Unit+1+Relationships+Lesson+2+How+Do+We+Like+Teachers+Feed+back+導(dǎo)學(xué)案-2024-2025學(xué)年高中英語(yǔ) 高中英語(yǔ)北師大版（2019）選擇性必修第一冊(cè)

TeachersandStudents--Howdoweliketeachers’feedback?ActivateandSharefeelencouraged/moreconfidentbehandledcarefully/betakenseriouslyfeelrelaxedandsecuregobrightred/losefacefeelhurt/ashamed/discouragedfeelupset/frustrated/downfeelconfusedandwantittobetothepointListenforunderstanding?Partone:ThreestudentsareinterviewedabouttheirEnglishteachers’feedbackforacampusradioprogramme.Howtheinterviewee’steachergivefeedbackTypesoffeedbackStudents’reactions/feelingsStudent1?usuallypointsoutour___________________infrontofthe_____________Student2?talkstous____________?______________whereourproblemsareandhowwecanimprove?givesusanopportunityto_______________________aboutanythingwedon’tunderstandStudent3?givesvery_______________suchas“good,excellent,welldone”?doesn’t____________mymistakesandgivesuggestionsThinkandShareWhatkindoffeedbackfromteachersdoyouprefer?Why?Skillbuilder:ExchangingOpinions?Fillintheblanks.Thenthinkabouthowspeakersshowtheytotallyagree,partlyagree,ortotallydisagree.Jones:____________itisbesttopointoutstudents’problemsdirectly.Thisismoreeffectivebecausestudentscangettothepointrightaway.Also_________theyshouldrealizethatanyfeedbackisn’tpersonal.Smith:_______,_______________togivespecificfeedback,_____verynegativefeedbackmighthurtstudents’confidenceandinterestinlearning.Jones:_______________._________,myopinionisthatstudentsneedtogetusedtotoughcommentswhentheydon’tdogoodwork.Smith:_____________________aboutthat,_____tobemorehelpful,ifweneedtogivenegativefeedback,weshoulddoitinalessdirectmanner,especiallytothosewhoareshyorsensitive.Jones:___________________.PerhapsIshouldtrythat.Iwanttohelpstudentsbutcertainlydon’twanttoupsetthem.?Summary.partlyagreetotallyagreetotallydisagree詞匯復(fù)習(xí)AyoungeducationalistnamedLily,whohadapracticalangleonteachingscience,usedtoteachinavillageschool.Duetolackofresources,sheoncecreativelymadeawoodentriangleoutofafewstickstointroducetheconceptofharmonytoherstudents.Inanotherclass,shepouredintothebeaker(燒瓶)amixtureofhydrogenandastrongacidtoobserveitsbehavior,whichproducedasmellofonion.Curiositysparkedwithinthekidsastheycouldn’thelpbutwonderifithadthepotentialtobecomeagroundbreakingrocketfueltoovercomeatmosphericdrag.Byprovidingaccesstoengagingpresentationsandhands-onexperiments,Lilyhelpedherstudentsrealizelearningscienceisworthwhile,leavinganincredibleimpactonherstudents’educationaljourney.(129)【中文譯文】Lily是一個(gè)從實(shí)用角度傳授科學(xué)知識(shí)的年輕教育家，她曾在一所鄉(xiāng)村學(xué)校任教。由于資源有限，她曾巧妙地利用幾根棍子創(chuàng)造了一個(gè)木頭三角形向那里板的教具向?qū)W生介紹和諧的概念。在另一堂課上，她將一種由氫氣和強(qiáng)酸混合而成的溶液倒入燒瓶中，以觀察其反應(yīng)，結(jié)果生成一股洋蔥味。孩子們的好奇心被激發(fā)起來(lái)，他們不禁想知道它是否有潛力成為能夠克服大氣阻力的突破性火箭燃料。通過(guò)提供引人入勝的演示和實(shí)踐性實(shí)驗(yàn)，Lily使學(xué)生意識(shí)到學(xué)習(xí)科學(xué)是有價(jià)值的，對(duì)學(xué)生們的教育之旅產(chǎn)生了極大的影響?！締卧~表】單詞詞性詞義1practicaladj.實(shí)際的；實(shí)踐的；切實(shí)可行的2anglen.角3hydrogenn.氫4rocketn.火箭5pourv.灌，注，倒6fueln.燃料7lackn.缺乏8presentationn.報(bào)告；陳述，說(shuō)明9behaviourn.行為，舉止10dragvt.拖，拉11acidn.酸12onionn.洋蔥13accessn.進(jìn)入；接觸的機(jī)會(huì)14worthwhileadj.值得做的；重要的；有益的15educationalistn.教育（學(xué)）家16incredibleadj.不可思議的，極好的課文復(fù)述記憶詞匯AyoungeducationalistnamedLily,whohadapracticalangleonteachingscience,____________________(曾在一所鄉(xiāng)村學(xué)校任教)._________________(由于資源有限),sheoncecreatively______________________________________________(用幾根棍子做成木制三角板)tointroducetheconceptofharmonytoherstudents..Inanotherclass,she___________________(倒入)thebeakeramixtureofhydrogenandastrongacidtoobserveitsbehavior,whichproducedasmellofonion._______________________________________(孩子們的好奇心被激發(fā)起來(lái)，他們不禁想知道)ifithadthepotentialtobecomeagroundbreakingrocketfueltoovercomeatmosphericdrag.______________