剑桥实境英语听说1-Lesson 19

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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 29

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.

剑桥实境英语阅读1-lesson1

9.00
9.00 9.00 9.00 9.00
to
to to to to
18.00
18.00 20.00 18.00 18.00
1. Is it open on Sundays? 2. What time does it open in the mornings? 3. Is it open later in the evening?
Lesson 1
How to Scan A Text Efficiently
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Warming Up : )
noodles
eggs
bread steamed twisted roll
Warming Up : )
steemed twisted roll 花卷 steemed bread 馒头
Practice : )
Breakfast
All you can eat for just ￡6.5. Relax with a tasty full breakfast from our breakfast buffet & kids eat free.
Help yourself to breakfast between 7am-10am (8am-11am at weekends).Just book and pay at reception when you check in.
3. Where can you have it? 4. How much does it cost?
Practice : )
Breakfast
All you can eat for just ￡6.5. Relax with a tasty full breakfast from our breakfast buffet & kids eat free.

剑桥实境英语听说1-Lesson 20

▪ It’s huge! ▪ How beautiful! ▪ It’s fantastic!
▪ Look at the map and listen to this tour guide on a tour bus in Barcelona. ▪ Which route does the bus take?
▪A ▪B ▪C ▪D
The people are very friendly. It’s very quiet.
The food is great. It’s quite expensive. The hotel is a bit disappointing. There’s a lot to see.
▪ SEA LIFE Sydney Aquarium has the world’s largest collection of Australian aquatic life.
▪Bill and Giulia are sightseeing around Sydney, Australia. Listen and number the attractions 1-5 in the order Bill and Giulia mention them.
▪ …is very popular. ▪ …is famous for markets. ▪ It’s not far from here. ▪ There’s a guided walk starting soon. ▪ A tour bus leaves from just across the road. ▪ That’s fine with me. ▪ That’s a good idea./ That sounds great. ▪ It’s up to you./ I don’t mind.

TPO 19 听力解析

TPO 19 解析Conversation 1（场景分类——询问论文）Narrow: Listen to a conversation between a student and the professor.StudentHi, professor Handerson. （1）That was a really interesting lecture in class today.ProfessorThanks, Tom. Yeah, animals’ use of deception, ways they play tricks on other animals, that’s a fascinating area. One we are really just starting to understand.StudentYeah, you know, selective adaptations over time are one thing. Oh, like non-poisonous butterflies that have come to look like poisonous ones. （2）But the idea that animals of the same species intentionally deceive each other, I have never heard that before.ProfessorRight, like, there are male frogs who lower their voices and end up sounding bigger than they really are.StudentSo they do that to keep other frogs from invading their territory?ProfessorRight, bigger frogs have deeper voices, so if a smaller frog can imitate that deep voice. Well...StudentYeah, I can see how that might do the trick. （3）But, anyway, what I wanted to ask was, when you started talking about game theory. Well, I know a little bit about it, but I am not clear about its use in biology.ProfessorYeah, it is fairly new to biology. Basically, it uses math to predict what an individual would do under certain circumstances. But for example, a business sells, oh computer, say, and they want to sell their computers to a big university. But there is another company bidding too. So, what should they do?StudentWell, try to offer the lowest price so they can compete, but still make money.ProfessorRight, they are competing, like a game, like the frogs. There are risks with pricing too high, the company might get the sale, there is also the number and type of computers to consider. Each company has to find a balance between the cost and benefits. Well, game theory creates mathematical models that analyze different conditions like this to predict outcomes.StudentOk, I get that. But how does it apply to animals?Professor（4）Well, you know, if you are interested in this topic, it would be perfect for your term paper. StudentThe literature review?ProfessorYeah, find three journal articles about this or another topic that interests you and discuss them. If there is a conflict in the conclusions or something, that would be important to discuss.Student（5）Well, from what I have looked at dealing with game theory, I can’t say I understand much of the statistics end.ProfessorWell, I can point you to some that presents fairly basic studies, that don’t assume much background knowledge. You’ll just need to answer a few specific questions: What was the researchers’ hypothesis? What did they want to find out? And how did they conduct their research? And then the conclusions they came to. Learning to interpret these statistics will come later.词汇：deception n. 欺骗selective adj. 选择性的deceive v. 欺骗invade v. 侵略territory n. 领土imitate v. 模仿bid v. 投标；出价hypothesis n. 假设题目：1. Why does the man go to see the professor?解析：主旨题，文中学生开头说教授今天课上的演讲很有趣，接着讨论了课上的内容。

新剑桥Unit19

Yes, they like these new bird house.
Welcome! This is ` your new home!
Yes, let us be friend!
Lesson 19 Birdie,where is your nest?
Birdie, where ① is your nest? CONTENT
②
③
④ ⑤
Little Johnny! Yes, Papa? Eating cookies? No, papa. His Telling nest is here. lies? No, papa. Open your mouth. Sorry,papa!
单击添加文字
单击添加文字
单击添加文字
单击添加文字
单击添加文字
方位介词
1. on 在上面(指与物体表面接触) eg: on the bed on the tree 2. in 在……里面 eg : in my bag in the tree 3. under 在…… 下面 eg: under the chair/table

4.next to 紧接着，在...旁边
eg: next to the car
The girl is on the box.
The books are on the desk.
The mice are under the bed.
The snake is in the tree.
The bird is next to the tree.
Hi, poor little thing! Let me make you a bird house!
I'm making one, too.

剑桥实境英语听说1-Lesson 16

night.
▪I hope you enjoy your stay.
▪When would you like to book ▪Here’s your room key.
it ss centre on
▪I’m afraid we’re fully booked. the top floor.
A single room, please
▪ How much is a single room, please. ▪ Can I have a wake-up call?
▪ I’d like to book a double room.
▪ Is room service available?
▪ Do you have any non-smoking rooms?▪ Do you have a laundry service?
Then pick the KING or QUEEN of the drawing competition!
on the left/right at the top of at the bottom of at the end of next to opposite
▪Match the person with the room he/she lives in. ▪Listen again. Write the comments.
▪All our rooms are en-suite. ▪We have 24-hour room service.
▪ tag questions ▪ general questions ▪ information questions
Try to describe your room, and let the rest of your classmates draw what you are describing.

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 7

In the UK, public toilets are often called the Ladies and Gents. You may also hear someone ask “Where’s the loo?” A. E.: restroom/bathroom
▪ We often link words together when we speak.
▪ Mrs Woods: Paula, I’d like you to meet my husband. ▪ Paula: Nice to meet you, Mr Woods. ▪ Mr Woods: Nice to meet you too, Paula. Please call me Kevin. ▪ Mrs Woods: And this is my daughter, Abigail. ▪ Paula: Hello, Abigail. Pleased to meet you. ▪ Abigail: Hi. How was your trip? ▪ Paula: It was fine, thanks.
▪ on the left ▪ on the right ▪ at the top of ▪ at the bottom of ▪ at the end of ▪ next to ▪ opposite
▪Mrs woods is showing Paula around the house. Listen and write the letter of each room in the correct place on the plan.
Thi you. ▪Nice to meet you, too. ▪It’s a big room with a view of the park. ▪Is it OK if I watch TV? ▪Do you think I could make a cup of coffee? ▪Would you mind if I invite a friend for dinner? ▪Is it OK if I turn up the heating?

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 18

▪ I hear the Health Centre is expanding. So, is that the new d↗octor?
▪ Are you th↗irsty?
▪ Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are not sure, or when we may have more to add:
▪ I think we are completely l↘ost.
▪ OK, here’s the magaz↘ine you wanted.
▪ Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is common in yes-no questions:
▪ go along ▪ turn left ▪ turn right ▪ go straight ▪ in front of ▪ cross the foot bridge ▪ miss ▪ go past ▪ go through
▪ post office ▪ library ▪ hospital ▪ supermarket ▪ subway station ▪ bus stop ▪ book shop ▪ information office ▪ museum ▪ bar
▪ park ▪ café ▪ shopping center ▪ cinema ▪ restaurant ▪ pedestrian mall ▪ shopping complex ▪ food court

剑桥少儿英语预备级第19课你和我

You and I 你和我
【课文内容】
--You and I. You and I. You can draw and I can write. 你和我。

~你会画画，我会写字。

--He and she. He and she. He can dance and she can read. 他和她。

~他会跳舞，他会阅读。

--We and you. We and you. We can skate and you can paint. 我们和你们。

~我们会滑冰，你们会涂颜色。

--It and they. It and they. It can talk and they can play. 它和他们。

~它会聊天，他们会玩。

【语法】
这课我们主要是学习人称代词（主格），人称代词在英语中分为第一人称，第二人称和第三人称，并且各有单复数之分。

第一人称：单数 I我复数 we我们
第二人称：单数 you你复数 you你们
第三人称：单数 he他 she她 it它复数 they他们/她们/它们
【举例说明】
Mary and I we
a boy he
a girl she
a dog it
two boys they
two girls they
【我问你答】
下面哪个人称代词属于第二人称？it she they you。

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. _______________________________

剑桥实境英语听说1-Lesson 15

▪ Are the rooms air-conditioned? ▪ When’s the check-out time?
▪ Is breakfast included? ▪ How far is it to the city centre? ▪ Do you have a room with a view? ▪ Do you have internet access?
at large hotels at small friendly hotels
▪Listen to these sentences. ▪Who do you think is speaking?
▪Tick receptionist or guest.
▪Juan Carlos is travelling in Germany. ▪He goes into a hotel in Berlin to book a room. Listen to the conversation and complete each questions he asks.
▪ I’m afraid that the air-conditioning doesn’t work.
▪ Sorry to bother you, but the television doesn’t work.
▪A standard single is € 60 a ▪Can I have your name, please?
▪All our rooms are en-suite. ▪We have 24-hour room service.
Do you travel often?
When you are away from home, where do you think is the best place to stay?

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?。

剑桥儿童英语基础一级unit-19

Japan
Russia
China the US
Russia
the UK
France
Canada
Japan
Korea
Germany
Where are you from? I am from China. Where are you from? I am from the US. Where are you from? I am from Japan.
Who is he? He is Einstein. Where is he from？ He is from Germany .
Who is he?
He is Norman Bethun.
Where is he from？ He is from Canada .
Are you from China? Yes,I am./No, I’m not. Is he from Ameirica? Yes,he is./No,he isn’t. Is she from Japan?
1.单词：from, Japan, Korea, live, look at, China, where, the UK, the US.
2.口语打卡：书本23①⑧ 3.同步练习：unit 19
Yes, she is./No,she isn’t.
Where are you from?
We are from China.
Where are you from?
We are from the USA.
Where are you from?
We are from Japan.
Homework(家庭作业)
重点 be frBiblioteka m: 来自Guessing game! Who is he/she？