干部英语口语教程绍兴文理学院外国语学院
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_10
Unit10Handling Personal FinancesTheme:personal financesLanguage functions:Agreeing and disagreeingObjectives:Students shall be able to talk about money-related issues and build skills in managing personal finances.In addition,students should be able to express agreement or disagreement when they discuss and debate how to earn,save,and spend money wisely.Warm-upProcedures:1.Give students one minute to identify the messages contained in the cartoon.Students may have their interpretations,but generally:1)college tuition is quite high;2)the mother is encouraging her daughter to make good use of the pocket money.2.Then,organize a free discussion on the two questions below the cartoon.3.Invite a few students to share their answers about how they pay for college and what they use their allowance for.Activity11.ConversationIn the dialogue,the two students are exchanging their ideas on how to manage personal finance.Their discussion highlights issues many students face—balancing expenses with limited budgets.Lead the students through the dialogue for language points,expressions on agreements and disagreements,and expressions on giving/taking/rejecting advice.Then ask students to have a look at the functional expressions in the Language Bank.Language points:●Agreement:That’s the point./That’s exactly my problem.●Partial agreement:Life at college should indeed be colorful,but we have to draw a linebetween what we need and what we want.●Disagreement:Come on…●Asking for advice:What’s your secret?/Tell me how./What shall I do?●Giving advice:I wouldn’t do that if I were you.●Rejecting advice:That never works for me!2.Discussion●Focus:This task is designed to have students reflect on their financial situations andspending habits.Through the discussion,students can gain greater self-awareness of sensible consumption and learn practical strategies from their peers.●Procedures:1.Divide students into small groups of four.Ask them to take turns to share in groups if they can live within their monthly budget and what actions they take when short on money.2.Then discuss in groups what they believe are healthy financial habits for students.Each member should contribute1-2ideas.3.Bring the class back together.Invite a few representatives to summarize their discussions.4.On the board,make a list of healthy financial habits for students based on their discussion. End up by encouraging students to cultivate healthy financial habits.Additional Resources for Teachers:Here are some suggested healthy financial habits for college students:-Make a budget and track spending:Know where your money is going each month and plan based on income and expenses.-Prioritize needs over wants:Spend money on necessities like food,housing,transportation first before entertainment,shopping,etc.-Save a portion of income:Put aside a percentage of any money you receive into savings. Having an emergency fund is important.-Limit eating out:Eating at the university cafeteria is much cheaper than dining out frequently.-Find free or low-cost entertainment:Take advantage of free events,student discounts,and splitting costs with friends.-Look for freebies and deals:Get free samples,use coupons and loyalty programs.-Establish a fun money allowance:Budget a set amount each week for non-essential spending.-Pay with cash:Studies show people spend less with cash.-Avoid impulse purchases:Give yourself time to think through a purchase.-Earn extra income:Get a part-time job or freelance work to supplement your budget.-Live within your means:Don’t try to keep up with others’spending.Focus on needs.3.Pair work●Focus:This task is designed to have students analyze proverbs related to personalfinances in pairs.This exchange allows students to articulate their financial philosophies while being open-minded to other stances.●Procedures:1.Ask students to review the list of money-related proverbs and select the one they most strongly connect with or find insightful.Students can also discuss one that is not on the provided list.2.Divide students into pairs.Explain to students that they will take turns to share their selected proverb and interpretation with their partner.They may agree or disagree with each other,but they should try to use the expressions that have been introduced.3.Then the teacher may ask some volunteers to share their understanding of a particular proverb with the whole class and see if others would agree or disagree with them.●Suggested Answers:Here are some suggested answers:No one is poor unless he thinks himself so.The proverb tries to persuade people never to be beaten by troubles or difficulties in life or lose hope and confidence in winning their fortune.As long as we believe in ourselves and work hard,we can one day realize our dreams and achieve what we want.Be penny-wise and pound-foolish.Don’t focus so much on saving pennies and nickels that you miss out on bigger opportunities. Being overly frugal about small expenses is counterproductive if you waste money in more significant ways.A fool can earn money,but it takes a wise man to save and dispose of it to his advantage. Financial wisdom involves more than just earning money.Knowing how to budget,save,and use money wisely is more beneficial in the long term.Invest for the future.Neither a borrower nor a lender be.Avoid both relying heavily on borrowed money and lending money to others.Too much debt burdens the borrower.Lending money can also strain relationships sometimes.4.Group work●Focus:This task provides an opportunity for students to research the financial situationsof their peers.●Procedures:1.Divide students into groups of four.Explain to students that each group will survey student expenditures.2.Ask students to review the survey template provided.They can add or modify questions as desired.3.Give students sufficient time to conduct the survey and gather results.Suggest a minimum sample size.4.In groups,students calculate and analyze the survey results.5.Each group should prepare a summary of key findings from their survey and the implications for money management.6.Each group will present their survey methodology,results,analysis,and recommendations to the class.7.After presentations,lead a class discussion reflecting on spending habits and budgeting needs revealed from survey outcomes.8.Optional:Have students write an individual reflection on how they might adjust their own finances and spending based on the survey findings.Activity21.ConversationThis dialogue depicts a married couple,Nick and Janet,arguing over their household finances and inability to budget effectively.They are frustrated by their lack of savings and mounting expenses.The conversation reveals issues stemming from their different spending habits, incomes,and attitudes about money management.This dialogue presents an opportunity for students to analyze techniques for successful financial collaboration in relationships.2.Pair work●Focus:This creative task requires students to analyze the core issues in the couple’sdispute over finances and find reasonable compromises that address each one’s concerns.Through this task,students will demonstrate empathy,communication skills,and problem-solving skills as they work to resolve the conflicting approaches to household budgeting.●Procedures:1.Have students work in pairs.Explain to students that they will play the role of Nick and Janet and resolve the couple’s budget dispute.Give students one minute to re-read the dialogue and analyze the issues presented.2.Have students act out their extended conversation.Remind them to reach a reasonable compromise.The dialogue should end with the couple agreeing on a household budget and financial plan. This may involve:-Deciding on overall savings goals-Creating spending categories with assigned amounts-Agreeing on a system for tracking expenses-Compromising on discretionary spending items3.Invite a few volunteers to perform their completed dialogues for the class.4.Lead a short discussion reflecting on the budget solutions presented.Which compromises were most reasonable?What communication tactics worked best?5.Optional:Have students write a short reflection on what they learned about managing finances as a couple.Sample DialogueNick:I still think we need to control our spending.What if we each have an allowance to spend entirely at our discretion?Janet:But we need transparency,not separation.I don’t want to ask you for money when I need it.Nick:You’re right,that doesn’t work.Hmm,what if we have a shared account for bills and household expenses that we both contribute to based on our incomes?Then the rest ispersonal spending money.Janet:That’s better,but it doesn’t address our different attitudes about what’s worth spending on.For example,you think my books are useless.Nick:Okay,true.I suppose I should be less critical about your minor purchases if you could attempt to somewhat reduce your larger expenses.Janet:Fair enough.And we should agree on our savings goals for the year.Let’s aim to save$5000for vacations and$3000for the kids’college.Nick:Alright,it’s a deal.Should we use an app to track where all the money is going each month?That way we can catch any leaks early.Janet:Definitely.Having it all visible will help us make better choices together rather than pointing fingers.As long as we’re open to each other and work as a team,I think we can do this!Nick:Me too.I’m sorry.This is new to us but I’m glad we talked it out.Janet:Apology accepted.Now,ready to go over these credit card statements?Full transparency!Nick:You got it!Let’s do this.3.Role-play●Focus:This role-play task is designed to have students practice managing householdfinances through an improvised dialogue.The goal is to collaboratively track expenses and deposits to gain skills in household money management.●Procedures:1.Have students work in pairs.In each pair,one student should be the“big spender”and the other be the“miser.”2.Explain to students that they will play the role of a married couple who will review the monthly account book together.Remind them to take on the opposing attitudes of their roles.3.Give students a few minutes to review the account book and prepare for the role-play.The big spender should be ready to justify lavish purchases.The miser should express concern over unnecessary spending.4.Invite a few pairs to present their role-plays for the class.Pairs should aim to reconcile their different spending habits and agree on a reasonable budget and financial plan.5.Lead a discussion on the challenges of synchronizing financial viewpoints with a partner and effective strategies to enhance communication.Sample DialogueMiser:Okay,let’s go over these expenses line by line.RMB557at the shopping center?! That seems extremely high.What did you buy?Big Spender:I got some new clothes for work and a nice pair of shoes.Can’t I treat myself every once in a while?Miser:I suppose,but we need to stick to our budget.RMB80for a football ticket also seems excessive when we could watch it at home.Big Spender:It was a special event!I got to see it live with my friends.Miser:Let’s try to limit recreational spending to RMB100a month going forward.Now,the RMB200at the beauty parlor?!What’s that about?Big Spender:A girl’s got to look good!It was for a haircut and highlights.I can’t help it if the salon is pricey.Miser:Maybe try a less expensive place next time.I think we can cut this category in half. As for the RMB120movie—watching at home is way cheaper.Big Spender:Okay,I see your point.I can cut back on some of these extra treats.But could I still get some personal fun money that I don’t need to justify?Miser:That’s fair.How about we each get RMB200in discretionary spending?And we’ll save more by cooking at home and looking for free entertainment.Big Spender:It’s a deal!I want us to reach our savings goals.And I appreciate that you keep us on track.Miser:Thanks for being open to compromise.Together we’ve got this budget thing down! Activity31.How much money does a student need per month?This text discusses appropriate monthly allowances for college students in China.It centers on a university student dissatisfied with her RMB2,000monthly stipend from her parents, which she argues prevents her from indulging in luxuries like her peers.The author counters that this amount should sufficiently cover a student’s needs,citing a survey showing average undergraduate expenses in major cities were under RMB2,000.Experts advise students to adjust consumption based on family income and remember that education is the priority over material comforts.The issue reflects a generation gap in attitudes toward money, consumption values,and life priorities between Chinese youth and their elders.It also highlights the challenges of managing personal finances independently for the first time as a young adult.The text provides broader commentary on the importance of developing healthy spending habits.2.Discussion●Focus:Through this task,students will analyze their financial attitudes and deepen theirunderstanding of responsible money management and consumption habits.●Procedures:Divide students into groups of four and ask them to share their answers to the questions with group members.Remind students that they should have one member take notes of the major points that group members have made.After the group discussion,the note-takers would report their group discussion to the class.3.Role-play●Focus:This role-play scenario aims to provide an interactive way for students tointernalize the text’s themes revolving around fiscal responsibility and independence.Students could also practice agreeing and disagreeing,as well as offering and accepting suggestions through talking about money issues.Procedures:1.Divide students into pairs.In each pair,one student should be Student A and the other be Student B.2.Give students two minutes to read their role cards and get into character.Students should think about how they would act in their assigned role and improvise conversation based on their role descriptions.3.After five minutes of role-playing,the teacher will invite some students to present their role-play to the class.5.To conclude,students share their experiences and discuss what they learned about from this activity,and the teacher will summarize the insights gained.Sample Dialogue:Student A:I can’t believe my parents haven’t bought me a laptop yet.How do they expect me to do my schoolwork without one?It’s ridiculous that they haven’t provided me with this basic necessity for studying.Student B:I’m sorry to hear you don’t have a laptop,but maybe your parents can’t afford one right now.My parents give me a monthly allowance that’s usually enough,but lately, I’ve been donating some of it to charity so I’m short on cash.Student A:Well,if I were you,I’d tell my parents to give me more money.They should be responsible for making sure you have everything you need as a student.Student B:I disagree.I think we need to learn to be independent and make sacrifices sometimes.Your parents probably want you to focus on your studies rather than expensive gadgets.Student A:I guess you have a point.I don’t need the latest laptop.I should be grateful that my parents provide for my basic needs.It’s admirable that you’re donating your own money to help others in need.Student B:Thank you.But now I’m worried about covering my expenses.Do you have any ideas on how I could earn some extra money?Student A:Hmm...you could tutor younger students or get a part-time job on campus.Let me know if you need help!Student B:Those are great suggestions!Thanks for your advice!Supplementary Activity1.Learn to spend sustainablyThe passage offers advice for developing healthy spending habits and avoiding financial issues stemming from overspending.It targets readers who struggle with impulse purchases or have trouble differentiating between wants and needs.2.Discussion●Focus:This discussion aims to have students reflect on their spending habits andevaluate the effectiveness of the tips for avoiding impulsive purchases.●Procedures:1.Explain to students that the goal of this discussion is to reflect on their spending habits and evaluate strategies for controlling impulsive purchases.Encourage students to be open about sharing their experiences.2.Invite a few volunteers to describe a time they made an impulsive e probing questions to understand their motivations.3.After a few students have shared,facilitate a whole-class discussion on the effectiveness of the tips provided in the passage.Ask students to explain their perspectives.4.Invite students who have tried any of the techniques to describe their experiences implementing them.Did the strategies help manage spending?Have each student identify one tip they would be willing to try and explain why they think it would work for them.5.Leave five minutes at the end for students to reflect individually on new insights they have gained about sustainable spending habits.Definition:Impulsive buying,or impulsive spending,is the tendency of a customer to buy goods and services without planning.When a customer makes such buying decisions at the spur of the moment,it is usually triggered by emotions and feelings.Description:Impulsive buying can’t be categorized for one specific product category. Impulsive buying can be seen in products such as chocolates,clothes,and mobile phones and in big-ticket items such as cars,jewelry,etc.Impulsive buying means making an unplanned purchase.It is based on an irrational thinking.Marketers try to tap this behavior of customers to boost sales.There is a great likelihood that customers end up making a purchase ofproducts after entering the hypermarket without any actual intent of doing so.Many mobile phone makers tend to exploit this trait in customers by introducing products that can be add-on gadgets for their mobiles such as fitness bands,etc.。
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_14
Unit14Celebrating Holidays and FestivalsTheme:holidays and festivalsLanguage functions:Describing what people do on holidays and festivals;talking about future plansObjectives:Students shall be able to describe holidays&festivals and talk about their future plans;they shall also consolidate their command of the functional expressions used to show agreement&disagreement as well as describe past experiences.Warm-upProcedures:1.Divide students into groups of four and ask them to guess what the festivals are according to the descriptions and then discuss the questions in the textbook.The holidays and festivals described in part one are the Mid-Autumn Festival,Tomb-Sweeping Festival/Qing Ming Festival,Thanks g iving,and Halloween.Activity11.ConversationThis text is a dialogue between two friends,Zhang Juan and Peter,discussing holidays and festivals in their respective cultures,China and the United States.The text provides an introductory cultural exchange and comparison of traditional holiday celebrations in China and the United States.It highlights some of the major national holidays in each country and some unique customs.Go through the conversation and draw students’attention to expressions of asking about and describing the holidays and festivals.Then lead students to have a look at the useful words and functional expressions in the Language Bank.In addition,the teacher may ask students to add other important holidays and festivals in China or other countries.2.Pair work●Focus:This task aims to engage students in conversational exchanges about culturalevents and making logical guesses about which festival is being depicted based on the visual information provided.●Procedures:Arrange students in pairs.Ask each pair to make dialogs based on the given pictures, following the pattern in the textbook.They may choose to make three short dialogs or one dialog incorporating descriptions of three holidays.Remind students to use the pictures asprompts to practice talking about different holidays and festivals.The goal is to identify the celebration based on the visual clues.Then the teacher may ask two or three pairs to role-play their conversation(s).Provide feedback on the content and language used.Highlight any new vocabulary or proper holiday names introduced through the activity.3.Mini-speech●Focus:The goal of this task is for students to strengthen their public speaking andpresentation skills by individually preparing and delivering a short speech about a holiday or festival to their peer group.Students will select a celebration from the provided list,research key details about its history,customs,and origins,and create a two-minute informative presentation to group members.●Procedures:1.Divide students into groups.Have each student select one holiday/festival from the provided list.2.Give students a few minutes to prepare a short two-minute presentation about their chosen holiday/festival.They should include key details like the date,traditions,origins,etc.3.Have each student take turns giving their mini-presentation to the group.Encourage them to speak loudly and clearly.4.After each presentation,the other group members could ask follow-up questions about the holiday.This allows the presenter to provide more detail.5.When all students have presented,lead a brief class discussion reflecting on what they learned about different cultural celebrations from their peers.6.Provide positive feedback on the content and public speaking skills demonstrated. Sample Speech and Q&AThe festival I will talk about today is the Lantern Festival.This festival takes place on the15th day of the first month of the lunar calendar.It marks the end of the Chinese New Year celebrations.The Lantern Festival has a history of over2,000years.During this festival,people light lanterns and hang them around temples,in the streets,parks,and even near rivers and lakes.The lanterns come in all shapes,sizes and colors,often with Chinese symbols, animals from the zodiac,or scenes from myths.The lanterns symbolize hope for the new year.Families carry lanterns to join in parades and events.There are often fireworks, dances,and lion dances too.Eating round sticky rice balls called yuanxiao in Chinese is a popular custom,because their round shape matches the full moon on this night.The Lantern Festival is about bringing families together to celebrate while welcoming the first full moon.Q&A:Q:When was the first Lantern Festival held?A:The Lantern Festival began during the Han Dynasty,over2,000years ago.Q:What foods do people eat during this festival?A:Common foods eaten during this festival are sticky rice balls called yuanxiao and round-shaped dumplings.These match the full moon.Q:What makes the lanterns special?A:The lanterns come in all sizes,shapes and colors.Many have Chinese symbols,animals or myths depicted on them.They symbolize hope.Activity21.ConversationsThe two conversations in this activity focus on talking about future plans and usual practice on certain holidays.Lead students through the two conversations and ask them if they know anything about the origin of the April Fool’s Day and the Dragon Boat Festival.Students may also share some interesting April Fool’s stories and some different ways of celebrating the Dragon Boat Festival in different parts of China.2.Pair work●Focus:This task focuses on using the phrase“I am going to”to discuss future holidayplans.This allows students to practice talking about the future in English while learning about their partner’s holiday traditions and plans.●Procedures:1.Divide students in pairs.Ask each pair to follow the instructions in the textbook and remind them to think about what they learned in Unit3to talk about future plans and try to use the expressions they learned.2.Students will take turns using the phrase“I am going to”to discuss their plans.They could discuss activities,food,places they will visit,people they will see,etc.Students should aim to provide3-5“I am going to...”statements for each holiday prompt.3.After both students have had a chance to share their plans,the teacher can invite some pairs to share with the class.3.Story-telling●Focus:This task aims to get students to share some interesting/memorable personalexperiences or stories related to a holiday tradition holidays by using3-5key details.By recounting events in sequence using the past tense,students can improve their ability to narrate a coherent story in English.●Procedures:Divide students into groups.Students will take turns sharing stories about memorable experiences they’ve had on Chinese or Western holidays/festivals.Remind students that they need to give as many details as possible to make their stories vivid and impressive.Stories should focus on a specific holiday event or tradition and past tenses should be used to describe what happened.If a student does not have a relevant personal experience to share, they can share an interesting,moving,or funny holiday story they have heard before.After the group work,the teacher may ask some volunteers to share their stories in front of the class.Activity31.FestivalsThis text explores two major cultural festival traditions—China’s Spring Festival(Lunar New Year)and the American holiday of Thanksgiving.It first provides background on Spring Festival,describing the celebrations,customs,and activities associated with this revered start of the lunar new year.Details are given about the significance of family gatherings,traditions like hanging red banners and staying up late on New Year’s Eve,visiting relatives,and enjoying public festivities.The text then shifts to discuss the origins and modern practices of Thanksgiving in America. It recounts how the Pilgrims started the tradition in1621after surviving a difficult winter thanks to the help of Native Americans.Their inaugural feast and celebration of a bountiful harvest spawned an ongoing national holiday.Thanksgiving is associated with family gatherings,travel,special meals featuring turkey and pumpkin pie,and giving thanks for one’s blessings.Together,the passages showcase two major cultural holiday traditions and how they bring families and communities together through celebration,shared history,and gratitude.Lead students through the text and ask them to summarize what kind of information should be included in an introduction of a holiday or ually,when,how and with whom the holiday or festival is celebrated are necessary,and then the origin,related stories, importance as well as cultural implications may also be included.2.Pair work●Focus:This task allows students to compare and contrast customs and traditions betweenmajor Chinese and Western holidays.Students will work in pairs to identify similarities and differences across six festival pairings.This promotes cultural understanding of how celebrations vary across regions.●Procedures:The teacher may introduce some patterns often used to talk about similarities and differences before dividing the students into groups.Each group may first brainstorm on the customs of all the Western and Chinese festivals in the table and have a discussion of the similarities and differences between each pair.After discussion and completing the table,students will share what they listed with the class and explain the cultural significance.Suggested Answers:Festivals Similarities DifferencesChristmas vs.Spring Festival -Family gatherings-Decorating homes-Exchanging gifts-Christmas:Christianity;turkeySpring Festival:Lunarcalendar;jiaozi;fireworksValentine’s Day vs.Qixi Festival -love/romance-Gifts to loved ones-Festival tales about couples-Qixi:traditional Chinesestory;activities likewatching stars-Valentine’s:more widelycelebratedHalloween vs.Qingming Festival -Respect to the deceased-Rituals and offerings-Halloween:morelighthearted;costumes andcandy-Qingming:more reverentand solemnThanksgiving vs.Mid-Autumn Festival -Family gatherings-Feasts/meals-Harvest origins-Thanksgiving:Americanhistory-Mid-Autumn:mooncakes,lanterns and moon viewing3.Interview●Focus:The task focuses on encouraging students to think about and voice their opinionson Chinese and Western festivals and how people should celebrate them in the present era.The discussion promotes critical thinking on cultural evolution.●Procedures:The teacher may start by asking students how they feel about traditional holidays now compared with how they felt when they were young.Then,students may give their opinions about how people may maintain or adjust the customs.4.Show and tell●Focus:The task is designed for the students to look for information about a particularfestival of an ethnic group and integrate what they have collected into a presentation.●Procedures:The teacher may assign the task in class and leave it as homework for students to look for related information and prepare for the presentation.Divide students into groups of four and ask them to first decide on a festival of an ethnic group.The teacher needs to make sure that each group focuses on a different festival from other groups.Then,ask students to think about what they would like to include in their presentation and how they can make their presentation more impressive.In addition,remind them to have a proper allocation of work and ensure good cooperation among the group members.Finally in class,each group does their presentation and other groups give their comments on the content and performance of the presentation.Supplementary Activity1.ConversationThis is a conversation between Rick,an American exchange student studying Chinese culture at Peking University,and his Chinese friend Cherry.It takes place on the evening of the Mid-Autumn Festival,a major traditional holiday in China.Their conversation provides insight into Chinese traditions around the Mid-Autumn Festival.The teacher may make use of the activity to get students to know more about the festivals celebrated in China and appreciate the cultural diversity of our country.2.Role-play●Focus:This task is for the students to demonstrate an understanding of a key Chineseholiday,the Winter Solstice Festival.Students work in pairs and roleplay the original characters of Rick and Cherry.●Procedures:1.Have students work in pairs,with one partner playing Rick and the other playing Cherry. Explain that the scene is now the Winter Solstice Festival.2.Rick should ask questions to learn about the Winter Solstice Festival,such as its origins, traditions,foods,etc.Cherry will explain details about the festival and how Chinese people celebrate it.Encourage to use prior cultural knowledge.3.Have students perform their role-plays for the class.After each role-play,briefly discuss key information presented about the festival.Sample DialogueRick:Hi Cherry!Happy Winter Solstice Festival!Thanks for inviting me over to celebrate again.Cherry:You’re welcome,Rick!I’m excited to tell you about another Chinese holiday. Rick:Me too!So can you explain what the Winter Solstice Festival is all about?When is it celebrated?Cherry:The Winter Solstice Festival is one of the most important festivals in China.It takes place around December21st,the shortest day of the year.Rick:Interesting!What are the origins of this festival?Cherry:It originated over2,000years ago.Ancient Chinese people celebrated the solstice because it means the days would start getting longer again as spring approaches.Rick:That makes sense.I read the solstice has something to do with yin and yang. Cherry:Yes,exactly!The solstice represents yin transitioning to yang—from the darkness of winter to the light of spring.Rick:Nice.So how do Chinese people celebrate today?What are the traditions? Cherry:There are many fun customs!Eating jiaozi and spending time with family.Also ancestor worship and lighting candles.Rick:It sounds very meaningful.I’d love to experience all of that someday.Well,thanks for telling me about this great Chinese festival!Cherry:You’re welcome!I’m happy to share our culture with you.Ready for our feast?3.Pair work●Focus:This activity prompts students to discuss and compare regional variations incelebrating traditional Chinese holidays and festivals.Students will activate prior knowledge and share experiences to highlight how geography and local culture lead to diverse paring traditions boosts cultural understanding.●Procedures:Have students work in pairs.Students in each pair may start with sharing how certain traditional festivals are celebrated in their hometown and see if there are any differences.In addition,they may share whatever they know of or have heard of the different ways of celebrating traditional festivals in different places.Remind students to make use of the expressions introduced in Task1for Activity3to talk about these differences.Encourage students to explain why certain regional variations developed.Consider geography,ethnic groups,available foods,etc.Have some pairs briefly share their examples with the class.。
应用型大学英语口语教程
Part One Pre-Speaking
References:
Some parents use physical punishment to educate their children. For example, a father who believes in the “spare the rod, spoil the child” school of thought may spank his child. Some parents use economic incentives in addition to physical punishment. They use money as a reward to encourage their children to study hard. I think these methods will just end up producing “study machines”. To make the children grow up healthily and happily, the best way parents can adopt to educate their children is to set a good example through their own behavior, and treat them as equals.
Part One Pre-Speaking
Discussion 2: What are the main differences between Chinese and American educational systems?
Part One Pre-Speaking
Some parents use physical punishment to educate their children. For example, a father who believes in the “spare the rod, spoil the child” school of thought may spank his child.
中国EFL学习者对doubt的使用研究——一项基于BROWN、LOB和WECCL语料库的研究
第６期
蒋晓玲：中国ＥＦＬ学习者对ｄｏｕｂｔ的使用研究——一项基于ＢＲＯＷＮ、ＬＯＢ和ＷＥＣＣＬ语料库的研究 ８７
成了ＥＦＬ学习者语言不够纯正，而教师因受到 课本的限制，也没有办法将真正能够使用的语言 教授给学生，造成恶性循环。而语料库的诞生则 可以帮助语言学习者在一定程度上解决这个问 题，那就是采集生活当中真实发生的语言材料， 去弥补这些传统教材的缺点。我们认为语料库 在教材编写、语言教学以及学生自学这三个环节 都能发挥重要作用。
名词频数动词频数名词动词之比
１．ｄｏｕｂｔ的名词用法分析 由表２所示。ｄｏｕｂｔ在两类语料库中主要用 作名词，约为８５％左右，且在检索中发现作为名
８６
绍兴文理学院学报（教育教学研究）
第４０卷
词的惯用搭配较多。在两类语料库中．用作名词 的ｄｏｕｂｔ多和ｎｏ、ａｎｙ这一类限定词搭配使用，这 和词典中的ｄｏｕｂｔ的常见搭配一致．ｈａｖｅ ｎｏ／ａｎｙ ｄｏｕｂｔ。尤其是教学中通常强调的句型Ｔｈｅｒｅ ｉｓ ｎｏ ｄｏｕｂｔ…，但是对于限定词ｌｉｔｔｌｅ与ｄｏｕｂｔ的搭配． 在ＬＯＢ＆ＢＲＯＷＮ中，所占比例约为１０％．在 ＷＥＣＣＬ中，一例也没有。具体如表３所示：
通过两类语料库中的数据对比．表明中国 ＥＦＬ的学习者并没有掌握ｌｉｔｔｌｅ ｄｏｕｂｔ这一常见 搭配。对于介词与ｄｏｕｂｔ的搭配即ｂｅｙｏｎｄ／ ｗｉｔｈｏｕｔ／ｏｆ／ｉ１８％和７．１４％，相差近一 倍左右，特别是ｉｎ ｄｏｕｂｔ这一搭配，可以推测实 际的语言输人过程中．教师没有强调ｂｅ ｉｎ ｄｏｕｂｔ 这一常见搭配或者学生没有掌握这一用法。对 于动词搭配，常见只有ｈａｖｅ一词。分别有５例和 ２例．这可能跟检索的不全面有关，如果是ＶＰ＋ Ｄｅｔ＋ｄｏｕｂｔ这样的搭配，应该检索至ｄｏｕｂｔ左边的 两个词，而本研究只检索到左边的一个词。
高级英语Lesson 3 Pub Talk and King's English
➢ Wine is an increasingly popular drink in the UK. ---- house wine
(red or white). ➢ Cider苹果酒 is a traditional English alcoholic drink made from
apples. ➢ Whisky is a strong drink produced in Scotland and in Ireland. ➢ In summertime a popular drink is Pimms and lemonade. This now about a pub?
A pub is a building or room in Britain where alcohol can be bought and drunk, where meals are often served, and where people chat;
Most pubs have no waiters--you have to go to the bar to buy drinks. This may sound inconvenient, but there is a hidden purpose;
Pub culture is designed to promote sociability in a society. The bar counter is possibly the only site in the British Isles in which friendly conversation with strangers is considered entirely appropriate and really quite normal behavior.
干部英语口语教程绍兴文理学院外国语学院
《干部英语口语教程》An Oral English Coursebook for Civil Servants绍兴文理学院外国语学院编着《干部英语口语教程》编委会名单主任：翁鲁敏副主任：赵铭、杨坚定、秦国金、高丽娟、顾群超、周仕宝成员：罗继红、钟莉莉、金亦伟、孙鸿仁、袁秀凤、濮建华序言中共绍兴市委常委、组织部长翁鲁敏绍兴，是一座文化灿烂、历史悠久的古城，也是一座充满生机与活力的现代化城市。
作为改革开放的前沿阵地和长三角先行规划、先行开发的重点城市，已先后与日本、美国、丹麦等世界上18个城市建立了友好城市和友好交流关系，尤其是嘉绍跨江大桥的动工建设，绍兴融入长三角和全球化的步伐将进一步加快，经济社会发展日趋开放，国际交流更加密切。
这对绍兴领导干部的世界眼光、国际视野提出了新的更高要求，不仅要加强理论学习，强化理论武装，开展业务培训，增强工作本领，也要注重提高英语技能，特别是强化口语训练，进而在更大范围、更宽领域、更高层次参与国际经济技术合作与竞争，拓展经济文化交流空间，全面提高对外开放水平，充分展示绍兴开放包容、文明进步的良好形象。
为迎接第六届世界合唱比赛在绍兴举办和绍兴建城2500周年，积极参与上海世博会，2010年，我市干部教育培训工作把英语培训作为干部学习培训的重要内容之一，同时，开设了“迎世合，学英语”教学节目，鼓励广大市民学英语。
为方便机关干部学习英语，我们组织编写了这本《干部英语口语教程》。
学好英语、用好英语，贵在坚持，重在运用，希望这本教材能成为我市机关干部学习英语的良师益友。
教程的付梓出版，可谓应时而生。
2010年2月编者的话2010年，绍兴市将举办第六届世界合唱比赛，将积极参与上海世博会，还将迎来建城2500周年，这是一次宣传绍兴、推介绍兴，让全世界人民了解绍兴的宝贵机会。
为了以主人翁的姿态迎接来自世界各国的朋友，我市推出了“干部学英语”活动，在市广电总台开设了“迎世合，学英语”教学节目，鼓励机关干部与广大市民学好英语口语，掌握交流本领。
平行语料库辅助的大学英语翻译教学研究
目前．非外语专业毕业生已经成为翻译领域 不容小觑的生力军。对国内某翻译市场的翻译 调查结果显示．仅２６％的从业者是外语专业或翻 译专业背景［１］。如果让ｔＥ＃１－语专业学生有机会 学习翻译理论知识以及系统的翻译教学，将使他 们很容易适应各类翻译工作，且极有可能成为各 领域内的出色译者［２］。
表１词性转换对等词实例
的翻译思维，丰富翻译词汇。
三、构建译语句式
在句子结构方面，英语注重句法结构。强调 句法的完整性和合理性。英语句子常用词变化、 虚词（如冠词、介词、连接词）、非谓语动词（不定 式、动名词、分词）、从句以及独立主格等来表 现各种语法关系，结构紧凑严密，注重以形显义。 汉语重意合，几乎可以用任何语言单位表达思 想，而不拘泥于语法结构的合理性、完整性。
长期以来．大学英语教学一直将翻译教学置 于可有可无的地位。在为数不多的翻译教学课 时中．不少教师仍然沿用传统的模式为学生授 课。教学理念较为陈旧。现行的翻译教材在讲解 翻译策略时，多侧重如何翻译，对于为何如此翻
译则较少深究，呈现出重规定轻描写的特征【３］。 在对翻译结果的评价上，则过度依赖参考译文和 固有的翻译版本．使学生在翻译过程中对目的语 的驾驭缺乏自信和安全感．在某种程度上限制了 学生的创造性和积极性。
在处理该文化负载词时，泰勒根据“甲子” 所表示的内涵意义将例ｌ译为“ａ ｎｅｗ ｃｙｃｌｅ”：而 在例２中却加上了“ｔｈｅ ｓｙｍｂｏｌｓ”。使译语符合上 下文语境。
在搜寻对等词的过程中发现，泰勒在处理某 些词汇时，为使译语更符合英语表达习惯，采用 了词性转换翻译方法。（见表１）
简论范存忠先生英语教学观
总第263期2013年12月(中)The Science Education Article CollectsTotal.263December 2013(B)简论范存忠先生英语教学观孙玉琦[1][2]([1]浙江师范大学外国语学院浙江·金华321004;[2]绍兴文理学院外国语学院浙江·绍兴312000)中图分类号：H319文献标识码：A文章编号：1672-7894（2013）35-0061-02作者简介:孙玉琦,浙江师范大学课程与教学论(英语教育)方向研究生在读,绍兴文理学院外国语学院讲师,主要研究方向英语教学、跨文化沟通。
摘要范存忠先生不仅是英美文学方面的大学者,在英语教学上也颇有心得。
在当前快餐文化的背景下，他对于英语教学中自然学习的语言哲学观给学生和教师都带来了思考和探索的新方向。
他对于语言学习和文学不分家的观点为提高语言学习质量提供了新视角。
他对于英语学习者初期学习质量的控制有助于提高语言学习的质量。
本文将以范先生关于英语学习的演讲为主简要地介绍及分析他的英语教学观念以期为英语教学和语言学习观念的培养提供参考。
关键词教学观念自然法学习习惯A Brief Study of Mr.Fan Cunzhong 's English Teaching Philosophy //Sun Yuqi [1][2]Abstract Mr.Fan Cunzhong was not only a great scholar in Eng-lish literature study,but also very skillful in English teaching.Hisnatural philosophy of teaching English gives more thinking anduseful directions to both students and teachers who got confused when facing so many present speed-up educational programs.His idea that learning language can not be separated from litera-ture learning offers great inspiration to language quality enhance-ment.His high requirement from the early stage of learning lan-guage also has great value for us to refer to in improving students'language competence.Based on Mr.Fan's book lectures on learning English,this paper tries to introduce his teaching phi-losophy briefly,hoping to give some useful references or cause some thinking concerning English learning.Key words teaching philosophy;natural way;study habit范存忠先生是我国20世纪杰出的学者，1931年从哈佛大学博士毕业回到祖国，是当时为数不多回到祖国的博士。
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《干部英语口语教程》An Oral English Coursebook for Civil Servants绍兴文理学院外国语学院编著《干部英语口语教程》编委会名单主任：翁鲁敏副主任：赵铭、杨坚定、秦国金、高丽娟、顾群超、周仕宝成员：罗继红、钟莉莉、金亦伟、孙鸿仁、袁秀凤、濮建华序言中共绍兴市委常委、组织部长翁鲁敏绍兴，是一座文化灿烂、历史悠久的古城，也是一座充满生机与活力的现代化城市。
作为改革开放的前沿阵地和长三角先行规划、先行开发的重点城市，已先后与日本、美国、丹麦等世界上18个城市建立了友好城市和友好交流关系，尤其是嘉绍跨江大桥的动工建设，绍兴融入长三角和全球化的步伐将进一步加快，经济社会发展日趋开放，国际交流更加密切。
这对绍兴领导干部的世界眼光、国际视野提出了新的更高要求，不仅要加强理论学习，强化理论武装，开展业务培训，增强工作本领，也要注重提高英语技能，特别是强化口语训练，进而在更大范围、更宽领域、更高层次参与国际经济技术合作与竞争，拓展经济文化交流空间，全面提高对外开放水平，充分展示绍兴开放包容、文明进步的良好形象。
为迎接第六届世界合唱比赛在绍兴举办和绍兴建城2500周年，积极参与上海世博会，2010年，我市干部教育培训工作把英语培训作为干部学习培训的重要内容之一，同时，开设了“迎世合，学英语”教学节目，鼓励广大市民学英语。
为方便机关干部学习英语，我们组织编写了这本《干部英语口语教程》。
学好英语、用好英语，贵在坚持，重在运用，希望这本教材能成为我市机关干部学习英语的良师益友。
教程的付梓出版，可谓应时而生。
2010年2月编者的话2010年，绍兴市将举办第六届世界合唱比赛，将积极参与上海世博会，还将迎来建城2500周年，这是一次宣传绍兴、推介绍兴，让全世界人民了解绍兴的宝贵机会。
为了以主人翁的姿态迎接来自世界各国的朋友，我市推出了“干部学英语”活动，在市广电总台开设了“迎世合，学英语”教学节目，鼓励机关干部与广大市民学好英语口语，掌握交流本领。
为了帮助机关干部学好英语，我们组织绍兴文理学院外国语学院的老师编写了这本《干部英语口语教程Public English for Civil Servants》。
教材内容包括日常会话和市情介绍两个部分，其中日常会话分为礼貌用语、交谈交际、休闲活动、紧急情况、情感态度五个单元；市情介绍分为绍兴概况、特色产业、民俗风情、名人名胜四个单元。
教材编写紧密结合绍兴实际，针对机关干部与广大市民的英语口语学习需要，挑选出最基本、最实用的英文单句、对话、市情介绍篇章，积极营造一个全民学英语的良好环境。
我们希望通过学习与培训，切实提高领导干部和广大市民参与国际性交流活动的英语口语水平，进一步提升绍兴的城市形象。
由于时间仓促，书中不足之处尚祈读者指正，以便再版时修订。
《干部英语口语教程》编辑委员会2010年2月干部英语口语培训主教材总目录Lesson 1 Greetings and Introduction会面介绍阅读材料：General Survey of Shaoxing绍兴概况Lesson 2 Making Invitions邀请阅读材料：Shaoxing Attractions绍兴名胜Lesson 3 Making Farewells告别阅读材料：Regional Economy of Shaoxing绍兴经济Lesson 4 Asking for Directions问路阅读材料：Water Taxi in Shaoxing: the Black-awning Boat 绍兴水上的士——乌篷船Lesson 5 Expressing Thanks感谢阅读材料：Bridges in Shaoxing绍兴的桥Lesson 6 Making Apologies道歉阅读材料：Hometown of Calligraphy书法之乡Lesson 7 At the Restaurant餐饮阅读材料：Well-known Tea in Shaoxing绍兴名茶Lesson 8 Likes and Dislikes喜欢与不喜欢阅读材料：Lu Xun 鲁迅Lesson 9 Giving Compliments赞扬阅读材料：Textile Fabrics纺织面料Lesson 10 Making Telephone Calls打电话阅读材料：Specialties of Shaoxing绍兴特色小吃Lesson 11 The 6th World Choir Games第六届世界合唱节阅读材料：Local Operas of Shaoxing绍兴地方戏曲Lesson 12 Agreement and Disagreement同意与不同意阅读材料：Cai Yuanpei蔡元培Lesson 13 Going to the Hospital去医院阅读材料：Tomb of Yu the Great大禹陵Lesson 14 Asking for Help请求帮助阅读材料：Celebrities of Shaoxing绍兴名人Lesson 15 Offering Help提供帮助阅读材料：Customs and Lifestyles in Shaoxing绍兴民俗风情Lesson 16 Shopping购物阅读材料：Pearls绍兴特色---珍珠Lesson 17 Lost and Found失物招领阅读材料：Shen Garden沈园Lesson18 At the Banquet宴会阅读材料：Yellow Rice Wine黄酒Lesson 19 Sympathy and Encouragement同情与鼓励阅读材料：Unique Architecture of Shaoxing绍兴建筑Lesson 20 My Treat我请客阅读材料：Anchang Town安昌镇干部英语口语培训副教材总目录A.公安交警Unit I Basic Service基本服务Unit II At the Airport机场检查Lesson 1 At the Customs Office在海关Lesson 2 Have You Anything to Declare? 有要申报的物品吗？Unit III Visa and Residence Permit签证居留Lesson 1 Visa签证Lesson 2 Residence Permit居留申请Unit IV Traffic Regulations交通法规Lesson 1 Please Abide by the Traffic Rules请遵守交通规则Lesson 2 Please Show M e Your Driver’s License.请出示您的驾照Unit V At the Police Station在警察局Lesson 1 At the Police Station在警察局Lesson 2 Dealing with the Reporting 报警处理B.医疗服务Unit I Basic Medical Expressions医疗常用语Lesson 1 What's Wrong with You? 您怎么了？Lesson 2 You'll Soon Be Better.您马上会好的。
Lesson 3 Take This Medicine Three Times a Day.这药一日服三次Unit II Registering挂号Unit III Emergency Treatment急诊Lesson 1 Emergency Treatment急诊Lesson 2 A Road Accident Victim车祸受害者Unit IV At the Clinic门诊Lesson 1 An Upset Stomach胃难受Lesson 2 At the Dentist看牙医Lesson 3 Taking Samples for the Lab Tests化验Unit V After Treatment诊疗后Lesson 1 At the Cashier’s付款Lesson 2 At the Hospital Pharmacy在药房C.旅游服务Unit I Talking about Shaoxing话说绍兴Lesson 1 Brief Introduction to Shaoxing绍兴简介Lesson 2 Yellow Rice Wine 黄酒Lesson 3 Calligraphy 书法Lesson 4 Local Operas 地方戏Unit II Liaison-escort Service联络陪同Lesson 1 At the Airport在机场Lesson 2 At the Hotel在宾馆Unit III Sightseeing in Shaoxing绍兴观光Lesson 1 Yu the Great大禹Lesson 2 Cangqiao Street仓桥直街Unit IV Entertainment娱乐Lesson 1 Talking about Hobbies谈论爱好Lesson 2 My Hobby我的爱好Unit V Making Friends交友Lesson 1 Start a Conversation开聊Lesson 2 What Are You? 您是做什么的？Lesson 3 “Taboos”禁忌D.会务接待Unit I At the Reception Desk接待Lesson 1 Please Sign the Guestbook.请签名Unit II Guide Service引导Lesson 1 Seating the Guests引座Lesson 2 Where Can I Wash My Hands? 请问洗手间在哪？Lesson 3 Please Show Me around.请带我转转Unit III Etiquette接待礼仪Lesson 1 On / Off a Coach上下车Lesson 2 Tea or Coffee?茶还是咖啡？Lesson 3 At the Concert在音乐会Unit IV Talking about Music谈论音乐Lesson 1 What’s on Tonight?今晚剧院有什么节目？Lesson 2 How/What Do You Think of the Choir Games?合唱比赛怎么样？Lesson 1 Greetings and Introduction会面介绍核心句型Sentence PatternsMini-dialog I 小对话1A: Hi! How are you?嗨！你好吗？B: Fine, thanks. And you?不错，谢谢。