Module 2 My New Teachers
Period 4
教學目標
Listening and Vocabulary + Pronunciation +Function and speaking
Stressed sound
Expressing preference-----I’d prefer to do… / I’d rather do …(than) do….
To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at present
教學重點：
Listening and vocabulary
Stressed sound
Expressing preference
教學難點：
Function and speaking
教具學具準備：
A tape recorder, dictionaries, textbooks and exercise-books
教學過程：
Step 1 Revision
Ask the students to show the class the dialogue they prepared in Everyday English on Page 18.
Step 2 Pre-pronunciation
Ask “What do you like to do before an exam, do some revision or do some translation?” Make the students choose their answers and ask them to pay attention to the following words and word formation.
revise→ revision translate → translation choose→ choice
Step 3 Pronunciation –Stressed sound
Open the books of Page 16.
1. Ask the students to listen and repeat the words and find the stressed sound in the words of Activity 1.
2. Listen again and check the answers.
3. Ask the students to underline the stressed sound in Activity 2. Then listen and check.
Step 4 Learning to learn
Ask the students to read “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English? Why?”
Step 5 Function and Speaking
1. Ask the students to tell which subject they like better, English or PE.
2. The teacher writes some of the students’ possible answers on the blackboard:
I like PE better.
I like PE better than English.
I dislike English.
My favorite subject is PE.
I prefer PE to English.
I’d like to study PE.
3. Introduce new expressions of preference:
I’d prefer to study PE.
I’d rather study PE.
I’d rather study PE than English.
4. Ask the students to make sentences with substitute words and encourage them to use different sentence pattern.
e.g. I’d prefer to play basketball. → He’d / She’d prefer to play baseball. →
They’d rather choose music than PE.
5. Ask them to open their books on Page 17 and do Activity 1, 2 and 3.
* Activity1→
Read the sentences, choose the right answers and then present their answers to the class.
* Activity 2→
ⅰ. Read the sentences to the students.
ⅱ can write the answers individually, and check with a partner.
ⅲse to do two or three sentences in this activity, the others can be done as homework if you have limited time.
* Activity 3
ⅰ aloud the expressions, and make sure the students understand them all.
ⅱ the students to find a good friend in the class and do the questions and answers in pairs. They may choose anyone and leave their seats. Don’t forget to limit their time. Then encourage them to present their work to the class.
Step 6 Listening and vocabulary
* Activity 1→
ⅰ the words in the box and have the students repeat them after you, paying particular attention to stress.
ⅱ the students to work in pairs to find the meaning of the words in the box first and then do questions and answers.
ⅲ. Check the answers in class.
* Activity 2→
ⅰ the sentences and make sure they understand the words.
ⅱ. Ask the students to decide which words might go into the spaces. If necessary, explain the words or expressions.
ⅲ. Check the answers in class by listening to the conversation and ask a few students to write their answers on the blackboard.
* Activity 3→
ⅰ. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four.
ⅱ. Then ask the groups to give their answers in class.
ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”.
e.g. I’d rather do translation than revision.
I’d like to do translation.
So the rest of you would prefer to do revision.
I’d rather do Life in the Future.
I’d prefer to do Travel.
Step 7 A short summary
Ask the students to tell something about what they’ve learned in this lesson. (esp. I’d prefer to do…./ I’d rather do….)
Step 8 Homework
1. Finish Activity 4, 5 and 6 on Page 16.
2. Preview “Cultural Corner”.
點評：本堂課在精心策劃下，力求突出本課的重點，解決難點問題，先有詞彙方面的鋪墊，一方面複習上堂課中的部分單詞，另一方面解決接下來將要進行的聽說活動中的部分生詞，使學生在接受本堂課重要任務之前做好熱身。在個別課堂教學步驟中，如果能夠再做一些調整，效果可能會更好。（例如：“Learning to learn”可以放在“Pronunciation”之前進行，這樣，可以爲學生在頭腦中建立一個較明確的學習目的，使學生的目的性更強。再例如，“Listening and vocabulary”可以放在“Function and Speaking”之前進行。一方面，在強調注重聽說中單詞的重音後，引入聽力練習，銜接到寫，而且藉此機會可讓學生在具體的聽力練習中體會單詞的重讀，另一方面，“Function and Speaking”中內容基於聽力練習的部分內容，可爲說的練習，提供一定的情景，但對於聽力能力較差的學生來說，本教案中的安排比較合適。）
