日常口语话题（一） 天冷了
1. It's freaking cold today! 今天冷死啦!
2. It's a bit nippy today , you might need a coat.
今天有点儿凉了，你可能要穿件大衣。
3. It was so cold that I was shivering. 太冷了，我直发抖。
4. You must be chilly without a coat on.不穿大衣，你肯定会觉得凉。
5. We are having a cold snap. 我们遭遇了寒流。
6. The frigid gusts of wind stung their faces.
一阵阵寒风吹得他们脸上刺痛。
7. I'm so cold. Look, I've got goobumps all over me.
太冷了。瞧，我起了一身鸡皮疙瘩。
It is cold today. 今天挺冷啊。
It is chilly today. 冷风飕飕的，冷死了。
The wind really chills me to the bone.
The wind is bone-chilling. 这风是刺骨的冷啊！
I'm frozen / stiff. 我已经冻僵了。
语言功能 The wind just cuts right through me. 风就这么从我身体穿过。。。
It's freezing! 好冷！
Now it feels more like winter, doesn't it? 现在感觉较像冬天了吧？
I can't stop shivering from the cold. 冷得直哆嗦。
give students/ citizens motivation to…给学生/公民动力去……
narrow the gap between the wealthy and the impoverished 细雨纷飞减少贫富差距
curb crimes 控制犯罪
allocate money to 投资于…
promote the development of… 促进…的发展
It is obvious that… 显而易见，…
play a key role in 起关键作用
enhance the efficiency of… 提高效率
enrich one’s experience … 丰富某人的经验
keep society safe and stable 保持社会稳定
have an obligation to do … 有责任去…
大道之行天下为公afford people entertainment and pleasure 给人们提供娱乐
create employment opportunities 创造就业机会牛肉炖柿子
put something in the first place = give priority to… 把…当成首要任务
is less time-consuming and more economical 省钱又省时间
broaden one’s horizons 开阔人的眼界
contribute to … 为…作贡献
fulfill one’s potential 发挥……的潜力
消极方面
live a stressful life 生活压力大
the competition is stiff 竞争激烈
impair people’s health 破坏人的健康
the population is booming 人口爆炸
restrict the development of 限制……的发展
lower the efficiency of… 降低……的效率
stem from 某事由…导致
suffer from 遭受
is a threat to… 情人节鲜花店对…构成威胁
have detrimental influence upon 对…产生有害的影响
cope with 解决，处理
take measures to … 采取措施…
亚瑟打野出装There is a definite link between A and B A和B之间有密切的联系
is increasingly vere 越来越严重
is monotonous 单调的
create psychological problems 产生心理问题
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stress on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be reprented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to u “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The cond one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
婚礼秀Have some juice then.
The third one: students can listen, read, say and write the following ntence patterns: Where’s\Where are the\my…
It’s \They’re…
There’s no …in \on \near…
I think the most difficult point of this period is to make sure the students can u the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.
And I will u some pictures, words and ntence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-bad method, communicated method, group cooperate method will be ud in
this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arours the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, rve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
南京社保局The substance of language is communication and the environment of communication is life. So when I prent the ntence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the ntence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
