中职《幼师英语》课件Unit 10 Learning Styles

幼师英语LearningStylesUnit10

二Contents一四五三PhoneticsListeningandSpeakingReadingandWritingProfessionalTrainingGrammarSectionⅠPhonetics舌端齿龈破擦辅音/tʃ//dʒ//ts//dz/

齿龈后部破擦辅音/tr//dr//tʃ//dʒ/舌端齿龈破擦音。发音要领：舌身抬高，舌端抵上齿龈后部，气流通过时发出破擦音。/tʃ/属清辅音，发音时声带不振动；/dʒ/属浊辅音，发音时声带振动。/ts//dz/舌端齿龈破擦音。发音要领：舌端先贴住齿龈，堵住气流，然后略下降，气流送出口腔。/ts/属清辅音，发音时声带不振动；/dz/属浊辅音，发音时声带振动。/tr//dr/齿龈后部破擦音。发音要领：舌身与/r/发音相似，舌尖贴齿龈后部，气流冲破阻碍发出短促的/t//d/后立即发/r/音。/tr/属清辅音，发音时声带不振动；/dr/属浊辅音，发音时声带振动。SectionⅠPhoneticsReadthefollowingsentences.1.JessechasesJasonwhochasesJack.2.Followme．Justlikethis.3.Jackeatslikeabull.4.Showmeyourhands.5.Dressyourself.SectionⅡListeningandSpeakingListentothedialogueandfillintheblanks.A：Youknow，IthinkEnglishisan___1___tolearn.Don’tyouagree?B：Well，I’mnot___2___.Whydoyousaythat?A：Thegrammarrulesareveryeasy.Don’tyou___3___?B：No，notreally，___4___.Inmyopinion，Englishisaverydifficultlanguage.A：Oh?Whatmakesyousaythat?B：Youdon’talwayspronounce___5___inthewayyouspellthem.A：Hmm，maybeyouareright.SectionⅡListeningandSpeakingPracticetheconversationwithyourpartners.A：Istheresomethingwrongwithyourneckandeyes，Jack?B：Idon’tthinkso，professorZhang．A：Butwhyisyourneckaslongasthatofagiraffe?Andyoureyesjustpeekatyourrightsidelikethoseofahalibut?B：Ihavenoideahowtoanswerthequestion．A：Ialsofoundthatthesesymptomsonlyappearwhenyouaretakingatest．B：Idon’treallymeanit，professor.ButmyneighborwritesinsuchsmalllettersthatIhavetostretchmyselfinordertoreadhisanswersclearly．SectionⅢReadingandWritingTextANotes1.Don’tassumethechildrenlearnexactlylikeyoudo.不要认为孩子像你一样学习。2.Thesooneryouunderstandlearningstylesandwhichlearningstylesthechildrenhave，andthesooneryou’llbeabletoteachthemeffectively.你越早了解学习方式以及孩子采用哪种学习方式，也就能够越早有效地教他们。3.Withoutknowingthechildrenslearningstyles，youmaychooseacurriculumthatdoesn’treachthechildrenwherethey’re.当你不知道孩子的学习方式时，你选择的课程可能并不在孩子所处的水平上。4.Thosewhohearthebarkareprobablyauditorylearners.那些听到狗叫声的人可能是靠听觉学习的人。SectionⅢReadingandWriting5.However，iftheyareprintedonablackboardinadditiontobeingsaidoutloud，visuallearnerswouldseethewaythewordlookssotheycouldrememberitmoreeasily.但是如果单词除了大声说出外，还在黑板上写出来，靠视觉学习的人就能看到单词的样子因而能更容易记住。SectionⅢReadingandWritingTextBNotes1.Themajorityofrhymesareactionrhymesandchildrenloveputtinginthemovementsastheysingthewords.大部分的儿歌都带动作，孩子们喜欢边唱儿歌边做动作。2.IfindNurseryRhymesawonderfulsourceofideasforartandcraftactivities.我发现儿歌是艺术和工艺活动灵感的很好的来源。3.Pointingtothedifferentpartsofthemodels，youcanask，“whatisit?Howmany?Whatcolorisit?Whereisit?”指着这些模型的不同部分，你可以提问：“这是什么？有多少？什么颜色？在哪里？”SectionⅢReadingandWriting4.Thechildrencanalsomaketheirowninstrumentsfromjunkmaterials.孩子们也可以用废旧材料自己制作乐器。5.Youngchildrenlovetoplaygamesandcannowlearnalanguageatthesametime.儿童喜欢在玩游戏的同时学习一种语言。SectionⅣProfessionalTrainingGamesWordCompetitionTheteachersaysaword，forexample“travel”.Thestudentshouldsayawordstartingwiththeletterofthelastletterofthelastword.Inthiscase，thewordshouldstartwith“l”.Forexample，he/shemaysay“light”.Thenthenextstudentshouldstartwith“t”.Studentsbehindcan’tsaythesamewordthatwasmentionedbystudentsbeforethem.Thisgamecanbeplayedtwiceorthreetimes.Buttherequirementishigher.Atthesecondandthirdround，thewordsspokenshouldbenolessthanfourorfiveletters.SectionⅣProfessionalTrainingStoriesFirstAidItisimportantforyoutolearnsomeknowledgeaboutfirstaidinyourdailylife.Ifachildhasanaccident，he/sheneedsmedicalcarebeforeadoctorcanbefound，whichiscalledfirstaid.Ifyourchildhasanaccident，thenthefirstpersontherewillbethefirstaiderwhowillhelphim/heruntildoctorsgetthere.Firstaidisaboutusingyourcommonsenseinmanywaysthatwillhelpyourchildandkeephim/hersafeinsteadofdoingharmtohim/her.Whenyougivefirstaid，youmustpayattentiontothreethings.First，whenakidstopsbreathing，openhis/hermouthandseeifthereisfoodatthebulkofhis/hermouth.Second，ifachildcannotbreathe，doyourbesttostarthis/herbreathingatonce，usingamouthtomouthway.Third，ifachildishurtbadly，tryimmediatelytostopthebleeding.Andthentakehim/hertoadoctor.Becauseifakidlosesonethirdofhis/herblood，he/shemaydie.SectionⅣProfessionalTrainingManyaccidentsmayhappenathomeandatschool.Atschool，allteachersandotherstaffwillknowwhattodowiththem.Allkindergartenteachersshouldknowmorefirstaidknowledgeinordertodealwithcommoninjurieswhichmayhappentoyourchildren.Whenachildisbittenbyananimal，washthewoundwithcoldrunningwaterbeforehe/sheistakentoseeadoctor.Whenakidisburnt，washandcooltheareaoftheskinunderthecoldtapforawhile.Thenputapieceofdrycleanclothovertheburn.Ifthekidisbadlyburnt，pleasetakehim/hertothedoctorquickly.Ifakidcutshis/herfinger，cleanitandputapieceofpaperroundthecut.Everyteachershouldknowsomefirstaidknowledgeinordertosaveourkids’ortheothers’lives.SectionⅤGrammerwith复合结构with复合结构是学习英语时经常接触的句型，例如：(1)Therewasanelectricbellthatdidnotwork，withacardnexttoitbearingthename“Mr.JamesDillinghamYoung”.门上有个已经坏了的电铃，旁边有张卡片，上面写有一个名字：詹姆士·丁林翰·杨。在这个句子中，with+名词+介词短语构成复合结构在句子中作状语。（2）Nowwewereonourfeetwithanother500milestogo.现在我们还有500米要走。在这个句子中，with+名词+todo构成复合结构在句子中作状语。一、

with复合结构的构成with+宾语+宾语补足语，构成with复合结构，宾语可以是名词或是代词，宾语补足语可以是介词短语、过去分词、现在分词、形容词、动词不定式、副词。且with后面的宾语与其后的宾语补足语有逻辑上的主谓关系。现就其基本用法归纳如下：SectionⅤGrammer1.with＋宾语(名词或代词)＋n.例如：（1）Hecutthepaperwitharulerhisknife.他用尺当刀子裁开了纸。（2）Themanfoughtagainstthethiefwithastickhisweapon.那男子以木棍作武器同盗贼搏斗。2.with＋宾语(名词或代词)＋adj.强调名词的特性或状态。例如：（1）Heusedtosleepwiththewindowopen.他过去经常开着窗户睡觉。(表示伴随情况)（2）Thechildrenweremakingasnowman，withtheirhandsredandcold.孩子们正在做雪人，双手冻得通红。(结果状语)3.with＋宾语(名词或代词)＋adv.例如：（1）Thelittleboyranalongthestreetwithnothingon.小男孩沿街跑着，什么也没穿。(方式状语)（2）Hefellasleepwiththelighton.他睡着了，灯还亮着。(伴随状语)SectionⅤGrammer4.with＋宾语(名词或代词)＋prep.例如：（1）Jackwalkedintotheclassroomwithsomebooksinhishand.杰克手里拿着几本书走进了教室。(表示伴随)（2）Thefarmerwenttothefieldwithaspadeonhisshoulder.这位农民肩扛铁锨下田干活了。(表示伴随)5.with＋宾语(名词或代词)＋Ving强调名词是ing分词的动作的发出者或某动作、状态正在进行。例如：（1）Shefeltnervouswiththewholeclassstaringather.全班都盯着她看，她感到紧张。(表示原因)（2）Hefellasleepwithhisradiostillworking.他睡着了，收音机还在响着。(表示伴随)SectionⅤGrammer6.with＋宾语(名词或代词)＋Ved强调名词是ed分词动作的承受者或动作已经发生。例如：（1）Witheverythingwellarranged，helefttheoffice.一切都安排好了之后，他离开了办公室。(表示时间)（2）Thewomanwasworryingwithherticketlost.这个女人票丢了，正发愁。(表示原因)7.with＋宾语(名词或代词)＋todo不定式动作尚未发生。例如：（1）Withalotofworktodo，hewasnotallowedtogoout.由于有许多工作要做，他不允许出去。(表示原因)（2）Wefeelsafewithsuchgoodteacherstoteachuslessons.有这样的好老师教我们功课，我们感到放心。SectionⅤGrammer二、with复合结构的作用with复合结构在句子中作状语，表示原因、时间、条件、伴随、方式等。例如：（1）Wesatonthedrygrasswithourbackstothewall.我们背朝墙坐在干草堆上。(伴随状语)（2）Shecouldnotleavewithherpainfuldutyunfulfilled.这个艰巨的任务还没有完成时，他不能离开。(原因状语)（3）Helayinbedwithhisheadcovered.他蒙头躺在床上。(方式状语)（4）Jacksoonfellasleepwiththelightstillburning.灯还亮着的时候，杰克就已经酣然入睡了。(伴随状语)（5）Iwon’tbeabletogoonholidaywithmymotherbeingill.我不能去度假，因为我妈妈还在生病。(原因状语)（6）Hesatwithhisarmsclaspedaroundhisknees.他双臂抱膝而坐。(方式状语)SectionⅤGrammer三、重点疑难此结构是指“with+宾语(名词或代词)+非