《新视野大学英语视听说教程》Book-III教案.doc

Unit 1 Roll over, Beethoven!
《新视野大学英语视听说教程》Book III教案

林龙凤

Teaching Aims （教学目标）：
1. Help the students master the expressions of expressing likes and dislikes. （帮助学生掌握喜欢与不喜欢的表达法。）
2. Help the students master the expressions of making suggestions in conversations. （帮助学生掌握建议的表达法。）
3. Get the students to train the ability to figure out inferences from dialogues. （引导学生培养根据对话做出推论的能力。）
4. Help the students to communicate with others naturally and successfully. （引导学生自然地与人交流。）
Teaching Important Points（教学重点）：
1. Help the students master the expressions of expressing likes and dislikes. （帮助学生掌握喜欢与不喜欢的表达法。）
2. Help the students master the expressions of making suggestions in conversations. （帮助学生掌握建议的表达法。）
3. Get the students to train the ability to figure out inferences from dialogues. （引导学生培养根据对话做出推论的能力。）
Teaching Difficult Points(教学难点):
1． To instruct the students to comprehend the listening material completely and to create new dialogues. （指导学生理解听力材料，并创编出新的对话。）
2．Get the students to train the ability to figure out inferences from dialogues. （引导学生培养根据对话做出推论的能力。）
Teaching Type(教学课型)：Listening and Speaking（听说课）
Teaching Time(教学课时)：6 periods
The Analysis of the Teaching Material(教材处理)：
1. To rearrange the order of listening exercise and speaking exercise, with part of each in one period.
（重新调整课文听力练习和口语练习的顺序，使得每节课都有一些听力和口语练习。）
2. To provide videos of CNN news about how fans of BEATLES celebrate the group’s anniversary. （提供一段CNN新闻关于歌迷庆祝Beatles 组团周年庆的视频材料。）
3. If time is limited, leave the part VI for the students to finish by themselves. （如果时间有限，就把第六部分的扩展练习留给学生自主学习。
Teaching Approaches(教学方式)：Discussion, listening and speaking practice（讨论、听说）; Task-based teaching approach（任务型教学方法）; Interactive teaching method（互动型教学方法）
Teaching Procedure（教学过程）：
Step I Greetings
Step II Presentation
I. Lead-in
1. Instruct the students to ask their partners the following four questions and try to remember their answers. T goes around the classroom to offer help if necessary.
n What kind of music do most people prefer, slow or fast music? Can you guess why?
n What kind of music do you prefer, classical music or pop music?
n Do you think music can affect people’s lives, for example, to calm people, to cheer them up, or to increase efficiency?
n Do you like singing Karaoke? Why?
2. Several minutes later, invite some students to tell the whole class what their partners’ answers are to a particular question.
II. Listening Skills: listening for inferences
1. Warming-up
Ask the Ss to think over what ‘inference’ means and explain it for the listening practice.
For reference: 推理，结论 conclusion; connotative; consequence; logic; speculation; suspicion; theory;
the reasoning involved in drawing a conclusion or making a logical judgment on the basis of circumstantial evidence and prior conclusions rather than on the basis of direct observation
n. 推论,推断[U]
He hasn't written to us for ages, and my inference is that his eyesight must have gotten worse. 他许久没来信了,我想他的视力一定变得更糟了。
n.推断的结果;(逻辑上的)结论[C]
What inferences can we draw from these facts? 从这些事实中我们可以推出什么结论?
2. Listening practice
1) Play the 5 recordings one by one for twice and ask the students to make the best choices.
3) Ask some students to check the answer.
III. Listening In
1. Task1: Encore
1) Explain the words in Word Tips to get the students prepared for the listening. And ask the students to go through the statements and choices first.
• encore: 加演 a word that the audience shouts at the end of a performance when they want the performer to do more
2) Play the recording twice for the students to finish the exercise. And then check the answers.
2. Task2: Living in a campus
1) Explain the words in Word Tips to get the students prepared for the listening. Ask the students to go through the uncompleted statements first.
• anorexia: 厌食a serious illness that makes you want to stop eating and that mainly affects young women
• starve: 饥饿，饿死 suffer or die because there is not enough food to eat
2) Explain the culture tip about ‘the Carpenters’: They were a 1970s light pop duo, consisting Karen Carpenter and her brother Richard. Both sang, and Richard played the piano. Karen also played the drums. Their musical partnership came to an end with Karen’s death from anorexia at 32. The Carpenters have won numerous musical awards over the years. Several of their songs have become classics. For instance, “Close to You” is frequently sung in karaoke bars, and “We’ve Only Just Begun” is sung at weddings or wedding receptions, and the song mentioned in this dialogue is “Yesterday Once More”, which has become familiar to you. Play the song “Yesterday Once More”.
3) Play the recording twice for the students to finish the exercise. And then check the answers.
4) Play the recording of the song “Sing a song” twice for the students to fill in the blanks with the missing words. And then check the answers.
Task3：Mozart
1）Explain the words in Word Tips to get the students prepared for the listening. Ask the students to go through the questions first. Play Mozart’s Symphony.
• Mozart: 莫扎特（奥地利作曲家，维也纳古典乐派主要代表）an Australian composer considered among the greatest and most prolific composers in history
• Vienna: 维也纳（奥地利首都）the capital and largest city of Austria
• Salzburg: 萨尔斯堡（奥地利城市） a city of west-central Austria
• harpsichord: 大键琴a large musical instrument with a row of keys that can pull the strings
• compose: 作曲write music
• symphony: 交响乐a long piece of music for an orchestra
• Milan: 米兰（意大利北部城市）a city of northern Italy
• conductor: （乐队的）指挥one who directs an orchestra or other such group
• orchestra: 管弦乐队a large group of musicians who play together on various instruments
2) Play the recording once for the students to answer the questions, asking them to note down words and phrases of time while listening. And then check the answers.
3) Play the passage again and ask the Ss to complete the table with the information they hear (the numbers).
4) Design more numbers and read them out for Ss to write down, and then ask them to say out the numbers quickly, helping Ss further understand English numbers, especially larger numbers.
For reference: (Years) 1875; 1329; 1968; 2003; 1955; 1491; 1673; 1746; 1138; 1973
(Numbers of people) more than 630; fewer than 2,500; over 1,940; exactly 2,398; approximately 30, 000
IV: Speaking Out : Expressing likes and dislikes; Making suggestions
1. Warming-up
1) Ask the students to discuss the following questions to lead in. Teacher goes around the classroom to give help if necessary.
• Have you ever listened to any type of music?
• Which type of music is your favorite?
• Are you familiar with saxophone, violin and guitar?
2) Ask some students to share their opinions with the whole class.
3) Explain the different features between music played by saxophone, violin and guitar.
For reference:
Saxophone
Jazz
Often slow-moving, emotional, sometimes sad, etc.
Violin
Classical music
Graceful, elegant, etc.
Guitar
Rock
Exciting, lively, etc.
2. Model 1: Do you like jazz?
1) Ask the students to listen to the model dialog and pay attention to the first phrase or sentence in each box of useful expressions, trying to complete the dialogue. And then check the answers.
2) Play the dialog the second time for Ss to repeat it one sentence at a time, make sure the students understand the meaning of the dialogue and then give them several minutes to read the dialogue with their partners.
3) Explain the situation of “Now Your Turn” and ask the students to finish the dialogue with the given phrases—“Vote for your favorite music types and give your reasons.” Ask Ss to note down their partner’s answers and invite some to report the results to the class.
• Pop
• Classical
• Folk
• Rock
• Country
• Jazz
• Blues
• Rap
• Opera
• Heavy Metal
• Dance
Debate
Name
Favorite music
Reasons

Classical music
Requiring close attention

Pop music
Easy, simple themes, clear rhythm

Instrumental music
A wide range of sounds, varityped.

Vocal music
Closer to human feeling or life, etc.

4) Explain the situation 2 of “Now Your Turn” and ask the students to create a dialogue according to the model—“Ask your partner what his or her favorite music types are and why, using expressions in the boxes when necessary.” Then ask some pairs of them to role-play their dialogue.
Useful expressions for the dialog.
n Do you like jazz?
What do you think of jazz?
How do you like …?
n No, not much.
No, they’re/it’s not for me.
n I’m crazy about…
I’m a real fan of…
n …What kind of music do you like?
Are you a heavy metal fan?
n What group do you like best?
Who’s your favorite group/singer?
n What about you?
What do you think about them?
n They make my stomach turn.
No, I can hardly bear them.
Sample dialog.
A: Do you like classical music?
B: No, I don’t like it at all.
A: What type of music do you like?
B: I’m a real fan of pop songs.
A: Who’s your favorite singer or group?
B: Jay Chou. What do you think about him?
A; I can hardly bear pop songs. They are all noise to me.
3. Model 2: Do you like punk rock?
1) Ask the students to listen to the model dialog and pay attention to the first phrase or sentence in each box of useful expressions, trying to complete the dialogue. And then check the answers.
2) Play the dialog the second time for Ss to repeat it one sentence at a time, make sure the students understand the meaning of the dialogue and then give them several minutes to read the dialogue with their partners, and then role-play it in pairs.
3) Explain the situation of “Now Your Turn” and ask the students to finish the dialogue—“Choose A and B create a dialog with your partner, using expressions in the boxes when necessary.” Walk around the classroom while Ss are talking, and provide necessary help when Ss are having difficulties, then invite some pairs to report the results to the class.
Role A
Role B
You like gentle exercises, such as yoga and tai chi. Now you are talking about the sports you like with your partner.
You like many kinds of exercises, especially X-sports. You have even tried bungles jump and surfing. Tell your friend about it.
Useful Expressions
n …I like different kinds.
I like many different kinds.
n Any in particular?
Do you like anything particularly?
Do you want anything especially?
Do you prefer anything in particular?
n You don’t seem like…
You don’t like…
n What about you? What’s your favorite music?
How about you?
n Would you like?
What do you think if we…?
n Sure, that sounds great.
Sounds great/good/nice.
Certainly, I’d love to.
Sample dialog
A: What sports appeal to you?
B: I like almost every kind of sport.
A: Is there anything you like especially?
B: Well, I like X-sports in particular.
A: X-sports? You don’t look like the extreme sports type.
B: I have even tired bungee jumping and surfing.
A: Wow, you certainly surprised me!
B: then how about you? What kind of sport do you prefer?
A: l like t’ai shi most. In fact, I’m going to buy some books about t’ai chi. Why don’t you come with me?
B: Sounds good. Let’s go.
4. Model 3: It just sounds like noise to me.
1) Write down the missing words on the blackboard, ask the students to listen to the model dialog and repeat it sentence by sentence.
2) Erase all underlined expressions and ask Ss to read out the whole dialogue by supplying the missing words while listening to it again. And then check the answers.
3) Explain the situation of “Now Your Turn” and ask the students to finish the dialogue—“Suppose your mom/dad loves old songs of the 1970s while you prefer songs of the new century. Work with your partner to create a dialog, representing the two views and using expressions in the boxes when necessary.” Walk around the classroom while Ss are talking, and provide necessary help when Ss are having difficulties, then invite some pairs to report the results to the class.
Useful expressions
n It just sounds like noise to me.
It’s noise to me.
It doesn’t sound like music.
n I can’t bear it!
I can’t stand it!
I can’t put up with it any more.
I simply can’t take it.
It’s driving me crazy.
n What do you want to hear?
What do you want?
What kind of music do you want to hear now?
What would you like to listen to?
n How about …?
What about …?
How do you like…?
n Her music isn’t very hip any more.
It isn’t very hip any more.
It’s not fashionable any longer.
n I think she is a bore.
I’ll be bored to death.
I’ve got tired of her
Sample dialog
A: That music is terrible! Turn it off!
B: But, mom, this is Backstreet Boy’s hit song “Get Down”! It’s really appealing.
A: Nonsense. It’s just noise to me. I can’t put up with it anymore.
B: it’s my favorite music. But if you hate it so much, I’’ play something you like. What would you like to listen to?
A: What about some old songs of the 1970s like “The White-Haired Girl”?
B: Ha-ha-ha. It’s not fashionable any longer. I’ll be bored to death.
5. Questions for discussion
List out several extra questions and give Ss the opportunity to talk freely.
n Do your parents like your music or not? Can you explain why?
n Do you prefer Chinese music or foreign music? Why?
n Can you explain why some Hong Kong pop singers are quite popular in the Chinese mainland?
n Who is your favorite singer or group? Why?
n Describe one of your favorite songs.
n Do you mind singing in front of people?
n How does music make you feel?
V. Let’s Talk
1. Warming-up
Instruct the Ss to sing the song “Happy Birthday to You” together as the warm up, and then ask them whether they had known the origin of this song, and then further explain the story.
2. The origin of the song “Happy Birthday to You”
1) Play the recording of the passage for the Ss to produce the main ideas filling the blanks for uncompleted statements, and then check the answers.
2) Ask Ss to read through the four questions first and then play the passage again for Ss to answer them, checking the answers.
3) Instruct Ss to retell the story individually with a number of key words. (If permitted, Ss can work in pairs, A says the first sentence, B says the second, and then A the third. They may go on like this until they finish retelling the story.)
The people and the song
Description
“Happy Birthday to You”
At the beginning; sweet; later; bitter
Mildred Hill
Musical talents
Patty Hill
Knowledge of kindergarten education
“Good Morning to All”
A success; published
Coleman
Published the song without permission
Added a second part;
replaced the first part
Patty
Took legal action
Proved to be real owners of the song
3. Discussion
1) Ask Ss to think over the question—“what do you think are the main factors that may lead to the success of a song or a piece of music?” and invite some of them