听力2Unit3电子教案

听力2U n i t3

Unit Three Seize the School Days

I Teaching focus

1. The training focus of this unit is understanding how to describe people’s appearance, behavior, and their thoughts and feelings.

2. Listening practices on note-taking and blank-filling skills.

II Teaching facilities

Multi-media language lab, computer, video, mp3

III Time needed: Three periods

IV Teaching Difficulty

1．How to make students form the habit of listening with appropriate expectation.

2．How to grasp the maximally useful information to fill the blanks.

V Teaching procedures and contents

Step 1 Lead-in activity:

Discussion:(5 minutes to prepare)

?Have you chosen the suitable major in this university? Why or why

not?

?How to sign for courses online?

Step 2 Listen to the tape and check the answers

Part I Getting ready

Section B

Keys: 1.(T) 2.(F) 3.(T) 4.(F) 5.(T) 6.(T) 7.(F) 8.(F) 9.(F)

Script：

Sam: I won't be able to do the exam tomorrow. I just

don't feel that I'm ready.

Counselor: You say that you don't feel ready for tomorrow's

exam ... what do you feel like right now?

Sam: Well, I'm angry with myself because I'm going to

have to quit the exam and, well, I guess I'm

anxious. Yes, I feel very anxious.

Counselor: When you think about this anxiety, what image do

you have of yourself?

Sam: Well, I see myself trying to explain to my Dad why

I didn't make the grade on this course ... and I

see him getting angry ... and, well, I start to

feel I've let him down again.

Counselor: You don't feel ready for your exam, you feel

anxious and you don't want to let your Dad down

again. Tell me about the last time you let your Dad

down.

Sam: Oh, well, it was a year ago ... He'd entered me for

a chess competition and I got knocked out in the

first match ... he was angry because he'd told all

his friends how good I was.

Counselor: What did you tell him ... as an explanation when

you lost the chess game?

Sam: I told him that I wasn't ready to play in that

league.

Counselor: And now you are preparing to tell him that you're

not ready to sit this examination?

Sam: Yes, I suppose I am.

Counselor: O.K. Sam, so what you are saying to me is that you

feel reluctant to take the exam tomorrow because

you do not like the thought of having to explain a

poor grade or a failure to your father. Is that

right, Sam?

Sam: Yes. That's exactly it.

Section C

Keys：

Script:

1. A: When I read in English, I always want to understand every

single word and so I spend a lot of time looking words up in

my dictionary. This makes reading difficult for me because

by the time I've looked up the word in my dictionary, I've

forgotten what the rest of the sentence was about. That's my

trouble really — I rely too much on my dictionary.

B: Well, why don't you try to read a text without using your dictionary the first time you read it? You'll probably be

able to understand most of it and guess what some of the

words mean.

2. A: I have to read a lot of books and articles in English for my

work — I'm a consultant in business management. What I find

most difficult is finding the main point in an article or a

paragraph. I always try to take notes when I'm reading and

so sometimes I find that I'm almost copying out the whole

article because I can’t decide what the really important

points are.

B: It might help if you read through the book or article very quickly first just to get an idea of what it's about. I

think it's difficult to read something for the first time

and take notes as well.

3. A: I like reading novels and short stories in my own language

and in English, but there's one thing I find very difficult

in English. I'm never quite sure if the writer is being

serious or not. Several times I've read something I thought

was serious and later I've found out it was supposed to be

funny.

B: I have exactly the same problem. I suppose the only thing to do is to read as much as possible. Then one day perhaps

we'll understand the British sense of humor.

4. A: I have to read a lot in English in my studies and this is

causing me problems. I read too slowly in English. Do you

think I can train myself to read quickly and at the same

time understand what I'm reading?

B: Well, there are special courses in speed reading, I think.

But you could probably help yourself if you set yourself a

time limit and try to read as much as you can within the

time. I've done that and it's helped me a lot.

Part II The teacher I remember best

Discussion: (5 minutes to organize your own words.)

Did you remember the best teacher in your memory? Describe his class or personality.

Section A

Endeavor: make an effort to

Keys:

1. The French teacher

2. For five years

3. 13 years

4. French and German

5. Grammar and vocabulary

6. Video and cassettes

7. Conversation class

8. Visit France

Script:

(Part I) Yes, the teacher I remember best was a teacher I had for French when I was at school ... er ... er ... Many years ago - more years than I care to remember, I'm afraid. Yes, I studied French with him for, um, ooh, let me see, it must have been five years, because I had him when I was in my first year there, when I was thirteen, and he was the main French teacher till I left. It was mainly because of him that I went on to study languages — French and German — at university. I mean, French was really the first language I ever learned. Well, I don't count Latin, because I never managed to speak any Latin at all. Er, well, this ... this teacher didn't make it easy ... he didn't make it easy at all, but I found that with him I really learned a lot. When I think back, I ...

don't really know why I liked him so much, because he was very

strict with us. He made us work very hard — I mean, lots of grammar exercises, vocabulary tests, that sort of thing — er, and he wasn't very friendly either, for the first two or three years. Oh, as well as that, he didn't really try to make the classes interesting — I mean, no ... no video, of course, in those days, no cassettes ... but, er, we had a few films in French every term. No, in fact, the only time we really practiced trying to speak French was, er, was with the wife of one of the music teachers, who was French, er, and she gave us an hour's conversation class every week. But, you know, because of that man — some people might say

in spite of him ... no, that wouldn't be fair, no — but quite a

lot of us began to like France and the French a lot, and, er, to visit France in the summer holidays to see it for ourselves.

Section B

Keys:

Script:

(Part II)

Yes, I think with him I learned that when you learn a foreign language ... it's, it ... well, it's like opening a door or a window into a foreign country. And that's good for you, I think, because you begin to see that the way they do things and think in your country is, um, isn't necessarily the only way or, indeed, the best way.

It's funny, I still have a very clear picture of that teacher. He was English but he didn't look English somehow, 'cos he had very, very black hair and very dark eyes, and he wore glasses with black frames, but you could see his eyes very well, and everyone in the class

always had the feeling that he was looking at them. And he had very thick, bushy eyebrows that made him look very, er, very serious. Yes, I remember he was very musical — played the piano very well and sang. Now, he was quite a good rugby and tennis player. Great family man, too. He had three children and a very interesting wife. I suppose he must have been in his thirties when I knew him...

Part III Children of a decade

Keys: