# Geography lesson plan - 科目：雅思听力真题（Part 3） - 考频：中频 - 最近考试：2019.12.14/2018.4.26 - 题目数：8 - 来源页：https://www.yaquan.site/paper/feb23ecc-0029-434f-8c39-1ec03c28af06（在线机考练习与音频请访问该页面） - 数据更新：2026-10-29 ## 题目原文 00:00:00,260 Section three. 00:00:02,160 You will hear two trainee teachers called Dean and Hannah talking about their recent teaching practice in an elementary school. 00:00:12,440 First, you have some time to look at questions twenty-one to twenty-four on page five. 00:00:30,620 Now listen carefully and answer questions twenty-one to twenty-four. 00:00:45,480 Hi, Dean. Did you have a good weekend? 00:00:48,620 Yes. It was good to relax after a whole week of teaching practice. I really enjoyed the experience, though. 00:00:55,980 Yes, so did I, and I think it went well. Anyway, are you okay to talk about the report we've got to write on the geography lesson we taught together? I was thinking we could make notes now and then divide the actual writing up between us. 00:01:12,640 Sure. Good idea. Let's begin with our lesson aims, shall we? 00:01:16,880 Right. Well, I know the main one was getting the class to think about how people in different parts of the world are connected to each other through the things they buy and sell. 00:01:28,300 Yes. We took that from the syllabus for grade four, and then we decided to use pencils as our example because they're relatively simple in design and everyone's used a pencil at some time or other. We should include that information too. 00:01:42,270 Right. And we also wanted to get the class thinking about how things are moved around the world in different ways, from the farms and the mines to the factories and then the stores. That wasn't in the core syllabus. I think we added that ourselves. 00:01:58,300 Yes, I think you're right. 00:01:59,980 Okay. Then the last section of the report contains a post-lesson analysis. 00:02:06,420 We have to mention any problems we identified in our lesson when we taught it. So any ideas? 00:02:12,620 Well, I know we were really satisfied with our handouts and worksheets. We both thought they'd been at just the right level for the class. And I don't know about you, but I think we worked well as a team. 00:02:26,320 Absolutely. Neither of us was too dominant, and we supported each other. Personally, the thing I think we didn't get right was the way we paced things. Some things seemed to be rushed and others seemed to drag out too long. I don't know how you feel about that. 00:02:42,940 Mm, the same as you. If we did the same lesson again, I'd want to make some adjustments to that, but keep the same basic lesson plan. 00:02:51,800 Okay, we see eye to eye on that. But there's one other thing. At the time, I seem to remember we both thought that organizing the children in sets of six didn't work very well and that pairs would have been better for certain tasks so that the shyer kids got more chance to contribute. 00:03:09,780 Yes, I remember that too. And we should put it into our report as well. 00:03:17,880 Before you hear the rest of the discussion, you have some time to look at questions twenty-five to thirty on page six. 00:03:29,600 Now listen and answer questions twenty-five to thirty. 00:04:02,780 Now, should we go over our lesson plan together before we write the report? It seems ages ago now. 00:04:08,220 Fine. Well, the whole lesson was based on the production and distribution of pencils. First, we gave out the pencils and got the students to decide what they're made of. Then, when they'd come up with all five of the component materials, we talked about which countries produce most of these materials. 00:04:28,600 Oh, yes. And we got volunteers to come to the front and mark the location of those on a map of the world. I remember they were really keen to volunteer. We had to stop them from calling the answers out loud. 00:04:40,840 Right. Then we brainstormed all the different ways of getting goods from one place to another and what the advantages and disadvantages of each one would be. I remember one girl talking about using horses. 00:04:56,260 That's right. She seemed to be a bit stuck in the past. It was hard not to smile. 00:05:01,760 Yes. After that, uh, we put them in small groups, and each group represented each of the countries on the map. They had to use their atlases to decide an itinerary for sending their raw materials to the USA, specifying the different ports and places on the way there. 00:05:20,440 That's right. And by the time they'd done that, it was break time. 00:05:24,120 And after the break, they had to imagine they were pencil manufacturers in Chicago and fill in details on a worksheet about how they dispatch their pencils to different parts of the country. 00:05:35,960 Oh, yes. Okay. 00:05:37,840 And then we had a class discussion about whether people will still be using pencils in twenty fifty and whether the design of pencils is likely to change. And to round the lesson off, the kids had to spend ten minutes planning a short presentation for another class about possible developments. And that was it. 00:05:59,380 Good. So I'll write up that part, and you- 00:06:05,480 That is the end of section three. You now have half a minute to check your answers. ## 题目与答案 ### 21-22. Which TWO topics were the aims of the geography lesson related to? Which TWO topics were the aims of the geography lesson related to? - global inter dependency - manufacturing methods - the environmental impact of trade - transport systems - the development of writing tools **答案**：global inter dependency,transport systems 原文定位：Well, I know the main one was getting the class to think about how people in different parts of the world are connected to each other through the things they buy and sell;And we also wanted to get the class thinking about how things are moved around the world in different ways, from the farms and the mines to the factories and then the stores 同义替换：「aims of the geography lesson」↔「wanted to get the class thinking about」；「global interdependency」↔「people in different parts of the world are connected through buy and sell」；「transport systems」↔「how things are moved around the world in different ways」 ### 23-24. Which TWO problems do Dean and Hannah identify in their lesson? Which TWO problems do Dean and Hannah identify in their lesson? - the materials - the student grouping - the lesson structure - the teacher coordination - the timing **答案**：the student grouping,the timing 原文定位：Personally, the thing I think we didn't get right was the way we paced things. Some things seemed to be rushed and others seemed to drag out too long;At the time, I seem to remember we both thought that organizing the children in sets of six didn't work very well and that pairs would have been better for certain tasks so that the shyer kids got more chance to contribute 同义替换：「problems identify in their lesson」↔「didn't get right」；「timing」↔「drag out too long」；「student grouping」↔「organizing the children in sets of」 ### 25. Geography Lesson Plan: Student Activities Example a pencil discuss where the component material come from. ↓ Locate the top 25_____ on a world map. Geography Lesson Plan: Student Activities Example a pencil discuss where the component material come from. ↓ Locate the top 25_____ on a world map. - export routes - future - talk - homework - worksheet - history **答案**：producers 原文定位：Then, when they'd come up with all five of the component materials, we talked about which countries produce most of these materials;Oh, yes. And we got volunteers to come to the front and mark the location of those on a map of the world ### 26. ↓ Discuss the pros and cons of different 26_____ ↓ Discuss the pros and cons of different 26_____ - export routes - future - talk - homework - worksheet - history **答案**：methods of transport 原文定位：Then we brainstormed all the different ways of getting goods from one place to another and what the advantages and disadvantages of each one would be 同义替换：「pros and cons」↔「the advantages and disadvantages」；「different methods of transport」↔「different ways of getting goods」 ### 27. ↓ In groups, discuss countries`s possible 27_____ to the USA ↓ In groups, discuss countries`s possible 27_____ to the USA - export routes - future - talk - homework - worksheet - history **答案**：export routes 原文定位：They had to use their atlases to decide an itinerary for sending their raw materials to the USA, specifying the different ports and places on the way there 同义替换：「export routes」↔「itinerary」 ### 28. ↓ Complete a 28_____ about pencil distribution within the USA. ↓ Complete a 28_____ about pencil distribution within the USA. - export routes - future - talk - homework - worksheet - history **答案**：worksheet 原文定位：And after the break, they had to imagine they were pencil manufacturers in Chicago and fill in details on a worksheet about how they dispatch their pencils to different parts of the country 同义替换：「Complete」↔「fill in」；「pencil distribution within the USA」↔「dispatch their pencils to different parts of the country」 ### 29. ↓ Share ideas about the 29_____ of pencils. ↓ Share ideas about the 29_____ of pencils. - export routes - future - talk - homework - worksheet - history **答案**：future 原文定位：And then we had a class discussion about whether people will still be using pencils in twenty fifty and whether the design of pencils is likely to change ### 30. ↓ Prepare a 30_____ ↓ Prepare a 30_____ - export routes - future - talk - homework - worksheet - history **答案**：talk 原文定位：And to round the lesson off, the kids had to spend ten minutes planning a short presentation for another class about possible developments 同义替换：「talk」↔「presentation」 --- 以上内容由鸭圈雅思真题库（www.yaquan.site）提供，收录近期雅思考试真题回忆，支持在线机考模式免费练习。