牛津版八年级英语Unit 2 School Life(8)SPEAK UP AND PRONUCIATION.doc

Unit 2 School Life
PERIOD 8: SPEAK UP AND PRONUCIATION
Teaching Objectives
● To talk our school and then make comparisons to Woodland School and Rocky Mountain High School.
● To develop fluency in asking and answering questions about schools
● To develop interactive skills by responding appropriately
● To recognize and use intonation patterns
Teaching procedures
Step 1 Talking about our own school
Get the students to talk about their own school. Ask them to fill in the following table. The teacher can help the students by asking them some questions.
Number of students
Number of teachers
Length of summer holiday
Number of classes
Number of students in a class
3,100
260
7 weeks
63
45
Computer studies
P.E.
Music
Art
Self-study
1
2
1
1
3
How many Grade 8 Class are there in your school?
There are 7 Grade 8 classes.
Step 2 Listening and finding out answers
Tell the students that John and Daniel are talking about their schools. Ask them to listen to the tape and find out what they are talking about? Ask the students to remember the questions:
How many Grade 8 classes are there at your school?
How many classmates do you have?
How many Computer Studies lessons do you have each week?
The bold-faced words are the key words. I think it is better for the teacher to write it on the board to help the students remember the dialogue.
Get the students to read the dialogue in roles and then invite the students to practice the dialogue and try to remember it.
Step 3 Making up your own dialogues
Show the table in step 1 to the students and ask them to make up their own dialogues. Invite several pairs of the students to present their dialogues in front of the class.
Step 4 Making our voice rise at the end of a sentence
Say ‘Wow! A wonderful job! I am really surprised that you can do so wonderful a job.’
Tell the students that we can make our voice rise at the end of a sentence to show surprise. Explain the meaning of the word ‘surprise’.
Step 5 Talking about pictures
Show the picture on Page 34 to the students. Get the students to talk about it by asking some questions.
What happen to the girl? (Her hurt her leg!)
What does she have to do?( He has to stay at home/ in hospital.)
Do you think she can play basketball and football? (No, she can’t.)
Books closed and listen to the dialogue focus on the intonation. Play the recording once again and pause for the students to imitate.
Books open and get the students to read the dialogue pay special attention to the intonation. Encourage the students to locate the words that cause surprise (‘hurt her leg’ ‘for a month’ ‘for three months’)
Encourage the students to act out the dialogue, showing surprise not only through the intonation but also some non-lingual approaches. Encourage them to feel rather than imitate.
Step 6 Listening and drawing
‘Let’s come to more sentences showing surprise.’ Play the tape of Part B, Page 34. First play the tape for the students to listen and repeat, and then encourage them to drawing rising and falling arrows to show the intonation. (That’s try to tell the sentences showing surprise form the sentence that just give statements.)
Encourage students to make some amusing or unusual statements to create a fun atmosphere in the classroom.
Step 7 Putting a rising tone at the end of the sentences
Write some sentences on the blackboard and get the students to read it. And then put a rising tone at the end of the sentences that show surprise.
1. I scored ninety points. Ninety points! Wow!
2. I have a new computer.
A new computer! You bought one a month ago.
3. My brother can’t swim. He can’t swim He’s 15!
4. I lost my toy train. Don’t worry. We’ll buy another one.
5. I broke Mum’s favourite glass. You broke it?
6. There’s not school today. Yes, I know. A snowstorm’s coming
Steps 8 Thinking of something untrue or strange
Encourage the students to think of something untrue or strange and make sentences.
John has 8 brothers and sisters. (8 brothers and sisters/8!)
John got full mark in the test. (Full mark!)
My dog can play football. (Play football!)
Look! It’s snowing. I’m going to the Moon tomorrow. (The Moon.)
Get pairs of partners to speak out their sentence or sentences in the front. Give some comments. We can check from the following aspects.
1. If the students using rising voice on response to a surprising statement.
2. Whether the students speak out the sentence or just read it out. Does he or she look at his or her audience/ classmates.
3. If they can use the proper intonation at the end of a statement.
4. If students made up their own statements.
Step 9 Homework
a. Go on talking about our school with your classmates.
b. Finish off the exercises in the Evaluation Handbook and Learning English.