大学英语基础口语电子教案.docx

1、大学英语基础口语电子教案Lets Talk 2ContentsUnit 1 Getting to Know YouObjectives: 1.To get to know how to describe ones personality traits .2.To be able to start a conversation with a stranger 3.To learn to make a good impression4.To improve ability in listening and speakingFocuses: 1.To learn to use the words r

2、elated to personality traits2.To start a conversation with a good icebreaker3.To tell what are things appropriate and inappropriate to do when meeting people for the first time.4.To make Ss form the habit of speaking in English in class from the very beginningProcedure （3 periods）Topic 1: Talking ab

3、out 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 theyve made their choices, raise the qu

4、estion: 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 v

5、ocabulary besides words listed on page 2personality qualities that make a person different from others as shown in behaviors, feelings, and ways of thinkingstressful worryingcasual relaxed in style or manner; not formaldeserted empty of people or thingsin order of preference in order from most to le

6、ast likedto be in charge to be the person who is responsibleenvironment the air, water, and land around usto do (ones ) own thing to be independentto have a quick temper to become angry easilyneat arranged well, with everything in its placeahead in advance; beforehandAsk Ss to take a look at the pic

7、tures 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 caf”, which can help students form their answers.Leave Ss a few minutes to discuss those questions abov

8、e.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:

9、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 work1) Have Ss work in pairs to pick out their favorite photo and explain the reason. Make Ss use

10、“I like/dont like/am interested/am not interested in because2)After several minutes, have some pairs share their answers and explanations for their opinion with the class.3. Join another pair1) Have each pair join another pair to form groups of four or five to discuss the questions: What is your fav

11、orite 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

12、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 others 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

13、using sentences “I like white, and I love things to be neat and clean” “I like purple, but I dont 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 s

14、tuck in it, and there is someone else in the elevator and you dont know each other. Would you keep silent? If not, how do you start a conversation with him/her?Stage 1 Presentation1.vocabulary (10 mins)1. First of all, lets learn some words and expressions that might be used for this topic.icebreake

15、r a remark used to start a conversation with someone you dont knowstuck unable to movecoworker a person working with another workerso far until nowtough difficult; challengingUh-oh the sound people make when they have made a mistake or when something bad has happenedIm afraid so a formal expression

16、meaning “Im sorry to tell you that its 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 anywhereblock the distance from one street to the next in a city or townto need a hand to need

17、 help(informal, a figure of speech)document a written or printed paper with official information on it2. Focusing on the pictures1) Please pay attention to the lesson title: Breaking the Ice. Find out if anyone knows what the expression means, and explain it as necessary.2) Have Ss look at the pictu

18、res and do the task in pairs. Ask them in which situation(s) they might start a conversation and why they wouldnt 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

19、“Uh-oh! Looks like theres 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 the

20、m 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 d

21、o 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 furth

22、er discussion, lets 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 doneto bow to bend forward, especially to show respect or thanksto lean to rest against appearance the way a person or

23、thing looks or seemspsychologist someone who studies the mind and emotions and their relationship to behaviorto make up to formbody language the movements or positions by which you show people your feelings without using wordseye contact looking directly in the eyes of someone who is looking at you

24、message the main idea that a speaker is trying to communicate2. 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 partne

25、rs their choices and explain their reasons.Stage3 Performance (20 mins)1.Give the situationSuppose two people meet for the first time(the situations can be different, like job interview; dating; meeting ones instructor, etc.), and ask Ss get prepared with a performance. Meanwhile, ask the other Ss t

26、o 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.Performance4.Summing up with judges about which pair has a good performance of making a good impress

27、ion when meeting for the first time.References1. Family Album USA2. Crack spoken English elements 世界图书出版公司Unit 3 Food and CookingObjectives: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

28、 at the restaurant. Focuses1.Useful expressions about cooking.2.Group discussion. 3.Oral practiceThe first period1.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

29、 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.Whats your favorite.?2.What do you like to cook?3.Whats your “specialty”?4.Whats your favorite restaurant?Hints:(The following new words could be the answer.)(

30、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

31、酒Dessert: ice cream, chocolate cakeSnack: peanuts, popcornEthnic 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)Whats your least favorite

32、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.c)It is nutritious.2).How my m