一、考題回顧
二、考題解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the usage of the logical stress, and also get the main idea of the passage.
Ability aim:
Students can develop their speaking skills and know how to make use of the logical stress in different sentence patterns correctly.
Emotional aim:
Students will improve their interests of learning English and different emotional expressions.
Key and difficult point:
Key Point: Students can master the basic rule and meaning of the logical stress.
Difficult Point: How to master and use the logical stress rules and apply them into English speaking.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show a video
Let students enjoy a part of video named “Micky mouse ” from Disney and ask them where it produced from.Students will know the right answer and talk about their experience in Disneyland. Then,teacher can lead out today’s topic.
Step 2: Presentation
1. Ask students to read the passage quickly and figure out the main idea of the passage.
2. Read the passage again and ask students to pay attention to the pronunciation features of underlined phrases. They will find that all the phrases are stressed on the initial syllable of first word.
3. Let students work in groups of four to discuss if there are any other similarity of underlined phrases based on the stress rules they’ve learned before,and why some notional words weren’t stressed.
4. Present their rules and help them organize their rules.Rules are as followed:if you meet the phrases which consist of notional words,we should use the logical stress to highlight the specific information based on the correct situation.
Step 3: Practice
1.Let students translate the passage with their deskmate based on the logical stress rules,and invite some students to read it loudly.
2.Let students use the logical stress rules to read the following sentences as below to emphasize different information.Then invite some students to read it in the front of the class and let the other students decide who is the best one.
'Her skirt is blue.
Her 'skirt is blue.
Her skirt is 'blue.
Step4: Production
Role play: Ask students to change this passage into a dialogue in group of four.One should act as a guide of Disneyland,and the others should act as the visitors.During their practice, they are expected to focus on the intonation when it comes to the logical stress.Then,invite some students to share on the stage.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to search more interesting stories from Disneyland on the Internet and read it carefully,they will share it in the next class.
【答辯題目解析】
1. Please talk about the basic rules of word stress.
【參考答案】
Well, In this class,they are supposed to be reviewed before new knowledge. The word stress depends on the quantities of syllable.One syllable needn’t be stressed,such as “go/book ” .Disyllable and tri-syllable should stress on the first syllable,such as ’apple/’property. As for multi-syllable which should stress on the antepenultimate syllable,such as anni’versary/de’mocracy and so on.
2. How did you make the new knowledge into the practice?
【參考答案】
This is a pronunciation lesson, and we often call it “knowledge course”. For knowledge courses, We usually use two kinds of methods to make the new knowledge into the practice which includes mechanical drilling and meaningful drilling.
Firstly,I asked them to translate the passage to check if they’ve understood the meaning which the author wants to emphasize.Then,In order to examine if my students have already mastered the pronunciation rules,I wrote down three sentences asked them read with the logical stress to highlight different specific information, which will help them to apply it into their daily life.That’s how I make the new knowledge into the practice.
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