大学英语听说第三版第四册1-10教案

教学目标：1. 提高学生的英语听说能力，使他们能够熟练地运用英语进行日常交流。

2. 培养学生的听力技巧，使他们能够准确理解英语口语。

3. 增强学生的口语表达能力，使他们能够自信地表达自己的观点和想法。

教学重点：1. 听力技巧：如何捕捉关键词、理解主旨大意、预测下文等。

2. 口语表达：如何运用正确的语法和词汇进行表达，如何组织语言。

教学难点：1. 学生如何克服听力障碍，提高听力水平。

2. 学生如何克服口语表达障碍，提高口语水平。

教学准备：1. 教学课件：包括听力材料、口语练习材料等。

2. 多媒体设备：电脑、投影仪等。

教学过程：一、导入1. 教师用英语进行简短的自我介绍，激发学生的兴趣。

2. 学生用英语进行自我介绍，锻炼口语表达能力。

二、听力训练1. 教师播放一段听力材料，要求学生听后回答问题。

2. 教师针对听力材料中的关键词、主旨大意等进行讲解，帮助学生理解听力内容。

3. 学生分组进行听力练习，互相提问、讨论。

三、口语表达1. 教师给出一个话题，要求学生用英语进行口语表达。

2. 学生分组进行口语练习，互相评价、提出建议。

3. 教师挑选优秀的学生进行展示，其他学生进行点评。

四、课堂小结1. 教师总结本节课的学习内容，强调听力技巧和口语表达的重要性。

2. 学生分享自己的学习心得，提出改进意见。

五、作业布置1. 学生完成课后听力练习，提高听力水平。

2. 学生用英语写一篇短文，锻炼口语表达能力。

教学反思：本节课通过听力训练和口语表达，提高了学生的英语听说能力。

在教学中，教师应注重以下几点：1. 注重学生的个体差异，针对不同学生的学习情况，给予针对性的指导。

2. 鼓励学生积极参与课堂活动，提高他们的学习兴趣。

3. 在教学中，教师应注重培养学生的听力技巧和口语表达能力，为他们今后的英语学习打下坚实基础。

教学评价：1. 学生在课堂上的参与度。

2. 学生对听力材料的理解程度。

3. 学生口语表达的正确性和流畅性。

Book IVUnit 1(7 hours)I. Teaching objectivesa.Have a bas ic understanding of the New Year’s resolution and the text structure.b.Understand what is the father going to change this year? How does he try to make this year different?Why the results all went contrary to his expectations?c.Learn language points; appreciate the writing techniques and rhetorical devices.d.Have a deep understanding of ambition in text 2.e.Oral speaking practiceII..Teaching emphasisa.Vocabulary: resolution; spontaneous; escape mechanism; swarm around; morality rapportb. A brief summary of the ways to express futurityc.Appreciate the narrative skills demonstrated in the text(the selections of the details, theconversational tone; idiomatic and straightforward writing style; the use of the exaggeration; the frequent use of the verb-preposition and verb-particle combination to make his writing very informald.The writer carried out his New Year’s resolution faithfully to improve himself, but the results allwent contrary to his expectations. Why?III.Teaching Procedures:TEXT I This Year It’s Going to Be DifferentI. Pre-reading QuestionsWhen a person makes New Year’s resolutions, he makes up his mind to do or not to do certain things in the coming year. Of course, different people make different New Year’s resolutions. For example, a student may decide to work harder at his studies and not go to the cinema so often; a teacher may decide to improve his/her teaching; a heavy smoker may decide to stop smoking altogether. Some people may be able to carry out their New Year’s resolutions, but some may not. For most People, it’s often easier to make New Year’s resolutions than to carry them out.It is suggested that the students should first guess without being given any part of the story.II. The Main IdeaThe statement that best sums up the main idea is (3): “The writer carried out his New Year’s resolution faithfully to improve himself, but the results all went contrary to his expectations.”III. Teaching Points for Reference1. A brief summary of the ways to express futurity1) The neutral future is formed by using the auxiliaries will/ shall and infinitive.Examples:Tomorrow will be his Sunday. (Level 3, Unit 3)Is it possible to make an atomic engine that will be really safe in every circumstance?(Level3,Unit 6)2) The construction to be going to is used to express future intention.Examples:This year it is going to be different.I know what the kids are going to do.Note: This construction cannot be used for neutral futurity, which does not depend on any person’s will or intention. For Example, both the following sentences are wrong.* Tomorrow is going to be his Sunday.* If you go to the U.S.A., you are going to come across the remarkable, almost legendaryhospitality of the American of the West.3) The construction be to do (something) is used to express arrangement or command.Examples:Now let all men know that crops are to be planted as usual. (Level 3, Unit 11)Shaka ordered: “All women who are found with child are to be put to death with their husbands.”4) The construction be about to is used to express near future.Examples:Roy and Sammy were about to perform open-heart surgery on Mrs. Robinson with a scoutknife.=Roy and Sammy were just going to do an open-heart operation on Mrs. Robinson witha scout knife.She was about to tell us the truth when you entered the building.2. The use of over in the text1) I tiptoed over and kissed her on the back of the neck.Over adv. ：across a distance or open space, either towards or away from someone/something.More examples:We asked Kate’s two sailor friends over to help us gain our point indirectly.Go over to your Grandmother, my dear. She’s beckoning to you.2)“What did you do over the holidays?”over prep.—during, in the course of (a period or an event)More examples:She likes to listen to some light music over the weekend.Paul has become more mature over the years.3) To ease the situation, I picked up her brand-new sweater from the floor and put it over a chair.Over prep. —resting on top of something and covering something partly or completelyMore examples:John was so tired that he was found sprawling on the floor asleep with his dripping raincoatover a sofa.4) Take over one of your wife’s chores, she’ll love you for it.Take over—take charge ofMore examples:The firm became more and more prosperous after the son took it over.We expect Mr. Johnson will take over our class when Mr. Shaw retires.3.“It wasn’t my idea to stay out until four a.m.”The phrase one’s idea to do something is used to express what one wishes to do.More examples:It was not my idea to argue with them. What I wanted was only to seek the truth from facts.4. Instead, I got a pencil and drew a sketch of the escapement mechanism.draw—make a picture with a pen, pencil or chalkdraw a sketch—make a rough picture (drawing, diagram) with a pencilMore examples:Fancy him drawing so well at the age of five.She cherished the sketch of the roaring sea not because it was drawn by a famous artist but because it brought back some fond memories.Cf.: By now the kids were in the room, drawn by the commotion.be drawn by the commotion——be attracted by the noisy confusion.Here, draw means “attract”.More examples：The film that tells of the unusual faithfulness between a miner and his wife drew large audiences when it was on.Supermarkets, which were unknown to the Chinese people some years ago, have begun to draw large numbers of customers in many cities in China.5. She was in her pajamas.—She was wearing her pajamas.in—wearingMore examples：Jimmy Wells, the policeman in uniform, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.Now the fashion is for girls to be dressed in pure silk in summer and in expensive fur coats in winter.6. Maggie always dreads taking down the Christmas tree, so I thought I’d to it for her.1) dread—feel worried about. Dread is followed by an-ing participle.Another example：Small children usually dread paying a visit to the dentist.It is also correct to say:Small children usually dread a visit to the dentist.Small children usually dread that they will be taken to the dentist.2) take down the Christmas tree—take down the tinsel, coloured lights, etc., from the Christmas tree,and remove the tree itself. The antonym for take down is put up.More examples:It often takes a long time to take down a Christmas tree.When they went camping last summer, they had a good time. Every evening they put up their tent and the following morning they took it down.7. I was about two-thirds done when Maggie came in. —I had finished about two-thirds of the work…done—finishedTwo-thirds serves as an adverbial modifying done.More examples:His new novel is about two-fifths thicker than his previous one.At the end of last year the construction project was already four-fifths finished.Unit 2(7 hours)I. Teaching objectivesa. Have a basic understanding of salvation in the text.b. Understand the purpose of the writer in the article.c. Appreciate the writing techniques and rhetorical devices.d. Learn language points.e. Oral speaking practiceII. Teaching emphasisa. Vocabulary: salvation, revival, bring the lamb to the fold, escortb. Appreciate the stylistic features (ironic title; repetitions for creating a tense atmosphere; vividdescriptions).c. Understand how did the writer achieve the ironic effect?II.Teaching Procedures:TEXT I SalvattionI. Pre-reading QuestionsThe purpose of asking the students to look up the given words is two-fold: to provide them with clues about the religious content of the text and to supply them with adequate background information. Try not to give the students any extra information or they may lose interest in the passage. It is always best for the students to solve their own problems by themselves.Definitions of words as used in the Christian religion:salvation—the state of having one’s soul saved from sin and its consequences 灵魂的拯救save—set free from the power of or from the eternal punishment for sinsin—breaking of God’s laws, disobedience to God’s commandmentsrevival—series of meetings intended to produce an increase in interest in religion, or to stir up the religious faith among those who have been indifferent, usually by preaching and confession ofsins（鼓动性的）福音布道会lamb—young members of church flock or Christian congregationfold—body of believers in the Christian religionII. The Main IdeasThe statement that best sums up the main ideas is (1)：“After having through a painful process, the child was finally saved from sin, but instead of feeling joyous, he felt miserable because of his disillusionment.”III. VocabularyA. Guessing the meanings of words and phrases1. speak (usually silently) to God, showing love, giving thanks or asking for something2. was taken3. low sound of pain or suffering4. terrible5. go down and / or remain on the knees6. very dark / shiny black7. shook / moved gently8. calml9. smil broadly10. make somebody believe something that is falseB. Looking up words in a dictionary1. give a religious talk, usually as part of a service in church2. very quickly3. marked by regular succession of weak and strong stresses, accents, sounds or movements (in speech,music, dancing, etc.)4. a talk usually based on a sentence or “verse”from the Bible and preached as part of a churchservice.5. twisted together into one plait (here, of hair)6. (of hands and fingers) twisted, with swollen joints and rough skin as from hard work or old age.7. a person who lives a vicious life; a habitual drunkard8. use God’s name in cursing; speak of God without respect9. (here) interrupt from time to time with something10. causing great joy and happiness.IV. Teaching Points for Reference1. … and the membership of the church had grown…membership—number of members; all membersMore examples:The drama society in our school has a large membership.The membership of our self-taught group has grown by leaps and bounds this summer because of the young people’s thirst for knowledge.2. … all moans and shouts and lonely cries and dire pictures of hell,…Lonely means “having no companionship”and indicates the “state of mind of one being or feeling alone.”Lonely may also be applied to places which are unfrequented or remote from human habitation. More examples:With the development of the travel business, swarms of tourists now visit the newly discovered cave in the once lonely mountainous area.The retired worker is not living a lonely life since she has so much work to do in the neighborhood and since there is so much warmth and care at home.3. Finally all the young people had gone to the altar and were saved, but one boy and me. but—except More examples:He is talking about everything but the most important thing.I have been to all the important scenic spots in Hangzhou but the Yellow Dragon Cave.4. Then I was left all alone on the mourners’ bench.Alone means “by oneself”.More examples:He lives entirely alone and is very lonely.In this war of liberation we shall not be alone.Better be alone than in bad company.Lonely differs from alone in that it usually means experiencing or producing a feeling of isolation and sadness whereas alone does not. Moreover, lonely is used both attributively and predicatively, alone only predicatively.5.“Langston,”my aunt sobbed.sob—draw in the breath sharply and irregularly from sorrow or pain while crying 啜泣，呜咽More examples:“Oh, don’t leave me, don’t leave me!”She began to sob passionately.A feeling of infinite regret came over him, as he saw her lying in bed sobbing like a child. Shewouldn’t have failed in the experiment if he had given her timely support.Cf.: And the little girls cried.To cry is to express grief or pain or sorrow by making mournful sounds and shedding tears.哭泣More examples:So he cried quite alone for a long time till he at last cried himself to sleep.It is no use crying over spilt milk.Cf.: Tom allowed himself to weep tears, they were tears of anger.Weep stresses the shedding of tears.The difference between weep and cry is that crying is audible and accompanied with tears, but to weep usually refers to the silent shedding of tears.More examples:She didn’t weep over the death of her son who died a heroic death but devoted herself to the noble work that her son had been doing.Taking the boy to her breast, she rocked him in her arms, and wept silently over him.6. So I decided that maybe to save further trouble, I’d better lie, too, and say that Jesus had come, and get up and be saved.s ave—make unnecessary; relieve (somebody) from the need of using 免得，节省More examples:She went to the food shop to buy some cooked meat to save her time and energy / to save her cooking.Labor-saving gadgets such as potato peelers and nut-crackers save us a lot of time.Cf.: save—free (a person) from the power or effect of evil (sin) in Christianity and some other religions 拯救7. Suddenly the whole room broke into a sea of shouting, as they saw me rise.break into—begin suddenly to give voice toMore examples:When the crowd saw the prize-fighter stretched out on the canvas, they broke into shouts and cheers.They broke into laughter when they saw my clownish dress.Unit 3(7 hours)1.Teaching objectivesa.Have a basic understanding of “read between the lines” and “write between the lines”.b.Understand the writer’s logic of writing: how did the writer persuade the reader to writedown in the book he is reading.c.Appreciate the writing techniques: Comparison, Simile and Metaphord.Learn language points.e.Oral speaking practice2.Teaching emphasisa.Vocabulary: Mutilation; dilapidated; integral ;unblemished; receptacle:b.Sentence: And marking a book is literally an expression of ...c.Writing techniques: comparison and metaphor3.Teaching procedures:TEXT ⅠWriting Between the LinesI. Pre-reading QuestionsThe dictionary definition of read between the lines is：“find more meaning than the words appear to express; gather more meanings from a text that are not actually stated, but implied”. Write between the lines is not a set phrase. The writer has invented this phrase by following the pattern of the set phrase read between the lines and replacing read with write to stress the importance of writing notes and comments in the book one is reading. In spite of the word “writing”in the title, this essay is actually a piece of good advice on how to “read”efficiently.II. The Main IdeasAnswer for reference:The writer is trying to persuade the reader to write down in the book he is reading his reactions to the text. The reader’s reactions may include his questions, his agreements or differences of opinion with the author, his doubts and so on. In this way the reader will be doing the most efficient kind of reading. III. VocabularyA. Guessing the meanings of words1. argue, claim2. destruction3. buying4. ownership5. move from one place to another6. (of books and papers) having the corners of the pages turned up or down with use so that they looklike a dog’s ears7. whole because no part has been touched or spoilt8. absolutely essential9. loosely joined sheets of paper (a pad) for writing notes10. to be treated with great respectB. Looking up words in a dictionary1. plainly, directly2. hold back (from doing something)3. broken and old; falling to pieces4. write hastily or carelessly5. not spoiled, as new6. pencil of soft colored chalk or wax, used for drawing7. a musical work for a large group of instruments8. the arrangement, style and appearance of printed matter9. humble state of mind10. a containerIV. Teaching Points for Reference1. Full ownership comes only when you have made it a part of yourself. = Only when you have made it apart of yourself does full ownership come.Note that when only when is used to begin a sentence, the second part of the sentence is in inverted order.More examples:People were made aware of the dangers of pollution by insecticides only when Rachel Carson published her book Silent Spring. =Only when … were people made aware of …You are likely to do the most efficient kind of reading only when you write between the lines.(=Only when… are you likely to…)2. Why is marking up a book indispensable to reading?be indispensable to—be essential to; be necessary in; be too important to live withoutMore examples:Just as water is vital to fish, air is indispensable to man.A good basic education, an insatiable curiosity in people and events, a certain tenacity of purpose,an ability to write clearly, honestly and accurately and a knowledge of state laws are the requirements indispensable to a good radio journalist.3. Now an ordinary piece of light fiction like, say, Gone With the Wind, does not require the most active kind of reading. But a great book rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable.1) rich in—possessing or containing a lot (of)More examples:Contrary to what some Western experts predicted, China is not deficient but rich in oil.This art gallery is rich in paintings by all types of painters; there are works of Classicism, Realism, Expressionism, Abstractionism, Romanticism and Naturalism.2) require—needdemand—call for as necessary; require; needIn the two sentences quoted above, the two words, require and demand mean the same and can be used interchangeably. In another sense, however, demand implies asking for (something) as if ordering (something) one has a right to, whereas require suggests a pressing, often an inherent need.More examples:The Board of Directors will meet this afternoon. Your presence at the meeting is required.The assistant at the reception desk demanded his passport when the man wanted a double room.3) be capable of—have the power or ability to doMore examples:The reconstruction of Tangshan from ashes has shown the world what the people in Tangshan are capable of.Chinese doctors working in Third-World countries and regions have trained many local experts who are now capable of doing operations using acupuncture anesthesia.4. But don’t let anybody tell you that a reader is supposed to be solely on the receiving end. be supposed to…—be expected to…; be required toMore examples:Peter is down with the measles and is supposed to be lying in bed but he is already up and about.In the second scene, where she was supposed to face the company in the ball-room, she did even better, causing a smile to appear on the face of the director.5. Presumably he knows more about the subject…—Probably / It is taken for granted that he knows more about the subject…presumably—supposedly (to be true), it may be reasonable to suppose thatExample:To everyone’s disappointment John was absent from the meeting. Presumably he was busy with his new project.Interaction ActivitiesThe Way I Do My ReadingSuggestions:1. Before starting to read:1) read the Contents page of the book,2) have a quick look at the chapter headings,3) have a glance at the Index which is helpful for specific information.2. Skimming and scanning:1) Skimming is a reading skill you use when you want to get the main idea of a book—(1) read the introduction, usually the opening paragraph of a chapter,(2) read the conclusion, usually the final paragraph of a chapter,(3) read very quickly, skip or leave out small portions of the material in order to get the main ideas. 2) Scanning is a reading skill you use when you want to check quickly whether a text you are readingcontains information you need—(1) think of some key words connected with the information you need—look quickly down the pageto see if you can spot any of them; if you do, read the sentences around them to check if you information is what you need;(2) look for chapter headings / paragraph headings; words in bold type / words underlined —theygive you a lot of quick information about the contents of the reading matter,(3) if the information you need is in a book, look at the list of contents and the indexes.3. Note-taking:(1) Write down important points, the points relevant to your needs, sometimes useful expressions tohelp improve your language,(2) Underline, use symbols or write between the lines, in the margins, or the end papers, or on ascratch pad or in a notebook,(3) sort out the main points, which will help to focus on the reading as well as to provide a summary.4. 1) Textbooks: slow speed, less than 100 wpm (words per minute) for intensive reading, study andremember.2) Fiction: fast speed, 200-250 wpm, reading for entertainment.3) Non-fiction: average speed, 150-200 wpm, reading for special purposes.4) Newspapers: fast speed, 200-250 wpm, reading for information.5) Magazines: fast speed, 200-250 wpm, reading for information or entertainment.Unit 4(7 hours)1.Teaching objectivesa.Have a basic understanding of Journalistic style report.b.Understand t he writer’s logic of writing: How Berners-Lee’s life and work help him to createwww.c.Appreciate the writing techniques: Journalistic style; up-dated language; technical terms;concrete information; special order of organization)d.Learn language pointse.Oral speaking Practice2.Teaching emphasisa.Vocabulary: zip off; unencumbered; nifty; noodle around; lingua franca ; debut, cobble together;cash in onb.Understand the organization of the text.c.Understand journalistic styleTEXT I Network Designer-Tim Berners-LeeI. Pre-reading QuestionsThe students may be asked a number of questions such as the following before they make their guesses.1. What nationality is Tim Berners-Lee?2. Is he a university graduate?3. When did he begin to take an interest in the computer?4. Did he work in a research institute specializing in computer science?5. Was he given the assignment of designing the World Wide Web or did he hit upon the idea just byaccident?6. What was it that made WWW a reality?II. The Main IdeasAnswers for reference:1. Access to the Internet which gives people information of all kinds seems a matter of course.2. World Wide Web, which began as a little computer program nearly 20 years ago, was the work of TimBerners-Lee alone.3. Having designed a kind of “hypertext”notebook which linked various kinds of information on hisown computer, Berners-Lee wanted to open it up to everyone who would like to link their stuff to his.4. Berners-Lee devised HTML, URL and HTTP, all of which finally brought the World Wide Web tofruition in 1991.5. Brought up as a quintessential child of the computer age, Berners-Lee created a most significantglobal system.6. In spite of his Gutenbergian creation of the WWW, Berners-Lee chose the non-profit road, both forhimself and for his creation.II. Teaching Points for Reference1. It turns out you can “enquire”about nearly anything…—It happens that you can ask about almostanything…Turn out meaning “happen to be, or be found to be”is usually followed by a noun or an adjective. It may also be followed by a that clause. Examples:Much to his disappointment, his experiment turned out a failure.After a long spell of rain, it turned out to be fine and sunny on the day of our sports meet.It turned out that the unexpected visitor was one of my mother’s former students.2. …access to the Internet—the opportunity to use the Internet. Access meaning “the means or opportunity or right to use or see something”is followed by the preposition to.Examples:In a university library, we have access to large numbers of academic books.In our country every child has access to education.3. Thomas Edison got credit for the light bulb—Thomas Edison received recognition for the light bulb. Credit for something is the recognition or respect or praise given to someone because of something they have done or achieved. Examples:We gave Wang credit for his remarkable achievements in biotechnology.Tim Berners-Lee should be given credit for the creation of WWW.Credit should go to Frank for the team’s success.4. It started, of all places, in the Swiss Alps.Of all places, of all things, or of all people are used to suggest that a particular place, thing, or person seems surprising or unlikely when there are many other places where something might happen, many other things which might be expected to be done, or many other people who might be present or be doing something. Examples:Of all places, they went vacationing in an unknown village.Of all things, she bought an ordinary bowl as a souvenir.I can’t understand why she, of all people, should speak to us about how to use the computer.5. … that dealt with information in a “brain-like”way —that handled information in the way as the brain does. Deal with is used in different ways with different meanings.Examples:Mark is very smart. He can deal with (handle) all kinds of difficult situations.Recently I read an article which dealt with (concerned / was concerned with) the latest developments in computer science.Be cautious about what kind of business firms you deal with (do business with).6. keep track of all the random associations one comes across…Keep track of means “keep oneself informed about something”or “pay attention to something so thatone knows what is happening.”Example:We read newspapers every day to keep track of current events.The opposite of keep track of is lose track of. Example:We’ve lost track of him since he left Shanghai for home.Random means “unplanned, unintentional, aimless, purposeless, etc.”Examples: While everyone was discussing the question seriously, John made a few random remarks now and then.He was whiling away his time by putting down some random thoughts on paper.At random is used adverbially. Examples:He put the books on the bookshelves at random (i.e., without putting them in any order).She chose a number of books at random to lend to her neighbor.7. The rest of the world may be trying to cash in on the Web’s phenomenal growth…—Other people may be trying to take advantage of or make a profit from the unusually fast development of the Web… Cash in on means “take advantage of or make a profit from a situation in a way that is unfair.”Example: The only shop in that out-of-the-way village cashed in on the shortage of everyday necessities by putting up prices.Oral WorkI. Role-playDiscussing Plans after GraduationII. Interaction ActivitiesParents and ChildSuggestions:Unit 5(7 hours)Teaching objectivesa.Have a basic understanding of Antarctic facts.b.Understand the writer’s logic of writing: appearance of Antarctic, Features of Antarctic; differencesbetween Antarctic and Arctic.c.Appreciate the wiring style: expository piece of writingd.Learn language pointse.Oral speaking practiceTeaching emphasisa.Vocabulary: precipitation; habitation; obscure; tempestuous: haul; gust; tenureb.Sentences: Seen from space ... the most distinctive feature of our planet is the ice sheet ofAntarctica ...c.Understand main idea of the textTeaching procedures:TEXT IAntarcticaI. Pre-reading QuestionLet the students air their views freely:For further reference, consult relevant issues of Beijing Review, China Today, China Daily, etc.II. The Main IdeasAnswers for reference:1. great isolation from other land2. not inhabited by humans3. hardly any plant or animal life4. no human child ever born there5. very little rain6. intense cold。

英语听力教程第三版第4册教学设计1. 简介英语听力教程是一门专注于英语听力技能培养的课程。

它旨在帮助学生提高在听力文化背景下的英语理解水平。

此教学设计适用于英语听力教程第三版第4册。

2. 教学目标本教学设计旨在实现以下目标：2.1 理解听力文本学生通过听力文本学习，培养鉴别英语语音、模糊语音辨认、理解不同语篇、文化背景的能力。

2.2 提高听力技能通过不断练习，学生将会提高英语听力技能，如快速接收、记忆并正确理解语音信息的能力。

2.3 词汇和语法通过学习听力文本，学生可以加深对日常生活中常见的英语词汇和语法结构的理解。

3. 教学内容3.1 单元主题本节课程主题为“旅游”，所以在听力训练的文本中，我们将会听到与旅游相关的各种课题。

例如：旅游景点介绍，旅游住宿等。

3.2 文本分类根据听力文本难度的不同，本教学设计将文本分为三类：初级、中级和高级。

文本选自不同的渠道：新闻、故事，谈话等。

每类文本有特定的学习目标和方式。

3.3 角色扮演角色扮演是教学中重要的活动之一。

通过学生之间的互动，增强学生之间的情感交流，协调合作能力。

在听力文本中，学生可以扮演旅行者和导游等角色。

3.4 互动策略教师会设计一些互动策略，例如轮流听对方的话，对话等活动，引导学生提问、讨论、分享感受，增强英语学习的趣味性和互动性。

3.5 课外活动教师还会设计一些课外活动，例如查看相关旅游信息、打印旅游攻略指南等。

4. 教学方法4.1 听力策略学生在听力过程中，需要付出更多的努力理解，我们需要通过多种听力策略，如语境分析，预测，回顾等方式，来增强听力的效果。

4.2 合适的挑战在设计听力文本时，需要根据学生的实际水平制定听力难度，既不过简单，又不过难，让学生处于舒适的听力挑战状态。

4.3 互动合作教师可以借助分组讨论、互动游戏等方式，引导学生之间的交流合作，积极探索问题，分享感受，增强班级集体的凝聚力。

4.4 多样化评价根据学生在听力过程中的表现，应该采用多种评价方式，如口头问答，小组讨论，写作等。

新目标大学英语系列教材视听说教程第4册教学设计一、教学目标本次课程的教学目标主要包括：1.学会使用过去完成时来描述过去的事件2.学会谈论过去的实践活动和经历3.培养学生的听力、口语和写作能力4.了解并掌握一些当代英美文学的知识和作品通过本次课程的学习，学生将能够更好地掌握英语语法和表达技巧，同时了解并掌握更多的英美文学知识和作品，增强其英语文学素养。

二、教学内容及流程设计1. Warm-up（10分钟）老师先播放一段音频，要求学生听后回答一些相关问题，激活学生的英语环境。

问题如下：•What was the audio about?•Who were the characters in the audio?•Where did the story take place?2. Presenting Language（30分钟）老师简要介绍过去完成时，包括其用法和形式。

然后通过一些例句的讲解，让学生更好地理解和掌握过去完成时的用法和表达方式。

3. Listening and Speaking（30分钟）老师播放一段录音，让学生根据录音进行回答，本环节的主要目的是让学生在听力和口语方面得到锻炼。

录音文案如下：Dialogue:Neil and Bob are talking about their hiking experiences. Listen to their conversation and answer the questions.Bob: Hi Neil, have you ever gone hiking before?Neil: Yes, I have, I went hiking in the mountns in New York last summer.Bob: That sounds nice. How long did you stay there?Neil: I stayed there for 2 days and 1 night.Bob: It must have been tiring.Neil: Yes, it was, but it was worth it. The view from the top of the mountn was breathtaking.Question:•Where did Neil go hiking last summer?•How long did Neil stay there?•What did Neil think of the view from the top of the mountn?4. Writing Session（30分钟）老师让学生运用过去完成时，写一篇文章，描述自己某一次实践活动或经历。

UNIT1Shortconversations1Q:Whatadvicedoesthemangivetothewoman?DDowhatevershecantoexercise.2Q:Whatcanweknowaboutthewoman?AShemayhaves omesocialeventstoattend.3Q:WhatcanwelearnaboutthesmokingrulesinSouthAfrica?BPeoplecansmokeinthedesignatedareasofpubsandbars.4Q:Whatarethetwospeakerstalkingabout?CImpactsoffamilyviolenceonchildren.5Q:Whatisrecommendedforahealthybreakfast?CApieceofwholegrainbread. Longconversation1Q:Whathasmadethemansweatallover thefloor?CRunninginapark.2Q:Whydoesn’tthewomangotopractice t’aichiwith hermom?BBecausegettingupearlyistoodifficultforher.3Q:Whatdoesthewomannormallydoonweekends?DSittingbeforehercomputer.4Q:Whydoesthemansuggestthewomangetazoomembership?AForexercise like jogging inthezoo.Passage11Q:Whattasks doesthespeakertendtodofirsteveryday?AThequicktasks.2Q:Howtoworkmoreefficiently accordingtothespeaker?CMakeuseofyourmostproductive timeofday.3Q:Howdoesthespeakerdealwithemailsnow?DHeopenshisinboxonlywhenit ’snecessary.4Q:Whatisthepurposeofthetalk? CTogivesometipsonhowtomanage time.Passage22)distressing3)desperate4)urge5)acquire6)aretotallyunawareofareisolatedfromaffirminteractwithimpulseareconvincedofUNIT2Shortconversations1Q:Whatarethetwospeakerstalkingabout?AWhatthemanwill doafter graduation .2Q:WhatdoesthewomanthinkofLinda?DShelooksyoungerthansheis.3Q:Whatmakesthewomanafraid ofgettingold?CLackofsomeonetodependon.4Q:Whatdoesthemanlike bestaboutbeinginhisearly20s?BHavingplentyofopportunities.5Q:Whatdoesthemansayaboutagediscrimination?DPeoplemayhavedifferentopinionsonthecourtd ecisions.Longconversation1Q:Whatarethetwospeakerstalk ingabout?CWhattowishforinlife.2Q:According totheman,whyistrueloveimportantforahappylife?BItmakescouplesappreciateeach other.3Q:Whatdifficultiesdidtheman experienceinhislife?AHelost hisjobandhouseandwassick foryears.4Q:Whatisthemandoinginthetalk? DGivingthewomanadviceonimportant thingsinlife.Passage11Q:InwhatwayaretheAdventists differentfromordinarypeople? BTheylivetheirwholelivesina mountain.2Q:HowmuchlongerdoAdventistwomen expecttolivethanotherCalifornian women?CAboutthreeyears.3Q:Whatischaracteristicofthe Adventists’diet? DItishighinfruit,vegetablesand wholegrains.4Q:Whatisthemainideaofthepassage? ADietandlifestyle arecrucial togood health.Passage2proportion2)estimatedhaveprofoundimpactsonpotentialeconomicallypensionsoriginatefromresidentialposesachallengetobetransformedintoUNIT3Shortconversations1Q:Whatisthewomangoing todoover the semesterbreak? DGoingcampingwithfriends.2Q:Whydidthewomanquitherswimminglessons?DBecauseshecouldn’tfit twoprogramsintoherschedule. 3Q:Whydoesn’tthewomanwanttoleaveonFriday?CBecauseshewillhaveavisitor.4Q:Whatdoesthewomansuggestthemanbringforthecampingtriptothepark?BWarmclothes.5Q:Whatwill thewomanprobably dobeforethevacation?AConfirmherhotelreservation.Longconversation1Q:WhatmakesBigSkyParkanice vacationplaceforthecouple? DIthasnicepathsandcampingsites.2Q:Howcanthecouplegetall theircampingstuffonthebus?DByusingboththeir cart andbackpack. 3Q:Whatwill thewomanprobably dobefore theirtrip?BBakeachocolatecake.4Q:Whatdoesthecouplelong todo atthe park?CWalktogether inthebeautyofnature.Passage11Q:Whyshouldvisitors behurried if theywanttoseetheexhibitsinthenewmuseum inColombia’scapital? BBecausetheexhibitionwilllastfor nomorethanaweek..2Q:Whatareexhibitedinthenewmuseum?CBedsandsofasthatyoucantryout.3Q:Whatisthepurposeoftheexhibition?AIt provides apractical experienceforustothinkaboutlaziness.4Q:Whatdidthemuseum’sfounderadviseusto do?CSitdown,relaxandbelazyforawhile.Passage2resortssprungupdramaticallyhavinganadverseeffectoncombatwildernessunspoiledstreamsofguidelinesauctionoffUNIT4Shortconversations1Q:Whatdoesthemanthink thegovernment coulddo?C.Providefinancialhelpforhomeless people.2Q:Whatdoesthemansuggesttochangethesituation?A.Holdingsomesocialactivities. 3Q:Whatdoesthemansuggestthewomando?ethesubwaytoavoidheavytraffic.4Q:Whatdoesthemanthinkweallshould do?C.Extendahelpinghandandgivelove topoorpeople.5Q:Whatarethetwospeakerstalking about?D.Howtoreuseitemstoliveagreenlife.Longconversation1Q:Whydoesthemanlookupset?B.Becausehehastoomuchworkto complete.2Q:Howdoesthewomansayshecanhelpthe man?A.Tohelphimdohisworkinherfreetime.3Q:Whatadvicedoesthewomangivetotheman?B.Heshouldhaveconfidence inhimself. 4Q:Whyistherestaurantcalled365?D.Becauseitoffersseasonalfoods.Passage11Q:Whatnegativeeffectcanbecausedby workers’discontent?A.Lessinnovationefforts.2Q:WhatpercentageofAmericanworkersare satisfiedwiththeirjobsasfoundbythe survey?D.percent.3Q:Whyisit thatpeopleaged 25to34aremostsatisfiedwiththeirjobs?D.Becausetheyseemoreopportunitiesforpromotionasbabyboomersretire.4Q:Whatcanweconcludeaboutthereasonsb ehindjobdissatisfaction?C.Thereasonsforjobdissatisfactionarefoundt obevarious.Passage2prevalentscarybeclassifiedasepidemicratiodiagnosedkeepingtrackofwasstillassociatedwithaffirmintermsofUNIT5Shortconversations1Q:Whatdoesthemansayaboutthesinger?CHermusicstyleisunique.2Q:Whatarethetwospeakersmainlytalkingabout? DWhattodoontheirtourofRome.3Q:What’stheman’sareaofstudy?BModernopera.4Q:Howlongdoestheexhibitopenon Saturdays?C7hours.5Q:Whatisspecialaboutthemovie?DTheactorsremainsilentthroughoutit.Longconversation1Q:Whatisthewoman’simpressionofSan Francis cowhenvisitingthistime?BShefindsmanysitesstayunchanged.2Q:WhatdoesthewomansuggesttheydobeforegoingtotheGoldenGateBridge?DViewingthebridgefromahill.3Q:Whatdoesthemanwanttodo?CEatbeforecontinuingtheirtour.4Q:Whatdoesthewomanconsider tobethebestwaytoenjoyculture?ATotrulyexperienceitinnorush.Passage11Q:WhoisthepersonpaintedintheMonaLisa?CThewifeofawealthymerchant.2Q:Whatmadeit possible fortheMonaLisa tosurviveforcenturies?ATheuseofawoodpanel. 3Q:Whatismentionedasoneofthetechniques usedforpainting theMonaLisa? DDrawingthesubjectwithaccuratedetails.4Q:Whatdoesthepassagemainlydiscuss?BThereasonsforthefameoftheMonaLisa.Passage2 anticipationglamorous beconferredupon collectivenominatefor exceptionstoaccomplished absoluterecipients2)isentitledto CItisbringingfamiliescloser.Longconversation1Q:Whyisthesonrequired toturn off hiscomputerwhilehisfatherisnot? CBecausethefather ismeetingwithhis colleaguesonline.2Q:Why doesn’tthesonwanttoturnoff hiscellphone? DBecausehewantstocheckthenews aboutagolfplayer.3Q:Whatrule doesthemotherdecidetoset forthefamily? AHavingdinnerwithoutanyUNIT6Shortconversations electronics.4Q:Whatcanwelearnfromthe conversation?CElectronicssometimescausefamilyQ:Whatdoesthemanthinkoftoday’snewspapers?disagreements.BTheyaredisappointing.Passage1 Q:Whatisthewomanprobablydoing?AHostingaradioprogram.1Q:WhyiscelebritynewsprevalentinQ:Whatdoesthemansayaboutrealityourmedia? TV?BItmakesviewersfeelsuperior.DBecauseitgivesusabreakfromthe Q:Howdoyoungpeoplesocializetodayharshrealities.accordingtotheman?2Q:Whatcanwelearnaboutcelebrities DBycommunicatingontheInternet.fromtheconversation?Q:WhatdoesthemanthinkofmodernCTheydotheirutmosttogain communicationstechnology?attention.3Q:Whyarecelebrities’lifestylesattractivetopeople?DBecausetheycontainthingsdesiredbycommo npeople.4Q:Whatshouldwekeepinmindwhenwatchingorrea dingcelebritynews?BCelebrities’livesaresimilartothoseofcomm onpeople.Passage2differentiatethemselvesfromfrownuponconcisecombatsevereisgearedupforembracedcompactissupplementedwithsensationalUNIT7Shortconversations 1Q:Whatistheproblemwithdriving schools? BTheyneedmoresupervisionoverthe highchargesandbribes.2Q:Whatcanwelearnfromthe conversation?AMorefoodassistanceprogramsareneededforill nourishedpeople.3Q:Whatdoesthemanexpecthisreportonoldpeopl ewillachieve?CHelppeoplechangetheirunderstandingandfeel ingsaboutoldage.4Q:Whatcanwelearnfromthemanabouttheissueof climatechange?BGovernmentsshouldcooperatemoretosolvetheproblem.5Q:Whatisimplied inthewoman’swords?DSheoftengivesupwhatshetriestodo.Longconversation1Q:Whatwill thecoupledo toprepareforthestorm?DGotoastoretogetmoreemergencyitems.2Q:Whatthingsdotheyhaveathomeforemergencysituations?BFlashlightsandcash.3Q:Whydoesthewomansuggesttheybringcashwiththem?DBecausethecreditcardmachinesmaynotworkproperly. 4Q:What’stheir budgetfor clothing everymonth?A$200.Passage11Q:Whatproblemiscommonlyfacedbyretailbusinesses?BThestealingofretailitemsfrom theirstoresbythieves.2Q:Whatmayretailersdotocompensateforth elossescausedbyshoplifting?ASell goodsathigher prices thantheynormallydo.3Q:Accordingtothespeaker,whocanusuallybetterabsorbthelosses causedbyshoplifting?DLargerretailers.4Q:Whatpreventionmethodagainstshopliftingismentionedbythespeaker?CPutting security devicesonproducts.Passage2motivationshazarddevelopanappetiteforassociatedwithcontributetofollowsuitconsensusauthorities inadequaciesexaggerationureUNIT8Shortconversations1Q:Whatdoesthewomansayaboutgoodnovels?DTheyenablereaderstohavedifferentexperi ences.2Q:Whydoesthewomanlikegoingtoabookclub?CBecauseshecanmeetpeoplewithsimilar interests.3Q:Whatarethetwospeakerscomplaining about?BPeopletodayaretoodistractedandread little.4Q:Whatdoesthewomanimply?AShedoesn’tdomuchreadingtoherchildren.5Q:Whatisanimportantfeatureofaclassicnovelaccordingtotheman?CItremainspopularallthetime..Longconversation1Q:Whatdoesthemanwanttoknowaboutthesong “StarryStarryNight”?BThewriterofthesong.2Q:WhydidDonMcLeanwritethesong?CToshowhisrespectforVanGogh.3Q:WhatcanwelearnaboutVanGoghfromtheconversation?AHewasn’tpopularduringhis lifetime.4Q:WhatdidVanGoghandDonMcleanhaveincommon?DTheybothshowedpersistenceintheirpursuitofart.10)virtuallyPassage11Q:WhatdoestheprogramofReadingRecoveryintendtodo?ATohelpfirst-gradestudentsovercomereadingproblems.2Q:HowdoteachersintheReadingRecoveryprogramteach?CTheyhelpstudentsfindthebestwaytolearn.3Q:WhenwillstudentsstoptakingReadingRecoverylessons?BWhentheyhavereachedtheaverageleveloftheclass.4Q:Whatisconsideredbysomecriticsasadisadvantageoftheprogram?DItcostsmorethanotherprograms.Passage2refugeedesperateentitledbecameinformedofareconfrontedwithspokespersonseekoutprofiles1)stayedloyalto。

Unit 1 Leisure activities in Book 4Part 1 listening oneEver wish you could do magic tricks, or introduce yourself as “the magician” at a party? Imagine, everybody wants to have fun, but nothing’s really happening, it’s time for you to show one of your new tricks. Here, you can learn how, and without any need for special materials or much practice.A trick with a coin, a handkerchief and a friend:Put the coin on your palm. Cover the coin with the handkerchief. Ask several people to put their hands beneath the handkerchief and feel the coin, to make sure that it is still there. Then take the corner of the handkerchief and pull it rapidly off your hand. The coin has gone! How? You must make sure the last friend who feels the coin knows the trick and removes the coin when he seems to be just feeling it. And nobody knows where it has gone!A trick with a piece of paper and a pencil:Tell your friend that you can communicate your thoughts without speaking to other people. Write on the piece of paper the word “No”. Don't let your friends see what you have written. Say, "Now I will put this word in your mind." Pretend to concentrate. Ask them if they know what is written on the piece of paper. They will say, "No!" And you say, "Quite correct! I wrote ‘No’ on the paper!"A trick with an egg and some salt:Ask your friends to stand the egg upright on the table. They won't manage to do it. Say that you can speak to the chicken inside. Say, "Chicken! Can you hear me? Get ready to balance your egg!"When you first get the egg back from your friends, pretend to kiss the egg at the base. Make the base wet. Then put the base into salt which is in your other hand. The salt will stick to the egg. Then put the egg on the table. Twist the egg around a few times as this will arrange the grains of salt. Then it will stand up. Don't forget to thank the chicken.Exe. 1 T F F F F TExe. 2Questions:1.What does the magician ask people to do in the first trick?2.What happens to the coin?3.How does the magician prove that he can communicate his thoughts to theaudience in the second trick?4.What is the first step to make the egg stand upright?5.What else is needed to make the egg stand upright?Keys: 1. B 2. C 3. C 4. A 5. DPart 1 listening two(The following is an interview from a weekly program.)Presenter: Good morning. Welcome to our weekly program aimed at all those underactive youngsters with time on their hands! Listen to what our twoguests have to say about their hobbies and how their hobbies have made adifference to their lives. Adrienne first, then, Jonathan.Adrienne: I collect very interesting jewelry. I tend to travel a lot as most of my family do, so whenever I have a holiday, I like to go traveling. Whenever I travelsomewhere, I like to pick up something to remind me of the place that Ivisited. And, the easiest thing to do is to pick up a small piece of jewelryinstead of getting a poster or a T-shirt that won’t last. I like the idea ofhaving something small and also, I find whenever I wear jewelry fromsomewhere, it’s a good conversation piece. Usually people ask you, “Wheredid you get this?” I then have a story to tell, and it’s a good way to meet andtalk to people. It’s just interesting. I have jewelry that I picked up when Itraveled to Thailand, when I traveled to Africa and when I traveled toEurope.Presenter: Wow! Sounds nice. You’ll have to show your collections to us. Adrienne: I’d love to.Presenter: Thank you, Adrienne. Now Jonathan.Jonathan: I prefer canoeing because you've always got the water there for support. If you're a good swimmer, have a good sense of balance and strong arms,you'll like canoeing! The main trouble is transporting your canoe to theright places—my father takes it on the roof of the car—or sometimes I put iton the roof of the club’s Land Rover. What it has taught me most is to beindependent. It's just you and the canoe against the wind, the weather andthe water. It gives you a lot of self-confidence and it can be really excitingas long as you don't mind getting soaked, of course! It makes you feel closeto nature somehow. Last year, when I was qualified, I began to run my owncanoeing center.Presenter: So you are making your hobby work for you.Jonathan: People are usually very skilled at their hobbies. The combination of interest and skills is a very compelling reason to choose a particular career. Presenter: Then, Adrienne, do you have a similar plan?Adrienne: Yes, I love making beaded jewelry. I’ve decided to get some formal training. I want to learn how to be a jewelry designer.Exe 1:Questions:1. Who is the target audience of the program?2. What is Adrienne’s hobby?3. What does Adrienne usually buy when she visits a place?4. How does Jonathan benefit from canoeing?5. What should be the major concern in choosing a career according to Jonathan? Keys: 1. A 2. B 3. D 4. C 5. BExe 2 T T F F T T F FPart 1 listening threeGerry: I've just been to see Gone with the Wind. It was fantastic, well worth seeing.Have you ever seen it?Judy : N o, but I've read the book. I don't think I would like to see the film . It would spoil the story for me.Gerry: Really? Oh, give me a film any day. Honestly, if I had to choose between the film of a story and the book of it, I'd choose the film.Judy : Would you?Gerry: Yes. It's far more real. You can feel the atmosphere much better. You know, the photography and location shots, period costumes, the right accents. Don'tyou think so?Judy : Not really. I much prefer to use my own imagination. I can imagine how I want it, rather than how someone makes me see it. Anyway, I think you get much more insight into the characters when you read a book. Part of a person's character is lost on the film because you never know what they are thinking. Gerry: True, but I don't know. It's much easier going to the cinema and it takes less time. I can get the whole story in two hours, but it might take me a week to read the book.Judy : I know, but it's so expensive to go to the cinema nowadays.Gerry: I know, but it's a social event. It's fun. You can go with your friends. When you read a book you have to do it on your own.Judy : All right. Let's agree to differ. I'll get some coffee.Keys:1.1.spoil the story1.2.any day1.3.Honestly choose the film1.4.atmosphere photography location period accents1.5.insight into the characters1.6.social event1.7.agree to differ2.Films: get the atmosphere better---photography/location shots/periodcostumes/right accenteasiertake less time: two hoursan social event: fun, go with friendsBooks: take more time: one weeknot a social event: do it on your ownbooks: use readers’ own imaginationget much more insight into the charactersfilms: spoil the storyexpensivePart 1 listening fourSally Marino gets married. After the wedding, there is a big party—a wedding reception. All the guests eat dinner. There is a band and, after dinner, everyone dances. Sally's mother and father pay for everything. At the end of the reception, Sally and her new husband cut the wedding cake and all the guests get a piece.Pete and Rose buy a new house. After moving in, they invite their friends and family to a party—a housewarming party. Everybody comes to see the new house. They look at the bedrooms, the dining room, even the garage. Pete and Rose serve drinks, sandwiches, and snacks. The party is on a Saturday afternoon.It is Christmas time. Ted and Sarah Robinson want to see many of their friends over the holiday. So they invite their friends to an open house. The hours of the party are from 2 p.m. to 8 p.m. The guests arrive and leave whenever they want. The Robinsons serve sandwiches, drinks, and snacks. Some guests stay for just 20 minutes; others stay for 3 hours. About 50 people come to the open house.Mr. and Mrs. Todd ask their neighbors to come to an evening party. They don't serve much food, just snacks—pretzels, chips, peanuts and many types of drinks. No one dances. Conversation is important with people asking questions like "What's new with you?".Keys:1.√2 √32.1.dinner band dances piece2.2.house drinks snacks2.3.invite arrive fifty/502.4.snacks Conversation new with youPart 4 Further ListeningListening 1Receptionist: Good morning. Can I help you?Cathy: Er...a friend told me that you have exercise and dance classes here. Receptionist: That's right.Cathy: OK. Can you give me some information about days and times, please? Receptionist: Yes, there are four classes a day, every day from Monday to Saturday with nothing on Sunday.Cathy: Yeah, can you tell me the open hours?Receptionist: The first one is an aerobics class from 8:30 to 9:30 in the morning. Then there's another aerobics class at lunchtime from 12:30 to 1:30.Cathy: Right.Receptionist: Then in the evening from 5:30 to 6:30—another aerobics class too. And there's a jazz dance class from 6:30 to 7:30.Cathy: Right. And what level are they for? I mean, would they be OK for a beginner?Receptionist: The morning aerobics—8:30 to 9:30—is advanced. All the others are at the beginner to intermediate level. But let me give you a schedule. Cathy: Thanks. And how much does it cost for a class?Receptionist: You pay ￡1 entrance fee and then the classes are ￡2.50 each and ￡3.50 for the jazz dancing. It's there on the sheet.Cathy: Oh, yes, I see.Receptionist: If you become a member, entrance is free and...Cathy: Oh, no, it's OK. I'm only in London for two weeks.Receptionist: Oh, right. That won’t work.Cathy: And I guess you have showers and everything?Receptionist: Yes, sure, and in the evening you can use the sauna free, too.Cathy: Oh, great. So the next class is at 5:30? Well, I'll see you then. Receptionist: Fine. See you later!Questions:1. Where does the conversation most likely take place?2. How many classes are there every day except on Sunday?3. At what time does the last class end?4. How much is the entrance fee?5. Which class will Cathy most probably attend?6. What can we learn about Cathy from the conversation?Keys: 1. A 2.C 3.C 4. A 5. C 6. BListening 2Woman: W hy don't we go abroad for a change? I'd like to go to France, Spain, or even Italy.Man: Mm. I'm not all that keen on traveling really. I'd rather stay at home. Woman: O h, come on, Steve. Think of the sun!Man: Yes, but think of the cost! Going abroad is very expensive.Woman: O h, it isn't, Steve. Not these days.Man: Of course it is, Juliet. The best thing about having a holiday here in Britain is that it's cheaper. And another thing, traveling in Britain would be easier.No boats, planes or anything.Woman: Even so, we've been to many of the interesting places in Britain already.What's the point in seeing them again? Anyway, we can travel round Britainwhenever we like. There's no point in wasting our summer holiday here. Man: Mm, I suppose you're right. Nevertheless, what I can't stand is all the bother with foreign currency, changing money and all that when we go abroad.And, it's so confusing.Woman: O h, don't be silly, Steve.Man: And, what's more, I can't speak any other languages—you know that. It's all right for you. You can speak some foreign languages.Woman: Exactly. You see, what I'd really like to do is practice my French and Spanish. It would help me a lot at work.Man: Mm, but that's no use to me.Woman: B ut just think of the new places we'd see, the people we'd meet!Man: But look, if we stayed here, we wouldn't have to plan very much. Woman: I'm sorry, Steve, no. I don't fancy another cold English summer. Questions:1. Where does Steve want to spend the summer holiday?2. According to Steve, what is considered most important in planning a vacation?3. What does Steve find confusing about traveling abroad?4. What will help Juliet in her work?5. What does Juliet think of summer in Britain?Keys:1. C2. B3. D4. C5. B 6 A2. 1)keen on 2)The best thing about another thing 3)Nevertheless all thebother with confusing 4)fancyListening 3The game of football may have started in Roman times. It seems that the Romans played a game very much like our modern rugby with a round ball.English villagers played football in the 16th century and they often had almost 100 players on each side. It was a very common game, which was very rough and even dangerous until the early part of the 19th century. In the 18th century a Frenchman who had watched a rough game of football in a village wrote, "I could not believe that those men were playing a game. If this is what Englishmen call playing, I would not like to see them fighting!"From the mid-19th century, football was played in schools in England and soon spread all over Britain and Europe. Until 1850, it was not possible to have football matches between one school and another, because each school had different rules! So set rules had to be made. They were not improved though until, in 1863, those who preferred to play with hands as well as feet formed the Rugby Union while the others started the Football Association. It was only in 1863 that the first set of rules for all football clubs was agreed upon.Nearly 150 years later, football has become by far the most popular sport in the entire world. Would that 18th century Frenchman have believed this possible? Questions:1. According to the passage, when may the game of football have started?2. How many team members were often involved in the game when the Englishbegan to play the game?3. What did the speaker say about the earliest football game in England?4. Why was it NOT possible to have football matches between two schools until1850?5. What happened to football in 1863?Keys:1. D2. D3. A4. C5. CListening 4In one town, there were three longtime friends, Pat, Mike and Bob. Pat and Bob were quite bright, but Mike was rather dull.One day as Pat and Mike were walking down the sidewalk together, Pat put his hand on a solid brick wall and said, "Mike, hit my hand as hard as you can." Mike struck a hard blow, but Pat pulled his hand away from the wall just before Mike's fist hit it. Of course, it hurt Mike's hand very much when he hit the wall, but Pat said, "That was a good joke I played on you, wasn't it?" Mike agreed, but was not too happy.The following day Mike and Bob were walking in the town square when Mike decided to play the same joke on Bob. He looked around, and seeing no solid object about, he placed his hand over his face and said, "Bob, hit my hand as hard as you can." Bob agreed, and as he struck a hard blow with his fist, Mike quickly pulled his hand away and was knocked to the ground, unconscious. After a few minutes Mike recovered, and saw Bob looking down at him very worried. Mike said, "That was a good joke I played on you, wasn't it?"Questions:1.Who was NOT clever?2.What did Pat ask Mike to do?3.Who was hurt finally?4.On whom was Mike going to try this joke?5.Where did Mike put his hand when he asked Bob to hit him?6.What happened to Mike after Bob struck a hard blow with his fist?Keys:1.1A2. C3. A4.B5. C6. B2.√2 √5。

一、教学目标1. 提高学生的英语听说能力，培养学生的英语思维习惯。

2. 使学生掌握一定的词汇和语法知识，提高英语水平。

3. 培养学生的跨文化交际能力，提高英语口语表达能力。

二、教学内容本节课主要围绕单元主题“Love your neighbor”展开，包括听力、口语、词汇和语法等方面的教学。

三、教学重点与难点1. 教学重点：掌握听力技巧，提高英语口语表达能力；学会运用所学词汇和语法知识进行交流。

2. 教学难点：培养学生良好的英语听说习惯，提高跨文化交际能力。

四、教学过程（一）导入1. 教师简要介绍本节课的主题“Love your neighbor”，引导学生思考邻里关系的重要性。

2. 学生分享自己与邻居相处的经历，激发学习兴趣。

（二）听力训练1. 教师播放听力材料，让学生边听边做笔记。

2. 学生复述听力材料，教师纠正发音和语法错误。

3. 教师引导学生分析听力材料中的词汇和语法知识，提高学生的词汇和语法水平。

（三）口语训练1. 教师设置情景，让学生运用所学词汇和语法知识进行对话。

2. 学生分组进行角色扮演，锻炼口语表达能力。

3. 教师点评学生的表现，指出优点和不足，给予改进建议。

（四）词汇和语法教学1. 教师讲解本节课的词汇和语法知识，结合例句进行讲解。

2. 学生通过练习巩固所学知识，教师巡视指导。

3. 教师组织学生进行小组讨论，让学生运用所学知识进行交流。

（五）总结与作业1. 教师对本节课的教学内容进行总结，强调重点和难点。

2. 布置作业：让学生回家后，运用所学知识写一篇关于邻里关系的英语短文。

五、教学反思本节课通过听力、口语、词汇和语法等方面的教学，提高了学生的英语听说能力。

在今后的教学中，教师应注重以下几点：1. 创设真实、生动的教学情境，激发学生的学习兴趣。

2. 注重培养学生的跨文化交际能力，提高学生的英语口语表达能力。

3. 及时反馈学生的学习情况，给予针对性的指导和建议。

一、教学目标1. 培养学生的英语听力、口语表达能力。

2. 提高学生运用英语进行日常交际的能力。

3. 培养学生的跨文化交际意识。

二、教学内容1. 单元主题：The Impact of Technology on Our Lives2. 主要内容：介绍科技对人类生活的影响，包括生活、工作、教育等方面。

3. 教学重点：听力理解、口语表达、词汇和语法。

三、教学时间2课时四、教学准备1. 教师准备：多媒体课件、教材、录音带或音频文件。

2. 学生准备：预习课文，复习相关词汇和语法。

五、教学过程第一课时1. 导入新课（1）教师简要介绍本单元主题：The Impact of Technology on Our Lives。

（2）提问：What do you think of technology? What are the advantages and disadvantages of technology in our lives?2. 听力训练（1）播放课文录音，学生边听边做笔记。

（2）教师提问，检查学生听力理解情况。

（3）学生复述听力内容，教师点评。

3. 口语表达（1）教师引导学生讨论：What are the advantages and disadvantages of technology in our lives?（2）学生分组讨论，每组选一名代表发言。

（3）教师点评，纠正发音和语法错误。

4. 词汇和语法讲解（1）教师讲解本单元重点词汇和语法。

（2）学生跟读，巩固所学知识。

5. 课堂小结教师对本节课内容进行总结，布置课后作业。

第二课时1. 复习上节课内容（1）教师提问，检查学生对上节课内容的掌握情况。

（2）学生回答问题，教师点评。

2. 视频观看（1）播放与科技相关的视频，让学生了解科技在生活中的应用。

（2）教师提问，引导学生思考视频内容。

3. 口语表达（1）教师引导学生讨论：What are the future trends of technology? How will technology change our lives in the future?（2）学生分组讨论，每组选一名代表发言。

教学目标：1. 提高学生的英语阅读理解能力，培养学生对英语文章的整体把握能力。

2. 培养学生的英语写作能力，提高写作水平。

3. 增强学生的英语口语表达能力，提高实际应用能力。

教学内容：1. Unit 1 Life and Logic2. Unit 2 Secrets to Beauty3. Unit 3 Why Culture Counts4. Unit 4 A Journey to the West教学重点：1. 理解并掌握文章主旨大意，分析文章结构。

2. 熟练运用英语写作技巧，提高写作水平。

3. 提高英语口语表达能力，能够进行简单的日常交流。

教学步骤：一、导入1. 介绍本单元主题，激发学生学习兴趣。

2. 预测学生可能遇到的学习难点，做好针对性指导。

二、课文讲解1. Unit 1 Life and Logica. 阅读课文，理解文章大意。

b. 分析文章结构，总结文章主旨。

c. 学习生词和短语，提高词汇量。

d. 分析文章中的逻辑推理，提高逻辑思维能力。

2. Unit 2 Secrets to Beautya. 阅读课文，理解文章大意。

b. 分析文章结构，总结文章主旨。

c. 学习生词和短语，提高词汇量。

d. 讨论文章中的美容秘诀，提高审美观念。

3. Unit 3 Why Culture Countsa. 阅读课文，理解文章大意。

b. 分析文章结构，总结文章主旨。

c. 学习生词和短语，提高词汇量。

d. 讨论文化对个人和社会的影响，提高文化素养。

4. Unit 4 A Journey to the Westa. 阅读课文，理解文章大意。

b. 分析文章结构，总结文章主旨。

c. 学习生词和短语，提高词汇量。

d. 讨论西游记中的故事情节，提高文学鉴赏能力。

三、写作训练1. 根据所学课文，进行写作训练。

2. 教授写作技巧，提高写作水平。

3. 学生互相批改作文，教师点评。

四、口语练习1. 学生分组进行口语练习，模拟真实场景。

课程目标：1. 提高学生的英语听说能力，增强口语表达能力。

2. 培养学生快速捕捉信息、理解主旨的能力。

3. 引导学生了解不同文化背景下的交际习惯。

教学对象：大学英语四级水平的学生教学时间：2课时教学准备：1. 教学课件（包括听力材料、词汇讲解、语法要点等）2. 录音设备3. 学生课本教学步骤：第一课时一、导入1. 教师简要介绍本节课的主题，激发学生的学习兴趣。

2. 学生分享课前预习的收获，互相交流。

二、听力训练1. 播放听力材料，让学生听取对话或独白。

2. 学生在听的过程中，注意捕捉关键信息，理解主旨。

3. 教师提问，检查学生的听力理解情况。

三、词汇讲解1. 教师针对听力材料中的重点词汇进行讲解，包括词性、词义、搭配等。

2. 学生跟读词汇，加强记忆。

四、语法要点1. 教师讲解本节课的语法要点，如时态、语态、非谓语动词等。

2. 学生通过例句练习，掌握语法知识。

五、口语练习1. 学生根据听力材料，分组进行角色扮演，模拟对话或独白。

2. 教师巡回指导，纠正学生的发音、语调等问题。

第二课时一、复习导入1. 回顾上节课的学习内容，检查学生的学习效果。

2. 学生分享学习心得，互相鼓励。

二、听力训练1. 播放新的听力材料，让学生听取对话或独白。

2. 学生在听的过程中，注意捕捉关键信息，理解主旨。

3. 教师提问，检查学生的听力理解情况。

三、词汇讲解1. 教师针对听力材料中的重点词汇进行讲解，包括词性、词义、搭配等。

2. 学生跟读词汇，加强记忆。

四、语法要点1. 教师讲解本节课的语法要点，如时态、语态、非谓语动词等。

2. 学生通过例句练习，掌握语法知识。

五、口语练习1. 学生根据听力材料，分组进行角色扮演，模拟对话或独白。

2. 教师巡回指导，纠正学生的发音、语调等问题。

六、总结1. 教师对本节课的学习内容进行总结，强调重点。

2. 学生分享学习心得，提出疑问。

教学评价：1. 通过课堂提问、小组讨论等方式，了解学生的学习情况。

课程名称：大学英语听说课程教学目标：1. 培养学生良好的听力习惯和听力技巧，提高学生的听力理解能力。

2. 锻炼学生的口语表达能力，增强学生的口语交流能力。

3. 通过听说练习，提高学生对英语国家文化背景知识的了解。

4. 培养学生自主学习的能力，提高学生的学习兴趣。

教学对象：大学英语四级水平的学生教学课时：2课时教学内容：Unit 1：日常交流Unit 2：旅游出行Unit 3：教育话题Unit 4：社会现象教学准备：1. 多媒体课件：包括听力材料、口语练习、相关文化背景知识等。

2. 录音设备：用于播放听力材料。

3. 教学活动设计：包括小组讨论、角色扮演、个人陈述等。

教学过程：第一课时一、导入1. 课堂问候，检查学生出勤情况。

2. 简要回顾上一节课的内容，让学生谈谈自己的学习心得。

二、听力训练1. 播放Unit 1的听力材料，学生边听边做笔记。

2. 播放完毕后，引导学生回答以下问题：- What is the main topic of this conversation?- What are the key points discussed in the conversation?- How do the speakers express their opinions?三、口语练习1. 分组讨论：让学生根据听力材料中的话题，进行小组讨论。

2. 角色扮演：让学生扮演听力材料中的角色，进行口语练习。

四、课堂小结1. 教师总结本节课的重点内容。

2. 布置课后作业，让学生预习Unit 2。

第二课时一、复习1. 复习上一节课的内容，检查学生对听力材料的理解程度。

2. 引导学生回顾小组讨论和角色扮演的收获。

二、听力训练1. 播放Unit 2的听力材料，学生边听边做笔记。

2. 播放完毕后，引导学生回答以下问题：- What are the main topics discussed in this conversation?- How do the speakers express their opinions about travel?- What are the key points about travel mentioned in the conversation?三、口语练习1. 分组讨论：让学生根据听力材料中的话题，进行小组讨论。

新英语教程听说第四版第3册课程设计一、课程概述本课程是新英语教程听说第四版第3册的课程设计，旨在帮助学生提高英语听说能力，提高交际能力和口语表达能力。

通过本课程的学习，学生将会学习到一些实用的口语表达方式，增强英语听力和口语能力。

二、教材选择本课程选用新英语教程听说第四版第3册教材，该教材内容丰富、注重实际口语交际技能的培养。

三、教学目标1.学生能够熟练掌握情景会话中常用的英语口语表达方式。

2.学生能够听懂常见的英语词汇、语法、以及表达方式。

3.学生能够用英语流利地表达自己的意见、想法和观点，而不是只能简单地问好和回答基本问题。

四、课程安排课内容教学目标时1 Greetings and Introductions 学生能够熟练掌握问候和自我介绍的英语表达方式课时内容教学目标2 Talking About Hobbies andInterests 学生能够描述自己的爱好和兴趣3 Describing People and Things 学生能够用英语描述人和物4 Discussing Future Plans 学生能够用英语表达自己的未来计划5 Making Phone Calls and LeavingMessages 学生能够用英语进行电话交流6 Ordering Food and Shopping 学生能够用英语进行订餐和购物7 Making Suggestions and GivingAdvice 学生能够用英语提出建议和给出意见8 Describing Experiences andSharing Opinions 学生能够用英语描述自己的经历和分享观点9 Talking About Current Events andNews 学生能够用英语谈论时事和新闻10 Reviewing Key Vocabulary andPhrases and Course Evaluation 学生能够回顾重要的词汇和短语，并进行课程评价五、教学方法1.讲解教学法——通过老师的讲解，学生掌握常见的英语表达方式。

英语听力教程第三版第4册课程设计课程简介《英语听力教程第三版第4册》这本书是适用于中级英语水平的学生进行听力提高的教材，本课程设计旨在辅助学生通过各种形式和技巧提高英语听力，从而达到更高水平的听力技能。

课程时长: 60学时课程目标:1.掌握常见英语语言结构和语音规则2.培养学生英语听力和理解能力3.了解英语习惯用语和俚语4.增加学生英语听力的自信心课程内容第一课 Listening to News本课程旨在通过播放英语新闻的方式让学生提高其听力技能和语言能力，并帮助他们更好的理解新闻。

学习目标：1.提高英语听力和理解能力2.学习英语新闻的基本阅读技巧和方案3.学习各种英语新闻词汇的含义和用法教学内容：1.看英文新闻的技巧2.新闻报道的种类3.新闻听力训练第二课 Watch and Learn本节课旨在通过为学生播放生动的英语电影来加强他们的英语听力和理解能力。

学习目标:1.提高英语听力能力2.学习掌握英语电影对话的方式和方法3.学习新的文化知识和提高英美文化交流水平教学内容:1.英语电影的观看技巧2.学习英语电影关键词汇3.英语电影的片段掌握第三课英语对话本节课旨在提供给学生听英语对话的机会，学习英语典型对话并熟悉英语人际沟通。

学习目标：1.提高英语听力和沟通能力2.掌握英语日常交流的基本情景对话3.学习英语听力应对策略教学内容：1.常用口语汇总2.各类英语对话实例演示3.学生进行英语对话演练第四课美国音乐欣赏本课程将为学生提供一个机会，通过观看美国音乐视频和听音乐来提高其英语听力和文化水平。

学习目标:1.学习英语常用音乐词汇和俚语2.提高英语听力和理解能力3.提高学生的英语美学素养教学内容：1.欣赏美国音乐视频2.学习关于音乐的常识3.分析美国音乐歌词中的语言和文化课程总结本课程以听说读写全面提高，以听力为主线，引导学生不断拓展英语听力范围，培养学生的语音、语感和英语思维方式。

通过丰富而多样化的语言环境让学生能愉悦的学习英语，提高他们的英语交流能力。

新世纪大学英语系列教材视听说教程学生用书第三版第4册教学设计1. 简介《新世纪大学英语系列教材视听说教程学生用书第三版第4册》是新世纪大学英语系列教材的第4册，是一本以视听说为主要教学内容的英语教材。

本教材旨在提升学生的英语交流能力，培养学生的听力和口语技能，并通过多种练习方式帮助学生掌握更多的词汇和语法。

本文旨在设计一堂以本教材为主要教材教学的课程。

2. 教学目标•提高学生的英语听力水平•加强学生的口语表达能力•培养学生的团队合作意识•学会使用英语进行有效的辩论3. 教学内容3.1 主题介绍本课的主题是“大学专业选择”，旨在帮助学生讨论如何选择自己的大学专业，并通过英语进行有效的辩论和讨论，提高学生的口语表达和辩论能力。

3.2 课堂活动3.2.1 活动一：听力练习首先，通过教材附带的听力素材让学生进行听力练习。

通过听力练习，帮助学生提高英语听力水平。

3.2.2 活动二：口语练习接着，将学生分为小组，并分配讨论主题和辩论角色。

学生需要自行准备讨论材料。

在组内讨论结束后，每个小组会派出一名代表分别在全班面前进行辩论。

在辩论过程中，其他学生可以在旁观察并提出质疑。

在辩论结束后，全班进行投票，选择最优秀的辩论代表。

3.2.3 活动三：小组互动最后，在讨论和辩论结束后，小组成员可以进行交流，共同思考和讨论如何更好地选择大学专业。

这一过程中，可以鼓励学生进行英语对话，帮助学生进行口语练习。

3.3 作业布置最后，在课程结束后，布置作业，要求学生根据自己的实际情况写一篇关于自己选择大学专业的文章，并在下一次课堂上进行分享和讨论。

4. 教学评估在教学过程中，需要对学生的听力、口语表达能力、团队合作意识和辩论能力等进行评估。

评估可以通过观察学生表现、听力和口语练习成果以及辩论表现等方式进行。

5. 总结通过本次课程设计，以《新世纪大学英语系列教材视听说教程学生用书第三版第4册》为主要教材，从听力练习、口语练习、团队合作意识和辩论能力等方面，全面提升学生的英语交流能力，并帮助学生更好地选择大学专业。

大学英语听说3教案教案标题：大学英语听说3教案教学目标：1. 提高学生在听力和口语方面的能力，使其能够更流利地理解和运用英语。

2. 培养学生的英语思维能力和表达能力，使其能够在日常生活和学术领域中有效地运用英语。

3. 培养学生的团队合作和交流能力，使其能够与他人合作解决问题。

教学重点：1. 提高学生的听力技巧，包括听取主旨大意、细节信息和推理推断。

2. 培养学生的口语表达能力，包括流利地表达意见、陈述观点和参与讨论。

3. 培养学生的团队合作和交流能力，包括与同学合作完成任务和展示成果。

教学内容和安排：第一课时：Unit 1 - Introductions1. 导入：通过展示一段视频或图片，引入课程主题，让学生了解到不同国家的文化差异。

2. 听力训练：播放一段关于不同国家学生自我介绍的录音，要求学生听取主旨大意和细节信息，并回答相关问题。

3. 口语练习：学生分组进行自我介绍，鼓励他们使用课程中学到的表达方式和词汇。

4. 合作任务：学生分组进行角色扮演，模拟不同国家学生之间的交流场景，要求他们展示对不同文化的理解和尊重。

第二课时：Unit 2 - Daily Routines1. 导入：通过展示一段关于不同国家学生日常生活的视频，引发学生对日常活动的讨论。

2. 听力训练：播放一段关于不同学生日常活动的录音，要求学生听取细节信息，并完成相关练习。

3. 口语练习：学生分组讨论自己的日常活动，并与同组成员分享。

4. 合作任务：学生分组制定一个日程表，展示他们在一周内的日常活动安排，并互相提出建议和改进。

第三课时：Unit 3 - Hobbies and Interests1. 导入：通过展示一些不同的爱好和兴趣，引发学生对该主题的兴趣。

2. 听力训练：播放一段关于不同学生爱好和兴趣的录音，要求学生听取细节信息，并回答相关问题。

3. 口语练习：学生分组讨论自己的爱好和兴趣，并与同组成员分享。

4. 合作任务：学生分组进行小组展示，展示他们在一周内的爱好和兴趣，并邀请其他组提问和评论。

新编英语教程4第三版课程设计1. 课程概述新编英语教程4第三版是面向大学英语四级考试的教材，本课程设计旨在通过对教材内容的深入解读和分析，为教师提供一份全面的教学指南，同时帮助学生更好地掌握英语四级考试所需的语言技能和知识。

2. 课程目标本课程旨在帮助学生：•掌握四级考试所需的语言技能和知识•提高听、说、读、写四项能力•培养英语学习的兴趣和自信心•为将来的英语学习和工作做好准备3. 教学内容本课程的教学内容包括教材中的所有单元，内容涵盖语音、语法、词汇和阅读等方面。

具体课程安排如下：第一讲：导论•简要介绍英语四级考试的相关内容和要求•介绍本教材的内容和特点•提出学生应该注意的学习方法和技巧第二讲至第六讲：基础单元•依次对教材中的单元1-5进行授课•重点讲解单元中的语音、语法、词汇和阅读内容•帮助学生掌握基本的英语语言基础知识和技能第七讲至第十讲：阅读单元•重点介绍教材中的阅读单元，包括词汇和阅读技巧的讲解•帮助学生提高阅读速度和理解能力第十一讲至第十二讲：写作单元•介绍教材中的写作单元，包括句子结构、段落组织和作文技巧•帮助学生提高写作能力，培养独立思考和表达的能力第十三讲至第十四讲：口语单元•重点讲解教材中的口语单元，包括口头表达技巧和演讲技巧•帮助学生提高口头表达能力和自信心第十五讲：复习与总结•对本学期所学内容进行复习和总结•帮助学生准备英语四级考试，并为将来的英语学习和工作做好准备4. 教学方法•综合运用听、说、读、写等多种语言技能培养学生语言综合能力•鼓励学生积极思考、主动参与课堂活动•采用多种教学方法，如课堂讨论、小组合作、任务型教学等•建立有效的反馈机制，及时了解学生掌握情况并进行调整5. 评估方式•小测验：每个单元结束后进行一次小测验以检测学生掌握情况•作业：每个单元结束后布置相应的作业，帮助学生巩固所学知识•期末考试：模拟英语四级考试，测试学生的英语水平6. 教学资源•教材：新编英语教程4第三版•备课资料：课件、教案、习题集等•教学软件：PPT、Word等•网络资源：参考资料、学习工具等7. 总结本课程设计旨在为教师提供一份全面的课程设计方案，帮助教师有条不紊地指导学生学习英语四级考试所需的知识和技能。