Grammar教案2

PERIOD 4: LISTENING AND VOCABULARY

EVERYDAY ENGLISH AND FUNCTION

教学内容和目标

1. 学习生词及其构词法并为听力活动打下词汇基础，通过听力活动巩固所学词汇并加深理解，培养思维能力. 2. 听懂对话,抓住要点,获取信息. 3. 练习对话，学习使谈话继续进行的表达方式

教学设计

Task 1Listening

Pre-listening

Activity 1 Words learning from the word formation Ask Ss to do Ex 1 on page 5---complete the chart ,find the rules of the word formation (–ment, -ing, -tion,) Give Ss more examples to practise Activity 2 Ask Ss to do Ex 2 on page 5 in pairs , discuss how to use the suitable words in the sentences. While-listening

Activity 1 Listen for the main idea

Ask Ss to do Ex 3 on page 6 ---answer the questions

Activity 2 Listen for the detail

Ask Ss to do Ex 4 on page 6 ----answer some detailed questions . When T check the answers, encourage Ss to add more information

Activity 3 Dictation Give Ss the tape script with blanks. Ask them to fill in the blanks according to what they have heard ( Design the paper with some important words and sentences left out) An Example R=Rob D=Diane R: Hi, Diane! D: Hi, Rob! ____________________ R: I’m fine. I’ve just been to my first language class.

D: ________________. So have i. R. Really? Which language are you studying? D: Spanish. Which language are you studying?

R: Chinese. D:_______________? Cool! How was it? R: It was good. The teacher’s name is Mr Davies.

D: Mr Davies? R: Yes, he isn’t Chinese, obviously, but he’s _______ in Chinese. And there’s an assistant teacher called Miss Wang. She is Chinese. We ‘re going to see her once a week. D: And what do you think? R: Well, learning Chinese isn’t going to be easy---but the first lesson was very _______---I liked it a lot. Mr Davies gave us a lot of _____________---he made us feel really good about being there. The most __________ thing at the beginning is ___________ , getting the sounds right--- and he was very good at _____________---he said it didn’t matter if we made _______. I think we all made a lot of _________---in just an hour! D: ___________. R: What about Spanish? Did you start yet? D: Yes, we did. The teacher is nice, but I already speak some Spanish and the rest of the class are really beginners. I ___________ 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 much progress. R:______________________________. D: Maybe---actually , I was a bit disappointed---she ___________ everything in English. R:____________________. Post-listening

Activity 1 After listening, ask Ss to come to Everyday English and Function. Do Ex 1 on page 8 ---Making conversation Ask Ss to read the part of the conversation and underline the expressions that they use to keep the conversation going. How are you doing? Oh really? Cool! How was it? What do you think….?

Activity 2 A game---pair work

Give Ss some cards with the following sentences and ask them to put the cards in the correct order A: Oh really? That’s great. How do you feel?

B: Hi, David. How are you doing? C: But Chinese is not easy to learn. D: I’m now doing Chinese.

E: So am I . I have studied it for three years. F: Cool! G.: Is that right? H: Maybe, at the beginning. But it will change. I: Pretty well. J: I’m sure things will improve.

K: And what do you think? Activity 3 Ask Ss to discuss about their language learning. Raise the following questions Do you think it is easy/ difficult to learn Chinese/ English / other languages? Why or why not?

Which part is the most interesting / difficult for you? Why? Do you have any interesting stories about your learning of any language? Would you like to share with us? Activity 4 Role play Pair work. Suppose one day on the way to school, you and one of your former classmates meet each other and you two start to talk about your study in school. You can begin the conversation like this: A: Hi, XXX B: Hi, YYY, how are you doing? …

Summary of today‘s lesson

Homework 教学反思

1. Remind the students of the importance of the part of speech of each word. 2. Help the students to know the word suffix is very important, for it can tell us the part of speech of the word.

3. Get the students to find the endings like: -tion / -ion / -ation, -ment,-ing, -able, -sive /ive, -y and help them to know the part of speech of each word according to the ending. 4. As for listening, before listening, I’ll ask the students to predict what the listening material may be about according to the words or the sentences given so as to arouse the students’ interest and offer the students more chances to think in English and practise more.