三年级英语听力修订稿

合集下载

PEP三年级英语下册第三单元听力材料

小学英语三年级第三单元听力材料(听力材料每小题读两次)一、Listen and circle.(听音，圈出你听到的单词的首字母。

5%)1. [s], [s], six2. [t], [t], tall3. [p], [p], pig4. [n], [n], nose5. [æ], [æ], apple二、Listen and write.（根据听到的拼读写单词，并与相应图片连线。

8%）1. [p]-[i]-[g], pig2. [b]-[i]-[g],big3. [s]-[i]-[ks],six4. [m]-[i]-[l]- [k],milk三、Listen and number.（听音排序。

13%）1. Be fat, be fat./ Be tall, be tall./ Be short, be short./ Be thin, be thin.2.Make your eyes small./ Make your arms long./ Make your arms short./ Make your eyes big.3. It has a long tail and big eyes./ It’s small and thin./ Look at that giraffe. It’s so tall./ It has a long body and short legs./ It’s big and fat.四、Listen and circle.（听音，圈出你听到的单词。

5%）1. It’s short.2.It has a long tail.3.It has a big mouth.4. Look! That monkey is so thin.5. Look at the panda. It’s fat.五、Listen and tick.（听音，用笑脸或哭脸表示图片正确与否。

2024初中毕业水平考试听力文本(修订版)(1)

2024年长沙市初中毕业学业水平考试英语听力测试朗读材料2024年长沙市初中毕业学业水平考试英语试卷第一大题听力测试现在开始。

听力材料以中速朗读两遍。

第一节对话理解听下面的对话，从题中所给的A、B、C三个选项中选出最佳答案。

听每段对话前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。

1. W: John, what do you want to be when you grow up?M: I want to be a scientist.2. W: Frank, what is your hobby?M: I like playing chess.3. W: There will be a kite festival on April 17th.M: Yes. I can’t wait to see all kinds of kites flying in the sky.4. M: Welcome to Changsha! Did you have a good time on the train?W: Yeah. Pretty good!5. M: What would you like to drink today, coffee or tea?W: Neither. Just give me a glass of milk, please.第二节对话理解听下面的6段对话或独白，每段对话或对白后有2-3个小题。

从题中所给的A、B、C三个选项中选出最佳答案。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。

听第六段对话，回答第6、7小题。

M: All well, Betty?W: En…Not so good. I am just feeling worried about writing this report.M: Are you almost done with it?W: Far from it, and I will make a presentation in class tomorrow.听第七段对话，回答第8、9小题。

TPO26听力文本完整修订版

TPO26Listening ScriptConversation1Listen to a conversation between a student and a university print shop employee.StudentHi.I saw your ad in the campus newspaper.EmployeeOh.We don’t have any job openings right now.StudentOh,no.I meant the other ad,about the services you provide for students.You see,I have been working at the campus tutoring center as a maths tutor.But things have changed,including my schedule.And now I want to start doing tutoring work independently.But in order to,basically,start my own business,I need to get the word out.EmployeeOK.StudentI was thinking I should get something printed up that I can hand out to people.EmployeeAh.Well,actually,I just printed up some great-looking fliers for someone doing the same thing.StudentFliers.Yeah,that’s an idea.I guess then I could post themEmployeeYeah.And you can hand them out too.But,oh,you know what?I did something really neat for someone last week.She didn’t want to go the traditional route,you know,business cards,fliers,so we customized pencils for her.StudentPencils?EmployeeYeah.You know,a little message printed on the pencil.StudentOh,that’s cool.EmployeeYeah.But you should know,it’s not our cheapest option.Oh,and you know those little sticky notes?StudentYou do those too?EmployeeWell,we did once.I think those bright pieces of paper would be real attention getters.You know,students use them all the time,so they should be good for business.I don’t know why we haven’t done more.StudentWow.EmployeeSo you’ve got some options.StudentRight.Well,what about business cards?My friend has these business cards.She does tutoring too.And she got them at this place in town,but they were kind of expensive.EmployeeFor business card?Well,I don’t know what your friend paid.But we could do something real simple and it wouldn’t be much.Like for a batch of250for one of our standard designs,20dollars maybe.Student20dollars sound EmployeeEmployeeNow,there are some other choices that’ll affect the cost.You know,like different background patterns,using color ink, that sort of thing.And it also depends on how many words you want to include.StudentOK.Well,I know what I want them to say.But I am just thinking,I kind of like that pencil idea.EmployeeYeah.I thought it was neat.Now,of course you can only fit your name and phone number,and like,in your case,maths tutoring on it.StudentRight.Well,I could custom design the business cards though right?That’s what my friend did.She said she designed them at the computer right there at the print shop.EmployeeWell,you can do that here too.But accustomed design would be a bigger investment for your business than one of our standard designs.StudentWell,I don’t know.I am interested in business cards,so can I look att he standard designs?Lecture1-Advertising(Green Marketing)Narrator:Listen to part of a lecture in an advertising class.ProfessorLast class someone asked about green marketing.Green marketing refers to companies promoting the product as environmentally panies often turn to advertising experts to help them do this.Green marketing seems recent,but advertising professionals grew interest in it several decades ago.The seeds for green marketing were probably planted in1970,when the first Earth Day took place.Rallies all over the United States were organized to protest environmental degradation.Some20million demonstrators participated in that first Earth Day. And it helped spark dozens of environmental laws.The biggest was the Endangered Species Act of1973,which protects imperiled animal species from extinction.There was also passage of the Clean Water Act and the Clean Air Act was strengthened.Earth Day,environmental laws,environmental issues in the news,being green was entering the mainstream.And businesses started saying,hey,we can get involved in this.So in1975,a major advertising trade group held its first workshop on ecological marketing.A few years later,we began seeing ads tapping into people’s environmental concerns.But as some green marketers learned the hard way,green marketing must still involve all the same principles of a traditional marketing campaign.Your ad must attract attention,stimulate consumers’interest,create a desire for your product,and motivate people to take action,to buy your product.So let me tell you about one green marketing campaign that failed at first and explain why.It was for a compact fluorescent light bulb.We’ll call it the eco-light.It was first introduced,I believe,in the late90s.It cost far more than a regular incandescent bulb.The advertising message was basically,use this eco-light and save the planet.But that message wasn’t effective.Research shows that consumers don’t want to let go of any traditional product attributes, like convenience,price and quality.Even though surveys indicate that almost everybody cares about the environment.So the company reintroduced the eco-light with a new message,one that emphasized cost savings,that the eco-light lowers electric bills and lasts for years.So it’s good for the Earth,cost-effective and convenient because it doesn’t have to be changed every few months.This ad campaign worked like a charm.Something else,uh,the company that makes the eco-light,researchers would consider it an’extreme green company’,not only because its products are energy-efficient,but because the company tries to reduce its environmental impact in other ways too.Like in addition to selling Earth-friendly products,its offices and factories are designed to conserve energy and use all sorts of recycled materials.A company that only recycles office paper,researchers would classify as a’lean green company’.And there are other degrees of greenness in between.So if your green marketing strategy’s gonna work,your message should be valid on all dimensions.When a company as a whole is credited for reducing its environmental impact,this can lead to brand loyalty.People will come back and buy your product more and more.However,let’s say you’re fined for violating the Clean Water Act while manufacturing products from recycled materials.The public would eventually find out.You can’t just make the claim that a product is environmentally friendly and not follow through on.Lecture2-Biology(Carbon Cycling)Narrator:Listen to part of a lecture in a biology class.ProfessorOK.Just before the end of the last class,we started talking about trace metals,metals found in living organisms in very small quantities that serve an important biological,important nutritive function in those organisms.And one trace metal that serves a nutritive function is zinc.Zinc assists in a number of processes in humans,but we are going to focus on just one,one that applies to a number oforganisms,not just humans.See,zinc plays a major role in carbon cycling,the conversion of various kinds of molecules with carbon,like carbon dioxide,into other kinds of molecules with carbon that organisms can use.So,take respiration.Our bodies,our cells produce carbon dioxide when they break down sugars.We need to get the C02out of our bodies,so the C02is converted into carbonic acid,which the blood is able to carry to the lungs.Once the carbonic acid reaches the lungs,it’s converted back into carbon dioxide so that we can breathe it out.Now,this whole conversion process relies on a particular enzyme.Uh,who remembers what an enzyme is?Bob?Uh,it’s a protein,a specific kind of protein,one that speeds up chemical reactions.ProfessorExactly.Different enzymes assist indifferent chemical reactions.Now,the one that speeds up the conversion of carbon dioxide has zinc in it.So this zinc enzyme is critical for gettingC02out of our bodies through the lungs.And it’s also extremely important for plants.Bob,can you tell us why?StudentFor making food,for photosynthesis?ProfessorExactly.For photosynthesis.Plants also convert carbon dioxide into different forms ofcarbon-containing molecules and the conversion process used relies on the very same enzyme that work in humans.So zinc is also important for plants.OK.But zinc is scarce in certain environments.And it’s particularly scarce in waters near the surface of river sand lakes and shallower parts of oceans,which might make us wonder how plants could live there at all.In fact,there are a lot of marine plants that survive,that grow and reproduce in surface waters.In particular,there are a lot of diatoms.Diatoms are microscopic,photosynthetic organisms and they are a major source of food for other organisms in the ocean.There are a number of different types of diatoms,and,well,diatoms play a very important role in the carbon cycling process,because they help make carbon available to other organisms in deeper parts of the ocean.The carbon that these diatoms use in photosynthetic is transferred to other parts of the ocean when the diatoms are eaten,say,by a fish that absorbs the carbon and then swims to another part of the ocean,or when diatoms die and fall to the ocean floor.So how did diatoms survive if zinc is so scarce?Well,recently researchers discovered that a specific type of diatom makes a different enzyme that serves the same purpose.But this enzyme doesn’t contain zinc.Instead this new enzyme incorporates another trace metal,cadmium.Kelly,you’ve got a question?StudentYeah.I thought cadmium was toxic.Didn’t you say that?It is poisonous to humans.Uh,actually,we used to think that it was toxic to all biological life,that it didn’t serve any biological purpose.But new study suggests that cadmium can actually substitute for zinc,that organisms can use it instead of zinc when there isn’t enough zinc in their environment.Now,the discovery of this cadmium-based enzyme is really important for a number of reasons.It’s actually the first enzyme we have discovered that uses cadmium.So it’s possible that other not so typical trace metals may be used in chemical processes,that marine organisms might make enzymes from other trace metals when the essential one is scarce.And there may be other types of diatoms that use cadmium to cycle carbon.But there’s something else to think about.What is one of the most common greenhouse gases in our atmosphere,one of the major culprits in global warming.Carbon dioxide,right?Now,if all these diatoms are taking carbon dioxide from the surface,converting it and transporting it to the bottom of the ocean,well,maybe there’s more to that whole process,that cycle,something that we’ve overlooked.So further research might tell us more about these warming cycles too.Convcrsation2Hi,Jean.How was the...uh,the conference,right?the conference on volunteerism?That’s where you were last week. Good.And let me know if you have any questions.StudentWell,there is something that I wanted to ask you now.It’s about something I noticed at the beach.ProfessorOh,what’s that?StudentWell,see,there are a lot of jellyfish there,floating in the water.ProfessorThat couldn’t have been pleasant.StudentNot for swimming.But it was interesting.I mean,the jellyfish were glowing.I swear they were.And I am wonderwhat that’s about.ProfessorAh,glowing jellyfish.That is interesting.Uh,it’s called bioluminescence.And actually we are going to talk about it later in the semester.Basically,bioluminescence is light that’s produced by a chemical reaction.StudentReally?Inside the jellyfish?ProfessorWell,not all jellyfish,about half of them.Actually,a lot of marine organisms have the ability,especially in deeper parts of the ocean.StudentOh,I get it.Like the darker it gets,the more the fish needs light,right?ProfessorWell,bioluminescence serves a number of functions.Most aquatic organisms use it for communication and for attracting prey.But jellyfish usually use it as a defense against predators.Some jellyfish produce bright flashes of light that confuse predators,to,uh,to startle them.But jellyfish closer to the surface,probably like the jellyfish you saw, they use bioluminescence to hide.The light they produce matches the color of the dim sunlight,so they blend in,and, uh,and predators can’t see them.StudentWow,really?Well,I am looking for a topic for my term paper,so maybe I could do it on these glowing jellyfish.That’s why I wanted to ask you about them,you know,to find out if there was really something to write about.ProfessorIt’s a great topic.But you’ll have to make sure the topic is manageable.Like I said,about half of all jellyfish are bioluminescent,so you may want to look at a particular type of jellyfish or several types that benefit from bioluminescence in the same way,or you could investigate current research on bioluminescence,on,on the chemical process,or...Here’s an idea.You seem to be very involved in local issues.See if you can identify the jellyfish you observed on the beach and how they fit into the local ecosystem.StudentYeah,you know,some of the environmental groups I met last week might even able to help me.Lecture3-Astronomy(Comets)Narrator:Listen to part of a lecture in an astronomy class.ProfessorOK.We have been looking at some of the smaller members of our solar system,comets.You already know about the structure of comets.Let’s continue our discussion now by talking about orbits,especially those of the so-called periodic-orbit comets.These are the comets that circle around the Sun pretty regularly.They return again and again, predictably,after a certain period of time.That’s why we say their orbits are periodic.Probably the most famous and brightest of these is Hailey’s comet.Hailey’s comet comes from far out in the solar system,goes in close to the Sun,and then out again.At its closest approach to the Sun,Hailey’s comet is about twice as close to the Sun as Earth is.And at its farthest,it’s about thirty-five times farther from the Sun than we are,which puts it out beyond Neptune.Basically,the idea here is that a periodic comet,with its very elongated orbit,just keeps coming back around again and again.With Hailey’s comet, well,it returns every75years,roughly.But where is Hailey’s comet during most of this time?Well,like all orbiting bodies,a comet moves faster when it’s closer to the Sun.So it only spends about a year or two in our neighborhood,inside the orbit of Jupiter.Most of its time is spent way out beyond Jupiter’s orbit,poking along near the farther reaches of it own orbit.Because of this,we can only see Hailey’s for a few months every75years,first on its way in toward the Sun,and then on its way out again.Now,you remember from our previous discussion that a comet’s nucleus,its core,is made up of ice and dust,like a frozen snowball.And as it approaches the Sun,it starts to heat up.And some of the ice vaporizes into gas and spreads out from the nucleus.The gases that vaporize from the comet,the comet never collects them back again,so on every orbit,the comet leaves part of itself behind.OK.How old is this solar system?Four and a half billion years,remember?AndHailey’s is going around the Sun once every75years and losing stuff each time.Sothe comet should be long gone by now,right?I mean,how come Hailey’s is still there?After four and a half billion years.How could it be?Well,the answer is that this comet hasn’t always been in such a short periodic orbit,since once a comet gets into an orbit that keeps it coming in close to the Sun quite frequently.Well,that comet’s probably not going to be around too much longer.So this kind of periodic orbit is only a phase in a comet’s life.A phase that just precedes its final breakup We’ve seen comets do that,going toward the Sun and then come back around, torn into pieces.But lots of comets aren’t like that.They come in,pass behind the Sun,and then travel back out.But with an orbit so large,and its farthest place so far away from the Sun that we just don’t know how far out it goes.We just can’t determine that very accurately from the close-in part of the orbit that we do see.So these are often called parabolic-orbit comets.Parabolic means the orbit is open at the far end.Actually the orbit probably does close and return the comet to the vicinity of the Sun eventually,but the period might be tens of thousands of years.And basically,we can’t determine it.So we just,we refer to them as open-ended parabolic-orbit comets.So,what can change a comet with one of these long orbits where they only come by the Sun occasionally into a much more frequent periodic visitor?Well,gravitational interaction with planets,right?If a comet on one of these long period orbits at some point comes close to Jupiter or Saturn or one of the other planets,then the pull of that planet’s gravity might alter the orbit,maybe make it much shorter.So this comet,if it happens to pass by a planet just the right way,it can be drawn into a new orbit,one that’ll capture it and keep it coming back around the Sun much more often.Lecture4-Art Conservation(Archimcdes Palimpsest)Narrator:Listen to part of a lecture in an art conservation class.ProfessorSo far we have been talking all semester about restoring and preserving pieces of art,like ancient frescos,early oil paintings,etc.But although our field is called art conservation,it also involves...what?StudentUm...preserving other types of cultural materials too.ProfessorVery good.Not just art.Old artifacts are very valuable when they represent early technologies,all contain important historical information.In fact,let me give you an example.You’ve heard about the Greek scholar,Archimedes,who lived more than2,000years ago,I am sure.Archimedes was a great mathematician.For example,he discovered the formula for the volume of a sphere.Not much of his work has survived,but what has survived is brilliant.And then in 1906,a Palimpsest of Archimedes’writing was discovered.Now,a palimpsest is a type of manuscript that contains writing that’s hidden because something else was written over it later.I’ll explain in a minute.This Archimedes palimpsest,as it’s now called,is by far the most important palimpsest anyone has ever seen.Because it contains the only known existing copy of Archimedes’treatise,called Method. Archimedes shows in it how maths can be applied to physics and physical reasoning back to maths problems,which is how he calculated the volume of the sphere,for example.This maybe commonplace today,but was revolutionary in his time.A few years ago,the palimpsest was sold at an auction for2million dollars.It could have ended up tucked away in a private collection,but fortunately,the collector who bought it has agreed to have experts restore every single word Archimedes wrote,so the contents can be shared with the world and studied.But there are two main problems.What do you think the first one might be?Jennifer?StudentUrn....well,it sounds like it’s extremely old.So probably some pages are at the point of crumbling into dust?ProfessorTrue.And some are moldy,and some were eaten away at by bookworms.This thing’s really decayed.But on top|of that,there’s another issue.And this is the reason why it’s a palimpsest.You see,the text apparently sat around in a library in Constantinople until1229A.D.But then a scribe erased,scraped away the writing as clean as he could in order to use the pages to write his own book on.Why would he do that?Take a guess.ProfessorWell,they used parchment to write on,but yes,there was a parchment shortage.StudentSo you are saying the parchment was basically recycled?ProfessorCorrect.Then,even later on,in the twentieth century,a forger painted ancient-looking pictures on several of the pages in order to make the book seem older and increase its value.So unfortunately,that’s quite a history.StudentBut professor Wilkens,if the scribe scraped away Archimedes’words and if these paintings covered the pages,how can the original work be recovered?ProfessorAh,that’s why I am telling you the story.That’s our task as conservationists,isn’t it?To find a way.There were still faint traces of Archimedes’words on the pages.First,we tried to make the Archimedes’words stand out with a variety of technologies,using ultraviolet light.But that didn’t work on every page.But then,there was this new idea that came from a scientist studying spinach.Student:Spinach?ProfessorYes.Spinach.This physicist,Uwe Bergman,does research that involves studying iron in spinach.He was reading an article about problems with the palimpsest and it said that there is iron in the original Archimedes’ink.So he came up with an idea to use the same method of looking at iron in spinach to view the iron on the palimpsest pages.And his idea worked.Bergman’s technique allows X-rays to pass through the forged paintings,pass through the scribe’s writing to hit the iron traces from the ink of the original Archimedes’text and create an image just of the iron on the pages.The iron-based letters seem to just pop off the page.The original text and diagrams emerged,line by line,diagram after diagram.And that’s kind of typical of our field.There’s a lot of interdisciplinary work.People from several different fields might be involved in working with a single art.。

2024年人教版英语三年级新版

2024年人教版英语三年级新版In 2024, the new edition of the People's Education Press English textbook for third grade introduces exciting topics and engaging activities to help students improve their English skills. The textbook is designed to provide a comprehensive learning experience, focusing on vocabulary expansion, sentence formation, and basic grammar rules.The chapter on "My Family" allows students to learn key family-related vocabulary words such as parents, siblings, and grandparents. They also practice constructing simple sentences to describe family members. Interactive activities like role-playing and picture-based exercises enhance students' comprehension and speaking abilities.In the "My School" chapter, students explore school-related vocabulary, including classroom objects, subjects, and activities. They engage in group discussions to expresstheir opinions about their favorite subjects and describe their daily routines at school. This chapter not only enhances students' vocabulary but also develops their communication skills and confidence.The "My Hobbies" chapter introduces various hobbies, such as painting, playing sports, and reading. Students learn new words related to different hobbies and use them to write simple paragraphs. They also have the opportunity to present their hobbies to the class, improving both their speaking and writing skills.In the chapter on "My Home," students learn words related to different rooms in a house, furniture, and common household items. They develop the ability to describe their own homes or draw pictures of their dream houses. Engaging exercises like matching games and word searches provide a fun and interactive way to learn and reinforce vocabulary.The "My Daily Routine" chapter helps students learn daily routines and time expressions such as "get up," "eat breakfast," and "go to bed." They practice using these expressions to create simple sentences and share their daily schedules with classmates. Role-playing and storytelling activities allow students to use the language in meaningful contexts.Finally, the "My Neighborhood" chapter encourages students to explore their surroundings and learn words related to places in their community, such as parks, libraries, and shops. They develop their ability to ask and answer questions about locations and learn how to give directions. Interactive map and role-playing activities make this chapter both informative and enjoyable.In conclusion, the 2024 edition of the People's Education Press English textbook for third grade offers a well-rounded curriculum with a focus on vocabulary acquisition, sentenceformation, and basic grammar. The interactive and engaging activities make learning English an enjoyable experience for young learners, enabling them to build a strong foundation for their language skills.。

PEP三年级英语下册全册听力材料

小学英语三年级第一单元听力材料(听力材料每小题读两次)一、Listen and circle.(听音，圈出你听到的单词。

5%)1. cat2. dad3. Canada4. fat5. he二、Listen and write.（根据听到的拼读，写出单词，并与相应图片连线。

10%）1. [k]-[æ]-[t] cat2. [b]-[æ]-[g] bag3. [h]-[æ]-[n]-[d] hand4. [f]-[æ]-[t] fat5.[d]-[ æ]-[d] dad三、Listen and number.（听音，用阿拉伯数字给图片排序。

10%）1.①Hello, Panda. Where are you from? I am from China.②Hello, Beaver. Where are you from? I am from Canada.③Hello, Eagle. Where are you from? I am from the USA.④Hello, Fox. Where are you from? I am from the UK.⑤Hello, Kangaroo. Are you from the UK, too? No, I am from Australia.2. ①We have two new students today. Welcome!②Mum, this is Miss Green. She’s my new teacher.③Mr Jones, this is Amy. She’s a new student.④Hi, Mr Jones. This is Zhang Peng. He’s from Shandong.⑤Welcome back to school!四、Listen and tick.（听音，用笑脸或哭脸表示图片正确与否。

小学英语三年级教材修订说明及教材介绍

小学英语三年级教材修订说明及教材介绍各位老师,大家好:我这里主要介绍小学英语三年级(PEP)教材的情况,今天主要介绍的是三年级教材的上册和下册,我主要从三个方面来介绍. 首先是三年级教材的具体变化.因为这套教材是在原版教材的基础上修订而成,因此有很多变化.首先我来介绍三年级教材的具体变化,然后介绍修订后三年级教材的结构及各板块的功能,最后介绍三年级教材各单元的教学目标.第一个问题.我先来介绍三年级教材的具体变化.我主要从四个方面来介绍一下.首先三年级教材突出了入门阶段语言学习的特点,为高年级的学习打好基础,然后削减了词汇量,对话话轮数等等,降低了教材的难度.另外在修订当中,调整了个别单元的顺序,是的话题的分布更为合理,便于语言知识的复现.除此之外,调整了单元的内部结构,使其更加符合语言学习的规律,这就是我从四个方面介绍的教材的具体变化.第一方面的变化就是突出了入门阶段语言学习的特点,为高年级的学习打好基础.这主要体现在哪里呢?在教材必学A部分的第三页增加了语音学习的内容,三年级主要学习26个字母中辅音字母的发音和5个元音字母的短音,为学生进一步学习英语奠定基础.这里我们可以看一下教材的实例,这里有教材的两个图片,其中左面的是Unit2 Book 1的语音页，就是三年级上册的语音页，从画面我们可以看出，我们主要讲字母，字母的发音，这是第一个，刚开始学习字母，所以首先这个单元学习了ABCD四个字母。

这次修订之后将字母的正式学习，从原来的下册移到了三年级上册。

在三年级上册的语音板块（Letters and sounds）安排了26个字母名称音和辅音字母发音的学习，帮助学生理解字母和音素的关系。

在三年级下册教材中的语音板块Let’s spell安排了5个元音字母的短音学习。

在选取读音例词的时候，按照由易到难的顺序，首选学生已经学过的单词，并结合CVC的拼读规则，通过趣味呈现和操练帮助学生体验，熟悉单词的拼读，掌握5个短元音和字母的对应关系。

英语听力教学大纲

英语听力教学大纲
一、引言
A. 目的和意义
1. 听力在英语学习中的重要性
2. 提高学生听力能力的必要性和可行性
B. 教学目标
1. 培养学生听取和理解英语口语的能力
2. 增强学生英语听力技巧和策略的运用能力
3. 提高学生的听力自信心和自主学习能力
C. 目标人群和前提条件
1. 目标人群：英语学习者，包括初学者和进阶学习者
2. 前提条件：具备基本的英语语法知识和词汇量
二、教学内容和方法
A. 教学内容
1. 音标和语音练习
a. 学习常用音标的发音规则和变化规律
b. 练习不同语音的发音和语调的运用
2. 听力技巧和策略的训练
a. 聚焦听取关键信息
b. 预测和猜测内容的能力
c. 提高听力记忆力和注意力
3. 听力材料的选择和应用
a. 按照学习者的程度选择适当的听力材料
b. 多样化听力材料的选择，包括对话、新闻、讲座等
4. 听力练习和评估方法
a. 听力练习的形式，如听力填空、选择题、听写等
b. 听力评估的方式，如测试、考试等
B. 教学方法。

TPO25 听力文本完整修订版

TPO 25 Listening ScriptConversation1NarratorListen to a conversation between a student and his academic advisor.ProfessorHi, Mark. What can I do for you?StudentI am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester.ProfessorWell, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem. Make sure you include all the classes you will have taken for your degree in finance and the electives too.StudentYeah, but as I look over the form, I got confused because of the way, um... they've changed the requirements. So now I am not sure I will qualify to graduate next semester. I know I would have before, under the old requirements.ProfessorWell, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only appy to students in their first or second year.StudentThat's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to ...ProfessorYes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact.StudentActually, that's what I want to ask about - International Banking. I took International Banking I, but I never took International Banking II. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.ProfessorYes. But that's one of the recent changes. So ...StudentOh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major.ProfessorWhat's the course?StudentOrganizational Behavior.ProfessorYes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine.Uh... I assume you have taken a seminar?StudentYeah, I took the marketing seminar.ProfessorOK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form.StudentOK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it?ProfessorYes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know.StudentOK. Thanks. I'll let you know if I need that letter.Lecture1-Conservation Biology (Assisted Migration)NarratorListen to part of a lecture in a Conservation Biology class.ProfessorOne consequence of global warming is extinction. There's compelling evidence that global warming will be a significant driver of many plant and animal extinctions in this century. So we are considering various strategies to help some threatened species survive this unprecedented, this warming trend, which as you know, is caused mainly by greenhouse gases produced by the burning of fossil fuels.Um... the most radical strategy being debated among conservation biologists is assisted migration. Assisted migration means picking up members of a species, or members of a group of interdependent species and physically moving or translocating them.Um... translocating threatened species to a cooler place, to higher latitudes or higher elevations, for example.Now, migration is a natural survival strategy. Over the past two million years, colder glacial periods have alternated with warmer interglacial periods. And so, urn, in response to these gradual climatic swings, some species have shifted their ranges hundreds of kilometers.So perhaps you are wondering why not let nature take its course now? Well, we can't. The main problem is today's fragmented habitats. During previous interglacial periods, when glaciers retreated, they left behind open land in their wakes. Today human development has paved over much of the natural world. Ecosystems are fragmented. Housing developments, highways and cities have replaced or sliced through without help. So conservationists are trying to save as many through without help. So conservationists are trying to save as many species as possible.Now, assisted migration coula become a viable part of our rescue strategy, but there are a number of uncertainties and risks. Without more research, we can't predict if assisted migration will work for any given species. A translocated species could die out from lack of food for example. At the other extreme, we might successfully translocate the species, but within five or ten years that species could proliferate and become an invasive species. Like a non-native plant that chokes out native plants by hogging the nutrients in the soil. Translocated animals can become invasive too. It happened in Australia. The cane toad was introduced back in 1935 to control an insect pest that was destroying Australia's sugarcane plantations. But the cane toad itself became a pest and has destroyed much of the wildlife on that continent.Also, many species are interdependent, intimately connected to one another. Like animals that eat a certain plant and that plant relies on a certain fungus to help it get nutrients from soil and on a certain insect for pollination. We probably have to translocate entire networks of species and it's hard to know where to draw the line.And in addition to all that, it is not even clear that assisted migration or any migration for that matter, will help at least for some species. Earth was already in one of its warm interglacial periods when we started burning fossil fuels. And in the twenty-first century, global temperatures are expected to rise two to six degrees. That rate of heating is far greater than during the last glacial retreat some 12,000 years ago.Um ... whether to use assisted migration, this debate is mostly within the biology community right now. But the ultimate decision-makers, in the United States at least, will be the government agencies that manage natural resources. Assisted migration really needs this level of oversight and soon. Currently there's no public policy on using assisted migration to help species survive climate change. People aren't even required to seek permits to move plants or invertebrate animals around as long as they are not classified as pests. In one case, a group of conservationists has already taken it upon itself to try on their own to save an endangered tree, the Florida Torreya tree, through assisted migration. There's only about a thousand Florida Torreyas left. And global warming is expected to significantly reduce or eliminate this tree's habitat. So this conservation group wants to translocate seedlings, Florida Torreya seedlings, 500 kilometers North in order to expand the species' range. The group believed its effort is justified, but I and many other biologists will be watching very closely how this maverick group makes out, because like I said, there could be unintended consequences.Lecture2-Music History (Béla Bartók)NarratorListen to part of a lecture in a music history class.ProfessorSo I just finished reviewing your papers on the influence of nationalism on the composers' music. And initially I was surprised none of you chose to write about Béla Bartók, that is until I remembered we haven't had a chance to discuss him in ground-breaking composer.Béla Bartók was a Hungarian, whose life stretched from the late nineteenth century to the middle of twentieth century. But he was not afan of the Romantic style of music that was popular in his homeland during his youth.StudentWait, Hungary wasn't a country in 1900, was it?ProfessorYou are right. I should have been clear. Bartok was born in Austria-Hungary, a nation that broke apart when he was about forty years old. Actually, the town where he was born is presently part of Romania. The political history of that region is complex. Suffice to say that Bartok is generally known as a Hungarian composer.So during Bartok's youth, the music played in the concert halls of Austria-Hungary was dominated by Romantic pieces by mostly German composers. We discussed the Romantic style last week. These pieces were long and lyrical. They were meant to have a sort of grandeur about them. And in the early 1900s, composers who worked in the Romantic style were the most popular in Austria-Hungary. But Bartok, he was part of the musical community that was trying to change this. And it led him to ... well, the first thing it did was lead him to travel. He looked at the small towns, and music, well, you could say he discovered the music that was popular in those areas.StudentWhat do you mean?ProfessorWell, all the music we have been talking about the past few weeks, It really was all in the cities, that's where the composers and the orchestras were. Out in remote areas of the countryside, in rural locations, music was more traditional, the same songs that were enjoyed by previous generations. Bartok went out, he travelled to a significant portion of Eastern Europe actually. He roamed the countryside and listened to the music heard in small towns and in all sorts of celebrations. He attended weddings, dances and religious ceremonies, where he heard a very different sort of music from the Romantic stuff being played in the concert halls in the cities. The music he heard is what we would consider folk music.StudentAnd then he had those same songs played in the concert halls?ProfessorNo. At first he went around to document the folk music. He really wanted to make sure the folk songs were written down before they disappeared. In fact, Bartok didn't start out the trip thinking of himself as a composer. He was an ethnomusicologist. He studied the traditional music of the region. But it turns out that what would later have a notable influence on European music on the whole was the way Bartok used elements he heard in folk songs in his own compositions. He adopted a number of elements from what he heard, like unusual rhythms. And he liked to use the glissando as his hallmark, which he probably got from listening to Croatian folk music. A glissando is ... well, I have got a recording of Bartok here. Let's wait until the music is fresh in our minds.Susie, do you have something you want to ask first?StudentYeah. Before, you mention nationalism and ...ProfessorAh, right, yes. When Bartok had his new pieces performed, their folk music roots made them instantly popular. It happened to be a time of strong nationalism in Austria-Hungary, so his compositions came at just the right time. He became very successful there. Particularly, when Bartok's ballet The Wooden Prince opened, there was great excitementfor music that included musical elements from local folk songs, music that reflected the region's musical traditions. However, as popular as Bartok was in his homeland, he did not get much international recognition during his lifetime.Conversation2NarratorListen to a conversation between a student and his biology professor.studentWell, you know, writing that paper about whales and the path they travel as they swim to the ocean, their migration patterns.ProfessorYes. I remember.StudentAnd well, I was thinking about it and I realized I don't understand how they hold their breath underwater. It's a little crazy for me to be writing about migration patterns without actually knowing how they stay underwater for so long.ProfessorDid you do any research to find out how they do it?StudentYeah, I did. I searched on the internet and there was a lot of information about whales, their habitats, the way they communicate, you know, their songs. But if there was anything about whales and how they hold their breath, I missed it. I've got a bunch of books. Actually, I have got so much information, it's a littleProfessorI am surprised there is nothing about it in any of those books.StudentWell, to be honest, I've only skimmed them so far. I am still working on finding sources.ProfessorOK. I know I encourage everyone in class to look at a substantial number of sources, but I don't want you to get overwhelmed. Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each paper. I don't expect you to read a dozen books on whales for this assignment. Focus on just a few.StudentOK. Thanks.ProfessorYou know, since you are already here. I can give you a quick summary of how whales hold their breath underwater. It's just a matter of certain adaptations in their anatomies, specifically in their circulatory system.StudentSo the blood flow is what makes the difference?ProfessorYes, and in a couple of ways. First, blood makes up a larger share of a whale's weight than in other mammals.StudentSo they can store more oxygen because they have more blood?ProfessorYes, but that's only part of it. They also have a greater capacity than land animals to store oxygen in their blood.So how does having more oxygen in their blood help them stay underwater longer?ProfessorIt's the way the whale's blood carries oxygen to the rest of its body. Whales carefully conserve their oxygen when underwater in a couple of ways. When a whale dives, its metabolic rate drops, causing its heartbeat to slow down. And the blood flow to its muscles and some of its non-vital organs, like its kidneys, is also cut off. A whale's muscles and non-vital organs are able to function without oxygen for an extended period of time.StudentI see. Well, now I can concentrate on my topic.Lecture3-History (Egyptian Hieroglyphs)NarratorListen to part of a lecture in a history class. The professor has been discussing Egyptian Hieroglyphs.ProfessorEgyptian Hieroglyphs are the ancient Egyptian writings found in ancient Egypt on monuments and on the inside and outside of temples. Hieroglyphic writing ended abruptly about 1600 years ago. And it mystified the mot brilliant minds in the study of Egyptian artifacts and archaeology for many many centuries. Finally, the possiblity of deciphering hieroglyphs came about with the discovery, in 1799, of the Rosetta Stone.The Rosetta Stone is arguably the most famous archaeological artifact ever discovered. It contains the same exact text written in three different alphabets Greek, demotic, hieroglyphic.But we didn't even know at first that the three texts on the Rosetta Stone contain the same information. And two of the three alphabets are ancient Egyptian scripts that stopped being used: the hieroglyphic and the demotic. The demotic script found on the Rosetta Stone, well, demotic was not as elaborate as hieroglyphic writing. It was used for more mundane matters, oh, like administrative documents. These ancient Egyptian scripts were replaced by Coptic scripts. But eventually, the Arabic language replaced Coptic and this cut off the linguistic link between ancient and modern Egypt.Now, the Rosetta Stone was remarkable because as I said, on it was the same text in three different alphabets: Greek, demotic and hieroglyphic. The Stone was essentially the dictionary that scholars needed to interpret the meaning of the hieroglyphs. And it took a uniquely equipped researcher to finally decipher and understand what was written onThomas Young, an English scholar, was the first to seriously attempt to decipher the symbols on the Rosetta Stone. He suspected rightly that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures. Until then, all scholars assumed that hieroglyphs were pictographs, that they symbolize objects or concepts. Thomas Young focused his attention on one set of hieroglyphs that he thought would probably spell out a single word: the name of a King or Queen. He guessed that the symbols represented the name of the early Egyptian ruler Ptolemy, since Ptolemy was also written in Greek on the stone and was indeed a Greek name. And Young did actually proved that these hieroglyphs represented sounds rather than whole words. Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs. He actually dismissed his own findings as an anomaly because the Ptolemaic dynasty was Greek, not Egyptian. In other words, he figured it was an exception to the rule. It was phonetic because it was Greek, not Egyptian. How else could an Egyptian depict a Greek name other than spell it out? And that brings us to the hero of our story: Jean-Francois Champollion.Champollion built on Young's work, showing that different hieroglyphs spelled the names of Kings and Queens like Alexander or Cleopatra. But his critics noted that this was still not traditional Egyptian names. He hadn't done any more than Young had been able to do, so he couldn't disprove the dominant theory.Then Champollion was shown a set of hieroglyphs that contain traditional Egyptian names. The first two of these symbols were unknown, but Champollion knew that the repeated hieroglyphs to the far right symbolized an "S" sound. He then drew on his linguistic knowledge to arrive at the solution to the problem. You see, unlike any of the other scholars who had tried to crack the code, Champollion happened to be fluent in Coptic. He wondered, and this was the real breakthrough, if Coptic was the language symbolized by the hieroglyphs on the Rosetta stone. And if so, then perhaps that first disc-shape symbol might represent the Sun. And the Coptic word for Sun is "ra". See where this is headed? So if the symbol were Coptic, the first symbol would be "ra". And then an unknown symbol followed by a double "S" sound. Was this, Champollion wondered, the name Rameses? He was eventually able to confirm that it was. So, he had figured it out. Hieroglyphs were mainly phonetic, they represented sounds, not pictures, and the underlying language was Coptic. A lot of work remained, but Champollion had cracked the code.Lecture4-Animal BehaviorNarratorListen to part of a lecture in an animal behavior class.ProfessorAll right. I hope you all had a chance to finish the assigned readings about animal play, because I want to spend some time discussing the different viewpoints presented in those articles. Let's start with the play-as-preparation hypothesis. Jerry, can you explain it?Male StudentYeah, Play-as-preparation? Young animals play in order to get really good at certain specific things they will need to do when they are adults, things like chasing, pouncing, climbing. In other words, they play in order to practice survival skills, like movements used in hunting and fighting. That hypothesis makes a lot of sense, like, maybe the most sense of all the theories we read about.ProfessorAnd what leads you to that conclusion?Male StudentWell, like wolves, the young pups, they fight a lot and bite, you know, not to hurt each other, but... It just seems obvious why those wolf pups play like that. It gives them practice with skills that will make them better hunters or fighters as adults.Female StudentOh, I don't know about that. I mean, some of the things a young animal does while playing are totally different from tilings they'll do as an adult. There was a really good example in the second article. I can't remember what it is called exactly, uh, self-...ProfessorSelf-handicapping.Female StudentRight. Self-handicapping. Like during a fake fight, a play fight, if one of the animals is winning, the winning animal might just stop and give up its advantage.ProfessorYes. And often it shifts to a submissive posture too. Of course self-handicapping hardly ever happens in a real fight. Because in a real fight, well, the point is to win. So, this self-handicapping, it is important to take this into account before just deciding to go with that first explanation. And in fact, there really isn't much in the way of solid experimental evidence to support the play-as-preparation hypothesis.Female StudentWhat about the other one? The flexibility hypothesis?ProfessorAh, yes. Let's talk about that. As you say, play is much more than just pretend fighting or practicing other adultbehaviors. Apparently, it also contributes to the development of a brain that's flexible, a brain that's quickly able to get a handle on unfamiliar situations. This notion, the flexibility hypothesis, well, many of my colleagues find it quite persuasive.Female StudentSo, like with kids, a little kid might play a game with a friend, and then they might race each other across the field. So they are switching from one type of play to another There's a lot of variety? I mean, they are learning to respond to whatever happens?ProfessorWell, that's the general idea. But let's hold off on talking about human behaviors for now. OK. According to the flexibility hypothesis, yes, the diversity, the variety in play can lead to a broader behavioral vocabulary.Male StudentA broader behavioral vocabulary? Can you explain what that means?ProfessorWell, sometimes playing results in an animal doing something it would not normally do. That can lead to the animal learning to adapt, to come up with new behaviors that can help it cope with major problems later on, like staying safe or finding food.Female StudentYeah. And there was that brain study you had us read about too.ProfessorOh, the one on how play affects development within the brain?Female StudentRight. That's it. About the animals raised in an environment where they did not get opportunities to play?ProfessorYes. Wasn't the conclusion interesting? That playing literally stimulates growth, creates connections within the brain? We need to do further studies, but...Male StudentExcuse me, can we go back to play fighting for a minute? I am wondering,can the flexibility hypothesis really explain that?ProfessorPlay fighting? Actually, that's something the flexibility hypothesis explains very well. Since play fighting includes variations in speed and intensity, and quick role reversals involved with self-handicapping. An animal that's play fighting is constantly responding to changes. So it's learning to be flexible.。

三年级英语听力

欢迎阅读三年级英语（上册）单元达标题听力原文M11.听音，选出你所听到的单词。

（10分）1.I ' m2. how3. afternoon4.goodbye5. fine2.听录音，选出你所听到的句子，将序号写在题前的括号中。

（ 8 分）1.I ' m fine.2 . How are you?3.I ' mD aming.4.Hi, I 'Xmia owei.5. Good morning, Sam.6.Bye-bye,Sam.7. Hi, Daming. 8. I ' m Lingling.三、听音，将正确答案的序号写在题前的括号中。

（ 10 分）1.Hello,I 'Linmg ling.2.Goodbye.3.Hello,I ' m Amy.4.How are you?5.Goodbye,xiaoyong.四、判断下列图片与所听内容是否相同，相同的画笑脸，不同的画哭脸。

（12 分）1.Hello,I ' m Amy.2 .Hi, I ' m Daming. 3.Hello,I ' m Lingling.4.Hi,I ' m Lingling.5 .How areyou,Daming? 6.Goodbye,Daming.M21.听音，选出你听到的单词，将其序号填入题前括号中。

1. you2. I ' m3.boys4. fine5. hello6.Mr.二、听音，判断所听内容与图片是否相符，相符的画，否则画。

1. Good afternoon, I Mr L'i. m2.--- Goodbye，Li Ping.--- Goodbye, Xiao Hong.3.--- What' s your name?--- I ' m Amy.4.--- Hello, I ' m Xiaoyong欢迎阅读欢迎阅读--- Hello, Xiaoyong.5.--- Hello.--- Hello, Ms. Smart .I ' m Lingling.三、听音，给下列图片排序。

适合三年级的英语听力

适合三年级的英语听力一、听一听，连一连。

1. amy is skipping rope.2. lingling is flying a kite.3. daming is swimming.4. sam likes playing ping pong5. tom is cold.二、听到录音，为以下句子排序. ( 3 ) let’s go and play football. ( 4 )it’s warm and windy.( 1 ) here are some newspapers for you. ( 5 )now it’s going past a hospital. ( 2 ) what do you like doing in summer?三、听到录音，挑选最合适的词移去句子。

1、what’s the weather like?2、it’s cloudy3、can you ride a bike?4、sorry, i.can’t make a cake5、she is singing一、听到录音挑选出你所听见的字母(20) 二、听到录音，根据你所听见的内容排序。

(10) ( )1、noodles, no, i don’t like noodles. ( )1. a cc ( )2 a gg ( )3 a ss ( )4 a bb ( )5 a mm ( )6 a kk ( )7 a ff ( )8 a ii ( )9 a uu ( )10 a wwb gg b jj b xx b dd b nn b aa b mm b yy b vv b mmc dd c bb c mm c ee c llc jj c hh c ll c qq c vv ( )2、are you a good boy?sweets for good boy. ( )3、noodles for you, to ( )4、i like sweets. ( )5、ok, i like noodles.三、听到录音，根据你所听见的内容推论正误。

三年级英语上册听力原文

三年级英语上册听力原文今天小编在这给大家整理了三年级英语上册听力，接下来随着小编一起来看看吧!三年级英语上册听力(一)Unit?1?I. ?Listen?and?number(同学们，学习英语，我们会有许多新朋友，你都认识他们了吗?根据听到的内容，给他们排排队吧!)1.?Hello!?I?am?Sarah.2.?Hi!?My?name’s?Wu?Yifan.3.?Hello!?My?name’s?Chen?Jie.4.?Hello!?I’m?Miss?White.?5. ?Hi!?I?am?Mr?jones.6. ?My?name?is?Chen?Xin.?7. ?I?am?Mike.?8. ?Hello!?I’m?John.?II. ?Listen?and?number(根据你听到的对话内容给下面的图片排列顺序。

)?1.?–?What’s?your?name?--?My?name?is?Sarah.2.?--Hello!?I?am?Chen?Jie.?What’s?your?name?--My?name’s?Sarah.3.?–Hello!?My?name’s?Wu?Yifan.--?Hi!?I’m?John.4.?–Hello!?My?name’s?Chen?Jie--Hi,?My?name?is?John.5.?--Bye!?Miss?White.--?Good?bye.6.?–Good?bye!Bye-bye!7. ?Hello!?I’m?Miss?White.8. ?Hi!?I’m?Zoom.?III. ?Listen?and?tick.(你听到的内容与图片所表达的内容是否一致?一致用“√”表示，不一致用“X”表示)?1. ?Open?your?pencil?box.2. ?Show?me?your?eraser.?3. ?Close?your?bag.?4. Carry?your?bag.?5. I?have?a?ruler.?6. I?have?a?ruler,?too.?IV.?Listen?and?choose.(根据你听到的内容，选择恰当的图片，在其下面的括号中画“”?1.?I?have?a?pencil.2.?I?have?a?eraser.?3.?Hello!?My?name’s?Chen?Jie.?4.?Hi!?I?am?a?book.5.?I?have?a?bag.?7. ?I?have?ruler.?V.?Listen?and?chose.(认真听，将每组中你听到的正确的单词圈起来)?1.?I?have?a?book.2.?Hello!?My?name?is?―pencil‖.3.?I?have?a?pen.4.?I?have?a?bag.5.?I?have?eraser.6.?I?have?a?pencil?box.7.?I?have?a?ruler.8.?I?have?a?eraser,?too.三年级英语上册听力(二)Unit Two 第二单元Colours 颜色A: Let's paint! 我们来涂色吧!B: OK! 好吧!C: Good afternoon, Yifan. 下午好，一凡。

三年级下册课课练英语听力

三年级下册课课练英语听力In the second semester of the third grade, students continue to develop their English listening skills through various exercises and activities. This article aims to provide an overview of the listening exercises in the textbook and offer some tips for effective listening practice.The listening exercises in the third-grade textbook are designed to improve students' listening comprehension and pronunciation skills. These exercises cover a wide range of topics, including daily routines, family, food, animals, and more. Each unit consists of several listening tasks, such as listening to conversations, instructions, and short stories.To effectively practice listening skills, students should follow these tips:1. Pay attention to the audio: When listening to the audio, students should focus on the speaker's pronunciation, intonation, and stress. This will help them understand the meaning and context of the spoken words.2. Take notes: While listening, students can take brief notes to remember important details or keywords. These notes can later be used for review or to answer comprehension questions.3. Predict the content: Before listening to a conversation or story, students can try to predict what the speakers might talk about. This prediction helps activate their prior knowledge and prepares them to better understand the audio.4. Listen for specific information: In some exercises, students are asked to listen for specific information, such as names, numbers, or locations. They should listen carefully and focus on the relevant details to answer the questions accurately.5. Practice with different accents: It's important for students to expose themselves to different accents and speech patterns. They can listen to English songs, watch English movies or TV shows, or even find online resources that provide listening materials with various accents.6. Repeat and imitate: After listening to the audio, students should practice repeating the words or phrases they heard. This helps improve their pronunciation and fluency. They can also imitate the intonation and stress patterns of the speakers.7. Use visual aids: If available, students can use visual aids, such as pictures or gestures, to support their understanding of the audio. Visual cues can help clarify the meaning of words or phrases and enhance comprehension.8. Practice regularly: Like any other skill, listening requires regular practice. Students should allocate dedicated time for listening exercises and try to incorporate listening activities into their daily routine.By following these tips and engaging in regular listening practice, students can significantly improve their English listening skills. The exercises in the third-grade textbook provide a solid foundation for developing listening comprehension and pronunciation abilities. With consistent effort and a positive attitude, students will become more confident and proficient in their English listening abilities.。

英语优化设计三年级下册听力

英语优化设计三年级下册听力听力部分:Unit1Ⅰ . Listen and match.(听录音，连线。

)1. I'm Sarah. I'm from the USA.2. I’m Amy. I'm from the UK.3. I'm Zhang Peng. I'm from China.4. I'm Mike. I'm from Canada.听力部分:I . Listen and choose. (听录音，选出你所听到的单词。

)1.bag2.from3.China4.hand5.twoUnit 2 My familyPart A听力部分:l. Listen and choose。

(听录音，选出你所听到的句子。

)1.Nice to meet you.2.This is Amy.3. Who's that woman?4.She's my mother.5.She is not tall.Part B听力部分:l . Listen and choose。

(听录音,选出你所听到的单词。

)1.she2.dad3. that4.boy5. MyUnit 3 At the zooPart A听力部分:l . Listen and number. （听录音，标序号。

)1.six2. bear3.pig4. milk5. gift6. GiraffePart B听力部分:l . Listen and choosc.(听录音，选出你所听到的句子。

)1.It 's so short.2.Look at that cat.3. It has a short tail.4.Make your eyes big.5.It’s big and fat.Unit 4Where is my car?Part A听力部分:l . Listen and match.(听录音，连线。

三年级英语第二单元听力部分

三年级英语第二单元听力部分IntroductionIn the second unit of the third-grade English curriculum, students focus on developing their listening skills. Listening is an essential aspect of language learning as it plays a vital role in understanding and comprehending spoken language. In this article, we will explore the various activities and techniques used to enhance listening abilities in the classroom.Activity 1: Picture DescriptionOne effective way to improve listening skills is through picture description exercises. Teachers can display a picture on the board and ask the students to listen carefully as they describe what they see. The students then try to identify the objects, colors, or actions mentioned by the teacher. This activity allows the students to practice listening attentively and understanding spoken descriptions.Activity 2: StorytellingStorytelling is an engaging activity that not only develops listening skills but also enhances vocabulary, comprehension, and imagination. To carry out this activity, the teacher narrates a short story while the students listen attentively. After the story, the students can be asked to answer questions related to the plot or even retell the story in their own words. This activity encourages active listening and comprehension.Activity 3: Dialogue CompletionDialogue completion exercises are an effective way to improve listening skills while also enhancing speaking abilities. The teacher plays a recorded dialogue and stops at specific points where the students need to complete the dialogue by filling in the missing words or phrases. This activity trains the students to listen carefully to the context and understand the meaning behind the incomplete dialogue.Activity 4: Song LyricsUsing songs in the classroom is an enjoyable and effective method to enhance listening skills. Teachers can choose simple, age-appropriate songs with clear lyrics. The students listen to the song while following the lyrics printed on handouts. Afterwards, the students can participate in various activities related to the song, such as singing along, discussing the meaning of the lyrics, or even creating their own song based on the given topic. This activity not only improves listening skills but also promotes language retention and creativity.Activity 5: Listening Comprehension ExercisesListening comprehension exercises are a crucial component of developing listening skills. Teachers can prepare a series of short listening passages or conversations in which the students can practice their understanding of spoken English. These exercises can include multiple-choice questions, fill-in-the-blanks, or true/false statements based on the audio. This activity allows the students to test their listening comprehension abilities and identify areas for improvement.ConclusionEnhancing listening skills in the second unit of the third-grade English curriculum is essential for the overall language development of students. Through various activities such as picture description, storytelling, dialogue completion, song lyrics, and listening comprehension exercises, students can actively engage in listening and improve their understanding of spoken English. By incorporating these activities into the classroom, teachers can create an interactive and enjoyable learning environment that fosters effective listening skills.。

阳光学业评价英语听力三年级

阳光学业评价英语听力三年级As a third-grade student, my English listening skills have improved significantly over the past year. I have been able to understand and follow simple instructions and conversations in English. I can also comprehend short stories and passages when they are read aloud to me.My listening skills have improved through various activities and exercises in the classroom. For example, my teacher often plays audio recordings of conversations, stories, and songs, and I have learned to listen carefully and pick out key information. I have also practiced listening to and understanding different accents and pronunciations, which has helped me become more confident in my ability to understand English speakers from different backgrounds.In addition to classroom activities, I have also been practicing my English listening skills at home. I regularly listen to English songs, watch English-language cartoons and movies, and engage in conversations with family members in English. These activities have helped me develop my listening comprehension and expand my vocabulary.Overall, I am pleased with my progress in English listening. I feel more comfortable and confident when listening to English, and I believe that my listening skills will continue to improve as I practice and engage with the language more.作为一个三年级的学生，我的英语听力能力在过去的一年里得到了显著的提高。

军事英语听说教程修订版听力答案

军事英语听说教程修订版听力答案1、The（)majority of the members were against the idea. [单选题] *A. substantialB. enormousC. considerable(正确答案)D. overwhelming2、21．Design a travel guide for Shanghai! ________ the competition and be the winner! [单选题] *A．JoinB．AttendC．EnterD．Take part in (正确答案)3、75．As a student in Senior Three, I must work hard．（）, I should take exercise to strengthen my body．[单选题] *A.OtherwiseB.Meanwhile(正确答案)C.ThereforeD.Thus4、I have seldom seen my father（）pleased with my progress as he is now. [单选题] *A. so(正确答案)B. veryC. tooD. rather5、( ) The salesgirls in Xiushui Market have set a good example______us in learning English. [单选题] *A. to(正确答案)B. forC. withD. on6、20．Sometimes it often rains ________ in my hometown in summer. [单选题] * A．heavyB．hardlyC．heavily(正确答案)D．strongly7、He has two sisters but I have not _____. [单选题] *A. noneB. someC. onesD. any(正确答案)8、Why don’t you _______ the bad habit of smoking. [单选题] *A. apply forB. get rid of(正确答案)C. work asD. graduate from9、—______some nice crayons. I think they are ______.（）[单选题] *A. Here is; Betty’sB. Here are; BettyC. Here is; BettyD. Here are; Betty’s(正确答案)10、E-mail is _______ than express mail, so I usually email my friends. [单选题] *A. fastB. faster(正确答案)C. the fastestD. more faster11、She is _______, but she looks young. [单选题] *A. in her fifties(正确答案)B. at her fiftyC. in her fiftyD. at her fifties12、—______ —（）[单选题] *A. How long did you stay there?B. How much did you pay for the dress?C. How many flowers did you buy?(正确答案)D. How often did you visit your grandparents?13、We can’t go out ______ school nights. （）[单选题] *A. inB. on(正确答案)C. atD. by14、I don’t like snakes, so I ______ read anything about snakes.（）[单选题] *A. alwaysB. usuallyC. oftenD. never(正确答案)15、The students _____ outdoors when the visitors arrived. [单选题] *A. were playing(正确答案)B. have playedC. would playD. could play16、My mother and my aunt are both _______. They work in a big supermarket. [单选题] *A. actressesB. doctorsC. salesmenD. saleswomen(正确答案)17、Henry lives happily with his three cats. _______ of them are part of his family. [单选题] *A. NoneB. BothC. All(正确答案)D. Neither18、I like the food very much.It is _______. [单选题] *A. terribleB. expensiveC. delicious(正确答案)D. friendly19、What’s your _______ for the coming new year? [单选题] *A. playB. plantC. plan(正确答案)D. plans20、The boy’s mother always _______ him a story before he goes to bed. [单选题] *A. saysB. speaksC. tells(正确答案)D. talks21、Will you please say it again? I _______ you. [单选题] *A. didn’t hear(正确答案)B. don’t heardC. didn’t heardD. don’t hear22、Neither she nor her friends ______ been to Haikou. [单选题] *A. have(正确答案)B. hasC. hadD. having23、Many young people like to _______ at weekends. [单选题] *A. eat out(正确答案)B. eat upC. eat onD. eat with24、—Excuse me, how long does it ______ to walk to the library? —About 15 minutes, I’mafraid.（）[单选题] *A. take(正确答案)B. spendC. costD. pay25、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for26、Will you see to（）that the flowers are well protected during the rainy season? [单选题] *A. it(正确答案)B. meC. oneD. yourself27、He can’t meet his friends tonight because he _______ do homework. [单选题] *A. has to(正确答案)B. needC. have toD. don’t have to28、It’s usually windy in spring, ______ you can see lots of people flying kites.（）[单选题] *A. so(正确答案)B. orC. butD. for29、The Yangtze River is one of （）the in the world. [单选题] *A. longest riverB. longest rivers(正确答案)C. longer riverD. longer rivers30、I’m not sure whether we’ll go on ______ foot or by _____ bike? [单选题] *A. the; theB. /; theC. /; /(正确答案)D. the; /。

三年级下册英语优化设计第十单元听力

三年级下册英语优化设计第十单元听力
摘要：
1.第十单元听力概述
2.第十单元听力内容
3.第十单元听力教学策略
4.第十单元听力练习建议
正文：
【第十单元听力概述】
本篇文章主要介绍三年级下册英语优化设计第十单元的听力部分。

听力是英语学习中非常重要的一部分，它不仅可以帮助学生提高英语听力水平，还可以提高学生的英语应用能力。

在本单元中，我们将通过多种听力练习，帮助学生提高他们的英语听力技能。

【第十单元听力内容】
第十单元的听力内容主要包括以下几个部分：
1.词汇听力：本部分主要通过听力练习，帮助学生掌握本单元的新词汇，如“fat”，“thin”等。

2.句子听力：本部分主要通过听力练习，帮助学生掌握本单元的新句子，如“She is fat.”等。

3.对话听力：本部分主要通过听力练习，帮助学生掌握本单元的新对话，如“A：Hello, who is that? B: It"s me, Mike.”等。

【第十单元听力教学策略】
在教学第十单元的听力部分时，教师可以采用以下教学策略：
1.先让学生预读听力材料，了解听力内容。

2.在播放听力材料时，教师可以适当暂停，解释生词和难点。

3.在学生听完听力材料后，教师可以再次播放，让学生跟读。

4.教师可以设计一些相关的听力练习，帮助学生巩固所学内容。

【第十单元听力练习建议】
学生在学习第十单元的听力部分时，可以采用以下练习方法：
1.多听：学生在课后可以多听一些与本单元相关的英语听力材料，提高英语听力水平。

2.模仿：学生可以模仿听力材料中的发音和语调，提高英语口语能力。

三年级英语听力第一单元

三年级英语听力第一单元一、单词部分。

1. 重点单词。

- ruler（尺子）- 发音：英[ˈruːlə(r)]；美[ˈruːlər]。

- 记忆方法：可以通过联想“ruler”中的“ru”像“入”，“ler”像“了”，想象一把尺子进入了某个地方。

- pencil（铅笔）- 发音：英[ˈpensl]；美[ˈpensl]。

- 记忆技巧：“pen”是钢笔的意思，“cil”可以联想成“小”，铅笔是比钢笔小的书写工具。

- eraser（橡皮）- 发音：英[ɪˈreɪzə(r)]；美[ɪˈreɪsər]。

- 记忆提示：“e”像“鹅”，“rase”联想成“擦”，鹅拿着橡皮擦东西。

- crayon（蜡笔）- 发音：英[ˈkreɪən]；美[ˈkreɪən]。

- 记忆方法：“cray”可以想象成“哭”的近似发音，“on”是“在……上”，蜡笔在纸上画画，画不好可能会哭。

2. 单词听力练习。

- 制作单词卡片，一面写单词，一面写对应的图片或者中文解释。

听单词发音，快速找出对应的卡片。

- 家长或者同学可以读出单词，自己写出单词的首字母或者整个单词，加强对单词发音和拼写的联系。

二、句型部分。

1. 重点句型。

- “I have a ruler.”（我有一把尺子。

）- 听力理解要点：注意“have”的发音[hæv]，以及在句子中的弱读情况。

这个句型是用来表达自己拥有某物的常用句子。

- “What's this?”（这是什么？）“It's a pencil.”（它是一支铅笔。

）- 听力重点：“What's”是“what is”的缩写形式，发音为[wɒts]。

在对话中，要能听出问句和答句之间的对应关系，通过提问来识别物品。

2. 句型听力练习。

- 听对话，填空。

例如：- A: I have a ______.- B: What's this?- A: It's an ______.- 听句子，判断对错。

2023修订版新课标英语听力练习表

2023修订版新课标英语听力练习表听力练题目
1. 生活场景对话：在此练中，学生将聆听关于各种生活场景的对话并回答相关问题。

生活场景对话：在此练习中，学生将聆听关于各种生活场景的对话并回答相关问题。

2. 讲座/演讲：在此练中，学生将聆听讲座或演讲，并回答相关问题以检验对所听内容的理解。

讲座/演讲：在此练习中，学生将聆听讲座或演讲，并回答相关问题以检验对所听内容的理解。

3. 新闻报道：在此练中，学生将聆听新闻报道，并回答相关问题以评估对所听内容的理解。

新闻报道：在此练习中，学生将聆听新闻报道，并回答相关问题以评估对所听内容的理解。

4. 问答对话：在此练中，学生将聆听问答对话，并回答相关问题以测试对所听内容的理解。

问答对话：在此练习中，学生将聆听问答对话，并回答相关问题以测试对所听内容的理解。

5. 听力填空：在此练中，学生将聆听短文或对话，并填写相关信息以检验对所听内容的理解。

听力填空：在此练习中，学生将聆听短文或对话，并填写相关信息以检验对所听内容的理解。

使用说明
- 每个练题目提供了相应的音频文件，请确保学生有足够的听力时间。

- 在学生完成听力练后，可以提供答案和参考解析，以帮助他们对比和改进。

请根据学生的年级和能力水平，适当选择听力练习题目，并以适当难度进行设置。

希望这份2023修订版新课标英语听力练习表能够对学生的英语学习有所帮助。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

三年级英语听力WEIHUA system office room 【WEIHUA 16H-WEIHUA WEIHUA8Q8-三年级英语（上册）单元达标题听力原文M11.听音，选出你所听到的单词。

(10分)1. I’m2. how3. afternoon4. goodbye5. fine2.听录音，选出你所听到的句子，将序号写在题前的括号中。

（8分）1. I’m fine.2. How are you?3. I’m Daming.4. Hi, I’m Xiaowei.5. Good morning, Sam. ,Sam.7. Hi, Daming. 8. I’m Lingling.三、听音，将正确答案的序号写在题前的括号中。

（10分）,I’m Lingling. . ,I’m Amy. are you? ,xiaoyong. 四、判断下列图片与所听内容是否相同，相同的画笑脸，不同的画哭脸。

（12分）,I’m Amy. , I’mDaming. ,I’m Lingling.,I’m Lingling. areyou,Daming? ,Daming.M21.听音，选出你听到的单词，将其序号填入题前括号中。

1. you2. I’m 4. fine5. hello .二、听音，判断所听内容与图片是否相符，相符的画，否则画。

1. Good afternoon, I’m Mr Li.2. --- Goodbye，Li Ping.--- Goodbye, Xiao Hong.3. --- What’s your name?--- I’m Amy.4. --- Hello, I’m Xiaoyong--- Hello, Xiaoyong.5. --- Hello.--- Hello, Ms. Smart .I’m Lingling.三、听音，给下列图片排序。

1. Good afternoon, boys.2. Hi, I’m Lingling.3. Bye-bye, Ms. Smart.4. Hi, I’m Daming.5. Hello, teacher.6. Good morning, girls.四、听音，选出你听到的句子，将其序号填入题前括号中。

1. How old are you ?2. What’s your name ?3. Hi, Lili.4. Good morning, boys and girls.5. Good afternoon, Mr. Li.6. I’m fine.五、听音，判断正（T）误（F）。

1. Good afternoon! 2. Hi, Lili. How are you ?3. Goodbye!4. How are you ?5. How are you , Sam ?6. Hello, I’m Ms Smart.7. What’s your name ?M3一、听音，选出你所听到单词，将序号写在题前括号中。

1. goodbye2. fine3. girl4. point5. chair二、听录音，根据所听内容在相应的图片上画圈。

2. chair3. door 5. bird三、听录音，选出你听到的句子，将序号写在题前的括号里。

to the door. 2. Stand up,boys.3. How are you? afternoon,boys and girls.5. Fine, thank you.四、听音，排序。

五、判断下列图片与所听到的内容是否相同，相同的画“√” ，不相同的画“×”。

up. to the door. to the window. to the chair.5. Point to the bird.M4一、听音，选出你所听到的单词，将序号填在括号内。

（10分）1、 panda2、what3、boy4、bird5、green 听音，判断下列图片正（T）误（F）。

（6分）1、Sit down. 2、Point to the door.3、It’s a panda.4、How are you? Fine ,thank you.5、Good afternoon. 6. Good morning,boys.二、听音，选出你听到的句子，并把把序号填在括号内。

（6分）1、Good morning,Ms Li.2、It’s a yellow cap.3、Now,it’s red.4、I’m a panda.5、Stand up,please.6、Point to the window.三、听音，给下列图片涂上相应的颜色。

（6分）1、It’s a black cat.2、It’s a yellow dog.3、It’s a green cap.4、It’s a blue chair.5、It’s an orange window. 6. It’s a red door.五、听音，判断下列句子与所画，不致的画。

（6分）1、It’s an orange cat.2、Good afternoon, I’m a panda.3、Point to the blue desk.4、Stand up,please.5、How are you, Sam?6、Now, it’s black.六、听音，按录音中的先后顺序，给下列句子重新排序。

（6分）1、How are you?2、Fine, thank you.3、Good morning, I’m a cat.4、What’s your name?5、My name is Panpan.6、It’s a black dog.M5一、听音，选出你所听到的单词，将其序号填入题前括号中。

1、morning2、window3、many4、down5、an 二、听音，为你所听到的句子的中文排序。

三、听音，补全物品的数量，画上同样的图。

1、Three, four, five2、Hou many boys?3、Eleven boys?4、How many dogs?5、How many yellow caps?四、听音，找出与你所听内容一致的图片打“√”。

1、eight2、ten3、four4、seven5、five五、听音，圈出你所听到的数字，并且涂上所要求的颜色。

1、colour 7 green2、colour 9 orange3、colour 6 blue4、colour 1 red5、colour 4 yellow六、听音，圈出你所听到的电话号码。

1、58694132、45371293、54132194、85917385、2348715期中测试题一、听录音，选出你所听到的选项。

1、dog2、fine3、stand4、cap5、How old are you?二、听录音，选出与你听到的单词属于同一类的选项。

1、girl2、panda3、green4、chair5、five三、听录音，判断下列图片正（T）误（F）。

1、How are you? Fine, thank you.2、Hello, Daming.3、Stand up, 、Point to the blackboard. 5、This is a pencil.6、This is a panda and thatis a dog. 7、five girls and three boys.8、Good afternoon, boys and girls. 9、Goodbye. 10、seven fingers.四、听录音，把你听到的数量圈起来。

1、four pandas.2、two cats and one cap.3、three boys and two girls.4、one pen and four pencils.5、nine dogs.五、听录音，补全数字。

1、、8215549 3、、4251873 5、六、听录音，标号涂色。

1、Colour the desk red.2、Colour the window yellow.3、Colour the chameleon black.4、Colour the birdorange. 5、Colour the chair green.M6一.听音，为下列单词排序。

1 twelve eleven seven2 pen ten pencil3 here present happy4 hello how old5 nine fine five二、听音，选出句中含有的单词。

(8分)1 It’s a red pen.2 Happy birthday!3 Hello,I’m Mingming.4 Here’s your cake.三、听音，在蛋糕上画出正确的数量的蜡烛。

(12分)old are you? I’m nine.2 How old are you? I’m eleven.3 How old are you? I’m four.4 How old are you? I’m seven.5 How old are you? I’m twelve .6 How old are you? I’m eight.四、听音，根据你所听内容给下列图片排序。

.(10分)’m twelve.’m two.3. I’m six.4. I’m eleven.5. I’m three.五、听录音，选出合适的答语。

(10分)1 How are you?2 What’s that?.3 Here’s your cake.4 How old are you?5 Happy Birthday.六、听音，给下列句子排序。

(10分)( 3 ) 1 Here’s your present. ( 4 ) 2 What’s this? A pencil? ( 5 ) 3 It’s a blue pen .( 2 ) 4 Happy Birthday ,Sam. ( 1 ) 5 I’m nine.M7一、听音选单词，将序号写在题前括号中。

(10分)1. 2. 3. 4. 5. C school二、听音，标号，涂色。

(10分)’s a yellow . It’s a red book. ’s a blue pen. ’s a green . It’s a black chair..三、听音，选出你听到的句子，将序号写在题前括号中。

(10分)1. What’s this?2 .How many boys?3. Point to the blackboard.4. This is a red bag.5. It’s a book.四，听音，判断下列图片是否正确，正确的写√，错误的写╳。