資源簡介

Unit 2 The universal language
Integrated skills (I)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
learn how to listen for key words in a talk;
learn about the structure of an article about their favourite singer or band.
II. Key competence focus
1. Get the correct information while listening.
2. Listen for key words.
3. Figure out the structure of an article.
III. Predicted area of difficulty
Appreciate the language of the article.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss to talk about the following questions about their favourite singer or band:
Q1: Who is your favorite singer or band
Q2: What are your favourite songs by the singer or band
Q3: What are the features of your favourite singer’s or band’s music
【設計意圖：通過詢問學生最喜歡的歌手或樂隊引出聽力材料的話題，為后續聽力內容的預測做鋪墊。】
Step 2 Listening
1. T asks Ss to listen and decide whether the statements are true or false.
T: We will listen to a school radio programme about music. Read the following sentences quickly and carefully. Then, listen and decide whether they are true or false.
(1) Hot Hits and Super Sounds is being broadcast for the first time.
S: True.
(2) The programme lasts for an hour every day.
S: False. Every Friday.
T: We should pay special attention to the time while listening.
(3) Listeners can choose songs to be played for their friends.
S: True.
T: This sentence has been paraphrased. The original one is “Or is there something you want someone to hear Just give us a shout on the school forum, and Hot Hits and Super Sounds will do the job for you.”
(4) Listeners’ stories will be shared on the radio every other week.
S: False. Every month.
【設計意圖：指導學生根據主題語境先仔細閱讀題干，然后聽錄音辨析正誤。尤其要關注錄音中的句子和練習所給句子的同義替換；另外要辨清時間。】
2. T asks Ss to listen for the detail.
T: Why does the radio programme bring students the first broadcast of the brand new show
S: To help the students take a break from their busy studies and relax themselves in the world of music.
【設計意圖：培養學生在聽力過程中抓住重要細節的能力?！?br/>3. T asks Ss to listen for keywords and complete the notes.
T: Now please listen to the radio programme again and complete the notes.
T: Pay attention to No. 5. There is a paraphrase: “give us a shout” is replaced by “get in touch”.
【設計意圖：指導學生關注短語的同義替換?！?br/>Step 3 Reading an article
T asks Ss to explain the title.
T: What does the title mean
S: The “Fab Four” stands for the Beatles, which had four members.
2. T asks Ss to give an introduction to the Beatles. (Group discussion)
T: What do you know about the Beatles Please talk about the Beatles in terms of brief introduction, members and songs.
3. T asks Ss to share their ideas about the following question:
Is there a song by the Beatles that impresses you most
【設計意圖：老師引導學生了解、分享甲殼蟲樂隊的信息，不僅激發學生的興趣，還能自然地導入到文章的閱讀。】
4. T asks Ss to read and learn about the structure.
T asks Ss to read the article and figure out the main idea of each paragraph.
Paras. 1–2:
Para. 3:
Para. 4:
【設計意圖：通過梳理段落大意, 弄清文章的結構?！?br/>5. T guides Ss to appreciate the language.
Para. 1:
I rushed down the stairs as fast as I could to get nearer to the radio.
I turned up the volume and stood staring at the radio, holding my breath and waiting for the first notes of the song.
Emotions:
eager to listen to the song
interested in the song
Para. 2:
When the song had finished, I stood not knowing whether I liked it or not.
… I couldn’t wait to hear this song again and again until it became my favourite song from my favourite band.
Emotions:
confused about the different sound
fascinated by the song
Para. 4:
I can picture my bedroom decorated with posters of the Fab Four smiling down at me and I can see myself riding my bicycle through country lanes singing “yeah, yeah, yeah” at the top of my voice.
Emotions:
fond of music
T: What is the feature of the language
T: The author expresses his love for the Beatle’s music by using action words.
【設計意圖：教師通過和學生分析段落中含動作的句子，引導學生從動作描寫的句子中領悟作者的情感?！?br/>V. Homework
Search more information about the Beatles.

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