学术英语视听说1-13讲课稿
学术英语视听说1-13培训资料
4. Books have been written about the strange coincidences in the lives of the two men.
SCRIPT
1. whereas 2. in contrast 3. while
4. however 5. one difference between
Discourse Cues for Comparison and Contrast Listen for language cues
that show that a lecturer is making or is going to make a contrast such as the
Audio Track 1-13-3
NOTETAKING PREPARATION
b Listen to five sentences that contain information from the lecture. As you listen to each
sentence, write the language cue you hear the lecturer use to make a contrast.
BEFORE LISTENING
Audio Track 1-13-1-b
VOCABULARY PREVIEW
a Listen to the following sentences that contain information from the lecture. As you
学术英语视听说Book1Lesson 3
lecture in the order that you hear them. Number them 1 to 5.
SCRIPT
3 Jobs returned to Apple. 4 Jobs introduced the iBook. 2 Jobs began working with Pixar. 1 Jobs started Apple Computer with Wozniak. 5 Jobs introduced the “digital hub” strategy.
3. Who are the two people who you think are as famous as Steve Jobs? Explain why.
BEFORE LISTENING
NOTETAKING PREPARATION
n Time Lines
When you are taking notes about a person’s life, write the dates and years that you hear underneath one another in the left margin of your notes. Then after the lecture, you can easily turn your notes into a time line that will help you organize the events in that person’s life.
VOCABULARY PREVIEW
b Match the words to their definitions.
gb 1. equipment a. in large numbers
专门用途英语课程系列：大学学术英语视听说教程上.pdf
专门用途英语课程系列：大学学术英语视听说教程上Unit 1 Belonging to a GroupChapter 1The Marriage, Family, and the Home•Reading and thinking about the topicB. Answer the questions1、Increased industrialization, greater geographical mobility, higher divorce rates and greater equality for women are among the changes that have affected family structure over the past century.2、In the extended family, many generations live in the same household. In the nuclear family, two married adults live together with their children3、Alternative family structures include single-parent families, couples living together without getting married, divorced couples who remarry, and blended families.•Listening for factual informationA. Fill in the chart1、Egypt2、Niger3、South Africa4、Argentina5、Canada6、the United States7、China8、Japan9、France10、SpainB. Listen and fill in the chart18 29 27 27 31 18 16 34 35 27 32 30 34 33 •Interview 1 -The Stress of Teaching First-Graders Examining vocabulary in context：1、compared to most people2、food prepared at home3、stop fighting4、hardly5、customs6、origins7、protection, a place to live8、competition between brothers and sisters9、telling others what to do10、give up and cooperateListening for details：1、C2、B3、B4、C5、B6、B7、C8、A•Interview 2- Family StoriesExamining vocabulary in context：1、entertained, kept her from paying attention to something2、laughing in an uncontrolled way3、defrost4、really funny5、object that belongs to the family6、distinctive, different7、worth a lot of money8、an object that remains in the family for many years9、a family member with a bad reputationResponding to questions：1、Thanksgivinga big dinner2、plastic packaging3、make them throw the turkey out4、froze5、a bow6、unique and beautifula baby7、pass it on to her children in the future8、uncle9、had a big disagreement with them Listening for stressed words：Expert 1ACExpert 2ACExpert 3BCExpert 4ACExpert 5BC•Before the LectureMain ideas and supporting details:1.22.13.14.25.2•Lecture Part 1-Lecture Part 1 Rewards and Punishments Guessing vocabulary from context:1-5: iacjf6-10: gdbheOrganizing your notes in columns:Main Idea 1·family – the most basic unit of social structure ·how families are changing·nontraditional families: good or bad effect on children Main Idea 2·punishmentsMain Idea 3·eat vegetables – then ice cream·Children get gifts for good behavior.。
学术英语视听说演讲材料
学术英语视听说演讲材料学术英语视听说演讲材料姓名: 郭展学号：0216150 专业：桥梁与隧道⼯程OneNow , let’s begin my presentation . From the Ted talks we can learn that why adults should learn from the kids . In summary , there are three reasons about it . In the same time , I also think that the kids can also learn from the adults . There are also three reasons about it . To begin with , although the kids have a creative thinking , but some of them may be unrealistic . So we kids should learn be more practical from the adults . What’s more , because the adults are older than kids , they are experienced in different aspects such as studying and communicating with others . Last but not least , the kids often be more impulsive , when they are faced with with problems. So I think kids should learn from the adults to handle problems with a cool head .TwoHello , every one ! Today I would like to talk about the classification of robots . Generally speaking , the robots usually are divided into two major categories . One of them calls industrial robots , they are an important automatic equipment which include mechanic , electronic , control , artificial intelligence and other advanced technology . They usually include welding robots , handling robots , assembly robots , spraying robots and so on . One of another calls service robots . They are applied in maintenance ,cleaning , rescue and other works . They can also divide into two categories ,including domestic robots and professional service robots . Domestic robots usually include homework robots , entertainment robots , developmental disability robots and so on . The professional service robots include explosive making robots , medical robots , agricultural robots , military robots and so on .To summarize , no matter what kinds of robots they are , they are playing a more and more important roles in our daily life .。
大学英语视听说说课稿
Interpretation Draft for Chapter 2 Pompeiiof Unit One in Advanced Viewing, Listening & SpeakingToday, I’m really glad to stand here to interpret my lesson. The title of the lesson I’m going to talk about is Pompeii.My interpretation will be divided into the following five parts: analysis of the teaching material, teaching and studying methods, teaching and studying preparation, teaching procedure and blackboard design.P art1 Analysis of the T eaching Material1. Status and Function(1) This is the second chapter of unit one in Advanced Viewing, Listening & Speaking (Book one). So if thestudents/ the freshmen majoring in English can learn this lesson well, it will be helpful for them to practice and enhance their listening and speaking competences.(2) In this chapter, the speaker tells a story about the ancient city of Pompeii, which was destroyed by an eruptionof Mount V esuvius in A.D. 79 and were rediscovered in 1748. The story is told in chronological order, which is important for students to practice their listening for dates and events.(3) This chapter is divided into four class periods. The first class involves the explanation of cultural backgroundknowledge, preview of new vocabulary and expressions and extensive reading. The second class deals with the intensive listening and postlistening comprehension check. In the third class, some listening expansion exercises are practiced and a video named Pompeii the Last D a y is played for students. The fourth class is a summary of the whole chapter. Students are supposed to retell the story to the class and speak out their opinions or experiences related with disaster.Today, I’ll talk about the first class period. I hope that my students can achieve the following aims after this class.2. T eaching Aims and Demands(1) Knowledge Aims·To listen to a story about the ancient city of Pompeii.·To learn some cultural background knowledge.·To understand the chronological order of the story.·To learn some useful skills for note-taking during listening.(2) Ability Aims·To improve students listening and speaking ability.·To develop students effective note-taking ability during listening.·To let students summarize the material and speak it out in each group after extensive listening.·To enable students to get a profitable study in collaboration.(3) Moral Aims·To lead the students to become aware of the horrible disasters and at the same time cherish the happy life we enjoy everyday.3. Important Points·To learn some cultural background knowledge about the ancient city of Pompeii.·To listen for the chronological order, which is helpful to understand the sequence of events in the story.4. Difficult Points·How to enable students to make a good note-taking which effectively helps them to grasp the important information from the listening material.5. T eaching AidsThis class is held in the language lab. Blue Pigeon Classroom Performance System is the applied software. I also designed PPT to assist the teaching.Part 2 T eaching and Studying Methods1.T eaching Methods: Interactive Language T eachingAs we know the main instructional aim of English teaching is to cultivate students’communicative competence, which is related with my class is listening and speaking. So, interactive language teaching method is applied in my class. Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on each other. Two elements play key role during the implementation of interactive language teaching. One is authentic context, the other is questioning.(1) Authentic ContextAuthentic context is the one simulated to everyday or real life experiences, those experiences we have or will experience in social life. Authentic context can motivate students’ interests and promote knowledge construction.(2) QuestioningAppropriate questioning is inevitable in an interactive classroom. It can not only promote the interaction between students and instructor but also give the instructor immediate feedback about students’ comprehension. 2. Studying Methods:·Note-taking: Taking notes help students make sense of the text. Taking notes does not mean writing down every word they hear; they need to actively, decide what is important. Meanwhile, notes help them to maintain a permanent record of what they have listened to. This is useful when revising in the future.·Individual Speaking: Individual speaking is promoted/ encouraged during the whole class.·Collaborative Problem-solving: Cooperative learning enables students to share their knowledge and skills while providing opportunities for them to observe the learning process of others.Part 3 T eaching PreparationTeacher prepares for the lesson, such as collecting cultural background knowledge about Pompeii, designing PPT and writing the teaching plan. Students preview the new vocabulary and sentences on page 9.Part 4 T eaching ProcedureStep 1 Prelistening (13minutes may be used in this step)First, Lead-in Activity.1. At the very beginning of the class, the instructor shows the class a picture selecting from 2008 Wenchuan earthquake. And ask students the following questions:·What’s it?·What’s your experience during it?·How do you think about?2. After the questioning-and-answering activity, brainstorm students with other forms of disaster, such as drought, fires, floods, pests, tornado and man-made disaster.3. After seeing all the above pictures, the teacher plays a video clip named Pompeii the Last Day, which presentsa vivid computer simulation of the volcanic eruption that buried Pompeii.4. After watching the moment of eruption, show students some pictures about the ruins of Pompeii we can see today.During the process ofwhich students will be involved in context simulated to their real life experiences, those experiences they have had or have learned in social life. Constructivism argues that learning/or knowledge construction process is the one that integrating current experiences with our past experiences and what we already know about a given subject.learning can be efficient and permanent. What’s more, situate students in authentic context, the instructor can quickly attract their attention and motivate their interests fluently into the succeeding content.Second, Cultural Background Knowledge ExplanationAfter leading in the city Pompeii, the teacher explains some cultural background knowledge involved in the listening task, such as the ancient city Pompeii( where it is located, why it is forgotten and when it was found), Pliny the Y ounger( who describes the eruption of Mount V esuvius in his book), Mount V esuvius ( the eruption of which destroyed Pompeii) …In this part, the method of lecturing is mainly employed. The students can not only learn some cultural knowledge but also get a lot of useful information that is quite helpful for the following listening comprehension. Third, Preview of Vocabulary and SentencesBefore the class, students are supposed to preview the vocabulary and sentences on Page 9. So in class, the teacher checks their preview work through question-and answer. In addition, the teacher adds some other new words appearing in the listening material.In this section, all the teacher’s explanations are extremely necessary for students to complete the followinglistening task. Educational psychology calls it .Fourth, Rhetorical Listening CuesTeacher tells the class to pay attention to the dates mentioned in the listening material, which help them understand the order of events in the story. Chronology is also the practicing focus in this unit.Functions of Prellistening:Prelistening plays a role of warming-up. It arouses students’interests and provides a large amount of information assisting students in completing the tasks in the following listening comprehension.Step 2, Extensive Listening (23minutes)First, Passage Listening1. Since a lot of preparing work has been done in the above activities, in this section, the teacher just plays the whole passage twice without any stop or direction.2. After listening, teacher asks students some questions to see how much information they can get, especially from their note-taking.3. In chapter one the importance of note-taking has been mentioned. But the times of practicing is not enough. And it’s really a little difficult for the freshmen to grasp adequate information after two times listening. So some directions on note-taking are pretty important for students. This is also the most difficult teaching point in this lesson. That is how to lead the students to make a good note-taking. Some important and effective note-taking strategies will be explained in details, for example:(1) Try to determine the style or the organization of speaking.With regard to this listening material, as what’s mentioned in the above listening cues, it’s a narration, which tells a story of the ancient city of Pompeii. So students should put great importance on the order of events happened in the story.(2) Concentrate on the important words (content words).Content words always give the important information. They usually are nouns, verbs, adjectives and adverbs. Concerning this story, students should pay attention to the content words that shows time, place, person or object, and behavior.(3) Omit unimportant words (form words).Form words do not always have meanings in themselves, such as auxiliary verbs (be, have, do…), determiners (a, the, some …), pronouns (I, he, they, there, it, this, which, whom…) and prepositions (at, on, in…). Students can omit these words.(4) Use abbreviations and symbols.Abbreviations and symbols can be used whenever possible. Teacher list some conventional English symbols and abbreviations, for example,and &; and other things etc.; question Q; answer A;because ; therefore ; right ; wrong X ;And students need specific ones for their own subject.(5) Keep notes short and to the point.Omit descriptions and full explanations. To this story, students can omit the description about the eruption. (“This black cloud rose high into the sky. Rock and ash flew through the air.”)(6) Leave space for later addition.Since students are green hands. It’s natural for them to miss some words. Don’t worry about it. What they should is to leave space for later additions or guessing.Functions of Passage Listening: In passage listening, students listen to the whole passage twice and get quite limited amount of information from their note-taking. According to this, the instructor then gives them some note-taking strategies. After students’former practicing, these strategies will be remarkably impressive on theirgive us information, but receiving it does not necessarily equal learning. Each of us constructs our own meaning and learning about problems.Second, Paragraph ListeningAfter the explanation of note-taking strategies, students come to the practicing section. They are supposed to listen to the story paragraph by paragraph.1. Teacher plays each paragraph one time and asks students some questions to check the outcome/efficiency of their note-taking. For example:Para. 1Q1: What did the wealthy Romans, over 2,000 years ago, do in summer? Where did they spend their summer? A: Two thousand years ago, many wealthy Romans left Rome in the summer. Many of them spent their summer in Pompeii.Q 2: Where was Pompeii located?A: Pompeii was located on the Bay of Naples.Para.2Q: What did Pliny the Y ounger see one day while he was looking up at the sky?A: He saw a very large dark cloud. That was the eruption --- the explosion of the volcano, V esuvius.Para.3Q: How long was Pompeii buried and forgotten?A: The city of Pompeii was buried and forgotten for 1,700 years.Para.4Q: When was Pompeii uncovered? And who uncovered it?A: In 1748 an Italian farmer uncovered a part of Pompeii.2. After each paragraph’s listening, the teacher plays the whole passage again without any stop and has students add more information to their notes.Functions of Paragraph Listening: This part is a practicing one for the listening skill of note-taking. Since the students are freshmen, listening to the story paragraph by paragraph will decrease the difficulty for them. What’s more, students can pick up more information, which will inevitably increase their confidence of note-taking practicing.In educational tells us that exposure to the proper amounts of stress can help someone achieve his or her maximum performance. Bu, too much stress will increase his or her peak performance. So, stress is essential! However, too much stress is harmful. Applying the law to teaching, the teachers should appropriately control the difficulty of the task. The task should be the ones that students can solve跳一跳摘桃子”.in this part. It fulfills a number of different functions, for example:·Teacher’s questions can serve to initiate a chain reaction of students interaction with the instructor. ·Teacher’s questions give the instructor immediate feedback about student comprehension.Step 3 Speaking (7minutes)After the extensive listening, students are engaged in group activity to summarize the main idea of the story.This problem-solving model belongs to collaborative study. In it, students can pick up the material they missed from the other group member’s speaking. At the same time, the teacher can act as an assistant by walking around the class and give help as needed.Functions of Speaking: This section plays a role of consolidation and elevation. The students organize their notes’sstudents will know more about the meaning of life and cherish what they have now.Step 4 Homework (2 minutes)At the end of the class, I design two homework exercises according to this class.1. Recite the new words and expressions on page 109.Functions of Homeworkof newly learned knowledge in a matter of days or weeks unless they consciously review the learned material. So the homework exercises are necessary to urge students to have a timely review of what they have learned in the class and maintain it for a longer time.Part 5 Blackboard DesignMy blackboard design is organized like this：Chapter 2: PompeiiI. PrelisteningII. Extensive Listeningand other things —etc.; question —Q; answer —A;because —; therefore—; right —;III. SpeakingIV. HomeworkFunctions of the Blackboard Design: It shows students a clear outline of the teaching process and the key points of explanation.Self-analysisIn this lesson’s teaching design, I put emphasis on interactive foreign language teaching method; try all means to construct an authentic context for students and motivate their interests. I value a lot on students’ listening and speaking competences, especially the listening one, I explain in detail the strategies about note-taking andpractice it in class. I attach great importance to students’collaborative study. My teaching design is student-centered and some related educational psychology theories are applied to promote students’ study such constructivism and Y erkes-Dobson. But time limited, I know there is much place for improvement. I will appreciate a lot for your precious suggestions.That's all for my interpretation, thank you for your attention!。
医学英语视听说Unit 13
passage 2
General view
1. 2. 3. 4. 5.
background knowledge focal words and expressions translation chunks assignment
Background knowledge
The function of Chinese Consulate
Chinese Consulate is authorized to help the poor and needy in China and extradite (引渡) them if required New Chinese Consulate exercises its legal and nautical （海上的）rights whenever and wherever needed Consulates and Embassies are more or less the same, with similar responsibilities and functions. Consulate in China mainly looks after the foreign policy of the country and other related issues that are essential for smooth functioning of Chinese administration.
The Committee of 100
The Committee of 100 is an international, non-profit, non-partisan （无党派的） membership organization that brings a Chinese American perspective to issues concerning Asian Americans and U.S.-China relations. Our organization draws upon the collective experience, knowledge and resources of our members - Chinese Americans who have achieved prominence in a variety of fields and work in partnership towards our mission.
医学英语视听说1教师版
医学英语视听说1教师版Medical English: Listening and Speaking 1 (Teacher's Edition)IntroductionIn today's globalized world, the importance of mastering English in the field of medicine cannot be overstated. Medical professionals from around the world need to communicate effectively in English to provide quality healthcare and collaborate with colleagues internationally. This article presents an overview of the "Medical English: Listening and Speaking 1" textbook for teachers, guiding them on how to effectively teach the course and help students develop their English language skills in the medical context.Course ObjectivesThe primary objective of "Medical English: Listening and Speaking 1" is to enhance students' proficiency in English by focusing on improving their listening and speaking skills. The course aims to:1. Improve students' listening skills to enable them to understand medical lectures, patient histories, and medical discussions.2. Enhance students' speaking skills to enable them to communicate effectively with patients, colleagues, and healthcare professionals in various medical settings.3. Expand students' medical vocabulary and their ability to use specialized medical terms accurately.4. Familiarize students with common medical scenarios and develop their ability to respond appropriately in different clinical situations.Course Structure"Medical English: Listening and Speaking 1" is divided into ten units, each covering different medical topics. The course is designed to progressively increase the level of difficulty, allowing students to build upon their knowledge and skills throughout the semester. Each unit consists of the following components:1. Listening Exercises: This section includes authentic medical audio recordings, such as patient interviews, doctor-patient dialogues, and medical lectures. Students are exposed to a range of accents and medical terminology, helping them improve their listening comprehension skills.2. Speaking Practice: In this section, students engage in conversation activities to practice using medical vocabulary and structures. They are encouraged to participate actively, ask questions, and express their opinions on various medical topics. The teacher plays a crucial role in facilitating discussions and providing feedback.3. Vocabulary Expansion: This component focuses on key medical vocabulary and terminology. Students learn new words, their definitions, and how to use them accurately in medical contexts. The teacher can employ various techniques, such as flashcards, matching exercises, and role-playing, to reinforce vocabulary acquisition.4. Role-Play: Role-plays simulate real-life medical scenarios, allowing students to practice their speaking skills in a practical context. Students takeon different roles, such as doctors, nurses, or patients, and interact using appropriate medical language.5. Pronunciation Drills: Pronunciation exercises help students improve their pronunciation and intonation by practicing medical terms, phrases, and sentences. The teacher guides students in correct pronunciation and provides individualized feedback.6. Listening Strategies: This section equips students with essential listening strategies, such as identifying main ideas, understanding context, and recognizing specific details. Students learn how to effectively comprehend medical audio materials independently.7. Guided Discussions: Guided discussions promote critical thinking and develop students' ability to express their opinions on medical topics. The teacher facilitates discussions, encourages students to provide justifications for their viewpoints, and fosters a supportive learning environment.8. Review and Assessment: Regular review and assessment tasks allow students to consolidate their learning and evaluate their progress. The teacher administers quizzes, tests, and assignments to assess students' understanding and provide constructive feedback for improvement.Conclusion"Medical English: Listening and Speaking 1" equips students with the necessary language skills to effectively communicate in English within the medical field. Through a comprehensive curriculum, including listening exercises, speaking practice, vocabulary expansion, role-plays, pronunciation drills, and guided discussions, students develop theconfidence and proficiency required to succeed in their medical careers. By following the provided guidelines, teachers can facilitate an engaging and interactive classroom environment, fostering continuous learning and growth in medical English proficiency.。
研究生学术英语视听说教程听力原文
研究生学术英语视听说教程听力原文《研究生学术英语视听说教程听力原文》Unit 1 Lecture 1Good morning everyone, and welcome to our first lecture on academic listening and note-taking. In this course, we will focus on developing your listening skills in an academic context, as well as improving your note-taking abilities.Today, we will start by discussing the importance of effective listening in an academic setting. As graduate students, you will be expected to attend lectures, participate in discussions, and conduct research in English. Therefore, it is crucial to be able to understand and process complex academic language.To improve your listening skills, it is important to actively engage with the speaker. This means maintaining eye contact, staying focused, and avoiding distractions such as texting or browsing the internet. It is also helpful to use strategies such as predicting the main points, identifying key vocabulary, and noting down any questions or uncertainties you may have.In addition, effective note-taking is essential for retaining and recalling the information presented during lectures. We will be discussing various note-taking methods throughout the course, but for now, I encourage you to practice writing down the main ideas and supporting details as you listen to the lecture.Finally, I would like to emphasize the importance of self-reflection and feedback in improving your listening skills. After each lecture, take some time to review your notes and identify any areas for improvement. Additionally, seek feedback from your peers and instructors to further enhance your listening abilities.I hope you find this lecture helpful, and I look forward to exploring various listening and note-taking strategies with you in the upcoming sessions. Thank you for your attention, and I wish you all the best in your academic pursuits.。
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Words and Phrases
for one thing 首先 anything but 决不，一点也不 on the other hand 另一方面 self-educated a. 自学成才的 in spite of 虽然，尽管 fight for 为⋯⋯而战 civil right 公民权 unrest n. 不安的状态，动荡局面 destiny n. 命运，定数
3. In spite of his lack of formal education, Lincoln became a well-known lawyer.
4. Books have been written about the strange coincidences in the lives of the two men.
2. Do you know when Lincoln or Kennedy lived? What was happening in the United States at those times?
3. Both men met a sad end. Do you know what it was? Can you describe what happened to each man?
BEFORE LISTENING
VOCABULARY PREVIEW
Proper Names
Abraham Lincoln 亚伯拉罕·林 肯 John F. Kennedy 约翰·肯尼迪 Dallas 达拉斯 Texas 得克萨斯州 House of Representatives 众议 院 Congress 美国国会 American Civil War 美国内战
7. t the time Kennedy took office, African Americans were being denied their civil rights.
8. Unrest took the form of civil rights demonstrations.
9. Neither president lived to complete his term in office.
e 2. right
b. the things that happen to someone
h 3. coincidence c. usual or official
d 4. career
d. a person’s work
f 5. demonstration e. something such as equality that all people have
SCRIPT
assassinated fates
career formal
coincidences demonstrations elected
rights
term
5. Lincoln began his political career in Congress.
6. Lincoln and Kennedy were elected to Congress 100 years apart.
LISTENING
EXPANSION
AFTER LISTENING
TOPIC PREVIEW
n Answer the following questions with a partner or your classmates.
1. What do you know about Abraham Lincoln and John F. Kennedy? Talk about how you think the two men are similar and how they are different.
SCRIPT
assassinated fates
career formal
coincidences demonstrations elected
rights
term
1. I’ll say a few words about Lincoln’s and Kennedy’s tragic fates.
2. Both Lincoln and Kennedy were assassinated while in office.
BEFORE LISTENING
Audio Track 1-13-1-b
VOCABULARY PREVIEW
a Listen to the following sentences that contain information from the lecture. As you
listen, write the word or phrase from the box that completes the sentence.
BEFORE LISTENING
VOCABULARY PREVIEW
b Match the words to their definitions.
g 1. assassinate a. a set length of time for something, from start to finish
LESSON
13
Lincoln and Kennedy
Different Times, Similar Destinies
Abraham Lincoln, Lincoln Memorial, Washington, DC
John F. Kennedy
TOPIC PREVIEW
BEFORE LISTENING
BEFORE LISTENING
Audio Track 1-13-1-a
VOCABULARY PREVIEW
a Listen to the following sentences that contain information from the lecture. As you
listen, write the word or phrase from the box that completes the sentence.