听力第二册教案施心远2unit58Word文档下载推荐.docx
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2.A:
WhatdoyouthinkofScotland?
I'
veneverbeenthere.
3.A:
Myson'
scalledDavid,
Howoldishe?
4.A:
CanIbookatablefortonight,please?
Certainly.Howmanyisitfor?
A:
There'
llbethreeofthem.
5.A:
Canyougetsomecornflakes?
Doyouwantalargeorsmallpacket?
Asmallone.
Exercise:
a.wantb.grapes
a.1ikeb.them
a.thinkb.scotland
a.beenb.there
a.callb.David
B:
a.oldb.he
a.bookb.tonight
a.certainlyb.many
A:
a.threeb.them
a.getb.cornflakes
a.largeorsmallb.packet
asmallb.one
Part2listeningandNote-taking
Reading
Whenshouldachildstartlearningtoreadandwrite?
ThisisoneofthequestionsIammostfrequentlyasked.Thereisnohardandfastrule,fornotwoarealike,anditwouldbewrongtosetatimewhenallshouldstartbeingtaughttheinsandoutsofreadingletterstoformwords.
Ifathree-year-oldwantstoread(orevenatwo-year-oldforthatmatter),thechilddeservestobegiveneveryencouragement.Thefactthatheorshemightlaterbe"
bored"
whenjoiningaclassofnon-readersatinfantschoolistheteacher'
saffair.Itisuptotheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.
Similarly,thechildwhostillcannotreadbythetimehegoestojuniorschoolattheageofsevenshouldbegiveneveryhelpbyteachersandparentsalike.Theyshouldmakecertainthatheisnotdyslexic*.Ifheis,specialisthelpshouldimmediatelybesought.
Althoughparentsshouldbecarefulnottoforceyoungstersagedtwotofivetolearntoread(ifbadlydoneitcouldputthemoffreadingforlife)thereisnoharminpreparingthemforsimplerecognitionoflettersbylabellingvariousitemsintheirroom.Forinstance,byanicepieceofcardboardtiedtotheirbedwithBEDwritteninneat-bigletters.
Shouldtheyoungchildaskhisparentstoteachhimtoread,andiftheparentsarecapableofdoingso,suchanappealshouldnotbeignored.Butthetaskshouldbeundertakengently,withgreatpatienceandasenseofhumour.Readingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,shouldhisintereststarttoflag*.
ExerciseA:
1.Thereisnohardandfastrule,fornotwoarealike.
2.Thefactthatheorshemightlaterbe"
saffair.
3.Ifbadlydoneitcouldputthemoffreadingforlife
4.Butthetaskshouldbeundertakengently.
5.Readingshouldneverbemadetolooklikeachore.
ExerciseB:
Itwouldbewrongtosetatimewhenachildshouldstartlearningtoreadandwrite.Parentsshouldencourageyoungstersagedtwotofivetoreadiftheyshowinterestsinit,butneverforcethemtolearntoread.Heorshemightlaterbe"
whenjoiningaclassofnon-readersatinfantschool.Thenitisuptheteachertoseethatsuchachildisgivenmoreadvancedreadingmaterial.
Similarly,ifachildcannotreadattheageofseventeachersandparentsshouldmakecertainthatheisnotdyslexic.Ifheis,specialisthelpshouldimmediatelybesought
Parentsshouldnotignoretheyoungchild'
sappealtoteachhimtoread.Butthetaskshouldbeundertakengently,withgreatpatienceandasenseofhumourReadingshouldneverbemadetolooklikeachoreandthechildshouldneverbeforcedtocontinue,ifhisinterestsstarttofalg
SectionTwoListeningComprehension
Part1Dialogues
Dialogue1DigitalSound
{Music}
MIKE:
Wow!
Nice.CDshavesuchgoodsound.DoyoueverwonderhowtheymakeCDs?
KATHY:
Well,theygetabunchofmusicianstogether,andtheysingandplay.
Comeon.YouknowwhatImean.Whyisthesoundqualitysogood?
Imean,whydoCDssoundsomuchclearerthancassettetapes?
Actually,Idoknowthat.
Really'
?
It'
sallbasedondigitalsound.CDsaredigital.Digitalsoundislikeseveralphotos,alltakenoneafteranother.It'
skindoflikepicturesofsound.Theintensityofthesound–howstrongitis--ismeasuredveryquickly.Thenit'
smeasuredagainandagain.Whenwehearthesound,itallsoundslikeonelongpieceofsound,butit'
sreallylotsofpiecesclosetogether.Andeachpieceisreallyclear.
M1KE:
Sodigitalislikelotsofshort"
pieces"
ofsound.
KATHY.Exactly.Thisisdifferentfromanalog*--that'
showtheyusedtorecord.Analogismorelikeonewaveofsound.Itmovesupanddownwithvolumeandpitch.Anyway,analogislikeasinglewave.Digitalislikeaseriesofpieces.
OK,Iunderstandthat.ButhowdotheymaketheCDs?
Itoldyou.Theygetahunchofmusicianstogether,