剑桥实境英语听说1-Lesson 29

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剑桥国际英语教程1听力原文

剑桥国际英语教程1听力原文多年前，一个小女孩和她的母亲坐在地上，拿着一本图册，你一句我一句地认着图册上“新奇”的事物。

多年后，女孩长大成人，和往常一样拿着一本名着，品味着书中的一字一句……合上书本，女孩抬起头，将目光投向书架。

笨重的书架被比作简单的小房间，显得尤为不相称，违和感十足。

书架上面排满了一本本书，仿佛下一秒，这些书就像潮水一样喷涌下来，挤满整个房间。

上面陈列的都是她的挚爱，每一本都与她有着一段奇妙的故事，无法割舍。

你什么时候开始喜欢上阅读的？是在童年懵懂地好奇外面的世界时？或者当我在成长中第一次尝到世界的酸甜苦辣时？或是在成人懂得生活之道时？这些并不重要，重要的是回过神时我已经爱上了。

它如深不见底的隧道，只能前进，也只想前进；如深海的漩涡，越是接近，越是深陷进去，无法自拔；如一个神秘却又寂寞的人，等待了解它，给予温暖的有缘人；如黑暗世界的一点星火，渺茫虚无，却又唾手可得……没有一艘坚不可摧的战舰能像书一样，带我去浩瀚的彼岸，一滴香甜可口的保湿露也不像一本书，给予我无穷的神力。

当然，这也并非无稽之谈。

如赵恒的“书中自有黄金屋，书中自有颜如玉”，又如童铨的“灵魂欲化庄周蝶，只爱书香不爱花”，再如于谦的“书卷多情似故人，晨昏忧乐每相亲”都足证明，书是人类历代的“传家宝”。

书，带我们走过一个又一个的旅程。

经历一段又一段的缘分。

它让我们认识了一个又一个新的人，体味他们的“人生”。

《红楼梦》的嬉笑怒骂皆为两行辛酸泪。

当林黛玉在贾宝玉新婚当晚，气绝而亡时，我甚至想要冲上去，可回神后又感到无奈，她的世界与我相隔甚远，我怎样才能冲破这堵无形的墙来到她身边，为她的悲痛而流泪，为她的凄惨而呐喊出声。

大喜之日本该喜气洋洋，笑脸满盈，可到林黛玉这儿全都变了味。

人们的道贺声成了一道道无声的剑，刺入她病弱的身躯，留下一道道可怖无法愈合的口子，绽放出诡异的绚烂，令人心生怜悯，却又无能为力。

《三国演义》的叱咤风云终为浮云一场空。

剑桥实境英语听说1-Lesson 26

when he’s free?
▪How do you spell that?
▪Can you say that I called? ▪Can I leave a message? ▪Can you put me through?
▪Can you speak a little more slowly, please?
▪Please call me as soon as you get this message.
▪Who’s calling please?
▪Could you call back later?
▪I’ll put you through.
▪He’s on another call right now.
▪Hello. Lisa speaking. ▪This is George here. ▪You can reach me on my mobile.
▪ What do you do when you can’t fully understand someone’s speech?
Geena is listening to her voicemail messages on her mobile phone. Listen and match each message with a reason for the call.
▪ Leaving a voicemail message: please?
▪ Hello. This is Lisa.
▪ You can call me on…
▪ I’m phoning to tell you about…, ▪ I’m calling to ask about…

剑桥实境英语听说1-Lesson 30

▪ Which expression do you use after a positive sentence?/ a negative sentence?
▪ Write Me too or Me neither after each statement below to agree.
seminar?
Agreeing: I agree. I think you are right. I agree completely.
Agreeing: I don’t agree. I don’t agree at all. I’m not sure I agree.
▪ Match each statement a-f with a reply 1-6. ▪ Practice saying the sentences.
▪I think you’re right.
I finish?
ቤተ መጻሕፍቲ ባይዱ
▪That’s a good point.
▪Sure. Go ahead.
▪Can you say a bit more about ▪I’d like to ask you about…
that?
▪ What is a seminar? ▪ What do you prepare for a seminar? ▪ What questions do you ask when you cannot understand the
▪Sorry. Do you mind if I interrupt?
▪I don’t agree at all.
▪What do you mean exactly?
▪What do you think of…?

剑桥实境英语阅读1-lesson1

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All you can eat for just ￡6.5. Relax with a tasty full breakfast from our breakfast buffet & kids eat free.
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3. Where can you have it? 4. How much does it cost?
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All you can eat for just ￡6.5. Relax with a tasty full breakfast from our breakfast buffet & kids eat free.

新概念一-lesson29课课文PPT课件

What mu. st I do? 6
1
Open the window and air the room.
.
7
2
put the clothes in the wardrobe
.
8
3 make the bed
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9
4
dust the dress. ing table 10
5
.
11
NOW
This bedroom. is very clean. 12
8.clothes[kləuðz]n.衣服
9.wardrobe['wɔdrəub] n.大衣柜
10.dust[dʌst] v.掸掉灰尘
11.sweep[swi:p] v.扫
.
2
击鼓传花，争做小老师
GAME TIME
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3
1.Are you a lazy(懒惰的) kid?
.
4
This bedroom.'s very untidy.5
15.put on[put'ɔn]穿上 16.take off脱掉
4.must[mʌst]modal verb.必须，应该17.turn on[tə:n ɔn]开(电灯)
5.open['əupən]v.打开
18.turn off[tə:n ɔf]关(电灯)
6.air[eə]v.使…通风，换换空气
7.put[put]v.放置
.
15
GAMEindow air the room put the clothes in the wardorbe make the bed dust the dressing table

剑桥实境英语听说1-Lesson 31

▪Listen again and complete Monika’s weekly schedule.
▪Complete each sentence with at, in or on.
▪ Asking about schedules: ▪ When does the court start? ▪ Which room is it in? ▪ How many classes are there a week? ▪ When are the classes? ▪ Who’s teaching the course?
end of next week?
▪ Give it to me first thing on Monday ▪ When can you hand it in?
When did you start studying English? How often do you study English now?
▪Now imagine you are talking to a friend. ▪Use the notes below to tell your friend about the course.
▪ Listen to Mrs Havers, the Course Administrator, tell students about some special guest lectures this month. Complete the chart.
report on time.
▪ I want to tell you about some
morning.
special lectures this month.
▪ Please do this in time for the

剑桥实境英语听说1-Lesson 2

▪Keep smiling and eye contact when you are speaking to someone. This shows you are interested.
▪Responding to information: ▪Oh yes. ▪Oh, really? ▪That’s interesting. ▪I didn’t know that. ▪That’s good. ▪How amazing!
Where are you from?
▪Hello. My name’s ______. ▪Hi. I’m ______. ▪Nice to meet you. ▪I’m very well, thank you. And you? ▪How’s work at the moment?
• It’s a great place. • It’s a beautiful city. • You should visit sometime. • Do you have any children? • Do you enjoy your job? • Do you have any plans for the
▪Listen again to the conversation between Ang and Teresa. Tick the responding information you hear.
▪Listen to each statement and respond using one of
weekend? • How about you? / What about you?
▪What’s your name? ▪Where are you from? ▪Hi there. How’s it going? ▪How are you? ▪Nice to meet you, too. ▪How are things? ▪What do you do?

剑桥实境英语听说1-Lesson 32

▪Listen to these teachers give homework assignments. ▪Write the number of each assignment a-e next to the correct topic.
▪Listen again and complete each assignment.
▪Listen once again and write the day or date when students must finish each assignment.
▪Listen to Mike speak to his supervisor, Dr Gupta. ▪Answer the questions.
▪ Look at these ways of asking for permission. Tick the most informal expression.
▪ Could I hand my essay in tomorrow? ▪ Would next Friday be OK? ▪ Can I give it to you next week?
▪Listen to this extract from the conversation above. ▪Note how Mike’s voice goes up when he confirms the date.
▪Listen and respond to these statements. Repeat the information making your voice go up.
I’ll hand it in tomorrow.
▪Have you got your schedule for ▪Who’s teaching the course?

剑桥实境英语1听说教师用书

Where are you from?Get ready to listen and speakGet students to discuss the question in pairs. Tell students to check the meaning of each adjective using their dictionaries. Then read aloud each adjective and ask students to repeat. Tell the class which adjectives you think apply to you and explain why. Then tell students to tick (✓) the adjectives that they think describe themselves, and tell their partner.A Listening – Introducing yourselfBefore students begin, write the following situations on the board: at a party, with colleagues at work, with friends, with family, with your boss, with relatives. Point to each situation and ask students to call out if they think formal or informal greetings are appropriate.1–4Play the recording and ask students to complete the exercises. Feedback as a class. Put students into smallgroups and get them to role play introductions based on the recordings. They can use their own names or invent characters.Remind students the normal response for Nice to meet you, Pleased to meet you and Good to meet you is to repeat the same, and add too, for example, Nice to meet you too.Did you know…?Read aloud the text and demonstrate each greeting. Ask students how people normally greet each other in their country.B Listening – Exchanging personal informationPlay the recording and ask students to complete the chart. After checking answers, put students into pairs and tell them to ask and answer questions about each person. For example, Where is Shizuka from? Where does Daniela live?Focus on… saying helloAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs. Tell them to swap roles when they ﬁ nish, so they practise each conversation twice.Sound smart – Intonation to show interest1 Write the example sentence on the board and mark theintonation with a rising and falling arrow. Play the recording several times, asking students to repeat each time.2 Play the recording and ask students to complete the exercise.After checking answers, emphasize that the more we make our voice go up and down, the more emotion we display, such as interest, surprise, etc. The less we vary our voice, i.e. the more monotone we sound, then the less interested we sound.3 Play the recording again and ask students to repeat thesentences. Next get students to practise in pairs. Ask themto take turns saying a sentence while their partner guesses if they are trying to sound interested.C Speaking – Taking the initiative 2 Before students begin, tell them to look at the pictures anddescribe each person with a partner. Encourage them to talk about each person’s appearance, and try to guess a little about their personality too, e.g. are they friendly, shy, etc. In theirpairs get students to role play a conversation for each situation.You may wish to have volunteers role play their conversation to the class.D Listening – Making small talk1 Play the recording and ask students to complete the exercise.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.2–4Play the recording again and ask students to complete the exercises.5 Play the recording and ask students to answer the question,adding What about you? or How about you? after theiranswer. After checking answers, tell students to practise inpairs. Explain they should take turns making statements and responding, using What about you? or How about you?Learning tipAsk for a volunteer to come to the front of the class. Demonstrate the difference between good body language when talking to someone, and poor body language.E Speaking – Reacting to what you hear1 Tell students that if they try to show interest when they talk tosomeone in English, it will help the conversation ﬂ ow morefreely. Add that they should not be shy to give their ownopinion on a topic, as this will be of interest to the speaker.Also mention that a good technique to keep the conversation going when talking in English is to ask questions. Get students to do the exercise.2Play the recording and ask students to respond to each statement with an expression from Exercise 1. Ask students ifthey can think of a question to ask too. After checking answers, tell students to practise in pairs. Explain they should take turns making statements and responding, using one of the expressions provided. Encourage them to ask a follow-up question for more information.Focus on… saying goodbyeAsk students to complete the exercises. After checking answers, ask students to practise the conversations in pairs.Class bonus – class role playIf students are shy at ﬁ rst, encourage them by taking part in the activity yourself. Introduce yourself to several students, making sure your voice is animated and your body language appropriate. Make sure students maintain conversations by sounding interested and asking questions.Do you need any help?Get ready to listen and speakPut students into pairs and ask them to look at the picture and describe what they can see. Then tell them to ask and answer the questions with their partner. After checking answers, tell students to take turns choosing someone in the class and describe what he / she is wearing to their partner. Their partner must listen and guess who they are describing.A Listening – In a clothes shop1–4Play the recording and ask students to complete the exercises. After checking answers, put students into pairsand tell them to turn to page 89 and practise Carlos’sconversation with their partner.Learning tipTell students that reading the questions ﬁ rst means they are better prepared to listen for the answers. Say that often it is not necessary to understand everything in a listening passage in order to answer the questions. Explain to students they should just try to listen for the information they need.Focus on… singular and pluralAsk students to complete the exercise. After checking answers, write on the board How much is / are…?, Where is / are…?, What size is / are…? Put students into pairs and tell them to close their books. Explain they should write as many questions using these phrases as they can remember and add any more they can think of. Review answers as a class.B Speaking – At the shops1 Reinforce the fact that Right and OK are common phrasesstudents can use to show they understand. If you wish, tell students to practise the conversation in pairs, replacing key information with their own ideas. Ask students to complete the exercise.2 Ask students to complete the exercise. After checkinganswers, tell students to practise the conversations in pairs.3Ask students to complete the exercise.4Play the recording and ask students to complete the exercise.Sound smart – Sentence stressExplain to students that the important words in a sentence have more stress and are usually the words that carry the most meaning, such as verbs, adjectives and nouns. Point out that English is a stress-timed language, and that students should try to emphasize key words in a sentence by stressing them, in order to sound more natural when speaking in English.Play the recording and ask students to complete the exercises. C Listening – At a marketBefore students begin remind them of the learning tip and tell them to read the questions carefully before they listen.Play the recording and ask students to complete the excercise. After checking answers, point out that the stallholder says dear. This is a friendly expression in British English used by some people. Write to bargain on the board and explain it is common in American English, but in British English to haggle is also popular. Explain that bargain can be a verb or a noun, and write It’s a bargain! on the board. Put students into groups to talk about the last time they haggled and got a good bargain!Did you know...?Add that in the UK £10 is sometimes called a tenner. Explain these are colloquial phrases and that they are not used in formal conversations.D Listening – Understanding numbers; prices1–3Ask students to complete Exercise 1. Play the recordings and ask students to complete the last 2 exercises in thissection. After checking answers, put students into smallgroups and ask them to write ﬁ ve prices. Students then take turns reading aloud their prices to their classmates. Can their classmates write each price correctly?E Speaking – In a clothes shop1Ask students to complete the exercise.2 Ask students to complete the exercise; then play therecording and check answers. Put students into pairs topractise the conversation. Explain that when they ﬁ nish they should swap roles so they practise the conversation twice.3Play the recording again and ask students to complete the exercise.4Ask students to complete the exercise.Class bonusIf you wish, tell the shop assistants to stand behind their desks and write the name of their shop on a piece of paper. Encourage the customers to visit several shop assistants and to bargain hard for what they want! While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.Extra practiceTell students that there are a lot of free listening materials onthe Internet. Explain that some websites are better than others. Add that the BBC Learning English website, / worldservice/learningenglish, has lots of good quality practise material. Encourage them to use the Internet regularly as a way to practise and improve their listening in English.Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.I’ll have pizza, pleaseGet ready to listen and speakPut students into pairs. Tell them to look at the picture and describe what they can see with their partner. Then tell them to ask and answer the questions with their partner.A Listening – Ordering a meal ina restaurantBefore students begin, put them into groups, and ask them to discuss the following questions: When was the last time you went out for a meal? Where did you go? What did you have to eat? After they have ﬁ nished, take a show of hands to ﬁ nd out how often students eat out (once a week, twice a week, once a fortnight, etc.).1–4Play the recordings and ask students to complete the exercises.Did you know...?Point out that in British English some people say pudding, sweet or afters for dessert, and what Americans call French fries are more normally called chips in the UK. However, emphasizethat students should not worry too much about vocabulary differences, as they seldom cause serious problems.B Speaking – Understanding the menu1–2Ask students to look at Exercise 1 and complete Exercise 2.Learning tipPoint out that it is often quite easy to predict language you might need to use in certain situations, such as in a restaurant or café. Explain that the better prepared they are, the easier they will ﬁ nd it to communicate. Emphasize that students should think about the language they need to use in advance wherever possible.Sound smart – Intonation in questionsPut students into groups and ask them to make a list of questions they might want to ask in a restaurant. Then askthem to call out their questions and write them on the board. Review accuracy, making any corrections necessary, and then tell students to identify which questions have rising intonation and which have falling intonation. Finally, model the pronunciationof each sentence as students listen and repeat. Ask students to complete the exercises. Check answers.C Listening – Talking about food1–2Play the recordings and ask students to complete the exercises.Option: Tell students to note three dishes they like to order when they go out for a meal. Put them into pairs and tell them to exchange lists with their partner. Explain they should take turns asking and answering questions about the dishes on their partner’s list.Focus on… words describing foodAsk students to complete the exercises. After checking answers, put students into pairs. Tell them to choose ﬁ ve adjectivesand write at least two foods that can be described using each adjective. For example, fresh – apple, lettuce, bread, etc. Monitor and check for accuracy. When students ﬁ nish, ask them to read their lists to each other.D Speaking – Giving opinions about food1Point out that people often add … for me to explain why they do not like a particular dish. For example, It’s a bit salty for me / It’s a bit spicy for me.2Ask students to do the exercise, then put students into pairs.Tell them to look at the menu and imagine they are at therestaurant eating one of the dishes. Explain they should ask each other about their dishes, and give their opinion.3Play the recording and ask students to complete the exercise.E Listening – Fast food1–2Play the recording and ask students to complete the exercises. After checking answers, ask students how oftenthey eat fast food (once a week, twice a month, etc.). Putstudents into pairs to discuss the beneﬁ ts and drawbacks of eating fast food. List their ideas on the board, e.g. beneﬁ ts:quick, easy, ﬁ lling, drawbacks: not very tasty, can be expensive, messy.Class bonusIf possible, rearrange the class so each group is sat around a different table. Try to make sure they are reasonably far apartso they do not distract each other. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Learning tipPoint out that pictures can be a very useful source of information, not just on menus in fast food restaurants, but also in shops, museums and many public buildings where things such as opening times, lifts, toilets and exits are often listed or signed.Extra practicePut students into groups and encourage them to exchange any good recipes that they have found. Tell them to explain how each dish is made, and what it tastes like.More activitiesDo a whole class restaurant role play, with several waiters and tables, to review all the language in the unit. Tell students to ask about the menu, order, describe their food, and if youwish encourage students to complain about various things,for example the quality of the food, the service, etc. Take the role of manager and help resolve each problem!This is your roomGet ready to listen and speak• Explain that when many students study abroad they often either stay with a host family or they stay in a dormitory with other students. In homestay accommodation you usually have your own room, with a desk. All meals, towels and sheets are included too and your host will usually do your laundry oncea week as well. Read aloud the question and ask students toraise their hands according to which type of accomodationthey think is better.• Tell students to read the list of beneﬁ ts and tick their answers.Then put them into groups to compare their ideas. Encourage them to explain their reasons and discuss any differences of opinion.•Take a class survey to ﬁ nd out which beneﬁ t students think is most important.Option: Ask students to consider other accommodation options, e.g. staying in a hotel or renting an apartment. Take a show of hands to ﬁ nd which accommodation option students prefer.A Speaking – Greetings and introductions1–2 Ask students to read the conversation in Exercise 1 and make sure they understand the phrases in bold. Then askstudents to complete Exercise 2. Check answers.3 Explain students are going to listen to a conversation and areasked to give an appropriate response. Remind students to use the expressions from Exercises 1 and 2 in their response.After checking answers, play the recording again and point out the main stress and intonation. Then ask students to practise the conversation in pairs.Option: Put students into groups to role play similar conversations.B Listening – Understanding directions1–3 Play the recordings where indicated and ask students to complete the exercises. After checking answers, put students into groups to take turns describing where they live. The rest of the group should listen and draw a ﬂ oorplan (similar to the one in the book) for each person’s home.Did you know...?Point out that in American English people say take a bath / shower rather than have a bath / shower. You could also point out that in American English people say across from rather than opposite, e.g. the lounge is across from the kitchen.Sound smart – Linking words together1 Explain to students that English is a stress-timed language, andthat native speakers often link words together when they speak in order to ‘keep up’ with the rhythm. Play the recording and point out that when one word ends in a consonant sound and the next begins with a vowel sound, the ﬁ nal consonant of the ﬁ rst word is pronounced at the start of the word that follows, for example, thi sis, an don, righ tis, etc. Play the recordingagain and ask students to repeat the two sentences. 2–3Play the recording where indicated and ask students to complete the exercises.Focus on… modal verbsAsk students to complete the exercises. After checking answers, tell students to write four sentences for rules they have to follow in class. Explain they should write one sentence for each modal verb, can / can’t, have to / don’t have to, for example, I can’t talk when the teacher is talking, I have to complete my homework on time.C Listening – Understanding rules1–2Play the recording and ask students to do the exercises. After checking answers, put students into pairs to discuss the rules where they live. Explain they should use the modal verbs can / can’t, have to / don’t have to, for example, I can’t have pets in my house, I have to do the washing-up twice a week.Learning tipEmphasize that please and thank you are among the most common words in the English language. Tell students that it is easy to appear impolite or rude by mistake, so always saying please or thank you will help avoid this problem.D Speaking – Asking for permission1 Demonstrate the use of these phrases by going up tostudents and saying things like: Is it OK if I borrow your pen?Point out that when responding to requests, students can use phrases like, yes that’s ﬁ ne or sure, go ahead, but the correct response to Would you mind if I … is No, not at all (I would not mind).2 Read aloud the example, then put students into pairs to makeas many sentences as they can.Option: Go round the class asking students to call out adifferent sentence each time.3Ask students to complete the exercise.E Speaking – Talking about your experience1 Point out that in the UK some people say not bad meaninggood. Write the following example on the board How wasyour day? Not bad, thanks. Encourage students to come up with more examples for Not bad, thanks. Get students tocomplete the exercise.2Ask students to complete the exercise.Class bonusGive students time to prepare their ideas, then put them into pairs or small groups to talk about their experience. Encourage students to ask questions where possible.Extra practiceDirect students to any resources in your school where they can ﬁ nd information on studying abroad.One ﬁ rst class stampGet ready to listen and speak•Get students to do the exercise and compare their answers with a partner.•Write the words post and mail on the board and ask students if they know which word is British English and which word is American English. Ask students to complete the exercise in pairs.A Listening – Asking about services1Play the recording and ask students to complete the exercise.Learning tipExplain to students that identifying key words in this way can allow them to understand the general meaning, even if they have not understood every word. By identifying important information, they can often guess or ignore the parts they have not understood.2 Play the recording again and ask students to complete theexercise. After checking answers, tell students to close their books and try to remember what service each person asked for.3Play the recording again and ask students to say each sentence.Did you know...?Write on the board any phrases students use to describe an ATM. Then put students into pairs to make a list of services banks offer in their country.B Listening – In a bankBefore students begin, ask them to discuss in pairs what documents they think are necessary to open a bank account. Explain that trying to predict what they are going to hear can help them understand more when they listen.1–4Play the recording where indicated and ask students to complete the exercises. After checking answers, put students into pairs to discuss what banking services and facilities they use, and how often.Focus on… moneyAsk students to complete the exercises. After checking answers, put students into pairs to test each other. Explain they should take turns reading a deﬁ nition while their partner has to remember the correct word.C Speaking – Using a bank accountWrite on the board I have to pay my electricity bill, and I wantto pay my electricity bill. Point out that I have to and I need to suggest an obligation, while I want to and I’d like to suggest a preference.1–3Play the recording where indicated and ask students to complete the exercises.D Listening – In a post ofﬁ ce1–2Play the recording and ask students to complete the exercises. After checking answers, put students into pairs and tell them to turn to page 91 and practise the conversations.Explain that when they ﬁ nish, they should swap roles sothey practise each conversation twice. Monitor and checkpronunciation, stress and rhythm.E Speaking – Sending mail1 Play the recording again and get students to complete theexercise. Next, ask students to identify the main stress in the expressions they hear, then tell them to listen and repeatonce more, being sure to stress the right words.2Ask students to complete the exercise.3 Play the recording. Explain to students that they need to usethe ideas a–f to have a conversation with the post ofﬁ ceclerk. When students ﬁ nish, put them into pairs to practise the conversation once again.F Speaking – Changing moneyTell students to look at the picture and explain that a Bureau de change is exclusively for changing money from one currency into another. Ask any students who have used a Bureau de change to tell the class where and when they used such a service. Option: Review currencies in different countries, e.g. Russia– ruble, India – rupee, etc. Tell students that over 300 million people live in the Eurozone; a group of European countries that all use the euro.1–2Play the recording and ask students to complete the exercises.3Play the recording. Explain to students that they need to use the ideas e–i to respond to the clerk. After checking answers, put students into pairs to practise the conversations. Whenthey ﬁ nish they should swap roles so they practise eachconversation twice.Class bonusPut students into pairs and tell them to sit opposite one another. Explain they should decide who is the customer and who is the bank clerk. Tell them to use the language in the unit to role play several conversations at a bank. When they ﬁ nish, they should swap roles and role play conversations in a post ofﬁ ce. Monitor and check grammar, vocabulary and pronunciation. Give help where necessary.Extra practicePoint out that to change a large note into smaller notes students can say, Please can you change this twenty. I’d like four ﬁ ves? Explain that in American English, they might hear Please can you break this twenty?I don’t feel very wellGet ready to listen and speak•Read aloud the question and tell students to tick their answers. Ask students to call out any other ideas they have for keeping healthy and write them on the board. Then put them into pairs to discuss the things they do to keep healthy.•Take a class survey to ﬁ nd out how often students are ill. Read aloud the question and ask students to raise their hands for each answer. Then put students into pairs to talk about a time they were ill.•Ask students to match health problems (a–h) with a picture (1–8). Check answers.A Listening – Health problems1 Play the recording and ask students to complete theconversations. After checking answers, mime each healthproblem to the class and encourage them to call out thecorrect answer. Write on the board any more health problems students can think of. Point out that in American Englishpeople say have a fever rather than have a temperature.2 Play the recording. Ask students to look at conversations a–cin Exercise 1. Explain that they need to take the expressions from the conversations, and put them into the correct column in the table. After checking answers, tell students to practise the conversations in pairs.B Speaking – Talking about health problems1Point out the intonation in these phrases and tell students to practise each one, sounding as sympathetic as they can.2Play the recording. Ask students what they would say to the people who are ill. Remind them that they need to besympathetic. After checking answers, tell students to practise in pairs using their own ideas.Focus on… giving adviceExplain that we use should when we think something is a good idea and shouldn’t when we think it is a bad idea. Ask students to complete the exercises. After checking answers read aloud each complete sentence and ask students to repeat.C Speaking – At the chemist’s1 Remind students that we use many for countable nouns, e.g.How many tablets. Much is used for uncountable nouns, e.g.How much cream.2Explain to students that they need to look at the pictures and ask for the medication for these health problems. Whenstudents ﬁ nish, put them into pairs to role play similarconversations using their own ideas.3Play the recording. Explain to students that they need to use the ideas a–e to have conversations with the chemist.D Listening – Making an appointment1–2Play the recording and ask students to complete the exercises. When students ﬁ nish, tell them to turn to page 92 and practise the conversation in pairs.Option: For a greater challenge, ask students to repeat each conversation using only their notes to help them.Sound smart – the schwa /ə/Play the recording and ask students to complete the exercises. After checking answers, tell students to look again at the audioscript for the conversations on page 92. Explain they should identify all the schwa sounds they can ﬁ nd.Learning tipTell students that by focusing on only the information they need, for example, in this case, days, times, and names, they can make their listening more effective.E Speaking – Conﬁ rming an appointment1Choose two students to read aloud the conversations to the class. Ask students to complete the exercise. Check answers.2Point out that students should make sure they speak clearly, pausing between each piece of information; OK, so that’sThursday / at 4:30 / with Doctor Park. Play the recording.Explain to students that they need to use the ideas provided to make a doctor’s appointment. When students ﬁ nish, put them into pairs to role play a conversation between a patient and a doctor’s receptionist. Explain that they should make an appointment and conﬁ rm all the details.Focus on… imperativesWrite on the board drink a lot of water and you should drink a lot of water. Ask students which is stronger. Point out that the imperative is often used as a way of giving strong advice. Ask students to complete the exercises.F Listening – At the doctor’sPlay the recording and ask students to complete the exercise.Class bonusIf you wish, tell the doctors to sit behind their desks and write their name on a piece of paper. Encourage the patients to visit several doctors. While students are engaged in the activity, walk around and make a note of any errors you hear students make, and review afterwards.More activitiesGet students to listen to any radio or TV programmes about health, for general advice and tips on being healthy. Ask them to write down the tips and bring them to their next lesson to discuss.。

剑桥实境英语听说1-Lesson 1

Lesson 1
Where are you from?
▪Hello. My name’s ______. ▪Hi. I’m ______. ▪Nice to meet you. ▪I’m very well, thank you. And you? ▪How’s work at the moment?
▪Check if you are:
sociable talkative
friendly polite
shy easy-going
பைடு நூலகம்
▪ What are they doing? ▪ Where do you think are they from?
▪ In the UK, people often shake hands when they first meet. ▪ In Japan, people give a bow. ▪ In France, they sometimes kiss on each cheek. ▪ How do people in China greet each other when they first meet?
▪ Conversations ▪ Language: formal or informal
▪ Listen and match. ▪ Listen and write. ▪ Listen and have a discussion. ▪ Listen and tick.
▪ name, country, job and city
• It’s a great place. • It’s a beautiful city. • You should visit sometime. • Do you have any children? • Do you enjoy your job? • Do you have any plans for the

剑桥实境英语听说1-Lesson 27

▪ Now read this part of Ben’s presentation. Underline the words you think are important, and should have more stress. Then listen and check.
▪ The purpose of this talk is to…
▪ To give you another example…
▪ Today I’m going to talk to you about…
▪ To start with I’ll talk about… ▪ I’ll begin by talking about… ▪ After that I’ll…/ Then I’ll…/ Finally,
▪Listen to Ben give an outline of his talk. ▪Number each section of Ben’s talk in order 1-4.
▪Look at the signposts in bold. Listen to Ben’s outline again and tick the signposts you hear.
▪ Speakers often put more stress on the important words, to help the audience understand.
▪ Listen to Ben again. Notice how the important words have more stress.
interesting. ▪I didn’t enjoy it very much. ▪Why do you think that? ▪It was a bit boring. ▪Really? I don’t agree.

剑桥实境英语听说1-Lesson 9

in Italy, Switzerland and many other European
ABM countries, and an
in Canada!
▪Listen to a bank clerk explain how to open a new account. ▪What documents do you need? ▪Complete the notes.
▪ How much is it to send this letter to…? ▪ Can I send this by airmail, please? ▪ Can I change some dollars, please? ▪ What’s today’s exchange rate? ▪ Do you charge commission? ▪ That’s fine. ▪ I’ll think about it.
▪ Match each British English word or phrase with an American one that means the same.
▪ post ▪ postman ▪ recorded delivery ▪ cheque ▪ parcel
package registered mail bill mailman check mail
▪a. _______________________________ ▪b. _______________________________ ▪c. _______________________________
▪a. _______________________________ ▪b. _______________________________ ▪c. _______________________________

剑桥少儿英语一级听力

剑桥少儿英语一级听力(共40页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 1 Hello!and point.Mrs Star:Hello. I’m Mrs Star.Mr Star:Hello. I’m Mr Star.Stella:Hello. I’m Stella Star. This is Marie. Simon:Hello. I’m Simon Star. This is Maskman. Suzy:Hello. I’m Suzy Star. This is Monty. Suzy, Stella and Simon: Goodbye.Monty:Hello. I’m Monty. What’s your name? , point and repeat.Mrs star Mr Star Stella Simon Suzyand do the actions.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name? Maskman: Maskman. What’s your name? Monty: Monty.All: Goodbye.the chant.One, two, three, four, five,Six, seven, eight, nine and ten.and point.Stella: Hello. Meera.Meera: Hello, Stella. Hello. W hat’s your name? Suzy: Suzy.Meera: How old are you?Suzy:I’m three.Simon: How old are you, Meera?Meera:I’m eight, and you?Simon: I’m six., point and repeat.Simon: Hello. I’m Simon. I’m six.Meera:Hello. I’m Marie. I’m eight.Suzy: Hello. I’m Suzy. I’m three.Stella:Hello. I’m Stella. I’m seven.the song.Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow.Sing a rainbow,Sing a rainbow to you.and say the colour.Six, three, five, one, seven, four, two it with Monty.Monty: Sid snakeMonty, boy and girl: Sid snakeMonty: Stella, Suzy, Simon, StarMonty, boy and girl: Stella, Suzy, Simon, Starthe questions.What’s your name?I’m …(姓名)How old are you?I’m …（年龄）to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here. Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Marie: Very good, Maskman.Maskman: Yes, good.Maskman: Listen! Look! What … Aaaagghh! A blue monster!Marie:No, Maskman. It’s a …Maskman: Eeeek! A blue monster! Goodbye, Marie.Marie: Goodbye, Maskman. Close the door, please, Maskman. Thank you. Monty: Hello, Marie.Marie: Hello, Monty.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.and say the number.Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.Maskman: Eeeek! A blue monster! Goodbye, Marie.Maskman: Listen! Look! What … Aaaagghh! A blue monster!Marie:No, Maskman. It’s a …Marie: Close the door, please, Maskman. Thank you.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here.Unit 2 My schooland point.Suzy: Oooohh! Simon, is that your bag?Simon: Yes, it is.Suzy:It’s yellow.Simon: Yes, it is, and my pencil’s red.Suzy: Is your eraser red too?Simon:No, it isn’t. It’s green.Suzy:And what colour’s your pen?Simon:It’s blue, Suzy.Suzy:Oh , and…Simon:Here, Suzy! Look at this. It’s my Maskman book! Suzy: Wow! Thanks, Simon., point and repeat.Table, book, chair, eraser, pen, pencilthe chant.A pencil, a book,An eraser, a pen,A table, a chair,Say it again., and correct.. purple chairs. blue tables. red pens. yellow books. orange pencils. green erasersand pointLenny:Hello. I’m Lenny. What’s your name?Stella: Stella. Who’s that?Lenny: That’s Alex. He’s my friend.Stella: How old is he?Lenny: H e’s six. Who’s that Is she your friendStella: Yes, she is. That’s Meera.Lenny: Is she six?Stella: No, she isn’t. She’s eight. Lenny:I’m seven. How old are you? Stella:I’m seven,too., point and repeat.That’s Merra. She’s eight.That’s Stella. She’s seven.That’s Lenny. He’s sevenThat’s Simon. He’s six.That’s Alex. He’s six.the puppets.the song.Mr Star, Mr Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Mrs Star, Mrs Star,How are you?I’m fine, thank you. I’m f ine, thank you. How are you?Stella Star, Stella Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Simon Star, Simon Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?Suzy Star, Suzy Star,How are you?I’m fine, thank you. I’m fine, thank you. How are you?I’m fine, thank you. I’m fine, thank you.How are you?it with MontyMonty: Michael MonkeyMonty, boy and girl: Michael MonkeyMonty: Monty, Maskman, Marie, MouseMonty, boy and girl: Monty, Maskman, Marie, Mouseand answer.What colour is the bag?Pink.to the story.Toys in the toy box,Come alive.Walk and talk,On the count of fiveOne, two, three, four, fiveMarie: OK. Sit down, please, everybody.Marie: Open your Activity Books, please, and pick up your pencils. Marie: Listen to the CD and draw the monster.Maskman: Oops! Oh, my Activity Book!Monty: Here’s another book, Maskman.Marie:No, not another book, Monty. Here’s an eraser.Maskman: Er, no, Marie. Another Activity Book,please.out the story.表演故事Unit 3 Favourite toysand point.Stella:My favourit toy’s my computer. What’s your favourite toy, Alex?Alex: My bike. What’s your favourite toy, Simon?Simon:My favourite toy’s Maskman and … the car.Meera: Is Maskman a doll?Simon:No. Marie’s a doll.Meera: Oh. My favourite toy’s my ball.Lenny:My favourite toy’s my train. What’s your favourite toy, Suzy?Suzy:Mo … Aaahhh! Where’s Monty?, point and repeat.Computer, ball, doll, car, train, bikeand say the number.What’s your favourite toy?My favourite toy’s my red car.Look at my green ball. It’s my favourite toy.What’s this?It’s my blue computer.What colour’s your train?It’s yellow.What’s your favourite toy?It’s my orange bike.What’s this?It’s my pink doll.the chant.Black, brown, white, grey,Look, listen, point and say.Black, brown, white, grey,Look, listen, point and say.(×2)and do the actions.Mr Star:Simon … Simon, is your ball in your bag? Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball on the toy box? Simon:Er, no, it isn’t, Dad.Mr Star: Simon, is your ball under the table? Simon: Er, no, it isn’t, Dad.Mr Star:Simon, where’s your ball?Simon: Er, it’s next to your chair, Dad., point and repeat.Mr Star: Is your ball on the toy box?Mr Star: Is your ball under the train?Mr Star: Is your ball next to the door?Mr Star: Is your ball in the toy box?Mr Star: where’s your ball?Simon: Er, it’s next to your chair.the song.Monty!Monty isn’t here.Mo nty isn’t there.He isn’t on the table.He isn’t under the chair.Oh, where WhereWhere is Monty?Is he in the toy box?Is he next to the computer?Look! Look! Look!Oh, Where Where WhereWhere Where WhereWhere Where WhereWhere’s Monty?9. Say it with Monty.Tommy tortoise, a train, a two, toys, a table 11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman:Hello, Marie. What’s that?Marie: It’s my computer. It’s my favou rite toy.Maskman:Oh…Marie: What’s your favourite toy, MaskmanMaskman:My car. It’s blue and black. It’s ‘the Maskman Car’. Marie:Oh, that’s nice. Where is it?Maskman:It’s there, next to the toy box.Monty:No, it isn’t next to the toy box, Maskma n.Maskman: Oh, no! Where’s my car?Monty: Is it in the toy box?Maskman:No, it isn’t.Marie: Is it under the table?Maskman:No, it isn’t under the table. Oohh. Where’s my car?Marie:I don’t know, Maskman. Is it on the chair?Maskman: Noooo, it isn’t.Monty: Look, Maskman. It’s OK. It’s here, in the bag.Maskman: Oh, thank you, Monty.MaskMaskman: My Maskman car.Unit 4 My familyand point.Suzy: This is my family. That’s my father, Mr Star. He’s a pop star. Now, this is a nice pic ture of my mother. She’s on a white chair. Who’s that woman in the car That’s my grandmother. My grandfather is next to my gandmother. He’s funny. There’s my brother, Simon. He’s on a black bike. And that’s my sister, Stella. She’s seven. Oh! And who’s tha t girl next to the table, Monty That’s me. And, oh, where are you There you are, on the table., point and repeat.Grandfather, grandmother, father, mother, brother, sisterand say the number.Man: Who’s that woman, Stella?Stella: That’s my mother, Mrs Star.Stella: My sister Suzy’s three.Man: Is that your father next to Simon?Stella: No. He’s my grandfather.Man: Where’s your grandmother?Stella: She’s here, next to my sister, Suzy.Stella: This my brother, Simon. He’s six.Man: Who’s that ma n?Stella: My father.Man: How old is he?Stella: Ooohh! I don’t know., listen and say the words.Look at number four. Stella: She’s … my mother.Look at number six. Stella: He’s … my grandfather.Look at number one. Stella: She’s … my sister.Look at number three. Stella: He’s … my fahter.Look at number two. Stella: She’s … my grandmother.Look at number five. Stella: He’s … my brother.and point.Look at my family. That’s my mother. She’s beautiful. My sister’s young--she’s three. Oh, dear! Look at that bag. My father’s sad. Today mybrother’s ugly. My grandfather’s old. He’s next to my sister. Mygrandmother’s happy.and do the actions.Old, young, ugly, beatiful,happy,sad,young,ugly,sad,old,beatuful,happy the song.All the children: Young or old, happy or sad. Brother and sisters, mum and dad.My brother, my sister. My brother, my sister, and me./ She’s my sister, and he’s my brother.My brother, my sister. My brother, my sister, and me./ Beautiful, not ugly, happy, not sad.My brother, my sister. My brother, my sister, and me.My brother, my sister. My brother, my sister, and me.Say it with Monty.Monty: Bertie batMonty, boy and girl: Bertie batMonty: Ball, bag, bike, bookMonty, boy and girl: Ball, bag, bike, book9. Listen and correct.Look at number 1. She’s beautiful.Look at number 2. She’s old.Look at number 3. He’s sad.Look at number 4. He’s young.Look at number 5. She’s ugly.Look at number 6. He’s happy.10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look at this!Marie: What is it?Maskman: It’s a picture of my family.Monty: Who’s this?Maskman: She’s my sister, Maskgirl.Monty: And is this your young brotherMaskma n: Yes, that’s Maskboy.Monty: Wow!Marie: And look, here’s my family.Monty: Wow! She’s beautiful. Is she young mother?Marie: Yes, she is. She’s my mum, Babs.Monty: And is this your father?Marie: Yes, that’s Ben, my dad.Monty: Are you my brother, Maskman?Maskman: No, I’m not.Monty: Are you my sister, Marie?Marie: No, I’m not.Monty: Where’s my family?Marie: Look, Monty. Here’s your family. It’s the mouse family.Monty: Oohh! Look, my mum and dad. Marvin Mouse and Maxi Mouse. Maskman: Are you happy now, Monty?Monty: Yes, I am.Unit 5 Our petsand point.Pet show judge: Hello, children. It’s a lovely day for the pet show. Are they your pets?Children: Yes.Suzy: This is my pet. It’s a black and white dog.Meera: This is my favourite fish. It’s orange. What’s your favourite pet, Simon?Simon: My mouse. It’s grey.Meera: Oh! That’s, er, nice.Stella: Look at my cat. It’s white. What’s your pet, Lenny?Lenny: It’s a beautiful bird. It’s red, blue and green. Where’s your prt, Mrs Star?Mrs Star: It’s there, next to my car. That’s my black horse., point and repeat.Horse, dog, fish, mouse, cat, birdthe chant.My horse is beautiful.My dog is too.My fish is ugly.My bird is blue.My cat is young.And my mouse is grey.Here are our pets,On pet show day.(×2)and say the number.This is my grey cat. It’s young.My dog’s black. It’s old.This is my mouse. It’s white.My bird’s yellow. It’s happy.This is my orange fish. It’s beautiful.My horse is brown. It’s happy.and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Oh, look at the table. It’s dirty. The chairs are dirty too. Maskma n: Yes, they are. But the toy box is clean.Marie: And where are the pencils?Monty: Here they are. They’re on these pictures. Here’s a picture of a big dog.Marie: Aahh! The brown pencil’s short.Maskman: Yes, it is, but the grey pencil’s long.Monty: And this is a picture of a small mouse. It’s beautiful.6. Listen , point and repeat.a dirty table, a long pencil, a small mouse, a big dog, a short pencil,a clean toy box7. Sing the song.Meera: My mane’s Meera.And this is my fish.It’s a long fish.It’s a long fish.Lenny:My mane’s Lenny.And this is my bird.It’s a happy bird.It’s a happy bird.Stella: My mane’s Stella.And this is my cat.It’s a clean cat.It’s a clean cat.Suzy:My mane’s Suzy.And this is my dog.It’s a big dog.It’s a big dog.Mrs. Star:My mane’s Mrs. Star. And this is my horse.It’s a beautiful horse.It’s a beautiful horse.Simon: My mane’s Simon.And this is my mouse.It’s a small mouse.Suzy:It’s an ugly mouse. Simon: No, it isn’t.Stella: It’s a dirty mouse. Meera: It’s a short mouse. Lenny:It’s a small mouse. All: Yes, it’s a small mouse. Simon: Yes, it is.9. Say it with Monty.Monty: Penny penguin.Monty, boy and girl: Penny penguin.Monty: Pick up a pink pencil and point to a purple pet.Monty, boy and girl: Pick up a pink pencil and point to a purple pet.11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What’s your favourite pet, Marie?Marie: Cats a re my favourite pets. They’re beautiful and clean.Maskman:yes, but they aren’t big. Big dogs are my favourite pets. Marie: Hmm, but big dogs are ugly.Marie: Mice are good pets.Maskman:Yes, but they’re small and dirty.Monty: Pardon Mice are small, but we aren’t dirty…and we’re happy. Maskman: Ooops. Sorry, Monty.Maskman:Mice aren’t dirty and they’re good pets. But my favourite pets are big dogs.Monty: But they’re ugly and…All three toys: 『Gasp.』Marie: Look at the puppet!Monty: Oh, no!Maskman: Eek!Maskman: No, dogs aren’t my favourite pets. My favourite pets are fish.Unit 6 My faceand point.Simon: Ssshh, everybody. It’s The Troll Show. It’s my favouriteprogramme.Stella: Yes, mmmm.Suzy: Ooohh. T hey’re big and ugly.Simon: No, they aren’t. They’re funny.Presenter:Hi, boys and girls. It’s The Troll Show.Trevor:Hello, everybody. My name’s Trevor Troll. I’m big and green…Suzy: … and ugly.Simon: Ssshh!Trevor: My head is big and I’ve got purple hair. Look at my face. It’s dirty. My eyes are orange and my mouth is big. I’ve got yellow teeth and big green ears. My nose is short.Simon: Lovely!, point and repeat.Mouth, nose, ears, eyes, face, teeththe chant.Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Head, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Hum, shoulders, knees and toes, knees and toes.and correct.I’m a boy monster.My hair’s purple.My nose is small.I’m green.My eyes are blue.My hair’s short.My ears are big.My mouth’s red.I’m sad.and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Commentator: Hello, everybody. Welcome to the Ugly MonsterShow.Monty: Look, Maskman. It’s my favourite show.Maskman: It isn’t my favourite show. Those monsters are ugly.Monty: Shhh! Be quiet, please.Murk: Hello, boys and girls. My name’s Murk. I’ve got a purple head and short orange hair. I’ve got one big red eye and a long green nose.I’ve got four sm all ears.Commentator: Have you got a small mouth?Murk: No, I haven’t. I’ve got a big mouth and I’ve got four cleanwhite teeth.Commentator: Thank you, Murk. You’re ugly.Murk: Oh, thank you.Commentator: And this is Moss. Hi, Moss.Moss: Hello, everyb ody. I’ve got a yellow face and long green hair.I’ve got three orange eyes and a small blue nose. I’ve got a bigpurple mouth and a lot of beautiful teeth. My teeth are grey.Commentator: Have you got small ears?Moss:No, I haven’t. I’ve got two big ea rs.Commentator:Thank you, Moss. You’re ugly too.Moss: Thank you., point and repeat.Murk:I’ve got a purple head.Moss:I’ve got long green hair.Murk:I’ve got one big red eye.Moss: I’ve got a yellow face.Murk:I’ve got four small ears.Moss: I’ve got a small blue nose. the song.I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.Yes, I have.I’ve got pink hair,And my eyes are red.I’ve got a blue nose,And a purple head.I’ve got a green mouth,And my teeth are blue.My name’s Slime.Who are you?I’m a very ugly monster,I’m a very ugly monster,I’m a very ugly monster.I’ve got six dirty ears.I’ve got six dirty ears.Yes, I have.it with Monty.Monty: Henry horseMonty, boy and girl: Henry horseMonty:Here’s a happy horse with hair on his head.Monty, boy and girl: Here’s a happy horse with hair on his head.9. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: Look, Marie. There he is. He’s a monster.Marie: No, he isn’t, Maskman. He’s a troll.Maskman:A troll What’s a troll Look at his hair. It’s long and… purple! And his head… it’s big and green.Marie: Yes, Maskman. Trolls are green.Maskman: Look at his eyes, Marie… They’re orange. He’s a monster! Trevor: I’m green, I’ve got purple hair and orange eyes, but I’m not a monster.Monty: Hello, Trevor! How are you?Trevor: Hello, Monty. I’m fine, thank you.Monty: Trevor, this is Marie and this is Maskman. They’re my friends. Trevor: Hello. I’m Trevor.Marie: Hello, Trevor. How are you Are you happyTrevor: Yes, I am. Now I’ve got three friends.Maskman:Yes, we’re your friends.Unit 7 Wild animalsand point.Simon: Let’s play an animal game, Suzy!Suzy: Ok, Simon.Simon: What’s this animal It’s a big cat. It’s orange and black.Suzy: That’s easy. It’s a tiger.Simon: Yes. Very good. What now This animal is big and grey.Suzy: It’s a hippo.Simon: No, it’s big and grey with a long nose.Suzy: It’s an elephant.Simon: Ok, ok. What’s brown and yellow with a small head?Suzy: Is it a monkey?Simon: No, it isn’t.Suzy: I know! It’s a giraffe.Simon: Yes, very good. Ok. What’s this It’s long and green a nd …Suzy: Er, is it a snake?Simon: Hah! No, it isn’t. This animal is big, long, green and …Suzy: I know! I know! It’s a crocodile.Simon: Yup!Suzy: Now, it’s my turn. What’s this It’s small and white with red hair and a big mouth.Simon: Er, I don’t k now. What animal is that, Suzy?Suzy: It’s a Simon! Ha! Ha! Ha!Simon: Very funny, Suzy. Thank you., point and repeat.Giraffe, elephant, snake, hippo, crocodile, monkey, tigerthe chant. Do the actions.Tiger, elephant, hippo, snake,Giraffe and crocodile.Tiger, elephant, hippo, snake,Giraffe and crocodile.and point.What’s the animal?Listen and look.Point to the animal in this book.It’s small and brown.It’s long and green.It’s grey and dirty.It’s big and clean.It’s orange and black.It’s red and blue.It’s yellow and brown with a small head too.and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What have you got there, Trevor?Trevor: I’ve got a book on animals. Look at these monkeys. They are funny.Maskman: Yes, they’ve got long arms and big hands. Oooh. What are they?Trevor: They are crocodiles. They are long and green and they’ve got big mouths and long tails.Monty: How many teeth have they gotTrevor: The y’ve got a lot of teeth.Maskman: Have they got long legs?Trevor: No, they haven’t. They’ve got short legs and feet.Look at the snakes. They’ve got no legs and no feet.Maskman: Look at the elephants. They are big and grey.They’ve got very big ears, lon g noses and short tails.Monty: Hmmm. Elephants. They’re my favorite animals., point and repeat.They’ve got long arms and big hands.They’ve got short legs.They’ve got long legs.They haven’t got feet.the song.Animals, animals, big and small.Animals, animals, short and tall.Animals, animals, dirty and clean.Animals, animals, brown and green.Come on children, sing along.Sing and move to the animal song.Let’s all do the hippo show.Let’s all do the hippo showLet’s all do the hippo showMove your hands and feet.Let’s all do the elephant dance.Let’s all do the elephant dance.Move your arms and legs.Let’s all do the snake shake.Move your head and tail.Let’s all do the crocodile smile.Let’s all do the crocodile smile.Let’s all do t he crocodile smile.Show your big white teeth.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Let’s all do the giraffe laugh.Open your big clean mouth.9. Say it with Monty.Cassandra cat, Cassandra catCar, computer, crocodile, catCar, computer, crocodile, cat10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Monty: Animals, animals, big and small. Animals, animals, short and tall. Marie: Help! Help, Maskman! Look at these snakes. They’re long and ugly and they’ve got two long teeth.Maskman: I’m here, Maree. I’ve got the snakes. Snakes have got two long teeth, but I’ve got two big arms.Marie: Ooohh, Maskman, thank you. You are a superhero.Trevor: Help! He lp! Help, Maskman! Look at these crocodiles. They’ve got big mouths and they’ve got a lot of teeth.Maskman: I’ m here, Trevor. I’ve got the crocodiles. Crocodiles have got big mouths and a lot of teeth, but I’ve got long legs and bighands.Trevor: Ooohh, Maskman, thank you. You are a superhero. Maskman: Help! Help! Look at these elephants. They are very big. And they’ve got very big feet. Aaaagghh!Monty: I’m here, Maskman! Elephants are very big and they’ve got very big feet, but I’m a mouse, I’m very sm all.Maskman, Trevor, Marie: Thank you,Monty. You are a small mouse, but you are a superhero.Unit 8 My clothesand point.Mr Star: Come on children. Time for school.Stella: Ok, Dad.Simon: Stella, where are my grey trousers?Stella: They are under your toy box.Simon: Now, where are my socks?Stella: Your blue socks They are in your shoes.Simon: And where are my shoes?Stella: Under the chair, Simon. Come on!Simon: Ok. Is that my green T-shirt next to the computer?Stella: Yes, it is. And your jack et’s next to the door.Simon:, point and repeat.T-shirt, skirt, socks, shoes, jacket, trousersthe chant.I’ve got blue trousers and a green T-shirt.I’ve got a brown jacket and a purple skirt.I’ve got red shoes and long pink socks.They’re on the f loor, next to my box.and say the number.My favorite clothes are my grey skirt and my purple jacket.My favorite shoes are white.I’ve got an orange T-shirt. It’s my favorite.I’ve got short grey trousers. They are my favorite.My favorite shoes are red.My favorite trousers are brown.My favorite socks are pink.My favorite T-shirt is big and yellow.My favorite skirt is blue.I’ve got brown shoes. They are my favorite.My favorite shoes are black. They are beautiful.My favorite jacket is green.My favorite socks are white.and point.Stella: Mum, have you got my red trousers Where are they Mum: I don’t know.Stella: Has Simon got my red trousers?Mum: Ask Simon, not me.Suzy: No, Stella. Simon hasn’t got your red trousers.Simon: Mum, has Stella got my blue T-shirt?Mum: I don’t know. Ask Stella, not me.Suzy: No, Simon. Stella hasn’t got your blue T-shirt.Stella: No, I haven’t got your blue T-shirt. Have you got my red trousers?Simon: No, I haven’t. And who’s got my favorite white shoes?Stella and Simon: Where’s Suzy?Mrs Star: Look at Suzy. She’s got your red trousers, Stella. She has got your blue T-shirt, Simon.Simon: And she’s got mu favorite white shoes. Not my shoes! , point and repeat.He has got a blue T-shirt.She has got red trousers.He has got white shoes.the song.He has got a blue jacket in his hands, a blue jacket.He has got a blue jacket in his hands, a blue jacket in his hands.He has got a purple ball in his hands, a purple ball.He has got a purple ball in his hands, a purple ball in his hands.She has got a yellow sock in her hands, a yellow sock.She has got a yellow sock in her hands, a yellow sock in her hands. She has got a pink pencil in her hands, a pink pencil.She has got a pink pencil in her hands, a pink pencil in her hands. 8. Say it with Monty.Monty: Daisy dog.Monty, boy and girl: Daisy dog.Monty: A dirty dog, a doll and a door.Monty, boy and girl: A dirty dog, a doll and a door.10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Look at Stella’s clothes. She has got a yellow T-shirt. She has gota blue skirt. She has got pink socks and she has got brownshoes.Maskman: But she hasn’t got a jacket. Look at these. Simon’s got a red jacket. He has got green trousers and he has got blackshoes.Marie: Well, Maskman. Stella has got trousers too. Has Simon got a skirt?Maskman: Huh! No, he hasn’t.Trevor: Ooohh! Hee, hee.Monty: Suzy has got a skirt, and she has got a beautiful orange T-shirt with a mouse on it.Trevor: Ha, ha, ha!Unit 9 Fun time!and point.Alex: Let’s play ‘Simon says’.Everybody: OK.Simon: OK, Simon says put your hands on your head.Simon: OK, good.Simon: Now, play the piano. Oh, sorry, Lenny. Come and stand nextto me.Lenny: Oops, yeah, OK.Simon: Simon says play basketball. Good. Simon says play tennis. Very good. Now play the guitar. Oh, dear, Stella. Come and stand next to Lenny.Stella: Ha ha ha! OK!Simon: OK. Meera and Alex. Simon says swim. Great! Now, play football. Oops, Alex! Stand next to Stella. OK, Alex, ‘Simon says’ stand next to Stella.Alex: Thank you!Simon: Great. Meera, Simon says ride a bike.Simon: OK, stop.Meera: Very good, Simon. Now it’s my turn., point and repeat.Play football, swim, play basketball, play tennis, ride a bike, play the guitarthe song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Ride a bike.Play tennis, basketball.Play, play, play.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Now let’s swim.Play football, the guitar.Play, play, play.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.and answer.What’s number 1?What’s number 2?What’s number 3?What’s number 4?What’s number 5?What’s number 6?。

剑桥国际英语教程第三版听力 Unit 1

Unite 1 Please call me BethExercise 1 Where are you from?Hello, I am David Garza. I am a new club member.Hi, My name is Elizabeth Sliva. Please call me Beth.OK, Where are you from, Beth?Brazil. How about you?I am from Mexico.Oh, I love Mexico. It’s really Beautiful.Thanks. So is Brazil.Oh good. Sun Hee is here.Who is Sun Hee?She is my classmate. We are in the same math class.Where is she from? Let’s go and say hello. Sorry, what’s your last name again? Garcia? Actually, it’s Garza.How do you spell that?G-A-R-Z-A.Exercise 2 SpeakingI am sorry. What’s your name again?It’s a Elisabeth Silva.What do people call you?Everyone calls me Beth.How do you spell last name?S-I-L-V-AExercise 3 What’s Souel like?Sun Hee, this is David Garza. He is a new club member from Mexico.Nice to meet you, David. I am Sun Hee Park.Hi, So you from South Korea.That’s right. I am from Souel.That’s cool. What’s Souel like?It’s really nice. It’s big and very exciting.So, David where are you from?I am from Mexico.Really? What’s city?Mexico city.Woo, what’s like there?It’s a very interesting city.Is it big?Yes, it’s big but I like it love.Exercise 4 PronunciationI am a new club member.Sun Hee is over there.My name is Elisabeth Silva.Excerise 5 Grammer focusI am from Mexico. You are from Brazil. He is from Japan.She is a new club member.It’s an exciting city.We are in the same class.They are my classmates.I’m=I am you’re=you are he’s=he is she’s=she is it’s=it is we’re=we are there’re=there areWh-questions with beWhat’s your name? My name is Beth.Where’s your friend? He is in class.Who’s Sun Hee? She is my classmate.What are your classmates like? They are very nice.Where are you and Loise from? We are from Brazil.How are your classes? They are really interesting.Exercise 7 How’s it going?Hi, David, how’s it going?Fine, thanks. How are you?Pretty good. So are your classes interesting this semester?Yes, they are. I really love chemistry.Chemistry? Are you and Beth in the same class?No, we are n’t. My class is in the morning. Her class is in the afternoon.Listen, I am on my way to the cafeteria now. Are you free?Sure, Let’s go.Exercise 8 Grammer FocusYes-No questions and showed answers with beAre you free? Yes, I am. No, I am not.Is David from Mexico? Yes he is. No he is not. No, he isn’t.Is that class in the morning? Yes, it is. No, it is not. No, it isn’t.Are you and Beth in the same class? Yes We are. No, we aren’t. No, we are not.Are classes interesting? Yes, they are. No, they are not. No, they aren’t.Exercise 10 Lestening What’s your last name again?John, this is my Friend Linda Tanaka. We are in the same English class.Hi Linda, I am Johnsonful Miller. Everyone calls me John.Nice to meet you, John. And what’s your last name again?It’s Miller. M-I-L-L-E-R.Where are you from, John?I am from here, United States. Actually Chicago. How do you like Chicago.I love it. It’s my favourite city.。

剑桥国际英语教程听力材料

剑桥国际英语教程听力材料剑桥国际英语教程2听力材料Unit 12. Conversation []Ted:Hey, that was fun. Thanks for the lesson!Ana: No problem. So, tell me a little about yourself. What do you do?Ted: I work in a travel agency.Ana: Really! What do you do there?Ted: I’m in charge of their computers.Ana:Oh, so you’re a computer specialist.Ted:Well, sort of. Yeah, I guess so.Ana: That’s great. Then maybe you can give me some help with a computer course I’m taking.Ted:Oh, sure…but only if you promise to give me some more skating lessons. Ana: It’s a deal!4. Listening.[p..3]Yu HongInterviewer: Where are you from originally, Yu Hong?Yu Hong: I’m from China…from near Shanghai.Interviewer: And when did you move here?Yu Hong: I came here after I graduated from college. That was in 1991. Interviewer: And what do you do now?Yu Hong: I’m a transportation engineer.Interviewer: I see. So you’re an immigrant to the United States.Yu Hong: Yes, that’ right.Interviewer: What are some of the difficulties of being an immigrant in the U.S.?Yu Hong: Oh, that’s not an easy question to answer. Thereare so many things, really. I guess one of the biggest difficulties is that I don’t have any relatives here. I mean, I have a lot of friends, but that’s not the same thing. In China, on the holidays or the weekend, we visit relatives. It isn’t the same here. Interviewer: And what do you miss the most from home?Yu Hong: Oh, that’s easy: my mom’s soup! She makes great so up. I really miss my mother’s cooking!AjayInterviewer: Where are you from, Ajay?Ajay: I’m from India.Interviewer: And when did you move to the U.S.?Ajay: It was in 1991.Interviewer: Are you studying here at the moment?Ajay: Not now. I came here as a student and graduated two years ago. I’m working as a computer technicianInterviewer: Uh-huh. And what was it like when you first came here? Was it difficult?Ajay: Yeah, it was at times. The main difficulty I had was with the educational system. Things are very different here. Teaching methods, everything is very different from what I was used to in India.Interviewer: And what do you miss the most from India?Ajay: To tell you the truth, after you’re here for a while, you don’t miss anything very much. But I guess the weather and my family are the things I miss. And the quality of life. The quality of life is much nicer back home, frankly speaking.。

剑桥实境英语听说1-Lesson 28

Are there any questions?
▪I really enjoyed that presentation. ▪What did you think of the presentation? ▪Did you enjoy the talk? ▪I think that it was very
▪Imagine you are coming out of a presentation. ▪Listen to the questions and use the ideas below to answer. ▪Use the expressions below to help you. ▪very interesting\all right\a bit boring\not that good\really good
Listen to Amy conclude her presentation. Complete the
▪ Listen to Ben respond to some questions. ▪ Does he agree or disagree with each question? ▪ Tick your answers.
▪ The purpose of this talk is to…
▪ To give you another example…
▪ Today I’m going to talk to you about…
▪ To start with I’ll talk about… ▪ Ier that I’ll…/ Then I’ll…/ Finally,
▪ Listen again and complete each expression Ben uses to agree or disagree.

剑桥实境英语1 Lesson2

Levi’s, Ralph Laurence

Markets Department stores

Wal-mart

Catalogues The internet

E-bay
Unit 2 Do you need any help?

Do you need any help?

No thanks, (it’s ok) I’m just looking Yes please. It’s 50 dollars (pounds, yuan, RMB) It’s on sale right now It’s 30% off.

How much is it?

Unit 2 Do you need any help?

Singular and pans, A pair of glasses, A pair of trousers, A pair of shorts, A pair of shoes A t-shirt, A sweater, A jacket, A hat These jeans, those shorts. S
Unit 2 Do you need any help?

Farmer’s Market

Weekend events Clothing, food, toys and so on

Flea market Yard sale

Garage sale
Unit 2 Do you need any help?
Unit 2 Do you need any help?
Unit 2 Do you need any help?

典范英语1b29课

典范英语1b29课The study of the English language has long been a cornerstone of education around the world. From its humble beginnings as a regional dialect on the British Isles, English has blossomed into a global lingua franca spoken by billions of people. At the heart of this linguistic phenomenon lies the tireless work of scholars, educators, and students who have dedicated themselves to the mastery of the English tongue.One such exemplary endeavor is the "Exemplary English 1b29" course offered at many educational institutions. This comprehensive program delves deep into the intricacies of the English language, providing students with a thorough understanding of its grammar, syntax, and stylistic nuances. Through a carefully curated curriculum, learners are guided on a journey that transcends the mere memorization of rules and instead fosters a genuine appreciation for the richness and versatility of the English language.At the core of the "Exemplary English 1b29" course is a profound respect for the historical evolution of the language. Students areencouraged to explore the origins of English, tracing its roots back to the Indo-European language family and the influences of various invading cultures throughout the centuries. This deep dive into the linguistic past not only enhances their understanding of the present-day language but also instills a sense of reverence for the enduring power of communication.One of the standout features of the "Exemplary English 1b29" curriculum is its emphasis on the practical application of language skills. Rather than solely focusing on theoretical knowledge, the course equips students with the tools necessary to effectively communicate in a wide range of settings. From crafting persuasive essays and delivering captivating speeches to mastering the nuances of professional correspondence, learners are challenged to put their newfound skills into practice.Alongside the development of core language competencies, the "Exemplary English 1b29" course also delves into the rich tapestry of English literature. Students are introduced to a diverse array of literary works, from the timeless classics of Shakespeare and Austen to the contemporary masterpieces of modern authors. By engaging with these literary treasures, learners not only expand their vocabulary and hone their analytical abilities but also cultivate a deeper appreciation for the artistic and cultural significance of the English language.One of the hallmarks of the "Exemplary English 1b29" course is its emphasis on critical thinking and intellectual discourse. Rather than simply memorizing facts and regurgitating information, students are encouraged to question, analyze, and formulate their own perspectives on a wide range of linguistic and literary topics. This fostering of critical thinking skills not only enhances their mastery of the English language but also prepares them for the intellectual rigors of higher education and the professional world.Moreover, the "Exemplary English 1b29" curriculum recognizes the importance of cultural awareness and sensitivity in the global context. Students are exposed to diverse perspectives and encouraged to explore the nuances of English as it is used in different cultural and social contexts. This cross-cultural understanding not only broadens their linguistic horizons but also equips them with the necessary skills to navigate the increasingly interconnected world.Beyond the confines of the classroom, the "Exemplary English 1b29" course also emphasizes the importance of lifelong learning and continuous self-improvement. Recognizing that the mastery of a language is an ongoing process, the program instills in students a deep-seated passion for the English language and a commitment to ongoing exploration and refinement of their skills.The impact of the "Exemplary English 1b29" course extends far beyond the academic realm. Graduates of this program have gone on to excel in a wide range of professions, from business and law to journalism and the arts. Their mastery of the English language has not only opened doors to new opportunities but has also enabled them to make meaningful contributions to their respective fields.In conclusion, the "Exemplary English 1b29" course stands as a shining example of the transformative power of language education. By blending a rigorous academic curriculum with a deep appreciation for the cultural and artistic significance of the English language, this program has produced generations of skilled communicators, critical thinkers, and global citizens. As the world continues to evolve, the importance of such exemplary language education will only grow, serving as a beacon of hope for those who seek to harness the power of language to shape a better future.。

剑桥国际少儿英语听力文本全

Unit 1 Hello again!1.Listen and point.Stella:Hello again! We’re the Star Family. I’m Stella Star and I’m eight. This is my brother, Simon. He’s seven, and this is my sister, Suzy. She’s four.Simon:This is my grandmother. She’s grandma Star.Grandma:Hello.Simon:This is my grandfather. He’s grandpa Star.Simon:Grandpa, say hello.Grandpa:Oh! Hello, everybody.Mrs Star:And we’re Mr and Mrs Star.Simon:What’s your name How old are you2.Listen, point and repeat.StellaSimonSuzyMr Star?Mrs star?Grandma StarGrandpa Star?3.Listen and answer.Trevor:Hello! I’m Trevor.Look at number four. Who’s heLook at number one. Who’s sheLook at number eight. Who’s heLook at number three. Who’s sheLook at number six. Who’s sheLook at number two. Who’s heLook at n umber nine. Who’s sheLook at number ten. Who’s heLook at number five. Who’s sheLook at number seven. Who’s he(Answer:4 Mr star, 1 Suzy, 8 Monty, 3 Stella, 6 Grandma Star, 2 Simon, 9 Marie, 10 Maskman, 5 Mrs Star, 7 Grandpa Star)Unit 2 Back to school!1.Listen and point.Stella:Hello, Alex! Hello, Lenny! How are youAlex and Lenny:Fine,thanks.Merra:Is this your classroom,SimonSimon:Yes.Merra:Who’s that on the boardSimon:That’s my favourite toy, Maskman. Look at my Maskman ruler. Lenny:That’s nice. My ruler’s on my desk.Stella:Are your school books in the bookcaseSimon:No, they are in the cupboard. Our teacher’s here now.Stella and Meera:Oops2.Listen, point and repeat.board?bookcase?cupboard?desk?rulerteacher?6.Listen, point and repeat.There’s a long pink ruler on her desk.There are a lot of boos in the bookcase.There’s a big whiteboard on the wall.There’s a computer in the classroom, but there isn’t a television. Unit 3 Play time!1.Listen and point.Suzy:Ooh, kites! Can we look at them, DadMr Star:OK, Suzy. Where are theySuzy:Over there! Next to the lorries.Simon:Look at these robots!Stella:Ugh! They’re ugly!Alex:I like this big yellow watch.Meera:Look at this camera. It’s orange, my favourite colour. Stella:Hum! … Look! Computer games! I love computer games!Simon:Great! Is there a Maskman PlayboxStella:Yes, there is, and there’s a ‘Can you spell…’ game. Meera, Alex, Simon:Ugh! Stella!2.Listen, point and repeat.Camera?watch?kite?robot?lorry?computer?game?3.Listen, point and say the numbers.There are dolls.This is a robot.This is a train.This is a camera.These are lorries.This is a watch.This is a computer game.This is a kite.These are balls.4.Listen and say ‘yes’ or ‘no’ .There are two bid red lorries.(No-There’s a red lorry and a yellow lorry.) There’s a beautiful pink and purple kite. (Yes)There’s a Maskman computer game.(Yes)There’s an ugly robot with green eyes.(No-There’s an ugly robot with red eyes.) There’s a small orange camera.(Yes)There’s a clean orange camera.There are two small white balls.There are three happy dolls.There are two big yellow watches.There’s a long brown train.5.Listen, point and repeat.Toys in the toy box,Come alive,Walk and talk,On the count of five.One, two, three, four, five.Monty:Look at Suzy’s kite! It’s beautiful. It’s pink and purple with a long tail.Maskman:And it’s big, and it can fly. I can fly too. What’s that, Marie Marie:It’s a ‘Can you spell…’ computer game.Monty:Whose is it Is it Suzy’sMarie:No, it isn’t. It’s stella’s.Monty:What’s that under the tableMaskman:It’s Simon’s basketball.Monty:No, not that. What’s that new toy next to the ballMarie:It’s a big robot. It’s ‘Metal Mouth’.Maskman:Metal Mouth Hmm, yes. It’s an ugly robot.Monty:Whose is itMaskman:It’s Simon’s.Metal Mouth:My name is Metal Mouth. My name is Metal Mouth.Monty:Ooh, look! It can walk and talk.Maskman:Yes, but it’s can’t fly. I can fly.6.Listen, point and repeat.Look at Suzy’s kite.Whose is the computer gameIt’s Stella’s computer game.It’s Simon’s robot.Unit 4 At home!1.Listen and point.Stella:Can I play, SuzySuzy:OK!Stella:Where’s my bedroomSuzy:It’s there, next to the bathroom.Stella:OK!Suzy:Put this blue mat on the floor next to your bed.Stella:Can I have a phone in my bedroomSuzy:No, you can’t. The phone’s in the living room next to the sofa. Stella:Can I have a Lamp, pleaseSuzy:OK. You can put the lamp on the table next to your bed.Stella:Thanks, Suzy. Where can I put the armchairSuzy:Put it in the living room under the clock.Stella:Is there a mirror in my bedroomSuzy:A mirror in your bedroom No, there isn’t. There are three mirrors. one in the bathroom, one in my bedroom and one in Simon’s bedroom.Stella:Oh.2.Listen, point and repeat.mat?lamp?clock?phone?mirror?sofa?4.Listen and correct.There’s a girl sitting on the sofa.(No, there isn’t. There’s a boy sitting on the sofa.)There’s a mirror in the living room.(No, there isn’t.There’s a mirror in the bathroom.)There’s a phone in the bedroom.(No, there isn’t. There’s a phone in the hall.)There’s a boat on the bed.(No, there isn’t. There’s a boat in the bath.)There’s a sofa in the hall.(No, there isn’t. There’s a sofa in the living room.)There’s a lamp under the window.(No, there isn’t.There’s a lamp on the table.)There’s a clock next to the bath.(No, there isn’t. There’s a clock on the wall.)There’s a boy sitting on the bed.(No, there isn’t. There’s a girl sitting on the bed.)5.Listen and correct.Grandpa:Simon! Stella! Can you take your clothes to your bedrooms, please Simon and stella:OK!Grandpa:Whose T-shirt is thatStella:Which T-shirtGrandpa:The yellow one.Stella:It’s Suzy’s.Simon:No, it isn’t. It’s mine.Stella:No, Simon. That T-shirt’s very small. Yours is the big yellow one over there.Simon:Oh! Yes!Grandpa:OK. Are those blue socks yours, SimonSimon:No, they aren’t mine. They are Dad’s.Grandpa:What now Oh, yes! Whose black trousers are thoseStella and Simon:They’re yours, Grandpa.Grandpa:Oh, yes! That’s right, they are.6.Listen, point and repeat.Grandpa:Whose T-shirt is thatSimon:It’s mine.Grandpa:Whose black trousers are thoseStella and Simon:They’re yours, Grandpa.Unit 5 Meet my family 1.Listen and point.Stella:Look, Lenny’s with Frank’s mum and dad.Simon:Who’s FrankStella:Frank’s Lenny’s baby cousin.Meera:Oh, how old is heStella:He’s one.Simon:How many cousins have you got, MeeraMeera:Six: four boys and two girls. How many cousins have you got Simon:None, but we’ve got a baby. Her name’s Suzy.Suzy:I’m not a baby. I’m a big girl! Grandpa! Simon says I’m a baby.Grandpa:Simon, as you’re a big boy, you can fly Suzy’s kite with her. Here you are!Simon:Puph! Thank you!2.Listen, point and repeat.mummy?daddy?grandma?grandpa?cousin?baby3.Listen, point and answer.He’s Lenny’s daddy. What’s his name (Nick)She’s Frank’s cousin. What’s her name(May)He’s Kim’s brother. What’s his name (Ben)She’s Lenny’s sister. What’s her name (May)She’s Frank’s mummy. What’s her name (Lucy)He’s May’s cousin. What’s his name (Frank)He’s Frank’s grandpa. What’s his name (Nelson)She’s Sam’s grandma. What’s her name (Anna)5. Listen and say the numbers.Lenny’s hitting the ball.(16)The dog’s getting the ball. (19)The boy’s mother is cleaning his mouth. (14)The baby’s sleeping. (11)Simon’s throwing the ball. (15)The girl’s kicking the football. (18)Frank’s mum and dad are talking. (12)Meera’s catching the ball. (17)Grandpa’s flying a kite. (13)The cat’s jumping. (20)Unit 6 Dinner time1.Listen and point.Simon:What are you doing, DadMr Star:I’m making dinner. This evening we’ve got bread and water. Stella:No, we can’t have bread and water for dinner, Dad. We have bread and milk for breakfast.Suzy:Hmm. Milk’s my favourite drink.Simon:Orangejuice is my favorite drink.Suzy:So, what is for dinner, DadSimon:Let’s have egg and chips.Suzy:Let’s have chocolate cake!Mr Star:No, Suzy. Chocolate cake’s for tea.All three children:So, what for dinnerMr Star:Hmm… for dinner It’s your favourite, it’s my favouri te, it our favourite. This evening we’ve got…Dad’s Star dinner!... Chicken and rice! Stella, Simon and Suzy:Lovely.2.Listen, point and repeat.breadwatermilkjuicechickeneggschipsrice5.Listen and answer.Mr Star:Come on, everybody. Sit down. It’s dinner time.All three children:OK, Dad.Suzy:Can I have some fruit juice, please, MumMrs Star:Yes, Suzy. Orange juice or apple juiceSuzy:Orangejuice, please.Mrs Star:Here you are.Suzy:Thank you! Stella:Thanks! I’m sorry. It’s chicken and rice for dinner toni ght, but, if you’re good, you can have chocolate ice cream after. Simon:Hmm, great! Chocolate ice cream’s my favourite.6.Listen, point and repeat.Suzy:Can I have some fruit juice, please, MumMrs Star:Here you are.Stella:Can I have some brown bread, pleaseMrs Star:Here you are.7.Listen and say ‘yes’ or ‘no’.Marie:I’m having chicken and rice. (No. I’m having tomatoes and carrots.) Monty:Can I have some milk, please (No. Can I have some apple juice, please) Maskman:Is there any chocolate cake (Yes.)Trevor:Yes, there is. (No. No, there isn’t.)Monty:No, it isn’t mine. It’s Trevor’s. (No. No, it isn’t mine. It’s Marie’s.)Trevor:Er, no. It isn’t chicken. It’s a long brown pencil. (Yes.) Unit 7 At the farm (在农场)1.Listen and point.Suzy:Look at all those animals.This is a nice zoo.Mr Star:It isn’t a zoo. It’s a farm. Look- there’s a cow under the tree. Simon:Uh oh! Mum! The goat’s eating your bag.Mrs Star:Aaahh! Shoo! Shoo! Stop that!Stella:Look, Suzy. The baby sheep are drinking milk.Suzy:Ahhh!Mr Star:Let’s give the ducks some bread.Suzy:There’s a frog!Simon:Look, Stella. There’s a lizard on your T-shirt!Stella:Ha,ha,Simon. Very funny! I know, and I love lizards. Do you like spiders, SimonSimon:No, I don’t.Stella:Oh. Well, there’s a big, black, ugly spider in your hair. Simon:Ahh!2.Listen, point and repeat.cow?duck?goat?lizard?sheep?spider?frog?5.Listen and answer.Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.Marie:Trevor, can I have the sheep, please Let’s put it here, next to the cows.Trevor:Here you are.Monty:Oh, I love sheep. Baa, baa.Trevor:So do I.Maskman:I don’t. I love horses.Marie:So do I.Trevor:I don’t. Horses are very big and they can kick.Maskman:What nowMonty:Let’s put the goat under the tree.Marie:No, Monty. It can eat the flowers and I love flowers.Maskman:So do I.Trevor:Flowers, Maskman Do you love flowersMaskman:Yes, I do. I can give them to Marie.Monty and Trevor:Oooohhh!6.Listen, point and repeat.Monty:Oh, I love sheep. Baa, baa.Trevor:So do I.Maskman:I love horses.Trevor:I don’t.Unit 8 My town1.Listen and point.Suzy:This is a long street, grandpa.Grandpa:Yes, it is. It’s a big city. Can you see my flatSuzy:No. Where is itGrandpa:It’s over there, next to the park. It’s the one with the green windows.Suzy:Oh, yes. What’s this over here, next to the toy shop.Grandpa:That’s a hospital.Suzy:Ooh, look! There’s a shoe shop! Look at those beautiful red shoes, grandpa.Grandpa:What… Oh, yes.Suzy:The shoe shop’s next to the café, Grandpa.Grandpa:Good idea. Let’s go to the café for a drink.Suzy:No, grandpa. Let’s go to the shoe shop for my new red shoes. Grandpa:Oh, sorry… Yes…Of course.2.Listen, point and repeat.park?shop?street?hosp ital?café?flat?5.Listen and ponit.Narrator:Mr Star is playing his guitar at Simon and Stella’s school. Simon’s sitting between Stella and Suzy, and Mrs Star’s sitting next to Suzy. Lenny’s sitting in front of Mrs Star, and Lenny’s mum’s sitting between Lenny and his dad. Grandpa and Grandma Star are sitting behind Simon and Suzy. Everybody is very happy, but Suzy isn’t.Stella:I love music.Mrs Star:So do I.Suzy:Mum, I can’t see.Mrs Star:Shh, Suzy. Be quiet.Suzy:But, I can’t see. Lenny’s mum’s in front of me.Grandma:Shh, Suzy. Be quiet. I can’t hear if you’re talking.Suzy:Can I sit with Stella, pleaseMrs Star:Well, all right, but be quiet.Suzy:Yes, mum. Thanks.Suzy:Oh, this is good. Now I can see.Stella:Huh! You can see, but I can’t, Mum!Unit 9 Our clothes1.Listen and answer.Stella:Hello and welcome to the Star Fashion Show. Here are Simon and Alex. They’re wearing black shirts, blue jeans and white shoes. Simon’s got small black sunglasses on his head. Alex is wearing a new yellow watch. Thank you, Simon. Thank you, Alex.Now here’s Meera. She’s wearing a short brown skirt and an orange jacket. She’s wearing long yellow socks and green shoes. Thank you, Meera.Now we’ve got Suzy, the star of the show. She’s wearing a long purple dress and big pi nk shoes. She’s wearing a nice big red hat and she’s got beautiful gold handbag. Thank you, Suzy.Now here’s Lenny. He’s wearing grey trousers, black shoes, and a red T-shirt with a green lizard on. What a beautiful T-shirt! Thank you, Lenny.2.Listen, point and repeat.dress?glasses?handbag?hat?shirt?jeans?4.Listen and correct.1.There’s a big box with toys. (No, there’s a big box with clothes.)2.Three boys are wearing jeans. (No, one boy is wearing jeans.)3.Two girls are wearing red jeans. (No, one girl is wearing red shoes.)4.Five children are wearing glasses. (No, four children are wearing glasses.)5.One girl’s wearing a dress. (No, two girls are wearing a dress.)6.There are six handbags. (No, there are four handbags.)7.Two boys are wearing short trousers. (No, one boy is wearing shorttrousers.)8.There are five hats. (No, there are four hats.)5.Listen and point.Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.Trevor:You know, Maskman, we’ve got a good life. We’ve got a nice family and we’ve got a lot of friends.Maskman:I know, Trevor, and we’ve got a house and a garden with lots of trees and beautiful flowers.Marie:Yes, a lot of toys haven’t got a house or a garden…Maskman:Or a car. I’ve go t a big car. Have you got a car, TrevorTrevor:No, I haven’t got a car. I can’t drive.Maskman:I’ve got superhero clothes. Have you got superhero clothes, TrevorTrevor:No, I haven’t. I’m not a superhero.Monty:Marie’s a doctor. She’s got a long white jacket and glasses. Maskman:Yes, I’ve got black glasses, too.Trevor:Yes, Maskman, we’ve got a good life. We’ve got a nice dog too. Look, there she is.Maskman:Aaaghh!!... And she’s got a big mouth.Others:Ha ha ha!6.Listen, point and repeat.Trevor:We’ve got a nice family and we’ve got a lot of friends. Maskman:Have you got superhero clothes, TrevorTrevor:No, I haven’t. I’m not a superhero.Monty:Marie’s a doctor. She’s got a long white jacket and glasses. Unit 10 Our hobbies1.Listen and answer.Suzy:Stella, I’ve got a book about sports. What are these sportsStella:The man with the hat’s hitting the ball. He’s playing baseball, and this man here’s playing basketball. He’s bouncing the ball.Suzy:What are Lenny and Simon doingStella:They’re playing ho ckey.Suzy:Are grandpa and Alex playing tennisStella:No, they’re playing badminton.Suzy:Grandma’s painting. Is painting a sportStella:No, it isn’t, Suzy. It’s a hobby.Suzy:Merra’s taking a photo. I s that a sport or a hobbyStella:It’s a hobby, Suzy.Suzy:What’s your favourite hobby, StellaStella:It’s reading, … and yoursSuzy:My favourite hobby … Er … It’s, er … talking.Stella:Yes, it is.2.Listen, point and repeat.painting?badminton?table tennis?hockey?baseball?basketball3.Listen and say the hobby.1.She’s bouncing the ball. Now she’s throwing it to her friend.2.He’s throwing the small ball to his friend … Yes, She’s hitting it. Oh!Yes … now she’s catching the ball.3.They’re playing with a small ball. They’ve got a big table between themand th e ball’s bouncing on the table.4.They aren’t playing with a ball. They’re hitting a small white object.It isn’t bouncing and they aren’t catching it.5.She’s running and kicking the ball. The ball isn’t bouncing and theyaren’t catching it.6.They’re running with a small ball. He’s hitting it with a long stick.(6 basketball, 3 baseball, 4 table tennis, 1 badminton, 5 football, 2 hockey) 5.Listen and point.Mr Star:Hi. My name’s Bruce Star. I like playing the guitar and I love cooking, but I don’t like riding horses.Mrs Star:Hi. I’m Angelina Star. I love riding horses and reading, but I don’t like cooking.Grandpa:Hello. I’m Grandpa Star. I like fishing and playing badminton, but I don’t like cleaning my shoes.Grandma:Hello. I’m Grandma Star. I love painting and driving, but I don’t like gardening.Stella:Hi. I’m Stella. I love playing the piano and I like reading about sports, but I don’t like doing sport.Simon:Hello. My name’s Simon. I like playing basketball and hockey, but I don’t like cleaning my room.Suzy:Hi. I’m Suzy. I love singing and drawing, but I don’t like playing soccer..Alex:Hello. I’m Alex. I like playing badminton and I love playing the piano, but I don’t like playing baseball.Lenny:Hi. My name’s Lenny. I like swimming and playing football, but I don’t like playing table tennis.Meera:Hello. I’m Meera. I like riding my bike and I love taking photos, butI don’t like watching TV.11.Listen and say ‘yes’ or ‘no’.1.What a great game of soccer! Yes! What a great goal! (Yes)2.Number 8 is kicking the ball. Now number 5 is hitting the ball with hishead. (No-18 and 15)3.No, Maskman! You can’t touch the ball with your head! (NO-hands)4.Now number 15 is running with the ball. (Yes)5.Trevor! Are you eating the book (No-ball)e and play badminton with us, Marie! (No-football)Unit 11 My Birthday!我的生日1.Listen and answer.Simon:What are you cookingMr Star:I’m cooking burgers and sausages.Simon:Are we having chips tooMr Star:Yes, we’re having fries. Grandma’s getting them from the kitchen. Grandpa’s helping her.Simon:Yum, yum. And we’ve got lemonade to drink.Suzy:Mummy, is there any fruit juiceMrs Star:Yes, I can get it for you.Suzy:ThanksStella:What are you doing, MeeraMeera:I’m trying to take a photo of Simon.Alex:Yoo hoo, Meera! We’re in front of you. Take a photo of us.Stella:No, don’t take a photo of them. Take one of Simon.Meera:I’m trying to take a photo of him. Alex, Lenny, can you stand behind me, please I don’t like taking ugly photos.2.Listen, point and repeat.sausages?burgers?cake?watermelon?oranges?lemonade?4.Read and answer.1.He’s cooking the burgers and sausages.2.Meera’s taking photos.3.He’s got a nice new bike.4.It’s blue.5.He’s eight.5.Listen and answer.Toys in the toy box,Come alive.Walk and talk,On the count of five,One, two, three, four, five.Trevor:Monty, what would you like to eat Would you like a burger or a sausage Monty:I’d like a sausage, please, Trevor.Trevor:Here you are.Monty:Thanks.Maskman:Can I have a sausage and a burger, pleaseMarie:One moment, please, Maskman. It’s not your turn.Monty:Er, here you are, Maskman. Would you like some fries too Maskman:Yes, I’d love some. Lots, please, Monty.Trevor:Marie, what would you like to drinkMarie:I’d like some fruit juice, please, Trevor.Maskman:Can I have some lemonade, pleaseMonty:Maskman, please would you like to wait a moment. It’s not your turn.Maskman:Oh, sorry.Monty:Would you like some fries too, Trevor … Please.Trevor:Er … Well … Ok, Monty. Fries aren’t my favourite food, but … for you.6.Listen, point and repeat.Trevor:Would you like a burger or a sauageMonty:I’d like a sausage, please, Trevor.Trevor:Here you are.Maskman:Can I have some lemonade, please剑桥国际少儿英语Unit12文本Unit 12 On holiday!度假1.Listen and answer.Lenny:We’re on holiday! Great!Simon:I love holidays.Lenny:So do I.Simon:I love playing on the beach. The clean, yellow sand, the big sun, the beautiful, blue sea. I love swimming in the sea.Lenny:Er, the beach is OK, but I love walking in the mountains. There are lots of green trees and beautiful flowers.Simon:What! Flowers, LennyLenny:Well, yes, er … flowers and animals, big animals.Simon:Hmm. I like fishing with my grandpa. We can’t fish in the city.Lenny:Dose Stella and Suzy like fishingSimon:Oh, no. Suzy likes picking up shells from the beach and Stella loves sitting in the sun and reading.Lenny:Come on, Simon. Let’s go! We’re on the holiday!Simon:Yeh!2.Listen, point and repeat.beach?sandsea?shell?sun?mountain?5.Listen and answer.Mrs Star:Well, children. It’s the end of the school. Where do you want to go on holidaySimon:Let’s go to the beach.Stella:Oh, I want to go to the mountains this year. I want to draw birds and trees and I want to watch small animals. I’d like a new notebook and pe ncils, please.Suzy:Are there shells in the mountains, StellaStella:No, there aren’t, but you can get lots of beautiful flowers.Mr Star:Do you want to go to a big city We can walk in the streets and sit in cafe.All:Oh, no! We don’t want to go to a city.Simon:OK, let’s go to the mountains. Can we swim there, MumMrs Star:Yes, you can.Mr Star:OK, that’s good. We’re all happy to go to the mountains for our holidays.Stella:So can I have a new notebook and pencils, thenSimon:Well, I want some new sunglasses, please. Suzy:And I want a new sunhat, please.Grandpa:Hmm, and now I want my dinner.7.Listen and say the letter.1.Which melon do you want I want the big green one.2.Which shoes do you want I want the red ones.3.Which monster do you want I want the ugly one.4.Which ice cream do you want I want the lemon one.5.Which apples do you want I want the green ones.6.Which doll do you want I want the happy one.7.Which cake do you want I want the small one.8.Which shoes do you want I want the white one.。

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clarification.
What’s your opinion?
▪Do you agree that…?
▪Can you explain that?
▪I think you’re right.
▪Can I say something here?
▪I agree completely. ▪I’m not sure I agree.
▪Listen again and tick T or F for each statement.
▪Asking for clarification: ▪What do you mean exactly? ▪Can you explain that, please? ▪Could you say a bit more about that, please? ▪Could you go into more detail e right.
I finish?
▪That’s a good point.
▪Sure. Go ahead.
▪Can you say a bit more about ▪I’d like to ask you about…
that?
How often do you ask questions in a talk or seminar? almost always\I sometimes ask questions\ I prefer to listen to other
▪ Match each person with their opinions.
▪ Listen again and complete the expressions for agreeing and disagreeing.
▪ Imagine you are in a seminar. ▪ Listen to each statement and use the ideas below to ask for
people’s questions Do you enjoy expressing your opinion? Yes, I like to say what I think.\ No. It’s difficult for me to discuss my
opinions.\ It depends on the topic!
▪Listen to the extract of the seminar again. ▪Tick the expression that you hear.
▪ Listen to Teresa, Kate and Sam discuss the future of computers in education.
▪Philip and Ana are undergraduate students at college. They are taking part in a seminar. ▪Listen and tick the topic of the seminar. ▪crime---education---sport---science---politics
▪Sorry. Do you mind if I interrupt?
▪I don’t agree at all.
▪What do you mean exactly?
▪What do you think of…?
▪That’s a good point.
▪Do you think that…?
▪Can you wait a moment while