大学英语三视听说答案Word格式.docx
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大学英语三视听说答案Word格式.docx
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Ⅱ.TeachingObjectives
Studentswillbeableto:
1.understandhowtodescribegoodandpoormemory;
2.identifythewaysofexpressingsympathy;
3.knowhowtoresumeinterruptedspeech;
4.conductaseriesoflisteningandspeakingactivitiesrelatedtothethemeoftheunit.
Ⅲ.Lead-in(15minutes)
AskSstoworkinpairsdiscussingthefollowingquestionsandthensharetheiranswerswiththewholeclass.
1.Whatfactorsmayweakenone’smemory?
Usefulexpressions:
Itisoftenreportedthatlong–termpoornutritionmayaffectthefunctioningofthebrain,thusdamagingboththelong-termandshort-termmemory.Alsoharmfultoone’smemoryislackofwater.Elderlypeopleneedplentyofwatertoguaranteetheirmemoryworks.Athirdfactorislackofsleep.Withoutenoughsleep,onemayfeeltiredandhavedifficultyconcentrating,nottomentionlearningthingsbyheart.
2.Canyoudescribesomepossibleadvantagesofhavingapoormemory?
Apoormemorymayhavesomeadvantages.Withthepassageoftime,thesadmemorieswillfade.Thosewithashortmemorytendtorecoverfasterthanthosewithatenaciousmemory.Forthesamereason,forgetfulpeoplemaybemorereadytoforgettheirdailyworriesandforgiveothersfortheiroffenses.Withalessretentivemind,theymayenjoylifemore.
3.Whatcanyoudotomakesureallyourrelativesandfriendsareontheguestlistforyourbirthdayparty?
Hint:
Firstofall,IwouldcheckmyaddressbookandtickthenamesofthoseIintendtoinvite.Then,toavoidpossibleomissions,Iwouldasksomeofmycloserelativesandcolleaguestolookatmyinitiallistofnames.Theymightsuggestoneortwoadditions.Inthisway,IcanreducethechancesofmissingthoseIshouldinvite.
4.Howdoyouensureimportantphonenumbersarealwaysatyourfingertips?
Hint:
Iusuallyremembermycloserelativesandfriends’phonenumbersthroughfrequentuse.Butmymemorycannotalwaysbetrusted.Inthiscase,amobilephoneisextremelyusefulbecauseitcanstoremanyphonenumbers.Butwhenthebatteriesrundown,themobilephonecan’thelpeither.SoIalsorelyonmyaddressbook.Toplaysafe,Iprefertohavetwoaddressbooks.Itakeonewithmeandleavetheotherathome.ThusIcanalwaysfindthenumberIneed.
Ⅳ.Listening(30minutes)
1.Listeningskills(ListeningforInferences)
1)Explainthe“WordTips”
2)AskSstolistentothedialogscarefullyandanswerthequestions.
Key:
①C)②D)③A)④B)⑤C)
2.ListeningIn(Tasks1-3)
Task1:
Isyourmemoryingoodshape?
1)Explainthewords,andthelanguageandculturerelatedtoTask1.
2)AskSstolistentothedialogandthenfillintheblankswiththeinformationtheyhear..
gettingexcellentmarks,anarticle,principles,apicture,whatistoberemembered,Association,familiarwith,Consolidation,new-material,whatonehasalreadylearned,sixteen,DistributedPractice,shorter,severaldays,amuscle,exercise.
Task2:
Youforgotmytoast!
1)ExplainthewordsandtheculturerelatedtoTask2.
2)AskSstolistentothepassageandthenfinishtheTorFexercise&
answertwoquestions.
Keyforreference:
eq\o\ac(○,1)1.Feq\o\ac(○,2)2.T.eq\o\ac(○,3)3.Feq\o\ac(○,4)4.Feq\o\ac(○,5)5.F
Q1:
Hethoughthecouldremembertwothings---adishoficecreamandsomestrawberries.
Q2:
Shetookonelookattheplate,glancedupathim,andblamedhimforforgettinghertoast.
Task3:
Memory-ImprovingTechniques
1)ExplainthewordsandtheculturerelatedtoTask3.
2)AskSstolistentothespeakercarefullyandthenchoosethebestanswertocompleteeachofthestatements,andthenanswerthequestions.
eq\o\ac(○,1)1Aeq\o\ac(○,2)2Ceq\o\ac(○,3)3Deq\o\ac(○,4)4Beq\o\ac(○,5)5D
Answertothequestion:
Stimulatingone’smemory,payingattention(orfocusing/concentratingone’sattention),relaxing,andmakingassociations.
Ⅴ.Speaking(45minutes)
1.SpeakingOut:
DescribingGoodandPoorMemory;
ExpressingSympathy;
ResumingInterruptedSpeech(Models1-3)
1)Explainthewordsandtheculture.
chef:
askilledcookwhomanagesthekitchen.
recipe:
asetofinstructionsforcookingaparticulartypeoffood.
offthetopofone’shead:
(informal)withouttakingtimetothinkorprepareoneselfproperly.
Alzheimer’sdisease:
aconditioninwhichaperson’sbrainandgraduallystopworkingproperly.
2)AskSstolistentothemodeldialogsonebyoneandpayattentiontotheunderlinedparts.(Themodelspresentsomeexpressionsusedfordescribinggoodandpoormemory;
expressingsympathy;
resuminginterruptedspeech.Theunderlinedpartsareeithersuchfunctionalexpressionsortheexpressionsthathelptoformtheframeworkofthemodels.)
3)TelltheclassthatifSscanlearnfromthisunitabouthowtogodeeperanddiscussfurtherintermsofthecomplicatedtopics,theywillfindthemselvesmakingagreatprogressnotonlyinEnglishspeakingbutalsoinanalyzingdifficultsituations.
2.NowYourTurn
Forthepart“NowYourTurn”aftereachmodel,dividetheclassintopairstodotheexercisesandthenaskthemtorole-playthedialogs.Walkaroundtheclassandgivehelpasneeded.EncourageSstousetheirnamestoactouttheirparts.
TeachingTipson(Tasks1—3)
1).Withineachgroupthestudentsselecttheirroles.Iftherearetwogirlsandoneboy,theycanchangeCarlintoSusan.
2).Studentsarenotlimitedtothelistedevents.Theycanaddanyunhappyeventstheychoose.
3).Afterthestudentsactouttheplay,theycanchangeroles.
4).Iftimepermits,oneortwogroupsofstudentsmaybeinvitedtogiveaperformanceinfrontoftheclass.
3.Let’sTalk
1)AskSstolistentothedialog,completethetablewiththeinformationtheyhear,andthenactoutthesituation.
2)Askvolunteergroupstoactoutthedialogsinfrontoftheclass.
3)Key:
carrots,eggs,bananas,andmilk.
agiantcarrotandabananahangingfromit;
agiantmilkcartonpouringmilkoverthecarrotandbanana;
anegg-shapedUFOflyingacrossthesky;
Thesoundofthekeysmightremindyouofhavingplacedtheminadrawer.
Thecoldtouchofthekeysmightremindyouoftheminyourjacket.
Ⅵ.Assignments:
FurtherListeningandSpeaking(P13-14)
Unit2Thisisgoingtobeagreatsemester!
Ⅰ.TeachingPlanofthisUnit(2periods)
Speakingout(OralEnglishpractice),Lead-in(Pairdiscussionsaboutthetopic)
2ndperiod:
Listening(Listeningpractice)
Ⅱ.TeachingObjectivesofthisUnit
1talkaboutvariousaspectsofschoollife
2makeandreplysuggestions
3useexaggerations
Ⅲ.SpeakingOut
1.Getfamiliarwiththeusefulexpressionsinthispart,andpracticespeakingwiththeseexpressions.
2.Learntoexpressthesamemeaninginadifferentway.
3.Watchthemodelvideos,thenlistenandrepeatthemsentencebysentence,androle-playtheminpairs.
4.Createnewdialogswithpartnersaccordingtothegivensituationsbyusingtheusefulexpressions.
=4\*ROMANIV.Lead-in
Workeitherinpairsorgroupsof4or6,discussthefollowingquestionsbyusingtheexpressionsandsentenceslearntinSpeakingOut,andthensharetheanswerswiththewholeclass.
1.Whatsubjectsdoyoulikebest?
Whatmadeyoulikeit:
yourpersonalinterests,theteacher,thepracticalapplicationsofthecoursesinfuture,etc.?
Ilikephysicsbest,thoughmanyclassmatesfindithard.Alotoffactorsledmetolikethissubject.Asearlyasinhighschool,IwasamazedatthelawsscientistslikeNewtonandEinsteindiscovered.Whattheyfoundoutchangedtheworld.
Luckily,myphysicsteacheratthisuniversityisexcellent.Heisknowledgeableandpatient.Justbecauseofhim,I’mwillingtospendlotsofmysparetimeonthissubject.
Mostimportantly,whatIhavelearnedfromthephysicscoursewillbeofgreathelpinlandingagoodjob.Nowadaysmanycompaniesthinkphysicsmajorsoftenhaveasolidacademicfoundationandeasilyadaptthemselvestoawidevarietyofpositions.
2.DoyouthinkitisnecessaryforsomeChinesechildrentodoalotofdifficultmathproblemsfortheOlympicMathCompetition?
Someparentsbelievethatbydoingalotofdifficultmathproblems,theirchildrenwillhaveasolidfoundationinmath.Someparentsevenbelievethattryingtosolvehardmathproblemswillpromotethegrowthoftheirchildren’sbrainsandhelpdeveloptheirlogicalreasoningabilityandconcentration,whichwillfacilitatelearninginotherareas.
Ontheotherhand,manypeoplebelievethatitisunnecessaryandunnaturalforchildrentostudydifficultmathproblems.Somepeopleevenbelievestrictmathtrainingharmschildren’smoralandphysicaldevelopment.Fiercecompetitionmaydampenthespiritofteamwork,whichissoimportantinthecontemporaryworld.
3.Whatstudyhabitsseemtobecommonamongsuccessfulstudents?
Manytopstudentsseemtohavethesegoodstudyhabits:
Theytendtohavestrongsenseoftimeandorganizetheirtimewell.Theymaydrawuptheirstudyplanwellinadvance.Whilestudying,theycheckwhethertheyareworkingaheadofscheduleorlaggingbehindit.Theyusuallyworkinasystematicway.Beforeclass,theypreviewthetexttogetsomeideaaboutwhattheteacherisgoingtosayandwhichpartofthetextisdifficult.Inclass,theylistenattentively,takenotesofthemainpointsofthelecture,andaskquestionswhentheydon’tunderstand.Afterclass,theyreviewwhattheyhavelearned.Bygoingthroughthetex
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