《交际英语》第一册

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外研社(三起)三年级英语第一册Module1Greetings单元备课教案

外研社（三起）三年级英语第一册 Module 1 Greetings 单元备课教案教学内容：本节课是外研社（三起）三年级英语第一册 Module 1 Greetings 单元的教学内容。

通过本节课的学习，学生能够掌握基本的问候用语，如“Hello”、“Hi”、“Good morning”、“Good afternoon”等，并能用英语进行简单的自我介绍。

教学目标：1. 知识目标：学生能够听懂、会说、会读、会写基本的问候用语。

2. 能力目标：学生能够运用所学问候用语进行简单的日常交流。

3. 情感目标：培养学生学习英语的兴趣，增强开口说英语的自信心。

教学难点：1. 正确发音：本节课的问候用语中有一些单词的发音对学生来说可能有一定的难度，如“morning”、“afternoon”等。

2. 自我介绍：学生需要掌握如何用英语进行自我介绍，包括自己的名字、年龄、爱好等。

教具学具准备：1. 教材：外研社（三起）三年级英语第一册。

2. 多媒体设备：用于播放课件和视频。

3. 词卡：用于辅助教学，展示问候用语和自我介绍的相关词汇。

教学过程：1. 导入：通过播放一段简单的英语问候视频，激发学生的学习兴趣，引导学生进入本节课的主题。

2. 新课呈现：通过课件展示问候用语，引导学生跟读，并进行模仿练习。

然后，教师通过角色扮演的方式，教授学生如何用英语进行自我介绍。

3. 练习：学生两人一组，进行问候和自我介绍的练习。

教师巡回指导，纠正发音和表达错误。

板书设计：1. 问候用语：Hello、Hi、Good morning、Good afternoon2. 自我介绍：My name is、I amyears old、I like作业设计：1. 抄写本节课所学的问候用语和自我介绍的相关词汇。

2. 用英语进行自我介绍，并录音，下节课进行分享。

课后反思：本节课通过多媒体设备、词卡等教具，以及角色扮演等教学方法，有效地提高了学生的学习兴趣和开口说英语的自信心。

新交际英语阅读教程1课文

新交际英语阅读教程1课文课文简介本文是《新交际英语阅读教程1》中的一篇课文, 主要讲述了一位女孩与她的父亲一起度过一个周末的故事。

通过阅读本文, 我们可以学习到一些关于家庭生活和周末活动的相关英语表达。

文章内容单词和短语在这篇文章中, 有一些常用的单词和短语需要我们了解和掌握:1.spend time: 花费时间2.hiking: 徒步旅行3.picnic: 野餐4.paddle: 划船5.delicious: 美味的6.explore: 探索7.joyful: 愉快的8.scenic: 风景如画的9.cozy: 舒适的10.sunset: 日落课文内容我的周末上个周末, 我和爸爸一起度过了一个美好的时光。

我们早晨出发去徒步旅行。

我们带上了背包和水壶, 准备在山上度过一整天。

徒步旅行非常有趣。

我们穿过茂密的森林, 走过峡谷, 欣赏美丽的风景。

我们还遇到了许多野生动物, 如鹿和兔子。

中午时分, 我们找了一个合适的地方坐下来野餐。

我们带来了很多好吃的食物, 比如三明治和水果。

我们边吃边聊天,度过了一个愉快的午后。

下午, 我们租了一艘小船, 划到湖中央。

湖水清澈见底, 我们看到了很多美丽的鱼。

划船非常有趣, 我们乘着湖水的流动尽情玩耍。

天快黑了, 我们回到了山顶, 在一个舒适的山顶小屋里休息。

我们点起了篝火, 在火堆旁烤棉花糖。

这是一个温暖而美好的夜晚。

这个周末给了我难以忘怀的回忆。

我和爸爸一起度过了快乐的时光, 探索了美丽的自然风景。

我希望以后还能有更多这样的周末。

讨论和思考1.你是否喜欢徒步旅行和野餐? 你最喜欢的户外活动是什么? 为什么?2.如果你有一个周末可以和家人一起度过, 你会选择做什么活动? 为什么?总结本文通过讲述女孩和父亲度过一个周末的故事, 引导我们了解了一些关于家庭生活和周末活动的相关英语表达。

通过阅读和学习这些词汇和短语, 我们可以更好地表达自己的想法和经历。

同时, 这篇文章也给我们带来了对自然风景和户外活动的向往和思考。

新交际英语阅读教程1教案

新交际英语阅读教程1教案教案是根据教学内容和教学目标进行制订的教学计划，通常包括教学目标、教学过程、教学方法和教学评价等几个方面。

以下是一份《新交际英语阅读教程1》的教案示例：教学目标：1.学会使用正确的阅读技巧和策略，提高阅读理解能力；2.掌握并扩充词汇量，提高词汇理解和应用能力；3.提高学生的听、说、读、写能力。

教学过程：1.预习导入（5分钟）：-通过图片或问题引起学生对话，引入本课的主题；-复习相关词汇或知识，为阅读做铺垫。

2.阅读理解（15分钟）：-学生阅读课文，以个人或小组形式回答问题；-教师带领学生检查答案，并解释正确答案的依据。

3.词汇扩充（10分钟）：-学生根据课文中的生词，自行查找并记录中英文对照；-学生彼此交流并梳理，教师补充更多相关词汇。

4.听力训练（10分钟）：-教师播放相关听力材料，学生听写或回答听力问题；-教师检查答案，学生进行纠错并复述听力内容。

5.语言运用（10分钟）：-学生进行小组讨论，围绕课文话题进行口语表达；-学生组织思路，展开讨论，并进行展示交流。

6.写作练习（10分钟）：-要求学生根据所学知识和所给提示，完成相关写作任务；-学生互相交流并进行评价，教师给予反馈和建议。

7.教学总结及作业布置（5分钟）：-教师总结本节课的重点及要点，巩固所学内容；-布置作业，要求学生完成相关的阅读和写作任务。

教学方法：本节课采用了多种教学方法，包括教师讲解、学生独立阅读、小组合作讨论、听力训练、口语表达和写作练习等。

通过不同形式的活动，激发学生的学习兴趣，提高学习效果。

教学评价：教学评价将以学生的实际表现为基准，通过平时的课堂表现、作业完成情况、课堂讨论参与度等来评价学生的学习情况。

同时，教师还可以根据学生的阅读水平和写作能力等进行小测验和考试评估。

新交际英语阅读教程第一册课后练习答案

新交际英语阅读教程 1 课后练习参考答案Unit 1Part BLanguage Focus11. kernel2. charismatic3. filtering4. impeccable5. perception6. acquaintanceship7. primitive 8. demeanor 9. implication10. inconsequential 11. subdued 12. rapport21.send…down the right path2.dated back to3.win half of the battle4.a step further5.a key to6.jump to conclusion7.on the basis of 8.in his favor9.in an instant 10.tip the scales31.intelligence2.orientation3.animated4.sophisticated5.attired6.depiction7.suspension 8.intimacy41.initial: 1) happening at the beginning of a process, or when you first see or hear s omething2) the first letter of someone’s name2.fair: 1) used for emphasizing that an amount, size, number, etc. is large2) reasonable3.thrive: 1)being prosperous or successful2)to become successful or happy in a particular situation4.clue: 1) an object or fact that someone discovers that helps them solve a crime or m ystery2) to provide someone with information about someone or somethingpliment: 1) something nice that you say to praise someone2) used to greeting someone, or giving them your good wishes51.First impressions are made in a moment but they are the most lasting.2.Today in the complex business world, people still depend on their primitive instincts tocommunicate with each other.3. A handshake made people get closer to each other temporarily.4.The knights were carefully touch each other’s clasp to make sure there were no weaponshidden the sleeves.5.Offering a compliment about something one wears could express your kindness and thusmake you more easygoing.Part CTranslation1.It is a very unwise cause for John to undertake.2.Every afternoon, he would take a half-an-hour nap in his swivel chair.3.Since he stood in the wrong line, his waiting time was greatly prolonged.4.The hotel owned by the couple is comfortable and unpretentious.5.We needed to reskill our workforce to cope with massive technological change.6.Republican leaders called him a disgrace to the party.lions more suffer from serious sleep deprivation caused by long work hours.8.George had an ambition to serve his country even when he was very young..Unit 2Part BReading Comprehension2In the 1950s, the United States underwent dramatic economic development. Because of the GI Bills that had enabled many veterans from the Second World War to be enrolled at colleges, there was a huge increase in the number of middle-class families. Apart from the sharp increase of the income of these families, a suburban middle-class culture was also formed, in which the wives were supposed to hold the roles of the mother, the housekeeper, the entertainer of neighbors and friends, and the manager of a façade of a happy family to impress other people. During that period of time, the husbands were the main source of family income. And it was rare for middle-class wives to keep jobs. Therefore, women like Julia Weeds might feel trapped by their families and the suburbs, and their values and efforts were under-rated. The only way out of their daily routine was to go to the parties held by their neighbors.Language Focus11.howl2.vale3.romance4.napkin5.ferocity6.battlefield7.scold8.antagonism9.absorbed 10.affection21. meant to2.burst into tears3.a cutting look4.slaming the door5.concerned with6.drift away from7.spilt all over8.hit…on the31. justification2. accusation3.passionately4. favoritism5. detestation6. prematurely7. combatants8. persecution41.v. to throw something using a lot of force; n. the high or low quality of a sound2.v. to state that something is not allowed; a. a forbidden place is one that most people are not allowed to enter3.n. the light from a burning candle; a. lit only by candles4.a. unhappy, depressing; n. the feeling of being very worried or disappointed5.a. worried; n. a feeling that you care about someone and want them to be happy and w ell51.Francis, taking off his hat and putting down his paper, was not consciously happy with whatwas going on among the kids; he could not understand why the children were not behaving as they normally did.2.This was his environment, and he created it through his hard work, and like any othercreature going back home, he naturally returned to it with a light heart and full of strength and gladness.3.Francis feels that finally he might have someone who would be willing to listen to his storyand to show her concern, since Helen is the oldest child and with whom he can communicate easily.4.Julia is already tired and angry. What Francis said just made him the target of her anger.6. Julia quickly made her husband know how her youth, beauty and wit had been wasted in allthe tedious housework she had to do every day.Part CTranslation1.At that time, women wore either hats or kerchiefs on their heads.2.In the hotels in that region, all the beddings were made of linen.3.40 years ago, due to the shortage of grains, cornmeal was the staple food for many p eople.4.After the treatment of the chiropractor, he felt a lot more comfortable.5.He had a very bad cough and had to go to the hospital. And as it turned out, the doctorprescribed him some cough syrup.6.At the end of the 19th century, The United States surpassed the European powers tobecome the world No. 1 economic power.7.Many economists anticipated that e-commerce will develop more rapidly in the next 5 years.8.China’s economy has attained astonishing achievements in the past 30 years.Unit 3Part BReading Comprehension1. F2. F3. T4. T5. F6. F7. F8. FLanguage Focus11.misgivings2.nuisance3.adored4.feat5.reverence6.stimulating7.damp8.ceremony9.acute10.disturbed11.ornate12.preoccupied21.ill at ease2.preying on my mind3.no point in4.what will become of5.by no means6.at any rate7.get out of8.in the back of my mind9.has come over10.don’t care much for3prefix + cover: discover, recoverprefix + form: conform, deform, inform, reformprefix + pose: compose, depose, dispose, impose, reposeprefix + press: compress, depress, impress, repressprefix + prove: reprove, improve, disapprove (prove→approve→disapprove)1.dispose2.conform3.impose4.reprovedpressed6.deforms7.recovering8.deposed9.repressedrm41.We respected all these objects because we thought they deserved it.2.As he grew older, he thought it was less suitable for him, and therefore stopped wearing it.3.Several years later, it was taken out again, and formally handed over to George.4.If you could see the whole trousers, you would find that they looked very loose in the partwhere I sat.5.In addition, even if we did get over the gate, we still couldn’t get into the hall, because thebig inside doors were firmly locked.51.可是过不了多久，我就发现这个戒指是个麻烦——要留心不让它丢了，是个辛苦的工作。

《英语(第一册)》(中专英语)教学大纲教材：英语(第一册)主编

《英语（第一册）》（中专英语）教学大纲教材：英语（第一册）主编英语（第一册）赵俊峰郝晶中国人民大学出版社：100学时服装设计，国际服装设计，服装工程，服装营销：服设系，国设系，服工系，服营系 Unit 1Speaking: How are you doing?Reading: Text A Greetings and PartingsWriting: How to write a thanks letterReading: Text B Greetings in different countriesSummary: Be and personal pronouns Unit 2Speaking: Tell me about your familyReading: Text A The old daysWriting: Write about your familyReading: Text B Lucky dadSummary: Countable and uncountable nouns/adjectivesUnit 3Speaking: Department storesReading: Text A How did restaurant start?Writing: Write an interviewReading: Text B Shopping at a department storeSummary: There be/articlesUnit 4Speaking: What supplies do you think you need?Reading: Text A Going to school in EnglandWriting: Complete the tableReading: Text B Working and swimmingSummary: The present simple tense Unit 5Speaking: I need to buy a present for my mother’s birthday Reading: Text A That’s interestingWriting: Rewrite the paragraphReading: Text B A good-bye presentSummary: Zero articlesUnit 6Speaking: Where are you from?Reading: Text A No home in AfricaWriting: Why do I like my hometown?Reading: Text B The longest raceSummary: The simple past tense/Used toUnit 7Speaking: Which day is Thanksgiving day?Reading: Text A New Year’s customsWriting: Describing a special foodReading: Text B Greetings around the worldSummary: Dates/NumeralsUnit 8Speaking: Do you like music?Reading: Text A HobbiesWriting: Favorite hobbyReading: Text B Reading good booksSummary: Special questionsUnit 9Speaking: What’s on?Reading: Text A Sold out!Writing: The film or actor I like bestReading: Text B The actorSummary: Modal verbs/Have toUnit 10Speaking: Where are you going to spend your holiday?Reading: Text A Spring festivalWriting: Your plan for this summer holidayReading: Text B American festivalsSummary: Future tense/Be going to“五年制高等职业教育英语课程”符合《五年制高等职业教育实用英语课程基本要求》和《普通高等专科学校英语课程基本要求》。

《Unit 6 Colours》(教案)-2024-2025学年新交际英语(2024)英语一年级上册

《Unit 6 Colours》（教案）-2024-2025学年新交际英语（2024）小学英语一年级上册识颜色词汇，同时也为学习重点句型做好准备。

（二）、学习词汇1. 教师出示各种颜色的卡片，教学生认读本单元的重点颜色词汇，如red、blue、green、yellow、orange、purple 等。

教师先领读，然后让学生跟读，最后让学生个别认读。

设计意图：通过卡片教学，让学生准确地掌握本单元的重点颜色词汇的发音和拼写。

2. 教师让学生拿出自己的彩色铅笔或蜡笔，用英语说出这些笔的颜色。

教师可以走到学生中间，检查学生的发音是否准确，并给予及时的纠正和指导。

设计意图：让学生在实际情境中运用所学的颜色词汇，加深对词汇的理解和记忆。

3. 教师播放本单元的词汇录音，让学生边听边跟读。

教师可以让学生重复听几遍，以加深学生的印象。

设计意图：通过听录音跟读，让学生模仿标准的英语发音，提高学生的口语表达能力。

（三）、学习句型1. 教师拿出一个红色的苹果，问学生：“What colour is it?” 引导学生回答：“It's red.” 然后教师拿出一个蓝色的书包，问学生同样的问题，引导学生回答：“It's blue.” 教师以此类推，引出“What colour is it? It's...” 的句型，并让学生理解这个句型的用法。

设计意图：通过实物展示和问答的方式，让学生直观地感受和理解重点句型的用法。

2. 教师让学生两人一组，用“What colour is it? It's...” 的句型进行对话练习。

教师可以走到学生中间，倾听学生的对话，并给予及时的纠正和指导。

设计意图：通过对话练习，让学生在实际情境中运用所学的句型，提高学生的口语表达能力和交际能力。

3. 教师播放本单元的对话录音，让学生边听边跟读。

教师可以让学生重复听几遍，以加深学生的印象。

然后教师让学生分角色朗读对话，并表演对话。

《新编跨文化交际英语教程》复习资料U1

Unit 1 Communication across CulturesSome Ideas Related to Globalization and Intercultural Communication1. What is globalization?Globalization refers to the increasing unification of the world’s economic order through reduction of such barriers to international trade as tariffs, export fees, and import quotas. The goal is to increase material wealth, goods, and services through an international division of labor by efficiencies catalyzed by international relations, specialization and competition. It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence. However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors. The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized.2. The Challenge of Globalization1) Globalization poses four major challenges that will have to be addressed by governments, civil society, and other policy actors.2) The second is to deal with the fear that globalization leads to instability, which is particularly marked in the developing world.3) The third challenge is to address the very real fear in the industrial world that increased global competition will lead inexorably to a race to the bottom in wages, labor rights, employment practices, and the environment.4) And finally, globalization and all of the complicated problems related to it must not be used as excuses to avoid searching for new ways to cooperate in the overall interest of countries and people. Several implications for civil society, for governments and for multinational institutions stem from the challenges of globalization.3. What Makes Intercultural Communication a Common Phenomenon?1) New technology, in the form of transportation and communication systems, has accelerated intercultural contact. Trips once taking days, weeks, or even months are now measured in hours. Supersonic transports now make it possible for tourists, business executives, or government officials to enjoy breakfast in San Francisco and dinner in Paris — all on the same day.2) Innovative communication systems have also encouraged and facilitated cultural interaction. Communication satellites, sophisticated television transmission equipment, and digital switching networks now allow people throughout the world to share information and ideas instantaneously. Whether via the Internet, the World Wide Web, or a CNN news broadcast, electronic devices have increased cultural contact.3) Globalization of the economy has further brought people together. This expansion in globalization has resulted in multinational corporations participating in variousinternational business arrangements such as joint ventures and licensing agreements. These and countless other economic ties mean that it would not be unusual for someone to work for an organization that does business in many countries.4) Changes in immigration patterns have also contributed to the development of expanded intercultural contact. Within the boundaries of the United States, people are now redefining and rethinking the meaning of the word American. Neither the word nor the reality can any longer be used to describe a somewhat homogeneous group of people sharing a European heritage.4. Six Blocks in Intercultural CommunicationAssumption of similaritiesOne answer to the question of why misunderstanding and/or rejection occurs is that many people naively assume there are sufficient similarities among peoples of the world to make communication easy. They expect that simply being human and having common requirements of food, shelter, security, and so on makes everyone alike. Unfortunately, they overlook the fact that the forms of adaptation to these common biological and social needs and the values, beliefs, and attitudes surrounding them are vastly different from culture to culture. The biological commonalties are not much help when it comes to communication, where we need to exchange ideas and information, find ways to live and work together, or just make the kind of impression we want to make.Language differencesThe second stumbling block — language difference — will surprise no one. V ocabulary, syntax, idioms, slang, dialects, and so on all cause difficulty, but the person struggling with a different language is at least aware of being in trouble.A greater language problem is the tenacity with which some people will cling to just one meaning of a word or phrase in the new language, regardless of connotation or context. The variations in possible meaning, especially when inflection and tone are varied, are so difficult to cope with that they are often waved aside. This complacency will stop a search for understanding. Even “yes” and “no” cause trouble. There are other language problems, including the different styles of using language such as direct, indirect; expansive, succinct; argumentative, conciliatory; instrumental, harmonizing; and so on. These different styles can lead to wrong interpretations of intent and evaluations of insincerity, aggressiveness, deviousness, or arrogance, among others.Nonverbal misinterpretationsLearning the language, which most visitors to foreign countries consider their only barrier to understanding, is actually only the beginning. To enter into a culture is to be able to hear its special “hum and buzz of implication.” This suggests the third stumbling block, nonverbal misinterpretations. People from different cultures inhabit different sensory realities. They see, hear, feel, and smell only that which has some meaning or importance for them. They abstract whatever fits into their personal world of recognition and then interpret it through the frame of reference of their own culture.The misinterpretation of observable nonverbal signs and symbols — such as gestures, postures, and other body movements — is a definite communication barrier. But it is possible to learn the meanings of these observable messages, usually in informal rather than formal ways. It is more difficult to understand the less obvious unspoken codes of the other cultures, such as the handling of time and spatial relationships and the subtle signs of respect of formality.Preconceptions and stereotypesThe fourth stumbling block is the presence of preconceptions and stereotypes. If the label “inscrutable” has preceded the Japa nese guests, their behaviors (including the constant and seemingly inappropriate smile) will probably be seen as such. The stereotype that Arabs are “inflammable” may cause U.S. students to keep their distance or even alert authorities when an animated and noisy group from the Middle East gathers. A professor who expects everyone from Indonesia, Mexico, and many other countries to “bargain” may unfairly interpret a hesitation or request from an international student as a move to get preferential treatment.Stereotypes are over-generalized, secondhand beliefs that provide conceptual bases from which we make sense out of what goes on around us, whether or not they are accurate or fit the circumstances. In a foreign land their use increases our feelingof security. But stereotypes are stumbling blocks for communicators because they interfere with objective viewing of other people. They are not easy to overcome in ourselves or to correct in others, even with the presentation of evidence. Stereotypes persist beca use they are firmly established as myths or truisms by one’s own culture and because they sometimes rationalize prejudices. They are also sustained and fed by the tendency to perceive selectively only those pieces of new information that correspond to the images we hold.Tendency to evaluateThe fifth stumbling block to understanding between persons of differing cultures is the tendency to evaluate, to approve or disapprove, the statements and actions of the other person or group. Rather than try to comprehend thoughts and feelings from the worldview of the other, we assume our own culture or way of life is the most natural. This bias prevents the open-mindedness needed to examine attitudes and behaviors from the other’s point of view.The miscommunication caused by immediate evaluation is heightened when feelings and emotions are deeply involved; yet this is just the time when listening with understanding is most needed.The admonition to resist the tendency to immediately evaluate does not mean that one should not develop one’s own sense of right and wrong. The goal is to look and listen empathetically rather than through the thick screen of value judgments that impede a fair and total understanding. Once comprehension is complete, it can be determined whether or not there is a clash in values or ideology. If so, some form of adjustment or conflict resolution can be put into place.High anxietyHigh anxiety or tension, also known as stress, is common in Cross-cultural experiences due to the number of uncertainties present. The two words, anxiety andtension, are linked because one cannot be mentally anxious without also being physically tense. Moderate tension and positive attitudes prepare one to meet challenges with energy. Too much anxiety or tension requires some form of relief, which too often comes in the form of defenses, such as the skewing of perceptions, withdrawal, or hostility. That’s why it is considered a serious stumbling block. Anxious feelings usually permeate both parties in an intercultural dialogue. The host national is uncomfortable when talking with a foreigner because he or she cannot maintain the normal flow of verbal and nonverbal interaction. There are language and perception barriers; silences are too long or too short; and some other norms may be violated. He or she is also threatened by the other’s unknown knowledge, experience and evaluation.Reading IIntercultural Communication：An Introduction Comprehension questions1. Is it still often the case that “everyone‟s quick to blame the alien” in the contemporary world?This is still powerful in today‘s social and political rhetoric. For instance, it is not uncommon in today‘s society to hear people say that most, if not all, of the social and economic problems are caused by minorities and immigrants.2. What‟s the difference between today‟s intercultural contact and that of any time in the past?Today‘s intercultural encounters are far more numerous and of greater importance than in any time in history.3. What have made intercultural contact a very common phenomenon in our life today?New technology, in the form of transportation and communication systems, has accelerated intercultural contact; innovative communication systems have encouraged and facilitated cultural interaction; globalization of the economy has brought people together; changes in immigration patterns have also contributed to intercultural encounter.4. How do you understand the sentence “culture is everything and everywhere”? Culture supplies us with the answers to questions about what the world looks like and how we live and communicate within that world. Culture teaches us how to behave in our life from the instant of birth. It is omnipresent.5. What are the major elements that directly influence our perception and communication?The three major socio-cultural elements that directly influence perception and communication are cultural values, worldview (religion), and social organizations (family and state).6. What does one‟s family teach him or her while he or she grows up in it?The family teaches the child what the world looks like and his or her place in thatworld.7. Why is it impossible to separate our use of language from our culture?Because language is not only a form of preserving culture but also a means of sharing culture. Language is an organized, generally agreed-upon, learned symbol system that is used to represent the experiences within a cultural community.8. What are the nonverbal behaviors that people can attach meaning to?People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions, eye contact and gaze, touch, etc.9. How can a free, culturally diverse society exist?A free, culturally diverse society can exist only if diversity is permitted to flourish without prejudice and discrimination, both of which harm all members of the society.Reading IIThe Challenge of GlobalizationComprehension questions1. Why does the author say that our understanding of the world has changed?Many things, such as political changes and technological advances, have changed the world very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no longer prevails in the world. Thus, all people are faced with the challenge of understanding this changed and still fast changing world in which we live.2. What a “global village” is like?As our world shrinks and its inhabitants become interdependent, people from remote cultures increasingly come into contact on a daily basis. In a global village, members of once isolated groups of people have to communicate with members of other cultural groups. Those people may live thousands of miles away or right next door to each other.3. What is considered as the major driving force of the post-1945 globalization? Technology, particularly telecommunications and computers are considered to be the major driving force.4. What does the author mean by saying that “the …global‟may be more local than the …local‟”?The increasing global mobility of people and the impact of new electronic media on human communications make the world seem smaller. We may communicate more with people of other countries than with our neighbors, and we may be more informed of the international events than of the local events. In this sense,“the‘global’may be more local than the ‘local’”5. Why is it important for businesspeople to know diverse cultures in the world? Effective communication may be the most important competitive advantage that firms have to meet diverse customer needs on a global basis. Succeeding in the global market today requires theability to communicate sensitively with people from other cultures, a sensitivity that is based on an understanding of cross-cultural differences.6. What are the serious problems that countries throughout the world are confronted with?Countries throughout the world are confronted with serious problems such as volatile international economy, shrinking resources, mounting environmental contamination, and epidemics that know no boundaries.7. What implications can we draw from the case of Michael Fay?This case shows that in a world of international interdependence, the ability to understand and communicate effectively with people from other cultures takes on extreme urgency. If we are unaware of the significant role culture plays in communication, we may place the blame for communication failure on people of other cultures.8. What attitudes are favored by the author towards globalization?Globalization, for better or for worse, has changed the world greatly. Whether we like it or not, globalization is all but unstoppable. It is already here to stay. It is both a fact and an opportunity. The challenges are not insurmountable. Solutions exist, and are waiting to be identified and implemented. From a globalistic point of view, there is hope and faith in humanity.Case StudyCase 1In this case, there seemed to be problems in communicating with people of different cultures in spite of the efforts made to achieve understanding. We should know that in Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard‘s mistake might be that he chose to praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host and hostess it was as if he had attended an art exhibit and complimented the artist by saying, What beautiful frames your pictures are in.In Japan the situation may be more complicated. Japanese people value order and harmony among persons in a group, and that the organization itself－be it a family or a vast corporation－is more valued than the characteristics of any particular member. In contrast, Americans stress individuality as a value and are apt to assert individual differences when they seem justifiably in conflict with the goals or values of the group. In this case: Richard‘s mistake was in making great efforts to defend himself. Let the others assume that the errors were not intentional, but it is not right to defend yourself, even when your unstated intent is to assist the group by warning others of similar mistakes. A simple apology and acceptance of the blame would have been appropriate. But for poor Richard to have merely apologized would have seemed to him to be subservient, unmanly.When it comes to England, we expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the values expressed in thisgesture: for Americans, ―Help yourself; for the English counterpart, ―Be my guest. American and English people equally enjoy entertaining and being entertained but they differ somewhat in the value of the distinction. Typically, the ideal guest at an American party is one who ―ma kes himself at home, even to the point of answering the door or fixing his own drink. For persons in many other societies, including at least this hypothetical English host, such guest behavior is presumptuous or rude. Case 2A common cultural misunderstanding in classes involves conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn‘t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 4It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendships are warm, but casual, and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner --- not because you don‘t think she could handle a fork and a knife, but because you have seen her that morning. Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reverse this --- see the second friend in the mornings for informal coffee meetings, and the first one you will invite more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends easily, and they don‘t feel it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no oneis hurt. But in similar circumstances people from many other cultures would be hurt very deeply.。

初中交际英语unit 1

• ----How do you do?
• • • • • • • • • • • • •
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm
• • • • • • • • • • • • •
Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
What’s your name?你叫什么名字？ ----My name is Lisa.我叫丽莎。 ----I’m Lisa.我是丽莎。 How old are you?你几岁了？ ----I’m ten years old.我10岁了。 Who is she/he?她/他是谁？ ----she is Lily.她是… ----he is Eric.他是… Where are you come from?你来自哪里？ ----I’m from China.我来自中国。
Unit 1
交际英语：打招呼、自我介绍பைடு நூலகம்
课文：Excuse me！对不起！
英语国家概况：美国简介
基本语法：字母、数字、语音语调
Topic：greet people and self-introduction
问候他人、自我介绍
• Hello.你好 • Hi. 嗨！喂！ • Good morning. Good afternoon. Good evening. Good night.早上好、中午好、晚上好、晚安 • How are you ?你最近好吗？
• ----I’m fine, thanks. How are you?我很好，谢谢。你最近好吗？ • ----I’m ok, and you?还不错，你呢？
• Nice to meet you.见到你很高兴

《Unit 3 Family》教学设计新交际英语版2024(一起)英语一年级上册

《Unit 3 Family》教学设计新交际英语版2024（一起）英语一年级上册1. Lead in（导入）T: Look! This is a family photo. Who can you see in the photo?（出示一张家庭照片）Ss: Father, mother, brother, sister...设计意图：通过家庭照片导入，让学生在具体的情境中感受家庭成员的存在，激发学生的学习兴趣。

2. Learn the words（学习单词）（1）教师依次出示father, mother, brother, sister 等单词卡片，教学生认读单词。

T: This is father. Father.（出示father 的卡片，带领学生读几遍）Ss: Father.T: This is mother. Mother.（出示mother 的卡片，带领学生读几遍）Ss: Mother....设计意图：通过卡片教学，让学生直观地认识家庭成员的英语表达，便于学生记忆。

（2）播放单词音频，让学生跟着音频读单词。

T: Now, let's listen to the audio and repeat the words.（播放音频，学生跟读单词）设计意图：通过音频教学，让学生学习正确的发音，提高学生的听说能力。

三、Practice（练习）1. Game: Flash cards（闪卡游戏）T: Now, let's play a game. I will show the flash cards quickly. You say the words as quickly as possible.（教师快速出示单词卡片，学生快速说出单词）设计意图：通过闪卡游戏，让学生在紧张刺激的氛围中巩固所学单词，提高学生的反应能力。

2. Group work（小组活动）T: Now, let's work in groups. Each group has a set of family photo cards. You take turns to introduce your family members using the words we learned today.（学生分组活动，每组有一套家庭照片卡片。

《商务交际英语1》形成性考核册及参考答桉

《商务交际英语1》形成性考核册及参考答案PART IIChapter 1 Communication in your lifeOverviewAccurate, effective communication is critical to each person yet is difficult to achieve. In this chapter, you have learnt the importance of communication, its process and the barriers to it.This activity aims to help you have a better understanding of the importance and roles of communication in your personal life.Activity 1: (5 marks)Please explain the following terms in your own words:a. Communication channelCommunication channel is the mode a sender selects to send a message.b. Communicating mediaCommunicating media are tow means by which to send messages and two means by which we receive them. To send messages, we speak and write; To receive messages, we read or listen.c. Audience analysisAudience analysis is the process used to examine your receiver or audience.d. Communication barriersCommunication barriers are obstacles to the communication process, which is divided into external and internal communication barriers.e. Electronic mailElectronic mail is a system by which written messages are sent, received, and stored by means of a computer.Activity 2: (5 marks)Please answer the following questions:a. What are the purposes of communication?We all use communication for five basic purposes:(1) to establish and build goodwill(2) to persuade(3) to obtain or share information(4) to establish personal effectiveness(5) to build self-esteemb. What are the receivers’ responsibilities in communicating proces s?The receiver’s responsibilities are to read and listen effectively. Focusing and ensuring understanding are the keys to effective reading. Listening can be a little more self-threatening. Good listeners check for understanding, when in listening situations, good listeners paraphrase the message.Chapter 2 Communicating in a diverse workplace OverviewIn the twenty-first century, the workplace is a place of diversity. In addition to ethnic, religious, and socioeconomic difference, the workplace will become increasingly multicultural. The increase of global business pursuits makes it more likely that we will come in contact with people from other cultures or other countries. Students need to learn how to deal sensitively with people from other cultures, both in terms of the language barrier that may exist and in terms of the different values, customs, traditions, decision-making processes, and priorities that people from other cultures may have.This activity aims to help you summarize different cultures you learnt from the coursebook and train your ability to obtain information from other resources. Activity: (6 marks)a. Study the sample form (2 marks)Greeting customs around the worlda. Fill in the following two forms according to the above sample. ( 4 marks)Body Language (2 marks)Personal Space (2 marks)Activity 2: (4 marks)Answer the following questions:a. What makes the world as a global workforce?Leading the Global Workforce provides a handy guide for international organizations that must achieve results in managing and sustaining a global workforce. The fourteen illustrative cases outlined address the major concerns and recruiting and developing global leaders, global organizational learning, cross-cultural communication, outsourcing line functions, and managing global careers and transitions from sixty of the worlds best-practice global organizations. Each case shows how the organization advanced a global business strategy with a new initiative in the areas of global leadership development, cultural change, career transition, succession planning, change management, outsourcing, and global performance. In addition, Leading the Global Workforce also describes the overall strategy, planning, and implementation of the initiative; feedback from participants; and overall evaluation of results. Many of the cases contain competency models, practical tools, instruments, and materials that were most effective.b. How could you communicate effectively across cultures?Cross-cultural communication occurs when two individuals from different cultures communicate, whether verbally, nonverbally, or in writing. Because they don’t bel ong to the same culture, they don’t share the same assumptions, values, beliefs, feelings, or ways of thinking and behaving. These differences make the communication process challenging. Effective cross-cultural communication begins with having an open attitude about communicating and about the people with whom you are communicating. Learn to find a common ground on which to communicate. You should learn about and accept cultural differences. And be sensitive toward people from other cultures, be prepared for language barriers—and get past them. Keep messages simple and short.Chapter 3 Writing with styleOverviewPlanning and organizing messages involves identifying objectives and main ideas and supplying supporting details. Depending on the message and objective of a business communication, information should be presented in direct order, indirect order, ordirect-indirect order. To promote goodwill, as all business communications should do, students should use courteous words. In addition, using precise and up-to-date language helps the message be reader-friendly and effective.This activity aims to provide skills to write successful messages from sentence building to paragraph writing.Activity 1: (2 marks)Read the following paragraphs:VarietyComp lete messages contain a variety of sentence types. You will hold your readers’ attention if you vary the length and structure of your sentences as well as the structure of your paragraphs.It is best to keep sentences at 20 words or less. At the same time, it adds interest to have some noticeably short sentences--- perhaps 10 words or even fewer. Using sentences of different lengths keeps your writing from feeling choppy or monotonous. As you vary sentence length, your sentence structure naturally varies as well. Alternate simple sentences with compound and complex sentences.Varying paragraph length also keeps your writing from being choppy. We have already said that the opening and closing paragraphs of a message should be relatively short. When writing your middle paragraphs, plan them so that they average about six to eight lines long. Mix in a short, two-or three line paragraph sometimes to add interest. A short paragraph also is a way to emphasize an important point.Activity 2: (8 marks)Evaluate the passage and write down your evaluation (in 100 words). Judge if it meets the requirements:● A clear objective● A main idea●The supporting details●Receiver-oriented or writer-oriented●Courteous words●Precise languageWhen we write something, we should follow the guidelines given as the example. In the messages, we should have the different kinds of sentences. In order to attract receiver’s attention, we should change the length and structure of the sentences. This is the main idea and objective of the short passage.We could change the sentences from long to short, 20 words or less, which keep readers from feeling boring. Maybe we should use different sentences with compound and complex sentences.The length of paragraphs also vary at the same time, this can add the interests of readers to read the passages.Chapter 4 Writing memos and E-mailsOverviewIn this chapter, you learned how to use, format, and write effective memos and e-mail messages. This chapter further discusses memos as internal communication and differentiates between the traditional and the simplified memo format, stating specific guidelines. Various kinds of business meetings, guidelines for writing agendas and minutes are introduced in this chapter as well.This activity will check your ability of writing a memo. Although memos are less formal than letters, they require the same careful attention. You should know that colleagues and supervisors judge employees by the quality of their communication, including memos and e-mails.Activity 1: (4 marks)Relate your e-mail sending / receiving stories in your experience—such as the phenomenon of writing in real time, hearing from a friend who lives at a great distance, renewing friendships, and so forth:Dear Isabella,How are you? I received your letter by special delivery yesterday afternoon. Many thanks for the enclosed nine drawings and beautiful photos and, above all, for the invitation itself. Your invitation reminds me of the promise we made last year. I can still remember the day you and your folks moved to Taipei. That day you and I made a promise to meet again one year later, and wewalked the street most of the time in silence. Then we said good-bye to each other and parted at the street corner at last. That is really a haunting memory, isn’t it?Now one year is gone. You have invited me to go on holiday for a week starting tomorrow and I remember our promise. But I hope you can forgive me for what I am going to tell you: I am dying to see you, but I can't I am sorry, please. I have to break my word because my elder sister is going abroad to seek advanced study. She will leave for Germany soon and my parents want me to give a hand to them and do some things for my sister prior to her departure. I hope you can understand this. I hope you will not blame me for real, will you? Perhaps everything will be all right next time. YoursLilyActivity: (6 marks)Write a memo in the traditional format based on the given facts ( 6 marks ):Your class just had a discussion on the experience in sending and receiving e-mails, some did get abusing e-mails, some wrote down in efficient e-mails, some didn’t realized that e-mail has it is format and so on. Try to write a memo in the traditionalformat in 50 words:To: Andy AndlerFrom: Heady the Head HonchoDate: June 1, 2008Subject: New Monthly Reporting SystemWe’d like to quickly go over some of the changes in the new monthly sales reporting system that we discussed at Monday’s special meeting. First of all, we'd once again like to stress that this new system will save you a lot of time when reporting future sales. We understand that you have concerns about the amount of time that will be initially required for inputting your client data. Despite this initial effort, we are confident that you will all soon enjoy the benefits of this new system.As you can see, once you have entered the appropriate client information, processing orders will require NO paperwork on your part. Thank you all for your help in putting this new system into place. Best regards.ManagementChapter 5 Writing letters to your clients and customers OverviewIn this chapter, you have learned how to format and write effective routine, good news, goodwill, and bad news letters. You also learned to use block, modified block, and simplified block formats. Letters contain neutral, positive and negative messages. This activity is to train your translation and letter writing skills.Activity:a. Translate the following letter, paying attention to the format (4 marks):Mario Lopez6306 Claramont AvenueCincinnati, OH 45208-1841September 5, 20—MS. Alicia DeV on3402 East 25th StreetTaylorsville, SC 29646-0926Dear Ms. DeV on:Please send me a copy of the handouts you provided at your recent presentation to the Taylorsville Investment Club. I would really appreciate a copy of your investment strategies and your insights mutual funds and state bonds.Unfortunately, I had to miss the meeting but read the article in last night’s Taylorsvill Gazette. While the article was very complimentary, it did not contain much detail. Because many members told me that I had missed some very valuable information, I am making this request.For your convenience, a self-addressed, stamped envelope is enclosed. Thank you very much for taking the time to talk to the club. I look forward to receiving the information.Sincerely yours,Mario LopezYour translation:玛莲露洛佩兹6306 卡罗门特大街辛辛那提, 45208-18419月5日艾丽丝迪翁女士3402, 东街25号泰勒丝镇,29646-0926亲爱的艾丽丝迪翁女士:请发送一份在泰勒丝投资公司您演讲的宣传资料给我, 我对您的投资策略和您对共有基金及州政府债券的想法非常地欣赏。

交际英语口语教程

交际英语口语教程
《交际英语口语教程》是一本针对提高英语交际能力的实用教材，它不仅涵盖了日常生活中的常见场景，还提供了实用的英语表达方式和技巧。

以下是该教材的主要内容：
1. 日常交际：这部分内容涉及日常生活中常见的场景，如问候、介绍、道别、感谢、道歉等。

通过学习这些场景下的常用表达方式，学生可以更好地与英语母语者进行交流。

2. 餐饮交际：这部分内容介绍了西方的餐饮文化，包括餐厅预订、点餐、结账等环节的常用表达方式。

学生通过学习这部分内容，可以更好地理解西方的餐饮习惯，并在实际场合中运用所学知识。

3. 旅行交际：这部分内容涉及旅行中的常见场景，如预订机票、酒店、租车等。

通过学习这些场景下的常用表达方式，学生可以在旅行中更加顺利地完成相关事宜。

4. 商务交际：这部分内容主要针对商务场合，包括商务会议、商务谈判、商务邮件等。

学生通过学习这些场景下的常用表达方式，可以提升自己在商务场合中的沟通技巧和能力。

5. 情感交际：这部分内容涉及情感表达，如感谢、道歉、祝福等。

通过学习这些表达方式，学生可以更好地与英语母语者进行情感交流，增进彼此之间的理解和友谊。

总之，《交际英语口语教程》是一本非常实用的教材，它注重培养学生的实际交际能力，让他们在各种场合中都能够自如地运用英语进行交流。

通过学习这本教材，学生可以提升自己的英语口语水平和交际能力，更好地融入英语文化圈。

2024新教材外研版一年级上册(新交际英语)全册知识点整理(全11页)

新教材外研版一年级上册(新交际英语)全册知识点整理Unit1 Hello一、重点单词1.Hello：你好，用于打招呼，是最常见的见面问候语，通常用于比较随意的场合，可单独使用，也可接人名，如 Hello, Tom。

2.Hi：嗨，也是打招呼用语，和 Hello 意思相近，使用起来更加随意、亲切，同样可单独用或接人名，如 Hi, Lily。

3.Goodbye：再见，用于与人分别时，可单独说，也可加上人名，如 Goodbye,Ann。

4.Bye：也是再见的意思，比 Goodbye 更加口语化、随意，如 Bye, Mike。

二、重点句型1.Hello! / Hi!：用于见面时互相打招呼。

例如：o A: Hello!o B: Hello!o或者o A: Hi!o B: Hi!2.Goodbye! / Bye!：用于分别的时候。

比如：o A: Goodbye!o B: Goodbye!o或者o A: Bye!o B: Bye!三、日常交际场景1.在上学路上遇到同学，可以说 Hello 或 Hi 来打招呼。

2.放学回家时，和老师、同学说 Goodbye 或 Bye 道别。

四、字母与发音（如果涉及简单字母学习的话）本单元可能会初步接触到字母的认读，比如大写字母 A、B 等具体需根据教材实际内容确定），可以让学生初步认识字母的形状，并尝试简单发音通常是字母名称音）。

五、歌曲与歌谣（如果教材中有相关内容）可能会有关于 Hello、Goodbye 的简单歌曲或歌谣，通过唱和念的方式帮助学生更好地记住这些单词和句型，增加学习英语的趣味性。

例如，有一首简单的 Hello 歌，歌词可能是 “Hello, hello, how are you? Hello, hello, nice to meet you.”，学生们跟着旋律哼唱，能在欢快的氛围中学习英语打招呼用语。

通过对这些知识点的学习，一年级的学生可以初步掌握用英语进行简单的打招呼和道别，开启英语学习的第一步。

《初中英语》第一册-Module 1：Nice to meet you

《初中英语》第一册-Module 1：Nice to meet you IntroductionThe first module of “Nice to meet you” in the first volume of Junior High School English is designed to help students to learn some basic communication skills in English, introduce themselves and learn how to make friends. Students will be taught simple conversation structures such as greeting, introducing oneself, exchanging personal information and asking for others’ names.Lesson Content1. Greetings: Hello, Hi, Good morning/afternoon/evening, How are you? Fine, thank you. And you?2. Introducing oneself: My name is _____. I’m from _____. I’m ____ years old. I’m in Grade ____.3. Asking for others’ names: What’s your name? Nice to meet you.4. Exchanging personal information: Where are you from? How old are you? What grade are you in?Exercises1. Which of the following is an appropriate greeting for an evening conversation?a. Good morningb. Good afternoonc. Good eveningd. HiAnswer: c2. How do you respond to the greeting “How are you?”a. I’m fine, thank you. And you?b. I’m from China.c. My name is Lily.d. I’m 13 years old.Answer: a3. What is the correct response to “Nice to meet you”?a. My name is _____.b. How are you?c. Nice to meet you, too.d. I’m from Japan.Answer: c4. Fill in the blank: My name ____ John.a. areb. isc. amd. beAnswer: b5. Which of the following is an appropriate question to ask when introducing oneself?a. How old are you?b. Where are you from?c. What’s your favorite color?d. What do you like to do?Answer: b6. Fill in the blank: I ____ in Grade7.a. amb. isc. ared. beAnswer: a7. Which of the following is an appropriate response to the question “What grade are you in?”a. I’m 12 years old.b. I’m from France.c. I’m in Grade 7.d. My favorite subject is math.Answer: c8. What is the correct response to the question “How old are you?”a. I’m fine, thank you. And you?b. My name is ____.c. I’m ____ years old.d. Nice to meet you.Answer: c9. Fill in the blank: I’m from ____.a. Chinab. 13 years oldc. Hid. Good morningAnswer: a10. Which of the following is an appropriate greeting for a morning conversation?a. Good afternoonb. Hic. Good eveningd. Good morningAnswer: d11. Fill in the blank: ____ are you?a. Howb. Wherec. WhatAnswer: a12. What is the correct response to the greeting “Hi”?a. How are you?b. Nice to meet you.c. Goodbye.d. Hi.Answer: d13. Which of the following is an appropriate question to ask when meeting someone new?a. What’s your favorite color?b. How old are you?c. What did you have for breakfast?d. What’s your favorite TV show?Answer: b14. Fill in the blank: I’m ____ years old.a. Whereb. Whatc. Howd. WhoAnswer: c15. What is the correct response to the question “Where are youa. I’m fine, thank you. And you?b. My name is ____.c. I’m from ____.d. Nice to meet you.Answer: c16. Which of the following is an appropriate greeting for an afternoon conversation?a. Good eveningb. Hic. Good morningd. Good afternoonAnswer: d17. Fill in the blank: I’m in ____ Grade 7.a. anb. thec. ad. no article neededAnswer: d18. What is the correct response to the greeting “Good morning”?a. How are you?b. Nice to meet you.c. Good morning.d. Hi.Answer: c19. Which of the following is an appropriate question to ask when exchanging personal information?a. What’s your favorite food?b. What grade are you in?c. Where do you live?d. What time do you go to bed?Answer: c20. Fill in the blank: My name is ____ Smith.a. areb. bec. isd. amAnswer: dConclusionThe first module of “Nice to meet you” in the first volume of Junior High School English is an essential and fundamental teaching that every student must learn. Mastering the basic communication skills in English makes it easier to learn more complex concepts in the future. The exercises provided abovecan aid students in reinforcing what they have learned and deepening their understanding of the content.。

实用沟通英语第一册第二单元 where is volleyball popular

Unit2 Where is volleyball popular?
Warm up
What's your favorite sport?
Page 2
YOGA
Page 3
New words
table tennis 乒乓球 skating 溜冰 badminton 羽毛球 sailing 帆船运动 snooker 斯诺克台球 cycling 自行车 fencing 击剑 boxing 拳击
). ).
Page 13
特殊疑问句
疑问代词：
பைடு நூலகம்
Page 14
Get it right
(1) Singing is who in the room
(2)there is cycling whose (3)in you are major which
(4)the letter is sighed by whom
Page 8
对特定事物的看法与建议
Is/Are…? Do you think…? What’s your opinion on sth?/of doing sth?
What do you think of…?/ How do you think of…? How do you like…?
E.G. I am in journalism. →Which major are you in? The letter is sighed by Mr. Liu. → Whom is the letter sighed by?
Page 17
选择适当的词语填空： —（）is he? — He is Sheldon. A: Who B: What —（）is he? — He is an engineer. A: Who B: What

新世纪交际英语教程

新世纪交际英语教程
《新世纪交际英语教程》是一套广泛使用的英语教材，适用于学习英语的初级到中级学生。

这套教材以日常生活和实用英语交际为主题，通过丰富的课文和练习，帮助学生建立起扎实的英语语言基础。

《新世纪交际英语教程》分为四个级别，分别是初级、中级、高级和综合。

每个级别都包含多个单元，每个单元都围绕一个具体的主题展开，如购物、旅行、工作等。

教材中的课文生动有趣，内容贴近生活，旨在帮助学生学习和掌握日常对话和常用表达，并提供相关的语法、词汇和语音知识。

除了课文外，教材还提供了丰富的练习和活动，帮助学生巩固所学知识。

练习内容包括听力练习、口语练习、阅读理解、写作和语法练习等，旨在培养学生的听、说、读、写能力。

教材还配有录音材料和学习资源，帮助学生进行听力训练。

总的来说，《新世纪交际英语教程》是一套经典的英语教材，适合有一定英语基础的学生使用。

它以实用交际为重点，通过丰富的课文和练习，帮助学生提高英语综合运用能力，培养流利的口语和良好的听力理解能力。

初中英语第一册交际英语总复习

初中英语第一册交际英语总复习
耿志华
【期刊名称】《英语辅导：初三年级》
【年(卷),期】2001(000)002
【摘要】初中英语第一册由于语法、词汇等内容较简单，因此，各地均把交际英语作为考查的重点。

第一册书中的交际内容较多，用法也较为复杂，现将其归纳如下，便于同学们复习迎考。

掌握了这些交际语言，一册书中的知识点就基本上掌握了。

【总页数】2页(P10-11)
【作者】耿志华
【作者单位】无
【正文语种】中文
【中图分类】G633
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