大学英语基础口语教程口语课-文档资料
大学英语基础口语教程let's_talk_1_unit_2
LOOK
Eyes: The eyes are the window to your heart.
green eyes blue eyes blonde 金发碧眼的 dark /hazel 褐色的 emerald eyes 淡绿色眼睛 Liquid/watery eyes 水汪汪的眼睛 expressive eyes 会说话的眼睛 single-fold eyelid 单眼皮 double-fold eyelid 双眼皮
more example of horoscope
Aries is the first sign of the twelve zodiacs. It represents the beginning of all things and usually displays a strong desire to read. Aries are adventurous, energetic,pioneering,and courageous.Arians always want to be on top. They tend to be frank and open but also self-centered and willful.Arians love adventure and almost have no fear .All is done with great enthusiasm which affects the people around them. Arians are loyal to family and friends. Aries is ruled by the forceful Mars. Arians are good athletes,doctors,explores, soldiers,and leaders.Sometimes they like physical ,emotional and mental extremes but Arians should be careful not to go too far with their extremism.
新编大学英语口语教程1教学课件Unit 4
Since the Chinese government introduced the first official guideline to boost people’s fitness level, sports and physical activity related industries have made extraordinary achievements. That a large number of playgrounds and parks have been built across the country shows the Chinese people, in general, are more serious about physical fitness today than in the past. The novel coronavirus pandemic may have had a negative impact on the national fitness campaign, but it has also made people more aware of the importance of physical fitness, which plays a key role in boosting immunity against diseases. As such, many people have started exercising at home—as many gyms were closed because of the pandemic. And various sports agencies and enterprises have started online workout courses.
大学英语口语教程全书课件完整版ppt全套教学教程最全电子教案电子讲义(最新)
Thank
End you
Unit 2 Campus Life
How do like your campus life as a freshman?
register
life in dorm
military drill
What do you expect most for your campus life?
A: Porsche is my dream car.
B: Welcome to take photos.
A: Okay, I will when I have finished my work on hand. See you.
B: See you around.
Байду номын сангаас
Task 3
A: Good afternoon, sir. (1) _E__x_cu_s_e__m_e_,_i_s_t_h_is_M__r_C_l_a_rk_'_s_o_ff_ic_e___ (请问这里是克 拉克先生的办公室吗)? B: Yes, boy. (2) _I'_m__h_is_s_e_c_r_e_ta_r_y__ (我是他的秘书). What can I do for you? A: (3) _O__h_, _I'_m__D_a_v_id__B_ro_w__n__ (噢，我是戴卫·布朗). Mr. Clark is the adviser of my thesis. Is he free now? B: Do you have an appointment? A: (4) _H__e_a_s_k_e_d_m__e_t_o_m__e_e_t_h_im__a_t his offic_e_a_t_3__p_m_ (他叫我下午三点到他办公 室见他). B: Wait a minute. Let me check whether he’s available now. A: Okay, thank you.
大学生英语口语教材
英文口语1、It's a piece of cake.中文：这很容易。
英文口语2、Did you enjoy your flight?中文：你的飞行旅途愉快吗？英文口语3、Be my guest.中文：请便、别客气。
英文口语4、Do you often work out?中文：你经常锻炼身体吗？英文口语5、He is in conference.中文：他正在开会。
英文口语6、It's just what I had in mind.中文：这正是这想要的。
英文口语7、I can manage.中文：我自己可以应付。
英文口语8、I'm sorry to hear that.中文：听到这个消息我感到遗憾。
英文口语9、It will come to me.中文：我会想起来的。
英文口语10、Maybe some other time.中文：也许下一次吧。
英文口语11、Catch me later.中文：过会儿再来找我。
英文口语12、How do I look?中文：我看上去怎么样？英文口语13、It drives me crazy.中文：它使我快要发疯了。
英文口语14、That sounds like a good idea.中文：那听上去是个好主意。
英文口语15、That's fair.中文：那样公平。
英文口语16、I can't stand it.中文：我受不了。
英文口语17、I'm looking for a part-time job. 中文：我正在找兼职工作。
英文口语18、Better late than never.中文：迟到总比不做好。
英文口语19、Can you give me a wake-up call? 中文：你能打电话叫醒我吗？英文口语20、I was just about to call you.中文：我正准备打电话给你。
英文口语21、I'll get it.中文：我去接电话。
大学英语口语教程
大学英语口语教程大学英语口语教程是大学英语专业中的一门重要课程，目的在于培养学生的英语口语表达能力。
下面我将为大家简要介绍一种可能的大学英语口语教程。
第一部分：课程目标1. 培养学生良好的英语口语表达能力。
2. 提高学生的英语沟通能力。
3. 增加学生的词汇量和语法掌握。
4. 培养学生的听说能力和灵活运用英语进行交流的能力。
第二部分：教学内容1. 口语基础：学生将学习基本的口语技巧，如发音、语调、语速等。
他们将进行各种口语练习，如单词和句子的朗读、口头单词拼写、快速回答问题等。
2. 日常英语用语：教授学生常用的日常英语用语，如问候、介绍自己、购物、预订餐厅等。
学生将从这些实际场景中学会使用英语进行交流。
3. 角色扮演：学生将进行各种角色扮演练习，例如模拟面试、旅行中遇到问题的解决等。
这将帮助学生提高在真实场景中运用英语的能力。
4. 辩论和演讲：学生将学习辩论和演讲技巧，以提高他们的说服能力和组织语言的能力。
他们将参与小组辩论和个人演讲，以展示他们的才华和表达能力。
5. 听力训练：通过听取音频材料，学生将提高他们的听力能力，并学习如何从对话中获取关键信息。
6. 词汇和语法：老师将帮助学生扩大词汇量，并学习常用的语法规则，以便他们能够流利地表达自己的观点。
第三部分：教学方法1. 情景模拟：将真实场景应用于课堂，例如模拟去餐厅点餐等。
学生将通过这种方式更好地运用所学的知识。
2. 小组合作：学生将进行小组合作活动，共同解决问题和完成任务。
这将帮助他们增加与他人交流的机会，并从其他同学中学习。
3. 师生对话：教师将与学生进行师生对话，鼓励学生主动提问和回答问题。
这将提高学生与他人交流的能力。
第四部分：评估方式1. 口语考试：学生将参加口语考试，测试他们的口语表达能力和听力理解能力。
2. 课堂表现：学生将根据他们在课堂上的积极参与程度和对课程内容的掌握程度进行评估。
3. 作业评估：学生将完成口语练习和作业，并根据完成情况进行评估。
大学英语基础口语(电子教案)
Let’s Talk 2ContentsUnit 1 Getting to Know You (1)Unit 3 Food and Cooking (6)Unit 4 Families (10)Unit 5 Earning a Living (15)Unit 7 Sports and Game (19)Unit 8 Travel and Transportation (24)Unit 11 Threat to Our Environment (31)Unit 13 City Life (35)Unit 1 Getting to Know YouObjectives:1.To get to know how to describe one’s personality traits .2.To be able to start a conversation with a stranger3.To learn to make a good impression4.To improve ability in listening and speakingFocuses:1.To learn to use the words related to personality traits2.To start a conversation with a good icebreaker3.To tell what are things appropriate and inappropriate to do when meeting people for the firsttime.4.To make Ss form the habit of speaking in English in class from the very beginningProcedure （3 periods）Topic 1: Talking about personality traits(one period)Warm-up(5 mins)Prepare a paper pie chart consisting of 9 colors: black blue brown green pink purple red white yellow, and stick it on the blackboard.Ask Ss to look at the chart and tell which is his or her favorite color. When they’ve made their choices, raise the question: do you know that each color stands for a kind of personality and do you want to know what your favorite color say about your personality?Stage 1 Presentation(10 mins)“Since you have some problems with the words describing your personality, why not learn the vocabulary first .”1)Additional vocabulary besides words listed on page 2personality qualities that make a person different from others as shown in behaviors, feelings, and ways of thinkingstressful worryingcasual relaxed in style or manner; not formaldeserted empty of people or thingsin order of preference in order from most to least likedto be in charge to be the person who is responsibleenvironment the air, water, and land around usto do (one’s ) own thing to be independentto have a quick temper to become angry easilyneat arranged well, with everything in its placeahead in advance; beforehandAsk Ss to take a look at the pictures on page 2 and ask them to use one or two sentences to conclude : Where are these people? What are they doing? Then give one answer as an example: “These people are having coffee in a crowded café”, which can help students form their answers.Leave Ss a few minutes to discuss those questions above.Ask some pairs to share their answers with the rest of the class.Stage 2 Exploitation(15 mins)1.After the first round of discussion, raise the second question: Which scene do you like most?Least? Put the photos in order of preference and explain your reasons. Then, give one answer as an example: I like the wedding most because I enjoy being around a lot of people and communicating with them. Ask Ss to work in pairs to discuss the question and later ask some pairs to state their answers.2. Pair work1) Have Ss work in pairs to pick out their favorite photo and explain the reason.Make Ss use “I like/don’t like/am interested/am not interested in …because…2)After several minutes, have some pairs share their answers and explanations for their opinionwith the class.3. Join another pair1) Have each pair join another pair to form groups of four or five to discuss the questions: Whatis your favorite place? How do you feel when you are there? What do you like about it? Make Ss use “ My favorite place is…. I feel …when I am there.”2)As students work, provide help and encouragement. Make sure all the group members areparticipating.3) After discussion, ask volunteers to state the answer.Stage 3 Activity（15 mins）1)Have Ss work in pairs and read the chart on page 3 about colors and personality.2) Make Ss guess each other’s favorite colors according to their knowledge about others’personality, and state the reason.3) Ask them to tell whether his/her personality matches with the statement by using sentences“I like white, and I love things to be neat and clean” “I like purple, but I don’t like to be alone. ”Topic 2 Breaking the ice(one period)Warm-up: (5 mins)Talking about a situation: Suppose one morning, you are on your way to work. When you are in the elevator to your office you are stuck in it, and there is someone else in the elevator and you don’t know each other. Would you keep silent? If not, how do you start a conversation with him/her?Stage 1 Presentation1.vocabulary (10 mins)1. First of all, let’s learn some words and expressions that might be used for this topic. icebreaker a remark used to start a conversation with someone you don’t knowstuck unable to movecoworker a person working with another workerso far until nowtough difficult; challengingUh-oh the sound people make when they have made a mistake or when something bad has happenedI’m afraid so a formal expression meaning “I’m sorry to tell you that it’s true.”out of service not workingemergency button the small object you press for help in a dangerous situationto walk around in circles to walk a lot without getting anywhereblock the distance from one street to the next in a city or townto need a hand to need help(informal, a figure of speech)document a written or printed paper with official information on it2. Focusing on the pictures1) Please pay attention to the lesson title: Breaking the Ice. Find out if anyone knows what theexpression means, and explain it as necessary.2) Have Ss look at the pictures and do the task in pairs. Ask them in which situation(s) they might start a conversation and why they wouldn’t in the others.Give an example: I might start a conversation in situation 2, because it would be very embarrassing if both persons keep silent in such small space. So I might start with “Uh-oh! Looks like there’s a problem.”3) Have the Ss brainstorm ideas for the first picture. After several minutes, ask volunteers to share their ideas with the class.Stage 2 Performance (20 mins)1. Assign Ss in pairs with different situations, like some for picture 1, and some for picture2. Ask them to get prepared with the performance of acting the scene.2. Walk around and offer help and encouragement if necessary. Make sure all the group membersare participating.3. Ask some groups to perform theses scenes.4. Give comments on Ss’ performance.Stage3 Listening (10 mins)Listen to the tape and do exercises on page 4Topic 3 How to make a Good Impression(Unit 2)(one period)Stage 1 Leading in(10 mins)Ask question “ Do you think first impression is important? If it is, how important? If not, why?” Let volunteers answer these questions.Stage 2 Presentation (15 mins)1. vocabularyBefore a further discussion, let’s learn some words and expressions related to this topic. impression an idea or opinion of what someone or something is liketo earn to receive as payment for work doneto bow to bend forward, especially to show respect or thanksto lean to rest againstappearance the way a person or thing looks or seemspsychologist someone who studies the mind and emotions and their relationship to behaviorto make up to formbody language the movements or positions by which you show people your feelings without using wordseye contact looking directly in the eyes of someone who is looking at youmessage the main idea that a speaker is trying to communicate2. Ask Ss to cover their book and then write down as many ways as possible of making a good impression. Again, encourage Ss to explain their opinions.3. Let Ss open the books to page 6 and mark their answers in the chart. Share with partners their choices and explain their reasons.Stage3 Performance (20 mins)1.Give the situationSuppose two people meet for the first time(the situations can be different, like job interview; dating; meeting one’s instructor, etc.), and ask Ss get prepared with a performance. Meanwhile, ask the other Ss to judge whether they have left a good impression on each other.2.Preparation. While Ss are preparing for the performance, walk around to see if any pairs need help and give suggestions if necessary.3.Performance4.Summing up with judges about which pair has a good performance of making a good impression when meeting for the first time.References1. Family Album USA2. Crack spoken English elements 世界图书出版公司Unit 3 Food and CookingObjectives:1.Master the useful words and expressions of food and cooking.2.Learn various ways to introduce food and cooking.3.To be able to read the menu and order dishes at the restaurant.Focuseseful expressions about cooking.2.Group discussion.3.Oral practiceThe first period1.Teaching content: 3A (Activity 1)2.Procedures:Step 1--- Work alone➢Warm-up Discussion(Teacher write the following questions on the blackboard. Divide the students into groups. Each group should have no more than six students. Ask one student from each group to present opinions of the group to the whole class.(Time: 10 mins)1.What’s your favorite….?2.What do you like to cook?3.What’s your “specialty”?4.What’s your favorite restaurant?➢Hints:(The following new words could be the answer.)(Time: 5 mins)Main dish: grilled steak烤牛排beef stew 炖牛肉plain rice白米饭fried rice炒饭soft rice, porridge 粥steamed bread 馒头instant noodles 速食面Vegetable: cabbage 包心菜; 大白菜onion 洋葱green pepper 青椒pea 豌豆eggplant 茄子Beverage: drink 饮料mineral water 矿泉水orange juice 桔子原汁beer 啤酒white wine 白葡萄酒red wine 红葡萄酒Dessert: ice cream, chocolate cakeSnack: peanuts, popcornEthnic food: sashimi日式生鱼片Goose Liver Salad法式鹅肝温沙拉Step2--- Join another pair➢Divide the class into several parts, ask and answer the following questions, compare their answers and discuss the questions. (Time: 10mins)1)What’s your least favorite in each category of the chart?2)What foods bring back your best memories?Step3--- Group work (Time: 20 mins)➢Three steps: Divide the students into groups, appoint a team leader for each group, give hints to the students, as shown below:My favorite food: crucian group(鲫鱼汤)1).Why I like it best?a)It tastes delicious.b)It looks like milk.c)It is nutritious.2).How my mother prepares it:a)Get a cleaned crucian weighing around 300g.Prepare some ginger and shallot.b)Pour a spoonful of salad oil into the pot. Put in the ginger and shallot. When the oil is hot, putthe fish into the pot.c)Add a few drops of yellow rice wine. Carefully turn the fish over at intervals of about 15seconds.d)After five minutes or so, pour some water into the pot. Cover the pot.e)When the soup boils, add a pinch of salt into the pot.f)In three minutes, the soup is ready.(Ask the students to take turns speaking. Encourage the students to have their own ideas. Invite two students from each group to present their ideas before the class. Each speaker has two minutes for the presentation.)1)Ways of preparing food: peel去皮slice切片stir搅拌beat搅成糊状whip搅打marinate浸泡在卤汁中2)Ways of cooking: fry油煎,油炸deep-fry, broil, grill, bake, steam, melt, roast3)Equipment: frying pan, skillet, roasting pan, pot, oven, burnerThe second period1. Teaching content: 3A(Activity2)2. Procedures:Step1--- listen1) Introduce new words on board: (Time: 5 mins)Flounder, soysauce, garlic, scallion, ginger, powder,thyme,oregano, seasoned, julienned, smooth, bubble, crispy, gravy2) Play the recording, pausing after each recipe to give students time to mark their answers, playthe recording again if necessary. (Time: 1O minutes)Step2--- listen again(Time: 15 minutes)1)Have students read through the information and try to guess the missing words.2)Play the recording, pausing after each speaker to give students time to write their answers inthe book.3)Play it again, and have students check their answers.Step 3--- pair work and join another pair(Time:15 minutes)1)Divide the class into pairs. Have students compare their answers and discuss the followingquestions:a.Which dish sounds the most delicious? the least delicious?b.Which dish do you think is the easiest to make? the hardest?2)Put students into pairs to take turns explaining how to prepare a dish that is popular in yourfamily.Some useful expressions:boiled（用水）煮的roasted烤的（如肉类）broiled烧烤braised with soy sauce红烧的shallow-fried煎的deep-fried炒的stir-fried炸的stewed炖的simmered文火炖的，煨的scalded嫩煮的toasted烤的（如面包）grilled铁扒烤的baked烘的braised焖，（用文火）炖smoked熏的basted在（烤肉）上溜油cooked[done]煮熟的well-done熟透的underdone半生不熟的burnt烧焦了的carved切好的ground磨碎的minced切成末的mashed捣烂的dried干的iced冰镇的frozen冰冻的raw生的，未煮的fresh新鲜的stale 陈腐的，变坏了的；（酒）走了味的broil, grill烧烤roast烤bake烘shell剥,剥皮boil 煮fry煎deep-fry炸steam蒸peel削,削皮slice切片grate磨beat打knead和toss拌mash捣,捣成泥drain捞chop切碎shred切丝dice切丁The third periodTeaching content:3B (Going out to eat)procedures:Step1—pair and group workAsk the class to form pairs.Tell students to imagine they are in a restaurant.Make oral practice. Taking orders--- some useful expressions, as follows: (10 mins)Can I take your order now?现在可以请您点菜了吗？What’s today’s special?今天的特色菜是什么？Here’s the menu for specialty, sir.这是特色菜菜单，先生。
大学英语口语教程unit 1
situation 1 :
Excuse me, is anyone sitting here?
Step I.
Lead-in
situation 2 : You are waiting for the bus to the office. The bus is not still coming. You find a person next to you is reading the newspaper, the section of sports. So how to start the talk……
(Comment on current physical surroundings/ Making requests)
④
situation: You are at a barbecue. Your friend who has invited you is now busily attending to the other guests. You find yourself standing quite close to a young man
(Comment on current physical surroundings/ Making requests)
⑥ situation: It is a sunny morning on your winter vacation. You are visiting Greenwich Observatory. You arrive there about 10 minutes before it opens. There are a few other tourists waiting at the gate. You find yourself standing close to one of them.
新编大学英语口语教程1教学课件Unit 7
1 Part 1 Warm Up 2 Part 2 Read Aloud & Answer Questions 3 Part 3 Individual Presentation 4 Part 4 Pair Work 5 Part 5 Further Practice
Part 1 Warm Up
3) What do you expect to gain from your first job?
High salaries Work experience Self-confidence Communication skills Others (please specify)
Part 1 Warm Up
Part 2 Read Aloud & Answer Questions
Part 2 Read Aloud & Answer Questions
2 Answer the following questions. For each question, you will have 20 seconds to respond.
Question 3 Do you think earning many certificates improves job prospects for college students? Why or why not?
Part 2 Read Aloud & Answefollowing passage and read it aloud. You will have 45 seconds to go over the passage and one minute to read it aloud. Pay attention to the pronunciation of each word while reading.
《Let's-talk大学英语基础口语课程》课程标准Word版
《大学英语基础口语课程》课程标准一、课程基本情况开课单位：基础部课程编码：5502C108总学时：72 学时总学分：4修课方式：必修考核方式：考查课程分类：○纯理论/ ○√理论+实践/ ○纯实践适用年级与专业：2015 级开设时间：2015 --2016 学年第二学期，共 _1__学期（□一上/□一下/□二上/□二下/□三上/□三下）（□W1上/□W1下/□W2上/□W2下）二、课程定位1.课程性质《大学英语口语教程》（Let’s Talk）是外教社与英国剑桥大学出版社合作出版的一套美式英语口语教材，旨在提高学习者的英语听说能力，兼顾其他语言技能和知识的培养与习得，与国家教育部最新颁布的《大学英语课程教学要求（试行）》中指出的“培养学生的英语综合应用能力，特别是听说能力”的大学英语教学目标相吻合。
2.该课程在人才培养中的作用与重要性；课文编写独具匠心，多种形式的语言输入为学习者的语言输出作好铺垫；录音真实自然，有助于学生使用真实场景的语言交际；专门设置课外听力训练，帮助学生提高听力水平；内容新颖，编写科学，制作精美，配套齐全，是一套高质量的多媒体立体化教材。
3.课程的基本理念；理念一：在教学中突出听与说的培养与训练；理念二：加强学生的语音训练以便学生拥有标准的英腔或美腔；理念三：每个话题以学生为主导，让学生说，培养学生语言表达的自信。
4.课程标准的设计思路；目前，国内大学英语学习主要是以词汇和语法学习为主，学生在课堂上缺少开口说口语的机会，而口语教学的任务是最大限度让学生开口说话，培养学生语言表达的自信。
因此，在课堂上教师应该要留给学生足够的时间和空间用英语进行自我表现。
课堂设计上，强调以“在做中学、以学生为中心、行动学习”的体验式教学法为主。
三、课程目标大学英语口语的教学目标：使学生掌握一定的英语交际能力，使学生张口说英语，而不是停留在哑巴英语的阶段，具有一定的听、说、读、写的能力，从而能在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语交际能力打下基础。
大学英语基础口语教程6A
Course objectives
• Language Skills Enhancement: Through the study of this course, students will be able to proficiently master English oral expression and improve their English listening and speaking abilities.
• Unit 2: Intermediate Communication Skills: Deeply learn more complex oral expression and listening comprehension skills, such as expressing opinions, conducting discussions, giving speeches, etc.
03
Daily conversations
Greetings and introductions
Greetings: "Good morning", "Hello", "How are you?"
Introduction: "I'm John", "This is my friend Jane", "Nice to meet you"
Bargain
"Can you lower the price?", "I'll give you $50 if you can lower the price"
新编大学英语口语教程1教学课件Unit 5
Part 2 Read Aloud & Answer Questions
Part 3 Individual Presentation
1 Read the following presentation carefully, and pay attention to how the speaker manages to support herself with facts.
Question 2 What would you like to share with your intimate friends? And why?
Question 3
Do you think popular emojis such as and can convey more meanings than words in chatting? Why or why not?
Part 2 Read Aloud & Answer Questions
1 Go over the following passage and read it aloud. You will have 45 seconds to go over the passage and one minute to read it aloud. Pay attention to the pronunciation of each word while reading.
your presentation with facts. Facts are undoubted, proven realities that are grounded in objective evidence, such as statistics, examples, quotations, proverbs and news reports. To support and strengthen statements, facts should be directly related to them and properly cited from reliable sources. Even though a relevant, well-chosen fact functions well as a backup, try to use it in actual need. In the above presentation, to make it well-founded, after each statement, relevant facts are supplied, such as “a monitor for three years in high school”, “a basketball player”, “passed the exams of Social Etiquette and Psychology as elective courses”, and “got the National Psychological Counselor Level 3 Certificate”. All things considered, the listener will consider Hilda as the right person to be the monitor.
大学英语基础口语教程let's-talk-1-unit-2ppt课件
.
vocabulary
To describe: To say or write what a person or thing is like Fair: Light-colored Curly: With natural waves and twists Eyebrows: Lines of short hairs above the eyes Build: The particular form of a person’s body Overweight: Too heavy or too fat Appearance: The way a person or thing looks or seems
.
AGE
Elderly（年老的， 过了中年的） Middle-aged （中年的） Young
in one‘s ＋基数词复数形式（在某人几十多岁） He is in his seventies． The girl is in her early twenties He is in his middle teens． She is in her late twenties
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UNIT TWO
Different Kinds of People
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1
Appearance
2
Personality
3
Oral Practice
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PART 1 APPEARANCE
What does someone look like?
There are several aspects you can focus on:
.
BUILD
大学英语口语 教案第一册
Let’s Talk (Book One)《大学英语口语》教案(第一册)课程名称: 大学英语口语课程编号：RGT14102教材名称: 大学英语基础口语教程第一册任课教师:开课时间：Unit 1: Communicating in EnglishLesson 1 A : Let’s get to know each other!I. Teaching Aims:Grasp some new words and some expressions on meeting and getting to know people.II. Teaching key points or difficult pointsmeeting and getting to know people.III. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A. pair work: Have the students look at the photos and imagine what the people in the photos are saying to each other. Then have the students form pairs and discuss the questions above the photos. Ask some pairs to share their answers with the rest of the class, encouraging them to say what they think some of the people are meeting for the first time.B. pair work: As a warm –up, ask volunteers to suggest things that people say when introducing themselves and others. Then have students stay in their pairs to put the conversation in order. Ask two pairs to share their guesses for each conversation with the class.C. Listen: Hear the two conversations in Part B and check answers with the class.D: Group work: As a warm-up, role-play one of the conversations twice with two confident students. Then put students into groups of three and practice each conversation a total of three times using their own names, with each group member playing a different role each time. Ask a few groups to perform their conversations for the class.Step 2. Activity 2A: Pair work: In order to give students the chance to get to know each other better , put them into new pairs to complete the chart. Quickly check answers with the class.B: Listen: As a warm-up, have a brief discussion about the situation and tell students to guess what questions the DJ is going to ask the fashion designer during the interview. Play the recording , pausing after each questions to allow students time to check off their answers.C: Pair work: Explain the task, telling students that they are going to use questions from parts A and B to take turns interviewing each other. Put students into pairs to complete the task.D: Join another pair: Have students form groups of four, with each pair joining another pair. If time allows ,call on several students to “introduce” their partners to the class.Lesson 1 B: Numbers and lettersI. Teaching Aims:1.Review the alphabet and various types of numbers.II. Teaching key points or difficult pointsthe alphabet and various types of numbers.III. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: As a warm-up, write these years on the board and ask volunteers to read them out loud: 1192.1236,1603, 1868, 1912.Then tell students to write down the followingyears after saying them out loud very quickly: 1492, 1513, 1776, 1959. Have students form into pairs to discuss the questions on the book, then compare their answers around the class. If they disagree, have them count them again.B: Pair work: Keep students the same pairs from part A to pronounce the numbers and discuss the questions on the book. Check answers with the class. Then find out what other kinds of numbers students thought of.C: Pair work: Have students work in pairs , taking turns asking each other for the four numbers listed on the book.. Ask a few students to read out loud the information in their lists.Step 2. Activity 2A: Pair work: Have students form into new pairs to take turns reading the numbers and letters out loud. Ask several students to pronounce the letters as quickly as they can . B: Listen: Listen to two conversations and fill in the blanks. Have students compare answers in pairs.Step 3. Activity 3A: Pair work: Put students into pairs to complete the chart. Tell students to move around the classroom gathering classmates’ names. Have volunteers come up write a class list on the board.Step 4: HomeworkWriting activity: Give students the following topics for a writing task:1) Write a short autobiography2) Write about numbers or dates that have been important in your lifeUnit 2:Different kinds of people:Lesson 2A: What do they look like?I. Teaching Aims:1. Grasp some new words a nd some expressions on people’s physical appearanceII. Teaching key points or difficult pointswords and some expressions on people’s physical appearanceIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: As a warm –up, ask volunteers to describe the physical appearance of a family member. Have students form pairs to describe the people, using the words in the box or their own ideas. Ask pairs to present one or two of their descriptions to the class.B: Pair work: Put students into pairs to complete the chart and answer the questions. Check answers with the entire class.C: Group work: As a warm-up, ask students to describe certain people. Suggest celebrities such as actors or singers. Have students form groups of three or four for this discussion. about themselves and their best friends. Ask a student fromeach group to describe their best friend. Then have a few volunteers describe themselves.Step 2. Activity 2A: Listen: As a warm-up, ask students to describe the people in the picture. Tell them to guess which of the people are Helen, Sylvia, Danny, and Ben. Play the recording, pausing for students to write in the numbers.B: Pair work: Have students form pairs to describe the teenagers in the photos.Lesson 2B: Your personalityI. Teaching Aims:1. Grasp some new words and some expressions for describing people’s personalities and discuss astrological signs.II. Teaching key points or difficult pointsdescribe people’s personalities and discuss astrological signs.III. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: Put students into pairs to match the adjectives with their opposites. Before checking the answers with the whole class, ask students to compare their answers with other pairs sitting around them.B: Pair work: Have students work in the same pairs to match the people in the pictures with the adjectives describing their personalities.C: Join another pair: Have each pair join another pair to form groups of four or five to compare their answers in part B. Then discuss the questions on the book. Have a few students describe their partners’ and their friends’ personalities. Step 2. Activity 2A: Pair work: Put students into pairs to read the chart and discuss the questions. After several minutes, find out how many students agree and disagree with their star-sign descriptions. Ask them to explain their opinions.B: Pair work: Tell students to work individually to complete the chart. When everyone has filled in the chart, break the class into pairs to compare and discuss their answers. Check answers by having several pairs share their answers with the class. encourage students to explain their choices.Step 3: homeworkwriting activity: give students the following directions for a writing task”Write a description of a famous actor or actress, including appearance and pe rsonality but leaving out the person’s name. Show your paper to your classmates and ask, “Who am I describing?”Unit 3:Free timeLesson 3A: What are your interests?I. Teaching Aims:1. Grasp some new words and some expressions on free-time activitiesII. Teaching key points or difficult pointswords and some expressions on free-time activitiesIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: Put students into pairs to discuss the questions on the book. After a few minutes, call on several students to tell the rest of the class what they like to do in their free time. B: Listen: As a warm-up, ask students to look at the photos and guess what each of the people likes to do in his or her free time. Listen to the people in the photos talking about their free-time activities, match the people with their hobbies.C: Listen again: listen to the same people talking, but listen for different information and complete the chart.D: Group work: Put students into small groups of four or five to discuss their feelings about the four hobbies in part B. Ask a few students to tell the class which hobbies they enjoy and which they like to try.Step 2. Activity 2A: Read/Listen: First read the conversations, and try to guess the missing words. Then listen and check answers by asking volunteers to write the answers on the board. Have students form pairs to act out the conversations.B: Work alone: Ask students to work individually to complete the chart.C: Pair work: Put students into pair to discuss their answers to part B. After a few minutes, ask a few students to share their partners’ information.D: Class activity: Discuss the questions with the class, having as many students as possible participate. Encouragestudents to explain why they choose a particular hobby as the most/least popular.Lesson 3B: Do you like sports?I. Teaching Aims:1. discuss different types of sportsII. Teaching key points or difficult pointsdifferent types of sportsIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Listen: Have students look at the pictures and guess how Zorb is played. Give them a moment to guess the order of the pictures. Play the recording, pausing after each step to give students time to write their answers.B: Listen: Have student guess what Danny and Hee-Yong are going to say. Play the recording, pausing after Danny speaks. Give students time to write their answers. Have students compare answers in pairs or small groups before checking answers with the entire class.C: Group work: Have students form groups to discuss the questions on the book. Find out how many students want to try Zorb. Encourage them to give their reasons.Step2. Activity 2A: Work alone: match the balls to their sports.B: Pair work: Put students into pairs to compare their answers on page 88 of the Student’s book. Tell pair to sp end a few minutes discussing the questions.C: Pair work: Tell students to work individually to complete the chart. After a few minutes, have partners rejoin to compare answers. Lead a short class discuss about the sports in the chart by going down the list and eliciting student’s opinions.D: Join another pair: Have each pair join another pair to form groups of four or five to discuss the questions. Ask each group to report on their answers.Unit 4:Weather and climateLesson 4A: : It’s doing to be a beauti ful day!I. Teaching Aims:1. talk about weather around the worldII. Teaching key points or difficult pointsdifferent kinds of weatherIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: Work in pairs to discuss the questions, using the weather words in the box. Ask a few students to describe the weather today, yesterday, and six months from now. B: Pair work: work in pairs to describe the weather in the four places. Lead a short class discuss to find out which place students think has the best weather and which place has the worst weather and why.Step 2: Activity 2A: Pair work: ask students to name the state or country each city is located in. Work in pairs to discuss the questions on the book. Encourage students to think of two cities each person could possibly be visiting. Tell partners to discuss the possibilities and then to write their guesses down.B: listen: listen to the people in part A talking about their trips and complete the chart.C: Group work: Give students a moment to think about where they’d like to go and why, and when they would to go there. Have the class form mall groups to exchange ideas. Tell students to discuss the clothing they should take on their trip, too.Ask a few volunteers to share with the class.Lesson 4B: : Extreme weatherI. Teaching Aims:1. focus on storms and weather extremesII. Teaching key points or difficult pointsstorms and weather extremesIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: work in pairs to match each place to their location on the map.B: Listen: listen to two people talking about weather in the United States and check answers to part A.Step 2. Activity 2A: listen: Listen to an expert talking about what people should do during a tornado. Check his advice.B: Pair work: work in pairs to compare answer from part A and to discuss the questions on book. Ask volunteers to present information about the kinds of storms their country experiences.Step 3. Activity 3A: Pair work: Work in pairs to take the quiz. Encourage them not to look at the answers until the teacher tell them to .B: Pair work: Turn to page 88 to check their answer.C: Join another pair: Have each pair join another pair for a follow-up discussion. Ask students from each group to report on their favorite kinds of weather and explain why they like it.Unit 5: MoneyLesson 5A: ShoppingI. Teaching Aims:1. focus on stores, clothes, and personal stylesII. Teaching key points or difficult pointsstores, clothes, and personal stylesIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: look at the pictures and discuss the questions on book. Ask some pairs to tell the rest of the class the places they like to shop.B: Listen: Hear four conversations and check the item the people are buying.C: Group work: have students form groups of four or five to discuss the questions on book. Ask several students to describe the last thing they bought.Step 2. Activity 2A: Pair work: work in pairs to discuss the styles shown in the pictures. Ask volunteers to describe the three people’s styles.B: Listen: Hear interviews with each person in part A. Complete their profiles.C: Pair work: Work individually to complete their profiles first. Ask students to rejoin their partners to do the interviews. Tell them to use the interviews in part B as a model. Ask several students to describe their partner’s style.Lesson 5B: Saving and spending moneyI. Teaching Aims:1. talk about attitudes towards moneyII. Teaching key points or difficult pointsattitudes towards moneyIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: Have pairs look at the photos and give their opinions on the best way to save money. Find out which ways to save money were voted the best.B: Listen: Hear three people talking about how they save money. Check the correct columnsC:. Pair work: Have students work alone to prepare a list of ways they save money. Put them into pairs to discuss the question and compare ideas on how to save money.D: Pair work: Work in pairs to discuss souvenirs for different people. Ask several students to share their ideas for souvenirs with the class and to tell where the visitors might buy them.Step 2. Activity 2A: Pair work: Have students look at the pictures and estimate the costs of the items. Call on pairs to give their ideas for the prices of the things.B: Join another pair: For groups of four or five by having each pair join another pair. Tell them to go through the list of things in part A and decide whether each item is more expensive or less expensive in the United States.Step 3. Activity 3A: Work alone: Give students a few minutes to work individually to mark their answers in the quiz.B: Pair work: work in pairs to compare their attitudes towards money and to discuss the questions on book. Ask a few students to describe their attitudes towards money.Unit 6:Food and drinkLesson 6A: Eating outI. Teaching Aims:1. focus on restaurants and different kinds of foodsII. Teaching key points or difficult pointsrestaurants and different kinds of foodsIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: work in pair to complete the chart , mention that some of the foods can go under more than one column. B; Join another pair: Have each pair join another pair to form groups of four or five. Compare the charts in part A and then discuss the questions on book. After a few minutes, lead a brief discussion to find out which of the foods and drinks students have tried. Did they like them?C: Pair work: Have students split into pairs to describe the foods in part A, using the words in the box. Ask volunteers to share their descriptions with the class.Step 2. Activity 2A: Pair work: Have the class form pairs to discuss the different places on book .Tell students to be as specific as possible in their answers about places where they have eaten. B: Listen:Hear the couples talking about what they’re eating and drinking and complete the chart.C: Pair work: Have students rejoin their partners to compare their answers. Tell them to spend some time discussing the questions on book. Ask a few students to name and describe their favorite restaurants.D: Join another pair: Have students form small groups of four or five to plan a menu together. Ask each group to share their menu wit the class. Have students ask questions about their classmates’ choices.Step 3. Extra Activity : Have students form groups to describe poor table manners. Have each group report their ideas.Lesson 6B: Food around the worldI. Teaching Aims:1.look at traditional foods across the worldII. Teaching key points or difficult pointstraditional foods across the worldIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Listen: Have students work individually first to guess the missing words. Then listen to the recording to check their answers.B: Group work: Have students form small groups for the interesting discussion on book. Call one group to share their conversation wit the class.Step 2. Activity 2A: Pair work: Have students form pairs to complete the quiz. Encourage pairs to guess and try to come to an agreement on each answer.B: Pair work: Have students still stay in their pairs, turn to page 88 to check their answers. Tell them to discuss the questions on book. Ask several students to tell the class about their favorite ethic/ foreign foods.C: Listen: Hear people talking about unusual foods they tried and check the food each person tried.D: Group work: Put students into groups to discuss their experiences with foods that were unusual to them. Ask groups to share their most interesting experience wit the class.Step 3. Writing Activity : Give students the following choices for a writing task:1) Tell a hungry friend about a wonderful meal you had . Describe in detail how the food looked, smelled, and tasted.2) Imagine a meal of the distant past or of the future. Describe the foods, utensils, and table manners.Unit 7:Travel and tourismLesson 7A: Close to homeI. Teaching Aims:1. focus on different types of vacations and things that people like to do when they travelII. Teaching key points or difficult pointsdifferent types of vacations and things that people like to do when they travelIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: As a warm –up, have the class brainstorm different ways to travel, places to stay, and activities to enjoy while on vacation. Put students into pairs to rank thetravel-related items. Call on a few pairs to give their guesses. B:Pair work:Tell students to stay in the same pairs to check answers on page 88 and then to discuss the questions onbook. Ask a few students to tell how they like to travel, where they like to stay, and what they like to do.C: Group work: Tell students to retell a short trip they took recently. Have students first work individually to think and write down notes. Divide the class into small groups to tell each other about their trips. Ask each group to report to the class on the most interesting trip.Step 2. Activity 2A: Pair work: Have students form pairs to do the matching. Tell them to discuss their ideas and try to agree on the correct answers before turning to page 88 to check them. Lead a brief discussion about the phrases.B: Join another pair: Have each pair join another pair to form groups to discuss their vacation activities. Resemble the class and find out which are most and the least popular vacation activities.Step3. Activity 3A: Listen: Listen to people talking about vacations and check the things they like to do .B: Group work: Work in groups to discuss the questions on book. Ask students whose interests are similar to the speaker in part A. Have them explain how they’re alike.Lesson 7B: Traveling the worldI. Teaching Aims:1.look at international travel and at travel preferences and trends of the futureII. Teaching key points or difficult pointsinternational travel and at travel preferences and trends of the futureIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Listen:: Have students look at the photos and guess the locations. Write the guesses on the board. Then listen to some clues about each place in the pictures. Write down the answers below the picture.B: Listen: Hear clues about three more countries. After each clues, write down the guesses in the chart. Then compare answers in pairs or small groups.Step 2. Activity 2A: Listen: Listen to people talking about future travel trends and complete the information.B: Work alone: Work individually to answer the questions on book.C: Pair work: put students into pairs to compare their answers and discuss the questions on book. Have some volunteers tell the class about the places they want to visit and about their plans for their next vacation.Unit 8:EntertainmentLesson 8A: Let’s see a movieI. Teaching Aims:1. have students discuss moviesII. Teaching key points or difficult pointsdiscuss moviesIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: Have the class form pairs. Tell students to look at the posters and discuss the questions about the movies. Encourage them to use their own words in addition to those in the box. Ask several volunteers to describe each of the movies.B: Listen: Hear four people talking about their favorite movies. Check the words they use to describe them. Then check answers.Step 2. Activity 2A: Pair work: Work in pairs to fill in the chart with a movie title.B: Join another pair: Have each pair join another pair to form groups to talk about movies. If time allows, lead a short class discussion about the types of movies students like most and least---and why.C: Group work: If possible, bring in several copies of a local newspaper to distribute to the groups. Have students work in small groups to decide on a movie to see together. When they finish, ask each group to tell the class which movie they want to see, and where and when it is playing.Step 3. Extra Activity : Tell students to list their top ten favorite movie actors and actresses—national and international. Have students from groups to compare lists. Tell students to describe the actors and actresses and some movies they’ve been in.Lesson 8B: A good readI. Teaching Aims:1.focus on books and magazinesII. Teaching key points or difficult pointsbooks and magazinesIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: Tell students to look at the photos, and ask if they recognize any of the magazines. Have students form new pairs to discuss the focus of each of the six magazines. Ask some pairs to share their ideas.B:Pair work: In their pairs, have students write the letter of each article title under the corresponding magazines in part A.C: Join another pair: Have pairs join another pair to form groups. Tell them to turn to page 88 to check their answersand then to discuss the questions on book. After a few minutes, find out the most popular magazines among students. Have a few students explain why they like it.Step 2. Activity2A: Pair work: Have students form new pairs tot decide where each book would be found. Write the answers on a separate sheet of paper.B:Pair work: Ask pairs to turn to page 88 to check answers .After a few minutes, tell them to discuss the questions. Reassemble the class and have a few students report on the kinds books they like to read.Step 3. Activity3A: Listen: Megan and Louis are talking about reading habits. Listen and complete the two columns of the chart.B: Work alone: Refer students back to the chart in part A. Tell them to work individually to fill in the third column with their own information. Lead a class discus sion about students’ reading habits.C: Pair work: Put students back into pairs for this discussion. If time allows, call on several students to tell the class about their favorite childhood stories and the best books they’ve read.Unit 9:Health and fitnessLesson 9A: A healthy lifeI. Teaching Aims:1.focus on healthy habits and fitnessII. Teaching key points or difficult pointshealthy habits and fitnessIII. Teaching Aids:textbook, computer , projector, ,media English course ware, blackboardIV. Time Allotment: 1 periodV. Teaching StepsStep 1. Activity 1A: Pair work: As a warm-up, ask students about their diets and work routines. Record the results on the board. Ask students if they lead a healthy life. Have volunteers describe a healthy life. Divide the class into pairs to look at the photos and discuss the questions on book. Ask students to say something about each of the habits shown in the photos. B: Pair work: Have students first work alone to complete the sentences. Ask students to rejoin their partners and compare their answers. If time allows, lead a brief discussion on ways that people can make their lives healthier.Step 2. Activity 2A: Pair work: Have students rejoin their partners to do the matching. Encourage them to explain to each other why an answer could or could not be correct.B: Pair work: Have students work in their pairs to come up with at least two more pieces of advice for each person in part A.C: Listen: Hear more advice from the fitness expert check the advice.。
大学英语口语课程说课课件 (1)页PPT文档
使用的方式也不像手机一样直接接触人体 因此对人体健康比较没有大的影响
பைடு நூலகம் 无线网络于使用之过程其保密性
基本上之无线网络采用的技术系统 本身就具有防窃听之功能
另外再加上数据加密功能 双重防护下 因此安全性是应该相当好的
架构无线网络需要那些基本配备
一般架设无线网络的基本配备就是 • 一片无线网络卡 • 一台网桥(Access Point用作传统的有线局域网络
与无线局域网络之桥梁)
这样就能够以无线的模式 配合既有的有线架构来 分享网络资源
• PCMCIA无线网卡 • USB无线网卡 • 无线网络AP
无线网络配备
Shandong Foreign Languages Vocational College
外语系 公
主要内容
一、课程教学大纲 二、教材与教学内容 三、教学方法与手段 四、学情及学习方法指导 五、课程资源 六、课程特色
一、课程教学大纲
课程性质与定位 课程目标 课程教学进度安排 课程重难点及解决办法
报告者:
• 影像与声音结合的艺术
剪接(Edit)
• Video
– DV camera(avi format) – mpg,rm,mov…. – 图片(bmp,jpg,gif…)
• Audio
– wav,mp3,cd audio….etc
素材(Footage)
• Video Track, Audio Track • Dissove • Transiton • Motion • Effects
期末考试 70%
大学英语口语教程课件greetingandintrodu
1 "Hello!"
Explore the different ways to say hello in English.
2 "How are you?"
Learn how to ask about someone's wellbeing in a friendly manner.
3 "Nice to meet you."
different cultures.
不同文化中的问候差异
探索不同文化中的问候和介绍习俗的差异。
鞠躬
了解日本文化中鞠躬的含义和使 用。
脸颊亲吻
探索欧洲文化中脸颊亲吻的风俗 和用途。
手放在心脏位置
了解中东文化中将手放在心脏位 置的问候方式。
常见的问候表达
学习一些常用的问候表达，让你的问候更丰富多样。
Learn appropriate formal greetings for business and formal occasions.
Informal Greetings
Discover casual and friendly ways to greet friends and acquaintances.
how it reflects your confidence and
professionalism.
3
Smiling
Discover how a genuine smile
Personal Space
4
enhances the warmth of your greetings.
Learn to respect personal boundaries during greetings in
大学英语基础口语教程Unit
F
loosen up! it’s not worth getting upset about. 放松点
B
keep smiling! things will calm down. 乐观一点,事情会平息下来的.
D
it’s nห้องสมุดไป่ตู้t as bad as all that. 事情没有那么糟.
E
keep trying! don’t give up the ship. 继续努力! 别轻易放弃!
Act out
Make a propose Catch a cold Dance happily Be scared of dogs Be shocked by the bad news Have a cup of coffee Take a nap Cry tears Make a toast
01
Monica: He probably wants you back because you're right for the job.
Joey: I bet that kiss isn't looking like such a big mistake now, is it?
02
Speaking out
when god closes a door, he opens a window. 山不转水转.
tomorrow is another day. 有明天就有希望.
stop carrying the weight of the world on your shoulders. 别太操心了，没有你地球照样转。
what would you do if you friend has some trouble in controlling his temper when he is confronted with such issue?