unit 9 Teachig listening
新标准大学英语视听说教材2Unit910听力原文及课后答案
第二册 Unit 9 Have you got what it takesInside viewConversation1MarkLook, there’s a careers fair on at the Examination Schools. Do you want to go JanetWhat happens in a careers fairMark There are lots of different companies and they give you information about careers …advice, that kind of thing.JanetOK, I’ll come. You coming, KateKateYeah, sure. But I’ve already decided on my career.MarkWe know. You’re going to be a brilliant lawyer.KateThat’s the plan –I’m off to a law firm soon as I get my degree.JanetYou’re so lucky. I wish I knew what I wanted to do.KateDidn’t you say something about teachingJanetYes, I’m thinking about it. I’m quite attracted toteaching. But I’m not really sure yet.KateWell, you’ve got lots of time. What about you, Mark What are your plansMarkI’m going to row for England.KateSeriouslyMarkNo. Problem is, I think if you want to be successful, you’ve got to plan ahead –starting at the age of 12.JanetSo we’re not doing very well.MarkNo.KateSoMarkWell …I’m thinking of going into business management. It’s a possibility.JanetReallyMarkYes.Kate Hey, let’s go to the Careers Fair. It might give you some ideas.JanetIt was very interesting, wasn’t it You were having along conversation with that man from the law firm.KateYes. They said there’s a possibility of a job placement as an intern over the summer. They’re going to let me know about it.JanetFantastic!1.Kate’s plan is to go off to a law firm as soon as she gets her degree.2.You have to plan ahead to be successful3.It might give them ideas.4.Kate is having a long conversation with a man from a law firm.5.The man said she could get a job placement as intern over the summer.Conversation2KateYou know that job placement I told you about –they’ve asked me to go for an interview.JanetThat’s brilliant. WhenKateTwo weeks’time …InterviewerSo what made you decide to study law, KateKateA number of reasons. Law interests me a lot. I’ve got agood brain, a good memory. And I’d certainly like to do some part-time work for Legal Aid. And also, I must admit, the money’s good.InterviewerWell, those are good, honest answers. Certainly, your CV’s very good. I seem to remember that you only want the work placement for six weeks. Is that rightKateYes, it is.InterviewerWhy is thatKateWell, to be honest, I’m planning to go back to the States and spend time with my family.InterviewerThat’s understandable. Now, tell me, what questions do you haveKateI’ve got some idea but obviously, what I’d like to know is, what does the job involveInterviewerOf course. Well, for the first few weeks, your main responsibility would be to read files and summarize them. We’d also want you to do some research for us. How does that sound Rather boringKateNo, not at all. I think I’d learn a lot.InterviewerGood, well …you’ll be taking your first year exams soon, won’t youKateYes, in a few weeks’time.InterviewerWell, provided they’re OK, I think we can say you’re in.KateThank you –that’s wonderful!KateHey, guess whatJanetWhatKateThey’ve accepted me. I start at the end of June.JanetWell done!1. Why are you interested in law What qualities do you have that will make you a good law intern2. Four to six weeks3. She wants some traveling in Europe4. What sort of work will be asked to do5. Yes1. Law interests her.She’s intelligent and has a good memory.Good play2. read files and summarize themResearch3.end of June1. I seem to remember that2. Is that right3.I’m planning to4. what does the job involve5. your main responsibility would be6. We’d also want you7. won’t you1.b;2. B;3. A;4. B;5. AOutside viewVoice-overEvery year, millions of young people take time out to help others as volunteers. Many of them do this during a gap year between finishing school and starting in higher education. Volunteers learn to solve problems, work together as a team and develop their personalities. Communities in need get help they couldn’t afford to pay for. In Britain, one of the main agencies for voluntary work is Raleigh International. It arranges for thousands of people, aged between 17 and 25, to help out in their own country or abroad. This group of 100 people has just arrived at the base camp in Costa Rica. In the next ten weeks, they are taking part in threedifferent projects. One of the projects is environmental, one community-based and one an adventure project. But first, they have training for the conditions they will encounter. For the environmental project at Curu, the volunteers are going to help to build an artificial reef from recycled materials. This forms a protective environment for the fish to breed and feed. It helps the local economy of commercial fishing and protects the natural reefs from over-fishing and destruction. The community project is in one of the poorest rural areas in the world. In the village of El Porvenir, volunteers are going to make bricks. They’re going to help to build a storehouse for the important sesame crop. If they have more storage, the villagers will be able to make more money from selling sesame. Volunteers also take part in a survival activity. Tomorrow, this group is trekking to the summit of Costa Rica’s highest mountain, Mount Chirripo. At the end of the ten weeks, the volunteers are proud that their efforts have helped to improve the lives of the people and the environment of Costa Rica and Nicaragua.1. 17 to 252. 100 people3. Costa Rica4. ten weeks5. environmental6. community7. Adventure1.d;2. D;3. B;4. B.5. A1. during a gap year.2. Communities in need get help3. arranges for4. taking part in5. protective environment6. breed and feed7. build a storehouse8. a survival activity.Listening inPassage1Speaker 1So how’s it all goingSpeaker 2Well, second year exams are in two weeks, so it’s all go at the moment.Speaker 1It’s not going to ease up! So what can I do for youSpeaker 2Well, next year’s my final year and I need to think seriously about my career.Speaker 1I would agree with you there. Let’s have a look at your file. You’re reading English, you’re getting good grades, you got a merit inyour first year exams and you’re on track for a 2:1 according to your tutor. Have you any idea what you’d like to doSpeaker 2I’m very drawn to publishing. I read a lot of novels and I’m quite a good critic.Speaker 1That’s a good start. I’m guessing you’d like to be a literary editorSpeaker 2That’s right.Speaker 1Well, I should tell you that literary editing is a hard profession to get into and it doesn’t pay very well, unless you’re at the top. You could think a bit more broadly than just literature. For example, there’s educational publishing, professional publishing and there’s also specialist publishing, such as sports.Speaker 2I’m not very sporty.Speaker 1Well, I understand sport may not be your thing but …you get the idea.Speaker 2Yes, I do. So how do I startSpeaker 1First of all, you need agood degree but even before that I would contact publishers and see if they’ll offer you work experience. You won’t get paid, of course, but it’s good for your CV and you’ll learn something about the business.Speaker 2Right. How do I find out who to write toSpeaker 1All the publishers are listed in the Publisher’s Yearbook. There’s a copy in the library in the careers section, so you can use that for a start. Check the job adverts in the newspapers and maybe look at the specialist publishing trade journal, the Bookseller. That has job ads as well.Speaker 2Thank you.Speaker 1The other thing you might do is check the Internet –sometimes, the publishers’websites offer internships or job experience opportunities for new graduates.Speaker 2I’ll do that.Speaker 1One other thing. Graduates studying Englishalways want to be an editor, they’re quite romantic about it, but there are other departments –marketing,sales, and the production side. Don’t dismiss those.Speaker 2Thanks for the advice, it’s very helpful. But it’s literary editing that I want to do.Speaker 1Well, I wish you the best. Let me know how you get on. And good luck with your exams.1.The five pieces of advice he career adviser gives the student are 1,2,4,7 and 82.1. The woman is to take her second year exams.2. She wants to do literary editing.3. She is drawn to publishing, reads a lot of novels and is quite a good critic.4. He tells her it is a hard profession to get into and doesn’t pay very well.5. It is very good for her CV and the woman will learn something about the business.6. She can find it in the careers section of the library.7. She should consider marketing, sales and production.8. She maintains that she wants to do literary editing.Passage2HarrySo how was your first day of teaching, LucyLucyIt was all right –wasn’t as terrifying as I thought it would be.HarryWell done!LucyYes, I was frightened I’d go completely blank but it was OK. I think the students were happy. It’s the grammar I find difficult, there’s so much to cover.JessicaIt’s extraordinary, isn’t it We speak English, we think we know the grammar and then we do a Teaching English course and discover we don’t know anything.LucyHow long have you been teaching, JessicaJessicaJust over two years. I did the training course and then got a job teaching in Japan –Tokyo. It was an eye-opener really –the whole thing about keeping face. You have to be so polite all the time.PatrickSo you’re teaching English because you want to travelJessicaYes, that’s part of it, but also because I enjoy it, I enjoy the interaction with students, and also it’s a good career.PatrickI feel the same. So what do you want to do nextJessicaMarketing, I think. I’m going to do a year here, then –I hope –get a job at a language school in London, do my MA, then apply for a marketing job. Anyway, that’s the plan.PatrickSounds good.HarryWhat about you, Patrick Where have you workedPatrickI did three years in Italy –Director of Studies in Rome. I want to spend a couple of years here, then work in London, hopefully become a teacher trainer. Your turn, Harry.HarryWell, I’m not like you and Jessica. I’m just happy to be here, in a beautiful city doing a job I enjoy.JessicaYou don’t see teaching English as a careerHarryWell, my thing is travel, for the moment anyway.LucyWhich countries have you been to, HarryHarryI did a year’s teaching in Brazil –Rio de Janeiro –such a stunning city and stunning beaches, Copacabana, and all overlooked by Sugar Loaf mountain.PatrickCool. And thenHarryTwo years in Mexico City …JessicaYou should be a travel writer.HarryI’m too busy travelling! In fact I just arrived from Spain three days ago, from Barcelona, I was teaching primary school kids.LucyGreat!HarryWell, we’re all giving our reasons for teaching English, so what’s yours, LucyLucyUm - I think I’m going to really enjoy it, simple as that. And obviously it’s great to be in Italy. I mean Venice, what more can you ask4.1.In the major economies where there is a demand forEnglish, for example, China/Japan/SaudiArabia/European countries and so on.2. It allows them to travel and make contact with local people.3. Commercial language schools/ school/universities/ hotels/ classroom teaching/ producing learning materials/ teaching training5.1. Harry2. Harry3. Patrick4. Lucy5. Jessica6.Harry6.1.lucy: enjoying everything2. Jessica: enjoying travelling, enjoying teaching and wanting a career.3. Patrick：enjoying travelling, enjoying teaching and wanting a career4. enjoying travelling7.1.a;2. D;3. C.4. AUnit 10Science fact orscience fictionInside viewConversation1Janet：What are you reading, KateKate：Alice in Wonderland,by Lewis Carroll. Do you know itJanet ：I’ve heard of it, yes, but I’ve never read it. It’s a 19th century children’s story, isn’t itKate ：That’s right. It’s very famous. It’s set in Oxford. It starts with this young girl sitting on a river bank. The interesting thing is, the author, Lewis Carroll, he was an Oxford professor and he used to have tea with the girl’s family on this river bank.Janet ：Oh, that’s fascinating! I’ll put it into my diary.Kate ：Is that what you’re writing I know you’ve been keeping a diary all the year. Janet It’s been a great year. I’ve had such a good time –so lucky to have Mark and Kate as friends. Feel I’ve been doing well with work. Much happier about asking questions in tutorials.Janet：My screen’s gone dark.Mark ：You’re using the battery, remember. It’s run out, obviously.Janet ：It can’t be the battery. It’s still charged. Oh no it’s still black. Oh dear, I hope it’s nothing serious. I haven’t backed anything up recently.Kate ：That’s not like you, Janet.Janet ：I know, but I lost my memory stick. I really should have backed things up. How stupid of me not to do that! Supposing I’ve lost everything!Mark ：Let me take a look. The power is still on. And also the operating system still seems to be working (I)think it has to be the graphics card …But maybe that’s not the problem …Janet ：If only I’d backed things up!KateRelax, Janet! We’ll take it to the computer shop this afternoon. I’m sure it’ll be OK.Janet ：I hope so.2.The true statements are 1, 6 and 83.1. The battery2. It can’t be, the battery is still charged.3. Her memory stick.4.She hasn’t backed anything up for a while and she may lose these things.5. The operating system.6. The graphic card.Conversation2Janet ：Tell me about Alice in Wonderland.KateI tell you what, I’ll read it to you.KateAlice was beginning to get very tired of sitting by her sister on the bank and having nothing to do: Once or twice, she had peeped into the book her sister was reading, but it had no pictures or conversations in it, “and what is the use of a book,”thought Alice “without pictures or conversation”So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid) …JanetKate, Mark, where are you going You’ve got my laptop!KateIt’s all right, Janet, we’re taking it to the computer shop. We’ll be back soon.MarkIt’s not like Janet to forget to back up her work.KateShe should have been more careful.JanetIt was stupid of me, I know! Stupid, stupid!JanetOh! It was a dream! What a relief!KateYou were talking in your sleep.JanetWhat was I sayingKate“Stupid, stupid.”MarkI’ve sorted out your computer.JanetHave you Oh, thank goodness! What was the problemMarkIt was the graphics card, as I predicted …JanetIs that what it was! I’m so relieved! Thanks,Mark.KateHe’s great, isn’t heJanet ：Yes. So are you, Kate.Kate ：You’re such a good friend.4.1.Kate reads out from her book.2. Kate and Mark take the computer to be seen to. The computer problem has been put right.3. Janet regrets not backing up her data in her sleep.5.1. It’s not like Janet to2. She should have been3. It was stupid of me4. What a relief5. thank goodness6. What was the problem7. I’m so relieved6.1.b;2. B;3. B;4. AOutside viewVoice-over：When we talk about technology, we usually think small. However, we’re going to look at one of the biggest technological marvels of the 21st century. The Airbus A380 is the world’s biggest commercial aircraft. New technologies were used in the design, engineering and manufacture of this amazing “superjumbo”. The Airbus A380 is assembled in Toulouse in France, but parts of the aircraft are built in several European countries. They are brought to Toulouse by various means of transport. This is a ship which was built in China especially to transport the huge sections of the plane. Parts of the main body are built in Germany. Special carbon fibre materials are used to give the plane great strength with less weight than usual. The wings are made in Britain of the same carbon fibre material. They are much lighter than aluminum and steel. Several parts of the plane are built in factories in Spain. Finally, some sections are built inFrance, so Airbus has its own factories in Britain, France, Germany and Spain. One of the most important pieces of technology for such a huge aircraft is the landing gear. This is built in Canada where extensive tests are carried out to ensure that it can land under any conditions. The engines were developed by Rolls-Royce at Derby in Britain. Finally, pilots have to learn to fly the plane. This flight simulator at Toulouse uses the latest digital technology. Now for the moment of truth, with 154 planes ordered by the world’s airlines, the big question was: “Will it fly at all”On the day of the first flight, thousands of people gathered at Toulouse Airport to see the superjumbo fly for the first time. They were not disappointed. The biggest airliner in the history of aviation took to the air as planned.Topics mentioned are: 1, 3, 5, 6 and 82.1.France2. China3. Britain4. Spain, Germany, Britain, France5. Canada6.Britain7. France3.1.d;2. B;3. B;4. A; 4. CListening inPassage1PresenterCould technological advances be changing people’s identities –and possibly even society as a whole That is the theory behind a new book on the brain by Professor Susan Greenfield. The book is called Tomorrow’s People: How 21st Century Technology Is Changing the Way We Think and Feel. Greenfield suggests that advances in technology, and the effect they are having on our lives, are changing our very idea of who we are. In other words, they are changing our identity. And this, she thinks, is a very dangerous thing. I’m joined in the studio by Dr Jane Ferris, Professor of Neuroscience at Imperial College London and Brian Thomas, Professor of Surgery at University College Hospital. Let’s begin at the beginning. Brian, how do brains workBrianWell, a brain is a mass of neurons, and these neurons make connections with each other –billions of connections –and store information. We all have basically the same brain structure. It’s what we dowith our brain that makes the difference. We take in information. The neurons in our brain connect all this information and make sense of it. So to some extent, it’s the information we feed our brain that helps to make us the kind of people we are –and that’s what we call our identity.JaneAnd if I can come in here, children and young people are now spending huge amounts of time on video games that are often violent, also on the web, and on mobile phones. And Greenfield believes that the result is that these technologies may be changing the way young people think and even causing changes in theiridentity.PresenterWhy exactlyJaneBecause the information that an individual receives from computer games, for example, is very different from reality. And she fears that because of this, these technologies may be changing our sense of reality –what we see as real –and may even reduce it. And if this is happening, the result may well be changes in our behaviour.PresenterCan you give an exampleJaneRisk-taking is a good example –we may start taking more risks.BrianBut she admits there’s no conclusive evidence of this.JaneThat’s true.BrianI agree that Greenfield asks some interesting questions, but to say that technology can influence society to think and behave differently –we need much more research before we can accept this.2.1. presenter2. Brian Thomas3.Jane Ferris4. Jane Ferris5. Jane Ferris6. Brian Thomas3.1.in technology; who we are2. is a very dangerous thing3. all this information4. young people think5. in our behavior6. some interesting questionsPassage2Speaker 1Do we really need computers Aren’t they more trouble than they’re worth Speaker 2I think that’s one of the stupidest questions I’ve ever heard!Speaker 1I thought you might say that.Speaker 2Of course we need computers. How can anyone say otherwise They’ve revolutionized our lives. I mean, I don’t know where to begin, they’ve changed our lives so much. Look. To start with, computers mean we can communicate with anyone anywhere in the world almost instantly.Speaker 1That’s not quite true.Speaker2Well, you know what I mean. I can send a document from London to Sydney in five minutes. If I want to conference with people there’s webcam –we can see each other on camera –do you really want me to go onSpeaker 1But why is it so useful, to be able to send a documentto Australia in five minutes What does it actually achieve Speaker 2It speeds things up. I don’t have to put the document in an envelope, stick a stamp on it and go to the post office, stand in a queue …knowing it will take another three days to get there –at least.Speaker 1But why the hurrySpeaker 2It’s good to get things done quickly.Speaker 1WhySpeaker 2Because you get more done that way.Speaker 1But is that really necessarily better Life moves so fast these days, don’t you think we should slow down a bit, enjoy life a bit moreSpeaker 2I think computers allow us to enjoy life more. Before we had computers if you wanted to research you had to go out and get a book. That took such a long time.Speaker 1So what We just did things more slowly, that’s all. Are you saying we have more time now than we didEveryone says that actually life is moving faster and faster. And what about all the problems that computers createSpeaker 2For exampleSpeaker 1Identity theft is a big one. You have to admit that identify theft has increased massively since we got the Internet.Speaker 2The Internet isn’t the only reason why identity theft has increased.Speaker 1You know as well as I do that it’s a big reason …Speaker 2Yes, but …6.1. Do we really need computer2. Of course we need computers- they’ve revolutionized our lives3.We can send a document from London to Sydney in five minutes; we can use webcam to conference with people who are far away.4. Life moves so fast these days. Don’t you think we should slow down a bit, enjoy life a bit more7.1. I thought you mightsay that.2. That’s not quite true.3. But why is it so useful, to be able to send a document to Australia in five minute4. But why the hurry5.But is that really necessarily better6. So what7. You know as well as I do it’s a big reason.。
辽师大版英语六年级上册_Unit9_第3课时教学设计
Unit9 第3课时教学设计【内容来源】辽宁师范大学出版社（三起点）六年级上册Unit9【主题】How can I get to the art museum?【课时】第3课时：6. Read and write 7. Let’s chant 8. Reward time一、教学目标与要求（Teaching aims and request）1. 能读懂Read and write中的内容，并能补全对话。
2. 能带感情地朗读Read and write中的课文。
3. 能听懂并按节奏流利地说chant。
4. 通过本课学习，能体会到只有克服困难、坚持不懈才能完成梦想的道理。
5. 养成喜欢读英语故事的好习惯。
二、教学重点、难点(Teaching points and difficulties)（一）重点（Points）能读懂Read and write中的内容并能补全对话。
（二）难点(Difficulties)1. 略过个别生词能读懂Read and write中短文大意。
2. 单词dangerous的含义和读音。
三、课前准备（Teaching preparation）课文图片，教学音频。
四、教学建议(Teaching suggestions)Step 1: Warm-up教师说：I’m very happy today. I read a book about an island.教师边说边画，不会画的老师可以出示幸福岛的图片(见本书所附光盘)：It is so beautiful. It’s in the sea. There are many fruit trees and beautiful flowers. It is called. Happy Island. 教师板书。
教师接着问：Do you want to go to Happy Island? 利用学生的好奇心引起阅读的兴趣。
But how can we get there? 请学生回答。
Unit 9 Have you ever been to an amusement park教案
Unit 9 Have you ever been to an amusement park教案Unit 9 Have you ever been to an amusement parkт笅Unit 9Have you ever been to an amusement park? Teaching Goals: 1. Talking about past experience 2. New language (1) Sentence patterns: Have you ever been to an amusement park? Yes, I have. / No, I haven鈥檛. /Me neither. (2) Some new words and phrases: neither, have a great time, seen, theme, attraction, especially, discover, population, fear, brave, excellent, all the year, dark, environment, whenever, spring, autumn, awake, type, equator, season, temperature, Indian, wonderful. 1. The use of 鈥減resent perfect tense 鈥?2. Write a passage including 鈥減resent perfect tense 鈥?The first period Teaching Aims: 1. Learn and master the new words and phrases: amusement, neither, have a great time, me neither, have you ever been 2. Talk about past experience ( present perfect tense) 3. Train the students鈥?speaking and listening ability. Important Points of Teaching 1. Train the students鈥?ability by talking past experience (present perfect tense ) 2. Train the students鈥?listening ability by listening practice. Difficult Points of Teaching 1. How to lead in Present Perfect Tense 2. How to practise the students鈥?listening and speaking Teaching Methods: 1. Talk about fun places to arouse the ss鈥?interest in the past experience.2. Asking-and-answering activities to improving the ss鈥?speaking ability. Teaching Aids: 1. a tape recorder 2. the blackboard3. a computer with Powerpoint Teaching procedures: Step1: Greet and Lead-in T: Nice to meet you, everyone. SS: T: Have you ever been to鈥︹€? S1: Yes, I have. (help the student to answer this way ) T: When did you go there? S1: I went there鈥?. T: ( asks more students ) S2: No, I haven鈥檛. (Help the student to answer this way ) (Note: Ask more students to answer the questions above, if the same negative answer, help answer 鈥?me neither鈥? Step2: Asking-and-answering activities with the target language (Show pictures of spacemuseum, amusement park, aquarium, zoo, water park) 1: (the teacher asks, and the students answer.) T: Have you ever been to the space museum? S1: Yes, I have. S2: No, I haven鈥檛. S3: Me neither. (Note: Ask more students to answer the question) 2 : ( the students ask, the teacher answer as above ) Step3: Pairwork T: Now, ask and answer questions with your partner about the places in the pictures show here. E.g. S1: Have you ever been to an aquarium? S2: No, I haven鈥檛. How about you? S1: 鈥?Step4: Explain (Show the sentence: Have you ever been to an amusement park?) Explain the uses of 鈥渉ave ever been鈥?( present perfect tense) Step5: Listening practice (1 b ) T: Now, let some other students talking about their past experience. Are these students ever been to these places? Check the boxes. (Play the recording. When it finishes, check on the students鈥?answers. If necessary, play the recording again) Step 6: Answer the students鈥?questions about the text. Homework 1. Remember the words and phrases 2. Understand the uses of 鈥?present perfect tense 鈥?The design of writing on the blackboard Unit 9 Phrases Sentences space museum Have you ever been to 鈥?.? amusement park Yes, I have. No, I haven鈥檛./ Me neither. ?2006. 4. Unit 9 Have you ever been to an amusement park? 閲嶅簡涓囧窞澶╁叴鍥介檯瀛︽牎?闄堜繆鏂?The Second Period Teaching Aims : 1. Learn and master the words and phrases: Water World, Fun Times Amusement Park , River Park ,go skating ,ride our bikes; 2. Train the ss鈥?listening and speaking ability by talking about past experiences Teaching Important Points: 1. Design a conversation about their past experiences 2. Improve the ss鈥?listening and speaking ability Teaching Difficult Points: 1. Make the ss clear how to talk about past experiences 2. How to improve the ss鈥?listening and speaking ability Teaching Aids: 1. a tape recorder 2. the blackboard Teaching Procedures; Step1.Greeting and Lead-in T: Hello,boys and girls S: T: Have you ever been to an aquarium? S: T: Have you ever been to Xi Shan Park? S: T: Have you ever been to a zoo? S: T: Have you ever been to Hainan Island? Do you lovewater sports? If you do, you should go to Hainan Island. It鈥檚the second largest island of China. The capital, Haikou, is a pretty city with an interesting flower market. In the south of the island, there are many beautiful beaches. Every year, water sports, especially swimming, diving and surfing attract large numbers of tourists to the island. Hainan Island is the place to be, whether it鈥檚summer or winter. Step2: Point to the map. Say you will hear the conversations. Each conversation is about a different place on the map. Circle the places you hear.(2a) 1. Repeat the words below: Water World, Fun Times Amusement Park, River Park, Center Street , Theater, Green Street, Aquarium, subway 2. Play the recording the first time. The students just listen.3. Play the recording the second time. This time the teacher asks ss to circle placeson the map. 4. Check the answers. Answers : space museum, aquarium, zoo, water park, river park Step3: Practice in understanding the target language in spoken conversation. (2b) 1. Read the instructions to the class 2. Point out the statements about the three conversations. Ask a different student to read each set of statements.3. Play the recording again. Ask some students to circle the word true or false after each statement.4. Check the answers. Answers: 1).T T T 2) FTF 3) FTT Step4: Pairwork. Look at the map above and role play conversations. Talk about where you have been, where you want to go, and how you are going to get there.(2c) 1. Ask two students to read the sample dialogue. 2.Ask ss to work in pairs . Talk about where you have been, where you want to go, and how you are going to get there. 3. Ask a few pairs of students to present their conversations. Such as: A: Have you ever been to a zoo? B: Yes, I have. 鈥? Step 5: Grammar Focus 1. Review the grammar box 2. Ask some students what they think the word ever means in the question, Have you ever been to an aquarium? Help the ss understand that it means at some indefinite time in the past, possibly a year ago, possibly several years ago. Contrast that sentence with this sentence without the word ever: Did you go to the aquarium on Saturday? This sentence is asking about one specific time in the past. 6: Homework锛?Exercise book P32 Presentation on the Bb: Water World Fun Times Amusement Park River Park go skating ride our bikes; Center Street Theater Green Street Aquarium subwayThe 3rd period 閲嶅簡涓囧窞澶╁叴鍥介檯瀛︽牎?鐜嬬埍鑻?Teaching aims锛?1.Learns to master the new words and phrases: hear of锛?principal锛宼heme park, all the time, take a ride. 2. Train the students鈥?speaking ability by talking about past experience. Teaching aids: 1. the blackboard 2. a photo of Disneyland in HK Teaching procedures: Step 1 Greeting and lead-in T: Good morning, class Have you ever been to HK? S: No. T: Do you know a Disney park in HK? S: Yes we all know. T: What other Disney parks have you ever heard of. S: 鈥?. T: OK. Let us stop here. Here is a photo of Disneyland. Who can describe it? Hands up, please. S: It is a nice picture. There are some interesting things in it. Oh, it is about the Disneyland in HK. T: Good! Do you want to go to the Disneyland in HK? S: Sure. T: You are so active. Supposing you are in the Disneyland, which places do you want to see? S: 鈥? Step 2: Read the text. Please look at the useful expressions, then practice making dialogues by using them. Theme park, take a ride , attraction, hear of Then the teacher walks around, give help to the groups, and discusses with ss for a few minutes. T: Are you OK? S: Step 3: T: I will ask some groups to perform their conversations. Ask and answer. T: Have you ever been to an amusement park? S: T: What places have you ever been to? S: Step 4: Homework 1.Supposing you have been to Disney, and write a composition on your experience there. 2. Write an article on one of your trips outside using mostly perfect tense. Blackboard Design: 1. hear of E.g.: I have heard of the news. 2. Disney character 3. amusement park=theme park 4. attractions e.g.: there are a lot of attractions in Disneyland. 5. Roller coaster 6. All over all over China all over the world 7. all the time e.g.: I get annoyed when he talks to me all the time. 8. take a ride Give a ride to You can take a ride on the boat. He always gives a ride to me.Unit 9 Have you ever been to an amusement park? 閲嶅簡涓囧窞澶╁叴鍥介檯瀛︽牎?寮犲浗鏂?The Fourth Period Teaching Aims : 1. Learn and master the words and phrases: understand, it鈥檚fun to 鈥?an English-speaking country, an exchange student, travel the world, 2. Train the ss鈥?listening and speaking ability Teaching Important Points: 3. Improve the ss鈥?listening and speaking ability 4. Learn some listening skills Teaching Difficult Points: 3. Make the ss clear how to talk about past experiences How to improve the ss鈥?listening and speaking ability Teaching Aids: 1. a tape recorder 2. the blackboard Teaching Procedures;Step1.Greeting and Lead-in T: Hello, boys and girls. S: T: Please read the conversation on the exercises book: A: Have you ever been to an aquarium? B: Yes, I have . I went there last month. Have you ever been to a zoo? A: Yes, I have been to the zoo many times. B: Have you ever been to a space museum? A: Yes. Of course. What about you? B: Me, too. A: What about an amusement park? Have you ever been there? B: No, never. A: Neither have I . Let鈥檚go to Fun Times Amusement Park. Step2: Review earlier vocabulary and introduces some new words.(1a) 1. Read the instructions to the class. Some of these reasons are important to you. Some of the reasons may not be important to you. 2. Read each sentence to the class. Ask different ss to say each sentence in their own words. For example: I have to means that I must do something. It is necessary. I want to travel means I enjoy visiting other cities and other countries.3. Read the instructions again and put 1 after the most important reason that you learn English . Put 2 after the second most important reason and continue the same way.4. Do a quick check to ss which reasons the students think are the most important. Step3: Provide guided oral practice using the target language.(1b) 1. Read the instructions to the class. 2. Point to the sample dialogue. Ask two students to travel it to the class. 3. Talk about your reasons for studying English with your partner. Have conversations like the sample dialogue. 4. Ask a few pairs to present their conversations to the class. Step4: Provide listening practice using the target language.1. Read the instructions to the class2. Point out the sample answer. Say one of the questions the teacher asks is how you spell your last name.3. Play the recording the first time. Ss just listen.4. Play the recording a second time. Ask ss to circle their answers.5. Check the answers. a, c, d,f Step5: Practice in understanding and writing the target language. 1. Read the instructions to the class and point out the questionnaire. Ask a student to read the headings at the left. 2. Play the recording. Ask ss to fill in the answers . 3. Check the answers. Ask ss to write the five answers on the board. Step6: Practise using the target language.(2c) 1. Read the instructions to the class. 2. Point to the sample dialogue. Ask two ss to read it to the class. You can start your conversation like this one. 3. Ask ss to work in small groups. 4. Ask a few pairs to present their conversation to the class. 5. Step7. Homework Exercise bookP38 Blackboard Design It鈥檚fun to 鈥?an English-speaking country an exchange student travel the worldThe Fifth Period 涓囧窞澶╁叴鍥介檯瀛︽牎澶忔案宸?Teaching Aims: 1. Learn and master the new words and phrases: attendant, discover, requirement, guide, foreign, film 2. Train the ss鈥?reading ability by 3a. 3.Train the ss鈥?writing ability by 3b and 3c. Teaching important points: 1.Train the ss鈥?writing ability by 3b and 3c 2.Train the ss鈥?reading and writing ability. Teaching Difficult Points: How to improve the ss鈥?reading and writing ability Teaching Methods: 1. Fast reading to improve the ss鈥?reading ability. 2. Discuss to make every student understand the article better. 2. Pair or group work to make every student take part in the activities in class. Teaching Aids: 1. A tape recorder 2. The blackboard 3. Multimedia Teaching Procedures: Step1: Greetings and Lead-in. T : Nice to meet you, everyone. S : T : What have you done already? S1鈥︹€?s23鈥︹€?s T : Have you ever been to鈥? S1鈥︹€?s23鈥︹€?s T : Where has one? S1鈥︹€?s23鈥︹€?s A few minutes later, the teacher had better make a conclusion: Come to the Hilltop Language School and change your life. Here鈥檚what two of our students said about our school. Step2: Fast reading Please read the article (read as quickly as possible) and answer the questions: 1. What does Mei Shan do? 2. How long has she had the job? 3. Why did she want the job? 4. How long did she study English? 5. What kind of job does David want? 6. Has he ever been to an English-speaking country? 7. How long has he been studying at the school? 8. What other job is he thinking of doing? Step3: Careful Reading 1. Very good. Now read the article as carefully as possible. Learn the unknown words. 2. A few minutes later, show new words and learn them with the ss. 3. Then ask some students to tell the answers. Step4: Discuss and recite: 1. Now close your books. Listen to the tape and try to recite the article. Then discuss with your partners what you鈥檝e learned in the passage. 2. After listening, the teacher may join some groups to discuss what they are talking about. 3. After a few minutes, ask some groups to give their opinions. Step5: writing Write an article about yourself for the school magazine. 1) the kind of job you want 2) How long you have been studying English? 3) Why did you start studying English? 4) What do you like best about studying English? Tell the class about yourself Find someone who Complete the survey on page 86 Homework: Write an article about yourself.Blackboard Design Please read the article (read as quickly as possible) and answer the questions: 1. What does Mei Shan do? 2. How long has she had the job? 3. Why did she want the job? 4. How long did she study English? 5. What kind of job does David want? 6. Has he ever been to an English-speaking country? 7. How long has he been studying at the school? 8. What other job is he thinking of doing? Expressions: 1. a flight attendant 2. All I have ever wanted鈥?3. get the job 4. a tour guide 5. such as 6. take lessons 7. think about 8. rather than。
河北师大教学法教案Unit 9 Teaching Listening
Unit 9 Teaching ListeningAims of the unit:1. Why is listening so difficult for students?2. What do we listen to in everyday life?3. What are the characteristics of the listening process?4. What are the principles of teaching listening?5. What are the common activities in teaching listening?I. The importance of teaching listening1. Listening is one of the four basic skills of a language.2. Why does listening seem so difficult for Chinese students?Task 1: In your English learning experiences, did you find listening more difficult than the other three skills? Can you think of any reasons whylistening is often considered to be more difficult?Conclusion:In Foreign language learning, both listening and reading are receptive skills, but listening can be more difficult that reading because:l Different speakers produce the same sounds in different ways. (different dialects and accents, stresses, rhythms, intonations, mispronunciations)l The speed of the input of spoken material can not be controlled;l Spoken material is often heard only once. And the listener cannot pause the speaker to work out the meaning.l Background noise.l Memory and recurrence.3. What do we listen to in everyday life?As we know, listen is very important in daily communication. There is a great variety of situations where we need to listen to English. As a matter of fact, Chinese students have few chances to be exposed in listening.Task 3: Below is a list of situations where Chinese people may need to listen to English. Choose eight situations that you think are the most frequent.II. Characteristics of the listening processThe listening situations in TASK 3 can also be divided asl Formal or informal:l Rehearsed or non-rehearsed;l The listener can or cannot interact with the speakerAccording to Ur(1996), listening process has following characteristics:Spontaneity: We often listen to people speaking spontaneously andinformally without rehearsing what they are going to say ahead of time.Context: The context of listening is usually known in real life. The situation usually helps us predict what we are going to hear.Visual clues: While listening, the speakers’facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.Listener’s response: Most of the listening allows the listener to responds the speaker, whether they understand or not.Speaker’s adjustment: The speaker can adjust the way of speaking according to the listener’s reactions.III. Objective and Principles for teaching listening1. Objective of teaching Listeningl Learn how to listenl Learn to pick up the most important informationl Learn to become a skillful listenerl Like listeningl Like imitatingl Like participating in communicative activities2. Teaching principles1) Focus on process：In listening, people must do many things to process information they are receiving. They have to hear what is being said, they have to pay attention to catch as much information as possible so as to construct a meaningful message in their mind by relating what they hear to what they already know..2) Combine listening with other skills. Listening and speaking skills are closely related. Both of them belong to the oral skill. They need interaction so that to help communication.3) Focus on comprehension of meaning. Understand the meaningis more important to memorize every work people hear.4) Grade difficulty level appropriately. There are a large number of factors that affect the difficulty level of listening tasks, but they fall into three main categories according to Anderson and Lynch:l type of language used;l task or purpose in listening;l context in which the listening occurs.Task 5: Suppose you are teaching a lower intermediate class of middle school students. You want to give them some listening practice. The following listening materials are available. Which texts would you choose? In what order would you use them? Give your reasons. (See P.85/141)3. Principles for selecting and using listening activitiesOxford summarizes the following principles for selecting and using L2 listening activities. (see P.141)IV. Listening activities1. Teaching modelsBottom-up model: In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, ‘we use information in the speech itself to try to comprehend the meaning’.Top-down model: In this model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. In other words, listening comprehension involves ‘knowledge that a listener brings to a text, sometimes called ‘inside the head’ information, as opposed to the information that is available within the text itself.’Three teaching stages:l Pre-listening, during which teachers help the students prepare to listen.l While-listening, during which the focus of students’ attentionis led to the listening text and the teachers can guide the students and help them understand it.l Post-listening, during which students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text.2. Activities1) Pre-listening activitiesa. Look at some pictures before listening to the passage.b. Read the listening comprehension questions before listening.c. Set the scene for the students before listening.d. Listen for the gist of the passage.e. Listen for specific information2.While-listening activitiesa. Listen and tick: List some objects. Then ask students to listen and tick.b. Listen and sequence: Listen and number; listen and matchc. Listen and act: “Simon says…”, listen and point.d. Listen and draw: listen and color.e. Listen and fillf. Listen and find outg. Listen and guess3.Post-listening activitiesa. True of falseb. Multiple choice questionsc. Answering questionsd. Note-taking and gap-fillinge. Complete the dialogue…V. Notes in teaching listening1. Let students listen to authentic English: songs, rhymes, dialogues, short passages with normal speed and natural pronunciation and intonation2. Let students be active in listening.3. Always give students a purpose for listening.。
Unit-9-Teaching-Speaking 英语教学法
Characteristics of successful tasks:
1.Maximum foreign talk
In successful speaking tasks, the students talk a lot in the foreign language. One common problem in speaking activities is that students often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. Another common problem in speaking activities is that the teacher talks too much of the time, thus taking away valuable practice time from the students.
9.2 Designing speaking tasks
初中英语_八下 Unit9教学设计学情分析教材分析课后反思
人教新目标八下Unit9 教学设计Review Unit9 Have you ever been to a museum ?Teaching Objectives1.To master the use of the present perfect tense with been, ever, never.2.To be able to talk about the most interesting museums you have ever been to.3.To be able to talk about past experiences by using the present perfect tense4.To talk about past experiences..Teaching importances ：1.To master the use of the present perfect tense with been, ever, never.2.To be able to talk about past experiences by using the present perfect tense Teaching difficulties:How to talk about past experiences..Teaching steps：Step1.Greetings(略)Step2.Leading—inStep3.Review phrasesAsk some students to say out some important phrases of this unit.Let Ss answer them quickly one by one.Step4.Review sentencesT: Boys and girls!Look at the big screen Who can describe these sentences?Please answer them quickly.S1:…………S2…………S3…………（可采用学生抢答的方式进行）Step5:DiscussionShow some pictures of famous museums .T: Boys and girls!Look at some pictures.Where is it?Ss:American computer museumT: Who can describe it ?(学生踊跃抢答)T: Look at picture 2. Where is it?Ss:the International Museum of Toilets in IndiaT: Who can describe it ?(学生踊跃抢答)T: Look at picture 3. Where is it?Ss:Hangzhou National Tea MuseumT: Who can describe it ?(学生踊跃抢答)Step6 Work in pairsT: What places have you been to? Ask your partner.Have you visited …?Have you been to …?Have you seen …?Have you tried …?(First let Ss discuss and then ask and answer in pairs )Step7.GroupworkAsk your classmates whether(是否) they have been to these places.Make a survey and reportStep8.拓展延伸Make a list of facts about your hometown or a place you have been to. Think about these topics. Size and location: ________________Population: _____________________Weather: _______________________History: ________________________Places to visit: ___________________Things to eat: ___________________Look at the map of China and write a short passageFor example:I have been to Qingdao many times. It’s a fantastic place to relax and live. Let me introduce Qingdao to you. You can….Step9 Do exercisesStep10 Homework写作要求：写一篇80字的文章描述你的家乡。
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
英语教学理论与实践教学大纲
《英语教学理论与实践》教学大纲Theory and Practice for English language Teaching课程代码：RRX036316 学时：36 学分：2理论学时：36 实验或讨论学时：0适用专业：英语课程性质：选修执笔人：李银玲审定人：康光明一、说明1．课程的性质、地位和任务“英语教学理论与实践”是面向英语专业高年级学生开设的一门个性发展课程。
是一门多边缘的、发展中的、理论与实践相结合的理论学科，课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时，要求学生通过语音、语法、词汇、听力、口语、阅读、写作、等课堂教学的实践，掌握教学理论，灵活运用教学理论。
因此，本课程具有知识介绍和理论实践两大特点，既注重知识的传授，又注意教学能力的培养。
2．课程教学的基本要求该课程要求学生有很强的自主学习能力和参与意识。
根据人才培养模式的要求和本课程设置的特点，学生在学习时应做到以下几点：1）做好充分的预习工作该课程要求学生必须在上课前做好充分的预习工作。
在课前预习时应该做到以下几点：预习教材，完成所有的tasks；阅读相关的辅助材料，如上海外语教育出版社和外研社都出版了成套的英语教学和研究类图书，另外很多国内的刊物，如“外语教学与研究”“外语界””国外外语教学”“中小学外语教学”等，国外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理论与理论应用性的研究，阅读这些书籍和刊物不仅可以扩充自己的知识，也可以学习一些研究方法；自己应该能够根据教材中的教学理论，设计各种微型课堂活动。
2）注意互惠性学习所谓互惠性学习即在学习中与其他同学合作，互惠互利，进行信息共享，共同分析问题、解决问题。
如有可能可以结合成固定的学习小组。
3）加强反思性学习在学习过程中应注意将所学教学理论与自己的教学实践相联系，从理论的角度评估自己的教学。
如在学习“阅读教学”时，根据阅读教学的理论对照自己的阅读教学实践，寻找教学中的差距，这样不仅可以加深对教学理论的理解，也可通过对自己教学的反思，提高自己的业务素质。
Unit-9-What-does-he-look-like.(4课时教案)
Unit 9 What does he look like?Learning Objectives一、Topics（话题）:Physical appearance二、Functions (功能)Describe people’s looks三、Structures (结构)1. What questions2. Adjectives of description3. Alternative questions四、Target Language (目标语言)What does he look like?He’s of medium build.Is he tall or short?He’s tall.Do they have straight or curly hair?They have curly hair.五、Vocabulary （词汇）straight, tall, thin, heavy, round, handsome, face, mouth, eye, nose, glasses, actor, actress, put, describebe of medium height/build, look like, wear glasses, a little, in the end六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）Joe Brown has …He’s about … years old.I like him because …八、教材分析本单元以描述人的外表为话题，共设计了三个部分的内容。
旨在通过本单元的教学使学生学会使用“What does he/she look like?”的句型询问别人的外表；用英语描述别人的发型，身高，身材以及其它特征。
并能学以致用，用所学知识描述自己的朋友，喜欢的老师及演员的等。
人教版英语八年级上unit9听力
人教版英语八年级上unit9听力Unit9Listen is an important part of the eighth grade English curriculum in the People's Education Press.Listening is a crucial skill that helps students improve their English comprehension and language skills.In this article,we will explore the different aspects of Unit9listening,including its importance,types of listening activities,strategies for effective listening,common challenges faced by students,and tips for improving listening skills.Importance of Listening1.1Listening is the foundation of communication in any language.1.2It helps students understand spoken English,improve pronunciation,and expand vocabulary.1.3Listening comprehension is essential for success in exams,daily communication,and future endeavors.Types of Listening Activities2.1Listening to conversations:Students practice understanding everyday dialogues and informal conversations.2.2Listening to lectures:Students focus on understanding longer passages of spoken language,such as lectures or speeches.2.3Listening to instructions:Students learn to follow verbal instructions and carry out tasks accordingly.Strategies for Effective Listening3.1Focus on the main idea:Students should identify the main points of the listening material.3.2Take notes:Writing down key points can help students remember important information.3.3Ask questions:Students should clarify any doubts they have about the listening material.Common Challenges Faced by Students4.1Difficulty understanding accents:Students may struggle with accents different from their own.4.2Lack of concentration:Students often find it challenging to maintain focus during listening activities.4.3Vocabulary barriers:Limited vocabulary can hinder students'understanding of spoken English.Tips for Improving Listening Skills5.1Practice regularly:Students should engage in listening activities regularly to improve their skills.5.2Watch English movies and TV shows:Exposure to different accents and speech patterns can enhance listening comprehension.5.3Use online resources:Online platforms offer avariety of listening exercises and materials for students to practice.In conclusion,Unit9listening in the People's Education Press eighth grade English curriculum plays a significantrole in helping students develop their English language skills.By understanding the importance of listening, engaging in different types of listening activities, employing effective listening strategies,overcoming common challenges,and following tips for improvement,students can enhance their listening comprehension and excel in their English studies.。
(完整版)《英语教学法》Unit_9_Teaching Listening
Principles behind the teaching of listening (Harmer, 1998:99-100)
1. The tape recorder is just as important as the tape
2. Preparation is vital 3. Once will not be enough 4. Students should be encouraged to
appropriate background knowledge & help Ss identify the purpose of the listening activity. The content is personally interesting and motivating. The speaker must be visible whenever possible. The activities must offer many environmental clues to meaning. The whole text should be given, and then divided into parts that can be repeated.
1. Lack of teaching materials; 2. Lack of equipment; 3. Lack of training in how to use the
equipment; 4. Listening is not included on many
important tests; 5. Lack of real-life situations where
intermediate, advanced) 2) the interest of the material
Unit 1 Language and Language Learning (introduction)
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3. Views on language learning and learning in general
Views on language learning: language is a form of behavior. Language should be learned by constant repetition and the reinforcement of the teacher Mistakes should be immediately corrected and the correction should be immediately praised. Influence on language teaching: the audio-lingual method
Textbook :
王蔷.《英语教学法教程》第二版，高等教育出版社， 王蔷 《英语教学法教程》第二版，高等教育出版社， 2000。 。
Syllabus
References :
束定芳，庄智象，《现代外语教学—理论、实践与方法》， 上海外语教育出版社，1996. Brown, H. D. (2004). Language assessment principles and classroom practices. New York: Pearson Education. Larsen-Freeman, D. (2000) Techniques and principles in language teaching. Oxford: Oxford University Press. Richards, J.C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
英语教学法教程
《英语教学法教程》教学大纲1.课程代号：3.适用专业：三年制师范教育专业4.开课时间：第五学期5.总学时：32学时6.修课方式：必修7.考核方式：考试8.教材：全国普通高等学校优秀教材一等奖，普通高等教育“九五”国家级重点教材，王蔷、程晓堂编《英语教学法教程》—高等教育出版社。
课程性质、任务和基本要求1.课程的性质和任务本课程是为英语教育专业学生开设，目的在于学生不但具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际水平，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并使用恰当的教学方法和技巧，具备课堂管理的水平与评价的水平，同时具有驾驭教材的水平。
本课程主要对象是三年制英语教育专业学生，全书共有14个单元，分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。
每单元均有大量练习。
2.课程的教学基本要求本课程力求表达以学生为主体的教学思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造水平，协助他们构建新的理解和理念，培养他们分析问题和解决问题的水平。
教学力求提供一个思考和探索研究的园地，一个资源中心，为学生实行教学探索和教学方法与技巧的创新打基础。
3.教学方法和教学形式建议英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且，教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性理解和感性理解。
而课堂时间非常有限，这就要求学生课上、课下相结合。
4.课程教学要求的层次A.要求学生掌握语言教学基本知识B.选择并使用恰当的教学方法和技巧C.学会课堂管理与教学评价学时分配学时分配：课程教学总学时数为32学时，其中理论 16学时，实践16学时。
王蔷-英语教学法教程-英汉对照-ACourseinEnglishLanguageTeaching
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义结构主义 as a linguistic systemfunctional view功能主义功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性交互性 as a communicative toolViews on language learning and learning in general1) Process-oriented theories 过程指向论过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法 Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法 TBLT=Task-based Language Teaching 任务型教学法任务型教学法PPP=the Presentation, Practice and Production 呈现，操练，展出呈现，操练，展出 Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力语言能力Pragmatic competence 语用能力语用能力Discourse competence语篇能力语篇能力Strategic competence策略能力策略能力Fluency 语言顺畅语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动 Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿模仿Improvisation 即兴创作即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT :pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised →purposeful&contextualised communication communicationExercise → exercise exercise--task →task How to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法听说教学法speaking and listening; dialogues and drills 对话和操练对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability 整体设计目标，体现灵活开放整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum ： 课程总目标Overall language ability:Learning 学习策略学习策略Affect 情感态度情感态度Cultural 文化意识文化意识Language 语言知识语言知识Language skills 语言技能语言技能 Learning : Cognitive; Self management; Communication; Resourcing Affect: International; Perspective; Patriotism; Confidence; Motivation Cultural: Knowledge; understanding; Awareness 情感目标情感目标语言目标语言目标 能力目标能力目标Language: Phonetics; Grammar; V Language: Phonetics; Grammar; Vocabulary; Functions; Topics ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses 应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve. Benefits from lesson planning ：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning 宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料背景资料2.Teaching aims: 教学目标教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段教学手段5.End of lesson summary 总结总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者敦促者 , 5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度制度In order not to hu rt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contr ibute to successful grammar practice:1) Pre-learning.2) V 2) Volume and repetition(olume and repetition(容量/重复).3) Success-orientation 成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习替换练习In Transformation drills 转移变形练习转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts.2)Using mime 哑剧or gestures as prompts.3)Using information sheet 信息表as prompts.4)Using key phrases or key words关键短语/ 单词单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义指示意义Connotative meaning 内涵意义内涵意义Collocations 搭配搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词近义词，反义词，下位词 Receptive and productive vocabulary接受性和产出性词汇接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列单词系列7) Word bingo9) word association 自此联想自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur,1996:106-7):1) Spontaneity 自发性自发性2) Context 环境环境3) Visual clues 视觉线索视觉线索4) Listener’ s response 回应回应5) Speaker’ s adjustment调节调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测预测2) Setting the scene设置现场设置现场3) Listening for the gist 听力要点听力要点 4) Listening for specific information 细节理解细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记标记3) Listen and sequence 顺序顺序4) Listen and act5) Listen and draw6) Listen and fill填写填写7) Listen and take notes3.Post-listening activities听后活动听后活动1) Multiple-choice questions 多项选择多项选择2) Answering questions3) Note-taking and gap-filling填空填空Dictogloss(1) Preparation(2) Dictation 听写听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1) Maximum foreign talk 尽可能用外语交谈尽可能用外语交谈 2) Even participation 平等参与平等参与3) High motivation 高积极性高积极性4)Right language level 语言水平相对应语言水平相对应 Types of speaking tasks:1.pre-communicative activities交际前活动 Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演对话和角色扮演 Activities using picturesProblem-solving activitiesUnit 10 Teaching Reading Two types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读寻读 Predicting based on the title, vocabulary,the T/ F questionWhile-readingReading comprehension questions 阅读理解阅读理解Understanding references 理解引用理解引用Making inferences: reading between the lines Post-readingDiscussion questionReproducing the text 复述故事复述故事Role playGap-fillingDiscussionRetelling 复述复述WritingUnit12 Teaching Writing The main procedures of process writing : Creating a motivation to writeBrainstormingMapping 绘图绘图FreewritingOutlining 列提纲列提纲Drafting 起草起草Editing 编辑：peer-editing; self-editing Revising 修改修改Proofreading 校正校正Conferencing 与老师讨论与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strat egically8.Give students a sense of achievement from time to time。
部编版英语八年级下册教学设计Unit9unit9教案
教案教案教案教案教案6. Work on 2d.Fill in conversation about Singapore using the information form the article.Keys: Have, been, been, Southeast, speak, English, have, ever, have, see, warm, yearStep 6 Language points1. on the one hand… on the other hand一方面……另一方面……2. …more than three quarters of the population q uarter n.四分之一；一刻钟3. May be you fear that you won’t… fear v. 害怕；担心4. A lot of animals only wake up at night… wake v. 醒来；(woke woken)5. seem的用法a) “好像、似乎” , 其后加形容词。
b) seem + (to be) + n.c) seem + (to be) + 介词3) seem to do something. 4) It seems that + 从句Step 7 Exercises Translate the following phrases.Keys:in southeast Asia, three quarters of population, have problems doing sth., during thedaytime, wake up, in a natural environment,all year roundStep 4 Writing.3a.What do you know about Singapore?position: Where is Singapore? position: in Southeast AsiaMore than three quarters of the population are Chinese.Language Chinese and English. Food Zoo and Weather ...3b Write an article to advertise your hometown or a place you have been to. 句型：Have you ever tried/seen/been…? If you…, you will/can…You should… One great thing about …is…Step 8 HomeworkMake some notes about Singapore. Write down anything that you remember.板书设计Unit 9 Have you ever been to a museum.教学反思。
Unit9Gymnastics
Unit 9 GymnasticsAims and demands:1. Develop the Ss’ listening ability .2. Grasp the usage of the language points:at the doctor’s , take a look,, knock into fell overIt feels a bit tense .That sounds very interesting.Difficulty: Ask the Ss to make a dialogue between the doctor and a patient.Teaching methods: listening, speaking, practicingLearning method: How to listen smartlyTeaching aids: tape recorder, some slidesProcedure:Step 1. New words:Step 2. IntroductionT: How many gold medals did the Chinese players win?There are a lot of international champions in China in the 2000 Olympic Games.The two of whom are gymnasts . Who are they ?Ss: They are 李小鹏 and 刘璇 .T: Li is an international champion on the double bars.Liu is an international champion on the beam.And also the whole Chinese gymnastic team have won the gold prize.T: Today we are going to learn “ Gymnastics” .Do you know what pieces of equipment are used in gymnastics ?( Picture talking )rings , beam, high bar, high-and-low bars, double bars, beam,“horse”(side horse / pummelled horse（鞍马） , vaulting horse （跳马）)T: Do men and women , boys and girls do the same kinds of exercises?------- Men perform on the rings, on the double bars, on the high bar, and on a type of “horse” with our legs which has two handles fixed to the top surface.While women perform on the high-and-low bars, one of which is higher than the other, and the beam, which is a length of wood only four inches wide which is fixed at a height of 1.20 meters above the ground.Step 3. ListeningListen to the tape and choose the correct answers:1. Sharon is a gymnast. She is ______.A. at the teacher’sB. at the doctor’sC. at her friend’sD. at home2. Something is wrong with Sharon’s ______.A. left legB. right shoulderC. left shoulderD. right leg3. Sharon hurt herself when she was _____.A. doing some exercisesB. finishing some exercisesC. on the high-and-low barsD. jumping4. The change between ___ temperatures makes the blood move and the damaged parts begin to repair themselves.A. hot and coolB. warm and coolC. cold and coolD. hot and cold5. At the end of the week, throw the frozen peas away. They _____ to eat.A. will be fitB. won’t be fitC. would not likeD. would like toBCADBStep 4. Read by themselves and answer the questions;1. Who was Sharon? ---- gymnast2. What’s wrong with her? ---- Something is wrong with her left shoulder.3. How did she hurt her shoulder? ---- While she was doing gym.4. What kind of treatment did the doctor advise her to use? ----- to use the hot-cloth-and-frozen-peas treatment.5. How often does she have to take this treatment? ---- twicea day for a week6. Do you think that this interesting treatment is effective? ----- Yes.7. Have you ever used the hot-cloth-and-frozen peas treatment? ---------What treatment does the doctor tell her to do?---- T o use the hot-cloth-and-frozen-pea treatment.Step 4. Reading and find out the language points1. at the doctor’sat my uncle’sat the tailor’s2. take a look at : have a look at3. It feels a bit tense.4. knock into sb.Can you knock the nail into the wall?The boy ran for the ball and knocked into a man.He walked in the dark and knocked into a tree.5. fall overHe slipped into a banana skin and fell over.6. so on and so on : repeatedly7. That sounds very interesting.8. fit to eat:Step 5. PracticeMake up a dialogue between the two---- one is a doctor and the other is a patientDoctor: Asks a questionPatient: Says what the problem isDoctor: Makes one or more comments and then gives some adviceExample:D: Can I help you?P: Yes, I can’t sleep well.D: How can I help you?P: Can you give me some medicine so that I can have a good sleep?D: What can I do for you?P: I’ve got a pain here. My left shoulder hurts.D: Let me have a look at it.P: Oh, I feel terrible.D: Mmn, I see. It feels a bit tense, but it’s nothing serious.P: Shall I take any medicine?D: Yes. Take this medicine, two pills a time, three times a day. And try to use the hot-cloth-and-frozen peas treatment.Step 6. workbook----- Ex 2Homework : read two passagesAt the doctor’sWhen a patient comes in what will the doctor say?What can I do for you?How can I help you?What seems to be the matter?Can I help you?What will the patient say?I’ve got a pain…I’ve got a headache and a cough day and night.I’ve got a temperature and all my bones ache.I feel terrible.I hurt my leg while I was….I don’t feel well.Then what will the doctor say?Let me take a look at it / you.Let me feel your pulse.Left me take your temperature.Oh, I see. It’s nothing serious.Have a good rest and you’ll ..You’ll be all right / well better soon.Take this medicine / two pills a time, three times a day.Unit 9 Lesson 34~35 GymnasticsAims and demands: Develop the Ss’ reading ability and have a good understanding of the textDifficulty and importance: Have a deeper understanding of the textTeaching methods: Reading and listening and discussionLearning methods: How to read fastTeaching aids: a tape recorder and some slide shownProcedure:Step 1. PresentationWhat kinds of equipment are used in doing the gymnastic exercises?As we know from the dialogue , Sharon hurt her left shoulder while doing some exercises on the high-and-low bars. So while you are doing gym, you should be more careful.Now look at the pictures and tell :Where are the gymnasts doing exercises / performing? ( P 51) Ss: He is performing on the high bar.He is performing on the double bars.He is jumping / performing on a “horse”.She is performing on a beam.Step 2. ListeningListen to the tape of Lesson 34 and tell whether the following statements are true or false.1. Olympic competitions started in Greece. T2. Modern gymnastics began in the 18th century. F3. If you want to become a top gymnast, it is important to start when you are 14 or 15 years old.F4. Boys win Olympic gymnastics medals usually between the age of 19 and 25. T5. Both boys and girls perform on the rings, on the double bars, on the high bar and so on. F6. Only girls perform on the high-and-low bars. T7. Only boys do floor exercises on the mat. F8. Make sure you put on some watches, rings, and necklaces before you start. F9. Wear tight clothing with collars but without belts so that it doesn’t catch on any of the equipment. F10. Look after your health and do less practice if you are unwell or have any injury. FFill in the form: General information on gymnastics1.The origin（起源）of the words “gymnastics” and “gym”2.The origin of modern gymnastics3.The importance of dance4.The important point to become a top gymnast5.Different pieces of equipment for men and women For men:For women:6.The same equipment for both men and womenStep 3. Reading------Details of the text (preparation)Fill in the form: General information on gymnastics1.The origin（起源）of the words “gymnastics” and “gym” The two words come from the Greek language, for it was in Greece that Olympic competitions started.2.The origin of modern gymnastics It began in the nineteenth century. In 1811 an outdoor gymnastics center for men was opened in Berlin where they could do body-building and exercises on a high bar and other pieces of equipment.3.The importance of dance It prepares you for the types of movements required in gymnastics. One of the aims is to make the body stronger for jumps and turns and for movements of balance. It also helps your body bend forwards, backwards and sideways, and improves the way you hold your body.4.The important point to become a top gymnast It is important to start when very young. In fact, most gymnasts start with simple exercises while they are still at kindergarten.5.Different pieces of equipment for men and women For men: Men perform on the rings, on the double bars, on the high bar, and on a type of “horse” with four legs which has two handles fixed to the top surface.For women: Women perform on the high-and-low bars, one of which is higher than the other, and the “beam”, which is a length of wood only four inches wide which is fixed at a height of 1.20 metres above the ground.6.The same equipment for both men and women Both men and women gymnasts do floor exercises on the mat and jumpover a “horse” with four legs.Step 4. Note making on the textbook ---P51Step 5 . Workbook ----- Ex 1Step 6 . Reading comprehension (3A Lesson 34)Reading comprehension (3A Lesson 34) ABBDC ACBAA1. The earliest gym competition took place in ___.A. GreeceB. GermanyC. SwedenD. China2. According to the text, when was modern gymnastics probably held?A. In 1795B. In 1811C. In 1900D. In 19123. What is a keep-fit programme?A. A programme that is only suitable for children.B. A programme that is to keep children in good condition.C. A programme that is to help fat children to lose weight.D. A programme that is to choose those children who are fit to become gymnasts in the future.4. What is the main idea of the first paragraph?A. It was in Greece that the gymnastics competition started.B. Gymnastics is performed in many countries.C. People benefit a lot from exercising gym.D. Gymnastics has a long history.5. Why is dance an important part of training?A. Because men make their bodies stronger in dancing.B. Because women need dancing skills to perform in competitions.C. Because dancing prepares the players for the kinds of movements required in gym.D. Because dancing helps the body bend forwards, backwards and sideways.6. When do most girls begin their gym training?A. At kindergarten.B. I primary school.C. In junior high school.D. In senior high school.7. In which paragraph can we find the answer to the question: Why do girls win Olympic gymnastics medals earlier than boys?A. Paragraph 2B. Paragraph 3C. Paragraph 4D. Paragraph 58. what does “doing a handstand” in paragraph 5 probably mean?A. Staying in one position without moving.B. Standing on one’s hands with one’s feet in the air.C. Stretching(伸展) one’s feet in a line on the floor while reaching out one’s hands straight.D. Standing on one’s hands and feet wi th the body bent ina semicircle.9. If you are a gymnast, and you are not feeling well today, what should you do?A. Stop practice today.B. Continue practising.C. Have a rest first and then continue to practise.D. Reduce part of the training exercises.10. If you are a trainer, who is choosing children for the gym team, which factors (因素) will you take into consideration?A. Age, height, sense of agreement of movements, sense of balance.B. Figure, eyesight, sense of music, disposition(气质).C. Length of fingers, sense of music, experience, physical strength.D. Age, weight, physical strength, dancing skills.Reading comprehension for 3A Lesson 35 BCACD1. Why was Zhou Lan at a disadvantage before thecompetition?A. Because she was not feeling well.B. Because she did not have any experience of competition.C. Because she had to join in the competition without her trainer’s company(陪伴)D. Because she was not used to being away from home.2. How did she feel before the competition?A. She was nervous in her first competition.B. She was confident that she would win.C. She was not worried although this was her first competition.D. She was glad to know that the other competitors were not used to being away from home.3. In which way was it clear that she had done well?A. She gave a very good performance and made no serious mistakes.B. She landed neatly and steadily on the floor at the end.C. She was not proud although she was better than others.D. She did well in jumping over “horse” and the high-and-low bars.4. Which happened to Zhou Lan second?A. She performed on the high-and-low bars.B. She made a new friend.C. She did floor exercises on the mat.D. Her fellow gymnasts came up to congratulate her.5. Which of the following is true about Zhou Lan during the competition?A. Firm and easy-going .B. Proud and quiet.C. Optimistic (乐观) and brave.D. Relaxed and friendly.Step 6. Deal with Lesson 35Read the text and put these events in the correct order. Then try to retell the story in your own words.A. As soon as the competition began they stopped talking.B. Everyone cheered and clapped, and came up to congratulate her on her success.C. Zhou Lan did very well in two pieces of equipment and on the floor.D. She waited with the other gymnasts for the judges to announce the results.E. Zhou Lan chatted with her fellow gymnasts before the competition started.F. It was announced that Zhou Lan won the first place.G. She went up to thank her trainer for her help. Her trainer was delighted.H. She also gave an excellent performance on the high-and-low bars.EACHDFBGHomework: Do the workbook of Unit 9Unit 9 Lesson 34~35 GymnasticsLanguage points:1. It was / is in Greece that ……强调句形You met an old friend in the park yesterday.It was you who met ………It was an old friend that you……It was in the park that…….It was yesterday that……2. There are also records of gymnastics being performed . ( Used as an attributive )Complete the following :(1) My bike is being repaired. （在修理）表语(2) The house being built （在建的）by our company will be completed by the end of this year.定语(3) The prices of the computers being shown （在展览的）here are still unknown.定语(4) He didn’t mind being left （独自留在） at home. 宾语(5) Being lost （迷路）can be a terrifying experience. 主语3. prepare sb. for sth. 使某人对…进行准备prepare …for sth.= get ready for 为…作准备prepare 准备老师在指导学生准备学期考试.The teachers are preparing their students for the term examination.The students are preparing for the exam.The teachers are preparing the exam.4. do sth to music 伴随音乐做事They are dancing to light music.The students are doing eye exercises to music.5. win medals 获得奖章gain full mark获得满分6. keep one’s balancekeep the balance of nature7. There are a few simple safety measures to follow while ( you are ) training.8. Follow : a) to take or accept 遵守,采纳,听从follow the safety measurefollow the teacher’s instructionsfollow one’s adviceb) understand 领悟You are speaking too fast and we can’t quite follow you.听懂c) go along 沿..而行Follow the path and you will see the cinema.d) come or go afterShe followed me into the classroom.e) following can be used together with “the” , it means “next”in the following year=== next year9. …… can be highly dangeroushighly: to a high degree 高度的,非常的eg: Advertising is a highly developed twentieth-century industry. 高度发达的He is a highly skilled worker. 非常熟练的固定词组:Speak highly of 高度赞扬Think highly of 高度评价Sing high praise for 高度表扬Hold one’s head high 头抬得高高地1. be content to do sth. 满足干…… 满意做……be content with sth. 对……满意2. each used as anThey each have a computer on the desk.Each of them has a computer on the desk.3. in allin a word 总之all in all4. glance at : look quickly at / give a quick at5. be busy doing sth.They are busy training in the gymnastic.We had been bus preparing for the mid-term examination.6. gain points 得分gain mark 得分win the medal 得奖牌7. drillsThe first thing …. . was to go up her trainer and thanked her.句中两个作表语的不定式 go up to 和 thank her for 都省略了 to ,这是因为主语有定语从句 she did 来修饰的缘故.一般地说,解释 do 的精确意思的分句,可以用不带 to 的动词不定式.我们现在想做的就是躺下来休息.What we want to do now is ( to ) lie down and rest.我所做的就是推了他一下.What I did was ( to ) give him a little push.字典的作用是帮助学生查生字的词义和用法.What a dictionary does is ( to) help the students to find out the meaning and the usage of new words.Agreement.Correct the mistakes if any. ( Lesson 34~35)1. It was in Greece where the Olympic competition started. ( that )2. It was in 1811 when an outdoor gymnastics center for men was opened in Berlin. (that)3. There are also records of gymnastics performing in China. ( being performed/performed)4. My bike is repairing . ( being repaired)5. He didn’t mind leaving at home alone . ( being left )6. Being lost can be a terrifying experience. (true )7. Dance is an important part of training as it prepares they for the types of movements required in gymnastics. ( them )8. The students are preparing the exam. ( add for )9. In competitions women perform some of their exercises with music. ( to )(We do eye exercises to music.)10. Men usually gained Olympic gymnastics medals between 19 to 25. ( won, between…and)11. The gymnasts should hold a position steady, keep their balances while doing a handstand. (balance)(steady adj, adv. Steadily adv. )12. Training by yourself in a gym can be high dangerous. (highly )Highly : to a high degree广告业是二十世纪高度发达的行业.Advertising is a highly developed twentieth century industry.他是个非常熟练的工人.He is a highly skilled worker.Speak highly ofThink highly ofSing high praise forHold one’s head highReplace the following underlined phrases with the phrases in L35.13. She is satisfied with her present job.be content with sth.be content to do sth.14. In a word , she gave a good performance and landed neatly and steadily. (In all / all in all)15. She gave a quick look at the judge. ( glanced at )16. What we want to do now is lie down and rest. ( true )字典的作用是帮助学生查生字的词义和用法.What a dictionary does is ( to) help the students to find outthe meaning and the usage of new words.Correct the mistakes if any. ( Lesson 34~35)1. It was in Greece where the Olympic competition started.2. It was in 1811 when an outdoor gymnastics center for men was opened in Berlin.3. There are also records of gymnastics performing in China.4. My bike is repairing .5. He didn’t mind leaving at home alone .6. Being lost can be a terrifying experience.7. Dance is an important part of training as it prepares they for the types of movements required in gymnastics.8. The students are preparing the exam.9. In competitions women perform some of their exercises with music.10. Men usually gained Olympic gymnastics medals between 19 to 25.11. The gymnasts should hold a position steady, keep their balances while doing a handstand.12. Training by yourself in a gym can be high dangerous.Replace the following underlined phrases with the phrases in L35.13. She is satisfied with her present job.14. In a word , she gave a good performance and landed neatly and steadily.15. She gave a quick look at the judge.16. What we want to do now is lie down and rest. ( true or false ?)Exercises for Unit 9 ---3A DCABB CBB1. ___ him and then try to copy what he does. (99)A. MindB. Glance atC. Stare atD. Watch2. The little boy runs for the football and ___ a man standing there.A. knocks downB. knocks atC. knocks intoD. knocks3. I cheered do loudly at the match that I completely ___ my voice.A. lostB. missedC. forgotD. left4. --- Do you think the Stars will beat the Bulls?--- I don’t know. But this is the last time. The fans ___ them to win whole – heartedly.A. hopeB. requireC. preferD. demand5. It was how the young man had learned five foreign languages ___ attracted the audience’s interest.A. so thatB. thatC. whatD. in which6. It was for this reason __ her uncle moved out of New York and settled down in a small village. (2001 S)A. whichB. whyC. thatD. how7. It is the ability to so the job ___ matters not where you come from or what you are. (2000)A. oneB. thatC. whatD. it8. It was not ___ she took off here dark glasses ___ I realized she was a famous film star. (92)A. when; thatB. until; thatC. until; whenD. when; thenCorrect the mistakes: (for Unit 9 --- 3A )It was Sunday and Zhou Lan was going 1.____to take part in the first gymnastic compe-tition. As soon as her competition started, 2.____she tried her best and did good in per- 3.____forming on three pieces of equipments 4.____as well as on the floor. Now the time cameto her performance on the high -and-low 5.____bars. She stands below them and waited. 6.____When the judge nodding, she began . 7.____She jumped upwards, caught the high barin two hands and did a neat circle . 8.____Altogether,she performed wonderful and 9.____landed nearly and steadily on the floor. Thencame the results. Victory for Zhou Lan!She was the one. 10.____1. true2. her--- the3. well4. equipment5. to – for6. stood7. nodded8. in – with9. wonderfully 10. first。
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﹡ most of the time during all average day we listen
to people speaking spontaneously and informally without re-hearing what they are going to say ahead of time．
Approximately
9.1 Why does listening seem so difficult ?
Task 1.
What are the main difficulties you have encountered? Quickly forget what is heard. Do not recognize words they know. Understand the words but not the intended message. Neglect the next part when thinking about meaning. Unable to form a mental representation from words heard. Do not understand subsequent parts of input because of earlier problems.
The second is to exchange information
…is more difficult, needs more emphasis in the classroom, especially at intermediate and advanced level.
9.4 Principles and models for teaching listening
Models for teaching listening
Bottom-up model Top-down model Three (teaching) stages
Bottom-up model — processing recognizing sounds of words,
phrases and structures.
1. Focus on process; P.139 2. Combine listening with other skills; P.140 3. Focus on comprehension of meaning; 4. Grade difficulty level appropriately. Task 5 5. Listening activities P.141
Speaker’s adjustment In most cases．the speaker rise talking directly to the listener, so he or she can adjust the way of speaking according to the listener’s reactions． eg. If the listener indicates that he or she does not understand what is being said，the speaker may rephrase or elaborate．
E.g. controlling the vocabulary and the speed.
9.3 Characteristics of the listening process
Spontaneity Context Visual clues Listeners' response Speaker’s adjustment P.139
3. Three teaching stages
Pre-listening
During which teachers help students prepare to listen.
While-listening
During which the focus of students' attention is led to listening to the text and the teacher can guide the students and help them to understand it.
eg. People point at objects or in certain directions. These visual
clues help us understand and predict what we hear. Of course there are situations where we cannot see the speaker,such as when we 1isten to the radio or use the telephone． ．
This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words. Phrases and structures. If there are unfamiliar sounds listeners will find it very hard to keep up with the speaker.
Listeners' response
Most of the listening in daily life allows the listener to respond to the speaker, such as in a conversation.This means we can interrupt the speakers and ask for repetition or clarification.
Post-listening
During which students are offered with opportunities to integrate what they learn from the text into their existing knowledge and communicate with others using the information in the listening text.
9.2 What do we listen to in everyday life ?
Task 3.
P.138
telephone conversations interview lauds speakers announcement shopping lesson lecture story talking conversation gossip meetings instructions negotiations watching television theater show watching movies
Context
The context of listening is usually known in real life．In other words，we know the relationship ． ， between the listener and the speaker. Therefore, the situation helps us to predict what we are going to hear.
ห้องสมุดไป่ตู้Unit 9 Teaching listening
We all know people communicate in language with four skills— listening, speaking, reading and writing. Which skill is used most widely and difficult ? The total time an individual is engaged in communication: 9% is devoted to writing; 16% devoted to reading; 30% devoted to speaking; 45% devoted to listening.
What are the reasons?
1. neglected in language teaching lack of teaching materials, equipment, real-life situations 2. receptive skill cannot control (1) the accents, speed, times, stresses, rhythms, intonations, mispronunciation (2) difficult to deal with simultaneously with another task while listening.
Top-down model
— processing-referring meaning from broad contextual clues and background knowledge.
Listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. In other words, listening comprehension involves knowledge that a listener brings to a text. Sometimes called ‘inside the head ’information,