THE ANALYSIS TO ENGLISH TEXTBOOK GO FOR IT (FOR GRADE SEVEV)
THE ANALYSIS TO ENGLISH TEXTBOOK GO FOR IT (FOR GRADE SEVEV)
English textbook is the main learning tool for junior students,and is an important part of English curriculum implementation at the same time, so the choice of English textbook in teaching content and completing the teaching goal plays a very important role.
This paper analyses textbook one and textbook two of grade seven(Go For it) from three aspects:the dominant concept and theory of the textbook,characteristics of the presentational system ,collation and analysis of the textbooks,for exploring the textbook that is more consistent with the new curriculum standards and more suitable for students’s learning.
I. The dominant concept and theory of the textbook
1.Students are the subject of the education, respecting for students’personalized learning.
This reflects the“ human” ideology . Under this concept, we should believe students’s ability , and subjectivity.The textbook use all kinds of pictures, colors, characters, scenes, tables, text, audio and video to fully mobilize the subject, activity and self-control consciousness of students’self-learning;to fully mobilize the students’ability that is used for understanding of things, thinking, reasoning; to fully mobilize the students’s insights that are based on the learning experience and process.
https://www.wendangku.net/doc/bf2768310.html,nguage comes from life and serves for life.
As long as people send out voice that represents certain consciousness, whether it is the national language or a foreign language, then the language will not escape the essential characteristic that is regarded as the audio tools in exchanging informations.This requires us to guide students to use English books knowledge from the classroom to their present lives.
3.There is some foreign language teaching methods,such as situational teaching method, functional teaching method and“listening and speaking first,reading and writing following”,etc.
There are numerous listening content and group cooperation projects, drawing on examples of life in fragments.It is a powerful illustration of the application of these theories.
4.The teaching mode inquiry of topic-based tasks
Each unit designs a new center topic, and uses ask-based language teaching methods guide students to learn to use English and purposeful work in a progressive learning process,through the main line—language structure and functional project.
Textbooks designs many activities, such as completing the questionnaires, surveys, interviews, letters, e-mail exchanges, etc.So students are better at language learning experience, practice, participation,cooperation and communication, while increasing student interaction that creates the conditions for task-based teaching in the classroom.
5. Multivariate evaluation
Preparation of teaching materials focus on students’s dominant position in the evaluation, establishes a variety of evaluation system,organically combines formative assessment with summative assessment.
II.Characteristics of the presentational system
1. Section A,B,C is clear.
Textbook one have two parts :the preparatory papers (three units) and the official papers (12 units) , and textbook two only have 12 official units. It all have two Review Unit. This is the same with the front sleeve textbook. However, the internal structure of each unit is completely different: each unit is divided into three parts:A,B,C,and have its own attention.Part A is the basic knowledge and key vocabulary,part B emphasizes students on applying knowledge,part C checks
the learning results.
The design of part A. The necessary key words when practice new target language; presents a new way of expression; several progressive practice activities; grammar focus frames that summarize the syntax had been used in this unit;interactive activities that students work together to use the target language to complete this section.
The design of part B. This part leads to new vocabulary on the base of the cycle presentation of the language in section A; an activity help students integrate new target language and the learned language in front .
The design of part C.The part is students’s self-test.Review all the key words and syntax project; cartoon pictures use the target language further in the lesson .
https://www.wendangku.net/doc/bf2768310.html,bination of figures and tables, text highlights topics.
Each unit is presented by clearly small tasks. Most tasks are manifested in the chart, and then left with exquisite text to highlight task subject. Make full use of the junior high school students’s psychological law likes bright picture, and cognitive ability acquires knowledge easily from concise forms .
3. Taking activities as a carrier, melting knowledge points, skills, pedagogy as a whole.
Each small tasks can become an activity for an individual or group or groups. Teaching methods are displayed by a significant subtitle, suggesting that students should be given the specific use of the English language skills,so as to clarify each specific small goals in teaching. At the same time, depending on the active tasks and learning objectives, listening, speaking, reading and writing skills are combined differently . This reflects the feature ideas “listening and speaking first,reading and writing following”of foreign language mainstream teaching pedagogy theory. In addition, “activity”is everywhere,intentionally or unintentionally,guiding students toward the interpersonally communicative road of language learning , further developing students’s courage and ability to using “sound” language,in order to gradually avoid the unfavorable factors of “deaf and dumb” language teaching.
https://www.wendangku.net/doc/bf2768310.html,bining accuracy and fluency, reflecting the needs of students at different levels.
The first several exercises of each unit emphasize pronunciation, spelling,the accuracy of sentence structure.It is the knowledge and skills must be mastered facing to all students. While the later activities help students improve their language fluency gradually, which also faced with all students, but to some extent，the requirements to students have difficulties are relative low and loose.According to this feature, certain tasks in section B can be cut depending on the student’s specific situation,so that students complete the learning quickly and try to grasp the emphasis,which reflects the student’s individual learning requirements.
5.Emphasizing classroom teacher-student interaction.
New textbooks emphasize students that are the learning subject in the class and teachers are the organizers of the classroom, so students and teachers should enhance interaction between teachers and students,teachers have to handle the bilateral activities effectively. Teachers should change the past situation:teachers speak continuously and students learn passively in the class. Teachers are the main organizer that guide students to speak English, think in English, communicate in English, get information and transmit information in English through listening, speaking, reading, writing, singing, playing, painting, doing and other forms. Teachers should guide students themselves to discuss, analyze, identify when students encountered problems in learning, rather than give the answer directly, achieving the true purposes of nurturing students’
ability.
III.Collation and analysis of the textbooks
The textbook content seems to be numerous and difficult to collate, but not .Now do a brief integration from the teaching goals and language structures .
A) Teaching Objectives
1.Introduction. Self-introduction; family, friends and introduction between acquaintances; identify characters according to the relevant information .
2.The hobbies of their own or someone else and the reasons. Food;clothing;certain type of film; discipline;ball;sports;weather;animals;popular culture;daily necessities.Nutritious meals;develop a action plan for the weekend or holidays;arrange their own schedule reasonably.
3.The talents themselves or others, wishes and views. Let’s suggest; how spend a pleasant time with your friends.Establish various clubs and posters;recruiting advertisements.
4.The expressions of time.The expressions of Date(month, day);daily life habits;reasonable arrangements for their own learning and the extracurricular activities.Reasonable arrangements for certain activities (such as outings, parties, weekend life, etc.);the birthday of themselves, classmates and family members.
5.Goods. Location;goods’s colors and prices;the polite language when go shopping;find the location of goods.Finding things inspiration and the lost property inspiration.
6.Residence,occupation,weather. Nationality, ethnicity, language, address, location, route; building positional relationship; pen pal; what we can do in different weather background .
7.Activities and affairs. What is being done or what happened;things happened past or recent; weekend activities;holiday activities.Be able to do live report about what has happened;write a diary to record the day's activities and to express feelings.
8.Signs,rules and regulations.Express some signs in English;develop and talk about some rules of the public spaces on campus;write a suggestion letter to own parents .
9.Personal description and information. Describe the person’s appearance:height,weight,hair style, facial features and clothing characteristics;addresses,dialogue,etc;provide your personal information to others.
10.Schedule meal or takeout. Learn to write advertisements for noodles or dumplings.
B) Language Structure
1.The Present Tense of the Link Verb --be: affirmative,negative;general questions and their answers.
2.The Present Tense’s usage of the Action verbs, such as like, have, want, work, wear, etc:the usage of affirmative and negative sentences;the affirmative and negative answer of general question sentences.
3.The special question sentences: what, where, where ...... from, where ...... live, how, when, what ...... like, why ,for example, how do you spell pencil?
4.The imperative sentences, such as, Let .......
5.The adjective describes the nature, quality: good, happy, nice, interesting ,etc.
6.The pronouns.The demonstrative pronoun: this ,that ,these, those; the nominative pronouns:they,etc;the adjectives possessive pronouns: my, your, his, her.
7.Noun’s plural and possessive form.
8.The preposition’s usage on direction:on, in ,under, behind.
9.The conjunctions :and, but, or.
10.The usage of modals,such as, can, would, have to: affirmative and negative sentences;general question and its affirmative, negative answer;special questions sentences;the usage of “can” when express permission .
11.The adverbs mean the frequency : often, usually, sometimes, always.
12.Asking the time (standard usage); asking the age (standard usage).
13.The usage of the Present Tense : general question and simple answer .
14, The usage of the General Past Tense: the past form of regular verbs and irregular verbs ,was / were structure.
15.Idiom: How was your weekend? What do you think of ...? I do, too. / I don't, either.
From the brief content mentioned above,we can conclude the following two characteristics of the textbook contents’s presentation.
1.Topic is closed to everyday life.
Among the teaching objectives,all brief topics are based on the students' daily life.Make students feel warm, authentic,and stimulate their interest and passion in learning,also provide a similar scenario, the necessary language structures, appropriate vocabulary or idiom for applying their knowledge of English language to their group activities after school or in life practice.It finds
a starting point in daily life for the junior high school English teaching.
2.Knowledge points service for the topic and activities,showing fan-shaped series.
The language structure points mentioned above may not see this feature directly,but when you summarize the knowledge material in each unit or in the specific teaching process, I believe you will be deeply felt. The arrangement meets the required functional language of each topic, also meets the students’curiosity in English learning process and inspires them to keep moving forward to learning and exploring.It stresses the importance of the foreign language teaching instructional strategies “grasp its communicative function firstly, then the language structure and syntax rules ”in language teaching process.
经典的英语歌曲歌词大全
歌曲：pretty boy I lie awake at night 晚上我躺在床上没有一点睡意 See things in black and white 世界对我来说只有黑与白 I've only got you inside my mind 你的形象无时无刻不在我脑中闪动 You know you have made me blind 我的眼里只有你 I lie awake and pray 我清醒地躺在床上祈祷 that you would look my way 祈祷你会看见我 I have all this songing in my heart 我的心中充满渴望 I knew it right from the start 一开始我就知道 Oh my pretty pretty boy I love you 我的漂亮男孩我爱你 Like I never ever loved no one before you 在你之前我从未这样爱过一个人
Pretty pretty boy of mine 我的漂亮男孩 Just tell me you love me too 告诉我你也爱我 Oh my pretty pretty boy I need you 我的漂亮男孩我需要你 Oh my pretty pretty boy I do 我的漂亮男孩，是真的 Let me inside make me stay right beside you 让我进来让我留在你身旁 I used to write your name 我曾写下你的名字 And put it in a frame 并把它框起来 And sometimes I think I hear you call Right from my bedroom wall 有时我觉得我在我房间里听到了你的 呼唤 You stay a little while 你待了一会儿
英语儿歌歌词大全
Polly Wolly Doodle儿歌歌词 Polly Wolly Doodle Oh, I went down South for to see my Sal, singin” Polly wolly Doodle” all the day. My sally is a spunky gal, singin” Polly Wolly Doodle” all the day. CHORUS Fare thee well, fare the well, fare thee well, my fairy fay. For I?m goin? to Louisiana for to see my susyanna. Singin? “Polly Wolly Doodle” all the day. Oh, my sal, she is a maiden fair, singin” Polly Wolly Doodle” all the day. Well a bullfrog sitin? on a railroad track. Singin? “Polly Wolly Doodle” all the day. Just a-pickin? his teeth with a carpet tack, singin?” Polly Wolly Doodle” all the day. Red River Valley儿歌歌词 Red River Valley From this valley they say you are going, I will miss your bright eyes and sweet smile. For I know you are taking the sunshine. That has lighten my pathway a while. Come and sit by my side if you love me, Don?t? hasten to bid me do, But remember the Red River Valley, And the one that has loved you so true. Just remember the Red River Valley And the one who has loved you so true Sailing Medley儿歌歌词 Sailing Medley Blow the man down I?ll sing you a song, a good song of the sea. With a way! Hey! Blow the man down! And trust that you?ll join in the chorus wi th me. Give me some time to blow the man down. There was an old skipper, I don?t know his name.
第十章 英语童谣
第十章英语童谣、歌曲教学的意义和作用 第一节英语童谣、歌曲教学的意义和作用 人类在漫长的历史过程中，随着语言的产生和发展形成了一个精细而复杂的发声器官，不仅能说话，而且会唱歌。唱歌是人类自然的愿望，是人类表达自己喜、怒、哀、乐各种复杂感情的有力手段。唱歌、念童谣在儿童生活中也同样有着极重要的意义，也是儿童表达自己喜悦、兴奋、激动的一种方法，是他们显露自己能力的心理状态的反映。在每个人的童年记忆中，总对一些充满情趣、合辙押韵、朗朗上口的歌谣记忆犹新，诸如：“小鸭、小鸡”、“丢手绢”、“读书郎”、“小画家”等，这些童谣和儿歌天真活泼，节奏感强，积极向上，富有教育性和知识性，正合少年儿童的心理与口味。可以说，童谣和儿歌是孩子的亲密伙伴，有孩子的地方总能听见那欢乐、柔嫩、清脆的天真童声。 童谣是符合儿童年龄特点的、有韵脚、有意境、有节奏、充满童趣、朗朗上口的一种说唱形式。儿童歌曲比童谣更具音乐性。说歌谣、唱歌曲对儿童语言发展所起的作用是不可低估的。音乐和节奏是儿童学习语言的重要组成部分。一般来说，歌词容易记牢。一首好的歌词往往是一首好的儿歌，尤其是少儿歌曲的歌词更像是一首上口的童谣，儿童在学唱歌的过程中，最先学会的是歌词。也就是说，儿童在学习歌曲的同时就学习了一首好的儿歌，无形中词汇量、艺术性语言就能有所增加。同样，没有曲调但节奏鲜明的童谣也是训练儿童语言节奏感的绝佳材料。 在小学英语教学中，使用英文童谣和歌曲教授英语，符合小学生的年龄特点，有利于他们学习英语。音乐与语言二者都有句子、韵、重音和重复。曲调中有些强弱快慢的变化就是来自于人们的语言，经常说唱英文童谣、儿歌能使小学生对英语的重音、节奏、句子的结构等加强掌握与理解，如善于辨别英语的发音，掌握其重音、节奏、语句、语调等，因为唱歌时要求吐字清楚，这对培养小学生正确发音有很大帮助。学习英文童谣和歌曲除了能帮助儿童学习英语语音和节奏，也可以学习、巩固语法与词汇，而最重要的是能提高英语学习的兴趣。让学生在拍拍手，说说童谣，唱唱歌，做做游戏中不知不觉地打好学习英语的基础。 第二节英语教学中童谣、歌曲的选择 童谣是符合儿童年龄特点的、有韵脚、有意境、有节奏、充满童趣、朗朗上口的一种说唱形式。儿童歌曲比童谣更具音乐性。两种形式都有词，且符合儿童的年龄特征，故作为一种辅助教学手段在小学英语教学中占有重要的地位。拍拍手，说说童谣，唱唱歌，做做游戏，在不知不觉中也打好了学习英语的基础。应该说，念英文童谣、唱英文歌是学习英语行之有效的好办法。那么如何选择儿童感兴趣的、富有教育意义的、适合儿童说唱的、对英语教学有一定辅助作用的英文童谣和歌曲呢？ 一、内容应有趣并为小学生所理解 小学生在小学虽说有了一定的母语基础，完成了母语的掌握过程，但对英文还处于低幼儿阶段。用英文理解事物的能力在低年级几乎没有，到中高年级也还不高。因此，英文童谣或歌曲使用的单词应生动形象，歌词在语言上不宜太深，最好浅显易懂，要能听得清楚，为小学生所理解。否则他们只会机械地发出声音，并不知其含意，也就难以引起相应的心理活动。
英语经典儿歌20首及歌词
英语经典儿歌 1.ABCsong 2.Do- Re- Mi 3.Ten little Indians 4.Head and shoulders knees and toes 5.Apple round 6.Old Macdonal 7.Jingle bell 8.Happy New Year 9.Are you sleeping? 10.Day of the Week 11.Eight Little Baby Ducks 12. If you are happy 13.Edelweiss（雪绒花） 14.Twinkle, twinkle, little star 15.Two Little Blackbirds 16.We Wish You A Merry Christmas 17.Mary Had a Little Lamb 18. London Bridge is Falling Down 19.Colours 20. I can sing a rainbow
部分歌词 1. ABC Song （字母歌） come together, come to me while I sing the ABC. ABCDEFGHIJKLMNOPQ RS and TUVW and XYZ. Now you ve heard my ABC. Tell me what you thin k of me. A B C D E F G H I J K L M N L P Q R S and T U V W and X Y Z. now you ve heard our ABC. Let us hear your ABC. All together sing with me. Le t us try our ABC. A B C D E F G H I J K L M N O P Q R S and T U V W and X Y Z. now you ve heard our ANC. Let us hear your ABC. Do-Re-Mi（哆－来－咪） Doe a deer a female deer. Ray a drop of golden sun. me a name I call my self, Far a long long way to run. Sew a needle pulling thread. La a note th at follow sew. Tea a drink with jam and bread. That will bring us back to doe, oh oh oh, Doe ray me far sew la tea doe. Sew, doe. Day of the Week（星期之歌） Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. (Re peating 3 times.) Are You Sleeping?（你睡了吗） Are you sleeping, are you sleeping? Brother John, brother John. Morn
英文儿歌歌词45首
1..Hello song 歌词(Lyrics) Hello, hello, hello how are you? I'm fine, I'm fine , I hope that you are too. Hello, hello, hello how are you? I'm fine, I'm fine , I hope that you are too 2.. Finger Family 歌词Lyrics Daddy finger, Daddy finger, where are you? Here I am. Here I am. How do you do? Mammy finger, Mammy finger, where are you? Here I am. Here I am. How do you do? Brother finger, Brother finger, where are you? Here I am. Here I am. How do you do? Sister finger, Sister finger, where are you? Here I am. Here I am. How do you do? Baby finger, Baby finger, where are you? Here I am. Here I am. How do you do? 3..《ABC song》歌词 A B C D , E F G H I J K , L M N O P Q R S , T U V W X Y Z Now I know my ABC, tell me what you think of me 4.. Twinkle Twinkle Little Star 歌词 Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are! When the blazing sun is gone, When there's nothing he shines upon, Then you show your little light, Twinkle, twinkle, all the night.
英文童谣儿歌汇总教学教材
英文童谣儿歌汇总
Chants （1）“Hello,hello,how are you?”Hello, hello, how are you? Fine, fine,thank you. Hello, hello, how are you? Oh, oh,just so so. （2）“One—ten ” One,one,one,everybody run. Two,two,two,tie your shoe. Three,three,three,look at me. Four,four,four,fall on the floor. Five,five,five,jump up high. Six six six ,clap your hands. Seven seven seven,reach to the heaven. Eight eight eight,stamp your feet. Nine nine nine,turn around. Ten ten ten, please sit down. （3）“One—five” One one one a little dog run Two two two cats can see you Three three three birds in the tree Four four four rats on the floor Five five five what’s the time? （4）“One—ten” One is worm go go go Two is rabbit jump jump jump Three is cat miao miao miao Four is crab move move move Five is bird fly fly fly Six is ox walk walk walk
英文经典儿歌歌词45首
英语儿歌45首歌 词 2018.6 1. Hello song 歌词(Lyrics) Hello, hello, hello how are you? I'm fine, I'm fine , I hope that you are too. Hello, hello, hello how are you? I'm fine, I'm fine , I hope that you are too 2. Finger Family 歌词Lyrics Daddy fin ger, Daddy fin ger, where are you? Here I am. Here I am. How do you do? Mammy fin ger, Mammy fin ger, where are you? Here I am. Here I am. How do you do? Brother fin ger, Brother fin ger, where are you? Here I am. Here I am. How do you do? Sister fin ger, Sister fin ger, where are you? Here I am. Here I am. How do you do? Baby fin ger, Baby fin ger, where are you? Here I am. Here I am. How do you do? 3. 《ABC so ng》歌词 A B C D , E F G H I J K , L M N O P Q R S , T U V W X Y Z Now I know my ABC, tell me what you think of me 4. Twi nkle Twi nkle Little Star 歌词 Twinkle, twinkle, little star,
英文童谣儿歌汇总情况
Chants （1）“Hello,hello,how are you?” Hello, hello, how are you? Fine, fine,thank you. Hello, hello, how are you? Oh, oh,just so so. （2）“One—ten ” One,one,one,everybody run. Two,two,two,tie your shoe. Three,three,three,look at me. Four,four,four,fall on the floor. Five,five,five,jump up high. Six six six ,clap your hands. Seven seven seven,reach to the heaven. Eight eight eight,stamp your feet. Nine nine nine,turn around. Ten ten ten, please sit down. （3）“One—five” One one one a little dog run Two two two cats can see you Three three three birds in the tree Four four four rats on the floor Five five five what’s the time? （4）“One—ten” One is worm go go go Two is rabbit jump jump jump Three is cat miao miao miao Four is crab move move move Five is bird fly fly fly Six is ox walk walk walk Seven is rat run run run
47首英文童谣(中英文)
1. Hush-a-bye, baby, Daddy is near, Mammy's lady, And that's very clear. 不要吵，小宝宝， 爸爸陪你来睡觉； 妈妈不是男子汉， 这件事情你知道。 2. Hush-a-bye, baby, on the tree top, When the wind blows the cradle will rock; When the bough breaks the cradle will fail, Down will come baby, cradle and all. 小宝宝，睡树梢， 风儿吹，摇篮摇， 树枝断，摇篮掉， 里面宝宝吓一跳。 3. Bye, baby bunting, Daddy's gone a-hunting, Gone to get a rabbit skin
To wrap the baby bunting in. 睡吧睡吧胖娃娃， 爸爸打猎顶呱呱； 剥下一张兔子皮， 回家好裹胖娃娃。 4. He next met a barber, With powder and wig, He play'd him a tune, And he shaved an old pig. 理发师，他碰着， 戴着假发真时髦； 给他拉首开心典， 他给老猪剃猪毛。 5. Barney Bodkin broke his nose, Without feet we can't have toes; Crazy folks are always mad, Want of money makes us sad. 巴尼碰破大鼻子， 没脚不能长脚趾； 疯疯颠颠是疯子，
首儿歌大全歌词完整版
因很多家长向麦麦粥铺反映，想要儿歌50首大全的歌词。我们也花了大量的时间和精力，通过手打不断把歌词完善到趋于完整。希望可以让妈妈们和孩子一起在听的同时，更增加一份教学的乐趣。 您的五分好评是我们进步的最大动力，谢谢。 精心整理，真心希望对孩子的培养能有一丝帮助。 【儿歌串烧50首】第1首：《家庭称呼》歌词 爸爸爸爸daddy daddy daddy daddy 妈妈妈妈mami mami mami mami 哥哥弟弟brother brother brother 姐姐妹妹sister sister sister 爷爷爷爷grandpa grandpa grandpa 奶奶奶奶grandma grandma grandma 伯伯叔叔和舅舅 英文全都叫uncle uncle uncle uncle 姑姑婶婶和阿姨 英文全都叫auntie auntie auntie auntie 爸爸爸爸daddy daddy daddy daddy 妈妈妈妈mami mami mami mami 哥哥弟弟brother brother brother 姐姐妹妹sister sister sister 爷爷爷爷grandpa grandpa grandpa 奶奶奶奶grandma grandma grandma 伯伯叔叔和舅舅 英文全都叫uncle uncle uncle uncle 姑姑婶婶和阿姨 英文全都叫auntie auntie auntie auntie 爸爸爸爸daddy daddy daddy daddy 妈妈妈妈mami mami mami mami 哥哥弟弟brother brother brother 姐姐妹妹sister sister sister 爷爷爷爷grandpa grandpa grandpa 奶奶奶奶grandma grandma grandma 伯伯叔叔和舅舅 英文全都叫uncle uncle uncle uncle 姑姑婶婶和阿姨 英文全都叫auntie auntie auntie auntie 【儿歌串烧50首】第2首：《家族歌》歌词 爸爸的爸爸叫什么？爸爸的爸爸叫爷爷； 爸爸的妈妈叫什么？爸爸的妈妈叫奶奶； 爸爸的哥哥叫什么？爸爸的哥哥叫伯伯； 爸爸的弟弟叫什么？爸爸的弟弟叫叔叔； 爸爸的姐妹叫什么？爸爸的姐妹叫姑姑。 妈妈的爸爸叫什么？妈妈的爸爸叫外公； 妈妈的妈妈叫什么？妈妈的妈妈叫外婆；
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? ?关靖华 ?399位粉丝 ? 2楼 练习 2 ：字母 e 的“名称音”以及“现在进行 时态”的训练： ——One! Two! Three! ————I love coffee. ————Billy loves tea. (三单现在时 态 + s ) ——Jimmy is swimming in the sea! 这是“现 在进行时态”的句子。 另外，通过以下歌曲可以练习现在进行时 态的疑问句： ————Are you sleeping? Are you sleeping ? ——————Brother John! Brother John! ————Morning bells are ringing! ——————Morning bells are ringing! ————Ding-ding-dong! Ding-ding-dong! 按《两只老虎！两只老虎！》那个调子唱。 ?2008-7-22 08:53 ?回复 ? ?关靖华 ?399位粉丝 ? 3楼 练习 3：字母 i 的“名称音”以及“习惯用 语 So do I!”的训练： 第一首短诗 — Apple-pie! Apple-pie! —— Peter likes apple-pie.“三单”现在时 + s ——So do I! So do I! 第二首短诗 ——I see Dinah Price, (Dinah Price 人名) ————Skating on the ice. ——I think skating is nice. ————So does Dinah Price！(第三身单数,现在时态 + es ) ?2008-7-22 08:56
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《Do-Re-Mi》 doe a deer a female deer ray a drop of golden sun me a name i call myself far a long long way to run sew a needle pulling thread la a note to follow sew tea a drink with jam and bread that will bring us back to do doe a deer a female deer ray a drop of golden sun me a name i call myself far a long long way to run sew a needle pulling thread la a note to follow sew tea a drink with jam and bread that will bring us back to do do-re-mi-fa-so-la-te do-so-do 《you are my sunshine》 You make me happy when skies are grey You'll never know, dear, how much I love you
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. Twinkle Twinkle Little Star 1 Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are! When the blazing sun is gone, When there's nothing he shines upon, Then you show your little light, Twinkle, twinkle, all the night. twinkle, little star, How I wonder what you are! Twinkle, twinkle, little star, How I wonder what you are! Finger Family 2 Daddy finger, Daddy finger, where are you? Here I am. Here I am. How do you do? Mammy finger, Mammy finger, where are you? Here I am. Here I am. How do you do? Brother finger, Brother finger, where are you? Here I am. Here I am. How do you do? Sister finger, Sister finger, where are you? Here I am. Here I am. How do you do? Baby finger, Baby finger, where are you? Here I am. Here I am. How do you do? 3 Ten Little Indian Boys One little, two little, three little Indians, four little, five little, six little Indians, seven little, eight little, nine little Indians, ten little Indian boys. Ten little, nine little, eight little Indians, seven little, six little, five little Indians, four little, three little, two little Indians, . .
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(完整word版)英文经典儿歌歌词45首
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