111Period 4Listening and Vocabulary; Pronunciation;Everyday English整體設計教材分析This period consists of three sections, that is, Listening and Vocabulary, Pronunciation and Everyday English. For Listening and Vocabulary, first, guess the meaning of the words in activity 1 and answer the five questions after them. Then listen to the tape and answer the questions given in activity 2. Next, listen again and complete sentences in activity 5. The purpose of this activity is not only to train the students listening ability but also to go over the infinitive and adverbial clause of result. The pronunciation in this module is to train the students recognition of intonations and the speakers different mood and feelings. This part will show the students how to express agreement or disagreement and how strong the agreement or disagreement is. Following the example, the students have nine sentences to have a try. Complete the conversation in activity 2 with expression from activity 1. After finishing it, compare answers and if necessary, the students can exchange roles and read it aloud again. 三維目標1. 知識與技能1)Improve the students listening skills: 2)Learn to identify intonation of mood and feelings.3)Learn to show agreement and disagreement.2. 過程與方法1)Teach the students some listening strategies.2)Consolidate knowledge in everyday use.3. 情感與價值Through the study of this period, make sure that the students know how to express their mood or feeling by using different intonation and use everyday English to show their opinions freely. 教學重點1. To train their listening skills.2. Learn to express their feeling with different intonations.3. To make sure they know how to show their agreement and disagreement. 教學難點1. How to improve their listening comprehension.2. How to arouse their interest in taking part in classroom activities. 教學過程Step 1 Revision1. Greet the students as usual.2. Check up their homework. Step 2 Listening and Vocabulary1. Activity 1Read the following words, check the meaning of them and answer the questions.This activity presents to the students several words appearing in the listening material. Make sure there is no obstacle while listening.(Show the following on the screen. )activitybreak the lawburglaryconnectioncrimecriminalestimateillegalratio shopliftingshopping centertreatmentRead through the words, paying attention to the multi-syllable words where the stress is not on the first syllable, such as, activity, connection, illegal. The teacher can use the English definition or a sentence to ask the students to guess the meaning of the new words. For example: burglarythe crime of entering a building in order to steal.Then ask the students to finish the following five questions individually and check the answers in a whole class setting.(Show the following on the screen. )1 Which word refers to somewhere that you can buy things?2 Which one means that something is against the law?3 Which word describes someone who breaks the law?4 Which one is the crime of stealing from a shop?5 Which one is the crime of stealing from a house? Suggested answers: 1 shopping center2 illegal3 criminal4 shoplifting5 burglary2. Activity 2Now its time for listening. First, ask the students to read through the five questions in activity 2 and keep the key information in mind. After listening, answer the questions.(Show the following on the screen. )1 Is the woman in the studio a police officer?2 Is she sure about the number of people who steal to pay for drugs?3 Do drug users only steal from shops?4 Do all drug users attend treatment centers?5 Are most drug users young men? After the students get the answers to the questions, play the tape again for them to check the answers. Then the teacher can ask some of them to give their answers and explain their answers. Suggested answers: 1 No, she is a professor. (Shes an expert on the connection between crime and drugs. )2 No, she isnt. (She says “Its possible. ”)3 No, they dont. (She says “mainly shoplifting and burglary”. )4 No, they dont. (She says that last year “about 30 000 people went to”. )5 Yes, they are. (She says that 75% of the young people are men. )3. Activity 3Listen to the tape for the third time and complete these sentences.(Show the following on the screen. )1 Its possible that a hundred thousand people steal in order to _.2 Some of them behave so badly that members of the public _.3 Some people feel so nervous when they see drug users that they _.4 There are such a lot of people that there isnt time _.5 Drug users are more likely to _. Have the students finish the sentences individually while listening. Then check their answers with partners. After that, collect the answers from the whole class.Suggested answers:1 pay for their drug addiction2 call the police3 call the police anyway4 to help them all5 get into trouble at schoolTapescriptInterviewer: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the connection between crime and drug addiction. Good evening, Professor Smith.Professor: Good evening.Interviewer: First of all, how many people use illegal drugs in Britain? Professor: Possibly four million people.Interviewer: Really? Four million? Professor: Yes.Interviewer: How many of them break the law in order to pay for their drugs? Professor: We estimate that a hundred thousand people steal in order to pay for their drug addiction.Interviewer: A hundred thousand? !Thats incredible!And what kind of crimes do they commit? Professor: Mainly shopliftingin other words, stealing from shopsand burglary, stealing from houses.Interviewer: I see.Professor: And theres another problem. Drug users get into trouble with the police for other reasons as well.Interviewer: What kind of reasons? Professor: Well, you often see drug users in public placesshopping centers, railway stations, for exampleand some of them behave so badly that members of the public call the police. Some people feel so nervous when they see drug users that they call the police anyway.Interviewer: This is a really bad problem, isnt it? Professor: Absolutely, but the good news is that drug users who go to treatment centers usually stop their criminal activities.Interviewer: How many addicts go to treatment centers? Professor: Last year, about 30 000 people went to drug treatment centers.Interviewer: Thirty thousand? Thats amazing.Professor: Yes, there are such a lot of people that there isnt time to help them all.Interviewer: What kind of people are they? Professor: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.Interviewer: And do all these people live in cities? Professor: Oh no. The ratio of drug users in society is the same in cities and in the countryside. But they all have something in common.Interviewer: Whats that? Professor: Drug users are more likely to get into trouble at school.Interviewer: Professor Marion Smith, thank you very much.Professor: Thank you. Step 3PronunciationListen to this sentence with different intonation and decide if the speaker is: (Show the following sentence patterns on the screen. )(a)surprised (b)angry (c)happy (d)sadThe music is so loud!Make sure the students know the four feelings. Then play the recording while they listen. Collect the answers, having the students say the sentences in the correct way. And ask them to create a situation where the speaker feels this way.Tape script: 1 The music is so loud!(happy)2 The music is so loud!(surprised)3 The music is so loud!(sad)4 The music is so loud!(angry)Step 4 Everyday English 1. Activity 1Read the expressions you can use when you agree or disagree with someone. Write numbers to indicate how strong the agreement or disagreement is.(Show the following on the screen. )1= strong agreement 2= agreement 3= disagreement 4= strong agreementHere are examples: (Show the following on the screen. )Example: I agree with you. (2)Absolutely! (1)(Show the following on the screen. )1 I dont agree with you. ()2 I totally agree with you. ()3 I couldnt agree more. ()4 Im not sure I agree with that. ()5 Thats right. ()6 Thats a good point. ()7 Im not sure about that. ()8 You cant be serious. ()9 I completely disagree. ()Discuss the sentences with the partner and decide the level of agreement and disagreement. Then collect answers from the whole class.(Show the following on the screen. )1 32 13 14 35 26 27 38 39 4Ask the students to read all the sentences again and try to memorize them.2. Activity 2Here is a conversation. Complete the sentences with expressions from activity 1. It can be done in a group of two.(Show the following on the screen. )Girl: The government is thinking about banning smoking on public transport. I think its a good idea. Boy: (1)_ . I think its a very good idea. Girl: Buses and trains will be much nicer places as a result, I think. Boy: (2) _. Travelling by bus will be a more pleasant experience. Girl: I think it would be good if they banned smoking in restaurants and cafes as well. Boy: (3) _!That would be an excellent idea. Girl: It isnt very nice if someone is smoking at the next table. Boy: (4) _. Its horrible!Girl: In fact, I think it would be a good idea to ban smoking in parks as well. Boy: (5) _. It isnt so bad when people smoke in parks. Girls: No, youre wrong. On a bus or in a parkits all the same. Boy: (6) _. Smoking in a park doesnt affect other people in the same way. Girl: Im sorry, I think it does. In fact, I think smoking should be banned in peoples homes as well. Boy: (7) _!Operate with the partner. Ask some pairs to read through the conversation. (Their answers can vary, as long as they choose expressions of agreement/strong agreement/disagreement/strong disagreement in the correct places. )Suggested/Possible answers:(1)I agree with you.(2)I couldnt agree more.(3)Absolutely!(4)I totally agree with you.(5)Well, Im not sure about that.(6)Im not sure I agree with that.(7)You cant be serious!3. Activity 3Listen and compare your answers. Dont worry if you choose different answers.TapescriptGirl: The government is thinking about banning smoking on public transport. I think its a good idea.Boy: (1)I agree with you. I think its a very good idea.Girl: Buses and trains will be much nicer places as a result, I think.Boy: (2)I couldnt agree more. Traveling by bus will be a more pleasant experience.Girl: I think it would be good if they banned smoking in restaurants and cafes as well.Boy: (3)Absolutely! That would be an excellent idea.Girl: It isnt very nice if someone is smoking at the next table.Boy: (4)I totally agree with you. Its horrible!Girl: In fact, I think it would be a good idea to ban smoking in parks as well.Boy: (5)Well, Im not sure about that. It isnt so bad when people smoke in parks.Girls: No, youre wrong. On a bus or in a parkits all the same.Boy: (6)Im not sure I agree with that. Smoking in a park doesnt affect other people in the same way.Girl: Im sorry. I think it does. In fact, I think smoking should be banned in peoples homes as well.Boy: (7)You cant be serious!Step 5 Summary and HomeworkIn this period, we practice listening and use different intonations to express different feelings. We also learn to show different level of agreement and disagreement by using different expressions. Todays homework is to finish exercises on workbook. 板書設計Module 2No drugsPeriod 4Listening: burglary estimate illegal ratio shopliftingIntonation: The music is so loud!agreement/disagreement活動與探究Ask the students to make up a conversation where agreement and disagreement can be used. 備課資料Listening Tips: 關于提高聽力的幾點建議聽力在高考中分值為30分，占的總分是五分之一，可見它的重要性。掌握一定的聽力技巧會起到事半功倍的效果。利用聽錄音前的時間，迅速地捕捉每個小題題干選項所提供的信息，預測短文或?qū)υ捒赡苌婕暗膬?nèi)容，這樣聽錄音材料時就有的放矢，有所側(cè)重，提高答題的準確率。注意捕捉文中所涉及的人物(who)、事件(what)、時間(when)、地點(where)、原因(why)、方式(how)、程度(how long，how soon，how much)、數(shù)字(how manyhow much)、選擇(which. . . )等，有效地抓住關鍵詞，抓有效信息?？朔q豫不決的毛病，對自己有把握的試題應快速作答，對無把握的試題也要在所聽信息的基礎上排除錯誤選項，進行優(yōu)化處理。不會作答的，立即暫時擱置，準備聽新的題目。注意聽短文的首句和首段，文章的開首和開首段，往往是對短文內(nèi)容的概括，如講話目的、主要內(nèi)容、作者、論點、故事發(fā)生的時間、地點及事由等。不管聽什么材料，注意力一定要集中在整體內(nèi)容的理解上，千萬不能只停留在個別單詞或單句上，聽不清時馬上放棄，不要強迫聽清每一個詞，要把重點放在聽關鍵詞即實詞上，一邊聽一邊把要點及與問題相關的關鍵詞記下來。保持良好的心態(tài)。千萬不要因為聽力設備，磁帶有噪音等客觀原因，或某些地方聽不懂而心煩意亂，糾纏不休，一定要平靜地聽下去。否則會導致既丟“芝麻”，又丟“西瓜”的被動局面。111