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1、在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Reading aloud/is very important/for beginnersReading aloud is very important for beginnersEarly to bed and early to rise makes a man healthy,happy,and wise.Early to bed/and early to rise/makes a man/healthy,happy,and wise.1在整堂课的教学中，刘教师总是让学生带着问题来学
2、习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Jane,whos a brilliant swimmer,represented Britain at the Olympic Games.Jane,/whos a brilliant swimmer,/represented Britain/at the Olympic Games.After he took his bath,he dressed in a hurry,ran to catch the bus,and got to his appointment before it was too late.After he
3、took his bath,/he dressed in a hurry,/ran to catch the bus,/and got to his appointment/before it was too late.2在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Could you speed it up,please?Would you mind if I tried it?Arent you Bob Barker?Cant you see it my way for a change?Dont you get it?I sh
4、ould have told you.Tell her(that)I miss her.Tell him(that)I miss him.Did you eat?No,did you?Why dont you get a job?I dont know,its too hard.3在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Did you need a map?Dont tell me hes asleep.Come along home if you like.Would you like a walk now?Can I he
5、lp you?What can I do for you?Im afraid he is out.Peter is out now.Give me an example.Theyve been away for ages.The work is half finished.4在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Put it down!Dont stop them.Can I speak to John?Hes not in the office.Could it be possible?We often go over i
6、t at night.Whats the answer to“How are you?”Youve got two hours.You can do anything at any time you like.Can you say it again?5在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确It doesnt fit you right.Would you mind if I smoke?But you were late last night!Hell live alone for the rest of his life
7、.Ill go out for a couple of weeks.Im just out of money.Do you want to end up like this?Best wishes for you!Weve got go.See you!6在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确句子的重读句子的重读Sentence Stress7在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 句子重音的一般规则句子重音的一般规则实词重读实词重读 虚词不重读虚词不重读
8、8在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确实词实词 实词，有实在意义，在句子中能独立承担句子成分，而且还有一个重要的特点，那就是，实词有词形的变化。名词名词 代词代词 形容词形容词 数词数词 动词动词 副词副词 9在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确虚词 没有多少实在意义，在句子中不能独立承担句子成分，而且还有一个重要的特点，那就是，虚词没有词形的变化 冠词冠词 介词介词 连词连词 感叹词感叹词 10在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题
9、的设置具有一定的梯度，由浅入深，所提出的问题也很明确名词名词11在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确名词名词 一般都重读一般都重读 There is a book on the desk.My sister put up a picture on the wall.John wants to see the teacher after class.An elephant is an animal.12在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确一些含义较广，本
10、身没有很确切内容的一些含义较广，本身没有很确切内容的名名词词,如如thing,person,place,或指一大类人或指一大类人或事物的或事物的名名词，如词，如 man,woman,fellow,time,ship,前面有修饰语缩小其前面有修饰语缩小其范围时，这范围时，这类名词通常不重读类名词通常不重读Thats a nice thing.(比较比较：Thats a nice picture.)Hes an easy person to get along with.Hes the right man for the job.Its already lunch time.(比较比较;Its t
11、ime for lunch.)13在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确代词代词14在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确常重读的代词有常重读的代词有 1 1指示代词指示代词This is not what I mean.That isnt the one I asked for.Do you like()these flowers?但如指示代词前后都有重音时，该指示代词可失去重音但如指示代词前后都有重音时，该指示代词可失去重音How do you lik
12、e those little ones?Who wrote this interesting story?15在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确2.名词性物主代词名词性物主代词Yours is much nicer than mine.The red one is his.但在双重所有格中，物主代词往往不重读但在双重所有格中，物主代词往往不重读 Im writing to a friend of mine.3疑问代词疑问代词 what,who,whose,whom,which,whatever,whichever,who
13、ever,whomever Who are you talking to?What can I do for you?Who came to see you this morning?16在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确不重读的代词有：人称代词，反身代词，形容不重读的代词有：人称代词，反身代词，形容词性物主代词，关系代词词性物主代词，关系代词He hasnt seen my brother yet.He hurt himself when he was playing football.They often help
14、each other.The girl who spoke to you just now is my sister.17在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确形容词形容词&数词数词18在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确形容词（包括分词作形容词）一般都应重读形容词（包括分词作形容词）一般都应重读 数词一般都应重读数词一般都应重读The streets are wide,clean and beautiful.This narrow valley was
15、 the scene of a famous battle.His first daughter is fifteen.Its a dull and disappointing film.Thats exciting news.He bought ten cups and I bought only four.19在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确动词动词20在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确动词动词 实意动词、行为动词实意动词、行为动词都要重读都
16、要重读 (be、have 除外除外)He takes a walk after supper every day.Dont forget your homework.I suppose you know him.非谓语动词非谓语动词一般也都要重读一般也都要重读 不定式不定式 We decided to start the next day.分词分词 We sat at the desk writing a letter.动名词动名词 Its no use asking him about that.21在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提
17、出的问题也很明确Do 用于肯定句中表示强调时，总是重读的用于肯定句中表示强调时，总是重读的I do hope this will be effective.He does need your help.We did warn you before.Do drop in when you are in Xuzhou.22在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确不重读的动词不重读的动词助动词助动词 He did not work hard for the exam.We were impressed by their achiev
18、ements.Much has been said about it.They will be surprised at that.情态动词情态动词 He should be criticized for doing that.Mary could do it better than Herbert.I must go now.Who can answer this question?23在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确助动词和情态动词与助动词和情态动词与not构成的缩略式要重读构成的缩略式要重读I dont want
19、 to go there today.He wasnt surprised when I told him the news.We cant stay any longer.Dont you think you shouldnt say such things?We must do it now,mustnt we?cannot不缩写成不缩写成cant 时，重音也在时，重音也在can 上上I cannot agree with him.24在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确动词动词 be(是是),),have(有有)一般
20、不重读一般不重读 I have so many things to do today.Few people had TV sets in those days.The key was in the box.以上几类通常不重读的动词用于简短回答，或其后省以上几类通常不重读的动词用于简短回答，或其后省略了主要动词时，要重读略了主要动词时，要重读;用于一般疑问句句首有时用于一般疑问句句首有时重读，但在比较随便的谈话中不必重读。重读，但在比较随便的谈话中不必重读。()Are you a student?Yes,I am.()Can you come this afternoon?Yes,I can.I
21、 dont want to go there,but I must.25在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确副词副词26在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确副词一般都重读副词一般都重读 They came back early yesterday.Where did you buy it?Why do you come?You meet people everywhere.Ive never heard of such a thing before.P
22、erhaps shell arrive tonight.Tell him to come in.Thank you for coming to see me off.27在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确但关系副词不重读但关系副词不重读 He visited the small village where he was born.They came right at the time when we needed their help.This is the reason why they failed.28在整堂课的教
23、学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确冠词冠词29在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确冠词一般都不重读冠词一般都不重读He lives in a house not far from the school.Its an hours drive from the old station.The man over there is my brother.An elephant is an animal.30在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具
24、有一定的梯度，由浅入深，所提出的问题也很明确介词介词31在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 单音节介词一般都不重读单音节介词一般都不重读 How far is it from Paris to London?What are you looking at?Thats what I was thinking of.32在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确多音节的介词常重读，但也可不重读多音节的介词常重读，但也可不重读 Ill do it()after
25、lunch.He finished the article()during the holidays.The man walked a()long the street.He searched a()mong the papers.I forgot all a()bout it.33在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确在不重读的连系动词在不重读的连系动词bebe或人称代词后，或人称代词后，不论是单音节或多音节介词都重读不论是单音节或多音节介词都重读 Theyre by the window.He was in the si
26、tting-room.Is it near the post office?The teacher was with us at the picnic.It was during the interval.He was beside himself with rage.They are behind the door.34在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确介词在句首时常可重读介词在句首时常可重读 On his way home he met an old friend.In the room they found a l
27、ittle boy.Under the tree stands a tall man.35在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确连接词连接词36在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确连词一般都不重读连词一般都不重读 He came and spoke to us.I saw it but didnt read it.Lets run or well be late.That takes both time and energy.Neither you no
28、r I can solve the problem.I suggest that we give up the plan.He wants to see you before you leave.37在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确从句放在主句前面时，处于句首的连接词常重读从句放在主句前面时，处于句首的连接词常重读（that 除外）除外）When he comes Ill introduce him to you.After Ive finished it Ill show it to you.As I was wai
29、ting for the bus,it suddenly began to rain.但但 That we can do it without him is absurd.38在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确感叹词感叹词39在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确感叹词是表示某种感情的自然一般都重读感叹词是表示某种感情的自然一般都重读 Ah!Oh!Ugh!uh Eh?Fancy!Goodness!Nonsense!Hello!Indeed!How aw
30、ful!但如果后面紧跟一个有强重音的词，单音节的但如果后面紧跟一个有强重音的词，单音节的感叹词可以不重读，但音调很高感叹词可以不重读，但音调很高Ah no!Oh well!Oh dear!40在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确不合乎语句重音一般规律的例外情况不合乎语句重音一般规律的例外情况41在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确任何本来有句子重音的词，如果上文刚出现过，第二任何本来有句子重音的词，如果上文刚出现过，第二次提到时一般不应重读次提到时一般
31、不应重读-How many times have you been there?-Three times.The boy shouted to the other boys.-They want strong men.-Very well.I am strong.A new committee has been set up and Dr Li is on the committee.42在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确名词名词 street 在街名中不重读在街名中不重读 Oxford Street Downing S
32、treet Eighth Street Wall Street但但road,avenue,lane,way,hill,town,park,palace等词在街名地名中都要重读等词在街名地名中都要重读York Road West Lake Buckingham Palace 43在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确指示代词指示代词this,that,these,those有时没有很强的指示意味，有时没有很强的指示意味，其意义很接近于冠词其意义很接近于冠词the，特别是当其修饰的名词前面已提，特别是当其修饰的名词前面已提到时，
33、这些指示代词不重读到时，这些指示代词不重读 He managed this matter wonderfully.It is necessary to take these measures.He couldnt bear the gaze of those eyes.在在 this morning,this afternoon,this evening 等词组中等词组中，this 不重读不重读44在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确副词副词so在在 think so,do so等词组里不重读等词组里不重读 I think
34、 so.I didnt say so.I believe so.Who told you to do so?副词副词so,now,then用来在语气上连接上下文时，用来在语气上连接上下文时，不重读不重读So he went into the garden.Now listen to me carefully.Then dont forget to write to me after you arrive there.45在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确某些插入语不须重读某些插入语不须重读Im afraid hes no
35、t coming.Hes not coming,Im afraid.Please sit down.Sit down,please.He said,“Im sorry.”“Im sorry,”he said.One作为数词要重读，但用作代词时不重读作为数词要重读，但用作代词时不重读Thats a good one.How are the little ones?Youve got the wrong one,I want the green one.46在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确节奏：英语每一句话中出现的一系列音
36、节都有轻重、长短、快慢等有规律的交替现象。这种现象被称为节奏。47在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确节奏节奏 O O O O times up.make haste next week whats thiswork hard well done all right quite goodYes,please.hold on thats true too badgood news this monthnot yet come in 48在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所
37、提出的问题也很明确 O o O O o O never mind wait and seeleave at once word by word let me see thanks a lot out of date quite a lot try it out good ideacome along far and wide time and tide little girlwhat a day49在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 O o O o O o O o wait a moment give me this o
38、ne lets get started spring is coming Merry Ce and help me glad to see you very funny let me help you who can help mequite a lot of rather boring go and get it when to do itjust imagine time is precious50在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确o O o O o O o O the latest news a waste of
39、time hes late for class shes gone awaya lot of noise Id like to comeit doesnt work wed better goa sign of smoke he always singsits time for lunch Ill see you off its hard to say a day of workIve no idea Im sure you will 51在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确O o o O lots to be done
40、lend me a hand get in the crops nothing at all bring him along send it by mail not in the least clear it away once in a whileO o o o Ocarry it awayfollow my advice see you in a week try to be in time come and have a lookleave it on the desk cut it with a knifeeverything is clearbring along your frie
41、nd52在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确o O o O oIm glad to see you.Youre always welcome.I hope you like it.Id like to hear it.I beg your pardon.Youd better hurry.Im very sorry.It doesnt matter.Hes rather funny.53在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确o O o o O o oIl
42、l borrow another one.Youll get it on Saturday.Perhaps youve heard of it.Theyve all gone on holiday.Its very unfortunate.Lets open the other one.54在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Hello,my name is Ann,Im taking American Accent training.There is a lot to learn.But I hope to make i
43、t as enjoyable as possible.I should pick up on the American intonation pattern pretty easily,although the only way to get it is to practice all the time.I use the up and down,or peaks and valleys,intonation more than I used to.Ive been paying attention to pitch,too.Its like walking down a staircase.Ive been talking to a lot of Americans lately,and they tell me that Im easier to understand.Anyway,I could go on and on,but the important thing is to listen well and sound good.What do you think?Do I?55在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确56