现代大学英语口语Unit
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_10
Unit10Handling Personal FinancesTheme:personal financesLanguage functions:Agreeing and disagreeingObjectives:Students shall be able to talk about money-related issues and build skills in managing personal finances.In addition,students should be able to express agreement or disagreement when they discuss and debate how to earn,save,and spend money wisely.Warm-upProcedures:1.Give students one minute to identify the messages contained in the cartoon.Students may have their interpretations,but generally:1)college tuition is quite high;2)the mother is encouraging her daughter to make good use of the pocket money.2.Then,organize a free discussion on the two questions below the cartoon.3.Invite a few students to share their answers about how they pay for college and what they use their allowance for.Activity11.ConversationIn the dialogue,the two students are exchanging their ideas on how to manage personal finance.Their discussion highlights issues many students face—balancing expenses with limited budgets.Lead the students through the dialogue for language points,expressions on agreements and disagreements,and expressions on giving/taking/rejecting advice.Then ask students to have a look at the functional expressions in the Language Bank.Language points:●Agreement:That’s the point./That’s exactly my problem.●Partial agreement:Life at college should indeed be colorful,but we have to draw a linebetween what we need and what we want.●Disagreement:Come on…●Asking for advice:What’s your secret?/Tell me how./What shall I do?●Giving advice:I wouldn’t do that if I were you.●Rejecting advice:That never works for me!2.Discussion●Focus:This task is designed to have students reflect on their financial situations andspending habits.Through the discussion,students can gain greater self-awareness of sensible consumption and learn practical strategies from their peers.●Procedures:1.Divide students into small groups of four.Ask them to take turns to share in groups if they can live within their monthly budget and what actions they take when short on money.2.Then discuss in groups what they believe are healthy financial habits for students.Each member should contribute1-2ideas.3.Bring the class back together.Invite a few representatives to summarize their discussions.4.On the board,make a list of healthy financial habits for students based on their discussion. End up by encouraging students to cultivate healthy financial habits.Additional Resources for Teachers:Here are some suggested healthy financial habits for college students:-Make a budget and track spending:Know where your money is going each month and plan based on income and expenses.-Prioritize needs over wants:Spend money on necessities like food,housing,transportation first before entertainment,shopping,etc.-Save a portion of income:Put aside a percentage of any money you receive into savings. Having an emergency fund is important.-Limit eating out:Eating at the university cafeteria is much cheaper than dining out frequently.-Find free or low-cost entertainment:Take advantage of free events,student discounts,and splitting costs with friends.-Look for freebies and deals:Get free samples,use coupons and loyalty programs.-Establish a fun money allowance:Budget a set amount each week for non-essential spending.-Pay with cash:Studies show people spend less with cash.-Avoid impulse purchases:Give yourself time to think through a purchase.-Earn extra income:Get a part-time job or freelance work to supplement your budget.-Live within your means:Don’t try to keep up with others’spending.Focus on needs.3.Pair work●Focus:This task is designed to have students analyze proverbs related to personalfinances in pairs.This exchange allows students to articulate their financial philosophies while being open-minded to other stances.●Procedures:1.Ask students to review the list of money-related proverbs and select the one they most strongly connect with or find insightful.Students can also discuss one that is not on the provided list.2.Divide students into pairs.Explain to students that they will take turns to share their selected proverb and interpretation with their partner.They may agree or disagree with each other,but they should try to use the expressions that have been introduced.3.Then the teacher may ask some volunteers to share their understanding of a particular proverb with the whole class and see if others would agree or disagree with them.●Suggested Answers:Here are some suggested answers:No one is poor unless he thinks himself so.The proverb tries to persuade people never to be beaten by troubles or difficulties in life or lose hope and confidence in winning their fortune.As long as we believe in ourselves and work hard,we can one day realize our dreams and achieve what we want.Be penny-wise and pound-foolish.Don’t focus so much on saving pennies and nickels that you miss out on bigger opportunities. Being overly frugal about small expenses is counterproductive if you waste money in more significant ways.A fool can earn money,but it takes a wise man to save and dispose of it to his advantage. Financial wisdom involves more than just earning money.Knowing how to budget,save,and use money wisely is more beneficial in the long term.Invest for the future.Neither a borrower nor a lender be.Avoid both relying heavily on borrowed money and lending money to others.Too much debt burdens the borrower.Lending money can also strain relationships sometimes.4.Group work●Focus:This task provides an opportunity for students to research the financial situationsof their peers.●Procedures:1.Divide students into groups of four.Explain to students that each group will survey student expenditures.2.Ask students to review the survey template provided.They can add or modify questions as desired.3.Give students sufficient time to conduct the survey and gather results.Suggest a minimum sample size.4.In groups,students calculate and analyze the survey results.5.Each group should prepare a summary of key findings from their survey and the implications for money management.6.Each group will present their survey methodology,results,analysis,and recommendations to the class.7.After presentations,lead a class discussion reflecting on spending habits and budgeting needs revealed from survey outcomes.8.Optional:Have students write an individual reflection on how they might adjust their own finances and spending based on the survey findings.Activity21.ConversationThis dialogue depicts a married couple,Nick and Janet,arguing over their household finances and inability to budget effectively.They are frustrated by their lack of savings and mounting expenses.The conversation reveals issues stemming from their different spending habits, incomes,and attitudes about money management.This dialogue presents an opportunity for students to analyze techniques for successful financial collaboration in relationships.2.Pair work●Focus:This creative task requires students to analyze the core issues in the couple’sdispute over finances and find reasonable compromises that address each one’s concerns.Through this task,students will demonstrate empathy,communication skills,and problem-solving skills as they work to resolve the conflicting approaches to household budgeting.●Procedures:1.Have students work in pairs.Explain to students that they will play the role of Nick and Janet and resolve the couple’s budget dispute.Give students one minute to re-read the dialogue and analyze the issues presented.2.Have students act out their extended conversation.Remind them to reach a reasonable compromise.The dialogue should end with the couple agreeing on a household budget and financial plan. This may involve:-Deciding on overall savings goals-Creating spending categories with assigned amounts-Agreeing on a system for tracking expenses-Compromising on discretionary spending items3.Invite a few volunteers to perform their completed dialogues for the class.4.Lead a short discussion reflecting on the budget solutions presented.Which compromises were most reasonable?What communication tactics worked best?5.Optional:Have students write a short reflection on what they learned about managing finances as a couple.Sample DialogueNick:I still think we need to control our spending.What if we each have an allowance to spend entirely at our discretion?Janet:But we need transparency,not separation.I don’t want to ask you for money when I need it.Nick:You’re right,that doesn’t work.Hmm,what if we have a shared account for bills and household expenses that we both contribute to based on our incomes?Then the rest ispersonal spending money.Janet:That’s better,but it doesn’t address our different attitudes about what’s worth spending on.For example,you think my books are useless.Nick:Okay,true.I suppose I should be less critical about your minor purchases if you could attempt to somewhat reduce your larger expenses.Janet:Fair enough.And we should agree on our savings goals for the year.Let’s aim to save$5000for vacations and$3000for the kids’college.Nick:Alright,it’s a deal.Should we use an app to track where all the money is going each month?That way we can catch any leaks early.Janet:Definitely.Having it all visible will help us make better choices together rather than pointing fingers.As long as we’re open to each other and work as a team,I think we can do this!Nick:Me too.I’m sorry.This is new to us but I’m glad we talked it out.Janet:Apology accepted.Now,ready to go over these credit card statements?Full transparency!Nick:You got it!Let’s do this.3.Role-play●Focus:This role-play task is designed to have students practice managing householdfinances through an improvised dialogue.The goal is to collaboratively track expenses and deposits to gain skills in household money management.●Procedures:1.Have students work in pairs.In each pair,one student should be the“big spender”and the other be the“miser.”2.Explain to students that they will play the role of a married couple who will review the monthly account book together.Remind them to take on the opposing attitudes of their roles.3.Give students a few minutes to review the account book and prepare for the role-play.The big spender should be ready to justify lavish purchases.The miser should express concern over unnecessary spending.4.Invite a few pairs to present their role-plays for the class.Pairs should aim to reconcile their different spending habits and agree on a reasonable budget and financial plan.5.Lead a discussion on the challenges of synchronizing financial viewpoints with a partner and effective strategies to enhance communication.Sample DialogueMiser:Okay,let’s go over these expenses line by line.RMB557at the shopping center?! That seems extremely high.What did you buy?Big Spender:I got some new clothes for work and a nice pair of shoes.Can’t I treat myself every once in a while?Miser:I suppose,but we need to stick to our budget.RMB80for a football ticket also seems excessive when we could watch it at home.Big Spender:It was a special event!I got to see it live with my friends.Miser:Let’s try to limit recreational spending to RMB100a month going forward.Now,the RMB200at the beauty parlor?!What’s that about?Big Spender:A girl’s got to look good!It was for a haircut and highlights.I can’t help it if the salon is pricey.Miser:Maybe try a less expensive place next time.I think we can cut this category in half. As for the RMB120movie—watching at home is way cheaper.Big Spender:Okay,I see your point.I can cut back on some of these extra treats.But could I still get some personal fun money that I don’t need to justify?Miser:That’s fair.How about we each get RMB200in discretionary spending?And we’ll save more by cooking at home and looking for free entertainment.Big Spender:It’s a deal!I want us to reach our savings goals.And I appreciate that you keep us on track.Miser:Thanks for being open to compromise.Together we’ve got this budget thing down! Activity31.How much money does a student need per month?This text discusses appropriate monthly allowances for college students in China.It centers on a university student dissatisfied with her RMB2,000monthly stipend from her parents, which she argues prevents her from indulging in luxuries like her peers.The author counters that this amount should sufficiently cover a student’s needs,citing a survey showing average undergraduate expenses in major cities were under RMB2,000.Experts advise students to adjust consumption based on family income and remember that education is the priority over material comforts.The issue reflects a generation gap in attitudes toward money, consumption values,and life priorities between Chinese youth and their elders.It also highlights the challenges of managing personal finances independently for the first time as a young adult.The text provides broader commentary on the importance of developing healthy spending habits.2.Discussion●Focus:Through this task,students will analyze their financial attitudes and deepen theirunderstanding of responsible money management and consumption habits.●Procedures:Divide students into groups of four and ask them to share their answers to the questions with group members.Remind students that they should have one member take notes of the major points that group members have made.After the group discussion,the note-takers would report their group discussion to the class.3.Role-play●Focus:This role-play scenario aims to provide an interactive way for students tointernalize the text’s themes revolving around fiscal responsibility and independence.Students could also practice agreeing and disagreeing,as well as offering and accepting suggestions through talking about money issues.Procedures:1.Divide students into pairs.In each pair,one student should be Student A and the other be Student B.2.Give students two minutes to read their role cards and get into character.Students should think about how they would act in their assigned role and improvise conversation based on their role descriptions.3.After five minutes of role-playing,the teacher will invite some students to present their role-play to the class.5.To conclude,students share their experiences and discuss what they learned about from this activity,and the teacher will summarize the insights gained.Sample Dialogue:Student A:I can’t believe my parents haven’t bought me a laptop yet.How do they expect me to do my schoolwork without one?It’s ridiculous that they haven’t provided me with this basic necessity for studying.Student B:I’m sorry to hear you don’t have a laptop,but maybe your parents can’t afford one right now.My parents give me a monthly allowance that’s usually enough,but lately, I’ve been donating some of it to charity so I’m short on cash.Student A:Well,if I were you,I’d tell my parents to give me more money.They should be responsible for making sure you have everything you need as a student.Student B:I disagree.I think we need to learn to be independent and make sacrifices sometimes.Your parents probably want you to focus on your studies rather than expensive gadgets.Student A:I guess you have a point.I don’t need the latest laptop.I should be grateful that my parents provide for my basic needs.It’s admirable that you’re donating your own money to help others in need.Student B:Thank you.But now I’m worried about covering my expenses.Do you have any ideas on how I could earn some extra money?Student A:Hmm...you could tutor younger students or get a part-time job on campus.Let me know if you need help!Student B:Those are great suggestions!Thanks for your advice!Supplementary Activity1.Learn to spend sustainablyThe passage offers advice for developing healthy spending habits and avoiding financial issues stemming from overspending.It targets readers who struggle with impulse purchases or have trouble differentiating between wants and needs.2.Discussion●Focus:This discussion aims to have students reflect on their spending habits andevaluate the effectiveness of the tips for avoiding impulsive purchases.●Procedures:1.Explain to students that the goal of this discussion is to reflect on their spending habits and evaluate strategies for controlling impulsive purchases.Encourage students to be open about sharing their experiences.2.Invite a few volunteers to describe a time they made an impulsive e probing questions to understand their motivations.3.After a few students have shared,facilitate a whole-class discussion on the effectiveness of the tips provided in the passage.Ask students to explain their perspectives.4.Invite students who have tried any of the techniques to describe their experiences implementing them.Did the strategies help manage spending?Have each student identify one tip they would be willing to try and explain why they think it would work for them.5.Leave five minutes at the end for students to reflect individually on new insights they have gained about sustainable spending habits.Definition:Impulsive buying,or impulsive spending,is the tendency of a customer to buy goods and services without planning.When a customer makes such buying decisions at the spur of the moment,it is usually triggered by emotions and feelings.Description:Impulsive buying can’t be categorized for one specific product category. Impulsive buying can be seen in products such as chocolates,clothes,and mobile phones and in big-ticket items such as cars,jewelry,etc.Impulsive buying means making an unplanned purchase.It is based on an irrational thinking.Marketers try to tap this behavior of customers to boost sales.There is a great likelihood that customers end up making a purchase ofproducts after entering the hypermarket without any actual intent of doing so.Many mobile phone makers tend to exploit this trait in customers by introducing products that can be add-on gadgets for their mobiles such as fitness bands,etc.。
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_14
Unit14Celebrating Holidays and FestivalsTheme:holidays and festivalsLanguage functions:Describing what people do on holidays and festivals;talking about future plansObjectives:Students shall be able to describe holidays&festivals and talk about their future plans;they shall also consolidate their command of the functional expressions used to show agreement&disagreement as well as describe past experiences.Warm-upProcedures:1.Divide students into groups of four and ask them to guess what the festivals are according to the descriptions and then discuss the questions in the textbook.The holidays and festivals described in part one are the Mid-Autumn Festival,Tomb-Sweeping Festival/Qing Ming Festival,Thanks g iving,and Halloween.Activity11.ConversationThis text is a dialogue between two friends,Zhang Juan and Peter,discussing holidays and festivals in their respective cultures,China and the United States.The text provides an introductory cultural exchange and comparison of traditional holiday celebrations in China and the United States.It highlights some of the major national holidays in each country and some unique customs.Go through the conversation and draw students’attention to expressions of asking about and describing the holidays and festivals.Then lead students to have a look at the useful words and functional expressions in the Language Bank.In addition,the teacher may ask students to add other important holidays and festivals in China or other countries.2.Pair work●Focus:This task aims to engage students in conversational exchanges about culturalevents and making logical guesses about which festival is being depicted based on the visual information provided.●Procedures:Arrange students in pairs.Ask each pair to make dialogs based on the given pictures, following the pattern in the textbook.They may choose to make three short dialogs or one dialog incorporating descriptions of three holidays.Remind students to use the pictures asprompts to practice talking about different holidays and festivals.The goal is to identify the celebration based on the visual clues.Then the teacher may ask two or three pairs to role-play their conversation(s).Provide feedback on the content and language used.Highlight any new vocabulary or proper holiday names introduced through the activity.3.Mini-speech●Focus:The goal of this task is for students to strengthen their public speaking andpresentation skills by individually preparing and delivering a short speech about a holiday or festival to their peer group.Students will select a celebration from the provided list,research key details about its history,customs,and origins,and create a two-minute informative presentation to group members.●Procedures:1.Divide students into groups.Have each student select one holiday/festival from the provided list.2.Give students a few minutes to prepare a short two-minute presentation about their chosen holiday/festival.They should include key details like the date,traditions,origins,etc.3.Have each student take turns giving their mini-presentation to the group.Encourage them to speak loudly and clearly.4.After each presentation,the other group members could ask follow-up questions about the holiday.This allows the presenter to provide more detail.5.When all students have presented,lead a brief class discussion reflecting on what they learned about different cultural celebrations from their peers.6.Provide positive feedback on the content and public speaking skills demonstrated. Sample Speech and Q&AThe festival I will talk about today is the Lantern Festival.This festival takes place on the15th day of the first month of the lunar calendar.It marks the end of the Chinese New Year celebrations.The Lantern Festival has a history of over2,000years.During this festival,people light lanterns and hang them around temples,in the streets,parks,and even near rivers and lakes.The lanterns come in all shapes,sizes and colors,often with Chinese symbols, animals from the zodiac,or scenes from myths.The lanterns symbolize hope for the new year.Families carry lanterns to join in parades and events.There are often fireworks, dances,and lion dances too.Eating round sticky rice balls called yuanxiao in Chinese is a popular custom,because their round shape matches the full moon on this night.The Lantern Festival is about bringing families together to celebrate while welcoming the first full moon.Q&A:Q:When was the first Lantern Festival held?A:The Lantern Festival began during the Han Dynasty,over2,000years ago.Q:What foods do people eat during this festival?A:Common foods eaten during this festival are sticky rice balls called yuanxiao and round-shaped dumplings.These match the full moon.Q:What makes the lanterns special?A:The lanterns come in all sizes,shapes and colors.Many have Chinese symbols,animals or myths depicted on them.They symbolize hope.Activity21.ConversationsThe two conversations in this activity focus on talking about future plans and usual practice on certain holidays.Lead students through the two conversations and ask them if they know anything about the origin of the April Fool’s Day and the Dragon Boat Festival.Students may also share some interesting April Fool’s stories and some different ways of celebrating the Dragon Boat Festival in different parts of China.2.Pair work●Focus:This task focuses on using the phrase“I am going to”to discuss future holidayplans.This allows students to practice talking about the future in English while learning about their partner’s holiday traditions and plans.●Procedures:1.Divide students in pairs.Ask each pair to follow the instructions in the textbook and remind them to think about what they learned in Unit3to talk about future plans and try to use the expressions they learned.2.Students will take turns using the phrase“I am going to”to discuss their plans.They could discuss activities,food,places they will visit,people they will see,etc.Students should aim to provide3-5“I am going to...”statements for each holiday prompt.3.After both students have had a chance to share their plans,the teacher can invite some pairs to share with the class.3.Story-telling●Focus:This task aims to get students to share some interesting/memorable personalexperiences or stories related to a holiday tradition holidays by using3-5key details.By recounting events in sequence using the past tense,students can improve their ability to narrate a coherent story in English.●Procedures:Divide students into groups.Students will take turns sharing stories about memorable experiences they’ve had on Chinese or Western holidays/festivals.Remind students that they need to give as many details as possible to make their stories vivid and impressive.Stories should focus on a specific holiday event or tradition and past tenses should be used to describe what happened.If a student does not have a relevant personal experience to share, they can share an interesting,moving,or funny holiday story they have heard before.After the group work,the teacher may ask some volunteers to share their stories in front of the class.Activity31.FestivalsThis text explores two major cultural festival traditions—China’s Spring Festival(Lunar New Year)and the American holiday of Thanksgiving.It first provides background on Spring Festival,describing the celebrations,customs,and activities associated with this revered start of the lunar new year.Details are given about the significance of family gatherings,traditions like hanging red banners and staying up late on New Year’s Eve,visiting relatives,and enjoying public festivities.The text then shifts to discuss the origins and modern practices of Thanksgiving in America. It recounts how the Pilgrims started the tradition in1621after surviving a difficult winter thanks to the help of Native Americans.Their inaugural feast and celebration of a bountiful harvest spawned an ongoing national holiday.Thanksgiving is associated with family gatherings,travel,special meals featuring turkey and pumpkin pie,and giving thanks for one’s blessings.Together,the passages showcase two major cultural holiday traditions and how they bring families and communities together through celebration,shared history,and gratitude.Lead students through the text and ask them to summarize what kind of information should be included in an introduction of a holiday or ually,when,how and with whom the holiday or festival is celebrated are necessary,and then the origin,related stories, importance as well as cultural implications may also be included.2.Pair work●Focus:This task allows students to compare and contrast customs and traditions betweenmajor Chinese and Western holidays.Students will work in pairs to identify similarities and differences across six festival pairings.This promotes cultural understanding of how celebrations vary across regions.●Procedures:The teacher may introduce some patterns often used to talk about similarities and differences before dividing the students into groups.Each group may first brainstorm on the customs of all the Western and Chinese festivals in the table and have a discussion of the similarities and differences between each pair.After discussion and completing the table,students will share what they listed with the class and explain the cultural significance.Suggested Answers:Festivals Similarities DifferencesChristmas vs.Spring Festival -Family gatherings-Decorating homes-Exchanging gifts-Christmas:Christianity;turkeySpring Festival:Lunarcalendar;jiaozi;fireworksValentine’s Day vs.Qixi Festival -love/romance-Gifts to loved ones-Festival tales about couples-Qixi:traditional Chinesestory;activities likewatching stars-Valentine’s:more widelycelebratedHalloween vs.Qingming Festival -Respect to the deceased-Rituals and offerings-Halloween:morelighthearted;costumes andcandy-Qingming:more reverentand solemnThanksgiving vs.Mid-Autumn Festival -Family gatherings-Feasts/meals-Harvest origins-Thanksgiving:Americanhistory-Mid-Autumn:mooncakes,lanterns and moon viewing3.Interview●Focus:The task focuses on encouraging students to think about and voice their opinionson Chinese and Western festivals and how people should celebrate them in the present era.The discussion promotes critical thinking on cultural evolution.●Procedures:The teacher may start by asking students how they feel about traditional holidays now compared with how they felt when they were young.Then,students may give their opinions about how people may maintain or adjust the customs.4.Show and tell●Focus:The task is designed for the students to look for information about a particularfestival of an ethnic group and integrate what they have collected into a presentation.●Procedures:The teacher may assign the task in class and leave it as homework for students to look for related information and prepare for the presentation.Divide students into groups of four and ask them to first decide on a festival of an ethnic group.The teacher needs to make sure that each group focuses on a different festival from other groups.Then,ask students to think about what they would like to include in their presentation and how they can make their presentation more impressive.In addition,remind them to have a proper allocation of work and ensure good cooperation among the group members.Finally in class,each group does their presentation and other groups give their comments on the content and performance of the presentation.Supplementary Activity1.ConversationThis is a conversation between Rick,an American exchange student studying Chinese culture at Peking University,and his Chinese friend Cherry.It takes place on the evening of the Mid-Autumn Festival,a major traditional holiday in China.Their conversation provides insight into Chinese traditions around the Mid-Autumn Festival.The teacher may make use of the activity to get students to know more about the festivals celebrated in China and appreciate the cultural diversity of our country.2.Role-play●Focus:This task is for the students to demonstrate an understanding of a key Chineseholiday,the Winter Solstice Festival.Students work in pairs and roleplay the original characters of Rick and Cherry.●Procedures:1.Have students work in pairs,with one partner playing Rick and the other playing Cherry. Explain that the scene is now the Winter Solstice Festival.2.Rick should ask questions to learn about the Winter Solstice Festival,such as its origins, traditions,foods,etc.Cherry will explain details about the festival and how Chinese people celebrate it.Encourage to use prior cultural knowledge.3.Have students perform their role-plays for the class.After each role-play,briefly discuss key information presented about the festival.Sample DialogueRick:Hi Cherry!Happy Winter Solstice Festival!Thanks for inviting me over to celebrate again.Cherry:You’re welcome,Rick!I’m excited to tell you about another Chinese holiday. Rick:Me too!So can you explain what the Winter Solstice Festival is all about?When is it celebrated?Cherry:The Winter Solstice Festival is one of the most important festivals in China.It takes place around December21st,the shortest day of the year.Rick:Interesting!What are the origins of this festival?Cherry:It originated over2,000years ago.Ancient Chinese people celebrated the solstice because it means the days would start getting longer again as spring approaches.Rick:That makes sense.I read the solstice has something to do with yin and yang. Cherry:Yes,exactly!The solstice represents yin transitioning to yang—from the darkness of winter to the light of spring.Rick:Nice.So how do Chinese people celebrate today?What are the traditions? Cherry:There are many fun customs!Eating jiaozi and spending time with family.Also ancestor worship and lighting candles.Rick:It sounds very meaningful.I’d love to experience all of that someday.Well,thanks for telling me about this great Chinese festival!Cherry:You’re welcome!I’m happy to share our culture with you.Ready for our feast?3.Pair work●Focus:This activity prompts students to discuss and compare regional variations incelebrating traditional Chinese holidays and festivals.Students will activate prior knowledge and share experiences to highlight how geography and local culture lead to diverse paring traditions boosts cultural understanding.●Procedures:Have students work in pairs.Students in each pair may start with sharing how certain traditional festivals are celebrated in their hometown and see if there are any differences.In addition,they may share whatever they know of or have heard of the different ways of celebrating traditional festivals in different places.Remind students to make use of the expressions introduced in Task1for Activity3to talk about these differences.Encourage students to explain why certain regional variations developed.Consider geography,ethnic groups,available foods,etc.Have some pairs briefly share their examples with the class.。
现代大学英语口语(1)Unit Three
build age face clothes eyes facial features
character/ personality negtive positive
❖ Here is a list of useful expressions
Hight Build Age
Face clothes eyes
skinny
negtive
anorexic
medical
underweight negtive
thin
negtive
slim
positive
slender
positive
fat tubby
negtive negtive
overweight negtive
plump
neutral
stocky
positive
30s, 40s
round, oval, （鹅 蛋脸） square, with scares, wrinkles, freckles, suntanned, pale
additional： moustache, beard, whisker
casual, big round
scruffy, （ blue eyes,
❖ 4. generous, loyal, self-controlled, moody, trusting, modest, tolerant, friendly
❖ 5. energetic, confident, selfish, shy, stubborn, reliable, clumsy, intelligent
As an old proverb goes: don't judge a person by his appearance, people always turn their backs upon those who pay much attention to appearance. However, it is also important and practical sometimes, especially when it comes to get acquainted with someone unfamiliar, to introduce your friends and to evaluate them. Therefore, let us learn how to describe a person from all-round perspective.
现代大学英语口语3 Unit6 ppt
Questions
• Why do you work? • What’s your requirements about your job? • Have you ever got any working experience?
A chart
A video
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Thank You! Good Bye
guide: 导游 housewife : 家庭主妇 interpreter :口译员 journalist: 记者 lawyer :律师. life guard :救生员 magician :魔术师 masseur : 模特儿 movie director: 导演 movie star : 电影明星 musician : 音乐家 nurse: 护士 office clerk : 职员 office staff 上班族 operator: 接线员 photographer:摄影师 policeman: 警察 postal clerk: 邮政人员 postman :邮差 processfor: 教授 real estate agent: 房地产经纪 reporter : 记者 sailor: 船员，水手 s alesman/ selespeople/ salesperson: 售货员 scientist: 科学家 doctor: 医生 door-to-door salesman: 推销员 driver: 司机 fashion designer: 时装设计师 fireman (firefighter): 消防员 florist: 花商 flyer: 飞行员
secretary: 秘书 singer: 歌手 teacher: 教师 technician : 技术人员. translator: 翻译（笔译） TV producer: 电视制作人 typist: 打字员 veterinarian兽医 writer: 作家 accountant: 会计 actor: 男演员 actress: 女演员 announcer: 广播员 associate professor: 副教 auditor: 审计员 baker: 烘培师 cartoonist: 漫画家 cashier: 出纳员 chef: 厨师 clerk : 店员 computer programmer : 程序员 cook: 厨师 customs officer :海关官员 dancer : 舞者 dentist: 牙科医生 designer: 设计师 desk clerk: 接待员
现代大学英语口语(1)Unit One
Tips on How to Write a Personal Introduction?
by Duke Lin
课程描述
• • 一. 目标（Objective） 本课程的教学目的是通过大量的口语练习和实 践，逐步培养和提高英语口头交际的能力，同时 了解主要英语国家的文化背景和生活习俗。通过 本课程的学习，学生应能就日常生活中的一般情 景进行恰当的交谈；能就社会生活中的一般话题 进行连贯的发言；能比较准确地表达思想，做到 语音、语调、语法基本正确，语言运用基本得体， 掌握本专业基本口语技能。
basic sentence patterns
• 1. formal introductions (1)I feel honored to introduce you to…. (2)I’d like to introduce … to you. (3)Allow me to introduce… (4) It’s my pleasure to introduce you to…. (5) May I introduce you to… (6) May I present… (7) Let me introduce…
• 3. Formal self-introductions(正式方式作自我介绍) (1)May I introduce myself? (2)Allow me to introduce myself． （3)Let me introduce myself．
（4)I don’t think we’ve met．I'm Edgar Snow
Some more questions
• 1. what do you want to do in the future? Or what is your ideal career? • 2. who is your idol? Why? • 3. what is your likes and dislikes? • 4. do you have any special experience or story? If have, tell us. • 5. what kind of life do you want to lead? • cafeteria / dining hall (食堂) • Civil servant(公务员) • 6…
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.
现代大学英语第一册unit
听力材料的难度适中，适合大一新生水平，通过练习，学生可以逐 渐提高自己的听力水平。
Listening skills
识别关键词和关键
信息
在听力练习中，学生需要学会识 别关键词和关键信息，以便更好 地理解听力材料的主旨和细节。
理解不同口音和语
速
在英语交流中，不同地区和人群 的口音和语速可能存在差异，学 生需要学会适应不同的发音特点， 提高听力理解能力。
• Encourage students to reflect on their own experiences and perspectives, and to express their ideas and opinions confidently in both written and spoken English.
问题分析
答案解析
针对每个问题，学生应仔细分析文章内容，提取相 关信息，并运用阅读技巧进行推理和分析。
本单元的阅读理解问题主要考察学生对文章 内容的理解和推断能力，以及词汇和句子分 析能力。
答题技巧
学生在答题时应注重细节，抓住关键信息， 避免主观臆断和过度推断。同时，注意答案 的准确性和条理性。
06
解题技巧总结
总结解题技巧和方法，帮 助学生掌握正确的答题思 路和技巧，提高听力练习 的效果和效率。
04
Oral Practice
Oral tasks
Role-play
Students are required to act out different roles in a given scenario, enhancing their understanding of character and situation.
大学英语基础口语教程Unit 2
\
Starting out
Activity 1: use words or expressions to describe the photos Scared/ frightened/ terrified/horrified awkward/ embarrassed/
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Starting out
Activity 1: A: look at the pictures on page 6, describe how each person feels and why do they feel the way ?
• • • • • • • • • • • See a movie Play football Make a phone call Have a job interview Clean the house Cross arms make a speech Go swimming See a ghost Climb mountains Go shopping
Speaking out
• 3. How did Ross feel? Why did he feel this way? How did Ross’s friends comfort him ? • Monica: Okay, look, I-I have enough stuff for one more sandwich, I mean I was going to eat it myself, but…
Act out
• • • • • • • • Drink a cup of coffee Put on a coat Listen to music Lie in bed Walk slowly Drive a car Build a snowman hold a birthday party • • • • • • • • Wink to me Fall asleep Put up your hands Run fast Go skiing Pray to god Have a class Do homework
现代大学英语口语Unit 2 PPT
现代大学英语口语Unit 2
Text Three
in jest
开玩笑地 (Para2, L 1)
clergymen
n. 教士;牧师(Para3, L 2)
revolution [,revə‘lu:ʃən] n.革命(Para3, L 2)
liberty [‘libəti]
n.自由, 自主(Para3, L4)
Who is your idol now or who is your former idol? The reasons why you like him\her.
such as Lei Feng, Zhou En-lai…… Jobs, Bill Gates…… Jay Choo, Jolin, SHE, Jackie Chen……
Romeo and Juliet, Titanic, Liang and Zhu， Cinderella……（about 5-8 minutes）
Text Two
Activity 3
Directions: Debate: Topic: Should age difference be a barrier?
go up when you choose a friend.
Text One
Activity 1
Directions: Role play . Form a group of four. Play the roles of Feng,
现代大学英语精读第二版UnitUnit句子翻译答案
现代⼤学英语精读第⼆版UnitUnit句⼦翻译答案U n i t 1 1. He is so devoted to his research that it never occurs to him that he will soon have to retire. 他对他的研究如此专⼼致志，从来没有过很快就要退休的念头。
2.Many people have observed that，without effective checks，we all havea tendency to abuse our power. 很多⼈都曾说过，如果没有有效的制约，我们都有滥⽤权⼒的倾向。
3. Some countries refuse to get involved in this dispute and they resent any foreign interference. 有些国家拒绝卷⼊这⼀争端，⽽且他们对外国的⼲涉⾮常反感。
4. The control of sand storms will involve a tremendous amount of work and money. 控制沙尘暴需要⼤量的⼯作和资⾦。
5. You have to take the local conditions into consideration when you apply these technologies. 你们⽤这些技术的时候，必须考虑到当地的条件。
6. All applicants will have to fill out these forms and mail in an application fee of 50 dollars. 所有的申请者都必须填好这些表格，然后邮寄50美元的报名费。
7.Based on his observation of children’s behavior，he came to the conclusion that learning is a natural pleasure. 他根据对孩⼦们⾏为的观察得出结论：学习是⼀种⾃然的乐趣。
现代大学英语口语(1)Unit Two
是英格兰南部威尔特 郡且有中世纪风貌的 小城 ，1981年人口 35,000；以13世纪的 大教堂闻名，大教堂 的尖顶高达123米， 即404英尺，是英格 兰最高尖顶；其教区 通称塞勒姆，塞勒姆 是该城的旧名。城外 不远的原野上耸立着 著名的史前巨石柱。
Basic Knowledge
Weather: mild（温暖的）/ cool（凉爽的）/ damp（潮湿的）/ icy cold（阴冷的）/ humid（湿热的）/ foggy(多雾的) / pleasant, comfortable(宜人的)/it is neither too hot in summer nor too cold in winter(冬暖夏凉)…
Anecdotes of Local custom
Among 54 minority groups of China, 25of them live in Yunnan Province. Due to such diversity, colorful cultures of different minority groups can be seen hither and thither. Only to name some famous ones: Peacock Dance of Dai, Dongba Character of Naxi, gourd-shape flute and so on. Here comes a PPT. to show some local custom.
• key words:
mountainous city; countless steps; city of fog(Chongqing, London, Edingburg, Tokyo, San Francisco, Ankara) ; mixture of classic and modern times; spicy food; Three Gorges Dam... (to be continued)
外研社2023现代大学英语口语1_第三版_U3_教师用书
Unit3Making Plans and PredictionsTheme:planning and the futureLanguage functions:Talking about plans and intentions;making predictions;indicating probabilityObjectives:Students shall demonstrate the ability to use appropriate vocabulary and grammar to discuss future plans,goals,and events.This includes being able to use the future tense to ask and answer questions about future plans.Warm-upProcedures:1)Have students first brainstorm some questions they would like to ask their peers aboutfuture plans.2)Then,have students walk around the room and interview their classmates.Remind themto use the probability expressions and sentence structures provided in the Language Bank.3)Afterward,have some volunteers share interesting or impressive predictions they heardfrom classmates.Sample questions:—What do you hope to achieve before turning30/40/50?—Do you plan to develop any new skills this year?—What are your plans for the winter break?—Where do you see yourself in five years?—Will you go home or travel during the upcoming holiday?Activity11.ConversationThe two dialogues are about making weekend and holiday plans.Each dialogue shows how two friends or classmates discuss their availability,make suggestions,and confirm arrangements for getting together.Procedures:1)Have students identify the questions used to ask about immediate plans(e.g.“Do youhave plans for the weekend?”“What are you doing this Thursday afternoon?”).2)Point out how the speakers respond by indicating their availability or lack of set plans(e.g.“I haven’t given it much thought.”“Nothing special,just studying.”).3)Note how suggestions are made using modals like“would”(e.g.“Would you like tocome along?”).4)Highlight how arrangements are confirmed or tentative plans are set(e.g.“Good.I reallylook forward to it.”“Is it OK if I call you then?”).5)Have students practice similar dialogues in pairs,using the language and sentencestructures for making weekend or holiday plans.2.Pair work●Focus:This task provides students with the opportunity to practice dialogues aboutmaking weekend plans.Students will ask and answer questions about their availability and immediate plans.They will also make suggestions for activities and respond appropriately.●Procedures:1)Assign partners and have each pair follow the conversation steps in the table.2)Remind them to use the question forms,responses,and suggestion structures covered inthe dialogues.3)Have partners switch roles and repeat the conversation.4)Circulate and listen as students speak,providing help if needed.5)After several minutes,invite one or two volunteer pairs to share their dialogues with theclass.6)Provide positive feedback and error correction.7)Consider extending the activity by having students create their own dialogues with newweekend plans/activities.3.Group work●Focus:This task provides students with a real-world opportunity to ask and answerquestions about weekend plans.●Procedures:1)Divide students into groups of four.2)Have each student take turns to ask their group members about their plans for theupcoming weekend.They should also ask follow-up questions about why they made those plans.3)Students should listen carefully and fill in the table with their group members’names,plans,and reasons.4)After several minutes of group discussion,have one or two volunteers share theirfindings with the class.They can compare their own weekend plans with those of their group members.5)Provide positive feedback on their dialogues and interactions.Activity21.Plans for winter and summer vacationsThis activity exposes students to authentic language used by American college students when discussing their plans for winter and summer breaks.The messages provide examples of vocabulary,idioms,and conversational language typical in this context. Procedures:1)Have students skim the messages to get an overall sense of the plans being described.2)Call attention to informal,colloquial expressions used(e.g.“lounge around,”“tons ofbooks,”“ridiculously slow”).Explain their meanings.3)Note the phrasal verbs for making plans(e.g.“hanging out,”“hitch around”).4)Highlight abbreviated forms and acronyms(e.g.“reaaaaaally,”“pjs”)and how they add aconversational tone.5)Discuss how students describe their feelings about upcoming breaks(e.g.“can’t wait”).6)Consider having students rewrite some messages in a more formal tone for comparison.2.Group work●Focus:The task provides students with an opportunity to practice asking and answeringquestions about future plans using modal verbs and adverbs of probability.●Procedures:1)Have students write down one thing they will likely do and one thing they likely won’tdo over vacation,with a few details about each.2)Collect the papers,shuffle them,and redistribute to ensure that each student has someoneelse’s paper.3)In groups,students take turns to ask each other if they are going to do the things writtenon the paper.For example,“Are you going to spend most of your vacation catching up on reading?”4)When a student identifies the person who wrote the plan,he/she can ask follow-upquestions about the reason.For example,“You said you definitely wouldn’t stay at home.Why is that?”5)Encourage students to use modal verbs(e.g.will,would,may,might,could)and adverbsof probability(e.g.probably,likely,certainly)in their questions and answers about plans.6)Wrap up by having some volunteers share interesting vacation plans they learned about.3.Discussion●Focus:This discussion task allows students to compare and contrast how collegestudents in China and America spend their vacations.They will identify key differences and speculate on potential cultural and contextual factors that may account for the differences.Students are encouraged to share their perspectives on the pros and cons of the American approach to university breaks,and articulate which approach they prefer and why.The overall goals are to analyze cross-cultural differences in university life, reflect on how social values and norms shape behaviors,and have students synthesize their opinions on alternative approaches based on their own experiences and observations.●Procedures:1)Have students spend a few minutes independently comparing vacations in China vs.vacations in America based on their knowledge.2)Open up the discussion by asking students to share observations about differences andsimilarities.Write key points on the board.3)Ask what factors may account for the differences noted(e.g.cultural values,academicpressure,income).4)Have students share their preferable way of spending university breaks.4.Group work●Focus:This task provides an opportunity for students to collaboratively plan and proposea new holiday tradition for their university.It helps to foster creativity,decision-making,and teamwork as groups brainstorm ideas,reach a consensus on a tradition,and outline the necessary details for its implementation.●Procedures:1)Divide students into groups of four or five.2)Give the groups two minutes to brainstorm different holiday traditions they could start attheir university.Remind them to consider the purpose,timing,and frequency.3)Have each group choose one tradition to focus on and spend five minutes discussing:—What is the specific tradition and its purpose?—When would it happen(time of year,date)?—How often would it repeat(annually,monthly,etc.)?—What are the detailed steps to implement it?—What resources or approvals would be needed?4)Have each group present a two-minute summary of their proposed tradition andimplementation plan.5)Wrap up with a class vote on which tradition sounds most fun/meaningful to initiate. Activity31.Are you planning your life or living it?This passage contrasts two philosophies on how to live one’s life—the well-planned life versus the summoned life.The well-planned life involves carefully mapping out your purpose, goals,and timeline from a young age.The summoned life emphasizes being open,followingyour heart,and exploring the unknown possibilities that life offers.The passage acknowledges the merits and drawbacks of both approaches,noting that even the most well-laid plans can falter while being open to life’s twists can lead to opportunities.It provokes students to examine their own approach to life and reflect on how plans,purpose,and unexpected changes shape their journey.●Procedures:1)Have students read the passage and underline key contrasting viewpoints on planning lifevs.living openly.2)Discuss the pros and cons of planning one’s life in detail vs.following an unscripted path.3)Explore the role of plans and purpose—can these coexist with being open to life’suncertainties?How do students balance planning with flexibility?4)Ask if students feel they are living the life they truly want or one influenced by others’expectations.To what extent are they directing their own path?5)Discuss how major life changes and roadblocks might shift one’s attitudes on planning.How do students think they would cope with major disruptions to their plans?6)Wrap up by reflecting on the ideal balance between structure and spontaneity in life.2.Discussion●Focus:This discussion allows students to reflect on different philosophies about lifeplanning and purpose,drawing connections to their own experiences and attitudes.●Procedures:1)Have students re-read the passage and jot down notes related to the discussion questions.2)Go through each question one at a time.For the first two questions,have students sharetheir examples in pairs or small groups before opening up to the whole-class discussion.3)For the last two questions,open up the discussion to the whole class to get a range ofperspectives.4)Encourage students to use examples from the passage to support their views as they share.5)If time permits,wrap up by reflecting on how students may reconsider their currentapproach to life based on this activity.6)To extend the activity,have students write a short reflective paragraph on their idealbalance between life planning and openness.Note:Ensure balanced discussion on each question.3.Interview●Focus:This activity allows students to explore their peers’perspectives on life purpose,goals,and future planning.It encourages reflection on how plans shape one’s path and ability to achieve goals in the long run.The focus is on active listening,gathering diverse perspectives,and reflecting on how life planning philosophies manifest in their peers’actual goals and attitudes.Remind students to share key points rather than all interview details.●Procedures:1)Have students work in groups of four and give them five to ten minutes to interview theirpeers using the questions provided in the textbook.Encourage them to take notes while interviewing.2)After the interviews,ask students to present their findings to the the class,summarizingtheir peers’key viewpoints and insights on life goals and planning.3)Wrap up with reflective writing or discussion on how this activity changed or confirmedtheir views on the role of life plans and goals.4)To extend,the teacher could ask students to draft their own future life plans with goalsfor the next five years.Encourage them to share their plans and seek feedback from their peers.4.Debate●Focus:This debate allows students to critically analyze and discuss contrastingperspectives on the role and importance of life planning.●Procedures:1)Divide students into groups of four and assign each group a standpoint of either“forplanning”or“against planning.”2)Give five minutes for debate preparation.Encourage students to outline three keyarguments with supporting evidence from the quotes or their own experiences.3)Ask each group to present their position and arguments in the class.Write down all thekey points on the board.4)Now have students get into new pairs,with one“for planning”and the other“againstplanning.”Give five minutes for them to engage in a debate,using the arguments outlined.5)Circulate and listen to various pairs,taking note of any standout arguments made.6)Then,invite a few volunteers to share highlights from their debate.7)End with a reflective writing or discussion on what students learned about thecomplexities of life planning through this structured debate.adventures.Supplementary Activities1.The what and why of China’s14th Five-Year PlanThis activity provides students an opportunity to learn about China’s five-year plans. Students will develop skills in comprehending,summarizing,and presenting key information about these plans in English.●Procedures:1)Instruct students to read through the passage,underlining or highlighting the main pointsabout what China’s five-year plans are and why they are important while reading.2)In pairs or small groups,have students discuss and summarize the key points that answerthe“what”and“why”questions.Assist with vocabulary as needed.3)Bring the class back together.Have each group share a brief summary of what theylearned about the purpose and highlights of China’s14th five-year plan.4)Follow up with a reflective discussion.Ask students to consider how they could explainand present China’s five-year plans effectively to an international audience who are unfamiliar with the concept.5)Optional extension:Have students research a previous five-year plan andcompare/contrast the key goals and outcomes with the current14th plan.Present findings to class.6)Provide support for vocabulary to help students understand the text.End with reflectionon how to effectively communicate China’s policies to the global audience.2.Mini-speech●Focus:This task aims to help students learn to explain China’s five-year plans to theinternational audience.By engaging in this task,students can refine their English public speaking and presentation skills and become more confident in delivering presentation over time.●Procedures:1)Have students review the passage and take notes on key points about what the five-yearplans are and the major goals for the14th five-year plan.2)In pairs,have students discuss how they would explain these key points clearly andconcisely to foreign students who are unfamiliar with the five-year plans.3)Give each student two minutes to present a mini-speech to the class,covering:—A brief introduction explaining what China’s five-year plans are and why they are significant;—An overview of one or two key targets of the14th five-year plan.4)Provide positive feedback on clarity,organization,vocabulary use,and public speakingskills.5)Optionally,record speeches for self-review.Have students watch their videos,self-evaluate their public speaking skills,and set goals for improvement.3.Show and tell●Focus:This task is designed to engage students in researching,comprehending,summarizing,and presenting official plans in English.Peer review and self-reflection can help improve public speaking and language skills.●Procedures:1)Have students research their hometown’s14th five-year plan online and take notes onkey goals,targets,and initiatives.2)Give each student three minutes to present the highlights of their hometown’s plan to theclass.Encourage them to use language like“aims to,”“plans to,”“hopes to”when talking about future goals.3)Provide positive feedback on content summary and public speaking skills.4)After all presentations,lead a reflective discussion on common themes and differencesbetween the plans.Prompt students to use comparative language.5)Optional extension:Have students record speeches for self-review.。
最新Unit 1现代大学英语口语2
4) If you are asked to give the top five names as the greatest heroes/ heroines, what would be your list ? Give your reasons.
___________________________ _______________________
1. What kind of people do we admire? 2. Project 3. Group work
___________________________ _______________________
Activity 4
1. My hero 2. Discussion
1) Why do you think the author of the article takes Mike as a hero? 2) Do you think people need to risk their lives in order to be a hero?
___________________________ _______________________
Adjectives used to describe people
selfish outgoing courageous adventurous idealistic aggressive creative passionate
one who……
___________________________
_______________________
Giving reasons and offering explanations
现代大学英语Unit1-15 课后短语、句子翻译
1.猛然敲门bang the door2.向国王陛下欢呼cheer His Majesty3.凝视那雕像contemplate the statue4.设计/发明一种新方法devise a new method5.获得一种名声gain a reputation6.鼓舞人民inspire the people7.低下头sink one’s head8.象征/代表国家symbolize the nation9.暖和双手warm one’s hands10.毁了某人的健康ruin one’s health11.扮演重要的角色/起十分重要的作用play an important role12.解决这个问题settle the issue1.将这些动物归类classify these animals2.持不同的看法hold a different view3.引申该词的意思extend the meaning of this word4.建立一种新理论establish a new theory5.放弃他的信念abandon his conviction6.把这个过程颠倒过来reverse the process7.珍惜他们的尊敬value their respect8.质疑它的真理性question its truth9.轻视他们的意见belittle their views10.接受/采取一种新思路adopt a new way of thinking11.把…考虑在内make allowance for sth.12.证明结果完全相反demonstrate the opposite13.怀有/心存种种乌托邦思想entertain all kinds of utopia ideas14.鹦鹉学舌/重复他人parrot other people1.宣布放弃终于某人renounce one’s allegiance2.使某事物接受试验subject sth. to a test3.牵涉到好几个月的工作cover many months’ work4.扔在那里任其腐烂leave sth. to rot5.满足其胃口appease one’s appetite6.从某人那里骗走某物cheat sb. out of sth.7.将侮辱牢记在心harbor insult8.对所受伤害耿耿于怀brood over injury9.报仇take revenge10.家里妻妾成群keep harems11.有做某事的时机或场合have an occasion to do sth.12.把它当一顿美餐吃了make a meal of sth.13.蓄某人为奴hold sb. in bondage14.铺平道路smooth the path1.脸朝下趴着lie face down2.使用最后一招scrape the bottom of the barrel3.埋葬死者bury the dead4.消失不见vanish from sight5.隐约记得have a vague recollection6.与敌人交战engage the enemy7.使某人退伍discharge sb. from the army8.接受休克疗法receive shock treatment9.管理各种机构administer all the institutions10.忍受被限制在某一个地方stand being confined11.留心某事keep an eye peeled for sth.12.澄清对某人的怀疑clear sb.13.建议某人做某事recommend sb. doingsth.14.想象做某事imagine doing sth.15.近距离射击shoot at close range1.相信这种荒唐的说法buy the crap2.要求完全控制demand full control3.谴责这项政策denounce the policy4.将所有巴勒斯坦人驱逐出境deport all Palestinians5.使用不同的逻辑employ a different logic6.进一步完善我们的特殊处理方法perfect our special treatment7.遵守停火协议adhere to the ceasefire8.忘掉道德和良心lay morality and conscience to sleep9.阐明计划lay out the plan10.招惹我们mess with11.迅速向某人扑去pounce upon sb.12.将部队从某地撤走pull troops out of a place13.对…唱催眠曲sing lullabies to sb.14.把…单独挑出来single sb. out15.抱观望态度sit on the fence16.如雨后春笋般出现sprout up like mushrooms17.（情况或关系）变坏turn sour18.听起来很熟悉ring a bell19.减轻猜忌soothe one’s paranoia20.加紧控制tighten the death grip21.破坏团结undermine the unity22.使它失去意义void its meaning23.担起重担bear the burden1.the eternal truth 永恒的真理2. a filing cabinet 文件柜3.utter nonsense 无稽之谈4.delinquent behavior 违规行为5. a frequent visitor常客6.fresh air 新鲜空气7.high-minded monologue 格调很高的独白（一个人唱高调）8. a settled view 一种固定的观点9. a speech impediment 言语障碍10.a hideous wind 可怕的风11.heady patriotism 使人兴奋冲动的爱国热情12.the invaders 无情的入侵者13.the Prime Minister 首相14.a mental process 思维过程15.the League of Nations 国际联盟16.a coherent article 一篇条理清楚的文章17.a proficient interpreter 一位口译好手18.an irresistible trend 一种不可阻挡的趋向/潮流19.rotten apples 烂苹果20.a nodding acquaintance 一位点头之交1.non-rational factors 非理性因素2.social position 社会地位3.the good old days 过去的好日子4.thought patterns 思维方式5.room of doubt 怀疑的余地6.stock anecdotes 老掉牙的趣闻轶事7. a dogmatic view 一个教条的观点8. a striking contrast 一个鲜明的对照9.age-long struggle 长期的斗争10.conflicting ideas 矛盾冲突的想法11.a bitter quarrel 一场恶吵12.deeply-rooted convictions 根深蒂固的观念13.groundless opinions 毫无根据的意见14.bare assertion 仅仅是断言；完全是强词夺理1.the rightful owner 合法的所有者2.the universal brotherhood of man 人类的博爱3.loose morals 道德败坏4. a soiled mind 肮脏的思想5.brute force 蛮力，暴力6. a saving grace 唯一可取的一点7.rabid hunger 极度渴望8. a religious zealot 宗教狂9.zoological garden 动物园10.a scientific method 科学方法11.vast stores of food 食品的大量储存12.odds and ends 零碎物品13.war atrocities 战争暴行14.questionable taste 值得怀疑的口味选择15.traits and dispositions 性格特点和气质16.painstaking work 艰苦的努力1.deaf to the music 无动于衷2.at a good pace 以相当快的行军速度3.ammunition boxes 弹药箱4. a permanent human condition 人类永远会有的问题5.an airborne division 空降师6.hell on earth 人间地狱7.strewn with dead bodies 遍地尸体8.an import-export firm 一家进出口公司9.taken up with music 忙于玩音乐10.the enemy position 敌人的阵地11.a railroad embankment 铁路路堤12.irremediable harm 无法修复的伤害13.a bullet head （子弹形的）小圆头14.the trigger finger 食指15.speaking only for myself 就我而言bat fatigue 战斗疲劳症17.post-traumatic stress disorder 创伤后应激障碍18.upper division students 高年级的学生19.rubber boats 橡皮船20.parallel lines 平行线1.defense minister 国防部长2. a turning point 转折点3. a Security Zone 安全区4.no man’s land 无人地带5.the Occupied Territories 占领区6. a fledgling peace process 刚刚开始的和平过程7. a greenhouse for growing terror 产生恐怖活动的温床8. a propaganda machine 宣传机器9.surgical acts of defense 外科手术式的自卫10.a jail term 刑期11.chief of staff （海陆空军的）参谋长12.a concentration camp 集中营13.opinion polls 民意测验14.a safe haven 庇护所，避难所15.a rising political star 新进的政治明星16.Nazi rhetoric 纳粹的言语17.hair-raising horror 令人毛骨悚然的恐惧18.an intelligence officer情报官员1.我知道，不管发生什么情况，我都可以依靠兄弟的支持I know I could rely on my brother to stand by me whatever happens.2.一般说来，年轻一代与老一辈不同，他们对现在而不是对过去感兴趣。
现代大学英语初级口语(2)教案
教案（首页）教案fortitude, unselfishness, etc.; the display of suchqualities.Heroism is the self-devotion of genius manifestingitself in action. --Hare.Syn: {Heroism}, {Courage}, {Fortitude}, {Bravery}, {Valor},{Intrepidity}, {Gallantry}.Usage: Courage is generic, denoting fearlessness or defianceof danger; fortitude is passive courage, the habit ofbearing up nobly under trials, danger, and sufferings;bravery is courage displayed in daring acts; valor iscourage in battle or other conflicts with livingopponents; intrepidity is firm courage, which shrinksnot amid the most appalling dangers; gallantry isadventurous courage, dashing into the thickest of thefight. Heroism may call into exercise all thesemodifications of courage. It is a contempt of danger,not from ignorance or inconsiderate levity, but from anoble devotion to some great cause, and a justconfidence of being able to meet danger in the spiritof such a cause. Cf. {Courage}.2.Divide the class into 5 groups with at least 5 ss. One of them acts as a host, the othersact as host to discuss the topic heroes and heroism.requirements:a.each group has a host who should keep the talk show be logical and also he or shecan have some opinion on what the others’ talk about;b.each member should have a profession, that is to say, their opinion on heroes andheroism should be put up within the field of profession.c.20min discussion.Teaching reflection: (教学反思: 由任课教师自己填写，重点说明本单元教学中存在的问题和改进意见)教案教案教学内容与组织安排Ⅰ. Time AllotmentWarming up 15’Text one 20’Expression learning 25’Talking about t he differences bwtween women and men 30’Comparing and contrasting 20’Group discussion and `presentation 55’International Women's Day 15’Ⅱ.Teaching Procedureⅰ. Warming Up 15’1. look at the following pictures and explain what they are about.The reacher will give students five minutes to discuss with their partners. Then they can have their own ideas about these pictures. Then they should think about the questions:①what is the most important thing to women for gaining equal position with men?②What should women do to enhance their social positon?ⅱ. Text one 20’First, the students will read the dialogues by themselves to talk about the family assiganment between women and men with the question whether they have equal division of work.Second, listen to the recording of the dialogues to correct their pronunciation and intonation.Third, the teacher will point the important language points:Phrases: by no meansdo the washing upnot reallybe responsible fornow thatsentence pattern: Who did what in your house?教案教案教案教案教案教案。
现代大学英语初级口语(2)教案
教案（首页）教案fortitude, unselfishness, etc.; the display of suchqualities.Heroism is the self-devotion of genius manifestingitself in action. --Hare.Syn: {Heroism}, {Courage}, {Fortitude}, {Bravery}, {Valor},{Intrepidity}, {Gallantry}.Usage: Courage is generic, denoting fearlessness or defianceof danger; fortitude is passive courage, the habit ofbearing up nobly under trials, danger, and sufferings;bravery is courage displayed in daring acts; valor iscourage in battle or other conflicts with livingopponents; intrepidity is firm courage, which shrinksnot amid the most appalling dangers; gallantry isadventurous courage, dashing into the thickest of thefight. Heroism may call into exercise all thesemodifications of courage. It is a contempt of danger,not from ignorance or inconsiderate levity, but from anoble devotion to some great cause, and a justconfidence of being able to meet danger in the spiritof such a cause. Cf. {Courage}.2.Divide the class into 5 groups with at least 5 ss. One of them acts as a host, the othersact as host to discuss the topic heroes and heroism.requirements:a.each group has a host who should keep the talk show be logical and also he or shecan have some opinion on what the others’ talk about;b.each member should have a profession, that is to say, their opinion on heroes andheroism should be put up within the field of profession.c.20min discussion.Teaching reflection: (教学反思: 由任课教师自己填写，重点说明本单元教学中存在的问题和改进意见)教案教案教学内容与组织安排Ⅰ. Time AllotmentWarming up 15’Text one 20’Expression learning 25’Talking about t he differences bwtween women and men 30’Comparing and contrasting 20’Group discussion and `presentation 55’International Women's Day 15’Ⅱ.Teaching Procedureⅰ. Warming Up 15’1. look at the following pictures and explain what they are about.The reacher will give students five minutes to discuss with their partners. Then they can have their own ideas about these pictures. Then they should think about the questions:①what is the most important thing to women for gaining equal position with men?②What should women do to enhance their social positon?ⅱ. Text one 20’First, the students will read the dialogues by themselves to talk about the family assiganment between women and men with the question whether they have equal division of work.Second, listen to the recording of the dialogues to correct their pronunciation and intonation.Third, the teacher will point the important language points:Phrases: by no meansdo the washing upnot reallybe responsible fornow thatsentence pattern: Who did what in your house?教案教案教案教案教案教案。
现代大学英语口语 Unit
Unit 2 Love and Romance
In the eyes of love, pock-marks are dimples. Love is neither bought nor sold. No herb will cure love. Go down the ladder when you marry a wife;
Adjectives used to describe people
selfish outgoing courageous adventurous
idealistic aggressive creative passionate
cheerful playful sincere honest talented
开辨陈词后，正反方的二辨分别进入自由盘问（辩论）阶段，由正 方开始自由辩论，双方每次一人轮流发言，不可由同一方连续发言， 每方分别计时4分钟。
Text Two
Activity 2 3. Three Arguments from both sides of the debate
concluded.
。 由双方的三辨作辩论总结
Defining a concept
……means……
……is…… ……refer (s) to……
My definition of ……is……
To me, heroes are those who……
Heroes come all shapes and sizes.
A hero is someone like……
A hero can be a lot of things, some one who……， some one who……
Giving reasons and offering explanations
现代大学英语口语2 Unit 5 Stereotypes
Activity 1 Directions:
Discussion Listen to Text One ation with your parter: 1. Are you a stereotype? 2.What stereotyps people have about your region? Tell what is true and what is not according to your own experience.
Activity 3 Directions:
Discussion
Here are some successful people who break through the stereotypes. Do you think it is worth for them to do so? Do you have more examples who keeps or breaks stereotypes?
Activity 2 Directions:
Role play Read the following jok. Play the roles of the duck and the manager with your deskmate.
A duck walks into a general store and asks the manager, "Got any fresh fruit?" "No." "Got any fresh vegetables?" "No. We have only canned and dry goods." The next day, the duck returns. "Got any fresh fruit?" "No." "Got any fresh vegetables?" "No. I told you yesterday, we have only canned and dry goods. If you come back tomorrow and ask me the same question, I'll nail your flippers to the floor." On the third day, the duck walks in and asks, "Got any nails?" "No." "Got any fresh fruit?"
现代大学英语口语1第二版答案
现代大学英语口语1第二版答案Part Ⅰ Vocabulary and Grammar ( 40 minutes )There are a number of incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE that best completes the sentence.1. 1. If he told you that he had a luxurious car, he was just __________. He had only a secondhand bicycle. [单选题] *A) exaggeratingB) boasting(正确答案)C) cheatingD) deceiving2. 2. There are __________ that fuel consumption and pollution might be reduced by smoothing traffic flow. [单选题] *A) implications(正确答案)B) dedicationsC) applicationsD) obligations3. 3. Public __________ for the safety of the missing passengers of the crashed airplane is all the more growing. [单选题] *A) irritationB) fractionD) concern(正确答案)4. 4. Switzerland prides itself on being a neutral country which does not belong to any military __________. [单选题] *A) allowanceB) offenceC) alliance(正确答案)D) defense5. 5. The only __________ to their marriage is her parents' strong opposition because of her fiancé's humble origin. [单选题] *A) objectionB) obstacle(正确答案)C) oppressionD) complication6. 6. If I __________ harder at school, I would be studying at a famous university now. [单选题] *A) workedB) were to workC) had worked(正确答案)D) were working7. 7. Mainly made of logs, the house __________ violently whenever a train passes by. [单选题] *B) vibrates(正确答案)C) quiversD) moves8. 8. The general __________ the troops to retreat to the south and bided their time for a counterattack. [单选题] *A) instructed(正确答案)B) indicatedC) engagedD) reckoned9. 9. __________, he does not want her to be spoiled. [单选题] *A) Although much he loves his little girlB) As he loves his little girl muchC) Much as he loves his little girl(正确答案)D) Much although he loves his little girl10. 10. All of our players will spare no effort to __________ every possible medal at the Olympic Games. [单选题] *A) competeB) contest(正确答案)C) fightD) contend11. 11. If you keep the water boiling, it will be converted into __________. [单选题] *A) vapor(正确答案)B) gasC) airD) breath12. 12. The government was urged to take __________ measures to stop violence and bring the country to peace again. [单选题] *A) impressiveB) decisive(正确答案)C) exclusiveD) offensive13. 13. __________, the assault craft had to change its direction and landed in a new sector. [单选题] *A) The current to be stiffB) Were the current stiffC) The current being stiff(正确答案)D) To be stiff to the current14. 14. She missed the train because she had been __________ the traffic jam. [单选题] *A) stuck toB) stricken inC) stuck in(正确答案)D) struck to15. 15. Although many people view conflict as bad, conflict is sometimes useful__________ it forces people to ponder over their attitudes and behaviors. [单选题] *A) by whichB) to whichC) so thatD) in that(正确答案)16. 16. We made a(n) __________ deal with the American company on the imported products at the price contracted. [单选题] *A) dominantB) applicableC) drasticD) lucrative(正确答案)17. 17. The scientist __________ the project manager to the serious consequences the explosion might cause. [单选题] *A) alerted(正确答案)B) alarmedC) awakedD) amazed18. 18. Fortunately, they managed to __________ an SOS signal and was rescued by a passing ship. [单选题] *A) send offB) send inC) send out(正确答案)D) send up19. 19. With the exchange rate soaring, their __________ to double the profit in export seems impossible. [单选题] *A) offensiveB) objectionC) obligationD) objective(正确答案)20. 20. Woolen sweaters __________ in our factory are quite popular in foreign markets. [单选题] *A) inventedB) createdC) manufactured(正确答案)D) established21. 21. The judge agreed that the defendant had been depressed and was not fully__________ for the accident. [单选题] *A) radicalB) externalC) inherentD) responsible(正确答案)22. 22. The prices of raw materials going up, the manager __________. [单选题] *A) found unrealistic to reduce the cost by 30%B) found reduce the cost by 30% unrealisticC) found it to reduce the cost by 30% unrealisticD) found it unrealistic to reduce the cost by 30%(正确答案)23. 23. By showing our gratitude we make routine relationships human and render__________ tasks more agreeable. [单选题] *A) monotonous(正确答案)B) conventionalC) offensiveD) intentional24. 24. The lawyer of the plaintiff launched a series of questions in the court, which clearly caught the defendant __________. [单选题] *A) in guardB) on guardC) to guardD) off guard(正确答案)25. 25. __________ they reached the town called Edmonton, they stopped the car and explored the area around. [单选题] *A) Before a mile or so whenB) Further than a mile or so asC) For a mile or so afterD) A mile or so before(正确答案)26. 26. The manager decided to __________ a sales campaign of the products in order to regain the market share. [单选题] *A) relieveB) instructC) possessD) launch(正确答案)27. 27. More than half of the committee being __________, the meeting had to be cancelled. [单选题] *A) abstractB) absurdC) affirmativeD) absent(正确答案)28. 28. Generous public funding of basic science would __________ considerable benefits for the public health, wealth and security. [单选题] *A) result fromB) settle downC) lie inD) lead to(正确答案)29. 29. Some experts estimate that credit cards will eventually __________ currency by 2040, while others feel doubted about it. [单选题] *A) eliminate(正确答案)B) motivateC) associateD) evaluate30. 30. A smart car can sense if a driver is drunk __________ electronic sensors and refuse to start up the car. [单选题] *A) in means ofB) in way ofC) by method ofD) by means of(正确答案)31. 31. She was such a smart customer that she asked less than she was willing to pay, so the storekeeper agreed to __________ on a price in between the two. [单选题] *A) bargainB) compromise(正确答案)C) reachD) reduce32. 32. Half a century ago it was difficult for people from that remote area to __________ of traveling to big cities by airplane. [单选题] *A) considerB) conceive(正确答案)C) constructD) condemn33. 33. The aircraft came down in flames, and the heat __________ most of the parts together into a solid mass. [单选题] *A) joinedB) heldC) fused(正确答案)D) mingled34. 34. The doctor told his patient that the heart transplant would take place as soon as a suitable __________ could be found. [单选题] *A) dominationB) donationC) donor(正确答案)D) dormitory35. 35. She was inclined to fuss __________ her health and would always talk about her worry whenever we met. [单选题] *A) atB) uponC) ofD) over(正确答案)36. 36. [单选题] *A) so Henry Lee went on leave from the armyB) the army gave Henry Lee leaveC) when the army gave Henry Lee leaveD) Henry Lee went on leave from the army(正确答案)37. 37. The criminal was told he would be __________ from punishment if he helped the police. [单选题] *A) releasedB) immune(正确答案)C) farD) suffered38. 38. The woman who lost the key hoped the finder would turn it over to __________. [单选题] *A) officialB) anyone official(正确答案)C) official anyoneD) anyone officially39. 39. In the election campaign, he __________ his opponent's policies. [单选题] *A) lashed out onB) lashed out against(正确答案)C) lashed out toD) lashed out with40. 40. He became a(n) __________ of this city 3 years ago, which was only 400 kilometers away from his hometown, but is still unaccustomed to the lifestyle here. [单选题] *A) inheritorB) inhabitant(正确答案)C) residenceD) expatriate41. 41. It was not until she had arrived home __________ remembered her appointment with the doctor. [单选题] *A) when sheB) that she(正确答案)C) and sheD) she42. 42. The international society __________ the United States for its interference in other nations' affairs. [单选题] *A) condemns(正确答案)B) containsC) contactsD) conducts43. 43. To avoid the severe whether, some mammals migrate to warmer areas when __________. [单选题] *A) it comes winterB) winter comes(正确答案)C) does winter comeD) comes winter44. 44. The streets were packed with demonstrators who demanded that the president __________. [单选题] *A) eliminateB) resign(正确答案)C) tolerateD) improve45. 45. Our new English teacher is a good listener. She always takes __________ our proposals enthusiastically. [单选题] *A) in(正确答案)B) upC) onD) to46. 46. Until it was time to go off work, Mary still had a __________ of letters to be answered. [单选题] *A) batch(正确答案)B) hatchC) patchD) punch47. 47. He was forgiven for his wrong deeds __________ the fact that he was so young. [单选题] *A) by experience ofB) by favor ofC) by virtue of(正确答案)D) by means of48. 48. We agree to the plan __________, but there are several details we would like to request your revision. [单选题] *A) in proportionB) in principle(正确答案)C) in practiceD) in theory49. 49. Think of it __________ investment, you will find it's absolutely worth trying no matter what trouble we are likely to encounter. [单选题] *A) in spite ofB) in need ofC) in terms of(正确答案)D) in front of50. 50. I want to buy something colorful and __________ in your store. [单选题] *A) decorationB) decoratorC) decoratingD) decorative(正确答案)。
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Text Two
Activity 3
Directions: Debate: Topic: Should age difference be a barrier?
arguments, limit 3 minutes. 首先，由正方一辨开篇立论，限时3
分钟；然后由反方一辨开篇立论，限时3分钟。
2. 2. After the opening remarks identified, both positive and negative sides of the two identified respectively to the free debate stage, starting from the square of free debate, the two sides take turns to speak every time a person can not speak straight from the same side, were a time 4 minutes each side.
--determining the winning sides and choosing two best debaters
Text Two
1. First of all, one identified by a square opening arguments, limit 3 minutes; then one identified by the anti-side opening
Text Two
Activity 2
Directions: A short play: A impressive love stories Each group prepares a short play, about love
stories, 5-6 characters will be perfect, such as
gifted
gusty close to nature spiteful
optimistic ambitious biased self-concerned
jealous pessimistic committed firm ……
Unit 2 Love and Romance
Unit 2 Love and Romance
Text Two
Activity 2 Directions: Debate:
Topic: Should age difference be a barrier?
group 1-2 are affirmative side while group 3-4 are negative side discussing about the ground of arguments and counter arguments----choosing
Text Three
in jest
开玩笑地 (Para2, L 1)
clergymen
n. 教士;牧师(Para3, L 2)
revolution [,revə‘lu:ʃən] n.革命(Para3, L 2)
liberty [‘libəti]
n.自由, 自主(Para3, L4)
drastically
three debaters--- setting first, second and third debater Group5 is the chairmen, hosts choosing the chairman and host(1-2 person)----the others are presidium(主席团)-
adem] vt.谴责；判罪(Para5, L2)
terrorist [‘terərɪst] n.恐怖主义者, 恐怖分子(Para5,
L3)
Text Three
Activity 1
Directions: Discuss with your deskmate on the topic:
Love is blind. Beauty lies in the eyes of the beholder. Marry in haste, repent at leisure. Love me, love my dog. Platonic love is love from the neck up. Absence makes the heart grow fonder. Love alone begets love.
Unit 2 Love and Romance
In the eyes of love, pock-marks are dimples. Love is neither bought nor sold. No herb will cure love. Go down the ladder when you marry a wife;
Adjectives used to describe people
selfish outgoing courageous adventurous
idealistic aggressive creative passionate
cheerful playful sincere honest talented
Defining a concept
……means……
……is…… ……refer (s) to……
My definition of ……is……
To me, heroes are those who……
Heroes come all shapes and sizes.
A hero is someone like……
A hero can be a lot of things, some one who……， some one who……
Giving reasons and offering explanations
To start with…… The reason why …… That’s why …… For this reason …… That’s the reason why …… Many people think …… Considering …… Allowing for the fact that …… When you consider that ……
such as beautiful, handsome, honest, lively, diligent, considerate……
Text Two
Text Two
Activity 1
Directions: Storytelling:
Here are some Characters, their relationships. Make up a love story.
Text Three
Activity 1
Discussion:
Discuss with your deskmate on the following questions:
Love has various forms. Look at the pictures on P18. How would you describe the types of love portrayed? Which do you think are the deepest forms of love?
Homework
Imitation: Gone with the Wind Forrest Gump
See you next time!
Activity
Directions:
Discuss with your group members . Each group researches on the topic: the best
thing to do if someone is choking or drowning. Get ready to present them in class, role play or a short play is admired.
go up when you choose a friend.
Text One
Activity 1
Directions: Role play . Form a group of four. Play the roles of Feng,
Song, Xue and Yue. Imagine that they meet months later. Feng and Yue are still together. Make up a conversation.
Text One
Activity 2 Directions: Have a interview on the topic :
Who is your idol type of boyfriend\girlfriend? What specific qualities are you looking for?
开辨陈词后，正反方的二辨分别进入自由盘问（辩论）阶段，由正 方开始自由辩论，双方每次一人轮流发言，不可由同一方连续发言， 每方分别计时4分钟。
Text Two
Activity 2 3. Three Arguments from both sides of the debate
concluded.
。 由双方的三辨作辩论总结
Who is your idol now or who is your former idol? The reasons why you like him\her.