e英语教程1Unit 5

ListeningandspeakingReadingGrammarWritingCultureexpressContentPronunciationandlisteningskillsConversationsPassageListeningandspeakingPronunciationandlisteningskillsListentosomewordsandputthemintocorrespondingcolumnsaccordingtotheirstresspatterns.Tips在英语双音节词或多音节词中,有一个音节要重读,这个音节就是重读音节,其他音节要弱读,叫弱读音节或非重读音节。音标中重读音节前要加重音符号’。如:happy/'hæpi/,hotel/həʊ'tel/。重读音节需要读得重而强,而弱读音节则要读得轻而弱。PronunciationandlisteningskillsListentosomewordsandputthemintocorrespondingcolumnsaccordingtotheirstresspatterns.●●(双音节词，重音在第一个音节)●●(双音节词，重音在第二个音节)●●●(三音节词，重音在第一个音节)●●●(三音节词，重音在第二个音节)mountain______________________________guitar______________________________yesterday______________________________tomorrow______________________________boyfriendpolitehospitalimportantdangerousairportalongpianohomeworkumbrellabeautifulguitartomorrowyesterdaymountainboyfriendairporthomeworkpolitealonghospitaldangerousbeautifulimportantpianoumbrellaTipsDistinguishingstresspatterns音节是读音的基本单位。在英语中，一个元音可以构成一个音节，一个或几个辅音音素与元音结合也可以构成一个音节。根据所含的音节，单词可分为单音节词、双音节词和多音节词。英语单词的重读规律：1双音节词1)重读一般放在第一音节上e.g.'apple，'carry，'problemPronunciationandlisteningskills2)有a-，be-，de-，re-，res-，in-，im-，en-，em-，es-，con-，com-，dis-，mis-，pre-，per-，pro-，trans-等前缀的词，重音一般放在第二个音节上。如:a'bout，be'lieve，de'cide，re'ceive，re'spect，in'form，im'press，en'joy，em'ploy，e'scape，con'fer，com'pare，di‘scuss，mi’stake，pre'pare，per'mit，pro'duce，trans'late。3)有re-，in-，con-，pre-，de-，im-，pro-，ob-等前缀的词，其重音与词义和词类有关,一般名词的重音在第一个音节上，动词的重音在第二个音节上。如:'record(n.)—re'cord(v.)，'insult(n.)—in'sult(v.)，'conduct(n.)—con'duct(v.)，'present(n.)—pre'sent(v.)，'desert(n.)—de'sert(v.)，'import(n.)—im'port(v.)，'produce(n.)—pro'duce(v.)，'object(n.)—ob'ject(v.)。Distinguishingconfusingpronunciations多音节词1)1)重音一般放在倒数第三个音节上。如:'difficult，'communist，'family，e'conomy，oppor'tunity，de'mocracy，possi'bility。2)有一些双音节词，加了前缀或后缀所构成的多音节词，重音一般放在原来词根的重读音节上。如：un'friendly，'dangerous，'officer，'usually。3)多音节复合名词的重音通常放在第一个音节。如：'basketball，'goalkeeper，'interview，'newspaper，'sunglasses。4)词尾有-tion，-sion或-ian的多音节词，其重音一般放在-tion，-sion或-ian前面的一个音节上。如：appli'cation，di'rection，de'cision，I'talian，mu'sician。DistinguishingconfusingpronunciationsConversationsConversation1Conversation2FunctionallanguageExercisesExercisesFunctionallanguage1.Listentoaconversationandchoosethebestanswertoeachofthefollowingquestions.Wordtipspessimisticadj.悲观的lackn.缺少probablyadv.很可能Conversation1–Askingaboutreasons&givingreasons1.WhatisGeorge’sattitudetowardtheexam?A.Happy.B.Worried.C.Notinterested.2.WhatwillAnndotohelpGeorge?A.PracticewithGeorge.B.HelpGeorgeintheexam.C.SharewithGeorgesomelisteningmaterials.✔✔1.Georgethinkshemayfailtheexambecauseofhispoorspeakingability.2.Listenagainanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).FFT2.AnnthinksthatthereasonwhyGeorgeisnotgoodatlisteningishislackofpatience.3.AnnbelievesifGeorgepracticesalot,hewillpasstheexam.Conversation1-Askingaboutreasons&givingreasonsScriptsConversation1-Askingaboutreasons&givingreasonsGeorge:Ann,I’mafraidI’mgoingtofailmyEnglishexamagain.Ann:Whyareyousopessimistic,George?George:Becauselisteningisalwaysmyweakness.I’mjustnotgoodatit.Ann:Isthattheonlyreason?Itmaybeduetoyourlackofpractice.George:Youareprobablyright.Ann:Don’tworryaboutit,forpracticemakesperfect.I’llsharewithyousomelisteningmaterials.Theymightbehelpfulinpreparingfortheexam.Ibelieveyoucanpasstheexamifyoupracticealot.George:Oh,thankyou.That’sveryniceofyou.3.Role-playaconversationinpairsaccordingtooneofthefollowingsituations.YoumayrefertotheFunctionalLanguage.Situation1Aislateforthefirstclassinthemorning.He/SheexplainstoB,theteacher,whyhe/sheislate.Situation2AandBhaveplannedtogotothemoviestogether.JustbeforeBisleavingforthemovietheater,AcallsBandsayshe/shecan’tgoasplanned.(Sample)(Sample)Conversation1-Askingaboutreasons&givingreasons3.Role-playaconversationinpairsaccordingtooneofthefollowingsituations.YoumayrefertotheFunctionalLanguage.GUIDEDCONVERSATIONA:Saysorryforbeinglate/absent(缺席).B:AcceptA’sapology(道歉)andaskaboutthereason.A:TellAthereasonforbeinglate/absent.B:Expressunderstanding.A:Showthanks.(Reference)Conversation1-Askingaboutreasons&givingreasonsRoleplay-SampleconversationSituation1Conversation1-Askingaboutreasons&givingreasonsAnn:IamsosorrythatI’mlateforthefirstclass,ProfessorBrown.Brown:That’sallright.MayIknowthereason?Ann:I’vegotastomachachethismorning,soIhadtoseethedoctorbeforeIcametotheclass.Brown:Iamsorrytohearthat.Hopeyougetwellsoon.Ann:Iamfeelingbetternow.Thankyouverymuch!Roleplay-SampleconversationSituation2Conversation1-Askingaboutreasons&givingreasonsAnn:Hi,George,IamterriblysorrythatIcan’tseethemoviewithyouasplanned.George:It’sokay,butcouldyoutellmethereason?Ann:Mymotherhasameetingthisafternoon,soIhavetostayathometotakecareofmybabybrother.George:Isee.Don’tworry.Wecangoanothertime.Ann:Thanksalot!RoleplayReferencefororalwork1Expressingapologies:Excuseme.I’m(so/really/terribly/awfully)sorry.I’mterriblysorryaboutthat.Iapologize./Myapologies./Pleaseacceptmyapology.2Acceptingapologies:That’sallright.That’sOK.Nevermind.Itdoesn’tmatter.Don’tworryaboutit.Co