文档内容
Unit 1 Festivals around the world
Period 4 Using language: Listening and speaking
整体设计
教材分析
This is the fourth teaching period of this unit. As usual, the teacher will first get students to
review what they learned in the last period, and then lead in the new lesson.
We will mainly deal with listening and speaking in this period. At the beginning, students
listen to a conversation among young people. Carla and Hari are students in Trinidad. Their
Chinese friends Li Mei and Wu Ping, are visiting for the Carnival holiday in February. They are
joining in a parade for Carnival in Trinidad. This listening activity is not only to offer students
knowledge about how to celebrate Carnival in Trinidad but to encourage students to listen and
then use what they have heard to help them answer questions. It is an important exercise because it
links skills together and uses them to produce a useful phone call. Make sure students read the
questions before they listen to the tape. This is to sharpen their attention and listen for the answers.
This will also help them get the gist of the listening text. The teaching procedures may be as
follows: First, let students go through the directions, pictures and the questions and guess the
listening text may be about. Play the tape for students to listen to and decide whether their
guessing is right. Second, ask them to listen again for them to answer the questions. Third, let
them listen a third time to check their answers. While they are listening, the teacher should pause
and repeat the key sentences to help students understand. When checking the answers, explain
some difficult listening points if necessary. In the end, show them the listening text and let them
read and retell it. This step can help students understand and grasp the listening material far
further. Perhaps some students will find it hard to listen to and understand listening materials.
Encourage them not to give up. The more they listen to English, the easier it becomes.
The speaking exercise is intended to give students the opportunity to practice a phone
conversation using the functional items. So they should learn some expressions on how to make
phone calls and invitations and express and thanks first. Then they are required to create such a
phone conversation. During the course, let them know the polite forms of English are important
and should be practiced in a variety of situations. Also encourage them to use vocabulary from the
reading and listening passages.
This period places emphasis on developing students’ listening and speaking ability. We
should try our best to encourage students to say something. Don’t always correct the mistakes they
have made while they are speaking. Otherwise, they would feel reluctant and not say anything
more.
教学重点
1. Develop students’ listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let students learn how to make phone calls and invitations and express thanks.
教学难点
1. Get students to listen to and understand listening materials with various English accents.
2. Let students make a phone conversation using the functional items requests and thanks.
1三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passage.
2. Let students learn the following expressions:
1)Making phone calls
May I speak to. . . ?
Can I ring/call back later?
Hold/Hang on, please.
I’ll ring him/her up again.
Just a moment, please.
Sorry, he/she isn’t here right now.
2)Invitations
I wonder if you are interested in. . .
I’d like to invite you to. . .
Would you like. . . ?
Could/Would you please. . . ?
I’m looking forward to. . .
I’d love to, but. . .
3)Thanks
Thank you so much.
Thanks a lot.
That’s very kind of you.
You’re most welcome.
Don’t mention it.
It’s a pleasure.
能力目标
1. Enable students to catch and understand the listening materials.
2. Develop students’ ability to get special information and take notes while listening.
3. Get students to learn and use the expressions of making phone calls, invitations and thanks.
情感目标
1. Enable students to know more about festivals and love their life.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to translate some sentences using modal verbs.
1)我们中有些人现在会用电脑, 但我们10年前不会用。
2)我能借用你的自行车吗？
3)他可能是加拿大人。
4)机器一定出了故障。
5)你应该信守诺言。
Suggested answers:
21)Some of us can use the computer now, but we couldn’t ten years ago.
2)Can/Could/May/Might I borrow your bike?
3)He may/might be from Canada.
4)There must be something wrong with the machine.
5)You should keep your promise.
→Step 2 Warming up
1. Tell students to turn to Page 6 and we are going to the part Listening and speaking.
2. Ask them to look at the pictures of the Trinidad Carnival and discuss in pairs what kind of
activities the Carnival might have.
3. Let them find Trinidad on the map and describe it.
4. Have them to predict what kind of problems someone might have when going to such a
carnival.
→Step 3 Listening
1. Go through the directions and questions to make sure students know what to do. Let them
guess what the listening material they will hear may be about.
Show the questions on the screen.
Part 1:
1)What is wrong with Li Mei’s clothing and shoes?
2)What advice does Carla give Li Mei?
Part 2:
3)Why is it important for them to have water?
4)Why is it difficult for them to hear each other?
5)Why do they plan to meet at the parking lot at 8 o’clock?
2. Play the tape for them to listen to it and decide whether their guessing is right or not.
3. Play the tape again. When listening, they work in pairs: one student writes down the
answers to Part 1; the other writes down the answers to Part 2.
4. They exchange the information and listen to the tape again for checking. Let them have the
correct answers.
5. Give 2 or 3 minutes to students to ask questions if they have any.
6. Show students the listening text and let them read it aloud.
Listening text: (Omitted)
→Step 4 Speaking
1. Show the following form on the screen. Let students read the expressions
aloud, and make sure they understand their Chinese meanings.
MAKING PHONE CALLS INVITATIONS THANKS
May I speak to. . . ? I wonder if you are interested in. . . . Thank you so much.
Can I ring/call back later? I’d like to invite you to. . . . Thanks a lot.
Hold/Hang on, please. Would you like. . . ? That’s very kind of you.
I’ll ring him/her up again. Could/Would you please. . . ? You’re most welcome.
Just a moment, please. I’m looking forward to. . . . Don’t mention it.
Sorry, he/she isn’t here right now. I’d love to, but. . . It’s a pleasure.
2. Suppose the situation: Imagine you have just visited your friends in Trinidad and seen the
Carnival. Make a phone call to invite your friends to a Chinese festival.
3. Give several minutes for students to prepare for their phone conversations in pairs.
4. Ask as many pairs as possible to present their conversations to the class.
→Step 5 Listening on Page 41
3Turn to Page 41.
1. Ask students to look at the 4 pictures, and in pairs tell as many things as they can from
each picture. Then ask them to say what festivals they think these pictures are about.
2. Tell students they will listen to a conversation between Chen Bin and his American friend,
Joey. What is the main topic of their conversation?
3. Play the tape for students to listen to and find out the main topic of their conversation.
4. Ask students to look at the chart before they listen to the tape again.
Show the chart on the screen.
EASTER
In which season?
Who celebrates?
The reason for the festival?
On which day of the week?
What things represent Easter?
5. Play the tape again, and let students listen to it and then fill in the chart.
6. Let students share their information in pairs.
7. Play the tape a third time for students to check and have the correct answers.
8. Give 2 or 3 minutes for students to ask questions if they have any.
9. Show students the listening text and let them read it.
Listening text: (Omitted)
→Step 6 Listening task on Pages 45-46
1. Talk with students about festivals such as Mother’s Day, Valentine’s Day, Easter, the
Cherry Blossom Festival, and so on.
2. Turn to Page 45. Ask them to look at the pictures and then discuss what festival for each
picture is.
3. Have them listen to the tape. Then write the festival name for each picture.
4. Turn to Page 46. Ask them to go through the questions and make sure they know what to
do.
5. Play the tape again for them to listen to and get their answers.
6. Two or three minutes for them to discuss and share their answers.
7. Play the tape a third time for them to check and have the correct answers.
8. Show them the listening text and let them read it.
Listening text: (Omitted)
→Step 7 Summary
In this period, we mainly focus on the listening and speaking abilities. They are very
important. If your listening or speaking is poor, you’d better practice more. The more you listen to
or speak English, the better your listening or speaking is. Remember: Practice makes perfect.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Preview the passages A Sad Love Story and Winter Carnival in Quebec.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to make up short dialogues to review modal verbs.
Situations:
1)You want to invite your friend to come to a party on Sunday.
42)You want to ask your mum for permission to go fishing with your friends.
→Step 2 Listening
1. Talk about Carnival and Trinidad with students.
2. Ask some of students to describe the pictures of the Trinidad Carnival.
3. Discuss with students what kind of activities the Trinidad Carnival might have.
4. Turn to Page 6. Ask students to read through the directions and questions in Exercise 2,
predict the main idea of the listening text and then listen to the tape and give their answers.
→Step 3 Speaking
1. Turn to Page 6. Ask students to read the expressions of making phone calls, invitations and
thanks in the box. Try to learn them by heart.
2. Suppose the situation and make a phone conversation in pairs using the expressions.
3. Ask as many pairs of students as possible to present their conversations to the class.
→Step 4 Workbook exercises
1. Listening
1)Ask students to discuss what festival these 4 pictures are about.
2)Have them listen to this conversation and find out the main topic.
3)Let them listen again and take notes to fill in the chart.
2. Talking
Ask students to read the directions and questions. Then let them make their role-play
dialogues.
3. Listening task
1)Ask students to dictate some festival names to see if they are familiar with them.
2)Let them listen to the tape and write the festival for each picture on Page 45.
3)Have them go through the questions and then listen again to find the answers.
→Step 5 Homework
1. Finish off the related Workbook exercises.
2. Make up a phone conversation using the expressions of invitations and thanks.
板书设计
Unit 1 Festivals around the world
Listening and speaking
MAKING PHONE CALLS INVITATIONS THANKS
May I speak to. . . ? I wonder if you are interested in. . . . Thank you so much.
Can I ring/call back later? I’d like to invite you to. . . . Thanks a lot.
Hold/Hang on, please. Would you like. . . ? That’s very kind of you.
I’ll ring him/her up again. Could/Would you please. . . ? You’re most welcome.
Just a moment, please. I’m looking forward to. . . . Don’t mention it.
Sorry, he/she isn’t here right now. I’d love to, but. . . It’s a pleasure.
活动与探究
Imagine you want to invite a foreign friend to join your family’s celebration of the Chinese
Spring Festival. In pairs, one as the Chinese student and the other as the foreign friend, make up a
phone conversation to give your invitation, ask and answer questions about the holiday. The
foreign friend should express his or her thanks for your invitation. Be ready to act out your
conversation to the class.
56
