《大学英语基础口语教程
  2》教案
Let’s Talk 2
Contents
Unit 1 Unit 3 Unit 4 Unit 5 Unit 7 Unit 8 Unit 11 Getting to Know You ................................................... 1 Food and Cooking ....................................................... 6 Families...................................................................... 10 Earning a Living ........................................................ 15 Sports and Game ........................................................ 19 Travel and Transportation.......................................... 24 Threat to Our Environment........................................ 31
Unit 13 City Life ..................................................................... 35
Unit 1
Getting to Know You
Objectives:
  1. To get to know how to describe one’s personality traits .
  2. To be able to start a conversation with a stranger
  3. To learn to make a good impression
  4. To improve ability in listening and speaking Focuses:
  1. To learn to use the words related to personality traits
  2. To start a conversation with a good icebreaker
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《大学英语基础口语教程
  2》教案

  3.
  4.
To tell what are things appropriate and inappropriate to do when meeting people for the first time. To make Ss form the habit of speaking in English in class from the very beginning
Procedure (3 periods) ) Topic 1: Talking about personality traits(one period) Warm-up(5 mins) Prepare a paper pie chart consisting of 9 colors: black blue brown green pink purple red white yellow, and stick it on the blackboard. Ask Ss to look at the chart and tell which is his or her favorite color. When they’ve made their choices, raise the question: do you know that each color stands for a kind of personality and do you want to know what your favorite color say about your personality? Stage 1 Presentation(10 mins) “Since you have some problems with the words describing your personality, why not learn the vocabulary first .”
  1) Additional vocabulary besides words listed on page 2 personality qualities that make a person different from others as shown in behaviors, feelings, and ways of thinking stressful worrying casual relaxed in style or manner; not formal deserted empty of people or things in order of preference in order from most to least liked to be in charge to be the person who is responsible environment the air, water, and land around us to do (one’s ) own thing to be independent to have a quick temper to become angry easily neat arranged well, with everything in its place ahead in advance; beforehand Ask Ss to take a look at the pictures on page 2 and ask them to use one or two sentences to conclude : Where are these people? What are they doing? Then give one answer as an example: “These people are having coffee in a crowded café”, which can help students form their answers. Leave Ss a few minutes to discuss those questions above. Ask some pairs to share their answers with the rest of the class. Stage 2 Exploitation(15 mins)
  1. After the first round of discussion, raise the second question: Which scene do you like most? Least? Put the photos in order of preference and explain your reasons. Then, give one answer as an example: I like the wedding most because I enjoy being around a lot of people and communicating with them. Ask Ss to work in pairs to discuss the question and later ask some pairs to state their answers.
  2. Pair work
  1) Have Ss work in pairs to pick out their favorite photo and explain the reason. Make Ss use “I like/don’t like/am interested/am not interested in …because…
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《大学英语基础口语教程
  2》教案

  2)After several minutes, have some pairs share their answers and explanations for their opinion with the class.
  3. Join another pair
  1) Have each pair join another pair to form groups of four or five to discuss the questions: What is your favorite place? How do you feel when you are there? What do you like about it? Make Ss use “ My favorite place is…. I feel … when I am there.”
  2)As students work, provide help and encouragement. Make sure all the group members are participating.
  3) After discussion, ask volunteers to state the answer. Stage 3 Activity(15 mins) ( )
  1)Have Ss work in pairs and read the chart on page 3 about colors and personality.
  2) Make Ss guess each other’s favorite colors according to their knowledge about others’ personality, and state the reason.
  3) Ask them to tell whether his/her personality matches with the statement by using sentences “I like white, and I love things to be neat and clean” “I like purple, but I don’t like to be alone. ” Topic 2 Breaking the ice(one period) Warm-up: (5 mins) Talking about a situation: Suppose one morning, you are on your way to work. When you are in the elevator to your office you are stuck in it, and there is someone else in the elevator and you don’t know each other. Would you keep silent? If not, how do you start a conversation with him/her? Stage 1 Presentation
  1.vocabulary (10 mins)
  1. First of all, let’s learn some words and expressions that might be used for this topic. icebreaker a remark used to start a conversation with someone you don’t know stuck unable to move coworker a person working with another worker so far until now tough difficult; challenging Uh-oh the sound people make when they have made a mistake or when something bad has happened I’m afraid so a formal expression meaning “I’m sorry to tell you that it’s true.” out of service not working emergency button the small object you press for help in a dangerous situation to walk around in circles to walk a lot without getting anywhere block the distance from one street to the next in a city or town to need a hand to need help(informal, a figure of speech) document a written or printed paper with official information on it
  2. Focusing on the pictures
  1) Please pay attention to the lesson title: Breaking the Ice. Find out if anyone knows what the
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《大学英语基础口语教程
  2》教案
expression means, and explain it as necessary.
  2) Have Ss look at the pictures and do the task in pairs. Ask them in which situation(s) they might start a conversation and why they wouldn’t in the others. Give an example: I might start a conversation in situation 2, because it would be very embarrassing if both persons keep silent in such small space. So I might start with “Uh-oh! Looks like there’s a problem.”
  3) Have the Ss brainstorm ideas for the first picture. After several minutes, ask volunteers to share their ideas with the class. Stage 2 Performance (20 mins)
  1. Assign Ss in pairs with different situations, like some for picture 1, and some for picture
  2. Ask them to get prepared with the performance of acting the scene.
  2. Walk around and offer help and encouragement if necessary. Make sure all the group members are participating.
  3. Ask some groups to perform theses scenes.
  4. Give comments on Ss’ performance. Stage3 Listening (10 mins) Listen to the tape and do exercises on page 4 Topic 3 How to make a Good Impression(Unit
  2)(one period) Stage 1 Leading in(10 mins) Ask question “ Do you think first impression is important? If it is, how important? If not, why?” Let volunteers answer these questions. Stage 2 Presentation (15 mins)
  1. vocabulary Before a further discussion, let’s learn some words and expressions related to this topic. impression an idea or opinion of what someone or something is like to earn to receive as payment for work done to bow to bend forward, especially to show respect or thanks to lean to rest against appearance the way a person or thing looks or seems psychologist someone who studies the mind and emotions and their relationship to behavior to make up to form body language the movements or positions by which you show people your feelings without using words eye contact looking directly in the eyes of someone who is looking at you message the main idea that a speaker is trying to communicate
  2. Ask Ss to cover their book and then write down as many ways as possible of making a good impression. Again, encourage Ss to explain their opinions.
  3. Let Ss open the books to page 6 and mark their answers in the chart. Share with partners their choices and explain their reasons. Stage3 Performance (20 mins)
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《大学英语基础口语教程
  2》教案

  1. Give the situation Suppose two people meet for the first time(the situations can be different, like job interview; dating; meeting one’s instructor, etc.), and ask Ss get prepared with a performance. Meanwhile, ask the other Ss to judge whether they have left a good impression on each other.
  2. Preparation. While Ss are preparing for the performance, walk around to see if any pairs need help and give suggestions if necessary.
  3. Performance
  4. Summing up with judges about which pair has a good performance of making a good impression when meeting for the first time. References
  1. Family Album USA
  2. Crack spoken English elements 世界图书出版公司
第 5 页 共 41 页
《大学英语基础口语教程
  2》教案
Unit 3
Food and Cooking
Objectives:
  1. Master the useful words and expressions of food and cooking.
  2. Learn various ways to introduce food and cooking.
  3. To be able to read the menu and order dishes at the restaurant. Focuses
  1. Useful expressions about cooking.
  2. Group discussion.
  3. Oral practice The first period
  1. Teaching content: 3A (Activity
  1)
  2. Procedures: Step 1 Work alone Warm-up Discussion(Teacher write the following questions on the blackboard. Divide the students into groups. Each group should have no more than six students. Ask one student from each group to present opinions of the group to the whole class.(Time: 10 mins)
  1. What’s your favorite….?
  2. What do you like to cook?
  3. What’s your “specialty”?
  4. What’s your favorite restaurant? Hints:(The following new words could be the answer.)(Time: 5 mins) Main dish: grilled steak 烤牛排 beef stew 炖牛肉 plain rice 白米饭 fried rice 炒饭 soft rice, porridge 粥 steamed bread 馒头 instant noodles 速食面 Vegetable: cabbage 包心菜; 大白菜 onion 洋葱 green pepper 青椒 pea 豌豆 eggplant 茄子 Beverage: drink 饮料 mineral water 矿泉水 orange juice 桔子原汁 beer 啤酒 white wine 白葡萄酒 red wine 红葡萄酒 Dessert: ice cream, chocolate cake Snack: peanuts, popcorn Ethnic food: sashimi 日式生鱼片 Goose Liver Salad 法式鹅肝温沙拉 Step2 Join another pair Divide the class into several parts, ask and answer the following questions, compare their answers and discuss the questions. (Time: 10mins)
  1) What’s your least favorite in each category of the chart?
  2) What foods bring back your best memories? Step3 Group work (Time: 20 mins) Three steps: Divide the students into groups, appoint a team leader for each group, give hints to the students, as shown below: My favorite food: crucian group(鲫鱼汤)
  1).Why I like it best? a) It tastes delicious. b) It looks like milk.
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《大学英语基础口语教程
  2》教案
c) It is nutritious.
  2).How my mother prepares it: a) Get a cleaned crucian weighing around 300g.Prepare some ginger and shallot. b) Pour a spoonful of salad oil into the pot. Put in the ginger and shallot. When the oil is hot, put the fish into the pot. c) Add a few drops of yellow rice wine. Carefully turn the fish over at intervals of about 15 seconds. d) After five minutes or so, pour some water into the pot. Cover the pot. e) When the soup boils, add a pinch of salt into the pot. f) In three minutes, the soup is ready. (Ask the students to take turns speaking. Encourage the students to have their own ideas. Invite two students from each group to present their ideas before the class. Each speaker has two minutes for the presentation.)
  1) Ways of preparing food: peel 去皮 slice 切片 stir 搅拌 beat 搅成糊状 whip 搅打 marinate 浸泡在卤汁中
  2) Ways of cooking: fry 油煎,油炸 deep-fry, broil, grill, bake, steam, melt, roast
  3) Equipment: frying pan, skillet, roasting pan, pot, oven, burner The second period
  1. Teaching content: 3A(Activity
  2)
  2. Procedures: Step1 listen
  1) Introduce new words on board: (Time: 5 mins) Flounder, soysauce, garlic, scallion, ginger, powder,thyme,oregano, seasoned, julienned, smooth, bubble, crispy, gravy
  2) Play the recording, pausing after each recipe to give students time to mark their answers, play the recording again if necessary. (Time: 1O minutes) Step2 listen again(Time: 15 minutes)
  1) Have students read through the information and try to guess the missing words.
  2) Play the recording, pausing after each speaker to give students time to write their answers in the book.
  3) Play it again, and have students check their answers. Step 3 pair work and join another pair(Time:15 minutes)
  1) Divide the class into pairs. Have students compare their answers and discuss the following questions: a. Which dish sounds the most delicious? the least delicious? b. Which dish do you think is the easiest to make? the hardest?
  2) Put students into pairs to take turns explaining how to prepare a dish that is popular in your family. Some useful expressions: boiled(用水)煮的 roasted 烤的(如肉类) broiled 烧烤 braised with soy sauce 红烧的 shallow-fried 煎的 deep-fried 炒的 stir-fri
 

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