ListeningPracticePPT课件
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致用英语(第二版)听力教程4 PPT课件U14
I was wrong. That first week, I kept mocking him. He hauled me out to the hallway and said I’d better shape up. “Tamara,” he said, “you’re a smart kid. You can do better.”
√
√ √ √
1 Script
Speaker 1 A teacher has two jobs; fill young minds with knowledge, yes, but more importantly, give those minds a compass so that their knowledge doesn’t go to waste. Speaker 2 The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it after. Speaker 3 The art of teaching is also the art of inspiring. It has been said that “the mediocre teacher tells, the good one explains, the superior one shows, the great one inspires.” Speaker 4 I never teach my pupils. I only attempt to provide the conditions in which they can learn.
√
√ √ √
1 Script
Speaker 1 A teacher has two jobs; fill young minds with knowledge, yes, but more importantly, give those minds a compass so that their knowledge doesn’t go to waste. Speaker 2 The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it after. Speaker 3 The art of teaching is also the art of inspiring. It has been said that “the mediocre teacher tells, the good one explains, the superior one shows, the great one inspires.” Speaker 4 I never teach my pupils. I only attempt to provide the conditions in which they can learn.
外研社致用英语(第二版)听力教程4教学课件U3
(FF) 2. The man’s side has not adopted any usual international practices. (F) 3. The man’s side has made readjustment in the import business only. T (T) 4. The product in the man’s company is doing very well in foreign countries.
Pre-Listening
2 Listen to the description of business customs and fill in the blanks. customs
deterrent
whereas skeptical
negotiations
agreement straightforward
Trade terms, expressed by the terms of trade, mainly in two areas: First, explain the price structure, whether it includes the cost of the __m__a_jo_r_s_u_b_o_r_d_in_a_t_e_______ other than the cost of the freight and insurance; second, determine the _____d_e_l_iv_e_r_y_t_e_rm__s__________, that is clear, the sale of the transfer of cargo between the two sides in the responsibilities, costs and risks of the division.
Pre-Listening
2 Listen to the description of business customs and fill in the blanks. customs
deterrent
whereas skeptical
negotiations
agreement straightforward
Trade terms, expressed by the terms of trade, mainly in two areas: First, explain the price structure, whether it includes the cost of the __m__a_jo_r_s_u_b_o_r_d_in_a_t_e_______ other than the cost of the freight and insurance; second, determine the _____d_e_l_iv_e_r_y_t_e_rm__s__________, that is clear, the sale of the transfer of cargo between the two sides in the responsibilities, costs and risks of the division.
英语听力公开课PPT课件
延时符
Analysis of Listening Materials
News reports
These are reports on current events, published in newspapers, on radio or on the Internet They are usually about 200-300 words long and are designed to provide information about recent events
延时符
Listening skills
Comprehension of main ideas
The ability to understand the overall message or point of a spoon pass, including the introduction, conclusion, and main points
Recognition of important details
The ability to identify and understand specific information or details within a spoon passage, such as names, dates, locations, and events
The course includes interactive activities and exercises to help participants apply what they learn in real world settings
It is suitable for learners at intermediate and advanced levels of English proficiency
大学英语综合教程unit1精ppt课件
3. What did Baker hear about Mr. Fleagle? What was his own impression (印象) of his new English teacher? [He heard that Mr. Fleagle was dull, formal, rigid, and hopelessly out of date, and unable to inspire. He thought he was excessively prK 1 - Unit 1 - Text A - Comprehension
8. What was Baker prepared for when he found all the papers were given back but his? [He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.] 9. What was Mr. Fleagle's announcement? [He announced that he wanted to read an essay to the class.] 10. Whose essay was Mr. Fleagle reading to the class? How did the class respond (反应)?
.
BOOK 1 - Unit 1 - Text A - Comprehension
1. One of you asks the first six questions and the other answers. Starting from question 7, change roles. When you have finished, the teacher may want to put some of the questions to you for a check.
8. What was Baker prepared for when he found all the papers were given back but his? [He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.] 9. What was Mr. Fleagle's announcement? [He announced that he wanted to read an essay to the class.] 10. Whose essay was Mr. Fleagle reading to the class? How did the class respond (反应)?
.
BOOK 1 - Unit 1 - Text A - Comprehension
1. One of you asks the first six questions and the other answers. Starting from question 7, change roles. When you have finished, the teacher may want to put some of the questions to you for a check.
七年级上册Unit5精品PPT课件
小练笔
1) I h_a_v_e____ a tennis ball. __D_o__ you ___h_a_v_e__ a tennis ball?
2) They _h__a_v_e___ a room.
_D_o___ they __h_a_v_e_ a room? 3) Mike _h_a_s____ a basketball.
回答：Yes , he _d_o_e_s__ . / No , he __d_o_e_sn_’_t_ . 2. I have a pen friend.（改为一般疑问句并回答）
__D_o__ you __h_a_v_e_ a pen friend ? No , I ___d_o_n_’_t___ . 3. She has a nice watch.（就划线部分提问） _W__h_a_t__ _d_o_e_s__ she ___h_a_v_e__ ?
easy /'i:zi/ adj. 容易的；不费力的 after /'a:ftə/ prep. 在......以后 class /kla:s/ n. 班级；A课fter class:下课后 classmate /'kla:smeit/ n. 同班同学
deskmate:同桌
Main words and phrases.
提炼总结：
表示谁拥有什么的时候，当主语是第一，二人称和第 三人称复数时，动词用___h_a_v_e____, 当主语是第三人 称单数时，动词用__h_a_s___.
变一般疑问句时，第一，二人称和第三人称复数是在 句首加__D_o____, 第三人称是在句首加_D__oe_s___, do 和 does 后的动词have都使用__原__形_____(形式).
大学英语ppt课件2Unit2视听说
group
❖Work in pairs and make up a mini dialogue with one of the above-mentioned expressions.
Speaking-Out
❖Work in groups of four and talk about classes you like or dislike. Try to give details such as the teaching methods, students’ activities, etc.. Use expressions of exaggeration.
非正式 模仿 无礼的
Further Listening & Speaking
❖Take down some notes on the informality in American college classes;
❖Exchange your notes with your partners’.
❖Compare American classes with Chinese classes.
Thank you!
2007 . 5
Further Listening & Speaking
Listen to a passage about American classes and do the following tasks.
❖Words you need to know
informality n. imitate v. disrespectful a.
Lead-In Questions
What are the compulsory/optional subjects for you this semester? Which one do you like best? If you don’t like one, will you skip the class?
❖Work in pairs and make up a mini dialogue with one of the above-mentioned expressions.
Speaking-Out
❖Work in groups of four and talk about classes you like or dislike. Try to give details such as the teaching methods, students’ activities, etc.. Use expressions of exaggeration.
非正式 模仿 无礼的
Further Listening & Speaking
❖Take down some notes on the informality in American college classes;
❖Exchange your notes with your partners’.
❖Compare American classes with Chinese classes.
Thank you!
2007 . 5
Further Listening & Speaking
Listen to a passage about American classes and do the following tasks.
❖Words you need to know
informality n. imitate v. disrespectful a.
Lead-In Questions
What are the compulsory/optional subjects for you this semester? Which one do you like best? If you don’t like one, will you skip the class?
师范学院《英语听力》unit6PPT课件
Recognizing key information
The ability to quickly identify key information in a spoken passage, such as names, dates, statistics, and other important details, and ensure they are captured in notes.
Listening reasoning skills
要点一
Inference making
The ability to use the given information in a spoken passage to make logical inferences or conclusions about what is not directly stated.
• Develop cultural awareness: By listening to English materials, students will gain a better understanding of English culture and society, enhancing their cross-cultural communication skills.
要点三
Drawing conclusions
The ability to synthesize information from a spoken passage and draw logical conclusions based on the presented evidence or arguments.
The materials contain complex sentence structures and vocabulary that may be challenging for students.
The ability to quickly identify key information in a spoken passage, such as names, dates, statistics, and other important details, and ensure they are captured in notes.
Listening reasoning skills
要点一
Inference making
The ability to use the given information in a spoken passage to make logical inferences or conclusions about what is not directly stated.
• Develop cultural awareness: By listening to English materials, students will gain a better understanding of English culture and society, enhancing their cross-cultural communication skills.
要点三
Drawing conclusions
The ability to synthesize information from a spoken passage and draw logical conclusions based on the presented evidence or arguments.
The materials contain complex sentence structures and vocabulary that may be challenging for students.
新视野商务英语视听说(上)：第四版教学课件U6
d, f, g, i, l b, c, e, h, j, k
Script
Pre-viewing 1. Work in groups. Discuss the following questions with your group members.
2. Look at the following pictures to have a rough idea of the video.
90
2000
29
Malaysia
Script
Follow-up Practice
2. Work in pairs. Take turns and give the presentation referring to your notes.
Pre-viewing
1. Work in groups. Here are several aspects about ingredients of failed presentations. Rank the severity and exchange ideas in your group.
2. Look at the following pictures to have a rough idea of the video.
Viewing Watch the video. Note down what Joan Cooper does badly. Use this checklist to help you.
Post-viewing
1. Work in small groups. One of the worst things about the presentation is its lack of organisation. Look at the flow chart below and your notes. Try to work out a well-organised framework of Joan Cooper’s presentation.
Script
Pre-viewing 1. Work in groups. Discuss the following questions with your group members.
2. Look at the following pictures to have a rough idea of the video.
90
2000
29
Malaysia
Script
Follow-up Practice
2. Work in pairs. Take turns and give the presentation referring to your notes.
Pre-viewing
1. Work in groups. Here are several aspects about ingredients of failed presentations. Rank the severity and exchange ideas in your group.
2. Look at the following pictures to have a rough idea of the video.
Viewing Watch the video. Note down what Joan Cooper does badly. Use this checklist to help you.
Post-viewing
1. Work in small groups. One of the worst things about the presentation is its lack of organisation. Look at the flow chart below and your notes. Try to work out a well-organised framework of Joan Cooper’s presentation.
新视野商务英语视听说(下)：第四版教学课件U7
Follow-up Practice
1. You will hear three conversations between sellers and buyers. Listen and complete the table below.
July
by the end of September
Conversation 2 A: Well, I’d like to know when you can ship the goods. B: In July, I think. A: That’s too late. Is there any possibility for you to advance the shipment to the middle of June? B: I’m afraid not, Mr. Smith. You know, there are only two direct steamers sailing for your port, and shipping is already fully booked from now to the end of June.
Follow-up Practice
2. Below are some problems associated with bringing forward the date of shipment and the possible solutions to the problems. Listen to the conversation and identify the problems discussed in the conversation.
3 months after the contract is signed
听说法PPT课件
A native speaker-the informant-served as a source of phrases and vocabulary and provided sentences for imitation.
A linguist supervised the learning experience 1) An informant → (a Linguist) + a learner (a native speaker) 2) intensive course 3) small classes of mature and highly motivated
-
15
Oral Approach in the U.S.A
throughout the 1950s
It advocated aural training first, the pronunciation training, followed by speaking, reading and writing.
-
7
Background
The United States entered into World WarⅡ
To supply the U. S. government with personnel who were fluent in languages.
It was necessary to set up special language training program.
ASTP in 1942(Army Specialized Training Program )
-
8
ASTP in the United States
Objective: attain conversational proficiency in a variety of foreign languages.
A linguist supervised the learning experience 1) An informant → (a Linguist) + a learner (a native speaker) 2) intensive course 3) small classes of mature and highly motivated
-
15
Oral Approach in the U.S.A
throughout the 1950s
It advocated aural training first, the pronunciation training, followed by speaking, reading and writing.
-
7
Background
The United States entered into World WarⅡ
To supply the U. S. government with personnel who were fluent in languages.
It was necessary to set up special language training program.
ASTP in 1942(Army Specialized Training Program )
-
8
ASTP in the United States
Objective: attain conversational proficiency in a variety of foreign languages.
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Conversation
4. Why will the advisor make a phone call? A. To get additional information about the student’s academic
record B. To find out if LIT164 will be taught during the spring
psychrophile
A. Can be used by criminal investigators to track criminals B. Often used in detergent or baking powder
C. Useful in items such as frozen food or artificial snow
Lecture 1
Lecture 1
6. What is the main topic of the lecture? A. Production processes of non-toxic extremophiles B. Difference between extremophiles and extremozymes C. Survival techniques of extremophiles in severe temperatures D. Features that make extremophiles suitable for practical use
semester C. To register the student for the study abroad program D. To inquire about the transfer of a course credit
Conversation
5. Why does the advisor say this: A. To disagree with the student politely B. To provide support for the student’s decision C. To encourage the student to express her opinion D. To suggest that the student remain at the university
Lecture 1
7. How does the professor explain prokaryotes? A. By discussing the Greek roots of the term B. By providing a contrast to extremophiles C. By giving an example of a common prokaryote D. By asking students for their definition of the term
Practice Test 2
SECTION 1
Conversation
Conversation
1. Why does the student visit the advisor’s office? A. To request advice about changing her major B. To find out morபைடு நூலகம் information about studying abroad C. To discuss her future academic plans D. To inquire about graduation requirements
Conversation
2. Why hasn’t the student completed the requirements for her major? A. She wants to change her major to architecture B. She wants to take some engineering classes abroad C. She plans to finish the requirements in the spring D. She is unable to transfer some of her engineering credits
applications C. Heat and cold-sensitive extremophiles have the most uses D. The application of extremophiles is science-related only
Conversation
3. What does the advisor say about the student’s plan to study abroad? A. The study abroad program she wants to take is full B. She will not have enough credits to graduate next spring C. A required class will only be held while she is abroad D. She will need to have her physics credits transferred
Lecture 1
9. What can be inferred about the applications of extremophiles? A. Commercial applications outnumber all other uses B. Further studies are needed to fully appreciate their
Lecture 1
8. The professor explains various uses of extremophiles. Match the following extremophiles with their possible uses.
hypothermophile
taq polymerase