大学英语口语大纲

《大学英语英语口语》教学大纲云南省楚雄师范学院公外部一、教学目的和任务《大学英语英语口语》是一门英语专业技能课程,是英语专业和复合型专业（含英语专业）的一门专业必修课，旨在通过课堂内外的英语口语操练,使学生能就所听到的语段进行问答和复述,能就日常生活话题进行交谈，做到正确表达思想，语音、语调自然、无重大语法错误，语言基本得体.二、教学内容本课程的教学内容广泛,既涉及英美国家社会生活的各个方面，也包括了时下流行于大学生中的热门话题,包括聚会、饲养宠物、健身、互联网、旅行、金钱、文化、爱情等。

通过针对以上话题的学习和操练，引导学生在独立思考和讨论中，不断提高英语表达能力。

三、与其他专业课程的关系本课程作为英语技能的单项训练课程，是为了帮助学生提高英语的口头表达能力,与其他英语单项和综合技能训练课程既有所区别、又相辅相成。

口语技能作为一项语言的输出性技能，与阅读、听力、语法等课程关系密切，也为学生参与综合训练课程的学习打下了基础.四、教学内容和安排的原则本课程的教学内容在编排上遵循了语言材料的真实性和多样性原则，注重语言真实地道、体裁丰富多样.在此基础上,特别强调教学内容的趣味性，以激发学生的学习兴趣。

在教学安排上，以“听读导入,口语为本”作为指导原则，通过让学生接触大量的听力和阅读材料，使他们开展有意义的口语训练，从而有效地提高他们的英语口语水平.五、主要教学方法本课程在教授语言知识的同时，重视培养学生对于语言知识的运用能力，遵循科学的口语教学原则和口语学习步骤，在让学生进行口头表达之前先让其接触大量的听力和阅读材料,然后让其通过跟读单词、回答问题、复述材料、背诵课文、自由讨论等丰富多彩的操练逐渐达到口语交际的最高阶段.本课程采取“ 教师指导下的网络课堂学习和学生自主学习交替进行 "的教学模式,要求学生通过课堂教学和课外自主学习网络课件,完成本课程的学习。

六、课时安排该课程在地一学期开设，每学期每连周一学时，合计课时3６学时,面自学30学时.八、考核方式采用平时自学情况和面授结束后的口试相结合的考核形式，学生平时的自主学习情况占总评的 40％，口试占总评的６0%，以百分制计算。

---英语口语教学大纲一、课程基本信息1. 课程名称：英语口语2. 英文名称：Oral English3. 课程代码：XXX4. 学分：25. 学时：32（理论学时：24，实验学时：8）6. 课程类别：专业基础必修课7. 适用专业：对外汉语、英语、国际贸易等8. 适用对象：本科生9. 先修课程：英语精读、英语听说、英语语音二、课程目标1. 培养学生运用英语进行口头交际的能力。

2. 提高学生的英语口语流利度、准确性和得体性。

3. 帮助学生掌握基本的英语口语表达技巧和策略。

4. 增强学生的跨文化交际意识和能力。

三、教学内容1. 基本口语表达技巧2. 日常交际用语3. 专业领域口语表达4. 口语听力训练5. 口语交际策略6. 跨文化交际四、教学方法1. 案例分析法2. 角色扮演法3. 小组讨论法4. 情景模拟法5. 任务型教学法6. 观看视频、音频资料等五、教材与参考书目1. 教材：- 《英语口语教程》，姚保慧主编，高教出版社- 《剑桥流利英语口语》4册，祁尧珊编译，外语教学与研究出版社2. 参考书目：- 《英语中级口语》，吴祯福主编，外语教学与研究出版社- 《英语口语大全》，梁成锦编著，外语教学与研究出版社- 《通俗美语会话》，杨芳林、杨学义编译，外语教学与研究出版社 - 《美国口语思维》，朱红梅、高山编著，中山大学出版社- 《英语口语句型》，陈昆才编著，广州市科学技术大学出版社六、考核方式1. 课堂表现（30%）2. 口语测试（40%）3. 作业完成情况（20%）4. 期末考试（10%）七、教学进度安排（根据具体教学计划填写）八、课程特色1. 注重实践，强调学生口语实际运用能力的培养。

2. 结合实际情境，提高学生的跨文化交际能力。

3. 采用多种教学方法，激发学生的学习兴趣。

---请注意，这只是一个模板，实际的教学大纲需要根据具体的教学环境、学生水平和教学目标进行定制。

大学英语4口语考试提纲第一篇：大学英语4口语考试提纲《大学英语4》课程期末考试口语试题的10个话题1、Directions:The students are divided into groups.Each group includes 4 to 6 students.The topic is Made in China—cheap and inferior? The students can use the following information to have a conversation, and each group member must give comments.The time allotment for each group is about 5 to 10 minutes.Made in China—cheap and inferior? Why few Chinese brands make it abroad? China is already the world's second-largest economy, but few Chinese companies have built globally recognized brands or succeeded in establishing their names overseas.Why can't Chinese brands make it to the global market?2、Would you help an injured stranger?Would you help an injured stranger? If you saw someone lying in the street in pain or bleeding, would you stop to help him? Or would you just walk by for fear of being scammed?3、Should Hong Kong limit mainland visitors?Should Hong Kong limit mainland visitors? Chief Executive CY Leung said he will speak with central government leaders about the possibility of limiting the number of tourists from the Chinese mainland in response to mounting complaints from Hong Kong residents over various inconveniences caused by the rising number of such visitors.Is it reasonable for the special administrative region to limit mainland visitors?4、Are English classes successful?Are English classes successful? According to the Ministry of Education, there were 300 million English learners in China in2013.English is taught as compulsory course from primary school in China, but many still feel “deaf and dumb” after studying it for many years.What's the problem?5、Do reality TV shows do more good than harm?.Do reality TV shows do more good than harm? Reality TV shows have become hugely popular among Chinese audiences over the past few years.Some people think reality TV shows do more good than harm, but some don't buy this idea.What do you think about reality TV shows?6、Should Golden Week be scrapped?Should Golden Week be scrapped? With the week-long National Day holiday around the corner, hundreds of millions of tourists are expected to flood into popular scenic areas across the country, resulting in various problems, such as overcrowding and traffic congestion.Should China rethink its holiday arrangements to help alleviate the holiday crunch? What do you think about China's holiday system? 应该取消黄金周吗？应该取消黄金周吗？随着长达一周的国庆假期在拐角处，数以亿计的游客预计洪水进入流行风景名胜区全国各地，导致各种问题，例如过度拥挤和交通挤塞。

大学英语口语课程教学大纲一、层次与学制：本科，四年制二、教学时数：134学时，第一、二、三、四学期开设；周学时 2三、适用专业：非外语专业四、课程性质与任务本课程为一门重要的必修的基础技能课程，主要通过课堂口语实践，充分唤起学生学习英语的兴趣，使学生通过吸收丰富的预料，快速提高听说能力，深入了解各国文化和社会知识，训练学生用英语进行思考，有效培养他们的英语交际能力。

教师要根据我校应用型人才培养目标，对课程进行认真研究、深入挖掘，结合课程特点、教学内容和当前形势及现实生活，对学生进行人生观、世界观、价值观和思想道德品质教育，努力使学生在获得知识的同时学会做人的道理。

五、课程的目的与基本要求本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化和生活习俗。

通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般性话题进行连贯的发言；能比较准确地表达自己的思想，做到语音准确、语调自然、语法基本正确，语言运用基本得体。

将语言技能、语言知识、文化意识等要素有机地结合起来，相互促进、循序渐进，帮助学生最终实现交际的目的。

本课程要求学生能够运用已掌握的词汇、句型和常用表达法，结合个人实际，较为流畅地就一些常见话题发表个人见解。

大多数学生应能通过本门课程的学习具备用英语介绍信息、发表意见等基本交际能力。

与此同时，本课程还将进一步强调学生的语言准确性和表达多样性，使他们逐步脱离母语的负面影响。

六、教材与教学参考书教材：《流畅英语口语教程》《Inside Out》第一、二、三、四册，Sue Kay & Vaughan Jones, Jon Hird，上海外语教育出版社（2007年4月）（特色教材）教学参考书：每册包括学生用书、教师用书、拓展练习册、video CD录像、CD－ROM 多媒体光盘、测试光盘。

七、教学主要内容与学时分配第一学期：每周2学时，共14周，28学时，完成第一册的13个单元，其中讲授学时13学时，讨论训练学时 6.5学时，习题课、测验学时 6.5学时，期末考试2学时。

《英语口语-中级》课程教学大纲一、课程基本情况1.课程名称：大学英语--- 英语口语（中级）程代码：3.学分/学时：3/484.课程类別：必修/公共基础/2年级5.适用专业：全校非英语专业（不包括华罗庚、国教院、艺术、体育）已经达到大学英语基本要求的非英语专业本科二年级学生，特别是希望对英语口语运用技能有进一步提高、对英语国家的社会、文化、生活等多方面有更深入的了解，从而能用鲜活的英语进行有效而恰当的交际学生。

选择《英语口语-中级》课程的学生应通过大学英语四级或六级考试。

6.先修课程：大学英语一/二7.参考教材：《大学英语基础口语教程2》（英）琼斯（Jones，L.）著，上海外语教育出版社，20068.教学安排及方式：本课程1开课1个学期，课程每周4个学时，每学期12周。

9.开课系部：外国语学院大学英语部10.撰写人：冯薇，朱洪林11.撰写时间：2010.1013.审定人：刘丽敏批准人：薛荣二、课程的总体要求1.课程对应的毕业要求毕业要求9：对终身学习有正确认识，具有不断学习和适应发展的能力。

毕业要求10：具有专业相关领域的国际视野和国际交流、竞争与合作的能力。

2.课程的教学目标1）至少掌握一门外语，具有应用能力（毕业要求10中指标点：具有国际视野和跨文化的交流、竞争与合作能力。

）2）要在口语表达能力方面基本达到《大学英语课程教学要求》的较高要求，即“能够和英语国家人士进行比较流利的会话，较好地掌握会话策略，能基本表达个人意见、情感、观点等，能基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确”，结合真实、实用的听、说材料，对学生进行较高听说技能的训练，培养学生的快速反应、准确辨别、分析推理、归纳总结等听、说能力，为培养学生全面的英语交际能力奠定良好的听、说基础以及运用英语进行口头交际的能力。

3）通过学习和训练，学会用英语思考和表达，从而提高英语实际运用能力。

4）能够认识语言、文化和交际三者之间的关系，并对口语各类交际形式有所认识。

英语口语1教学大纲(具体)英语口语1教学大纲《英语口语1》教学大纲课程名称：英语口语1课程时长：16周，每周4节授课人：张老师课程目标：本课程的目标是让学生掌握基本的英语口语技能，包括发音、语音语调、口语表达和听力理解。

授课内容：主题1：自我介绍与问候内容：学生将学习如何介绍自己、问候他人、感谢和道歉等基本口语表达。

教学方法：课堂讲解、听力训练、口语练习、小组讨论。

教学资源：课本、录音带、教学视频。

评估方法：课堂表现、口语练习、小组讨论。

主题2：家庭与朋友内容：学生将学习如何谈论家庭和朋友，包括家庭成员关系、朋友关系、喜好等。

教学方法：课堂讲解、听力训练、口语练习、小组讨论。

教学资源：课本、录音带、教学视频。

评估方法：课堂表现、口语练习、小组讨论。

主题3：学校生活内容：学生将学习如何谈论学校生活，包括课程、老师、同学、校园活动等。

教学方法：课堂讲解、听力训练、口语练习、小组讨论。

教学资源：课本、录音带、教学视频。

评估方法：课堂表现、口语练习、小组讨论。

英语口语教学大纲英语口语教学大纲可能因课程类型、教学目标和教学时长等因素而有所不同，以下是一个可能的英语口语教学大纲：1.课程目标：通过本课程的学习，学生应能够：__掌握基本的英语口语表达和交流技巧；__能够进行日常交流和简单的商务、学术或工作场合的交流；__了解英语口语的文化背景和语言习惯。

2.教学内容：__基础英语口语表达：包括问候、自我介绍、表达需求、询问、提供信息、道别等基本用语；__日常交流：包括购物、交通、旅游、学校生活等话题；__商务和职业场景：包括商务会议、面试、产品介绍等场景；__学术场景：包括论文写作、报告展示、学术讨论等场景；__文化背景和语言习惯：包括了解英语国家的历史、文化、风俗习惯等，以及了解英语口语的语言习惯和发音规则。

3.教学方法：__互动式教学模式：鼓励学生积极参与课堂讨论和练习，通过互动和交流提高口语表达能力；__语言实践模式：注重语言实践，通过大量的口语练习和角色扮演等方式提高学生的口语表达能力；__多媒体教学：利用多媒体资源，包括视频、音频、图片等，帮助学生更好地理解和掌握英语口语。

大学英语口语课程教学大纲一、层次与学制：本科，四年制二、教学时数：134学时，第一、二、三、四学期开设；周学时2三、适用专业：非外语专业四、课程性质与任务本课程为一门重要的必修的基础技能课程，主要通过课堂口语实践，充分唤起学生学习英语的兴趣，使学生通过吸收丰富的预料，快速提高听说能力，深入了解各国文化和社会知识，训练学生用英语进行思考，有效培养他们的英语交际能力。

教师要根据我校应用型人才培养目标，对课程进行认真研究、深入挖掘，结合课程特点、教学内容和当前形势及现实生活，对学生进行人生观、世界观、价值观和思想道德品质教育，努力使学生在获得知识的同时学会做人的道理。

五、课程的目的与基本要求本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化和生活习俗。

通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般性话题进行连贯的发言；能比较准确地表达自己的思想，做到语音准确、语调自然、语法基本正确，语言运用基本得体。

将语言技能、语言知识、文化意识等要素有机地结合起来，相互促进、循序渐进，帮助学生最终实现交际的目的。

本课程要求学生能够运用已掌握的词汇、句型和常用表达法，结合个人实际，较为流畅地就一些常见话题发表个人见解。

大多数学生应能通过本门课程的学习具备用英语介绍信息、发表意见等基本交际能力。

与此同时，本课程还将进一步强调学生的语言准确性和表达多样性，使他们逐步脱离母语的负面影响。

六、教材与教学参考书教材：《流畅英语口语教程》《Inside Out》第一、二、三、四册，Sue Kay & Vaughan Jones, Jon Hird，上海外语教育出版社（2007年4月）（特色教材）教学参考书：每册包括学生用书、教师用书、拓展练习册、video CD录像、CD－ROM 多媒体光盘、测试光盘。

七、教学主要内容与学时分配第一学期：每周2学时，共14周，28学时，完成第一册的13个单元，其中讲授学时13学时，讨论训练学时6.5学时，习题课、测验学时6.5学时，期末考试2学时。

《大学英语口语三》课程教学大纲一、课程基本信息1．课程编号：060Y06C2．课程类别：通识公共课3．课程性质：必修4．学时/学分：1/345．先修课程：6．适用专业：非艺体类本科各专业7．课程负责人核准人：xxx二、课程目标及学生应达到的能力2.1课程简介《大学英语口语三》是大一非艺体类本科生的英语口语技能实训通识必修课程，旨在通过多媒体辅助的互动交际教学和实训，通过情景化教、学，促进学生英语口语的输出强化训练，提高其一般水平英语口语的交际能力。

课程主要教学内容包括视、听情景语言输入、话题交流、教师主导的小组情景会话、专题讨论、演讲与论辩等。

该课程为大学英语口语四的先修课程。

2.2课程目标总目标：通过情景化的互动实训教、学，学生能逐渐熟练应用日常的交流语言，如接待、社交、问询等；能就特定的场合进行信息交流和咨询，如车站、邮局、商店、旅游等；能就一般的主题进行相应的交流，如节日、教育、职业、事件等。

知识目标：增量学习情景化的表达式，熟悉跨文化交际的情景知识，熟练已掌握的情景语言表达，增加复用词汇量。

素质目标：跨文化的交际意识和素养，培养情景交际场合适切的个体语言和行为涵养。

能力目标：能在国际化的情景中，进行一般的日常交流和信息咨询与沟通。

2.3课程目标与毕业要求的支撑关系注：任课教师依据课程情况具体调整目标项及权重三、课程教学内容与学时分配注：教师依据所选教材内容填写教学日历和具体教学内容，基本为2学时一个单元，围绕教材和现实语境资料情况安排教学。

四、课程教学方法借助多媒体信息手段，以视、听情景声、像输入辅助文本教材，设置交际情景，激活学生的情景记忆和交际语言；以学生主题陈述、情景训练、师生交际互动、角色参与、辩论等形式进行实训教学；以媒体的情景化、直观化和形象化，鼓励和引导学生在真实的语境中强化和巩固口语交际技能，结合综合英语学习，内化综合课堂教学内容。

五、课程的考核环节及课程目标达成度评价方式5.1课程的考核环节实训类课程重在能力、素养和技能的过程训练和学习，因此，过程中的形成性考核占50%，重点考核过程训练中的学勤、课堂参与及表现、课外辅助学习的展示、口语能力与交际行为方式等；终结性考核占50%，采用实践技能测试形式，两位口语测试教师一组，对2到3位同学在给定的情景中陈述、叙事、对话与交流。

附件五《大学英语口语》教学大纲一、课程的性质和特点本课程为考查课，配合大学英语及专业课程教学，使学生把握不同社会语境中经常使用的套语，通过形式多样的语言技术训练，能就日常生活中经常使用的话题用比较简单的英语准确地表达自己的思想，以达到在具体的社会语境中得体地利用语言的目的。

二、课程的目的和要求通过一个学期共72课时的教学，使学生在把握了低级英语口语的基础上进一步丰硕所把握的日常句型，能较熟练地进行一样英语会话，较顺利地用英语表达自己的思想，慢慢培育学生叙述、对话、交谈和讨论等方面的口语实际能力。

使学生通过功能句型、典型对话和大量的口头练习，能够具有较强的英语口语表达能力。

三、课时安排（共72学时）四、教学内容Unit OneAim:Require students to grasp different methods of self-introduction and introducing other people.First Days at UniversityI. Warm up.Work with your partner. Discuss which of the greetings are used in the first meting.⒈ Patterns and expressions1) Introducing oneself2) Introducing someone else2. Useful words and expressions1) Work together with your partner to complete the conversations.2) Work in groups of three. Introduce the other two to each other using the patters of Introducing Someone Else.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Develop each of the introductions into short conversations.2. Discuss the following questions.1) Which of the introductions are formal and which are informal?2) What are the possible situations to which they can be applied?IV. Class workIntroduce yourself to at least four people in the classroom.V. Assignment1. Work in groups of six. Make up a chain story according to the pictures, each student talking about one of the picture.2. Talk with three students at English Corner.Unit TwoAim:Require students to learn how to initiate a conversation and shift topics naturally.. Initiating a ConversationI. Warm up.Prepare a short speech to introduce yourself and your roommates based on the guidelines.⒈ Patterns and expressions1) Establishing points of common interest2) Asking polite questions2. Useful words and expressions1) Discuss with your partner and fill in the blanks with appropriate words or phrases according to the given sequence.2) Work with your partner to find a topic of common interest.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDivide the class into two teams. The first person from Team 1 gives a statement, and his counterpart from Team 2 offers an appropriate response. Then the second, the third … until all the members of both teams have finished. The teacher will be the judge.IV. Group workMove about in the classroom, and talk with at least three of your classmate. Try to shift your topics naturally in each conversation.V. Assignment1. Strike up a conversation with people on campus to seek some relevant information about the topics of the weather or the biggest shopping center in the city.2. Ask each other at least five questions about your families and respond as quickly as possible.Unit ThreeAim:Require students to learn how to ask for necessary information.Knowing Your CampusI. Warm up.Describe the location of the places on campus.⒈ Patterns and expressionsAsking for necessary information2. Useful words and expressions1) Work with your partner and complete the dialogues.2) Present your work to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend Conversation 4 and 6 in the text as much as you can.2. Discuss the following questions.1) How to ask the way in a strange city?2) How to direct the way in English?IV. Class workRetell the story to the group, either as the policeman, the judge or the thief. V. AssignmentStory telling.Unit fourAim:Teach students how to congratulate.Happy BirthdayI. Warm up.Make a birthday party invitation.⒈ Patterns and expressionsTalking about a birthday2. Useful words and expressions1) Make up short dialogues using the expressions given in the chart.2) Work in groups of three. One is having his nineteenth birthday party. The other two are invited. Role-play a birthday party.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Have a report about your birthday celebration. The questions below may serve as guidelines.1) When is your birthday?2) What special food do you have on your birthday? Why?3) How did you celebrate your birthday at home?IV. Class workRead the passage and retell the story with your partner.V. Assignment1. Suppose you are going to take part in the birthday party of one of your friends. You are asked to prepare a short speech to be delivered at the party.2. Work out the riddles with your roommates and give an oral report to the class.Unit FiveAim:Require students to grasp how to make inquires and responses.Library and Self-studyI. Warm up.Give an oral introduction of the library to the class.⒈ Patterns and expressions1) Talking to a librarian2) Responses of the librarian2. Useful words and expressions1) Substitution drills2) Role playII. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Work in groups of four and discuss our learning habit that can be very constructive.2. Make a list about the bad habits of learning.IV. Class workLook at the pictures in the textbook and make a chain story with your partners. V. Assignment1. Discuss the question: “How can we get the most out of school?”2. Give an oral report on your study habit to the class.Unit SixAim:Ask students to grasp the expressions of food.MealsI. Warm up.Talk about the differences and similarities between Chinese food and Western food.⒈ Patterns and expressions1) At an eating place2) Inquires and responses2. Useful words and expressions1) Suppose you are eating with your partner in a restaurant. Make up a dialogue.2) Present your dialogue to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Wok in pairs. One asks the questions, and the other gives answers.2. Retell each of the stories to the group based on the questions.IV. Class workDebate: Which is better, chopsticks or knives and forks?V. Assignment1. Work in groups of five. Each member chooses one of his favorite dishes, and tellsthe group how to cook it.Unit SevenAim:Require students to grasp how to see a doctor and expressions of medicine. Seeing a DoctorI. Warm up.Read the following sayings and explain their implications for medical care.⒈ Patterns and expressionsMeeting the doctor2. Useful words and expressions1) One student acts as a doctor and the other as a patient. Talk to each other using the patterns.2) Change the role.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend each of the conversations with more details.2. Present your work to the group and to the class.IV. Class workWork in groups of three. Make the story into a short play.V. Assignment1. Story telling: “I was ill”.2. Oral report.Unit EightAim:Students are required to describe recreational activities they like.Recreation and entertainmentI. Warm up.Name four recreational activities and exchange ideas with partners.⒈ Patterns and expressionsTalking about recreation and entertainment2. Useful words and expressionsPractice the patterns and expressions with one asking and the other answering till you are familiar with them.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Fill in the blanks with proper words and expressions.2. Name each of the things in the pictures.3. Make up a chain story.IV. Class workAsk questions about your partner’s likes and dislikes.V. AssignmentThink of somewhere that would be an ideal place to go on holiday. Introduce theplace to the class.2. Oral report.Unit NineAim:Require students to grasp how to make an appointment and suggestions.A Visit to the Foreign TeacherI. Warm up.Discuss the following questions in groups and report your story to the class.1) Have you ever talked with a foreigner?2) Have you ever visited any of the foreign teachers working in your university?⒈ Patterns and expressions1) Making appointments on the phone2) Making suggestions2. Useful words and expressionsComplete the following conversations, each with a different student in the class. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Telephone one of your teachers and make an appointment with him.IV. Class workV. Assignment1. Make suggestions to your friends.2. Work out the riddles in your group.Unit TenAim:Learn good English study methods.English Learning StrategiesI. Warm up.Discuss the difficulties you have in learning English.⒈ Patterns and expressionsTalking about English learning2. Useful words and expressions1) Practice the patterns and expressions.2) Make up a dialogue about your personal experience of English learning. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workPrepare a short speech about your success or failure in English learning. IV. Class workMake a chain story of the pictures in the textbook.V. Assignment2. English Corner: “How do you improve your oral English?”Unit ElevenAim:Students are required to grasp how to express surprise and responses. Back from HolidayI. Warm up.1) Talk about whatever interested and impressed you during the holiday.2) Present your work to the class.⒈ Patterns and expressions1) Seeing a friend after a long holiday2) Using strategic responses2. Useful words and expressionsComplete the short dialogues with proper strategic responses given. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Ask each other questions about holiday experience.IV. Class workWork in groups of four and talk about the following topics:1) a family dinner3) taking a holiday jobV. Assignment1. A debate: “Traveling as the Ideal Way of Spending a Holiday”.2. A game.Unit TwelveAim:Require students to learn how to report news.News and issuesI. Warm up.Talk about at least four pieces of news or issues widely discussed in the media or on campus.1)What’s the news about?2)What’s your comment on it?⒈ Patterns and expressions1) Talking about good news2) Talking about bad news2. Useful words and expressionsHave at least three conversations about news and issues with different partners. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work2. Tell a piece of news about the latest development of telecommunications.IV. Class workDescribe the pictures to your partner and to the class.V. Assignment1. Listen, speak and write.2. Research and report:1) newspapers2) magazinesUnit ThirteenAim:Students are required to grasp the vocabulary on latest development in technology.I Like This MachineI. Warm up.Fill in the blanks with the information.⒈ Patterns and expressionsTalking about computers2. Useful words and expressionsMake up a conversation based on the patterns and expressions.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.1. Make up a list of trap words and phrases of your own.2. Give a min-lecture to the class.IV. Class workMake up a role play based on the pictures in the textbook.V. Assignment1. Think it over.2. A debate: “Will computers replace teachers in the future”.Unit FourteenAim:Students are required to introduce famous scenic spots in China. TravelingI. Warm up.Make a short speech to the class about your personal view of traveling.⒈ Patterns and expressionsTalking about traveling2. Useful words and expressionsAsk your partner the following questions:1)When was the last time you traveled by bus?2)Where did you go?3)Did you enjoy the bus trip? Why or why not?II. Text1. Read the dialogue aloud.III. Pair work1. Interview:1) Do you like traveling with friends or alone? Why?2) Which do you like best, traveling by road, by sea or by air? Why?2. Present your discussions to the class.IV. Class workTurn the story into a play and present it to the class.V. Assignment1. Respond properly.2. Make up s story according to the picture in the textbook.Unit FifteenAim:Require students to grasp the etiquette of table manners.Table MannersI. Warm up.3)Talk about the eating habits both in China and in western countries.⒈ Patterns and expressionsPolite requests and responses2. Useful words and expressionsOne uses body language to express the meaning of any word or expression. The other figures out the word or expression that matches the body language.II. TextDiscuss the taboos of eating manners you learned.IV. Class workDebate: “It is necessary to have taboos at the dinner table.”V. Assignment1. Group discussion: the differences between Chinese people and American people in treating their guests to dinner.2. Lecture: How to handle the table setting for western food?Unit sixteenAim:Require students to learn business forms in the western countries: corporation, partnership and sole proprietorship.Private Companies at the CrossroadsI. Warm up.Discuss what are the possible advantages and disadvantages of the family management system for a private company.⒈ Patterns and expressionsTalking about business2. Useful words and expressionsMake up a conversation about private business in china.II. Text1. Try to express the ideas in different ways.2. Tell the story to each other in the first person.IV. Class workFind something unreasonable in the pictures and present it to the class.V. Assignment1. Interview one or two owners of private businesses.2. Role playUnit SeventeenAim:Students are required to grasp the meanings of non-verbal communication.Non-verbal CommunicationI. Warm up.If you don’t know the language of a country, how would you express your ideas?⒈ Patterns and expressionsTalking about gestures.2. Useful words and expressionsDemonstrate a non-verbal signal, and ask your partner to guess the meaning of it. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.1. Discuss the following questions:1) What would it mean if the same gesture were to be made in Chinese culture?2) What would the gesture be like if the same meaning were to be expressed in Chinese culture?2. Facial expressions and emotions.IV. Class workDiscuss and decide who should be given the chance to board the lifeboat, a teacher or a policeman?V. Assignment1. Posture poses2. Make up s story based on the pictures in the textbook.ExaminationAim:Check whether the students have improved in oral English.。