上课材料

1.Both Jewish law and canon law are more uniform than Islamic law. Though historically there is a discernible break between Jewish law of the sovereign state of ancient Israel and of the Diaspora(the dispersion of Jewish people after the conquest of Israel), the spirit of the legal matter in later parts of the Old Testament is very close to that of the Talmud, one of the primary codifications of Jewish law in the Diaspora.

2. Islam, on the other hand, represented

a radical breakaway from the Ara

b paganism that preceded it; Islami

c law is the result of an examination, from a religious angle, of legal subject matter that was far from uniform, comprising as it di

d th

e various components o

f the laws of pre-Islamic Arabia and

numerous legal elements taken over from the non-Arab peoples of the conquered territories

3. One such novel idea is that (idea) of inserting into the chromosomes of plants discrete genes that are not a part of the plants’natural constitution：specifically，the idea of inserting into nonleguminous plants the genes，if they can be identified and isolated，that fit the leguminous plants to be hosts for nitrogen-fixing bacteria. Hence，(there is ) the intensified research on legumes.

4. Unless they succeed，the yield gains of the Green Revolution will be largely lost even if the genes in legumes that equip those plants to enter into a symbiosis with nitrogen fixers are identified and isolated，and even if the transfer of those gene complexes，once they are found，becomes

possible.

5. Its subject（to use Maynard Mack’s categories）is"life-as-spectacle，" for readers，diverted by its various incidents，observe its hero Odysseus primarily from without；the tragic Iliad，however，presents "life-as-experience"：readers are asked to identify with the mind of Achilles，whose motivations render him

a not particularly likable hero.

6. Most striking among the many asymmetries evident in an adult flatfish is eye placement：before maturity one eye migrates，so that in an adult flatfish both eyes are on the same side of the head

7. A critique of Handlin’s interpretation of why legal slavery did not appear until the 1660’s suggests that assumptions about the relation between

slavery and racial prejudice should be reexamined , and that explanations for the different treatment of Black slaves in North and South America should be expanded

8. The best evidence for the layered-mantle thesis is the well-established fact that volcanic rocks found on oceanic islands，islands believed to result from mantle plumes arising from the lower mantle，are composed of material fundamentally different from that of the mid-ocean ridge system，whose source，most geologists contend，is the upper mantle.

9. Some geologists，however，on the basis of observations concerning mantle xenoliths，argue that the mantle is not layered，but that heterogeneity is created by fluids rich in "incompatible elements" （elements

tending toward liquid rather than solid state）percolating upward and transforming portions of the upper mantle irregularly，according to the vagaries of the fluids’pathways. 10. Fallois proposed that Proust had tried to begin a novel in 1908, abandoned it for what was to be a long demonstration of Saint-Beuve’s blindness to the real nature of great writing , found the essay giving rise to personal memories and fictional developments ,and allowed these to take over in a steadily developing novel.

11.The very richness and complexity of the meaningful relationships that kept presenting and rearranging themselves on all levels，from abstract intelligence to profound dreamy feelings，made it difficult for Proust to set them out

coherently.

12. But those of us who hoped, with Kolb, that Kolb’s newly published complete edition of Proust’s correspondence for 1909 would document the process in greater detail are disappointed

13. Now we must also examine the culture as we Mexican Americans have experienced it , passing from a sovereign people to compatriots with newly arriving settlers to , finally ，a conquered people—a charter minority on our own land.

14. It is possible to make specific complementary DNA’s （cDNA’s）that can serve as molecular probes to seek out the messenger RNA’s （mRNA’s）of the peptide hormones. If brain cells are making the hormones，the cells will contain these Mrna’S. If

the products the brain cells make resemble the hormones but are not identical to them，then the cDNA’s should still bind to these mRNA’s，but should not bind as tightly as they would to mRNA’s for the true hormones.

15. Nevertheless, researchers of the Pleistocene epoch have developed all sorts of more or less fanciful model schemes of how they would have arranged the Ice Age had they been in charge of events.

16. This succession was based primarily on a series of deposits and events not directly related to glacial and interglacial periods，rather than on the more usual modern method of studying biological remains found in interglacial beds themselves interstratified within glacial deposits

17.

There have been attempts to explain these taboos in terms of inappropriate social relationships either between those who are involved and those who are not simultaneously involved in the satisfaction of a bodily need，or between those already satiated and those who appear to be shamelessly gorging.

18. Many critics of Emily Bronte’s novel Wuthering Heights see its second part as a counterpoint that comments on，if it does not reverse，the first part，where a "romantic" reading receives more confirmation.

19. This is not because such an interpretation necessarily stiffens into a thesis（although rigidity in any interpretation of this or of any novel is always a danger），but because

Wuthering Heights has recalcitrant elements of undeniable power that，ultimately，resist inclusion in an all-encompassing interpretation.

20. A long-held view of the history of English colonies that became the United States has been that England’s policy toward these colonies before 1763 was dictated by commercial interests and that a change to a more imperial policy , dominated by expansionist militarist objectives , generated the tensions that ultimately led to the American Revolution . （4+）1.（Both Jewish law and canon law are more uniform than Islamic law.）Though historically there is a discernible break between Jewish law of the sovereign state of ancient Israel and of the Diaspora （the dispersion of

Jewish people after the conquest of Israel），the spirit of the legal matter in later parts of the Old Testament is very close to that of the Talmud，one of the primary codifications of Jewish law in the Diaspora. （5）尽管从历史角度来看，在古代以色列作为独立主权国家的犹太教法与大流散时期（Diaspora，即以色列被征服后古代犹太人被巴比伦人逐出故土）的犹太教法之间存在着一个明晰可辨的断裂，然则，《旧约全书》（Old Testament）后半部分中法律内容的精神与《犹太教法典》（Talmud）极为一脉相承，而所谓的《犹太教法典》，是指大流散时期犹太教法的主要典籍辑录之一。

难句类型：复杂修饰、插入语、省略、专有名词

解释：本句与上一句同来自于同一篇文章，本文的主题是伊斯兰法，但作

者反复用犹太法来吓唬读者，同样ETS也未就此句话出题。这句话难读是因为两个原因：第一、作者在between Jewish law of the sovereign state of ancient Israel and of the Diaspora一句中的and之后省略了Jewish law,使人看到of the Diaspora ancient Israel and of the Diaspora一句中的and之后省略了jewish law，使人看到of the Diaspora时搞不清楚在什么与什么之间；第二个难懂的原因，是文中出现了大量的专有名词、法律术语和历史背景。其实读者除了Israel 和Jewish两个单词有必要也有可能认识之外，其他单词既不需要了解也无法了解，像什么Diaspora(大流散时期)、Old Testament(旧约全书)、Talmud(犹太教法典)等奇怪名词，在非宗教国家的考生的大脑中，一点概念都没有，更不要说其英语的表达了。那么ETS的出题者在阅读文章中搞出这种东西来，不是有意违背公平

出题原则之嫌了吗？其实出题者也并没有要求读者把这些内容搞清，只需知道前面那句话是一个判断句，说犹太法和伊斯兰法一致，后面这句话是对上面一句话的解释，因此肯定也在说它一致。再看第二句话的结构，上来就是一个用though表示的让步语气，我们可以看出在一个break between，那么逗号后就应该是省略了but的转折语气，该说没有break between，果然我们看到了very close to 的字样。我们也知道，既有让步又有转折时，作者强调转折之后的内容。所以这句话仍是在说犹太法一致。

2. Islam，on the other hand，represented

a radical breakaway from the Ara

b paganism that preceded it；Islami

c law is the result of an examination,from a religious angle，(examination)of legal subject matter that was far from

uniform，comprising as it did the various components of the laws of pre-Islamic Arabia and numerous legal elements taken over from the non-Arab peoples of the conquered territories. （4）另一方面，伊斯兰教则代表着与此前存在的阿拉伯异教（Arab paganism）的一种根本上的决裂；伊斯兰法是从宗教的角度，对各种杂乱无章、绝无共同点的法律内容进行考察所致的结果，而这些法律内容实际上是由前伊斯兰阿拉伯国家（Pre-Islamic Arabia）法律的不尽相同的组成部分以及由从被征服的土地上非阿拉伯民族借鉴过来的无数法律因素所构成。(as it did )实际上是一句插入语。

难句类型：复杂修饰、插入语

解释：这句话是接着上面的那句话写下来的，是在说伊斯兰法的不一致。句中有三个插入语，都起到了一定的

干扰作用。第一个是on the other hand，隔开了主语和谓语。第二个是from a religious angle，分开了examination of ，第三个as it did，根本就是句废话，分断了动词comprise 和动词的宾语the various components。

3. One such novel idea is that (idea) of inserting into the chromosomes of plants discrete genes that are not a part of the plants’natural constitution：specifically，the idea of inserting into nonleguminous plants the genes，if they can be identified and isolated，that fit the leguminous plants to be hosts for nitrogen-fixing bacteria. Hence，(there is ) the intensified research on legumes. （5），此句最好能够熟读，更好的是背诵下来。（复杂修饰+插入+省略+倒装）这其中的一个新颖思想就是，在植物的染色体（chromosome）内注入

并非是该植物自然构造一个部分的那些不相关联的因基：具体而言，这一思想是，在非豆科植物内注入这样一些基因，倘若这些基因可被辨识出来并被分离开来，而这些基因业已使豆科植物宜于充当那些具备固氮作用的细菌的寄主。由此，对豆科植物的研究日趋深入。

难句类型：复杂修饰、插入语、倒装、省略

解释：本句的难度以倒装为主，复杂为辅；然而二者相互借力，难度更大，而且本句中有两个省略，就更令读者头痛。句子一开始的One such novel idea is that of 之中的that of, 是that idea of 的省略形式。此外容易理解，后面开始变难。Inserting into the chromosomes of plants discrete genes(that are not a part of the plants' natureal consttution)看上去不舒服的原因，是作者在此用了一个便装；正

常语序应该是：inserting discrete genes(that are not a part of the plants' natureal constitution) into the chromosomes of plants，即把非此植物的genes插入到该植物中。之所以倒装，是因为discrete genes加上复杂修饰的成分以后太长之故。同样，后面的the idea of inserting into nonleguminous plants the genes, if they can be identifyied and isolated, that fit the leguminous plants to be hosts for nitrogen-fixing bacteria一句，正常的语序也是the idea of inserting the genes, if they can be identifyied and isolated, that fit the leguminous plants to be hosts for nitro-fixing bacteria into nonleguminous plants,即把便利豆科植物成为固氮菌的寄主的基因（如果它们能够被找到并分离出来的话）插入到非豆科植物的基因中去。这一回。Genes之后不但有定语从句的复杂修饰，而且在genes和that从句之

间还有一个不短的插入语，增加了阅读难度。最后的一句话，Hence, the intensified research on legumes, 其实也不是一句话，只是一个词：research。作者省略了there is ，其实引处即便看不清语法结构，作者的意思还是可以懂的。因此，笔者在前面强调的“如果可以看懂意思，不必去分析语法”，在实战的应用中有其意义；GRE和GMA T中很多表达其实不严格遵守语法，或者有考生不懂的语法，读者处心积虑地研究它们，不但没有实战意义，而且还令读者徒增烦恼。本句是GRE和GMA T考试中集各种语言现象之大成者，包括了几乎所有的难句类型，希望读者一定把这句话读熟；有心者最好能把它背熟，一定对提高你的阅读能力有好处。

4. Unless they succeed，the yield gains of the Green Revolution will be largely lost even if the genes in

legumes that equip those plants to enter into a symbiosis with nitrogen fixers are identified and isolated，and even if the transfer of those gene complexes，once they are found，becomes possible. （4）除非他们能取得成功，不然的话，绿色革命的产量收益将在很大程度上损失殆尽，即使豆科植物中使这些植物有条件进入到与固氮细菌共生关系的基因可被辨识出来和分离开来的话，且即使这些基因综合体（gene complex），一旦被发现之后，其移植得以成为可能的话。

难句类型：复杂修饰、插入语

解释：主句比较简单，而后面跟着的由and连接的两个表示让步的条件状语从句就相对复杂，第一个从句是用一个修饰主语的定语从句that equip those plants to enter into a symbiosis with nitrogen fixers把主谓隔开；第二个从句则运用了插入语once they are

found把主谓隔开。

5. Its subject（to use Maynard Mack’s categories）is"life-as-spectacle，" for readers，diverted by its various incidents，observe its hero Odysseus primarily from without；the tragic Iliad，however，presents "life-as-experience"：readers are asked to identify with the mind of Achilles，whose motivations render him a not particularly likable hero. （5）其主题〔若借鉴梅纳德。迈克（Maynard Mack）的两个分类范畴的话〕是“人生作为外部景象”，因为读者的注意力被作品那形形色色的事件所分散，主要是从外部来观察其主人公奥德修斯（Odyssus）的；然而，富于悲剧色彩的《伊利亚特》所表现的则是“人生作为内心体验”：读者被要求与阿基琉斯（Achilles）的心灵产生共鸣，而其行为动机却致使他变作一个并

非特别惹人喜爱的主人公。（从分号后的语句推理出前面的意思）注：hero:主人公；without:外部；likable:有吸引力的

难句类型；复杂修饰、插入语、抽象词、熟词僻义

请思考：如果看不懂分号前的without 的意思，是否可以用合理化原则根据分号后的那句话推理出其意思？◎

解释：本句中尽管也存在一些复杂修饰和插入的内容，但是本句话之所以难懂，与其说是因为这些东西的影响，倒不如说是因为用词的抽象和语义的难以理解。作为一篇文学评论型的文章，文章中充斥着一些很抽象的词汇；本句话中就有subject/category/spectacle/divert/incide nt/hero/primarily/without/present/identi fy/motivation/particularly/likable等。背过这些单词的中文释义，并不意味着在阅读中能够清楚地理解其真正

要看英语口语考核话题材料

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1 Let’s get ready for class. 准备上课。 2 I’m sorry I’m late. /Excuse me for coming late. 对不起，我迟到了。 3 Please come earlier next time. 下次请早点到。 4 Class begins. 上课。 5 Who’s on duty today 今天谁值日？ 6 Is everyone here 都到齐了吗？ 7 Who’s absent today 今天谁没来？ 8 What day is today 今天是星期几？ 9 What’s the date today 今天是几号？ 10 Li Hong, have you collected all the exercise-books 李红，作业本都收齐了吗？ 11 Here are your exercise-books. Please hand them out. 这是练习本，请发下去。 12 Monitor, would you please fetch some chalk for me 班长能帮我去拿些粉笔来吗？ 13 Open your books, please. 请翻开书。 14 Please turn to Page 12. 请翻开书本十二页 15 Please take out your notebooks/exercise books. 请拿出笔记本/练习本。 16 No more talking, please. 请安静。 17 Attention, please. 请注意。 18 Let’s have a dictation. 让我们来听写。 19 We’re going to have a new lesson today. 今天我们要上新课。 20 First let’s have a revision. 首先我们复习一下。 21 Who can answer this question 谁能回答这个问题？ 22 Do you have any questions 你们有问题吗？ 24 Let me see. 让我看看/想想。 25 Put up your hands if you have any questions. 如果有问题请举手。 26 Raise your hands, please. 请举手。

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提纲挈领： 1.读诗读什么？ 2.诗歌常见意象 3.巩固练习 一、植物类意象 卜算子·咏梅 毛泽东 风雨送春归，飞雪迎春到。已是悬崖百丈冰，犹有花枝俏。 俏也不争春，只把春来报。待到山花烂漫时，她在丛中笑。 梅花 [宋]陈亮 疏枝横玉瘦，小萼点珠光。一朵忽先发，百花皆后春。 欲传春信息，不怕雪埋藏。玉笛休三弄，东君正主张。 梅 [宋]王安石 墙角数枝梅，凌寒独自开。遥知不是雪，为有暗香来。 兰 [宋]陆游 南岩路最近，饭时已散策。香来知有兰，遽求乃弗莸。 生世本幽谷，岂愿为世娱。无心托阶庭，当门任君锄。 竹石 [清]郑板桥 咬定青山不放松，立根原在破岩中。 千磨万击还坚劲，任尔东西南北风。 寒菊 [宋]郑思肖 花开不并百花丛，独立疏篱趣无穷。 宁可枝头抱香死，何曾吹落北风中。

练习：（3分）阅读诗歌，回答下列问题。 昭君怨 [宋]郑域 道是花来春未，道是雪来香异。竹外一枝斜，野人家。 冷落竹篱茅舍，富贵玉堂琼榭。两地不同栽，一般开。 上阕吟咏的对象是什么？判断的依据是什么？ 二、动物类意象 杜鹃 ［宋］梅尧臣 蜀帝何年魄，千春化杜鹃。不如归去语，亦自古来传。 月树啼方急，山房客未眠。还将口中血，滴向野花鲜。 示弟 [唐]许浑 自尔出门去，泪痕长满衣。家贫为客早，路远得书稀。 文字何人赏，烟波几日归。秋风正摇落，孤雁又南飞。 湘中忆归（节选） [唐]刘长卿 湘流澹澹空愁予，猿啼啾啾满南楚。 扁舟泊处闻此声，江客相看泪如雨。 雨霖铃 ［宋］柳永 寒蝉凄切，对长亭晚，骤雨初歇。都门帐饮无绪，留恋处，兰舟催发。执手相看泪眼，竟无语凝噎。念去去，千里烟波，暮霭沉沉楚天阔。多情自古伤离别，更那堪，冷落清秋节！今宵酒醒何处？杨柳岸，晓风残月。此去经年，应是良辰好景虚设。便纵有千种风情，更与何人说？（“好景”一作“美景”） 练习：（6分）阅读下面的诗歌，然后回答问题。 木芙蓉 吕本中 小池南畔木芙蓉，雨后霜前着意红。 犹胜无言旧桃李，一生开落任东风。

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英语课堂教师常用口语集团标准化工作小组 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#

1 Let’s get ready for class. 准备上课。 2 I’m sorry I’m late. /Excuse me for coming late. 对不起，我迟到了。 3 Please come earlier next time. 下次请早点到。 4 Class begins. 上课。 5 Who’s on duty today 今天谁值日 6 Is everyone here 都到齐了吗 7 Who’s absent today 今天谁没来 8 What day is today 今天是星期几 9 What’s the date today 今天是几号 10 Li Hong, have you collected all the exercise-books 李红，作业本都收齐了吗 11 Here are your exercise-books. Please hand them out. 这是练习本，请发下去。 12 Monitor, would you please fetch some chalk for me 班长能帮我去拿些粉笔来吗 13 Open your books, please. 请翻开书。 14 Please turn to Page 12. 请翻开书本十二页

15 Please take out your notebooks/exercise books. 请拿出笔记本/练习本。 16 No more talking, please. 请安静。 17 Attention, please. 请注意。 18 Let’s have a dictation. 让我们来听写。 19 We’re going to have a new lesson today. 今天我们要上新课。 20 First let’s have a revision. 首先我们复习一下。 21 Who can answer this question 谁能回答这个问题 22 Do you have any questions 你们有问题吗 24 Let me see. 让我看看/想想。 25 Put up your hands if you have any questions. 如果有问题请举手。 26 Raise your hands, please. 请举手。 27 Hands down. 把手放下。 28 Repeat after me/Follow me. 跟我读。 29 Listen to me, please. 请听我说。 30 Look at the blackboard/screen, please. 请看黑板/屏幕。

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上课用的小说素材。

1 (2019年全国Ⅰ卷)阅读下面的文字,完成后面的题目。 理水(节选) 鲁迅 ①当两位大员回到京都的时候,别的考察员也大抵陆续回来了,只有禹还在外。他们在家里休息了几天,水利局的同事们就在局里大排筵宴,替他们接风。这一天真是车水马龙,不到黄昏时候,主客就全都到齐了,院子里却已经点起庭燎来,鼎中的牛肉香,一直透到门外虎贲的鼻子跟前,大家就一齐咽口水。酒过三巡,大员们就讲了一些水乡沿途的风景,芦花似雪,泥水如金,黄鳝膏腴,青苔滑溜……微醺之后,才取出大家采集了来的民食来,都装着细巧的木匣子,盖上写着文字,有的是伏羲八卦体,有的是仓颉鬼哭体,大家就先来赏鉴这些字,争论得几乎打架之后,才决定以写着“国泰民安”的一块为第一,因为不但文字质朴难识,有上古淳厚之风,而且立言也很得体,可以宣付史馆的。 ②局外面也起了一阵喧嚷。一群乞丐似的大汉,面目黧黑,衣服破旧,竟冲破了断绝交通的界线,闯到局里来了。卫兵们大喝一声,连忙左右交叉了明晃晃的戈,挡住他们的去路。 ③“什么?——看明白!”当头是一条瘦长的莽汉,粗手粗脚的,怔了一下,大声说。 ④卫兵们在昏黄中定睛一看,就恭恭敬敬的立正,举戈,放他们进去了。 ⑤局里的大厅上发生了扰乱。大家一望见一群莽汉们奔来,纷纷都想躲避,但看不见耀眼的兵器,就又硬着头皮,定睛去看。头一个虽然面貌黑瘦,但从神情上,也就认识他正是禹;其余的自然是他的随员。 ⑥这一吓,把大家的酒意都吓退了,沙沙的一阵衣裳声,立刻都退在下面。禹便一径跨到席上,并不屈膝而坐,却伸开了两脚,把大脚底对着大员们,又不穿袜子,满脚底都是栗子一般的老茧。随员们就分坐在他的左右。 ⑦“大人是今天回京的?”一位大胆的属员,膝行而前了一点,恭敬的问。 ⑧“你们坐近一点来!”禹不答他的询问,只对大家说。“查的怎么样?” ⑨大员们一面膝行而前,一面面面相觑,列坐在残筵的下面,看见咬过的松皮饼和啃光的牛骨头。非常不自在——却又不敢叫膳夫来收去。 ⑩“禀大人,”一位大员终于说。“倒还像个样子——印象甚佳。松皮水草,出产不少;饮料呢,那可丰富得很。百姓都很老实,他们是过惯了的。” “卑职可是已经拟好了募捐的计划,”又一位大员说。“准备开一个奇异食品展览会,另请女隗小姐来做时装表演,来看的可以多一点。” “这很好。”禹说着,向他弯一弯腰。 “不过第一要紧的是赶快派一批大木筏去,把学者们接上高原来。”第三位大员说,“学者们有一个公呈在这里,他们以为文化是一国的命脉,学者是文化的灵魂,只要文化存在,华夏也就存在,别的一切,倒还在其次……” “他们以为华夏的人口太多了,”第一位大员道,“减少一些倒也是致太平之道。况且那些不过是愚民,那喜怒哀乐,也决没有智者所推想的那么精微的。……” “放他妈的屁!”禹心里想,但嘴上却大声的说道:“我经过查考,知道先前的方法:‘湮’,确是错误了。以后应该用‘导’!不知道诸位的意见怎么样?” 静得好像坟山;大员们的脸上也显出死色,许多人还觉得自己生了病,明天恐怕要请病假了。

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1 Let’s get ready for class. 准备上课。 2 I’m sorry I’m late. /Excuse me for coming late. 对不起，我迟到了。 3 Please come earlier next time. 下次请早点到。 4 Class begins. 上课。 5 Who’s on duty today? 今天谁值日？ 6 Is everyone here? 都到齐了吗？ 7 Who’s absent today? 今天谁没来？ 8 What day is today? 今天是星期几？ 9 What’s the date today? 今天是几号？ 10 Li Hong, have you collected all the exercise-books? 李红，作业本都收齐了吗？ 11 Here are your exercise-books. Please hand them out. 这是练习本，请发下去。 12 Monitor, would you please fetch some chalk for me? 班长能帮我去拿些粉笔来吗？ 13 Open your books, please. 请翻开书。 14 Please turn to Page 12. 请翻开书本十二页 15 Please take out your notebooks/exercise books. 请拿出笔记本/练习本。 16 No more talking, please. 请安静。 17 Attention, please. 请注意。 18 Let’s have a dictation. 让我们来听写。 19 We’re going to have a new lesson today. 今天我们要上新课。

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两个人对话的英语口语材料：关于健康How to keep healthy S： Doctor, I am uncomfortable. C：What’s the matter with you? S： I am easy to tired. If I go up stairs, I will be out of breath. It didn’t happen before. Maybe I am serious ill now? C：Don’t worry. Let me ask you some questions. How much do you weigh? S： About 100 kg. C： Oh, you are overweight. You must watch your weight to keep healthy. Too fat is bad for your health. S： How to lose weight? I try to do it. But every time I forget it. C： I think the best way to lose weight is doing exercises. Such as running, play tennis, soccer. You can have a balanced diet. S： What do you mean? Do you mean I must have the only meal in a day and I can’t eat meat? C：No, it isn’t what you imagine. You needn’t to do that. What you must to do is—you must eat more vegetable than meat, and eat food high in fiber, low in fat. Cut down on artificial preservatives. And the most important thing is that you must eat less sweet.

英语课堂教师常用口语

1 Let ' s get ready for class. 准备上课 2 I ' m sorry I ' m late. /Excuse me for coming late. 对不起我迟到了 3 Please come earlier n ext 下次请早点到 time. 4 Class begins. 上课。 5 Who' s on duty today? 今天谁值日？ 6 Is everyo ne here? 都到齐了吗？ 7 Who' s abse nt today? 今天谁没来？ 8 What day is today? 今天是星期几？ 9 What' s the date today? 今天是几号？ 10 Li Hong, have you collected all the exercise-books? 李红，作业本都收齐了吗？ 11 Here are your exercise-books. Please hand them out. 这是练习本，请发下 去。 12 Mon itor, would you please fetch some chalk for me? 班长能帮我去拿些粉笔来吗? 13 Open your books, please. 请翻开书 14 Please turn to Page 12. 请翻开书本十二页 15 Please take out your no tebooks/exercise 请拿出笔记本books. /练习 本。

16 No more talk ing, please. 请安静。 17 Atte nti on, please. 请注意。 18 Let ' s have a dictation. 让我们来听写。 19 We' re going to have a new less on today. 今天我们要上新课。 20 First let ' s have a revision. 首先我们复习一下。 21 Who can an swer this questio n? 谁能回答这个问题？ 22 Do you have any questio ns? 你们有问题吗？ 24 Let me see. 让我看看/想想。 25 Put up your hands if you have any questi ons. 女口果有问题请举 手。 26 Raise your han ds, please. 请举手。 27 Hands down.把手放下。 28 Repeat after me/Follow me. 跟我读。 29 Liste n to me, please. 请听我说。 30 Look at the blackboard/scree n, please. 请看黑板/ 屏幕。 31 All eyes on me, please. 请都看着我。 32 Can you solve this problem? 能做出这道题吗？