高二英语下学期U12-speaking-and-listening

Listening and SpeakingReporter: Hello. What are you guys doing?Stephanie:We’re creating an app about Mount Tai. We’re part of an international youth project.Reporter: That's interesting. How many students are taking part in the project?Stephanie: There are 23 senior high school students from seven countries.Reporter: Why is the project here at Mount Tai?Liu Bin: Well, as you know, Mount Tai is one of the most famous mountains in China. The mountain and the temples have been protected for over 3,000 years, so it's a great example of how people preserve their cultural heritage. We feel so proud to have chance to do something.Reporter: Tell me about the app you're making.Liu Bin: We want to promote Mount Tai; that is, we want to tell teenagers in other countries about the mountain and Chinese culture. The app teaches teenagers about Mount Tai and even has a few games about cultural relics.Reporter: Oh, that’s a clever idea.Stephanie: Yes. For example, this game is about the six cypresses that were planted on Mount Tai during the Han Dynasty. You learn about the trees and also the life in China over 2,000 years ago.Reporter: That sounds great! So what else will you put in the app?Liu Bin: Well, there are 22 temples and some 1, 800 stones with wri ting on them. We’ll take photos of them all, and then visit the Dai Temple on Mount Tai, since it has so many important paintings and relics. Another group is reading about Mount Tai and writing texts for the app. We’ll also visit local schools and talk to Chinese students.Reporter: Do you think that some people will use the app instead of visiting Mount Tai?Liu Bin: No, not a chance! The app is great, but the best way to see Mount Tai is to climb all 6,000 steps!Reporter: What?! How many steps?Liu Bin Stephanie: More than 6,000!。

Unit 12 Fact and fantasyTeaching Goals1. Talk about science fiction.2. Learn to express beliefs and doubts.3. Learn about Word Formation (2).4. Practise creative writing.Teaching Time:Five periodsThe First PeriodTeaching Aims:1. Learn about some scientific facts by doing a small science quiz.2. Train the students' listening ability.3. Develop the students' speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.Teaching Important Points:1. Train the students' listening ability.2. Master the useful expressions for beliefs and doubts.Teaching Difficult Points:1. How to improve the students' listening ability.2. How to finish the task of speaking.Teaching Methods;1. Free talk to arouse the students' interest in science fiction.2. Listening-and-answering activity to help the students go through the listening material.3. Discussion to make the students finish the task of speaking.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step II Free-talk and Lead-inGive the Ss ten minutes to talk about the topic on science fantasy. Then teacher say the following: Today, we are going to talk about science fiction.Step III Warming upFirst, let's look at some new words. (The multimedia shows the new words in this period.)New words;fantasy / ♐✌⏹♦☜♦♓ / n.Jules Verne / ♎✞◆●♊⏹ /league /Ii:g/ n.distance / ♎♓♦♦☜⏹♦ / n.balloon / ♌☜●◆⏹ / n,bulb / ♌✈●♌ / n.fiction / ♐♓☞☜⏹ / n.(Teacher teaches the words and explains them, and then says the following, )Now, look at the covers of the two books written by Jules Verne. (The multimedia shows the two books.) Have you read them?(Some say " Yes", while some say "No". Teacher asks two students who say "Yes" to stand up and say something they know about the books. )Have a quiz (Teacher uses the multimedia to show the following. )1. What is the highest mountain on earth and how high it is? (2 points):2. What is the deepest point in the ocean; and where is it? (2 points):3. Which is the longest river on earth: and how long is it? (2 points);4. What is the distance from the earth to; the moon? What is it to Mars? What; is it tothe nearest star? (6 points):5. How far is it to the centre of the: earth? (2 points):6. How high are the temperatures near: the centre of the earth? (2 points):7. What is the longest distance around; the world? (2 points):8. How fast does a balloon travel? How: about an aeroplane? How about a spaceshuttle? (6 points)Suggested answers;1. Mount Qomolangma; 8848. 13 m2. Mariana Trench; in the west of the Pacific Ocean.3. the Nile River; 6 600 kilometers4. 380, 000 kilometers; more than 56, 000, 000 kilometers5. 150, 000, 000 kilometers6. 7 500 K7. 40, 000 kilometers8. about 30 — 40 kilometers per hour; about 500 kilometers per hour; about 7.4—11.2kilometers per secondStep IV ListeningT: So much for Warming up. Now, let's do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that? Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.Go on with the listening practice. Listen to the tape again and then finish Exercise 2. Before listening to the tape, the Ss need to go through the questions and know what to do.(Teacher begins to play the tape for the second time. During this lime, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class. )Step V SpeakingPage 10. Let's look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you're making the dialogue, you can use the expressions on the blackboard,(Teacher writes the following on the blackboard.)I believe……I suppose……I doubt……I'm sure that……I’m (not) certain……I can't imagine……It could be……It's likely……It would like……Sample dialogues;Space TravelA: I don't believe people can travel in space.B: Why not? More than 100 years ago nobody thought it was possible for people to travel in the sky by plane from one place to another.A: In my opinion, space travel is more than a master of time to us, and also a matter of technology. B: I agree with you. But we'll be able to develop. I believe with the development of science and technology, space travel is not a dream, and the day is on the way.Life in 3098A: I doubt whether there is any life on earth in the future.B: Come on. What do you mean?A; I mean that as the result of human beings' role in nature and society, people at present are facing some terrible disasters, like wars, the environmental pollution, the excessively developed resources.B: Yes. These disasters will lead to human beings' disappearing in 3098. What should we do?A: I think we should take some measures to save ourselves from disasters, such as planting more trees, saving our resources, maintaining peace all over the world……B: What you said is quite right.Young ForeverA: Do you think there will be a time when we can cure all diseases?B: I suppose that is only a happy wish for us. Because when old diseases are gone, new diseases will occur. Everything in the world is changing all the time.A; Doctors may find a way to keep us young forever. Medicine is also developing.B: Yes. Let's expect that day to come together.Creatures from Outer SpaceA: Do you believe there are some creatures from outer space?B: I don't only believe in it, but also think we can see them some day.A: Do you really think so? Can you imagine what star they live in? What do they look like? Can they speak any language that we can understand?B: There are so many stars, I'm sure there must be a star where they can live. I guess they may be taller and stronger than human beings. They may speak different languages, but they can com-municate with us freely,A: Your imagination is very good. But I think it would take us a long time.B: Maybe,Step VI Practice and ConsolidationAsk the students to talk more about what they believe may come true in the future For example, they can imagine Chinese astronauts land on the moon successfully in 2015, and he or she is one of them. Standing on the moon, what will he or she say to the people on the earth?Step VII Summary and HomeworkT: In this class, we've talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we've learnt to express our beliefs and doubts freely by mak-ing dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you've said in class, make a dialogue using the useful expressions on the blackboard. At last, don't forget to prepare for the next period.Step VIII The Design of the Writing on the BlackboardUnit 12 Fact and fantasyThe First PeriodUseful Expressions:I believe……I doubt……It could be……but……I suppose……I’m (not) certain……It's likely……I'm sure that……I can't imagine……It would take……The Second PeriodTeaching Aims:1. Learn and master the useful words and phrases.2. Train the students' reading ability.3. Let the students learn about the French writer Jules Verne and his two famous science fictions. Teaching Important Points;1. Improve the students' reading ability.2. Master the useful phrases.Teaching Difficult Points;1. How to make the students understand the passage better.2. How to help the students finish all the exercises in Post-reading,Teaching Methods:1. Discussion before reading to make students learn more about some scientific facts,2. Fast-reading method to get the general idea of the passage.3. Careful-reading method to get the detailed information in the text.4. Discussion after reading to help the students finish the tasks in Post-reading.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures •Step I Greetings and RevisionGreet the whole class as usual.In the last period, we learnt some useful expressions used to express beliefs and doubts. Now, I'll check your homework to see whether you can use them freely. Who'd like to act out your dialogue?(Two students stand up and act out their dialogue. )Step II Lead-in and Pre-readingShow the following pictures on the multimedia.Here are three great inventions. Who can say when the inventions in the pictures were made?S1 : Electric railway was invented in the early years of the 20th century.S2: Thomas Edison invented the light bulb in 1879.S3: Steam-powered boat was made in 1807,Teacher shows the following on the screen.1. When was electricity discovered?2. How was it used in the following two hundred years?3. In the early 19th century, people had no idea what the inside of the earthmight look like. Can you explain what we know about it today?Work in groups of four to discuss the questions. Choose one of you to act as the leader of your group. Record the results of your discussion. A few minutes later, the leader will be asked to report the result.Step III ReadingRead the passage quickly to see whether you've grasped the brief meaning of it. Then, re-read the passage carefully to further understand it. Then answer the questions on the screen. (Show thefollowing on the multimedia.)1. To make a living, what did Jules Verne have to do?2. What will many of the instruments in his novels remind the readers of?3. How did Verne lay the foundation of modern science fiction?4. In his novel "20 000 Leagues Under the Sea", what kind of person isCaptain Nemo?5. How does the story "Journey to the Centre of the Earth" begin and end up?(A few minutes later, teacher asks some of them to answer the questions one by one.) Suggested answers:1. To make a living, Jules Verne had to write and sell stories.2. They will remind the readers of Dr Benjamin Franklin's experiment with electricity.3. By taking the scientific developments of his day one step further.4. He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.5. The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.Step IV Language PointsShow the following on the multimedia.1. make a living ( = earn one's living)e. g. She made a living by singing in a nightclub,2. lay the foundation ofe. g. Four-year college life laid solid foundations of his career.3. come truee. g, The boy's wish to become a PLA man has come true.4. set oute. g. They set out to look for the lost child.5. turn out (to be) + adj. n.e. g. The weather man said it was going to rain this afternoon but it turnedout to be very lovely. To everyone's surprise, the fashionable girlturned out to be a thief.6. defend ……against/frome. g. We should defend our country against attacks.7. be dressed ine. g. The girl was always dressed in red.Dressed in uniform, he looks handsome.Step V Post-readingRead the passage again. Then finish Exercise 2 in Post-reading on Page 13.Suggested answers-2. During the time they do all they can to continue to live……3. They realize that they come to the surface of the monster4. his long-term guestsExercise 4. In Jules Verne's times, the knowledge about the earth was very limited, and many scientific facts couldn't be explained by people. But Jules Verne contained a lot of knowledgeabout the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion. (After a while, teacher checks their answers. Students may have various answers. )Go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four toUnit 12 Fact and fantasyThe Third PeriodTeaching Aims:1. Review the new words appearing in the last periods.2. Learn to use the rules of word formation to guess the meaning of the word.Teaching Important Points:1. Learn to choose proper words according to the contexts of the given passage.2. Learn to guess the meaning of the words by the meaning of some stems and affixes. Teaching Difficult Points;1. Master the meanings of the following stems and affixes：mis- = wrong extra-= outside inter = between sub-= underunder-= below over- = too much dis- = not -marine= sea2. How to guess the meanings of the words according to these stems and affixes.Teaching Methods:1. Review method to consolidate what we've learnt.2. Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they've learnt.3. Individual, pair or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures;Step I GreetingsGreet the whole class as usual.Step II RevisionIn the last period we learnt a passage about a French famous writer Jules Verne. Now. who'd like to retell the text? (One student stands up and retells the text in his own words.)Step III Word StudyPage 14 and finish the exercises in Word Study.Suggested answers t1. fantasy2. voyage3. collision4. on board5. voyage6. collision7. on board 8. escape9. fantasy 10. permanentStep IV Word FormationAs we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary, Please look at the screen. (Teacher shows the following on the screen.)rewrite, unhappy, disappear, impossible, invisible, non-smoker,supermarket, worker, illness, movement, useful, action, cooperate,cloudy, musicalGet some Ss to explain their meanings.In this class, we'll go on with some rules of word formation, (Teacher uses the multimedia to showthe following. )mis-= wrong extra-= outside inter- = between sub-= underunder-= below over-= too much dis-= not -marine=seaPage 12. Word Study, Exercise 1. Match the words and the correct definitions. Give the Ss two minutes to do it.Suggested answers;l. E 2.F 3.B 4. C 5. D 6. AGo on with Exercise 2, Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese.1. The word in italics “misbehave” means "behave improperly or wrong1y". Its Chinese meaning is“行为不端”The whole sentence means“妈妈告诉我在祖母家不要行为不端／不懂规矩”2. The word “subtitle" is formed by adding the suffix ",sub-" before the word "title". "Sub-" means “under"，so “Subtitle” means “小标题，译文对白字母"．in Chinese. The Chinese meaning of the. whole sentences is“荧屏底端的中文对白字幕帮助我们理解外国影片"，3．误解曲解，不要误解我·我只不过是想帮你．4．互换的。

人教修订版高二英语下Unit 12 Fact and Fantasy单元教案Teaching Goals:Talk about science FictionPractise expressing beliefs and doubtsLean about word Formation (2)Pracrise creative ideasPeriod 1 Warming-up Listening and speakingTeaching Aims:1.Learn about some scientific facts by doing a small science quiz,2.Train the student s’ listening ability.3.Develop the students’ speaking abilityTeaching Important Points:1.Train the students’ listening ability.2.Master the useful expressions for beliefs and doubts.Teaching Difficult PointsHow to finish the task of speaking.Teaching Methods:1．Free talk2．Listening-and-answering activity3．DiscussionTeaching Procedures:Step I Greetings and Lead-inT: Hello, boys and girls:Do you like fantasy? Have you read some books about science Fiction? Science fiction is often about things we believe may be possible in the far future. It is fantasy based on science facts. The famous French writer Jules Verne, the father of science fiction, wrote many famous books , such as 20,000 Leaques Under the sea ;Journey to the center the Earth, etc. This Unit mainly deal with Jules Verne and his two famous science fictions, and the story of Frankenstein.Step II Warming upBrief introduction about French Writer Jules Verne and his famous books.T :Now ,turn to page 9 .There were many scientific facts that Jules Verne didn’t know or guessed, try the quiz below to see if you know any better.Step III ListeningT: So much for warming up ,Now let’s do some Listening .Look at the listening part on Page 9.Listen to the tape and write down your answers(Play the tape 3 times and check the answers)Step IV SpeakingT: Now, open your books and turn to page 10. Let’s look at the speaking part. There are four dialogues, which are incomplete. Work in pairs to create dialogues using your imagination. You can use the expressions on the blackboard.I believe……，I’m (not) certain……I suppose ……,I can’t imagine……I doubt……，It could be ……but……I’m sure that ……It’s likely……Step V Practice and ConsolidationAsk some groups to act out their dialogues.Step VI HomeworkPrepare for reading part.Step VII The Design of the Writing on the Bb.Period 2 ReadingJules Verne: The Father of Science FictionTeaching Aims :1. Learn and master the useful words and phrases.2. Train the students’ reading ability .3.Let the students learn about the French writer Jules Verne and his two famous science fictions.Teaching Important Points:1.Improve the students’ reading ability.2.Master the useful phrases.Teaching Difficult Points:1.How to make the students understand the passage better .2.How to help the students finish all the exercises in Post-reading.Teaching Methods:1.Discussion before reading.2.Fast-reading3.Careful reading4.Discussion after reading.Teaching Procedures:Step I Greetings and RevisionReview the Word Formation learnt in the last periodStep II Lead-in and Pre-readingT: Yesterday we talked about science fiction and also had a scientific test. Today , let’s continue to learn more about scientific facts. Look at the picture on your books. Havea discussion.1)When was electricity discovered?2)How was it used in the following two hundred years?Suggested answers:1)Electricity was discovered in 1600 by Gilbet.2)Electricity is used in many fields. Take industry for example, people use it tocontrol machines and produce a great number of products, such as cars, planes, weapons, etc. Electricity is also used in agriculture. With electricity people can control the temperature and humidity to make vegetables grow better. In our daily life , electricity is very useful . For example, watching TV needs electricity, playing computers needs electricity, heaters need electricity and even our washes need electricity . So, without electricity, our life would be mess.Step III Reading1.T: Yesterday we talked about a famous writer who is known for sciencefiction . Do you still remember who he is? (Jules Verne)Do you remember the two famous books written by him ? (2000Leagues Under the Sea, Journey to the Center of the Earth )Today we will go through the passage about Jules Verne and his twofamous books.2.Turn to page 11.Read the passage quickly to answer the following questions:1)When and where was Jules Verne born and when did he die?2)Why did Jules Verne have to write and sell ?3)How did Verne lay the foundation of modern science fiction ?4)What is the story of Journey to the Center of the Earth about?Suggested answers:1)Jules Verne was born in 1828, in France. He died in 1905.2)To make a living , he had to write and sell stories.3)By taking the scientific developments of his day one step further, JulesVerne lay the foundation of modern science fiction .4)It is about how to find a secret road to the center of the earth.3. Read the passage again more carefully. Pay attention todifficult language points.Lay the foundation of come trueSet out be dressed inDefend ….. against /from turn out (to be)+adj./n.in their efforts to …. “在他们努力。

Unit 12 Opinion PollsPart A Pre-listening TaskAdditional questions for discussion1. What factors make an opinion poll successful?There are several key factors in order to make an opinion poll successful. First, there must be a large enough sample. Second, the sample of a poll must be well selected and highly representative. Third, interview questions must be properly designed and presented. And finally, the data collected from a poll must be correctly analyzed and reported. To achieve all those things, people who conduct an opinion poll must have relevant training and experience, take their work seriously, and perform their duties in a responsible as well as skillful manner.2. Do you think opinion polls are a true reflection of public opinion? Why or why not?I believe opinion polls do reflect public opinions. As to how true the reflection is, or how reliable the poll data are, it depends to a large extent on how scientific the selection of the sample, the design of the questions, and the operation of the polling process are. There has been abundant evidence throughout the world over the years that good opinion polls give accurate results and bad polls produce unreliable information that would not be useful at all. So if you want reliable information, you have to make sure that the opinion poll is done right.3. How much can policy makers rely on opinion polls to help them make decisions?Policy makers can make good use of the information from public opinion polls to help them make decisions. Opinion polls often provide valuable information about the public's priorities and viewpoints. Policy makers may become better informed if they include the results of such polls in their assessment of the overall situation. Of course, the policy-making process is a complicated one and it involves aspects that go beyond the public sentiment. As a result, policy makers cannot be expected to make their decisions by solely relying on opinion polls.Part B Listening Tasks ILanguage and Culture:1. Background information: An opinion poll is a survey of public opinion on a certain subject. The making of a poll involves five essential steps: 1) the research design, or how to plan a poll; 2) the sample or whom to ask; 3) the question design, or what to ask; 4) techniques of collecting data, or how to ask; and 5) the analysis of the findings. Opinion polls were used as early as 1824 by two American newspapers to test the strength of the presidential candidates. The polling methods used in those polls, however, were very crude as the samples were haphazardly selected. It was not until the 1930s that more scientific methods were introduced in public opinion polling, which led to the huge popularity of polls inNational and statewide polls regularly sample public opinion on different topics and publish the results in newspapers and magazines. The best-known polls are the Harris Poll and the Gallup Poll. In our country, opinion polls have also become more widely used and accepted. And it is likely that they are to play a more important role in our life in the future.2. In some car parks it now costs ... for half an hour.Parking a car in a public car park can be very expensive, especially in downtown areas. For example, parking a car for half an hour may cost you $10 in lower Manhattan, New York City. So most people will not go to a public car park unless they can't find a parking space in the street. Or they simply take trains or other means of transport when they go downtown.3. ... I don't see what you're getting at.... I don't understand what you are trying to say.4. I don't know anyone who doesn't think they're too high.Everyone I know thinks petrol prices are too high.5. graded charging system:a charging system that is not fixed but varies (according to how far from the city center a car park is)6. So what's to stop these goods being transported by train or even via canal?Is there any reason for not transporting these goods by train or even via canal?percentage n. 百分比absurd a. 荒谬的，荒唐的inner a. 内部的nominal a. (价格或金额)微不足道的penalize v. 予以处罚prohibitive a. (价格或收费)使人望而却步的tram n. 有轨电车lorry n. (BrE)卡车，运货车via prep. 通过，凭借canal n. 运河car park (汽车)停车场Opinion PollsMan: Do you know the thing that's always struck me as odd about opinion polls? Woman: What's that?Man: The percentages. Like recently there was a survey about what people thought about traffic, and petrol prices, and public car parks. (Question 1) In some car parks it now costs something like 5 pounds to park a car for half an hour.Woman: Yeah, but I don't see what you're getting at.Man: What I mean is the percentages in the results. So there might be 70% of people whocomplained about high petrol prices, and 60% who want to see the traffic reduced, and 65% who think car park charges are too high. Does that mean that there are 35% who actually think the charges are OK and would even be prepared to pay more, (Question 2) and another 30% who think petrol prices are OK? I mean that's absurd. I don't know anyone who doesn't think they're too high.Woman: Well, actually I think we should pay more.Man: Come on, you're joking.Woman: No, seriously. I think we should pay more for petrol, even twice as much maybe, and certainly far more for inner city car parks.Man: But why?Woman: More taxes should be charged on petrol, I think, to discourage people from using cars, and a kind of graded charging system for car parks depending on how far they are from the city center.Man: What do you mean?Woman: Well, if you park your car quite far from the city center then you pay a nominal amount as a kind of reward for not polluting the city center.(Question 3 & 4) Well, the closer you get to the center, the more you are penalized. Prices in the center should be totally prohibitive. I mean with an efficient bus or tram service there's no excuse for using cars. Man: Yeah, but you can't penalize people who don't use their car to go into town. I mean if you doubled the price of petrol, it would cost people a fortune to go anywhere, even on short trips, and especially on holidays.Woman: Don't use your car then. Use a train.Man: But what about lorries? I mean they use a lot of petrol to transport goods from one place to another.Woman: So what's to stop these goods being transported by train or even via canal? Man: Well, anyway, I still can't believe (Question 5) that 30% of those people who said car park charges were OK all think the same as you.Woman: Well, maybe that's where you are wrong. Just think about what I've said and you'll realize that perhaps it's not so stupid as it sounds.Listen to the story and choose the right answers to the questions you hear. Questions:1. What items are surveyed in the opinion poll mentioned in the conversation?A. Traffic, petrol prices, and public car parks.B. Public transport, petrol prices, and car parks.C. Public transport, car parks, and vehicle taxes.D. Traffic, vehicle taxes, and road taxes.正确答案：A. Traffic, petrol prices, and public car parks.2. What does the man find absurd about the survey?A. That three different things are examined in a single survey.B. That the results of the survey are contrary to everybody's expectation.C. That it indicates there are people who are willing to pay more for petrol and car parking.D. That it indicates there are people who would rather take buses or trains than drive.正确答案：C. That it indicates there are people who are willing to pay more for petrol and car parking.3. Which of the following best reflects the woman's view about car parking?A. People should be heavily fined for parking offenses.B. The nearer to the city center you park your car, the higher the charge.C. Car park charges should be made as high as possible to deter people from using cars.D. People cannot park their cars for longer than half an hour in the city center.正确答案：B. The nearer to the city center you park your car, the higher the charge.4. Which problem is the woman most concerned about according to the conversation?A. Heavy traffic in the city.B. Pollution in the city center.C. The inefficiency of public transport.D. The high cost of building car parks in the city center.正确答案：Pollution in the city center.5. Which of the following describes the man's attitude toward opinion polls?A. Positive.B. Neutral.C. Skeptical.D. Critical.正确答案：C. Skeptical.Listen to the conversation again and decide if the statements you hear are true or false.Statements:(F) 1. Both the man and the woman have been interviewed in the poll mentioned in the text. (T) 2. The survey finds that a majority of people complained about heavy traffic.(F) 3. The woman thinks that people should pay twice as much for inner city parking. (T) 4. The woman thinks that raises in petrol price and parking charge can discourage people from using cars.(F) 5. According to the man, it's difficult for people to use public transport to go on short trips or holidays.(F) 6. The woman does not object to people's use of cars away from the town center. (F) 7. It can be inferred that 30% of those interviewed in the poll think the same as thewoman.(F) 8. The man finally agrees with the woman that opinion polls are not so stupid as he first thought.Speaking Task I:What do you think of the text you've just heard? Exchange views with your partner. Reflections:Reflections:Comment on the conversation in which two speakers were discussing the reliability of opinion polls. What does the man feel odd about the results of the poll? What is the woman's opinion with regard to petrol prices and car park charges? What does the conversation tell you about the functions and limitations of opinion polls? Exchange views with your partner. You may mention the following points in your discussion.1. different views held by the two speakers about certain poll results2. opinion polls reflecting highly diversified views3. poll results -- expressed in percentages4. interpretation of the percentages -- reasons why certain choices are made in a pollObviously the man's view that petrol prices and car park charges were too high was shared by the majority of people interviewed in the poll. What he found odd was that there was not a complete consensus. The survey seemed to suggest that there were people who were willing to pay more, which he found absurd because it was contrary to what he believed people really thought.The woman, however, held the very view that the man dismissed as absurd. She thought it would be necessary to impose higher taxes on petrol and charge more for inner city parking to discourage people from using their cars. And the survey showed that she was not alone in thinking so.From the conversation, we can see how people's views on a certain issue may differ if they approach it from different perspectives. For example, while the man responded to the survey questions from a personal perspective, the woman approached the problem from the perspective of society as a whole and therefore reached a very different conclusion. This diversity of opinion is represented in polls, which provide a platform where different voices, especially those of the minority, are heard.Of course, opinion polls also have their limitations. Polling questions usually belong to yes-or-no or agree-or-disagree types and the results, expressed in percentages, fail to inform the public of the reasons why certain answers are chosen. In the text, if the woman hadn't explained to the man what she thought about the matter, he wouldn't have had the chance to know that those with different views did have a good reason for their choice. Opinion polls might do a better job if more open questions were asked so that the public could know better why those who are interviewed in a poll think the way they do.Speaking Tasks II:Read the following table that shows the results of an opinion poll conducted amongresidents in Beijing, Shanghai and Guangzhou on their attitudes toward different forms of education. Describe to your partner the results of the poll and analyze thereasons behind the data.The table shows that people's views on the three types of school vary at different stages of education. At the preschool stage, the percentage of people who are for private schools is 56.5%, as compared with 43.5% for public schools. Many parents favor private kindergartens because of their qualified teachers and better facilities. Apparently they think it is worthwhile to invest in education right at the beginning. The percentage of people who are for overseas study at this stage is naught, which is understandable, considering how young the children are.For the 9-year compulsory education stage, an overwhelming majority (96.5%) of the respondents are for public schools. None of the respondents in the survey is for private schools. This is because our country has a well-established compulsory education system and the public schools are generally quite good. This also explains why only 3.5% are for overseas study at this stage. Since local schools are very good, there is no point in spending a lot of money sending children abroad to study.At the senior middle school stage, the public school is still the first choice for a majority of people. The percentage of people who are for overseas study, however, increases to 18.5%. Perhaps they think that children are now mature enough to take care of themselves and are ready for some cross-cultural experience.For college and higher learning, the percentage of those who are for the public school equals that of those who are for overseas study. Both are considered advantageous at this stage. Many colleges and universities in our country have a dedicated teaching staff and a fine tradition of learning, which are what appeal to prospective students. On the other hand, overseas schools have better equipment and facilities for doing research and there is a greater chance for students to be exposed to current development in science and technology. Moreover, with the quickening pace of globalization, overseas experience can serve as a big advantage in the global labor market.The above data will be useful to educators who must decide what types of school to establish and how to raise the quality of education at every level. Part C Additional ListeningListen to the passage and choose the right answers to the questions you hear.become weary of 厌烦；疲倦pollster n. 民意测验专家random a. 任意的，随意的digit n. 数字hypothetically ad. 假设地，假想地sampling error 取样误差census statistics 人口普查数据finalize v. 把(计划、稿件等)最后定下来anomaly n. 异常；反常buck n. (美俗)美元respondent n. 回答者How These Pollsters Do Those PollsVoters can become weary (疲倦的) of polls as a campaign winds down (接下), and in public, candidates invariably (总是) declare that they ignore them -- at least, the candidates who are losing. But the fact is, pollsters are good and getting better.Most election-eve polls in 1992 predicted the voting percentages eventually won by Clinton, Bush and Perot well within the sampling margin of error. Of some 300 such polls, none projected Bush or Perot as the winner.Typically, these polls are generated by telephone interviews with 600 to 1,000 "likely voters", who are 18 or older, as determined by answers to initial questions. The phone numbers are selected as random (任意的) digits by a phone-dialing computer.Hypothetically (假设地), almost every person in America has an equal chance of being called since most households have phones. The samples may seem small, but the techniques used in polls are proven enough to be regularly accepted as evidence by the courts when election results are legally challenged. No sample is as accurate as interviewing 100 percent of the people in an election district, of course. A "sampling error" (取样误差) or "margin of error" accompanies every significant result. It is the largest possible difference that could(Question 3) Often, after a random sample is collected, it's compared with US Census (人口普查) statistics to determine the degree of agreement before the poll is finalized. This can help polling professionals correct anomalies so that they can get clients that pay them the big bucks.The "exit polls" that play a key part in election night drama in American homes are even more accurate than other forecasts because the specially trained interviewers are using respondents who are known voters.Questions:1. How is a typical election poll conducted in the US?A. By telephone.B. By face-to-face interviews.C. By mail.D. By door-to-door interviews.正确答案：A. By telephone.2. How large is the sample for a typical election poll?A. 600 - 1,200.B. 300 - 600.C. 600 - 1,000.D. 800 - 1,200.正确答案：C. 600 - 1,000.3. If a poll shows a 50% support for a candidate with a 3% margin of error, what would be the probable percentage of support for him?A. 47%.B. 53%.C. 47 - 53%.D. It depends on how large the voting population is.正确答案：C. 47 - 53%.4. Why are "exit polls" especially accurate?A. Because the interviewers are specially trained.B. Because the respondents are known voters.C. Because the interviewers know the respondents personally.D. Because a large sample of respondents are polled.正确答案：B. Because the respondents are known voters.5. What is the passage mainly about?A. Polls are remarkably accurate in predicting election results.B. Polling organizations make a lot of money from their clients.C. American voters are losing interest in election polls.D. The development of technology contributes greatly to the accuracy of polls.正确答案：A. Polls are remarkably accurate in predicting election results.Leisure TimeQuotable Quotes1. The world is not run by thought, nor by imagination, but by opinion.-- Elizabeth Drew2. The only sin which we never forgive in each other is difference of opinion.-- Ralph Emerson3. New opinions are always suspected, and usually opposed, without any other reason but because they are not already common.-- John Locke4. A government can be no better than the public opinion which sustains it.-- Franklin Roosevelt5. So many men, so many opinions.-- Terence6. It were not best that we should all think alike: it is difference of opinion that makes horse races.-- Mark TwainMovie TimePublic OpinionOprah: Recently, you all have seen the story on the news, I'm sure, a Brinks armored truck overturned on a Miami freeway, spewing over 3.7 million dollars and causing a near riot as people snatched up the cash, some standing in the streets screaming "Hallelujah, Jesus!". Um, we did an informal poll of is audience, and found out that many of you said that you would keep any cash that you had found. What did you say?Woman: I would not.Oprah: You would not keep the cash. Even if, let's say, your rent was in due, your mortgage payment...overdue...Woman: I've been there.Oprah: Been there? Would not?Woman: Lived in my car.Oprah: Lived in your car?Woman: With my children.Oprah: So if you've been living in your car at the time the Brinks truck overturned in front of you and dropped the cash all over the street...Woman: No.Oprah: You would have returned it.Woman: No, against God's rules.Oprah: It's against God's rule. OK. Yes, Ma'am?Woman 2: Uh, I would have considered it an act of God, perhaps, and kept the money. Oprah: You would have considered it an act of God?Woman 2: Yes.Oprah: An act of God? OK. I, I question that. Do the money, the truck turning over at that moment and time, in that particular, you know, part of town...Woman 2: It's a chance of a lifetime.Oprah: Chance of a lifetime, you would have thought. OK.Woman 2: Sure, sure.Oprah: So, you would have taken the money.Woman 2: I think so, yes.Oprah: OK, now, if they had done as they're doing now in Miami, going on the news, asking people to please return the money, and we have you on film, would you have still kept he money?Woman 2: Perhaps. I think I would have.Oprah: Perhaps you would have. OK, OK, whether you really needed it or not?Woman 2: It's such an opportunity.Oprah: An act of God, you say. OK, yes, yes.Woman 3: I teach a Sunday school class of 4- and 5-year-olds, and our subject class Sunday was what would we do if we were on the street and we found money? Would we return it? And, ur, the bottom line was it's God's rules. You always return money.Oprah: OK. Being on the street and returning money is a little different than the Brinks truck turning over in front of you.Woman 3: Yes, but they still...Oprah: I don't know how a Sunday school teacher explains it, but, you do see a little difference. Is there a little difference?Woman 3: Well, not really, it's still the bottom line.Oprah: OK.Woman 3: You know, they need to know what's right, what's wrong.Oprah: I agree. (The) bottom line is what's right, what's wrong.Woman 3: Right.Oprah: Brinks truck has turned over in front of you. Your gas and electric bill is due. You are two months behind in your mortgage payments; they're coming to take your car, and there it is, right in front of your face, you happen to be walking down the street, you're minding your own business, the Brinks truck overturns in front of you. What do you do?Woman 4: Oprah, I would have kept every dime I could have my hands on.Oprah: You would kept every dime.Woman 4: Yes, I would have. I have a two-year-old child, I'm a single mother. That money would provide a wonderful future in college for my child.Oprah: Even if they were on television saying: "Please, ma'am, give the money back"? Woman 4: No.Oprah: OK. If you knew that the money belonged to somebody, another person who had lost eh money, would that have made you feel differently about it?Woman 4: Yes.Oprah: Or is it because it's the Brinks truck and you think it's just the Brinks' truck money? Woman 4: And it's insured. That means a lot, too.Oprah: That means a lot, too.Woman 4: Yeah. It's insured. So...Oprah: If you found money on the street that you know belonged to somebody else? Woman 4: It would have been different, sure. I would have given it back because I would have wanted someone to do the same thing for me.Oprah: For you?Woman 4: Yes.Oprah: But it's the Brinks truck factor.Time to TalkLook at these pictures and describe them one by one. If possible, try also to find something relevant to talk about.This chart shows the results of a Gallup poll on death penalty. Opinions vary from year to year. Generally speaking, however, the number of people in favor of the death penalty kept increasing from 1972 to 1994, as the percentages rose from about 57% in 1972 to 80% in 1994. Then after that the support rate of the death penalty started to drop. In six years' time, the figures dropped from 80% to around 65% in the year 2000. The poll was done in the year 2000 and I wonder if the Americans would give the same response after 911 terrorist attacks on the US.This picture shows the result of an opinion poll on people's attitude towards the issue of immigration. About 30% of the people say they would like to keep it at the present level, while 58% would like to have it decreased; 8% hope that it will be increased and 4% give no opinion. Perhaps the people who were polled were worried that the immigrants would take the jobs away from the local people. I heard that in Germany and France, some local people are against having more immigrants and are quite hostile to them for the same reason. This picture shows Bush's approval ratings in four aspects -- overall job, international affairs, economy and environmental issues. The chart also shows that in the eyes of those who were polled, Bush has done a good job, as theapproval ratings are higher than the disapproval ones in all four aspects. Even though he is low in economy and environment issues, the president is quite impressive in the overall job and in the international affairs -- about 68% versus 32%. I suppose this has something to do with his tough international policies. Part D Home Listeningbooth n. 小亭；小房间newsworthy a. 有新闻、报道价值的methodology n. 方法论；一套方法delinquency n. 违法；不法行为socialization n. 适应社会；社会化Use of Public Opinion PollsPublic opinion polls are regularly conducted and published in many countries. They measure not only support for political parties but also public opinion on a wide range of social and political issues. They are frequently published in major newspapers and are generally accepted as useful tools by businesses, political organizations, the mass media and government, and academic research groups. Hundreds of public polling firms operate around the world. The Gallup Poll (盖洛普民意测验) and Harris Poll (哈里斯民意测验法) are among the best known in the US.In business, polls are used to test consumers' preferences and to discover what gives a product its appeal. Responses to commercial polls help businesses in planning marketing and advertising strategies and in making changes in a product to increase its sales.In politics, polls are used to obtain information about voters' attitudes toward issues and candidates, to put forward candidates with winning potential, and to plan campaigns. Polling organizations have also been successful in predicting the outcome of elections. By polling voters on Election Day, it is often possible to determine the probable winner even before the voting booths close.Newspapers, magazines, radio and television are heavy users of public opinion polling information, especially political information that helps to predict election results or measure the popularity of government officials and candidates. The public's attitude toward various social, economic, and international issues is also considered newsworthy.Governments use opinion polls to find out public sentiment (情绪) about issues of interest. They also use polling methodology (方法论) to determine unemployment rates, crime rates, and other social and economic indicators.Opinion polls have also been employed extensively in academic research, particularly in the social sciences. They have been valuable in studying delinquency (行为不良, 错失), socialization (社会主义化), political attitudes, and economic behavior. Among the prominent (卓越的, 显著的) organizations that primarily serve academic research purposes are theSurvey Research Center at the University of Michigan and the National Opinion Research Center at the University of Chicago.Questions:1. By whom are public opinion polls generally accepted as useful tools?By businesses, political organizations , the mass media and government and academic research groups.2. For what are opinion polls used by businesses?To test consumers' preferences and to discover what gives a product its appeal. Responses to commercial polls help businesses in planning marketing and advertising strategies and in making changes in a product to increase its sales.3. For what are opinion polls used in politics?To obtain information about voters' attitudes toward issues and candidates, to put forward candidates with winning potential, and to plan campaigns, Polling organizations have also been successful in predicting the outcome of elections.4. For what are opinion polls used by governments?To find out public sentiment about issues of interest. They also use polling methodology to determine unemployment rates, crime rates, and other social and economic indicators.5. What new media are heavy users of the information from opinion polls? Newspapers, magazines, radio and television.6. For what are opinion polls used in academic research?To study delinquency, socialization , political attitudes, and economic behavior / behaviour.。

牛津英语StarterU12全英文教案（通用2篇）牛津英语Starter U12 全英文精品教案（通用2篇）牛津英语Starter U12 全英文精品教案篇2牛津英语七年级预备课程unit 12教案the first lesson[teaching content]unit 12 welcome and listening[teaching aims and demands]knowledge aims: 1. know further about the simple present tense.2. know the differences between countable nouns and uncountable nouns.ability aims: 1. ss get to know some preparation work before a birthday party.2. ss learn to use the sentences pattern “would you like sth?” and “would you like to do sth.”[teaching difficulties and importance]1. in “would you do sth?” and “would you like sth?”, “would” has nothing to do with the past tense. instead, it just means a courteous tone of speech.2. we use “some” instead of “any” in the sentence “would you like some bread?”, because it means ask for something.[teaching tools] projector , workbo ok and students’ book[teaching procedure]step1 welcome and presentation1. have a chat with ss about when their birthdays are, what they usually get for their birthday, and what they want as their gifts. teach new words in this way, saying:maybe you can get some birthday cards from your friends and write “card ” on the blackboard .maybe you can get some chocolates from your parents, and write “chocolate ” on the blackboard .maybe you can get some toys from your grandparents, and write “toy” on the blackboard.2. let the students listen to the tape and answer the question:who is the girl in yellow?who is the girl in blue?why is she happy?would lily come to millie’s birthday party?what does millie usually get for her birthday?what does lily want to give millie for her birthday?therefore, the teacher will know if they grasp the main idea of the dialogue.3. ask ss to play the role.step 2 sentence pattern1. teach the grammar.in sentence patterns “would you like sth?” and “would you do sth”, there is a “would”. “would” is the past tense of “will”, but in these sentences patterns, it has nothing to do with the past tense. instead, it just means a courteous tone of speech.2. want=would like, want to do = would like to do, would you like….?= do you want …? what would you like? = what do you want?3. in order to master those important sentence patterns,ss have to do lots of practice. for example, ask ss to make such sentences with the five words, which are a cake, a banana, an orange, juice, and milk, in listening part a in advance, like “would you like a cake for your birthday? would you like to drink some juice? would you like to e at a banana?”4. in sentence making exercised, ss are likely to meet the problem of whether to us “some” or “any”. to solve the problem, tell ss that we use “some” instead of “any” in the sentence “would you like some bread?”, because it means ask for something.step 3 listening1. pre-listeningreview the important sentence patterns “would you like sth? and teach ss the affirmative reply “yes, i’d like one.” and the negative reply “no, thanks”.2. tell ss the differences between countable nouns and uncountable nouns.3. before listening, have a chat about the two pictures in part b with the students---who is in the picture? what are they talking about?in addition, introduce the situation of the dialogue: millie an d her mum are talking about what to buy for millie’s birthday party. listen to their conversation and try to complete their shopping list.4. do the listening exercise of part b. later on, invite some students to read their present lists and then ask them to talk about their favorite presents. the following is what i suggest:ask: millie is going to have a birthday party. there are many kinds of food in the party. what would you like to eat?help the students to say their favorite food.(take out the pictures and things)ask: would you like some bananas/sweets/ice cream/orange juice/cakes?write the new words on the blackboard and read them.step 4 summary, and do workbook.step 5 homeworkthe second lesson[teaching content]unit 12 speaking and reading[teaching aims and demands]knowledge aims: 1. master the simple present tense and useit freely.2. learn what interrogative words are and get to know interrogative sentences by doing the exercise under reading part.ability aims: ss get to know some activities in a birthday party, and try to retell the reading part to express millie’s birthday party in the simple present tense. in addition, ss write another article “my birthday”, following the model article.[teaching difficulties and importance]1. ss learn to retell the reading part.2. following the model article, write another article “my birthday”.[teaching tools] projector, workbook and students’ book[teaching procedure]step 1. speaking1. make ss read the dialogue alone, and make them to answer these questions afterwards:whose birthday is tomorrow?who are the two girls?do the two girl want to buy her any presents?what does the girl on the right want to buy her?what does the girl on the left want to buy her?where can they buy those presents?when do they want to do the shopping?teach some similar words and sentences to ss:tomorrow is millie’s birthday. = it’s millie’s birthday tomorrow.present = gifti want to buy her a present. = i’d like to buy her a present. buy her a present = buy a present for herwhat do you want to buy? = what would you like to buy?i’d like to buy her a teddy bear. = i want to buy her a teddy bear.i want to buy her some stickers. = i’d like to buy her some stickers.would you like to go with me? = do you want to go with me?and at the same time, instruct ss to replace the blue words with what they want to by, with the names of classmates, and with other times and places, in order to make a similar dialogue about their shopping plans. then take a few minutes to tell their neighbors about their shopping lists.step2 reading1. let the students look at the pictures under the text, before entering the text, and communicate with the students. the following is the plan suggested:t: let’s look at the pictures for millie’s bir thday party.what can you see on the table in picture 1?s: i can see cds, hair clips, stickers, and so on.t: how dose millie look?s: she looks excited/ pleased.t: let’s look at picture 2. what’s this? it’s a sofa. where are her friends?s: they are on the sofa.2. write the new words “sofa” on the blackboard and read them. then go on communicating with the students:let’s look at picture 3.t: what birthday present does millie get from her friends?s: millie’s friends have cds, hair clips, a teddy bear, etc. for her.t: let’s look at picture 4. what are they doing?s: they are singing a birthday song for her and sharing the big cake.3. make the ss to read the text and ready to answer some questions, so as to know well about the meaning of the text:what day is it today?whose birthday is today?what clothes does she wear?does she look cool?what is on the table?who has a lot of presents for her?what are they?does everyone enjoy the party?what do they do on the birthday party?at last, what do they do to her?after they sing the song, what do they do?is millie happy on her party?do all her friends have a good time?surely, when asking and answering the questions, the teacher and the ss can sing the world- famous birthday song “happy birthday to you, happy birthday to you, happy birthday my dear friend, happy birthday to you.”4. do the two exercises under the text.5. grammarteach ss the different meanings and different usages of the interrogative words in part b:when 什么时间 (问时间)what 什么事 (问事情)who 什么人 (问人)where 什么地方 (问地点)how 怎样 (问程度或方式)5. do group work for consolidation.write some clue words under each picture and guide them to describe the picture according to the giving words and phrases. divide ss onto groups, four students in a group:picture 1: wear, cool, such as, excited, wonderfulpicture 2: sofa, talk, chat, have fun, interestingpicture 3: hair clips, chocolate, presents, happypicture 4: a big cake, share, singask each group to describe their pictures.step 3homework1. describe the four pictures in exercise books in ss’ own words.2. guide the ss to retell the passage3. following the model article, write another article “my birthday”.the third lesson[teaching content]unit 12 grammar and task[teaching aims and demands]knowledge aims: 1. review the simple present tense2. learn the different meanings and usages of different interrogative words3. how to use interrogative words and make interrogative sentences.ability aims:1. ss can talk about how to prepare a birthday party and what they see in a birthday party, using interrogative sentences correctly[teaching difficulties and importance]1. the different meanings and usages of different interrogative words2. how to make interrogative sentences correctly[teaching tools] projector, workbook and students’ book[teaching procedure]step 1 grammar1. grammar teachinginstruct ss to learn the meanings and usages of different interrogative words.when 什么时间 (问时间)what 什么事 (问事情)who 什么人 (问人)where 什么地方 (问地点)how 怎样 (问程度或方式)how many + 复数可数名词 (问数量)how much + 不行数名词 (问数量)how long 多久时间 (问时间段)how soon 多久时间以后(才做某事)whose 谁的 (问全部格)which 哪个；哪些why 为什么 (问缘由)what time 什么时刻 (问时刻)attach importance to the difference meanings between “when” which means “何时”, “what time” which means “什么时刻” and “how long” which means “多久时间”. a nd teach ss their different usages.2. presentationwrite “8 april” on the blackboard, say: it’s lily’s birthday. can you tell me the date in english? (write “the eighth of april” on the blackboard) then communicate with the students:t: how dose lily celebrate her birthday? can you guess?s: i think she has a party or a big dinner.t: maybe. where does she have the party or the dinner?s: at home.t: who will come to her birthday party?s: her grandfather and grandmother, her aunts, her uncles and her cousins.t: what presents can she get?s: many interesting things, such as books, hair clips, clothes and shoes.t: ok, here is a dialogue about lily’s birthday between millie and lily, try to fill in the blanks and complete their conversation.2. let the students read and complete the dialogue. afterwards, the teacher checks the answers. let the students read the text again, then ask them to answer the questions on lily’s birthday.2. make ss read the text together for consolidation.3. do the fill – in – blank exercise of this part on interrogative words.step 2 task1. instruct ss to analysis the post below the dialogue between millie and peter, which is about mi llie’s birthday party, using as many interrogative sentences as possible.2. direct ss to learn the dialogue, following what the post tells.3. ask the students to have a talk about partners’ birthday, then make a similar post in their exercise book. at last, ask some students to show their post on the blackboard. ss can learn how to design a birthday party by finishing the task.step 3 homeworkss ask each other how he/she spent his/her birthday. write down the dialogue between them andtheir friends.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

Unit5 Speaking and Listening 名师教学设计1.Teaching Analysis 教情分析1) Teaching objectives-教学目标① Language target 语言目标a. Key words & expressions 重点词汇和短语For applying: dip, tadpole, darkness, grown-up, knock into, lily, confident, instrument, self-assured, appreciate, brief, devotion, perform, beard.For comprehending：feel down, as well as, afterwards, invitation, painful.For recognizing: Freddy.b. Sentence structures:Within a few short weeks he had changed from a small tadpole into the beautiful animal he was now.Then suddenly he heard a fine, deep sound that carried far into the darkness of the quiet night.②Ability goals能力目标a. Train the students’ abilities to listen to the story about Freddy, the opinions about music and the talks about classical music, and do the listening exercises correctly.b. Enable the students to memorize some important information about Freddy’s story and opinions about music.c. Enable the students to discuss going to a concert and the plan to attend a concert.d. Enable the students to express what they think of some kind of music and some musicians.③ Emotion goals 情感目标a. Help the Ss regard being famous overnight properly.2) Important & difficult teaching points-教学重难点① Important teaching points-教学重点Guide Ss to catch details from the listening material.② Difficult teaching points-教学难点Discuss the advantages and disadvantages of being famous.2. Students analysis学情分析1) Fundamental state 基本情况本节课的整体难度较小，而且学生对于话题内容并不生疏；作为具有正常基础的高中生，能够完成基本任务，并且在老师的带领和同学之间思维碰撞的过程中，激发新的思考和提升对此话题的英语听说能力。

Unit 12 Fact and fantasyTeaching Goals1. Talk about science fiction.2. Learn to express beliefs and doubts.3. Learn about Word Formation (2).4. Practise creative writing.Teaching Time:Five periodsThe First PeriodTeaching Aims:1. Learn about some scientific facts by doing a small science quiz.2. Train the students' listening ability.3. Develop the students' speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.Teaching Important Points:1. Train the students' listening ability.2. Master the useful expressions for beliefs and doubts.Teaching Difficult Points:1. How to improve the students' listening ability.2. How to finish the task of speaking.Teaching Methods;1. Free talk to arouse the students' interest in science fiction.2. Listening-and-answering activity to help the students go through the listening material.3. Discussion to make the students finish the task of speaking.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step II Free-talk and Lead-inGive the Ss ten minutes to talk about the topic on science fantasy. Then teacher say the following:Today, we are going to talk about science fiction.Step III Warming upFirst, let's look at some new words. (The multimedia shows the new words in this period.) New words;fantasy / ♐✌⏹♦☜♦♓ / n.Jules Verne / ♎✞◆●♊⏹ /league /Ii:g/ n.distance / ♎♓♦♦☜⏹♦ / n.balloon / ♌☜●◆⏹ /n,bulb / ♌✈●♌ / n.fiction / ♐♓☞☜⏹ / n.(Teacher teaches the words and explains them, and then says the following, )Now, look at the covers of the two books written by Jules Verne. (The multimedia shows the two books.) Have you read them?(Some say " Yes", while some say "No". Teacher asks two students who say "Yes" to stand up and say something they know about the books. )Have a quiz (Teacher uses the multimedia to show the following. )1. What is the highest mountain on earth and how high it is? (2 points):2. What is the deepest point in the ocean; and where is it? (2 points):3. Which is the longest river on earth: and how long is it? (2 points);4. What is the distance from the earth to; the moon? What is it to Mars? What; is itto the nearest star? (6 points):5. How far is it to the centre of the: earth? (2 points):6. How high are the temperatures near: the centre of the earth? (2 points):7. What is the longest distance around; the world? (2 points):8. How fast does a balloon travel? How: about an aeroplane? How about a spaceshuttle? (6 points)Suggested answers;1. Mount Qomolangma; 8848. 13 m2. Mariana Trench; in the west of the Pacific Ocean.3. the Nile River; 6 600 kilometers4. 380, 000 kilometers; more than 56, 000, 000 kilometers5. 150, 000, 000 kilometers6. 7 500 K7. 40, 000 kilometers8. about 30 — 40 kilometers per hour; about 500 kilometers per hour; about 7.4—11.2kilometers per secondStep IV ListeningT: So much for Warming up. Now, let's do some listening. Look at the listening part on Page 9. Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that? Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.Go on with the listening practice. Listen to the tape again and then finish Exercise 2. Before listening to the tape, the Ss need to go through the questions and know what to do. (Teacher begins to play the tape for the second time. During this lime, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class. )Step V SpeakingPage 10. Let's look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you're making the dialogue, you can use the expressions on the blackboard,(Teacher writes the following on the blackboard.)I believe……I suppose……I doubt……I'm sure that……I’m (not) certain……I can't imagine……It could be……It's likely……It would like……Sample dialogues;Space TravelA: I don't believe people can travel in space.B: Why not? More than 100 years ago nobody thought it was possible for people to travel in the sky by plane from one place to another.A: In my opinion, space travel is more than a master of time to us, and also a matter of technology. B: I agree with you. But we'll be able to develop. I believe with the development of science andtechnology, space travel is not a dream, and the day is on the way.Life in 3098A: I doubt whether there is any life on earth in the future.B: Come on. What do you mean?A; I mean that as the result of human beings' role in nature and society, people at present are facing some terrible disasters, like wars, the environmental pollution, the excessively developed resources.B: Yes. These disasters will lead to human beings' disappearing in 3098. What should we do? A: I think we should take some measures to save ourselves from disasters, such as planting moretrees, saving our resources, maintaining peace all over the world……B: What you said is quite right.Young ForeverA: Do you think there will be a time when we can cure all diseases?B: I suppose that is only a happy wish for us. Because when old diseases are gone, new diseases will occur. Everything in the world is changing all the time.A; Doctors may find a way to keep us young forever. Medicine is also developing.B: Yes. Let's expect that day to come together.Creatures from Outer SpaceA: Do you believe there are some creatures from outer space?B: I don't only believe in it, but also think we can see them some day.A: Do you really think so? Can you imagine what star they live in? What do they look like? Can they speak any language that we can understand?B: There are so many stars, I'm sure there must be a star where they can live. I guess they may be taller and stronger than human beings. They may speak different languages, but they can com-municate with us freely,A: Your imagination is very good. But I think it would take us a long time.B: Maybe,Step VI Practice and ConsolidationAsk the students to talk more about what they believe may come true in the future For example, they can imagine Chinese astronauts land on the moon successfully in 2015, and he or she is one of them. Standing on the moon, what will he or she say to the people on the earth?Step VII Summary and HomeworkT: In this class, we've talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we've learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you've said in class, make a dialogue using the useful expressions on the blackboard. At last, don't forget to prepare for the next period.Step VIII The Design of the Writing on the BlackboardUnit 12 Fact and fantasyThe First PeriodUseful Expressions:I believe……I doubt……It could be……but……I suppose……I’m (not) certain……It's likely……I'm sure that……I can't imagine……It would take……The Second PeriodTeaching Aims:1. Learn and master the useful words and phrases.2. Train the students' reading ability.3. Let the students learn about the French writer Jules Verne and his two famous science fictions. Teaching Important Points;1. Improve the students' reading ability.2. Master the useful phrases.Teaching Difficult Points;1. How to make the students understand the passage better.2. How to help the students finish all the exercises in Post-reading,Teaching Methods:1. Discussion before reading to make students learn more about some scientific facts,2. Fast-reading method to get the general idea of the passage.3. Careful-reading method to get the detailed information in the text.4. Discussion after reading to help the students finish the tasks in Post-reading.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures •Step I Greetings and RevisionGreet the whole class as usual.In the last period, we learnt some useful expressions used to express beliefs and doubts. Now, I'll check your homework to see whether you can use them freely. Who'd like to act out your dialogue?(Two students stand up and act out their dialogue. )Step II Lead-in and Pre-readingShow the following pictures on the multimedia.Here are three great inventions. Who can say when the inventions in the pictures were made?S1 : Electric railway was invented in the early years of the 20th century.S2: Thomas Edison invented the light bulb in 1879.S3: Steam-powered boat was made in 1807,Teacher shows the following on the screen.1. When was electricity discovered?2. How was it used in the following two hundred years?3. In the early 19th century, people had no idea what the inside of the earthmight look like. Can you explain what we know about it today?Work in groups of four to discuss the questions. Choose one of you to act as the leader of your group. Record the results of your discussion. A few minutes later, the leader will be asked toreport the result.Step III ReadingRead the passage quickly to see whether you've grasped the brief meaning of it. Then, re-read the passage carefully to further understand it. Then answer the questions on the screen. (Show the following on the multimedia.)1. To make a living, what did Jules Verne have to do?2. What will many of the instruments in his novels remind the readers of?3. How did Verne lay the foundation of modern science fiction?4. In his novel "20 000 Leagues Under the Sea", what kind of person isCaptain Nemo?5. How does the story "Journey to the Centre of the Earth" begin and end up?(A few minutes later, teacher asks some of them to answer the questions one by one.) Suggested answers:1. To make a living, Jules Verne had to write and sell stories.2. They will remind the readers of Dr Benjamin Franklin's experiment with electricity.3. By taking the scientific developments of his day one step further.4. He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.5. The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.Step IV Language PointsShow the following on the multimedia.1. make a living ( = earn one's living)e. g. She made a living by singing in a nightclub,2. lay the foundation ofe. g. Four-year college life laid solid foundations of his career.3. come truee. g, The boy's wish to become a PLA man has come true.4. set oute. g. They set out to look for the lost child.5. turn out (to be) + adj. n.e. g. The weather man said it was going to rain this afternoon but it turnedout to be very lovely. To everyone's surprise, the fashionable girlturned out to be a thief.6. defend ……against/frome. g. We should defend our country against attacks.7. be dressed ine. g. The girl was always dressed in red.Dressed in uniform, he looks handsome.Step V Post-readingRead the passage again. Then finish Exercise 2 in Post-reading on Page 13.Suggested answers-2. During the time they do all they can to continue to live……3. They realize that they come to the surface of the monster4. his long-term guestsExercise 4. In Jules Verne's times, the knowledge about the earth was very limited, and many scientific facts couldn't be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion. (After a while, teacher checks their answers. Students may have various answers. ) Go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of fourUnit 12 Fact and fantasyThe Second PeriodUseful phrases:make a livinglay the foundation ofcome trueset outturn out (to be) + adj. / n.be dressed indefend……against/fromThe Third PeriodTeaching Aims:1. Review the new words appearing in the last periods.2. Learn to use the rules of word formation to guess the meaning of the word.Teaching Important Points:1. Learn to choose proper words according to the contexts of the given passage.2. Learn to guess the meaning of the words by the meaning of some stems and affixes. Teaching Difficult Points;1. Master the meanings of the following stems and affixes：mis- = wrong extra-= outside inter = between sub-= underunder-= below over- = too much dis- = not -marine= sea2. How to guess the meanings of the words according to these stems and affixes.Teaching Methods:1. Review method to consolidate what we've learnt.2. Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they've learnt.3. Individual, pair or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures;Step I GreetingsGreet the whole class as usual.Step II RevisionIn the last period we learnt a passage about a French famous writer Jules Verne. Now. who'd like to retell the text? (One student stands up and retells the text in his own words.)Step III Word StudyPage 14 and finish the exercises in Word Study.Suggested answers t1. fantasy2. voyage3. collision4. on board5. voyage6. collision7. on board 8. escape9. fantasy 10. permanentStep IV Word FormationAs we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary, Please look at the screen. (Teacher shows the following on the screen.)rewrite, unhappy, disappear, impossible, invisible, non-smoker,supermarket, worker, illness, movement, useful, action, cooperate,cloudy, musicalGet some Ss to explain their meanings.In this class, we'll go on with some rules of word formation, (Teacher uses the multimedia to show the following. )mis-= wrong extra-= outside inter- = between sub-= underunder-= below over-= too much dis-= not -marine=seaPage 12. Word Study, Exercise 1. Match the words and the correct definitions. Give the Ss two minutes to do it.Suggested answers;l. E 2.F 3.B 4. C 5. D 6. AGo on with Exercise 2, Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese.1. The word in italics “misbehave” means "behave improperly or wrong1y". Its Chinese meaning is“行为不端”The whole sentence means“妈妈告诉我在祖母家不要行为不端／不懂规矩”2. The word “subtitle" is formed by adding the suffix ",sub-" before the word "title". "Sub-" means “under"，so “Subtitle”means “小标题，译文对白字母"．in Chinese. The Chinese meaning of the. whole sentences is“荧屏底端的中文对白字幕帮助我们理解外国影片"，3．误解曲解，不要误解我·我只不过是想帮你．4．互换的。

Unit5听力课教案Talk about Music PreferencesI. Course OverviewThis 45-minute high school English listening class is designed as a foundational course in the field of Signals and Systems. The course aims to familiarize students with basic knowledge points and prepare them for graduate entrance exams. This lesson will focus on discussing music preferences, which is an essential aspect of human culture and psychology.II. Teaching Objectives and RequirementsThe teaching objectives are:1. To help students understand the concept of music preferences.2. To improve students' English listening skills.3. To encourage students to express their own music preferences.The requirements for this class include:1. Students must have a basic understanding of English grammar and vocabulary.2. Students should actively participate in classroom discussions and activities.3. Students should complete all assigned homework assignments.III. Curriculum Content Integration (Chapter/Hour)This lesson integrates into Chapter 7 of the textbook "Signals and Systems" in the high school English curriculum.IV. Academic Situation Analysis (Student Background)The students in this class are generally in their sophomore year of high school. They have a basic understanding of English grammar and vocabulary, but may struggle with complex listening exercises or expressing themselves in English.V. Teaching Strategies and Methods1. Teaching Strategies- Active Listening: Encourage active listening by providing clear audio recordings and asking questions during the listening process.- Group Work: Use group work to allow students to share their opinions and listen to different perspectives.-Case Studies: Use case studies to illustrate real-life applications of music preferences and related topics.2. Teaching Methods- Lecture: Provide a clear explanation of the content through lectures.- Practice: Allow students to practice their listening skills through various exercises and activities.-Discussion: Foster a collaborative learning environment through classroom discussions.VI. Learning Activities Design1. Introduction (10 minutes)- Begin the class by asking students if they like any kind of music and why (Question Introducing).-Introduce the topic of music preferences and its importance in society (Content Theme).-Discuss the differences between individual and cultural preferences (Teacher's Activities).2. Listening Practice (20 minutes)- Play a short audio clip related to music preferences (Teacher's Activities).-Ask students to listen carefully and answer comprehension questions (Student's Activities).- Review answers together and discuss any misunderstandings (Teacher's Activities).3. Group Work (20 minutes)- Assign each group a specific type of music (e.g. classical, rock, pop) and ask them to research it (Teacher's Activities).- Have each group present their findings to the class (Student's Activities).-Facilitate a discussion about the similarities and differences between the various types of music (Teacher's Activities).4. Homework Questions & Answers (10 minutes)- Ask students to write a short essay on their own music preferences and explain why they prefer them (Homework Questions & Answers).-Check for completeness, clarity, and correctness of their essays (Teacher's Activities).。