湖南科技大学课程教案听力lecture 9

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湖南科技大学英语教材

湖南科技大学英语教材湖南科技大学英语教材是为该校的英语教学提供支持和指导的一本教育资源，旨在提高学生的英语水平和沟通能力。

本教材以全面、系统的方式介绍英语语言的基础知识和实际运用，以帮助学生掌握英语的听、说、读、写技能，并培养综合运用英语进行交流和思考的能力。

第一单元：听力本教材的第一单元是听力部分，旨在提高学生的听力理解能力。

在这一单元中，学生将通过多种形式的听力练习，如听对话、短文、演讲等，来训练自己对英语语音、语调、语速的敏感度，并学会从听到的信息中获取关键细节和主旨。

第二单元：口语口语是语言交流的重要组成部分。

在本教材的第二单元中，学生将通过对话练习、情景模拟等形式，提高自己的口语表达能力。

这包括正确使用英语的词汇和句型，准确地表达自己的意思，并学会在不同语境下进行交际。

第三单元：阅读阅读是培养学生语言理解和文字表达能力的重要手段。

本教材的第三单元主要关注提高学生的阅读理解能力。

学生将通过阅读各种英文文章，如新闻报道、科技文章、文学作品等，来扩大自己的词汇量、提高阅读速度，并培养理解和分析文本的能力。

第四单元：写作写作是英语教学的核心内容之一。

在本教材的第四单元中，学生将学习如何组织和表达自己的思想，以及如何写出准确、流畅的英文句子和段落。

学生将通过写作练习，如日记、作文、信件等，提高自己的写作技巧和文笔，培养批判性思维和逻辑思维能力。

第五单元：语法语法是学习英语的基础，也是提高语言运用能力的重要途径。

在本教材的第五单元中，学生将学习英语的基本语法规则和使用方法，如时态、语态、虚拟语气等。

通过语法练习和例句分析，学生将掌握不同语法结构的运用技巧，并能正确地构建句子和表达意思。

总结：湖南科技大学英语教材的编写旨在帮助学生提升英语的听、说、读、写能力。

通过系统的学习和练习，学生将能够更好地运用英语进行交际、阅读和写作。

同时，教材的内容设计丰富多样，兼顾语言知识和实际运用，能够满足学生不同层次、不同需求的学习要求。

大学英语视听说第四册教案

一、教学目标1. 培养学生的英语听力、口语表达能力。

2. 提高学生运用英语进行日常交际的能力。

3. 培养学生的跨文化交际意识。

二、教学内容1. 单元主题：The Impact of Technology on Our Lives2. 主要内容：介绍科技对人类生活的影响，包括生活、工作、教育等方面。

3. 教学重点：听力理解、口语表达、词汇和语法。

三、教学时间2课时四、教学准备1. 教师准备：多媒体课件、教材、录音带或音频文件。

2. 学生准备：预习课文，复习相关词汇和语法。

五、教学过程第一课时1. 导入新课（1）教师简要介绍本单元主题：The Impact of Technology on Our Lives。

（2）提问：What do you think of technology? What are the advantages and disadvantages of technology in our lives?2. 听力训练（1）播放课文录音，学生边听边做笔记。

（2）教师提问，检查学生听力理解情况。

（3）学生复述听力内容，教师点评。

3. 口语表达（1）教师引导学生讨论：What are the advantages and disadvantages of technology in our lives?（2）学生分组讨论，每组选一名代表发言。

（3）教师点评，纠正发音和语法错误。

4. 词汇和语法讲解（1）教师讲解本单元重点词汇和语法。

（2）学生跟读，巩固所学知识。

5. 课堂小结教师对本节课内容进行总结，布置课后作业。

第二课时1. 复习上节课内容（1）教师提问，检查学生对上节课内容的掌握情况。

（2）学生回答问题，教师点评。

2. 视频观看（1）播放与科技相关的视频，让学生了解科技在生活中的应用。

（2）教师提问，引导学生思考视频内容。

3. 口语表达（1）教师引导学生讨论：What are the future trends of technology? How will technology change our lives in the future?（2）学生分组讨论，每组选一名代表发言。

科普《SectionC》教案湖南省课

科普《Section C》精品教案-湖南省优质课.doc第一章：科普《Section C》简介1.1 课程背景本节课旨在通过科普《Section C》的学习，让学生了解和掌握科普知识，提高学生的科学素养，激发学生对科学的热爱和好奇心。

1.2 教学目标（1）知识与技能：使学生了解科普《Section C》的基本内容，掌握相关科学知识。

（2）过程与方法：培养学生运用科学方法分析问题和解决问题的能力。

（3）情感态度与价值观：培养学生热爱科学、追求真理的积极态度。

第二章：课程内容2.1 教材分析（1）科普文章阅读：通过阅读科普文章，了解科普知识。

（2）科学现象解释：分析科学现象，揭示背后的科学原理。

（3）科学实验：动手进行科学实验，验证科学原理。

2.2 学情分析学生在学习本节课之前，已具备一定的科学知识基础，但对科普《Section C》的内容可能较为陌生。

教师在教学过程中要注重引导，激发学生的学习兴趣，帮助学生建立起知识体系。

第三章：教学方法与手段3.1 教学方法（1）讲授法：教师讲解科普知识，引导学生理解。

（2）讨论法：学生分组讨论，分享学习心得。

（3）实践操作法：学生动手进行实验，验证科学原理。

3.2 教学手段（1）多媒体教学：使用PPT、视频等辅助教学。

（2）实验器材：为学生提供实验所需的器材和材料。

第四章：教学过程设计4.1 课堂导入通过一个有趣的科学现象，激发学生的学习兴趣，导入新课。

4.2 教学内容展示（1）科普文章阅读：引导学生阅读科普文章，概括文章内容。

（2）科学现象解释：分析科学现象，揭示背后的科学原理。

（3）科学实验：分组进行实验，验证科学原理。

4.3 课堂小结对本节课的主要内容进行总结，强调重点知识点。

4.4 课后作业布置作业，巩固所学知识。

第五章：教学评价5.1 评价方式（1）课堂表现：观察学生在课堂上的参与程度、发言情况等。

（2）作业完成情况：检查学生作业的完成质量和速度。

（3）实验操作：评价学生在实验过程中的操作技能和团队协作能力。

湖南科技大学课程教案

湖南科技大学课程教案Words and Expressions to Learn1.nounshurricane, generator, swipe, debris, sanctuary, lantern, mattress, litter, thrust, spaghetti, donation, wreckage, possessions, moorings, ferocity, bucket,2.verbslash, pummel, consult, demolish, elevate, scud, whip, disintegrate, fling, douse, shove, scramble, shudder, shift, collapse, clutch, lap, skim, crumble, maroon, dump, breech, snap, smash, perish, slash, huddle, implore, clutch, rage, frustrate, tear, rock, topple, extinguish, sprawl, tilt, vanish, cower, hinge, diminish, recede, coil, absorb, handle, guard, clear, distribute, rampage, reorganize, salvage, afflict, reflect, crack, yell, underestimate,3.adjectives and adverbsreluctant, gruff, methodically, mighty, entire, severely, virtually, spectacular, gigantic, incomprehensible, portable, softly, normal, practically, silently, softly, overwhelming, likely, steadily4.verb phrasesbatten down, sit out, blow in, curl up, inch its way, take responsibility for, be bound to, break apart, shoot out, wipe out, blow off, trail away, prop up, slid off, give way, strew with, stream in, rake its way, pitch in, grade…as…,5.noun phrasescoastal communities, water mains, a power failure, storm-shattered panes, French doors, fire brigade, outward calm, a crushing guilt, a populated area, vantage point, strips of clothing, power lines, shattering scenes, devastated coast, civil-defence units, refugee centers, Red Cross volunteers, canteen trucks, low-interest loans, psychological damage, delayed reaction, the blues, a welding shop, gunlike reports, Gulf Coast, a blast of water, expert machinist,6.other phrasesconcerned about, on the verge of, in its swath, without reason, in donation, piece by piece, by the minuteUnit One Face to Face with Hurricane CamilleGeneral Questions●What is included in a narrative writing?1) story: the heroic struggle of the Koshaks and their friends against the forces of a devastatinghurricane2) characters:--Pop Koshak--Grandma Koshak--John Koshak* (protagonist)--Janis Koshak a typical American family--Seven children three generations, friend, neighbors--Charles, a friend and pets--Neighbors--pets3) Textual organization:chronological order (natural time sequence)a beginning (1-6 ) (introducing the time, place,background, characters)a middle (7-27 ) (details of the struggle to the climax)an end (28-39) (getting help and rebuilding community)4) Climax: para 27 when the Koshaks family survived5) Conflict:man versus nature (hurricane as antagonist)6) Point of view: third person7) Atmosphere : tense and urgency8) Theme: para 39. family safety is more important than material possessions.Detailed Study of Section 1 (para1-6)●Background knowledgeHurricanes/ location/ naming system/ typhoonHurricane CamilleHurricane Camille is said to be theworst storm ever to hit mainland UnitedStates. With winds in excess of 200 mphand tides over 20 feet, Hurricane Camillesmashed into the Mississippi Gulf Coaston Sunday night, the 17th of August andcontinued its devastating path until theearly hours of Monday, the 18th. Thecombination of winds, surges, andrainfalls caused 256 deaths (143 on theGulf Coast and 113 in the Virginia floods)and $1.421 billion in damage. Threedeaths were reported in Cuba. Questions●What was John Koshak Jr. ‗s job?●Why did he decide to stay an face the dangers of a devastating hurricane?●What preparations did they make?Topic sentence in Para.4 –methodicallyFilled bathtubs and pails—for waterChecked out batteries and flashlights—for lightsPortable radio—for contact of the outside world, forinformationFuel—for electric powerGenerator—for powerRefrigerator—for foodWords and Expressions(para 1) …as Camille lashed northward…it was certain to pummel Gulfport, Miss. Where the Koshaks lived.Lashed: to strike with great force; dash against. 猛烈冲击The waves lashed the smooth cliffs.The worst winter storms of the century lashed the east coast of China.Suddenly rain lashed against the windows.Pummel: to beat or hit with repeated blows, esp. with the fist.The thief was pushed and pummeled by an angry crowd.He trapped the man in a corner and pummeled him ferociously for thirty seconds.(para 3) We‘re elevated 23 feet…and we‘re a good 250 yards from the sea. The place has been here since 1915, and no hurricane has ever bothered it.We are 23 feet above sea level (British Eng.)A good: a general intensive, meaning ― full‖ 足足(程度\数量)我们足足等了三个小时.昨晚Bill在酒馆里喝得烂醉.从这到火车站足足有五个小时的车程.他父母亲狠狠地揍了他一顿.We waited for a good three hours.Bill had a good drink at the pub last night.It is a good five hours by car to the station.His parents gave him a good beating.…no hurricane has ever caused any damage to the house.(para 4) We can batten down and ride it out.A metaphor;Comparing the house in a hurricane to a ship fighting a storm at sea. Batten: to fasten canvas over the hatches of a ship, especially in preparing for a storm. Ride it out: to stay afloat during a storm without to much damage.We can make necessary preparations and survive the hurricane without much damage.(para 6) A neighbor…asked if she a nd her two children could sit out the storm with the Koshaks.●坐着看完,待到(散场). I didn’t enjoy the play, but we sat it out.The show was so boring that we could hardly sit through the first act. ●等到…结束,静等到底. They’ll try to sit out the crisis.We’ll sit it out to the very end.c) 坐在户外. The weather is too cold for us to sit out.It’s so nice to sit out when the sun is warm in winter.Detailed Study of Section 2 (para7-27)●In this section the writer describes in details and vividly the incidents showing how the Koshaks and their friends struggled against each onslaught of the hurricane.●Focus of the study:1) diction: use of one-syllable wordsdescriptions of wind, rain, storm, forces, sound,water, house2) sentence level: use of short and elliptical sentences3) translation of passive sentences4) understanding the mind of people at crisis.wind●Wind and rain whipped the house. 狂风暴雨拍打着屋子.●(a metaphor: Strong wind and rain was lashing the house as if with a whip)●As the wind mounted to a roar. 风凶猛地咆哮起来.●The roar of the hurricane now was overwhelming. 飓风的咆哮声压倒了一切.●The wind sounded like the roar of a train passing a few yards away.●Seconds after the roof blew off the house●The wind diminished.The hurricane●The hurricane lashed northward…●It was certain to pummel Gulfport, Miss,.●●(para 18) The hurricane, in one might swipe, lifted the entire roof off the house and skimmed it40 feet through the air.●(para19) the storm…in its concentrated breadth of some 70 miles it shot out winds of nearly 200 m.p.h. and raised tides as high as 30 feet. Along the Gulf Coast, it devastated everything in its swath: 19,467 homes and 709 businesses were demolished or severely damaged. It seized 1 60,000 gallon Gulfport oil tank and dumped it 3 ½ miles away. It tore three large cargo ships from their moorings and beached them. Telephone poles and 20-inch-thick pipes cracked like guns as the winds snapped them.译文●(para 18)比较: 不一会儿,一阵强风掠过,将整个屋顶卷入空中,抛向40英尺以外.过了一会儿,一阵飓风袭来,将整个屋顶掀起,抛到空中40英尺的高度.●(para 19)在飓风中心纵横约70英里的范围内,其风速接近每小时200英里.掀起的浪头高达30英尺.海湾沿岸风过之处,所有东西被一扫而光. 19467户人家和709家小商号不是完全被毁,便是遭到严重破坏.分子高尔夫港一个60万加仑的油罐被狂风刮起, 摔到3.5英里以外。

【精品】听力教程Unit6BK4(59~68)课堂用文本第二版

UNIT 6Section One Tactics for ListeningListening and Translation1.Blogs are being used more and more by teachers.2.Many Internet services now offer free and easy ways to createpersonal Web pages.cators did not become involved with blogging right away.4.Many were concerned with privacy issues and security.5.But now, thousands of teacher blogs can be found on theInternet.ExerciseDirections: Listen to some sentences a nd translate them into Chinese. You will hear each sentence three times.1.老师们对于博客的使用越来越多。

2.现在很多因特网服务商都提供免费、便捷的制作个人网页的方式。

3.教育工作者并不是从一开始就涉足博客的。

4.很多人担心隐私和安全问题。

5.但是现在在因特网上可以找到成千上万个教师博客网页。

Section Two Listening ComprehensionPart 1 Dialogue-FriendshipInterviewer: Catherine, you have quite a few long-distance friendships. How do you maintain them?Catherine: Yeah, well, friendship is very important to me. Um, I think friendships need tending. I ... I put a big value onbeing current with my friends, and that's somethingthat's hard to do long-distance. But there are friends Ihave that I don't live close to but I have managed to stayvery close to. My friend Odette lives back East, and she'snot much for writing letters, so we talk on the phone atleast once a week, usually for ... oh an hour at a time,and we take turns calling. So I stay current with her, um,by talking.Interviewer: So, how are your phone bills?Catherine: My phone bills are high. But, um, I consider it's just like one of my living expenses, you know, like rent. Andthen there're several friends that I do write 'cause I loveto write, and I love to get letters. And ... and it's ... it's acool thing 'cause I have ... it's a concrete record of, um,you know, of what we were doing.Interviewer: You save.Catherine: Yeah, I save all my letters.Interviewer: Do you reread them?Catherine: You know, I don't. Um, I don't on a regular basis, but something ... there's something about throwing away aletter that I just can't do it. And I've got quite acollection. My one friend Doug especially. He likes towrite and I've been writing to him for about 20 yearsnow.Interviewer: Huh!Catherine: Yeah. We met when we were working at the same place.And then he went to Singapore for two years and wewrote letters. We didn't know each other all that well,but we got to know each other through letters over thefirst two years and ever since then we've been goodfriends.Interviewer: That's nice!Catherine: Yeah, it's ... it's cool. Although when I first ... actually when I first saw him after writing him for two years, Iwas a little nervous that we wouldn't be able to functionwithout a pen and paper between us, you know, becauseI didn't... I felt like my God, I've never really ... I'venever spent time with this person. I've just said all theseI things and, he ... he knows all my secrets and I know allhis secrets, but we haven't I spent time together. But itwas OK.Interviewer: So, some friends you telephone, and others you writeto?Catherine: Oh, and e-mail! I had one friend who just wasn't ...you know, just wasn't into! writing letters, but she ... shegot on-line and e-mail is her thing, and since I've gotten?an e-mail address recently, I've discovered ... I'veheard from her like, ah, twice a I week for the past twomonths, which ... which is unprecedented. I've knownher for I a long time since, oh, I'd say, 1980,1 think, andwe've always considered ourselves I friends, but Ihaven't ... I've kind of been in and out of touch with herand now I'm ... I'm back in good touch with her 'causeshe'll sit down and write me a letter on I e-mail while shejust couldn't do it on pen and paper. So that's great! I...I'm all for | e-mail! I just think it's another way to keepin touch.Interviewer: Yeah. So, in your view what is it that good friends do for each other, Catherine?Catherine: Well, I think friends ... I feel like one thing I want my friends to do is to call me on things, you know, to let meknow if I do something that upsets them for whatever Ireason. I think that's one thing friends, you know, do foreach other and that's why I sometimes friendship can getprickly and hard. Um, and you can fight, but I've never| ... I've never felt fighting was bad. It's just showing thatyou care. But other things... I I think friends, um,provide comfort and support and adventure and jokes,especially I with old friends. You share jokes that you'vecreated together that you've understood and all you haveto do is say one word, and the other person can go offinto peals of laughter and that's, that's pretty, um ... Interviewer: It's powerful.Catherine: Yeah, yeah, it is. And it's a great way to mark time, 1 think, to realize that you've actually accrued* thiscommon ...Interviewer: History!Catherine: Yeah! Yeah! I recently e-mailed my friend Corey back in Chicago about a problem I was having in my personallife and, um, he wrote back with making reference to an |argument that he and I had had, like, 10 years ago. Andhe still remembered and I still! remembered and it wasreally funny. And, you know, I am sitting there, youknow, and I am kind of depressed. And I read his answerand I just started laughing 'cause it was, you know, itwas a joke. You know, he made this joke that was onlyfunny because ... because we've known each other for solong, and we have this great history. Yeah. So it's kind oflike ... I think of friends as the family that we get tochoose and that's ... that's why friendship's such awonderful thing.ExerciseDirections: Listen to the dialogue and decide whether the following statements are true (T) or false (F). l.T 2. F 3. F 4. T 5. T 6. F 7. F 8. T 9. F 10. T 11. F 12. TPart 2 Passage-Successful Negotiation depends on RespectYou're probably negotiating at work sometimes when you don't even know you're doing it. Knowing how to negotiate well isa key component to successfully running a small or a large business. To some, negotiating at work means sitting down at a table and demanding or being told to make concessions —hardball* stuff. Negotiating isn't always done with a hammer in hand. But you should become a better negotiator if you want to succeed in business.In the art of negotiating, facts and figures play a role, but what may tip the balance is the emotional factor — the personal stuff everyone brings to the table.How you deal with emotions, your own and those on the other side, makes the difference between success and failure. Goodnegotiations —in business as well as in personal or family situations —hinge* on respect for others, and respect for your own feelings. Too often, people enter into negotiations with the mistaken notion of a lack of power and self-respect, putting themselves at an immediate disadvantage.There are often both positive and negative emotions in negotiations. Positive emotions elicit good feelings and often leadto good solutions. Negative ones cloud the brain and reduce our capacity to think, learn and remember.As you're negotiating, it's easy to get distracted. If someone is getting angry at you, there can be all sorts of reasons for that. There are five ways to gain perspective on this:Appreciation. Understanding the other side's point of view, finding merit in their ideas and communicating your understanding. This must be sincere; faking it is not an option.Affiliation. When you're feeling alone or left out, trouble arises. Try to build genuine connections with the other side as human beings, not merely as adversaries.Autonomy. The recognition that both you and the other sideare free to affect or make decisions.Status. Competing over status is a dead end. Appreciating the status of both sides leads to the mutual respect necessary for asuccessful negotiation: Appreciate the high status of others where relevant and deserved and feel proud of your own areas of expertise and achievement.Role. Don't needlessly limit yourself. The activities in your work and negotiations can often be I expanded to be more fulfilling and meaningful: You can decide the extent to which you want to talk! or to listen, to argue or to work together, and to treat others with disrespect or with courtesy.Remember, too: Both sides have an ongoing relationship that can be damaged by a lopsided* I agreement.One of the best soothing methods is to ask yourself, "How important is this issue to me?" Some i negotiators, just like some married couples, are at risk of making every issue a big issue. We can get worked up about issues that are of little importance. As Aristotle* pointed out, "One can become I angry; that is easy. Butto be angry with the right person, to the right degree, at the right time, for the right purpose — that is not easy."Exercise A Pre-listening QuestionGood negotiating isn't about winning or someone else losing; it is about both sides leaving j feeling they've got what they wanted, or at least better off than before.Unsuccessful negotiating is when either side thinks that they've compromised too much, given way when they didn't want to, felt undue pressure or threatened, made sacrifices they didn't want to I make.In that case, one party may have won the negotiation, but the other party will never trust them again and may not want to repeat the experience. As the saying goes, "They may have won the battle, but theywon't win the war."Good negotiating is counter-intuitive. What you want is a win-win. Bargaining hard is not always helpful. Thinking more about problem-solving will help both sides to make the deal.Exercise B Sentence DictationDirections: Listen to some sentences and write them down. You will hear each sentence three times. 1.Negotiating isn't always done with a hammer in hand. But youshould become a better negotiator if you want to succeed in business.2.In the art of negotiating, facts and figures play a role, but whatmay tip the balance is the emotional factor.3.Good negotiations — in business as well as in personal or familysituations —hinge on respect for others, and respect for your own feelings.4.If someone is getting angry at you, there can be all sorts ofreasons for that.5.Both sides have an ongoing relationship that can be damaged bya lopsided agreement.Exercise C Detailed ListeningDirections: Listen to the passage and do the following exercises.Exercise 1 Directions: Answer the following questions.1)How you deal with emotions, your own and those on the otherside, makes the difference between success and failure in a negotiation.2)The negotiator with this notion is often immediately put at andisadvantage.3)Positive emotions elicit good feelings and often lead to goodsolutions; negative ones cloud the brain and reduce our capacity to think, learn and remember.Exercise 2 Directions: Explain the following terms.1)Appreciation: Understanding the other side's point of view,finding merit in their ideas and communicating your understanding.2)Affiliation: Try to build genuine connections with the other sideas human beings, not merely as adversaries.3)Autonomy: The recognition that both you and the other side arefree to affect or make decisions.4)Status: Competing over status is a dead end. Appreciating thestatus of both sides leads to the mutual respect necessary for a successful negotiation.5)Role: Don't needlessly limit yourself. The activities in your workand negotiations can often be expanded to be more fulfilling and meaningful.Exercise D After-listening DiscussionDirections: Listen to the passage again and discuss the following questions.1.One of the best soothing methods is to ask yourself, "How important is this issue to me?" Somenegotiators, just like some married couples, are at risk of making every issue a big issue. We can get worked up about issues that are of little importance. As Aristotle pointed out, "One can become angry;that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose — that is not easy."2.(Open)Section Three NewsNews item 1Background information:The only two laboratories known to have successfully cloned dogs are both based in South Korea with two South Korea's best-known cloning experts in the lead. One is Hwang Woo Suk, a disgraced scientist now being tried on allegations of fraud for having faked research saying he had created human embryonic stem cells through cloning. After Hwang's work on human stem-cell cloning was exposed as fraudulent*, he was expelled from the university. The other is his estranged protege, Lee Byeong Chun, who also has been indicted on fraud charges. In 2005, Hwang and Lee created the world's first cloned dog, Snuppy. But since then they have split into rival laboratories, each vying to become the world's top animal cloning center.Cloning a dog now costs about $100,000. But the price willdrop to $20,000 to $50,000 in three years.Tapescript and keySeveral years ago Edgar and Nina Otto froze the DNA of their dog, Lancelot. When he died last year, the couple were devastated and they decided to get a clone produced by a South Korean laboratory.The biotech firm Best Friends Again claim that Lancelot Encore, as they've named the new puppy, is the world's first commercially cloned dog. The laboratory in South Korea, BioArts, includes a scientist that lost his research professorship at Seoul University in 2004, after fraudulently* claiming he'd cloned human ernbryos* and stem cells*.The new owners here in Florida say they're happy with their new dog and don't plan to clone any others. It's thought that between three and four million unwanted dogs are killed at shelters across the US every year.A: Directions: Listen to the news and complete the summary.ed dog. This news item is about the world’s first commercially clonB: Directions: Listen to the news again and decide whether the following statements are true (T) or false (F).1.Edgar and Nina Otto froze the DNA of their dog, Lancelot lastyear. (Several years ago Edgar and Nina Otto froze the DNAof their dog, Lancelot.) F2.The couple were sad and they decided to get a clone producedby a South Korean laboratory. Tncelot Encore, the new puppy, is the world's first cloned dog.(Lancelot Encore, the new puppy, is the world's firstcommercially cloned dog.) F4.The new owners here say they're happy with their new dogand may plan to clone more. (The new owners here in Florida say they're happy with their new dog and don't planto clone any others.) F5.A great number of unwanted dogs are killed at shelters acrossthe US every year. TNews item 2Teaching tips:This is a news item about US future space program. Ask the students to listen carefully to the new words in the vocabulary. Pay attention to the colloquial expressions like "pie in the sky" and "pull the plug”.Tapescript and keyFive years ago President Bush set out his lofty vision of sending astronauts back to the Moon by the year 2020. It was meant to be the staging post* for the next frontier - a manned landing on Mars. Now a panel of space experts says that's prettymuch pie in the sky*.Their report, commissioned by President Obama, says the current US human spaceflight programme appears to be on an unsustainable trajectory*. It suggests the only way forward is to increase the funding of NASA by billions of dollars, or to co-operate with private companies now embarking on commercial space flights.The panel says visits to Near-Earth Objects such as asteroids* are far more realistic too. The experts also argue for keeping the International Space Station going till 2020, rather than pulling the plug in six years' time.A: Directions: Listen to the news and complete the summary.This news item is about US future space travel.B: Directions: Listen to the news again and fill in the blanks with missing information. P100Five years ago President Bush set out his lofty vision of sending .................................... astronauts back to the Moon by the year 2020: Then the Moon would be the staging post for the next frontier –a manned landing on Mars. The plan now seems pretty much pie in the sky.The current US human spaceflight programme appears to be on an unsustainable trajectory: The only way forward is to increasethe funding of NASA, or to cooperate with private companies now embarking on commercial space flights:The panel says visits to Near-Earth Objects such as asteroids are far more realistic too. The most realistic thing now is to keep the International Space Station going till 2020 instead of pulling the plug in six years' time.News item 3Teaching tips:this news item is about the study on Alzheimer's disease. What are the findings from the study?Tapescript and key:The study looked at nearly 400 men who developed Alzheimer's* disease. It assessed t he time they spent in full-time education, the type of work they did and the point at which they retired.The researchers detected no link between the onset* of dementia* and education or occupation. But they found that every extra yearat work was associated with a six-week delay in Alzheimer's. They say this points to the value of keeping the brain active by working.They also acknowledge that the nature of retirement is changing, and for some people it may be as intellectually stimulating as working. The Alzheimer's Research Trust, whichfunded the study, says more people than ever retire later in life to avert* financial hardship, but there may be a silver lining*: lower dementia risk. However it says much more research is needed in order to understand how to delay or prevent dementia.A: Directions: Listen to the news and complete the summary.This news item is about the research that shows working protects against dementiaB: Directions: Listen to the news again and answer the following questions.1.The study looked at nearly 400 men who developed Alzheimer'sdisease.It assessed the time they spent in full-time education, the type of work they did and the point at which they retired.2.No, the researchers detected no link between the onset ofdementia and education or occupation.3.Every extra year at work was associated with a six week delayin Alzheimer's.4. To lower dementia risk.5. Much more research is needed in order to understand how to delay or prevent dementia.。

11月4日课堂检查安排表

第 1 页
湖南科技大学第10周课表
开课课程刑法分论中国古代文学史（1）材料科学基础A(1) 数学分析A(3) 细胞生物学恶意代码分析与防范花卉学A 无机及分析化学C 教育原理A 汉语史能源与环境价值评估信号与系统C 计算方法A 汇编语言与微机接口动物生物学社区体育指导植物生理学A 园林学进展教育技术导论A 环境工程概预算化学分离工程材料物理性能固体物理学A 计算机系统结构西方心理学史工程材料基础建筑材料A 弹性力学给排水工程结构现代企业管理大学英语(1) 中国当代文学A(1) 授课教师邱帅萍汤力伟刘清泉杨喜陶谭树华李曙红刘炳荣龙云飞周险峰尹戴忠贺胜兵周并举彭叶辉王宇栋陈康贵丁秀诗易俗魏万亮杨世伟吴湘江陈东初曾祥成王艳辉廖祝华刘旭颜焕元陈炳初,马业余任中俊祝明桥周光明左迎春刘昕华时间周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节周一1-2节地点第九教学楼103 第九教学楼106 第九教学楼107 第九教学楼109 第九教学楼110 第九教学楼203 第九教学楼204 第九教学楼205 第九教学楼207 第九教学楼313 第九教学楼404 第九教学楼408 第九教学楼410 第九教学楼412 第九教学楼413 第九教学楼415 第九教学楼512 第九教学楼513 第九教学楼608 第九教学楼610 第九教学楼611 第九教学楼612 第九教学楼710 第九教学楼711 第九教学楼712 第三教学楼226 第三教学楼326 第三教学楼327 第三教学楼330 第三教学楼333 第三教学楼420 十教附2楼101 年级

英语听力III教案

Woman: Please don't be like that. Just let me explain. (Silence. Man says nothing.) Woman: I ... I tried to get here in time but just after I left home, the car broke down. Man: The car broke down?
Woman: Hmm, well now, let's have something to eat. Uh, what about some ... Man: I know the garage very well!
Woman: Yes. Let's see now. Yes, I think I'll have some ... Man: A pity it's Sunday.
江西科技师范大学 you (11) drive up, perhaps electronic (12) sensors which will (13) recognize you when you, when you come to the front door even. Perhaps (14) architects and designers will be a bit more (15) imaginative about how houses are designed and perhaps with the (16) shortage of space people will think of putting gardens (17) on the roof and, and maybe rooms can be (18) expanded and, and (19) contracted* depending on what you use them for, so perhaps there'll be a bit more (20) flexibility about that.

《英语听力I 》-课程教学大纲

《英语听力I》课程教学大纲一、课程基本信息课程代码：18090122课程名称：英语听力I英文名称：English Intermediate Listening课程类别：学科基础课学时：32学时学分：2学分适用对象: 英语专业一年级学生考核方式：考核先修课程：二、课程简介英语听力I是为广东财经大学英语专业学生开设的专业基础必修课。

该课程在英语听、说、读、写四大基本技能的训练中占有非常重要的地位，是反映外语教学质量和实际水平的主要标准之一。

本课程的教学安排为每周两课时，共32学时一学期。

本课程的教学目的在于有效提高学生的英语听力和交际能力。

针对大学一年级的学生，本学期的听力课程根据《大纲》规定的功能意念，侧重交际功能训练。

在教学活动中设置了listening and note-taking, sentence identification, dialogue, passage, news等训练形式，采用以学生为中心的教学模式，通过提高英语听力能力，扩展学生的视野和灵活应用语言的能力。

本教程为掌握英语听力技能提供了循序渐进的教学过程。

每一单元包括详细的技能描述、有针对性的练习和课后作业。

English listening I is a foundation course for English majors in Guangdong University of Finance & Economics. The course plays an important role in training the four skills of listening, including listening, speaking, reading and writing. It reflects the quality and actual level of foreign language teaching.The course of classroom based, with two 45-minute period per week, total 32 periods a semester. The purpose of this course is to improve students’ English listening and develop their ability to communicate their thoughts and idea in English. In the first scholastic year, the course is focused on the training of functional communication. Under the student-oriented guideline, various exercises such as listening and note-taking, sentence identification, dialogue, passage, news are designed for students so that they are motivated by these activities to improve the abilities of listening and enlarge the horizon and are more able to use the language appropriately, flexibly and creatively. The book is a step-by-stepprocess teaching skills basic to Listening in the English language. Each unit includes detailed descriptions of skills involved as well as examples and exercises to practice the skills. Its clear, paced lessons, plentiful practices, and engaging listening assignments guide students through the knowledge of listening skills and strategies and the practice of different kinds.三、课程性质与教学目的《英语听力I》是英语专业技能必修课之一。

《Unit 6 Making Use of Tools Listening and Speaking

《Making Use of Tools Listening and Speaking》作业设计方案（第一课时）一、作业目标本次作业旨在帮助学生巩固《Making Use of Tools Listening and Speaking》课程中所学的听力技巧和口语表达，同时培养他们在实际应用中正确使用工具的能力。

二、作业内容1. 听力练习：学生需完成一份与课程主题相关的听力练习，包括对不同工具的使用场景、功能、操作方法等相关信息的听取。

听力材料可以通过音频文件、网络资源或教材配套材料获取。

2. 口语表达：学生需根据听力材料中的内容，模拟实际使用工具的场景进行口语表达。

可以包括对工具的介绍、操作步骤、注意事项等方面的描述。

同时，学生需录制自己的口语表达视频，以便后续评估和反馈。

三、作业要求1. 听力练习：学生需认真听取听力材料，确保理解无误，并在听完之后核对答案，理解自己的错误原因。

2. 口语表达：学生需尽可能真实地模拟实际使用工具的场景，表达清晰、流畅。

视频录制要求声音清晰、画面稳定，时间控制在3-5分钟以内。

3. 作业提交：学生需将完成的听力练习和口语表达视频通过指定平台提交，并注明作业完成的时间和姓名等信息。

四、作业评价1. 听力练习：教师将对听力练习的答案进行批改，评估学生的理解和正确率，以便了解学生的学习情况。

2. 口语表达：教师将对学生的口语表达视频进行评分，包括语音、语调、语法、流利度等方面。

同时，教师将根据视频内容进行反馈，指出学生在模拟实际使用工具场景时的优缺点，以便学生改进和提高。

五、作业反馈1. 学生完成作业后，教师将根据作业评价结果给予学生反馈，包括优点和需要改进的地方。

学生可根据反馈进行自我评估，调整学习策略，提高学习效果。

2. 学生可通过指定平台查看自己的作业完成情况，了解自己的优势和不足，并根据教师的反馈进行改进。

3. 教师将根据学生的作业完成情况和反馈，调整后续的教学内容和方式，以提高教学效果和质量。

《Unit 6 Making Use of Tools Listening and Speaking

《Making Use of Tools Listening and Speaking》教学设计方案（第一课时）一、教学目标1. 学生能够识别并理解常用工具的名称和功能。

2. 学生能够用英语进行简单的工具应用对话。

3. 培养学生的英语听说能力和实际应用能力。

二、教学重难点1. 重点：掌握常用工具的英语表达，能够进行简单的工具应用对话。

2. 难点：将英语听说能力应用到实际生活中。

三、教学准备1. 准备相关工具的图片和实物，用于教学展示。

2. 准备听力材料和相关口语练习素材。

3. 安排实际应用工具的现场或模拟情景，以便学生能够将所学知识应用到实践中。

4. 制作教室互动游戏，增加学习的趣味性和互动性。

四、教学过程：1. 导入（5分钟）* 问候学生，引入课程主题* 播放一段简单的英语工具应用视频，引导学生谈论视频中的工具* 引入课程主题《Making Use of Tools Listening and Speaking》2. 听力练习（15分钟）* 播放一段简单的英语工具应用对话录音，引导学生听取* 设计一些问题，引导学生回答，检验他们的理解水平* 对回答进行反馈，对错误进行纠正3. 说英语（15分钟）* 引导学生谈论他们自己的工具应用经验，鼓励他们应用新学的词汇和表达方式* 设计一些简单的对话任务，让学生分组完成，教师进行反馈和指导* 鼓励学生在全班面前展示他们的对话，对他们的表现进行反馈和评判4. 小组活动（10分钟）* 分组，每组选择一种工具或场景进行讨论，如锤子应用、修理自行车等* 给学生提供一些提示和指导，帮助他们组织讨论并应用新学的词汇和表达方式* 鼓励学生尽可能多地应用英语进行讨论，并在讨论结束后分享他们的效果5. 反馈与总结（5分钟）* 邀请学生分享他们在小组活动中的体验和收获* 教师对课程进行总结，强调新学的词汇和表达方式，并给出一些额外的练习任务，帮助学生稳固所学知识* 提醒学生将所学应用到平时生活中，提高他们的英语口语能力。

《Unit 6 Making Use of Tools Listening and Speaking

《Making Use of Tools Listening and Speaking》作业设计方案（第一课时）一、作业目标本次作业旨在帮助学生巩固英语听力技巧，提高口语表达能力，同时培养他们在实际工作场景中运用英语进行沟通的能力。

通过完成作业，学生将更好地掌握与工具使用相关的词汇和表达方式。

二、作业内容1. 听力练习：学生需完成一份与工具使用相关的听力材料，并回答相关问题。

听力材料应涵盖各种常见工具的名称、用途及操作方法。

学生需认真听录音，记录关键信息，并尝试理解录音中的语气、语调等非文字元素。

2. 口语表达：学生需准备一段与工具使用相关的对话，对话中应包含各种常见工具的名称和用途。

对话应尽可能自然、流畅，语音、语调正确。

3. 词汇积累：学生需复习与工具相关的词汇，如锤子、钉子、锯子、螺丝刀等，并尝试在口语表达中使用这些词汇。

三、作业要求1. 听力练习：请独立完成听力练习，确保录音清晰，无杂音。

2. 口语表达：请在小组内进行练习，互相纠正发音和语调，确保对话自然、流畅。

3. 词汇积累：请在作业完成后提交一份词汇清单，清单中应包含你复习到的所有词汇及其用法。

4. 请在规定时间内完成作业，按时提交。

5. 作业应真实有效，如有抄袭或作弊行为，将受到纪律处分。

四、作业评价1. 评价标准：作业完成质量、听力练习回答准确性、口语表达流畅度、词汇积累全面性。

2. 评价方式：教师评分与小组互评相结合。

教师将对学生的作业进行评分，同时邀请小组间进行互评，以促进学习交流。

3. 反馈方式：对于在作业中存在的问题，教师将在课堂上进行讲解和答疑。

对于表现优秀的学生，将给予表扬和鼓励，以增强他们的学习信心。

五、作业反馈为了帮助学生更好地理解自己的优缺点，我们将提供以下反馈：1. 对听力练习和口语表达中的优点和不足进行具体分析；2. 提供改进建议，包括如何提高发音、语调以及如何更自然地表达；3. 提醒学生在下次课时要注意的问题，以便更好地完成下一项作业。

Lesson04,book3.pdf

容与时 6. Doing the pre-class work Ⅱat page 103 .
间分配 7. Discussion of the language and style used in the text.
8. Discussion of the theme of the text and revelation obtained from it.
Robin treated women, the poor, and people of humble status with courtesy. A good deal of the
资 impetus against authority stems from the restriction of hunting rights. The early ballads, 学 especially, reveal the cruelty that was an inescapable part of medieval life.
友谊地久天长
怎能忘记旧日朋友，心中能不怀念？旧日朋友岂能相忘，友谊地久天长。
我们往日情意相投，让我们紧紧握手，让我们举杯畅饮，友谊地久天长。
3. Discussion: 1). Do you believe in friendship between totally different people (different
The authentic Robin Hood ballads were the poetic expression of popular aspirations in
教 the north of England during a turbulent era of baronial rebellions and agrarian discontent,

托福听力教案英语高中模板

Objective:To enhance high school students' listening skills specifically tailored for the TOEFL exam, focusing on comprehension, note-taking, and critical thinking.Materials:- TOEFL listening practice materials (TPO, real TOEFL audio, etc.)- Notebook and pen for note-taking- Whiteboard and markers- Projector for displaying audio and textDuration:2 hoursLesson Outline:I. Introduction (10 minutes)1. Warm-up: Begin with a brief discussion about the importance of listening skills in the English language and its relevance to the TOEFL exam.2. Introduction to the TOEFL Listening section: Explain the structure and format of the TOEFL Listening section, emphasizing the types of tasks and the time limit.3. Set expectations: Clarify the goals of the lesson and the expected outcomes.II. Listening Skills Development (40 minutes)1. Listening comprehension strategies:- Predicting: Teach students how to predict the content of the listening passage based on the title and any given context.- Note-taking: Demonstrate effective note-taking techniques, such as using symbols, abbreviations, and bullet points.- Summarizing: Explain how to summarize the main idea of a listening passage in their own words.2. Listening exercises:- Short dialogues: Play short dialogues and have students predict the main topic, take notes, and summarize the dialogue.- Long lectures: Introduce longer listening passages and guide students through the process of active listening, note-taking, and summarizing.III. Practice and Application (40 minutes)1. TPO practice: Assign a TPO listening section for students to complete individually. Encourage them to use the listening strategies discussed earlier.2. Group work: Divide students into small groups and have them discuss their answers and note-taking techniques. This promotes collaboration and peer learning.3. Teacher feedback: Review the answers as a class, discussing common mistakes and providing constructive feedback.IV. Review and Conclusion (20 minutes)1. Review key points: Summarize the main listening strategies discussed in the lesson.2. Q&A session: Answer any questions students may have regarding the listening section of the TOEFL exam.3. Homework assignment: Assign a listening practice activity for students to complete at home, emphasizing the importance of consistent practice.Assessment:- Observe students' participation and engagement during the lesson.- Evaluate their note-taking skills and listening comprehension through the assigned TPO practice.- Monitor their progress and provide feedback on their homework assignments.Additional Notes:- Encourage students to listen to English news, podcasts, and TED Talks regularly to improve their overall listening skills.- Provide students with a list of useful vocabulary and phrases commonly used in the TOEFL Listening section.- Use visual aids, such as graphs, charts, and images, to help students understand and remember the listening content.By following this TOEFL listening skills教案, high school students will be well-prepared to tackle the listening section of the TOEFL exam, developing their comprehension, note-taking, and critical thinking abilities in the process.。

托福听力电子教案

托福听力电子讲义听力考试介绍：1.内容☞对话(conversation)：具有校园生活特色（校园办公室和学生服务），每篇约3分钟，每篇有5题。

☞演讲(lectures)：来源于课堂授课，分教授讲授、学生提问或老师提问三种形式，每篇约5分钟，每篇有6题。

2.形式：模块（Module）:1 conversation + 2 lectures1）两个模块：听力总时间为60分钟，总题量34道，听力材料共6篇，即2篇对话，4篇讲座。

2）三个模块：听力总时间为90分钟，总题量51道，听力材料共9篇，即3篇对话，6篇讲座。

3.特点1）先听音，后看题2）题目一个一个出现3）记笔记：文章的要点信息，文章开头应记主题及目的，接下来应记总论点的分支、分支定义及特点，解释程序步骤注意记先后顺序，还应记录时间、地点发生的事件，人物的身份及观点，形容词、副词的比较级或最高级，因果关系，态度及倾向性的词语。

☞词汇☞ 1. 四六级词汇70%☞ 2. 口语小词10%☞ 3. 专业词汇20%：记声音记意思不记拼写☞艾宾浩斯记忆时间安排☞5分钟30分钟☞12小时1天☞2天4天☞☞听写☞步骤：☞ 1.听全文：懂大意。

☞ 2.听句子：注意第一遍没听清的句子。

☞ 3.听字词：注意前两遍没听清的字词。

☞ 4.听一句写一句，放音不可写, 最多听5遍。

☞ 5.打开文字答案核对纠错。

☞ 6.总结造成听力障碍的语音点。

☞记笔记☞（一）原则☞ 1. 自己能看懂☞ 2. 越少完整单词拼写☞ 3. 中英文相结合☞ 4. 线条、图画、符号并用☞ 5. 简练，切莫因记勿听☞ 6. 写而有用☞（二）要点☞ 1. 开头部分：对话或讲座的主题、目的☞ 2. 总论点下的分类、分支及特点☞ 3. 解释程序步骤，注意先后顺序☞ 4. 重要时间、地点☞ 5. 人物身份、观点☞ 6. 最高级、比较级☞7. 说明多个原因、结果☞8. 表达态度、倾向性☞（三）区别☞长对话：记问题，解决办法，具体建议。

8通论13-14连词介词 (1)

湖南科技大学课程教案（章节、专题首页）授课教师：骆美婵职称：助教单位：外国语学院课程名称古代汉语章节、专题连词介词语气词教学目标及基本要求本章讲授的是古代汉语介词与连词以及古代汉语语气词与词头、词尾。

介词与连词是两种纯虚词，学习本章，要让学生了解一些主要古汉语介词与连词的使用方法，以及一些介词、连词古今用法的差异。

培养学生具体分析文言语句中介词与连词使用方法的能力，从而提高其阅读理解古籍的能力。

让学生了解一些主要古汉语语气词的使用方法和其表达的语气，了解一些词头、词尾的用法。

培养学生理解文言语句中语气词和词头、词尾的能力，从而提高其阅读古籍的能力。

教学重点“于”的用法“以”的用法“而”的用法“之”的用法句尾语气词句中语气词句首语气词发语词词头词尾教学难点“于”的用法“以”的用法“而”的用法“之”的用法“也”的语气“矣”的语气教学内容与时间分配习题（分页）授课教师：骆美婵职称：助教单位：外国语学院课程名称古代汉语授课内容一、介词介词是一种虚词，它一般不能单独使用，而是经常与名词、代词、或名词性的词组结合成一个介词结构，用作动词或形容词的状语或者补语，来表示动作行为的时间、处所、目的、原因、方式、对象等。

古代汉语的介词结构同现代汉语的介词结构之不同：现代汉语的介词结构有时还可以用作定语。

例如“朝南的房子冬天暖和”，句子中的介词结构“朝南”作定语，而古代汉语的介词结构就不能用作定语。

即：区别1：古代汉语的介词结构既可以作状语，又可以作补语，如“大匠诲人必以规矩”，；而现代汉语的介词结构除了表示处所的以外，一般只用作状语，有时还可以用作定语，如“他在中国的家”。

古代汉语的介词结构是不能用作定语的。

区别2：现代汉语中介词的宾语总是放在介词的后面，而古代汉语介词的宾语有时可以前置。

例：“何以战？”楚国方城以为城，汉水以为池。

名词作宾语可以放在介词的前面，这是古汉语所特有的。

区别3：现代汉语中介词的宾语是不能省略的，但是，古代汉语中介词的宾语经常可以省略。

第四册听力七八单元

湖南科技大学2015—2016学年第2学期学院：外国语学院课程：大学英语4教师：翟华授课教师：翟华职称：讲师单位：外国语学院Unit 7 EnvironmentPart AExercise 1Conversation 1M: Julie, are you going to throw away all those reports? W: Yes. I don’t need them anymore.M: Well, but the other side of each page is still blank.You can reuse the paper for other purposes, can’t you?It seems such a waste to dump them all in the waste –paper basket. You know how many trees would have to be cut down to make all those paper.W: Mm, you’re right; I’ll hang on to them. Conversation 2W: Hey, wait a minute. Don’t throw the cup away.M: why not? Th ere’s a chip in the cup. See a small piece has broken off.W: Well, I know it’s chipped, but it’s still OK. You know, you could use it as a penholder. You could put …um… pens and pencils in it and keep it on your desk.M: Oh, I hadn’t thought of that. That’s a go od idea.Thanks.Conversation 3M: Wait, wait. That’s a nice container. Don’t throw it away.W: Why not? It’s empty.M: Well, but you can use it again. It’s great for storage.You can put cookies, candies or chocolates in it --- with the plast ic lid on. That’ll keep them fresh. W: Oh. Good idea.Exercise 21) noticeable2) trip3) results4) typically5) layers6) excessive7) effects8) we should try to avoid excessive packaging whereverpossible9) to encourage consumers to bring their own bags and tochoose products that involve less packaging10) We should do away with the practice so as toconserve resources and protect our environment.Part BPassage 1Exercise 11. d2. c3. c4. d5. bSave the Earth to Save OurselvesWith the advancement of modem science, it seems that we are now living in greater comfort and in much better conditions. But are we really? The answer is definitely not.Why? This is because we are now producing much more rubbish than ever before, and many of us are not aware of environmental protection. People take it for granted that the Earth will forever take care of us no matter how we treat it in return. They pollute it with all sorts of rubbish we produce —plastic bags, household waste, poisonous factory waste, etc. —without even bothering to think of the consequences.What will happen to the rubbish we throw away? Will it simply disappear? No, it will poison the Earth —the place where we live.What will happen if we poison our Earth? Well, very simply, it will poison us. Think about this: if the Earth is poisoned, then the water that comes out of it will be poisoned, the food that we grow in it will be poisonedand animals that live on it will be poisoned — and that means we who poison the Earth will be poisoned.So, let’s not pollute or poison the Earth, but save the Earth to save ourselves.Exercise 21. Plastic bags, household waste, poisonous factory waste, etc.2. They think the earth will forever take care of us nomatter how we treat it in return.3. The water, the food, the animals, and ourselves. Passage 2Exercise 11. d2. d3. a4. a5. dUse Less Paper!"John, get me a piece of paper, I have to write a note to Judy."―Mary, why are these paper boxes still here? They’re useless. You’d better throw them away.‖―Mum, there’s no more paper in the toilet. Can you get me a new roll, please?‖Nowadays, paper is so common and so handy that no one will think twice to waste it. But if you know how much paper a person uses in a year, that could be quite scary.According to a recent study made by an environmental protection group, it was found that the amount of paper an average person uses every year is enough to build a pile as high as a two-storey house. Think about all the newspapers, tissues, toilet rolls, books, etc. that pass through your hands per year. That’s a lot of paper. That means a lot of trees are being cut down to produce this paper — but to grow a tree, it takesyears. One country alone, Britain, uses 8.5 million tons of paper —that’s equivalent to 90 million trees — every year! If this continues, there will be no more trees left for our children.In view of the above, wouldn’t it be great, then, if all the paper that is thrown away could be reused? This is in fact not difficult to do. We can achieve this either by using scrap paper for notes, etc., or by making completely new paper from the old paper.Another way of saving paper is to have second-hand book sales. Everyone benefits — you get rid of all the old books that are useless to you and are taking up space in your home, and someone else gets to buy the books they want at much lower prices. These sales can also be arranged to raise money for charities. In this way, we can create added value. That’s much better than throwing books away as rubbish, isn’t it?Exercise 21. Use scrap paper for notes;Reuse paper by making completely new paper from old paper/recycling old paper.2. Get rid of all our old and useless books;Save space in our homes;Buy the books that we want at much lower prices; Raise money for charities.Unit 8 Story TimePart AExercise 11. d2. cTom Smith is a writer. He writes detective stories for magazine. One evening he could not find an end to his story. He sat with computer in front of him, but no idea came to his head. So he decided to go and see a crime movie and get some inspiration.When he came back, he was surprised to find that he had had a visitor. Someone had broken into his flat. The intruder had had a drink, smoked several of Tom’s cigarettes --- and had read his story. The visitor left Tom a note.I have read your story and I don’t think much of it. Please read my suggestions and then you can finish your story. By the way, I’m a burglar. I’m not going to steal anything tonight. But if you become a successful writer, I will return.Tom read the burglar’s suggestions. Then he sat down and wrote an ending to his story.Tom has not yet become a successful writer, and he is still having difficulties finding a good ending to his stories. Hoping that his burglar might return, he always leaves a half-finished story near his computer before he goes out in the evening.Exercise 2 cBob went to a Christmas party with a friend. The friend warned him that he might meet a very boring, talkative old man there. At the party, he was with his friend and a girl whom he had just been introduced to. They were talking merrily. Just at that time a man entered the room.―Is that the old man who you warned me about?‖ Bob asked his friend.―That,‖ said the girl, ―is my father.‖Part BStory 1Exercise 11. c2. d3. b4. a5. dAn Embarrassing ExperienceEvery Friday morning Mrs. Bell goes to the supermarket and gets the groceries for the week. Last Friday, as usual, she drove to the supermarket. She was able to find a parking space outside the supermarket. She parked the car and locked the door.She went into the supermarket and got a trolley. She went to the fruit section first, and there she got some apples and oranges. Then she went to the meat counter and got some steak. She wanted some wine because she was giving a dinner party that evening. She started walking towards the wine section.At the wine section she met her neighbor, Mrs. Young. Mrs. Young’s three-year-old daughter, Lily, was with her. As the little girl was too heavy to carry, Mrs. Young let her sit in the trolley. The two women started talking. Mrs.Bell told Mrs. Young about the dinner party.Lily wasn’t interested in their conversation. So she began to examine the bottles on the shelves. They were much more interesting. She picked up a bottle of whisky. Neither of the women noticed.After Lily looked at the bottle for a few seconds, she got bored. She couldn’t open the bottle, so she put it in Mrs. Bell’s shopping bag which was hanging from the handle of the trolley.Mrs. Bell found a nice bottle of red wine and put it in her trolley. She went to the checkout and joined the queue. The store detective was standing near the checkout. He saw the bottle of whisky in Mrs. Bell’s bag. Mrs. Bell paid all the things in her trolley and walked towards the exit.She was just going out when the shop detective stopped her and asked why she hadn’t paid for the whisky. Mrs. Bell was astonished. She explained that shedidn’t know anything about the bottle of whisky. The store detective didn’t believe her and asked Mrs. Bell to go with him to the manager’s office.Exercise 21. Near the wine section.2. On the handle of the trolley.3. She wanted to open it but she couldn’t and she got bored playing with it.4. At the exit of the supermarket.5. Go and talk to the manager of the supermarket.Story 2Exercise 11. d2. b3. c4. a5. bAn Art LessonSheila entered the art center reluctantly. Her best friend, Lisa, had a painting on display; otherwise she would never have come. But Lisa talked constantly about her summer art class and urged Sheila to attend the first show. Sheila had almost refused to come when she learned what would be shown.―Do you mean to tell me that everyone in your class painted the same thing?‖ she had asked.―Yes,‖ Lisa had said. ―It is a still life of an orange and s ome grapes.‖―How boring! I don’t see how you could stand to paint the same thing as everyone else did. Art should be individual.‖―It is individual,‖ Lisa had answered. ―You’ll see.‖So Sheila had come to the show. As she walked into the gallery, she saw her friend waiting.―Hi, Lisa!‖ Sheila called, ―Here I am. Bring on the fruit!‖Lisa laughed and led Sheila into a large room. The first thing to catch Sheila’s eye was not a painting, but a huge color photograph of the orange and grapes that the art students had painted. It was hanging high on a wall above the paintings.The first painting that Sheila examined was a complete surprise to her. The artist had painted a shapeless mass of color for the fruit but had mixed the colors very well, making them quite pleasing to the eye. The next artist had given the orange and grapes such perfect roundness that they looked artificial. Another artist had painted the fruit in strange shapes, while still another had made it look so real that Sheila felt she could almost taste it. Lisa’s painting showed the surface of the orange in every detail, making Sheila want to touch it.By the time Sheila finished viewing all the paintings, she was thoroughly fascinated. She realized that everypainting was as individual as the student who had painted it. All had seen the fruit differently mid had tried to put their impressions on canvas. Sheila had begun to learn what art was all about.Exercise 21. An orange and some grapes.2. She gave the surface of the orange in minute detail.3. One of them painted it as a shapeless yet pleasing mass of colors, another had presented it withperfect roundness. Some painted it in strange shapes and some made it look very real.4. The artists had seen the fruit from different perspectives.。

Unit4 Topic3 SectionA 优质课教案(湖南省)

Play the tape
Organize dialogues
organize study
evaluatethe
performances
ofstudents
solve the students
problems
Listen and
understand.
Make up
sentences withthe pictures
5. ask and answer
6. listening practice
7. pair work
8.presentation
9. practice
10. consolidation
11. summary
Ss get to know
their performances
oftheonline-study.
教学总目标
Learn the structure ofS+V+O+OC
Learn how to talk about internet and life with the structure
Lead students how to use internet correctly
教学过程
教学具体目标
教学内容
do the exercises
实施途径
教师
学生
1.Lead-in
2. Consolidate the usage of the structure by making up sentences
3. watch the Videos ofInternetinour life
4.Actout
how to use
Internetto