大学英语4听力课教案

合肥学院XXXX 至XXXX 学年第 2 学期新视野大学英语4视听说课程教案课程编码：____________________________________总学时／周学时：168 / 12开课时间：第1周至第14周授课年级、专业、班级：09教育，09工商管理使用教材：新视野大学英语4视听说系别/教研室：基础部公共英语授课教师：孙净丽2、教案扉页Teaching ProcessI. lead-inTeaching tips:1.Ask students to work in pairs or in groups, discuss these questions and then share their answers with the whole class.2.It is not necessary for every student to discuss all the questions, soothe teacher may assign one or two questions to each pair or group.3.The teacher may walk around the classroom and provide assistance when neededQuestions:1What makes you happy? Are you happy when other people are happy?2 Do you often feel blue? What will you do if you are in low spirit?3.Why do people get angry? How do you control your anger?4. Can you define some of the most common kinds of emotion? What are they？II．V ocabulary Learning2. English idioms relating to HAPPINESS - SADNESSIII. Basic Listening &Listening in1. Listen to a BBC talk from PPT about happiness, then answer the questions below .Topic 1: What is a happy nation like?Topic 2: What does Dr Baylis think to be more important for us? And why2. dialogue listeningWord tips and culture : furious , beside oneself , air your views3. Task 1: Soft answers turn away wrathWord tips: wrath , darn , splash , nerve , cute , flare up4. Task 2: Big John is comingWord tips: outlaw , uneventfully , cowhand , muscular , growl , gulp , dang5. Task 3: A view of happinessWord tips: oversimplify , magnet , reverse , reinforcement , itch , striveIV: Speaking out:describing anger ,sadness and hapiness; making and accepting suggestions; promising and refusing to helpTeaching tips:In this part, I will write down the missing words on the screen in a multimedia room. Then students go through these steps: (1) they listen to the dialog and repeat it sentence by sentence (2) you erase part of the underlined expressions, and students repeat after the recording.(3) you erase all the underlined expressions, and students, without listening to the tape, read out the whole dialog by supplying the missing words on their own.(4) After they are familiar with the underlined expressions, students shouldstudy the boxes of alternative expressions. (5) students can work in pairs to role –play the dialog, using expressions they have learned, as for other parts of the dialog, they can use or change then as they like. Model 1 Don’t let it get to youWord tips: Livid , blunt , rip off , raw deal , hit the roof , get to , keep one’s coolModel 2 I’m toodepressedWord tips: pigsty , down in the dumpsModel 3: You semm to be on top of the worldWord tips: blessing , beam , multinationalV. Role play& Let’s talkCreate dialogs with your partner according to the given situations, see Book 4 page 10 , 11 .VI:Further ListeningTask 1 : reason and emotionTask 2 : depressionTask 3 : angerWord tips : merit , empirical , ideology , silver lining , be bound to , vent , peaches and cream .VII. short writing :Describe clearly and effectively with verbs, nouns and adjs. an awful and bad day you ever had in the past within a para.3、按教学单元编写教案的格式Teaching ProcessI. lead-inTeaching tips:1.Ask students to work in pairs or in groups, discuss these questions and then share their answers with the whole class.2.It is not necessary for every student to discuss all the questions, so the teacher may assign one or two questions to each pair or group.3.The teacher may walk around the classroom and provide assistance when neededQuestions:1Why do some people want to improve their appearance ?2.What’s the advantages and disadvantages of doing a plastic surgery(整型手术)?3.Aesop (伊索) warns us in his Fables : “We should look to the mind, and not to the outward appearance.”However, Greek philosopher Aristotle (亚里士多德), holds: “Personal beauty is a greater recommendation than any letter of introduction.”Work in small groups to discuss whether people can be judged by their looksReference 1I agree with what Aesop says. We should never judge people by their appearance, otherwise we may easily be cheated. Nowadays, many unemployed people dress up to be university students, journalists, or even government officials, to cheat people out of their money, so we have to be very careful.Actually, even at a job interview, it is very important to dress properly. The employer may attach more importance to one’s qualities, such as sincerity, creativity and communication skills than to one’s appearance.Reference 2Clothes make the man. Although we are often told not to “judge a book by its cover”, or a man’s intelligence and abilities by his looks, the truth is that a person’s appearance does say plenty about him. It tells us a lot about his personality, his education, his judgment, and even the opinion he hold of himself.So in my opinion，Aristotle was right in saying “Personal beauty is greater recommendation than any letter of introduction.”But I also think that personal beauty is not just a matter of good looks or well chosen clothes; gestures, voice, the way one moves and talks are just as important because they reveal one’s character, too.4.Who care more about their appearance, men or women?5.Do you think that men care more about women’s appearance than women do about men’s? Justify your answer.II. Basic Listening &Listening in1. listen to her story from PPT and then answer to the questions below .Question 1 : How many cigarettes did she smoke a day ?Question 2 : What is her eating habit now ?Question 3: What did she sell and buy ?2. dialogue listeningWord tips and culture : sashay , fad , sultry , tan , vanity3. Task 1: A friendly stylistWord tips: disjunction , liberal , helping , gel , tuft , braid , pigtail , streaks , , at war with4. Task 2: the voice liftWord tips: trembly , hoarse , implant , insert , incision , plump up , shave off5. Task 3: plastic surgeries for menWord tips: frown lines , resurfacing , questionnaireIII: Speaking out:describing describing plastic surgery; expressing surprise , annoyance and determination; declining and accepting an invitation.Teaching tips:In this part, I will write down the missing words on the screen in a multimedia room. Then students go through these steps: (1) they listen to the dialog and repeat it sentence by sentence (2) you erase part of the underlined expressions, and students repeat after the recording.(3) you erase all the underlined expressions, and students, without listening to the tape, read out the whole dialog by supplying the missing words on their own.(4) After they are familiar with the underlined expressions, students should study the boxes of alternative expressions. (5) students can work in pairs to role –play the dialog, using expressions they have learned, as for other parts of the dialog, they can use or change then as they like. Model 1 She ‘s having some cosmetic surgeryWord tips: cosmetic surgery , straightenModel 2 I think I need a face- liftWord tips: gorgeous , face-lift , darned , puffyModel 3: How did you find the plastic surgery there ?Word tips: scary , indispensable , wind upIV. presentation : Find current situation with the help of internet about cosmetic surgery across the world , using statistics and examples , and each group has at most 10 minutes .V. Role play& Let’s talkCreate dialogs with your partner according to the given situations, see Book 4 page 24 , 25 .VI:Further ListeningTask 1 : beauty contests and plastic surgeriesTask 2 : Is it true beauty ?Task 3 : changing your hairstyle to improve your appearance .Word tips : finalist , scalpel , Cupid , smear , healer , roughness , bald , hairdo , freshen up , flatter , bangs .3、按教学单元编写教案的格式Teaching ProcessI. lead-inTeaching tips:1.Ask students to work in pairs or in groups, discuss these questions and then share their answers with the whole class.2.It is not necessary for every student to discuss all the questions, so the teacher may assign one or two questions to each pair or group.3.The teacher may walk around the classroom and provide assistance when neededQuestions:1.Describe with your own words some natural disasters : earthquake, forest fire ,tornado and flood ect. .(see pictures from PPT)2. How does a natural disaster affect social order or stability ?Ask students to do presentation with information from the Internet , 10 minutes for each group .II. visual listening activity from PPT: armed stealing in New Orleans .Question : What is the biggest problem for the police ？Reference :Chaos is taking hold of much of the New Orleans. Looters, specifically many of them now armed, are on the loose and roaming around the city. Looting going on all over New Orleans. The Louisiana State Police Superintendent(主管) said the biggest problem for them is communication. Many police don't have radio help. They cannot call for backup. Besides, the prison space for looters is almost non-existent right now.III. Basic Listening &Listening in1. dialogue listeningWord tips and culture : casualty , lava2. Task 1: Is tsunami delicious ?Word tips: tsunami , swallow up , surf , chain reaction , crush , toss , gulp3. Task 2:flooding in Haiti and the Dominican RepublicWord tips: overflow , debris , traverse , be stranded , lethal4. Task 3: a blizzardWord tips: blizzard ,visibility , cycloneIV: Speaking out:describing natural disasters; describing fear ; inverting for emphasis ; speaking with uncertaintyTeaching tips:In this part, I will write down the missing words on the screen in a multimedia room. Then students go through these steps: (1) they listen to the dialog and repeat it sentence by sentence (2) you erase part of the underlined expressions, and students repeat after the recording.(3) you erase all the underlined expressions, and students, without listening to the tape, read out the whole dialog by supplying the missing words on their own.(4) After they are familiar with the underlined expressions, students should study the boxes of alternative expressions. (5) students can work in pairs to role –play the dialog, using expressions they have learned, as for other parts of the dialog, they can use or change then as they like.Model 1 It was a strong earthquakeWord tips: aftershock , kit , first-aid kit , earquake-proofModel 2 Things are a bit out of balanceWord tips: straight , firestorm , timber , verdantModel 3: This is the island that disappeared .Word tips: twilight , eruption , blastV. Role play& Let’s talkCreate dialogs with your partner according to the given situations, see Book 4 page 38.VI:Further ListeningTask 1 : description of a TsunamiTask 2 : drought in South AfricaTask 3 : brave firemanWord tips : hissing , sunbather , retreat , shatter , scorch , livestock , slaughter , dilapidated , blaze , extinguish。

课时：2课时教学目标：1. 让学生了解大学英语四级考试的基本要求和评分标准；2. 培养学生的听力、阅读、写作和翻译能力；3. 提高学生的应试技巧，提高英语水平。

教学内容：1. 大学英语四级考试简介2. 听力技巧与训练3. 阅读技巧与训练4. 写作技巧与训练5. 翻译技巧与训练教学过程：一、导入1. 教师简要介绍大学英语四级考试的重要性及意义；2. 引导学生关注考试大纲，了解考试要求。

二、听力技巧与训练1. 分析听力考试题型，讲解解题技巧；2. 播放一段听力材料，让学生进行听写练习；3. 分析学生听写结果，讲解易错点；4. 练习听力题目，巩固所学技巧。

三、阅读技巧与训练1. 分析阅读考试题型，讲解解题技巧；2. 阅读一段文章，让学生进行问题解答；3. 分析学生解答结果，讲解易错点；4. 练习阅读题目，巩固所学技巧。

四、写作技巧与训练1. 分析写作考试题型，讲解解题技巧；2. 让学生进行一段话题写作，教师进行批改；3. 分析学生写作成果，讲解易错点；4. 练习写作题目，巩固所学技巧。

五、翻译技巧与训练1. 分析翻译考试题型，讲解解题技巧；2. 阅读一段中英文材料，让学生进行翻译练习；3. 分析学生翻译结果，讲解易错点；4. 练习翻译题目，巩固所学技巧。

六、总结与反思1. 教师总结本节课所学内容，强调重点；2. 学生分享学习心得，提出疑问；3. 教师解答学生疑问，布置课后作业。

教学评价：1. 课堂参与度：观察学生在课堂上的参与情况，如提问、回答问题等；2. 听力、阅读、写作和翻译练习成绩：评估学生在练习中的表现；3. 课后作业完成情况：检查学生课后作业的质量。

教学反思：1. 教师根据学生的表现，调整教学内容和方法；2. 关注学生的个性化需求，提供有针对性的辅导；3. 持续关注学生的进步，及时调整教学策略。

课时：2课时教学目标：1. 培养学生的英语听说能力，使学生能够在实际生活中运用英语进行有效沟通。

2. 提高学生的英语阅读理解能力，使学生能够准确把握文章主旨和细节。

3. 培养学生的英语写作能力，使学生能够运用正确的语法和词汇进行写作。

4. 增强学生的跨文化交际意识，提高学生的文化素养。

教学内容：1. 听力：听懂英语日常生活中的对话和独白。

2. 阅读：阅读理解英语文章，掌握文章主旨和细节。

3. 写作：运用正确的语法和词汇进行英语写作。

4. 口语：运用英语进行日常生活中的对话和独白。

教学重点：1. 听力：掌握英语日常生活中的常用词汇和句型。

2. 阅读：提高阅读速度和理解能力。

3. 写作：掌握英语写作的基本技巧和格式。

4. 口语：提高英语口语表达能力。

教学难点：1. 听力：准确把握英语日常生活中的语音、语调。

2. 阅读：理解英语文章中的复杂句型和长难句。

3. 写作：运用恰当的语法和词汇进行写作。

4. 口语：克服英语口语表达时的紧张和焦虑。

教学过程：一、导入新课1. 通过播放一段英语日常生活中的对话或独白，激发学生的学习兴趣。

2. 提问学生：What do you hear? What do you think about this dialogue?二、听力教学1. 学生听录音，跟读对话或独白。

2. 教师讲解录音中的重点词汇和句型。

3. 学生进行听力练习，巩固所学内容。

三、阅读教学1. 学生阅读英语文章，了解文章主旨和细节。

2. 教师讲解文章中的复杂句型和长难句。

3. 学生进行阅读练习，提高阅读速度和理解能力。

四、写作教学1. 学生根据所学内容，运用正确的语法和词汇进行写作。

2. 教师讲解写作的基本技巧和格式。

3. 学生进行写作练习，提高写作能力。

五、口语教学1. 学生运用英语进行日常生活中的对话和独白。

2. 教师讲解口语表达时的技巧和注意事项。

3. 学生进行口语练习，提高口语表达能力。

六、归纳小结1. 教师总结本节课所学内容，强调重点和难点。

大学英语四级听力教案一、教学目标1.知识与技能目标：使学生掌握大学英语四级听力考试的基本题型、解题技巧，提高听力理解能力。

2.过程与方法目标：通过听力训练，培养学生良好的听力习惯，提高学生的英语听力水平。

3.情感态度与价值观目标：激发学生对英语听力的兴趣，增强学生英语学习的自信心。

二、教学内容1.大学英语四级听力考试题型分析2.听力技巧与方法指导3.听力训练与实践4.听力策略与习惯培养三、教学重点与难点1.教学重点：大学英语四级听力考试的基本题型、解题技巧。

2.教学难点：提高学生的听力理解能力，培养学生良好的听力习惯。

四、教学方法1.讲授法：讲解大学英语四级听力考试的基本题型、解题技巧。

2.情境教学法：创设真实的听力情境，提高学生的听力水平。

3.小组合作学习法：分组进行听力训练，培养学生合作学习能力。

4.任务驱动法：布置听力任务，激发学生的学习兴趣。

五、教学过程1.导入新课：简要介绍大学英语四级听力考试的重要性，引起学生的重视。

2.讲解听力考试题型：分析大学英语四级听力考试的基本题型，如短对话、长对话、短文理解等。

3.讲解解题技巧：介绍如何抓住关键词、预测听力内容、做好笔记等解题技巧。

4.听力训练与实践：播放英语听力材料，让学生进行听力训练，提高听力水平。

5.小组讨论：分组讨论听力训练中的难点，共同解决疑惑。

6.听力策略与习惯培养：讲解如何培养良好的听力习惯，如定期进行听力训练、积累词汇等。

7.总结与反馈：总结本节课所学内容，布置课后作业，收集学生反馈意见。

六、教学评价1.过程性评价：关注学生在课堂上的表现，如积极参与听力训练、与同学合作学习等。

2.终结性评价：通过听力测试，评价学生的听力水平。

3.自我评价：鼓励学生进行自我评价，反思听力学习中的不足。

4.家长评价：收集家长对学生听力学习的反馈意见。

七、教学资源1.教材：大学英语四级听力教材2.辅助材料：英语听力训练网站、方式APP等3.多媒体设备：电脑、投影仪、音响等八、教学建议1.注重课堂互动，激发学生的学习兴趣。

Unit One Urban Life or Rural LifeⅠ. Pre-listening ActivitiesPart 1略Part 2There are positive effects and negative effects of living in the suburbs.●Positive effects:1. The air might be cleaner.2. There are more trees and less traffic congestion.3. You‟ll probably have a garden.●Negative effects:1. Most people drive more and walk less.2. You‟ll have little time for cooking and thus rely heavily on junk food有积极影响和消极影响住在郊区。

l积极作用:1。

可能是更清洁的空气。

2。

有更多的树和更少的交通堵塞。

3所示。

你可能会有一个花园。

l负面影响:1。

大多数人多走路少开车。

2。

你会没有时间做饭,因此严重依赖于垃圾食品。

■ScriptIn the suburbs the air might be cleaner, as there are more trees and less traffic congestion. Better still you‟ll probably have a garden, which most inner-city dwellers don‟t. Gardening is a healthy activity for you, and your children have the chance to play outside every day. This is a lot better for them than playing computer games all day because there is nowhere to go.The disadvantages of living in the suburbs are the flip side of the city advantages. Most people living in the suburbs end up driving more and walking less, as nothing is particularly close. This leads to weight gain and general lack of fitness. Those medium sized journeys that suburb dwellers need to do could be done on a bicycle, although this is not always practical or even possible.A less obvious effect of having to commute is little time for cooking. If a considerable portion of your time is spent getting to and from work, it is tempting to rely heavily on junk food, ready meals and takeaways. None of these is very healthy and too many can lead to obesity and the associated health problems.郊区的空气可能会更干净,有更多的树和更少的交通堵塞。

大学英语视听说4简介《大学英语视听说4》是一门为大学生设计的英语课程，旨在帮助学生提高英语听说能力。

本文档将介绍该课程的教学内容、学习方法和评价方法。

教学内容《大学英语视听说4》课程主要分为听力、口语和发音三个模块。

以下是每个模块的具体内容描述：听力•听力理解：通过听力材料，培养学生听懂英语对话和演讲的能力。

•听写训练：提高学生听力到写作的转化能力，培养学生对英语听力材料的敏感度和理解能力。

•长篇听力：学习如何听懂长篇英语文章的内容，并进行相关的阅读理解训练。

口语•角色扮演：通过模拟真实场景，让学生在英语环境下进行对话练习，提高表达能力和流利度。

•辩论演讲：培养学生的论辩和演讲能力，提高英语口语表达的准确性和逻辑性。

•演讲训练：学习如何有效地准备和演讲英语演讲稿，提高发言技巧和表达能力。

发音•音标训练：学习和巩固英语音标的发音规则和技巧，使学生能够准确地发出各种音标的声音。

•连读音变：了解连读音变的规则和常见现象，并通过练习掌握如何流利地进行连读音变。

•重音和语调：学习如何正确使用重音和语调，以及如何通过重音和语调来表达不同的意思和情感。

学习方法听力•多听多练：多听英语材料，如新闻、英语电影、英语歌曲等，提高听力理解能力。

•听写笔记：在听力时做好笔记，帮助记忆和加深对听力材料的理解。

•听力实践：积极参与口语练习、角色扮演等活动，提高听力实践能力。

•模仿和模拟：模仿英语原声，尽量做到真实且自然地表达，进行角色扮演和演讲练习。

•预习和复习：提前预习课程内容，复习相关知识，为口语表达做好准备。

•多交流多实践：积极参加英语角、英语演讲比赛等活动，增加口语实践机会。

发音•口型练习：通过模仿英语教材中的示范音频，锻炼正确的口型，在镜子前进行练习。

•背诵和朗读：背诵和朗读英语短文和诗歌，提高发音和语调的准确性。

•长句训练：练习发音复杂的长句，通过反复练习熟悉和掌握正确的发音技巧。

评价方法听力•听力测试：通过听力测试了解学生听力的掌握程度和进步情况。

（一）试题形式大学英语四级考试（CET－4）的第二部分是听力理解（Listening Comprehension）主要题型有以下几种；（1）简单对话（Conversations ）;（2）短文(Passages );（3）复合式听写(Compound Dictation).根据《全国大学英语四、六级考试改革方案（试行）》，2006年6月起的四级考试全面进行改革。

就听力而言，变化主要体现在对话部分由原来的10题短对话改为8题短对话加7题长对话的形式；其次，听写部分也做了微调，由原来的7个单词加3个句子的考试形式变为8个单词加3个句子的形式；最后，篇章类题型由原来的段子题和听写题二选一的形式改为两者皆考的形式。

以上三点变化使听力总题量从原来的20题增加到36题（8题短对话、7题长对话、10题段子题以及11题听写题），分值从原来的20%上升到35%，时间从原来的20分钟增加至35分钟。

听力部分的每个问题后约有15秒的间隙，在此期间要求考生从试郑所给的每组四个选择项中选出一个最佳答案。

语不速为每分钟大约130－150词，只读一遍。

听力理解部分的目的在于测试考生获取口头信息的能力。

选材原则是（1）对话部分（Section A）为日常生活中一般对话，句子结构和内容不太复杂。

（2）短文部分（Section B）材料熟悉、结构不太复杂的故事、讲述或叙述等。

（3）所用词语不超过《大纲》词汇表所规定的四级词汇范围。

（4）复合式听写所用短文与听力理解部分的入篇章在题材、体裁和难度上大体相同，朗读速度略低于大学英语（二）命题原则：就考试发展形势而言，近年来体裁以说明文为主导，综合了各类文章考试特点而形成的综合式段子成为了我们的考试主流。

考查点依然集中在文章开篇前三句、结尾后三句以及文章中间的典型论据、原因转折、反复重复之处。

通过对历年的真题的研究，我们可以看出四级听力试题的命题点具有非常明显的规律，即只考察对小对话和文章中的关键信息进行考察，遵从下列原则：强调原则：对于讲话的人或者作者刻意强调的信息，命题的可能性很大。

大学英语四级教案一、教学目标大学英语四级课程旨在帮助学生提高英语综合运用能力，顺利通过四级考试。

通过本课程的学习，学生应能够：1.掌握四级词汇、语法和句型，具备基本的英语听说读写能力。

2.熟悉四级考试题型，掌握解题技巧，提高答题速度和准确率。

3.提升英语实际应用能力，为今后的工作和生活打下坚实基础。

二、教学内容1.词汇：四级考试要求掌握约4500个单词，本课程将按照主题分类，帮助学生系统学习、巩固和拓展词汇量。

2.语法：复习和巩固高中阶段所学语法知识，重点讲解四级考试中常见的语法难点和易错点。

3.听力：训练学生快速捕捉关键信息，提高听力理解能力，熟悉四级听力题型和解题技巧。

4.阅读：培养学生快速阅读、准确理解的能力，掌握四级阅读题型和解题技巧。

5.写作：教授各类作文模板，提高学生的写作能力，熟悉四级写作题型和要求。

6.翻译：训练学生准确、流畅地进行中英文互译，熟悉四级翻译题型和解题技巧。

三、教学方法1.课堂讲解：教师对词汇、语法、题型等进行详细讲解，帮助学生理解和掌握。

2.案例分析：通过分析历年四级真题，使学生熟悉考试题型和答题技巧。

3.小组讨论：分组讨论，培养学生合作精神和解决问题的能力。

4.情景模拟：模拟实际考试场景，提高学生的应试能力。

5.课后作业：布置适量课后作业，巩固所学知识，提高学生的自学能力。

四、教学安排1.阶段一（1-4周）：词汇学习，每天学习一定数量的单词，并进行复习和测试。

2.阶段二（5-8周）：语法学习，每周讲解一个语法点，配合练习题进行巩固。

3.阶段三（9-12周）：听力训练，每天进行听力练习，提高听力理解能力。

4.阶段四（13-16周）：阅读训练，每天进行阅读练习，提高阅读速度和理解能力。

5.阶段五（17-20周）：写作和翻译训练，每周布置一篇作文和翻译练习，提高写作和翻译能力。

五、教学评价1.平时成绩：包括课堂表现、作业完成情况和小组讨论等，占总评的40%。

2.期中考试：考察词汇、语法和听力等基础知识，占总评的20%。

教学对象：大学非英语专业学生教学目标：1. 培养学生的英语听力理解能力，提高他们对所听材料的分析、归纳、判断和推理能力。

2. 提高学生的英语口语表达能力，使其能够流畅地进行日常对话。

3. 增强学生的英语语篇水平，提高他们在实际生活中的语言应用能力。

教学内容：1. Unit 1：The Hospital Window2. Unit 2：The Great Wall3. Unit 3：A Day in My Life4. Unit 4：My Ideal Job教学步骤：一、导入（5分钟）1. 教师简要介绍本节课的学习内容，让学生对即将学习的主题有一个初步的了解。

2. 学生自由交流，分享与课程主题相关的经历或想法。

二、听力训练（30分钟）1. 教师播放Unit 1的听力材料，让学生认真听并完成听力练习。

2. 教师针对听力练习进行讲解，纠正学生的发音和语法错误。

3. 学生复述听力材料，教师给予评价和指导。

三、口语训练（20分钟）1. 教师讲解Unit 1的口语表达技巧，引导学生进行角色扮演。

2. 学生分组进行角色扮演，教师巡回指导，纠正发音和语法错误。

3. 学生展示角色扮演成果，教师给予评价和指导。

四、阅读理解（10分钟）1. 教师分发Unit 1的阅读材料，让学生自主阅读。

2. 教师提出问题，引导学生分析、归纳和判断文章内容。

3. 学生分享阅读心得，教师给予评价和指导。

五、总结与作业布置（5分钟）1. 教师对本节课的学习内容进行总结，强调重点和难点。

2. 学生分享学习心得，提出疑问。

3. 布置作业：预习Unit 2的听力材料，准备角色扮演。

教学评价：1. 课堂参与度：观察学生在课堂上的发言、提问和互动情况。

2. 听力理解能力：通过听力练习和口语表达环节，评估学生的听力理解能力。

3. 口语表达能力：通过角色扮演和口语练习环节，评估学生的口语表达能力。

4. 阅读理解能力：通过阅读理解和问题回答环节，评估学生的阅读理解能力。