授课时间

第    周周   第      节

课时安排

2

授课题目（教学章、节）：

Listening Course Book III

Unit 1 Parents

Unit 2 Coincidence

教学目的、要求（分掌握、熟悉、了解三个层次）：

1.      Master the useful expressions to talk about the topics on Parents and Coincidence;

2.      Cultivate the students’ ability to express and defend their opinions on issues related to the what they heard;

3.      Train the students’ ability to understand the main idea and grasp important details of a text;

4.      Conduct a series of listening and speaking activities related to the theme of this unit

教学内容（包括基本内容、重点、难点）：

Unit 1

Pre-listening Task

Arrange the students in pairs and ask them to discuss the questions in their books (questions could be chosen either by teacher or by students).

Instruct students use the sentences and the structures in the Language Focus Box in their conversation. (If time permits or if the students belong to a more advanced   group, ask them to discuss the additional questions.)

Listening Task

Introduce some background information about and new words of the unit.

Play the tape of Text 1 one or two times and to doExercise1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2

Do the same with Text 2

Speaking Task

Make the teaching purpose known to the students.

Ask the students to get into pairs and explain to them how to carry out Speaking Task A Reflections on the texts.(go around the classroom to supervise the students’ discussions

Select a pair to present their view in class.

Going on to Speaking Task B Debating-Argument for or against. Ask the students to read the directions and sample answer for Task B then ask each pair to express their views on the same topic from the perspectives of different groups of people.(see cards in students’ books and tell them they can use some of the expressions in the same answers and on the Language Focus Box above where appropriate)

If time permits, select one pair to present their arguments in the class or challenge the students’ views by asking them to elaborate on certain points

Unit 2

Pre-listening Task

Arrange the students in pairs and ask them to discuss the questions in their books (questions could be chosen either by teacher or by students).

Instruct students use the sentences and the structures in the Language Focus Box in their conversation. (If time permits or if the students belong to a more advanced   group, ask them to discuss the additional questions.)

Listening Task

Introduce some background information about and new words of the unit.

Play the tape of Text 1 one or two times and to doExercise1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2

Do the same with Text 2

Speaking Task

Make the teaching purpose known to the students.

Ask the students to get into pairs and explain to them how to carry out Speaking Task A Reflections on the texts.(go around the classroom to supervise the students’ discussions

Select a pair to present their view in class.

Going on to Speaking Task B Debating-Argument for or against. Ask the students to read the directions and sample answer for Task B then ask each pair to express their views on the same topic from the perspectives of different groups of people.(see cards in students’ books and tell them they can use some of the expressions in the same answers and on the Language Focus Box above where appropriate)

If time permits, select one pair to present their arguments in the class or challenge the students’ views by asking them to elaborate on certain points.

讨论、思考题、作业：

泛听练习: http://www.voanew.com.cn

         http://www.nbzt.com.cn

         http://www.hrexam.com.cn

Do part C Additional Listening and Part D Home Listening.

参考资料（含参考书等）：

《大学英语教程教师用书》

授课类型（请打√）：理论课□   讨论课□    实验课□       其他□

教学方式（请打√）：讲授□      讨论□     其他□

教学资源（请打√）：多媒体□   挂图□     音像□    其他□

授课时间

第    周周   第      节

课时安排

2课时

授课题目（教学章、节）：

Listening & Speaking Course Book III

Unit 3 Marriage 

Unit 4 Stress

教学目的、要求（分掌握、熟悉、了解三个层次）：

1.      Master the useful expressions to talk about the topics on Courage and Left-handedness;

2.      Cultivate the students’ ability to express and defend their opinions on issues related to the what they heard;

3.      Train the students’ ability to understand the main idea and grasp important details of a text;

4.      Conduct a series of listening and speaking activities related to the theme of this unit

教学内容（包括基本内容、重点、难点）：

Unit 3

Pre-listening Task

Arrange the students in pairs and ask them to discuss the questions in their books (questions could be chosen either by teacher or by students).

Instruct students use the sentences and the structures in the Language Focus Box in their conversation. (If time permits or if the students belong to a more advanced   group, ask them to discuss the additional questions.)

Listening Task

Introduce some background information about and new words of the unit.

Play the tape of Text 1 one or two times and to doExercise1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2

Do the same with Text 2

Speaking Task

Make the teaching purpose known to the students.

Ask the students to get into pairs and explain to them how to carry out Speaking Task A Reflections on the texts.(go around the classroom to supervise the students’ discussions

Select a pair to present their view in class.

Going on to Speaking Task B Debating-Argument for or against. Ask the students to read the directions and sample answer for Task B then ask each pair to express their views on the same topic from the perspectives of different groups of people.(see cards in students’ books and tell them they can use some of the expressions in the same answers and on the Language Focus Box above where appropriate)

If time permits, select one pair to present their arguments in the class or challenge the students’ views by asking them to elaborate on certain points

Unit 4

Pre-listening Task

Arrange the students in pairs and ask them to discuss the questions in their books (questions could be chosen either by teacher or by students).

Instruct students use the sentences and the structures in the Language Focus Box in their conversation. (If time permits or if the students belong to a more advanced   group, ask them to discuss the additional questions.)

Listening Task

Introduce some background information about and new words of the unit.

Play the tape of Text 1 one or two times and to doExercise1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2

Do the same with Text 2

Speaking Task

Make the teaching purpose known to the students.

Ask the students to get into pairs and explain to them how to carry out Speaking Task A Reflections on the texts.(go around the classroom to supervise the students’ discussions

Select a pair to present their view in class.

Going on to Speaking Task B Debating-Argument for or against. Ask the students to read the directions and sample answer for Task B then ask each pair to express their views on the same topic from the perspectives of different groups of people.(see cards in students’ books and tell them they can use some of the expressions in the same answers and on the Language Focus Box above where appropriate)

If time permits, select one pair to present their arguments in the class or challenge the students’ views by asking them to elaborate on certain points.

讨论、思考题、作业：

泛听练习: http://www.voanew.com.cn

         http://www.nbzt.com.cn

         http://www.hrexam.com.cn

Do part C Additional Listening and Part D Home Listening.

参考资料（含参考书等）：

《大学英语听说教程教师用书》

授课类型（请打√）：理论课□   讨论课□    实验课□       其他□

教学方式（请打√）：讲授□      讨论□     听说□

教学资源（请打√）：多媒体□   挂图□     音像□    其他□

授课时间

第    周周   第      节

课时安排

2课时

授课题目（教学章、节）：

Listening & Speaking Course Book III

Unit 5 Youth  

Unit 6 The Nature World

教学目的、要求（分掌握、熟悉、了解三个层次）：

1.      Master the useful expressions to talk about the topics on Youth and The Nature World;

2.      Cultivate the students’ ability to express and defend their opinions on issues related to the what they heard;

3.      Train the students’ ability to understand the main idea and grasp important details of a text;

4.      Conduct a series of listening and speaking activities related to the theme of this unit

教学内容（包括基本内容、重点、难点）：

Unit 5

Pre-listening Task

Arrange the students in pairs and ask them to discuss the questions in their books (questions could be chosen either by teacher or by students).

Instruct students use the sentences and the structures in the Language Focus Box in their conversation. (If time permits or if the students belong to a more advanced   group, ask them to discuss the additional questions.)

Listening Task

Introduce some background information about and new words of the unit.

Play the tape of Text 1 one or two times and to doExercise1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2

Do the same with Text 2

Speaking Task

Make the teaching purpose known to the students.

Ask the students to get into pairs and explain to them how to carry out Speaking Task A Reflections on the texts.(go around the classroom to supervise the students’ discussions

Select a pair to present their view in class.

Going on to Speaking Task B Debating-Argument for or against. Ask the students to read the directions and sample answer for Task B then ask each pair to express their views on the same topic from the perspectives of different groups of people.(see cards in students’ books and tell them they can use some of the expressions in the same answers and on the Language Focus Box above where appropriate)

If time permits, select one pair to present their arguments in the class or challenge the students’ views by asking them to elaborate on certain points

Unit 6

Pre-listening Task

Arrange the students in pairs and ask them to discuss the questions in their books (questions could be chosen either by teacher or by students).

Instruct students use the sentences and the structures in the Language Focus Box in their conversation. (If time permits or if the students belong to a more advanced   group, ask them to discuss the additional questions.)

Listening Task

Introduce some background information about and new words of the unit.

Play the tape of Text 1 one or two times and to doExercise1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2

Do the same with Text 2

Speaking Task

Make the teaching purpose known to the students.

Ask the students to get into pairs and explain to them how to carry out Speaking Task A Reflections on the texts.(go around the classroom to supervise the students’ discussions

Select a pair to present their view in class.

Going on to Speaking Task B Debating-Argument for or against Ask the students to read the directions and sample answer for Task B then ask each pair to express their views on the same topic from the perspectives of different groups of people.(see cards in students’ books and tell them they can use some of the expressions in the same answers and on the Language Focus Box above where appropriate)

If time permits, select one pair to present their arguments in the class or challenge the students’ views by asking them to elaborate on certain points

讨论、思考题、作业：

泛听练习：http://www. putclub.com.cn

http://www. voanew.com.cn

http://www. nbzt.com.cn

http://www. heexam.com.cn

Do part C Additional Listening and Part D Home Listening.

参考资料（含参考书等）：

《大学英语听说教程教师用书》

授课类型（请打√）：理论课□   讨论课□    实验课□       其他□

教学方式（请打√）：讲授□      讨论□     听说□

教学资源（请打√）：多媒体□   挂图□     音像□    其他□

授课时间

第    周 周 第、 节

课时安排

2课时

授课题目（教学章、节）：

Listening & Speaking Course book III

Unit 7: Courage

Unit 8: Left-handedness

教学目的、要求（分掌握、熟悉、了解三个层次）：

1.      Master the useful expressions to talk about the topics on Courage and Left-handedness;

2.      Cultivate the students’ ability to express and defend their opinions on issues related to the what they heard;

3.      Train the students’ ability to understand the main idea and grasp important details of a text;

4.      Conduct a series of listening and speaking activities related to the theme of this unit

教学内容（包括基本内容、重点、难点）：

Unit 7

Pre-listening Task:

Leading-in Questions :( Encourage students to use the sentences and structures in the Language Focus box)

1.      What is courage? Can you give an example of an act of courage?

2.      Does courage always involve risk-taking?

3.      How is courage different from rashness?

4.      Do you see yourself as a courageous person? Why or why not?

5.      Do you think courage is a virtue found mostly in strong and powerful people? Why or why not?

Listening Task:

Part B:

1.  Explain the Word Bank and introduce some background information;

2.  Do exercises to train the students’ ability to understand the main idea and grasp important details of the listening text;

3.  Explain some language or cultural points if necessary;

4. Summarize the Language and Cultural Notes in the text

Speaking Task:

1.      Speaking Task A: Reflection on the texts

2.      Speaking Task B: Debating:

Topic: Arguments for or against nonprofessionals risking their lives for others

Perspective:

1)      From the perspective of an onlooker (negative)

2)      From the perspective of a newspaper reporter (positive)

Unit 8

Pre-listening Task:

Leading-in Questions:( Encourage students to use the sentences and structures in the Language Focus box)

1.      What does being left-handed mean?

2.      Do you have any friends who are left-handed/ do you find them special in any way?

3.      What advantages and disadvantages do left-handed people have?

4.              How did people view those who were left-handed in the past? Do you think it was unfair?

5.              Do you think left-handed people are more intelligent than right-handed people? Why or why not?

Language Focus: Read aloud these expressions given in the Language Focus Box

Listening Task:

Part B:

1.  Explain the Word Bank and introduce some background information;

2.  Do exercises to train the students’ ability to understand the main idea and grasp important details of the listening text;

3.  Explain some language or cultural points if necessary;

4.  Summarize the Language and Cultural Notes in the text

Speaking Task:

3.      Speaking Task A: Reflection on the texts

4.      Speaking Task B: Debating:

Topic: Arguments for or against designing products for people with special physical needs

Perspective:

3)      From the perspective of an customer (positive)

From the perspective of a private company owner (negative)

讨论、思考题、作业：

泛听练习

http://www.voanew.com.cn

http://www.putclub.com.cn ; 

http://www.nbzt.com.cn ;

http://www.hrexam.com.cn/

Do part C Additional Listening and Part D Home Listening.

参考资料（含参考书等）：

《大学英语听说教程教师用书》

授课类型（请打√）：理论课□   讨论课□    实验课□       其他□

教学方式（请打√）：讲授□      讨论□     听说□

教学资源（请打√）：多媒体□   挂图□     音像□    其他□

授课时间

第    周周   第      节

课时安排

2

授课题目（教学章、节）：

Listening course Book III

Unit 9 The Business World

Unit 10 Humor