听力2Unit3电子教案

听力2U n i t3
Unit Three Seize the School Days
I Teaching focus
1. The training focus of this unit is understanding how to describe people’s appearance, behavior, and their thoughts and feelings.
2. Listening practices on note-taking and blank-filling skills.
II Teaching facilities
Multi-media language lab, computer, video, mp3
III Time needed: Three periods
IV Teaching Difficulty
1．How to make students form the habit of listening with appropriate expectation.
2．How to grasp the maximally useful information to fill the blanks.
V Teaching procedures and contents
Step 1 Lead-in activity:
Discussion:(5 minutes to prepare)
✧Have you chosen the suitable major in this university? Why or why
not?
✧How to sign for courses online?
Step 2 Listen to the tape and check the answers
Part I Getting ready
Section B
Keys: 1.(T) 2.(F) 3.(T) 4.(F) 5.(T) 6.(T) 7.(F) 8.(F) 9.(F)
Script：
Sam: I won't be able to do the exam tomorrow. I just
don't feel that I'm ready.
Counselor: You say that you don't feel ready for tomorrow's
exam ... what do you feel like right now?
Sam: Well, I'm angry with myself because I'm going to
have to quit the exam and, well, I guess I'm
anxious. Yes, I feel very anxious.
Counselor: When you think about this anxiety, what image do
you have of yourself?
Sam: Well, I see myself trying to explain to my Dad why
I didn't make the grade on this course ... and I
see him getting angry ... and, well, I start to
feel I've let him down again.
Counselor: You don't feel ready for your exam, you feel
anxious and you don't want to let your Dad down
again. Tell me about the last time you let your Dad
down.
Sam: Oh, well, it was a year ago ... He'd entered me for
a chess competition and I got knocked out in the
first match ... he was angry because he'd told all
his friends how good I was.
Counselor: What did you tell him ... as an explanation when
you lost the chess game?
Sam: I told him that I wasn't ready to play in that
league.
Counselor: And now you are preparing to tell him that you're
not ready to sit this examination?
Sam: Yes, I suppose I am.
Counselor: O.K. Sam, so what you are saying to me is that you
feel reluctant to take the exam tomorrow because
you do not like the thought of having to explain a
poor grade or a failure to your father. Is that
right, Sam?
Sam: Yes. That's exactly it.
Section C
Keys：
Script:
1. A: When I read in English, I always want to understand every
single word and so I spend a lot of time looking words up in
my dictionary. This makes reading difficult for me because
by the time I've looked up the word in my dictionary, I've
forgotten what the rest of the sentence was about. That's my
trouble really — I rely too much on my dictionary.
B: Well, why don't you try to read a text without using your dictionary the first time you read it? You'll probably be
able to understand most of it and guess what some of the
words mean.
2. A: I have to read a lot of books and articles in English for my
work — I'm a consultant in business management. What I find
most difficult is finding the main point in an article or a
paragraph. I always try to take notes when I'm reading and
so sometimes I find that I'm almost copying out the whole
article because I can’t decide what the really important
points are.
B: It might help if you read through the book or article very quickly first just to get an idea of what it's about. I
think it's difficult to read something for the first time
and take notes as well.
3. A: I like reading novels and short stories in my own language
and in English, but there's one thing I find very difficult
in English. I'm never quite sure if the writer is being
serious or not. Several times I've read something I thought
was serious and later I've found out it was supposed to be
funny.
B: I have exactly the same problem. I suppose the only thing to do is to read as much as possible. Then one day perhaps
we'll understand the British sense of humor.
4. A: I have to read a lot in English in my studies and this is
causing me problems. I read too slowly in English. Do you
think I can train myself to read quickly and at the same
time understand what I'm reading?
B: Well, there are special courses in speed reading, I think.
But you could probably help yourself if you set yourself a
time limit and try to read as much as you can within the
time. I've done that and it's helped me a lot.
Part II The teacher I remember best
Discussion: (5 minutes to organize your own words.)
Did you remember the best teacher in your memory? Describe his class or personality.
Section A
Endeavor: make an effort to
Keys:
1. The French teacher
2. For five years
3. 13 years
4. French and German
5. Grammar and vocabulary
6. Video and cassettes
7. Conversation class
8. Visit France
Script:
(Part I) Yes, the teacher I remember best was a teacher I had for French when I was at school ... er ... er ... Many years ago - more years than I care to remember, I'm afraid. Yes, I studied French with him for, um, ooh, let me see, it must have been five years, because I had him when I was in my first year there, when I was thirteen, and he was the main French teacher till I left. It was mainly because of him that I went on to study languages — French and German — at university. I mean, French was really the first language I ever learned. Well, I don't count Latin, because I never managed to speak any Latin at all. Er, well, this ... this teacher didn't make it easy ... he didn't make it easy at all, but I found that with him I really learned a lot. When I think back, I ...
don't really know why I liked him so much, because he was very
strict with us. He made us work very hard — I mean, lots of grammar exercises, vocabulary tests, that sort of thing — er, and he wasn't very friendly either, for the first two or three years. Oh, as well as that, he didn't really try to make the classes interesting — I mean, no ... no video, of course, in those days, no cassettes ... but, er, we had a few films in French every term. No, in fact, the only time we really practiced trying to speak French was, er, was with the wife of one of the music teachers, who was French, er, and she gave us an hour's conversation class every week. But, you know, because of that man — some people might say
in spite of him ... no, that wouldn't be fair, no — but quite a
lot of us began to like France and the French a lot, and, er, to visit France in the summer holidays to see it for ourselves.
Section B
Keys:
Script:
(Part II)
Yes, I think with him I learned that when you learn a foreign language ... it's, it ... well, it's like opening a door or a window into a foreign country. And that's good for you, I think, because you begin to see that the way they do things and think in your country is, um, isn't necessarily the only way or, indeed, the best way.
It's funny, I still have a very clear picture of that teacher. He was English but he didn't look English somehow, 'cos he had very, very black hair and very dark eyes, and he wore glasses with black frames, but you could see his eyes very well, and everyone in the class
always had the feeling that he was looking at them. And he had very thick, bushy eyebrows that made him look very, er, very serious. Yes, I remember he was very musical — played the piano very well and sang. Now, he was quite a good rugby and tennis player. Great family man, too. He had three children and a very interesting wife. I suppose he must have been in his thirties when I knew him...
Part III Children of a decade
Keys:
Script:
Presenter: In this edition of our series "Children of a Decade"
I'll be talking to Jack Thompson, who was born in
1940, and to Shirley Sutton, who was born in 1930.
First of all, Jack, thanks for joining us. Perhaps ...
Jack: Not at all.
Presenter: Perhaps you'd tell us about your memories of your
first holiday away from home?
Jack: Oh ... yes ... um ... at age ten I think it was, yes,
I went to stay with an aunt at the seaside. Well, it
wasn't a very happy experience. I felt very homesick
at first.
Presenter: Mmm. And what about your first day at school, can you remember that?
Jack: Yes, I can. Er ... er ... I was five years old and I wanted to take all my toys with me but ... er ... they
wouldn't let me. In the end it was agreed that I could
take my teddy ... er ... but only on the first day.
Presenter: Oh, I see. Your school days, were they happy ones?
Jack: Well ... er ... I didn't have a very good time at
school — I wasn't very bright, you see. And the
teachers didn't seem to like me, but ... er ... I made
a lot of friends and some of them I still keep in
touch with. One of them I married.
Presenter: Oh, that's wonderful. Well, did you have a favorite
teacher?
Jack: Miss Robinson ... or was it ... no, it was Miss
Robson. My first teacher, that's right yeah ... very
kind. Marvelous storyteller.
Presenter: And who was your worst teacher?
Jack: Mr. Goodman, that's right. We used to call him
"Goody". Yeah, he pulled your ear if you made a
mistake or talked in class. Yeah, my left ear is still
bigger, look.
Presenter: Ha ha. Perhaps you can tell us about your last day at school?
Jack: My last day, oh yeah, that's emblazoned on my mind.
Oh, I wanted to get my own back you see on old Mr.
Goodman — the chap we used to call ... er ... "Goody"
— so I put this bucket of water over the classroom
door but it fell on him and he got soaked, you see. Ha
ha. I've never seen anyone so angry. Oh, it was a good
one, that.
Presenter: Thank you very much, Jack. And now Shirley.
Shirley: Yes.
Presenter: Now, can you tell me about your first holiday away from home?
Shirley: Oh yes ... er ... yes ... er ... at the age of eight it was. We went on holiday to the Lake District. We
stayed at a little guest house, just me and my
parents. Er ... I remember we had ... er ... honey for
breakfast with ... er ... the toast and ... oh ... and
porridge — I hated it.
Presenter: That sounds lovely? Oh, porridge, you hated it? Shirley: Ha ha.
Presenter: Well, what about your first day at school?
Shirley: Well, I ... I ... I don't remember any special
incidents ... er .... Oh, I was very frightened and
shy at first ... er ... I ... I know that, I can
remember, but I soon came to enjoy school.
Presenter: So your school days, were they happy?
Shirley: Oh yes, I loved school! Oh, I was sorry when half-term came and ... and when the holidays came. Oh, perhaps
this was because I was a bit of a goody-goody. Presenter: And what about your teachers? Did you have a favorite? Shirley: I did, yes. I remember her well, she was called Miss Brown and she was our history teacher. Oh, she really
made history come to life, she really did.
Presenter: Were there any bad moments? Did you have a worst
teacher?
Shirley: Aye, I did and I can remember her name too. Her name was Mrs. Sharpe and she taught math. Oh, she had no
patience. I wasn't all that good at math and she
always said to me, "You stupid girl!" It put me off
math for life.
Presenter: Oh, what a shame.
Shirley: I know.
Presenter: Perhaps you could tell me about your last day at
school?
Shirley: Oh yes, well, I'm afraid I cried. We sang our favorite hymn at the end of the term and I cried. It brought
the tears to my eyes.
Presenter: Oh, and it's bringing a tear to my eye now. Thank you very much.
Shirley: Thank you.
Presenter: And thank you too, Jack Thompson, thank you very much.
Next week we'll be hearing from two people who were
born in 1920 and 1910. So from me, Libby Freeman,
good-bye.
Part IV More about the topic: School Report
Keys:
Section B
Class Teacher: intelligent, talk/chat, harder
Math: difficult
Biology: concentrate
Art: drawing, talking
Geography: homework, term
English: plenty, say
French: more, bottom
Sport: important, hockey
Part V Memory test: Study Habits
Some new words and phrases:
Potter
不及物动词 vi. [Q]
1. 慢条斯理地做事(尤指琐碎的事)[(+over/along/around)]
He loved to potter around in the garden. 他喜欢在花园里做点琐
碎事。

2. 闲荡,闲逛[(+along/about)]
及物动词 vt.
闲混,虚度,消磨(时日)[(+away)]
Plough through费劲地阅读，吃力地钻研，艰难地通过
Keys:
Script:
Man: D o you find that you get a lot of students asking you for advice about revision techniques?
Woman: W ell, yes, I mean, they do, but, when they've got quite big exams coming up, (yeah), you know I really find it
quite a problem because (pause) (laugh) well, I don't have
to revise myself very often these days, and ... but when
I ... when I was at university, erm I mean, well, it just
seems to be a matter of what suits one person doesn't suit
another. (Oh yeah) I mean, because, well, the girl I
shared a house with at university. Now she worked, erm,
she used to get up amazingly late, and, er, she didn't
really start work until, er, in the evening I think, an',
then she liked to have rock music on really loud an' she
used to, you know, play records really loud right through
until sort of very late at night, you know, into the small
hours (Oh God!) and I was, sort of, well I was just the
opposite and er, well, the only way I could ever get any
work done was to make myself wake up incredibly early and
well, then work a bit and have some breakfast and, then,
well, you know, I'd sort of potter about a bit and then
I'd go and do my shopping and things, well that'd be about
getting on towards midday, but then in the afternoon I'd
have a rest and when I woke up I'd think about eating and
I suppose I'd call that my supper, and but, er, I mean she
was, I mean, it was her lunch or even her brunch that she
was having at that time.
Man: Y eah, yeah, I suppose I'm a bit like you really. I like to get up fairly early, say around seven, might have a cup of
coffee, and ... before I started get myself totally
organized so that I knew ... exactly what I was doing, get
it all organized, and then work solidly, well maybe do six
hours revision without stopping and that was the only way
I could do it.
Woman: Y es, yes, and would you say to yourself, you know, er, "well, I'm gonna do six hours today and I'm not gonna, go,
I'm not gonna have any fun until I've done six hours,"?
Man: Y eah, it was very much like that, erm, an unpleasant thing that you had to regulate.
Woman: M mm. I mean, well, I just hate revising anyway, I mean, you know I hate that sort of thing, I mean, and in fact, I
did very little solid, sensible work, and, er ... what I'd
do is, because I was doing literature, I used to re-read
the novels, you know, on the course, and I'd have ...
erm ... classical music on the radio, because well I used
to find that I used to get very bored if there was just
nothing, you know nothing at all in the background.
Man: Y es, I think of the people who do revise, there are two sorts, there are those who ... work almost by topic, they
select a topic, and plough through it regardless, and
then, there are, there are those who set themselves a time
limit of an amount to be done rather than working through
a specific topic regardless of the limit ... of time ...
as I say ...
VI Homework
Listen to Part V and do the exercises.
VII Reference
Listen this way (student’s book and teacher’s book 2 ) 主编：张民伦，高等教育出版社，2014
/index.htm （２１世纪英语听力）
/index.htm （精彩英语世界）
/index.htm （空中外语学校）
VOA、BBC、CCTV9和 China International。