Unit 4 Teaching Listening
人教新课标高一英语必修三教案：Unit4Astronomy全单元.docx
Unit 4 Astronomy: The Science of The StarsTeaching aims:1.Enable students to improve their listening skills and reading ability.2.Enable students to understand the development of gravity and how gravityaffects us in different times and places.3.Arouse students ’ interest to search for the mystery of space.Emphasis:1.Words and expressions: gravity, float, cheer up, now that, break out, etc2.Astronomic knowledge like gravity and black hole.Difficulties:1.Help the students to understand the development of gravity.2.Help the students to know how gravity influences us.Teaching methods:skimming, scanning, discussing.Teaching aids: tape recorder, a projector and a computer.Teaching procedures:Period one ReadingStep 1. PresentationT:Hello, everyone!odayT we ’ ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from? Or we can say: Who are our ancestors?S1: Monkeys!S2: Beijing Ren who lived many years ago.S3: Reptiles.S4: Mammals.S5: Amphibians.S6: Dinosaurs.T: Very good! Can you put them in right order?S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.T:Do you know what it was like before life appeared on earth?S8: It was full of water, perhaps.T: Before that, what was it like?S9: Sorry, I don’ t know.T: Do you want to get more information? Today we’ ll learn something about How Life Began the Earth. Turn to Page 25. Let’ s come to Warming up first.Step 2. Warming up1.Read the three questions, while the students listen and follow.2.Give the Ss several minutes to discuss the questions.3.Collect answers from the whole class.4.Check the answers while discussing.T:I ’ ll read the three questions for you. You should listen to me carefully. (If students don howto discuss, show them an example.) For example, medicine. When someone gets seriousillness, he will go to the hospital. The doctor will examine him. He will take his temperature, measurehis blood pressureand give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used?S1: Biology.S2: Chemistry.T:So we can say medicinecombinesbiologyand chemistry.What aboutbiochemistryand geophysics?S3: I think biochemistry combines biology and chemistry.S4: Geophysics combines geology and physics.T:What about astronomy?S5: Physics.S6: Mathematics.T:Very good. We should know that astronomy is a multidisciplinary subject and if we want todo some researchon it, we shouldknow many sciencesubjectsrelatedto it. Now discussthesecond question:Whatdo we mean when we say we are studying a subject scientifically? Or what’ s t attitude towards science?S7: We should be objective, not superstitious.T: What ’ s the correct way to prove a scientific idea?S8: We should design experiments to test it for several times.S9: Then we can analyze the results and draw a conclusion at last.T:Let ’ s sum up the answers. To study a subject scientifically, we must try to be objective. Inorder to test our idea, we shoulddesign experiments,then analyzethe results and draw a conclusion. Now let’ s talk about the third question.What are the most important skills we need to be real scientists?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an experiment and write the reports clearly.S13: We should be able to draw conclusions from the experiments and not imposeconclusions on the data.T: I think you have done great work. From the discussion we know that it’ s not e scientist. So you should work harder if you want to be a scientist.Step 3. Pre-readingGet the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’ t know any, tell th T:Nowplease look at the slide show. And discuss these questions with your partners. ThenI ask some students to tell us their stories. Are you clear?Ss: Yes, Sir/Madam.1. Do you know each religion or culture has its own ideas about the beginning of the universe? Please give an example if you know.2. Do you know what a scientific idea is?After the Ss ’ discussion, teacher says the following.T:Now who ’ d like to tell us a story? Volunteer!S1: Let me try. In China, we all know that Pangu separates the sky from the earth.T:Can you describe the story in details?S1: Sorry, I can’ t remember clearly.T:Who can? Nobody? Now I ’ ll tell you. Look at the screen.Step 4. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile helpSs thetoform agood habit of reading.Teachergives the Ss a coupleof minutesto look throughthe wholepassage. Tell the Ss to read the text silently and then ask some detailed questions aboutthe text on the slide show with their partners. Teacher shouldencourage the Ss to expresstheir ideas.T: We ’ re going to learn a passage about how life began on the earth. Now let ’ s show. Read the text quickly and find answers to the following questions. Show the questions on the screen.1.What was there on the earth before life could begin?2.Why do scientists think there has never been life on the moon?3.Why did animals first appear in the seas?4.Why did green plants help life to develop?5.Why were mammals different from other animals?T: Now who can answer the first one?S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.T: What about the second one?S2: Because there is no water on the moon.T: What about the third one?S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas.T: The fourth one?S4: Becausegreenplants can takecarbondioxidefrom the atmosphereand fill the airwith oxygen.T: What about the last one?S5: They were different because they produced their young from within their bodies.T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it againto get more details.SkimmingIn this part, Ss will read the text again and then finish Part1, 2 and 3.T:Now please skim the passage fast to finish Part1. Then we will check the answer.Key to Part1: BCBBT:Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.Key: DBIGEHACFJT:For Part 3, discuss them with your partner.T:Why is it wrong in films and stories to show dinosaurs and people together?S:Because dinosaurs died out long before human beings developed on the earth.T:Do you agree with him?S:Yes.T:What about the answer to the second question?S:They are the cleverest animals because they have larger brains than any other creatures on the earth so far.T:Excellent job! I ’ ll check how much you have learned about the passage. Step 5. ListeningListen to the tape for the students to follow and have further understanding of the passage. T:Read after the tape, then answer me some questions with your book closed.Play the tapeT:How did water come into being on the earth?If one student can’ t answer completely, ask two or three or more students.Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.T:Why is water important on the earth?Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas. T:No.3, finish the following form.1 small plants in2water3 green plants on land4insects(on land)576 forests89Key to the exercise:2.shellfish and all sorts of fish5.amphibian(on land and in water)7.reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)T: That’ s all for this passage. Now let’ s deal with some language points. ExplanationT: Turn to Page 25. Let’ s look at the sentences:1.It exploded loudly with fire and rock, which were in time to produce the water vapour. which leads non-restrictive attributive clause.in time: sooner or later;eventually I ’ ll see him in time.in time (for sth. /to do sth.): not lateShe will be back in time to prepare dinner.in / out of time: in/not in the correct time Theaudience clapped in time to the music.2.Nobody knew that it was going to be different from other planets going around the sun. be different from: not like someone or something else in one or more waysNote: We can use very, much, quite, entirely, totally to modifydifferent City life is quite different from country life.going around the sun is-ing form that serves as attributive.Men breaking the law will be punished.Can you see the girl dancing with your boyfriend?3.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.to come: serves as attributiveShe is the last person to do such a thing.depend on: something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.4. Walking does need a bit of practice now that gravity has changed.now that: because of the fact thatNow that I’ m free, I can enjoy music for a while.Nowthat you’ ve grown up you can decide it yourself.Passage AnalyzingChart of the textHow life began on the earthwater 1 small plants in water2 shellfish and all sorts of fish4 insects (on land)4 insects(on land)5 amphibians (on land and in5 amphibians(on land and inwater)7 reptiles (on land)8 dinosaurs (on land)9 mammals (on land)Text RetellingRetell the text using about 100 words.Step 6. HomeworkRetell the passage according to the form.Remember important language points.3 green plants on land6forests10.small clever animalswith hands and feet11.humanPeriod two Extensive reading Step 1Show some pictures of the astronauts in the spaceStep 2Read the passage and fill in the formStep 3 Language pointsst month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.He couldn ’ t run quickly enough to catch up with the cat.2. Then we were off.be off = set offI am off today.We are off today.3get close to靠近，接近，指动态变化be close to距 ......近，指状态4.But when I tried to step forward I found I was carried twice as far as on the earth andfell over.1). “ A + be倍数+ + as +形容词原级 + as + B ” .This tree is three times as tall as that one.2).“ A + be倍数+ +形容词比较级+ than + B”The number of students in our school is three times larger than that in theirs.3).“ A + be倍数+ + the +名词(size, length, amount) + of + B”The newly broadened square is four times the size of the previous one.6.We watched, amazed as fire broke out on the outside of the spaceship as theearth increased.break out1)战争爆发2)发生争吵3)(火灾 )发生7.cheer up; cheer sb. up感到高兴振奋8.masses of 许多，大量9.get the hang of熟悉 ,掌握 ,理解10.exhausting (sth); exhausted (sb)Step 4 HomeworkCollect passages about gravity.Prepare for speaking.Period three Language Study Step 1. RevisionTranslate the following sentences1.你迟早会成功的。
人教版新目标九年级英语Unit4教案
Unit 4 What would you do?Part 1: Teaching design (第一部分：教学设计)Structures: Second conditional, Should for adviceTarget language:What would you do if you won a million dollars?I’d give it to medical research.I can’t sleep the night before an exam. Wha t should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, charity, pimple, confident, shirt, tie, medical researchLearning strategies: Matching, Listening for key wordsSECTION AGoals●To learn to use Second conditional and Should for advice●To listen and talk about imagined lifeProceduresWarming up by learning about Second conditional and Should for adviceThe second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:If I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:I would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if + subject + simple past verb*subject + would + verb1a Talking about imaginary situations1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them.Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Look. This old man had a million dollars, and he gave it to charity.Wow! What would a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.a million dollars, I’d stop working and become a professional runner.I’d go to an old people’s home to help them.I’d volunteer at the hospital twice every week.2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s sister says to him.2c Doing pairworkXu Linfeng, you are Larry. Men Yati ng, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone elseM: If I we re you, I’d take a small present—a pen or something. brings a present?X: What if I don’t know anyone?M: If you don’t know anyone, you can talk to Tom. He’llintroduce you to people.……3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice.And now write down all the expressions into your phrase book.be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.A:I am really shy. I don’t enjoy parties.B:If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.A: I get nervous before big parties and I get pimples.B: Pimples look good to me. They are not terrible at all. I f I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.A:I can’t lose my weight.B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workClosing down by taking a test on Second conditionalMatch up the parts of the sentence1. If I lost my job,A we'd both benefit.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.2. If I were in your position,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.3. If I spoke Japanese as well as you do,A I'd resign rather than wait to be sacked.B I'd try to find a job with one of the Japanese banks.C we'd both benefit.D we wouldn't be so behind technologically.4. If we spent more on Research and Development,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D we wouldn't be so behind technologically.5. If you spoke less and listened more,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D you'd be more aware of what people really felt.6. If you spent more time on your own problems and a bit less on mine,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd both benefit.D I'd try to find a job with one of the Japanese banks.7. If we controlled our expenses a bit better,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd save a lot of money.D I'd try to find a job with one of the Japanese banks.8. If you invested some time into learning how the Internet works,A you'd find that it could really help you in your job.B I'd have a lot of problems getting another one.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks.9. If we opened an office in Tokyo,A we wouldn't be so behind technologically.B you'd be more aware of what people really felt.C I'd be interested in working there.D we'd both benefit.10. If you didn't take the job,A you'd regret it later.B you'd be more aware of what people really felt.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks. SECTION BGoals●To find out about people’s personalities●To learn to communicate by Second conditional and Should for adviceProceduresWarming up by learning about personalityWhat is personality? What is your personality?In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.2a Listening and checkingCella is asking Bill questions from a personality survey. Check the questions Cella asks.2b Listening and circling2c Doing pairworkIn pairs ask and answer the questions in the personality survey on page 29.3a Reading and fillingLook at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.3b Looking and writingNext you are to write your own personality survey based on the that in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results.Closing down by taking a personality surveyRead each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly1.Filling the blanksOn page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.2.Reading an e-mailRead the e-mail from Fran and copy all the expressions.Just for funTo end this period let’s do something fun—to find the animals.Reading: What would you do if …?Before you read, go to page 148 to learn the words for this reading passage first.While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.。
江苏中高职第四册unit4电子教案
Unit4Isn ’ t itwonderful授课班级课题名称 Warm— up listening and12 会计（ 1）（ 2）speaking授课时间课题序号19-20授课课时第1到__2_授课形式新课使用教具教学目的the blackboard, a computer, a projector1.Master some words, phrases for inventions: air conditioner comper cellphone and so on.2. Master the patterns of expressing excitement or enthusiasm:Are you serious/really/I’m crazy about it/you’re really into it Master the patterns of expressing excitement or enthusiasm :教学重点Are you serious/really/I’m crazy about it/you’re really into it 教学难点Cultivate the students’ speaking and listening ability.学情分析Listening is difficult for our students.更新、补充、删减Delete Part A内容课外作业Copy the dialogue on listening B and translate the sentences.Isn ’ t it wonderful授课主要内容或板书设Are you serious计reallyI ’m crazy about it.you’ re really into it教学后记反思主要教学过程及步骤Step 1: Lead-in and Warming up Lead into the newlesson by T: There are many inventions in the world ,can you name some of discussing some it inventions to Ask some students to tell us some great inventions in the world .the class.Then look at the pictures on page56 together.Rank someof the greatest inventions of the 19th and 20th century,rankthem in the order of importance.Step 2: DiscussionDiscuss with your partner why are those inventions in activity 1important ornot important ,share your answer with the class.You can use the following phrase to organize your speech:I think ----------is the most important invention,because we can use it in -----------,so----------Ask students to express the ideas of what they know about the inventions.Step 3: Listening and Speaking (isn’t it wonderful)1 Listen to the conversation and circle the best answer Pre-listeningAsk them to go through the choices before listening .Underline the difficult words and expressions. Then teacher analyzes them for students.And then predict the answer for each question.While-listeningAsk students to listen carefully to the material.Keep notes for important to the dialogue .Listen to the tape and finish the related tasks.Post-listeningCheck the answer with the partner, and exchange ideas to discuss who is right with the unsolved question in mind, listen to the tape the next their answers and explain the reasons and write down some sentences if it is necessary.2 Complete the conversation with the sentences in the and check the answer .then practice the conversation with a partner.First ,ask them to read the five sentences in the box and explainthe meaning of some sentences if it’s necessary.Second, givethem 3 ’to prepare and try to fill in the blanks inthe dialogue.Third ,listen to the dialogue and check their answers .Finally ,explain the dialogue and translate some sentences if it ’s necessary.Conclude : conversation strategyExpressing excitement or enthusiasm such as :Are you seriousReallyWow,yes,oh,goodStep 4 Oral practice1Work with a partner ,role-play the following situations,usethe conversation strategy in activity 5.Situation 1Your friend bought an iPod and is telling you how great it is.Situation 2You are just back from a wonderful trip to Yunnan,now you are telling your friend about the beautiful scenery there.Step 5HomeworkPreview passage A.To consolidate the useful expressions.课题名称Unit 4授课班级12会计（ 1）（ 2）Reading授课时间课题序号21-22授课课时第3到__4_授课形式 Speaking Reading使用教具Blackboard, a computer, a projector1 Master the words in the text.2Learn to read using reading skill“Scanning ，Skimming”；教学目的3Cultivate the students ’ ability to search and deal with theinformation.1Learn to read using reading skill“Scanning ，Skimming” .教学重点2Cult ivate the students ’ ability to search and deal with theinformation.教学难点Find key words and get the main idea of each paragraph.学情分析How to find the answer after reading更新、补充、删减内容课外作业New words and phrasesDisposable授课主要内Come back容或板书设High-tech计LaptopProgrammeIn one ’s opinion教学后记反思课堂教学安排Step 1: Greetings and lead-inQuestion for them discussion:How do you think about the inventions used in daily life such as laptop Do you think it is useful or not First,we lead into the class by situationalteaching method. .Step 2: Pre-readingPresentationT: Now, today we’ll learn a passage about the topic . That isa you know what is a blogWho write blog every dayAsk one student to tell us what a blog is,then let him or hershare his or her blog address.Step 3 While-reading1Scanning(1)Searching for information(2)Go over the text and find out what is Jan’s favourite invention .(3)Listen to the tape and find out any new words.(4)Listen to the tape and read those new words as following:ElectronicGadgetCellphoneRechargeHigh-techLaptop(5)Match the words with their explanations on page61.2Skimming(1)Key sentencesGrasp these key sentences:I started working for a newspaper thirty years ago,before all the modern electronic products.Voice mail is another problem .I have a map programme on my laptop that’s really useful.Y should think about these gadgets, and decide if they really make your life better.Ask them if they have any questions,if they have any other questions,give them 5 minutes to ask questions and explain it tothem.(2) Key wordsHow many paragraphs are there in this passage What does each In reading part ,task-basedteaching method is used to spreadthe difficult points so as to improve the students ’reading ability.Use scanning to search for detailed information.Before the scanning, requirementsshould be told tothe students.paragraph talk about Summarize the main idea of each paragraph in words as less aspossible.(3) SubtitleGive the passage a subtitle.Step 5 Post-reading1 SummarySummarize the passage according to the information in the chart. Ask students to summarize the passage in their own words thendo exercise 3 on page 61,choose the best summary for the text.Step 6 HomeworkWrite a blog about how did you spend today.We use skimming to help students get the main idea of the passage. This is the teaching difficult points.Summarize the passage according to the table. And every group chooses a representative to show the summary.课题名称Unit 5 Reading 授课班级12 会计（ 1）（ 2）授课时间课题序号23-24授课课时第5到__6_授课形式新课使用教具Blackboard, a computer, a projector1 Improve the Ss’ reading ability.教学目的2 Cultivate the students ’ ability to search and deal with theinformation.教学重点教学难点学情分析更新、补充、删减内容Para3,how does the microwave oven work Para3,how does the microwave oven work Understanding the passage is difficult. Language points in reading part.课外作业Finish the exercises on P63 of the exercise book.授课主要内容或板书设计New words and phraseMicrowaveEngineerGenerateHigh -frequencyIntriguePopcornKernel教学后记反思课堂教学安排Step 1: Lead-inFree talkT: Morning, everyone! How are you todayIs there a microwave oven in your house D o you often use it in daily lifeDo you want to know who invent it Today we’ll learn a passage about the invention of the microwave oven.F irst,we lead into the class by asking questions.Step 2: Fast readingwords:Listen to the tape and read the following new words in the passage: MicrowaveEngineerGenerateHigh -frequencyIntriguePopcornkernelsentencesTask1:Read the text quickly, and find the key sentences for each paragraph.Ask students to read the passagequickly to find the key sentencesof each paragraph.1) when the American engineer let his chocolate bar get close toan electronic tube that generated high-frequency radio waves,it started to melt.2) If an egg can be cooked that quickly ,why not other foods3)spencer designed a metal box with a hole into which he fed microwave power.4) Engineers went to work on Spencer’ s hot new idea.Task 2up the important evens in the invention of the microwave oven according to task 1,then fill the blanks in the form on page 63.Step 3: Language pointsListen to the passage paragraph by paragraph. At the same time, ask students to imitate the pronunciation.Through the presentation of the example, summarizing the rule that not allthe key sentences are the first sentences.(1)Listen to the 1st paragraph, and then ask the students to read it.Percy Spencer had no ides what might happen when he brought candywith him into his microwave lab in 1946.Have no idea :不知道Ask the students . I have no idea how to surf the Internet.to listen to the (2)Listen to the 2nd paragraph, and then ask the students to read it.passage paragraphThe curious colleague moved in for a close look just as the egg by paragraph.At exploded and splashed all over his amazed face.the same time,ask 这个好奇的同事凑近点想看清楚，这时正好鸡蛋爆炸了，溅了他一脸。
新人教高中英语选择性必修三Unit4AdversityCourage-UsingLanguage教案
2019新人教高中英语选择性必修三Unit4 Adversity and Courage--Using Language公开课教案Using Language 1 --Learn how to handle challenges Teaching aims:1.Enable students to make predictions based on given pictures.2.Guide students to get the main idea and key details of the material.3.Help students to identify the cause and effect in the passage.4.Express your own ideas on the given topic about the selection of rescue team members.Teaching key points:1.Help students to grasp the details of the passage.2.Help students to learn and use the expressions in the listening text to select qualified sailors.Teaching difficult points:1.Enable students to listen to the details accurately by identifying the cause and effect.2.Lead students to express their own opinions about how to choose qualified rescue team members.Teaching procedures:Step Ⅰ Lead-inActivity Shackleton and a team tried to sail to another island to find help.Look at the picture below and discuss the challenges you think they faced.Design:T:Dear class,what can you see in the picture?When and Where do you think the smaller picture was taken?Do you think it was easy for Shackleton’s rescue team to get to South Georgia Island by this boat?What difficulties or challenges do you think they have to face?Ss:The bigger picture shows a landscape of mountains covered with ice,maybe in Antarctic.The smaller one is about rowing a small boat by six people...T:Well,it’s easy to think they would meet dozens of difficulties..Suggested answers:The bigger picture shows a landscape of mountains covered with ice,maybe in Antarctic.The smaller one is about rowing a small boat by six people,maybe they are Shackleton’s rescue team.`I think it’s very difficult for Shackleton’s rescue team to get to another island,because they might face many challenges.First of all,it was very cold and there was snow and ice everywhere.The area is also very mountainous,so they had to climb with their essentials.It could also be hard to know where they were going as the place is very large and all looks the same.One top of the physical challenges,they might have great mental challenges facing those conditions and not knowing what to expect and whether they would succeed.StepⅠ While-listeningActivity 1Listening for setting and key information1.Who’s talking?What’s his speciality?2.What’s the speaker talking about?Suggested answers:1.One of the team members is talking.He is a navigator and he has been working on ships for his whole life.2.He is talking about the journey of Shackleton’s looking for help.Activity 2Listening for the main ideaListen to one of the team members talk about the rescue plan and their plete the summary.The team consisted of members.They sailed on rough seas for days before they landed on the side of South Georgia ter they climbed over the mountains and the whaling ter,Shackleton arranged for a rescue boat to return to Island.Luckily,everyone was .Suggested answers:The team consisted of six members.They sailed on rough seas for days before they landed on the wrong side of South Georgia ter they climbed over themountains and arrived at the whaling ter,Shackleton arranged for a rescue boat to return to Elephant Island.Luckily,everyone was alive.Activity 3Listening for detailsListen again and answer the questions.1.Why was it necessary for Shackleton to travel to South Georgia Island?2.Why was it important to include a navigator in the team?3.Why did Shackleton choose the most difficult and unfriendly man to join in the rescue mission?4.Why did Shackleton look extremely old?Suggested answers:1.Shackleton had to travel to South Georgia Island to get help to rescue the rest of his crew.2.It was important to include a navigator so they would know where they were going and not got lost.3.Shackleton chose him because he wanted the crew left behind to remain cheerful and positive and the man would had a negative influence on the crew.4.Shackleton looked extremely old not only because of the conditions but also because he was very worried about the fate of his crew left behind.Step Ⅰ TalkingActivity 1Suppose you are Shackleton and you are going to choose two sailors to join the rescue team.Look at the list below and discuss in groups of four who would be your first choiceWho should join the rescue team?Name Skills Qualities1 Frank Wildgood leaderexperienced in exploringthe Antarcticloyal,kind,andcalm2 Frank Worsley excellent navigatorexperienced sailorodd behaviour at times,butliked by crew3 Tom Creansecond officerexperienced in living in theAntarcticstrong,energetic,and brave4 Hubert Hudson navigatorbest at catching penguinsfriendly and lively5 Thomas Orde-Lees efficient store keepermotor expertexcellent skierselfish,lazy,and bad-temperedThe expressions in the box below may help you with your discussionExample:A:We have to decide on which two sailors Shackleton chose for his rescue team.Let’s look at Frank Wild.B:He is a good leader and is experienced in exploring the Antarctic.So,I think he’s suitable to join the rescue team.C:Hmm,I think we should move on to the next sailor.According to Perce’s diary entries,Frank Wild was left with the other crew members on Elephant Island.A:I agree.Let’s move on to the next candidate.What do you think about Frank Worsley?B:Well,he is ...Activity 2Present selections of the previous activity to the classSuggested answer:My group chooses Frank Worsley and Tom Crean as the two members for the rescue team.Frank Worsley is an excellent navigator,so he could use his skills to guide them across the dangerous sea.Tom Crean is strong,energetic,and brave,so he would be very useful on the dangerous mission.Activity 3Role-playWork in groups of four to present your interviews:one acts as Shackleton,the other students act as sailors of candidates.StepⅠHomeworkDescribe a challenge or a difficulty that you have encountered,and tell us what qualities and skills have helped you overcome the challenge or difficulty.Using Language 2--Learn about optimism and perseverance Teaching aims:1.Enable students to learn about optimism and perseverance.2.Guide students to explore the spirit of adventure.3.Help students to write an essay about Shackleton and his men on the ship Endurance.Teaching key points:1.Analyse the reasons why the crew can be rescued and grasp the structure, theme and language features of it.2.Lead students to write down the framework and write an article about Shackleton and Endurance.Teaching difficult points:1.Enable students to recognize and use the linking words.2.Enable students to write an article about Shackleton and Endurance.Teaching procedures:StepⅠPre-readingLead-inT:We have learnt that Shackleton and his team tried to sail to another island to find help.Look at the picture and discuss the challenges you think they faced.Suggested answer:Looking at the landscape in the picture,I think Shackleton and his team might face many challenges.First of all,it was very cold and there was snow and ice everywhere.The area is also very mountainous,so they had to climb with their essentials.It could also be hard to know where they were going as the place is very large and all looks the same.One top of the physical challenges,they might have great mental challenges facing those conditions and not knowing what to expect and whether they would succeed.StepⅠWhile-readingActivity 1Reading for predictionLook at the title and picture and predict:1.What do you think was the biggest challenge for them?2.Were they finally rescued?Why?Suggested answers:1.The answers vary.2.Yes,they were finally rescued.Because the title of the text is“THE REWARD FOR PERSEVERANCE”,maybe that they were rescued is their reward.Activity 2Reading for detailed informationRead the text quickly and answer the questions.1.What did the men eat and drink on the island?2.What were the dangers of living on the island?3.How did the men stay in good spirits while waiting to be rescued?4.What do you think were the key reasons for their survival?Suggested answers:1.Their only food was the meat of the sea creatures and they drank the watermelt from ice.2.They might die of thirst or starvation.The smoke from the burning fat could damage their eyes and burn their lungs.Besides,the changing temperatures might make them ill.They might lose hope of life.3.Their discipline and team spirit kept them in good spirits.Besides,they also celebrated their birthdays,festivals,and even the times when they caught a sea animal.4.The key reasons for their survival were their discipline and positive mental attitude,as well as the reliability of Shackleton.Activity 3Reading for the organization and language featuresRead the text again and study the organization and language features.1.What’s the type of the passage?2.What’s the structure of the passage?Draw a mind map of the whole story.3.Try to find the main idea of each paragraph.Para.1:________________________________________________Para.2:________________________________________________Para.3:________________________________________________Para.4:________________________________________________Para.5:________________________________________________Para.6:________________________________________________Suggested answers:1.Diary2.Answers are various.3.Para.1:Shackleton sailed away from Elephant Island.Para.2:Problem of making fire.Para.3:Problem of lacking food.Para.4:Problem of changing temperatures.Para.5:Their discipline and team spirit kept them optimistic.Para.6:They were finally rescued.StepⅠPost-readingRead the text again and discuss the questions with your partners.1.What do you think were the key reasons for their survival?2.If you were one of the men on Elephant Island,would you have trusted Shackleton?Why or why not?Suggested answers:1.Their discipline and team spirit kept them optimistic and helped them deal with their fears.2.I would have trusted Shackleton if I were one of the men.Shackleton was a famous captain, whose charm of personality, such as determination, commitment,courage and wisdom,deeply influenced people and people all had belief in him.So did I.StepⅠ Write an essay about Shackleton and Endurance.Activity1 Combining all the information from the text,discuss with your partner and write down the structure of the story.Suggested answers:paragraph 1:Summary of the whole story(who,what,when,where,why,how).paragraph 2:What I think about the characters in the story(struggles they faced,their actions and motives,my comments).paragraph 3:How the story made me feel and my overall impressions of theexpedition.Activity 2 Write the essay independentlyOne possible version:This story is about the 1914-1916 expedition by Ernest Shackleton to make the first land crossing of Antarctica.For this task he used the ship Endurance with a 28-man crew,including one stowaway.Shackleton is described as calm and brave and takes his crew’s safety very seriously.The rest of the crew are also brave,though a few are not very positive,and all were at times understandably worried and desperate about their situation.Overall though,they remained positive.This was helped by the good relationship Shackleton had with his crew who trusted him and knew he would do his best to save them.The crew faced great troubles once Endurance got stuck in the ice.Soon they had to abandon the ship and camp on the ice.They had to face the extreme weather and cold as well as the dangerous environment and all with limited supplies.All of this added to the mental challenge,so they had to maintain a positive state of mind.Shackleton’s motive was always to make sure his crew survived,and theirs was to last until he had found help.What I like most about this story is that although their expedition failed in achieving its goal,it was not the disaster it could have been.This was due to Shackleton’s perseverance in getting help and the crew’s bravery in surviving for so long.My impression of them is very positive as they must have struggled greatly in such a position of adversity.I felt very happy when I learnt that the whole crew survived.Activity3 Exchange the draft with a partner,evaluate and polish the draft according to the checklist.Activity4 Present and ShareAsk some students to present their works in front of the class and evaluate their advantages and disadvantages.StepⅠ Homework请同学们写出心目中一位大家较为熟悉的、克服困难后成功的名人,描述他/她遇到什么困难,是如何以乐观坚毅的态度应对人生的逆境和挫折的,对你的学习和生活有什么启发。
中职英语基础模块2(高教版)教案：Unit4-Volunteer-Work(全6课时)精选全文
精选全文完整版（可编辑修改）
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
江苏省XY中等专业学校2022-2023-2教案
在这一学年中，不仅在业务能力上，还是在教育教学上都有了一定的提高。
金无足赤，人无完人，在教学工作中难免有缺陷，例如，课堂语言平缓，语言不够生动，理论知识不够，教学经验不足，组织教学能力还有待提高。
在今后的工作中，我将更严格要求自己，努力工作，发扬优点，改正缺点。
Unit4Historyandtraditionsworkbook听说课逐字稿-高中英语人教版
Unit 4 history and traditions workbook听说课逐字稿教材：人教版内容：必修2 Unit 4 history and traditions workbookSamovar the Special Teapot类型：高二年级听说课Good afternoon, distinguished judges. I'm contestant in my nineteen actually. it is my lucky number and today I'd like to share my teaching design on the lessons selected from PEP book two, unit 4 history and tradition.The focus on my lesson is to explore an effective way to make good use of the material and workbook to serve for the overall design of the whole unit, especially for the achievement of the project.and my analyses on it will be divided into the following six aspects,and I will explain it one by one.First es to the teaching philosophy. My teaching design is based on the new English criteria for regular high school with the bination of activity based approach to English learning, deep learning theoryNext es to the analysis of the teaching material under the sematic contacts of men in society.This unit reveal the theme of history and tradition. By exploring the historical and cultural traditions from around the world. The students will have deep insight of the similarity and difference among them. To develop the ability to appreciate and spread the value of cultural and traditions and broaden their international perspective and strengthen their cultural awareness and national pride.Now let's take a closer look at it.I have reorganized the learning material into three dimensions in the mode of project based learning.The lesson, I'd like to explain in detail is Samovar a Special Teapot. It is actually a material from workbook,the fifth period of this unit and belonging to the subtopic of reviewing.the similarity of different history and tradition.Now lets take a closer look at it.Actually. this passage is titledSamovar a Special Teapot.It is a speech given by a Russian student, in which she shared with US, her family treasureSamovar. There are four paragraphs in this passage in total.The first paragraph is the brief introduction about Samovar.The second paragraph is the further information about it. The author tell US the story about Samovar bee part of the family.And in the third paragraph, the author further explained the tea making process of Samovart and figured out the differences between British tea and Russian tea.The last paragraph is the end of the speech. The author put emphasis on the important role tea, which played in cultural transmission and reviewed the symbolization of Samovar.The language and the vocabulary and grammar is not difficult in this passage. So in order to make better use of this material and making more suitable for mystudent, I change this reading material into listening and speaking material.So the first paragraph is turned into listening and talking,the second and third paragraph is turned into listening and retelling while the last one is turned into reading aloud.Next es to the learners’ profile. The target student of this lesson as the senior one student in my school and my students are highly interested in history and tradition.They have initiated the exploration among them and began to think about the similarity and differences among them. However, the relatively remote and unfamiliar starry and history interdiction in erection making a challenge for my student to have a understanding and discussion on it. But they have gain some basic skill and expressions about cultural introduction and as a native of Chaoshan and my student have innate advantage when talking and discussing Chinese culture. As for the learning strategy,my students are accustomed to the activity like topic based speeches and discussions and cooperation in group.Base on this, I have the following learning objective.By the end of this lesson my student are expected to do well in the following aspects. Including effective munication, theme exploration ,information extraction and organization and cultural inheritance and application. The first and the third one are the learning focus while the second one are the learning challenges.Based on this learning objective, I have designed this following learning activity.This is the flow chart of the activity,as we can see each activity refreshed different characteristic of deep learning. Now let me explain it one by one. Activity one is listening and talkingIn this part a dialogue with student Alina is designed to guide the student to get the information they need in accurate English.This part make good use of HTML, CSS JAVASCRIPT and Speechtotext function.Only when the student can ask the preset question inaccurate english can they be replied with the recording accordingly,otherwise they will only be replied with the mean of confusion.The design of this part can not only increase the interest of learning, but also increase the authenticity of language munication and it also can lead the student to do the refreshment on their expression. especially the pronunciation. I think it is a good attempt to make good use of AI technology to do the teaching feedback and assessment.And here is a clip about it.Activity two is listening and retellingThis part carry out tricks or listening. Thanks to the smart classroom and every individual is equipped with an iPad, enabling them to choose to listening toars. According to their own interests and listen to the recording as many times as possible in the limited time.A student who choose the same listening part will form an expert group,and in the group they will exchange opinion on that and solve the problem, encounter and listening.and during this activity and the different levels of tips will be provided for the expert group and different group member can see help from the tips.In this way, I can achieve the aim of different teaching.Activity three is munication and pronunciationAfter in depth discussion and understand on the Samovar the same time,the student will be regrouped and make sure that each group have student who choose different listening task and then there will feel in the information gap. In the information exchange activity in group.and in this way,they can consolidate what they have learned. By teaching others and learn moreabout Samovar at the same time.After that,of course,a series of question will be raised to check their learning and among the question there is one asking the student to sort out the making process of Samovar, which can help the student express what they have learnt. Activity four is reading aloudThis part, a self make video is created. In the mode of .... in Guangdong and in this way, the last paragraph is making more meaningful.。
牛津译林版七年级英语上册unit4全单元教案
38 牛津译林版七年级英语上册牛津译林版七年级英语上册Periods :031Date : : Prepare – Oct.15th Title : Unit 4 My day Comic strip & Welcome to the unitTeaching aims: Students can master the following in this class.1.words ：wake shall seldom activity quarter2.phrases ：wake up, go out, do after-school activities, do homework, have fun,be late for , go to bed 3.sentences ：I seldom go out .I’m never late for it .At a quarter past eight . Difficult points:Words about daily life .Students can use the words and sentences learned in this class to describe daily life .Procedures :Step1 Free talkLead-inT: What time does your school day begin ?S: It begins at 6:45.T: Oh, it starts at 6:45. You start our school day at 6:45. So you need to wake up very early. (teach wake up and start )Show some pictures of clock.T: It is six o ’clock in the morning. What does ….do? Can you guess ?(Teach have breakfast /have lunch /have dinner; need; rest ;go out ; have fun )Step2 PracticeT: Hobo wants to know something about you. He would like to ask the questions below. Please answer them.(1) What time do you wake up?(2) Do you often go out to play games /have dinner .have fun ?(3) Do you often have breakfast ?(4) Where do you have lunch ?(5) Do you always have a rest after lunch?According to the students ’ answers, present “seldom ”and “never ”at the right time.Step3 PresentationT: Do you remember our friend Eddie ? What does he do every day? Can you guess ?Now let’s listen to the conversation between Eddie and Hobo and check if you are right. (Teach hill )T: What does Hobo think of dogs like Eddie ?Step 4 PracticePractise the conversation and act it out.Step 5 ExtentionHere’s Hobo ’s diary. Please help him complete it.It is sunny today. I would like to go________. I like sports and I always go walking in the ____________. But my friend Eddie is lazy. He ___________does sports. He _________up very late．And then he wants to have __________. After it, he sleeps again. When he finishes his lunch, he says he ________a good _______ once more.Oh, my God ! His life is eating and sleeping. I think some dogs ________don’t know how to have____________.Step 6 PresentationT: Do you want to be lazy like Eddie? What time do you wake up every morning ? What time do you have breakfast / lunch / dinner /every day ? Why do you get up so early ?(Teach quarter, past, get up and be late for, have lessons/have classes. do after-school activities, do homework, go to bed …)Step 7 PractiseLook at the table of Millie’s day. Answer some questions.Look at the times on the blackboard. Please tell me your activities at these times.6:30 a.m 7:00 a.m 8:00 a.m 11:50 a.m4:30 p.m 6:00 p.m 8:00p.m 9:00 p.mMake sentences with “I _________________ at_____________.”Step 8 PresentationPart BT: Millie is busy every day. Now, she is telling her aunt about her school life. Let’s listen to their conversation and answer my question: Is Millie often late for school ?S: No. She is never late for school.T: Millie is a good student. She is never late for school. What about you? Are you often late for school? Are you never late for school?Step 9 PractiseRead Part B and practice it .T: Are your daily activities the same as Millie’s ? Now, you can complete the table on the right with your own information.…….T: Now time for you. I’d like you to work in groups of four to discuss your own day. You can use Millie and her aunt’s conversation as a model.Homework :1. Learn the new words by heart.2.Finish the exercisesAfterthoughts :Periods :032-033Date : : Prepare – Oct.15thTitle: Unit 4 My day ReadingTeaching aims:1. Students can master new words and expressions.2. Students can learn some new phrases: chat with best wishes have a good time3. Students can learn some new sentences:Our school starts at eight in the morning from Monday to Friday.Usually we do morning exercises first.Procedures :Step1 Free talk1.Do you have a full(充实的）充实的） and busy day?2.What do you usually do every day?Step2 PresentationListen to the passage and choose a title for this e-mail.Step3 ScaningRead the passage quickly and silently and do “T” or “F” questions in pairs.(partB2)Setp4 SkimmingRead the article again and do more exercises. (partB1)Step5 RetellingRetell Millie’s school life . Fill in the blanks.( partB3)Step6 Language pointsSome language points :a lot of = lots ofSometimes , some times , sometime , some timehave a good timeHomework :1. Learn the new words by heart.2.Finish off the exercises.Afterthoughts :Periods :034-035Date : : Prepare – Oct.18thTitle: Unit 4 My day GrammarTeaching aims:1. Students can use the prepositions correctly.2. Students can use the adverbs of frequency correctly.Difficult points: the usage of the prepositionsProcedures :Step1 Presentation1. Free talk .Use some questions to lead the usage of the prepositions .eg: What time do you go to school?When is your birthday?2. P47表格，教师归纳总结，领读例句。
人教版英语八年级下册Unit4 SectionA(1a-2d)名师教案
Unit4 SectionA〔1a-2d〕名师教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: allow, wrong, guess, deal, allow sb.to do sth., get into a fightwith, be angry with, work out, call sb. up, surprise sb., give sth. back, be good at, although, hang out with, have a fight with, wait that long, talk about1.1.1.1.2 For comprehending: look through, big deal, appropriate advice, midnight1.1.1.2 Sentence Structures1) What’s the matter? P252) What’s wrong? P253) My parents don’t allow me to hang out with my friends. P254) I got into a fight with my best friend? P255) You should call him up. P266) I don’t want to talk about it on the phone. P267) What should I do? P268) But why don’t you forget about it so that you can be friends again? P269) Hope things work out. P2610) I guess you could tell her to say sorry. P2611) I found my sister looking through my things yesterday. P261.1.1.3 Grammar Focus1) I have to study too much so I don’t get enough sleep. P26 (so 作连词，意为“因此，所以〞，表示因果关系。
Unit 4 Topic 2 I’m excited about the things that will be discovered in the future》教案
4教具multimedia
The main activities
1a and 2a
Teaching procedure
Step 1 Review
1.Go over the passive voice by doing some exercises.
能够通过所获取的文字信息，对火星有所了解，拓展自己的知识面。
Ⅱ.过程与方法
该课继续以火星为话题，在语篇中学习相关的单词和句型，培养学生的阅读理解能力、书面表达能力。通过本课的学习，学生对火星将会有进一步的了解。
Ⅲ.情感态度与价值观
激发学生探索宇宙的兴趣。
教材分析
1重点
Words and phrases:storm, weigh, journey, excitement, generally, limit, be named after sb., as…as…, at a distance of …, It takes…to do sth.
3. Find out the useful expressions
Step 4 Practice
1.Look at the pictures in 2 and discussHave you seen the UFO?
2.Finish 2.Listen to the passage and choose the correct answers.
Sentences: What fun! I can’t wait.
A wonderful movie will be shown tonight.
Houses, schools, and hospitals will be built on Mars.
译林牛津版选择性必修二 Unit 4 Integrated skills英语教学设计
Teaching design谜底：胶囊解析：两个小木盒指的就是两个胶囊，男女结情侣是指胶囊里的两个部分可以结合在一起，双双住过夜是指胶囊可以保存很长时间。
Riddle1：Two small wooden boxes, who has seen the scenery before, a couple of men and women, both staying overnight (packing one item)Answer:CapsulesAnalysis:Two small wooden boxes refer to two capsules, while a male or female couple refers to the two parts inside the capsule that can be combined together, and staying overnight means that the capsule can be stored for a long time.Based on our previous knowledge, the words' time 'and' capsule'may not seem to have any connection, but in fact, we can combine these two words to form a new noun, which is' time capsule'. We both know what the words' time 'and' capsule 'mean, so what does it mean when combined? Next, let's learn about the topic of "time capsules" together!2.ListeningPPT Play A2 Listening AudioBefore listening, tell students to follow certain steps to complete listening questions, including previewing the questions, carefully reading the stem, predicting answers, focusing on key words, paying attention to prompts in the listening process,taking notes, checking answers, and carefully analyzing errors. By following these steps, we can more effectively improve ourlistening skills and lay a solid foundation for language exams and application abilities.After listening and writing the answers, the teacher checks the answers and explains which paragraph of the listening material the answers are in, playing them repeatedly for the students to listen to.After listening and writing the answers, the teacher checks the answers and explains which section of the listening material the answers are in. The teacher also tells the students that this listening material tells the story of a time capsule being a container that has been buried, hidden, or locked up for many years. When it is opened, the objects or images placed inside provide a picture of life when it was created. You may be surprised to see what clothes people were wearing or what technology they were using at that time. Almost anything can be placed in a time capsule. The only limitation is your imagination. And repeat the key parts to the students.3.ReadHave students first read the article, perceive the overall meaning of the article, and then summarize the key points of the article in the form of questions. To familiarize students with the content and significance of time capsules, a quick answer session can be set up here, allowing students to fully immerse themselves in our classroom.Question 1：What is the text mainly about?An introduction to the time capsule at the 1939 World’s fair.Question 2：Which object is not mentioned to be put into the capsule?A. A pen.B. A toothpaste.C. A baseball.D. Various seeds.Question 3：What were the purpose and contents of the 1939 time capsule?Purpose:To show what life was like in America at the time the capsule was created.Contents:A wide variety of objects, like a tooth brush, a fountain pen, microfilm rolls and a message written by Albert Einstein.Question 4：What is Einstein’s message to future g enerations about?It was about the technological progress and Einstein’s predictions.Question 5：Why do you think Einstein wrote the message with mixed feelings?Pride:America had achieved many great things unimaginable to people in the past.Worry:Serious social problems were developing in his time.4.DiscussIn pairs, discuss ideas for your time capsule that will be opened in 2050 with the help of the questions in Part C on Page 52to make up a dialogue.●What would you like to tell people in the future?Compare and see who has creativityConduct a competition in small groups, asking students to think about the question "What do you want to tell people in the future?" to see who has the most creative ideas. Choose 5 judges in the class, let the judges decide which group has the mostcreative ideas, and then add a small red heart to the group.To describe the current world, we can talk about the current development status in various fields, starting from the field of technology, and so on.For example:Artificial Intelligence5GVirtual RealityHigh-speed RailSmartphone●Imagine that you need to put a technological product in the timecapsule. What would you choose? Why?We can discuss in small groups which technology products can be put into time capsules, explain the reasons, and then send a representative from each group to report, with reasonable answers.Example given by the teacher:Smartphones are extremely important for most people. It makes our lives more interesting and convenient. If we don't havesmartphones, we won't be able to quickly obtain the information we want, and we won't be able to make video calls, and so on. So we can put the smartphone into a time capsule.●What hopes and wishes do you have for the future?The teacher listed some hopes and wishes for the future and asked students to vote online, then asked them to talk about their hopes and wishes for the future.①We hope that people will have a more balanced relationship with technology.②Sustainable development and progress in environmental protection technology.③The Widespread Application of Artificial Intelligence and Machine Learning.5.WritingWrite a letter to people in 2050. Use your ideas from part C and the information in parts A and B to help you.For this section, we can split it into ten parts to write the writing steps:We can split this part into ten parts to write:The first step is to write greetings so that future people can understand us.The second step is to write the purpose, so that the reader understands the purpose of our letter.The third step is to introduce the theme and make the reader clear about the key points of our letter.The fourth step is to write about the characteristics of the times and tell future people that our lives in this era are full of changes and diversity.Step 5, introduce the technology of our era and tell them that technology has penetrated into every aspect of our lives. For example, we can communicate in real-time with people around the world through our mobile phones, receive high-quality education at home, and learn about the world's events without going out.with each other, share their experiences and opinions, and promote students'self-development and mutual learning.④In the teaching process, I focus on cultivating students' creative expression ability. Through writing tasks and discussion sessions, I encourage them to unleash their imagination and creativity, and express their unique insights and ideas.However, during the teaching process, I also discovered some problems:①For some students with weak language foundations, there are still certain difficulties in listening and reading comprehension, and relevant language skill training needs to be strengthened.②When organizing the discussion session, some students have low participation and need further guidance and encouragement to activelyparticipate in the discussion and express their opinions and ideas.③In the writing task, some students' writing and expression abilities still need to be improved, and training and guidance on writing skills and language expression abilities need to be strengthened.To address these issues, I plan to take the following measures:①Strengthen the training of listening comprehension and reading comprehension, and help students improve relevant language skills through more practice and guidance.②Strengthen the organization and guidance of the discussion process, encourage more students to participate in the discussion and express their opinions and opinions.③Strengthen the training and guidance of writing skills and expression abilities, and help students improve their writing and expression abilities through more writing exercises and feedback.In short, through teaching reflection, I can better summarize the advantages and disadvantages of the teaching process, further optimize teaching methods and。
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Unit 4 Teaching Listening
I. Fill in the blanks.
1. The context of listening is usually known to both the listener and the speaker in real life . In
other words, we know the ________ between the listener and the speaker.
2. While listening, we can see speakers’ ________, _________ and other body language as
well as the surrounding environment.
3. There are two major purposes in listening. The first is for social reasons, the second is to
obtain and exchange __________.
4. The listening activity must have a real ____________.
5. Pre-listening tasks must be used to stimulate the appropriate ___________ and help
learners to identify the purpose of the listening activity.
II. True or False.
1. The skills of listening and reading are often thought of as passive skills, therefore people
can do nothing to process information that they are receiving.
2. It is important to develop listening skills together with other skills, especially reading,
because ordinarily , listening is not an isolated skill.
3. The most typical type of post-listening task is the multiple-choice comprehension question.
4. There are many opportunities to integrate listening with the practice of other language skills,
especially at the while-listening stage.
5. Listening for the gist is similar to the concept of skimming a passage in reading.
6. The while-listening stage is the most difficult for the teacher to control, because this is
where students need to pay attention and process the information actively.
7. There is a method of teaching called Total Physical Response, which concentrates on
learning language by listening physically to commands or directions .
8. Generally, dictogloss has three stages: preparation, dictation and reconstruction.
9. Answering questions is a good example of how wile-listening and post-listening is
combined.
10. Recent research has shown that by not giving students any task the first time they listen to
a passage, it can take the anxiety out of listening.
III. Terms.
1. Bottom-up model:
2. Top-down model:
IV. Questions
1. What are the characteristics of the listening process?
2. What are the models of teaching listening?
3. What are the common activities in teaching listening?
4. What should teachers consider before students listen to a text?