1、学生学习的方案，教师备课的设计Period 4Listening and Talking整体设计从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this period is placed on developing students listenin
2、g ability. The purpose of the listening text on Page 38 in the Textbook is to explain more of the issues in South African politics. The students need to know why people were so unhappy that they were prepared to struggle in order to bring about positive changes. Remember to tell the students that it
3、 does not matter if they do not understand every word. The important thing is to understand the main information. For that purpose the exercises test literal comprehension. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and deci
4、de whether their guessing is right and write down the main idea. Second, ask them to listen for the second time to compare the life and work of white and black people at that time and fill in the chart in Exercise 3. Third, let them listen again to have a further discussion on the questions in Exerc
5、ise 4. 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 u
6、nderstand and grasp the listening material far further.As to Listening on Page 69 in the Workbook, its purpose is to help the students to understand more about one of the great men in this unit. William Tyndale is not well known in Britain, but his translation of the Bible is very widely known and v
7、ery much loved. Since the sixteenth century it has had a very important influence on the English language because many poor people learned to read and understand the Bible from it. Its poetry and expressions have become part of British speech. Let the students listen to the text and get the gist of
8、the information. This is considered so important that the exercises after the text all concentrate on general understanding and literal comprehension. Listening task on Page 72 in the Workbook is designed for students to get information from a listening text and write it down in note form. After lis
9、tening, students also have to decide on the accuracy of the evidence and make a choice. They have to decide who caused the accident. It does not really matter who they choose. The most important thing is that students should give a reason for their choice. The teaching procedure can be approximately
10、 the same as the part Listening on Page 38.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.At the end of the class, we come to the part Talking on Page 69. This is an opportuni
11、ty for students to talk about somebody that they admire. They should practice using the expressions on giving opinions and making comments so that they become familiar with them. Do this exercise in pairs and try to make sure that everybody is getting an opportunity to talk. After the talk let some
12、people tell the rest of the class about their heros or heroines.教学重点1. Develop the students listening and speaking ability.2. Let the students know how to give opinions and make comments.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Coopera
13、tive learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to learn the patterns on giving opinions and making comments:Why do you think so? What do you think of. . . ? Whats y
14、our opinion? I agree/dont agree. I think/dont think. . . I prefer. . . In my opinion. . . Im afraid. . . Good idea! Thats an excellent idea.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students ability to get special information and take notes while
15、listening.3. Get the students to learn how to give opinions and make comments.Emotional aims:Get the students to talk about their hero/heroine using the patterns on giving opinions and making comments, know noble qualities they have and learn from them.教学过程Step 1 Revision1. Check the homework exerci
16、ses.2. Ask some students to make sentences with attributive clauses.Step 2 Warming up1. Ask some students to retell the reading passage Elias Story. Discuss the following questions:Did Elias join the ANC Youth League? Why do you think Elias join the ANC Youth League?2. Tell the students:we know, at
17、that time, Elias was in a difficult situation and the background was very different from todays. With what you have known, can you predict the following questions?What is a passbook?Is it important?Is it easy to get for Elias?What job did Elias want to do?Who worked underground?Who worked on the sur
18、face?Where did Elias live?Step 3 Listening (on Page 38)1. Before listening, let the students discuss the question:What things do you think were unfair in South Africa?2. Listen to the tape and write down the main idea.3. Listen again and choose the right answers.1)What is a passbook?A. A book to hel
19、p you pass exams.B. A book to show your identity.C. A book to tell you where to live.D. A book to tell you how to live.2)Why is it important?A. For traveling outside South Africa.B. For showing where you were born.C. For traveling inside South Africa.D. For getting a job.3)What job did Elias want to
20、 do?A. To work with other black workers.B. To work as a cleaner.C. To teach in a primary school.D. To work in the mines.4)Who worked underground?A. The white workers.B. The black and white workers.C. The black workers.D. Foreign workers.5)Who worked on the surface?A. The black workers.B. The black a
21、nd white workers.C. The white workers.D. Foreign workers.6)Where did Elias live?A. In a classroom.B. In a home of his own.C. In a large room with beds.D. With his family.4. Check the answers with the whole class.Answers:BCDCCC5. Listen a third time and compare the life and work of white and black pe
22、ople at that time. Fill in the chart.DifferencesWhite peopleBlack peopleThe jobs they didWhere the workers livedHow much land they ownedTheir hospital and schools6. In pairs discuss these questions.1)Do you think Elias was right to join the ANC Youth League?2)Imagine you are Elias. What would you do
23、? Why?7. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the reason why Elias joined the ANC Youth League.Listening text:WHY ELIAS JOINED THE ANC YOUTH LEAGUEI know you wonder why I could not get a job I liked, and why I had to have a passbook
24、at all. The passbook had your name, age, address and birthplace. Without this passbook I was not allowed to travel in South Africa at all, and if the police found me without it or if I was living in the wrong town, I could be put in prison or sent back to the countryside where I was born. I did not
25、want that so I went to see Nelson Mandela.I could not do many jobs because of my poor education. At that time, most black children did not use their school years well. Most had to leave school without finishing primary school. When I left school, I wanted to work in a gold mine, where black people a
26、re well paid. But I was not old enough so I had to wait till I was older to become a real miner. The mines used black workers to dig gold from the ground. The white workers sat in offices but black South Africans worked hard underground digging for the gold. And we could not live with our families l
27、ike the white people did. We had to live in large rooms with beds placed like the desks in a classroom. I had no wife or children but I still did not want to live with my workmates. I hoped to live in a home of my own, but that was not allowed for black workers.I joined the ANC Youth League because
28、it wanted the same rights for black and white people in South Africa. The white people could live where they liked. They owned almost all the land in South Africa though they were fewer in numbers than black people. They had the best schools. They had the best doctors. They could make the laws. We w
29、anted to be the same and equal to the white people in our own land.Step 4 Listening (on Page 69)1. Ask students to talk about the information on William Tyndale mentioned in the part Pre-reading. Then tell them they are going to listen more about William Tyndale.2. Go through the sentences in Ex. 1,
30、 then listen to the tape for the first time, and dicide whether the sentences are true or false. Correct the wrong information.3. Students discuss their answers in pairs.4. Play the tape again for students to complete the passage in Ex. 2.5. Play the tape a third time for students to answer these qu
31、estions in Ex. 3.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.6. Reading and retellingShow the students the listening text and let them read it. Then ask them to tell something about William Tyndale.Listening text:A:Do you know w
32、ho William Tyndale was?B:His name sounds as if he came from England.A:Yes, you are right. He was born in London a long time ago. Do you know when he lived?B:He lived from 1494 to 1536. So he was only 42 years old when he died.A:But why is he remembered?B:For two reasons. He wrote the Bible in Englis
33、h so that everybody could read it. He wrote so beautifully that people still use some of his words and expressions today.A:Why did he need to write the Bible in English?B:Because some of it was written in the Greek language and some in the Hebrew language and most people could not read them.A:So peo
34、ple liked his Bible in English.B:But the English king didnt like it.A:Why not?B:At that time the English king was King Henry VIII. He was not happy with William Tyndale because he did not want the people to read the Bible in English.A:So what did William Tyndale do?B:He went to another country calle
35、d Belgium where the king could not find him and he wrote his English Bible there.A:Did the king find him?B:No, but other people found him in Belgium.A:What happened?B:He was put in prison and later he was killed. But writing the Bible in English was a good idea, wasnt it?A:Yes. His Bible was the fir
36、st one written in English that was used in churches in England.B:Do people still read this Bible today?A:Yes, people in England still love his words today. It is still the most popular Bible written in English.B:He was a great man to be so brave.Step 5 Listening task (on Page 72)1. Ask students to r
37、ead these sentences in Ex. 1 and listen to the tape. Choose the one that describes the main idea. Explain why the other two are wrong.The teacher plays the tape for the students to listen and finish the task. After finishing, the teacher checks the answers with the class.2. Ask students to listen to
38、 Part 1 and answer the questions in Ex. 2.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.3. Ask students to listen to Part 2 and complete the tables in Ex. 3. Then ask them to give their own opinion and reason.Suggested answers:INF
39、ORMATION ON A CARACCIDENT BY:AWhere did it happen?On the road.How many people in the accident?2.BEFORE THE ACCIDENTWhere was the boy?Walking along the road.Where was the car?Coming up behind the boy.What happened?The car was going too fast and did not look. It hit the boy and hurt him.Who caused it?
40、The car driver.INFORMATION ON A CAR ACCIDENT BY:BWhere did it happen?On the road.How many people in the accident?2.BEFORE THE ACCIDENTWhere was the boy?Walking in the road.Where was the car?Came up behind the boy. What happened?The boy moved farther into the road. The car tried to stop but it couldn
41、t and it hit the boy. The boy was hurt.Who caused it?The boy.Now let students decide who they think caused the accident. A possible answer is:I think the boy caused the accident because he should not have been walking in the road. He should have been on the pavement.4. Reading and retellingShow the
42、students the listening text and let them read it. Then ask them to tell their own opinions.Listening text:Do you know what a point of view is? It means that there may be more than one way of looking at things. For example, if an accident happens the police will ask all those who were nearby what hap
43、pened. They will not just ask one person because that person may not have seen everything that happened. They will ask everybody. The stories that people tell will often be different. This is because they each have a different idea of the accident. All these ideas are different points of view.Let us
44、 look closer at this accident. A boy is walking in the road when a car comes behind him and hurts him. There are two people who see what happens. Let us listen to their stories.A:I was walking along the road when I saw the boy coming towards me. He was walking in the bicycle lane of the road. A car
45、came very fast up the road in the bicycle lane. The driver did not see the boy and knocked him over and hurt him. It was the car driver who caused the accident.B:I saw the boy walking in the road. He was not doing what he should and he moved farther into the road as the car came up behind him. The c
46、ar tried to stop but it was too close to him. So the car hurt the boy. But it was the boy who caused the accident.When you hear two points of view, it is up to you to decide who was correct. So who do you think caused the accident?Step 6 Talking (on Page 69)Let the students in groups talk about thei
47、r hero/heroine. Tell them to try to use the following words and phrases in their discussion.Good idea!Thats an excellent idea!I agree/dont agree.I prefer. . .In my opinion. . .I think/dont think. . .Im afraid. . .Why do you think so?What do you think of. . . ?Whats your opinion?Sample dialogue 1:S1:
48、My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.S2:What did he do?S1:He led the movement for civil rights in America.S2:I suppose he encouraged fighting white people! S1:No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.S2:But black people have the vote in America, dont they?S1:But the law
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