit, hamburger, pizza, cake, rice, meat, soup, noodles, egg 鍙ュ瀷锛歐hat do you like eating? I like eating鈥?1. Using nouns to indicate the food items 2. Using the Wh-question to ask about one鈥檚food preferences. 3. Using modeled sentences to answer Wh- questions娲诲姩杩囩▼Teaching Steps Pre-task Activities Step 1 Daily Talk: classroom English Step 2 Put the picture cards on the blackboard. Have the students listen to the song 鈥業like ice cream鈥?to review the words they have learnt. e.g. I like ice cream. Cold and sweet. I like ice cream. Cold and sweet. Step 3 Have the students watch the video on page 21, then tell them the food Danny likes. T: What food does Danny like? He likes ice cream. How does it taste? It鈥檚cold and sweet. While-task Activities Step 1 Present some food to the students. Tell them what you like. T: I don鈥檛like ice cream. I like salad. Say after me, 鈥楽alad, salad. I like salad鈥? S: Salad, salad. I like salad. T: Do you like salad? S: Yes, I like salad. /No, I don鈥檛like salad. Step 2 The same ways to learn 鈥渃arrot, fish, chicken, banana鈥? Step 3 Have the students make the rhyme following the example. e.g. I like salad. Yummy, yummy. I like chicken. Nice, nice. I like salad and chicken. Step 4 Have the students answer the question 鈥榃hat do you like eating?鈥?鈥業like eating 鈥︹€?T: We also can say, 鈥業like eating salad.鈥?S: I like eating salad. T: (show the card salad) What do you like eating? S: I like eating salad. Yummy, yummy. T: (show the card bananas) Whatdo you like eating? S: I like eating bananas. Sweet, sweet. Step 5 Have the studentsbe a little teacher. Guess what the teacher likes eating. S: What do you like eating? T: I like eating fish . Let the students learn to ask 鈥?What do you like eating?鈥?Step 6 Ask the students to work in pairs and make a short dialogue following the example.e.g. 锟紺What do you like eating? -- I like eating salad. Step 7 Have the students watch the flash for 鈥楲isten and enjoy鈥?on page 21. Then learn the rhyme. T: Look, they are Danny and Kitty. Guess, what do they like eating? Let鈥檚watch the flash. Post-task Activities Step 1 Ask the students to work in pairs or groups of four and create a new rhym. Step 2 Listen to and repeat after the tape Page 18. Step 3 Have the students do Part A on Workbook page 18. Blackboard Writing salad carrot fish chicken banana What do you like eating? I like eating 鈥?璇惧悗浣滀笟Assignments 璇惧悗鍙嶆€?Reconsideration Read the book P18. Sing the song on P21.Module 2 My favourite things Unit 2 My favourite food (2) Lecturer Learners Date of Teaching Teaching Aids Cassette 2B锛孭PT, tape, tape recorder, workbook, food Oxford English 2B M 2 U2 Period 2 The theme The contents爣The objectives Module 2 Unit 2 My favourite food 鍗曡瘝锛歴alad, carrot., fish, chicken, banana, peach, pear, orange, apple, biscuit, hamburger, pizza, cake, rice, meat, soup, noodles, egg 鍙ュ瀷锛歐hat do you like eating? I like eating鈥?1. Using nouns to indicate the food items 2. Using the Wh-question to ask about one鈥檚food favourite food 3. Using modeled sentences to answer the questions娲诲姩杩囩▼Teaching Steps Pre-task Activities Step 1 Daily Talk: Classroom English Step 2 Have the students say the rhyme on page 21. Step 3 Quick response: Ask the students to say the names of the food items quickly they see. T: (Show a picture of salad.) S: Salad. I like eating salad. 鈥?While-task Activities Step 1 Ask the students to look at the survey sheet in 鈥楧o a survey鈥?on page 19. Review the words with them. Then ask the students to tick the food items they like. T: What do you likeeating? S: I like eating 鈥?It鈥檚鈥?Step 2 Divide the class into groups of four and have the students to the survey by asking the other students of the group what they like eating. Step 3: Have the students make a short dialogue 鈥楢t the food shop as follows. S1: Can I help you? S2: I like eating salad. S3: I like eating carrots. S4: I like eating chicken. S1: Here you are. S234: Thank you. Hmm ummy, yummy. Step 4 Have the students look at the picture for 鈥楶lay a game鈥?on page 20. prepare cards of different food items and play the game with them. T: What dou you like eating? S: I like eating cakes. T: I like eating cakes, too. Ask the students to draw some food items on the paper and make some cards. Then they can play the game in groups. Post-task Activities Step 1 Listen to and repeat after the tape Page 19-20. Step 2 Have the students do Part C on Workbook page 20. Step 3 Have the students do Part D on Workbook page 20. Blackboard Writing What do you like eating? I like eating 鈥?璇惧悗浣滀笟Assignments 璇惧悗鍙嶆€?Reconsideration Read the book P19-20. Read the sentence cards.Module 2 My favourite things Unit 2 My favourite food (3) Lecturer Learners Date of Teaching Teaching Aids Cassette 2B, tape, tape recorder, workbook, food Oxford English 2B M 2 U2 Period 3 The theme The contentsThe objectives Module 2 Unit 2 My favourite food 鍗曡瘝锛歴alad, carrot., fish, chicken, banana, peach, pear, orange, apple, biscuit, hamburger, pizza, cake, rice, meat, soup, noodles, egg 鍙ュ瀷锛歐hat do you like eating? I like eating鈥?1. Using nouns to indicate the food items 2. Using the Wh-question to ask about one鈥檚food favourite food 3. Using modeled sentences to answer the questions 娲诲姩杩囩▼Teaching Steps Pre-task Activities Step 1 Daily Talk: Classroom English Step 2 Say the rhyme on page 21. Step 3 Have the students make a rhyme as follows. Bananas, bananas. I like eating bananas. Bananas, bananas. They鈥檙e yummy. While-task Activities Step 1 Show the animal pictures. Have the students choose onekind of animals they like and act out as follows. e.g. Hello, I鈥檓a hippo. I like eating grass. It鈥檚yummy. Step 2 Show the pictures 鈥榟and鈥?and 鈥榟en鈥? Underline the letter 鈥榟鈥? Ask the students to practice the words and the sound. You may say more words with the sound 鈥榟鈥?and write them on the blackboard to help the students. T: H, /h/, hand. H, /h/, hen. (H, /h/, hop. H, /h/, hot. H, /h/, hamburger. H, /h/, hair. H, /h/, head. H, /h/, hippo.) Post-task Activities Step 1 Have the students do Part B on Workbook page 19. Step 2 Have the students do Task 鈥楾he food you like鈥?on Workbook page 21. Then have the students talk about them. After that, have them work in pairs and make a short dialogue as follows. S1: Do you like 鈥? S2: Yes. I do. What do you like eating? S1: I like eating 鈥?Review the verbs and verb phrases the students have learnt. Then have them ask and answer in pairs. S1: What do you like doing? S2: I like skipping my rope. What do you like doing? S1: I like riding my bicycle. Blackboard Writing What do you like eating? I like eating 鈥?璇惧悗浣滀笟Assignments 璇惧悗鍙嶆€?Reconsideration Read the book P21. Review the book P18-21..。
starterUnit7
starterUnit7starter Unit7Teaching topic: Starter Unit 7 Colours1.Clothes: shirt, coat, trousers, shoes, cap, T-shirt, jeans, blouse, sweater, skirt, dress Colours: white, black, green, orange, brown, blue, yellow, pink, grey, red Possessive adjectives: whose, our, their, her, his, your, my,Others: mum, dad, bike, basketball, kite, car, racket, teddy bear2. 瀛︿細鍙ュ瀷:What colour is it / are they ? It鈥檚/ They鈥檙e 鈥?Whose 鈥?is this/ are they? It鈥檚/ They鈥檙e my/ your/ his/ her/ our/鈥?Here it is./ Here they are. / Here is鈥?3х墿涓讳唬璇嶉€犺瘝閫犲彞4?1.Colours, clothes and possessive adjectives2.Adjective pronouns: Whose鈥?is it ? It鈥檚my/ your/ his/ her/鈥?3.Looking for belongings before going to play4.VowelsImportance1.鍥炵瓟棰滆壊鏃?棰滆壊鍓嶄笉鍔犱慨楗拌瘝What colour is it ? It鈥檚green.2.? e.g. trousers shoes jeans3.х墿涓讳唬璇嶅悗闇€瑕佸姞鍚嶈瘝,О浠h瘝鍜屽舰瀹硅瘝鎬х墿涓讳唬璇?4.缂栧啓鎰忓浘锛?Task 1: looking at the pictures and reading the descriptions about them.Task 2: Describing one of your picturesTeaching aids: wall picture /tape-recorder and Electrical Audio-Visual Devices Teaching Periods:6Teaching procedures:PreparingICI IIAThe first period Welcome to the unitAims and demands:1. Learn the new words:Clothes: shirt, coat, trousers, shoes Colours: white, orange, black, green Others: mum, dad, these2. Learn the drills:What鈥檚in the box? It鈥檚a 鈥?3. Learn to say the drillsImportant focus:1. Master the words2. Learn the drills by heartDifficult focus:1. Drills: What colour are these? Are these my new shoes?2. Answer the questions: What colour is it/ are they? It鈥檚/ They鈥檙e鈥? Procedures:Step 1 Presentation ( Prepare four cards with the colours: black, white, orange and green and a box with a shirt in it) What鈥檚in the box? It鈥檚a shirt.What colour is it? It鈥檚white.Step 2 Learn the new words: (Using the clothes of the students)shirt, coat, trousers, shoes, white, orange, black, green, these(Using these: What鈥檚this? It鈥檚a 鈥hat are these? They are 鈥? What colour is it? It鈥檚鈥?What colour are they? They are鈥?Step 3 Practice in pairs: Practice the drills in Step 2Step 4 Listen to the tape and read after the tape:Step 5 Read again and do exercisesshirt green coat white trousers black shoes orangeStep 6 Ask questions according to the dialogue:e.g. What鈥檚in the box? What colour is the shirt?What is this in Picture 2?What colour is the coat/ are the trousers/ shoes?Step 7 Act it outStep 8 Play a game (guessing game)e.g. Give a student a card with a phrase: an orange shirtLet others guess: What鈥檚this/ are these?What colour is it/ are they?Using the drills: Is this a shirt? / Are these trousers?Is it green?/ Are they black?Step 9 Workbook P98 Welcome to the unitClass work: Copy and translate the sentences in the dialogue Homework: 1. Listen to the tape and read after it and try to recite it2锛?Write out five phrases with the new words:3. Make up a dialogue with the drills learned today.Prepare work: 1. Copy the words of Part Listening3. Recite the new wordsThe second period ListeningAim and demand:1.To learn the words:Clothes: cap, T-shirt, jeans, blouse, sweater, skirtColours: brown, red, blue, yellow, pink,grey2. To learn the phrases by heart:e.g. his brown cap her yellow blouse3. To learn the drills:What colour is/ are her skirt/ his jeans?Her skirt is brown. / His jeans are blue.4. Listen and colour5. Describe a personImportant focus:1. Master the words and expressions2. Listening3. Learn to describe sb鈥檚clothesDifficult focus:1. х2. Description of a personProcedures:Step 1 RevisionMake dialogues:(Using the clothes of the students)What鈥檚this? / What鈥檙e these?What colour is it / are they?Complete the sentences:(Using a picture of a boy or a girl)Hi, I鈥檓Nick/ Lily. shirt is and my are ___. What colour is the ? It鈥檚. Look at my dog/ cat. It鈥檚.Step 2 Learn the new words( Using some pictures )Step 3 Presentation: ( Ask a boy and a girl to go to the blackboard ) Teacher says: Look at him/ her.What colour is his shirt? It鈥檚brown.What colour are her trousers? They鈥檙e black.Step 4 Practice in pairs: ( Part A )What colour is his cap? It鈥檚brown. What colour are her shoes? They鈥檙e black. Step 5 Guessing game:Describe a boy or a girl in the class, and let other Ss guess who he/ she is.e.g. This is a boy. He is tall/ small. His T-shirt is is jeans are 鈥? Step 6 Listen to the tape ( Listening Part B ) Step 7 Written work: ( Describe a friend of you )Class work Copy the expressions and translateHomework 1) make expressions with possessive adjectives and colours 2) Describe a friend of you Prepare work 1) Copy the words of Speaking鏁欏悗璁帮細Aims and demands:1. Learn the new words:whose, bike, basketball, his, our, kite, their, car2.Learn the drills:Whose bike/basketball/kite/car is it ?It鈥檚my/his/our/their鈥?Is it your 鈥?3.Learn to say the drillsImportant focus:1.Master the words2.Learn the drills by heartDifficult focus:1. Whose s it ?2. my/his/our/their/yourProcedures:Step1: DictationStep2: Learn the new wordsShowing some pictures: bike/basketball/kite/carUsing the possessive adjectives: your/his/our/their/whose Using the drills: What鈥檚this?Step3: PracticeWhose bike/basketball/kite/car is it?It鈥檚my/your/his/our/their鈥?Step4: Match ,make phrases and sentences as many as possible my bike basketballhis kiteour cartheirStep5: Listen to the tape and read after the tapeStep6: Act it outStep7: Play a gameComplete in groups( if right, give a star)e.g. Show a picture of a bike .The answers are written down on the back .Guess (Using the drills) T or S :Whose bike is it? It鈥檚鈥?bike.S: Is this Tom鈥檚bike?Classwork: Copy the words and sentences in the dialogue.Homework: 1.Write out five phrases with new words2.Try to recite the dialoguesPrepare work: Preview and copy the new wordsICIIA鏁欏悗璁帮細PreparingICIIAThe fourth periodReadingAims and demands.Learn the new wordscold thanks take racket her bedLearn the useful expressions and drillsIt鈥檚cold . Where鈥檚my hat? Here it is. Thanks .Take your rackets. His racket is green. Her racket is blue. under the bed . Here they are. Important focus:Master the words and the expressions and drills.Difficult focus:1.Where銆€is 鈥?2.His racket is green.Procedures:Step1: Revision Whose bike/basketball/kite/car is it ?It鈥檚my/his/our/their鈥?Is it your 鈥?Step2: Learn the new words cold thanks take racket her bedStep3: Act and presentationIt鈥檚cold. Take your rackets. His racket is green. Her racket is blue. under the bed Here they are. Step4: Practice in pairs---Where鈥檚my hat? ---Here it is.---Thanks .Step5: PracticeStep6: Listen to the tape and read after the tapeStep7: Act it outClass work: Copy the words and sentences in the dialogue.Homework: Follow the tape and try to recite the dialoguesPrepare work: Preview and copy the new wordsStep4: Post-taskSs read the conversation in pairs, checking the correct use of the verb forms. Step5 CheckStep 6: Homework1 Finish <<>>2.Preview Grammar CThe fifth Period GrammarAim and demand:1. Review the sentences: Here鈥檚your coat. His racket is green. Her hat is yellow.2. Learn the new words: dress , teddy bear3. Pronunciation : Learn the vowels4. Do some exercisesImportant focus :Review: my your his her Whose 鈥?is it ?Fill in the blanksProcedures:Step 1 : Review the sentences:It鈥檚cold today , Nick. Here鈥檚your coat .Where鈥檚my hat ? Here it is .Take your rackets , Lily and Nick!His racket is green. And her racket is blue .Where are their rackets ? Oh , they are under the bed .Step 2 : Learn the new words :dress teddy bearStep 3 : Look and write Whose 鈥?is it ?Step 4 : Fill in the blanksStep 5 : Pronunciation Learn the vowelsStep 6 : Listen , choose and writeStep 7 : Workbook P99 GrammarClass work : (1) copy the vowels(2) Copy the sentences in this partHomework : (1) Review the phrases(2) Try to make new dialogues using the drillsPrepare work: (1) Prepare a picture and stick it on P37(2) Read the passage in TaskThe sixth period askAims and demands :1. Review the words and expressions2. Review the phrases3. Review the sentences4. Look and talkImportant focus :1. Reviewing2. Look and talkTeaching procedures :Step 1 : Review the colourswhite orange black green blue grey yellow pink brownStep 2 : Review the words :shirt coat colour white orange these dad black trousers shoe green Step 3 : Review the sentences : What鈥檚in the box ? It鈥檚a shirt .What colour are they? They are green .What colour is it ? It鈥檚white .Is this your coat ? Yes , it is .Are these my new shoes ? Yes , they are .Whose bike is it ? It鈥檚my bike .Here鈥檚your coat , Nick .Where are their rackets ? they are under the bed .Her cat is blue .Step 4 : Review the pronunciation arn the vowels :Step 5 : Read the passage Step 7 : Exercises(2) Prepare for a quiz。
小学英语单词谐音记忆法 (6)
一、读音谐音记忆法1.Astronaut宇航员处理:谐音—爱死蠢骆驼联想:爱死蠢骆驼的人只有宇航员。
2.Finally最终,终于处理:谐音—饭落地联想:饭落地之后人最终被气死了。
3.Competition比赛,竞赛处理:谐音—扛皮提醒联想:教练扛(着羊)皮提醒队员比赛要开始了。
4.Happy快乐的,高兴的处理:谐音—黑皮联想:我很高兴我有一身黑皮。
5.High高的,高度的处理:谐音—海联想:海龙王是世界上最高的神。
6.Hundred百处理:谐音—酣醉的联想:有一个酣醉的人是因为喝了一百瓶啤酒。
7.Decide决定处理:谐音—地塞的联想:我决定去疏通一下,因为我家地塞的。
8.Second第二处理:谐音—蛇啃的联想:我唯一一张第二名的奖状烂了,结果是被蛇啃的。
9.Calendar日历处理:谐音—看你的联想:国家的日历怎样编排就看你的了。
10.Month月份处理:谐音—忙死联想:每个月我都忙死了。
11.Surprise惊喜,意料之外的事处理:谐音—撒泼摔死联想:因为撒泼摔死人是意料之外的事。
12.Wrong错的,不对的处理:谐音—让联想:让你听话你不听,这就是你的错。
13.Photo照片处理:谐音—斧头联想:照片要用斧头切割。
14.measure 量,测量处理:谐音—没衣儿联想:直到身材测量完之前是没(有)衣儿穿的。
15. cough 咳,咳嗽处理:谐音—克服联想:感冒了一定要克服咳嗽.16.yesterday昨天处理:谐音—夜市偷的联想:我夜市偷的蛋糕居然是昨天生产的。
17. had拥有(have拥有的过去时和过去分词)处理:谐音—汉德联想:汉德以前拥有过全世界。
18. August 八月处理:谐音—恶狗死的联想:恶狗死的时候一般都在八月。
19. April 四月处理:谐音—爱普罗联想:爱普罗最喜欢的月份是四月。
18. autumn 秋天,秋季处理:谐音—鹅藤木联想:鹅藤木是秋天的精灵。
二、形象记忆法1.visit拜访、探望处理:v(形)微笑+ i(形)一束鲜花+ sit坐联想:拜访别人的时候一定要微笑着拿着一束鲜花,并且要跪坐在地上。
Module 2 My favourite things
Module 2 My favourite thingsModule 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using imperatives to give instructions. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support. 鎯??Using the simple present tense to express simple truths. e.g. I work in a zoo. Using imperatives to give instructions. e.g. Open the gates. Using prepositional phrases to indicate time. e.g. At six o鈥檆lock , Mr. Tang opens the gates. Word and picture cards, Clockface, etc. 璇惧墠瀛︾敓鍑嗗English book, reading the text Pre-task preparation 1. Ask and answer 2. Review the time: What time is it now? 3. Talk about the students about the zoo. Review known animal vocabulary. Point to each of the pictures of animals on page 22 of the student鈥檚book and invite different students to name the animals.4. Teach the new words: kilos5. Play the cassette: Look and read. The students listen and follow in their books.6. Play again. The students listen and repeat.7. Read the timetable. Ask: What time does Mr. Tang open the gates/ clean the cages/ feed the tigers/ have his breakfast, etc. While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working in pairs, the students look at page 22 of the student鈥檚book and discuss the task. The students then complete the task, matching the times with the pictures. Post-task activity Using the completed task and the timetable on page 22 of the student鈥檚book, invite different students to talk about what Mr Tang does in the morning at the zoo. Encourage thestudents to follow this pattern: At six o鈥檆lock, Mr Tang opens the gates.Module 2 My favourite things Unit 1 Animals in the zoo Timetable 6:30 open the gates 6:30 clean the cages. 7:45 Feed the tigers (10 kilos of meat) What time does the zoo-keeper open the gates? He opens the gates at half past six.?1.kilo鐨勮繍鐢ㄦ湁寰呭姞寮恒€?2.鎴戦€氳繃瀵归挓鐐圭殑婕旂ずВ涓嶅彲鏁板悕璇嶆暟閲忕殑杩愮敤銆?3.s鐨勭幇璞хthree kilos ofhay?Module 2 My favourite things Unit 1 Animals in the zoo Say and act鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Produce simple phrases and sentences. Use modeled phrases and sentences to communicate with teachers or other learners. Locate specific information in a short text in response toquestions.甯哥敓娲汇€??Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths.Cassette, Photocopiable page24, etc. English book, the timetable. Pre-task preparation 3. Ask and answer 2. Recite the words of Page 22 3. Invite different students to answer questions about Mr. Tang鈥檚timetable. Ask: What time does Mr. Tang feed the monkeys? , etc. While-task procedure 1. Read the dialogue by yourselves. 4. Play the cassette: Say and act. The students listen and follow in their books. 5. Play the cassette again. The students listen and repeat. 6. Working in pairs, the students role-play the dialogue. 7. Invite a few pairs to role-play the dialogue in front of the class. 8. Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants? What do they eat? How much do they eat? 9. Work in pairs, the students ask and answer similar questions to complete the other three cards. 10. Ask the questions about Mr. Tang at the bottom of page 21 of the student鈥檚book. 11. Review: I feed-he feeds, I open-he opens, as language preparation for completing the task. Post-task activity Workbook page 10 1. Ask the students to study the table at the top of the task. 2. Invite students to read each of the speech bubbles in 1. 3. The students fill in the missing words. Consolidation Grammar Practice Book page 21 What time do you feed鈥? I feed them at n the morning. What do the at? They eat鈥?How much o they eat? They eat ilos of鈥?When do you 鈥? I 鈥t 鈥?in the morning. ?1.?2.閫氳鎿嶇粌鍒颁綅銆?3.The tigers eat 10 kilos of meat every day.鍜孴he tigers eat 10 kilos of meat every day.閮ㄥ垎瀛︾敓瀹规槗娣锋穯锛岄渶鍦ㄧ粌涔?Module 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation and respond appropriately. Produce simplephrases and sentences. Locate specific information in a short text in response to questions.??Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. A street plan of the area near your school, etc. 璇惧墠English book, some pictures. Pre-task preparation 2. Ask and answer T: What time do you have breakfast? S: At seven. T: What do the elephants eat? S: They eat hay. T: How much hay do they eat? S: They eat 60 kilos of hay. 3. Recite the text on Page 23 4. Review: left, right. Turn left. Turn right. 5. Teach the new words: up, down, along. 6. Read: Look and learn. Invite students to read the words. 7. Play the cassette: Look and read. The students listen and follow in their books. 8. Work in pairs. The students ask and answer questions about places on the map, e.g. Where is the Rainbow Hotel? Now listen The tasksheet for this listening activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions. Post-task activity Display the sheet plan of the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite different students to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. Consolidation Grammar Practice Book page 22 Excuse me, where is鈥? Go to鈥?Go up the steps. (Go down the steps) left (on the left) right along Rainbow Hotel Holiday Hotel Yanan Road ?1.?2.閫氳繃瀵у緢楂樸€?3.у皬鍐欙紝灏戞暟瀛︾敓cross鍜寃alk along粌銆?Module 2 My favourite things Unit 1 Animals in the zoo Ask and answer 鏁鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Asking 鈥榳h-鈥?questions to find out the place, position or direction. Using the present continuous tense to describe an action. Asking 鈥榳h-鈥?questions to find out various kinds of specific information about an object. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮殑鏂规硶銆??Using imperatives to give instructions. e.g. Go down the steps. Asking 鈥榳h-鈥?questions to find out the place, position or direction. e.g. Where are the tigers? Using the present continuous tense to describe an action. e.g. It鈥檚talking. A map of the zoo, pairs of scissors and some Blu-tack, etc. English book, some pictures.佺▼Pre-task preparation 3. Ask and answer. 4. Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel? Go along Yanan Road. The hotel is on the right. 5. Show the map of the zoo. Ask the questions. E.g. Where are the tigers? 6. Play the cassette: Ask and answer. The students listen and follow in their books. 7. Working in pairs, students take turns to read the dialogue. 8. Invite a few pairs to read aloud the dialogue. 9. Review: the names of different colours, two-coloured, and the present continuous tense. While-task procedure 1. Using the map, the students ask and answer questions. 2. Invite a few pairs to ask for and give directions in front of the class. 3. Working in pairs , the students take turns to talk about their parrots.Post-task activity 1. 1 Workbook page 11 The students use Blu-tack to stick their parrots in different places on the frieze. Excuse me, where are the tigers? Go down the steps. Cross the small road鈥? S1: Look at my parrot. It鈥檚___and ____. S2: What is it doing? S1: It鈥檚talking/鈥? ?1.姐€?2.缁х?3.敓鍑虹?鍙ュ瓙锛歁ay, don鈥檛crossing the road. 锛堢幇鍦ㄨ繘琛屾椂锛変竴閮ㄥ垎瀛︾敓娌℃敞鎰忔槸?Module 2 My favourite things Unit 1 Animals in the zoo Where are the parrots? 鐭ヨ瘑涓庢妧鑳斤細Using adjectives to describe animals. Using prepositions to indicate position. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Locate specific information in response to simple instructions or questions. Locate specific information in a short text in response to questions.婅姳鑽夋爲鏈ㄣ€??Using adjectives to describe animals.e.g. the red parrot Using prepositions to indicate position. e.g. It鈥檚on the branch.The parrot frieze, blu-tack, etc. English book, listening to the tape. Pre-task preparation 1. Ask and answer. 2. Display the parrot frieze and ask questions about it, e.g. Where is the red and green parrot?etc. Invite different students to answer. 3. Look at the picture on page 26. 4. Read the dialogue below the picture. The students practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat. While-task procedure 1. Tell the students that the feeding time is 8:15. Ask students to complete the notice at the bottom left corner of the page. 2. Give each student a parrot from the parrot frieze and some Blu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g.on the branch, in the house, beside the pond,etc. Then they identify the parrots by colour and describe their location in the picture , e.g. The yellow and green parrot is on the pond. 3. Move the parrots to the different place , then ask and answer.Post-task activity 1. Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location, e.g. The yellow and red parrot is under the table. Where鈥檚the red and yellow parrot? It鈥檚on the branch.?1.暀瀛︽晥鏋滃ソ銆?2.閫氳繃鍥剧墖鍜屽疄闄呯ф搷缁冦€?3.浣滀笟瀹屾垚杈冨ソ锛屽湪鍙ュ瓙My father works in the zoo.does鍜寉ourх粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Read and answer 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using the present continuous tense to describe an action taking place at the time of speaking. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€??Using the simple present tense to express simple truths. e.g. Grandma Wang lives in Pudong. Using the present continuous tense to describe an action taking place at the time of speaking. e.g. Kitty and Alice are visiting her. A large old key, two dolls and two puppets, etc. English book, some toys.娴佺▼Pre-task preparation 2. Ask and answer T: What time do you go home? S: At half past four. T: What do the parrots eat? S: They eat corn. 3. Review toy鈥檚names. Ask students to tell you what toys they have. 4. Review: doll. Teach the new word: puppet and key. 5. Play the cassette: Read and answer. The students listen and follow in their books. 6. Play the cassette again. Ask the students to listen and look at the pictures and relate them to the story. While-task procedure 1. 1. The students quietly read the story and relate it to the pictures. 2. Ask the questions at the bottom of the story and invite different students to answer. 3. Working in groups of three, the students role-play the story, using the pictures and questions as a guide.Post-task activity 1. Workbook page 12 1. Read the words at the top of the task. 2. Complete the sentences orally. 3. The students write the answers in full sentences. Consolidation Grammar Practice Book page 24 Favourite toys Live visit key puppet all the鈥?What鈥檚in the box? There is/are鈥?The girls give the key to Grandma. =The girls give Grandma the key. ?1.х灉杈冨ソ銆?2.閫氳繃鐞嗚ВВ?3.瀛︾敓瀵筗hat鈥檚+鍦扮偣锛熺敤There be鍙ュ瀷鍥炵瓟鍜実ive sb sth, give sth to sb?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out about a specific object. using the simple present tense to express interests, feelings and opinions. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.??Asking 鈥榳h-鈥?questions to find out about a specific object. e.g. Which aeroplane do you like? using the simple present tense to express interests, feelings and opinions. e.g. I like all the dolls. 鏁欏Some toys, word and picture cards, etc. English book, listening to the text. Pre-task preparation 3. Recite some words. 4. Display the toys. Review the names of the toys. Ask: Which toy do you like?5. Show a toy dinosaur, ask: is it a panda? Teach the new word.6. Ask and answer with the toys: Which鈥?do you like? While-task procedure 1. 1. Use three toys to show the different use of 鈥渁ll the鈥?and 鈥渂oth鈥? Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown. 2. Play the cassette: Look and say. The students listen and follow in their books. 3. Play again. The students listen and repeat. 4. Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4. 5. Invite a few pairs to role-play the dialogues in front of the class. 6. Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs.7. Invite a few pairs to talk about the pictures in front of the class. Post-task activity 1. 1. Photocopiable page 29. 2. Working in groups, the students act out the story. Which bicycle do you like? I like both bicycles. I like all the bicycles. ?1.both鍦ㄥ墠闈㈢殑瀛︿all the?2.閫氳繃鐗╁搧鏁伴噺鐨勫嚭绀猴紝瀛︾敓鐔熺粌鎺屾彙which繘琛屾搷缁冦€?3.?鍦˙en likes both dinosaurs.鍜孖like all the bikes.閮ㄥ垎瀛︾敓鐢ㄤ簡how many鎻愰棶х粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Do a survey爣鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. Asking 鈥榟ow鈥?questions to find out quantity. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓??Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. e.g. Who has a bicycle? Asking 鈥榟ow鈥?questions to find out quantity. e.g. How many girls have a ball? Using the simple present tense to express simple truths. e.g. Six girls have a bicycle.Some small toys, word and picture cards, etc.English book, listening to the text. Pre-task preparation 5. Ask and answer 6. Ask: Who has a doll/ ball? To elicit: I鈥檝e got a doll/ ball. 7. Ask: Who has got a computer. Teach the new word: computer. 8. Play the cassette: Do a survey. The students listen and repeat. 9. Explain to the students that they are going to find out how many students in the class own different kinds of toys. 10. Distribute a copy of the table to each student. Explain to the students how to do the survey. While-task procedure 1. Do the survey in the groups. 2. When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball? How many boys have an aeroplane? Etc. 3. Working in pairs, the students take turns to ask and answer questions about their survey forms. 4. Read: Write a report.5. Ask the groups to write their group鈥檚report.6. Invite the group leader to read out the report. Post-task activity 1. 1. Workbook page 13 2. Ask individual students: What is your favourite toy? To elicit: My favourite toy is a鈥?. 3. More oral practice page 35. Ask and answer. Consolidation Grammar Practice Book page 27 鏉夸功璁Who has a bicycle? Six girls have a bicycle. Three boys have a bicycle.鏁堟灉鐨勫弽棣?1.?2.熺粌杩愮敤Who has a bicycle?鍙奣hree boys have a bicycle. One girl has a bicycle.3.Ten boys have a Gameboy.鍋氭垚浜哤ho have a bicycle?杩樻湁How many have a Gameboy?瑕佸姞寮洪拡瀵规€х粌銆?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out specific information about an object. Using adjectives to describe objects. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation in questions and statements. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Use modeled phrases and sentences to communicate with teachers or other. 鎯呮劅銆? ?Asking 鈥榳h-鈥?questions to find out specific information about an object. e.g. What colour is the small dinosaur? Using adjectives to describe objects. e.g. It鈥檚green.Some toys, coloured pencilsEnglish book, listening to the tape. Pre-task preparation 3. Recite some words. 4. Have a dictation. 5. Review: both and all the , using some toys. Invite different students to practise in front of the class. 6. Play the cassette: Look and say. The students listen and follow. 7. Play again. The students repeat. 8. Work in pairs. The students role-play the dialogue. 9. Invite a few pairs to role-play the dialogue in front of the class. 10. Read: Ask and answer. The students practise the model dialogue in pairs. While-task procedure 1. 1. Distribute paper. Each student draws either two or three pictures of a toy and colours them. 2. Work in groups, the students ask and answer questions about the toys in their drawing.Post-task activity 1. 1. Workbook page 14 2. Encourage different students to describe classroom realia, using full sentences, e.g. All the desks are brown. Both my pencils are red, etc. Consolidation Grammar Practice Book page 28,29What colour is the 鈥? It鈥檚鈥?What colour are the pandas? They 鈥檙e black and white./ Both pandas are black and white./ All the pandas are black and white. ?1.曪紝瀛︾敓瀛﹀緱杈冨ソ銆?2.閫氳繃瀹炵墿鐨勫睍绀猴紝瀛︾敓瀵瑰瓙鎿嶇粌杈冧负娴佸埄锛岃兘鐔熺粌杩愮敤both 鍜宎ll the鍙ュ瀷銆?3.?Module 2 My favourite things Unit 3 At home Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out place. Using the simple past tense to talk about past states. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions. ?浜嗚В効鎵俱€??Asking 鈥榳h-鈥?questions to find out place. e.g. Where鈥檚Sam? Using the simple past tense to talk about past states. e.g. He was here at ten o鈥檆lock. Using prepositional phrases to indicate time. e.g. He was here at eleven o鈥檆lock. Word and picture cards, some paper 璇English book, listening to the text. Pre-task preparation 1. Ask and answer 2. T: This is my dog. It鈥檚lovely. Do you like it? 3. T: I can鈥檛find my dog. Where is it now? 4. Play the cassette: Look and say. The students listen and follow in their books. 5. Play again. The students listen and repeat.6. Teach the new sentences: He was 鈥?7. Work in pairs. The students role-play the dialogue.8. Invite a few pairs to role-play the dialogue in front of the class.9. Read the notice:鈥橪ost dog鈥? and invite different students to repeat the sentences. 10.Read: Write a report. The students help you to complete the report orally. While-task procedure Distribute a copy of photocopiable page 32 to each student. Explain the task. The students fill in the missing words to complete the report. Post-task activity 1. Workbook page 15 2. Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times, e.g. Where were you at eleven o鈥檆lock? Consolidation Grammar Practice Book page 30was, were, market, telephone, date, police station Where鈥檚Sam? It was here at ten o鈥檆lock. Where were you at 7:05? I was on the road.棣?1.was/were瀵瑰?2.閫氳繃瀵荤В紝瀛︾敓鑳界啛缁冭繍鐢╓here was/were鈥?鍙ュ瀷銆?3.缁冧範鍐屼綔涓氾紝n/at鏈夌偣娣锋穯銆?鍙ュ瓙锛歍he dog was inside our flat.鏈夌殑瀛︾敓鍋氭垚浜嗭細Where did the dog is?闇€鍔犲己?Module 2 My favourite things Unit 3 At home Look and act鐭ヨ瘑涓庢妧鑳斤細Asking the simple past tense to talk about past states Asking 鈥榃h-鈥?questions to find out position using prepositions to indicate position 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓庝环叿鐨勭埍鎶ゃ€??Asking the simple past tense to talk about past states e.g. The picture was beside the window. Asking 鈥榃h-鈥?questions to find out position e.g. Where is it now? using prepositions to indicate position e.g. it鈥檚beside the mirror now. Word and picture cardsEnglish book, some pictures of the furniture.Pre-task preparation 1. Ask and answer T: Where were you at 7:15? S: I was at home.鈥?1. 2. Ask: What furniture have you got at home? 2. Introduce: furniture, using the Word and Picture cards. 3. Invite different students to tell you any English words that they may know for different kinds of furniture. Write the words on the board. 4. Introduce: lamp, rug, sofa and mirror, using the pictures. Ask: What鈥檚this? 5. Play the cassette: Look and learn. 6. Play again. The students listen and repeat. 7. Read: Look and act. The students practise the model dialogue. 8. Work in pairs, the students take turns to ask and answer questions about the pictures. 9. Invite a few pairs to ask and answer questions in front of the class. While-task procedure 1. Invite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue.E.g. The book was on the desk. Where is it now? Consolidation Grammar Practice Book page 31,32 Lamp shelf rug picture sofa mirror The picture was beside the window. Where is it now? It鈥檚beside the mirror now.鐨勫弽棣?1.氨鑳借繍銆?2.as/wereН鏋佹€у緢楂樸€?3.呭喌杈冨ソ锛屽湪缁冧範锛歐here ______ the children? I don鈥檛know. Now they ______ on the playground.鍘绘?Module 2 My favourite things Unit 3 At home Make and play鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions Using the simple past tense to talk about states. Using the simple present tense to express simple truths Using prepositions to indicate position 杩囩▼涓庢柟娉曪細Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support. Use appropriate intonation in questions andstatements. ?/ ?Using imperatives to give instructions e.g. Draw some furniture. Using the simple past tense to talk about states. e.g. The sofa was under the window. Using the simple present tense to express simple truths e.g. Now it鈥檚near the big table. Using prepositions to indicate position e.g. under the window Simple models of rooms for each group English book, listening to the tape. Pre-task preparation 1. Ask and answer 2. Review the activity on page 32. 3. Read the model dialogue at the bottom of the page. The students practise the dialogue. While-task procedure 1. Put the furniture in the sitting-room. Play the game in pairs. Working in pairs, the students move the furniture in the room and talk about what has changed. Post-task activity 1. Work book page 16 a. Read the task. b. Complete the sentences orally. c. Fill in the missing words. 2. More oral practice page 35 a. Tom is at home. He is going to meet a friend in the playground. How can he get there? b. Tom is a teacher at joy School. How does he walk to work? c. Tom is at the bank. How can he get to the shop/ d. Tom would like to post a letter after work. How can he get to the post office? Consolidation Grammar Practice Book page 33 S1: Look at the sitting-room. Close your eyes. (move the furniture) S1: OK. Open your eyes. What鈥檚different? S2: The sofa was under the window. Now it鈥檚near the big table. The chair was鈥?now it鈥檚鈥??1.was鐨勫彞鍨嬶紝瀛︾敓杈冧负鐔熸倝锛屾暀瀛︽晥鏋滃ソ銆?2.ц€冮獙鐨勬父鎴忥紝鍗冲珐鍥у緢楂樸€?3.湪The picture _was_ near the window. Where is it 锛熷彞瀛愪腑锛屾病鏈塶ow浣?Module 2 My favourite things Unit 3 At home Sing a song鐭ヨ瘑涓庢妧鑳斤細Using the simple past tense to talk about past states. e.g. There were five in the bed. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners. ??Using the simple past tense to talk about past states. e.g. There were five in the bed.濯掍綋Small toys, pairs of scissors, picturesEnglish book, listening to the sing. Pre-task preparation 1. Ask and answer. 2. Work in pairs, the students follow the model dialogue on page 33 and take turns to move the furniture and to talk about what has changed. 3. Introduce: roll, using the cards. 4. Play the cassette: Sing a song.While-task procedure 1. Play the cassette a few times. The students learn the song and sing along. They follow the words in their books. Post-task activity 1. 1. Listen and read. 2. Read and write Put the words in the right columns. 3. Listen and circle. Listen and circle the words you hear.Roll over, said (say), fell(fall), good night. There is鈥?There was鈥?There are鈥?There were鈥??1.瀵箃here was/were规贩娣嗭紝闇€鍐嶅姞寮烘暀瀛︺€?2.楂樸€?3.as/were瀛︾敓浣撶幇鍑轰綔涓氳川閲忚緝楂橈紝鑰宒id瀛︾敓杩樹笉鑳藉仛鐨勭啛缁冿紝鐢ㄤ簡did鎶婂崟璇嶇殑鍘熷舰蹇樻敼浜嗭紝濡傦細He went to the park yesterday.(鍚?鏈変簺瀛︾敓鍋氭垚浜?He didn 鈥檛went to the park yesterday.с€?。
英语中的颜色 动物翻译错位
1.blue monday 倒霉的星期一2.white rage 震怒3.white lie 不怀恶意的谎言4.white night 不眠之夜5.yellow journalism 耸人听闻的报道6.yellow dog 忘恩负义之徒7.red flag 让人生气的事物8.black dog 忧郁、不开心的人9.black letter day 倒霉的一天10.blacksmith 铁匠11.black sheep 害群之马,败家子12.black leg 骗子汉英谚语中的动物词汇错位及翻译【摘要】谚语是语言经高度提炼后形成的短语或短句,蕴含着丰富的文化内涵和寓意。
学习如何翻译谚语,对于学习两种语言以及了解语言的文化特色起着重要作用。
本文拟从谚语中的动物词汇入手,以汉译英为例,从直译和意译两种方法讨论汉语中的谚语经英译后,谚语的词汇发生的变化。
【关键词】谚语;文化;动物词汇一、概述世界上现存的语言中,凡是历史悠久的语言都包含有大量的谚语,这是语言经过长期使用而提炼出来的固定的短语或短句。
它们大都节奏感强,形式简炼,寓意深刻,读起来悦目,听起来悦耳,说起来顺口,因此被语言学习者包括母语学习者喜闻乐见。
这些谚语中蕴含着丰富的文化信息,包含大量的文化特征和文化背景,带有鲜明的民族和地方特色。
因此翻译谚语时要处理好语言和文化的关系,既要保留原语中谚语的文化习俗,还要译出谚语包含的民族和地方特色,这样才能保证文化传播的有效性,最佳地传递文化信息。
汉语和英语的谚语中都有大量的以动物为喻体的丰富词汇,由于动物词汇比较丰富直观,而且汉英两种文化中存在着思维的相通性和相似性,对同一种动物会产生相同或相似地寓意。
鉴于此种情况,部分谚语在汉译英时,可采用直译或对应的翻译方法。
但由于汉英两种文化的社会背景,思维模式以及审美标准的差异,同一动物可能会产生不同的寓意,而不同种动物又可能产生相似的寓意。
而且两种语言的差异远远大于其相似形。
英语记单词顺口溜
英语记单词顺口溜红灯red 停一停,黄灯yellow等一等,绿灯green 要通行.蓝色blue 是天空,紫色purple 要记清.17医生Doctor治病又救人护士Nurse 来量体温农民Farmer 真勤恳司机Driver 忙的很Baseball player 打棒球准三十六行行行出状元,共同建设美好家园。
18 Spoon小勺来喝汤,Chopsticks 筷子细又长.Fork 叉子把西餐尝,plate盘子桌上放,knife刀子切菜忙.三种颜色交通灯,green绿灯请通行,red红灯把车停.yellow黄灯等一等,交通规则要记清,blue 蓝天好心情.一》Have has 有会用,我有你有用have,我们,你们和他们,都用have不用说,女的她,男的他,宝盖它,只用has,不会错。
《二》我喜欢,你喜欢,I like ,You like,我们喜欢,we like,你们喜欢You like,他们喜欢 they like,唯独她,他,它喜欢,Like多s好喜欢。
《三》doll, ball, wall Doll抱着一个ball,碰着wall,扔了ball,哭着喊着让妈妈抱。
《四》Today today 是今天,Tomorrow tomorrow ,是明天Yesterday 是昨天,快乐每一天。
《五》How are you ? How are you?你好吗?How many, how many,多少个?How far, how far,有多远?Not far , not far , 不是不是没多远。
《六》Balloon, balloon,是气球,我乘气球去月球,Volleyball是排球,中国女排夺冠球。
《七》Face脸蛋儿红又红,眼睛eyes亮晶晶,Head脑袋大又灵,鼻子nose像山峰,Mouth小嘴把歌唱,耳朵ears 仔细听。
《八》Head脑袋圆又圆,头发hair长上边,Face脸儿像圆盘,鼻子nose像小山。
What color is this
What color is thisTeaching Plan for the Vocabulary and target in Unit 2 Colors Given by: Wang Bingya Shenglong Primary School Textbooks: Friends with English Book 3 (student鈥檚book) Students: Grade Three I. Teaching objectives: 1. Knowledge aims: Vocabulary: red yellow blue pink green orange purple brown Language structure: 鈶? What color is this? It鈥檚orange. 鈶? Look, it鈥檚an apple. It鈥檚red. 2. Language skills: Students are able to use 鈥淲hat color is this? It鈥檚鈥︹€?to ask and answer. 3. Emotion aims: Let the students find that life is colorful, told students to love life 4. Culture aims: Students are aware of the fact that Written English can be very beautiful. 5. Learning strategies: Students are willing to co-operate and learn as a team. Students can find problems and try to solve it.Difficult points: 1. Students are able to write the new words correctly. 2. Students are able to use 鈥淲hat color is this/it? It鈥檚鈥︹€?make dialogs. II. Teaching Strategies: 1锛嶰bject teaching method: The teacher use the things that can be seen everywhere in the life. 2. Task-based method: The teacher sets up teaching steps based on information gaps, urging the students to listen, read, think and experiment.3. Communicative method: The teacher sets up games and activities are based on the students can dentify colors. III. Teaching preparation: 1. Picture Cards 2. Paints, A number of plastic cups, One paper cup. IV. Period: 1 period V. Teaching Procedures Teaching Steps Aims 1. Lead-in 1.Sing a song Colors 1. Let students experience the colorful color in life 2. Presentation 1. Show a carrot and an apple. Present the words orange, red and the structure What color is this? It鈥檚鈥? Listen to the pictures in target language. 2. Present the words yellow. Let the students Listen and repeat after the computer. Let the students write yellow twice銆?3. Present the words blue green pink.4. Games on purple and brown.5. Play a Bomb game on the vocabulary. Play a guessing game on the vocabulary.6. Read the vocabulary and target language. 1. Teach the vocabulary and target. Students can intuitive understanding2. Let the student learn the words quickly that had learned on Grade two.3. Teaching in the same way.4. More time on the words with difficult pronunciation.5. More time on the vocabulary, prepare for the following step.6. Prepare for the practice.3.Practice Listen and number. Through the practice to consolidate the words4.Game 1. Sing the song 鈥渞ed yellow blue and green鈥?2.<Passing the card>3. Look at the picture , ask and answer.4. Mixed colors 1. Through the song to consolidate the words and the structure. 2. Let the students feel the joy of learning English 3. Let the students feel that we live in a beautiful world. 4. Raises student's exploration spirit5.Consolation 1. What did we learn? 2. Tell student life is colorful. 1. Help students inductive. 2. Let the student understand we will keep happy.6. Homework 1. Copy the new words 8 times. 2. Draw a picture. 3. Mix colors. 1.More time to review 2. and 3. Raises student's exploration spirit V. Blackboard design Unit 2 Colors What color is this?orange red It鈥檚Unit 2 Colors 涓€锛?Warm-up 锛?锛?Free talk T: How are you today? S: I am fine. 锛?锛塋isten a song and sing T: Do you like English song? S: Yes. T: OK. Now, let鈥檚enjoy a song. (Red, yellow, blue and green) 锛?锛塖howing the color cards T: What color is this? (Hold up a color card) S: It鈥檚red. 锛?锛塕eview the Target 锛圧ole playing锛?浜岋紟Presentation 锛?锛塛atching the video a time. 锛?锛塖tudents follow the video and read the sentence. 锛?锛塖tudents follow the teacher to read the story.涓夛紟Practice 锛?锛?Four students in a group to read the sentences by themselves. 锛?锛?Teacher invites some groups to show their conversations. 锛?锛?Diving three groups to practice the conversation. 锛?锛?Listening the music and passing the thing. (The whole class asks one student: What color is this? Teacher hold up a color card. And that student should answer)鍥涳紟Activity 锛?锛?Fishing the exercise (Matching) in the book. Page 17 锛?锛?Play a game ( I say, you act ) Teacher gives students some directions. The students should react it. (T锛歒ellow fish锛寉ellow fish锛宲lease stand up.)浜旓紟Writing practice 锛?锛?Make the conclusion, and write down the sentences on the blackboard. 锛?锛?Taking out a piece of paper, students should imitate the sentences and write it probably. 锛?锛?Teacher shows some good writing papers written by students and emphasizes the standard writing about the sentences.椂I Objectives: Teaching contents: Alphabet: p y r Words:yellow/you/red/read/pink/pencil Teaching aims: 1 ,Aims of knowledge: Enable the Ss know the pronunciation of the alphabets and their sounds in the words. 2, Aims of ability: Enable the Ss to read the example words correctly. 3,Aims of emotion: Enable the Ss to love English learning through chant.. II Key point: Pronunciation: The alphabets and the words. III difficult point: The sounds of the alphabets and the words. IV Teaching aids Flashcards, Computer, Cards V Teaching strategy: task-based method, the communication method and the cooperative learning method VI Teaching flow chart:Teaching Procedure Teaching aims 1. Warm up and review (1). Free talk (2).Sing the color song To warm Ss up and review the old words and sentences learnt in these unit 2. Presentation (1) Show a bag to guess the colors. (2) Do the activity 2. (3) Play a game. (4)Show a story. Have Ss look at the alphabet letters in the story. Let Ss learn the sounds and words. (5) Look and repeat: Repeat the sounds and words To make sure that the Ss learn the words. Game can prouse the Ss鈥檚intresting. To make the Ss can recognize the alphabets correctly. Let the Ss understand the sounds of thealphabets in the words. 3. Consolidation (1) Have the Ss look at the words about the handwriting. (2) Look and write. To train the students鈥?ability in handwriting and the spoken language. Let the Ss understand the sounds of the alphabet in the words.4. Extension (1) Have the Ss to think about other more words of the sounds. (2) On a sheet of paper, have Ss write down the sounds and words. Show the beautiful handwriting for Ss. (3) Have Ss copy the story and share their handwriting with the partners. Share the creative thinking To train the students鈥?ability spoken language.Share their beautiful handwriting. 5.Summary Today we鈥檝e learnt the 3 alphabets and 6 words. And we can handwrite beartiful words and the passage. To consolidate the key points. 6. Homework 1. Find more words which the first letter is p, y and r. 2. Color the rainbow. 3.Copy the words and share the handwriting. To develop the Ss 鈥?thinking skills.。
一年级学生记一周七天英语单词歌
【导语】在中国愈来愈开放的步伐中,英语的学习和应⽤开始受到重视,⽆论是中考⾼考,还是考研考博,都将对英语的考察放在了重要的位置,就连找⼯作,⽤⼈单位都会询问应聘者的英语⽔平,所以⼀定要学好英语哦!⽽如果对孩⼦从低年级就开始培养对语⾔的兴趣,将来学习势必事倍功半!以下是整理的相关资料,希望可以帮助到您!
记⼀周七天英语单词顺⼝溜⼀:
monday周⼀我爱你,EnglishEnglish问候你。
Tuesday周⼆我爱你,mathChiese欣赏你。
Wednesday周三我爱你,artroom描绘你。
Thurday周四我爱你,sport运动锻炼⾝体。
Friday周五我爱你,music⾳乐陶冶你。
记⼀周七天英语单词顺⼝溜⼆:
MondayMonday是周⼀,⼤家⼀起开飞机。
TuesdayTuesday是周⼆,我们⼀起吃鸡蛋。
WednesdayWednesday是周三,⼤家⼀起吃饼⼲。
ThuresdayThuresday是周四,⼤家⼀起识⼤字。
FridayFriday是周五,让我们⼀起来数⼀数。
SaturdaySaturday是周六,翻⼀翻有扣扣。
SundaySunday是周⽇,⼤家⼀起逛超市。
牛津小学英语5Bunit4词汇表
• Vocabulary classification • word usage • Vocabulary extension • Vocabulary exercises • Vocabulary memory skills
Phrases and sentences related to numbers
总结词:熟悉与数字相关的短语和句子,提高对数量和 顺序的表达力。
There are five apples on the table. (桌子上有五个苹 果。)
详细描述 The clock struck twelve. (时钟敲响了十二点。)
Usage of numerical vocabulary
One - The smallest whole number, indicating
singularity or uniqueness.
1
Two - The first even number after one,
indicating duality or pairs.
Phrases and sentences related to food
总结词:熟悉与食物相关的短语和句子,了解不同食物 的表达方式。
I like to eat pizza. (我喜欢吃披萨。)
详细描述 Do you want some cookies? (你想吃一些饼干吗?)
We had a delicious meal at the restaurant. (我们在 餐厅享用了一顿美味的餐点。)
05
Vocabulary memory skills
湘鲁版四年级下册英语单词(带音标)
湘鲁版四年级下册unit6
supermarket[ˈsuːpəmɑːkɪt; ˈsjuː-]
超市
lake [leɪk]湖
swimming pool[ˈswɪmɪŋ] [puːl]
游泳池
buy[baɪ]买
湘鲁版四年级下册unit7
go back [gəʊ] [bæk]回去
should[ʃʊd]应该,应当
garden[ˈgɑːd(ə)n]花园
grass[grɑːs]草
tree[triː]树
flower[ˈflaʊə]花
tell[tel]告诉
about[əˈbaʊt]关于
plant[plɑːnt]植物,种植
uncle[ˈʌŋk(ə)l]伯父,叔父,叔叔…
sunflower[ˈsʌnflaʊə]向日葵
bamboo[bæmˈbuː]竹子
windy['wɪndi]adj.多风的
cloudy ['klaʊdi] adj.多云的
sunny ['sʌni] adj.睛朗的
snow [snəʊ] v.下雪n.雪
weather ['weðə] n.天气
cook [kʊk] v.做饭
bad [bæd] adj.坏的;糟的
park [pɑ:k]n.公园
[wɒts] [ðə] [ˈweðə] [laɪk]
sunny[ˈsʌnɪ]阳光充足的
hot[hɒt]炎热的
rain[reɪn]雨,下雨
rainy[ˈreɪnɪ]下雨的,多雨的
snow[snəʊ]雪,下雪
snowy[ˈsnəʊɪ]下雪的,多雪的
wind[wɪnd]风
windy[ˈwɪndɪ]多风的,有风的
4年级上册-代老师英语单词循环记忆法
代教师英语单词循环记忆法 ---------理解并重复运用是成功记忆之母四年级英语上册单词循环记忆法Unit 1第一步:熟读单词星期一〔每词 1 遍〕classroom ['kl ɑ?sru?m] 教室 ______________window ['w ?nd ?? ]窗户 ______________blackboard ['bl? kb ?:d] 黑板 ______________light[ lait ] 电灯______________picture ['p ?kt ??] 图画 ______________door [d ?:(r)] 门______________teacher ’s desk讲台 ______________computer[k ?m'pju?t? ]电脑 ______________fan [f? n] 电扇______________wall [w ?:l] 墙壁______________floor[fl ?:(r)] 地板 ______________really ['r ??li] 真的 ______________near [n ??(r)] 距离近 ______________TV [,ti: ’vi:] 电视 ______________clean [kli:n] 清扫 ______________help [help] 帮助 ______________第二步:循环手抄星期二〔每词 3 遍〕classroom ['kl ɑ?sru?m] 教室 __________ __________ _________ window ['w ?nd ?? ]窗户 __________ __________ _________blackboard ['bl? kb ?:d] 黑板 __________ __________ _________ light[ lait ] 电灯__________ __________ _________ picture ['p ?kt ??] 图画 __________ __________ _________classroom ['kl ɑ?sru?m] 教室 __________ __________ _________ window ['w ?nd ?? ]窗户 __________ __________ _________blackboard ['bl? kb ?:d] 黑板 __________ __________ _________ light[ lait ] 电灯__________ __________ _________picture ['p ?kt ??] 图画 __________ __________ _________星期三〔每词 3 遍〕classroom ['kl ɑ?sru?m] 教室 __________ __________ _________window ['w ?nd ?? ]窗户 __________ __________ _________blackboard ['bl? kb ?:d] 黑板 __________ __________ _________light[ lait ] 电灯__________ __________ _________ picture ['p ?kt ??] 图画 ____________________ _________door [d ?:(r)] 门__________ __________ _________teacher ’s desk讲台 __________ __________ _________computer[k ?m'pju?t? ]电脑 __________ __________ _________fan [f? n] 电扇 __________ __________ _________wall [w ?:l] 墙壁 __________ __________ _________星期四〔每词 3 遍〕door [d ?:(r)] 门__________ __________ _________teacher ’s desk讲台 __________ __________ _________computer[k ?m'pju?t? ]电脑 __________ __________ _________fan [f? n] 电扇 __________ __________ _________wall [w ?:l] 墙壁 __________ __________ _________floor [fl ?:(r)] 地板 __________ __________ _________really['r??li] 真的 __________ __________ _________near [n ??(r)] 距离近 __________ __________ _________TV [,ti: ’vi:] 电视 __________ __________ _________clean [kli:n] 清扫 __________ __________ _________help [help] 帮助 __________ __________ _________星期五〔每词 3 遍〕classroom ['kl ɑ?sru?m] 教室 __________ __________ __________ window ['w ?nd ?? ]窗户 __________ __________ __________blackboard ['bl? kb ?:d] 黑板 ____________________ __________ light[ lait ] 电灯__________ __________ __________ picture ['p ?kt ??] 图画 ____________________ __________door [d ?:(r)] 门__________ __________ __________teacher ’s desk讲台 __________ __________ __________computer[k ?m'pju?t? ]电脑 __________ __________ __________fan [f? n] 电扇__________ __________ __________ wall [w ?:l] 墙壁__________ __________ __________floor [fl ?:(r)] 地板 __________ __________ __________really['r??li] 真的 __________ __________ __________near [n ??(r)] 距离近 __________ __________ __________TV [,ti: ’vi:] 电视 __________ __________ __________clean [kli:n] help [help]清扫 __________ 帮助 ____________________ ____________________ __________第三步:整体复习,然后家长汉译英听写请家长周末安排听写,听写纸自备,一定要听写哦!家长签字 ____________代教师英语单词循环记忆法---------理解并重复运用是成功记忆之母Unit 2第一步:熟读单词星期一〔每词 1 遍〕schoolbag ['sku?lb? ɡ]书包 ______________maths [m?θs] 数学书 ______________English ['i? ɡ]英li?语书 ______________storybook ['st ??r?b?k] 故事书 ______________candy ['k? nd ?]糖果 ______________notebook ['n ?? tb ?k] 笔记本 ______________toy [t ??]玩具 ______________key [ki:] 钥匙 ______________wow [wa ?]哇;呀lost [l ?st] 丧失 ______________so much [m ?t?] 非常地______________cute [kju:t] 得意的______________第二步:循环手抄星期二〔每词 3 遍〕schoolbag ['sku?lb? ɡ]书包 __________ __________ __________maths [m?θs] 数学书 __________ __________ __________English ['i? ɡ]英li?语书 __________ __________ __________Chinese [t ?a?ni?z]语文书 __________ __________ __________schoolbag ['sku?lb? ɡ]书包 __________ __________ __________maths [m?θs] 数学书 __________ __________ __________English ['i? ɡ]英li?语书 __________ __________ __________Chinese [t ?a?ni?z]语文书 __________ __________ __________星期三〔每词 3 遍〕schoolbag ['sku?lb? ɡ]书包 __________ __________ __________maths [m?θs] 数学书 __________ __________ __________English ['i? ɡ]英li?语书 __________ __________ __________Chinese [t ?a?ni?z]语文书 __________ __________ __________storybook ['st ??r?b?k] 故事书 __________ __________ __________candy ['k? nd ?]糖果 __________ __________ __________notebook ['n ?? tb ?k] 笔记本 __________ __________ __________toy [t ??]玩具 __________ __________ __________星期四〔每词 3 遍〕storybook ['st ??r?b?k] 故事书 ____________________ __________candy ['k? nd ?]糖果 __________ __________ __________notebook ['n ?? tb ?k] 笔记本 __________ __________ __________toy [t ??]玩具 __________ __________ __________key [ki:] 钥匙 __________ __________ __________wow [wa ?]哇;呀__________ __________ __________lost [l ?st] 丧失 __________ __________ __________so much [m ?t?] 非常地__________ __________ __________ cute [kju:t] 得意的__________ __________ __________星期五〔每词 3 遍〕schoolbag ['sku?lb? ɡ]书包 ____________________ __________maths [m?θs] 数学书 __________ __________ __________English ['i? ɡ]英li?语书 ____________________ __________Chinese [t ?a?ni?z]语文书 __________ __________ __________storybook ['st ??r?b?k] 故事书 ____________________ __________candy ['k? nd ?]糖果 __________ __________ __________notebook ['n ?? tb ?k] 笔记本 __________ __________ __________toy [t ??]玩具 __________ __________ __________key [ki:] 钥匙 __________ __________ __________wow [wa ?]哇;呀__________ __________ __________lost [l ?st] 丧失 __________ __________ __________so much [m ?t?] 非常地__________ __________ __________ cute [kju:t] 得意的__________ __________ __________第三步:整体复习,然后家长汉译英听写请家长周末安排听写,听写纸自备,一定要听写哦!家长签字 ____________代教师英语单词循环记忆法 ---------理解并重复运用是成功记忆之母Unit 3第一步:熟读单词星期一〔每词 1 遍〕strong [str ??] 强壮的______________friendly [?frendl? ] 有好的 ______________quiet ['kwa ??t] 安静的 ______________hair [he ?] 头发______________shoe [ ?u?]鞋______________glasses ['gl ɑ?s?z]眼镜______________his [h ?z] 他的______________or [ ??(r)]或者 ______________right [ra ?t] 正确的;对的 ______________hat [h? t] 〔常指带檐的〕帽子______________her [h ?(r);h ??(r)] 她的 ______________第二步:循环手抄星期二〔每词 3 遍〕strong [str ??] 强壮的____________________ __________ friendly [?frendl? ] 有好的 ____________________ __________quiet ['kwa ??t] 安静的 ____________________ __________hair [he ?] 头发____________________ __________ strong [str ??] 强壮的____________________ __________ friendly [?frendl? ] 有好的 ____________________ __________quiet ['kwa ??t] 安静的 ____________________ __________hair [he ?] 头发____________________ __________星期三〔每词 3 遍〕strong [str ??] 强壮的____________________ __________ friendly [?frendl? ] 有好的 ____________________ __________quiet ['kwa ??t] 安静的 ____________________ __________hair [he ?] 头发____________________ __________ shoe [ ?u?]鞋__________ __________ __________glasses ['gl ɑ?s?z]眼镜____________________ __________ his [h ?z] 他的__________ __________ __________ or [ ??(r)]或者 __________ __________ __________星期四〔每词 3 遍〕shoe [ ?u?]鞋__________ __________ __________glasses ['gl ɑ?s?z]眼镜__________ __________ __________ his [h ?z] 他的____________________ __________ or [ ??(r)]或者 __________ __________ __________right [ra ?t] 正确的;对的 __________ __________ __________hat [h? t] 〔常指带檐的〕帽子__________ __________ __________ her [h ?(r);h ??(r)] 她的 __________ __________ __________星期五〔每词 3 遍〕strong [str ??] 强壮的__________ __________ __________ friendly [?frendl? ] 有好的 __________ __________ __________quiet ['kwa ??t] 安静的 __________ __________ __________hair [he ?] 头发__________ __________ __________ shoe [ ?u?]鞋__________ __________ __________glasses ['gl ɑ?s?z]眼镜__________ __________ __________ his [h ?z] 他的____________________ __________ or [ ??(r)]或者 __________ __________ __________right [ra ?t] 正确的;对的 __________ __________ __________hat [h? t] 〔常指带檐的〕帽子__________ __________ __________ her [h ?(r);h ??(r)] 她的 __________ __________ __________第三步:整体复习,然后家长汉译英听写请家长周末安排听写,听写纸自备,一定要听写哦!家长签字 ___________代教师英语单词循环记忆法---------理解并重复运用是成功记忆之母Unit 4第一步:熟读单词星期一〔每词 1 遍〕bedroom['bedru?m] 卧室______________living ['l ?v??] room 客厅;起居室______________study ['st?d?]书房 ______________kitchen ['k ?t??n] 厨房______________bathroom ['b ɑ?θru?m]浴室;洗手间 ______________bed [bed] 床______________phone [f ?? n] ______________table ['te ?bl] 桌子______________sofa ['s ??f?]长沙发 ______________fridge [fr ?d?] 冰箱______________find [fa ?nd] 找到 ______________them [e ?m] 他〔她、它〕们______________第二步:循环手抄星期二〔每词 3 遍〕bedroom['bedru?m] 卧室__________ __________ __________ living ['l ?v??] room 客厅;起居室__________ __________ __________ study ['st?d?]书房 __________ __________ __________kitchen ['k ?t??n] 厨房__________ __________ __________ bedroom['bedru?m] 卧室__________ __________ __________ living ['l ?v??] room 客厅;起居室__________ __________ __________ study ['st?d?]书房 __________ __________ __________kitchen ['k ?t??n] 厨房__________ __________ __________星期三〔每词 3 遍〕bedroom['bedru?m] 卧室__________ __________ __________ living ['l ?v??] room 客厅;起居室__________ __________ __________ study ['st?d?]书房 __________ __________ __________kitchen ['k ?t??n] 厨房__________ __________ __________ bathroom ['b ɑ?θru?m]浴室;洗手间 __________ __________ __________bed [bed] 床__________ __________ __________phone [f ?? n] table ['te ?bl] 桌子__________ __________ ____________________ __________ __________ 星期四〔每词 3 遍〕bathroom ['b ɑ?θru?m]浴室;洗手间 __________ __________ __________bed [bed]床__________ __________ __________phone [f ?? n]__________ __________ __________ table ['te ?bl]桌子__________ __________ __________ sofa ['s ??f?]长沙发 __________ __________ __________fridge [fr ?d?]冰箱__________ __________ __________ find [fa ?nd] 找到 __________ __________ __________them [e ?m] 他〔她、它〕们__________ __________ __________星期五〔每词 3 遍〕bedroom ['bedru?m] 卧室__________ __________ __________ living ['l ?v??] room 客厅;起居室__________ __________ __________ study ['st ?d?]书房 __________ __________ __________kitchen ['k ?t??n] 厨房__________ __________ __________ bathroom ['b ɑ?θru?m]浴室;洗手间 __________ __________ __________bed [bed]床__________ __________ __________phone [f ?? n]__________ __________ __________ table ['te ?bl]桌子__________ __________ __________ sofa ['s ??f?]长沙发 __________ __________ __________fridge [fr ?d?]冰箱__________ __________ __________ find [fa ?nd] 找到 __________ __________ __________them [e ?m] 他〔她、它〕们__________ __________ __________第三步:整体复习,然后家长汉译英听写请家长周末安排听写,听写纸自备,一定要听写哦!家长签字 ___________代教师英语单词循环记忆法---------理解并重复运用是成功记忆之母Unit 5第一步:熟读单词星期一〔每词 1 遍〕beef [bi?f] 牛肉______________chicken ['t??k?n] 鸡肉______________noodles [?nu:dlz] 面条 ______________soup [su?p] 汤______________vegetable [?ved? t?bl] 蔬菜 ______________chopsticks ['t ??pst ?ks] 筷子 ______________bowl [b ?? l] 碗______________fork [f ??k]餐叉 ______________knife [na ?f] 刀______________spoon [spu?n] 勺______________dinner ['d ?n?(r)]〔中午或晚上吃的〕正餐 ______________ready ['red ?] 准备好______________help yourself [j ??'self]为〔自己〕取用 ______________pass [p ɑ?s]给;递 ______________try [tra ?] 试;尝试______________第二步:循环手抄星期二〔每词 3 遍〕beef [bi?f] 牛肉__________ __________ __________ chicken ['t??k?n] 鸡肉__________ __________ __________ noodles [?nu:dlz] 面条 __________ __________ __________soup [su?p] 汤__________ __________ __________ vegetable [?ved? t?bl] 蔬菜 __________ __________ __________beef [bi?f] 牛肉__________ __________ __________ chicken ['t??k?n] 鸡肉__________ __________ __________ noodles [?nu:dlz] 面条 __________ __________ __________soup [su?p] 汤__________ __________ __________ vegetable [?ved? t?bl] 蔬菜 __________ __________ __________星期三〔每词 3 遍〕beef [bi?f] 牛肉__________ __________ __________ chicken ['t??k?n] 鸡肉__________ __________ __________ noodles [?nu:dlz] 面条 __________ __________ __________soup [su?p] 汤__________ __________ __________ vegetable [?ved? t?bl] 蔬菜 __________ __________ __________chopsticks ['t ??pst ?ks] 筷子 ____________________ __________bowl [b ?? l] 碗__________ __________ __________ fork [f ??k]餐叉 __________ __________ __________knife [na ?f] 刀__________ __________ __________ spoon [spu?n] 勺__________ __________ __________星期四〔每词 3 遍〕chopsticks ['t ??pst ?ks] 筷子 __________ __________ __________bowl [b ?? l] 碗__________ __________ __________ fork [f ??k]餐叉 __________ __________ __________knife [na ?f] 刀__________ __________ __________ spoon [spu?n]勺__________ __________ __________ dinner ['d ?n?(r)]〔中午或晚上吃的〕正餐 __________ __________ __________ready ['red ?] 准备好__________ __________ __________ help yourself [j ??'self]为〔自己〕取用 __________ __________ __________pass [p ɑ?s]给;递 __________ __________ __________try [tra ?] 试;尝试__________ __________ __________星期五〔每词 3 遍〕beef [bi?f] 牛肉__________ __________ __________ chicken ['t ??k?n] 鸡肉__________ __________ __________ noodles [?nu:dlz] 面条 __________ __________ __________soup [su?p] 汤__________ __________ __________ vegetable [?ved? t?bl] 蔬菜 __________ __________ __________chopsticks ['t ??pst ?ks] 筷子 __________ __________ __________bowl [b ?? l] 碗__________ __________ __________ fork [f ??k] 餐叉 __________ __________ __________knife [na ?f] 刀__________ __________ __________ spoon [spu?n] 勺__________ __________ __________ dinner ['d ?n?(r)]〔中午或晚上吃的〕正餐__________ __________ __________ready ['red ?] 准备好__________ __________ __________ help yourself [j ??'self]为〔自己〕取用 __________ __________ __________pass [p ɑ?s]给;递 __________ __________ __________try [tra ?] 试;尝试__________ __________ __________第三步:整体复习,然后家长汉译英听写请家长周末安排听写,听写纸自备,一定要听写哦!家长签字 ___________代教师英语单词循环记忆法---------理解并重复运用是成功记忆之母Unit 6第一步:熟读单词星期一〔每词 1 遍〕parents ['pe ?r?nts] 父母cousin ['k ?zn] 同辈表亲〔或堂亲〕uncle [' ??kl] ______________ ______________舅父;叔父;伯父;姑父;姨夫______________aunt [ ɑ?nt] 姑母;姨母______________baby ['be ?b?] brother 婴儿小弟弟______________doctor ['d ?kt ?]医生 ______________cook [k ?k] 厨师______________driver ['dra ?v?(r)] 司机 ______________farmer ['f ɑ?m?(r)]农民 ______________nurse [n ??s] 护士______________people['pi?pl] 人们 ______________but [b ?t] 但是______________little['l ?tl] 小的 ______________puppy ['p ?p?]小狗 ______________football player ['f ?tb ??l'ple??(r)]足球运发动______________job [d ??b] 工作 ______________basketball ['b ɑ?sk?tb??l] 篮球______________第二步:循环手抄星期二〔每词 3 遍〕parents ['pe ?r?nts] 父母__________ __________ __________ cousin ['k ?zn] 同辈表亲〔或堂亲〕__________ __________ __________ uncle [' ??kl]舅父;叔父;伯父;姑父;姨夫__________ __________ __________aunt [ ɑ?nt] 姑母;姨母__________ __________ __________ baby ['be ?b?] brother 婴儿小弟弟__________ __________ __________ doctor ['d ?kt ?]医生 __________ __________ __________parents ['pe ?r?nts] 父母__________ __________ __________ cousin ['k ?zn] 同辈表亲〔或堂亲〕__________ __________ __________ uncle [' ??kl]舅父;叔父;伯父;姑父;姨夫 __________ __________ __________aunt [ ɑ?nt] 姑母;姨母__________ __________ __________baby ['be ?b?] brother 婴儿小弟弟__________ __________ __________ doctor ['d ?kt ?]医生 __________ __________ __________星期三〔每词 3 遍〕parents ['pe ?r?nts] 父母__________ __________ __________ cousin ['k ?zn] 同辈表亲〔或堂亲〕__________ __________ __________ uncle [' ??kl]舅父;叔父;伯父;姑父;姨夫 __________ __________ __________aunt [ ɑ?nt] 姑母;姨母__________ __________ __________ baby ['be ?b?] brother 婴儿小弟弟__________ __________ __________ doctor ['d ?kt ?]医生 __________ __________ __________cook [k ?k] 厨师__________ __________ __________ driver ['dra ?v?(r)] 司机 __________ __________ __________farmer ['f ɑ?m?(r)] 农民 __________ __________ __________nurse [n ??s] 护士__________ __________ __________ people['pi?pl] 人们 __________ __________ __________but [b ?t] 但是__________ __________ __________星期四〔每词 3 遍〕代教师英语单词循环记忆法 ---------理解并重复运用是成功记忆之母cook [k ?k] 厨师__________ __________ __________ driver ['dra ?v?(r)] 司机 __________ __________ __________farmer ['f ɑ?m?(r)]农民 __________ __________ __________nurse [n ??s] 护士__________ __________ __________ people['pi?pl] 人们 __________ __________ __________but [b ?t] 但是__________ __________ __________ little['l ?tl] 小的 __________ __________ __________puppy ['p ?p?]小狗 __________ __________ __________football player ['f ?tb ??l'ple??(r)]足球运发动__________ __________ __________ job [d ??b] 工作 __________ __________ __________basketball ['b ɑ?sk?tb??l] 篮球__________ __________ __________星期五〔每词 3 遍〕parents ['pe ?r?nts] 父母__________ __________ __________ cousin ['k ?zn] 同辈表亲〔或堂亲〕__________ __________ __________ uncle [' ??kl]舅父;叔父;伯父;姑父;姨夫__________ __________ __________aunt [ ɑ?nt] 姑母;姨母__________ __________ __________ baby ['be ?b?] brother 婴儿小弟弟__________ __________ __________ doctor ['d ?kt ?]医生 __________ __________ __________cook [k ?k] 厨师__________ __________ __________driver ['dra ?v?(r)] 司机 __________ __________ __________farmer ['f ɑ?m?(r)]农民 __________ __________ __________nurse [n ??s] 护士__________ __________ __________ people['pi?pl] 人们 __________ __________ __________but [b ?t] 但是__________ __________ __________ little['l ?tl] 小的 __________ __________ __________puppy ['p ?p?]小狗 __________ __________ __________football player ['f ?tb ??l'ple??(r)]足球运发动__________ __________ __________ job [d ??b] 工作 __________ __________ __________basketball ['b ɑ?sk?tb??l] 篮球__________ __________ __________第三步:整体复习,然后家长汉译英听写请家长周末安排听写,听写纸自备,一定要听写哦!家长签字 ___________。
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BLUe’s Format—The best of both worlds—Kees van der LaanHunzeweg57,9893PB Garnwerd,The Netherlandscgl@rc.service.rug.nlAbstractAn independent format—blue.fmt—is proposed to assist authors with creating,formatting,exchanging and maintaining compuscripts during the lifephases of publications.The format builds upon manmac.tex and the functionalities provided by tugboat.sty.Experience gained by publishers has been picked up too,because of my in-depth study of the activities of AMS with respect to T E X formatting.More recent work of Knuth and co-authors has been borrowed from gkpmac.tex.The design goal was to provide a format which suits me,which is easy to customize—to the world outside, and in general to changing circumstances—and which complies with the adages of software engineering. Another aim of blue.fmt is that it can be used throughout the lifecycle of publications on modest equipment to format articles,transparencies and you name it.The hoped for lifety is a lifetime.En-passant the design process is accounted for.New is the handling of a database of references—with cross-referencing—or pictures all in one-pass job.Keywords:Active documents,design,documentation, education,error handling,floats,format,inner versus outer world,inserts,lifephases formats,macro writing, markup language,plain T E X,scripts,software engineer-ing,(reusable)software parts,style,transparencies.1IntroductionAfter having studied manmac,the TUGboat and AMS styles,I decided to combine the best of both worlds.The goodies given by Knuth to the world are merged with the achievements of the members of the various T E X users groups.I decided to separate outer level markup from inner level markup.By splitting off as much as possible to the inner level the outer level will shrink.The outer level markup is suitable to account for articles,transparencies,and you name it.The amount of work to adapt a script for other environments is lessened by this approach.We have to deal with the specifications forlook-and-feel in print—typographical designmarkup language—syntax and semanticscoding style—data types,control sequences.The paper is an abridged version—let us say an appetizer—of the one available from the CTAN and NTG’sfileserver.1.1Why?At GUST’94when presenting Manmac’s BLUes,I was urged to provide a user’s guide for manmac.BLUe’s For-mat is my answer to that request.Whatever the value of blue.fmt it definitely serves an educational purpose,with a wink to active documents.2DesignThis comprises three aspects:typography,markup lan-guage,and coding conventions.2.1TypographyFor the look-and-feel of BLUe’s two-column in print I was inspired by TUGboat’s layout,and started from their OTR. No switching from two-column into1-column on a page. In one-column format pseudo two-column document parts can be integrated.2.2Markup languageI like the orthogonal approach,for example to treat/Minimal tags//Place within contextOptionsKnuth’s macros for formatting his Computers and Typesetting series.See Knuth’s mathdemos.This is a different approach to-column mixing,and an efficient one.The1-column format as basis and markup for two-column document parts now and then.Another example is his formatting of the index.The latter output routine is similar to tugproc.sty,which starts with a1-column opening,with the rest in two-column.Footnotes,and inserts in general,are not supported by the index OTR.independent from each other.This approach has been on my mind throughout blue.fmt,but not applied unduly.Tags can be distinguished in\begin<tag>,\end<tag>pairs,which take global options via\every<tag>and local options via \this<tag>\<tag>,minimal markuptoken variables\this-<tag>and\every-<tag>for user guidance\pre<tag>and\post<tag>token variablestoken variables to convey information,like the title\pasteup<tag>-s,which position the formatted script element within context.In a nutshell this comes down to the outer markup structures \<tag>{...}or\begin<tag>...\end<tag>optionally preceded by\every<tag>{...}and/or\this<tag>{...}When the place within context should differ from the de-fault supply\pre<tag>{...}and/or\post<tag>{...}I did not bother about the size of the tags,because with nowadays(L A)T E X intelligent editors these tags don’t have to be typed in anymore.Moreover,for T E X each tag repre-sents one token independent of its length.The bad newsis that minimal markup for\head and the like can be felt as an anachronism.With(L A)T E X intelligent editors we don’t need minimal markup anymore.The reason to pro-cess headtitles and the like on thefly is that catcodes are assigned in phase while processing,meaning for example we can use verbatims as part of the title.The good newsis that via this mechanism we can abstract at the user level from token variables and definitions.The user can supply the information as if it was a token variable.2.3What to start with?The script should start with what I call information ele-ments,preliminary matter such as title,keywords and the like.Provide the information via assignments to the to-ken variables\title,\subtitle,\issue,next to providing the information for keywords,abstract and ref-erences,all in arbitrary order,as long as done before\be-ginscript.Token variables have defaults.For example your blue.fmt has the token variables\author,\address,and \netaddress alreadyfilled in with defaults.If you wish to assign values to these token variables at the start of your compuscript,feel free to do so.That is the way of substituting actual values for the defaults.Handy isn’t it?The contents proper should start with\beginscript—to handle the paste up of the title matter—and end with \endscript—tofinish the script.—Optionally pre-ceded by\everyscript or\thisscript.When a script is formatted on its own the use of\thisscript, and especially\everyscript can be omitted.For processing more than one script provide\notlast-script in\everyscript,and provide the last script with\lastscript in\thisscript.2.4Active documentsThe revolution of computer-assisted typography has intro-duced the concept of active documents.For me this activity is all aboutthe discrepancy of the ordering of elements as markedup in the compuscript,and the positioning and rep-resentation of the document elements in the result. The hierarchy in which the document elements have been supplied does no longer imply a similar sequence in print. The ordering can be altered due to writing to and reading from the computer’s memory,be it RAM(random access memory)or be it external memory with sequential access.Actually,this happens with the title and the like.The key-words,abstract and contents are set in boxes and pasted up in the replacement text of\beginscript.Similarly, references have to be specified in the preliminary part. The references can be paste up by\pasteupreferences.New is that pictures can be selectively loaded in the pre-liminary part from the picture base.In order not to lose ground I will start from an informal template and formalise from there.2.5TemplateThe outer level markup is as follows.%Template script---outer level markup%Info part:elements in arbitrary order\issue{MAPS94.2}\title{BLUe’s Cross-Referencing}\subtitle{---A one-pass approach}\keywords{...}\abstract{...}\contents{Introduction\quad Why?...Conclusion,References}\references{\<name_1>...\<name_n>}\pictures{\<name_1>pic...\<name_n>pic}\beginscript%Copy proper\head{Introduction}%various parts with inner markupThis does not hold for the title part elements.Too much nitty-gritty.Not only the positioning within context is relevant but also the ordering.Numbers are assigned to the names to serve cross-referencing.%Back matter\pasteupreferences\endscript2.6Outer markupGenerally I use an empty article asfill-in form.The information partconsists of title,author(address information),keywords, abstract,contents,references,pictures and the like,inde-pendent from whether these issues appear at the beginning in print or not.The idea is to supply this information early in the script—and in fact author and address information are suited for defaults—such that it can be used anywhere. By supplying the references also at the beginning we don’t need a multi-pass job for cross-referencing.The\beginscript control sequence marks the begin-ning of the compuscript proper.Whether it concerns an article,report,book or a set of transparencies,\begin-script is a generic control sequence which has been defined appropriately within the context.It starts format-ting the title part and processing the script elements which follow.The compuscript is ended by\endscript to abstract from\end.Note that the contents requires the table of‘contents’to be supplied in a near natural way:line by line.For indenta-tion simply supply\quad or\qquad.Chapters and the likeare marked up by\head and subelements,with the title as argument.Running headers and footersmake use of the token variables\headline and\foot-line,with the information automatically distilled from the title token variables,like\title and\issue. Bibliographyhandling is a much overstressed aspect IMHO.I like to keep it simple.Firts of all I like that the database of for-matted entries to be already with the publisher,and that we only have to refer to the entries.But that seems wishful thinking still,although my approach comes close.I use the macros and database which emerged from ‘BLUe’s Bibliography,’because it facilitates the selec-tion from the database and the formatting all in one-pass job.The typograhical design has been inspired by ams.ppt style.It is customizable.Since‘BLUe’s Bibliography’has been distributed in MAPS,I extended the macros with a simpler user interface.Supply the names for the references as argument to\references,and paste up via\pasteupreferences.\references not only formats the references but also redefines the names by their sequence numbers for cross-referencing.Indexpreparation can be done via manmac’s writing of index reminders(IRs)to afile,and formatting the sorted,com-pressed and in general enriched IRs via manmac’s dou-blecolumn environment.2.7Inner markupExamples are borrowed from special papers on the issue. (Special)Paragraphsare for example provided by\item,and derivatives. Example(Bulleted items)I love Knuth’s\item.It is so general and can easily be adapted to automatically format bulleted items—and others as well—via the use of\def\bitem{\item{$\bullet$}}Example(AN items)A lettered list can be obtained via\aitem first\\next line\itemitem{}nested\\next line\aitem second\\next line\smallbreakwith resultsa.firstnext linenestednext lineb.secondnext lineI favour a short title,optionally extended by a subtitle.Because of this I can use the title in the running head too,and there is no need for a separate specification of a running title.In regular issues of TUGboat the address information is printed at the end,while in the proceedings issues the address information is printed as part of the front matter.This is reminiscent of providing it at the beginning and typesetting it immediately.Nowadays the provision of the information is no longer tied up with formatting it immediately.The references are set and the names get their numbers as replacement ter in the script the markup command\pasteupreferences pastes up the earlier set references.Via this idea of scripts an editor can happily run\onecol and\twocol submissions in one job.No automatisms have been provided for automatically collecting the table of contents information while formatting.No multi-pass job!The T E Xbook,exercise14.20The numbered list is also part of blue.fmt.For footnotes with automatic numbering I use\ftn,based upon The T E Xbook exercise15.12,which processes the footnote on thefly.Quotationsstart with\beginquote and end with\endquote.The effect is that the left and right margin are indented with \smallskip before and after.Exercise and answermarkup macros are part of manmac.As known the answers are set at the end in Appendix A.Actice documents avant l`a lettre.Mathfrom plain can be enriched by automatic numbering and cross-referencing.Cross-referencing is a compatible extension.Provide the \ref,optionally followed by\<name>,at the place after the\eqno instead of an explicit number.Example(From Math into BLUes)Labeled1-lineTwo lines aligned,with labeling per lineand citations(1),(2).via\bitem Labeled1-line$$\sin2x=2\sin x\,\cos x\eqno\ref\cgla$$\bitem Two lines aligned,withlabeling per line$$\eqalignno{\cosh2x&=2\coshˆ2x-1&\ref\cgld\cr&=\coshˆ2x+\sinhˆ2x\cr}$$and citations\crsref\cgla,\crsref\cgld.When I worked on‘Math into BLUes,’I considered it handy to extend\eqalign with a repetitive template such that more than one alignment point is accounted for.This ex-tension has been incorporated in blue.fmt.Tablescan be marked up by\halign,or the alignment dis-play.In manmac the alignment display is used within \begindisplay.Example(Table of markup tags)\begindisplay\displayindent\parindentTags&Reg script\quad&Tansparencies\cr\noalign{\vskip.5ex\hrule\vskip1ex}\multispan3{Token variables\hfil}\cr\cs{title}&+&+\cr%et cetera\enddisplayAt a higher level I use a bordered table model,where the first row and column are marked up separately from the data proper.Moreover,I abstracted from row and column sepa-rators,with the effect that rules or a frame can be obtained via the attributes\ruled,respectively\framed.Example(From‘What is T E X etc.’)just framed data11122122add header and rowstubsHeaderrow1112row2122vary with ruled and framed,add header and footerCaptionHeaderrow1112row2122Footervia\def\data{11\cs12\rs21\cs22}\bitem just framed data$$\vcenter{\framed\beginbtable\data\endbtable}$$\bitem add header and rowstubs\def\header{\logms2\hfillHeader\hfill}\def\rowstblst{{$1ˆ{st}$row}%{{$2ˆ{nd}$row}}}$$\vcenter{\beginbtable\data\endbtable}$$\bitem vary with ruled and framed$$\def\btablecaption{Caption}\def\footer{Footer}\vcenter{\ruled\framed\beginbtable\data\endbtable}$$Or its transpose\valign.Picturesgkpmac provides L A T E X’s picture environment in essence for plain.My added value to this collection is that I pro-vided options via\thispicture and\everypic-ture,and created a database of pictures.The new\beginpicture with uncoupled coordinates and offsets allows an interesting possibility to store a pic-ture.An invocation comes down to\<name>pic%or with user guidance\thispicture{\unitlength<dimen value>\xoffset{<number>}\yoffset{<number>}}\<name>picThe database should contain the picture\def\<name>pic{\bgroup\unitlength<dimen value>\xdim{<number>}\ydim{<number>}\beginpicture....%picture descriptions\endpicture\egroup}with\beginpicture defined in the format to handle the\thispicture and the\everypicture among others.Example(Vectorbundle via gkpmac)\vectorbundlepicyieldsI assumed that the picture was loaded from the pic.datfile via\pictures{\vectorbundlepic}For an elaborate discussion consult‘BLUe’s Graphs.’Verbatimmacros are provided for in-line and display verbatim. Example(From BLUe’s Verbatim)Important functionalities are shown below%1.To handle via%default!escape char%--other fonts%--footnotes%--emc(enable metacode)\thisverbatim={\emc\def\footnotetxt{{\rm Footnote texttyped in on more than one line.}}}\beginverbatimSome<meta code>andblah,blah, (i)Now text in italics!ttand back again in ttfootnote!ftn!ftntxt!endverbatim%%2.To handle numbering and%verbatim file inclusion\everyverbatim={\numvrb}\thisverbatim={%\catcode‘\!=12\catcode‘\|=12\input vrb.tex\catcode‘\*=0}\beginverbatimExtras after file*endverbatim%%3.To restart(line)numbers\thisverbatim={\vrblin0}\beginverbatimJust some text withligatures such as?‘switchedoff(TB381).line numbers restarted via\vrblin0(in general\numvrb).After two blank lines.!endverbatim%%4.Inline verbatim%Minimal|tag\makeactive\|\def|{\bgroup\setupverbatim\the\everyverbatim\the\thisverbatim\def|{\egroup\thisverbatim{}}}\thisverbatim{\emc}Before\verb|<inline verbatim>|after. Remark.The|-definition for the minimal tag has also been included in blue.fmt.Beware,don’t use|as such for the symbol,but mark up with\vrt when just the symbol is needed.The escape character in verbatim is very convenient.I use this for subscripting in verbatims,and for selective number-ing of the macros in verbatim listings,meaning that code parts can start with a nice number,like100,200and so on. This can be done by including%<escape char>vrblin=100%<escape char>vrblin=200.Special textsare for example programs.Manmac’s syntax macros can be used to format the syntax rules.Example(The T E Xbook p.268)\beginsyntax<unit of measure>\is%<optional spaces><internal unit>\alt<optional{\tt true}>%<physical unit>\endsyntaxThe user must be aware that the end of line has been made active and apart from starting a new line looks for an open-ing.Then it assumes that a new syntax rule has started. To continue the line provide a%at the end of the line in the script.Continuation via alternatives on the next line goes via\alt.See the syntax diagram later.Handyis manmac’s possibility for shipping out selected pages. All what has to be done is to supply the page numbers in thefile pages.tex,each number on a separate line,and in increasing order.Also handy are tugboat.cmn’s abbrevia-tions and macros for logos,to enhance consistency. Syntax for outer markupThe template given earlier can more formally be described via the following syntax diagrams,in the spirit of chapter 24of the T E Xbook.IM copy denotes script parts marked up with lower level T E X markup.blue script\input blue.fmt scriptsscripts script script scriptsscript\transparencies reg script\yours reg scriptreg scriptreg script preliminariesscript options\beginscriptsections\endscriptwith refinementspreliminaries\titlepreliminaries preliminarypreliminary\subtitle\input TeX code\issue\author\address\netaddress\keywords\abstract\contents\references\picturesscript options empty\everyscript\thisscript\everyscript\thisscriptThe sections consist of the tree of head structures with IM copy,inner marked up copy proper.sections empty section sectionssection\head paragraphsparagraphs emptyparagraph paragraphsparagraph ssections IM copyThe above is repeated for sub(sub)sections.The markup for the top level reads\beginsyntax<blue script>\is|\input|\thinspace%blue.fmt\thinspace<scripts><scripts>\is<script>\alt<script>%<scripts><script>\is|\transparencies|%<reg script>%\alt|\<yours>|<reg script>\alt<reg script><reg script>\is<preliminaries>\quad<script options>\quad|\beginscript|\qquad<sections>\quad|\endscript|\endsyntax3CodingI assumed as little T E X knowledge as possible for the outer level markup.3.1ConventionsNames are important.In pursuit of Knuth I favour \begin<tag>and\end<tag>pairs.I like to program in paradigms and code these systemati-cally given the language at hand.For language dependent names I introduced token variables with names\<tag>name,for example for use within the environments keywords,abstract and references.When I built upon available macros I added an extra level to comply with my markup conventions.When the original name of the macro had to be maintained at the outer level I changed the name with a prefix denoting the source. Below I provide,and explain in detail,code for an outer level suite of macros—head—and code for an in-ner level suite of macros—AN-items.Because of the relevancy I also explained\beginscript with its \pasteup<name>-s and the one-pass handling of refer-ences.3.2Head and the likeI will design\beginhead and\endhead,next to the minimal markup variant\head{...}.I refrained from more elaborated notational schemes,for example those used in the SGML world.The reason is simply that they are not needed to convey the idea.The basics of Backus-Nauer notation with some comments will do,similar to the way the syntax diagrams are used in the T E Xbook.Defaults.The subhead variants are similar but different in detail.Especially in undoing glue when heads follow-up each other without intervening text.Beware!Design goalsarediscourage to set the title alone at the end of a pagetypeset(flexible)vertical space before(big)and after (med)the titlegobble spaces at the beginning of the titleset the title in bold face(and the current size)unin-denteddon’t indent thefirst line of the text after.What are the problems?The language constructs to be adopted are a problem.In macro expansion the two-part macro T E Xnique should be the basis.In blue’s format I adopted therefore the pairs \begin<tag>and\end<tag>.In order to set the title loose from the context we have to determine values for the amount of glue,and be sure that it disappears at the top of a page.Another problem is to prevent the head text alone to be printed at the bottom of the page.The latter is related to the‘orphan-widow’phenomenon.The coding solution below has different values for the pa-rameters as supplied in\beginsection.From exper-iments it turned out that those supplied by Knuth did not give nice results together with‘BLUe’s Format.’Too much glue was inserted for my taste.The idea of a\pre<tag>and\post<tag>is general.It parameterizes the placement of a document element within context.Important!Whether you talk about titles,dis-plays,tables,graphs,or you name it.The code below is inspired by\beginsection,The T E Xbook,p355.\def\beginhead{\prehead\bgroup\headfont}\def\endhead{\egroup\posthead}%and auxiliaries\def\prehead{\vskip0pt plus5ex\penalty-250\vskip0pt plus1ex\bigskip\noindent}\def\posthead{\medskip\nobreak\noindent}When deprived from a(L A)T E X intelligent editor use the following minimal variant,which has the same func-tionalities,especially the processing on thefly of the ‘argument.’\def\head#{\beginhead\bgroup\aftergroup\endhead\afterassignment\ignorespaces\let\dummy=}Explanation.The#as last character of the parameter text makes that the opening brace and what follows is placed after the replacement text of\head,The T E Xbook,p204. The replacement text starts a group via\bgroup and reads away the opening brace.The latter T E Xnique has been bor-rowed from plain’s\footnote,The T E Xbook,p.363,as used at the end of the replacement text of\fo@t.Spaces which precede the title are ignored via the invoke of\ig-norespaces at the right time.Sigh,quite something isn’t it?ParadigmFrom the above variant the following template can be dis-tilled,to be used with similar two-part macros for a minimal markup variant\def\<tag>#{\begin<tag>\bgroup\aftergroup\end<tag>\afterassignment\ignorespaces\let\dummy=}Although nice it has its limitations.Some remarksNote that I did not gobble spaces at the end of the title argument.In the headtitle they won’t harm because the title is set on a line of its own.In the unabridged version the template is automated too via partial expansion.3.3Items with ANWith automatic numbering and lettering we have to stop the automatism of increasing the counter and to reset the counter for subsequent use at the end of the list.In\item nothing special had to be done.Ending the para-graph via a blank line(or\par)was enough.We cannot modify\par locally because\par starts the replacement text of\item(and\itemitem as well).So the natural markup to let a blank line(or\par)end the AN-list is not possible.I could not work along the remark made in The T E Xbook exercise14.29either,because this goes wrong with nesting, read with the use of\itemitem.My solution is a mixture of coding borrowed from\item p355,\beginchapter p418,\d@nger p419of The T E Xbook.\newcount\itemno%item with automatic numbering\def\nitem{\bgroup\def\nitem{\advance\itemno1\item{\number\itemno.}}\def\smallbreak{\endgraf\egroup\smallbreak}\let\smallskip\smallbreak\nitem}%item with automatic lettering,%that is with a. b.etc\def\aitem{\bgroup\itemno96\def\aitem{\advance\itemno1\item{\char\itemno.}}\def\smallbreak{\endgraf\egroup\smallbreak}\let\smallskip\smallbreak\aitem}%end with\smallbreak or%with\endlist\def\endlist{\endgraf\egroup}And if you don’t use it as such peruse it,because of the macro writing T E Xniques.In the other heads the space at the end of the argument can be there on purpose.Watch out!The more I come to think of it the more ways of doing boil up.How to decide which one is best?We not only have to end the paragraph(s)but also end the scope.The paradigmis the redefinition of a control sequence when this control sequence is used repetitively but with a different function thefirst time.The undoing of the redefinitions via closing the group is also a general macro writing feature.3.4Beginning of the scriptThis is included because it shows the paste-up of the various title elements.\def\beginscript{\lastscript\the\everyscript\begingroup\the\thisscript\hrule\kern2ex\noindent{\titlefont\the\title{\subtitlefont\the\subtitle}}\medskip\the\author\medskip\pasteupkeywords\medskip\pasteupabstract\medbreak\pasteupcontents\smallbreak}\def\endscript{\makesignature\xcol=\maxcols\vfil\eject\endgroup\tracingstats1\stop\thisscript{}}%with auxiliaries\def\pasteupkeywords{\box\keywordsbox}\def\pasteupabstract{\box\abstractbox}\def\pasteupcontents{\unvbox\contentsbox}\def\notlastscript{\global\let\stop\relax}\def\lastscript{\global\let\stop\end}3.5One-pass handling of referencesV arious mental steps are integrated.maintain an independent database of referencesprovide a references macro to perform the tasks of se-lecting and formattingthe list of names has to be supplied as argument to the macro,and is used twice,for selecting and formatting load selectively from the databaseformat the selected entriesredefine the names of the selected entries by their num-berprovide a paste-up tag.In the code I made use of thefifo paradigm.\def\beginreferences#1\endreferences{%\bgroup\def\process##1{\gdef##1{%Reference{\tt\string##1}not in database(Sorry!)\loaderror{Reference}}}\fifo#1\ofif\loadselectivefrom{lit.dat}%formatting\ifstore\global\setbox\referencesbox=\vbox\bgroup\fi\bcnt0\lsams%Default ls\the\thisreferences\def\process##1{\ls{##1}\xdef##1{\the\bcnt}}\fifo#1\ofif\endgraf\endreferences}\def\endreferences{\egroup\ifstore\egroup\fi\thisreferences{}}\def\pasteupreferences{%\the\prereferences\unvbox\referencesbox\the\postreferences}\prereferences{\head{\the\referencesname}}\postreferences{}\def\references#1{\beginreferences#1\endreferences}with the auxiliaries\def\loadselective{#1}{\let\x\def%or any name for x\x\def##1{\ifx##1\undefined\ea\gobble\else\ea\x\ea##1\fi}\input#1\let\def\x}%and\def\gobble#1{}Explanation.The selective loading is hinted at in The T E Xbook,p382,Selective loading of macros.The idea is to consider\def as the name of a macro with as argument the name of the entry to be considered.Remind that lit.dat contains entries of the form\def\<name>{...}Then if the name is not yet known the replacement text is gobbled otherwise it is stored under its name.Neat isn’t it?3.6Selective loading of picturesThis is done similarly.\def\beginpictures#1\endpictures{%\bgroup\let\commonforpic=x\def\process##1{\gdef##1{Picture{\tt\string##1}not in database,Sorry!\loaderror{Picture}}}%\fifo#1\ofif\loadselectivefrom{pic.dat}\endpictures\commonforpic}%\def\endpictures{\egroup}\def\pictures#1{\beginpictures#1%\endpictures}%\def\loadallpictures{\input pic.dat\commonforpic}%\def\loaderror#1{\write16{#1not indatabase}}Explanation.\commonforpic is a defintion which con-tains common elements for all pictures.I did not want the user to bother about this,and also invoked it at the end. The rest is similar to the handling of references.4Software EngineeringNot much of this of yet,except for the explicit design goals and the nice error message with\references and \pictures when a name contains typos.。