内容发布更新时间 : 2024/5/18 18:19:55星期一 下面是文章的全部内容请认真阅读。

Period 3Listening and Vocabulary; Everyday English; Pronunciation

整体设计

教材分析

In this period two parts will be dealt with. In Listening and Vocabulary part, first lead the students to learn some words which will appear in the conversation. Make sure the students know what they mean. And then ask the students to listen to a conversation and answer the three questions. If the students have any difficulty in understanding the conversation, they can listen more times. Finally, have the students listen once again to complete the sentences offered in the third activity. This can help them catch some details while listening and improve their listening skills.

The second part to be dealt with is Everyday English and Pronunciation. While dealing with activity one, first the students read through the sentences and choose the correct answers individually. Then put the students into pairs and compare their answers. Finally, the teacher calls back the answers from the class or shows the correct answers on the screen for the students to refer to. In the second activity ask the students to listen carefully and compare the pronunciation with their own, choosing the weak sound. If time permits, let them reread the sentences using the correct pronunciation and intonation.

三维目标

1. 知识与技能

1)Train the students’ listening ability. 2)Develop the students’ speaking ability.

3)Words: exhibition, expression, landscape, oil painting, portrait, realise, realistic, watercolour(painting)

Phrases: be pleased with, make. . . of Sentence patterns: So do I. Neither do I. How about. . . ? 2. 过程与方法

1)Make the students catch some details of the listening material. 2)Explanations to make the students master some listening skills.

3)Make the students know how to make use of daily expressions in their life and study.

4)Individual work, pair work as well as group work to get every student to participate in class.

3. 情感与价值

1)Make it fun to cooperate with others.

2)Have the students enjoy knowing more about arts.

3)Try to raise the students’ cooperative awareness in their study by pair work or group work. 教学重点

1. Learn to research by cooperation.

2. Learn to catch necessary information when listening.

3. Learn to take advantage of the everyday English to express themselves. 教学难点

1 / 8

1. Lead the students to take an active part in class.

2. Help the students master the words appearing in the listening part. 3. Learn to notice the weak sound while communicating. 教学过程

→Step 1 Review and Lead-in

1. Ask group representatives to report the relative knowledge about the gerund, the infinitive as well as the participles they gather after class. This can act as a general review of what they learnt last class.

2. Get the whole class into groups of four to compare the answers of their homework. Then the teacher asks several of them to report them to the whole class or just shows them on the screen for the whole class to refer to, and the latter may save time.

→Step 2 Vocabulary Option 1

Ask the students to read the listed words in activity one on P36 individually and try to understand what they all mean. If they come across any problems in their understanding, they can turn to the teacher, other students or a dictionary for help. Then ask some students to read them out and others check if they are correct. Next, the students complete the following sentences individually and work in pairs to compare their answers. Finally, the teacher leads the whole class to confirm the answers together.

Suggested answers:

1)oil painting2)expression3)portrait4)realise5)landscape6)realistic7)watercolour8)exhibition Option 2

Hold a competition. The teacher writes any word in the table on the blackboard or shows them on the screen for the students to read. The competition rules are as follows:

When a word is given, the students who know it raise their hands. The one that does this first reads the word and give its Chinese meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she gets zero and another one can read and explain it again. Each student has only one chance to read the same word. The guy who gets the most grades will be the final winner. When catching their meanings, they may be required to complete the following sentences in pairs, each one doing four of them and helping to check if the partner gives correct answers. If not, correct them.

Option 3

Read the listed words out and let the students follow you. Meanwhile, make them pay attention to the stress of them. Put the students into pairs to practice the reading of them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to repeat this. Knowing what they mean, the teacher reads the following sentences one by one while the whole class search for the words applicable to each sentence. If they make any mistake or wrong choice, the teacher may give them a hand.

→Step 3 Listening 1. Option 1

The teacher introduces the content of the interview as follows:

Now we will listen to a conversation. The boy and girl are discussing their likes and dislikes. First they talk about the boy’s portrait of Paul. The girl thinks it realistic and in her opinion, the boy grasps the expression. The girl likes watercolours while the boy prefers oil paintings. They

2 / 8

both will go to an exhibition of watercolours. After the listening, you will be asked to do some exercises.

The underlined words are new and they just learn them in Step 2. This way can lay a good foundation for the listening activity. At the same time, it leads the students to review and consolidate the words according to the context. Then ask the students to listen to the tape and complete the following exercise. Later the students work in pairs to check their answers.

(Show the following on the screen. )

Listen and judge the following statements, write down True(T)or False(F)in the brackets. 1)The boy thinks that learning to paint well takes a short time. () 2)The boy suggests the girl go to an art gallery next weekend. () 3)There are two exhibitions on at the same gallery. () 4)The girl is good at drawing instead of painting. () 5)They both enjoy pop art. () Suggested answers: 1)F2)T3)T4)T5)F

With the help of the above information, the students can listen one more time and complete the second activity individually. Then check their answers by comparing them with others.

Suggested answers:

1 The boy’s portrait of Paul/Visiting an art gallery/Likes and dislikes

2 Picture 2. Because the girl mentions the light coming through the window. 3 Because she thought the picture was of Mike while it’s of Paul. Option 2

First the students look through the sentences in activity two on P36 quickly and try to understand them and guess what the conversation is mainly about. Then they listen to the tape carefully to get the main idea of the conversation and check if their prediction is correct. Exchange their main ideas with others. Next, play the tape one more time and the students listen carefully to catch some details. Meanwhile, they need to complete the second activity. Later the students work in pairs to compare their answers. At last the teacher shows the correct answers on the screen for the students to refer to or just call back answers from the class.

2. The students are required to read the sections of the listed sentences through and understand them. Then let them listen to the tape again and find out the answers to the questions. Ask some students to report their answers to the class.

Suggested answers:

1)It’s realistic. It has the right expression(the look in his eyes) 2)coming in through the window is very good 3)painting

4)drawing, painting 5)going to an art gallery 6)oil paintings, watercolours

7)that it is a picture of Paul, not Mike Tapescript:

Girl: Hey, that’s a good portrait. It’s so realistic. You’ve really got the expression right—the look in the eyes.

Boy: Yes, I’m pleased with it. What do you make of the mouth? Do you think I need to do

3 / 8