北师大版 (2019)选择性必修 第一册Unit 1 RelationshisLesson 2 How Do We Like Teachers’ Feedback?完整版ppt课件

这是一份北师大版 (2019)选择性必修 第一册Unit 1 RelationshisLesson 2 How Do We Like Teachers’ Feedback?完整版ppt课件，共44页。PPT课件主要包含了Lead in，Talk time，n 反馈意见，n 偏爱偏好，adj 有效的，vt 提出提起，n 时态，n 方式方法，Group work，Speaking等内容，欢迎下载使用。
1. After he ____________ (finish) his wrk, he went ut.2. The children ran away after they ____________ (break) the windw.3. I went t Tm’s huse but he ____________ (g) ut.4 Annie tld me that his father ____________ (g) t Paris and he ____________ (cme) back in a few days.5 My friend ____________ (buy) the car tw years ag. He ____________ (buy) it fr tw years.
Let’s check
had finished
Part 1—Lead in
Yu can use the phrases belw t help yu.
t g bright redt feel hurt/ ashamed/ discuragedt depend n persnal preferencet feel encuraged/ mre cnfidentt be handled carefullypsitive/ negative feedbackt get upsetdirect/ indirect feedback
感到受伤害/ 羞耻/ 泄气的
Part 2—Wrds and Expressins
feedback/ˈfiːdbæk/
e.g. Please try t give each piece f wrk sme feedback.
Wrds and Expressins
preference/ˈprefrəns/
e.g. It's a matter f persnal preference.
handle/ˈhændl/
vt. 处理（难题）；应付（局面）
e.g. Thanks, but I think I can handle it.
upset/ʌpˈset/
adj. 烦恼，心烦意乱的vt. 使生气，使心烦意乱
e.g. This decisin is likely t upset a lt f peple.
ashamed/əˈʃeɪmd/
adj. 羞愧的；内疚的；惭愧的
e.g. I wuld be ashamed t be seen here.
intentin/ɪnˈtenʃn/
n. 意图；目的；打算
e.g. I have n intentin f ging t the wedding.
demanding/dɪˈmɑːndɪŋ/
adj. 要求严格的；费力的
e.g. The wrk is physically demanding.
effective/ɪˈfektɪv/
e.g. Televisin is an effective means f cmmunicatin.
raise/reɪz/
e.g. He raised a hand in greeting.
highlight/ˈhaɪlaɪt/
vt. 标出；突出显示
e.g. The reprt highlights the majr prblems facing sciety tday.
tense/tens/
e.g. Did yu hear him change verb tenses every time he talked abut whether there was any mney left?
manner/ˈmænə(r)/
e.g. She answered in a businesslike manner.
sensitive/ˈsensətɪv/
adj. 敏感的；善解人意的
e.g. Her rather tugh and wrldly exterir hides a very sft and sensitive heart.
Part 3—Listening and speaking
Listen fr understanding
Three students are interviewed abut their English teachers’ feedback fr a campus radi prgramme. Listen and cmplete the infrmatin in the secnd clumn f the table. Then, listen again and cmplete the rest f the table.
Let’s check.
a. mistakesb. whle classc. negative directd. I feel quite hurt. It makes me lse cnfidence in myself.
e. face t facef. tells us exactlyg. raise further questinsh. psitive directi. It is mre effective than ther types f feedback. I thing it’s helpful. I lve it.
i. very genergal cmmentsk. pint utl. indirectm. It is nt enugh. I want t knw where my strengths and weaknesses are. Teachers’ feedback shuld be specific.
1 Act ut the interview in grups f fur. Use the ntes in Activity 2 t help yu.2 Hw many types f feedback have yu nted dwn? Srt them int different categries, e.g. psitive and negative. Think f mre types f feedback if yu can.
Practice! Cmplete the summary with the wrds frm the listening.
Exchanging pinins
Fcus n functin
Listen t the cnversatin between tw prfessrs abut giving teachers’ feedback t students. Find ut their pinins and reasns.
a. I am always careful abut hw I give feedback.b. Very negative feedback might hurt students’ cnfidence and interest in learning.c. I believe it is best t pint ut students’ prblems directly.d. It’s mre effective because students can get t the pint right away.
Listen and imitate. Cmplete the Talk Builder.
Chse three teachers wh teach different subjects. Tell them what yu liked abut the feedback yu have received frm them in the past, and hw yu wuld like t receive their feedback in the future.
Part 4—Hmewrk