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1、Unit 1Festivals around the world Period 4Using 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
2、 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 listenin
3、g 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 cal
4、l. 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
5、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 te
6、acher 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 mater
7、ial 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 th
8、e 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 varie
9、ty 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. Dont always correct the mistakes they have made while they
10、 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 liste
11、n to and understand listening materials with various English accents.2. Let students make a phone conversation using the functional items requests and thanks.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 expression
12、s:1)Making phone callsMay I speak to. . . ?Can I ring/call back later?Hold/Hang on, please.Ill ring him/her up again.Just a moment, please.Sorry, he/she isnt here right now.2)InvitationsI wonder if you are interested in. . .Id like to invite you to. . .Would you like. . . ?Could/Would you please. .
13、. ?Im looking forward to. . .Id love to, but. . .3)ThanksThank you so much.Thanks a lot.Thats very kind of you.Youre most welcome.Dont mention it.Its 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 note
14、s 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 Revision1. Check the homework exerci
15、ses.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:1)Some of us can use the computer now, but we couldnt ten years ago.2)Can/Could/May/Might I borrow your bike?3)He may/might be from Canada
16、.4)There must be something wrong with the machine.5)You should keep your promise.Step 2 Warming up1. 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
