应用型大学英语口语教程

合集下载

应用型大学英语视听说教程Unit 6 Language

Part 1 Lead-inTeaching tipsHelp the students understand that body language is the type of communication in which a person uses the body, including facial expressions, to react to situations. It will be of great benefit to develop one's ability to read and understand signals and signs of body language as this will help in easily understanding the nature of other human beings and also improve communication with them.ACTIVITY 1 LISTENINGBody LanguageTapescript:Some of us think that what we say (verbal communication) is more important than how we say that. Researches show that we could not be more wrong. Do you know what the numbers 55% - 38% - 7% mean? 55% body, 38% tone and 7% words. How 1 incredible! Non-verbal communication is more important than verbal. We can be saying wise and clever things but if they are not 2 coherent with our body language, no one will believe us. When we are talking to other people we want to be sure that they are listening and understand us, otherwise we are wasting our precious time. We can see whether a person is listening to us by 3 observing their body movements. Let's make an experiment. When speaking to people, observe if:(1). they 4 maintain eye contact(2). their hands are 5 inclined forward(3). they are nodding their heads(4). their feet are pointing towards the speaker(5). they often smile.Check the answers:1. incredible2.coherent3. observing4. maintain5. inclinedTeaching tipsAllow the students to listen to the passage once to get the general idea of the passage. Then let the students listen to the tape again to pay attention to some details.ACTIVITY 2 VIEWINGDirections: Watch the video on How to Talk to Your Cat twice, and decide whether each of the following statements is true or false. If it is false,correct it.Video Transcript：How to Talk to Your CatSure, you talk to your cat now, but does he know what the heck you’re saying? And do you understand his purrs and meow s? If not, it’s time to have a good chat with your furry friend.You will need:o A willingness to look sillyo Attention to pay to his soundso A working knowledge of cat body languageStep 1: Mimic his soundsCreate greater intimacy with your cat by mimicking his meows. Just knowing that you’re attempting to speak his language will make him feel closer to you.Step 2: Use his nameIncrease your chances of your cat listening to you by using his name when you’re issuing a command.Men should use a higher-pitched voice when speaking to their cats, because cats respond better to sopranos.Step 3: Watch your toneLike humans, cats seek clues about a person’s mood by listening to his voice. So when you talk to your cat, be sure that your tone matches the message you want to convey.If you want your cat to know you’re upset that he just peed on the rug, do what his mom would do: Gently pick him up by the scruff of his neck and growl.Step 4: Learn his languageCats have about 100 words in their vocabulary in the form of meows, growls, purrs and hisses. Pay close attention and you’ll begin to learn the sounds he makes when he’s hungry, angry, fearful and so on.Step 5: Read his tailLearn how to read your cat’s tail. If only the tip is moving, he’s irritated. If the ta il is swinging from side to side, he’s PO’d. If he’s carrying his tail tall and proud, he’s happy.Step 6: Interpret speed and volumeFigure out kitty’s mood by paying attention to the speed and volume of his mewling. Fast, loud sounds indicate anxiety, while slow, quieter sounds convey confidence. Did you know, in ancient Egypt, cats were so revered that when one died, the owner placed embalmed mice in the cat’s coffin so he’d have food in the afterlife.Note:PO’d：very angry (slang; not polite)Check the answers:Statements True / False Correct Answers 1. In order to have a good chat withyour cat you only need a willingness to look silly. FalseIn order to have a good chat withyour cat you will need:A willingness to look sillyAttention to pay to his soundsA working knowledge of cat bodylanguage2. When you talk to your cat, be surethat your tone matches the messageyou want to convey.True3. Cats have about 100 words in their vocabulary in the form of meows, growls, purrs and hisses.True 4. Fast, loud sounds indicate anxiety,while slow, quieter sounds indicate intimacy. FalseFast, loud sounds indicateanxiety, while slow, quietersounds convey confidence.ACTIVITY 3 SPEAKINGDirections: Work in pairs, discuss the following questions. Then share your opinions with the whole class.How Do We Communicate?⏹Ask the students to work in pairs, and then ask one or two groups to present theirown discussions.⏹Some ideas for reference:Animals communicate with each other and other species in the same ways we do, through vocalization and body language cues.We can communicate by words, by gestures, symbolic expressions and various other methods of communication. For example the way you walk, your posture, and the clothes you wear can communicate about you to others. Similarly, it is said that a mere cheerful look makes a dish a feast.A person will assume different roles to fit different situations, such as a) when talking to a business associate, b) when talking to an intimate friend, c) when talking to a subordinate, d) when talking to a spouse and e) when talking to a pet dog.Teaching tipsACTIVITY 1 ORAL FUNCTIONSDirections: Read the following sentences. Pay attention to the way of clarification.Help the students know more about clarification:While clarifying doesn’t actually sort out the problem, it does help to ensure that both parties have the same understanding about what the problem is. It also gives each the opportunity to agree or amend their understanding, and in this way enables them to move forward towards a resolution.The difficulty is that when we hear something negative it is human nature to take it as criticism. This immediately puts us on the defensive and/or we start fighting back before really having a full understanding of the issue being presented to us.ACTIVITY 2 ORAL PRACTICETask1ListeningDirections: Listen to the conversation and fill in the blanks.Tapescript:On HouseworkA: I know I don’t help much with the children, but I’m at work all day. It’s such a rush in the mornings and by evening time I’m tired and there’s usually only about an hour before they go to bed. What you forget is that although my wo rk isn’t physical, it is very stressful! I usually spend part of the weekend doing jobs around the house or gardening and shopping with you, and I also play with the children as much as I can.B: So you don’t think my job looking after the children and the home is as difficult as yours and I shouldn’t complain?A: No –I’m not saying that, I think it is a difficult job which you do extremely well. What I’m trying to tell you is why I feel I can’t do much more.B: But do you think I’m being unfair to say you don’t spend enough time with the children?Check the answers:I know; you don’t think; I’m not saying that; What I’m trying to tell you;do you think;Task 2 ViewingDirections: Watch the video clip of Titanic twice. Pay attention to the following two examples of clarification and fill in the blanks.Video Transcript：JACK: Don’t do it!ROSE: Stay back! Don’t come any closer!JACK: Come on! Just give me your hand and I’ll pull you back over.ROSE: No, stay where you are! I mean it! I’ll let go!JACK: No you won’t!ROSE: What do you mean, no, I won’t? Don’t presume to tell me what I will and will not do. You don’t know me.JACK: Well, you would have done it already.ROSE: You’re distracting me. Go away!JACK: I can’t. I’m involved now. You let go, and I’m gonna have to jump in there after you.ROSE: Don’t be absurd. You’d be killed.JACK: I’m a good swimmer.ROSE: The fall alone would kill you.JACK: It would hurt, I’m not saying it wouldn’t. To tell you the truth, I’m a lot more concerned about that water being so cold.ROSE: How cold?JACK: Freezing. Maybe a couple of degrees over. Have you ever, uh, ever been toWisconsin?ROSE: What?JACK: Well, they have some of the coldest winters around. I grew up there, near Chippewa Falls. I remember when I was a kid, me and my father, we went ice-fishing out in Lake Wisota. Ice-fishing is, you know, when you…ROSE: I know what ice-fishing is!Check the answers:Example 1:ROSE: No, stay where you are! I mean it! I’ll let go!JACK: No you won’t!ROSE: What do you mean, no, I won’t? Don’t presume to tell me what I will and will not do. You don’t know me.JACK: Well, you would have done it already.Example 2:JACK: It would hurt, I’m not saying it wouldn’t. To tell you the truth, I’m a lot more concerned about that water being so cold.ROSE: How cold?JACK: Freezing. Maybe a couple of degrees over. Have you ever, uh, ever been to Wisconsin?ROSE: What?JACK: Well, they have some of the coldest winters around. I grew up there, near Chippewa Falls. I remember when I was a kid, me and my father, we went ice-fishing out in Lake Wisota. Ice-fishing is, you know, when you…ROSE: I know what ice-fishing is!Task 3 SpeakingDirections: Work with a partner and then come up with two dialogues that include clarification.Try to use as many as possible of the usefulexpressions and ideas that you learned in this unit.Teaching tipsSample:A: I’m so fed up with the arguments. There’s such an atmosphere - when you walk into the office you can cut it with a knife! I’ve started dreading going to work and on some mornings when I’m getting ready, I actually start feeling sick. She doesn’t seem to be affected by it at all, but I just don’t enjoy my job any more.B: So you’re finding it difficult to go to work because of this woman’s behavior, and it sounds like you’re thinking about leaving?A: No –that’s just it! I used to love my job, and I still love the work. It’s just her that I’m finding difficult. What I want is for her to behave differently.In this instance, while Person A seemed to be saying that she wanted to leave her job, in fact what she was saying that she wanted the situation in the office to change, so that she could once again enjoy her work.Notes:you could cut the atmosphere with a knife: something that you say to describe a situation in which everyone is feeling very angry or nervous and you feel that something unpleasant could soon happen.Part 3 In-putting & Out-puttingACTIVITY 1 LISTENING TO LEARNIn this section, you will hear a passage about baby sign language. Before you listen, think about the following questions:⏹What is baby sign language?⏹Does baby signing help or hinder?Background information:Baby sign language is a method in which you and your infant (or toddler) uses specific handshapes and motions to convey words and meaning (quickly and easily) with each other.Tapescript:Baby Sign LanguagePrior to mastering the art of speech, your baby has great difficulty in communicating his needs to you. This can cause frustration for you both -- yet there is a solution. Baby sign language is rapidly becoming popular as a means of recognizing -- and responding to -- a young baby's needs.Babies can be taught sign language from any age, but they really begin to take notice of the signs from around six months and may begin using them from as early as seven to eight months of age. As many parents will testify, babies understand an awful lot more than they are able to communicate through speech at this stage.Some parents fear that using baby sign language may hamper their child's speech development later on. Research into this subject, however, shows that children taught baby sign in infancy go on to develop superb language skills. In some cases, they may learn to speak earlier and often have an increased ability to learn a second language.There are other benefits to introducing baby sign language - studies indicate that children who sign often develop a higher than average IQ. The major advantage for parents, of course, is to be able to identify their babies' needs and respond appropriately -- easing the frustrations that can lead to tantrums. Once this channel of communication is open, many parents feel that a deeper bond with their child is formed, creating a great sense of harmony.Task 1 Listening for InformationDirections: Listen to the passage once and decide whether each of the following statements is true or false. If it is false, correct it.Statements True/ False Correct Answers1. Baby sign language is becomingpopular as a means of recognizing-- and responding to -- a youngbaby's needs.True2. Babies can be taught signlanguage from any age.True3. Baby sign language hampersbabies’ speech development. FalseResearch shows thatchildren taught baby signin infancy go on todevelop superb languageskills.4. Studies indicate that children whosign often develop an average IQ. FalseStudies indicate thatchildren who sign oftendevelop a higher thanaverage IQ.Task 2 Listening for DetailsDirections: The following sentences are taken from the passage you have just heard. Listen carefully again and fill in the blanks.1. Prior to mastering the art of speech, your baby has great difficulty in communicatinghis needs to you.2. As many parents will testify, babies understand an awful lot more than they are ableto communicate through speech at this stage.3. In some cases, they may learn to speak earlier and often have an increased ability to learn a second language.4. Once this channel of communication is open, many parents feel that a deeper bond with their child is formed, creating a great sense of harmony.Task 3 Oral PracticeDirections: Take a survey. Ask your classmates about their opinions on the importance of body language. Then explain the results of yoursurvey to the class.Teaching tips■Allow students time to share their ideas.■Circulate and help students with vocabulary as needed.More for teachersBenefits of using baby sign languagePromotes the development of language skillsReinforces language skills already developedReduces frustration at not being able to express needsIt is true that eyes are the mirror of the soulThe facts about negative emotions, confusion, not understanding, lying, distracted, non-interest and anger is very well expressed with eyes. If you look away in an airy fairy manner, it clearly suggests you are not comprehending the topic of group discussion.It takes ten seconds to make a first impression and a lifetime to undo itAccording to some studies, 93% of communication is non-verbal. Out of this 55% is through body language and 38% is tone of voice and balance 7% of total communication is verbal. ACTIVITY 2VIEWING TO LEARNIn this section, you will watch and hear Alison Doyle, a Job Searching Guide, talking about the importance of body language during a job interview.Video Transcript：Hi, I'm Alison Doyle for . What you don't say during an interview is as important as what you do say. How you dress, your body language, and your communication skills will all be evaluated by the interviewer. Today I'm going to show you the best ways to use them to your advantage.Job Interview Communication College Journal reports that, according to some studies, body language comprises 55% of the force of any response, whereas the verbal content only provides 7%, and paralanguage, or the intonation -- pauses and sighs given when answering -- represents 38% of the emphasis. To maximize the perceptions you communicate, you want to use these non-verbal impressions to your advantage.Job Interview AttireFirst, consider your interview attire. Surveys show that dressing unprofessionally or untidily is the leading reason that candidates are excluded from consideration. This candidate already has more strikes against her than she can afford: inappropriate clothing, chewing gum, drinking coffee, and overall unprofessionalism. Dressing appropriately in a clean and professional interview outfit can increase your chances of getting a job offer.Nonverbal Communication in InterviewsNonverbal communication is as important, or even more important, than verbal communication. The evaluation of your nonverbal communication will start as soon as you walk into the company's lobby and continue until the interview is finished.Turn off your cell phone before you enter the building. Talking on the phone during an interview is not only disruptive, it's rude.Prepare for the InterviewPrepare answers to typical interview questions in advance, so you're comfortable responding.Job Interview Body LanguageIt's important to make eye contact with your interviewer and to focus on the question. Stay relaxed, but do not laugh or crack jokes at inappropriate times. You should show personality, but don't overdo it because you're nervous or over-eager.Relax and lean forward a little towards the interviewer so you appear interested and engaged. Don't lean back or slump in your chair. You will look too casual and relaxed. Keep your feet on the floor and your back against the lower back of the chair. Pay attention, be attentive, and look interested. Focus on the interviewer, and don’t get distracted.A polished and professional image is what is going to get you to the next stage of the hiring process, a second interview or even a job offer. Thanks for watching. To learn more, visit us on the Web at .Task 1 Viewing for InformationDirections: Watch the talk once and choose the best answer to each of the following questions.Check the answers:1. A2. B3.CTask 2 Viewing for DetailsDirections: In this talk, Alison Doyle gives us several tips on how to speak through appearance and body language in order to create a positiveimpression. Watch the video clip again and write down the tipsmentioned.Check the answers:1. Dress professionally2. Utilize non-verbal communication3. Avoid interruptions4. Come prepared5. Maintain body languageTask 3 Oral PracticeDirections: Work with a partner and use the clues given below to re-create two paragraphs. Student A does the first paragraph, while Student B listens and checks it. Then change roles and continue with paragraph two.1.According to some studies, body language comprises 55% of the force of any response, whereas the verbal content only provides 7%, and paralanguage, or the intonation -- pauses and sighs given when answering -- represents 38% of the emphasis. To maximize the perceptions you communicate, you want to use these non-verbal impressions to your advantage.2.It's important to make eye contact with your interviewer and to focus on the question. Stay relaxed, but do not laugh or crack jokes at inappropriate times. You should show personality, but don't overdo it because you're nervous or over-eager. Part 4 Follow-up ActivitiesACTIVITY 1 LISTENING TO LEARNTask 1 Listening for InformationDirections: In this section, you will hear a passage three times. When the passage is read for the first time, listen carefully for its general idea.When the passage is read for the second time, fill in the blanksnumbered 1 to 8 with the exact words you have just heard. Forblanks numbered 9 to 11, fill in the missing information, using theexact words you have just heard or your own words. Finally, whenthe passage is read for the third time, check what you have written. Tapescript:On LanguageWhen each of you in this room were born, there were 6,000 languages spoken on the (1)planet. Now, a language is not just a body of (2)vocabulary or a set of grammatical rules. A language is a (3)flash of the human spirit. Every language is an old-growth forest of the mind, a watershed, a thought, an ecosystem of spiritual (4)possibilities.And of those 6,000 languages, as we sit here today in Monterey, fully half are no longer being (5)whispered into the ears of children. They're no longer being taught to babies, which means, (6)effectively, unless something changes, they're already dead. What could be more lonely than to be enveloped in (7)silence, to be the last of your people to speak your language, to have no way to pass on the (8)wisdom of the ancestors or anticipate the promise of the children? And yet, (9)that dreadful fate is indeed the plight of somebody somewhere on Earth roughly every two weeks, because every two weeks, some elder dies and carries with him into the grave the last syllables of an ancient tongue.And I know there's some of you who say, "Well, wouldn't it be better? (10) Wouldn't the world be a better place if we all just spoke one language?" And I say, "Great, let's make that language Yoruba. Let's make it Cantonese. Let's make it Kogi." And you'll suddenly discover (11)what it would be like to be unable to speak your own language.Task 2 Oral PracticeDirections: Look carefully at the following cartoons and topics, then pick one of them. Present a three-minute speech on it before your class. Try touse as many as possible of the useful expressions and ideas thatyou learned in this unit.Teaching Tips●Put the students into groups and ask them to prepare for this part before class.●Encourage students to use the Internet and other resources.●Evaluation is necessary after the students’ presentations.ACTIVITY 2 VIEWING TO LEARNTask 1 Viewing for InformationDirections: Watch the video On the World's English Mania. Then answer the three questions below.Background information:Jay Walker explains why two billion people around the world are trying to learn English. He shares photos and spine-tingling audio of Chinese students rehearsing English -- "the world's second language" -- by the thousands.Video Transcript：On the World's English ManiaLet's talk about manias. Let's start with Beatle mania. Hysterical teenagers, crying, screaming, pandemonium. Sports mania. Deafening crowds. All for one idea: Get the ball in the net. Okay, religious mania. There's rapture. There's weeping. There's visions. Manias can be good. Manias can be alarming. Or manias can be deadly. The world has a new mania. A mania for learning English. Listen as Chinese students practice their English by screaming it.Teacher: ... change my life!Students: I will change my life.T: I don't want to let my parents down.S: I don't want to let my parents down.T: I don't ever want to let my country down.S: I don't ever want to let my country down.T: Most importantly ...S: Most importantly ...T: I don't want to let myself down.S: I don't want to let myself down.Jay Walker: How many people are trying to learn English worldwide? Two billion of them.Students: A T-shirt. A dress.JW: In Latin America, in India, in Southeast Asia, and most of all in China. If you are a Chinese student you start learning English in the third grade, by law. That's why this year China will become the world's largest English speaking country. (Laughter) Why English? In a single word: Opportunity. Opportunity for a better life, a job, to be able to pay for school, or put better food on the table. Imagine a student taking a giant test for three full days. Her score on this one test literally determines her future. She studies 12 hours a day for three years to prepare. 25 percent of her grade is based on English. It's called the Gaokao. And 80 million high school Chinese students have already taken this grueling test. The intensity to learn English is almost unimaginable. Unless you witness it.T: Perfect! S: Perfect!T: Perfect! S: Perfect!T: I want to speak perfect English.S: I want to speak perfect English.T: I want to speak -- S: I want to speak --T: perfect English. S: perfect English.T: I want to change my life!S: I want to change my life!JW: So is English mania good or bad? Is English a tsunami, washing away other languages? Not likely. English is the world's second language. Your native language is your life. But with English you can become part of a wider conversation. A global conversation about global problems. Like climate change or poverty. Or hunger or disease. The world has other universal languages. Mathematics is the language of science. Music is the language of emotions. And now English is becoming the language of problem solving. Not because America is pushing it. But because the world is pulling it. So English mania is a turning point. Like the harnessing of electricity in our cities, or the fall of the Berlin Wall, English represents hope for a better future. A future where the world has a common language to solve its common problems. Thank you very much. (Applause)Task 2 Oral Practice1. Directions: Read the following dialogue and discuss with your partner aboutLanguage Learning according to the key points listed in the box.Dashan’s Feelings about Language LearningZhao Wei: You have been in China for so many years, what’s yo ur feeling about living in China? Do you enjoy it?Dashan: Well, actually, I lived in China full time for 7 years, from 1988 to 1995. But now since 1995, I live half in Canada and half in China. I really enjoy that, because I enjoy my work in China and my friends and everything here. But I also enjoy Canada. So I find the best thing for me is to go back and forth, because that way I can continue with my career here and have my normal life in Canada where nobody recognizes me. For me, both of those together are really the best combination.Zhao: I think Chinese people are more familiar with you speaking Chinese, but our magazine needs you to speak English. So it’s lucky for us to hear your English this time. I just wonder which language do you speak more in your daily life, Chinese or English?Dashan:It’s hard to say, because sometimes it depends on what you are doing, whom you are talking with and what subject you are talking about. But I find talking about something very Chinese is difficult to do in English. And also from the opposite way, sometimes trying to explain something about western culture in Chinese is difficult too.Zhao: You are considered a successful foreign language learner, could you share with us your experience in learning foreign languages?Dashan: I studied Chinese for 4 years in my university in Canada. I think one of the things my teacher did very well was to get away from traditional textbooks as soon as possible. We used the standard textbooks for the first 2 years, because you have to learn the pinyin, you have to learn the basic characters and basic grammar. For those things, textbooks are the best, because they are very scientific. Everything is nicely arranged for you to learn in order. But language itself is not like that. In many ways, it’s not really a very scientific thing. I think many people in China who study English have a mistake. They try to use very scientific methods to study something that itself is very unscientific.Key Points in Discussionfeelings about living in Chinadepend onexperiences in learning foreign languages。

21世纪大学英语应用型教程介绍

21世纪大学英语应用型教程介绍21世纪大学英语应用型教程介绍总序教育部于2007年出版的《大学英语课程教学要求》(以下简称《课程要求》)是指导我国大学英语教学的一个纲领性文件。

《课程要求》对大学英语教学的定位是：“大学英语是以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。

”大学英语的教学目标是“培养学生的英语综合应用能力，……同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。

”鉴于我国幅员辽阔，地区与地区之间、高校与高校之间客观上存在较大差异，《课程要求》提出了“分类指导、因材施教”的原则。

其具体体现为大学英语教学分为三个层次：一般要求、较高要求和更高要求。

其中的一般要求为高等学校非英语专业本科毕业生应达到的基本要求。

较高要求和更高要求适用于对办学定位、类型和人才培养目标定位较高的学校。

《课程要求》提出构建大学英语课程体系。

该课程体系既包括必修课程和选修课程，也涵盖不同课程类别：综合英语类、语言技能类、英语应用类、语言文化类和专业英语类。

《课程要求》提出一种综合教学模式，即基于计算机和课堂的英语教学模式;在充分利用现代信息技术的同时，继承和发扬传统课堂教学的优势。

“21世纪大学英语应用型”系列教材力求体现《课程要求》的原则和精神，在编写宗旨、单元设计、材料选择、课堂活动和课堂练习的设计上力图忠实地诠释《课程要求》的各项指标。

本系列教材为综合英语类的必修课程教材，教材包括：《21世纪大学英语应用型综合教程(修订版)》(基础级、1—4册);《21世纪大学英语应用型综合教程教学参考书(修订版)》(基础级、1—4册);《21世纪大学英语应用型自主练习(修订版)》(基础级、1—4册);《21世纪大学英语应用型视听说教程(修订版)》(基础级、1—4册);《21世纪大学英语应用型视听说教程教学参考书(修订版)》(基础级、1—4册);《21世纪大学英语应用型阅读教程》(1—4册);《21世纪大学英语应用型快速阅读》(1—4册);以及相关配套的语法、写作、口语和大学英语四、六级考试辅导教材。

应用型大学英语口语教程

Part One Pre-Speaking
References:
Some parents use physical punishment to educate their children. For example, a father who believes in the “spare the rod, spoil the child” school of thought may spank his child. Some parents use economic incentives in addition to physical punishment. They use money as a reward to encourage their children to study hard. I think these methods will just end up producing “study machines”. To make the children grow up healthily and happily, the best way parents can adopt to educate their children is to set a good example through their own behavior, and treat them as equals.
Part One Pre-Speaking
Discussion 2: What are the main differences between Chinese and American educational systems?
Part One Pre-Speaking
Some parents use physical punishment to educate their children. For example, a father who believes in the “spare the rod, spoil the child” school of thought may spank his child.

21世纪大学英语应用型综合教程(第3版)2 (U1-U3)

21世纪大学英语应用型综合教程（第3版）2 (U1-U3）简介《21世纪大学英语应用型综合教程（第3版）2 (U1-U3）》是一本针对大学英语学习者的教材，旨在提升学生的英语应用能力和综合能力。

本教程主要涵盖了第1单元到第3单元的内容，内容包括听力、口语、阅读、写作等多个方面，帮助学生全面提高英语水平。

第1单元：Listening本单元主要针对学生的听力能力进行训练。

通过大量的听力材料，学生可以提高自己的听力理解能力和听力应答能力。

同时，配套的听力练习题能够帮助学生巩固所学的听力知识，提高听力成绩。

Listening Task 1本单元Listening Task 1主要围绕生活中的日常问题展开。

学生需要仔细听力材料，理解问题的要求，并且给出合理的答案。

这一任务主要培养学生的听力理解能力和应答能力。

Listening Task 2Listening Task 2是一篇对话材料，主要涉及学术研究方面的问题。

学生需要通过听对话理解内涵，并且回答相关问题。

这一任务旨在培养学生的听力理解能力和逻辑思维能力。

第2单元：Speaking本单元主要训练学生的口语表达能力。

通过各种口语练习活动，学生可以提高自己的英语口语交流能力，提高自己的语言表达能力和口语流利度。

Speaking Task 1Speaking Task 1主要以图片描述为主，学生需要从图片中观察事物，并用英语进行描述。

这一任务有助于学生提高自己的语言表达能力、观察和描述能力。

Speaking Task 2Speaking Task 2是一个角色扮演任务。

学生需要尝试扮演不同的角色，进行对话交流。

这一任务帮助学生提高自己的口语表达能力和交际能力。

第3单元：Reading本单元主要训练学生的阅读理解能力。

通过大量的阅读材料，学生可以提高自己的阅读理解能力、阅读速度和阅读技巧。

Reading Task 1Reading Task 1主要是一篇科普类文章，学生需要阅读文章并回答相关问题。

应用型大学英语视听说教程第二册使用说明

目录1.系统要求 (2)2.系统安装 (2)3.界面介绍 (3)3.1.欢迎页面 (3)3.2.内容页面 (4)3.2.1.菜单切换 (5)3.2.2.连续切换 (5)3.3.声音控制 ...........................................................................................................错误！未定义书签。

3.3.1.播放功能 (6)3.3.2.录音功能 (6)3.3.3.开始录音 (7)3.3.4.停止录音 (7)3.3.5.播放录音 (8)3.3.6.停止播放录音 (8)3.3.7.录音存盘 (9)3.4.视频控制 (11)3.4.1.开始播放 (11)3.4.2.暂停播放 (11)3.4.3.停止播放 (12)3.4.4.重复播放 (12)3.4.5.字幕开关 (13)3.4.6.音量控制 (13)3.4.7.放大视频 (14)3.4.8.退出放大视频 (14)3.5.辅助学习材料 (15)3.5.1.学习背景资料和相关信息 (15)3.6.答案核对和重置功能 (15)3.6.1.核对功能 (15)4.退出系统 (17)4.1.退出 (17)1.系统要求ProcessorMinimum: Intel® Pentium® III 1GHz or faster processor Recommended: Pentium 4 2GHZ or fasterOperating SystemWindows V ista® Home Premium, Business, Ultimate, or Enterprise including 64 bit editions, Windows V ista SP1, Windows XP Tablet PC Edition SP2 and SP3, Windows XP SP2 and SP3, Windows 2003 Server, Windows7 ，Apple G(X) platform;RAMMinimum: 512MB RAM; Recommended: 1GB RAM2.系统安装1.首次运行，请先选择点击运行“安装环境”，默认安装。

应用型大学英语综合教程第一册第一章课件

应用型大学英语系列教程
Book I
Application-oriented college English Course
上海交通大学出版社

Course Description
Expectation: Finish every task on time Be brave and active in discussion Don't be shy and try to make learning fun together
Back
上海交通大学出版社
Next
Text Lead-in
Text Organization
Introduction (Para.1)
5
Introduction to the hero of the story: Monty Roberts, who owns a horsehe teacher failed him and required him to rewrite the paper.
Monty persevered in his dream until he realized it.
Conclusion (Para. 10) Don’t let anyone steal your dreams. Follow your heart, no matter what.
6
put on:at 1)risk 举办（展览等）；演出 ranch: 牧场 youth programs: youth at 不要让别人偷走你的梦想 fund-raising: 筹募基金活动（戏剧） risk refers to those young who e.g. He is dreaming ofpeople owning a Meaning: He has allowed me to e.g. A charity walklooked is a fund-raising 1 我有个朋友叫蒙蒂·罗伯兹，他 are not properly after or e.g. The gallery will put on an ranch in North America. collect funds to finance social services event. 在圣伊斯德罗有个牧马场。他把住宅 educated and have a tendency to exhibition ofa his latest works offers this Note that large ranch for those young people who are in danger 借给我举办募款活动，为问题青少年 commit wrongdoingscampaign such as being The fund-raising was weekend. horseback riding, rafting, fishing, and of going astray/becoming juvenile 项目筹备基金。 addicted to alcohol, drugs, and so on. kicked off by a tours; millionaire. 2) 穿上，戴上 mountain bike owning delinquents (青少年犯罪分子 ). a ranch at risk: 有危险，有风险 may be the life-long dream for many e.g. The fire suddenly broke out. Americans. e.g. didIfnot wehave go to She thewar, timeinnocent to put lives will socks on. be put at risk.

大学英语应用能力测试口试培训详细教程

Candidate A
Candidate B
1. The disadvantages of Chinese education
1. The reasons why students cheat at exams
2. The most beautiful place I’ve 2. A piece of interesting news
大学英语应用能力测试口试
Test of English Proficiency (TEP-Oral) Level C
考前培训
Sept. 26, 2014
一、TEP简介
“大学英语应用能力测试”（Test of English Proficiency，简称TEP）项目是北京市教委委托北京第二外国语学院联合北京市属多所院校共同建设研究的一项重大课题，旨在推进大学英语教学改革，培养学生英语应用能力，尤其是口语交际能力。
ever been to
3. The difference between my
3. My ideal campus life
college life and middle school
life
三、考试程序
Examples
➢ 1. An Interesting Place I Once Visited ➢ 2. The Most Important Person in My Life ➢ 3. My Ideal Job
参与者：两名考生（A+B）+两名考官（主副）
题型：三部分组成
日常对话（约1分钟）
描述图片（约4分钟）
话题陈述（约5分钟）
二、TEP口试形式
主考官
副考官

应用型大学英语视听说教程2全套教案

《应用型大学英语——视听说》教案BOOK II单元名称：Unit 1 Internet单元话题：The InternetPart One: Purpose of TeachingIn this unit, we will focus on the Internet. We will learn relevant vocabulary and expressions. We will also learn how to avoid some topics you don’t want to discuss in oral communication. Oral activities in different forms will be conducted to practice these language skills.Part Two: Time ArrangementPart Three: Teaching ContentsⅠLead-in (10 minutes)●Teachers are expected to make the students understand the category of theInternet . It is better to lead students to discuss the topic of the Internet, and then lead them to do the warm-up exercises.Activity 1 Listening●Teachers let the students listen to the lecture from the beginning to the end onceto see to what extent that the students can take the notes of the questions. Then let the students listen to the tape again and leave enough span of pause, making the students take down the answers.Activity 2 Viewing●Direct students to read questions first and predict what they are going to hear.●Play the recording.●Check answers and explain.ⅡCommunication Skills (20 minutes)Activity 1 Oral Functions●Go over the listed expressions one by one.●Lead the class to read these expressions, and help the students practice them. Activity 2 Oral PracticeTask 1 Listening●Play the recording and check answers.Task 2 Viewing●Play the video (twice if possible).●Check answers.Task 3 Speaking●Prepare several groups of words related to the possible topics that may bediscussed by students. Advise them to focus on just one topic.●Allow enough time for students to work in pairs.●Invite volunteer pairs to show their dialogue to the whole class.●Encourage students’ progress in oral practice.ⅢIn-putting & Out-putting (30 minutes)Activity 1 Listening to learnTask 1 Listening for information●Have students read statements first and play the recording.●Check answers.Task 2 Listening for details●Play the recording once again.●Check answers.Activity 2 Viewing to learn●Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it.Task 1 Viewing for information●Play the video and check answers.Task 2 Viewing for details●Play the video once again and check answers.ⅣFollow-up Activities (15 minutes)Activity 1 Listening to LearnTask 1 Listening for information●Have students read questions first and play the recording.●Check answers.Activity 2 Viewing for information●Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it.Task 1 Viewing for Information●Play the video and check answers.Part Four: Oral Practice (10 minutes)Oral practices listed as follows are optional.Part 1 Activity 3 Speaking●Have students preview question in this part in advance.●Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions.●Ask for students to survey to see how many students share the same opinion. Part 3 Activity 1 Task 3 Oral Practice●Direct students to interview their classmates and briefly note answers in thetable.●Make a conclusion orally based on the information in the table.Part 3 Activity 2 Task 3 Oral Practice●Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions.●Direct students to interview their classmates and briefly note answers in thetable.●Make a conclusion orally based on the information in the table.Part 4 Activity 1 Task 2 Oral Practice●Ask students to prepare for this part before class.●Let students limit their presentation with three-minutes.●Presentation skills are expected to introduce to students.●Evaluation is necessary after students’ presentation.Part 4 Activity 2 Task 2 Oral Practice●Ask students to prepare for this part before class.●Let students limit their presentation with three-minutes.●The teacher walks around to offer any necessary help to each group.●Presentation skills are required while students discuss the questions.Part 5 Entertainment●Time for fun!●Give students some time to guess the answers.Part Five: AssignmentChoose one of the oral practices in Part Four and have students prepare for it after class.Review Checklist(5 minutes)●Guide and encourage students to spend 5 minutes to go through the checklist.●To use the checklist simply check off the results of learning.●This checklist is useful in determining the way in which students evaluatethemselves.《应用型大学英语——视听说》教案单元名称：Unit 2 Myth单元话题：MythPart One: Purpose of TeachingIn this unit, we will focus on how to use words and expressions to talk about myth. We will learn something about Greek mythology and the Bible. We will also learn how to find more information on the cultural roots of the mythology as well as the communication skills of asking information. Oral activities in different forms will be conducted to practice these language skills.Part Two: Time ArrangementPart Three: Teaching ContentsⅠLead-in (10 minutes)Teachers are expected to make the students understand mythology, and it is better to lead the students to talk about mythologies in different countries especially Greek Mythology.Culture LinkActivity 1 Listening⏹Teachers let the students be familiar with the culture link.⏹Teachers let the students listen to the dialogue from the beginning to the endonce to see to what extent that the students can take the notes of the questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers.Activity 2 ViewingWord Bank⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the passage according to the questions.ⅡCommunication Skills (20 minutes)Activity 1 Oral Functions⏹Go over the listed expressions one by one.⏹Lead the class to read these expressions, and try to find more structures inasking information.Activity 2 Oral PracticeTask 1 Listening⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers.Task 2 Viewing⏹The dialogue is a little long and fast, the teachers are expected to play the videothree times and guide the students to grasp the main points in the dialogue according to the questions.Task 3 Speaking⏹Allow enough time for students to work in pairs.⏹Invite volunteer pairs to show their dialogue to the whole class.⏹Encourage students to progress in oral practice.⏹Discuss some other topics together.ⅢIn-putting & Out-putting (30 minutes)Activity 1 Listening to learn⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions and do the true or false questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers and finish the choices.Task 2 Listening for details⏹Play the recording once again.⏹Check answers.Word BankActivity 2 Viewing to learn⏹Direct students to check those familiar words and expressions. Encourage themto name any word they think is new and briefly explain it.Task 1 Viewing for information⏹Play the video and check answers.Task 2 Viewing for details⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the passage according to the questions.⏹For the first and second time guide the students to finish task one and task two.For the third time check the answers with them.ⅣFollow-up Activities (15 minutes)Activity 1 Listening to LearnTask 1 Listening for information⏹Have students read questions first and play the recording.⏹Check answers.Activity 2 Viewing for informationTask 1 Viewing for Information⏹Play the video and check answers.Part Four: Oral Practice (10 minutes)Oral practices listed as follows are optional.Part 1 Activity 3 Speaking⏹Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions according to the questions in the form.⏹Ask for students to survey to see how many students share the same opinion.Culture LinkPart 3 Activity 1 Task 3 Oral Practice⏹Direct students to interview their classmates and briefly note answers in thetable.⏹Make a conclusion orally based on the information in the table.Part 3 Activity 2 Task 3 Oral Practice⏹Direct students to tell the stories of the goddesses.⏹Make student work in three or four. Ask them to tell the reasons why they like ordislike some goddesses and discuss the relationships among these goddesses. Part 4 Activity 1 Task 2 Oral Practice⏹Allow enough time for students to work in pairs.⏹Invite volunteer pairs to show their dialogue to the whole class.⏹Encourage students to progress in oral practice.⏹Discuss some other topics together.Part 4 Activity 2 Task 2 Oral Practice⏹Allow enough time for students to have a discussion with their partners.⏹Each group should nominate a group leader to gather facts and proofs for theirdebate.⏹The teacher walks around to offer any necessary help to each group.Part 5 Entertainment⏹Challenge your imagination!1) Divide students into two groups; let them have a competition on the funny riddles.2) Let the students to explain the answers in English to practice their thinking style and oral English.3) The group who gets the most correct answers is the winner. Ask the students to think more English riddles and try to remember them.Part Five: Assignment1) Choose one of the oral practices in Part Four and have students prepare for itafter class.2) Ask the students to retell one story about myth and do it in front of the class.3) Make a comparison of the mythology between Chinese and other countries. Review Checklist(5 minutes)●Have students finish the checklist in class or after school.《应用型大学英语——视听说》教案单元名称：Unit 3 Money Matters单元话题：Money MattersPart One: Purpose of TeachingIn this unit, we will learn the functions of money and its special role in daily life. We will learn how to use money properly and bargain with people. We will learn some useful expressions in meetings and learn how to host a meeting and express ideas in the meeting. Oral activities in different forms will be conducted to practice these language skills.Part Two: Time ArrangementPart Three: Teaching ContentsⅠLead-in (10 minutes)⏹Teachers are expected to make the students have a discussion about moneymatters, the functions of money in our daily life as well as the ways people spend money.⏹Lead the students to get familiar with the names of money in different countries.Culture LinkActivity 1 Listening⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers.Activity 2 ViewingWord Bank⏹Direct students to read questions first and predict what they are going to hear.⏹Play the recording.⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the passage according to the questions.⏹Check answers and explain.ⅡCommunication Skills (20 minutes)Activity 1 Oral Functions⏹Go over the listed expressions one by one.⏹Lead the class to read these expressions, and try to find more expressions for ameeting.Activity 2 Oral PracticeTask 1 Listening⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers.Task 2 Viewing⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the dialogue according to the questions.⏹Ask the students to pay attention to the numbers.⏹Check answers.Task 3 Speaking⏹Allow enough time for students to work in pairs.⏹Invite volunteer pairs to show their dialogue to the whole class.⏹Encourage students’ progress in oral practice.⏹Discuss some other topics together.ⅢIn-putting & Out-putting (30 minutes)Activity 1 Listening to learn⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions and do the true or false questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers and finish the choices.Task 2 Listening for details⏹Play the recording once again.⏹Check answers.Word BankActivity 2 Viewing to learn⏹Direct students to check those familiar words and expressions. Encourage themto tell something about thanksgiving day.Task 1 Viewing for information⏹Play the video and check answers.Task 2 Viewing for details⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the passage according to the questions.⏹For the first and second time guide the students to finish task one and task two.For the third time check the answers with them.ⅣFollow-up Activities (15 minutes)Activity 1 Listening to LearnTask 1 Listening for information⏹Have students read questions first and play the recording.⏹Check answers.Activity 2 Viewing for informationTask 1 Viewing for Information⏹Play the video and check answers.Part Four: Oral Practice (10 minutes)Oral practices listed as follows are optional.Part 1 Activity 3 Speaking⏹Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions according to the questions in the form.⏹Ask for students to survey to see how many students share the same opinion. Part 3 Activity 1 Task 3 Oral Practice⏹Ask the students to Work in groups of three to four, and fill in the followingquestionnaire.⏹Then report the result to the whole class.Part 3 Activity 2 Task 3 Oral Practice⏹Direct students to understand the back ground information about economiccrisis.⏹Make student work in pairs. Discuss the reasons, suggestions to solve theproblem of economic crisis.Part 4 Activity 1 Task 2 Oral Practice⏹Allow enough time for students to work in pairs.⏹Invite volunteer pairs to show their dialogue to the whole class.⏹Encourage students to progress in oral practice.⏹Discuss some other topics together.Part 4 Activity 2 Task 2 Oral Practice⏹Allow enough time for students to have a discussion with their partners.⏹Each group should nominate a group leader to gather facts and proofs fortheir debate.⏹The teacher walks around to offer any necessary help to each group. Part 5 Entertainment⏹Challenge your knowledge!1) Ask the students to find the meanings of the idioms.2) Group the students and let them give the examples of the usages of the idioms.3) Ask the students to find more idioms about money, and explain the meanings and usages to the classmates.Part Five: Assignment1) Choose one of the oral practices in Part Four and have students prepare for itafter class.2) Practice some other topics about money, and further the discussion of how to use and save money.Review Checklist(5 minutes)●Have students finish the checklist in class or after school.《应用型大学英语——视听说》教案单元名称：Unit 4 Calligraphy单元话题：CalligraphyPart One: Purpose of TeachingIn this unit, we will learn expressions and words to talk about Chinese calligraphy and learn the features and development of Chinese calligraphy. We will try to f ind more information on Chinese calligraphy. We will also learn the communication skills of asking permission.Part Two: Time ArrangementPart Three: Teaching ContentsⅠLead-in (10 minutes)⏹Teachers are expected to make the students have a discussion about calligraphy,especially Chinese Calligraphy.⏹Guide the students to know more about calligraphy.Culture LinkActivity 1 Listening⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers.Activity 2 ViewingWord Bank⏹Direct students to read questions first and predict what they are going to hear. ⏹Play the recording.⏹Check answers and explain.ⅡCommunication Skills (20 minutes)Activity 1 Oral Functions⏹Go over the listed expressions one by one.⏹Lead the class to read these expressions, and try to find more expressions forpermission.Activity 2 Oral PracticeTask 1 Listening⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers.Task 2 Viewing⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the dialogue according to the questions.⏹Ask the students to pay attention to the numbers.Task 3 Speaking⏹Allow enough time for students to work in pairs.⏹Invite volunteer pairs to show their dialogue to the whole class.⏹Encourage students’ progress in oral pract ice.⏹Discuss some other topics together.ⅢIn-putting & Out-putting (30 minutes)Activity 1 Listening to learn⏹Teachers let the students listen to the passage from the beginning to the endonce to see to what extent that the students can take the notes of the questions and do the true or false questions.⏹Then let the students listen to the tape again and leave enough span of pause,making the students take down the answers and finish the choices.Task 2 Listening for details⏹Play the recording once again.⏹Check answers.Word BankActivity 2 Viewing to learn⏹Direct students to check those familiar words and expressions. Encourage themto name any word they think is new and briefly explain it.Task 1 Viewing for information⏹Play the video and check answers.Task 2 Viewing for details⏹The teachers are expected to play the video three times and guide the studentsto grasp the main points in the passage according to the questions.⏹For the first and second time guide the students to finish task one and task two.For the third time check the answers with them.ⅣFollow-up Activities (15 minutes)Activity 1 Listening to LearnTask 1 Listening for information⏹Have students read questions first and play the recording.⏹Check answers.Activity 2 Viewing for informationTask 1 Viewing for Information⏹Play the video and check answers.Part Four: Oral Practice (10 minutes)Oral practices listed as follows are optional.Part 1 Activity 3 Speaking⏹Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions according to the questions in the form.⏹Ask for students to survey to see how many students share the same opinion.Culture LinkPart 3 Activity 1 Task 3 Oral Practice⏹Work in groups of three to four, and fill in the following questionnaire.⏹Then report the result to the whole class.Part 3 Activity 2 Task 3 Oral Practice⏹Tell the differences between Chinese modern calligraphy and traditionalcalligraphy.⏹Describe the status of calligraphy among other contemporary arts.⏹Discuss the functions of calligraphy in the communication between China andsome western countries?Part 4 Activity 1 Task 2 Oral Practice⏹Allow enough time for students to work in pairs.⏹Invite volunteer pairs to show their dialogue to the whole class.⏹Encourage students to progress in oral practice.⏹Discuss some other topics together.Part 4 Activity 2 Task 2 Oral Practice⏹Allow enough time for students to have a discussion with their partners.⏹Each group should nominate a group leader to gather facts and proofs for theirdebate.⏹The teacher walks around to offer any necessary help to each group.Part 5 Entertainment⏹Challenge your ability!1) Group the students and let them practice the tongue twister.2) Organize the students to have a competition. Ask them to practice thepronunciation and intonation.3) Ask the students to find more tongue twisters, and practice them in the daily life.Part Five: Assignment1) Choose one of the oral practices in Part Four and have students prepare for itafter class.2) Direct the students to find more information about Chinese calligraphy.3) Discuss other forms of Chinese Arts.Review Checklist(5 minutes)⏹Have students finish the checklist in class or after school.《应用型大学英语——视听说》教案BOOK II单元名称：Unit 5 Mental health单元话题：Mental healthPart One: Purpose of TeachingIn this unit, we will focus on stress and mental health. We will learn relevant vocabulary and expressions. We will also learn how to ask personal questions in oral communication. Oral activities in different forms will be conducted to practice these language skills.Part Two: Time ArrangementPart Three: Teaching ContentsⅠLead-in (10 minutes)●Teachers are expected to make the students understand the category of collegepressures in modern society. It is better to lead students to discuss their college pressures, and then lead them to do the test of rating the risk for depression by checking (√) the answers.Activity 1 Listening●Teachers let the students listen to the lecture from the beginning to the end onceto see to what extent that the students can take the notes of the questions. Then let the students listen to the tape again and leave enough span of pause, making the students take down the answers.Word TipsActivity 2 Viewing●Direct students to read questions first and predict what they are going to hear.●Play the recording.●Check answers and explain.ⅡCommunication Skills (20 minutes)Activity 1 Oral Functions●Go over the listed expressions one by one.●Lead the class to read these expressions, and help the students practice them. Activity 2 Oral PracticeTask 1 Listening●Play the recording and check answers.Task 2 Viewing●Play the video (twice if possible).●Check answers.Task 3 Speaking●Prepare several groups of words related to the possible topics that may bediscussed by students. Advise them to focus on just one topic.●Allow enough time for students to work in pairs.●Invite volunteer pairs to show their dialogue to the whole class.●Encourage students’ progress in oral practice.ⅢIn-putting & Out-putting (30 minutes)Activity 1 Listening to learn●Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it.Task 1 Listening for information●Have students read statements first and play the recording.●Check answers.Task 2 Listening for details●Play the recording once again.●Check answers.Word BankActivity 2 Viewing to learnTask 1 Viewing for information●Play the video and check answers.Task 2 Viewing for details●Play the video once again and check answers.ⅣFollow-up Activities (15 minutes)Activity 1 Listening to LearnTask 1 Listening for information●Have students read questions first and play the recording.●Check answers.Activity 2 Viewing for information●Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it.Task 1 Viewing for Information●Play the video and check answers.Word BankPart Four: Oral Practice (10 minutes)Oral practices listed as follows are optional.Part 1 Activity 3 Speaking●Have students preview question in this part in advance.●Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions.●Ask for students to survey to see how many students share the same opinion. Part 3 Activity 1 Task 3 Oral Practice●Direct students to interview their classmates and briefly note answers in thetable.●Make a conclusion orally based on the information in the table.Part 3 Activity 2 Task 3 Oral Practice●Teachers are expected to require the students to work in pairs, and then ask oneor two groups to present their own discussions.●Direct students to interview their classmates and briefly note answers in thetable.●Make a conclusion orally based on the information in the table.Part 4 Activity 1 Task 2 Oral Practice●Ask students to prepare for this part before class.●Let students limit their presentation with three-minutes.●Presentation skills are expected to introduce to students.●Evaluation is necessary after students’ presentation.Part 4 Activity 2 Task 2 Oral Practice●Ask students to prepare for this part before class.●Let students limit their presentation with three-minutes.●The teacher walks around to offer any necessary help to each group.●Presentation skills are required while students discuss the questions.Part 5 Entertainment●Listen to a song and fill in the blanks!●Teach students to sing it.Part Five: Assignment1) Choose one of the oral practices in Part Four and have students prepare for itafter class.2) Direct students to make a chart and note down what pressures they have.Students have to find solutions to these situations.Review Checklist(5 minutes)●Guide and encourage students to spend 5 minutes to go through the checklist.●To use the checklist simply check off the results of learning.●This checklist is useful in determining the way in which students evaluatethemselves.《应用型大学英语——视听说》教案BOOK II单元名称：Unit 6 Communication单元话题：Communication skills and body languagePart One: Purpose of TeachingIn this unit, we will focus on communication skills and body language. We will learn relevant vocabulary and expressions. We will also learn how to talk about your personal interests in oral communication. Oral activities in different forms will be conducted to practice these language skills.Part Two: Time ArrangementPart Three: Teaching ContentsⅠLead-in (10 minutes)●Teachers are expected to make the students understand the category ofnon-verbal communication in different cultures. It is better to lead students to discuss non-verbal communication, and then lead them to do the warm-up exercises.Activity 1 Listening。

Unit1-21世纪大学英语应用型综合教程第一册

Unit 1-21世纪大学英语应用型综合教程第一册简介《21世纪大学英语应用型综合教程第一册》是一本为高校大学生编写的英语教材。

本教材旨在培养学生的听说读写能力，提高他们的英语综合运用能力。

本单元将介绍本教材的基本内容和学习目标。

学习目标•了解英语应用型综合教程的学习模式和教学方法•掌握教材第一册的基本内容和学习顺序•熟悉本单元的学习目标和学习策略教材概述《21世纪大学英语应用型综合教程第一册》是一本由外语教学与研究出版社出版的教材。

该教材分为六个单元，每个单元包含听力、口语、阅读、写作和翻译等多个练习环节。

教材内容紧密联系实际生活和学习环境，力求培养学生的语言综合运用能力。

学习内容第一单元：自我介绍第一单元主要以自我介绍为话题，学生将学会如何介绍自己的个人信息、职业、兴趣爱好等。

同时，学生还将练习询问他人的个人信息并进行介绍。

第二单元：日常生活第二单元主要以日常生活为话题，学生将学会如何描述日常活动，介绍家庭情况，谈论购物和聚会等话题。

第三单元：学习与工作第三单元主要以学习与工作为话题，学生将学会如何描述学习和工作的内容、时间安排和感受。

第四单元：旅行与交通第四单元主要以旅行与交通为话题，学生将学会如何描述旅行的目的地、交通工具和行程安排，以及与旅行相关的事宜。

第五单元：社交与娱乐第五单元主要以社交与娱乐为话题，学生将学会如何描述社交活动、娱乐形式和参加娱乐活动的感受。

第六单元：科技与创新第六单元主要以科技与创新为话题，学生将学会如何讨论科技的发展、创新的形式和科技对生活的影响。

学习策略•多听多说：通过多听英语的听力材料和多与他人进行英语口语对话，提高英语听说能力。

•多读多写：通过阅读英语文章和写作练习，提高英语阅读和写作能力。

•课外拓展：积极参加英语角、英语演讲比赛等活动，提高英语沟通和表达能力。

•利用网络资源：通过使用英语学习网站、在线词典和学术论坛等资源，拓宽自己的英语知识和技能。

总结《21世纪大学英语应用型综合教程第一册》是一本旨在培养大学生英语综合运用能力的教材。

大学英语应用能力测试口试培训详细教程PPT文档共40页

Βιβλιοθήκη 大学英语应用能力测试口试培训详细教程
56、死去何所道，托体同山阿。 57、春秋多佳日，登高赋新诗。 58、种豆南山下，草盛豆苗稀。晨兴理荒秽，带月荷锄归。道狭草木长，夕露沾我衣。衣沾不足惜，但使愿无违。 59、相见无杂言，但道桑麻长。 60、迢迢新秋夕，亭亭月将圆。
66、节制使快乐增加并使享受加强。 ——德谟克利特 67、今天应做的事没有做，明天再早也是耽误了。——裴斯泰洛齐 68、决定一个人的一生，以及整个命运的，只是一瞬之间。 ——歌德 69、懒人无法享受休息之乐。——拉布克 70、浪费时间是一桩大罪过。——卢梭

应用型大学英语视听说教程 (2)

□ What does your family usually have for breakfast?
Part 1 Lead-in
ACTIVITY 3 SPEAKING
Eating a healthy breakfast is often said to be key to mind, body, and spirit as a means of starting off the day; however, what you eat and how much you eat can vary widely, and eating habits are sometimes influenced by the local culture.
birthday!
wish sb. to do...
◆ I wish you to succeed in your performance. ◆ Let us wish you to win still greater victories. ◆ Wish/Wishing you to get well soon.
Sentence Patterns
(Let me + send / offer)+wish(es) + for sth.
Sth. +( to sb. ) With + adj. + wish (wishes) + for sth.
Samples
◆ Let me offer my hearty good wishes for your success.
3. Why is the father preparing breakfast for his daughter?

10应用型大学英语口语教程1 (5)

Part A Warming-up
Directions: Try to describe the following pictures in English. Then match the health problems with their solutions.
Hale Waihona Puke A大连理工大学出版社
E
B
C
D
Part B Oral Translation
主审 James Majaor 主编王志
UNIT 5 Making & Cancelling an Appointment
大连理工大学出版社
Part A Warming-up Part B Oral Translation Part C Theme Reading Part D Group Work Part E Speaking and Writing
Directions: Please translate the following Chinese into English.
1. 我感觉嗓子痛，想看医生。（a sore throat）
I have a sore throat. I want to see a doctor.
2. 这是史密斯医生办公室，需要帮助吗？（Doctor Smith’s Office）
This is Doctor Smith’s Office, can I help you?
大连理工大学出版社
Part B Oral Translation
Directions: Please translate the following Chinese into English.
3. 我想预约明天看医生。（make an appointment）

21世纪大学英语应用型视听说教程第四版第4册课程设计

21世纪大学英语应用型视听说教程第四版第4册课程设计一、教材介绍21世纪大学英语应用型视听说教程第四版（下称《教材》）是由外语教学与研究出版社权威发布的一套英语口语教材，共分为四个册数，旨在提高学生的英语口语、听力以及沟通能力。

本篇文章将重点介绍《教材》第四册的课程设计。

二、课程目标本节课程设计的目标是：让学生掌握一些社交场合中的谈论和交流技巧，并提高他们的口语表达能力和听力理解能力。

具体包括以下方面：1.学习社交场合中常用的英语用语和表达方式。

2.能够在社交场合中进行简单的自我介绍、询问他人情况以及结识新朋友。

3.通过学习和模仿真实情境中的对话，提高听力理解能力和口语表达能力。

三、教学内容1. Lesson 1 Making New Friends本课主要围绕在社交场合中如何交到新朋友的话题展开，包括自我介绍、询问他人情况以及开展轻松愉悦的对话等。

在本节课中，教师可以通过以下方式进行教学：1.听力训练：播放录音，让学生在听力中获得对话的基本信息。

2.边听边看：配合视频，让学生在视觉影像中理解和掌握对话中的表达方式和肢体语言。

3.对话模仿：让学生选择自己的角色并模仿对话内容，加强口语表达能力。

2. Lesson 2 A Smart Shopper本课主要围绕在商场、超市等购物场合中如何进行商品询问和选购等话题展开。

在本节课中，教师可以通过以下方式进行教学：1.听力训练：让学生通过听取录音和对话，掌握购物场合常用的英语单词和表达方式。

2.视觉训练：播放视觉材料，让学生观察商品的图片和价格，并学会进行价格和数量的询问。

3.角色扮演：在课堂中设置小组和考核名目，通过角色扮演和表演来加强口语训练。

3. Lesson 3 Dining Out本节课主要围绕在餐厅、咖啡厅等吃饭场合中如何点餐、付款和交流等话题展开。

在本节课中，教师可以通过以下方式进行教学：1.视听结合：让学生通过视听材料，掌握餐厅、咖啡厅等用餐场合中常用的英语用语和表达方式。

应用型大学英语口语 (1)

B: I enjoy playing basketball, because it can re-energize me.
A: What do you think of college life?
B: It makes me happy.
Model
Part D Group Work
Task 1 Work in pairs.
In social situations, a man is usually introduced to a woman. However, in the business world introductions are based on a person’s rank or position in an organization. If you introduce two people of equal rank to each other, introduce the one you know less to the one you know best.
Wang Fei Justin Bieber Jason Chen
Joe Black
Relationship with you
Former classmate Client
Elder brother Colleague Aunt
Younger sister
Part E Speaking and Writing
1. 你今天气色很好。（look great）
You look great today.
2. 你好！有什么新鲜事吗？
Hello! What’s new?
Part B Oral Translation
Directions: Please translate the following Chinese into English.

应用型大学英语口语 (6)

Sheldon A child prodigy who began college at the age of 11, started graduate studies at 14, and earned a Ph.D. at 16. He has a master’s degree, a Ph.D. and an IQ of 187. He is also uninterested in the romances of Leonard, Howard, and Raj. Sheldon shares an apartment with Leonard, across the hall from Penny, and relies on both for advice in social situations. Leonard He is a physicist who received his Ph.D.at the age of 24 with an IQ of 173. He shares an apartment with his colleague and friend Sheldon Cooper. Penny A waitress who lives across the hall from Sheldon and Leonard. She is pursuing a career in acting but has not been very successful thus far. Howard He works as an aerospace engineer. He is Jewish, and lives with his mother. His father left when he was 11, and, to date, he has never learned why. Unlike Sheldon, Leonard, and Raj, Howard lacks a Ph.D. He has shown limited success with women. Raj Originally from New Delhi, India, he works as a physicist. His family is very well off. He is very shy around women and is unable to talk to them unless he drinks alcohol. However, he has often had better luck with women than his overly-confident best friend Howard.