英语优秀教案(人教版必修4)：Period 4 Listening(Unit 1 Women of achievement)
Period 4 ListeningThe General Idea of This PeriodIn this period the students are to listen to three listening materials about great women.One is about the particular problems women have when they want a career of their own.The second is about the western Mulan,Joan of Arc,a brave and patriotic Frenchwoman who fought to free France from the English.The third and last is about Jody Williams and her ICBL(International Campaign to Ban Landmines).When doing the listening practice,the students should learn to predict the content of the listening material by reading the exercises beforehand.While listening,they should learn to grasp the gist by catching the topic sentences and some key words and at the same time make some notes when necessary.Teaching Important PointsUnderstanding the three materials.How to catch the topic sentences.Teaching Difficult PointsCatching the topic sentences.Understanding the listening materials.Teaching MethodsListening-and-answering.Cooperative learning.Teaching AidsA tape recorderA projectorThree Dimensional Teaching AimsKnowledge and SkillsEnable the students to get the gist of the listening materials by catchingsome topic sentences.Enable the students to learn something about Jody Williams and Joan of Arc.Process and StrategiesTrain the students’ listening skills through listening.Feelings and ValueThrough the listening materials the students will have a better understanding of the roles women play in society.Teaching ProceduresStep 1 Revision1.Revise A Good Example for Me by asking some questions:T:Yesterday we learned something about one of the most important doctors in China.Who was it?Ss:Lin Qiaozhi.T:She was a specialist in...?Ss:She was a specialist in women’s disease.T:What made her famous?Was it hard work and success at university?Ss:No.She became famous because of her kindness and the consideration that was showed to all her patients.T:Good.2.Check workbook exercise 1 on Page 45.T:I remembered asking you to read a passage about another great woman.Have you done that?Ss:Sure.T:Which great woman is talked about?Ss:Elizabeth Fry.T:What did she do?Ss:She devoted all her efforts to improve the prison conditions.T:Good.Now let’s check the answers to exercise one.Get the students to check the answer.Suggested answers:Notes on English prisonsin the 19th centuryElizabeth Fry’s suggestionsThe women were treated like animals.She taught the women to sew,knit and make goods to sell.They had no beds,clean clothes,food or heating.She provided food,clean clothes and straw for beds.The children born in prison had to stay there and had no chance of an education.She began a prison school for the children.Step 2 Listening on Page 7The teacher should ask the students to glance the whole exercises before listening,so that they can realize what the main task is in listening.1.BrainstormingT:These days we have been talking about important and great women and their achievements.We know women are able to make the same achievements as men.But was it easy for them to make the achievements?Ss:Of course not.T:You are right.They have to overcome a lot of difficulties in achieving their goals.Even now if women try to get the same as men they will come across quite a lot of problems that men will not have.Today we’ll listen to the problems that exist.2.Listening for the first timeT:When we listen to a certain material for the first time,we should not try to catch every single word,and that is impossible.We should try to catch thegeneral idea.To catch the gist,catching the topic sentences is of great importance.The structure of this material is very clear.It is organized by the three paragraphs.So when you listen for the first time,try to get the topic sentence of each paragraph.Now let’s listen for the first time.Play the tape for students to get the topic sentences of the paragraphs and finish the exercises.Make a pause when necessary.Then ask students to discuss with their partners and try to retell what they have heard.It doesn’t matter whether they get words or sentences because the purpose of doing this is to let students know how to get the main idea from the topic sentence.Collect what they have heard and writes down them on the blackboard.Check the answers to Exercise 2 with the whole class.Suggested answers:The three problems that women have and that do not apply to men are:1)They have more difficulty getting an education.2)They have more difficulty getting to the top of their chosen career.3)They have to give up their careers for the childcare and running the home.3.Listening for the second timeThe purpose in this task is to let the students get some useful information to finish Exercises 1 and 3.Before playing the tape for the second time,asks the students to read through the two exercises and try to predict the answers.Then the teacher plays the tape again.4.Listening for the third timeThis is a good chance for the students to check their answers.After listening twice,most students can have a good understanding about thematerial,and can write down most of the answers.So this time is for them to check and add their answers.Then the teacher has the students check the answers in groups.At last the teacher checks the answers with the whole class.Suggested answers to Exercise 1.1）Girls often leave school earlier for family reasons.(T)2）When there is little money,the school often prevents girls from training.(F)When there is little money, the family often gives the chance to the boys instead of the girls to go to school.3）Girls don’t have a chance to run a company.(F)Women have a chance,but they need to prove they can run business successful before they get the chance.4）When women have children,they have to stop work.(T)5）Men have more chances to get to the top of their career than women.(T) 6）Men can do whatever they like.(F)This is too absolute.Men only don’t have to overcome so the problems as women do.Suggested answers to Exercise 3.1）prevents,career2）childcare,concern,pressure3）difficultiesStep 3 Listening on Page 441.Predicting the contentT:Although women have to meet a lot of difficulties some of them still stick to their ideals and finally succeed in achieving their aims.Today we are going to hear something about another important woman.Please turn to Page44.Look at the picture.Who is it?Ss:Jody Williams.T:Right.She is the head of ICBL(Internal Campaign to Ban Landmines) What is a landmine?Ss:We have no idea.T:A landmine is an explosive object hidden in or on the ground,which blows when a person or vehicle passes over it.Can you guess its meaning?Ss:Is it 地雷？T:Good.Next we are going to listen to a short dialogue between Jody Williams and a journalist.Now please read the two exercises on Page 44 to guess the content of the listening material.What might they talk about? Ss:From Exercise 2,we guess they might talk about Jody Williams and ICBL.2.Listen for the first time to catch the main idea.T:OK.Let’s see.Listen for the first time to get the main idea and finish Exercise 1.After the first listening,get the students to say something about what they have heard and write down the key words on the blackboard.Get them to combine all the answers to make a ideal answer.Suggested answer:Jody Williams is explaining about her work for the International Campain to Ban Landmines.3.Listen for the second time.Get the students to listen again and try to finish Exercise 2.This material is relatively easy.So pause when necessary,enabling them to catch the answers.Then check the answers.Suggested answers:Research notes on ICBL1 Its leader Jody Williams2 Its aims to stop the making and use of landmines everywhere in the world3 Its method of working ICBL members in different countries spread useful information on moving the landmines to help each other.4 Its area of working working with governments all over the world5 Jody Williams’ role to organize the groups6 Her relationship withgovernmentsgood7 The Oslo Agreement 1997:181 countries agreed to ban the making and use of landmines8 The new honour the Nobel Peace Prize in 1997 was given to her and ICBL4.Listen for the third timeGet the students to listen to the material again and check the answers.Step 4 Listening on Page 41(For some students it is difficult to finish the listening material as well as the previous two ones in one class.So this one can be left as homework.) This listening material is about Joan of Arc,a patriotic woman who fought to free France from the English.Get the students to predict the content of the material and then listen to it for three times.For the first time,they don’t have to write anything.Instead they should listen to understand the whole material and get the general idea.As for the second time,they should be ableto get all the answers to the questions.And the last time,check the answers. Suggested answers:1.Because at that time women were not allowed to be soldiers.2.The church thought Joan had not behaved as a woman should.3.They did not have leaders to inspire them or who had good ideas for winning battles.4.Because she had many good ideas for attacking the enemy.She had shown them thus they could win if they fought well and had a good plan for the battle.Even after she died,her spirit inspired the French army who ended the English rule in France at last.5.The church made her a saint.Step 5 Summary and HomeworkIn this class we again learn something about some important and great women.From their deeds we come to the saying that women are half of the sky.For girls we should believe that although we may face some difficulties，we are able to try our best to realize our dreams.And for boys we should not look down upon girls.Boys and girls or men and women should work together to make us a more beautiful world.OK,homework for today is to listen to the listening materials again after class.Find the reason why you made mistakes.The Design of the Writing on the BlackboardUnit 1 Period 4 ListeningProblems women have (P7)1.More difficulty getting an education.2.More difficulty getting to the top of their chosen career.3.Give up their careers for the childcare and running the home.Jody Williams and ICBL (P44)Joan of Arc (P41)Record after TeachingActivities and ResearchThe teacher may ask the students to find more information about the great women around the world on the Internet so as to understand their roles in society.Reference for TeachingLearning Tips高考英语听力测试要点及应试技巧高考英语听力主要测试考生对英语口语的理解能力,测试的主要形式有对话理解和短文理解。
Unit4ListeningandSpeaking教案高中英语人教版
Unit4口语课教案Prepare for a Disaster一、Teaching Objectives:1. Students will be able to understand the importance of disaster preparedness and the role it plays in ensuring safety.2. Students will be able to discuss various types of disasters and their potential impact on individuals and munities.3. Students will be able to identify the necessary steps to take in order to prepare for a disaster and respond effectively during an emergency.4. Students will be able to express their opinions on the topic in a clear and organized manner.二、Teaching Key Points:1. The definition of disaster preparedness and its significance in ensuring safety.2. Different types of disasters (e.g. natural disasters, manmade disasters) and their potential impacts.3. Steps to take before, during, and after a disaster to ensure safety and minimize damage.4. Strategies for effective munication during an emergency situation.三、Teaching Difficulties:1. Engaging students who may not be interested in the topic or may have limited knowledge about disaster preparedness.2. Balancing time between discussing different types of disasters and practicing emergency response scenarios.四、Teaching Methods:1. Lecture Introduce the concept of disaster preparedness and its importance in ensuring safety.2. Group Discussion Discuss various types of disasters and their potential impacts on individuals and munities.3. Demonstration Show students how to prepare for a disaster by creating an emergency kit, identifying safe places to shelter, and developing an emergency plan with family members or roommates.4. Role Play Practice emergency response scenarios with students taking turns playing different roles (e.g. first responder, citizen).5. Independent Work Have students research a specific type of disaster (e.g. earthquake, hurricane) and create a presentation to share with the class.五、Teaching procrdure:1)Warmup (5 minutes)Begin the lesson by asking students if they have ever experienced a natural ormanmade disaster. Encourage them to share their experiences and discuss the impacts of such events.2)Presentation (15 minutes)●Use the whiteboard to explain the importance of disaster preparedness, includingthe potential risks and consequences of not being prepared. Introduce mon types of disasters, such as earthquakes, hurricanes, floods, and fires, and their impacts on munities.●Show pictures or videos of reallife disaster situations to help students visualizethe severity of the issues.3)Group Discussion (10 minutes)●Distribute worksheets containing information about mon types of disasters andtheir impacts. Ask students to discuss how each type of disaster could affect their munity and what strategies could be used to prepare for and respond to such events. Encourage students to think creatively and consider all possible scenarios.4)Writing Activity (15 minutes)●Provide students with a writing prompt: "How would you prepare for a disaster inyour munity?" Have them write a short essay (around 300 words) discussing their ideas and strategies. Encourage them to include specific examples and details to make their essay more engaging.●After students plete their essays, ask them to exchange papers with a partner forpeer review and feedback. Encourage them to provide constructive criticism and offer suggestions for improvement.5)Closing (5 minutes)●Review the main points of the lesson and emphasize the importance of disasterpreparedness. Ask students if they have any questions or concerns about the topic.●Assign homework for the next class: students will need to present their essay ondisaster preparedness to the class, along with any additional materials they choose to use (such as pictures or videos).六、Homework:1. Research a specific type of disaster (e.g. earthquake, hurricane) and create a presentation to share with the class on what to do before, during, and after a disaster (500 words max).2. Create an emergency kit with items that would be useful in case of a disaster (100 words max).。
高中英语优秀教案：Unit4 Wildlife protection Period4 Listeni
The General Idea of This Period：This period aims at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and writing an well-organized letter about how to solve a specific problem.Students can improve these skills by listening，writing and finishing the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn how to organize a letter to save the endangered animal dodo.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Enable the students to organize a letter in the proper and efficient way.Teaching Difficult Point：How to write a letter in the correct way.Teaching Methods：1.Listening-and-answer activity to make the students know the importance of tones in spoken English.2.Practice to improve the students’ writing ability.Teaching Aid：A tape recorder and a projector.Teaching Procedures：Step 1 RevisionT：Good morning，boys and girls!Last class I asked you to prepare the description of dinosaurs and Milu deer and dodos，so now I will ask some of you to have a try.Any volunteers?S1：Dinosaurs lived on the earth long before humans came into being.There were many different species of them，of which a rare new one was able to run as well as climb.The reasons for their dying out are not sure.Maybe because of a large rock or due to the hot weather.S2：Dodos lived on the earth long long ago.They lived on an island called Mauritius.They were curious and kind hearted and quite different from most of the animals there.They were birds，but they were large and only had small wings.Their favorite activity was to wander along the beach and wait till the insects were ready to be eaten.S3：Milu deer used to be common in China.They lived together and lived on grass.But as a result of hunting，they disappeared from China later.Luckily，some were taken to Britain before that.So Chinese government can bring back some.Now there are more and more Milu deer in China.T：Everyone has done a very good job!Step 2 Brainstorming about tones in spoken English（Teacher asks two students to answer two easy questions，then express gratitude using different tones.One is ”Thank you↘”.The other is “Thank you↗.”）T：Well，just now I said “Thank you”，do you find some differences?Ss：You use different tones.T：Good.In the first one，the falling tone shows that I am very grateful.But in the second one，the rising tone means that is what the S should do and I was not really grateful.T：In spoken English，tones are used to express different feelings.To understand how the speaker is feeling，listen for four main things：the volume of the languagea rising or falling tonestress on certain wordspauses in the sentencesStep 3 Listening for general ideaT：OK，now we are going to listen to the story about another animal named dodo.Please have a look at the picture on P31.What does it look like?Ss：It looks like a duck.It’s very large.T：What about its wings?Are they very large too?Ss：No，its wings are very small.T：Can it fly high in the sky easily?S1：I don’t think it can easily fly high in the sky.T：Do you agree with her?Ss：Yes.T：So what might be its problem?S2：It can only walk on land.And when there is an animal attacking it，it can’t escape.T：You might be right.Let’s listen and see.As for the first time，you don’t have to understand every word.You can ignore what you don’t understand and concentrate on what you can understand.Now please open your books and turn to Page 30 to go through the Ex.2 and try to predict what might happen to dodo.（Two minutes later）T：What happened to dodo?Ss：It disappeared.T：Right.Check the answers to Ex.2 and get some Ss to tell the mistakes in the other choices.Step 4 Listen for detailed informationGet the Ss to listen to the tape again and fill in the blanks.Once upon a time I lived on the earth too.I was called “dodo”.My home was an ______ called Mauritius.I was ______ and ______ and quite ______from most of the animals there.I liked to make friends with the other animals and never ______.I have no enemies.We were birds too，but we were large and only had small ______.My favorite activity was to ______ along the beach and wait till the insects were ready to be eaten.Get the Ss to discuss the answers in pairs and then check the answers to blanks （Suggested answers：island，curious，kind-hearted，different，quarreled，wings，wander）and Ex.1 （CDBC）.Get them to tell the reasons for their choices.Step 5 Further PracticeT：After we learn the story about the dodo，we shall again know the importance of protecting our environment.In fact to protect our earth is to protect ourselves.Next we shall listen to one more story about human beings and their environment.Please turn to P62.Listen for the first time and get the general idea.（After listening for the first time）T：What is the main idea of the story，do you think?S1：It’s about how a farmer improved his empty land and made his farm more beautiful.T：Good job.Get the Ss to listen for the second time and try to finish Ex.1 on P62.（After the Ss’ listening for the second time）Get them to discuss the answers in groups of four and then check the answers together.At last listen to the tape for the last time to check the answers.Listen for the third time and finish Ex.1.Step 6 Summary and HomeworkT：In this class，we have learned the importance of tones in spoken English，how to find out the general idea and the detailed information.After class，you should go on listening to more materials and try all efforts to make your ears sharp.That’s all for this class.Class is over.Homework：Surf the internet to find more information about the endangered animals in China and think of some ways to protect them.Step 7 The Design of the Writing on the BlackboardUnit 4 Wildlife protectionPeriod 4Listen for the general ideaListen for detailed informationtones，intonation，stress etc.dodo （large body，small wings）Step 8 Record after Teaching。
Unit4ListeningandTalking教学设计高中英语人教版
Unit4口语课教案Prepare for a Disaster一、Teaching Objectives:1. Students will be able to understand and use key vocabulary related to disaster preparedness.2. Students will be able to discuss different types of disasters and their potential impacts.3. Students will be able to practice giving advice on how to prepare for a disaster.4. Students will be able to express their opinions and ideas in English about the importance of disaster preparedness.二、Teaching Difficulties:1. Using advanced vocabulary and idiomatic expressions in spoken English.2. Engaging students in discussions on sensitive topics like natural disasters and their impacts.3. Encouraging students to express their opinions in English confidently and effectively.三、Academic Performance Analysis:The class is posed of 30 students, with an average age of 16 years old. Most students have a basic level of English proficiency, but some struggle with speaking and listening skills due to limited exposure to the language outside of school. The majority of students are interested in learning English and willing to participate in class activities. However, some students may feel unfortable discussing sensitive topics like disasters and their impacts.四、Teaching Process:1. Warm up (5 minutes)Begin the class by asking students about their experiences with natural disasters or emergencies in their hometowns or countries. This will help set the context for the lesson and engage students in conversations about disaster preparedness.2. V ocabulary Review (5 minutes)Review key vocabulary related to disaster preparedness, such as emergency kit, evacuation, consequences, impact, advice, importance, risk management, and munity engagement. Use visual aids, flashcards, or online resources to help students understand and remember the new words.3. Reading prehension (10 minutes)Present a short article or text about a specific type of disaster (e.g. earthquake, hurricane, flood) and its potential impacts on people's lives and munities. Ask students to read the text carefully and answer prehension questions about the content. Encourage them to use context clues and word meanings from the text to improvetheir reading skills.4. Group Discussion (15 minutes)Break the students into small groups and assign each group one of the following discussion topics:1) What are some mon mistakes people make when preparing for a disaster? How can they be avoided?2) What role does technology play in disaster preparedness? Are there any examples of innovative technologies that can help reduce the impact of disasters?3) How can munities work together to improve their disaster preparedness? What are some effective ways to involve local residents in planning and implementation? Encourage students to actively participate in the discussions, share their thoughts, and listen to others' opinions respectfully. After the discussion, ask each group to present their findings to the class and summarize the key points discussed.5. Language Production (10 minutes)Give each student a sheet of paper with a prompt related to disaster preparedness (e.g. "What advice would you give your family or friends on how to prepare for a hurricane?"). Ask them to write a short paragraph expressing their opinion and providing relevant advice using the vocabulary learned in class. Encourage them to use correct grammar, punctuation, and spelling while expressing themselves in English confidently and effectively.6. Closing (5 minutes)Review the key vocabulary and concepts covered in the lesson and ask students if they have any questions or concerns about disaster preparedness. Encourage them to continue practicing their English skills outside of class by reading news articles, watching English movies or TV shows, or engaging in conversations with native speakers. Remind them that effective munication is crucial in times of crisis and that being prepared can make all the difference in saving lives and reducing suffering.。
高一英语必修4教案：Unit 2 Period4 Listening 含解析 精品
教学设计Period 4ListeningThe General Idea of This PeriodThis period aims at training the students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period the students can meet the theme of this unit again.Teaching Important PointsMake sure the students know the importance of tones in spoken English.Help the students learn how to grasp the key words that can help the students to finish the chart.Teaching Difficult PointsHow to help the students to improve their listening ability.Teaching MethodsListening-and-answer activity to make the students know the importance of tones in spoken English.Doing some writing exercises when they are listening to improve the students’ complex ability of English learning.Teaching AidsA tape recorder,a multi-media computer and a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.Help the students learn some key words and expressions.Help the students learn how to master the words and expressions that can be used to describe farming by listening.Process and StrategiesIndividual work to finish each task.The teacher may play the tape a few more times to make the students hear clearly. Feelings and ValueThe students will know more about how to describe farming by listening to the dialogue.Teaching ProceduresStep 1 Revision1.Greetings.2.T:Last class we learnt something about organic farming,now I want to ask some of you to tell me the advantages of organic farming and the disadvantages of chemical fertilizer.(Revise the main content of last class.)Step 2 Listening on Page 14Pre-listeningThe purpose of this story is to illustrate the practical benefits of organic farming methods.It shows the good consequence of using natural fertilizers.ListeningTask 1:Ss listen to the tape and fill the chart.( play the tape for three times )The teacher asks some students to give their answers,and give the right answers.Suggested answers:1.carrots;cucumbers;pumpkins2.carrots;cucumbers;pumpkins3.chemical4.natural5.water6.water7.empty inside8.solid and healthy insideStep 3 Listening on Page 48The purpose of the listening passage is for the students to realize that deserts are not inevitable.They have come about through neglect over a long period of time.Ss give their ideas about deserts before listening.Task 1:The students listen to the tape twice and finish Wb Ex.1 and 2 on Page 48,then check theanswers.Suggested answers:Ex.1:Fertile farmland (1)Land becomes dry (3)Soil is blown away (5)Not enough water (2)Plants die (4)Soil turns to sand (6)Ex.2:1.A;C 2.D3.CTask 2:Ss listen to the tape for the third time and discuss in pairs:What advantages do you think there are in turning desert back into farmland?Ask some students to give their own answers,then show the students the suggested answer:I think the advantages are:firstly,there is more land that can be used to grow food;secondly,the desert can be stopped from expanding.Step 4 Homework1.Finish the listening exercised on the English weekly.2.Prapere for the next class.The Design of the Writing on the BlackboardUnit 2Working the landPeriod 4Listening1.nutrition n.营养;滋养;食物2.Listening skill:When you listen to the tape,you should write down some key information about the exercises.Record after TeachingActivities and ResearchTo fully understand the advantages of organic farming,the students may be asked to carry out a research into the benefits of organic farming.Reference for TeachingLearning Tips听力的解题技巧解题时间紧、任务重、难度大,这就要求学生不仅有扎实的听力基础,较强的听力能力,丰富的语言知识,还要具有敏捷的反应速度和正确的解题方法、解题对策、应试技巧,以巧取胜。
高中英语优秀教案：Unit4 Wildlife protection Period4 Listeni
Period 4 ListeningThe General Idea of This Period：This period aims at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and writing an well-organized letter about how to solve a specific problem.Students can improve these skills by listening，writing and finishing the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn how to organize a letter to save the endangered animal dodo.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Enable the students to organize a letter in the proper and efficient way.Teaching Difficult Point：How to write a letter in the correct way.Teaching Methods：-answer activity to make the students know the importance of tones in spoken English.2.Practice to improve the students’ writing ability.Teaching Aid：A tape recorder and a projector.Teaching Procedures：Step 1 RevisionT：Good morning，boys and girls!Last class I asked you to prepare the description of dinosaurs and Milu deer and dodos，so now I will ask some of you to have a try.Any volunteers?S1：Dinosaurs lived on the earth long before humans came into being.There were many different species of them，of which a rare new one was able to run as well as climb.The reasons for theirdying out are not sure.Maybe because of a large rock or due to the hot weather.S2：Dodos lived on the earth long long ago.They lived on an island called Mauritius.They were curious and kind hearted and quite different from most of the animals there.They were birds，but they were large and only had small wings.Their favorite activity was to wander along the beach and wait till the insects were ready to be eaten.S3：Milu deer used to be mon in China.They lived together and lived on grass.But as a result of hunting，they disappeared from China later.Luckily，some were taken to Britain before that.So Chinese government can bring back some.Now there are more and more Milu deer in China.T：Everyone has done a very good job!Step 2 Brainstorming about tones in spoken English（Teacher asks two students to answer two easy questions，then express gratitude using different tones.One is ”Thank you↘”.The other is “Thank you↗.”）T：Well，just now I said “Thank you”，do you find some differences?Ss：You use different tones.T：Good.In the first one，the falling tone shows that I am very grateful.But in the second one，the rising tone means that is what the S should do and I was not really grateful.T：In spoken English，tones are used to express different feelings.To understand how the speaker is feeling，listen for four main things：the volume of the languagea rising or falling tonestress on certain wordspauses in the sentencesStep 3 Listening for general ideaT：OK，now we are going to listen to the story about another animal named dodo.Please have a look at the picture on P31.What does it look like?’s very large.T：What about its wings?Are they very large too?Ss：No，its wings are very small.T：Can it fly high in the sky easily?S1：I don’t think it can easily fly high in the sky.T：Do you agree with her?Ss：Yes.T：So what might be its problem?S2：It can only walk on land.And when there is an animal attacking it，it can’t escape.’s listen and see.As for the first time，you don’t have to understand every word.You can ignore what you don’t understand and concentrate on what you can understand.Now please open your books and turn to Page 30 to go through the Ex.2 and try to predict what might happen to dodo.（Two minutes later）T：What happened to dodo?Ss：It disappeared.T：Right.Check the answers to Ex.2 and get some Ss to tell the mistakes in the other choices.Step 4 Listen for detailed informationGet the Ss to listen to the tape again and fill in the blanks.Once upon a time I lived on the earth too.I was called “dodo”.My home was an ______ called Mauritius.I was ______ and ______ and quite ______from most of the animals there.I liked to make friends with the other animals and never ______.I have no enemies.We were birds too，but we were large and only had small ______.My favorite activity was to______ along the beach and wait till the insects were ready to be eaten.Get the Ss to discuss the answers in pairs and then check the answers to blanks （Suggested answers：island，curious，kind-hearted，different，quarreled，wings，wander）and Ex.1 （CDBC）.Get them to tell the reasons for their choices.Step 5 Further PracticeT：After we learn the story about the dodo，we shall again know the importance of protecting our environment.In fact to protect our earth is to protect ourselves.Next we shall listen to one more story about human beings and their environment.Please turn to P62.Listen for the first time and get the general idea.（After listening for the first time）T：What is the main idea of the story，do you think?S1：It’s about how a farmer improved his empty land and made his farm more beautiful.T：Good job.Get the Ss to listen for the second time and try to finish Ex.1 on P62.（After the Ss’ listening for the second time）Get them to discuss the answers in groups of four and then check the answers together.At last listen to the tape for the last time to check the answers.Listen for the third time and finish Ex.1.Step 6 Summary and Homework’s all for this class.Class is over.Homework：Surf the internet to find more information about the endangered animals in China and think of some ways to protect them.Step 7 The Design of the Writing on theBlackboardUnit 4 Wildlife protectionPeriod 4Listen for the general ideaListen for detailed informationtones，intonation，stress etc. dodo （large body，small wings）Step 8 Record after Teaching。
Unit4ListeningandTalking教学设计高中英语人教版(4)
Unit4口语课教案Prepare for a Disaster一、Teaching Objectives:1. Students will be able to understand and use key vocabulary related to disaster preparedness.2. Students will be able to discuss different types of disasters and their potential impacts.3. Students will be able to practice giving advice on how to prepare for a disaster.4. Students will be able to express their opinions and ideas in English about the importance of disaster preparedness.二、Teaching Difficulties:1. Using advanced vocabulary and idiomatic expressions in spoken English.2. Engaging students in discussions on sensitive topics like natural disasters and their impacts.3. Encouraging students to express their opinions in English confidently and effectively.三、Academic Performance Analysis:The class is posed of 30 students, with an average age of 16 years old. Most students have a basic level of English proficiency, but some struggle with speaking and listening skills due to limited exposure to the language outside of school. The majority of students are interested in learning English and willing to participate in class activities. However, some students may feel unfortable discussing sensitive topics like disasters and their impacts.四、Teaching Process:1. Warm up (5 minutes)Begin the class by asking students about their experiences with natural disasters or emergencies in their hometowns or countries. This will help set the context for the lesson and engage students in conversations about disaster preparedness.2. V ocabulary Review (5 minutes)Review key vocabulary related to disaster preparedness, such as emergency kit, evacuation, consequences, impact, advice, importance, risk management, and munity engagement. Use visual aids, flashcards, or online resources to help students understand and remember the new words.3. Reading prehension (10 minutes)Present a short article or text about a specific type of disaster (e.g. earthquake, hurricane, flood) and its potential impacts on people's lives and munities. Ask students to read the text carefully and answer prehension questions about the content. Encourage them to use context clues and word meanings from the text to improvetheir reading skills.4. Group Discussion (15 minutes)Break the students into small groups and assign each group one of the following discussion topics:1) What are some mon mistakes people make when preparing for a disaster? How can they be avoided?2) What role does technology play in disaster preparedness? Are there any examples of innovative technologies that can help reduce the impact of disasters?3) How can munities work together to improve their disaster preparedness? What are some effective ways to involve local residents in planning and implementation? Encourage students to actively participate in the discussions, share their thoughts, and listen to others' opinions respectfully. After the discussion, ask each group to present their findings to the class and summarize the key points discussed.5. Language Production (10 minutes)Give each student a sheet of paper with a prompt related to disaster preparedness (e.g. "What advice would you give your family or friends on how to prepare for a hurricane?"). Ask them to write a short paragraph expressing their opinion and providing relevant advice using the vocabulary learned in class. Encourage them to use correct grammar, punctuation, and spelling while expressing themselves in English confidently and effectively.6. Closing (5 minutes)Review the key vocabulary and concepts covered in the lesson and ask students if they have any questions or concerns about disaster preparedness. Encourage them to continue practicing their English skills outside of class by reading news articles, watching English movies or TV shows, or engaging in conversations with native speakers. Remind them that effective munication is crucial in times of crisis and that being prepared can make all the difference in saving lives and reducing suffering.。
英语优秀教案(人教版)：必修四 Period 4 Listening(Unit 5 Theme parks)
Period 4ListeningThe General Idea of This PeriodThis period consists of listening in the Using Language part,listening and listening task in the Workbook.It aims at training the students’listening skills—getting general idea and detailed information and grasping the key information to help the students finish the relative exercises.AlsoThe teacher should make sure the students read the questions to find out the requirements first.This is to sharpen their attention to get the gist of the text and specific information for the questions.While doing the related exercises,the students can work together with their partners onHelp the stuTask-A tape recorder,a multi-media computer and a blackboIndividual work to finishNot only are the students’ listening skills trained,but also they will learn a lot about themeTeaching ProceduresT:Hello,everybody!Last class we learned a lot about two theme parks by reading.And in this class we are going to learn about another theme park by listening.Please open your books and turn to Page 37.Before you listen to the tape,you will be given two minutes to read the requirements and the questions.And I’d like you to predict what this listening passage talks about from theT:OK,who would like to tell what this listening passage talks about？S:I guess this listening passage is about a culture theme park,in which different cultural groups areT:Yeah.The listening text introduces to a well-known tourist attraction in China-Folk Culture Villages in Shenzhen,which shows the homes,temples and dress of twenty-one ethnic groups in China.From the listening text we will learn how some of the minority national groups of ChinaNow I’ll play the tape for you to listen to for the first time.After listening,you will match each national group to an example of its customs.Pay attention to the important information whilelistening and you’T:Have you got the answers?Let’T:Let’T:Please check the answers with your partners first,then we’1.Twenty-2.There are twenty-3.Ricky is so hungry because the group got up too early for him7.The theme park contains plants,temples,bridgesT:Ss:T:T:Let’s come to the listening on Page 69.Here we are going to listen to David Evens and Ji Yang who are visiting the Sea World on the Gold Coast in Northeast Australia.Have you ever been toSs:T:Ss:We can goT:Good.Let’s listen to the recording about the Sea World in Australia.After listening,tick the items in the list of what people can do in this park.Are you ready?Let’T:S:I heard from the tape that people can feed the dolphins,go on a roller coaster,go diving to seeT:Ss:T:Let’s listen to the tape again and try to answer the questions in Part 2.Please read the questionsT:OK,let’s keep the three questions in mind and try to find the answers while listening.Are you ready?Let’T:Please check the answers with your partners first.Now let’s check the answers in class.Who are goingS:I’ll do it.The things Ji Yang would like to do are:He wants to feed the dolphins,watch them doS:I’m going to answer the second question.It is expensive because the polar bears need ice andS:Let me answer the last question.It is not an amusement park only.It offers educationalT:Quite good!You are really improving in listening.T:Let’s turn to Page 73 and go on to do the Listening Task.For this task,we are going to learn how to build a dugout boat and how to make a house of palm leaves.Are you interested in makingSs:T:T:Let’s find out how to build a dugout boat first.While listening,you need to pay attention to the materials you need,the steps,the method of making a person sit in it,and the method of making the boat easily go through the sea.Are you clear about what to do now?We will listen to it three times.While listening for the first time,please try to get the gist of the information;the second time,you can try to fill in the information on the chart,and third time,you may check yourT:Now let’method of joining the palm leaves,the number of area for sides,how to join the sides of the house together,the number of areas for the roof,and how to join the roof to walls.With the five questions in mind,let’(Students listen to the reT:Have you got the information to complete the second column of the chart?Let’s check theT:We’ve done much listening in this period.Though we feel a little tired,we have made much progress in listening.As for your homework,you can preview the writing and the speaking.Now it’s time for aThe Design of the Writing on the BlackboardUnit 5Theme parksPeriod 4Listening1.China-4.How to make a house of palm leRecord after TeachingActivities and ResearchThe students may collect some information about theme parks on the Internet after class and try to describe them to their classmates.This activity aims at entertaining the students as well as trReference for Teaching英语听力技巧1.学会预测预测是在做听力理解之前根据各种暗示,如所给答案选项,段落或对话标题等已有知识,对即将听到的段落或对话内容进行预测。
Unit4ListeningandSpeaking教学设计高中英语人教版
Unit3听力课教案Report Natural Disasters一、Teaching Objectives:1. Students will be able to understand and report natural disasters in English.2. Students will be able to express their opinions on the causes, consequences, and prevention of natural disasters.3. Students will be able to use appropriate language and expressions when reporting natural disasters in English.二、Teaching Key Points and Difficulties:1. Students may struggle with vocabulary related to natural disasters and expressing opinions in English.2. Students may have difficulty understanding the different types of natural disasters and their impacts.3. Students may need guidance on how to structure their reports and use appropriate language.三、Academic Analysis:Students should have a basic understanding of natural disasters, such as earthquakes, hurricanes, floods, and wildfires. They should also be able to pare and contrast the causes, consequences, and prevention methods of these disasters. In addition, students should be able to use appropriate language and expressions when discussing these topics in English.四、Teaching Process:1. Warmup (5 minutes)●Begin the class by asking students if they have ever experienced a natural disasteror heard about someone who has.●Encourage students to share their experiences and opinions on the topic.2. Presentation (10 minutes)●Introduce the different types of natural disasters, such as earthquakes, hurricanes,floods, and wildfires.●Explain the causes, consequences, and prevention methods of these disasters, andask students finish the blank in activity1.●Ask students listen to the news report and plete the activy 2 and activity 3.3. Practice (15 minutes)●Divide students into groups of four or five.●Assign each group one type of natural disaster to research and report on.●Ask each group to present their report in front of the class, using appropriatelanguage and expressions.●Encourage other students to ask questions and provide feedback on thepresentations.4. Production (5 minutes)●Have a few students volunteer to summarize the main points of each presentationin English.●Encourage the rest of the class to listen carefully and take notes.5. Consolidation (5 minutes)●Review the main points of each presentation in English, encouraging students toask questions if they are unsure about any aspect of the topic.●Remind students of the importance of being prepared for natural disasters andtaking necessary precautions.Homework:1. Write a short essay on the causes, consequences, and prevention methods of a natural disaster of your choice (80 words max). Use appropriate language and expressions when discussing the topic in English.2. Review the presentations from today's class and write down any new vocabulary or expressions that you learned.。
Unit 3 A taste of English humour Period 4 Listening 优秀教案(人教版必修4)
Period 4ListeningThe General Idea of Thi s PeriodThis period consists of listening in the Using Language part,listening and listening task in the Workbook.It intends the training of students’ listening skills—getting general idea and detailed information and grasping the key information to help the students to finish the relative exercises.The teacher should make sure the students read the questions to find out the requirements first.This is to sharpen their attention to get the gist of the text and specific information for questions.While doing the related exercises,the students can work together with their partners on their answers.Teaching Important & Difficult PointsHelp the students learn how to grasp the general idea and detailed information.How to help the students to improve their listening ability.Teaching MethodsTask-based learning;cooperative learning.Teaching AidsA tape recorder,a multi-media computer and a blackboardThree Dimensional Teaching AimsKnowledge and SkillsHelp the students to improve the skills to listen for general idea and detailed information.Help the students to improve their listening approaches.Process and StrategiesIndividual work to finish each task.The teacher may play the tape a few more times to make the students hear clearly.Feelings and ValueThe listening material in this unit is a humourous story.It can bring the students quite a lot of pleasure.Above all,they can learn the common sense that are unfamiliar to others.Teaching ProceduresStep 1 Checking homeworkT:Hello,everyone!Have you finished your homework?Let’s check your homework to see how well you have mastered what we learned in the last period.First check the answers to Exercise 1 on Page 56 with your partner,and then I will give you the suggested answers for you to see if you have got them all right. Suggested answers to Exercise 1 on Page 56:1.badly off;well off2.homeless;hopeless3.astonishment;astonished;astonishing4.failure;success5.searching;search6.bottom;topT:As Exercise 2,I’d like to ask six of you to come to the front and write down your answers on the blackboard. After the students do that,the teacher will correct the errors that may arise in the answers with the whole class. Suggested answers to Exercise 2 on Page 56:1.The couple are content with their married life.2.All the railway lines in this mountainous area have been cut off because of a snowstorm.3.It was very fortunate that he was picked out for the final of the competition.4.We must try to overcome all difficulties to solve this particular problem.5.His failure astonished us,because he had always been an outstanding student.6.There is a direct train from Germany to France,which can help you save a lot of time.T:Let’s move on to the Using structure part.Exercise 1 is not a n easy job for most of you,because you need other knowledge and a good observation,besides what you learned in the last period,so you may have a discussion with your partners.S:Mr.Li,we’ve tried our best,but we are still not sure of some of the answers.T:Well,let’s check the answers together.T:How will you correct the first sentence?S:I think the correct sentence should be I am looking forward to visiting Charlie Chaplin Museum in Switzerland next week.T:Any errors in the second sentence?Ss:No.The sentence is correct.T:What about the third sentence?Anybody can correct it？Ss:Sorry we can’t find the error in it.T:The correct sentence should be That cartoon picture shows Charlie Chaplin watching himself watching in a movie. The next sentence?S:The correct sentence should be Charlie’s nonverbal humour often makes people burst with laught er.T:Quite right.Sentence 5?S:I will correct the sentence like this We are all fond of Charlie’s early films,which we think are more interesting.T:The sixth sentence?S:I’m not sure whether this sentence should be I missed seeing the beginning of the film City Lights the other day.T:You are right.The last two sentences are quite easy.Who would like to tell us the correct sentences?S:Let me try.The correct sentences should be I wouldn’t mind seeing the Gold Rush again with you tonight,and Charlie’s job was entertaining people,wasn’t he?T:Good job.Now,let’s turn to Exercise 2 on Page 57.Who would like to do the first and the second one?V olunteers!S:I’d like to.The student using a computer finds it very enjoyable to surf the Internet as she is so interested in getting news and knowledge that is going on in the world.The girl playing the piano believes it is great fun and the most important thing in her life to play the piano or the guitar.S:Let me do th e next two sentences.The girl wearing earphones tell us that it is pleasant for her to listen to music as it not only relaxes her but also makes her feel good.The girl taking pictures says that she likes taking pictures because she li kes to record happy memories.S:I’ll finish the last two sentences.The student holding a badminton racket holds the view that playing badminton is not only a good hobby but also good for health.The girl student reading a book points out that reading books is great fun.T:V ery good.I believe the answer to each sentence is not only one or two.There must be other answers too.In fact this exercise not only helps us practice the usage of the -ing form as the attribute,it also shows us some other usage of the -ing form.For example in the fifth sentence “playing badminton”is used as the subject.In the fourth sentence “taking picture” is used as the object.As time is limited,we hav e to stop here,and move on to the listening.Step 2 Listening on Page 23T:Let’s listen to a funny story.In the story Mary made some plum jam and left some in the pan.Five days later,her husband came home and poured the jam into the ch icken ter Mary came home and found all her chickens were behaving strangely.What do you suppose has happened to the chickens？S:I guess the chickens were all drunken after eating the jam.T:Good guessing!We have two chances to listen to the story,and then you will know if your guessing is right ornot.First,please go through Exercises I & 2 to know what are the things we’ll do when we are listening.After that I’ll play the tape for you to finish Exercise l.The second listening is for you to check your answers.After that we will finish Exercise 2.Are you clear?Ss:Yes.T:OK,here we go.After the first listening.T:Congratulations,Peter!Your guessing is right.Let’s check the answers to Exercise 1.The correct answers should be...?Ss:C;B;B.T:You’ve got them right.Let’s listen to the story again.After that we will finish Exercise 2.After the second listening.T:Do you find this story funny?S:I think the story is very funny;because we often find people drunk,never found chicken will be drunk.S:It sounds interesting that jam can turn into wine within five days!S:I find that the last sentence is really funny.The writer even asked whether anyone knew what to do with drunk chickens.T:Good answers.I think all of you have sense of humour.Now let’s go to Question 2:What do you think of John’s behavior?S:He was care less.He even didn’t think anything,when he poured the jam into the chicken’s garden.S:I think his behavior showed that he treasured food,and also he liked his chickens.And because of this,he let his chickens drunk.T:Your answers are very interesting.Step 3 Listening on Page 55T:Now let turn to Page 55,and have another listening.This is another very interesting story about a thief and a man.First I’d like to ask you what you would do if you find a thief in your homes one day?S:I’ll try to frighten him away by making some sound.S:I’ll slide out of the house and call for a policeman.T:It seems that you know what you will do to deal with such incidents.But what will the man do when he finds that a thief in his home?After listening,you will know that.But first let’s read the questions to make sure that you know what should do in this listening.Next,I’ll play the tape for the first time to help you finish Exercise 1.Then play the tape again and help you finish the questions in Exercise 2.After that,we’ll check the answers together.Clear?Ss:Yes.T:OK,let’s start.After the first listening.T:Now you know what the man did when he found a thief in his home!Who would like to tell us the word you hear?Ss:The words we heard are “thief;potatoes;midnight;shirt;spread;and quiet”.T:Are your answers the same with his?Let’s listen to the story once again.After that we will finish the questions in Exercise 2.After the second listening.T:Now you will be given a few minutes to write down your answers,and check them with your partners.T:1.Where did Peter get the potatoes?S:He got the potatoes from his friend.T:2.Why didn’t Peter want to get up when the thief was in his house?S:He thought the thief might have a knife and he did not want to make him angry.T:3.Why couldn’t the thief take away the potatoes?S:He didn’t have a bag to carry the potatoes in.T:4.How did Peter stop the man stealing the potatoes?S:He removed the shirt that the thief had planned to put the potatoes in.T:5.Why was the thief angry?S:He thought the husband had stolen his shirt so he could no longer steal the potatoes.T:6.What do you think Peter did next?Ss:I think he gave the shirt back to the thief as he thought,perhaps,he was also very poor.If not he would not have come to steal potatoes.T:You have really have done a good job in listening!How time flies!It is almost time for a break.We have to leave out the listening task.Step 4 HomeworkT:It’s really a pity to leave out the listening task.But you can do it yourselves after class.As for homework,please get ready for the speaking and writing on Page 23.The Design of the Writing on the BlackboardUnit 3 A taste of English humourPeriod 4Listening1.Listening on Page 23.Questions:1）Do you find this story funny?2）What do you think of John’s behaviour?2.Listening on Page 55.Questions:1）Where did Peter get the potatoes?2）Why didn’t Peter want to get up when the thief was in his house?3）Why couldn’t the thief take away the potatoes?4）How did Peter stop the man stealing the potatoes?5）Why was the thief angry?6）What do you think Peter did next?Record after TeachingA ctivities and R esearchThe students may collect some jokes in English on the Internet after class and try to retell them to their classmates.This activity aims at entertaining the students as well as training their listening ability.Reference for TeachingLearning Tips强化英语听力8步骤正确的方法是成功的一半,在训练听力的过程中找到合适的方法也十分重要。
高中英语人教版必修四教学案：Unit4Section4含答案
答案：1～3Ⅰ．Matchthemainideawitheachpart ．1．Part1(P ara ． 2．Part2(Paras ． 1) 2～6) A ．Examplesofsomeuniversalbodylanguage ． B ．Bodylanguageissometimesmoreimportantthanspokenlanguage ．3．Part3(Para ．7) C ．Therearedifferencesinbodylanguage,andit'simportantforustoknowthem ．BACⅡ．Readthepassagecarefullyandchoosethebestanswers ．1．WhichofthefollowingaboutbodylanguageisTRUE?A ．Itismoreimportantthanspokenlanguage ．B ．Itisasimportantasspokenlanguage ．C ．Neitherspokenlanguagenorbodylanguageisimportant ．D ．Itislessimportantthanspokenlanguage ．2．Whymayapersonsmileifhelosesface?A ．Toshowhisanger ．B ．Tohidehisembarrassment ．C ．Tothreatenothers ．D ．Tolaughatothers ．3．Ifyouarenotinterestedinothers'talking,youmay________ ．A ．lookawayfromhimoryawnB ．turntowardandlookatsomethingC ．fixyourattentiononthespeakerD ．standatalittledistancewithopenhands4．SupposeyouareateacherinAmerica,you'lltellyourstudentsto________whenothersaretalking ．A ．avoidlookingatothersdirectlyB ．lookdirectlyatothersC ．glanceatothersD ．lookdownatothers5．Wecaninferfromthetextthat________．A ．wecancommunicatesuccessfullywithothersusingbodylanguageB ．peoplefromdifferentcountrieswillnotmisunderstandeachotherusingbodylanguageC ．weshouldtrytolearnmoreaboutother countries'customsD ．allaroundtheworld,peopleexpressthesameideasusingthesamebodylanguage 答案：1～5BBABCⅠ．单词拼写1．Themachinewon'tfunction(运行)properlyifyoudon'toilitwell ．2．Shegavefalse(虚假的)informationtotheinsurancecompany ．3．Themanwasshakinghisfist(拳)atusthroughthewindow．4．Theyhugged(抱)eachotherwhentheymetatthestation．5．Theyarepeopleofallranks(等)andclasses．6．Igavehimsomemedicinetoease(减)thepain．7．IfeltsosleepythatIcouldn'tstopyawning(打呵欠)．8．Asacritic,hiswritingisfartoosubjective(主的)．Ⅱ．拓展1．facialadj．面部的→facen．面部；2．trulyadv．真地；真地；真实地→trueadj．真的；真实的3．angern．怒气；怒火→angryadj．生气的；火的4．respectfuladj．恭顺的→respect v．&n．敬爱；恭顺5．easen．安适；舒坦vt．减(难过，)→easyadj．简单的[巧]派生Ⅲ．全短例facialtrulyangry律n．＋-ial→adj．adj．＋-ly→adv．n．＋-y→adj．1．atease舒坦；快活；逍遥自在2．loseface3．turnone'sbackto背；背弃4．giveahugtosb．抱某人5．nodthehead点点6．berespectfultosb．敬爱某人7．upanddown上上下下；来往返回8．lookawayfrom把眼光从⋯⋯上移开；不看9．inmostcases在大部分状况下1．[教材原句]Itispossibleto“read〞others even around if us,theydonotintendforusto catchtheirunspokencommunication．“懂〞我周人的心思是有可能的，即使他其实不想我捕获到他没有出来的信息。