U7听力备课
七年级上册英语U7+听说公开课
big
small
short
long
a small yellow hat
a long brown T-shirt
a big red hat
a short brown T-shirt
Do you like these long blue and yellow socks ?
While-listening
Unit 7 How much are these socks? Section A 1a-2d
cheap (便宜的) convenient(方便的) comfortable(舒服的)
bag [ bæ g ]
hat [hæ t ]
jacket [ æ]
sweater [ 'swetə]
skirt [skɜ :t] T-shirt [ ʃ ɜ :t ]
$5 $7 $2
A: I like _tthth_ttahehh_enee_ebdbg_blriyor_lgoeenae_wdlgpecl_oknnusb_whrl_Ttsuoprs_w-eoorls_ectuh_skashi_strea_etrrt_s. How much is it / are they?
rising tone
Woman: It’s six dollars.
falling tone *liasion 连读
Girl: And how much are these shorts?
*powerful words Woman: Oh, they’re eight dollars.
（有力量的词） Girl: And this sweater? How much is it?
Words like and ,oh, Let’s see make the conversation
人教版初中英语七上u7说课稿模板听说课
人教版初中英语七上u7说课稿模板听说课一、教学目标1. 知识与技能目标：- 学生能够听懂并运用本单元的核心词汇和句型，如“Where are you from? I’m from...”, “What’s this in English? It’s a...”等。
- 学生能够通过听说活动，提高英语口语交际能力，尤其是在询问和描述物品、国籍等方面。
2. 过程与方法目标：- 培养学生利用情景对话进行交流的能力，通过角色扮演和小组合作，提高学生的英语实际应用能力。
- 通过听力练习，培养学生的听力理解能力和捕捉关键信息的技能。
3. 情感态度与价值观目标：- 激发学生学习英语的兴趣，增强学生用英语进行交流的自信心。
- 培养学生尊重不同文化和国籍的意识，增进国际视野。
二、教学重点与难点1. 教学重点：- 掌握并运用本单元的核心词汇和句型。
- 通过听说练习，提高学生的英语口语交际能力。
2. 教学难点：- 学生能够准确理解并运用所学句型进行流畅的英语对话。
- 在听力练习中，学生能够快速捕捉关键信息并做出正确反应。
三、教学准备1. 教师准备：- 准备与本单元主题相关的图片、实物或多媒体资料，用于激发学生的兴趣和参与度。
- 准备听力材料，包括录音和相关练习题。
2. 学生准备：- 提前预习本单元的词汇和句型。
- 准备参与课堂活动，如角色扮演、小组讨论等。
四、教学过程1. 导入新课- 通过展示不同国家的照片或地图，引入国籍的话题，激发学生的兴趣。
- 教师用英语介绍自己来自哪里，并询问几名学生的国籍，以此复习和引入本单元的核心句型。
2. 听力练习- 播放与本单元主题相关的听力材料，让学生在听的过程中捕捉关键信息。
- 教师根据听力材料提出问题，检查学生的理解情况，并引导学生用英语回答问题。
3. 口语交际- 分组进行角色扮演活动，每组学生模拟在机场或旅游场合询问和介绍国籍、物品等情景。
- 教师巡视课堂，指导学生正确使用句型，并鼓励学生大胆开口说英语。
Unit7单元备课
单元分析
本单元为复习单元，共有六个任务活动，目的是复习第三册教材的主要内容，同时滚动复习前两册的内容。通过各种任务型活动、游戏，对所学的知识进行巩固和综合运用。
2.能听懂会说认读句型，May I speak to…..? This is….. speaking. What are you doing? I’m running. What’s Wang Hong doing? She is doing the long jump.
（二）能力目标:
熟练运用所学语言打电话，在实Communications.
教学目标
（一）知识目标：
1.能听懂会说认读规范书写单词：speak call train write email ;
能听懂会说认读单词和短语：may hold on , sure everyone winner long jump high jump come on
课时划分及教学内容
第一课时：Lesson1This is Jenny speaking
第二课时：Lesson2I’m writing an email
第三课时：Lesson 3Guo Yang is running
第四课时：Lesson 4 Again, please.
（三）情感目标：
学习了解中外交流方式的异同。
教学重点
教学难点
1.能听懂会说认读规范书写单词：speak call train write email ;
7AUnit7听力教案
7A Unit 7 Shopping Integrated skills (A) Teaching aims:1. to get some information from the reading and the listening2. to know some information about “the life of the poor area”3. to develop the ability of listening, speaking, reading and writingImportant and difficult points:1. to develop the ability of listening, speaking, reading and writing2. to know some information about “the life of the poor area”Teaching procedures:Part one: 预习作业与交流一，翻译下列词组。
1. 使用你的零花钱2. 和他的妈妈谈话3. 在贫困地区的孩子们4. 从书中学到很多5. 步行很长一段路去学校6. 使用我们的零花钱买些东西7. 有许多新衣服8. 大多数的孩子9. 从不听唱片10. 最需要书11. 感谢你的帮助12. 写封信给他的同学们二，根据句意，首字母及中文提示，写出句中所缺单词。
1. M of the students in this school are from the poor areas in China.2. I have to w a long way to my school because it’s so far away.3. They have food from different (地区) .4. The girl can’t buy the clothes, because her family is so p .5. I will go to the b to buy some comic books.Part two: 交流展示点播提高Step 1 Free talk1. T: I know you always have some ways to get pocket money. Some are from your parents and some are from your relatives. How to use your money correctly is very important. Today let’s talk about this topic.1) What do you often buy with your pocket money?2) How often do you buy snacks with it?3) How often do you buy books with it?4) Will you spend your pocket money buying presents for your friends or your parents or your grandparents?5) Have you ever used your pocket money to buy something to help poor people?6) Do you have a habit to save your pocket money?Step 2 Presentation1. T: Show the pictures of P87 to the students. Simon and his friends also have some pocket money. Can you guess what they often buy with their money?2. Listen to the tape and finish P87 A13. Show a picture of “a Hope primary school” in Yunnan. Students here li ve a very poor life. Do you think they have any pocket money? And if they have, how do they spend it?4. Show the picture of P87. T: Do you think the children in poor areas need these things?…………T：Simon and his mother are also talking about this topic. Let’s listen to them and choose what the children in poor area need.5. T: Now, please listen to the conversation again, and complete the reasons why they need them?6. Finish P88 A3Step 3 Language points1.Would you like to help the children in some poor areas?你愿意帮助贫困地区的一些孩子们吗？would like to do sth = want to do sth 想做某事我想吃一碗牛肉面。
人教版九年级英语U7教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计S1:Yes,I have.T: What do you think of it?S1: It is great and interesting.T: Yes.Every year,large numbers of tourists from different countries come to visit it,so it’s touristy.T:What about you? Have you ever been to the Great Wall?S2:No,I haven’t.T:Well,would you like to go there?S2:Yes,I’d love to.T:Why?S2:Because it’s famous.It reminds me of much history knowledge.T:Good.It’s very educational.Repeat the procedure with other pictures,teaching the new words: tiring , peaceful,fascinating and thring. Then read the new words together.Task ThreeShow the two posters in activity 1a.Ask students to describe them using the adjectives they have learnt.1、Work in groups of four and fill in the chart.2、Have a debate. Divide the whole class into two groups :The boys and The girls. The girls are for vacation 1 and the boys are for vacation 2.Task FourT:Now let’s listen to the tape.Where would Sam and Gina like to go on vacation? Why? Fill in the chart.Task FiveShow the following pictures:Hawaii, Mexico, Niagra Falls, San Francisco.Discuss the pictures in groups of four and say Where you would like to go and why. Plan your vacation.Task Six1、Look at the picture.Listen and number the sentences in order.2、Why do the four students decide not to visit these places? Listen and match the reasons.Task Seven1、Role play the conversation according to 2a and 2b.2、Write a passage according to 2a and 2b. Suppose you are a member of them, write something about their conversation. You can begin like this:We would like to visit Hawaii, because we like places where the weather is always warm, but it’s too touristy. …Task EightBeijing will be the host for 2008 Olympics, suppose you are working as a tour guide。
七年级上册英语u7教案
以下是一份七年级上册英语U7的教案，供您参考：
教学目标：
1. 掌握重点单词和短语的含义和用法；
2. 学会用所学单词和短语进行简单的对话和写作；
3. 培养学生的英语听说读写能力，提高学生的英语水平。
教学内容：
1. 单词和短语的讲解和练习；
2. 对话和写作的练习；
3. 相关的文化背景知识介绍。
教学步骤：
一、导入新课
通过展示一些与本单元主题相关的图片或视频，引导学生进入本单元的学习。
二、单词和短语讲解
1. 讲解本单元的重点单词和短语，包括它们的含义、用法和例句；
2. 通过词汇练习，如填空、选择、翻译等，巩固学生对单词和短语的记忆
和理解；
3. 通过游戏或竞赛等方式，激发学生的学习兴趣和积极性。
三、对话和写作练习
1. 通过展示一些与本单元主题相关的对话或短文，引导学生了解对话或短
文的构成和语言特点；
2. 通过模仿或改编对话或短文，让学生进行口语或书面练习；
3. 通过互评或教师点评等方式，及时纠正学生在练习中出现的错误和不足
之处。
四、文化背景知识介绍
1. 介绍与本单元主题相关的文化背景知识，如风俗习惯、礼仪文化等；
2. 通过展示一些相关的图片或视频，让学生更好地了解相关文化背景知识；
3. 通过讨论或辩论等方式，引导学生深入思考相关文化背景知识对于英语
语言学习的重要性。
五、总结与反思
对本节课的学习内容进行总结和反思，包括学生的掌握情况、教学过程中的
优缺点等。
同时，针对学生的不足之处，提出相应的改进措施和建议。
教学设计人教七下U7听说阅读写作英语Unit7SectionABIt’sraining7下教学设计
1.教师将学生分成小组，每组选择一个天气主题，如晴天、雨天、多云等，进行讨论。
2.小组成员共同完成一份关于所选天气主题的海报，用英语描述该天气的特点、活动建议等。
3.各小组展示海报，分享讨论成果，其他小组进行评价，教师给予点评和指导。
（四）课堂练习
1.教师设计一份关于天气的听力练习，让学生听录音，完成相关题目，检测学生对听力材料的理解能力。
3.学习动机：七年级学生对英语学习兴趣较浓，但部分学生对英语学习存在恐惧心理，担心犯错，缺乏自信心。教师应关注学生的情感需求，激发学生的学习兴趣，增强他们的自信心。
4.学习策略：学生尚未形成有效的英语学习策略，需要教师在教学中逐步引导，帮助学生掌握适合自己的学习方法，提高自主学习能力。
5.合作意识：七年级学生团队协作能力有待提高，部分学生在小组活动中表现出依赖心理。教师应培养学生的合作意识，引导他们学会与人沟通、共同完成任务。
3.针对学生的个体差异，实施差异化教学，关注每个学生的学习需求。
-教师可根据学生的英语水平和学习兴趣，提供不同难度的学习材料，使每个学生都能在课堂上获得成就感。
4.创设互动、轻松的课堂氛围，鼓励学生积极参与，增强自信心。
-教师应以鼓励和表扬为主，关注学生的情感需求，降低学生的焦虑感，让他们在轻松愉快的氛围中学习英语。
针对本章节的学习内容，结合七年级学生的年龄特点和学习能力，进行以下学情分析：
1.认知水平：七年级学生正处于青春期，思维活跃，好奇心强，对于新鲜事物有较高的接受能力。他们在小学阶段已经积累了一定的英语基础，能够进行简单的日常交流，但对于复杂的语法结构和词汇运用仍需进一步指导。
2.语言技能：学生在听力、口语、阅读和写作方面的发展不平衡。部分学生擅长听说，但在阅读和写作方面较弱；而另一部分学生则相反。因此，在教学过程中，需针对学生的个体差异进行差异化教学。
U7听力教程第三版施心远学生用书
Unit 7之勘阻及广创作Section One Tactics for ListeningPart 1PhoneticsStress, Intonation and AccentScriptListen to Joanna. When does she mean “Not at all”?When doesshe mean “Only in special cases”? Tick the right box.1. Who? Mary? She doesn’t go out with an yone, you know.2. No. Well, if you ask me, she doesn’t like anybody.3. Oh, a meal. Yes, that’d be nice. But where? I don’t want to eat anywhere.4. Do you think so? Mm —of course, she doesn’t approve of anyone.5. Yes. But what do you suggest? She won’t enjoy anything, will she?6. No, I asked her. I think she doesn’t want to go anywhere.7. I know. It’s odd, isn’t it? Never mind. We don’t have to go out with anyone.8. In fact, let’s not go out with anyone.Key1. (That means she will go out only with someone special.)2. (That means she doesn’t like anybody, no matter who he or she is.)3. (That means she would only eat at some special restaurants.)4. (That m eans she doesn’t approve of anyone, no matter who he or she is.)5. (That means she has special tastes.)6. (That means she just wants to stay at home.)7. (That means we can go out with particular ones.)8. (That means they will go out on their own.) Part 2 Listening and NoteTakingMountain Rescue ServiceScriptA.Listen to some sentences and fill in the blankswith the missingwords.1. The first thing that happens is that the personwho reports the accident iscloselyquestioned.2. They will also need to know how many peoplewere involved in the accidentand what kind ofinjuries there were.3. The third party on the mountain is the backupgroup.4. Their job is to help the main party on itsreturn journey.5. The base is set up near a telephone so thatextra help can be contacted withoutdelay.B. Listen to a talk about mountain rescue service.Take notes and complete thefollowing outline.When an accident is reported to the Mountain Rescue Service, the first thingthat happens is that the person who reports the accident is closely questioned.The rescue group needs to find out a number of details. First, they need to knowexactly where the accident happened, with a map reference if possible.Then theywill want to know the time of the accident.They will also need to know how manypeople were involved in the accident and what kind of injuries there were. Finally,they will ask for other useful details, such as the colour of the victim’s clothing andthe weather conditions.Then the rescue team’s callout procedure b egins. Team members keep theirpersonal equipment at home so as to be ready to set off within fifteen minutes ofreceiving the call. The advance party of about four people sets off right away. Theycarry a radiotelephone with them to send details to the main party and to thebase. They are also equipped and trained to give immediate medical assistance.The main party follows the advance party. They carry a radiotelephone and moresupplies, including a stretcher for the victim. The third party on the mountain isthe backup group. Their job is to help the main party on its return journey.Rescue control is set up in a mobile base. This vehicle carries the team’s suppliesother than personal equipment. It is equipped with radiotelephone and the meansof providing hot food anddrinks. The base is set up near a telephone so that extrahelp, for example ambulance, doctor, helicopter or reserves, can be contactedwithout delay.KeyA.1. The first thing that happens is that the personwho reports theaccident is closely questioned.2. They will also need to know how many peoplewere involved in theaccident and what kind ofinjuries there were.3. The third party on the mountain is the backup group.4. Their job is to help the main party on its return journey.5. The base is set up near a telephone so that extra help can be contactedwithout delay.B. Mountain Rescue ServiceI.The rescue group needs to find out a number of details.A. The place where the accident happened.B. The time of the accident.C. Details about the victim.I I.Then the rescue team’s callout procedurebegins.A. Team members keep their personal equipment athome so as to beready to set off withinfifteen minutes of receiving the call.B. The advance party of about four people sets off right away.1. They carry a radiotelephone with them tosend details to the mainparty and to thebase.2. They are also equipped and trained to giveimmediate medical assistance.C. The main party follows the advance party.1. They carry a radiotelephone and moresupplies, including a stretcherforthevictim.D. The third party on the mountain is the backupgroup.1. Their job is to help the main party on itsreturn journey.III. Rescue control is set up in a mobile base.A. This vehicle carries the team’s supplies other than personal equipment.B. It is equipped with radiotelephone and themeans of providing hot foodand drinks.C. The base is set up near a telephone so thatextra help, for example ambulance, doctor,helicopter or reserves, can becontactedwithout delay.Section Two Listening ComprehensionPart 1 Sentence IdentificationScriptIdentify each sentence as simple (S), compound (CP), complex(CPL) orcompoundcomplex (CC). You will hear each sentence twice.Write the corresponding letter(s) in the space provided.1. What do I care if you choose to make a fool of yourself?2. Walter was satisfied with the outcome; his wife, however, was bitterlydisappointed.3. Their trip to the park seashore next day wascut short by the first heavy drops ofrain fromthe brooding clouds.4. Eileen, Sophia and William decorated the room,WordStrd the furniture, andcleaned the carpet.5. Many of the players have slight injuries, but the team as a whole is in fine shape.Key1. CPL2. CP3. S4. S5. CPPart 2 DialoguesDialogue 1 Stressed OutScriptA. In the dialogue the speakers talk about stressmanagement.Listen to the dialogue and decidewhether the following statementsare true (T) orfalse (F).Friend: Are you OK, Mia? You look beat. You look really tired.Mia: I am. I can’t seem to sleep at night. I’vebeen under a lot of pressure lately— alot of stress.Friend: What’s up?Mia:I’ve got a million things to do. I’m busy atwork. I’m working on thehouse too, youknow. I’m trying to fix it up. I need tofinish it beforewinter. Just lots ofdeadlines.Friend: Any way I can help?Mia: Thanks, but not really. It’s just things I have to do.Friend: Well, you need to manage that stress a little better. Are you gettinganyexercise?Mia: Who has time?Friend: You really should ride a bicycle to the store, or walk to work a couple ofdays aweek, or go swimming at the communitycenter. It helps me toget exercise whenI’m busy. You don’t have to become afitness nut*, youknow.Mia: That is a good suggestion. It’s just the time, you know. I’m alwaysthinking ofwhat I should be doing.Friend: No wonder you can’t sleep. A lot of people learn to meditate* or learnyoga.Meditation and yoga are supposed to begood ways to deal withstress. They helpyou relax.Mia: Yoga? Maybe I’ll call the community center.They might have someclasses there.Friend: You know, another thing you can do is to take vitamins. You use up a lotofvitamins and you don’t get them in yourmeals all the time. They won’thelp thestress, but they might help your bodyhandle it better. You reallyshould takevitamins every day.Mia: Yeah, I should get some. Thanks.Friend: How about going out with Rosa and me this Friday? It’ll do you good.We could see amovie, make you forget your problems.Have a little fun.Mia : You know, you’re right about all o f this.Let’s go somewhere Friday night,havedinner, see a movie. That’ll be fun.Friend: Now you’re talking!Mia: OK. See you Friday. Got to get back to work!Friend: Mia, you’re hopeless, truly hopeless.B. Listen to some extracts from the dialogue andcomplete thefollowing sentences with the missing words.1. Friend: What’s up?Mia: I’ve got a million things to do. I’m busyat work. I’m working on thehouse too,you know. I’m trying to fix it up. Ineed to finish it beforewinter. Just lotsof deadlines.2. Friend: You know, another thing you can do isto take vitamins. You use upa lot ofvitamins and you don’t get them in yourmeals all the time.They won’t help thestress, but they might help your bodyhandle itbetter. You really should takevitamins every day.KeyA. F 1. Mia looks great.T 2. Mia has been under a lot of pressure probably because she finds it difficulttomeet the deadlines.T 3. She is repairing her house herself.T 4. Her friend believes exercise can help you relax.T 5. Her friend also believes that if you getregular exercise you will probablybecome afitness nut.T 6. Mia has insomnia.T 7. Meditation and yoga are supposed to be good ways to deal with stress.F 8. Vitamins can also relieve stress.T 9. Mia will go out with her friend Friday evening.T 10. Mia is probably a workaholic.B. 1. Friend: What’s up?Mia: I’ve got a million things to do. I’m busy at work. I’m working on thehouse too,you know. I’m trying to fix it up. Ineed to finish it beforewinter. Just lotsof deadlines.2. Friend: You know, another thing you can do isto take vitamins. You use upa lot ofvitamins and you don’t get them in yourmeals all the time.They won’t help thestress, but they might help your bodyhandle itbetter. You really should takevitamins every day.Dialogue 2 ReflexologyScriptA. Listen to two people talking about reflexology andcompletethe following chart.Woman: Did I tell you about the reflexology* class I’m taking at the Asia Center?Man: The what class?Woman: Reflexology. I t’s foot massage? You know, from Chinese medicine.Man: Foot massage?Woman: Yeah. It’s wonderful. Here, let me show you what I’ve learned. Take off your shoes and socks. Man: Are you serious?Woman: Just try it.Man: OK.Woman: The important thing to understand is that parts of your foot areconnected to other parts ofyour body.Man: Yeah, my legs.Woman: No. I mean certain places on your foot are connected to other places,other parts ofyour body. So when you massage a part ofyour foot, it’sgood for anot her part. Forexample, look at your big toe.Man: Uhhuh.Woman: The area on the bottom of the big toe is connected to your brain. Doyou have headaches?Man: Headaches? Sometimes.Woman: So just rub the area on the bottom of your big toe. It will help yourbrain.Man: Huh? Huh. Actually, my eyes hurt more often than my head. My eyesget tired from using thecomputer at work.Woman: Massaging your other toes can help your eyes. On the bottom of eachtoe, there’s a small area.They’re round, like circles. Well, r ubbingthesecircles makes your eyes feel better. Itrelaxes tired eyes.Man: Here? This area under each toe?Woman: Yeah. But that’s not the only place for tired eyes. If your eyes reallyhurt, find the areaunder your two smallest toes … there byyour twosmallest toes.Man: Uhhuh.Woman: It looks something like the letter “U.” Massage that U. It will help whenyou feel really badpain in your eyes.Man: What else?Woman: Well, now move down your foot on the outside. Find the widest partof your foot on the outside,there’s an area related to yourshoulders.Massage it firmly —not so hardthat it hurts, but you should be firm.Thiswill help the muscles in your shoulders. Man: Like stiff shoulders, that kind of thing?Woman: Right. Now let’s look at the other si de of your foot. On the inside ofyour foot, put yourfingers near the top — on the inside, justunder thebig toe. Slowly and firmly, rubfrom the top all the way to your heel… tothe end of your foot. This area will healyour back. If you havebackaches, rub thislong, narrow area several times a day.Man: The whole inside edge helps the back?Woman: That’s right. How’s your stomach? Do you get stomachaches?Man: Not very often … well, sometimes, if I eat too much. Woman: Find the area in the center of your foot. It goes from the inside edge ofyour foot almost allthe way to the other side. It’s almost likea smallegg. Massage it firmly. It can helpyour stomach.Man: Here, in the middle?Woman: Right. You can work on your knees, too. If you have sore knees, moveyour hand to the bottom,outside edge of your foot, the sole ofyourfoot, by the heel. Rub firmly.Man: You know, this is kind of interesting. But actually, you know what hurtsthe most? My feet. I getblisters* a lot.Woman: Blisters? Maybe you need bigger shoes.KeyPart 3 PassageEating CultureScriptB.Listen to the passage and choose the best answer toeach ofthe questions you will hear.Don’t Americans know that eating immoderate quantities of French fries andpizza can lead to overweight? Almost 80 percent know that high fat intake maylead to health problems, 86 percent are aware that cholesterol* can mean trouble,and 88 percent know that sodium* may have negative effects on health.This leaves obesity* researchers struggling with the questions of why we eat alot of fat when we know it makes us fat. What’s more, overweight is on the rise,even as popular culture continues to celebrate slimness, to the point of embracingfashion models as standards of female beauty.A couple of different societal forces are pushingAmericans toward overweight,even though we value slenderness. First, broad changes have conspired* tomakemany adults feel stressed at home and work, from corporate downsizing to beinga single parent. They eat as a form of release. People are eating more because it’s a form of gratification.Second, Americans live in the only country in the world where pieeatingcontests are oldfashioned fun, and allyoucaneat restaurants dot the landscape.Many obesity experts believe that cultural standards of slenderness areprimarily embraced by white Americans, to whom slimness becomes moreimportant with increasing income. Yet blacks, particularly black women, don’tnecessarily buy into the slimisbetter philosophy.If there is greater acceptance of overweight among black women, it’s uncl earwhether it promotes their higherthanaverage rates of overweight or results fromthem. One thing is certain: this high prevalence of overweight among blacks isnot genetic. Obesity is not an issue for blacks native to Africa. The low householdincomes of many blacks living in the U.S. may play a major role in their high levelsof overweight. If you’re poor, you learn to eat foodsthat yield the greatest amountof energy for the lowest cost —that’s fat.Questions:1. How many Americans know that sodium may do harm to their health?2. What worries obesity researchers most?3. What happens to the Americans as popular culture prefers slimness?4. What have made many adults live under the pressure?5. Why do people eat more?6. What do white Americans consider slenderness?7. Which group of people do not believe in the slimisbetter philosophy?8. Which of the following is certain about thecause for high obesity rate amongblack Americans?C. Listen to the passage again and discuss the followingquestions.KeyA. Experts agree the key to healthy eating is thetimetested advice of balance,variety and moderation.In short, that means eating a wide variety offoodswithout getting too many calories or too much of any one nutrient. Here are sometips that can help you:●Eat a variety of nutrientrich foods.●Enjoy plenty of whole grains, fruits and vegetables.●Maintain a healthy weight.●Eat moderate portions.●Eat regular meals.●Reduce but not eliminate certain foods.●Balance your food choices over time.●Know your diet pitfalls.B. 1. C 2. B 3. B 4. C 5. C 6. A 7. C 8. CC.1. They know that eating immoderate quantities ofFrench fries and pizza canlead to overweight.2. People are eating more under stress because it’s a form of gratification.3.Americans live in the only country in the worldwhere pieeating contests areoldfashioned fun,and allyoucaneat restaurants dot the landscape.4. It is not genetic.5. Because they are poor and have to learn to eatfoods that yield the greatestamount of energyfor the lowest cost —that’s f at.D. 1. Overweight is on the rise, even as popular culturecontinues to celebrateslimness, to the pointof embracing fashion models as standardsoffemale beauty.2. Americans live in the only country in the worldwhere pieeating contests areoldfashioned fun,and allyoucaneat restaurants dot the landscape.3. Many obesity experts believe that culturalstandards of slenderness areprimarily embracedby white Americans, to whom slimnessbecomesmore important with increasing income.Yet blacks, particularly bl ackwomen, don’tnecessarily buy into the slimisbetterphilosophy.4. If you’re poor, you learn to eat foods thatyield the greatest amount ofenergy for thelowest cost —that’s fat.Part 4 NewsNews item 1Over60s to Double by 2050ScriptA. Listen to the news item and decide whether thefollowingstatements are true (T) or false (F).Then give a brief summary aboutthe news item.The World Health Organization says society worldwide will experience majorchanges, with 20 percent of the population older than 60. The report urgesgovernments to have policies that permit older people to participate more insociety.In , there were 50 million older adults in the Americas. That number isexpected to double by 2025. By the year 2050, 1in4 people in the Americas willbe over 60. Globally, 1in5 people will be over 60.The WHO report says that older people make many important contributions tofamilies and communities. It suggests that these contributions are greater than thecosts of providing elders with more health services.The report says societies need to adjust to an aging population. Communitiesneed to become friendlier to older people. This means improving security for theelders and preventing social isolation* and loneliness.Health systems need to better serve older people. Systems need to provide morelongterm care forconditions common in older age.Governments also need to develop longterm care systems that ensure peoplelive their later years with dignity*. The report says that especially women —whooften are the main caregivers for older family members — need more support andresources.B. Listen to the news item again and complete the followingsentences.KeyA.F 1. According to the WHO, 30 percent of the worldpopulation will get olderthan 60.T 2. By the year 2025, older adults in the Americas are expected to be 100million.F 3. The contributions that the elders make tofamilies and communities arealmost the sameas the costs of their health services..T 4. Communities need to better serve older people, be friendlier to them andpermit them toparticipate more in society.T 5. Women who are the main caregivers for elder family members should getmore support.This news item is about the necessity of havinglongterm care systems for thegrowing ageingpopulation worldwide.B. 1. Communities need to improve security for theelders and prevent socialisolation andloneliness.2. Governments should develop longterm caresystems to ensure peoplelive their later yearswith dignity.C. Health systems need to better serve older people.Systems need toprovide more longterm care for conditions common in older age.News item 2What Is “Social Jet Lag”?ScriptA. Listen to the news item and complete the followingoutline.Then give a brief summary about the newsitem.Do you often start your day feeling tired? Do you ever fall asleep at work? Doyou sometimes just feel out of it —as if your brain is still asleep, even though yourbody is awake?If you answered “yes” to any of these questions, you might be suffering fromwhat researchers call“social jet lag*.” And help might come from simply changingyour work hours.Till Roenneberg is a German chronobiologist. “Chrono” comes from the Greekroot word “chronos” and means “time.” So, a chronobiologist is a scientist thatstudies the states of being awake and being asleep.Till Roenneberg led researchers in a study at LudwigMaximilian University inMunich, Germany. They studied “social jet lag” among workers at a steel companyin Europe.Factory workers were given work times that matched their natural sleepinghabits. Supervisors did not force the socalled “night owls,” people who like to stayawake at night, to get up early for work. On the other hand, supervisors also didnot force early risers, sometimes called “larks,” to work late.Changing the schedules of the workers to fit their lifestyle improved their sen搜索引擎优化 f wellbeing, says Mr. Roenneberg.B. Listen to the news item again and complete thefollowing sentences.KeyA. A Study on “Social Jet Lag”The institution: LudwigMaximilian University in Munich, GermanyLeading researcher: Till RoennebergSubject of the research: Workers at a steel company in EuropeMethod: Factory workers were given work times that matched their naturalsleeping habits.Finding: Changing the schedules of the workers to fit their lifestyle improved theirsense ofwellbeing.This news item is about a way that could cure “social jet lag” — changing workschedule.B.1. “Social jet lag” is a feeling that a personusually has when he finds his bodyis awake andhis brain is asleep. Therefore he will say hefeels outof it.2. A person who likes to stay up late is called a“night owl”, while a personwho gets up earlyis called an early riser, or a “lark”.C. Do you often start your day feeling tired? Do youever fall asleep at work? Do you sometimes just feel out of it — as if your brain is still asleep, even though your body is awake?Section Three Oral WorkRetellingHollywood Totem PoleScriptListen to a story and then retell it in your own words. You willhear the story only once. You can write down some key words andphrases.Screenwriters, as Tom Schulman quickly learned, have long been the lowestmembers on the Hollywood totem* pole.“If I had any inclination to get a big head, the Oscars cured that,” he once recalled.“The presenter who gave me the award [for Dead Poets Society] was Jane Fonda. Shehad recently been in the news because she had started dating Ted Turner.Anyway, she handed me the Oscar and I made my little speech and we wenttogether into the pressroom where there was a small stage in front ofbleachers*filled with about 60 press members, who were supposed to ask the winner questions.Jane and I took the stage and she said, “I’d like to introduce you to Tom Schulman,who’s just won an Oscar for Best Original Screenplay. Do you have any questions?”There was a barrage* of questions. “Jane, what’s it like with Ted? Are you gettingmarried?”etc. And she said, “Come on, this isn’t my night, it’s Tom’s night. Pleasedirect your questions to him.”So there’s a lit tle pause and somebody says, “Tom,what’s it like getting an Oscar from Jane?What’s your thought —you think she’llmarry Ted?”. Section Four Supplementary ExercisesPart 1 PassageCancerScriptA. Listen to the passage and choose the best answerto each ofthe questions you will hear.Cancer is the general name for a large group of diseases. It occurs when cells inthe body grow and divide out of control.Our bodies are made up of millions of cells. Layers of cells form tissues. Normalcells grow, divide, and die in an orderly way. This process helps keep our bodieshealthy.Cancer cells grow and divide too quickly. The process usually starts whensomething damages the genetic structure (DNA*) inside the cells. Instead of dyingin an orderly way, cancer cells keep growing, lump together* and form an extramass of tissues. This mass is called a malignant* tumor. As a malignant tumorgrows, it damages nearby tissue. A malignant tumor can take a long time (up to 30years) or a short time (2 or 3 years) to cause symptoms.Cancer can begin in one part of the body and spread to others. This is calledmetastasis*. During metastasis, cancer cells travel through the body. In the newlocation, cancer cells create a new malignant tumor and grow out of control.Not all tumors are malignant. Some are benign, which means they aren’tcancerous. Benign tumors usually aren’t life threatening. They can usually beremoved and rarely come back.We’re not exactly sure what causes cancer. We don’t always know why oneperson gets it and another d oesn’t. However, we do know a lot about the riskfactors for cancer. The more we know about the risk factors, the more we can doto protect ourselves.Risk is a person’s chance of getting a disease over a certain period of time. Aperson’s risk factors make u p a person’s risk.A risk factor is anything that raises or lowers a person’s chance of getting adisease. You can control some of them, but not all of them. Risk factors for cancerinclude:● A lifestyle choice, like what a person eats;●An environmental exposure, like smoke from otherpeople’s cigarettes;●Genetic makeup or family history;●Another disease or medical problem.These things mix together with different effects on different people. Somepeople are more sensitive to risk factors than others. Just because you have oneor even several risk factors does not mean you will definitely get cancer. Andavoiding risk factors doesnot guarantee you will be healthy.Questions:1. What are our bodies made up of?2. When does the process of cancer cells growing and dividing start?3. What do cancer cells form instead of dying in an orderly way?4. How long can a malignant tumor take to cause symptoms?5. Where can cancer start at the beginning?6. What do cancer cells do during metastasis?7. How many risk factors for cancer do we know?8. What do risk factors mean to those people who have one or several riskfactors?B. Listen to the passage again and discuss the following questions.KeyA.1. C 2. D 3. B 4. A 5. B 6. A 7. B 8. CB. 1. Cancer occurs when cells in the body grow anddivide out of control.2. The process of normal cells helps keep ourbodies healthy.3. No, not all tumors are malignant. Benign tumorscan usually be removed andrarely come back.4. A risk factor is anything that raises or lowersa person’s c hance of getting adisease.5. Some people are more sensitive to risk factorsthan others. Just because youhave one or evenseveral risk factors does not mean you willdefinitely getcancer. And avoiding risk factorsdoes not guarantee you will be healthy.Part 2 VideoStudents Invent Water Purification DiscScriptWatch the video film and answer the questions.The lab operates like a kitchen. They add this ingredient and that, mixing,weighing, pressing and baking.What’s created is called a MadiDrop — a ceramic* disc infused* with silver.When dropped in water, silver ions are released to purify the water. And, testinghere at the University of Virginia shows clean, safe water. Beeta Ehdaie is a doctoralcandidate at UVA.。
大学英语听力2unit7电子教案
教学目标：1. 培养学生听懂关于旅行和交通方面的英语对话和短文的能力。
2. 提高学生捕捉关键信息和细节的能力。
3. 增强学生运用所学知识进行简单交流的能力。
教学内容：1. 旅行和交通相关的词汇和短语。
2. 常见的旅行和交通场景下的对话和短文。
3. 听力技巧训练。
教学步骤：一、导入1. 教师用英语简要介绍Unit 7的主题：Travel and Transportation。
2. 引导学生思考：What do you think about traveling? What means of transportation do you prefer?二、听力材料介绍1. 教师播放听力材料，让学生初步感知话题。
2. 提问：What do you hear in the listening materials? (例如：Where is the conversation taking place? Who are the speakers? What is the main topic of the conversation?)三、听力训练1. 第一遍：让学生整体听一遍，了解大意。
2. 第二遍：让学生带着问题听，注意捕捉关键信息和细节。
3. 第三遍：让学生复述听到的内容，教师进行点评和纠正。
四、词汇和短语学习1. 教师带领学生总结听力材料中的关键词汇和短语。
2. 学生通过例句和卡片记忆法，加深对词汇和短语的理解和记忆。
五、听力技巧训练1. 教师讲解听力技巧，如：预测、抓关键词、注意语音语调等。
2. 学生进行听力技巧练习，教师点评和指导。
六、小组讨论1. 将学生分成小组，讨论以下问题：a. What are the advantages and disadvantages of traveling by train?b. How do you choose a transportation method for your travel?c. What are some tips for safe and comfortable travel?2. 小组代表分享讨论结果，教师点评。
七年级英语听力教案英文版
Grade7EnglishListeningLessonPlan Unit:Unit2"SchoolLife"Topic:Listeningtoconversationsaboutschoolsubjectsandacti vitiesDuration:1hourObjective:Bytheendofthelesson,studentswillbeableto:1.Understandandidentifykeyinformationfromconversationsab outschoolsubjectsandactivities.eappropriatevocabularytodescribeschoolsubjectsandact ivities.3.Practicelisteningskillsandimprovetheirabilitytounderst anddifferentaccentsandspeakingspeeds.Materials:1.Audiorecordingofconversationsaboutschoolsubjectsandact ivities.2.Worksheetswithprehensionquestions.3.Whiteboardandmarkers.4.Flashcardswithvocabularywords.Procedure:I.Introduction(10minutes)1.Beginaskingstudentsabouttheirfavoriteschoolsubjectsandactivities.2.Writesomeoftheirresponsesontheboard.3.Introducethetargetvocabulary:math,science,English,hist ory,art,music,sports,etc.II.Pre-listening(10minutes)1.Explnthattheywilllistentoaconversationbetweentwostuden tstalkingabouttheirschoolday.2.Givethemabriefbackgroundoftheconversation:Thetwostuden tsarediscussingtheirfavoritesubjectsandactivities.3.Handouttheworksheetswithprehensionquestionsrelatedtoth econversation.4.Askstudentstopredictwhattheythinktheconversationwillbe aboutbasedonthequestions.III.FirstListening(10minutes)1.Playtheaudiorecordingoftheconversation.2.Studentslistenandtrytoanswertheprehensionquestionsonth eirworksheets.3.Pausetherecordingifnecessarytoallowstudentstocatchupor clarifyanyconfusion.IV.Post-listening(15minutes)1.Allowstudentstoparetheiranswerswithapartner.2.Goovertheanswersasaclass,discussinganydifficultorconfusingpartsoftheconversation.ethisopportunitytoreinforcethetargetvocabularyandens urestudentsunderstandthemeaningofeachword.4.Askstudentstoshareanyadditionalinformationtheylearnedf romtheconversation.V.ListeningPractice(15minutes)1.Dividetheclassintosmallgroups.2.Handoutflashcardswithdifferentschoolsubjectsandactivit ies.3.Eachgroupwilltaketurnslisteningtoashortconversationand identifyingthesubjectoractivitybeingdiscussed.4.Rotatetheflashcardsamonggroupstoensureeveryonegetsacha ncetolistenandpractice.VI.ReflectionandDiscussion(10minutes)1.Bringtheclassbacktogetherandaskthemtoreflectontheliste ningactivities.2.Discussanychallengestheyfacedandhowtheyovercamethem.3.Askstudentstoshareanynewstrategiestheylearnedforimprov ingtheirlisteningskills.4.Encouragethemtopracticelisteningoutsideofclass,suchasw atchingEnglish-languageTVshowsormovies.VII.Conclusion(5minutes)1.Summarizethemnpointsofthelesson.2.Remindstudentstopracticetheirlisteningskillsregularly.3.Assignhomework:ListentoanEnglish-languageradioprogramo rpodcastandwriteashortsummaryofwhattheyheard.Vocabulary:1.Math2.Science3.English4.History5.Art6.Music7.Sports8.Favorite9.Subject10.ActivityAssessment:1.Duringthelisteningactivities,observestudents'abilityto understandandanswerprehensionquestions.2.Monitorstudents'participationingroupactivitiesandtheir abilitytousethetargetvocabulary.3.Reviewthehomeworktoassesstheirlisteningprehensionandab ilitytosummarizeinformation.Note:ThislessonplancanbeadaptedfordifferentlevelsofEngli shproficiencyadjustingthedifficultyoftheconversationandthep rehensionquestions.Itisalsoimportanttoprovideadditionalsupp ortforstudentswithspecialneedsorlearningdifficulties.重难点补充：I.Introduction(10minutes)引导学生讨论他们最喜欢的科目和活动，并询问他们为什么喜欢这些科目或活动。
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Boy :I guess Imy father. He's always helping people.
Man: Wow! Your parents mustyou.
Boy: I guess so. But now I'vemoney to buy old bikes.
Boy: Good morning.
Man: So, Jimmy, tell our listeners what you do.
Boy: Well, as you just said. I find or buy old bikes that nobody wants. Then I fix up the bikes and give them away to kids who don't have enough money to buy their own bikes.
3.I am similar to her .我和她长的像。
Be similar to sb./sth.“与……（某人/某物）相似的；类似的。”
--Gold ________ ___________ _________ brass（黄铜）in color .
课堂达标
1. It _____Yang Liwei about 21 hours______the Earth 14 times in his spaceship.
A.spent; travelling B.took ; travellingC.spent; to travel D.took ;to circle
2.She ______time doing what she liked to do .A. took B.spentC.putD.cost
安全教育
--They have _______ _______ ______ the paper .他们的纸用完了。
--Time is _______ __________.时间快耗尽了。
2. I take after my mother .我长得像我妈妈。
take after “长得像；类似于。”
--He ________ ________ his father .他长得像他爸爸。
Man: Oh, that's too bad.
Boy: Yeah. I need tosome way of getting money, or I'll have to stop.
Step3:梳理归纳：
1. I’ve run out of it .我已经把它用完了。
run out (of sth .)“用完（…）;耗尽（……）”。
学习重难点析
学习重点：重点词汇用法及短语动词的用法。
学习难点：短语动词的用法。
Step1:合作交流：
1.教学操练1a,1c,2c.
让学生根据图片内容对话，引出volunteer, work outside, cheer up, help sb. with sth., give out, clean up, in the hospital,并用刚刚学到的目标句型操练。
课时备课稿
主备教师：李翠玲总第课时实施时间年月日
课题
Unit7
整合内容
Unit7听力部分
课型
听力训练课
学习目标
1．知识目标: Words and phrases
2．能力目标：通过听力练习，进一步熟悉本课的目标语言;
能在具体语境中正确运用短语动词。
3．情感目标：增强交际能力，培养乐于助人，学有所用的品质。
2.教学1b,2a, 2b
首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b,2aand 2b。最后，重放一遍录音内容，学生跟读。
（学生通过听力练习，进一步熟悉本课的目标语言）
Step2:听力测试
Man: This morning I'm talking with a very generous young man, Jimmy the Bike boy. Jimmy is the boy whoold bikes and. Good morning, Jimmy.
课堂点名
应到实到
一课一嘱
反思