Using LanguageⅡ优质课教案内容

教学设计

Listening Teaching aims:

Enable students to understand the humor in the listening material. Key points: Train the students to get the key wards by reading the questions before listening. Difficult points: Get the main idea from the listening materials while listening. Teaching aids: A recorder

Teaching procedure:

Step 1.

Revision

Check homework: (1) Ask a couple of students to tell their jokes in class.

(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.

Step 2.

Listening

( page 23 )

This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.

Questions: (1) Did you find this story funny? Give the reason.

(2 ) What do you think of John’s behavior?

Step 2.

Listening ( page 55 )

This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.

There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers. Step 3.

Listening task ( page 58 )

There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English. Step 4.

Homework

Collect as many funny stories as possible, do some preparations for the writing in the next period.

Writing Teaching aims:

Help the students learn how to write funny stories using the target language and

according to the writing steps. Key points: Teach students to write according to the writing of the writing steps. Difficult points: Help students make up a dialogue, using the target language. Teaching aid: A projector Teaching procedure: Step 1.

Revision

Check homework: Ask several students to read their funny stories in class. Step 2.

Writing ( page 23 )

Give students some instructions on writing a funny story.

1)

Writing down your story in a logical order. 2)

For each of your story try to find the most interesting words you can to describe how you felt or what was happing. 3)

Then write out your story using these interesting words. 4)

Read through your story. 5)

Then show it to your partner. Let him/ her suggest some new and exciting words. 6)

Write out the story and put it into a class collection of stories.

Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.

Step 3.

Talking

Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.

Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.

Step 4.

Speaking and writing task

This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.

After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.

Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words. Step 5.

Homework

1) Finish Exercise 5 on Page 21.

2) Make a summary about what has been learnt in this unit.