(二)教学内容 1.主要内容 Task 1 Thinking about introductions The aim of this task is simply to give you an idea of the students level of awareness of the content and organization of academic lectures. 1.1 If students have already attended lectures,you may like to begin by asking them to recall what the lecturer(s)did in lecture introductions. You may also like to get students to think about introductions in essays and presentations,and to discuss what these have in common and what may be different.Elicit their own ideas and summarize them on the board for later comparison with the list in Task 2. 1.2 Students should be aware that: some lecturers use visuals,PowerPoint slides or handouts to give an overview of their lecture some speakers structure lectures verbally by giving an overview in the introduction,and/or by using 'transition language'to move from one section to another 1.3 With lower-level groups,you may need to guide students to the answers through yes/no concept-check questions such as:Did Student 1 think the lecture was about migration to the UK?Was the migration from the USA?, etc. Task 2 Functions and language of lecture introductions The aim of this task is to highlight the functions of lecture introductions and the language used to express them. Note:To save time,you could set these activities for homework Task 3 Listening to lecture introductions The aim of this task is to put Task 2 into context using lecture examples Task 4 Microskills:Word stress This task focuses on word stress and the effect it has on the pronunciation of unstressed syllables in words.Students may have difficulty understanding words beginning with an unstressed syllable,because they expect to hear a different vowel sound.For example,in the first syllables of consume and assist they may expect to hear two different vowel sounds,and may not 44 （二）教学内容 1．主要内容 Task 1 Thinking about introductions The aim of this task is simply to give you an idea of the students’ level of awareness of the content and organization of academic lectures. 1.1 If students have already attended lectures, you may like to begin by asking them to recall what the lecturer(s) did in lecture introductions. You may also like to get students to think about introductions in essays and presentations, and to discuss what these have in common and what may be different. Elicit their own ideas and summarize them on the board for later comparison with the list in Task 2. 1.2 Students should be aware that: ⚫some lecturers use visuals, PowerPoint slides or handouts to give an overview of their lecture ⚫some speakers structure lectures verbally by giving an overview in the introduction, and/or by using ‘transition language’ to move from one section to another 1.3 With lower-level groups, you may need to guide students to the answers through yes/no concept-check questions such as: Did Student 1 think the lecture was about migration to the UK? Was the migration from the USA?, etc. Task 2 Functions and language of lecture introductions The aim of this task is to highlight the functions of lecture introductions and the language used to express them. Note: To save time, you could set these activities for homework Task 3 Listening to lecture introductions The aim of this task is to put Task 2 into context using lecture examples. Task 4 Microskills: Word stress This task focuses on word stress and the effect it has on the pronunciation of unstressed syllables in words. Students may have difficulty understanding words beginning with an unstressed syllable, because they expect to hear a different vowel sound. For example, in the first syllables of consume and assist they may expect to hear two different vowel sounds, and may not