In this part the teacher has great freedom and flexibility to ask students questions,to clarify any difficult language points,to add in supplementary materials as background knowledge or in-depth understanding of the listening materials. Notice how these expressions are related to facts and figures. survey 38,000 people;in 44 nations;with...coverage of;only 28%of people;the figures for...stood at;a significant minority/majority;respectively;negligible numbers of. Notice how these words are related to the logical organization of the news report. in general;but what was striking;while;in contrast;although;far more likely; conversely;compared to;on the other hand. Ask students to fill in the blanks with the correct words.Compare answers Ask students to fill in the table with exact figures.Compare answers. Third listening:sentence imitation Ask students to use the following active vocabularies to form sentences as what they have heard from listening(Dictate then remember). Please first write down the following words on the blackboard or computer.Then ask students to listen for sentences with these words in them.You ask them to listen two times and see who has caught more sentences. 1.worldwide poll--A recent worldwide poll may have come as a shock to some people 2.what was striking--But what was striking in the survey is that views of globalization are distinctly more positive in low-income countries than in rich ones. 3.respectively--The figures for "very good"stood at 56%and 64%,respectively. 4.far more likely--Sub-Saharan Africa (56%)were far more likely to find integration "very good." 5.have bad effect on--a significant minority (27%of households)in rich countries thought that "globalization has a bad effect on my country. 6.nearly as positive--Views of the effects of the WTO,World Bank,and IMF on their country were nearly as positive in Africa(72%). 7.respondents--only 28%of respondents in Africa thought that anti-globalization protestors had a positive effect on their country. Acting out If the teacher would like to organize a debate on globalization you can divide students into two groups:one group is for globalization whereas the other group is against it. Debate Topic "Globalization Is Good for All the Countries" For --beneficial to allIn this part the teacher has great freedom and flexibility to ask students questions, to clarify any difficult language points, to add in supplementary materials as background knowledge or in-depth understanding of the listening materials. ‹ Notice how these expressions are related to facts and figures. survey 38,000 people; in 44 nations; with … coverage of; only 28% of people; the figures for…stood at; a significant minority/majority; respectively; negligible numbers of. ‹ Notice how these words are related to the logical organization of the news report. in general; but what was striking; while; in contrast; although; far more likely; conversely; compared to; on the other hand. Ask students to fill in the blanks with the correct words. Compare answers. Ask students to fill in the table with exact figures. Compare answers. Third listening: sentence imitation Ask students to use the following active vocabularies to form sentences as what they have heard from listening (Dictate then remember). Please first write down the following words on the blackboard or computer. Then ask students to listen for sentences with these words in them. You ask them to listen two times and see who has caught more sentences. 1. worldwide poll-- A recent worldwide poll may have come as a shock to some people. 2. what was striking-- But what was striking in the survey is that views of globalization are distinctly more positive in low-income countries than in rich ones. 3. respectively-- The figures for "very good" stood at 56% and 64%, respectively. 4. far more likely-- Sub-Saharan Africa (56%) were far more likely to find integration "very good." 5. have bad effect on-- a significant minority (27% of households) in rich countries thought that "globalization has a bad effect on my country. 6. nearly as positive-- Views of the effects of the WTO, World Bank, and IMF on their country were nearly as positive in Africa (72%). 7. respondents-- only 28% of respondents in Africa thought that anti-globalization protestors had a positive effect on their country. Acting out If the teacher would like to organize a debate on globalization you can divide students into two groups: one group is for globalization whereas the other group is against it. Debate Topic “Globalization Is Good for All the Countries” For --beneficial to all