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Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 headmaster, headmistress, period, revision, translation, timetable, topic, vacation, take a look, a couple, up to b. 重点句式 (P16) Which ... is the most difficult for you and which is the easiest? If you do well in an exam you will pass; if you do badly you will fail. 2. Ability goals能力目标 Get the students to learn to describe school life and learn about stressed sound in words. 3. Learning ability goals 学能目标 Help the students to learn how to use news words describing school life. Help the students learn how to use stressed sound in spoken English. Teaching important points 教学重点 How to describe school life. Teaching difficult points 教学难点 How to use stressed sound in spoke English. Teaching methods 教学方法 Listening, speaking and discussion. Teaching aids 教具准备 A recorder. Teaching procedures && ways 教学过程与方式 Step Ⅰ Revision Check the answers to Homework 1 and answer any questions they may ask. Step Ⅱ Vocabulary Learning vocabulary is one of the big challenges for the students. By explaining new words in English and reading the examples, the students can master new words easily and make correct use of them. At the same time, the students can form a good habit of turning to a dictionary when they meet a new word. Task 1 Quiz T: Have you previewed the new words? Can you explain these words in English? Let’s have a try. Each student explains one word. Words and their English definitions: headmaster / headmistress: principal man or woman in a school, responsible for organizing it choice: act of choosing between two or more possibilities topic: subject of a discussion or talk timetable: list showing the time at which certain events will take place translation: expressing in another language exam: testing of knowledge or ability by means of questions, practical exercises, etc. library: room or building where books are kept revision: preparation for an examination period: length of time vacation: holiday Task 2 Practice Ask and answer questions in Activity 1 on P15 so that the students can be more familiar with the new words. Sample answers: 1. We do some exam revision. Generally, we spend two or three weeks. 2. Yes. At the beginning of our English classes we often translate some sentences, new words and phrases. 3. Yes. We have a free period on Thursday afternoons. 4. A headmistress. 5. About one hour every week. We don’t have enough free time. 6. Yes. We have different topics in our English classes, such as English around the world, festivals, sports, famous scientists, travel and so on. 7. No, we have no choice but English. 8. We have summer vacation and winter vacation. Ask the students to list language areas on the blackboard together and then tell their difficulties in English learning. T: How many areas can English language learning be divided into? Think about it and make a list. Write their answers on the blackboard: grammar, conversation, vocabulary, reading, writing, listening, translation T: Which of the areas is the most difficult for you and which is easiest? Why? S1: I find listening really hard. Sometimes it’s just impossible to understand the materials. T: Who can give him some advice? S2: I will. If you keep on practicing everyday, you can make rapid progress. The more you listen to English, the easier it becomes. T: Discuss in groups of four. Tick the easiest and the most difficult, then ask for help or give advice. Samples: 1. S1: My writing is not very good. There are always so many errors. Who can help me? S2: Why not write five sentences everyday and get an English pen friend? Practice makes perfect. S1: Thank you for your advice. I’ll have a try. 2. S1: I dislike conversations. It’s very hard to express myself in English. S2: You’d better watch some English programmer on TV and try to imitate the speakers. S1: That’s a good idea. 3. S1: The teacher always praises you for your vocabulary. But I find it impossible to remember so many new words. Can you give me some suggestions? S2: Well, take a look at this little book. It includes all the words that we should memorize. Whenever you are free, take it out and memorize some words. In this way, you’ll find you can memorize new words easily. S3: Reading is another way to help you with your vocabulary. Keep reading a story a day. You will enrich your vocabulary. T: Really nice advice and suggestions. Exchange your ideas about language learning and you will benefit a lot. Don’t you agree? Next, let’s come to Activity 5. Explain the connection between these words and phrases. Study the example first and finish the rest. Check their answers in class. Step Ⅲ Listening and Discussion T: Look at Activity 2 on P15. First fill in the blanks with the words in bold in Activity 1 before you listen to the tape. Then we will listen to the tape to check your answers. Play the tape and then check the answers. Play the tape for a second time and let the students finish Activity 3. After the students listen to the tape for the third time, get them to describe Mr Stanton, and discuss with their partners whether they would like to have Mr Stanton as their teacher and list their reasons. T: I think Mr Stanton must be a popular teacher. Do you agree with me? Write some words to describe Mr Stanton by finishing the table on the blackboard. Students try to finish the table on the blackboard. Positive (+) Negative (-) Suggested answers: Positive (+) Negative (-) kind and patient friendly try to be one of the students listen to the students like his students not organized not good at deciding what to do not know what the students need unable to draw students’ attention on the lesson lack of discipline in his class T: Well done! Would you like to have Mr Stanton as your teacher? Why or why not? Tell your partners. After their discussion, ask some students to tell their opinions in class. S1: In my opinion, this class is wonderful. Mr Stanton is a good friend of his students. Every student will express his own idea, so the students can learn English happily. S2: I like to be a student of Mr Stanton. In his class, the students have equal chance of choosing topic according to their own interest. S3: I don’t agree with them. According to the conversation, the students need not prepare anything for this lesson. So I don’t think they can master what they will learn. Also the class is not organized, and he wastes a lot of time in announcing something that is not connected with the class. Maybe some students want to know what the headmaster will tell them but not what they will revise. Step Ⅳ Everyday English Dictate the expressions in everyday English. Explain them if necessary. Then complete the conversations with these expressions. T: We’ll have a dictation. Listen carefully and write down the expressions. After dictation, ask some students to explain the expressions. Give some help when necessary. Sample explanations: Kids: boys and girls It’s up to you: It’s left to you to decide. That’s settled: The choice is made. A couple of things: A few things Take a look: Have a look. Have you got that: Understand? T: Now please turn to P18 and complete the conversations with the expressions above. After the students finish them, check their answers in class. T: Let’s make another conversation with these expressions. A sample conversation: S1: Attention, kids. There are a couple of things to tell you. We have a new timetable. Take a look after class. We’ll start our classes at 2:30. Don’t be late tomorrow. Have you got that? S2: Yes. S1: We will decorate our classroom this weekend. I’ve prepareｄ a couple of pictures. Take a look at the screen. Which one would you like to choose? It’s up to you. S2: We prefer to draw pictures by ourselves. Do you agree? S1: Great! Do what you like. That’s settled. Now let’s turn to the text. Step Ⅴ Pronunciation T: Turn to P16, Pronunciation. Pay attention to the stressed sound of the words in the table in Activity 1. Now let’s listen. Students listen and read after the tape. T: Underline the stressed sound in the words in Activity 2 first and check your answers after listening. After listening, show the following sentences on the screen. Underline the stressed words, while the teacher is reading them. 1. I am so glad to see you again. 2. I can’t find my passport. 3. What can I do for you? 4. He said he might be able to come. Step Ⅵ Homework Do Exercises 6 && 7 on P74.

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