一.说明
一个科目表(Chart of Accounts)包含若干个科目组(Account Group),每一个总帐科目(G/L Accounts)都需要指定一个科目组。每个科目组定义了一套字段状态字,根据不同的字段状态字,总帐科目主数据的公司代码视图维护(TCODE:FS00、FSS0)时会有不同的字段输入要求(必填、选填、只显示或隐藏)。
科目组的创建方法有两种:复制法和新建法。复制法是从已有科目组中复制再小范围修改而得。本文描述复制法,只求快速简捷。新建法参见《定义科目组(新建法)》,那里会详细描述字段状态构成。
二.示例数据
表1 复制的数据
表2 复制后的修改数据
表1表明FQCC科目组的创建是从系统已存在的CACN复制过来的。表2对其描述和起、止范围进行修改,但并未修改其字段状态变式(参照《定义科目组(新建法)》)。
三.操作
表3 操作路径
进入维护界面的方法有两种,均按表3所示:
按后台IMG路径进入,如图1所示,进入图2界面:
在前台输入事物码OBD4,进入图2界面。
图 1 后台IMG路径
图 2 科目组概览
图2是科目组概览界面,按表1所示将源科目表CACN下的科目组选中(共5条),点击复制按钮(),进入图3界面。
图 3 科目组复制
在图3界面,首先将第1栏的科目表改成FQCC,再按表2示例数据对科目起止编号进行小范围修改。编辑无误后按下回车键,如图4所示。
图 4 新建科目组确认
维护完成后,按保存按钮()保存,由于Client配置的不同(使用TCODE:SCC4维护),系统也许会弹出请求号输入对话框,新建或选定一个请求号继续执行。
保存成功,按返回按钮()如图5所示可见新条目已在列表中,继续按返回按钮()退出操作。
图 5 科目组概览(新条目已在其中)Posted in: FI配置? Tagged: Account Group, 科目组
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Lesson 17 Always young 【New words and expressions】生词和短语 appear v. 登场,扮演 stage n. 舞台 bright adj. 鲜艳的 stocking n. (女用)长筒袜(棉的, 绒的, 并不是现在的丝袜) sock n. 短袜 ★appear v. 登场, 扮演 ①vi. 出现,显露(反义词是disappear) The plane appeared. The plane disappeared. ②vi. 当众露面;登场(演出等) The actor appeared. I can’t appear in this dress at the party. appear as 扮演……角色He appeared as a prince. appear on the stage as…(扮演的确切表达) My aunt appeared on the stage as a young girl. ③vi. 似乎,看起来好像(与seem 同义),显得(系动词,后面直接加形容词) He appears nervous. 他显得很紧张(看起来) She appears to know you. Now it appears you are wrong. ★stage n. 舞台on the stage 在舞台上in the stage 在某一阶段(时期) ★bright adj. 鲜艳的bright red 鲜红色;bright yellow 明黄色;bright blue 宝蓝色 【Text】My aunt Jennifer is an actress. She must be at least thirty-five years old. In spite of this, she often appears on the stage as a young girl. Jennifer will have to take part in a new play soon. This time, she will be a girl of seventeen. In the play, she must appear in a bright red dress and long black stockings. Last year in another play, she had to wear short socks and a bright, orange-coloured dress. If anyone ever asks her how old she is, she always answers, 'Darling, it must be terrible to be grown up!' 参考译文我的姑姑詹妮弗是位演员, 她至少也有35 岁了. 尽管如此, 她却常在舞台上扮演小姑娘. 詹妮弗很快又要参加一个新剧的演出. 这一次, 她将扮演一个17岁的少女. 演出时她必须穿一条鲜红色的裙子和黑色的长筒袜. 去年在演另一个剧时, 她不得不穿短袜和一件鲜艳的橘红色的衣服. 一旦有人问起她有多大年纪, 她总是回答:“亲爱的, 长成大人真可怕啊!” 【课文讲解】 1、My aunt Jennifer is an actress. 以-ess 结尾的是女性;以-or、-er 结尾的是男性 actor男演员actress 女演员waiter 男服务员waitress 女服务员 prince王子princess 公主lion 公狮子lioness 母狮子 doctor 男医生woman doctor 女医生god 神goddess 女神(God上帝, 注意“G”大写) 2、She must be at least thirty-five years old. 年龄的两种表示方法:
第18课音乐与美术教案 第18课音乐与美术教案 课标要求:(1)欣赏19世纪以来有代表性的美术作品,了解这些美术作品产生的时代背景及其艺术价值。(2)列举19世纪以来有代表性的音乐作品,理解这些音乐作品的时代性、多样性和民族性。 教学目标: 知识与技能:通过本课的学习,了解19世纪以来世界音乐艺术和美术艺术的概况,认识它们的发展历程。 过程与方法:通过分析近代民办艺术关系到的历史背景,可以帮助学生正确认识人类文化发展的多样性、时代性和民族性,培养学生结合历史背景分析历史问题的能力。学习19世纪以来世界艺术的辉煌成就,知道艺术文化是全人类的共同财富,增强学生的国际文化交流意识。 情感态度与价值观:通过对19世纪以来的音乐美术作品的分析鉴赏,引导学生树立积极的审美取向,增强学生的艺术鉴赏能力和评价分析能力。 教学重点:现代艺术的兴起与流派。 教学难点:对贝多芬的音乐作品的地位和影响的理解。 课时:本节教材用一课时。 板书设计:
第18课 音乐与美术 一、贝多芬与古典主义音乐 .贝多芬音乐的地位 2.代表作:《命运交响曲》 3.贝多芬的音乐产生的时代背景及艺术特征 二、印象派绘画与音乐 .背景 2.印象派绘画 3.印象派音乐 4.印象派的贡献 三、现代艺术的兴起 .现代美术 2.现代音乐 教学过程: 导入新课:请阅读本课的引言:19世纪以来,相对自由的创作环境为音乐与艺术的发展提供了较为有利的条件。欧洲诞生了若干杰出的艺术大师,他们宛如一座座艺术高山,令世人叹为观止。这些艺术家是谁?他们的作品具有什么艺术价值?进入现代以后,艺术界又有哪些新发展? 一、贝多芬与古典主义音乐 先请同学们阅读教材P74文字阅读框《音乐领域的古典
新概念英语第二册Lesson16~18课文翻译及词汇 新概念英语第二册Lesson16课文翻译及词汇 【课文】 First listen and then answer the question. 听录音,然后回答以下问题。 What was the polite request? If you park your car in the wrong place, a traffic policeman will soon find it. You will be very lucky if he lets you go without a ticket. However, this does not always happen. Traffic police are sometimes very polite. During a holiday in Sweden, I found this note on my car: 'sir, we welcome you to our city. This is a "No Parking" area. You will enjoy your stay here if you pay attention to our street signs. This note is only a reminder.' If you receive a request like this, you cannot fail to obey it! 【课文翻译】 一旦你把汽车停错了地方,交通警很快就会发现。如果他没给你罚单就放你走了,算你走运。然而,情况并不都是这样,交通警有时也很客气。有一次在瑞典度假,我发现我的车上有这样一个字条:“先生,欢迎您光临我们的城市。此处是‘禁止停车’区。如果
新概念第四册课文翻译及学习笔记: Lesson18 【课文】 First listen and then answer the following question. 听录音,然后回答以下问题。 What would you say is the main characteristic of porpoises? There has long been a superstition among mariners that porpoises will save drowning men by pushing them to the surface, or protect them from sharks by surrounding them in defensive formation. Marine Studio biologists have pointed out that, however intelligent they may be, it is probably a mistake to credit dolphins with any motive of lifesaving. On the occasions when they have pushed to shore an unconscious human being they have much more likely done it out of curiosity or for sport, as in riding the bow waves of a ship. In 1928 some porpoises were photographed working like beavers to push ashore a waterlogged mattress. If, as has been reported, they have protected humans from sharks, it may have been because curiosity attracted them and because the scent of a possible meal attracted the sharks. Porpoises and sharks are natural enemies. It is possible that upon such an occasion a battle ensued, with the sharks being driven away or killed. Whether it be bird, fish or beast, the porpoise is intrigued with anything that is alive. They are constantly after the turtles, who peacefully submit to all sorts of indignities. One young calf especially enjoyed raising a turtle to the surface with his snout and then shoving him across the tank like an aquaplane. Almost any day a young porpoise may be seen trying to turn a 300-pound sea turtle over by sticking his snout under the edge of his shell and pushing up for dear life. This is not easy, and may require two porpoises working together. In another game, as the turtle swims across the oceanarium, the first porpoise swoops down from above and butts his shell with his belly. This knocks the turtle down several feet. He no sooner recovers his equilibrium than the next porpoise comes along and hits him another crack. Eventually the turtle has been butted all the way down to the floor of the tank. He is now satisfied merely to try to stand up, but as soon as he does so a porpoise knocks him flat. The turtle at last gives up by pulling his feet under his shell and the game is over. RALPH NADING HILL Window in the Sea
单词学习 tent n.帐篷 put up a tent搭帐篷 /pitch [pit?] a tent peg down a tent用木桩固定帐篷 pull down a tent拆帐篷 /strike a tent eg. We always sleep in a tent when we go camping.我们宿营时,总是睡在帐篷里。 field n.天地,田野,领域,专业,视野 in the field在田地里 develop unexplored fields of industries开发未曾探索的工业领域 one’s special field某人的专业 a wide field of vision广阔的视野 smell v.闻起来 smelled/smelt 1)(感官动词)+ adj.
2)不用于被动语态,不用于进行时态 eg. The fish smells good.这鱼闻起来不错。 eg. The fish smells delicious.这鱼闻起来就好吃。 这类动词很常见: eg. The story sounds interesting.这故事听起来很有趣。(sound听起来) eg. The girl looks charming.那女孩看上去很有魅力。(look看起来) eg. The material feels soft.这布料摸上去很柔软。 (feel摸起来) smell v.嗅到(实意动词) eg. I can smell trouble coming.我凭直觉感到要有麻烦了。eg. I smelled something burnt.我闻到有什么东西烧糊了。smell round/smell about东嗅西嗅,到处打听 /nose around eg. The dogs were smelling round, perhaps they smelt the thief. 这些狗到处闻,也许它们闻到贼的气味了。
《音乐与美术》教案 教学目标 知识与技能 (1)通过引导学生分析鉴赏19世纪以来有代表性的音乐与美术作品,了解这些作品产生的时代背景及其艺术价值。 (2)通过指导学生阅读和分析教材引文、史料、插图等,培养学生在阅读分析中获取有效信息并结合所学知识对有关问题进行说明的能力。 (3)通过分析世界艺术产生的历史背景,可以帮助学生正确认识人类文化的多样性、时代性和民族性,培养学生结合历史背景分析历史问题的能力。 (4)通过对19世纪以来的音乐与美术史实的分析、综合、比较、归纳、概括等认知活动,培养历史思维和解决问题的能力。 过程与方法 (1)让学生在搜集资料、自主探究、合作交流过程中,发展学生在社会中学习、网络学习、终身学习的能力。 (2)通过上网了解艺术大师及分析鉴赏其各类美术、音乐作品,感受其艺术价值。 (3)思维方法:学会知识迁移,在从感知历史到不断积累历史知识,进而不断加深对历史和现实的理解过程中,提高分析理解问题能力。学会欣赏艺术作品,在主动参与、学会学习的过程中,提高鉴赏审美能力。学会善于从不同的角度发现问题,积极探索解决问题的方法,从而做到论从史出、史论结合。 情感态度与价值观 (1)通过对19世纪以来的音乐和美术作品的分析鉴赏,不但引导学生树立积极的审美取向i而且可让学生感受人类优秀遗产的魅力,达到一种情感的体验与创新,增强学生的国际文化交流意识。 (2)认识人类艺术的多样性,感受艺术大师立足社会现实、献身事业、开拓创新的可贵精神,培养健康的审美情趣。 (3)艺术创作总是一定历史条件下的产物,音乐与美术来源于生活,树立起“用美术与音乐指导生活,用艺术影响社会的思想”。 重点与难点
新概念英语第二册第27课:A wet night Lesson 27 A wet night雨夜First listen and then answer the question. 听录音,然后回答以下问题。 What happened to the boys in the night? Late in the afternoon, the boys put up their tent in the middle of a field. 傍晚时分,孩子们在田野中央搭起了帐篷 As soon as this was done, they cooked a meal over an open fire. 这件事刚刚做完,他们就在篝火上烧起了饭 They were all hungry and the food smelled good. 他们全都饿了,饭菜散发出阵阵香味 After a wonderful meal, they told stories and sang songs by the campfire. 他们美美地吃了一顿饭后,就围在营火旁讲起了故事,唱起了歌 But some time later it began to rain. The boys felt tired so they put out the fire and crept into their tent. 但过了一阵子。天下起雨来,于是他们扑灭了篝火,钻进了帐篷 Their sleeping bags were warm and comfortable, so they all slept soundly. 睡袋既暖和又舒服,所以,他们都睡得很香 In the middle of the night, two boys woke up and began shouting. The tent was full of water!
裕兴新概念英语第二册笔记第17课
裕兴新概念英语第二册笔记第十七课 My aunt Jennifer is an actress. She must be at least thirty-five years old. In spite of this, she often appears on the stage as a young girl. Jennifer will have to take part in a new play soon. This time, she will be a girl of seventeen. In the play, she must appear in a bright red dress and long black stockings. Last year in another play, she had to wear short socks and a bright, orange-coloured dress. If anyone ever asks her how old she is, she always answers, 'My Dear, it must be terrible to be grown up!' 我的姑姑詹妮弗是位演员,她至少也有35岁了。尽管如此,她却常在舞台上扮演小姑娘。詹妮弗很快又要参加一个新剧的演出。这一次,她将扮演一个17岁的少女。演出时她必须穿一条鲜红色的裙子和黑色的长筒袜。去年在演另一个剧时,她不得不穿短袜和一件鲜艳的橘红色的衣服。一旦有人问起她有多大年纪,她总是回答:“亲爱的,长成大人真可怕啊!” 单词学习 1. appear [?'pi?] vi 1) come into view, become visible 出现,显现,呈现 appear←→disppear eg. A ship appeared on the horizon. 一艘船出现在水平线上。 eg. Something strange appeared. 奇怪的事发生了。 2) arrive, come, show up, turn up 来到 eg. I waited for 4 hours but she didn’t appear. 我等了四个小时,可她就是没来。 3) (公开,正式)露面,登场,扮演 eg. The lady appeared on the stage as a young girl. 这位女士扮演一名小姑娘。 appear on the stage 扮演 eg. He appeared on the stage when he was only 3. 他才3岁时,就登台扮演。→ His first appearance on the stage was at the age of three. eg. She is at least 50 years old. But she always appears on the stage as a young girl. 她至少50岁,但她总是扮演年轻的姑娘。appearance [?'pi?r?ns] n. 出现, 显露, 露面;外观, 外貌, 外表←→disappearance keep up appearance 维持体面,装门面 eg. Never judge a man by his appearance. 不要以貌取人。 to all appearances / by all appearances / from all appearances 显然,就外表来看 2. stage n. 舞台 on the stage 在舞台上 quit the stage 推出演艺界 in the international stage 在国际舞台上 scene 舞台上的场景,背景 eg. The first scene of the play is in the palace. 这部戏的第一个场景是在宫殿里。 arena [?'ri:n?] n.表演场地, 竞技场;活动或斗争的场所或场面 the political arena 政治舞台,政界竞争活动或斗争的场所、场面(喻) in the political stage / in the political scene / in the political arena 在政治舞台上 in the international stage / in the international scene / in the international arena 在国际舞台上 eg. She dreamed of appearing on the stage one day. 她梦想着有一天能在舞台上表演。 3. bright adj. 1) 明亮的←→dark bright sunshine 灿烂的阳光 bright eyes 明亮的眼睛 2) 鲜艳的,醒目的 bright blue 宝蓝色 bright green 翠绿色 3) quick at learning; clever 聪明的←→dull, stupid, foolish eg. She is the brightest child in our class. 她是我们班最聪明的孩子。 4) promising, hopeful 有前途的 收集于网络,如有侵权请联系管理员删除
新概念英语第二册课文翻译:Lesson 18 He often does this 【New words and expressions】 pub n. 小酒店 landlord n. 店主 bill n. 帐单 【课文讲解】 1、After I had had lunch at a village pub, I looked for my bag. Pub是public house(酒店,酒店)的缩写 Let’s go to the pub for a drink. 2、I had left it on a chair beside the door and now it wasn't there! leave除了“离去,离开,出发”的意思,还能够表示“把(人、物)留下,遗留,丢下”等。 Have you left anything in the car? 3、'I'm very sorry,' he said. 'My dog had taken in into the garden. He often does this!' he指店主的狗,英语国家人士常用人称代词he或she指自己喂养的宠物。 【Key structures】 have的用法
1、have作为助动词构成各种完成时和完成实行时 2、have还能够作完全动词,当作“具有、拥有”讲时,它和have got通常能够互换。have做“有, 患病” 概念时, 可作为实义动词, 也可作为非实义动词。在英国英语中的疑问句和否定句中 have(具有)的用法与be相同,即能够不用助动词do或did;在美国英语中,常用do助动词和have一起构成疑问句和否定句。 I don’t h ave a pen/a headache. I haven’t a pen /a headache. 三种情况have 能够用 have got取代 I have a pen. I have got a pen. “有” I have a headache. I have got a headache. “得病” have to== have got to have作“具有,拥有”讲时是状态动词,不能用于实行时态或被动语态,通常用于一般现在时。在其它时态中,一般用have而不用have got。 You can have these apples if you want them. I’ve got a lot more. 如果你想要这些苹果你能够把它们拿走。我还有很多。 He must be very fond of animals to have five dogs. 他一定非常喜欢动物,才会养五条狗。 3、have作完全动词时,还能够表示eat,drink,enjoy,take等意思,这时它是行为动词,能够用于包括实行时的各种时态。当have 用于表示这些含义时,它必须与助动词do等连用以构成疑问句或否定句。
新概念英语第二册第27课 书面练习参考答案摘要写作 The boys put up their tent in the middle of a field and cooked a meal. After their meal they told stories and sang songs, but it began to rain, so they crept into their tent. The boys woke up in the middle of the night. The tent was full of water, so they rushed outside. A stream had formed in the field and flowed right under their tent. (69 words) 作文 I am very tall so I must be careful. Doorways are often low and I usually knock my head against them. My head always hurts. I have never met a tall architect. Have you? 书信写作 21 Brook St., Woodside, California, U. S. A. 21st Feb, 19 ____ 难点 1 Mrs. Bowers told her children to put their toys away and go to bed. 2 You can stay here tonight. We can put you up in the spare room. 3 I'm not ready yet. I haven't put my shoes on. 4 ‘Open your exercise books and put down the following,’ the teacher said. 5 Father is putting out the fire he lit in the garden. 6 When they have put up that new building, it will spoil the view. 7 I have put off my trip to Japan until next month. 8 I am getting a divorce. I can't put up with him any longer. 多项选择题讲解 1. 选(d)。 根据课文第5~6行But some time later it began to rain. The boys felt tired so they put out the fire and crept into their tent… 只有(d)it had begun to rain and they felt tired才是孩子们去睡觉的原因。(a)it was late是事实,但不是他们睡觉的直接原因;(b)they had sung songs不符合逻辑;(c)it began to rain 只是一方面原因,但不够完整。 2. 选(c)。 根据课文后两行The stream wound its way across the field and then flowed right under the tent! 只有(c)had camped in the path of a stream(在一条小溪穿过的地方露营)与课文实际情况相符,其它三个选择(a)had a good night's sleep(睡了一晚上好觉)、(b)stayed in their tent all night(整晚呆在他们的帐篷里)、(d)had camped beside a stream(在一条小溪旁露营)都与事实不符。 3. 选(d)。 (a)it put up和(b)their tent put up语序错误,宾语应该放在谓语动词的后面;(c)put up it也不正确,当宾语是代词时应该放在动词和副词之间;只有(d)put their tent up语序正确,宾语tent是名词,既可以放动词和副词之间,也可以放副词之后,所以要选(d)。 4. 选(d)。 (a)As soon不能引导状语从句,因为后面缺少as; (b)Just as(正当)可以引导从句,但它强调两件事情同时发生,而这个句子是表示两件事一前一后发生;(c)Until(直到……为止)词义不对;只有(d)Just after(刚刚……之后)时间正确,也符合语法。 5. 选(d)。 (a)they had hunger不符合英语习惯;(b)they had hungry语法错误,hungry是形容词,它前面应该是连系动词be,而不是had;(c)they were hunger也不符合语法,连系动词were后面应跟形容词,不能跟名词hunger;只有(d)they felt hungry是正确的,动词fell后面既可以跟形容词hungry,也可以跟名词hunger。 6. 选(b)。 只有选(b)near(在……旁)才能同前一句中的by the campfire(在篝火旁)意思相同;(a)close 是形容词,后面要加上介词to;(c)besides是介词,但表示“除……之外”,词义不对;(d)at(在……)没有“在……旁”的意思。 7. 选(a)。 本句是一般过去时的疑问句,需要选正确的谓语动词。只有选(a)flow是正确的;(b)flowed是过去式,在疑问句中已经用助动词did提问了,就不应该再用过去式了;(c)flew是fly(飞)的过去式,时态和词义都不对;(d)fly词义不正确。 8. 选(d)。 (a)sing songs(唱歌)、(b)tell stories(讲故事)、(c)play(玩)这三个选择都不能同前面的They cooked a meal构成因果关系,因此不符合逻辑;只有(d)eat(吃)才是They cooked a meal的原因,所以是正确答案。 9. 选(d)。 本句是对前一句The boys had put out the campfire (孩子们扑灭了篝火)的解释说明。(a)switched on (打开电源开关)不符合题义:(b)on fire(着火)意思不通;(c)on(打开的)指电源而不是指火,be动词和on连在一起还有“上演”的意思;三者都不对。只有(d)alight(着火的,照亮的)是表语形容词,在这里作表语,并同前一句意思相同,是正确的。 10. 选(c)。 只有选(c)were very quiet(很安静)才与前面的They crept into their tent(他们钻进帐篷)的意思相符,因为creep有“蹑手蹑脚”的含义。而(a)made a lot of noise(制造很多噪音)、(b)ran quidkly(快 跑)、(d)were very noisy(非常吵闹)这三个选择都不符合creep的含义。 11. 选(c)。 只有(c)comfortable(舒适的)最符合句子的要求,因为连系动词were后面应该跟形容词作表语,说明sleeping bags的状况。(a)a comfort是名词、(b)in comfort是介词短语、(d)comfortably是副词,词性都不对。 12. 选(c)。 只有(c)deeply(深深地)修饰sleep才与前一句的soundly(香甜地)意思相近;而(a)noisily(吵闹地)、(b)fast(快)都不符合题义;(d)good(好的)是形容词,不能修饰动词sleep。 1
新概念英语第二册第17课:Always young Lesson 17 Always young青春常驻First listen and then answer the question. 听录音,然后回答以下问题。 Why doesn't Aunt Jennifer tell anyone how old she is? My aunt Jennifer is an actress. She must be at least thirty-five years old. In spite of this, she often appears on the stage as a young girl. Jennifer will have to take part in a new play soon. This time, she will be a girl of seventeen. In the play, she must appear in a bright red dress and long black stockings. Last year in another play, she had to wear short socks and a bright, orange-coloured dress. If anyone ever asks her how old she is, she always answers, 'Darling, it must be terrible to be grown up!' 我的姑姑詹妮弗是位演员,她至少也有35岁了。尽管如此,她却常在舞台上扮演小姑娘。詹妮弗很快又要参加一个新剧的演出。这一次,她将扮演一个17岁的少女。演出时她必须穿一条鲜红色的裙子和黑色的长筒袜。去年在演另一个剧时,她不得不穿短袜和一件鲜艳的橘红色的衣服。一旦有人问起她有多大年纪,她总是回答:“亲爱的,长成大人真可怕啊!” New words and expressions 生词和短语 appear v. 登场,扮演 stage n. 舞台 bright adj. 鲜艳的 stocking n. (女用)长筒袜
Lesson 3 Please send me a card 请给我寄一张明信片 First listen and then answer the question.听录音,然后回答以下问题。 How many cards did the writer send? Postcards always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens. A friendly waiter taught me a few words of Italian. Then he lent me a book. I read a few lines, but I did not understand a word. Everyday I thought about postcards. My holidays passed quickly, but I did not send cards to my friends. On the last day I made a big decision. I got up early and bought thirty-seven cards. I spent the whole day in my room, but I did not write a single card! New words and expressions 生词和短语 send v. 寄,送friendly adj. 友好的 postcard n. 明信片waiter n. 服务员,招待员 spoil v. 使索然无味,损坏lend v. 借给 museum n. 博物馆decision n. 决定 public adj. 公共的single adj. 唯一的,单一的 whole adj. 整个的 Note on the text 课文注释 1 a few words,几句话。 2 lent me a book中,lent是“借出”的意思。我们常说lend sb. sth 或lend sth to sb.。borrow 是“借入”的意思,常用的结构是borrow sth.或borrow sth. from sb. 参考译文 明信片总搅得我假日不得安宁。去年夏天,我去了意大利。我参观了博物馆,还去了公园。一位好客的服务员教了我几句意大利语,之后还借给我一本书。我读了几行,但一个字也不懂。我每天都想着明信片的事。假期过得真快,可我还没有给我的朋友们寄过一张明信片。到了最后一天,我作出了一项重大决定。我早早起了床,买来了37张明信片。我在房间里关了整整一天。然而竟连一张明信片也没写成! Summary writing 摘要写作 Answer these questions in not more than 50 words. 回答下列问题,将答案组成一个段落,不要超过50个单词。 1Do postcards always spoil the writer’s holiday or not? 2Where did he spend his holidays last summer? 3What did he think about every day? 4Did he send any cards to his friends or not? 5What is the writer’s big decision? 6Where did he stay all day? 7Did he write any cards or not? Key structures 关键句型 What happened? 一般过去时 Read this short conversation. Pay close attention to the verbs in italics. Each of these verbs tells us what happened. 读一读下面的这段对话,要特别注意用斜体印出的动词,每个动词都告诉我们发生了什么事。
新概念第二册教学大纲 刘贺 【课程性质、目标与要求】 新概念英语第二册是学习英语的基础阶段,全书共有96课,每篇课文以150个单词左右的小故事组成,本次教学计划主要规划前48课内容。 课文故事性强,易于学习。每篇课文重点、语法知识点各异,但全册课文前后连贯,语法知识全面,形成了新概念特有的英语语法体系。学习分析句子结构,提高阅读理解能力,活学活用英语中级语法,掌握2000至2500个单词。 【教学措施与方法】 (一)要尽快使教师熟悉新的教学材料,学习和探索新的教学方法和手段,教材的使用要尽量做到具有趣味性、艺术性、科学性和创造性。根据录音朗读课文,完成教材要求的课后练习,掌握基本语法以及词汇、短语的用法,课堂上要踊跃发言,留出机会纠正错误,有助于提高口语水平,安排阶段学习。 (二)课堂教学研究要使功能、结构、话题、任务有机结合,以话题为核心,以功能和结构为主线,以任务型活动为目标安排各课的教学。通过声像材料的示范,使教师熟读教材,逐步形成良好的语音、语调。 (三)教学组织和课堂安排灵活,短时间、高频率、保证教师多次接触英语和足够的实践量。开展两人小组、多人小组形式的活动。充分地参与课堂讨论,体现出语言的交际性,实现教师之间的互动性。 【课程时间安排】 ~ 共计48个课时,每周6个课时,每课时完成一个lesson。 每2课时完成后布置作业,每8个课时做一次小测验,24课时完成一次大测试。 【课程具体设置】 第1,2课时:Lesson1-Lesson2 知识点1. 基本语法时态 知识点2. 三大句型转换(陈述句、感叹句、疑问句) 第3,4课时:Lesson3&Lesson4 知识点1. 一般过去式 知识点2. 现在完成时 . 知识点3. 动词规则变化及动词不规则变化表 第5,6课时:Lesson5&Lesson6 知识点1. 一般过去时与现在完成时的差异