大学英语拓展课实用英语视听说教学大纲

第一篇：大学英语拓展课实用英语视听说教学大纲

大学英语拓展课《实用英语视听说》教学大纲

课程编号：

学时：72

学分：3.5

教学对象：通过大学英语四级的非英语本科二年级学生

课程英文名称：Practical Course of English Viewing, Listening & Speaking考核方式：考试

《实用英语视听说》课程以 “听说领先，实用为本，重在应用”的目标，结合温州地区经济、政治、文化等本土特色，通过“视”、“听”、“说”的三位一体的立体式教学，发挥和利用现代的科技手段，以文本、视频，音频和图像等各类视听材料开展有针对性的训练，提倡全体学生共同参与，学习，鼓励并提高学生的听力理解和口头表达的英语综合应用能力，加深他们对英语国家及温州本地区的政治、经济、社会、文化等方面的认识和了解。本课程将英语语言技能与语言文化、学科专业知识有机结合起来，提高学生的听说技能、对语言运用的分析理解能力以及通过介绍英美及本地区风俗和文化特色来扩大学生的知识面，其实用性强、趣味性浓，视听内容丰富。

课程的性质与任务

本课程是所有通过大学英语四级的非英语本科二年级学生的公共必修课程。

本课程的教学目的是通过“视”、“听”、“说”的三位一体，提高学生的听说技能、对语言运用的分析理解能力以及通过介绍英美及本地区政治、经济、社会、风俗和文化特色来扩大学生的知识面。通过训练，学生能够听懂日常生活和社会、经济生活的英语对话，了解话语者的态度、感情及真实意图，使学生能就日常生活、和社会、经济生活中一般情景进行恰当的交谈，能就所听材料或熟悉话题进行谈话或连贯发言，使之达到培养英语综合应用能力的目标。

总学时与学分：

本课程总学时为72学时，每周均为4学时。

教学内容：

本课程结合视、听、说三种学习活动，发展学生听说能力，熟悉、了解英美国家及本地区的政治、经济，社会风俗、人情掌故，并加以应用。其教学内容涉及生活、学习、经济、社会热点话题等贴近学生兴趣的专题访谈、英语趣味短片、外国影视片段，英语游戏，英语情景，介绍相关文化背景知识与信息，使学生在完成听力理解的基础上进行清楚的口头表达能力的训练，培养学生英语讲述和组织语言的能力，能针对特定语境和语用场合中的若干话题，进行模仿、对话、讨论，演说，角色扮演，语音模仿等，具备用英语解决实际问题的能力、较强的上口能力和正确的语音、语调和得体的语言。

涉及话题：

Unit 1 Communication and Understanding

Unit 2 Entertainment and Relaxation

Unit 3 Mass Media

Unit 4 Traveling and Exploration

Unit 5 Success

Unit 6 Relationship

Unit 7 Custom and Culture

Unit 8 Ethnic and Morality

本课程涉及8个单元，每个单元均由五个Section组成，每部分均含若干个小部分: I．Lead-in activity“看前准备”

1.Look & Talk“边看边说”/Think & Talk“边想边说”:教师引导学生讨论视频

录像照片或相关主题，预测该片段将会发生什么事，以激起学生的好奇心。

2.Useful Language“生词和词组”:提供视频内容中的有用词汇和习惯表达。II.Speaking

1.Mini-Dialogues“情景对话”:规定对话场景，让学生熟悉并使用本单元的表

达方式，并进行角色扮演等口语活动。

2.Discussion “口头讨论”：对本单元主题相关的特定语境和语用场合中的若

干话题进行讨论交流、模仿、对话、讨论等，培养用英语解决实际问题的能力。III．Listening

Listening Practice“综合听力训练”:提供与主题相关的对话和短篇听力材料，或相关重大政治、经济、外交、科技方面的新闻报道和记者的现场报道的视听说训练，练习形式多样，包括大学英语六级考试听力试题形式，有助于学生熟悉考试题型。IV.Watching

1.Watching & Observing“看与观察”:要求学生在观赏录像片段时注意剧情的变化以及人物的行为举止，了解剧情，训练观看理解力，了解语境和语用场合等

2.“影视欣赏”:提供短小精悍、丰富多彩、趣味浓郁的原版视听材料和电影片

段。讲述故事情节，夹杂个人的理解和分析，对相关电影进行评论，培养用英

语讲述和组织语言的能力

V．Performance

Presentation：让学生就本单元的主题相关的内容做一次presentation，口头用 英语进行现场事件、新闻报告等报道、情景演练、作业流程阐述等，要求学生尽

量全体参与活动，合作学习，达到英语综合能力运用的目的。

本课程试图构建“以多种交际活动和任务为驱动，以学生活动的表现评价为保

证，全面发展学生的英语综合能力为目标”的新型大学英语教学模式。

考核方式:

（1）本课程考试采用闭卷考试和平时成绩相结合的形式。期末考试主要测试学生的听力学习情况占总成绩的70%，口头表达能力占30％。平时口头训练情况及含出勤、课堂表现等为30％学期口语成绩的主要依据。

（2）由任课教师命题和评卷，实行百分制评分，60分为及格。

（3）考试的内容包括：有关日常生活、社会经济文化的对话、讨论，新闻节目、报道、采访，中等难度的讲演、故事，长度适宜的听写材料。为了全面检查考生的英语听力水平，既照顾到科学性、客观性，又照顾到可行性，同时为确保试卷的信度和效度，本科目的考试同时采用客观试题和主观试题，基本题型为：多项选择题、填写表格题和听写。

教材及参考书目

1.李超编，《全新大学英语视听说教程（上下册）》，上海外语教育出版社，2007年版

2.苏珊、杨惠中编著，《 新世纪大学英语视听说教程（2、3册)》，上海外语教育出版社，2007年版

3.《走遍美国》，外语教学与研究出版社1993出版。Discovery探索频道、英语短片等网络资源。

温州大学外国语学院

第二篇：大学英语拓展课《电影口语》教学大纲

英语口语教学计划

李丹丹

本课程借助电影渠道，为学生创设真实的英语语言和文化语境；通过开展一系列丰富实用的课内、外英语学习活动，采用模仿演员的语音语调、为电影角色配音、角色扮演等教学方式，增加学生操练语言和技能的机会，提高学生对语言的敏感度以及中西文化差异的意识，培养学生的英语学习兴趣，不断增强语感，培养英语思维、表达、跨文化交际等能力，从而达到《大学英语课程要求》关于培养学生的英语综合应用能力特别是听说能力的目的。

一、课程的性质、目的和任务

本课程是一门面向初中学生开设的英语拓展课程，旨在满足学生更高的英语学习需求。本课程的教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体，其教学目标目标是为了培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。

本课程重点突出英语听说能力培养。英语教学不仅要提高学生的英语语言技能，更重要的是要提升学生对根植于语言其中的文化内涵与背景的把握，即把握英语为母语者的思维模式。英语影片作为一种艺术产品，源于现实生活，并反映现实生活，较全面体现了英美国家的政治、社会、文化和科技万象。英语电影通过展现真实鲜活的语境及其蕴含的风土人情，给学生积极愉悦的情绪体验，并让其在充分感受语言、文化中学习英语。

本课程旨在通过对不同类型不同主题的经典英文影视的“泛看”（课堂外）和“精看”（课堂内片断），有机结合语言输入”和“输出”阶段，展开一系列的听、说、读、写、译的课堂和课外活动，实行重在“说”的整体技能教学，提高“说”的能力，同时综合其他技能的训练，从而全方位地提高学生对英语的实际应用能力，以达到“培养学生英语综合应用能力，特别是听说能力”的目的。

本课程在第二学期开设，每周1学时，总学时13。

二、教学原则

1.重视英语语言的输入输出，注意提高文化素养； 2.正确处理说与听、读、写、译的关系； 3.结合实际确定教学方法；

4.发挥英语电影在教学中的作用； 5.妥善处理测试和教学的关系；

6.创造良好的语言环境，充分利用现代化的教学手段。7.充分体现课堂和课堂外的自主学习。

三、教学方法与手段

1、本课程教学主要采用多媒体资料在课堂讲授方式。教学过程中以教师讲授和和组织课堂系列活动相结合，教师导向，学生为主体。

2、本课程教学采用启发式、讨论式、发现式和研究式的教学方法和交互性教学模式，充分调动学生的学习主动性，激发学习动机，参与学习的全过程。

3．课堂教学与课外学习和实践活动相结合，使课堂教学通过课外学习与实践得到延伸与拓展。

四、课程内容和基本要求

本课程本课程通过围绕电影主题设计并展开一系列课内课外活动，既分配个人学习任务，又布置团队任务，给学生创造了广阔的学习空间，能培养他们较强的实际应用能力尤其是听说能力，确保学生在英语应用能力方面得到充分的训练和提高。

五、电影口语课程的课堂形式和活动模式

电影口语课程的基本设置模式：平均每两周围绕同一个电影主题来学习相关电影，即两周完成一部电影的学习，学时，课前布置学生完整地看完该指定影片，每次课堂上（2学时）分别选取该电影的不同片断进行解析学习，具体如下：

（一）语言输入阶段：围绕所选的影片以及剪辑的电影片段 1．电影简介：

对电影内容进行介绍，重温故事，熟悉该电影，以便于进一步学习该电影的剪辑片段； 2．电影片断原声回放：

回放所截取的电影的某一片段，大致15钟左右，进行语言、文化的解析，形式如：（1）生词注释;（2）重点短语记忆；（3）经典句型背诵；（4）练习（根据文中提到的口语句型和针对提高口语句型的理解运用能力设置不同的练习题）

3．实用句型剖析：

精选电影对白中的实用句型，进行剖析（语法、用法、相关例句）4．听力练习：

以电影经典对白为素材，设置各种听力练习，如简短问题、复合式听写、选择题等

(二)语言输出阶段: 由学生以个人和小组形式开展一些以口语为重点的说、写、译活动如： 1．角色扮演

（1）按电影内容做模仿秀

（2）以影片里的主要人物角色为基础，学生自由发挥，进行创新性角色扮演（3）小组表演电影片断

（4）小组发挥创造性，自主设计拓展一些如小品、戏剧、电影等节目的表演

（6）其他

2．结尾改编

对一些如悲剧色彩较浓的影片结尾，学生组成若干小组，进行结局改编。3．话题（主题）讨论

根据影片所涉及的主题形成若干个话题，学生以小组或二人对话形式进行讨论 4．话题（主题）辩论

根据影片所涉及的具有争议性的话题，学生以小组形式在课堂上展开辩论，可以采取两种形式：(1)由任课老师安排并主持辩论活动，并对各组学生的表现作适当的点评；

(2)由学生组织安排辩论活动的整个过程，如主持人，评委及辩手等角色全部由学生承 担。

5．电影观后感沙龙

给学生布置看一部电影，并要求以小组为单位准备PPT,下一次课在课堂上各组进行交流。形式可以如下：

(1)不限定视角或内容范围，但限定每个小组最多选两个视角准备好材料与大家进行互动交流；(2)限定视角或内容范围（比如以影片中的几个人物角色为视角范围），每个小组选定一个视角准备好材料与大家进行互动交流。

6．经典电影主题曲/片尾曲欣赏

抽取所选电影的主题曲或片尾曲，通过各种活动形式对歌曲进行鉴赏，比如：歌曲填空，歌词翻译或解析等。

7．原声配音

选取该电影的某一个或者若干个片段，由学生开展原声配音活动。

8.翻译

（1）选取该影片中好的对白学生做翻译练习（2）鼓励学生按小组分工翻译整部片子的对白 9.写作

（1）学生就该电影涉及的相关主题写一篇作文（字数150）（2）学生写影评

第三篇：大学英语说课

Good afternoon, teachers.It’s my great pleasure to be here sharing my teaching ideas with you.The content of my lesson is Fable of the Lazy Teenager, Unit 8 Educational Problems of the New College English Integrated Course Book 1.I’ll begin the lesson from the following four parts: Analyzing teaching material The teaching methods The studying methods The teaching procedures Ok now I am going to start from the first part “Analyzing teaching material”

This text is about American educational problems complaining of American teenagers’ lack of interest in learning.The teaching aim of this lesson is to help students to understand the structure of the text and learn to apply cause-and-effect relationship to improve their essay writing.The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.The emotional aim is to help students understand the importance of education and to develop students’ sense of learning.Then the teaching key points is to help the students get a general idea of the whole passage and to grasp the main idea of each part.And the teaching difficult points is to make students understand and apply cause-and-effect analysis.According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson:

The first teaching method I will use is communicative approach, since language is used for communication.Communicative approach is learner-centered and emphasizes communication and real-life situations.The second teaching method I would like to use is task-based approach.A task resembles activities which our students or other people carry out in everyday life.Learners should be given opportunities to reflect on what they have learned and how well they are doing.And in order to practice my teaching methods better, the following teaching aids will be used: A projector, multimedia and of course the blackboard.And then, I would like to talk about the studying methods.My students are non-English majors and they are freshmen majoring in mechanical design, manufacturing and automation.As students are poor in cooperative learning skill, many students are not active in English class, and even some of them don’t like English.Therefore, I will have the students learn English in a much more relaxed atmosphere.The learning process of students is from seeing, thinking, and speaking.Next, I will talk about the teaching procedure.To train the students’ ability of speaking, reading and writing, I have designed the following steps.Step 1 Lead-in At the very beginning of the class, I will present the students pictures related to the theme of the text And of course I will divide students into several groups to discuss the questions related.The purpose of this step is to arouse the students’ learning interest.After that, it’s the very time to naturally lead the class to the text.Step 2 Global analysis of the text In this step, I will guide students The purpose of this step is to train and improve the students’ reading ability.Step 3 skimming and scanning In this step, I will give the students two tasks.The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English.The second task is to get the main idea of each paragraph.I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph.The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.Step 4 Retelling the passage Language is learned by communicating.It’s my job to creat an atmosphere for students to use the language.The students discuss in their group and then choose a reporter to share to the whole class.Step 7 Consolidation In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.Step 8 make a summary I will go through the important points and difficult points of this lesson with the students once again.And of course, the language points on the blackboard will be mentioned as well.And now let’s move to the last step Step 9 Homework 1.Read the passage as frequently as you can 2.Find out some words and sentences you think are beautiful and recite them.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.That’s all of my teaching ideas about this lesson.Thanking you for your listening.

第四篇：大学英语视听说教案Unit 5

Unit 5 Around the World I.Teaching Aims By learning this unit, the student should be able to talk about cities and towns in English fluently.1.Arouse Ss’interests for the topic of this unit and participate actively;2.Listen for the main idea and the key information of every passage;3.Grasp the language points and grammatical structures;4.Learn to describe cities and towns.II.Teaching important points

1.Lesson A Speaking, Communication 2.Topic understanding and content understanding of each passage 3.Improving the students' listening and speaking ability

III.Teaching difficult points 1.Lesson B Video Course 2.Speaking with logical thinking 3.Vocabulary about the world, cities and towns

IV.Teaching Methods 1.Task-based teaching in while-listening procedure 2.Listening and practicing 3.Speaking and communication 4.Media instruction 5.Communicative Methods: answering, discussion, presentation, team work...V.Teaching hours class periods

VI.Teaching Procedures 1.Lead-in / Warming up What are beautiful places around the world? 1

2.Lesson A : Vocabulary Link

1.Present the vocabulary.Elicit examples of different places.Have Ss work with a partner to match the places to the picture.Check answers.2.Have Ss work in pairs.If there is one student left, ask him or her to join a pair to make a group.Tell Ss they will interview one another, asking and answering the questions: What things can you do at each place in A...? Encourage them to use the information for practice to create conversations.Before Ss begin the task, have them listen to the model conversation.Play the recording.(Audio Track 2-2-1).Invite pairs of Ss to present their conversations to the class.3.Lesson A : Listening

1.Tell Ss they are going to hear four different conversations.For each one, they should choose the correct picture.Play the recording.Check answers.Tell Ss to listen to the conversations again and circle correct answers.Play the recording.Check answers.Have Ss work in pairs to ask and answer questions.2.Tell Ss they are going to hear four conversations.Toshi and Isabel are studying English.Listen and circle the correct cities to complete the sentences about Isabel.Play the recording.Check answers.Tell Ss to listen again and find the information.Play the recording.Check answers.3.Present the new words and answer questions about vocabulary.Tell Ss that they are going to hear a talk about a great city for a vacation.They should answer the question.Play the recording.Check answers.Tell Ss to listen again.Play the recording.Check answers.4.Introduce the topic.Listen to the first part of a passage about cities to go to for vacation.Fill in the chart with information about Istanbul.Have Ss listen and check the correct boxes of the table.Play the recording.Then check answers.Tell Ss that they are going to listen to the second part of the recording.Have Ss listen and check the correct boxes to complete the table.Play the recording.Then check answers.Tell Ss that they are going to listen to the whole recording again.Play the recording.Have Ss compare answers with a partner.5.Introduce the topic.Listen to a talk about “The best cities to live in.” Read the sentences.Which city does each sentence describe? Sometimes both cities are.Familiarize Ss with the new words.Have Ss read them aloud after you.Ask Ss to look at the pictures and the sentences below before listening.Have Ss listen and complete the sentences with the words they hear.Play the recording(Audio Track 2-2-11).Check answers.Have Ss listen to the whole passage once again and then answer the questions.Play the recording.Check answers.4.Lesson A : Pronunciation

1.Explain to Ss that the most important words are stressed.Tell Ss to listen to the pairs of sentences.Play the recording.2.Tell Ss to listen and circle what they hear.Play the recording.Then check answers.3.Have Ss practice the sentences in pairs.Check pronunciation.5.Lesson A : Speaking and communication

Direct Ss’ attention to the useful expressions for asking “Is there a theater near here?”

1.Present the conversation.Explain that two classmates, Chul and Paulo are chatting about “What are they looking for? Where is it? ”.Compare answers as a class.(Katy is stressed and kind of tired.)

Have Ss practice the conversation with a partner.Read the two situations as a class.Tell Ss they will hear model conversation that include suggestions on what to do in these situations.Play the recordings.Have Ss work in pairs to write out new conversations for the two situations.Remind them to follow the model conversations.Invite pairs of Ss to present their conversations to the class.2.Look at the neighborhood and describe it.What places are there? Where are they? What are the problems with this neighborhood? Direct Ss’ attention to the picture and have Ss work in pairs to discuss the people in the picture.Compare answers as a class.6.Lesson B: Video Course Cities and towns

Global Viewpoints In my neighborhood

1.Present the new words and phrases.Ask Ss to read aloud for pronunciation practice.Answer any questions about vocabulary.Ask Ss to look at the words in the new words box and choose the correct ones to complete the sentences.Check answers.2.Explain to Ss that they are going to watch Watch the interviews and check(√)the places each person mentions.Before playing the vedio, have Ss read the sentences.Play the video.Check answers.3.Here are some words you will hear in the interviews about “Cities and towns.”

Use the words to complete the sentences.4.Explain to Ss that they will watch the interviews and circle True or False.Correct the false sentences.Ask Ss to give examples of any word greetings they know.Ask Ss to watch and fill in the blanks with information from the video.Play the video.Check answers.7.Lesson B: City Living You can’t miss it!

1.Introduce the main characters to Ss.Introduce the situation.Talk about finding places.2.Have Ss look at the pictures and read the story line aloud or to themselves.Check student comprehension.You may have Ss predict what they think happens in the video.3.Have Ss use the information from the pictures and captions to check Yes or No for each sentence.Check answers.8.Lesson B: City Living You can’t miss it!“While You Watch”

1.Direct Ss’attention to the useful expressions used in the video.Explain to Ss the meaning of the items in the Everyday English box.Give Ss time to study these expressions.Have Ss practice saying them aloud.2.Before viewing, have Ss read the sentences so they know what to watch and listen for.Have Ss circle the correct answer.Play the video.Check answers.3.Give Ss time to study the pictures and questions.Play the first episode of the video and allow time for Ss to answer the questions.4.Encourage Ss to take notes while they watch.Tell them they will be given time after the video ends to write full sentence answers.Play the first episode of the video.Check answers.5.Give Ss time to study the pictures and script.Ask Ss to pay special attention to what people say in the video.They should watch and fill in the blanks with words they hear.Play the 2nd episode of the video.Allow time for Ss to fill in the blanks.Check answers.6.Give Ss time to study the pictures and script.Ask Ss to pay special attention to what people say in the video.They should watch and fill in the blanks with words they hear.Play the 3rd episode of the video.Check answers.7.Give Ss time to study the question.Ask the Ss to watch and then write an answer.Play the whole video once again and allow time for Ss to answer.Check answers.9.Lesson B: City Living You can’t miss it!“After You Watch”

1.Read the expressions aloud for pronunciation practice.Encourage students to think of how the phrases were used in the video.Have Ss work in pairs to decide which sentence is the best meaning for each expression.Check answers.2.Have Ss fill in the blanks with the correct words or phrases.Check answers.3.Ask Ss to write a short summery of the City Living story.VII.Assignments 1.Review: Oral practice: to talk about different places(pair work or group work)2.Learn the key words and expressions by heart.3.Role-play some conversations.4.Talk about cities and towns.5.Follow the model in this unit to create a conversation.6.Write a short summary of the City Living story.7.Preview: Unit Six

第五篇：大学英语视听说教案Unit 6

Unit 6 Home Sweet Home I.Teaching Aims By learning this unit, the student should be able to describe home and house in English fluently.In this unit, students will be able to: 1.Listen for the main idea and the key information of every passage;2.Grasp the language points and grammatical structures;3.Learn to talk about home, houses and apartments;4.Arouse Ss interests for the topic of this unit and participate actively.II.Teaching important points

1.Lesson A Speaking, Communication 2.Topic understanding and content understanding of each passage 3.Improving the students' listening and speaking ability

III.Teaching difficult points 1.Lesson B Video Course 2.Speaking with logical thinking 3.vocabulary about home, houses and apartments.IV.Teaching Methods 1.Task-based teaching in while-listening procedure 2.Listening and practicing 3.Speaking and communication 4.Media instruction 5.Communicative Methods: answering, discussion, presentation, team work...V.Teaching hours class periods

VI.Teaching Procedures 1.Lead-in / Warming up Try to describe your sweet home like the examples.2.Lesson A : Vocabulary Link

1.Direct Ss’ attention to the pictures.Present the vocabulary.Have them read the sentences and number the pictures.Match each word with a place in the apartment.Check answers.2.Have Ss work in pairs.If there is one student left, ask him or her to join a pair to make a group.Imagine that you have your own apartment or house.Describe it to your partner.Have Ss create more conversations.Invite one or two pairs to give a demonstration to the class.3.Lesson A : Listening

(1).Apartment hunting

Familiarize Ss with the new words.Have them read the new words aloud after you.Explain the task.Play the recording.Check answers.Tell Ss to listen again and mark their answers.Play the recording.Check answers.Introduce the topic that The man talks about three apartments.Number the apartments 1 to 3 as you listen.Have Ss listen and fill in the blanks with words they hear.Play the recording.Check answers.Have Ss read through the questions and possible answers.Tell Ss to listen again and check the correct boxes.Play the recording.Check answers.(2).A housing problem

Introduce the topic :Listen to Graciela talk to an adviser at her school.Then answer the questions.Then tell them to listen and number the steps in order.Play the recording.Check answers.Tell Ss to listen again and answer the questions.Play the recording.Check answers.(3).The Davis family wants a new home.Tell Ss they are going to listen to the program “Places for rent.”.Direct Ss’ attention to the picture and ask them to read the questions.Tell Ss to listen and answer the questions.Play the recording.Check answers.Tell Ss to listen again and fill in the blanks with the words in the box.Play the recording.Check answers.(4).Make yourself at home!

Introduce the topic.Tell Ss they are going to listen to a passage.Tell Ss to listen carefully and write short answers to the questions.Play the recording.Check answers.Have Ss look at the pictures carefully.Tell them to listen to the recording and number the pictures to match them with the explanations.Play the recording.Check answers.Tell Ss to listen again and fill in the blanks with the words they hear.Play the recording.Check answers.(5).Object-shaped houses

Direct Ss’ attention to the title.What will they hear? Present the new words and have Ss read aloud after you.Answer any questions about vocabulary.With the class, go over the list of questions.Tell Ss to listen and number the questions in the order they are asked during the interview.Play the recording.Check answers.Have Ss read the statements.Explain that all these statements are false.Tell Ss to listen again and correct the statements.Play the recording.Check answers.Tell Ss to listen again and write answers to the questions.Play the recording.Check answers.4.Lesson A : Pronunciation

1.Remind students rising intonation to show surprise.Play the recording.Have Ss work in pairs to practice the conversations.2.Have Ss listen and read the sentences.Play the recording.Ask Ss to work in pairs to read the sentences.Check their pronunciation..5.Lesson A : Speaking and communication

Activity One

1.Introduce the situation.How many rooms are there? Ask Ss to listen and fill in the blanks with the words they hear.Play the recording.Check answers.2.Put Ss in groups of three.Present the conversations again.Ask Ss to listen and read along in their groups.Play the recording again.Ask Ss to practice the conversations in groups.Remind Ss to keep eye contact with their group members while speaking.3.Ask Ss to work in groups of three.Ask Ss to read the model conversation.Answer any questions about vocabulary.If necessary, play the recording.Elicit or explain to Ss who the famous celebrities are.4.Have Ss work in groups of three.Each student should role-play a famous person.Have Ss work in their groups to create and practice a new conversation where they introduce each other.When all groups Activity Two

1.Have Ss work individually to write three sentences about themselves, and another three sentences about themselves.2.Collect and redistribute the papers.Pair work: Introduce the topic.Look at the pictures of this famous house.Use three adjectives to describe the house.Share your ideas with the class.Have Ss read the information.Ask Ss to discuss the events in pairs.6.Lesson B: Video Course Student housing

Global Viewpoints Where I live

1.Say the list of vocabulary items aloud as Ss repeat for pronunciation practice.If necessary, explain the meaning of the words.Have Ss complete the sentences using the correct words from the New words.Check answers.2.Explain to Ss that they are going to watch several people talking about student housing.Before viewing, have Ss read the statements so they know what to watch and listen for.Ask Ss to watch and circle True if the statement is completely correct.If it is False, they must listen for information to correct for it.Play the video.Check answers.3.Tell Ss they will watch the interviews.Ask Ss to fill in the missing words as they watch the video.Play the video.Check answers.7.Lesson B: City Living Mike needs a change Introduce the main and minor characters to Ss.1.Introduce the situation.In this video, we learn how Mike and Takeshi became roommates.2.Have Ss use the information from the pictures and captions to complete the sentences.Check answers.8.Lesson B: City Living Mike needs a change “While You Watch”

1.Before viewing, have Ss read the sentences so they know what to watch and listen for.Ask Ss to watch and then match the sentence parts to make true sentences.Play the video.Check answers.2.Give Ss time to study the pictures and sentences.Tell Ss: What’s the story? Watch the video.Choose the correct words to complete the sentences.Play the video and allow time for Ss to answer.Check answers.3.Give Ss time to study the pictures and questions.Ask Ss to pay attention to what people say in the video.Play the first episode of the video.Check answers.4.Give Ss time to study the pictures and questions.Ask Ss to pay attention to what people say in the video.Play the second episode of the video and allow time for Ss to fill in the blanks.Check answers.Class work: Show the script of the second episode of the video on the screen.Explain that some of the words are missing.Play the 2nd episode and ask Ss to act out the lines of the script as a class.Check answers.5.Give Ss time to study the pictures and script.Play the third episode of the video and allow time for Ss to fill in the blanks.Check answers.6.Give Ss time to study the question.Play the whole video once again and allow time answers.for

Ss

to

answer.Check

9.Lesson B: City Living Mike needs a change “After You Watch”

1.Read the useful expressions dialogues aloud, emphasizing the expressions in blue.Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions.The teacher checks the answers.2.Read the examples given from the video.Have Ss fill in the blanks with the correct forms of the verbs in brackets.Check answers.3.Ask Ss to write a short summery of the City Living story.8 VII.Assignments 1.Review: Oral practice: to describe home and house(pair work)2.Learn the key words and expressions by heart.3.Role-play some conversations.4.Write a short summary of the City Living story.5.Talk about home, houses and apartments.