轻松学中文1easystepstochinese轻松学中文第二课
轻松学中文-第2册-10课教案
第1步：祈祷。
第2步：让学生再一次复习已经学过的生词。鼓励学生用已学生词自由造句。
第3步：学生再次齐读课文，然后老师强调课文中的重点句子。
LessonProper:（教学步骤）
第1步：老师提问：“你喜欢吃什么蔬菜？”“你最喜欢吃什么蔬菜？”“你不喜欢吃什么蔬菜？”
第2步：参照TB-3，分组进行对话练习，两人一小组，准备5分钟，然后站起来展示对话。
非常，土豆——我非常喜欢吃土豆。
应该，蔬菜——我们应该每天都要吃蔬菜。
第3步：老师教同学们写生词，老师讲解笔顺并在黑板上写，同学们在写字簿上跟着老师写。然后利用
拆字，偏旁部首等方式，帮助学生理解和记忆。
第4步：为了能让学生正确地书写生词，这时可以让学生在WB-1上练习。
第5步：完成练习WB-2,3。
1.让同学们学会使用“应该”和“可是”。
LearningExperience:
Prelection:（导入）
第1步：祈祷。
第2步：再次复习生词，老师把生词卡翻过来让同学们拼读并写出汉字。
第3步：朗读第十课。
LessonProper:（教学步骤）
第1步：老师用举例子的方法，向同学们介绍“应该”的用法。“应该”后面要跟“要做的事”。
4.对中华文化有所了解。
TRANSFERASSESSMENTS:
1、课堂提问口试
2、口头造句
3、朗读课文
4、对话练习
5、家庭作业
6、课堂练习
7、听力练习
8、复习
a、中英翻译
b、造词
c、完成会话
d、组句
e、部首
9、听力考试
10、小口试
11、MT口试
12、MT笔试1
(最新整理)汉语口语速成入门篇第2课
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生词 New Words
➢ 书（名noun ）shū book ➢ 笔（名noun ）bǐ pen ➢ 书包（名noun ）shūbāo schoolbag
➢ 专名 （Proper names） ➢ 可口可乐 kěkǒu kělè Coca-cola
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课文 Text
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New words 生词
忙 máng busy （形adj.）
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New words 生词
累 lèi Tired (形adj.)
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New words 生词
饿 è
hungry
(形adj.)
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New words 生词
d dai dei dao dou dan
dang deng dong
t tai
tao tou tan
tang teng tong
n nai nei nao
nan nen nang neng nong
l lai lei lao lou lan
lang leng long
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拼音 Spelling
New words 生词
māmɑ 妈妈
bàbɑ 爸爸
ɡēɡe 哥哥
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New words 生词
nǎinɑi 奶奶
yéye 爷爷
mèimei
jiějie
妹 妹 2021/7/26
姐姐
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New words 生词
➢ 他们(代pronoun) tāmen they; them ➢ 他(代pronoun) tā he; him ➢ 她(代pronoun) tā she; her ➢ 爱人(名noun) àiren husband or wife ➢ 我 (代pronoun) wǒ I
Chinese lessons for Language B learners轻松学中文
Course Details Primary Stage
Topic Topic Topic Topic Topic Topic Topic Topic Topic Topic 1-2-3-4-5-1-2-3-4-5-Numbers Personal identification Self-introduction Daily routine Colours and clothing Schooling Weather Hobbies Life at home Daily articles
Tel: (8610)-85997183 Make progress with us!
e Kid's Chines Chinese
Introduction
This course can not only help the non-native primary & middle school students establish a solid foundation of hearing, reading, speaking and writing , but also very conducive to the Chinese test, suchas :GCSE/IGCSE/AS (U.K.), SAT II/AP(U.S.A.), IB Chinese B, this course also applies to beginners. The course is divided into three stages :primary, intermediate and advanced, then every stage has different levels and teaching priority. Emphasis is on the topic of teaching, students can study practical and interesting topics, and master chinese language skills easily.
轻松学汉语.pdf
A Simplified Guide toLearning Chinese轻松学汉语汉语ByMarc Thomas Hollingsworth (马克)© 2009Dedication献词I dedicate this book to the following people, whom without them, none of this would have been possible:For my father...Thomas James Hollingsworth, who always emphasized to me the importance of education and diligence.To my mother...Rose Lucille Hollingsworth for bringing me into this world.To my sister...Andrea Hollingsworth Toomey for always listening and understanding.To my mother...Carolyn Sias Hollingsworth for her unconditional love and support.我把这本书献给以下的人。
如果没有他们，就不可能有这本书的问世：我的父亲Thomas James Hollingsworth，他一直对我强调教育和勤奋的重要性。
我的母亲Rose Lucille Hollingsworth，是她把我带到了这个世界。
我的妹妹Andrea Hollingsworth Toomey，他总是倾听和理解我。
我的母亲Carolyn Sias Hollingsworth，谢谢她对我无条件的爱与支持。
Table of Contents 目录Forward 卷首语How to Use This Book 如何使用这本书Chapter One – Thoughts On Learning Language 学语言的看法, An Introduction to the Chinese Language汉语简介Chapter Two – Chinese Characters 汉字Chapter Three – Chinese Pronunciation 汉语发音Chapter Four - Chinese Grammar and Vocabulary 汉语语法与词汇Chapter Five – Chinese Lessons 汉语课Chapter Six - Chinese Language Resources帮助学习汉语的工具Chapter Seven - Chinese Media 中国电影作品及电台节目等Chapter Eight – Daily Use Language 日常句Chapter Nine - The Music of 许巍Xu Wei 许巍的音乐Chapter Ten - Words of Encouragement 关于鼓励的精彩短句Chapter Eleven - Appendix 附录Chapter Twelve – Acknowledgments 感言My first step in creating this book was to take all of the Chinese-related webpages from myPDF file format. The contentASimplifiedGuideToLearningChinese.zipASimplifiedGuideToLearningChinese.pdfASimplifiedGuideToLearningChineseAppendix.pdfChineseLessonsDialoguesReadingsSongsMP3.zipChineseLessonsDialoguesReadingsSongsPDF.zipChinesePronunciationMP3.zipThe last step is to double click on theChapter OneThoughts On Learning Language学语言的看法An Introduction to the Chinese Language汉语简介Thoughts On Learning Language:学语言的看法:Table of Contents 目录I. English Article 英文版文章II. Chinese Article 中文版文章I. English Article 英文版文章The English lessons in this website were created as a result of the English tutoring I did at the Johns Hopkins Medical Institute and the Greater Homewood Community Corporation in Baltimore, Maryland, USA. While tutoring there, I began to have an understanding of the challenges a person faces when living in a foreign country. Perhaps the greatest challenge a person faces while in a foreign country is that of communication. While living in China and studying Chinese, I decided to use the same approach that I used in the United States, listen to and study real-life conversations. The Chinese lessons contained in this website are the results of those efforts.For most people, we are born, grow up, and experience life in our 'home' country. Throughout this period, we naturally associate feelings and thoughts with words. When communicating with people, we are communicating feelings and thoughts and the tool that we use to convey these things is called words.Regardless of our native language, in our brain and in our soul there is a feeling associated with every word. We naturally feel and think, so therefore our words, without any effort naturally emanate.For a person living in a foreign country, 'learning' to develop a 'feeling' for that country's language is a tremendous challenge. How does a person go about acquiring a feeling for a word in a foreign language?We learn language from our environment and our brains do so naturally because at any moment in time, our ears are listening to the conversations of the people around us. Our eyes are also a natural tool and through reading text, we add to our already known body of knowledge.These English and Chinese lessons are my attempt at helping non-native English and non-native Chinese speakers solve this predicament. This site contains a collection of interviews and dialogues with a variety of speakers. My objective is to use these natural conversations as a tool to expose the learner to a variety of speaking styles and subjects, develop the learner's listening ability, as well as introduce and explain various words and phrases.I believe that through repeated listening to and reading real conversations, in particular paying attention to the emotion expressed by the speaker, the student is able to develop an acquisition ability as well as develop a natural 'feeling' for the language. I view these lessons as a primer for students. After developing an "ear", the student can then individually select and transcribe conversations from any number of sources ie. radio, TV, Internet, etc. Every transcription a student completes is a stepping stone to the next level of understanding the language. The ultimate goal is for the student to be able to listen to and repeat the conversations, not blindly repeating, but rather using their acquired feeling to express the words in a meaningful way, then using his/her own words, explain what the speakers are saying. By doing this, the student will have the skills necessary to communicate with people in everyday situations and most important, have an understanding of the feelings inside those people.My best wishes to you in your studies!II. Chinese Article 中文版文章这个网站的英语教程制成于我在美国马里兰洲巴尔的摩市Johns Hopkins大学医学院和Greater Homewood Community公司（为社区服务的组织名）辅导英语的时侯。
初级汉语教学课件1
骑自行车 走路 乘坐公交车 跑步
对…感兴趣 昨天 今天 明天 后天
五、阅读理解
出发 对…（很）满意 离…不远/很远 房租 报名 从…开始 书法
五、阅读理解
从…到… 时间、地点 兴趣课 爱好 电影 选
五、阅读理解
搬家 租房 房租 不错 房子 旁边 觉得 方便 树 空气 新鲜
叫 朱 云 jiao zhu yun
民
min
三、汉字书写练习
重点词汇： 我们 你们 他们 医生 yi sheng 汉字 han zi
四、实用阅读
出口
入口 德国
重点词汇： 口 kou 出 chu 入 ru 德 de
五、实用练习
二、汉字书写练习
每 每天 每人 期 期间 期待 祝 祝福 祝愿 生日快乐、平安 再 再见 再会 乐 快乐 时 时间 时候 侯 时候 等候 事 事件 事情
每个 每次 学期 祝贺 祝酒 祝你—好运、 再次
时机 候机室 事实
三、实用阅读
重点词汇 安全 禁止 ～～停车 ～～拍照 吸烟 营业 ～～时间 ～～员 经营 事业 时间 早上 晚上 早晨 夜晚 上午 中午 下午 欢迎光临 欢乐 迎接 光明
二、汉字书写练习
送 应 参 到 带 写 着 急
送给 送行 送别 应该 参加活动、会议 到时 到达 到了 带上 带走 写字 书写 着急（zhao） 等着（zhe） 着急 急忙 很急
三、实用练习
卫生清理中 注意卫生 讲卫生 清洁卫生 清理 清扫 清洁 小心地滑 地板 滑倒 邮局 邮政 邮政局 报警电话 匪警 police 110 火警 fire 119 急救 ambulance 120 交通事故 traffic accident 110
HSK 标准教程2 第二课
3、他的儿子多______？
tāde érzi duō______？
4、我听说安妮______ 了，我想去看看她。
wǒ tīngshuō Ānní______ le， wǒ xiǎng qù kànkan tā。
课文一 kèwén yī
问题wèntí
1、男的身体怎么样？nán de shēntǐ zěnmeyàng？ 2、他每天早上干什么？tā měitiān zǎoshang gànshénme？ 3、他每天几点起床？ tā měitiān jǐdiǎn qǐchuáng？
(Today is Saturday but Teacher Zhang doesn’t take the day off. He’s been busy lately, doesn’t have time to rest, so everyday he’s tired when he comes back.)
(This woman is in the hospital. She feels much better today because she took some medicine. Doctor says she can leave the hospital next week.)
3.Wǒ _______Dàwèi jīnnián ____________， tā _______________. _______ wǒ shì tā de __________.
• Please read aloud these sentences and record yourself, send me the audio in MP3 format. Xiexie!
1.Zhège nánde_______hěnhǎo,hěnshǎo ________。 yīnwéi tā měitiān dōu _______ ________, ________pǎobù。
Tips_on_learning_Chinese_学习汉语的诀窍
1I studied Mandarin 50years ago.It took me nine months to reach a level where Icould translate newspaper editorials from English into Chinese and from Chinese into English,read novels and interpret for people.Now,when I reflect on （思考）what I did,I find that there were five things that helped me learn faster than other students who were studying with me.2Start out by focusing on listening.Just get used to the sounds.Y ou should readwhatever you are listening to,but do so using a phonetic writing system,such as pin⁃yin,in order to get a better sense of what you are hearing .3Devote time to memorizing characters.The study of Mandarin,is a long⁃term project.It will bring you in touch with the language and the culture well.For this reason,I always recommend learning Chinese characters if you are going to learn the language.4Focus on patterns.Don t get caught up in complicated grammar explanations,andjust focus on patterns.When I was studying,I had a wonderful book by Harriet lsand P.S.Ni.It is called Intermediate Reader in Modern Chinese .In every single lesson,they introduced patterns to me.That s how I got a sense of how the language worked.The patterns were the frames around which I could build whatever I wanted to say.5Read a lot.I learned faster than my fellow students because I read everything I couldget my hands on.I read much more than other students.I am not just talking about special texts for learners,but rather a wide range of material on subjects of interest to me.6Speak a lot.You will need to practice a lot,both speaking to yourself and speaking toTips on learning Chinese学习汉语的诀窍山东孙启禄一、阅读自测1.What does the first paragraph mainly tell us?A.The importance of learning Chinese.B.The author s ability to use Chinese.C.The difficulty in learning Chinese.D.The author s experience in learning Chinese.2.What does the author think of the study of Chinese?A.It is helpful in improving mental health.B.It takes a long time.C.It is easy for foreigners.D.It is too complicated to use.3.How did the author get a sense of how the language worked?A.By reading widely.B.By focusing on listening.C.By memorizing characters.D.By concentrating on patterns.二、语篇解码本文是一篇说明文。
HSK标准教程1-L 2 第二课
拼音Pinyin
•听录音并跟读，注意有ü 、无ü时发音的区别
•Listen to the recording and read after it.Pay attention to the differences
between the pronunciations of the finals with and without ü.
……了。
（1）李老师今年50岁了。 （2）我朋友的女儿今年四岁了。 （3）你女儿几岁了？
语言点Language Points
4.“多+大”表示疑问 The Interrogative Phrase“多+大”
……多+大（了）？
（1）你多大了？ （2）你女儿今年多大了？ （3）李老师今年多大了？
课文Text 1
《HSK标准教程》第1册
第5课
她女儿今年二十岁
拼音Pinyin
1. 儿化的发音 The Retroflex Final
xiǎoohhááiirr 小孩儿
xxiiǎǎooniǎoorr 小鸟儿
fànɡuǎnr 饭馆儿
xiānɡshuǐr 香水儿
拼音Pinyin
2.发音辨析：以i、u、ü开头的韵母
Differentiation：pronunciation of the finals beginning with i,u,ü.
2. 认识独体字（笔画） Single-Component Characters（Strokes）
shuǐ
nǚ
le
dà
汉字Characters
3. 汉字的笔顺（1）Strokes Order(1)
笔顺 Rule
先外后内 Outside preceding inside
最新轻松学中文-第4册-第一单元教案整理
Unit 1 Goals第一单元教学目标·能描述人的长相及性格能说出职业·能表达观点·能介绍朋友以及他们的志向·能介绍名人能写出学过的独体字·能用更多的偏旁部首查词典能用所给字组词能用所给词造句能通过输入汉语拼音打字能用学过的语言知识猜生词能翻译句子能看懂关于中国的小短文能看懂跟课文水平相近的短文能看懂难度较大的短文会写通知和记叙文教学重点语法a)固定搭配：只有……才……跟…一样.……时虽然……但是……b)复习以前学过的语言难点疑问助词及疑问代词：几谁吗呢“比”、“跟……一样”固定搭配：因为……所以……一边……一…·副词：从来（不）、一般、常常、非常、特别……·助动词：想、要、能……Teacher陈世哲/杜婧/廖丽雅/尹叶瑾Subject: 中文Year Level：五年级Sections: A B C D E F G H I Dates:Session No.（课时）Day 1: 第一课时Date（日期）SESSION-SPECIFIC OBJECTIVES/ ALIGNMENT/ RATIONALE:1.掌握本课的八个生词：除了,舞蹈,从，开始，跳舞，拉，拉小提琴，要求会听、会说、会写。
2、能够用本课的词组造句/完成会话：TB,P80-82。
CONTEXT: （在开始本节课之前，学生已经有哪些固有知识或背景）1.学生会根据汉语拼音拼读出生词。
2.学生已经知道了各种爱好的英文名称。
3.学生能看图说/写句子。
Learning Experience:Prelection:（导入）第1步：祈祷。
第2步：出示图片——各种爱好。
第3步：介绍图片：舞蹈，除了，以外，还，跳舞，从，开始，拉小提琴。
第4步：出示句卡——课文题目：爱好、舞蹈。
Lesson Proper: （教学步骤）第1步：老师出示生词卡，先领读一遍，然后让学生跟读三遍。
注意纠正学生的语音语调，把所展示的卡片贴在黑板上。
轻松学中文 第2册 7课教案
一、生词部分：
1．掌握本课的生词，会听、会说、会写。
2.能够用本课的词组造句：p65
二、课文部分：
1.能够流利地朗读课文。
2.能够说出各种爱好的中文名称。
三、语法部分：
1.能够正确使用“正在、都、也”。
2.能够模仿句子进行对话。
四、培养学生的翻译/理解能力。
五、人格培养：
我们要培养适合自己的兴趣爱好。
8、复习
a、中英翻译
b、造词
c、完成会话
d、组句
e、部首
9、听力考试
10、小口试
11、MT口试
12、MT笔试1
13、作文考试
14、QT,包括QT口试和MT笔试2
REFLECTIONGoals:在本课结束时，学生应该明白：
（反思后的可能结果，可以从以下几方面考虑）
1.学生了解并继续培养自己良好的兴趣爱好。
Closure:（总结）
Evaluation:（课后小结）
LEARNINGOUTCOMES
学习成果
FORMALASSESSMENTS
SubjectACTIONGoals（学科目标）：本课结束时，学生应该：
1.培养学生学习中文的兴趣。
2.能用简单的句子来表达自己的思想和需要（如：
喜欢/不喜欢，爱/不爱等）。
1、能够模仿句子进行对话。
LearningExperience:
Prelection:（导入）
第1步：祈祷。
第2步：让学生再复习讲过的生词，并能让学生应用生词造句，鼓励学生多说话。
第3步：再让学生读一遍课文，然后老师再强调本课的重点句型。
LessonProper:（教学步骤）
第1步：让学生两个人一组，说出或写出学过的问句，然后再让学生参考这一题的问句，进行对话。
HSK2-第二课-我每天六点起床
Subject
多
你
多
大卫
多
他
多
形容词（Adj） 大？ 高? 高?
29
生词
duō
多
The Interrogative Pronoun “多”
疑问代词“多”用在形容词的前面，对程度进行提问，回答时要说出数量。例如： The interrogative pronoun “多" is used before an adjective, asking about the degree of something. A specific quantity should be given to answer the question. For example:
shénmede 什 么的
guàibùdé 怪 不得
gūniangjiā 姑娘 家
hǎo zhe ne 好着呢
5
汉字的笔画（8）: 、
汉字
Strokes of Chinese Characters (8): ，
笔画名称 Stroke
横撇弯钩 héngpiěwāngōu Horizontal-Left Falling-Curved Hook
Shénme shíhou néng chū yuàn?
什么
时候 能 出 院 ？
Yīsheng shuō xià ge xīngqī.
医生
说 下 个 星期 。
21
生词
yào 药
n. medicine, drug
中药
西药
22
shēntǐ 身体
n. body
生词
这是身体。 我身体好/不好。
23
chū yuàn 出院
UNIT1 Learning Chinese 中文入门
UNIT 1Jiǔ céng zhī tái, qǐ yú lěi tǔ; qiān lǐ zhī xíng shǐ yú zú xià.9 level tower, begin by piling earth, 1000 mile journey begins with foot downa single step.A tall tower begins with the foundation; a long journey begins withLǎozǐContents1.1 Conventions1.2 Pronunciation1.3 Numbering and ordering1.4 Stative Verbs1.5 Time and tense1.6 Pronouns Exercise 11.7 Action verbs1.8 Conventional greetings Exercise 21.9 Greeting and taking leaveTones Exercise 31.101.11 Summary1.12 Rhymes and rhythms1.1 ConventionsThe previous Unit on ‘sounds and symbols’ provided the first steps in learning to associate the pinyin transcription of Chinese language material with accurate pronunciation. The task will continue as you start to learn to converse by listening to conversational material while reading it in the pinyin script. However, in the early units, it will be all too easy to fall back into associations based on English spelling, and so occasionally (as in the previous overview), Chinese cited in pinyin will be followed by a more transparent transitional spelling [placed in brackets] to alert you to the new values of the letters, eg: máng [mahng], or hěn [huhn].In the initial units, where needed, you are provided not only with an idiomatic English translation of Chinese material, but also, in parentheses, with a word-for-word gloss. The latter takes you into the world of Chinese concepts and allows you to under-stand how meanings are composed. The following conventions are used to make the presentation of this information clearer.Summary of conventionsa) Parentheses (...) enclose literal meanings, eg: Máng ma? (‘be+busy Q’)b) Plusses ( + ) indicate one-to-many, eg: hǎo ‘be+well’; nín ‘you+POL’c) Capitals (Q) indicate grammatical notions, eg:Q for ‘question’; POL for‘polite’. In cases where there is no easy label for the notion, theChinese word itself is cited in capitals, with a fuller explanation toappear later: Nǐ ne? ‘(you NE)’d) Spaces ( ) enclose words, eg: hěn hǎo versus shūfu.e) Hyphens ( - ) used in standard pinyin transcription to link certain constituents, egdì-yī ‘first’ or mǎma-hūhū ‘so-so’. In English glosses, hyphensindicate meanings of the constituent parts of Chinese compounds,eg: hǎochī (‘good-eat’).f) Brackets [ ] indicate material that is obligatorily expressed in one language, notin the other: Máng ma? ‘Are [you] busy?’ Or they may enclosenotes on style or other relevant information: bàng ‘be good; super’[colloquial].g) Angle brackets < > indicate optional material: <Nǐ> lèi ma? ie, either Nǐ lèi ma? orLèi ma?h) Non-italic / italic: indicates turns in a conversation.1.2 PronunciationTo get your vocal organs ready to pronounce Chinese, it is useful to contrast the articulatory settings of Chinese and English by pronouncing pairs of words selected for their similarity of sound. Thus kǎo ‘to test’ differs from English ‘cow’ not only in tone, but also in vowel quality.sinshowc) shòub) xìna) kǎocowzhōu Joechinhowqínhǎosǒu sojīn ginnownǎorowseenròuxìnchow[-time]chǎodōu dough sǎo sow[’sear] jīn Jeanlín leantoetóubowbǎo[ship’s]beadse) bízid) pō paw duōdoo[r]lǐzi leads bō bo[r]e tuōto[r]eseeds mō mo[r]e luōlawxízi1.3 Numbering and orderingThis section contains information that can be practiced daily in class by counting off, or giving the day’s date.1.3.1 The numbers, 1 – 10:yī èr sān sì wǔ liù qībā jiǔ shí1 2 3 4 5 6 7 8 9 101.3.2 Beyond 10Higher numbers are formed quite regularly around shí ‘ten’ (or a multiple of ten), with following numbers additive (shísān ‘13’, shíqī ‘17’) and preceding numbers multiplicative (sānshí ‘30’, qīshí ’70):shíyī shí’èr shísì èrshí èrshíyī èrshí’èr èrshísì sānshí sānshíyī11 12 14 20 21 22 24 30 311.3.3 The ordinal numbersOrdinals are formed with a prefix, dì (which by pinyin convention, is attached to the following number with a hyphen):dì-yī dì-èr dì-sān dì-sì dì-wǔ, etc.1st2nd3rd4th5th1.3.4. DatesDates are presented in descending order in Chinese, with year first (nián, think [nien]), then month (yuè, think [yu-eh]) and day (hào). Years are usually presented as a string of digits (that may include líng ‘zero’) rather than a single figure: yī-jiǔ-jiǔ-liù nián ‘1996’; èr-líng-líng-sān nián ‘2003’. Months are formed regularly with numerals: yīyuè ‘January’, èryuè ‘February’, shí’èryuè ‘December’.èrlínglíngsān nián bāyuè sān hào ‘August 3rd, 2003’yījiǔbāwǔ nián èryuè shíbā hào ‘February 18th, 1985’Notes1. Amongst northern Chinese, yīyuè often shows the yi tone shift in combinationwith a following day: yíyuè sān hào. Qī ‘7’ and bā ‘8’, both level-toned words,sometimes show the same shift in dates (as well as in other contexts prior to afourth toned word): qíyuè liù hào; báyuè jiǔ hào.2. In the written language, rì ‘day’ (a much simpler character) is often used inplace of hào: thus written bāyuè sān rì (八月三日), which can be read out as such, would be spoken as bā ~ báyuè sān hào (which in turn, could be written verbatimas 八月三号).1.3.5 The celestial stemsJust as English sometimes makes use of letters rather than numbers to indicate a sequence of items, so Chinese sometimes makes use of a closed set of words with fixed order known as the ‘ten stems’ (shígān), or the ‘celestial stems’ (tiāngān), for counting purposes. The ten stems have an interesting history, which will be discussed in greater detail along with information on the Chinese calendar in §4.6.2. For now, they will be used in much the same way that, in English, roman numerals or letters of the alphabet are used to mark subsections of a text, or turns in a dialogue. The first four or five of the ten are much more frequent than the others, simply because they occur early in the sequence.The ten celestial stems (tiāngān)jiǎyǐbǐng dīng wù甲乙丙丁戊A B C D Ejǐgēng xīn rén guǐ己庚辛任癸F G H I J1.4 Stative VerbsThe verb is the heart of the Chinese sentence. Young urban speakers of Chinese may slip material from English or other languages into the noun position in a sentence (Wǒ yǒu lab. ‘I have a lab’), and nouns such as jítā ‘guitar’ with foreign origins have been incorporated in the language as a result of persistent contact with other cultures. But very rarely does foreign language material show up in the verb position.Some comparisons with English also reveal the centrality of the verb to the Chinese sentence schema. In Chinese, where the context makes the participants clear, verbs do not need to be anchored with pronouns – as they do in English:JiǎMáng ma? Are [you] busy?YǐHěn máng. Yes, [I] am.In English, ‘am’ is not a possible response to the question ‘are you busy?’. A pronoun is required: ‘I am.’ However, in the English answer, the verb ‘busy’ does not need to be repeated – ‘I am’ rather than ‘I am busy’. Chinese behaves oppositely from English, as our example shows. Pronouns are often not expressed when the context makes the reference clear. On the other hand, verbs tend to be reiterated in the answer, without the need of an equivalent to the ‘yes’ or ‘no’ of English.1.4.1 Types of verbsAs you encounter words in Chinese, you will find that it is useful to categorize them into groups and subgroups (the traditional parts of speech and their subclasses), such as nouns (with subtypes such as countable and non-countable), verbs (with subtypes such as transitive and non-transitive), pronouns (eg, personal pronouns and demonstratives), and adverbs (eg, manner adverbs and degree adverbs). Such categories capture useful generalizations about how words behave. An adverb, for example, will always appear before a verb (or other adverb).It is also useful to be able to talk about the components of a sentence: subjects, predicates, adverbials, modifiers, etc. A general schema for the sentence hěn máng would be a null subject, and a predicate consisting of an adverb (hěn) and a verb (máng). It is not necessary to be adept at using the linguistic nomenclature, but it is important to beLearning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT able to understand the notion of classes of words and positions within sentence structure so that generalizations can be noted.For Chinese verbs, it will be useful to distinguish a number of classes. In this lesson, we will focus on two. One resembles what are called adjectives in English andmany other languages: hǎo ‘be good’, máng ‘be busy’, è ‘be hungry’. As the Englishglosses show, these words do not require an additional form of the verb ‘to be’ (‘are, am, is, etc.’) when they are used as predicates in Chinese: Lèi ma? ‘Are [you] tired?’ / Hěnlèi. ‘[I] am.’ The difference is shown by translating the Chinese words as ‘be+tired’,‘be+good’, etc. Because such words convey states rather than actions, they are called‘stative verbs’, abbreviated as ‘SVs’. Strictly speaking, SVs should always be glossed as ‘be+adjective’ (when they are being used as predicates). But once the notion is familiar, we will often fall back on the more convenient practice of glossing them with Englishadjectives: máng ‘busy’; shūfu ‘comfortable’.Another general class of verbs involve actions: chī ‘eat’; xǐzǎo ‘to wash’; zǒu ‘to walk; leave’. These will simply be called action verbs, abbreviated V act.1.4.2 Questions and positive responsesYou can begin by learning to ask questions with SVs, and to give either positive ornegative responses. Assuming that the context makes explicit [subject] pronounsunnecessary, then one way to ask questions that seek confirmation or denial - yes-noquestions - is to add the final ‘question particle’ ma to the proposal:Hǎo ma? Are [you] well?Máng ma? Is [she] busy?Lèi ma? Are [you] tired?È ma? Is [he] hungry?Kě ma? Are [you] thirsty?Jǐnzhāng ma? Are [they] nervous?Shūfu ma? Are [you] comfortable?Lěng ma? Are [you] cold?Rè ma? Is [it] hot?Gāo ma? Is [she] tall?Duì ma? Is [it] correct?[mahng]mángNotes:lèi rhymes with English ‘say’; duì (and wèi), rhyme with ‘way’è [uh]; cf. rè [ruh] and hěn [huhn]jǐnzhāng [jeen-j!ahng]; shūfu [sh!oofoo] – ! reminds you to raise thetip of your tongue towards the roof of your mouth.Positive responses repeat the verb, usually with an adverb. The default adverb, where no other is chosen, is hěn, usually glossed as ‘very’, however, in contexts such as these, hěn does little more than support the positive orientation of the sentence, and so is best left untranslated. SVs such as duì ‘correct’, which are ‘all or nothing’, do not occur with degree adverbs, such as hěn.Hĕn máng. Yes, [I] am.ma?MángKĕ ma? Hĕn kě. Yes, [I] am. Apply the tone rule!Gāo ma? Hĕn gāo. Yes, [she] is.[it]is.ma? Duì.DuìYes,Notice that unlike English, where the typical positive answer indicates affirmation with ‘yes’ before going on to answer the question, Mandarin has only the direct answer.1.4.3 Negative responsesNegative responses are usually formed with bu ‘not the case’— recall that the tone of bu is conditioned by that of the following syllable.Máng ma? Bù máng. No, [I]’m not.Kě ma? Bù kě. No, [I]’m not.Gāo ma? Bù gāo. No, [she]’s not.[it]’snot.duì. No,ma? BúDuìAs with positive answers, Chinese has no direct equivalent to ‘no’, but simply offers a negated verb.A less abrupt negative (but, again, not used with duì) is formed with bú (with tone shift) plus tài ‘too; very’:Hǎo ma? Bú tài hǎo. No, not very.Máng ma? Bú tài máng. No, not too.Lèi ma? Bú tài lèi.è.tàima?ÈBú[Negative questions with ma, such as Nǐ bú lèi ma? ‘Aren’t you tired?’, will be dealt with in a later unit. While such questions are easy to form in Chinese, the responses follow patterns unfamiliar to speakers of English.]1.4.4 V-not-V questionsAnother way to form yes-no questions is to present the verb and its negative, as though offering both options. The negative, bu, in these constructions is often toneless in normal speech: hǎo bù hǎo is usually pronounced hǎo bu hǎo, or even hǎo bu hao. While V-ma questions slightly presuppose an answer congruent with the question – ie positive for positive questions, negative for negative questions, V-not-V questions are neutral. At this stage, you can regard the two as essentially equivalent:ma? Hĕn rè.Rèburè? Hĕn rè.Rèma? Bùlěng.Lěnglěng.tàiBúLěng bu lěng?Other examplesDuì.duì?buDuìHěn hǎo. With tone shift!Hǎo bu hǎo?Máng bu máng? Bù máng.Hěn lèi.lèi?buLèiè.tàiÈè? BúbuKě bu kě? Hěn kě.Hěn lěng.Lěng bu lěng?Rè bu rè? Bú tài rè.jǐnzhāng.Jǐn<zhāng> bu jǐnzhāng? BùShū<fu> bu shūfu? Bù shūfu.NoteWith two-syllable SVs, the 2nd syllable of the first, positive part of V-not-Vquestions often gets elided, as indicated by < > in the last two examples.1.4.5 Three degrees of responseYou can respond to the two kinds of yes-no questions positively, neutrally, or negatively; the typical neutral response makes use of the adverb hái (or, before other adverbs, háishi) ‘still; yet’: hái hǎo ‘so so; [I]’m okay (still okay)’.SUMMARYSVs: hǎo, máng, lèi, è, kě, lěng, rè, gāo, shūfu, jǐnzhāng, duìYes-No Qs+ 0 ---ma V-not-VLèi ma? Lèi bu lèi? Hěn lèi. Hái hǎo. Bú lèi. Bú tài lèi.jǐnzhāng.Jǐnzhāng ma? Jǐn bu jǐnzhāng?Hěn jǐnzhāng. Hái hǎo. BùBú tài jǐnzhāng.1.5 Time and tense1.5.1 Today, yesterday and tomorrowSpeakers of English and other European languages take the verbal category of tense for granted: speaking of the past generally requires past tense. For Chinese (as well as many other languages), this is not so. Time words such as jīntiān ‘today’, zuótiān ‘yesterday’ (both of which share the root tiān ‘sky; day’), or dates (bā hào), may be added to simple sentences containing SVs without any change to the form of the verb, or any other addition to the sentence:Zuótiān lěng ma? Was [it] cold yesterday? <Zuótiān> bú tài lěng.Zuótiān rè bu rè? Was [it] hot yesterday? <Zuótiān> hĕn rè!Zuótiān hĕn máng ma?Were [you] busy yesterday? <Zuótiān> hĕn máng!Jīntiān lèi bu lèi? Are [you] tired today? <Jīntiān> hái hăo!Èrshíbā hào hěn lěng. T he 28th was quite cold.Note the differences in word order between the English and the Chinese in the previous examples:Was it cold? > It was cold. Lěng ma? > Hĕn lěng.Was it cold yesterday? Zuótiān lěng ma?The appearance of a time word such as míngtiān (or a date) can be sufficient to indicate that an event is certain to occur in the future – something that is also true of English.Wǒ míngtiān hěn máng. I’m busy tomorrow.However, at times, Chinese does require some additional acknowledgement of the fact that, unlike the past and present, the future is uncertain. Thus, in talking about future weather, the word huì ‘can; will; likely to’ is in many cases added to the statement of futurity: Míngtiān huì hěn lěng ma? ‘Will [it] be cold tomorrow?’ Huì, while it does correspond to English ‘will’ in this example, is not actually as common as the latter.For the time being, you should be wary of talking about future states.1.5.2 SVs plus leRather than the static notion of past versus present (or, more accurately, past versus non-past), Chinese is more sensitive to a dynamic notion of ‘phase’, or ‘change’. For example, if a speaker wishes to underscore the relevance of a new situation, he can signal it by the addition of the sentence-final ‘particle’, le:Zuótiān bù shūfu, jīntiān [I] didn’t feel well yesterday, but [I]’mtoday.hăole. okayAn explicit contrast between an earlier situation (zuótiān) and a current one (jīntiān) typically triggers this use of le. However, it is quite possible state the situation at both times without underscoring the change with le, too, as the examples below show.Other words that can signal prior or current time include:earlier currentyǐqián ‘formerly; before; used to [be]’ xiànzài ‘now; a present’běnlái ‘originally; at first’; zuìjìn ‘recently; lately (most-near)’cóngqián ‘before; in the past’ mùqián ‘at present; currently (eyes-before)’ExamplesYǐqián hĕn jĭnzhāng, xiànzài [I] was nervous yesterday, but [I]’m okay le.now.hăoXiànzài bú è le! [I]’m not hungry anymore!Yǐqián bù shūfu. [It] used to be uncomfortable.hottoday![It]’sgottenJīntiānrèle!Zuótiān hěn lèi, jīntiān hěn máng. [I] was tired yesterday [and] I’m busy today!Běnlái hěn máng, xiànzài hǎo le. [I] was busy at first, but now [I]’m okay.hěn lěng, hěn bù shūfu. It’s quite cold at present, [I’]m notMùqiáncomfortable.Běnlái hěn lěng, zuìjìn rè le. It used to be cold, but lately it’s gotten hot.wǒ bù shūfu, zuìjìn In the past, I wasn’t comfortable, butCóngqiánokay.[I’]mháihǎo. recently,Observe that it is the new situation that is associated with le, not the original state! The presence of le generally cancels out the need for a supporting adverb, such as hěn.1.6 PronounsAs many of the examples above show, Chinese often manages to keep track of people (or things) relevant to a situation without the use of pronouns. But pronouns are availablewhere context alone might be insufficient – or where it might otherwise be more appropriate to use one. The set of personal pronouns in Chinese is relatively simple, and regular. They are presented in the following table, with notes following:singular collective singular plural wǒwǒmen I, me we, usnǐ nín nǐmen you you [polite] you [all]they, them tātāmen he, she, [it]him, herNotesa) Tā tends to refer only to people (or to animals being treated as if they werepeople); in speech, at least, it rarely refers to things, and so rarely corresponds toEnglish ‘it’. On those occasions when tā is used to refer to things, it is morecommon in object position, so it is more likely to occur in the Chinese equivalentLearning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT of the sentence ‘put it away’ than in ‘it’s in the drawer’. Chinese sometimes uses ademonstrative (zhè ‘this’ or nà ‘that’) where English has ‘it’, but generally it hasno explicit correspondence at all.b) The form nínmen (‘you+POL-MEN’) is rare, but does sometimes occur inletters, or in formal speech. The -men suffix (not usually toned, though sometimescited in isolation with a rising tone) is most often found with pronouns, as shown.With nouns designating people, it can also occur as a ‘collective’ eg lǎoshī‘teacher’, lǎoshīmen ‘teachers’. But even in such cases, -men should not bethought of as a plural marker, for it never co-occurs with numerals: sān ge lǎoshī‘three teachers’,with no -men possible. In faster speech, wǒmen often becomeswǒm, tāmen, tām, and so on.c) Mandarin speakers from Beijing and the northeast, also make a distinction(found in many languages) between wǒmen ‘we’ that includes speaker, addresseeand others, and zán or zánmen (pronounced ‘zámen’, as if without the first ‘n’)‘the two of us; we’. The latter includes the speaker and the person spoken to, butexcludes others. Eg Zánmen zǒu ba! ‘Let’s leave [us, but not the rest of them]’ – aphrase worth storing away as a prototype example for zánmen.1.6.1 NamesWhere the identification or status of a person requires more than a pronoun, then ofcourse, Chinese has recourse to personal names, or names and titles (cf. §1.9.1). For now, suffice it to say that Chinese students often refer to each other either by personal name (at least two syllables), or by surname (xìng) prefixed by a syllable such as xiǎo ‘young’.Thus, Liú Guózhèng may be addressed by friends as Guózhèng or xiǎo Liú; Lǐ Dān, as LǐDān (full name of two syllables) or xiǎo Lǐ.1.6.2 The particle ne and the adverb yěThe particle ne, placed after subject nouns, has a number of uses. It may signal a pausefor reflection, something particularly useful for learners:Zuótiān ne, zuótiān hĕn rè. Yesterday -- yesterday was hot.Tā ne, tā hĕn jĭnzhāng. [As for] him, he’s quite anxious.It may also be used to signal follow-up questions. The response to a follow-up questionoften contains the adverb yĕ ‘also; too; as well’. Recall that adverbs are placed beforeverbs (including SVs) or other adverbs (such as bu):JiǎYǐJīntiān lèi ma? Hĕn lèi, nĭ ne?Wŏ yĕ hĕn lèi.Jīntiān rè bù rè? Hĕn rè.Zuótiān ne? Zuótiān yĕ hĕn rè.Nĭ jĭnzhāng ma? Bù jĭnzhāng le. Nĭ ne?Wŏ háishi hĕn jĭnzhāng. Ng.Xiǎo Wáng zuótiān bù shūfu. Jīntiān ne?Jīntiān hǎo le. Ng.NotesHáishi ‘still’; cf. §1.7.1.1.2. Spoken Chinese makes use of variety of ‘interjections’. Ng (with pronunciationranging from a nasalized ‘uh’ to ‘n’) is one of them. On the falling tone, itindicates agreement, or as in the above example, understanding.Exercise 1.Write down, and recite, what you would say under the circumstances; be prepared to shift roles:1. Ask him if [he] was busy yesterday?2. Note that [it]’s quite cold today.3. Remark that [it]’s gotten cold today.4. Find out if young Li’s nervous.5. Respond that [she] is [nervous].6. Say that you are too.7. Say [you] didn’t feel well yesterday.8. Say that you’re better now.9. Tell your friend [you]’re not very hungry.10. Tell him that you’re okay today, [but] you were quite nervous before.11. Ask your friend if [she]’s thirsty [or not].12. Find out if your classmate is comfortable.13. Say that [you]’re not hungry anymore.14. Say that he was wrong.1.7 Action verbsWhile SVs attribute emotional or physical states to people or things, V act involve deeds such as ‘eating’ or ‘going to class’. V act are often subdivided into ‘transitive’, ie those that generally presuppose an object (‘read > a book’; ‘eat > a meal’); and ‘intransitive’, ie those that do not presuppose an object (‘walk’; ‘kneel’). However, languages differ as to how this distinction is actually realized. In English for example, when the verb ‘eat’ means ‘eat a meal’, English has the option of either not expressing an object (‘When do we eat?’), or using the generic noun ‘meal’ (‘We had a meal earlier’).Chinese adopts a different strategy. In comparable sentences, rather than not mentioning an object for lack of a particular one, Chinese only has the option of providing a generic object like ‘meal’: Nǐ chīfàn le ma? ‘Have you eaten? (you eat-riceLE Q)’. The core meaning of fàn, as shown in the gloss, is ‘cooked rice’, but in thiscontext, its meaning is extended to ‘food’ or ‘meal’. When a particular kind of food is mentioned, then fàn will be replaced by specific words: chī miàn ‘eat noodles’, chī bāozi‘eat dumplings’; chī zǎodiǎn ‘eat breakfast’, etc.Another case in which Chinese provides a generic object where English has eitheran intransitive verb or one of a number of specific options is xǐzǎo ‘to bathe; take abath/shower, etc.’ Xǐzǎo is composed of the verb xǐ ‘wash’ and zǎo, an element that nolonger has independent status, but which is treated like an object. So while English usesan intransitive verb ‘to bathe’ or a specific object ‘take a bath’, Chinese provides ageneric object, zǎo. When a specific object is needed, it substitutes for zǎo: xǐ yīfu ‘wash clothes’; xǐ liǎn ‘wash [one’s] face’, etc.The following table gives verbs or verb+objects for events that tend to happen inthe course of a day. [Polite inquiries about bathing are appropriate in tropical or sub-tropical climates.]VERB OBJECT V-Ozǒu ‘leave’qǐlai ‘get up; rise’shuì ‘sleep’ jiào bound form shuìjiào ‘go to bed; sleep’chī ‘eat’ fàn ‘cooked rice’ chīfàn ‘eat; have a [proper] meal’ xǐ ‘wash’ zǎo bound form xǐzǎo ‘bathe; take a bath etc.’kàn ‘look at’ bào ‘newspaper’ kànbào ‘read the paper’shàng ‘ascend’ xià ‘descend’ kè ‘class’ shàngkè ‘teach a class; attend class’xiàkè ‘finish class; get out of class’shàng ‘ascend’ xià ‘descend’ bān ‘job; shift’ shàngbān ‘go to work; start work’xiàbān ‘get out of work’1.7.1 Negative statements, with méiyouWith action verbs, the plain negative with bu usually indicates intention:Wŏ bù zŏu.I’mnotleaving.Tāmen bù xǐzǎo. They’re not going to bathe.Tā bù chī le. He won’t eat anymore.Such declarations, while possible, are in fact more likely to be cast in some less abrupt form, using verbs such as yào ‘want’ or xiǎng ‘(think) feel like’. We will get to such verbs quite soon, but at this stage, rather than talking about intentions, we will focus on whether events have happened or not. In such cases, the negation is formed with the negative of the verb yǒu ‘have; exist’. This is méiyou, or simply méi. [Yǒu is the one verb in Mandarin whose negative is not formed with bu – the one irregular verb, you might say.]Méichīfàn. [We] didn’t eat; [we] haven’t eaten.xǐzǎo. [I] didn’t bathe; [I] haven’t bathed.Méiyoushàngbān. [She] didn’t go to work; [she] hasn’t started work. MéiSince the action verbs introduced in this lesson involve events that can be expected to take place regularly over the course of the day, the adverb hái (háishi before other adverbs) ‘still; yet’ is common in negative answers. Hái<shi> is frequently accompanied by the sentence-final particle, ne, which in general, conveys a tone of immediacy or suspense (as well as being associated with follow up questions, cf. §1.6.2).Hái méi chīfàn ne. [We] haven’t eaten yet.méiyouxǐzǎo ne. [I] haven’t bathed yet.HáiHái méi shàngbān. [She] hasn’t started work yet.1.7.2 Positive statements, with leAs noted in §1.5.2, le with SVs signals a newly relevant state: jīntiān hǎo le. WithV act, the function of le is more diffuse, or at least it seems so from a learner’s perspective. Le with V act, much as it does with SVs, may signal a newly relevant situation – or phase. But with V act what is relevant may be the initiation of the action, or it may be the conclusion of the action.a) Initiation:Zǒu le. [They]’re off.Chīfàn le [They]’ve started [eating].Shàngkè le. [They]’re starting class.b) Conclusion:Zǒu le. [They]’ve gone; they left.Chīfàn le. [We]’ve eaten; we ate.Shàngkè le. [They]’ve gone to class; [they] went to class.‘Conclusion’ may seem like another way of saying ‘past tense’; but there are reasons for avoiding any identification of le with [past] tense. You have already seen that with SVs, it is not the past situation that is marked with le, but the current one: Zuótiānbù shūfu, jīntiān hǎo le. And you will see many other cases where past tense in English does not correspond to the presence of le in Chinese. But more to the point: injecting the notion of past tense into our description of le suggests a static function quite at odds with that other, well-established dynamic function of le, to signal what is newly relevant.For the time being, then, note that le has two faces: it signals the current relevancy of a new state or situation; and it signals the current relevancy of a completed event. While in the first case, le can appear with the negative, bu (bù lěng le ‘it’s not cold anymore’), in the second, it cannot – it can only be replaced by méi<you>, to form the negative (hái méi chī ne).。
轻松学中文第一课 ppt课件
To learn chinese,you can see chinese movie without translating!And you will find a new world when you learn chinese well!
Dì yī kè
第一课
Pīnyīn、jīběn bǐhuà
拼音、基本笔画
Lesson 1 Pinyin,Bacic Strokes
Chinese is a group of relative languages.
There are two you have heard of:
Mandarin
(spoken by 885,000,000 people )
Mandarin is very important In the aspects of business、government、education in the world.
and the class is for you.
Kèchéng ānpái
课程安排 schedule
考勤 check attendance 10% 课堂表现 class performance 15% 课后作业 finish homework 15% 结业考试 the final examination 60% P.S：1. If you don’t attend our class three times, you can't take the final exam.
Cantonese
（spoken by 70,000,000people）
学习单 体验汉语 第二课(1)
Dì èr kè Xiànzài jǐ diǎn ？
第二课 现 在 几 点 ？（1）
Lesson 2 What time is it now?
Time:
点 diǎn[n]o’clock 分 fēn[n]minute 半 bàn[n]half
Adv./n. afternoon
14:00 _____________ 15:10 ____________ 18:40 _____________
xiàbān
10. 下 班
shànɡbān
上 班 ____________
V. Finish work
xià
下 ——off
Nǐ jǐdiǎn xiàbān？
1
《体验汉语生活篇》 Experiencing Chinese-Living
8) sleep_______________________________
2. Use the words in practice 1 to ask your colleague about his/her schedule and filling the form.
13. 饭
chīfàn zǎofàn
吃饭 早饭
wǔfàn
午饭
wǎnfàn
晚饭
N. Rice, meal, food
zǎoshànɡ：chī zǎofàn
早 上 ：吃 早 饭
zhōnɡwǔ：chī wǔfàn
中 午： 吃 午 饭
1
《体验汉语生活篇》 Experiencing Chinese-Living
我不 忙。
Practice: 1. Translate the following words into Chinese. 1) Get up_______________________________ 2) Have breakfast_______________________________ 3) Go to work_______________________________ 4) Have lunch_______________________________ 5) Finish work_______________________________ 6) go back home_______________________________ 7) Have dinner_______________________________
对外汉语教案 跟我学汉语第二册1至4课教案
我来介绍一下㈠年级（grade）中国的学校P7你们几岁了？读什么学校？几年级了？㈡班（class）问（Eng）：（一个年级可以有很多个班）你的年级有几个班？怎么问别人，他在哪个年级和班级？（你在几年级几班？）怎么说你在哪个年级哪个班？（---年级---班）P6 ★先说年级再说班，提问的时候也是按这个顺序。
学校里的三种人：学生，老师，校长㈢新（new）------ 旧（old）【antonym['æntənɪm]】★新----可以形容人和物旧----只可以形容物补词：同学（classmate or schoolmate ）以前的同学（对）；旧同学（错）㈣你早（good morning）----早上好介绍+ （n）人、物、事问（Eng）：怎么说：介绍我的爸爸，介绍这本书，介绍这件事。
㈥认识（to get to know; to know）认识+ （n）人、物问（Eng）：怎么说：我认识Mary和她的姐姐。
★（练习册）练习：P1（2、3）；P5（8.3）各写5遍P1⒈带领学生认识主要人物的名字⒉男生、女生（只用于没结婚的人）男孩、女孩、孩子（child or children）⒊句型：-----是------。
（用于介绍和说明）（人称）代词（pronoun）+ 是------n. + 是------常用代词：我、你、他、她（们）这、那（些）常用n..：这里、那里、哪里（表sp.）★否定格式：-----不是------★问句格式：-----是------吗？★回答格式：对、是不、不对、不是（错）问：（Eng）：用这个句型的两种形式分别造句（陈述句+疑问句）P2问（Eng）：When and where would you use these expressions?P3 Text1⒈听录音跟读（47s~）⒉学生自读⒊请问want others to answer my question（请问，your question.）请+ v.问（Eng）：还有没有类似的短语？(请坐、请进)⒋新来的学生，来（come）新来的------（老师、校长）⒌我叫杰克I’m Jack. =我的名字叫杰克=（我是杰克）名字= 姓（family name）+ 名(given name)翻回P1⒍欢迎（welcome）欢迎+ 你（们）欢迎+ v. (例句：welcome to my home. 欢迎你来我家。