Listening and vocabulary优秀教学设计内容

Teaching goals

教学目标

1. Target language

目标语言

English numbers 2. Ability goals

能力目标

Help the students to read and write some English numbers correctly. Help the students find the main parts of an experiment while they are listening. 3. Learning ability goals

学能目标

Help the students know the rules of expressing numbers. Help the students guess the main parts of a listening material from the tips. Teaching important points

教学重点

Let the students pay attention to the key words in the materials about Aim, Equipment, Method, Result, and Conclusion. Teaching difficult points 教学难点

Help the students read some large English numbers. Teaching methods

教学方法

Listening and discussion. Teaching aids

教具准备

A projector and a recorder. Teaching procedures & ways

教学过程与方式

Step Ⅰ

Revision Check the students’ homework. For Exercises 6 and 7, give them answer sheet. For Exercise 8, ask 10 students to read out the complete sentences one by one. They should pay attention to their pronunciation and intonation. Step Ⅱ

Listening and Writing This is a continued part to the reading material. The students can get more familiar with some new words and expressions, and also get familiar with the description of an experiment. Ask the students to scan the three activities in LISTENING AND WRITING on P46, so that they know what they are going to do, and try to get ready to catch the key words or key sentences when they are listening.

T: Now, please turn to page 46. We are going to have a listening. At first, scan the

three instructions to know what you are going to do. Several minutes later. T: Do you know what you are going to do? Ss: Yes.

T: What’s the first one?

S1: To read the Aim below and predict the Result. T: What is your prediction? S1: I think there are two results. One is that the magnesium is heavier than before. The other is that it becomes a little lighter than before. It’s difficult to get a result, unless we make an experiment. T: Good, this is a correct attitude towards science. Now, we’ll listen to the conversation to find the result. So please listen carefully and write down the key words. Play the recorder for the students to have a first listening. After that, let the students write down their answers using the key words. If possible, ask them to write the whole sentences. T: Now let’s listen and complete the description of the scientific experiment. We’ve known the Aim and Result. What we should focus on is Apparatus, Method and Conclusion. And for Method, we should pay attention to the function words: first, then, next, after that, and lastly. Do you remember? Ss: Yes.

T: OK, let’s listen again.

Play the tape recorder again. The students listen to the recorder and complete their sentences. At last, collect the answers. Step Ⅲ

Listening and Speaking (P95) This is another experiment for the students to have a listening. The purpose of the listening is the same as the above one. Ask the students to read the exercises before listening, including Exercises 13, 14 and 15, so that they know clearly what they are going to do. T: Now, we’ll have another listening. Are you clear about what you are going to do?

Ss: Yes. T: OK, for Exercise 13, we have to decide what the aim of the experiment is. And then decide the correct order of the stages. So, first look at the pictures, work in pairs to describe what the boy is doing. Let the students do the job, and then collect their descriptions. T: Well, just now, I collected some of your descriptions about what the boy is doing. Look at the sentences on the screen. Write the following sentences on the screen. a) Bob is writing a conclusion. b) He is squeezing a lemon. c) He is going to fire the paper. d) This is the aim of the experiment. e) He just lighted a candle. f) He is going to write something on the paper. g) He is blowing the paper. T: All of these descriptions are very good. Now let’s listen to the tape to find the aim and put the stages in the correct order. After the students finish the task, check their answers with the whole class by listening to the material again. T: Well, it’s time for us to have a speaking. Look at Exercise 15. Take it in turns to describe the experiment. Use these words and phrases in the box. Give the students some time to do the job. And then ask one or two of them to read out their descriptions. Teacher can also leave this part as homework. Step Ⅳ

Vocabulary and Speaking

In this part help the students master the rules of reading English numbers. There are 3 tasks in this step: Task 1, Activity 1; Task 2, Activity 2; Task 3, Activities 3 and 4. Task 1: Activity 1 T: Today we’ll learn how to read some English numbers. Please look at Screen 1, Part A. There are some numbers on it. Find the rules and then work in pairs to read them correctly.

Screen 1: A 2 20 200 2,000 20,000 200,000 2,000,000 20,000,000 200,000,000 2,000,000,000 Several minutes later. T: Do you find the rules of these numbers? S1: It seems that three zeros are used as a unit. T: Right. How do you read 20,000? S1: Twenty thousand. T: How about 200,000? S1: Two hundred thousand. T: How about 2,000,000? S1: Two thousand thousand. T: I’m afraid you are wrong. It should be two million.

S1: Sorry, I forget it. T: OK, how about 20,000,000? S2: It’s twenty million.

T: Right. How about 200,000,000? S3: That’s two hundred million.

T: What about 2,000,000,000? S4: That is two thousand million.

B 1 22 123 1,234 12,345 123,456 1,234,567 12,345,678 123,456,789 1,234,567,890

T: Right. This is the way that English numbers are read. American would like to read like this: two billion. You did very well. Sit down, please. Now, let’s look at the screen. Here is the ways we read

English numbers. Please pay attention to the bold face. That’s the unit of the numbers.

Screen 2: 200 2,000

Two hundred Two thousand Twenty thousand Two hundred thousand Two million 20,000

200,000 2,000,000 20,000,000 Twenty million 200,000,000 Two hundred million 2,000,000,000 Two thousand million or two billion Let the students read the numbers on Screen 2 and then read numbers in Part B in Screen 1. Let them work in pairs to do the job, and then ask them to read the numbers out individually. S: ... T: Now let’s look at Screen 3. These are the ways we read and write the numbers.

Screen 3: 22

123 1,234

Twenty-two One hundred and twenty-three One thousand, two hundred and thirty-four Twelve thousand, three hundred and fifty-five One hundred and twenty-three thousand, four hundred and fifty-six 1,234,567 One million, two hundred and thirty-four thousand, five hundred and sixty-seven 12,345,678 Twelve million, three hundred and forty-five thousand, six

hundred and seventy-eight 12,345

123,456

123,456,789 One hundred and twenty-three million, four hundred and fifty-six

thousand, seven hundred and eighty-nine 1,234,567, 890 One billion, two hundred and thirty-four million, five hundred and sixty- seven thousand, eight hundred and ninety To check whether the students have mastered the way of reading English numbers, let them look at the numbers in Activity 1. There are two mistakes. Let the students read the numbers and find the mistakes. T: Now there are some numbers in Activity 1 on page 42. There are two mistakes in them. Read the numbers and then find the mistakes. After that I’ll ask some of you to tell the mistakes. Later. T: What are the mistakes? S1: One is in Number 1. The word “thousand” is missing after “four hundred and seventy”. The other is in Number 2. The word “one” (or “a”) is missing before “hundred million”.

T: Quite right. That’s all for Activity 1.

Task 2: Activity 2 Now, let’s turn to Activity 2. Look at the fractions and the way of saying them. What’s the rule? S1: The upper ones are cardinal numbers and the lower ones are ordinal numbers. T: Right. When do we use plural forms? S2: When the upper one is more than one. T: Right. But the way you are saying is very interesting. In English, what you call “upper one”

is called numerator of a fraction; while the “lower one”

is called denominator. Now, let’s read these fractions in English: 2/5, 5/8, 9/10, 3/8, 5/6.

Students read the fractions. Task 3: Activities 3 and 4 T: Now, let’s look at Activity 3. Describe the fractions in Activity 2 as percentages.

Ask the students to work in pairs to compare their answers. And then collect the

answers from the class. T: Now, look at Activity 4. Read these questions aloud and say the answers. Work in pairs to take turns asking and answering the questions. Give them some help, if some of them have any trouble in doing this. After a while, check the answers with the whole class. If time permits, finish Activity 5. If not, leave it as homework. Step Ⅴ

Homework T: In this class we listened to two materials and learned to read some numbers in English. It’s hard, but you have mastered all of them. You are terrific! Now, pay attention to our homework: One is to preview Vocabulary on page 46; The other is to finish Exercise 9 on page 93 and Exercise 15 on page 95. For Exercise 15, you’d better write them down, so that we can show them out on the screen. Next time, I’ll check your answers to these exercises. OK, class is over, see you tomorrow. Ss: See you.