Ask the students to read the 9 statements in the textbook. Discuss the statements between the partners, predict what is expected to be heard and guess the possible answers to the statements.

【设计说明】两人一组讨论9组陈述的真伪，在知识层面，促进学生巩固和应用预测的策略；在能力方面，锻炼了学生的听与说；在情感方面，促进了学生间的交流与小组合作。

Step 3 Listening

Play the tape. Decide if the statements are true or false according to the interview.

Check answers and correct them if the statements are false.

【设计说明】听力技能的训练，一方面是对预测的及时检验；另一方面也为下一课时的写作积累了一部分的素材。

Step 4 Filling in a chart

Tell students that they are going to listen to the recording of an American university professor teaching her class about common gestures (in the pictures). Ask them to focus on what those gestures mean in America.

【设计说明】对学生听力内容进行简述，目的在于激活学生已有学习框架。对于学生听力重点的指导，有助于学生有目的地听，为提高听的能力与效果提供保障。

Play the tape. After listening, suggest the students check the answers in pairs.

Ask some students to give their answers to the class. Check the answers together.

【设计说明】这组听力训练，可帮助教师成功实现以下的目标：操练听的技能、为最终写作任务积累素材，以及增进学生间的合作学习。

Step 5 Formulating written questions

Instruction

The students are allowed 3-4 minutes to go through the tips on formulating written questions. Ask them to pay attention to the examples after each tip. And if time permits, let the students give more examples.

【设计说明】帮助学生了解编写书面问题的要点，为他们的实际操作做了理论上的准备。让学生关注例子，是为了帮助他们更直观、更感性地理解要点。如果时间允许，可以让学生讨论给出更多的例子，用于检验学生的理解。

Practice writing questions

Present the three situations on page 34. Ask the students to discuss the questions in groups and recommend their best questions after their discussion.

Ask one student from each group to present their questions. Choose the best ones to share with the whole class. If necessary show them the teacher's suggested answers.

【设计说明】根据给定情景，通过小组讨论，编写相关调查问卷的书面问题。小组通过讨论，推荐最优答案供全班分享，在练习提问的同时，更有助于学生发展合作能力，增进集体荣誉意识。

Step 6 Homework