Listening and vocabulary教案推荐

Listening and Vocabulary Teaching Goals:

1. Review the –ing form. 2. Get Ss to master some new words. 3. Enable Ss to know some skills of listening. 4. To study the expression of preference. Teaching procedures: Step 1 Revision Check the answers to the WORKBOOK exercises of Grammar. Step 2 Pronunciation – Stressed sound Purpose: Enable Ss to know how to read the stressed sound 1. Individual Work.

Ask Ss “What are you doing when you hear a new word?” Then give Ss suggested answers. When you hear a new word, listen carefully for the stressed sound. Repeat the word with the stress. Write down the word and mark the stressed sound. For example: intelligent, scientific. Remember that when you listen to spoken English, you don’t hear every word, because the speaker stresses some words more than others. 2. Pair Work. Ask Ss “What do you like to do before an exam, do some revision or do some translation?”

Make Ss choose their answers and ask them to pay attention to the following words and word information.

revise  revision

translate  translation

choose  choice 3. Group Work.

(1) Ask Ss to listen and repeat the words and find the stressed sound in the words of Activity 1 first. Then listen again and check the answers. Suggested answers: choice

test

fail

student

junior

playground

exam

revision

vacation

(2) Ask Ss to underline the stressed sound in Activity 2. Then listen and check. Suggested answers:

pass

result

senior

school

subject

topic

translation

Step 3 Listening and Vocabulary Purpose: Let Ss master some new words. 1. Words to Study

(1) Pair Work. Ask Ss to explain these words in English by reading the questions in Activity 1. They can ask their deskmates if necessary. Suggested answers: revision: preparation for an examination translation: expressing in another language period: length of time timetable: schedule

headmaster / headmistress: principal man or woman in a school, responsible for organizing it library: room or building where books are kept

topic: subject of a discussion or talk choice: act of choosing between two or more possibilities vacation: holiday (2) Pair Work. Ask and answer questions in Activity 1 on P15 so that Ss can be more familiar with the new words. (students’ own answers) (3)

Pair Work. Ask Ss to finish Activity 5 on page 16. (Explain the connection between these words and phrases.) Suggested answers: ②

Senior school is where you go after junior school; it is for older students. ③

At senior school you usually have a different teacher for each subject. ④

The students go into the playground at break and lunch time; it is where they can play games, talk and walk. ⑤

If you are very good at a subject, your teacher will say you are an excellent student. ⑥

When you have a test, you need to do some revision to check whether you know everything.’

⑦

When the teacher has marked yourexam you will get the result—for example 75 out of 100. 2. Listening Purpose: To get the main information in the listening part;

To develop Ss’ listening ability.

(1) Pre-listening:

Pair Work. Ask Ss to fill in the blanks in Activity 2 with the words in bold in Activity 1. Suggested answers: ①

choice ②

revision, translation ③

timetables ④

period ⑤

headmaster, library 2. While-listening: (Individual Work)

(1) Listen to the conversation and check your answers.

(2) Ask Ss to listen again and answer the questions in Activity 3 on page 15. Suggested answers: ①

b ②

a ③

a ④

c ⑤

a

(3) fill in the missing words.

Mr. S: Okay, kids, as you know, the _______ are coming up soon, so we need to start work

on ________. This afternoon I’m going to give you a ___________. We can either

do some __________ or we can do some ______________. It’s up to you.

St:

I’d rather do ___________ than ____________, Mr. Stanton.

Mr. S: How many people would like to do ______________?

Chorus of voices: I would /Me/ I’d like to do ______________.

Mr. S: That’s eight of you. So the rest of you would prefer to do __________, is that right?

Chorus of voices: Yes.

Mr. S: That’s sixteen of you. So that’s settled. We’ll do ____________. I’m going to give

you a _________ of topic, too. Do you want to revise Life in the Future or Travel?

St:

I’d rather do Life in the Future.

St:

I’d prefer to do Travel.

Mr. S: Hands up for Life in the Future. (Students raise their hands) Eighteen of you. The

_________ is made. But before we start, there are a couple of things I need to say

to you. Firstly, have you all got your new ______________?

Chorus of voices: Yes.

Mr. S: Good. Can you take a look at them? OK. Now, at present you have a free ________

on Tuesday afternoons. Well, that’s been changed and you’ve got French instead.

Have you got that?

Chorus of voices: Yes.

Mr. S: Excellent. And there’s one other thing. The headmaster wants to see everyone in the

___________ at three this afternoon. OK?

Chorus of voices: Yes.

Mr. S: Right. Let’s begin our _________ of Life in the Future. Suggested answers: exams

revision

choice

revision

translation translation

revision

translation

translation

revision revision

choice

choice

timetables

period library 3. Post-listening:

Group Work. Ask the students to describe Mr. Stanton, and discuss with their partners whether they would like to have Mr. Stanton as their teacher and list their reasons. Do pay more attention to the sentence pattern: I’d prefer …. / I’d …. Step 5 Function and Speaking Purpose: Let Ss know how to express preference. 1. Pair Work

Ask Ss to tell which of these English language areas is the most difficult for them, grammar, conversation, vocabulary, listening, reading, writing or translation.

The teacher writes some of the Ss’ answers on the blackboard:

I think grammar is difficult for me.

I think vocabulary is more difficult for me.

I dislike translation. 2. Introduce new expressions of preference:

I’d prefer to learn reading.

I’d rather recite the vocabulary.

I’d rather do some listening than learn the grammar.

(Let them make more sentences by using the patterns.) 3. Pair Work.

Ask Ss to finish Activity 2 on page 17. 4. Group Work. Read aloud the expressions in Activity 3, and make sure the students understand them all. Ask Ss to interview their group members. Then try to use the sentence pattern to sum up what they say. Step 5 Homework 1. Finish Workbook Exercise 5, 6, 7 on page 74. 2. Prepare to make a conversation by using the phrases in Everyday English. 3. Preview Cultural Corner.