The necklace 教学安排建议.docVIP

Unit 18 The Necklace 教学安排建议 本单元可分两部分处理：听说和写作（语法部分可以在做练习的过程中进行巩固） 听说课 Lesson 69 和Lesson 70内容可以放在一起进行听说教学处理。分段进行听力理解和讨论。教师可以设计一些听力理解题和讨论题，引导学生理解和讨论课文，最后为学生提供一些关键词语帮助学生复述课文。 Listen to the tape (Scene 1) twice and say sth about Scene 1 to your partner. Start like this: One day Mathilde met her old friend, Jeanne in the park… Listen to the tape (Scene 2) and answer the following questions. Q1: What happened to Pierre? Q2: What did Pierre buy Mathilde for the ball? Q3: Why did Mathilde want to borrow jewellery? From whom? Listen to the tape (Scene 3) and discuss the following questions (group work). Q1: What kind of the necklace did she borrow? Q2: How did the couple enjoy the ball in the palace? Q3: What happened after the ball? Q4: How much did Mathilde borrow to buy the necklace for Jeanne? Q5: What did they do to pay back the money they had borrowed? Q6: What do you learn from the story? Retell the text according to the questions above. (参考书后70课练习2) 写作 练习写失物招领和寻物启事（参考清华同方教学资料库）。 听力教学建议 There are three stages in listening activities: pre-listening, while-listening, and post-listening. 1. Pre-listening activities: 1) Predicting: Research in listening has shown that good listeners are good predictors. By helping students become better predictors, we are helping them become better listeners. There are many different activities that can be used to encourage students to predict the content of what they are about to hear. If there is a picture with the listening passage, the students can be asked to predict what the passage will contain before they listen. If there is no picture, perhaps the teacher can find or draw a picture that fits the text. Visual aids are immensely helpful in aiding students’ comprehension. They attract students’ attention and help and encourage them to focus on the subject in hand. Setting the scene: The teacher can help provide the background information to activate learners’ schema, so they will be better prepared to understand what they hear. Supp