新视野大学英语视听说教程第二册第一单元教案

授课题目：Unit1Lifeisalearningcurve授课时间：第周第授课类型：实训课授课时数：4教学目的及要求：Bylearningthisunit,thestudentshouldbeabletotalkaboutlearningexperiences.listenforsignalwordsforlisting.giveandrespondtoadvice.talkaboutlearning/teachingmethods.教学重点及难点：Listeningskill:listenforsignalwordsforlisting.Speakingskill:giveandrespondtoadvice.教学方法和手段：Task-basedcommunicative,multi-modalteachingthrough:Recordinglistening;Videowatching;PPTshowing;Individualwork,pairwork&groupwork.教学内容和过程：StepOne Openingup

Unit2ABreakforFunReadthefollowing quotesaboutlearning. Doyouagreewith themorwhynotWelearnbydoing.—Aristotle.Ipartly agreewith thequotebecauseit is nottheonlywayoflearning:Wegainfirst-handexperiencebyinteractingwiththeenvironment;Wegainsecond-handexperiencebyreadingbooks.Alittleknowledgeisadangerousthing.AlbertEinsteinYes.Itisdangerousforapersonwhoknowsalittleaboutsomethingthinksheknowsitall.Thebestwaytolearnistoteach.AnonymousYes.Goingthroughtheprocess oftryingtoexplainsomething towillhelpyouunderstand,absorbandconsolidatewhatyouhavelearned.StepTwo ListeningtotheworldSharingWatchapodcastforitsgeneralidea.WatchPart1andfillintheblanks.WatchPart2andcheckthetruestatements.WatchPart3andfillintheblanks.Workinpairsanddiscussthequestion.ListeningIntroduce thelistening Skill: Listening for signal wordsfor listingListenforthetotalnumberofitemsatthebeginning Listen for wordsandexpressions that signal thebeginning, andendofthelisting.thelast,thefinal,lastly,andfinallyListingitemswithequalvalue .tobeginwith,tostartwith,furthermore,moreover,inaddition,besides,what ’smore,thelas tbutnottheleast,lastly,finallyWordsandexpressionsindicatingimportanceexpressions:aboveall,themostimportant/obvious/noteworthyAdjectives: main, vital, significant, chief, central, principal,primary, major, distinctive, andthe–estformsofadjectives toPart2oftheradio program.Thenmatchthepeopletothefilm theylike.Listentoaradioprogramandrearrangethefollowingexpressions.Listentotheradioprogramagainandcompletethetable.Fillintheblanks.ViewingReadtheprograminformationbelowandcheckthetruestatements.Readthestatements.Thenwatchthevideoclipandunderlinethecorrectalternative.3.4. Readthestatements andtheanswerchoices. Thenwatchthevideo againandchoosethebestanswers.StepThree SpeakingforcommunicationReadthestatements. Thenlisten toaconversation andcheckthestatements.Readthetable. Thenlisten totheconversation andwrite Gfor givingadviceandRforrespondingtoadviceintherightcolumn.3.SpeakingSkill:GivingandrespondingtoadviceGivingandrespondingtoadviceinanappropriatewayareusefulandimportantspeakingskills.ExpressionsforgivingadviceWhyyou⋯My(main/personal)recommendation/suggestion/is/ wouldbe⋯Ifthathappenedtome/IfIwereinyourplace/ifIwereyou/Inthatcase,I ’dDoyouthinkitisagoodidea ⋯Thesooneryou⋯thebetter.⋯mightwork/wouldprobablywork/isworthatry.Ifyouaskme/ThewayIseeit,itprobablywouldhavebeenbetter(not)tohave⋯Expressionsforrespondingtoadvice?Thankyou,I ’lltakethatintoconsideration.?Thanks.Thatsoundsgood/interesting.Ihadn’tthoughtofthatbefore.Thankyousomuchforofferingthatadvice.Thankyoufo rtheadvice.I ’lltry ⋯Maybeyou’reright.Thanksforsayingthat.Lookatthepicturesandreadtheconversationsbelow.Thenfillintheblanksusingthewordsinbrackets.Role-playthesituations.StepFour FurtherpracticeinlisteningShortConversationsQ:WhatcanwelearnfromtheconversationBThewomanshouldseekhelpfromthewriting center.Q:WhydoesthewomanchoosetolearnFrenchDShethinksspeakingFrenchisamustforculturedpeople.Q:WhatdidthemandolastnightDHeattendedaspeech.Q:WhatmadeMelissaunhappyCThatshelostherchancetoenterthecontest.Q:Whatdoesthemanthinkofthewoman ’sAItisone-sided.LongConversationQ:Howisthewomandoingintheman ’scl CSheoftenfailstoturninherhomeworkontime.Q:WhatdoesthewomanthinkoflearningSpanishDItpresentsdifficultyforher.Q:WhatdoweknowfromthisconversationaboutthemanAHehasagoodpersonalrelationshipwiththewoman.Q:WhatisthewomanmostlikelytodoaftertalkingwiththemanCWorkharderinherSpanishclass.PassagesPassageoneQ:Whatdoyouknowaboutthespeaker ’sSpanishlearningexperienceinhighschoolDSheshoweddissatisfactionwiththeslowpaceofherclass.Q:WhatmadethespeakerfeelmorefrustratedwhilelearningSpanishinhighschoolAShehadtolearnthematerialthatshealreadyknew.Q:WhatdidthespeakersayaboutherstudyofSpanishliteratureincollegeCItprovedtobeanunbalancedwaytolearnthelanguage.Q:WhichexperiencebenefitedthespeakermostintermsofheruseofSpanishDShetaughtSpanishspeakershowtospeakEnglish.PassagetwotraditionalcountrysideathletestakeadvantageofSecondaryinacollectiveeffortserveas作业:PreviewSectionB参考文献：郑树棠. 新视野大学英语视听说教程（第三版）第二册[M