下载文档原格式
Unit1 Story Time教学设计【内容来源】人民教育出版社（一起点）六年级上册Unit1 In China【课时】Story Time一、教学目标1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，完成B项的句子排序，并尝试复述故事。
2. 能够通过小故事的学习，了解春节文化和习俗。
二、教学建议读前活动1. 播放视频讲授新课前，教师可以播放一些反映中国春节习俗的视频或画面。
播放完毕后提问学生：What festival is it? 待学生说出答案后，教师进一步就春节的话题提问学生，如：What do we eat? What do you do at Spring Festival? How do you decorate your house at Spring Festival?2. 自由谈话教师问学生是否知道“过年”的来历，请了解的学生简单介绍一下。
这样可以进一步引出本节课的主题。
读中活动1. 看图描述，预测故事教师依次出示故事中的六幅插图，请学生看图描述。
在学生描述的同时，教师适时将重要的生词板书在黑板上，如：Nian, firecrackers, afraid, run back, red paper等。
这些生词有些是从图片上可观察到的。
2. 初读故事，抓住大意教师引导学生打开课本，自主阅读故事。
教师可以提出几个关于主旨的问题，如：Where did he come from? What did he do in the village? Who had got a goodidea?3. 精读故事(1) 教师可依据每幅图片提出相应问题，激发学生阅读兴趣。
每幅图的问题参考如下。
Picture 1：What was the monster’s name? What did the monster do before the new year?Picture 2：Who was not afraid of the monster and could scare the monster away?Picture 3：What could you see on the door and windows? What did the monster hate?Picture 4：What did the old man wear and what did he do?Picture 5：Where were the people then?Picture 6：Now, every year, what do Chinese people do?(2) 语境中处理生词。
book6 unit1 dialogue 1 （2）教学设计book6 unit1 dialogue 1 （2）教学设计其次课时二、教学目标（一）语言学问目标能"四会'把握下列内容：单词：noon，practise, piano, pen friend, e mail短语：practise the piano, get up, go to school by bus, begin classes, have lunch,go back home, have dinner, do homeork, go to bed,at noon,former pupil句型：What time do you...? At ...一般现在时第一人称和第三人称的表述和运用。
（二）语言技能目标1. 能相互相互沟通个人信息。
2. 能精确地表达时间。
3. 能精确流利地传递他人信息。
4. 通过调查、汇报和仿写e mail，学会与人交往。
（三）学习策略目标1. 引导同学回忆相关学问，降低学习新内容的难度。
2. 联系生活实际，激发同学兴趣。
3. 通过调查、汇报、嬉戏、仿写等方式，加大运用语言的密度，关心同学熟识语言。
（四）文化意识目标1.知道英国时间的表达法。
2.了解英国小伴侣的学习生活。
三、教学重点1. 新单词的教学，时间表达法。
2. 一般现在时在实际交往中的运用。
四、教学难点1. 课堂活动的操控。
2. 时态的归纳、回顾及指导运用。
五、教学策略1. 借助图表创设情景，让同学理解和提炼语言。
2. 设置有效性的问题，关心同学运用语言，梳理信息。
六、教学过程（一）热身与复习1.嬉戏：What time is it, Mr Wolf?玩法：老师当老狼，背对着参赛的同学。
Ps: What time is it, Mr Wolf?T: Four o clock.Ps:One o clock, to o clock ，three o clock, four o clock.（边数边向前一步。
牛津高中英语教学设计单元：Unit1 Living with technology板块：Task 2Thoughts on design:这是Task 板块的第二课时，教学重点在写作上。
可分为三个阶段：写作前，请学生用书面形式列举各自选择产品的理由；写作中，指导学生先打草稿，写出基本的段落结构和主题句。
之后要求学生补充其它信息，使全文完整连贯；写作后，请学生相互交换文稿阅读并提供修改意见。
教师再进行讲评，提醒他们注意信息的完整性，高级词汇和句子结构的选择、语言的过渡及连贯，以及观点是否有说服力等，并督促学生自己进行最后的校对和自我评估。
Teaching aims:1.Students will be able to know how to improve their writing by following some tips;2.Students will be able to learn how to be decisive and persuasive during the process ofaccomplishing the task.Teaching procedures:Step 1 Source 5 Calling a company for further information …Write an e-mail to your uncle recommending an e-dictionary.1. Prewriting•Discussing and making a list2. Drafting•The beginning•The middle•The end3. Revising•Reading aloud to your partner•Listening and discussing•Making changesA self-check list for revising•Does my writing have a clear point and solid support?•Do I have a clear method of organizing my writing?•Did I express the advice politely, like a suggestion, not an order?•Did I present the information clearly, simply and in the right order?•Did I use words effectively?4. Proofreading•Checking for and correcting mistakes in grammar, punctuation and spelling.5. Sending the e-mail[Explanation]这是Task板块第二课时。
School: Dongchangdian Primary School Name: 张巍Title NSE Book 6 Module 5 Unit 1Aims 1.Master new words: pick fruit apple pear orange peach2.Guide students to use the sentences pattern: “Will we …? Yes, we will. /No, we won’t. We will….”3.Encourage students to attend activity, learn cooperate; Train students’ consciousness of love labor,Focus 1.Emphasis: Listen, say, read and write new words.2.Difficult point: Use the sentence pattern: “Will we …? Yes, we will. /No, we won’t.”to communication.Aids Tape recorder, Some picturesTeachingProcess Teacher’s Activity Students’ Activity Re-preparationⅠWarming up and Revision:T: Greeting.T: Draw a tree and stick some fruits, then ask: What’s this?(award the pictures of the fruits.)T: Write these words on the blackboard.ⅡLeading-in:T: Point to the tree and say: Let’s go to a fruit farm.T: This weekend, Ms Smart will pick fruits with Amy and Sam. Look at “What fruits will they pick?”T: Do the actions and pick an apple, then say “pick”T: Write the title on the blackboard.ⅢListening &Reading Activities.T: Tell students that you are going to listen to the tape.T: Ask: “What will they pick? Will they pick apples/pears/oranges/peaches?”T: Let students open their books and listen to the tape.T: Explain the meaning about students can’t understand.T: Teach the sentences pattern.ⅣFurther development:T: Practise Activity 3.T: Develop “pick” game. The teacher say: “You will pick…”T: Let students use the sentences pattern: “Will we …? Yes, we will. /No, we won’t.”to edit poem.TⅤHomework:1.Go to the fruit supermarket and practise these words of the fruits.2.Try to act the dialogue. S: Say “hello” to teacher.S: According to the pictures and answer: It’s…S: Try to spell words.S: Listen carefully and understand the meaning.S: Listen.S: Understand the meaning of “pick” and read.S: Read the title together.S: Listen to the tape.S: Listen carefullyS: Listen and answer the questions.S: Understand the dialogue. S: Read, write, understand. S: Practise in pairs/groups. S: Pick the fruits quickly four by four..S: March mind and edit poem.Feed backSchool: Dongchangdian Primary School Name: 张巍Title课题NSE Book 6 Module 5 Unit 2Aims 教学目的i. Learn numbers from thirteen to twenty..ii. Make sentences with how many…are there? There are….Focus 教学重难点i. Counts the fruit trees, count the fruits.ii. Ask and answer. A how many…are there? B: There are ……Aids教学准备recorder, cards, pictures. computer. exam papers. slideshowTeaching Process 教学过程Teacher’s Activity Students’ Activity Re-preparation Ⅰ. Warming up andRevision1. Greeting.2. Organize pupils to sing a song3. ask:” how many fingers are thereon our hands”4.ask:”what is six and two?”Ⅱ. Leading-in1. Summer is coming, look; there arelots of fruit. oh I can see somepeaches. How many peaches arethere? Let’ｓcount.Ⅲ. Listening & reading Activities.1. Put the pictures on theblackboard. Play the tape record.2.what are Amy and Sam counting?3.and how many of them are there??4. Learn other number by the sameway.5. Play the cassette again.Greeting.Sing a song and do theactions.Ten. Oh, yes!It’s eight.Look at the picture.Answer the question.Look at the blackboard.count the number fromone to twelve.1. Look at the picture andlistening, pay attentionto the numbers.2. They are countingpeaches.3. There are twentypeaches.4. Learn the othernumber5. Listen again.Teaching Teacher’s Activity Students’ Activity Re-preparationProcess教学过程Ⅳ. Further Development1.divided the students severalgroups.Ⅴ. Homework1.do AB book unit 2A1.2. 1. Read the number andact.2. do activity book. unit2A2Feed back 教学反馈。
牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Reading 1Thoughts on the design:本节课是本单元的重点，阅读部分。
这一部分主要考察的是学生的阅读能力，而且在内容上也是整个单元的中心部分。
通过对加拿大的基本情况的描述灌输给学生加拿大的文化、地域、城市、特色等方面的知识，正呼应了这一单元的主旨：Other countries, other cultures。
这节课的设计中，除了培养学生对英语的阅读能力，还在听和说两方面着手，以这篇文章内容为题材，从听、读、说和文化知识渗透4个方面培养学生多方面的能力，把学生的各个感官都调动起来，并且激发他们思考和组织语言的能力。
Teaching aims:After the reading comprehension, the students will be able to develop their reading skills;After the listening comprehension, the students will be able to develop their listening skills;After learning the information about Canada, the students will be able to know more about the culture, major cities, tourist attractions and other things in Canada, thus developing their interest in foreign cultures;After the discussion, the students will be able to develop their speaking skills, especially the ability to organize sentences.Teaching procedures:Step 1 Lead-inShow a map of Canada to the studentsWhat is this country?What is the capital city of Canada? —OttawaWhat is largest city of Canada? —TorontoWhat are the official languages that are used in Canada? —English and FrenchCan you name some famous people from Canada? —Shania Twain (a famous singer); Sir John A Macdonald…[Explanation]这一步骤是为了活跃课堂气氛，激发学生的兴趣。
Unit 1 Art单元要览本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格，不同时代的著名画家以及他们的作品。
语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。
本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识，引导学生了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣以及理解美、欣赏美、创造美的能力。
Period 1 Warming Up，Pre－reading，Reading and Comprehending整体设计教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Short History of Western Painting showing the students the historyof Western painting.Warming Up gives students four questions to discuss，aiming at preparing students for both the content and the grammar of the unit.Pre－reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personal experiences of Western art they may have，such as things about art galleries，paintings in galleries，some Western artists and paintings.Reading mainly introduces the history of Western painting.There are four major movements in Western art.Social，political and cultural changes contribute to the changes in artistic styles.There are four pictures of paintings in the passage representing the four major movements.After a glance at the title of the text and the headlines within it we know that it is a historical report，in which there are many time expressions.Then we can know the topic of the text and how the information is organized—in the order of time，from the earliest to the present.Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.三维目标设计Knowledge and skills1．To understand the meanings of the following new words and phrases：abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about Western paintings.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western－style paintings to recall their own knowledge and opinions about various art forms.Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in Western painting.The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to let them have a general knowledge of these paintings.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the history of Western art in their own words at the end of the class.Emotion，attitude and value1．To stimulate students' sense of beauty and the ability of understanding，enjoying andcreating beauty.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about the history of Western art and to develop their reading ability.2．To enable the students to talk about Western paintings.教学过程Step 1Warming up1．Warming up by looking and talkingShow the following paintings to the students and let them find out their favorites and give the reasons.Then help them find out the differences between the first three pictures and the next three ones.Sample expressions：If I were to choose paintings on the wall，I would choose the first one，because...If I were an artist，I would paint horses.Because...2．Warming up by reading the short passage below.The Chinese have for centuries seen painting as the highest form of art.Chinese paintings have an air of living nature，harmony and peace that is not always found in the art of other civilizations.It is entirely different from Western painting，but that difference is hard to grasp and express.The following are some different forms of art：Figure painting：It includes portraits，story painting and genre painting(风俗画)with figures as the main subject.Lines are the key point.Landscape painting：Chinese landscape paintings can be divided into blue－and－green landscape，gold－and－green landscape，light－purple－red landscape and water ink landscape according to the colors used in paintings.The one without outlines is called boneless landscape.Flower and bird painting：Flowers，rocks and birds are usually the main subjects of this kind of paintings.Technically，there are detailed style with colors and free style with ink.Court painting：It refers to the works done by those professional painters employed by the royal court，or imitations of their works by other painters.The passage above is about Chinese art forms.With this，the teacher can arouse students' interest to read the passage about Western painting.Step 2Pre－reading1．Match the paintings and their painters.Suggested answers: Painting 1：Picasso；Painting 2：Masaccio；Painting 3：Da Vinci；Painting 4：Van Gogh2．Encourage students to talk more about the paintings and the artists.Keys for reference：Leonardo da Vinci was born in 1452 in the village of Vinci.Leonardo began his career working for a master painter in Florence.His masterpiece is Mona Lisa.Leonardo was truly a “Renaissance Man” skilled in many fields.He was a scientist and an inventor as well as an artist.He made notes and drawings of everything he saw.Leonardo invented clever machines，and even designed imitation wings that he hoped would let a person fly like a bird.Reading and comprehending1．Fast－readingAsk students to skim the passage to get the key words and general idea of each paragraph and answer the following questions：(1)What's the main idea of the text?________________________________________________________________________(2)How many styles of Western art are mentioned in the text? What are they?________________________________________________________________________Suggested answers：(1)The style of Western art has changed a lot as time goes by.(2)Four.They are：the Middle Ages，the Renaissance，Impressionism and Modern art.2．Detailed－reading(1)Ask students to read the text carefully to get some specific information and fill in the chart below.choices.①In the Renaissance，painters ______.A．painted religious scenes in a more realistic styleB．focused more on religion than on humansC．began to paint outdoorsD．returned to classical Roman and Greek ideas about art②______ discovered how to make paintings look more real by using perspective.A．Giotto di Bondone B．Masaccio C．Claude Monet D．Pablo Picasso③According to the text，art is influenced less likely by ______.A．social changes B．the way of lifeC．agriculture D．beliefs of people④When did people focus more on people and less on religion?A．From 5th to 15th century AD.B．From 15th to 16th century.C．From late 19th to early 20th century.D．From 20th century to today.⑤Most people hate the Impressionists' style of painting at first because they thought ______.A．their paintings were very abstractB．they broke away from the traditional style of paintingC．their paintings were very realisticD．their paintings were very ridiculous⑥What does the text mainly tell us?A．How religious painting developed.B．How oil painting developed.C．How Impressionist painting developed.D．How Western art developed.(3)Guess which period the following pictures belong to.Suggested answers：(1)①religious②Giotto di Bondone③people and nature④late 19th to early 20th ⑤light and shadow⑥Modern Art⑦Abstract(2)①D②B③C④B⑤D⑥D(3)Painting 1：the Renaissance；Painting 2：the Middle Ages；Painting 3：Modern Art；Painting 4：ImpressionismStep 4Language studyDealing with any language problems (words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：concentrate on，adopt a humanistic attitude to life，possess sth.，be convinced that，by coincidence，a great deal，lead to，break away from，attempt to do，on the other hand.Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a historical report.The first paragraph introduces the topic and the theme of the text.The rest of the report presents the information in chronological order.A feature of historical reports is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.Step 7RetellingAsk students to talk about the history of Western painting in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find a book with reproductions of Western paintings or Chinese paintings and explain what you like or dislike about them.Step 9Reflection after teaching________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________教学参考Chinese PaintingChinese painting is generally divided by subject matter into four broad categories：figures，landscapes，flowers and birds，and bamboo and rocks.The first three categories succeeded each other in the summits of their developments，while the painting of bamboo and rocks became a casual pleasure of the educated elite from the 12th century on.Before the Han Dynasty，founded in 202 B．C.，there was already a tradition of figure painting and portraiture of which remnants survive on later bronzes，jades，and pottery.During the Han Dynasty，the art of depicting figures became increasingly elaborate.Rulers used didactic art to emphasize codes of government.Surviving examples of stone engraving and wall painting show strong and lively drawing.LandscapeThe art of landscape painting formed the central and most standing tradition in Chinese painting.On a basis of Taoist communion with nature and strengthened by Buddhism，there was a strong literary tradition of seclusion among，and meditation upon the forests，streams and mountains.China's landscape painting brought nature's presence to wherever man desired it.Elements of landscape are already present in art of the Han Dynasty，but development did not really begin until the Tang Dynasty.The succeeding Northern Sung Dynasty(960－1127)has often been called the Golden Age of Chinese Landscape.The differences in approach and technique that naturally appeared became gradually categorized into traditions：the northern and southern schools.Birds and FlowersIn the Tang Dynasty at least one painter，Tiao Kuang－yin，was already known as a specialist in birds and flowers.However，the first two important names in bird and flower painting，Huang Chuan and Hsu Hsi，occur in the 10th century.Huang Chuan，a subject of the latter Shu Dynasty，inherited the traditions of the Tang Dynasty.His paintings of flowers and birds were in an accordingly archaic style，with strict conventions and conservative attention to careful realism.Hsu His，who lived under the Southern Tang Dynasty created the “boneless” mo－ku style in which forms are built up with pale washes and outlines are not used.His inspirations were unrestrained and the school he initiated was considered much the more creative.Mi Fu，the leading literati critic of the 11th century remarked that ten paintings by Huang Chuan were not worth one by Hsu ter bird and flower painters generally belonged to either the Huang or the Hsu tradition.Stones and BambooStones and bamboo originally appeared as background objects in other types of paintings but gradually evolved into a separate genre.The 10th century Southern Tang ruler Li Hou－chu developed a trembling brush technique in calligraphy that was also particularly suitable for painting bamboo and rocks.Tang Hsi－ya，an artist of the same time，adapted it for that purpose.In the following Sung Dynasty，the painting of bamboo became more and more popular and many famous scholars such as Wen T'ung and Su Shih were also well known for their paintings of bamboo.。
Unit1 Story Time教学设计【内容来源】人民教育出版社（一起点）六年级上册Unit1 In China【课时】Story Time一、教学目标1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的故事，完成B项的句子排序，并尝试复述故事。
2. 能够通过小故事的学习，了解春节文化和习俗。
二、教学建议读前活动1. 播放视频讲授新课前，教师可以播放一些反映中国春节习俗的视频或画面。
播放完毕后提问学生：What festival is it? 待学生说出答案后，教师进一步就春节的话题提问学生，如：What do we eat? What do you do at Spring Festival? How do you decorate your house at Spring Festival?2. 自由谈话教师问学生是否知道“过年”的来历，请了解的学生简单介绍一下。
这样可以进一步引出本节课的主题。
读中活动1. 看图描述，预测故事教师依次出示故事中的六幅插图，请学生看图描述。
在学生描述的同时，教师适时将重要的生词板书在黑板上，如：Nian, firecrackers, afraid, run back, red paper等。
这些生词有些是从图片上可观察到的。
2. 初读故事，抓住大意教师引导学生打开课本，自主阅读故事。
教师可以提出几个关于主旨的问题，如：Where did he come from? What did he do in the village? Who had got a goodidea?3. 精读故事(1) 教师可依据每幅图片提出相应问题，激发学生阅读兴趣。
每幅图的问题参考如下。
Picture 1：What was the monster’s name? What did the monster do before the new year?Picture 2：Who was not afraid of the monster and could scare the monster away?Picture 3：What could you see on the door and windows? What did the monster hate?Picture 4：What did the old man wear and what did he do?Picture 5：Where were the people then?Picture 6：Now, every year, what do Chinese people do?(2) 语境中处理生词。
Book 6_教案_U1_Task_5-7 第 1 页 共 4 页 2019-5-1 牛津高中英语教学设计 教 材：牛津高中英语(模块六)高二上学期 文档内容：教学设计—教案 单 元：Unit 1 Laughter is good for you 板 块：Task 作 者：刘 青
Thoughts on the design: 本节课是Task板块的第一课时，围绕这一板块的任务—给一位外国友人写一封关于相声的Email—来收集相关的信息。本课对教材做了一定的整合和调整。以有关于相声的8个问题为教学线索，课堂上的所有环节都紧紧围绕这8个问题展开，有助于学生有兴趣有针对性的通过听、说、读来获取有关信息，完成任务。
Teaching aims: After this class, the students will be able to 1. get necessary information about crosstalk in English via listening, reading and discussion 2. know more about the similarities and differences between the western stand-up and Chinese crosstalk. 3. be more aware of protecting our traditional culture. Teaching procedures:
Step 1 lead in (PPT4) Tell the Ss one of the best ways to learn English well is to communicate with others. Then introduce a foreigner (if you have a foreign friend, you can introduce him to the class, which will increase the Ss’ interest. If not, just suppose there is a foreign friend Bill.) to the Ss and tell the Ss: “Bill is interested in Chinese culture. Recently he is interested in Chinese crosstalk and asks me a lot of questions about it. In addition, he asked me to email the answers to him.” ( Show the Ss 8 questions about crosstalk) Questions about crosstalk 1. What is crosstalk? 2. When did it start? 3. What different parts does a crosstalk performance contain? 4. Where can you see or hear it? 5. Could you name some famous performances (both living and dead) and give some detailed information about them? 6. Could you give some information about famous foreign performers? 7. What should you do if you want to learn it? 8. What are the similarities and differences between the western stand-up and Chinese crosstalk? Book 6_教案_U1_Task_5-7 第 2 页 共 4 页 2019-5-1 Ask the Ss to go through the questions and see if there is one or two questions that they already have the answers.
[Explanation] 由外国朋友直接导入，明确课堂任务—写一封有关中国相声的Email。提出8个问题引发学生思考，当学生发现自己的信息不足时，他们很自然产生获取信息的动力，这时候在带领学生进入活动，学生会在主动、兴奋的状态下参与课堂，效果更好。 Step 2 Listening（PPT5-12） 1. Since the Ss can only answer one or at most two questions, we need help. Ask the Ss to listen to the talk show to get some information.(Page 11) Play the tape for the Ss, and then allow them some time to compare notes with their partners to see if they have the same idea. Then ask the Ss if they need to listen to it again. If they need, listen to it again. If not, check the answers. （PPT6-7） 2. After checking the answers, ask the Ss to go back to the questions and see if there are any questions that can be answered. It will be easy now for the Ss to find the answers to question No. 1, 3, 4. （PPT8-10） Ask the Ss about question No. 2. The answer doesn’t lie in the notes on Page 11, but they can get some hints from the listening material. Some Ss can get the word “Qing Dynasty”. Since the Ss can not get all the necessary information, give the Ss some key words and ask them to make up sentences about the history of crosstalk. The key words are: “Qing Dynasty, 150 years, the first crosstalk performer, Zhu Shaowen, Beijing”, then we can get “Crosstalk began in Beijing during the Qing Dynasty, over 150 years ago. The first crosstalk performer is called Zhu Shaowen and he started such a comedy form in Beijing.” （PPT11） 3. Ask the Ss if there is any other question that can be answered. That will be question No. 7. It is not difficult for the Ss—They must understand the Chinese language and Chinese culture to enjoy crosstalk. （PPT12）
[Explanation] 听力不是很简单，教师可以根据课堂上学生的具体反应来确定听1遍还是2遍。问题2在听力中有所体现但是在课本第11页上的Notes又没有体现，而相声的历史应该对于介绍相声来说是比较重要的，因此可以在听力的基础上，给出关键词，让学生根据听到的点滴和已有的知识将关键词连成句子就可以来介绍相声的简单历史了。问题7在notes里有所涉及，而且正好做下一个步骤的衔接。在听力过后学生发现可以解决一部分问题，此时的热情会高涨，将他们引导到下一环节，在任务驱动下去继续他们的信息收集。
Step III Reading（PPT13-15） The teacher may say to the Ss: “So if you want to learn crosstalk, you have to learn the language, but if you want to become a crosstalk comedian, is it enough to learn the Chinese language? What else do you need to do if you want to become a crosstalk performer?”
1. Ask the Ss to read the passage on Page 11. Ask the Ss to find the three stages to become a crosstalk performer. （PPT15） (1) Have an interest in it; (2) Listen to and copy the traditional pieces of crosstalk; (3) Create crosstalk dialogues in pairs.
