Writing教学设计第一课时

Speaking and Writing Teaching goals

教学目标

1. Target language

目标语言

a. 重点词汇和短语

favorite, optimistic, relaxed, ridiculous, surprised, wonderful, amused / amusing,

bored / boring, excited / exciting, tired / tiring b. 重点句式

I can’t stand... I adore... My favorite ... of all time is... I think it is ... when... 2. Ability goals

能力目标

Enable the Ss to express emotions with the target language. 3. Learning ability goals

学能目标

Enable the Ss learn how to express emotions with the target language. Teaching important points

教学重点

Positive words and negative words that describe feelings or things. Teaching difficult points

教学难点

Help the Ss learn how to give opinions about things they like or dislike. Teaching methods

教学方法

Brainstorming and listening for specific information. Teaching aids

教具准备

A computer, a projector and some tapes. Teaching procedures & ways

教学过程与方式

Step I Revision Check the homework. T: Good morning / afternoon. First, I’d like one of you to retell Liu Fang’s

experience to the whole class. Volunteer? Ask a student to retell it in class. Then check their answers to the exercises in the

WORKBOOK.

Step Ⅱ

Listening

In this step, the Ss will listen to two songs and do

Liu Fang enjoys performing in public. She likes Exercises 1 and 2 on page 35

according to what they hear. Then they will listen to Christine and Duncan talk

about the songs and then answer some questions. T: Now let’s relax and listen to some songs. You just sit back and enjoy the

music. Play the song Summertime. T: What do you think of it? Do you like it?

S1: I like it. It is soft and beautiful. S2: It reminds me of my happy childhood.

T: What is the style of this song? S3: I think it is jazz music. T: You got it. This song is from Porgy and Bess, a folk opera by George

Gershwin. It is a tragic love story about black Americans along the coast of south

California. There have been many versions with this song. The most popular is

by Mahalia Jackson who is the Queen of Gospel Music. Can you catch the lyric

of it? Now, let’s listen to it again and do Exercise 1 on page 35.

Check the answers with the whole class. T: We are going to listen to another song. Before listening, look at the lyrics on

page 35, Exercise 2. Some words are missing. Predict the missing words which

rhyme with the underlined words. After the Ss finish predicting, ask one of them to read the whole lyrics. Then

play the song. T: This song is sung by Barbra Streisand, a famous American artist. It is included

in her album My Name is Barbra, Two, 1965. Her music is of typical American

style. If you like her style, you can find more of her songs and listen to them. Play the song again and check the answers. T: Next we will listen to a conversation between Christine and Duncan.

Play the tape for the first time and let the Ss get a general idea of the

conversation.

T: Read the questions on page 36, Exercise 4. I will play the conversation again.

Take down some notes while you are listening.

Play the tape again.

Then play it for a third time and let the Ss check their notes. Ask some Ss to answer the questions orally according to their notes. Step Ⅲ

Speaking In this step, the Ss will learn some words to describe feelings or things first.

Then enable them to learn to express emotions with these words and some

functional patterns. Show the following words and chart on the screen. beautiful, favorite, optimistic, relaxed, ridiculous, stupid, surprised, wonderful Positive words

Negative words

T: Look at the words on the screen. For those you don’t know, look them up in

your dictionary. Then tell me what they have in common? S1: They are all adjectives.

S2: I think they are all used to describe feelings or things.

T: Right! Decide whether they are positive words or negative words. Put them in

the chart. Then think of more words which belong to these two categories. Positive words Negative words beautiful, favorite, ridiculous, stupid, optimistic, relaxed, pessimistic, bored, wonderful, happy, boring, tired, tiring, amusing, amused, sad, ugly, nervous, excited, magical angry, uneasy T: Now, look at the sentences in Exercise 1 of FUNCTION. Read them and find

out: lonely,

What do these sentences have in common? Pick out the words that describe

feelings or emotions.

Which sentences show that you have a good feeling about something?

Which of them express the strongest emotions? The Ss read the sentences and get the answers to the questions. S3: I think each sentence expresses a kind of emotion. The words that describe

feelings or emotions are: wonderful, ridiculous, happy, optimistic, adore and

can’t stand.

S4: Sentences 1, 3, 4, 5 and 6 show that the speaker has a good feeling about

something.

S5: Sentences 1 and 7 express the strongest emotions. T: Good answers.

Remember that the expressions “adore”

and “can’t stand”

are both followed

by noun or -ing form. Now turn to Exercise 2 and complete the sentences with

your own opinions about things you like or dislike. Ask some Ss to read out their sentences after they finish it.

T: Next, turn to page 37. Look at the words in the box of Exercise 3. Besides

“angry”, there are four groups of words. Watch carefully and you will find in

each group, the two words have the same root. And they are both adjectives. Can

you tell their different meanings? S6: I think words ended with -ed describe people’s feelings and emotions. While

words ended with -ing describe the things or situations that make people feel ...

T: You are right. For example, the story is so amusing. It makes me feel amused.

Now, I’d like you to make some sentences with the three groups of words left.

Sample sentences: The film we watched last night was very boring. I felt bored and left before it

was over.After hearing the exciting news that he was employed by the company,

he became excited. Cleaning house is a tiring house chore. I feel very tired every time after I clean

up the whole house.

T: Look at the photos of singers and musicians in Exercise 4 on page 37. They

stand for three different types of music, classical, rock and Latin. Say how you

feel about these different types of music. Use the words you learned in Exercise

3 and others adjectives to describe your feelings. S7: Classical music makes me feel bored. Rock music makes me feel heated.

Latin music makes me feel excited. ... Step IV Writing Enable the Ss to write a reply to an email about the music interests and habits in

their class according to their activities in SPEAKING. T: Good report. Now turn to page 38. Here is a letter from an English- speaking pen friend. Read and tell me what he / she tells us about. S3: He / She tells about when and why the students in his / her class listen to

music.

T: Exactly. Do you have quite different music interests and habits or similar

ones?

Discuss with your group members and write a reply to the email and tell him /

her about when and why your classmates listen to music. A sample reply:

I am glad to receive your mail about the music interests and habits in your

class. Recently we had a music lesson and we also did a survey of music. We not

only found out when and why people listen to music, we also found out what

their favorite music are, how long they have been listening to it and how they

listen to music.

According to the result of our survey, I think we have very similar music

interests and habits. Most of our classmates like listening to music on their way

to school and home. In the evening or weekends, most of our classmates enjoy

listening to music on TV, on CD or on their MP3. Still some like listening to

music while doing their homework.

As for the reasons of listening to music, there are some differences. About

70% of our classmates listen to music in order to get relax. You know we

Chinese students have heavy study tasks and a lot of homework to do. We don’t

have much fun except listening to music. Few students in our class listen to

music in the morning to help them wake up. But I think that’s a good idea to

wake people up. I will try it tomorrow morning.