资源简介

Developing ideas—Listening and speaking
　　　　　Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text explores the theme of family relationships and communication, focusing on how to solve problems within the family. It highlights the importance of harmony in the family and the role of communication in maintaining it.
Why: The aim is to educate readers on the value of effective family communication. By presenting real-life examples and offering practical advice, the text conveys a positive message about the understanding within the family.
How: It begins with a discussion on the significance of family harmony, followed by a listening exercise that involves identifying the main topic of a speaker’s discussion. The use of dialogues and role-play activities encourages active learning and application of the concepts discussed. The language is straightforward and conversational, employing everyday vocabulary and expressions. Key phrases and expressions are highlighted to aid in the understanding and application.
　　　　　Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson,you will be able to:
1.understand the harmony in a family.
2.get information about the problem between Tina and her mother.
3.give advice about family communication in family relationships.
4.summarise the softening language and softer tone through listening.
　　　　　Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To understand the harmony in a family. Step 1　Lead-in 1.Students engage in a discussion about who they can turn to for solving family problems, possibly mentioning family members, friends, or professionals. 2.Students discuss the role of family hotlines, considering what kind of support and assistance they can provide. 3.Students think and say if they know what family hotlines can do for them, using the prompt “Do you know what the family hotlines can do for us ” Teachers observe whether students can participate in interaction and communication, take the initiative to share their existing knowledge on the subject, and adjust the way of questioning.
Purpose To stimulate initial thoughts and set the stage for the lesson’s theme.
2.To get informa-tion about the problem between Tina and her mother. Step 2　Pre-listening 1 1.Students look at a picture and describe what they see, discussing the activities and emotions depicted. 2.Based on the picture, students make predictions about the content of the listening material, using the prompt “What are they doing What can you see in the picture ” Step 3　Listening 1 1.Students listen to the speaker discussing the concept of “problem parents” and choose the correct statement from the options provided: “Problem parents” bring “problem children”. There are more and more “problem parents”. “Problem parents” need a good talk. 2.Students listen to the conversation between Tina and her mother again, and complete a chart with the provided information about their problems, feelings, and advice.(详见课件资源) According to the reason-ableness of the content guessed by the students, evaluate their ability to infer the content of the dialogue by using situational cues. According to the situation of students’ completion of the task, give them guidance.
Purpose To enhance students’ listening skills by requiring them to extract specific details from the conversation, which helps to develop their attention to detail and note-taking abilities.
3.To give advice about family com- munication in family relationships. Step 4　Pre-listening 2 Students think and share their advice for Tina if she asks for help. Step 5　Listening 2 Students listen to the conversation and complete the chart by filling in the missing parts, focusing on the conversation between Tina and her mother. The teacher observes whether the students can complete the dialogue with the help of language support, and gives the necessary prompts and guidance according to the students’ performance.
Purpose To further develop students’ listening skills by requiring them to not only comprehend the conversation but also actively participate in reconstructing it, enhancing their understanding and recall.
4.To summarize the softening language and softer tone through listening. Step 6　Post-listening 1.Students listen and summarise the listening material, extracting examples of softening language, such as “I hope…”. 2.Students write down useful expressions and discuss how Tina and her mother soften their language, considering phrases like “I’m sorry, but…” and “It’s a bit difficult to talk about…”. 3.Group work to act out the family hotline with family problems. Step 7　Language Points Step 8　Exercise The teacher observes whether students can complete the dialogue with the help of language support, and gives the necessary prompts and guidance according to students’ performance.
Purpose The post-listening activities reinforce students’ learning from the listening material by summarising key points and focusing on language use, which helps in consolidating their understanding and improving their language skills. Language points focus on specific language structures and phrases, ensuring that students can use them correctly in different situations.
Homework Ask 3 classmates about their family problems and give suggestions.
　　　　　Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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