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新进阶3 听说Unit 1

New Progressive College English Book Ⅲ

Unit 1 Family

I. Teaching Plan

1. Objectives:

Students will be able to:

1) get the theme-related background knowledge;

2) understand the theme-related listening materials;

3) use simple and understandable English to express themselves about the theme “family”.

2. Teaching Difficulties:

1) How to improve students’ listening accuracy through dictation exercises;

2) Speaking with logical thinking;

3) Vocabulary about families.

3. Teaching Methods and Teaching Aids:

Teaching Methods :

1) Student-oriented communicative teaching approach

2) Audio-visual method and audio-lingual method

3) Task-based language teaching method

4) CAI, PPT, presentation, discussion

5) Smart teaching (using online tools or materials)

Teaching Aids: Multi-media, models, blackboard, chalk, etc.

II. Teaching Procedures

1. Warm up

Ask students to open their books and elicit information about the picture on page 1. Ask students what they know about Jeremy Lin and his family.

Make a family tree on the board to review the names of family members: Great-grandmother, Great-grandfather, Grandmother, Grandfather, Mother, Father, Uncle, Aunt, Sister, Brother, Sister-in-law, Brother-in-law.

Go over the questions as a class. Explain that question 2 is asking which family member someone is most similar to. Point out a common error by explaining the difference between the questions Who in your family are your like?and Who in your family do you like?

Have students work in pairs to discuss the questions. Tell them to expand on their answers with details about their families.

Have each student report to the class their partner’ answer to one of the three questions. Tell them to choose the most interesting answer to share with the class.

Ask students to name any other famous families, like Jeremy Lin’s, that they may know about.

2. Listening: Lesson A A Famous Family

A.New words and expressions

Have students read new words and expressions. Make sure they pronounce each word correctly. Explain the meanings of the words if necessary.

B. Listening for gist

Have students look over the pictures and read the captions. Ask then to raise their hands if they’ve heard of Jacques Cousteau or any of his family members. Elicit predictions about how Jacques Cousteau and Alexandra Cousteau are related. Point out that at first they only have to know the main idea of the listening material. Play the audio. Check answers as a class.

C. Listening for details

Tell students that it’s now time to listen for more details. Ask them to match the years with the events. Remind them that proper names should be capitalized. Play the audio two or three times and give students enough time to complete the table. Check answers as a class.

3. Speaking Task 1: Pair Work

Conversation

Tell students that they are going to have a detailed conversation about their families. Ask students to follow along with the sample conversation in their textbooks. Play the audio. If necessary, play it again.

Practice pronunciation. Play the audio again, pausing after each statement, or read aloud, and have students repeat. Go over how to talk about siblings.

Ask students to work in pairs to practice each possibility for the conversation. Tell them to switch A and B roles after two times. All together, they should have the conversation four times.

Tell them to use the conversation in the textbook for support. Point out that they should talk about their own families (or a famous family if family issues are a sensitive topic) and offer their own ideas for the final statements about who they are most like and why.

Tell students to have the conversation two times with their partners, so that each is A and B once. Then, have students switch partners and repeat the conversation.

When pairs are finished, ask for volunteers to share with the class any interesting information they learned about a classmate.

4. Listening: Lesson B Brazil’s Changing Families

Listening 1

A.New words and expressions

Familiarize students with the new words. Have students look at the sentences and choose the right word for each blank. Read the complete sentences aloud.

B. Pre-listening questions

Ask students some questions about family. Write them on the board. (For example:What was the family size in the past? Whats the family size today? Where did people live in the past? Where do people live today? When did people get married in the past? When do people get married today? How many people owned a television in the past? How many people own a television today?)

C. Listening Comprehension.

Have students open their books to page 4. Tell students that they are going to listen to how family size in Brazil is changing. Tell them to quickly look at the pictures on the page and then decide if the size of families is getting bigger or smaller in Brazil.

Before the first listening, help them go over the key words. If necessary, elicit or explain the meaning of decrease, cause, single. Remind students that the aim of the first listening is to catch the main idea of the material. Before playing the audio, give students enough time to read the questions.

The second listening is designed to help students achieve maximum understanding of the material. Dictation is an accuracy-based work.

Listening 2

A.New words and expressions

Have students read new words and expressions. Make sure they pronounce each word correctly. Explain the meanings of the words if necessary.

B. Listening for gist

Tell students some appropriate listening comprehension strategies. The aim of the first listening to catch the main idea of the material. Tell them not to worry about individual words while listening but to concentrate on understanding the text as a whole.

Ask students if they think more or fewer people are living alone today as compared to the past. Play the audio. Tell students to check and correct their answers.

C. Listening for details

Tell students that they are going to listen to more details about people living alone.Have them read the questions first and make guesses. Play the audio. Check answers.Ask students if the information surprised them or not

Elicit a class discussion about why the largest group in the U.S. is people in their 30s, 40s, and 50s. Ask students what they think the pros and cons of living alone are. Point out that people living alone aren't necessarily lonely or isolated.

5. Speaking Task 2: Pair Work

A. Important language

Ask students to look at Important language. Draw their attention to the expressions of showing you are interested. Have students read the sentences aloud.

B. Discussion.

Showing you are interested.

Divide students into pairs, and if possible, have students from different places work together.

Remind students that it's important to be an active listener during a conversation. Point out the terms in the student's book that are used to show interest (Really? Uh-huh. That's interesting.) Elicit additional terms (Oh? Wow., etc.). Write them on the board for students to refer to during their discussions.

lf time permits, have students switch partners. Ask for volunteers to share something interesting they learned from their partner during the discussion.

6. Video Raising Otter Babies

A.Before You Watch

On the board, write Who? What? Where? Why?Point out that answering simple questions while reading or listening can help them get the gist. Have students look over the title and pictures, and read the paragraph.

Elicit answers to the questions on the board. (Who? Glenn and Jeannie Chambers, a biologist and his wife. What?Raise otters. Where? In their home, in Missouri, U.S. Why? This is unclear, but students can infer it’s probably part of Glenn’s work.) Ask students to make predictions for Why?

If necessary, elicit or explain the meaning of otter, raise, care for, make a mess, wild animal.

Ask students to note their first impression about raising otter. Have them read the statements and choose which one matches their feelings. Tell them to write their own idea if none of the statements match their feelings.

B. While You Watch

Tell students to pay attention to what the Chambers do for the otters. Have students read over the list of details. Play the video.Check answers as a class.

Play the video again. Dictation is an accuracy-based work. This gap-filling exercise is designed to help students improve their accuracy in listening as well as build up their vocabulary.

C. After You Watch

Tell students that it’s time to test what they can remember. Have students work alone to complete each question. Then check together as a class.

Tell students that they are going to think about the good and bad points of taking care of otters. Elicit another way to say good and bad points that students have learned: pros and cons. Have students work alone or in pairs to complete the chart. Ask them to think about what they saw in the video. Tell them that they can make notes or write full sentences in the chart, but explain that they must be able to explain their points.

7. Assignments

1) Talk about the question: Is the family size in China is changing now? If so, in what way?

2) Summarize the useful expressions learned in this unit concerning family;

3) Preview the next unit.

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