Module2MyNewTeachersPeriod4教学目标ListeningandVocabulary+Pronunciation+FunctionandspeakingStressedsoundExpressingpreference-----I’dprefertodo…/I’dratherdo…(than)do….Tostudythefollowingwordsandexpressions:choice,exam,headmaster,headmistress,timetable,topic,period,revision,translation,vocation,firstly,atpresent教学重点：ListeningandvocabularyStressedsoundExpressingpreference教学难点：Functionandspeaking教具学具准备：Ataperecorder,dictionaries,textbooksandexercise-books教学过程：Step1RevisionAskthestudentstoshowtheclassthedialoguetheypreparedinEverydayEnglishonPage18.Step2Pre—pronunciationAsk“Whatdoyouliketodobeforeanexam,dosomerevisionordosometranslation?”Makethestudentschoosetheiranswersandaskthemtopayattentiontothefollowingwordsandwordformation.revise→revisiontranslate→translationchoose→choiceStep3Pronunciation–StressedsoundOpenthebooksofPage16.1.AskthestudentstolistenandrepeatthewordsandfindthestressedsoundinthewordsofActivity1.2.Listenagainandchecktheanswers.3.AskthestudentstounderlinethestressedsoundinActivity2.Thenlistenandcheck.Step4LearningtolearnAskthestudentstoread“Learningtolearn”onPage16andanswerthisquestion:“WhatdoyourememberwhenyoulistentospokenEnglish?Why?”Step5FunctionandSpeaking1.Askthestudentstotellwhichsubjecttheylikebetter,EnglishorPE.2.Theteacherwritessomeofthestudents’possibleanswersontheblackboard:IlikePEbetter.IlikePEbetterthanEnglish.IdislikeEnglish.MyfavoritesubjectisPE.IpreferPEtoEnglish.I’dliketostudyPE.3.Introducenewexpressionsofpreference:I’dprefertostudyPE.I’dratherstudyPE.I’dratherstudyPEthanEnglish.4.Askthestudentstomakesentenceswithsubstitutewordsandencouragethemtousedifferentsentencepattern.e.g.I’dprefertoplaybasketball.→He’d/She’dprefertoplaybaseball.→They’dratherchoosemusicthanPE.5.AskthemtoopentheirbooksonPage17anddoActivity1,2and3.*Activity1→Readthesentences,choosetherightanswersandthenpresenttheiranswerstotheclass.*Activity2→ⅰ.Readthesentencestothestudents.ⅱ.Theycanwritetheanswersindividually,andcheckwithapartner.ⅲ.Choosetodotwoorthreesentencesinthisactivity,theotherscanbedoneashomeworkifyouhavelimitedtime.*Activity3ⅰ.Readaloudtheexpressions,andmakesurethestudentsunderstandthemall.ⅱ.Askthestudentstofindagoodfriendintheclassanddothequestionsandanswersinpairs.Theymaychooseanyoneandleavetheirseats.Don’tforgettolimittheirtime.Thenencouragethemtopresenttheirworktotheclass.Step6Listeningandvocabulary*Activity1→ⅰ.Readthewordsintheboxandhavethestudentsrepeatthemafteryou,payingparticularattentiontostress.ⅱ.Askthestudentstoworkinpairstofindthemeaningofthewordsintheboxfirstandthendoquestionsandanswers.ⅲ.Checktheanswersinclass.*Activity2→ⅰ.Readthesentencesandmakesuretheyunderstandthewords.ⅱ.Askthestudentstodecidewhichwordsmightgointothespaces.Ifnecessary,explainthewordsorexpressions.ⅲ.Checktheanswersinclassbylisteningtotheconversationandaskafewstudentstowritetheiranswersontheblackboard.*Activity3→ⅰ.Playthetapeagain,andaskthemtochoosetherightanswersindividually,andthencheckwiththeirpartnersingroupoffour.ⅱ.Thenaskthegroupstogivetheiranswersinclass.ⅲ.Ifnecessary,playthetapeoncemoreforafinalcheckandaskthemtopickoutthesentenceswhichbeginwith“I’d…”.e.g.I’dratherdotranslationthanrevision.I’dliketodotranslation.Sotherestofyouwouldprefertodorevision.I’dratherdoLifeintheFuture.I’dprefertodoTravel.Step7AshortsummaryAskthestudentstotellsomethingaboutwhatthey’velearnedinthislesson.(esp.I’dprefertodo…./I’dratherdo….)Step8Homework1.FinishActivity4,5and6onPage16.2.Preview“CulturalCorner”.点评：本堂课在精心策划下，力求突出本课的重点，解决难点问题，先有词汇方面的铺垫一方面复习上堂课中的部分单词，另一方面解决接下来将要进行的听说活动中的部分生词使学生在接受本堂课重要任务之前做好热身。在个别课堂教学步骤中，如果能够再做一些调整，效果可能会更好。（例如：“Learningtolearn”可以放在“Pronunciation”之前进行，这样，可以为学生在头脑中建立一个较明确的学习目的，使学生的目的性更强。再例如，“Listeningandvocabulary”可以放在“FunctionandSpeaking”之前进行。一方面，在强调注重听说中单词的重音后，引入听力练习，衔接到写，而且借此机会可让学生在具体的听力练习中体会单词的重读，另一方面，“FunctionandSpeaking”中内容基于听力练习的部分内容，可为说的练习，提供一定的情景，但对于听力能力较差的学生来说，本教案中的安排比较合适。）
