Listening and vocabulary优秀教学设计范文

Period 4 Listening and Vocabulary, Everyday English and Function Teaching Goals:

1. Review the present simple tense and the present continuous tense. 2. Get Ss to master some new words. 3. Enable Ss to know some skills of listening. 4. Let Ss make a conversation. Teaching procedures: Step 1 Revision Check the answers to the WORKBOOK exercises of Grammar and give them some directions. Step 2 Vocabulary Study Purpose:

enable Ss to know the parts of speech according to the suffixes and determine their functions in sentences. 1. Group Work Learn some useful suffixes.

(1) suffixes used as a noun signifier: -er, -or, -ee (-eer), -ing, -ance (-ence), -ment, -tion, -ness, -ist, -hood, -ism, -ship,

Eg

London – Londoner

survive – survivor

pay – payee

engine – engineer

build – building

attend -- attendance

different – difference

manage – management

graduate – graduation

ill – illness

biology – biologist

child – childhood

social – socialism

friend – friendship

(2) suffixes used as an adjective signifier: -y, -ful, -ous, -ic(-ical), -al, -less, -some, -ent/ -ant, -able / -ible, -ive/ -tive, -ative , -ary, -ing, -ed

Eg sand – sandy

use – useful

danger – dangerous

hero – heroic

philosophy – philosophical nation – national

home – homeless

trouble – troublesome

differ – different

import – important

change – changeable

sense – sensible

act – active

talk – talkative

second – secondary

interest – interesting

interest – interested

(3) suffixes used as a verb signifier: -en, -fy, -ize (-ise)

Eg

wide – widen

beauty – beautify

organ – organize 2. Individual Work

Fill in the charts with the proper forms of the words by practicing Activity 1 on P5. Suggested answers:

Noun

Verb

Adjective correction

correct

/ encouragement

encourage

/ enjoyment

enjoy

enjoyable explanation

explain

/ fluency

/

fluent misunderstanding

misunderstand

/ progress

/

progressive pronunciation

pronounce

/

3. Pair Work Ask them to practice Activity 2 on page 5.

Suggested answers: (1) fluent (2) enjoyable (3) encouragement (4) progress (5) pronunciation (6) correction

(7) misunderstood (8) explained

Step 3 Listening Purpose: To develop Ss’ listening ability.

To get the main information in the listening part;

1. Pre-listening:

Pair Work. Read the sentences in Activity 2 again, and answer the questions.

(1) What do you think the students are doing?

A. They’re talking about a Chinese lesson that they both attended.

B. They’re talking about a Chinese lesson that one of them attended.

C. They’re talking about different language lessons that they attended.

(2) What do you think about the lessons they attended?

A. They were both happy with their lessons.

B. They were both disappointed with their lessons.

C. One was happy but the other was disappointed. Suggested answers: (1) C

(2) C 2. While-listening:

(1) Individual Work. Listen to the conversation and check Ss’ answers.

(2) Ask Ss to listen again and answer the questions in Activity 4 on page 6. Suggested answers: 见教材参考P97.

(3) Listen to the tape and fill in the missing words. Rob:

Hi, Diane! Diane:

Hi, Rob! ___________①________________ Rob:

I’m fine. I’ve just been to my first language class. Diane: _______________②____________________ Rob:

Really? Which language are you studying? Diane: Spanish. Which language are YOU studying? Rob: Chinese. Diane:

_____________③___________ Cool! How was it? Rob:

It was good. The teacher’s name is Mr Davies. Diane: Mr Davies? Rob: Yes, he isn’t Chinese, obviously, but he’s _④_______ in Chinese. And there’s

an assistant teacher called Miss Wang. She IS Chinese. We’re going to see her

once a week. Diane: ___________⑤________________ Rob:

Well, learning Chinese isn’t going to be easy – but the first lesson was very

__⑥________ – I liked it a lot. Mr Davies gave us a lot of ____⑦_______–

he made us feel really good about being there. The most important thing at the

beginning is___________⑧_______, getting the sounds right –

and he was very

good at _______⑨_______–he said it didn’t matter if we made mistakes. I think

we all made a lot of _______⑩_______– in just an hour! Diane:

That’s great. Rob:

What about Spanish? Did you start yet? Diane: Yes, we did. The teacher is nice, but I already speak some Spanish and the rest

of the class are really beginners. I ______11___________the teacher –

I thought

she said the class was for people who already speak Spanish. I’m not sure if I’m

going to make such _____12___________. Rob:

Oh, I’m sure things will improve. Diane:

Maybe – actually, I was a bit ___13__________ – she explained everything in

English. Rob: Oh, that’s too bad. Suggested answers: ①

How are you doing!

②

Oh really? So have I.

③

Is that right? ④

fluent

⑤

And what do you think?

⑥

enjoyable ⑦

encouragement

⑧

pronunciation

⑨

correction ⑩

progress

11.misunderstood

12.progress 13.disappointed 3. Post-listening Group Work. Try to retell the conversation using the information we just listened. Your own words or sentences will be allowed. Step 4 Everyday English and Function Purpose: Let the Ss know how to continue a conversation. 1. Individual Work. Get Ss to read the dialogue on P8. Look for the expressions they use to keep the conversation going and underline them. Suggested answers: How are you doing?

Oh, really?

So have I.

Is that right?

Cool.

How was it? 2. Pair Work. Ask them to have a conversation about one of their classes with their partners. Step 5 Homework Finish Activity 8 and 9 on P68 of Workbook.