Using LanguageⅡ教案推荐

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Using Language THE STORY OF THE DRUNKEN CHICKENS Teaching aims: 知识与技能

Enable students to understand the humor in the listening material. 过程与方法

Train the students to get the key wards by reading the questions before listening.

情感态度与价值观

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 ( 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

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next period. Board design：

The Fourth Period Listening Step 1. Revision Step 2. Listening ( page 55 ) Step 3. Listening ( page 58 )

Listen to Part 1. Listen again and fill in the blanks. Mary Smith looked at the beautiful ____ plums. They would make lovely jam. When she had _______ the cooking, she filled all her ______ jam jars and left the ____ of the jam in the pan. She would put it in the _______ when it was ______. But just then the telephone rang, her mother was in ________ after a car accident. Mary picked up her ____ and ran out of the house. Some days later, her ________, John, came home from a business _____. He had been travelling all day and ____ like having a drink and a piece of _____. As he came into the _______ he saw a pan with a dark red _____ inside it. He lifted it up and _______ it. It smelled bad. Mary must have _________ to clean this pan, he thought. So he _______ all the jam into the chicken yard and _______ the pan. Then _______ comfortable, he began to eat a piece of cake. Listen to Part 2. Listen again and fill in the blanks. When Mary ________, she noticed the chickens behaving ________. They were running round the ____ as if they were ____. She saw the dark red mess on the ground and went ______. When she saw a plum stone she went into the kitchen. Her husband was reading a __________ at the table. _______ Mary rushed up to him. “You threw away my jam,” she _______. “Oh, that’s what it was,” he said. “I’m sorry but I ________ it was porridge which had gone ____ in the hot weather.” “Good heavens!” said

Mary. “That must be the jam I ____ in the pan, but why didn’t you ______ it in the _______?” John laughed. “It was a _______. However, the chickens have enjoyed the jam, ______ that it has made them ______. What are we going to do with these drunken ________?”

Workbook-Listening WHO’S TAKEN MY SHIRT?

Listen again and fill in the blanks. Long ago there lived a poor ______, Peter and his wife. One day a friend gave them some _______ and they put them on the floor. At midnight a _____ broke into their house. It was very _____. The wife heard a _____ and whispered, “Peter … Peter … Wake up. There’s a thief in our ______.”

Peter was ______. Thinking that the thief might have a _____, he did not want to make him _____. So he said, “Be quiet! It must be a _____. There’s no thief.” So his wife went back to ______.

The thief found the potatoes on the floor. Having no bag to ______ them, he took off his shirt and _______ it on the floor. As he was ________ up the potatoes to put

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them on his shirt, Peter _______ took the shirt away and ____ it under the bed. He did not want to ____ his potatoes. The thief did not know his shirt had _____, so he put the potatoes on what he thought was his shirt. ________, when he tried to pick them up he could not do so. As he was looking for his shirt, Peter’s wife _____ up again and shouted, “Peter. There IS a thief in our house.” Peter became very angry. He _______, “I’ve told you there’s no thief in our house.” _______

this, the thief became _____ angry too. “Who _____ there’s no thief?” he said. “If there’s no thief in this house, then, who’s _____ my shirt?”

Workbook-Listening Task WHO SHOULD OWN THE DOG? Listen again and fill in the blanks. One day a _______ was walking along the road. It was a lovely ______ day. The sky was blue and the _____ were singing in the trees. The teacher felt happy until he saw ____ boys, standing around a thin and _______ dog. It looked very frightened and the teacher felt ______ for it. So he _____ the boys what they were doing _____ the dog.

“Oh,” said one of the boys. “We were just ________ who should take the dog home and look _____ it. We all want it for a ___ but only one of us can have it.” The teacher asked _____ they were going to choose the ______ of the dog. “Well,” said another boy. “We’ve decided that the one who told the _______ lie should have him.” At this the teacher became very ______. He began to talk to the boys about truth and ________. He continued for ____ minutes while the boys listened ________. Then he ended by saying, “And I _____ told a lie when I was your age.” There was a long ______ as the boys looked at the teacher and then at ____ _____. They seemed to agree _____ what he had said. The teacher was _____ that his words had _________ the boys. Then the _____ boy spoke again. “After what we heard, we think you _______ have the dog!”

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