這篇“聽力課件”是小編特地為您準(zhǔn)備的，希望您會喜歡。老師們在授課時會參照教案課件的內(nèi)容，因此每位老師都會用心準(zhǔn)備自己的教案。為了達(dá)到更好的課堂效果，設(shè)計教案時需要注重學(xué)生的反饋和評估。
聽力課件 篇1
題目：如何備考雅思聽力
雅思考試是很多人前往國外留學(xué)或工作的必經(jīng)之路，其中聽力部分也是考試的重點(diǎn)之一。備考雅思聽力需要耗費(fèi)很多時間和精力，但是通過科學(xué)的備考方法，我們可以讓自己更加高效地拿到更好的成績。
第一步：掌握基礎(chǔ)知識
雅思考試難度較高，需要掌握的基礎(chǔ)知識也很多。在備考過程中，我們應(yīng)該花費(fèi)一定的時間，掌握雅思聽力考試的基礎(chǔ)知識和技巧?；A(chǔ)知識包括聽力材料的類型、聽力題目的類型和答題技巧等。這些都是備考的基礎(chǔ)，只有掌握好了這些知識，才能更好地準(zhǔn)備雅思聽力考試。
第二步：打好聽力基礎(chǔ)
雅思聽力是需要長時間的積累才能夠掌握的，因此，我們要花費(fèi)一定的時間，打好聽力基礎(chǔ)。打好聽力基礎(chǔ)的最佳方法是多聽材料，多模仿真實考試場景，并用筆記記錄下聽到的信息，然后將自己的答案與答案對照表進(jìn)行比對。通過這樣的練習(xí)，我們可以提高自己的聽力水平，并熟悉雅思聽力的出題風(fēng)格。
第三步：多練口語和聽力
雅思聽力考試是綜合性的練習(xí)，不僅需要通過聆聽來理解文章的主旨和細(xì)節(jié)，還需要考生們將所聽到的內(nèi)容口頭表達(dá)出來。因此，在備考過程中，我們應(yīng)該多做口語和聽力的練習(xí)。這不僅可以提高我們的聽力理解能力，還可以提高我們的口語流利度和表達(dá)能力。
第四步：時刻保持專注
雅思聽力考試的題目通常都是比較復(fù)雜的，因此，需要考生們時刻保持專注。在考試中，我們應(yīng)該時刻關(guān)注講話者的語氣和表情，尤其是當(dāng)聽到生詞、復(fù)雜的句子或重要的信息時，我們更應(yīng)該時刻保持專注，以免錯過重要信息。另外，考生們可以通過平時的練習(xí)來提高自己的聽力熟練度，以便更好地應(yīng)對考試。
第五步：加強(qiáng)聽力詞匯的積累
雅思聽力考試中往往有許多生詞和專業(yè)詞匯，所以，在備考過程中，我們也應(yīng)該加強(qiáng)聽力詞匯的積累。通過聽力材料中的生詞和專業(yè)詞匯，我們可以快速掌握這些詞匯的用法和意義，并在考試中更準(zhǔn)確地理解文章內(nèi)容。
總之，備考雅思聽力需要考生們付出很多的時間和精力。但是，通過科學(xué)的備考方法，我們可以讓自己更加高效地拿到更好的成績。相信只要我們堅持不懈地練習(xí)和不斷積累，就一定可以順利通過雅思聽力考試，實現(xiàn)自己的留學(xué)或工作夢想。
聽力課件 篇2
第一單元聽力
如果說看制作碧螺春茶有一種新奇感覺的話，那么，品嘗碧螺春茶就更有一種陶醉的感受了。夕陽西下，明月初升。在院中擺上一張桌子，幾個人團(tuán)團(tuán)圍坐，取一套青花陶瓷茶具，倒上七八十度的溫開水，然后分別放入一小撮碧螺春茶。茶葉如青螺入水，旋轉(zhuǎn)著飛速下沉。這時葉芽伸展，茸毛輕舒，一旗一槍，嫩綠透亮，姿態(tài)極其動人。整個白瓷杯中，湯色碧綠清澈，清香撲鼻而來。輕輕抿上一口，清新爽人。茶水入肚，口中仍感到甜津津的，讓人回味無窮。朋友相聚，品茶談心，那份真誠的情誼隨著濃郁的茶香飛溢四周......
第三單元聽力
廬山的景色十分秀麗，尤其那濃濃的云霧更給它增添了幾分神秘的色彩。廬山的霧千姿百態(tài)。那些籠罩在山頭的云霧，像是戴在山頂上的白色絨帽；那些纏繞在半山的云霧，像是系在山腰間的一條條玉帶。廬山的霧瞬息萬變。眼前的云霧，剛剛還是隨風(fēng)飄蕩的一縷輕煙，轉(zhuǎn)眼間就變成了一瀉千里的九天銀河；明明是一匹白馬，一會兒又變成了漂浮的一座冰山。云遮霧罩的廬山，怎能不使人流連忘返？
第五單元聽力
簡單是一種方法
橄欖樹嘲笑無花果樹說：你的葉子到冬天時就落光了，光禿禿的樹枝真難看，哪像我終年翠綠，美麗無比。不久，一場大雪降臨了，橄欖樹身上都是翠綠的葉子，雪堆積在上面，最后由于重量太大把樹枝壓斷了，橄欖樹的美麗也遭到了破壞。而無花果樹由于葉子已經(jīng)落盡了，全身簡單，雪穿過樹枝落在地上，結(jié)果無花果樹安然無恙。
外表的美麗不一定適應(yīng)環(huán)境，有時是一種負(fù)擔(dān)，而且往往會為生存帶來麻煩或災(zāi)難。相反，平平常常倒能活得自由自在。
第七單元聽力
每年五月二日，美國威斯康星州的居民總要慶祝這個州特有的節(jié)日--誠實節(jié)，據(jù)說，這是為了紀(jì)念一個年僅八歲的男孩子而設(shè)立的。
這個男孩名叫埃默紐旦南。埃默紐五歲時，父母雙亡，成了無依無靠的孤兒，在埃默紐八歲時的一天晚上，他剛睡著，就被樓下的一陣敲打聲驚醒。他急忙下樓，只見繼父繼母正在謀殺一個寄宿在小酒店里的小販，第二天一早，他的繼父就來到他的房間，教他在警察面前說謊。埃默紐回答說他不想說謊話，繼父繼母就把他的雙手吊在梁上，用柳條抽打他，逼他說謊。這樣抽打了兩個小時，埃默紐的回答還是爸爸饒了我吧，我不想說謊。最后，埃默紐被活活打死了，市政府為埃默紐建造了一塊紀(jì)念碑和一個塑像。紀(jì)念碑上寫著：懷念為真理而屈死的人，他在天堂永生。
聽力課件 篇3
R=reporter M=man
R. What was the first thing you remember? M. Oh, my goodness. It was about 5 o’clock in the
morning. I remember, I woke up when I was
thrown out of the bed. When I tried to walk,
the floor shook so that I fell. I felt terrified and
rushed downstairs.
R. What did you see outside?
M. Oh, I saw things I never want to see again. It seemed as if the end of the world came. People were crying, shouting and running everywhere. Bricks were falling down from some buildings while big ones were shaking...... Lots of people were getting buried under bricks. There were great fires around us. It was terrible.
R. Did you realize what was happening? M. No. I asked a man standing next to me what happened. Before he could answer, some bricks fell on him and he was killed.
R. That sounds frightening. Did you know where
to find a safer place?
M. Oh, no. Luckily I met a man who knew the
way to a boat.
R. So.... you got away easily
M. No, we didn’t. It was difficult because
the streets had deep cracks. As we were carefully picking our way, some frightened cows rushed up Market Street and dropped into one of them. I’ll never forget the noise they made. Some ofthem had broken their legs and others were climbing upon each other to get out. Horrible.
R. How did you feel once you’d left the
第2/3頁
city?
M. Umm. I felt safer because we were
being
cared for. The soldiers saved us. They brought us water and food. Thanks to them many of us are still alive.
聽力課件 篇4
題目：雅思聽力課件
一、主題：雅思聽力課件的重要性
雅思聽力部分是考生最感困難的一部分，對于課件的質(zhì)量和有效性要求極高。好的雅思聽力課件不僅可以幫助考生提高聽力能力，還可以提升考生的特定背景知識、詞匯和語法，幫助考生更好地理解聽力材料。本文將介紹雅思聽力課件在備考過程中的重要性。
雅思聽力課件的重要性主要體現(xiàn)在以下幾個方面：
1. 提高聽力能力
雅思聽力課件可以幫助考生提高聽力能力，尤其是對于那些非英語母語的考生。課件可以教授各種聽力技巧，如定向聽、詞匯猜測、語音辨析等，幫助考生更快速、準(zhǔn)確地理解聽力材料。同時，課件也可以提供大量聽力材料，使考生得以反復(fù)練習(xí)聽力，提高聽力技能。
2. 提升背景知識和詞匯
雅思聽力課件可以幫助考生提升特定領(lǐng)域的背景知識和詞匯，這是聽力成功的重要因素之一?？忌梢酝ㄟ^課件了解各種話題，如環(huán)境問題、科學(xué)技術(shù)、政治與國際關(guān)系等，了解各種情境下的表述方式，并學(xué)習(xí)相關(guān)專業(yè)術(shù)語和常用詞匯。
3. 檢測聽力水平
雅思聽力課件也可以檢測考生的聽力水平。課件中的聽力測試可以檢驗考生的聽力能力，以及對話題和情境的理解能力?？忌梢酝ㄟ^課件自我評估自己的聽力水平，并針對性地進(jìn)行練習(xí)和提高。
二、主題：雅思聽力課件的特點(diǎn)
雅思聽力課件和其他聽力課件有著許多不同的特點(diǎn)，在幫助考生提高聽力能力方面，有著獨(dú)特的作用。本文將介紹雅思聽力課件的特點(diǎn)。
雅思聽力課件的特點(diǎn)主要有以下幾個方面：
1. 面向特定目標(biāo)群體
雅思聽力課件是專門針對雅思考生制作的課件。它有著專門的話題、場景和詞匯，以滿足雅思考試的需求。考生可以在課件中了解到各種具有代表性的雅思聽力材料，并通過練習(xí)提高自己的聽力水平。
2. 均衡學(xué)習(xí)各項技能
雅思聽力課件可以幫助考生提高聽力、口語、閱讀和寫作能力。課件中的聽力材料可以幫助考生增加背景及知識，并提高面對不同場景的英語能力。考生可以通過聽力課件，獲取不同領(lǐng)域的背景知識和詞匯，幫助提高閱讀、寫作和口語技巧。
3. 學(xué)習(xí)和自我評估
雅思聽力課件可以幫助考生學(xué)習(xí)和自我評估。考生可以在課件中找到許多語音練習(xí)、聽力測試和詞匯練習(xí)，用于自我評估和提高自己的聽力能力。此外，課件還可以通過聽力測試，檢驗考生的聽力水平和對話題、場景的理解能力。
三、主題：如何選購優(yōu)質(zhì)雅思聽力課件
雅思聽力課件對于備考雅思考試至關(guān)重要，因此如何選購優(yōu)質(zhì)的雅思聽力課件是需要考生重視的。本文將介紹如何選購優(yōu)質(zhì)雅思聽力課件。
1. 了解課程設(shè)置
在選購雅思聽力課件前，考生需要了解課程設(shè)置和教學(xué)內(nèi)容。不同的雅思聽力課件，教學(xué)內(nèi)容不同，考生需要根據(jù)自己的需求選購最符合自己需求的課件。
2. 根據(jù)考試要求選購
不同的考試對于聽力技能要求不同，因此考生需要考慮好自己所報考的考試，以根據(jù)考試要求選購雅思聽力課件。
3. 重點(diǎn)關(guān)注教學(xué)方法
在選購雅思聽力課件時，考生需要重點(diǎn)關(guān)注教學(xué)方法。好的聽力課件需要采用科學(xué)的教學(xué)方法和策略，有利于考生在短時間內(nèi)快速、高效地提高聽力能力。
4. 參加試用課程
在購買雅思聽力課件前，考生可以先參加試用課程，了解課程的教學(xué)質(zhì)量、教學(xué)模式、課程難度等。這可以幫助考生判斷是否適合自己的需求。
總之，好的雅思聽力課件不僅可以提高聽力能力，而且可以提供大量聽力材料和背景知識，為考生備戰(zhàn)雅思考試提供重要的幫助?？忌谫徺I雅思聽力課件時需要多方面考慮，選購最適合自己需求的課件，才能更好地準(zhǔn)備雅思考試。
聽力課件 篇5
1. 環(huán)保類
主題：環(huán)保
雅思聽力課件中經(jīng)常涉及到環(huán)保相關(guān)的話題。隨著人們生活水平的提高，環(huán)境污染已成為全球性難題。我們需要在日常生活中采取一些措施來減少垃圾，節(jié)約能源，保護(hù)環(huán)境。例如，可以分類垃圾，減少使用塑料袋，鼓勵步行或騎自行車出行等。通過這些簡單的行為，我們可以為環(huán)保事業(yè)做出貢獻(xiàn)。
2. 健康類
主題：健康飲食
在雅思聽力課件中，健康方面的話題也非常常見。如何保持健康是每個人都必須面對的問題。有一個非常重要的因素就是飲食。我們應(yīng)該掌握正確的飲食知識，選擇健康食品，避免食用過多的高脂肪、高糖分食物。此外，多吃蔬菜和水果是非常重要的。通過一系列的健康飲食習(xí)慣的養(yǎng)成，可以讓我們保持健康的身體和健康的心態(tài)。
3. 教育類
主題：在線學(xué)習(xí)
近年來，隨著互聯(lián)網(wǎng)的發(fā)展，在線學(xué)習(xí)已成為越來越普遍的學(xué)習(xí)方式。在雅思聽力課件中，也會涉及到在線學(xué)習(xí)方面的話題。在線課程有很多優(yōu)點(diǎn)，如靈活性高、時間自由、受眾面廣、成本較低等?？梢詭椭藗兏玫貙W(xué)習(xí)，提高個人素質(zhì)。在如今這個信息化的時代，我們需要更加注重在線學(xué)習(xí)，不斷提高自己的技能和知識。
4. 旅游類
主題：文化旅游
雅思聽力課件中也會涉及到旅游方面的話題。文化旅游是一種非常好的體驗不同文化的方式。例如，在旅游中我們可以品嘗當(dāng)?shù)氐拿朗场⒂^當(dāng)?shù)氐牟┪镳^或者文化遺產(chǎn)，可以了解不同國家和地區(qū)的不同風(fēng)俗和文化，增長見識。因此，文化旅游可以帶給我們非常多的樂趣，也可以擴(kuò)展我們的視野，使我們更具有開闊的眼界。
聽力課件 篇6
一、精心設(shè)計聽前活動，引入聽力情境，激發(fā)學(xué)生聽的興趣。
聽前活動是聽力教學(xué)的暖身活動，在聽前學(xué)生先閱讀聽力材料，激發(fā)學(xué)生聽的興趣，集中聽的注意力，同時掃除即將聽到的語言材料中的難點(diǎn)，以便順利地進(jìn)入下一階段的活動。
精心設(shè)計聽力課的導(dǎo)入是上好聽力課的前提。設(shè)計導(dǎo)入活動時，教師要以聽力材料的內(nèi)容著手，特別關(guān)注學(xué)生的興趣。
（1）利用圖片和多媒體課件導(dǎo)入。
在學(xué)生正式聽錄音之前，為了讓學(xué)生能盡快地進(jìn)入聽的狀態(tài)，初步感受聽力的主題。教師可以利用圖片和多媒體課件等教學(xué)輔助材料來刺激學(xué)生的視覺。激發(fā)他們對由畫面內(nèi)容引起的猜測、聯(lián)想等一系列的思維活動。通過教師層層有啟發(fā)性的提問，鼓勵學(xué)生積極思維，勇于表達(dá)。教師還可組織學(xué)生就畫面內(nèi)容展開討論。在討論過程中學(xué)生的信息可以得到互補(bǔ)。如教師要求學(xué)生聽一個主題為 “Rules around us”時，聽前活動就可設(shè)計為：
Task One: Talk about the signs:
教師出示各種在不同場合可以見到的標(biāo)志如“禁止吸煙”、“不準(zhǔn)入內(nèi)”、“嚴(yán)禁跳水”、“不準(zhǔn)停車”等標(biāo)志，提問學(xué)生：
1. Where can you see these signs?
2. Do you know what these signs mean?
3. What must we do or mustn’t do when we see these signs?
通過對這些圖片的討論，學(xué)生對與主題有關(guān)的重要語言結(jié)構(gòu)和內(nèi)容作好了充分的準(zhǔn)備。
Task Two: Talk about the places:
畫面出現(xiàn)學(xué)生生活中每天都經(jīng)歷的場景。如學(xué)校食堂、圖書館、馬路車站、居住小區(qū)等，引導(dǎo)學(xué)生繼續(xù)思考討論。
what are the things you must do or you mustn’t do in these places?
聽前活動的設(shè)計既激活了學(xué)生的背景知識，學(xué)生在Think and share的過程中，思維能力和口語表達(dá)能力也得到相應(yīng)的發(fā)展和提高，更重要的是聽前活動的開展為聽時環(huán)節(jié)的順利開展無論在學(xué)生的心理上，還是語言知識上都作好了充分的準(zhǔn)備。又如在為學(xué)生引入 “famous persons”這一主題時，教師也可以利用圖片或畫面顯示學(xué)生非常熟悉和崇拜的人物如歌星、影星、運(yùn)動明星等。讓學(xué)生通過討論的基礎(chǔ)上，聚焦某一人物。比如要讓學(xué)生聽一段介紹有關(guān)籃球明星姚明的文章。教師可先讓學(xué)生觀看一段籃球比賽的畫面。然后教師可提問 “Do you like watching/playing basketball?” “Who do you think of when you watch basketball match?” “Do you know something about Yao Ming?” “Do you want to know more about him?” 在畫面的幫助下，教師設(shè)計有啟發(fā)、有層次的問題使學(xué)生漸漸進(jìn)入聽力的主題。
（2）利用學(xué)生背景知識導(dǎo)入。
學(xué)生進(jìn)入課堂時，都是有備而來的。他自身已有的知識水平、生活經(jīng)驗、興趣愛好等都對課堂教學(xué)產(chǎn)生積極的影響。教師要努力激活學(xué)生的背景知識，使學(xué)生憑借已有的知識和經(jīng)驗來獲取更新的知識，更多的經(jīng)驗。還是以“Rules around us”為例，聽前教師以學(xué)生非常熟悉的班級公約說起，要求學(xué)生討論已有的班規(guī)。或調(diào)整或修改或補(bǔ)充。使學(xué)生明白作為班級的一分子，每個人都有責(zé)任、有義務(wù)遵守各項班級制度。繼而由此話題展開討論Are there any rules around you? What are they? 此時學(xué)生會把自己所知的東西毫無保留地說出來。同時他們更渴望從課堂中獲得更多。學(xué)生的背景知識被激活，學(xué)習(xí)的欲望也就因此而被點(diǎn)燃。教師要趁機(jī)組織好下面的新授環(huán)節(jié)，使課堂教學(xué)環(huán)環(huán)相扣、內(nèi)容層層遞進(jìn)。
（3） 通過表演導(dǎo)入
學(xué)生生性活潑好動，有非常強(qiáng)的表現(xiàn)欲。教師要積極創(chuàng)設(shè)情景，努力為學(xué)生創(chuàng)造機(jī)會。如在讓學(xué)生聽 “seeing a doctor”這一主題時，聽前活動就可以設(shè)計讓學(xué)生表演各種不同的病狀，如頭痛，牙疼，胃痛等。當(dāng)表演的學(xué)生通過不同的表情，不同的動作表現(xiàn)出各種病癥時，其他同學(xué)會被表演學(xué)生的滑稽像所逗樂，同時教師通過提問“What’s wrong with him?”學(xué)生就復(fù)習(xí)整理了一些常見的'表示病癥的詞匯，如toothache ,sore throat, headache等。學(xué)生也會自然而然地想到生病了要去看醫(yī)生，需要打針、吃藥。或者同學(xué)病了，我們要多關(guān)心他，要給他一些建議，或者他生病了，我也要多加注意等一系列問題的思考。所以，這一活動的設(shè)計為下面聽力活動的開展作好了語言和內(nèi)容方面的準(zhǔn)備。學(xué)生在進(jìn)入聽時活動環(huán)節(jié)中就會少遇一些障礙，多一份自信。
（4） 通過游戲引入
英語聽力材料中經(jīng)常會出現(xiàn)數(shù)字表示不同意思的情況。如數(shù)字表示日期、表示數(shù)量、表示價格、表示時間等。學(xué)生在聽的過程中往往會反應(yīng)不過來。如果平時缺乏針對性的訓(xùn)練，學(xué)生在聽到數(shù)字時常有措手不及的感覺，影響聽力理解的效果。所以如果教師在讓學(xué)生完成聽力任務(wù)時出現(xiàn)較多用數(shù)字表達(dá)意思的情況，教師就應(yīng)在聽前活動中設(shè)計熱身練習(xí)。這里可以通過做不同的游戲來刺激學(xué)生對數(shù)字的反應(yīng)。如訓(xùn)練學(xué)生對數(shù)字表示時間的反應(yīng)時，教師就可準(zhǔn)備一個鐘面，組織學(xué)生進(jìn)行競賽，看誰說得又快又準(zhǔn)。也可在黑板上畫幾個鐘面，教師報出時間，讓學(xué)生在鐘面上畫出相應(yīng)的時間。教師還 組織類似智力搶答的游戲。如教師說“It’s half past eight, but Tom’s watch is five minutes fast/slow. What time is it by Tom’s watch? 或 “It’s half past eight. The class will be over in ten minutes. What time is it now?”教師設(shè)計多種情況讓學(xué)生積極操練有關(guān)時間的加減換算，激發(fā)學(xué)生的興趣，訓(xùn)練了學(xué)生對數(shù)字的敏感性，反應(yīng)的靈活性。從而緩解了學(xué)生在聽到數(shù)字時緊張、焦慮的心理。
二、合理安排教學(xué)活動，精心設(shè)計聽力練習(xí)，使學(xué)生積極參與聽時活動。
聽中活動的設(shè)計主要是培養(yǎng)學(xué)生聽力理解能力。通過聽不同形式的材料來培養(yǎng)學(xué)生獲取事實、信息的能力。在完成聽力任務(wù)的過程中養(yǎng)成聽的習(xí)慣，積累聽的方法，鍛煉聽的心理，完善聽的技巧，從而逐步提高聽的能力。聽時活動的設(shè)計一定要圍繞主題設(shè)計循序漸進(jìn)的，形式多樣的活動來激發(fā)學(xué)生的參與意識。讓學(xué)生在完成任務(wù)的過程中獲得一份成功的體驗。
在聽“Rules around us”時，教師就可以設(shè)計如下幾種活動讓學(xué)生在聽時完成任務(wù)。
Task One: Listen to two students talking about signs. Number the signs that are talking about。(磁帶錄音)（圖片插入）
A: Look at these signs what do you think they mean?
B: Well, this one means don’t throw rubbish on the ground. I think they use it in parks. A: What do you think this one means?
B: I think that’s to stop people throwing things out of windows. You sometimes see it on housing estates.
教師指導(dǎo)學(xué)生邊聽邊為表示該標(biāo)志的圖片編上序號。當(dāng)這一任務(wù)完成之后，教師可利用現(xiàn)有的圖片向?qū)W生提問 “what does this sign mean?” 也可以與學(xué)生一起做快速反應(yīng)練習(xí)。即教師說出某一標(biāo)志的意思，要學(xué)生快速指出是哪一圖片。如“which sign means no passing？ Which sign means you don’t throw the rubbish on the ground.等。在對話材料中還出現(xiàn)哪里能見到這些標(biāo)志，因此教師可讓學(xué)生再聽一遍錄音。當(dāng)然在聽之前一定要給予學(xué)生明確的指令，以便讓學(xué)生在聽的過程中有意注意關(guān)鍵的內(nèi)容。如第一遍學(xué)生有意注意每一標(biāo)志的具體意思，而第二遍則更注意這些標(biāo)志出現(xiàn)的地方。在第二遍聽完之后，教師就可以利用圖片口頭提問“Where can you find this sign?”.總之，教師要事先對學(xué)生所要聽的材料做好充分的準(zhǔn)備。了解材料中的難點(diǎn)是什么？ 重點(diǎn)是什么？根據(jù)材料還能設(shè)計什么活動？使得每一份材料都能得到充分的使用。
Task Two: Two students are talking about some places. Listen to their dialogue and fill in the blanks. .(磁帶錄音)
A: What are some of the regulations on the underground?
B: Well, I know you’re not allowed to eat or drink on the underground.
A: Yes. That’s right. They have that sign which says you mustn’t eat or drink.
B: Oh, and I know another one. You should let people get off the train before you get on. A: Let people get off the train before you get on. That’s a good idea.
聽完對話以后，教師等待學(xué)生完成練習(xí)。
You mustn’t ____________ or_______________. You should let people _____________before you get on. 校對完學(xué)生的練習(xí)之后，教師更應(yīng)啟發(fā)學(xué)生談?wù)摳喑说罔F需要遵守的規(guī)則。教師可以說 “we mustn’t ear or drink. And we should let people get off before we get on when we take an underground train. Then what else must or mustn’t be done on underground? 教師鼓勵學(xué)生說出更多乘地鐵需要注意的地方。這一活動是讓學(xué)生用英語的思維關(guān)注生活。教師還可以提供更多的場所供學(xué)生在課余討論。為調(diào)節(jié)課堂氣氛教師還可組織猜一猜活動。如這里教師可把活動設(shè)計為：one says people must or must not do in a certain place and the others guess what place he/she is talking about.
Task Three: Eight students in the picture are breaking library rules. Listen to the librarian talking about the rules and number the students who are breaking rules. .(磁帶錄音)(圖片插入)
(1) Oh, I can see students cutting something out of one of the books. That’s very bad. We have a rule against that.
(2)what’s that students doing with a bag in the library? Bags aren’t allowed.
(3) Is that student playing cards over there? That’s against the rules. The library is a place for reading and studying---not for playing cards.
這一練習(xí)因為有圖片的輔助，因而不難完成任務(wù)。重要的還是如何運(yùn)用現(xiàn)成的材料繼續(xù)開展積極的活動。如根據(jù)圖片教師可以提問 “what is he/she doing? What should he/she do or not do? 如果條件允許的話，教師也有、可以播放一段事先拍攝的關(guān)于人們違規(guī)現(xiàn)象的錄象，要求學(xué)生指出Who is breaking the rule? What should he/he do ?這樣的活動既讓學(xué)生在現(xiàn)實的情景中操練運(yùn)用了語言，又讓學(xué)生在行為習(xí)慣的養(yǎng)成方面受到良好的教育。
Task Four: An English teacher has decided to introduce some new rules in her class. Listen and write down the new rules. .(磁帶錄音)
If Mrs Li arrives late for class,_____________________________________________
Students who get an A for a test______________________________________________
Students who make no grammar mistakes in a composition_________________________
Students who arrive late for class_____________________________________________
Students who forget to do homework__________________________________________
//Well, everyone, I’ve decided to introduce some new class rules. Firstly, I’m sorry I’ve arrived late so often this term. If I arrive late again, there’ll be no homework that day. Is that fair? Now, I’ve decided to give a special reward to students who get an A for a test .anyone who gets an A on a test will get a piece of cake. And I want to see some more improvement in your composition too, so anyone who gives in a composition with no grammar mistakes will get two chocolates. I see that some of you are still arriving late for class. In future, anyone who arrives late for class will have to sing a song to the class. So if you don’t want to sing, don’t be late. And I don’t want anyone to forget their homework. In future, anyone who forgets to do their homework will have to learn a poem??
上述材料是一位英語教師對他課堂的新規(guī)定。聽完之后學(xué)生不禁會羨慕別人有這么開明，民主的英語教師。 所以作為教師，我們要善于捕捉學(xué)生微妙的心里想法和心理變化，及時調(diào)整我們的教育教學(xué)策略。 如聽了上述材料，作為英語教師對改進(jìn)自己的課堂紀(jì)律和要求無動于衷的話，學(xué)生肯定會大失所望的。 因而，教師就應(yīng)該因勢誘導(dǎo)學(xué)生一起討論制訂更完善、更民主、更具人情味的英語課堂學(xué)習(xí)紀(jì)律。這一活動的開展不僅會激發(fā)學(xué)生英語學(xué)習(xí)的興趣，更會使學(xué)生在英語課堂上規(guī)范自己隨意的行為。對學(xué)生整個的學(xué)習(xí)過程會產(chǎn)生積極的影響。
總之，聽時活動的設(shè)計一定要根據(jù)材料的內(nèi)容結(jié)合學(xué)生的語言實際、認(rèn)知能力、年齡特點(diǎn)設(shè)計由易及難，由單項到綜合的活動，在一環(huán)扣一環(huán)的環(huán)節(jié)設(shè)計中讓學(xué)生一步一步完成任務(wù)。其次，在學(xué)生完成任務(wù)的過程中，教師要明確自己的角色，教師決不是錄音設(shè)備的操縱者，而是學(xué)生的幫助者。教師要通過提問、觀察等多種途徑了解學(xué)生在聽的過程中注意力是否集中？情緒是否焦慮？信息接受是否困難？任務(wù)安排難易是否得當(dāng)？教師要及時發(fā)現(xiàn)學(xué)生在聽的過程中的出現(xiàn)的問題并及時地給予學(xué)生必要的支持和幫助。如某一單詞或句子結(jié)構(gòu)、某一語法現(xiàn)象、某一文化差異等對學(xué)生的理解造成障礙，教師要調(diào)整策略。是應(yīng)該停下來講解，還是放慢聽的速度或增加聽的次數(shù)。聽的過程中加強(qiáng)師生之間的互動使聽的過程更流暢，任務(wù)的完成更有效。學(xué)生獲取信息、處理信息的能力更強(qiáng)。同時，教師還要注意在學(xué)生任務(wù)的過程中加強(qiáng)聽能技巧的指導(dǎo)。教師要指導(dǎo)學(xué)生在聽時先抓住關(guān)鍵，即主要大意。再聽細(xì)節(jié)。讓學(xué)生每聽一遍都有新的任務(wù)，每聽一遍都有新的收獲。
聽力課件 篇7
survey n. 調(diào)查;測驗 add up 合計
upset adj. 心煩意亂的;不安的;不適的 vt. 使不安;使心煩 ignore vt. 不理睬;忽視 calm vt. & vi. (使)平靜;(使)鎮(zhèn)定 adj. 平靜的;鎮(zhèn)靜的;沉著的 calm (…) down (使)平靜下來;(使)鎮(zhèn)定下來 have got to 不得不;必須
concern vt. (使)擔(dān)憂;涉及;關(guān)系到 n. 擔(dān)心;關(guān)注;(利害)關(guān)系 be concerned about ... 關(guān)心...;掛念... walk the dog 遛狗
loose adj. 松的;松開的 vet n. 獸醫(yī)
go through 經(jīng)歷;經(jīng)受
set down 記下;放下;登記 series n. 連續(xù);系列
a series of ... 一連串的;一系列;一套 outdoors adv. 在戶外;在野外 spellbind vt. 迷住;迷惑 on purpose 故意 in order to 為了…… dusk n. 黃昏;傍晚 at dusk 在黃昏時刻 thunder vi. 打雷;雷鳴 n. 雷;雷聲
entire adj. 整個的;完全的;全部的 entirely adv. 完全地;全然地;整個地 power n. 能力;力量;權(quán)力 face to face 面對面地
curtain n. 窗簾;門簾;幕布 dusty adj. 積滿灰塵的
no longer / not … any longer 不再…… partner n. 伙伴;合作者;合伙人 settle vi. 安家;定居;停留 vt. 使定居;安排;解決 suffer vt. & vi. 遭受;忍受;經(jīng)歷 suffer from 遭受;患病 loneliness n. 孤單;寂寞 highway n. 公路;大路
recover vi. & vt. 痊愈;恢復(fù);重新獲得 get/be tired of ... 對……厭煩
pack vi. & vt. 捆扎;包裝;打行李 n. 小包;包裹
pack (sth) up 將(東西)裝箱打包 suitcase n. 手提箱;衣箱 overcoat n. 大衣;外套 teenager n. 十幾歲的青少年
get along with 與……相處;進(jìn)展 gossip vi. & n. 閑話;閑談 fall in love 相愛;愛上
exactly adv. 確實如此;正是;確切地 disagree vi. 不同意
grateful adj. 感激的;表示謝意的 dislike n. & vt. 不喜歡;厭惡 join in 參加;加入
tip n. 揭示;技巧;尖;尖端;小費(fèi) vt. 傾斜;翻倒
secondly adv. 第二;其次 swap vt. 交換
item n. 項目;條款
Unit 2
subway n. 地下人行道;地鐵 elevator n. 電梯;升降機(jī)
petrol n. 汽油(=gasoline) gas n. 汽油;氣體;煤氣;毒氣
official adj. 官方的;正式的;公務(wù)的 voyage n. 航行;航海 conquer vt. 征服;占領(lǐng) because of 因為;由于
native adj. 本國的;本地的 n. 本地人;本國人 come up 走近;上來;提出
apartment n. 公寓住宅;單元住宅 actually adv. 實際上;事實上 base vt. 以…為根據(jù)
n. 基部;基地;基礎(chǔ) at present 現(xiàn)在;目前
gradual adj. 逐漸的;逐步的 gradually adv. 逐漸地;逐步地 enrich vt. 使富裕;充實;改善 vocabulary n. 詞匯;詞匯量;詞表 make use of ... 利用;使用 spelling n. 拼寫;拼法
latter adj. 較后的;后半的;(兩者中)后者的 identity n. 本身;本體;身份 fluent adj. 流利的;流暢的
聽力課件 篇8
課型設(shè)計與課時分配
1st period warming up(6.3-6.4)
2nd period Reading (I)(6.5)
3rd period Reading(II)(6.9)
4th period Language Study(6.10-6.11)
5th period Listening(6.12)
6th period Writing(6.13)
Ⅳ. 分課時教案
The First Period warming up
Teaching goals 教學(xué)目標(biāo)
1. Target Language目標(biāo)語言
a. 重點(diǎn)詞匯和短語
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. 重點(diǎn)句型或交際用語
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目標(biāo)
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals 學(xué)能目標(biāo)
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教學(xué)重點(diǎn)
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points 教學(xué)難點(diǎn)
a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative body language.
Teaching methods教學(xué)方法
a. Individual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具準(zhǔn)備
A computer, a projector and some pictures.
Teaching procedures & ways教學(xué)過程與方式
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
Ss: Yes, Thousands of Hands Kwan-yin.
T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰麗華). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...
Shake your head / arm / hand ...
Wave your arm / hand ...
Open your eyes / arms /mouth ...
Close your eyes / mouth ...
Twist your wrist / waist.
Cross your arms / fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend / cry / shout / scream / smile / laugh ...
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.
3 or 5 minutes for the game.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
Gesture Action Meaning
A handshake You are welcome.
A clap of hand Come on; be cheerful.
A V-shape of the fore-finger and middle finger May you succeed!
Or congratulations on your success!
A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.
A wrinkling of the brow in thought or displeasure or a scowl She is worried.
Tears coming out of his eyes. He is very sad.
All smiles on her face She is very happy.
Waving their hands They are waving goodbye to people around.
A hand stretched out forward with strength He is stopping a tank.
People jump with their both hands stretched open in the air. They are cheering for the victory.
T: What are the actions of the above gestures? What do they mean?
S4: The first gesture is a handshake, which means “You’re welcome”.
S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.
S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.
S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.
S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.
S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.
S10: The seventh is a smiling face. It is easy to see that she is very happy.
S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.
S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.
S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step Ⅲ Practice
T: Look at Page 25.
What are these people communicating?
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
S3: What are you likely to do if the river floods?
(Actions) S1: runs away as fast as he can;
S2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.
S3: Ok. I think S2 seems the most likely, so it is her turn.
S2: What are you likely to do if the house catches fire?
(Actions) S1: fetches some water;
S3: tries to put it out with blooms;
S4: runs away as quickly as he can.
S2: Ok. I think S4 seems the most likely, so it is his turn.
S4: What are you likely to do if you meet with a fierce dog?
(Actions) S1: remains where he is and bends down, looking at the dog;
S3: tries to scare it away with small stones;
S4: runs away as quickly as possible.
S2: Ok. I think S1 seems the most likely, so we all have done a good job.
T: Yes. I couldn’t agree with you. Now, one more group.
Step V Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.
Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No Problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?
The second period Reading
The Second Period Reading (I)
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語言
a. 詞匯和短語
major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy
b. 重點(diǎn)句子
Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.
…I saw several young people enter the waiting area looking around curiously.
She stepped back appearing surprised and put up her hands, as if in defence.
2. Ability goals能力目標(biāo)
a. Enable the students to realize the importance of body language.
What is the purpose of language?
What is the purpose of body language?
How can you tell if someone is sad even if they do not speak?
How can you communicate a feeling to someone who does not speak your language?
b. Enable the students to understand the text.
Where are the visitors from?
How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?
What do Mr. Cook and the Japanese visitor do as they are introduced?
How can people express themselves besides their spoken language?
Do all cultures greet each other the same way?
Do English people and other Europeans act the same when they first meet?
Is a handshake very common in Japan?
Is a kiss often used in France when people meet?
Why are there different kinds of body language?
c. Enable the students to retell the text in their own words.
3. Learning ability goals 學(xué)能目標(biāo)
Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.
Teaching important points 教學(xué)重點(diǎn)
How does body language differ among people from different cultures?
Teaching difficult points 教學(xué)難點(diǎn)
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
Teaching methods 教學(xué)方法
Skimming method, task-based method, role-play method.
Teaching aids 教具準(zhǔn)備
A recorder, a projector and a computer.
Teaching procedures & ways教學(xué)過程與方式
StepⅠ Revision
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.
Step Ⅱ Pre-reading
T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?
Ss: Yes, sir/madam.
1. What is the purpose of language?
2. How can you tell if someone is sad even if they do not speak?
3. What would you do if you need the other’s help urgently while you two speak different languages?
4. Give an example of how you can communicate a feeling to someone who does not speak your language.
After a few minutes.
T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.
T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?
S2: Even if they don’t speak, I can tell if they are sad by
looking at their facial expressions. I’m a good mind-reader. (Smiling)
S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.
T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?
S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.
T: You are smart! Now who’d like to do the last one. It is more challenging, right?
S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to
Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.
T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.
Step Ⅲ While-reading
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s international students.
Part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
Part 3. (para. 4 )
Different peoples have different body languages.
Part 4. (para. 5)
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
? Englishmen often stand close to others or touch strangers as soon as they meet.
? Most people around the world now greet each other by kissing .
? Japanese will bow to others as greeting.
? People from Jordan will move very close to you as you introduce yourself to them.
? Some body languages in some countries are good while some countries’ body language are bad.
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.
2.What were the two mistakes that the author noticed?
He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .
4. Did any students have similar greeting customs? If so, which ones?
Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.
5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?
This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.
6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?
Students will give their own answers.
Step Ⅴ Homework
1. Get ready to retell the text in your own words.
聽力課件 篇9
題目：雅思聽力課件
雅思聽力考試是雅思考試的重要部分之一，無論是高分還是低分考生，都需要對其加以重視。而雅思聽力課件則是用于輔助備考的重要資源之一，可以幫助考生在短時間內(nèi)快速提高聽力能力，從而獲得更好的考試成績。
一、聽力課件的重要性
雅思聽力課件是考生備考的必備資料之一，原因在于：
1.聽力課件能夠提高學(xué)習(xí)效率
比如通過對聽力課件的學(xué)習(xí)，考生可以更深入地了解雅思考試的考查內(nèi)容，更好地理解題目所涉及的知識點(diǎn)，從而更有效地掌握考試技巧和策略。
2.聽力課件可以幫助考生建立信心
對于許多考生而言，因為自身的英語水平并不是那么高，所以很容易就會對聽力考試感到陌生和擔(dān)憂。而通過對聽力課件的反復(fù)學(xué)習(xí)和練習(xí)，考生可以打破這種心理障礙，提高自己的聽力能力，從而建立信心，更加從容應(yīng)對考試。
3.聽力課件是整體復(fù)習(xí)的重要環(huán)節(jié)
雅思聽力考試是整個雅思考試的重要組成部分，對最終的得分影響巨大。而聽力課件的學(xué)習(xí)，不僅會在聽力方面對考試成績帶來提升，還能夠幫助考生審題和解題的能力得到提升，更有助于考生整體的備考。
二、聽力課件的使用技巧
要想充分利用雅思聽力課件，考生需要注意以下幾個方面：
1.合理規(guī)劃時間
聽力課件雖然重要，但是其他備考工作同樣也不能忽視。因此考生應(yīng)該先合理規(guī)劃時間，分配好聽力課件練習(xí)的時間和其他內(nèi)容的學(xué)習(xí)時間。
2.強(qiáng)調(diào)重點(diǎn)
雅思聽力考試中，一些重要的內(nèi)容往往會被反復(fù)考查。因此考生需要通過對聽力課件的學(xué)習(xí)，有針對性地強(qiáng)化不同的重點(diǎn)內(nèi)容，提升自己的答題水平。
3.集中注意力
考生在學(xué)習(xí)過程中，需要集中自己的注意力，培養(yǎng)自己的耐心和專注力。如果心態(tài)放松、無法集中注意力的話，就很難快速提升自己的聽力水平。
4.重復(fù)訓(xùn)練
只靠一個聽力課件是不夠的，考生需要反復(fù)訓(xùn)練，熟悉聽力考試的各種形式，以及不同難度的題目。通過反復(fù)訓(xùn)練，考生能夠逐漸改善自己的聽力水平，并達(dá)到最終考試的要求。
三、聽力課件的學(xué)習(xí)習(xí)慣
參加雅思考試的大部分考生普遍存在聽力成績相對其他科目差的情況，在備考中就需要刻意突破。為了充分利用聽力課件，還需要建立良好的學(xué)習(xí)習(xí)慣：
1.定期復(fù)習(xí)
通過定期復(fù)習(xí)，可以逐漸熟悉各種難度的題目，用心掌握每個知識點(diǎn)。同時還可以提高自己的反應(yīng)速度和準(zhǔn)確度，讓主動聽力變得更加自然，為最終考試打下堅實的基礎(chǔ)。
2.總結(jié)筆記
透過復(fù)習(xí)，考生可以積極總結(jié)知識點(diǎn)，建立自己的筆記，并在聽力練習(xí)中不斷更新和完善。只要堅持積累和更新，考生的聽力能力就可以不斷提高。
3.與同學(xué)交流學(xué)習(xí)
在學(xué)習(xí)過程中，可以積極與同班同學(xué)交流學(xué)習(xí)。通過交流，可以了解考試中常見的考查方式或在掌握答題技巧上互相鼓勵和提高，同時在交流討論中還能夠梳理知識點(diǎn)，鞏固、加深印象。
四、提高聽力能力的技巧
想要提早突破聽力的話，那么可以嘗試一些聽力技巧，例如：
1.重點(diǎn)把握
針對聽力中的各種表述和詞匯，考生可以逐漸建立自己的篩選重要內(nèi)容的能力，對一些不重要的信息不太講究。
2.聽力素材多樣性
通過多樣化地接觸聽力素材，考生可以更加熟悉雅思考試中的各種題目和考查方式。
3.多聽多重聽
我們可以選擇具有挑戰(zhàn)性的聽力材料進(jìn)行反復(fù)研究，即使是原版節(jié)目甚至看口型猜測信息，也要嘗試實踐各種策略提高難度。
4.培養(yǎng)主動聽力
主動聽力是一項必備技能，我們需要嘗試用理解的方式對所聽的內(nèi)容“洞察”近乎隱藏的信息，并嘗試積極反饋。
五、總結(jié)
通過聽力課件的學(xué)習(xí)及反復(fù)訓(xùn)練，考生可以有效提高自己的聽力能力，從而更好地應(yīng)對雅思考試的挑戰(zhàn)。在備考中還需要合理規(guī)劃時間，從刻意練習(xí)、透徹掌握考試技巧與策略中提高聽力水平。同時還要建立良好的學(xué)習(xí)習(xí)慣，與同學(xué)交流學(xué)習(xí)，總結(jié)筆記。最重要的是要堅持不懈，練習(xí)得越多，聽力水平就會提高得越快、越高。
聽力課件 篇10
題目：雅思聽力課件
雅思聽力考試對于很多考生來說是一個難題，而好的聽力課件能夠幫助考生更好地備考和提高自己的聽力水平。本文將從幾個方面來分析雅思聽力課件的相關(guān)主題。
一、聽力課件的介紹
隨著互聯(lián)網(wǎng)的發(fā)展，越來越多的雅思聽力課件被開發(fā)出來，逐漸成為雅思備考中必不可少的工具之一。聽力課件主要包括英語聽力材料及其對應(yīng)的聽力題目，通過聽力課件進(jìn)行聽力練習(xí)能夠有效提高考生的聽力技能。
二、聽力課件的種類
目前，在市面上有很多關(guān)于雅思聽力課件的種類，常見的有以下幾種：
1. 網(wǎng)絡(luò)課件：這種課件多由專業(yè)的雅思培訓(xùn)機(jī)構(gòu)提供，包括雅思聽力考試的歷年真題和聽力練習(xí)題目，考生可通過網(wǎng)絡(luò)進(jìn)行線上聽力練習(xí)。
2. 電子書：一些出版社也會出版和銷售英語聽力類的電子教材，考生可通過這些電子書進(jìn)行聽力學(xué)習(xí)和練習(xí)。
3. 音頻課件：感性學(xué)習(xí)對于一些考生來說比較重要，所以一些雅思培訓(xùn)機(jī)構(gòu)會提供一些音頻課件，考生可以通過聽音樂、聽英語原版電影等來提升自己的聽力水平。
這三種類型的聽力課件應(yīng)用場合不同，考生需要根據(jù)自己的情況和時間來進(jìn)行選擇。
三、雅思聽力課件的優(yōu)缺點(diǎn)
1. 雅思聽力課件的優(yōu)點(diǎn)
a) 提高聽力水平：通過不斷練習(xí)，考生可以通過聽力課件提高聽力水平。
b) 學(xué)習(xí)靈活：聽力課件可以隨時隨地進(jìn)行學(xué)習(xí)，方便學(xué)習(xí)者隨時隨地進(jìn)行提高自己的聽力能力。
c) 學(xué)習(xí)資源豐富：通過互聯(lián)網(wǎng)和一些知名出版社，考生可以獲得全世界的各類內(nèi)容，可以選擇自己感興趣的或是與自己專業(yè)相關(guān)的課程進(jìn)行學(xué)習(xí)。
2. 雅思聽力課件的缺點(diǎn)
a) 需要耐心：學(xué)習(xí)聽力需要比較好的心態(tài)和耐心，如果考生沒有足夠的耐心和產(chǎn)生興趣，學(xué)習(xí)效果可能會大打折扣。
b) 課件質(zhì)量不穩(wěn)定：網(wǎng)上存在免費(fèi)的假題材料，不僅會誤導(dǎo)考生，也可能會影響考生的學(xué)習(xí)效果。
四、選好雅思聽力課件的方法
1.選好網(wǎng)上課件平臺：考生可以通過網(wǎng)絡(luò)搜索相關(guān)咨詢網(wǎng)站，或看看學(xué)習(xí)論壇的相關(guān)信息，選擇一個學(xué)習(xí)內(nèi)容豐富、評價良好的平臺進(jìn)行學(xué)習(xí)。
2.認(rèn)真查看評價：通過查看已經(jīng)買過該課件學(xué)生的評價，能夠有效的避免踩雷。
3.選擇學(xué)員量多的培訓(xùn)機(jī)構(gòu)：在對比每家機(jī)構(gòu)的價格、評價等多個方面后，選擇去年度學(xué)員人數(shù)多、好評率高的培訓(xùn)機(jī)構(gòu)可避免學(xué)費(fèi)浪費(fèi)。
總之，通過正確地選擇和使用雅思聽力課件，考生可以有效地提高自己的聽力水平和應(yīng)對雅思考試的能力，有更大的機(jī)會在雅思考試中取得好成績。
聽力課件 篇11
主題一：環(huán)境保護(hù)
環(huán)境保護(hù)是當(dāng)今社會中一個十分重要的主題。隨著科技和經(jīng)濟(jì)的發(fā)展，人類對環(huán)境的破壞也越來越嚴(yán)重，這導(dǎo)致了全球變暖、氣候異常、生物多樣性減少等問題。在這種情況下，環(huán)保行動變得更加必要和緊急。政府應(yīng)該加強(qiáng)監(jiān)管和管控，同時公民也應(yīng)該積極參與環(huán)保行動。這些措施都有助于減輕我們對環(huán)境造成的負(fù)面影響，并保護(hù)地球和我們的未來。
主題二：教育與人的成長
教育不僅是知識傳授和技能培養(yǎng)的過程，也是一個人成長和塑造性格的過程。受過良好教育的人往往更具備創(chuàng)造力、社交技能和理解力。因此，教育在培養(yǎng)一代人才和實現(xiàn)社會進(jìn)步方面起著重要作用。在教育方面，我們應(yīng)該注重技能和知識的培養(yǎng)，同時也需要關(guān)注孩子的情感和人際交往能力，以培養(yǎng)一個更加完整的人。
主題三：文化與交流
文化是人類的精神財富和根源，同時也是人類相互間交流的重要途徑。文化交流有助于消除人與人之間的隔閡，促進(jìn)溝通和合作。隨著科技和經(jīng)濟(jì)的發(fā)展，文化交流的便捷和普及也逐漸加強(qiáng)了，人們之間的交流越來越多樣化和豐富。這對于促進(jìn)世界和平、增進(jìn)人類福祉具有重要意義。因此，我們應(yīng)該注重文化交流和語言學(xué)習(xí)，促進(jìn)不同文化之間的交流與融合。
主題四：科技與社會
隨著技術(shù)的發(fā)展，越來越多的科技成果被應(yīng)用到社會和生產(chǎn)領(lǐng)域中。這一方面帶來了生產(chǎn)、服務(wù)和生活方式的改變，另一方面也對社會和人類產(chǎn)生了深遠(yuǎn)的影響。如今，人工智能、機(jī)器人、虛擬現(xiàn)實等技術(shù)正在改變著我們的生活和工作。我們需要適應(yīng)這種變化，發(fā)揮科技成果的優(yōu)勢，同時也需要審慎對待它們可能存在的負(fù)面影響，如失業(yè)、教育方向、生態(tài)破壞等問題。
主題五：人類與自然
人類和自然之間的關(guān)系一直是人們關(guān)注的焦點(diǎn)。自古以來，人類依靠自然獲得食物、水源和必需品，其中一個重要的動力是為了生存和生活更好。然而，隨著人類嘗試征服自然并利用其資源，人們對環(huán)境造成的破壞也越來越大。我們應(yīng)該珍惜自然資源，同時尋求更加環(huán)保和可持續(xù)的方式來生產(chǎn)和生活。這樣可以更好地保護(hù)我們的家園和未來，并促進(jìn)人類可持續(xù)發(fā)展。
這些主題與人類日常生活密切相關(guān)，有助于了解世界的變化和人類面臨的挑戰(zhàn)。通過加強(qiáng)對這些主題的研究和探討，我們可以更好地適應(yīng)社會和生活中的變化，為實現(xiàn)和諧社會和可持續(xù)發(fā)展作出積極的貢獻(xiàn)。
聽力課件 篇12
教學(xué)內(nèi)容分析
本單元學(xué)習(xí)一般現(xiàn)在時和現(xiàn)在完成時的用法，其話題是“談?wù)撛鯓訉W(xué)習(xí)”圍繞學(xué)生自己的學(xué)習(xí)方法“I study by doing …”展開，使學(xué)生通過聽力訓(xùn)練，針對學(xué)習(xí)中的困難給別人提出建議，并對別人的學(xué)習(xí)方法做出評價，使學(xué)生在學(xué)習(xí)的過程中能夠借鑒別人成功的學(xué)習(xí)方法。
教學(xué)目標(biāo)
1、讓學(xué)生通過聽，學(xué)會用“by+doing”短語表達(dá)學(xué)習(xí)方法。
2、能聽懂有關(guān)熟悉話題的談話，并能從中提取信息和觀點(diǎn)。
3、能針對所聽語段的內(nèi)容記錄簡單信息。
4、讓學(xué)生通過聽，了解英美國家學(xué)生學(xué)習(xí)英語的方法。
教學(xué)重難點(diǎn)
重點(diǎn)：學(xué)會用“by+doing”短語表達(dá)學(xué)習(xí)方法。
難點(diǎn)：通過聽，正確運(yùn)用英語表達(dá)自己學(xué)習(xí)英語的學(xué)習(xí)方式及遇到的困難。
教學(xué)準(zhǔn)備
教師準(zhǔn)備：多媒體課件、錄音機(jī)。
學(xué)生準(zhǔn)備：收集學(xué)英語的方法。
教學(xué)步驟
Step 1: Lead in
Let several students talk about their ways to study English one by one .
A: I study by working with a group.
B: I study by listening to tapes.
C: I study by making flashcards.
Step 2: Listening
Task 1: Listening(1b)
Before listening . Ask students to look at the pictures from a to c carefully and try to express how these students study for a test.
Picture a: She studies by making flashcards.
Picture b: He studies by listening to tapes.
Picture c: He studies by asking the teacher for help.
While listening . Students try to grasp the details and write letters from the pictures above. Then check the answers together.(It’s easy for students to find the right answers.)
Answers:
1、a2、c3、b
After listening . Ask students to recite the target languages and then act them out .
Model :
S1: How does Mei study for a test ?
S2: She studies by …
Task 2: Listening (2a,2b)
Before listening . Ask the students to look at the picture and answer the teacher’s question .
T : What are doing ?
Ss: …
Ask students to read questions from 1 to 5 and answer from a to d and pay attention to the structures of the sentences .
While listening . Ask the students to listen twice and finish the tasks of2a and 2b . Then let students check the answers together . If necessary play the tape again .
Answers :
1、(√) Do you learn English by watching English-language videos ? (d)
2、(√) Do you ever practice conversations with friends ? (b)
3、( )What about listening to tapes ? ( )
4、(√) What about reading aloud to practice pronunciation ? (c)
5、 (√) Have you ever studied with a group ? (a)
After listening . Ask students to read and recite the tapescripts . And explain some language points if necessary .
Step3 : Homework
Recite the sentences “I study by doing …”