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授课题目：Unit1Lifeisalearningcurve授课时间：第____周第____周授课类型：实训课授课时数：4教学目的及要求：Bylearningthisunit,thestudentshould1)beabletotalkaboutlearningexperiences.2)listenforsignalwordsforlisting.3)giveandrespondtoadvice.4)talkaboutlearning/teachingmethods.教学重点及难点：1.Listeningskill:listenforsignalwordsforlisting.2.Speakingskill:giveandrespondtoadvice.教学方法和手段：Task-basedcommunicative,multi-modalteachingthrough:1.Recordinglistening;2.Videowatching;3.PPTshowing;4.Individualwork,pairwork&groupwork.教学内容和过程：Unit2ABreakforFunStepOneOpeningupReadthefollowingquotesaboutlearning.Doyouagreewiththem?Whyorwhynot?Welearnbydoing.—Aristotle.Ipartlyagreewiththequotebecauseitisnottheonlywayoflearning:Wegainfirst-handexperiencebyinteractingwiththeenvironment;Wegainsecond-handexperiencebyreadingbooks.Alittleknowledgeisadangerousthing.—AlbertEinsteinYes.Itisdangerousforapersonwhoknowsalittleaboutsomethingthinksheknowsitall.Thebestwaytolearnistoteach.—AnonymousYes.Goingthroughtheprocessoftryingtoexplainsomethingtootherswillhelpyouunderstand,absorbandconsolidatewhatyouhavelearned.StepTwoListeningtotheworldI.Sharing1.Watchapodcastforitsgeneralidea.2.WatchPart1andfillintheblanks.3.WatchPart2andcheckthetruestatements.4.WatchPart3andfillintheblanks.5.Workinpairsanddiscussthequestion.II.Listening1.IntroducethelisteningSkill:ListeningforsignalwordsforlistingListenforthetotalnumberofitemsatthebeginningListenforwordsandexpressionsthatsignalthebeginning,followingandendofthelistinge.g.thelast,thefinal,lastly,andfinallyListingitemswithequalvaluee.g.tobeginwith,tostartwith,furthermore,moreover,inaddition,besides,what’smore,thelastbutnottheleast,lastly,finallyWordsandexpressionsindicatingimportanceexpressions:aboveall,themostimportant/obvious/noteworthyAdjectives:main,vital,significant,chief,central,principal,primary,major,distinctive,andthe–estformsofadjectivesListentoPart2oftheradioprogram.Thenmatchthepeopletothefilmstarstheylike.2.Listentoaradioprogramandrearrangethefollowingexpressions.3.Listentotheradioprogramagainandcompletethetable.4.Fillintheblanks.III.Viewing1.Readtheprograminformationbelowandcheckthetruestatements.2.Readthestatements.Thenwatchthevideoclipandunderlinethecorrectalternative.3.Readthestatementsandtheanswerchoices.Thenwatchthevideoclipagainandchoosethebestanswers.StepThreeSpeakingforcommunication1.Readthestatements.Thenlistentoaconversationandcheckthetruestatements.2.Readthetable.ThenlistentotheconversationandwriteGforgivingadviceandRforrespondingtoadviceintherightcolumn.SpeakingSkill:GivingandrespondingtoadviceGivingandrespondingtoadviceinanappropriatewayareusefulandimportantspeakingskills.ExpressionsforgivingadviceWhydon’tyou…?My(main/personal)recommendation/suggestion/is/wouldbe…Ifthathappenedtome/IfIwereinyourplace/ifIwereyou/Inthatcase,I’drecommend…Doyouthinkitisagoodidea…?Thesooneryou…thebetter.…mightwork/wouldprobablywork/isworthatry.Ifyouaskme/ThewayIseeit,itprobablywouldhavebeenbetter(not)tohave…Expressionsforrespondingtoadvice•Thankyou,I’lltakethatintoconsideration.•Thanks.Thatsoundsgood/interesting.Ihadn’tthoughtofthatbefore.Thankyousomuchforofferingthatadvice.Thankyoufortheadvice.I’lltry…Maybeyou’reright.Thanksforsayingthat.3.Lookatthepicturesandreadtheconversationsbelow.Thenfillintheblanksusingthewordsinbrackets.4.Role-playthesituations.StepFourFurtherpracticeinlisteningI.ShortConversations1Q:Whatcanwelearnfromtheconversation?BThewomanshouldseekhelpfromthewritingcenter.2Q:WhydoesthewomanchoosetolearnFrench?DShethinksspeakingFrenchisamustforculturedpeople.3Q:Whatdidthemandolastnight?DHeattendedaspeech.4Q:WhatmadeMelissaunhappy?CThatshelostherchancetoenterthecontest.5Q:Whatdoesthemanthinkofthewoman’sopinion?AItisone-sided.II.LongConversation1Q:Howisthewomandoingintheman’sclass?CSheoftenfailstoturninherhomeworkontime.2Q:WhatdoesthewomanthinkoflearningSpanish?DItpresentsdifficultyforher.3Q:Whatdoweknowfromthisconversationabouttheman?AHehasagoodpersonalrelationshipwiththewoman.4Q:Whatisthewomanmostlikelytodoaftertalkingwiththeman?CWorkharderinherSpanishclass.III.Passages1.Passageone1Q:Whatdoyouknowaboutthespeaker’sSpanishlearningexperienceinhighschool?DSheshoweddissatisfactionwiththeslowpaceofherclass.2Q:WhatmadethespeakerfeelmorefrustratedwhilelearningSpanishinhighschool?AShehadtolearnthematerialthatshealreadyknew.3Q:WhatdidthespeakersayaboutherstudyofSpanishliteratureincollege?CItprovedtobeanunbalancedwaytolearnthelanguage.4Q:WhichexperiencebenefitedthespeakermostintermsofheruseofSpanish?DShetaughtSpanishspeakershowtospeakEnglish.2.Passagetwo1)alternative2)numerous3)traditional4)academic5)countryside6)athletes7)takeadvantageof8)Secondary9)inacollectiveeffort10)serveas作业:PreviewSectionB参考文献：1.郑树棠.新视野大学英语视听说教程（第三版）第二册[M].北京：外语教学与研究出版社，2015.2.郑树棠.新视野大学英语视听说教程（第三版）第二册教师用书[M].北京：外语教学与研究出版社，2015.3.夏纪梅.现代外语课堂设计理论与实践[M].上海：上海外语教育出版社，2003.4.秦秀白.《新世纪大学英语系列教程》第二册[M].上海：上海外语教育出版社，2007（2009重印）.5.杨治中主编.《新起点大学基础英语教程系列》第二册[M].北京：外语教学与研究出版社，2004.6.翟象俊等主编.《21世纪大学英语系列教程》第二版第二册[M].厦门：复旦大学出版社，2008.课后小结：