大学英语三视听说答案.docx

大学英语三视听说答案.docx

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大学英语三视听说答案

Unit1WithAlzheimer’s,youmeetalotofnewpeople.

Ⅰ.TeachingPlan（2periods）

1stperiod:

Lead-in;Listening（Pairdiscussionsaboutwork;Listeningpractice）

2ndperiod:

Speaking（OralEnglishpractice）

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?

Usefulexpressions:

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..

Key:

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.

Key:

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）

1stperiod:

Speakingout（OralEnglishpractice）,Lead-in（Pairdiscussionsaboutthetopic）

2ndperiod:

Listening（Listeningpractice）

Ⅱ.TeachingObjectivesofthisUnit

Studentswillbeableto:

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