(G3)Unit3电子教案

新视野大学英语读写教程Book2-Unit3-电子教案

Unit 3 A Successful Career Teaching Focus

Teaching Plan

Leading In and Exploring the Topic Divide the class into groups of four and allow the Ss 5 minutes to finish the exercise in Exploring the Topic. Give the Ss 5 minutes to discuss the following two questions: 1) What do you intend to choose as a career in the future and why? 2) How will you prepare yourself for your future career? Ask some volunteers to share their answers to the above question with the class. Section A Reading Through Ask Ss to go through Text A quickly and then finish the exercise of Getting the Message on P44 of SB. Check the understanding by eliciting answers from some students. Highlight some difficult sentences and elicit explanations from students and give helps where necessary. Allow the Ss 3 minutes to write down a sentence showing he or she has learned from the story. Give the Ss some sentence structures to help them write longer sentences. Ask some students to share their sentences with the class. Basic Writing Skills Prepare a PPT with the exercise on P48 of SB. Ask some students to tell their choices to the class and explain why they have those choices. Analyze the keys to those choices by explaining the rules of shifts in tense listed on P47-48.

七下UNIT3说课稿

How do you get to school? 今天说课的题目是Unit3下How do you get to school?Section B (2a-2c)部分。今天我将从教材分析，学情分析，教学目标的制定，教学重难点，教法分析，学法指导，教学过程，板书设计，等8个方面来说。 How do you get to school?处于人教版七年级下册第三单元，本单元以询问交通方式为话题，距离，时间为话题。本节课处于第四课时，是一节阅读课。 通过2a,2b,2c的学习。 对于七年级下册的学生来说，他们在经过七年级一学期的英语学习后已具有了一定的英语基础知识，同时也具备一些运用语言知识的能力。在这样的基础上，学生对于讨论跟他们生活息息相关的内容还是比较感兴趣的。这节课以图片吸引了学生的注意，有利于阅读的进行。 三教学目标的制定 1.语言知识目标： 1)能掌握重点单词和短语： 2)阅读短文，获取相关信息的能力。 2.情感态度价值观目标： 通过阅读短文，让学生体会自己来之不易的生活，让自己怀有感恩的心，去帮助其他的人。 四、教学重难点 1.教学重点： 1)通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。 2.教学难点 阅读训练

五、教法分析 用幻灯片将本课所需要的录音、图片、文字、制成多媒体课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景。通过老师讲解和学生共同探讨来达到一定的教学目标。 六学法指导 通过快速阅读和细读的办法让学生，掌握阅读策咯。通过小组探讨，让学生领会阅读技巧。 通过巩固练习让学生加强记忆。 七教学过程 Step1情景导入吸引学生的注意力，导入新课 First guess 1. Fast reading 2. Careful reading3 Read again Ⅲ1. Let's work on 2c. Let's read the passage again and complete the sentences withthe words from the passage.检测环节 Ⅳ. Language points Ⅴ.小结 VI作业 八板书设计 How do you get to school ? between…and… cross be afraid of…

人教版新目标版七年级英语上册Unit 3 Is this your pencil教学设计

Unit 3 Is this your pencil? Learning Objectives In this unit, students will learn to identify ownership of personal belongings. They will also be able to spell the name of the object for confirmation. 一、Topics（话题）: Things in the classroom 二、Functions (功能) Identify ownership 三、Structures (结构) Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found 四、Target Language (目标语言) Is this your pencil? Yes, it is. It’s mine. Are these your books? No, they aren’t. They’re hers. 五、Vocabulary （词汇） pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, your, his, hers Thank you for .., ask ... for ..., a set of 六、Skills (技能) Listening and reading for specific information 七、Recycling （复习巩固） What’s this? It’s ... How do you spell it? 八、教材分析 本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真

高二英语必修五unit3教案设计

Unit 3 Life in the future A teaching design for oral practice Teaching Contents: Oral practice based on the reading passage on page17 to page18. 1. Orally, answer several questions according to the text. 2. Practise two topics:1) What do you suppose the future transportation will be like? 2) Imagine where the house will be built in the future ? 3. Listening and retelling. Teaching aims: 1. Inspire the students to imagine the future life. 2. Inspire the students to say something about the future transportation and housing. 3. To improve the students’ oral ability. Teaching Important & difficult point:: 1. Inspire the students to imagine the future life and use the proper expressions. 2. Enable the students to understand the meaning of the text, and say something according to the text. 3. To improve the students’ oral ability. Teaching methods: reading; asking and answering activity; pair or group work. Teaching Aids: A computer, multmedia. Teaching procedures: Step1: Lead-in . Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world. Step2: Fast Reading Ask the students to read the text quickly, then find out the main idea of the text, and answer several questions according to each paragraph. purpose: These questionts are simple questions, just to help the students get a brief acquaintance to the future world described in the text. Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences. Purpose: This exercise is a practice for oral test part C in NCEE.

牛津译林版高中英语必修五Unit3Scienceandnature第3课时教案

Unit 3 Science versus nature

教学过程 Third period Reading strategies: Understanding scientific terms When reading articles about science, we often come across difficult scientific terms. We have to work out their meaning in order to understand the text as a whole. Begin by reading the first and last paragraphs for an idea of what the article is about. Then, scan the body of the article. Circle any words you do not know. Question things you do not understand or that do not appear to make sense. Finally, read through the article a few times. You will often be amazed to discover that what confused you at first makes sense upon further readings. 2011年江西卷D篇 Why should mankind explore space? Why should money, time and effort be spent exploring and researching something with so few apparent benefits? Why should resources be s pent on space rather than on conditions and people on Earth? These are questions that, understandably, are very often asked. Perhaps the best answer lies in our genetic makeup(基因构成) as human beings. What drove our ancestors to move from the trees into the plains, and on into all possible areas and environments? The wider the spread of a species, the better its chance of survival. Perhaps the best reason for exploring space is this genetic tendency to expand wherever possible. Nearly every successful civilization has explored, because by doing so, any dangers in surrounding areas can be identified and prepared for. Without knowledge, we may be completely destroyed by the danger. With knowledge, we can lessen its effects. Exploration also allows minerals and other potential (潜在的) resources to be found. Even if we have no immediate need of them, they will perhaps be useful later. Resources may be more than physical possessions. Knowledge or techniques have been acquired through exploration. The techniques may have medical applications which can improve the length or quality of our lives. We have already benefited from other spin-offs including improvements in earthquake prediction, in satellites for weather forecasting and in communications systems. Even non-stick pans and mirrored sunglasses are by-products (副产品) of technological developments in the space, the chance to save ourselves might not exist. While many resources are spent on what seems a sm all return, the exploration of space allows creative, brave and intelligent members of our species to focus on what may serve to save us. While space may hold many wonders and explanations of how the universe was formed or how it works, it also holds dangers. The danger exists, but knowledge can help human being to survive. Without the ability to reach out across space, the chance to save ourselves might not exist. While Earth is the only planet known to support life, surely the

新视野大学英语(第三版)读写教程Book2-Unit3-电子教案

新视野大学英语(第三版)读写教程B o o k2-U n i t3-电子教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

Unit 3 A Successful Career Teaching Focus Teaching Plan

Leading In and Exploring the Topic Divide the class into groups of four and allow the Ss 5 minutes to finish the exercise in Exploring the Topic. Give the Ss 5 minutes to discuss the following two questions: 1) What do you intend to choose as a career in the future and why 2) How will you prepare yourself for your future career? Ask some volunteers to share their answers to the above question with the class. Section A Reading Through Ask Ss to go through Text A quickly and then finish the exercise of Getting the Message on P44 of SB. Check the understanding by eliciting answers from some students. Highlight some difficult sentences and elicit explanations from students and give helps where necessary. Allow the Ss 3 minutes to write down a sentence showing he or she has learned from the story. Give the Ss some sentence structures to help them write longer sentences. Ask some students to share their sentences with the class. Basic Writing Skills Prepare a PPT with the exercise on P48 of SB. Ask some students to tell their choices to the class and explain why they have those choices. Analyze the keys to those choices by explaining the rules of shifts in tense listed on P47-48.

Unit3 Travel Journal 说课稿

Unit3 Travel Journal 说 课 稿 及 教 学 设 计 中宁一中 何辉

Unit3 Travel Journal 说课稿 教学课题 新课标人教版高中英语必修一第三单元Unit 3 Travel journal Reading: Journey down the Mekong 教案背景 1、面向学生：高一 2、学科：英语 3、课时：1 4、学生课前准备： 1）预习生词，了解单词的意思 2）预习课文，了解课文的大意 3）网络搜索关于湄公河的背景知识 教材分析 本课是新课标人教版高一必修一第三单元的阅读课，本课是阅读课，文章讲到了主人公王坤和姐姐王蔚想骑山地车旅行，于是选定了湄公河作为旅游路线，他们选择海拔5000多米，空气非常稀薄的高山作为旅行的起点，这注定是一次非常刺激的旅游经历。通过查阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点，确定旅行路线，通过查地图等了解沿途的相关信息，激发学生旅游的兴趣。 教学重点： 1、提升学生篇章的整体理解能力。 2、有机整合文本信息，提高运用英语的综合能力。 3、通过课程资源的挖掘，丰富学生的文化内涵，开拓国际视野 教学难点： 1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成阅读策略。 2、如何帮助学生运用阅读策略，促进学生自主学习。 3、怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。 4、如何帮助学生以教材为资源，实现语言与文化的对接，形成语言输出的语言应用综合能力 教学之前用百度在网上搜索关于The Mekong的文字资料和图片资料，给学生了解湄公河提供直观感受。让学生了湄公河流经的国家，并对主人公旅行的路线以及见闻有一个大致的了解，从而更好地理解课文，也能启发学生关注途经国家的文化信息 教学目标: 1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文。 2、技能目标：提升阅读能力，培养学生提取、加工信息和分析问题的能力；提升表达能力，学会用英语来表达设计旅游文化的相关话题；学会用英语设计旅游计划。 3、情感目标：学生通过文本学习丰富对湄公河背景文化的了解，开拓国际视野，增强学生

最新人教版新目标七年级下unit3教案

Unit 3 How do you get to school? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute, kilometer, new, every, every day 2) 能掌握以下句型： ①—How do you get to school? —I ride my bike. ②—How does Mary get to school? —She takes the subway. 2. Talk about how to get to places (谈论出行方式) take the bus /subway /train /taxi , ride a bike /walk . 3. how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导的特殊疑问句。 4. 复习基数词及时间的表示方法。 2. 情感态度价值观目标： 让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。 二、教学重难点 1. 教学重点： 1) how /how far /how long 引导的特殊疑问句. 2) 乘坐交通工具的表示方法. 3) It takes / sb some time to do sth . 2. 教学难点： —How do you get to school? —I take the …/ride …/ walk… —How does Mary get to school? —She takes the subway. —How long does it take? —It takes forty minutes. —How far is it from… to…—It's… kilometers. 三、教学过程 Ⅰ. Warming-up and Lead in 学生和老师进行简单的问候 Ss : Good morning , teacher. T: Good morning , class T: Look at the picture. What can you see? Do you like your school? I usually get to school by bike, but sometimes on foot . How do you get to school?

Unit3Whatwouldyoulike说课稿

Unit3 What would you like? --- Part A Let 's talk 说课稿 茹佐联校王彩梅 一、说教材 1、教学内容与分析 本课是人教版PEP小学英语三年级起点四年级上册第五单元中的Part A Let ' s talk部分，主要教学内容是掌握句型：What would you like to eat/drink? I 'd like some …”。 本课的教学内容对于五年级的学生来说已有部分知识储备，因此在教学设计中我力图通过复现学生已有知识，用旧单词带新句型的方式进行教学，帮助学生将新旧知识结合起来进行综合运用。同时拓宽教学目标，为以后的学习内容做精心的铺垫，努力打造分层递进式课堂教学，促使学生在使用英语的过程中培养语言运用能力，真正达到“做中学”的语用目标。 2、学情分析 根据小学阶段学生：好奇、好动、善模仿、好表演的特点，小学生对英语的学习兴趣浓，但不能持久，因此，需要具体、形象的教学材料及灵活多样的教学方法来引导学习。在学习本课时前，五年级的学生已经具备下列语言知识和技能：能够听、说、读、写一些课本要求掌握的四会单词及句子；能够听懂一些简单的对话；能够根据情景组织简单的对话交际和表演；能够提出简单的问题及回答，但还没有很好地形成科学的学习英语的方法和用英语进行思维的习惯。 3、教学目标

根据学生实际和教材特点，我将本课的教学目标拟定为: 知识与技能：能懂、会说：What would you like to eat /drink ? I 'd like some 并能用英语表达自己的需求。 过程与方法：通过学生自主、合作、探究的学习行为，将所学知识运用到生活实际情境 中去。 情感、态度与价值观：了解西方饮食文化，引导学生学会关爱家人。 4、教学重与难点 重点：学会询问对方想吃什么或喝什么，并会回答自己想要某物。 难点：would like 用法。 5、课前准备：多媒体课件 二、说教法和学法 根据以上对教材的分析，为了突破这堂课的重难点，针对小学生好奇、好胜、好动模仿力强、表现欲旺盛等生理和心理特点，我采用情景法、直观法、尝试法、多媒体辅助等教学方法。坚持以话题为核心，以功能、结构为主线。从复习上节课单词和句型开始，创设英语学习氛围，激发学生的学习兴趣，让学生在教师的指导下，通过感知、实践、参与和合作、游戏感悟等多法并用的方式组织教学，提高语言实际运用能力。 三、说教学过程 Step 1 Warm-up

英语人教版七年级上 Unit 3 Is this your pencil教案

英语人教新课标七年级上Unit 3 Is this your pencil教案 Period One Teaching aims（教学目标） 1、辨认物品的所有者 2、根据场景询问英语中对应的表达法 Language points（语言点） 1．要求掌握以下句式： Is this your pencil? Yes.it is. It’s mine. Is that your schoolbag? No.it isn’t. It’s his. 学会用名词性物主代词。 2．要求掌握以下词汇：（1）生词：pencil, pen,books, eraser, ruler, pencil box, schoolbag, dictionary,his,mine,hers, （2）指示代词复数this , that的用法。 （Difficulties（难点）： 名词性物主代词mine, his,hers,yours的用法。 Teaching steps（教学步骤） 1. Warming-up and revision（课堂热身和复习） Warm greetings to the students 2. Presentation（呈现新知识） 出示图片或实物，学习新单词(What’s this in English? It’s a/an…)然后朗读1a中的新单词。（先是全班，然后分小组检查、补漏） 3. Games 游戏 规则：将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What’s this in English?”这名学生猜，使用句型“Is this

七年级英语上Starter Unit3 What color is it教案

Starter Unit3 What color is it 教学目标与要求 一、学习目标 1.能按字母表顺序背诵26个字母，认读W～Z的印刷体和手写体的大小写形式， 能合乎规则地书写。注意A,S,U,V,X,Z读音。 2.掌握一些有关颜色的词汇。 3.日常用语中需重点掌握如何用英语谈论各种颜色。 二、能力目标 1.在所学词汇范围内用口头、笔头描述事物颜色和对颜色进行提问的运用能力。 2.有意识地注意培养阅读能力，不断掌握阅读技巧，形成较强的阅读能力。 课文重点与难点 一、单词导航台 adj.＆n.. 黑（的），漆黑的 【考点】be black and blue 遍身青一块，紫一块的伤痕。 【引申】同义词：dark , dirty;反义词：white, bright. black coffee不加奶的咖啡；black comedy 有悲剧或悲剧成分的喜剧；blacksmith铁匠。

blu:/ adj.＆n. 蓝色（的），蔚蓝（的） 【引申】blue film色情电影；Blue Peter启航旗；The Blues蓝调，布鲁斯舞；blue-collar蓝领。 v.＆aux. 能够，可以：Can you lift this box 你能抬起这个箱子吗 n. 金属容器 【考点】can不可和其他助动词连用，所以表示将来时用will be able to 代替。can but do只能……，只好……：I can but do my best. 我只好尽全力了。can opener开罐器。 Cannot(help)but do sth.不得不……：He cannot (help) but agree他不得不同意。cannot help doing sth. 情不自禁……：The children cannot help laughing. n.国旗，旗帜：the national flag of Great Britain 英国国旗 【考点】raise/hoist a flag 升旗；low a flag 降旗 【引申】flag pole 旗杆 adj.＆n.绿色（的） 【引申】green belt 绿地；green grocery 果菜业。 n.柑橘，橙子

《Unit 3 Look at me》说课稿

PEP小学英语三年级上册 《Unit 3 Look at me》Part A Let’s learn & Let’s do 说课稿 一、教材内容分析 这是一篇有关五官的词汇教学内容，包括Let’s learn和Let’s do两个部分。Let’s learn部分包括ear,eye,nose,face,mouth五个单词. This is my …一个句子。Let’s do部分是有close your eyes ,open your mouth,touch your nose等指令。 二、学生学情分析 小学三年级学生刚刚接触英语,虽然语言基础还很薄弱，但这年龄段的学生好奇、好动、善模仿、好表演，所以我设计多种教学活动,让他们愉快的学习英语，同时注意保护接受能力稍差的同学，给予他们适当的宽容，肯定和鼓励，以提高他们的学习积极性。 三、教学目标 1、知识目标：能听、说、认读face,eye,ear,nose,mouth五个单词，并能运用This is my …介绍自己的五官。 2、能力目标：能听懂Let’s do中的指令并做出相应动作. 3、情感目标：能通过学习有关身体部位的单词及相关句子，激发学习英语的兴趣，培养实际运用英语的能力。

四、教学重难点 （一）教学重点 1、能听懂、认读、会说五个身体部位的单词。 2、能运用This is my …介绍自己的五官。 （二）教学难点 1、能听懂Let’s do中的指令，做出相应动作并能灵活运用。 2、单词的发音到位。如eye,face中的元音及mouth的尾音。 五、教法、学法 科学合理的教学方法能使教学效果事半功倍，达到教与学的完美统一。我在教学过程中主要以游戏教学法、全身动作反应法、情景教学法、直观教学法,鼓励教学法等进行单词教学。通过实物、图片、多媒体课件创设生动的语言情境,让学生轻松愉快的学习,激发学生学习英语的兴趣。 学法上，我作为课堂教学的组织者，我会充分做到以教师为主导,以学生为主体,本节课我主要是让学生多体验，多交流，正确流利的使用语言, 通过引导学生“听—说—读—想”，培养学生自主探究、合作交流、快乐学习、在学中玩、玩中学等学习方法，发展其思维和运用能力; 六、教学准备 多媒体课件 七、教学过程 教学中我将采用以下六个环节，即“热身—导入—探索新知—趣味训练—巩固拓展——课堂总结” Step 1:Warming up

2021人教版必修五unit3《lifeinthefuture》word教案5

2021人教版必修五unit3《lifeinthefuture》word 教案5 The 5th Period 全模块要求Teaching Goals: Topic: 1.Predicting the good and bad changes in the future. 2.imagine the alien creatures. Useful expressions:: take up 拿起;同意;开始;连续remind…of… 使回想起或意识到 lose sight of… 不再看见… … catch sight of… 瞥见 sweep up 打扫；横扫speed up 加速assist in 关心;援助;协助Sentence structures: I still cannot believe that I am taking up my prize that was won last year. Worried about the journey, I was unsettled for the first few days. Confused by the new surroundings, I was hit by the lack of fresh air. Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer. Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity. …a table and chair rose from under the floor as if by magic. Grammar: 1.过去分词作定语（The past participle as the attribute） I followed him to collect a hovering carriage driven by computer. Tomorrow you will be ready for some visits organized by computer. 2.过去分词作状语（The past participle as the adverbial） Worried about the journey, I was unsettled for the first few days. Confused by the new surroundings, I was hit by the lack of fresh air.

PEP五年级上册Unit3-A-Let’s-learn说课稿

PEP五年级上册Unit3 A Let’s learn说课稿 Good morning, judgments and leaders。下面我进行小学英语pep第五册unit 3 what’s your favorite food。part A let’s learn 部分的说课。 说课的内容包括五个部分：一、说教材；二、说教法；三、说学法；四、说教学过程；五、说板书设计。 一. 教材分析 1.教材地位 本课时紧接在学生学习掌握了现在进行时的基本结构后，是对现在进行时第三人称单数的学习，对学生来讲，是原有知识面的进一步拓宽学习。 2.教学目标 《新课标》指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，同时它也明确指出，教材不是唯一的教材，给教师留有很大的拓展空间。根据这一理念，我在课堂中适当拓展了教学内容的深度与广度。基于以上认识，我确定以下教学目标： [知识目标] 能够听、说、读、写本课时四会单词：tomato, tofu, green beans, fish, potato, eggplant并认读cabbage, mutton, pork三个单词及替换句型：what would you like for lunch? i'd like .... [能力目标] 学生能够运用所学单词进行交际。 ［情感目标］对学生进行思想教育：保持饮食的均衡。 重点： 1．本课时需要重点掌握有关食物的单词：tomato, tofu, green beans, fish, potato, pork, cabbage, mutton, eggplant。 2.学生能够运用四年级所学句型“what would you like for lunch?”i’d like…与所学新单词进行情景交流。 难点： 1．本课时词汇量大，要求四会掌握的单词多。 2. tomato和potato易混淆；eggplant较长；cabbage的发音较难；pork 和mutton的意思容易混；tofu的发音容易被中文干扰。

英语必修五unit5教案

英语必修五unit5教案

英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。

听力2Unit3电子教案

听力2U n i t3

Unit Three Seize the School Days I Teaching focus 1. The training focus of this unit is understanding how to describe people’s appearance, behavior, and their thoughts and feelings. 2. Listening practices on note-taking and blank-filling skills. II Teaching facilities Multi-media language lab, computer, video, mp3 III Time needed: Three periods IV Teaching Difficulty 1．How to make students form the habit of listening with appropriate expectation. 2．How to grasp the maximally useful information to fill the blanks. V Teaching procedures and contents Step 1 Lead-in activity: Discussion:(5 minutes to prepare) ?Have you chosen the suitable major in this university? Why or why not? ?How to sign for courses online? Step 2 Listen to the tape and check the answers Part I Getting ready Section B Keys: 1.(T) 2.(F) 3.(T) 4.(F) 5.(T) 6.(T) 7.(F) 8.(F) 9.(F) Script： Sam: I won't be able to do the exam tomorrow. I just don't feel that I'm ready. Counselor: You say that you don't feel ready for tomorrow's exam ... what do you feel like right now? Sam: Well, I'm angry with myself because I'm going to have to quit the exam and, well, I guess I'm anxious. Yes, I feel very anxious. Counselor: When you think about this anxiety, what image do you have of yourself? Sam: Well, I see myself trying to explain to my Dad why