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>>>选择所给词的适当形式填空。1.Please bring ______ (back,black..
选择所给词的适当形式填空。
1.&Please bring ______ (back,black) the books in two weeks' time.2. He's at the office. He'll be ______ (in home,home) at six o'clock.3.&Daming is going to come back in ______ (any,another) two weeks' time.4. She didn't ______ (has,have) a television.5. This letter will arrive at your ______ (friends,friend's) home tomorrow.
题型:填空题难度:中档来源:期末题
1. back&& 2. home&& 3. another&& 4. have&& 5. friend's
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据魔方格专家权威分析,试题“选择所给词的适当形式填空。1.Please bring ______ (back,black..”主要考查你对&&单词、词组&&等考点的理解。关于这些考点的“档案”如下:
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单词、词组
主要是对单词、词组的一些理解掌握,集中出现的题型有:找出不同类的单词、判断正误、单词词组的英汉互译等。 小学英语单词记忆法:在小学英语教学中,记忆单词是学生学习的最大障碍,尤其是低年级的学生,刚刚接触英语,死记硬背下来的方法既吃力,又很容易遗忘,掌握英语单词量的多少,直接影响着学习效果。一、拼音式记忆法如:数字“十”ten,可以让学生联想成ten的拼音发音。男人们“men”汉语拼音便是men……二、谐音记忆法1.单词读音谐音法可能老师们都已经发现,刚接触英语的小学生会在你教的单词下面写上相应的汉语“谐音”(和汉语相仿的读音)大部分老师会阻止孩子们这样的行为,但我不认为这是错误的,我会根据他们的思路继续引导,在谐音的基础上画图、联想,三者结合,这样对单词的记忆就非常深刻,如:apple单词的汉语谐音是“阿婆”画图“一个阿婆手里拿着一个苹果”联想,看到图画联想到apple的读音,汉意。2.字母音与汉字音相结合谐音记忆法如讲述颜色单词红色red时,我会让学生记住一句话,阿姨地里的苹果红了……这一句话,不仅让学生加深了三个字母r,e,d的粗读,还记住了这个单词的顺序,同时又记住了这个单词的汉意“红色”,这样一句话,可谓一石三鸟,在实际的教学中收到了良好的效果……三、形近串连记忆法如tea茶叶,eat吃,teacher教师,meat肉,这些单词形近,于是我会让学生说,老师吃茶吃肉,这样一句话,让学生一下子便记住了四个单词。Purple people紫色的人们,monday moon monkey星期一,月儿升,照猴子……四、字母谐音及外形和故事结合记忆法单词eleven “十一”很多同学记忆吃力,即便是当时记住了,可是很短时间又忘了,于是我便用这样一个办法来让学生牢牢记在了脑海里啊,不客气地说……这种方法想让学生想忘记都难呢,我是这样讲的:三个阿姨(e)走娘家,(她的娘家门牌号是11.)想知道三个阿姨带什么礼物给她们的娘吗?学生们此时齐呼,想……,于是,我接着说,她们的礼物可有意思啊,第一个阿姨带去了一把勾子(l这个字母形状像勾),第二个阿姨呢,竟带去了一把剪刀(v像剪刀),第三个阿姨特别有意思,把自己的大门扛了去……想必是娘家的大门坏了……要女儿去换哩……学生们听了后哈哈大笑……,我于是说,现在同学们把这个单词默写出来吧……,孩子们不过几秒钟,竟准确无误地连续写了好几遍……五、循环记忆法这种方法是一个传统的记忆方法,也是来是们使用的做多的方法,人的大脑有一个特点,对某个信息反复刺激才能记住,例如,三年级的学生我每天规定记忆的词汇量是五个单词,第二天记忆十个其中包括第一天的五个,第三天背十五个其中包括前两天的,照这样累计,这种方法也许对于孩子来说是枯燥无味的,但每个单词却都对大脑刺激无数次,从而记得比较牢。六、浏览记忆法所谓浏览就是将你要记忆的单词看一遍,但必须每天坚持看,时间不宜过长,一般控制在一小时以内,经过多次的浏览,单词汇很轻松的在脑海里留下印象。七、同音记忆法如 two,to,too(二,到,也) 、 write和right(写,正确 )、 see,sea(看,海)、meet和meat(碰见,肉)……总之,记忆单词的方法很多,人们可以根据自己的习惯和文化背景进行记忆,每天背诵单词的时间和数量要根据俄自己的具体情况决定,背诵要选择一天中头脑最清晰、精力最充沛的时候进行。此外,记住单词虽然可以采取好的方法进行记忆,但背单词的三大宗旨不能忘:1、贵在坚持;2、遵循人的记忆规律,并根据艾滨浩斯遗忘规律,循环复习比一次性记忆有效。3、背诵的词汇只有真正运用到听、说、读、写各方面才能将英语运用自如小学单词汇总:学习用品pen pencil pencil-case ruler book bag comic book post card newspaper schoolbag eraser crayon sharpener story-book notebook magazine 人体foot head face hair nose mouth eye ear arm finger leg tail动物cat dog pig duck rabbit horse elephant ant kangaroo monkey fish bird panda bear lion tiger sheep goat cow donkey 人物friend boy girl mother father sister brother uncle man woman Mr Miss lady mom mother dad father parents grandparents grandpa grandma aunt cousin son classmate principal university student pen pal pal people职业teacher student doctor nurse&& driver& &farmer&& singer& writer& actor&& actress&& artist&& TV reporter&& engineer&& accountant& policeman salesperson cleaner baseball player assistant policeman颜色red blue yellow green white black pink purple orange brown]食品rice bread beef milk water egg fish tofu cake hot dog hamburger noodles meat chicken pork mutton vegetable soup ice-cream Coke juice tea coffee (breakfast lunch dinner)水果,蔬菜apple banana pear orange watermelon grape eggplant green beans tomato potato peach cucumber strawberry onion carrot cabbage 衣服jacket shirt T-shirt skirt dress jeans pants socks shoes sweater coat shorts sneakers slippers sandals boots hat 交通工具bike bus train boat ship car taxi yacht taxi jeep van plane subway motor cycle杂物window door desk chair computer board fan light teacher's desk picture wall floor curtain trash bin closet mirror end table football present lamp phone sofa shelf fridge table air-conditioner photo plate knife fork spoon ball kite box violin e-card e-mail traffic light money medicine地点home room bedroom bathroom living room kitchen classroom school park library post office hospital cinema bookstore farm zoo garden study playground canteen teacher's office gym washroom art room company factory fruit stand pet shop nature park theme park bank village city国家China/PRC America/USA England Canada/CAN天气cold warm cool snowy sunny hot rainy windy cloudy weather reporter景物river lake stream forest path raod house bridge building rain cloud sun mountain sky 植物flower grass tree seed sprout plant leaf星期day Monday Tuesday Wednesday Thursday Friday Saturday Sunday weekend月份month January February March April May June July August September October November December year季节spring summer fall(autumn) winter方位south north east west left right患病have a fever hurt have a cold have toothache have a headache have a sore throat数词One two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty thirty forty fifty sixty seventy eighty ninety first second third fourth fifth eighth ninth twelfth twentieth形容词big small long tall short young old strong thin active quiet nice kind strict smart funny tasty sweet salty sour fresh favourite clean tired excited angry happy bored sad fine great heavy new fat happy right little lovely beautiful colourful pretty cheap expensive sick better介词in on under near behind next to over in front to from to for代词I me my we us our you your he him his she her it its they them their动词Play swim skate fly jump walk run climb fight swing eat like have turn buy take live teach go study learn sing dance row do homework watch TV read books cook the meals water the flowers sweep the floor clean the bedroom make the bed set the table wash the clothes do the dishes use a computer do morning exercises eat breakfast eat dinner go to school have English class play sports get up climb mountains go shopping play the piano visit grandparents go hiking fly kites make a snowman plant trees draw pictures cook dinner read a book answer the phone listen to music clean the room write a letter write an e-mail drink water take pictures watch insects pick up leaves do an experiment catch butterflies count insects collect insect collect leaves write a report play chess have a picnic get to ride a bike play the violin make kites collect stamps meet welcome thank work look help pass show use clean open close stop wait drive send feel become think wear put on go home go to bed play computer games do housework empty the trash put away the clothes get off(on) take a trip go on a trip read a magazine go to the cinema疑问词what(什么) what colour(什么颜色) what time(几点) what day(星期几) how(怎样)how old(年龄多大,几岁)how many(多少) how much (多少钱) how tall (多高)how heavy(多重) how long(多长) how big(多大) how large(面积多大) who(谁) when(什么时候) whose (谁的) where(在哪里) why(为什么) which(哪一个)be动词am is are was were助动词:do does did 情态动词can should would will
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与“选择所给词的适当形式填空。1.Please bring ______ (back,black..”考查相似的试题有:
26709119177276237083209017778Al-Seghayer - American Fast Food: A Cultural Lesson (TESL/TEFL)
American Fast Food (The Hamburger): A Cultural LessonKhalid Al-SeghayerKhast5 [at] pitt.eduPh.D. Student, University of Pittsburgh (PA, USA)Target Students Level: Intermediate HighTime: 100 minutes (50 for each class)IntroductionA strong motivation for increased mastery of a second language is the teaching of the culture underpinning the target language learners are studying. This satisfies their natural curiosity to know more about the country where the target language is spoken. Motivation is not the only reason why culture should be taught in the classroom. Rather, an understanding of the similarities and differences between one's own culture and that of another's enhances inter-cultural tolerance and effective global communication.This lesson is an introduction to the multifaceted aspects of a target culture. Food, being a cultural product, is selected as the primary stimulus to further exploration of the perspectives, practices, history and geography of the target culture. This should create a meaningful and exciting language learning experience.Through being introduced to some typical foods, students will learn certain properties and values of the target culture, as well as gain some insight into stereotypes of other cultures' lifestyles.Three points need to be mentioned.One, the activities to be used in this lesson will consider the meaning-making and sense-making communicative purpose. The aim is not to teach forms of the target language, it is to enable students to use the language in a meaningful context.Two, emphasis will be placed on training and directing students to practice top- that is, listening for global understanding, and guessing meaning from context.Three, these activities will link American fast food, as a cultural product, to the perspectives and practices of American culture as a whole.A. Objectives
Function.Students will be able to use the Internet as a research tool to learn more about the target culture's foods. They will identify vocabulary related to food, compare and contrast similarities and differences between food in American culture and their own culture. They will also discuss and present the relationship between a cultural product, such as food, lifestyle, costumes, geography or history o use the language function that is appropr and predict what some of the fast-foods of the future might be.
PerformanceStudents will practice top-down strategies: listening for global understanding, and guessing meaning from context, etc. Students will listen to and comprehend a short talk about The Hanburger: Its History and Popularity (see Appendix 1). This short talk should be recorded by the teacher so students may listen to it multiple times. Teachers can make up their own talk or adopt this one or one similar to it. Students will create a network structure depicting the relationship between food and culture. They will orally suggest other types of food and possible reasons or factor governing eating behaviors or consumption of some specific type of food. They will write a short essay about the class topic or a related experience.
GrammarThe aspect of the language suggested by the short talk is the preposition, especially of, on, at, for, by, and to. Teachers are welcome and encouraged to consider other grammatical aspects. Instead of initially teaching the forgoing aspects, the emphasis will be placed on practicing these linguistic elements and reinforcing them. This will be done indirectly, while building on the comprehension phase. Also, students will be directed to apply theses skills when making oral presentations and when writing their compositions.
CultureAfter listening to the recorded talk, students will:compare and contrast the similarities and differences between American foods, fast-food in particular, and their own foodsdiscuss the relationship between a cultural product such as food, the lifestyle, customs, and geography of the target culture.The short talk will introduce them to the history, popularity, and cultural significance of the hamburger. They will learn that efficiency and convenience are important to American people. They will also learn that Americans place a high value on personal independence and self-sufficiency. This will enable students to engage in cross-cultural exchanges.B. Equipment and MaterialsComputer with access to InternetDigital overhead projector and Electronic White BoardStill pictures of foodA recording by the teacher of TheHanburger: Its History and PopularityArtificial hamburger sandwich sampleC. Procedures
1. Day OneAnticipatory Set (2 min.). The teacher will start the class by talking briefly about food, more precisely, its significant role in human life and how important it is to eat healthy food. Students will be asked to discuss the relationship between culture and food.Warm-Up Activity (8 min.). The class will begin with an activity that will help them to relate the food they eat with their lifestyle, perspectives, geography or history. Hence, two warm-up activities will be implemented.First, in order to generate a general discussion and engage students in participating in the content of the class, they will be shown some fast-food pictures taken from some food websites available on the Internet. Then some possible questions will be asked:What do you see in the picture?What do people sometimes put on a hamburger?What is your favorite food?Second, after discussing the relationship between food and cultural environment, students will be asked to create a structure network depicting this relationship. In constructing their structure network, students will be directed to use a software called Inspiration to help them organize their thoughts and communicate their ideas visually (see Appendix 2).Presentation (15 min.). After having a discussion on the relationship between food and cultural environment or historical and graphical factors, the class will listen to a short talk about The Hamburger. To facilitate the top-down strategies, students will be listen to the recorded talk for the first time and report to the class what they remember about the presentation. The aim is to train students to be able to extract ideas as opposed to bottom-up strategies where students perform a discrete task, such as discriminating among and recognizing sentencing patterns, identifying key words, and the like.Guided Practice (25 min.) The students' task here is to listen to the recorded talk again and recognize the main idea, supporting ideas, and details. For this activity they will be given a chart to complete and put into groups, and then they will be asked to sequence events (See Appendix 3).Students will be encouraged to think of possible reasons why the hamburger is a typical and popular food in America.Could it be because it is convenient, or efficient or because American society is obsessed with time and speed?What do students think the advantages and disadvantages of fast foods are, and what do they think some fast foods of the future might be?(See Appendix 3)For this activity students will be given the choice of making their prediction through any written form, drawing, or the like. Furthermore, they will be asked if they consider a fast food restaurant to be impersonal or dehumanizing when compared to eating a meal at home.The remainder of class time will be devoted to informing students about the research project they will be assigned, the next meeting, and finding information about a particular food in American culture through the use of the Internet. After dividing into groups, they will spend the rest of the time brainstorming about some descriptors that would help them get to related websites. Students will be assigned, as homework, the following responsibilities:to identify some food that is representative of American cultureto discuss the similarities and differences between food in American culture and food in their own cultureto search for more information that might possibly help explain the existence of certain foods in the culture or factors that influence eating behaviorspresent the information to the classStudents will be informed that some of the information they look for may not be available on the web. In these cases students may have to look to other resources, or just make-do with whatever information they have.
2. Day TwoNext Class (10 min. for each presentation). The class will begin with the instructor asking the students to recall and summarize what we discussed in the previous class. Then each group will present its report. In order to motivate learning and develop learners' language skills, students will be given choices in how to present their research. As a result, depending on the preference and consensus of each group, they will be allowed the option to select the format for their presentation, such as a formal presentation, dialogue, an art presentation, or a cooking demonstration. They will be encouraged to use a presentational program such as PowerPoint.Independent Practice (20 min). Students will be given the choice of writing a short essay reflecting on what took place in the class. They will be instructed to consider writing about one of the following topics: (a) discuss briefly what have you le (b) would you regard American food as a product of A and (c) try to relate what has been presented in the class to a personal experience that you went through. They may talk about a time when they ate dinner at an American family's home or about a time when they ate at a restaurant.Anticipated problems. Some potential problems may occur which can be attributed to the following: Students may argue that there is no single set of values for all Americans. After all, not all Americans eat hamburgers. In searching the Internet, learners may stumble upon websites that are not appropriate from an educational perspective. Some of the requested information may not be found on the Internet. Some of the encountered material may be difficult to understand.
Appendix 1
The Short Talk about The HAMBURGHER: Its History and PopularityToday, we are re going to be talking briefly about two main issues. The first one is the history of the hamburger and the second is popularity of hamburger.Let's start by talking a little bit about the history of the hamburger. The word hamburger can refer to different things, but our concern here is the sandwich that consists of a patty of beef served inside a roll that has been cut in half. It is not known for sure what the origin of hamburger is. That is why many people still think "hamburger" somehow related to "ham." It is believed that the hamburger got its name from the German town named Hamburg. Hamburg was known for its ground steak. It is said that in the early 19th century German immigrants to the United States introduced the hamburger steak. Hamburger steak were served on buns for the first time in 1904 at the St. Louis World's Fair. Since that time, serving hamburgers on buns became the regular way of eating hamburgers.Now, we will discuss the popularity of hamburgers. Over the years, hamburgers became the most popular American food. One reason for its popularity is the way it is served. People think hamburgers on buns is a convenient way to eat them and that it makes the taste much better. Another reason is the growth of the fast food restaurant, McDonald's. When the first McDonald's was opened in San Bernardino, California, in 1949, Hamburgers were the main item on its menu. McDonald's restaurants soon became part of almost every community in the United States. Today, McDonald's includes other items on the menu, but the hamburger still remains the main item.For further information, please check:The New Encyclopedia Britannica. (1997). Volume 5. p. 656. Chicago: Encyclopedia Britannica, Inc.Broukal, B. and Murphy, P. (1991). All About the USA: A cultural Reader. New York: LongmanAppendix 2Semantic Map Depicting the Relationship between Food and CultureAppendix 3Appendix 4The advantages and disadvantages of eating fast food
The Internet TESL Journal, Vol. VII, No. 3, March 2001
http://iteslj.org/Lessons/Al-Seghayer-Hamburger/

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