Unit3 Tell me about your friends.doc

南阳理工学院教案（课时备课）授课题目：Unit3 Tell me about your friends.（Lead-in，Part II Understanding times and dates, Part III Listening In (Task1 &2)） 课时安排2学时1周 1 次第 9周课 序第 5次课 教学目的及要求：学会并掌握时间和日期的表达方法，并在听和说的过程中能轻松地识别理解和顺利表达。除此之外，了解并掌握中西国家在时间和日期的不同，了解中西方的文化差异。教学内容及重点、难点：教学内容： Lead-in (talk about friendship p30, Part II Listening Skills(Understanding times and dates) p31, Part III Listening In (Task1A Picture &2 Problem of Meeting People, p32-33)教学重点：时间和日期的表达方法; 与友谊有关和如何与人相处的话题的表达。教学难点：时间和日期的表达方法； 如何与人相处（Task2 Problem of Meeting People）。 教学方法:讨论式 小组抢答 总结式 小组互动教学过程设计Step1. Lead-in Group discussion ( p30)Step2. Listen- give answer- learn language pointsStep3. Group discussion (the problems of meeting people)- group report Listen toTask2 teachers commentsStep4. Retell Task1&2 (Group preparation- representatives display )Step5. Assignment讨论、作业和思考题：1. Listen to Part V Lets Talk p39 2. Prepare to speak in the given situation P40; 3. Try to read and imitate Part IV Speaking Out P35-38主要参考资料：网络英语初级听力何其莘 外语教育与研究出版社 2002-6 p1-6教学后记：南 阳 理 工 学 院 备 课 讲 稿教学内容批注ILead-in Teaching Tips 1. Ask students to work in pairs or in groups, discuss these questions and then share their answers with the whole class. 2. It is not necessary for every student to discuss all the questions, soothe teacher may assign one or two questions to each pair or group. 3. The teacher may walk around the classroom and provide assistance when needed Questions 1. Who is your best friend? What makes this friend so special? 2. What does A friend in need is a friend indeed mean to you? 3. Do you have any long distance friendships? How do you maintain them? 4. Have you ever quarreled with a friend? Why? 5. Your friend is having trouble in class and asks to copy your work. What should you do? Possible Answers to the Warm-up Questions Please look at the teachers book on P30 IIListening Skills Word Tip 1. be supposed to: to have a duty or responsibility to do something e.g. Everyone is supposed to bring a bottle to the party.2. around: a little more or less than; about e.g. There were around 200 people at the meeting. 3. absolutely: adv. certainly, completely e.g. Do you think so? Absolutely! Functional Expressions 1. I was supposed to leave at 5 oclock. 2. God! I was sleeping like a log. 3. We would like to go to the barbecue with you. 4. But we dont eat until around 12:30 5. What time does the woman suggest meeting Dr. Smith? 6. Absolutely. Listening Strategy 地点与方向 这类题型通常有两种，一种是隐含性，一种是明辨型。隐含性更为常见，选项中的地点并不直接出现在对话里，而只是一种隐含的形式出现。这类题型有的时候不需要完全听懂对话内容，而只需要通过一两个关键的词就可以推断出对话中所暗示的地点，方向。明辨型题中四个选项可能都是直接出现在对话中的，其中的干扰项与正确答案需要通过对话内容进行分辨。 Listening Tasks Suggested Tasks: short conversation 1, 2, 3, 4,5 (at least 3 short conversations) III. Listening In Task 1: A Picture. Word Tip 1. have trouble (in) doing sth.: do sth. with difficulty e.g. She has trouble in studying. 2. keep close: be very near, near in relationship, friendship, or degree of connection e.g. Keep close to me, and mind you do not slip 3. answering machine: a device connected to a telephone. In the absence of the person, it answers calls automatically and can record messages. This term is American, in Britain it is called an answer phone. 4. separation: the act of separating or the fact of being separated. e.g. The long separation was a test of their love. Functional Expressions 1. It reminds me of the good time. 2. The bond we created has kept us close. 3. Our friendship has carried me through a lot of difficult experiences. 4. It is the kind of friendship that outlasts disagreements, changes, and separation. 5. When I have trouble studying, or Im worried about an exam. Listening Strategy 客观题型 客观题型主要测试考生对短文细节的辨别能力。此类题目与主观题的区别在于：其答案在原文中较为明确，考生只要弄清题意，认真查找，就能够作出准确判断。客观题型在四级真题中出现的是直接提供信息的明示题，我们称之为事实题型这类题目涉及面很广，题目的形式多种多样，提问一般以what-question和how-question 进行，所问内容涉及到人名、地名、时间、年代、数字、原因、目的等方面。因为这类题目的答案是明示信息，解题的关键在于听清录音，找出正确选项的出处，以排除干扰项，从而确定问题的 答案鉴于信息是明示的，由短文直接给出，这样的例子比比皆是。 纵观历届考试，望考生在应试时注意下面几个方面： 1) 预览选项 充分利用正式听短文前的时间，将短文中的选项预览一遍。通过预览各题选项，可以预测短文的内容及提问形式。 2) 抓主题句 听音过程中，抓住文章的主题句，就容易掌握文章的中心思想。要特别注意听清文章开头和结尾的一、两句话，因为开头句与结尾句常常是主题句。如果主题句位于句首，那么接下来文章就会用演绎法，将观点展开、论述。反之，如果主题句在结尾，文章一定会先陈述论点、论据，最后得出结论。文章的主题、还有一种情况是首尾两部分的几句话相结合，共同作为文章的主题。考生只要了解了这些结构安排，文章的主题句就容易抓住，短文中的详情细节、论据等就容易理解 3) 记录事实 考生在预览选项之后。已大体预测到题目的要求及短文的内容。在听音过程中，要有目的地去抓听，记录与题目有关的事实，例如： 时间、地点、人物等。这些信息的记录，最好不要按选项的顺序，而是要根据录音中提供的先后顺序在空白处记录。否则，会因在选项中找不到需要的信息而分心，影响下文的听音。 4) 抓住信息词 一些连接短文各个句子、表明上下文逻辑关系的词，对理解短文非常重要。它们对于短文内容的如何发展起到信号指示的作用。抓住这些信号，对于下文会讲什么内容、能解答什么问题就会心中有数，对短文逻辑关系更清楚。这些词大致可分为四类： (1) 起顺接作用的词，即起并列、递进、例示作用的词，如；and, also, in addition, for example 等； (2) 起逆接作用的词，即表明下面的内容和上面内容发生了转折的词，如：but，however，in spite of，on the contrary， instead 等； (3) 表示因果关系的词，如：because，since，as a result，therefore 等； (4) 表示短文层次和先后关系的词，如：first, second, last, before, after, then, accordingly 等； 5) 学会推断 记录事实和抓住信息词是听力考试中不可缺少的但是，有些题目的作答，不仅需要事实，而且要根据这些明示信息和录音的字里行间进行综合推断。这类题目比明示信息题目难得多。 6) 听清问题 解题是听短文的目的，也就是说，听短文就是为了回答短文后的问题若是听不清所问的问题，就会答非所问，前面的全部工作预览选项、抓主题句、记录文中事实、抓住信息词以及学会推断就会功亏一篑。所以，听清短文后的问题是解题的关键。 Task 2: Problem of Meeting People Word Tip 1. cope with: to deal successfully with a difficult situation e.g. The factory coped very well with the sudden increase in demand. 2. colloquial: of or suitable for ordinary, informal, or familiar conversation; not formal or special to literature. 3. in common: shared with someone else e.g. John and I have nothing in common. Functional Expressions 1. I have a number of problems, both academically and socially. 2. I feel confident about my ability to cope with problems from my studies. 3. It seems to me that in order to meet with other students I really need informal, colloquial English. 4. I really want to overcome this difficulty.Assignment：1. Listen to Part V Lets Talk p39 2. Prepare to speak in the given situation P40; 3. Try to read and imitate Part IV Speaking Out P35-38南阳理工学院教案（课时备课）授课题目：Unit3 Tell me about your friends.（Part III Listening In Task3 Long Distance Friendship p34, Task4 An Announcement p34, Part IV Speaking Out p35-38, Part V Lets talk p40.） 课时安排2学时1周 1 次第 10 周课 序第 6次课 教学目的及要求：学会并掌握时间和日期的表达方法，并在听和说的过程中能轻松地识别理解和顺利表达。除此之外，了解并掌握中西国家在时间和日期的不同，了解中西方的文化差异。 教学内容及重点、难点：教学内容：Part III Listening In Task3 Long Distance Friendship p34, Task4 An Announcement p34; Part IV Speaking Out p35-38, Part V Lets talk p40.教学重点：自如地交流以友谊为话题及校园生活的谈话。教学难点：自如地交流以友谊及校园生活为话题的谈话。 教学方法:讨论式 情景教学 小组互动 角色扮演教学过程设计Step1. Group discussion listen Step2. Listen- give answer- learn language pointsStep3. Role-play (speaking out)Step4. Dialogue under the given situations (among groups)Step5. Assignment讨论、作业和思考题：1. Part VI Further Listening & Speaking p41-42, 2. S peaking p42 3. Part II Listening Skills p44 unit4 主要参考资料：网络英语初级听力 何其莘 外语教学与研究出版社 2002-9 p66-75教学后记：南 阳 理 工 学 院 备 课 讲 稿教学内容批注Task 3: Long Distance Friendships Word Tip 1. keep in touch with: connect, esp. so as to receive information; contact e.g. I havent really kept in touch with people I knew at school. Functional Expressions 1. How do I maintain these relationships? 2. Its a great way to keep in touch with friends. 3. Its important to keep up to date with my friends. Listening Strategy 篇章听力中的主旨题（Question 5） 短文的中心思想是对全文的概括，对全文的基本了解。主旨题型主要测试考生对全文的理解，这类问题要求考生从四个选项中跳出最适合做中心思想的句子或最适合做标题的句子，属于主观性的问题。主旨题的提问形式主要有； a. What is the passage mainly about? b. What does the passage mainly discuss? c. What do we learn from the story? d. What is the main idea of this passage? 主旨是短文的中心思想，它通常是以主题句的形式出现在短文中。准确把握主题句是解答主旨题的关键。因此，短文听音时，要抓听主题句。主题句的位置：1. 段首，2. 段尾，3. 段首，段尾相结合。 段首句为主题句的文章属于演绎性文章。文章的开头就明确主题，然后用演绎法，将观点展开、论述。如 Task 3 中的第一句话 There are many technique you can use to improve your memory.即为文章的主题句。 Listening Tasks Suggested Task: Task 1, Task 3（at least 2 tasks）.IV. Speaking out: Congratulating and Sympathizing Model 1 Congratulation! Word Tip 1. deserve: be worthy of Functional Expressions 1. I cant believe it. 2. Thats great! 3. Im so excited. Listening Task 1. Play the video once continuously. 2. Then play it once again and stop while students need to fill in the blanks. 3. Check the answers. 4. Play the video again, asking the students to repeat the dialogue sentence by sentence in pairs. Meanwhile, ask the students to imitate the characters pronunciation, tone of voice and even their facial expressions and actions. Speaking Task 1. Read the useful expressions in Model 1 Suggested teaching method: a) the teacher lead the students to read b) ask the students to read after the video c) ask a student to lead others to read d) all the students read together 2. Tell the students the important expressions in Model 1 and give them additional expressions if any. 3. Role-play: create a dialog with partner according to the instructions, referring to the Functional Expressions if necessary. Instructions: Jasons paper has been accepted for publication, and Jennifer congratulates him on it. Model 2 How Wonderful! Word Tip 1. Whats up?: What happened? Functional Expressions Congratulations and Responses 1) -Congratulations! -Thank you. 2) -Well done! / Thats great!/How wonderful!/Fantastic!/Terrific! -Thanks. / Many thanks. 3) -Im very happy for you. -Thank you so much. Listening Task 1. Play the video once continuously. 2. Then play it once again and stop while students need to fill in the blanks.3. Check the answers. 4. Play the video again, asking the students to repeat the dialogue sentence by sentence in pairs. Meanwhile, ask the students to imitate the characters pronunciation, tone of voice and even their facial expressions and actions. Speaking Task 1. Read the useful expressions in Model 2. Suggested teaching methods: a) the teacher leads the students to read b) ask the students to read after the video c) ask a student to lead others to read d) all the students read together 2. Tell the students the important expressions in Model 2 and give them additional expressions if any. 3. Role-play: create a dialogue with a partner according to the instructions, referring to the Functional Expressions if necessary. Instructions: James is sharing the good news with Lisa that Robert and Jane have won the top prize in the essay competition - a tip to Beijing. Model 3: Whats Wrong? Functional Expressions 1. Whats wrong? 2. Oh, bad luck! 3. What a pity/shame! 4. Thats a pity/shame! 5. Im so sorry (to hear that) 6. I dont know what to say. 7. I hopewill be right. Listening Task 1. Play the video once continuously. 2. Then play it once again and stop to ask students to fill in the blanks. 3. Check the answers. 4. Play the video again, asking the students to repeat the dialogue sentence by sentence in pairs. Meanwhile, ask the students to imitate the characters pronunciation, tone of voice and even their facial expressions and actions. Speaking Task 1. Read the useful expressions in Model 3. Suggested teaching methods: a) the teacher leads the students to read b) ask the students to read after the video c) ask a student to lead others to read d) all the students read together 2. Tell the students the important expressions in Model 3 and give them additional expressions if any. 3. Role-play: create a dialog with partner according to the instructions, referring to the Functional Expressions if necessary. Instructions: Steven and John are talking about Jason, Stevens roommate, who broke his arm at basketball practice. Suggested Task: Model 1, Model 2 (at least 2 models) V. Lets Talk Functional Expressions apparently: it is clear that How to show sympathy 1. Oh really? Im so sorry to hear that. 2. Dont worry. Its their loss. 3. Its such a pity. 4. Never mind. Better luck next time 5. Oh dear, I know you tried your best 6. Oh no, our deepest sympathy to you