1. Check the homework.

2. Finish off the Workbook exercises.

◇ 第 40 课时

Pronunciation

Objectives

To understand the difference in pronunciation between the /s/, /z/ and /iz/ sounds

To recognize and distinguish between the /s/, and /iz/ sounds

To correctly pronounce the /s/, /z/and /iz/ sounds

Revision

1. Revise the new words.

2. Exx.

写出下列形容词或副词的比较级和最高级。

(1) slowly　 (2) fat　 (3) much

(4)Jack, you should learn from Ann. She works ________(hard) than you.

(5) Which of the cities is ______(far) from Nanjing, Shanghai, Beijing or Fuzhou?

Part A

1 Explain the context. Millie is interviewing schoolmates about TV viewing preferences. Ask them to read the profiles of the three students in Part A1 before listening to the recording.

2 The table at the top of page 70 will give students an idea of each interviewee's interests. Tell them that they will be able to complete all the information in Part A2 by listening carefully to the recording.

3 Play the recording once without stopping.

4 Play the recording again, stopping after each answer so that less able students can write their answers if you feel this is necessary, especially for weaker classes.

5 Tell students to look at their answers. If they still have some gaps, ask them to look closely at the information they are missing.

6 Play the recording once more without stopping for students to check their answers.

7 Ask students to read one answer each. Check for mistakes and mispronunciation.

8 Explain to students that Part A3 is Millie's report about the interviews on page 70. Tell them that they do not have to listen to the recording in order to finish Part A3. All the information they need is already on page 70.

9 For weaker classes, students can work in pairs to complete Part A3. For stronger classes, students can work on their own.

10 When students have finished, ask one student at a time to read out a sentence. Listen for mistakes and mispronunciation.

Part B

1 Choose two students to play the roles of Kitty and Millie. Ask them to read the conversation out loud.

2 Divide the class into pairs. Ask students to role-play Kitty and Millie's conversation. Then tell them to change roles and read the conversation again.

3 When students have gone through the conversation twice, tell them to talk about their own TV preferences. Remind weaker classes that they can use Kitty and Millie's conversation as a model and replace the underlined words with their own information. For stronger classes, encourage students to make up their own conversations.

4 Write some useful vocabulary for students to refer to on the board, e.g.,

　Types　　　　 Reasons　　 　Reasons

science　　　　 interesting　　 　boring

　news　　　　　 exciting　　　 dull

　fashion　　　　 funny　　　　 silly

　music　　　　 entertaining　 　sad

　comedy　　　 cool　　　　 　meaningless

　history　　　　 fascinating　 　　noisy

　sports　　　　 creative　　　　 tiring

　travel　　　　 enjoyable　　 　uninteresting

　films　　　　 　informative　 　　unattractive

5 Walk around the class as students talk to each other. Praise students where they perform well. Try not to focus too much on mistakes as this can discourage students from speaking out in the future.

6 Ask a few pairs to present their conversations to the class.

Homework

1. Check the homework.

5. To express agreement and disagreement

Revision

4. To respond to opinions

3. To talk about preferences in TV programmes ~

2. To identify main ideas and vocabulary and use this information to complete a report

1. To identify the context of an interview and distinguish between three different interviewees