这篇“听力课件”是小编特地为您准备的，希望您会喜欢。老师们在授课时会参照教案课件的内容，因此每位老师都会用心准备自己的教案。为了达到更好的课堂效果，设计教案时需要注重学生的反馈和评估。
听力课件 篇1
题目：如何备考雅思听力
雅思考试是很多人前往国外留学或工作的必经之路，其中听力部分也是考试的重点之一。备考雅思听力需要耗费很多时间和精力，但是通过科学的备考方法，我们可以让自己更加高效地拿到更好的成绩。
第一步：掌握基础知识
雅思考试难度较高，需要掌握的基础知识也很多。在备考过程中，我们应该花费一定的时间，掌握雅思听力考试的基础知识和技巧。基础知识包括听力材料的类型、听力题目的类型和答题技巧等。这些都是备考的基础，只有掌握好了这些知识，才能更好地准备雅思听力考试。
第二步：打好听力基础
雅思听力是需要长时间的积累才能够掌握的，因此，我们要花费一定的时间，打好听力基础。打好听力基础的最佳方法是多听材料，多模仿真实考试场景，并用笔记记录下听到的信息，然后将自己的答案与答案对照表进行比对。通过这样的练习，我们可以提高自己的听力水平，并熟悉雅思听力的出题风格。
第三步：多练口语和听力
雅思听力考试是综合性的练习，不仅需要通过聆听来理解文章的主旨和细节，还需要考生们将所听到的内容口头表达出来。因此，在备考过程中，我们应该多做口语和听力的练习。这不仅可以提高我们的听力理解能力，还可以提高我们的口语流利度和表达能力。
第四步：时刻保持专注
雅思听力考试的题目通常都是比较复杂的，因此，需要考生们时刻保持专注。在考试中，我们应该时刻关注讲话者的语气和表情，尤其是当听到生词、复杂的句子或重要的信息时，我们更应该时刻保持专注，以免错过重要信息。另外，考生们可以通过平时的练习来提高自己的听力熟练度，以便更好地应对考试。
第五步：加强听力词汇的积累
雅思听力考试中往往有许多生词和专业词汇，所以，在备考过程中，我们也应该加强听力词汇的积累。通过听力材料中的生词和专业词汇，我们可以快速掌握这些词汇的用法和意义，并在考试中更准确地理解文章内容。
总之，备考雅思听力需要考生们付出很多的时间和精力。但是，通过科学的备考方法，我们可以让自己更加高效地拿到更好的成绩。相信只要我们坚持不懈地练习和不断积累，就一定可以顺利通过雅思听力考试，实现自己的留学或工作梦想。
听力课件 篇2
第一单元听力
如果说看制作碧螺春茶有一种新奇感觉的话，那么，品尝碧螺春茶就更有一种陶醉的感受了。夕阳西下，明月初升。在院中摆上一张桌子，几个人团团围坐，取一套青花陶瓷茶具，倒上七八十度的温开水，然后分别放入一小撮碧螺春茶。茶叶如青螺入水，旋转着飞速下沉。这时叶芽伸展，茸毛轻舒，一旗一枪，嫩绿透亮，姿态极其动人。整个白瓷杯中，汤色碧绿清澈，清香扑鼻而来。轻轻抿上一口，清新爽人。茶水入肚，口中仍感到甜津津的，让人回味无穷。朋友相聚，品茶谈心，那份真诚的情谊随着浓郁的茶香飞溢四周......
第三单元听力
庐山的景色十分秀丽，尤其那浓浓的云雾更给它增添了几分神秘的色彩。庐山的雾千姿百态。那些笼罩在山头的云雾，像是戴在山顶上的白色绒帽；那些缠绕在半山的云雾，像是系在山腰间的一条条玉带。庐山的雾瞬息万变。眼前的云雾，刚刚还是随风飘荡的一缕轻烟，转眼间就变成了一泻千里的九天银河；明明是一匹白马，一会儿又变成了漂浮的一座冰山。云遮雾罩的庐山，怎能不使人流连忘返？
第五单元听力
简单是一种方法
橄榄树嘲笑无花果树说：你的叶子到冬天时就落光了，光秃秃的树枝真难看，哪像我终年翠绿，美丽无比。不久，一场大雪降临了，橄榄树身上都是翠绿的叶子，雪堆积在上面，最后由于重量太大把树枝压断了，橄榄树的美丽也遭到了破坏。而无花果树由于叶子已经落尽了，全身简单，雪穿过树枝落在地上，结果无花果树安然无恙。
外表的美丽不一定适应环境，有时是一种负担，而且往往会为生存带来麻烦或灾难。相反，平平常常倒能活得自由自在。
第七单元听力
每年五月二日，美国威斯康星州的居民总要庆祝这个州特有的节日--诚实节，据说，这是为了纪念一个年仅八岁的男孩子而设立的。
这个男孩名叫埃默纽旦南。埃默纽五岁时，父母双亡，成了无依无靠的孤儿，在埃默纽八岁时的一天晚上，他刚睡着，就被楼下的一阵敲打声惊醒。他急忙下楼，只见继父继母正在谋杀一个寄宿在小酒店里的小贩，第二天一早，他的继父就来到他的房间，教他在警察面前说谎。埃默纽回答说他不想说谎话，继父继母就把他的双手吊在梁上，用柳条抽打他，逼他说谎。这样抽打了两个小时，埃默纽的回答还是爸爸饶了我吧，我不想说谎。最后，埃默纽被活活打死了，市政府为埃默纽建造了一块纪念碑和一个塑像。纪念碑上写着：怀念为真理而屈死的人，他在天堂永生。
听力课件 篇3
R=reporter M=man
R. What was the first thing you remember? M. Oh, my goodness. It was about 5 o’clock in the
morning. I remember, I woke up when I was
thrown out of the bed. When I tried to walk,
the floor shook so that I fell. I felt terrified and
rushed downstairs.
R. What did you see outside?
M. Oh, I saw things I never want to see again. It seemed as if the end of the world came. People were crying, shouting and running everywhere. Bricks were falling down from some buildings while big ones were shaking...... Lots of people were getting buried under bricks. There were great fires around us. It was terrible.
R. Did you realize what was happening? M. No. I asked a man standing next to me what happened. Before he could answer, some bricks fell on him and he was killed.
R. That sounds frightening. Did you know where
to find a safer place?
M. Oh, no. Luckily I met a man who knew the
way to a boat.
R. So.... you got away easily
M. No, we didn’t. It was difficult because
the streets had deep cracks. As we were carefully picking our way, some frightened cows rushed up Market Street and dropped into one of them. I’ll never forget the noise they made. Some ofthem had broken their legs and others were climbing upon each other to get out. Horrible.
R. How did you feel once you’d left the
第2/3页
city?
M. Umm. I felt safer because we were
being
cared for. The soldiers saved us. They brought us water and food. Thanks to them many of us are still alive.
听力课件 篇4
题目：雅思听力课件
一、主题：雅思听力课件的重要性
雅思听力部分是考生最感困难的一部分，对于课件的质量和有效性要求极高。好的雅思听力课件不仅可以帮助考生提高听力能力，还可以提升考生的特定背景知识、词汇和语法，帮助考生更好地理解听力材料。本文将介绍雅思听力课件在备考过程中的重要性。
雅思听力课件的重要性主要体现在以下几个方面：
1. 提高听力能力
雅思听力课件可以帮助考生提高听力能力，尤其是对于那些非英语母语的考生。课件可以教授各种听力技巧，如定向听、词汇猜测、语音辨析等，帮助考生更快速、准确地理解听力材料。同时，课件也可以提供大量听力材料，使考生得以反复练习听力，提高听力技能。
2. 提升背景知识和词汇
雅思听力课件可以帮助考生提升特定领域的背景知识和词汇，这是听力成功的重要因素之一。考生可以通过课件了解各种话题，如环境问题、科学技术、政治与国际关系等，了解各种情境下的表述方式，并学习相关专业术语和常用词汇。
3. 检测听力水平
雅思听力课件也可以检测考生的听力水平。课件中的听力测试可以检验考生的听力能力，以及对话题和情境的理解能力。考生可以通过课件自我评估自己的听力水平，并针对性地进行练习和提高。
二、主题：雅思听力课件的特点
雅思听力课件和其他听力课件有着许多不同的特点，在帮助考生提高听力能力方面，有着独特的作用。本文将介绍雅思听力课件的特点。
雅思听力课件的特点主要有以下几个方面：
1. 面向特定目标群体
雅思听力课件是专门针对雅思考生制作的课件。它有着专门的话题、场景和词汇，以满足雅思考试的需求。考生可以在课件中了解到各种具有代表性的雅思听力材料，并通过练习提高自己的听力水平。
2. 均衡学习各项技能
雅思听力课件可以帮助考生提高听力、口语、阅读和写作能力。课件中的听力材料可以帮助考生增加背景及知识，并提高面对不同场景的英语能力。考生可以通过听力课件，获取不同领域的背景知识和词汇，帮助提高阅读、写作和口语技巧。
3. 学习和自我评估
雅思听力课件可以帮助考生学习和自我评估。考生可以在课件中找到许多语音练习、听力测试和词汇练习，用于自我评估和提高自己的听力能力。此外，课件还可以通过听力测试，检验考生的听力水平和对话题、场景的理解能力。
三、主题：如何选购优质雅思听力课件
雅思听力课件对于备考雅思考试至关重要，因此如何选购优质的雅思听力课件是需要考生重视的。本文将介绍如何选购优质雅思听力课件。
1. 了解课程设置
在选购雅思听力课件前，考生需要了解课程设置和教学内容。不同的雅思听力课件，教学内容不同，考生需要根据自己的需求选购最符合自己需求的课件。
2. 根据考试要求选购
不同的考试对于听力技能要求不同，因此考生需要考虑好自己所报考的考试，以根据考试要求选购雅思听力课件。
3. 重点关注教学方法
在选购雅思听力课件时，考生需要重点关注教学方法。好的听力课件需要采用科学的教学方法和策略，有利于考生在短时间内快速、高效地提高听力能力。
4. 参加试用课程
在购买雅思听力课件前，考生可以先参加试用课程，了解课程的教学质量、教学模式、课程难度等。这可以帮助考生判断是否适合自己的需求。
总之，好的雅思听力课件不仅可以提高听力能力，而且可以提供大量听力材料和背景知识，为考生备战雅思考试提供重要的帮助。考生在购买雅思听力课件时需要多方面考虑，选购最适合自己需求的课件，才能更好地准备雅思考试。
听力课件 篇5
1. 环保类
主题：环保
雅思听力课件中经常涉及到环保相关的话题。随着人们生活水平的提高，环境污染已成为全球性难题。我们需要在日常生活中采取一些措施来减少垃圾，节约能源，保护环境。例如，可以分类垃圾，减少使用塑料袋，鼓励步行或骑自行车出行等。通过这些简单的行为，我们可以为环保事业做出贡献。
2. 健康类
主题：健康饮食
在雅思听力课件中，健康方面的话题也非常常见。如何保持健康是每个人都必须面对的问题。有一个非常重要的因素就是饮食。我们应该掌握正确的饮食知识，选择健康食品，避免食用过多的高脂肪、高糖分食物。此外，多吃蔬菜和水果是非常重要的。通过一系列的健康饮食习惯的养成，可以让我们保持健康的身体和健康的心态。
3. 教育类
主题：在线学习
近年来，随着互联网的发展，在线学习已成为越来越普遍的学习方式。在雅思听力课件中，也会涉及到在线学习方面的话题。在线课程有很多优点，如灵活性高、时间自由、受众面广、成本较低等。可以帮助人们更好地学习，提高个人素质。在如今这个信息化的时代，我们需要更加注重在线学习，不断提高自己的技能和知识。
4. 旅游类
主题：文化旅游
雅思听力课件中也会涉及到旅游方面的话题。文化旅游是一种非常好的体验不同文化的方式。例如，在旅游中我们可以品尝当地的美食、参观当地的博物馆或者文化遗产，可以了解不同国家和地区的不同风俗和文化，增长见识。因此，文化旅游可以带给我们非常多的乐趣，也可以扩展我们的视野，使我们更具有开阔的眼界。
听力课件 篇6
一、精心设计听前活动，引入听力情境，激发学生听的兴趣。
听前活动是听力教学的暖身活动，在听前学生先阅读听力材料，激发学生听的兴趣，集中听的注意力，同时扫除即将听到的语言材料中的难点，以便顺利地进入下一阶段的活动。
精心设计听力课的导入是上好听力课的前提。设计导入活动时，教师要以听力材料的内容着手，特别关注学生的兴趣。
（1）利用图片和多媒体课件导入。
在学生正式听录音之前，为了让学生能尽快地进入听的状态，初步感受听力的主题。教师可以利用图片和多媒体课件等教学辅助材料来刺激学生的视觉。激发他们对由画面内容引起的猜测、联想等一系列的思维活动。通过教师层层有启发性的提问，鼓励学生积极思维，勇于表达。教师还可组织学生就画面内容展开讨论。在讨论过程中学生的信息可以得到互补。如教师要求学生听一个主题为 “Rules around us”时，听前活动就可设计为：
Task One: Talk about the signs:
教师出示各种在不同场合可以见到的标志如“禁止吸烟”、“不准入内”、“严禁跳水”、“不准停车”等标志，提问学生：
1. Where can you see these signs?
2. Do you know what these signs mean?
3. What must we do or mustn’t do when we see these signs?
通过对这些图片的讨论，学生对与主题有关的重要语言结构和内容作好了充分的准备。
Task Two: Talk about the places:
画面出现学生生活中每天都经历的场景。如学校食堂、图书馆、马路车站、居住小区等，引导学生继续思考讨论。
what are the things you must do or you mustn’t do in these places?
听前活动的设计既激活了学生的背景知识，学生在Think and share的过程中，思维能力和口语表达能力也得到相应的发展和提高，更重要的是听前活动的开展为听时环节的顺利开展无论在学生的心理上，还是语言知识上都作好了充分的准备。又如在为学生引入 “famous persons”这一主题时，教师也可以利用图片或画面显示学生非常熟悉和崇拜的人物如歌星、影星、运动明星等。让学生通过讨论的基础上，聚焦某一人物。比如要让学生听一段介绍有关篮球明星姚明的文章。教师可先让学生观看一段篮球比赛的画面。然后教师可提问 “Do you like watching/playing basketball?” “Who do you think of when you watch basketball match?” “Do you know something about Yao Ming?” “Do you want to know more about him?” 在画面的帮助下，教师设计有启发、有层次的问题使学生渐渐进入听力的主题。
（2）利用学生背景知识导入。
学生进入课堂时，都是有备而来的。他自身已有的知识水平、生活经验、兴趣爱好等都对课堂教学产生积极的影响。教师要努力激活学生的背景知识，使学生凭借已有的知识和经验来获取更新的知识，更多的经验。还是以“Rules around us”为例，听前教师以学生非常熟悉的班级公约说起，要求学生讨论已有的班规。或调整或修改或补充。使学生明白作为班级的一分子，每个人都有责任、有义务遵守各项班级制度。继而由此话题展开讨论Are there any rules around you? What are they? 此时学生会把自己所知的东西毫无保留地说出来。同时他们更渴望从课堂中获得更多。学生的背景知识被激活，学习的欲望也就因此而被点燃。教师要趁机组织好下面的新授环节，使课堂教学环环相扣、内容层层递进。
（3） 通过表演导入
学生生性活泼好动，有非常强的表现欲。教师要积极创设情景，努力为学生创造机会。如在让学生听 “seeing a doctor”这一主题时，听前活动就可以设计让学生表演各种不同的病状，如头痛，牙疼，胃痛等。当表演的学生通过不同的表情，不同的动作表现出各种病症时，其他同学会被表演学生的滑稽像所逗乐，同时教师通过提问“What’s wrong with him?”学生就复习整理了一些常见的'表示病症的词汇，如toothache ,sore throat, headache等。学生也会自然而然地想到生病了要去看医生，需要打针、吃药。或者同学病了，我们要多关心他，要给他一些建议，或者他生病了，我也要多加注意等一系列问题的思考。所以，这一活动的设计为下面听力活动的开展作好了语言和内容方面的准备。学生在进入听时活动环节中就会少遇一些障碍，多一份自信。
（4） 通过游戏引入
英语听力材料中经常会出现数字表示不同意思的情况。如数字表示日期、表示数量、表示价格、表示时间等。学生在听的过程中往往会反应不过来。如果平时缺乏针对性的训练，学生在听到数字时常有措手不及的感觉，影响听力理解的效果。所以如果教师在让学生完成听力任务时出现较多用数字表达意思的情况，教师就应在听前活动中设计热身练习。这里可以通过做不同的游戏来刺激学生对数字的反应。如训练学生对数字表示时间的反应时，教师就可准备一个钟面，组织学生进行竞赛，看谁说得又快又准。也可在黑板上画几个钟面，教师报出时间，让学生在钟面上画出相应的时间。教师还 组织类似智力抢答的游戏。如教师说“It’s half past eight, but Tom’s watch is five minutes fast/slow. What time is it by Tom’s watch? 或 “It’s half past eight. The class will be over in ten minutes. What time is it now?”教师设计多种情况让学生积极操练有关时间的加减换算，激发学生的兴趣，训练了学生对数字的敏感性，反应的灵活性。从而缓解了学生在听到数字时紧张、焦虑的心理。
二、合理安排教学活动，精心设计听力练习，使学生积极参与听时活动。
听中活动的设计主要是培养学生听力理解能力。通过听不同形式的材料来培养学生获取事实、信息的能力。在完成听力任务的过程中养成听的习惯，积累听的方法，锻炼听的心理，完善听的技巧，从而逐步提高听的能力。听时活动的设计一定要围绕主题设计循序渐进的，形式多样的活动来激发学生的参与意识。让学生在完成任务的过程中获得一份成功的体验。
在听“Rules around us”时，教师就可以设计如下几种活动让学生在听时完成任务。
Task One: Listen to two students talking about signs. Number the signs that are talking about。(磁带录音)（图片插入）
A: Look at these signs what do you think they mean?
B: Well, this one means don’t throw rubbish on the ground. I think they use it in parks. A: What do you think this one means?
B: I think that’s to stop people throwing things out of windows. You sometimes see it on housing estates.
教师指导学生边听边为表示该标志的图片编上序号。当这一任务完成之后，教师可利用现有的图片向学生提问 “what does this sign mean?” 也可以与学生一起做快速反应练习。即教师说出某一标志的意思，要学生快速指出是哪一图片。如“which sign means no passing？ Which sign means you don’t throw the rubbish on the ground.等。在对话材料中还出现哪里能见到这些标志，因此教师可让学生再听一遍录音。当然在听之前一定要给予学生明确的指令，以便让学生在听的过程中有意注意关键的内容。如第一遍学生有意注意每一标志的具体意思，而第二遍则更注意这些标志出现的地方。在第二遍听完之后，教师就可以利用图片口头提问“Where can you find this sign?”.总之，教师要事先对学生所要听的材料做好充分的准备。了解材料中的难点是什么？ 重点是什么？根据材料还能设计什么活动？使得每一份材料都能得到充分的使用。
Task Two: Two students are talking about some places. Listen to their dialogue and fill in the blanks. .(磁带录音)
A: What are some of the regulations on the underground?
B: Well, I know you’re not allowed to eat or drink on the underground.
A: Yes. That’s right. They have that sign which says you mustn’t eat or drink.
B: Oh, and I know another one. You should let people get off the train before you get on. A: Let people get off the train before you get on. That’s a good idea.
听完对话以后，教师等待学生完成练习。
You mustn’t ____________ or_______________. You should let people _____________before you get on. 校对完学生的练习之后，教师更应启发学生谈论更多乘地铁需要遵守的规则。教师可以说 “we mustn’t ear or drink. And we should let people get off before we get on when we take an underground train. Then what else must or mustn’t be done on underground? 教师鼓励学生说出更多乘地铁需要注意的地方。这一活动是让学生用英语的思维关注生活。教师还可以提供更多的场所供学生在课余讨论。为调节课堂气氛教师还可组织猜一猜活动。如这里教师可把活动设计为：one says people must or must not do in a certain place and the others guess what place he/she is talking about.
Task Three: Eight students in the picture are breaking library rules. Listen to the librarian talking about the rules and number the students who are breaking rules. .(磁带录音)(图片插入)
(1) Oh, I can see students cutting something out of one of the books. That’s very bad. We have a rule against that.
(2)what’s that students doing with a bag in the library? Bags aren’t allowed.
(3) Is that student playing cards over there? That’s against the rules. The library is a place for reading and studying---not for playing cards.
这一练习因为有图片的辅助，因而不难完成任务。重要的还是如何运用现成的材料继续开展积极的活动。如根据图片教师可以提问 “what is he/she doing? What should he/she do or not do? 如果条件允许的话，教师也有、可以播放一段事先拍摄的关于人们违规现象的录象，要求学生指出Who is breaking the rule? What should he/he do ?这样的活动既让学生在现实的情景中操练运用了语言，又让学生在行为习惯的养成方面受到良好的教育。
Task Four: An English teacher has decided to introduce some new rules in her class. Listen and write down the new rules. .(磁带录音)
If Mrs Li arrives late for class,_____________________________________________
Students who get an A for a test______________________________________________
Students who make no grammar mistakes in a composition_________________________
Students who arrive late for class_____________________________________________
Students who forget to do homework__________________________________________
//Well, everyone, I’ve decided to introduce some new class rules. Firstly, I’m sorry I’ve arrived late so often this term. If I arrive late again, there’ll be no homework that day. Is that fair? Now, I’ve decided to give a special reward to students who get an A for a test .anyone who gets an A on a test will get a piece of cake. And I want to see some more improvement in your composition too, so anyone who gives in a composition with no grammar mistakes will get two chocolates. I see that some of you are still arriving late for class. In future, anyone who arrives late for class will have to sing a song to the class. So if you don’t want to sing, don’t be late. And I don’t want anyone to forget their homework. In future, anyone who forgets to do their homework will have to learn a poem??
上述材料是一位英语教师对他课堂的新规定。听完之后学生不禁会羡慕别人有这么开明，民主的英语教师。 所以作为教师，我们要善于捕捉学生微妙的心里想法和心理变化，及时调整我们的教育教学策略。 如听了上述材料，作为英语教师对改进自己的课堂纪律和要求无动于衷的话，学生肯定会大失所望的。 因而，教师就应该因势诱导学生一起讨论制订更完善、更民主、更具人情味的英语课堂学习纪律。这一活动的开展不仅会激发学生英语学习的兴趣，更会使学生在英语课堂上规范自己随意的行为。对学生整个的学习过程会产生积极的影响。
总之，听时活动的设计一定要根据材料的内容结合学生的语言实际、认知能力、年龄特点设计由易及难，由单项到综合的活动，在一环扣一环的环节设计中让学生一步一步完成任务。其次，在学生完成任务的过程中，教师要明确自己的角色，教师决不是录音设备的操纵者，而是学生的帮助者。教师要通过提问、观察等多种途径了解学生在听的过程中注意力是否集中？情绪是否焦虑？信息接受是否困难？任务安排难易是否得当？教师要及时发现学生在听的过程中的出现的问题并及时地给予学生必要的支持和帮助。如某一单词或句子结构、某一语法现象、某一文化差异等对学生的理解造成障碍，教师要调整策略。是应该停下来讲解，还是放慢听的速度或增加听的次数。听的过程中加强师生之间的互动使听的过程更流畅，任务的完成更有效。学生获取信息、处理信息的能力更强。同时，教师还要注意在学生任务的过程中加强听能技巧的指导。教师要指导学生在听时先抓住关键，即主要大意。再听细节。让学生每听一遍都有新的任务，每听一遍都有新的收获。
听力课件 篇7
survey n. 调查;测验 add up 合计
upset adj. 心烦意乱的;不安的;不适的 vt. 使不安;使心烦 ignore vt. 不理睬;忽视 calm vt. & vi. (使)平静;(使)镇定 adj. 平静的;镇静的;沉着的 calm (…) down (使)平静下来;(使)镇定下来 have got to 不得不;必须
concern vt. (使)担忧;涉及;关系到 n. 担心;关注;(利害)关系 be concerned about ... 关心...;挂念... walk the dog 遛狗
loose adj. 松的;松开的 vet n. 兽医
go through 经历;经受
set down 记下;放下;登记 series n. 连续;系列
a series of ... 一连串的;一系列;一套 outdoors adv. 在户外;在野外 spellbind vt. 迷住;迷惑 on purpose 故意 in order to 为了…… dusk n. 黄昏;傍晚 at dusk 在黄昏时刻 thunder vi. 打雷;雷鸣 n. 雷;雷声
entire adj. 整个的;完全的;全部的 entirely adv. 完全地;全然地;整个地 power n. 能力;力量;权力 face to face 面对面地
curtain n. 窗帘;门帘;幕布 dusty adj. 积满灰尘的
no longer / not … any longer 不再…… partner n. 伙伴;合作者;合伙人 settle vi. 安家;定居;停留 vt. 使定居;安排;解决 suffer vt. & vi. 遭受;忍受;经历 suffer from 遭受;患病 loneliness n. 孤单;寂寞 highway n. 公路;大路
recover vi. & vt. 痊愈;恢复;重新获得 get/be tired of ... 对……厌烦
pack vi. & vt. 捆扎;包装;打行李 n. 小包;包裹
pack (sth) up 将(东西)装箱打包 suitcase n. 手提箱;衣箱 overcoat n. 大衣;外套 teenager n. 十几岁的青少年
get along with 与……相处;进展 gossip vi. & n. 闲话;闲谈 fall in love 相爱;爱上
exactly adv. 确实如此;正是;确切地 disagree vi. 不同意
grateful adj. 感激的;表示谢意的 dislike n. & vt. 不喜欢;厌恶 join in 参加;加入
tip n. 揭示;技巧;尖;尖端;小费 vt. 倾斜;翻倒
secondly adv. 第二;其次 swap vt. 交换
item n. 项目;条款
Unit 2
subway n. 地下人行道;地铁 elevator n. 电梯;升降机
petrol n. 汽油(=gasoline) gas n. 汽油;气体;煤气;毒气
official adj. 官方的;正式的;公务的 voyage n. 航行;航海 conquer vt. 征服;占领 because of 因为;由于
native adj. 本国的;本地的 n. 本地人;本国人 come up 走近;上来;提出
apartment n. 公寓住宅;单元住宅 actually adv. 实际上;事实上 base vt. 以…为根据
n. 基部;基地;基础 at present 现在;目前
gradual adj. 逐渐的;逐步的 gradually adv. 逐渐地;逐步地 enrich vt. 使富裕;充实;改善 vocabulary n. 词汇;词汇量;词表 make use of ... 利用;使用 spelling n. 拼写;拼法
latter adj. 较后的;后半的;(两者中)后者的 identity n. 本身;本体;身份 fluent adj. 流利的;流畅的
听力课件 篇8
课型设计与课时分配
1st period warming up(6.3-6.4)
2nd period Reading (I)(6.5)
3rd period Reading(II)(6.9)
4th period Language Study(6.10-6.11)
5th period Listening(6.12)
6th period Writing(6.13)
Ⅳ. 分课时教案
The First Period warming up
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. 重点句型或交际用语
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目标
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals 学能目标
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教学重点
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points 教学难点
a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative body language.
Teaching methods教学方法
a. Individual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具准备
A computer, a projector and some pictures.
Teaching procedures & ways教学过程与方式
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
Ss: Yes, Thousands of Hands Kwan-yin.
T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...
Shake your head / arm / hand ...
Wave your arm / hand ...
Open your eyes / arms /mouth ...
Close your eyes / mouth ...
Twist your wrist / waist.
Cross your arms / fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend / cry / shout / scream / smile / laugh ...
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.
3 or 5 minutes for the game.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
Gesture Action Meaning
A handshake You are welcome.
A clap of hand Come on; be cheerful.
A V-shape of the fore-finger and middle finger May you succeed!
Or congratulations on your success!
A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.
A wrinkling of the brow in thought or displeasure or a scowl She is worried.
Tears coming out of his eyes. He is very sad.
All smiles on her face She is very happy.
Waving their hands They are waving goodbye to people around.
A hand stretched out forward with strength He is stopping a tank.
People jump with their both hands stretched open in the air. They are cheering for the victory.
T: What are the actions of the above gestures? What do they mean?
S4: The first gesture is a handshake, which means “You’re welcome”.
S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.
S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.
S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.
S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.
S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.
S10: The seventh is a smiling face. It is easy to see that she is very happy.
S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.
S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.
S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step Ⅲ Practice
T: Look at Page 25.
What are these people communicating?
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
S3: What are you likely to do if the river floods?
(Actions) S1: runs away as fast as he can;
S2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.
S3: Ok. I think S2 seems the most likely, so it is her turn.
S2: What are you likely to do if the house catches fire?
(Actions) S1: fetches some water;
S3: tries to put it out with blooms;
S4: runs away as quickly as he can.
S2: Ok. I think S4 seems the most likely, so it is his turn.
S4: What are you likely to do if you meet with a fierce dog?
(Actions) S1: remains where he is and bends down, looking at the dog;
S3: tries to scare it away with small stones;
S4: runs away as quickly as possible.
S2: Ok. I think S1 seems the most likely, so we all have done a good job.
T: Yes. I couldn’t agree with you. Now, one more group.
Step V Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.
Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No Problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?
The second period Reading
The Second Period Reading (I)
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy
b. 重点句子
Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.
…I saw several young people enter the waiting area looking around curiously.
She stepped back appearing surprised and put up her hands, as if in defence.
2. Ability goals能力目标
a. Enable the students to realize the importance of body language.
What is the purpose of language?
What is the purpose of body language?
How can you tell if someone is sad even if they do not speak?
How can you communicate a feeling to someone who does not speak your language?
b. Enable the students to understand the text.
Where are the visitors from?
How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?
What do Mr. Cook and the Japanese visitor do as they are introduced?
How can people express themselves besides their spoken language?
Do all cultures greet each other the same way?
Do English people and other Europeans act the same when they first meet?
Is a handshake very common in Japan?
Is a kiss often used in France when people meet?
Why are there different kinds of body language?
c. Enable the students to retell the text in their own words.
3. Learning ability goals 学能目标
Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.
Teaching important points 教学重点
How does body language differ among people from different cultures?
Teaching difficult points 教学难点
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
Teaching methods 教学方法
Skimming method, task-based method, role-play method.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways教学过程与方式
StepⅠ Revision
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.
Step Ⅱ Pre-reading
T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?
Ss: Yes, sir/madam.
1. What is the purpose of language?
2. How can you tell if someone is sad even if they do not speak?
3. What would you do if you need the other’s help urgently while you two speak different languages?
4. Give an example of how you can communicate a feeling to someone who does not speak your language.
After a few minutes.
T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.
T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?
S2: Even if they don’t speak, I can tell if they are sad by
looking at their facial expressions. I’m a good mind-reader. (Smiling)
S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.
T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?
S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.
T: You are smart! Now who’d like to do the last one. It is more challenging, right?
S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to
Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.
T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.
Step Ⅲ While-reading
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s international students.
Part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
Part 3. (para. 4 )
Different peoples have different body languages.
Part 4. (para. 5)
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
• Englishmen often stand close to others or touch strangers as soon as they meet.
• Most people around the world now greet each other by kissing .
• Japanese will bow to others as greeting.
• People from Jordan will move very close to you as you introduce yourself to them.
• Some body languages in some countries are good while some countries’ body language are bad.
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.
2.What were the two mistakes that the author noticed?
He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .
4. Did any students have similar greeting customs? If so, which ones?
Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.
5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?
This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.
6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?
Students will give their own answers.
Step Ⅴ Homework
1. Get ready to retell the text in your own words.
听力课件 篇9
题目：雅思听力课件
雅思听力考试是雅思考试的重要部分之一，无论是高分还是低分考生，都需要对其加以重视。而雅思听力课件则是用于辅助备考的重要资源之一，可以帮助考生在短时间内快速提高听力能力，从而获得更好的考试成绩。
一、听力课件的重要性
雅思听力课件是考生备考的必备资料之一，原因在于：
1.听力课件能够提高学习效率
比如通过对听力课件的学习，考生可以更深入地了解雅思考试的考查内容，更好地理解题目所涉及的知识点，从而更有效地掌握考试技巧和策略。
2.听力课件可以帮助考生建立信心
对于许多考生而言，因为自身的英语水平并不是那么高，所以很容易就会对听力考试感到陌生和担忧。而通过对听力课件的反复学习和练习，考生可以打破这种心理障碍，提高自己的听力能力，从而建立信心，更加从容应对考试。
3.听力课件是整体复习的重要环节
雅思听力考试是整个雅思考试的重要组成部分，对最终的得分影响巨大。而听力课件的学习，不仅会在听力方面对考试成绩带来提升，还能够帮助考生审题和解题的能力得到提升，更有助于考生整体的备考。
二、听力课件的使用技巧
要想充分利用雅思听力课件，考生需要注意以下几个方面：
1.合理规划时间
听力课件虽然重要，但是其他备考工作同样也不能忽视。因此考生应该先合理规划时间，分配好听力课件练习的时间和其他内容的学习时间。
2.强调重点
雅思听力考试中，一些重要的内容往往会被反复考查。因此考生需要通过对听力课件的学习，有针对性地强化不同的重点内容，提升自己的答题水平。
3.集中注意力
考生在学习过程中，需要集中自己的注意力，培养自己的耐心和专注力。如果心态放松、无法集中注意力的话，就很难快速提升自己的听力水平。
4.重复训练
只靠一个听力课件是不够的，考生需要反复训练，熟悉听力考试的各种形式，以及不同难度的题目。通过反复训练，考生能够逐渐改善自己的听力水平，并达到最终考试的要求。
三、听力课件的学习习惯
参加雅思考试的大部分考生普遍存在听力成绩相对其他科目差的情况，在备考中就需要刻意突破。为了充分利用听力课件，还需要建立良好的学习习惯：
1.定期复习
通过定期复习，可以逐渐熟悉各种难度的题目，用心掌握每个知识点。同时还可以提高自己的反应速度和准确度，让主动听力变得更加自然，为最终考试打下坚实的基础。
2.总结笔记
透过复习，考生可以积极总结知识点，建立自己的笔记，并在听力练习中不断更新和完善。只要坚持积累和更新，考生的听力能力就可以不断提高。
3.与同学交流学习
在学习过程中，可以积极与同班同学交流学习。通过交流，可以了解考试中常见的考查方式或在掌握答题技巧上互相鼓励和提高，同时在交流讨论中还能够梳理知识点，巩固、加深印象。
四、提高听力能力的技巧
想要提早突破听力的话，那么可以尝试一些听力技巧，例如：
1.重点把握
针对听力中的各种表述和词汇，考生可以逐渐建立自己的筛选重要内容的能力，对一些不重要的信息不太讲究。
2.听力素材多样性
通过多样化地接触听力素材，考生可以更加熟悉雅思考试中的各种题目和考查方式。
3.多听多重听
我们可以选择具有挑战性的听力材料进行反复研究，即使是原版节目甚至看口型猜测信息，也要尝试实践各种策略提高难度。
4.培养主动听力
主动听力是一项必备技能，我们需要尝试用理解的方式对所听的内容“洞察”近乎隐藏的信息，并尝试积极反馈。
五、总结
通过听力课件的学习及反复训练，考生可以有效提高自己的听力能力，从而更好地应对雅思考试的挑战。在备考中还需要合理规划时间，从刻意练习、透彻掌握考试技巧与策略中提高听力水平。同时还要建立良好的学习习惯，与同学交流学习，总结笔记。最重要的是要坚持不懈，练习得越多，听力水平就会提高得越快、越高。
听力课件 篇10
题目：雅思听力课件
雅思听力考试对于很多考生来说是一个难题，而好的听力课件能够帮助考生更好地备考和提高自己的听力水平。本文将从几个方面来分析雅思听力课件的相关主题。
一、听力课件的介绍
随着互联网的发展，越来越多的雅思听力课件被开发出来，逐渐成为雅思备考中必不可少的工具之一。听力课件主要包括英语听力材料及其对应的听力题目，通过听力课件进行听力练习能够有效提高考生的听力技能。
二、听力课件的种类
目前，在市面上有很多关于雅思听力课件的种类，常见的有以下几种：
1. 网络课件：这种课件多由专业的雅思培训机构提供，包括雅思听力考试的历年真题和听力练习题目，考生可通过网络进行线上听力练习。
2. 电子书：一些出版社也会出版和销售英语听力类的电子教材，考生可通过这些电子书进行听力学习和练习。
3. 音频课件：感性学习对于一些考生来说比较重要，所以一些雅思培训机构会提供一些音频课件，考生可以通过听音乐、听英语原版电影等来提升自己的听力水平。
这三种类型的听力课件应用场合不同，考生需要根据自己的情况和时间来进行选择。
三、雅思听力课件的优缺点
1. 雅思听力课件的优点
a) 提高听力水平：通过不断练习，考生可以通过听力课件提高听力水平。
b) 学习灵活：听力课件可以随时随地进行学习，方便学习者随时随地进行提高自己的听力能力。
c) 学习资源丰富：通过互联网和一些知名出版社，考生可以获得全世界的各类内容，可以选择自己感兴趣的或是与自己专业相关的课程进行学习。
2. 雅思听力课件的缺点
a) 需要耐心：学习听力需要比较好的心态和耐心，如果考生没有足够的耐心和产生兴趣，学习效果可能会大打折扣。
b) 课件质量不稳定：网上存在免费的假题材料，不仅会误导考生，也可能会影响考生的学习效果。
四、选好雅思听力课件的方法
1.选好网上课件平台：考生可以通过网络搜索相关咨询网站，或看看学习论坛的相关信息，选择一个学习内容丰富、评价良好的平台进行学习。
2.认真查看评价：通过查看已经买过该课件学生的评价，能够有效的避免踩雷。
3.选择学员量多的培训机构：在对比每家机构的价格、评价等多个方面后，选择去年度学员人数多、好评率高的培训机构可避免学费浪费。
总之，通过正确地选择和使用雅思听力课件，考生可以有效地提高自己的听力水平和应对雅思考试的能力，有更大的机会在雅思考试中取得好成绩。
听力课件 篇11
主题一：环境保护
环境保护是当今社会中一个十分重要的主题。随着科技和经济的发展，人类对环境的破坏也越来越严重，这导致了全球变暖、气候异常、生物多样性减少等问题。在这种情况下，环保行动变得更加必要和紧急。政府应该加强监管和管控，同时公民也应该积极参与环保行动。这些措施都有助于减轻我们对环境造成的负面影响，并保护地球和我们的未来。
主题二：教育与人的成长
教育不仅是知识传授和技能培养的过程，也是一个人成长和塑造性格的过程。受过良好教育的人往往更具备创造力、社交技能和理解力。因此，教育在培养一代人才和实现社会进步方面起着重要作用。在教育方面，我们应该注重技能和知识的培养，同时也需要关注孩子的情感和人际交往能力，以培养一个更加完整的人。
主题三：文化与交流
文化是人类的精神财富和根源，同时也是人类相互间交流的重要途径。文化交流有助于消除人与人之间的隔阂，促进沟通和合作。随着科技和经济的发展，文化交流的便捷和普及也逐渐加强了，人们之间的交流越来越多样化和丰富。这对于促进世界和平、增进人类福祉具有重要意义。因此，我们应该注重文化交流和语言学习，促进不同文化之间的交流与融合。
主题四：科技与社会
随着技术的发展，越来越多的科技成果被应用到社会和生产领域中。这一方面带来了生产、服务和生活方式的改变，另一方面也对社会和人类产生了深远的影响。如今，人工智能、机器人、虚拟现实等技术正在改变着我们的生活和工作。我们需要适应这种变化，发挥科技成果的优势，同时也需要审慎对待它们可能存在的负面影响，如失业、教育方向、生态破坏等问题。
主题五：人类与自然
人类和自然之间的关系一直是人们关注的焦点。自古以来，人类依靠自然获得食物、水源和必需品，其中一个重要的动力是为了生存和生活更好。然而，随着人类尝试征服自然并利用其资源，人们对环境造成的破坏也越来越大。我们应该珍惜自然资源，同时寻求更加环保和可持续的方式来生产和生活。这样可以更好地保护我们的家园和未来，并促进人类可持续发展。
这些主题与人类日常生活密切相关，有助于了解世界的变化和人类面临的挑战。通过加强对这些主题的研究和探讨，我们可以更好地适应社会和生活中的变化，为实现和谐社会和可持续发展作出积极的贡献。
听力课件 篇12
教学内容分析
本单元学习一般现在时和现在完成时的用法，其话题是“谈论怎样学习”围绕学生自己的学习方法“I study by doing …”展开，使学生通过听力训练，针对学习中的困难给别人提出建议，并对别人的学习方法做出评价，使学生在学习的过程中能够借鉴别人成功的学习方法。
教学目标
1、让学生通过听，学会用“by+doing”短语表达学习方法。
2、能听懂有关熟悉话题的谈话，并能从中提取信息和观点。
3、能针对所听语段的内容记录简单信息。
4、让学生通过听，了解英美国家学生学习英语的方法。
教学重难点
重点：学会用“by+doing”短语表达学习方法。
难点：通过听，正确运用英语表达自己学习英语的学习方式及遇到的困难。
教学准备
教师准备：多媒体课件、录音机。
学生准备：收集学英语的方法。
教学步骤
Step 1: Lead in
Let several students talk about their ways to study English one by one .
A: I study by working with a group.
B: I study by listening to tapes.
C: I study by making flashcards.
Step 2: Listening
Task 1: Listening(1b)
Before listening . Ask students to look at the pictures from a to c carefully and try to express how these students study for a test.
Picture a: She studies by making flashcards.
Picture b: He studies by listening to tapes.
Picture c: He studies by asking the teacher for help.
While listening . Students try to grasp the details and write letters from the pictures above. Then check the answers together.(It’s easy for students to find the right answers.)
Answers:
1、a2、c3、b
After listening . Ask students to recite the target languages and then act them out .
Model :
S1: How does Mei study for a test ?
S2: She studies by …
Task 2: Listening (2a,2b)
Before listening . Ask the students to look at the picture and answer the teacher’s question .
T : What are doing ?
Ss: …
Ask students to read questions from 1 to 5 and answer from a to d and pay attention to the structures of the sentences .
While listening . Ask the students to listen twice and finish the tasks of2a and 2b . Then let students check the answers together . If necessary play the tape again .
Answers :
1、(√) Do you learn English by watching English-language videos ? (d)
2、(√) Do you ever practice conversations with friends ? (b)
3、( )What about listening to tapes ? ( )
4、(√) What about reading aloud to practice pronunciation ? (c)
5、 (√) Have you ever studied with a group ? (a)
After listening . Ask students to read and recite the tapescripts . And explain some language points if necessary .
Step3 : Homework
Recite the sentences “I study by doing …”