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高一外研版必修1Module 2 My New Teachers教案


Module 2
Ⅰ. 模块教学目标 技能 标 Skill Goals

My New Teachers

▲Talk about teachers and their personalities ▲Practise expressing one’s preference ▲Practice setting criteria for a good teacher ▲Study verbs followed by –ing ▲Practice using commas Ⅱ. 目标语言 功 Practise expressing one’s preference 能 I’d prefer to do ... 句 I’d rather do ... than ... 式 My favorite teacher is ... 1 amusing, energetic, intelligent, nervous, organised, patient, serious, shy, strict, avoid, hate, incorrectly, completely, immediately, appreciate, admit,
词 汇

loudly, wave,

joke, summary, respect, period, revision, translation, topic,

vacation, revise, discipline, relationship, formal, relaxed, similarly 2 impression, scientific, literature, grade, headmaster, headmistress, timetable 3 make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes

语 法

Verbs followed by -ing I’ve always hated making mistakes or pronouncing a word incorrectly ... There are a few students who keep coming to class late ... I think this is because he really enjoys teaching Chinese literature. 1. She is kind and patient, and she explains English grammar so clearly that even I can understand it! P12 2. She is very strict — we don’ t dare to say a word unless she asks us to. P12
重 点 句 子

3. She’s also very serious and doesn’t smile much.

P12

4. Some of our class don’t like her, but most of us really appreciate her because her teaching is so well organized and clear. P12

5. I’ve always hated making mistakes or pronouncing a word incorrectly when I speak English, but Mrs Li just smiles, so that you don’t feel completely stupid! P12 6. There are a few students in our class who keep coming to class late but they’re always on time for Mrs Chen’s lessons! P12 7. During scientific experiments, she explains exactly what is happening and as a result my work is improving. P12

Ⅲ. 教材分析和教材重组 1. 教材分析 本模块以 My new teachers 为话题, 介绍了几位具有不同教学风格和个性特 征的教师,旨在通过模块的教学使学生学会描述教师及校园生活,并能运用所学 词汇、句型来表达自己的喜好,同时通过学习制定好教师的标准使师生之间相互 了解。 1.1 INTRODUCTION 首先介绍描述人物个性特征的形容词,再通过听说训 练使学生在运用中熟练掌握这些形容词。 1.2 READING AND VOCABULARY 中的课文分为三部分,从学生的角度对 三位不同年龄,不同风格的教师作了介绍。从文中读者可了解三位教师的性格特

征、授课方式及学生的评价。文后设置了完成句子、写词、问答及讨论等阅读理 解题,检测学生对课文的理解,培养学生获取信息、猜测词义等能力。 1.3 GRAMMAR 讲解了本模块的语法项目 v?鄄 ing 形式。 1.4 SPEAKING 是课文内容及本模块话题的延续,要求学生通过口头练习运 用所学语法知识描述自己喜爱的教师、科目及喜欢的原因。 1.5 LISTENING AND VOCABULARY 分为六部分来进行。Activities 1, 2 && 3 分别以问答和听力练习的形式让学生就有关校园生活的词汇进行练习。 Activity 4 要求学生表述自己对英语学习的看法并阐述原因,既巩固了所学生词,又运用 了本模块的语法 V?鄄 ing 形式。Activity 5 给出八组有联系的词,要求学生解释 它们之间的联系。Activity 6 回归课文,复习旧词汇,并表述对 Mr Stanton 的看 法。 1.6 PRONUNCIATION 以听读的方式学习单词重音,为听力的提高奠定基 础。 1.7 FUNCTION AND SPEAKING 列举了表达喜好的句式,要求学生以问答 方式就自己所学科目进行对话练习。 1.8 EVERYDAY ENGLISH 通过补全对话的形式学习一些日常用语。 1.9 WRITING 学习标点符号的应用,尤其是逗号的用法,使学生学会断句, 了解英语句子结构。 1.10 CULTURAL CORNER 介绍西方国家的学校种类与不同的师生关系。 1.11 TASK 要求学生介绍自己喜欢的老师并陈述理由,并在讨论后写出好教 师的标准说明理由。 2. 教材重组 2.1 将 INTRODUCTION, READING AND VOCABULARY 和 WORKBOOK 中的 Vocabulary 部分整合成一节阅读课。 2.2 将 GRAMMAR, SPEAKING, FUNCTION AND SPEAKING 及 WORKBOOK 中的 Grammar 整合成一节口语课。 2.3 LISTENING AND VOCABULARY 与 PRONUNCIATION, EVERYDAY ENGLISH 整合成一节听力课。 2.4 将 WRITING 与 WORKBOOK 中的 Speaking and writing 整合成一节写

作课。 2.5 将 CULTURAL CORNER 与 WORKBOOK 中的 Reading, Listening and speaking 以及 TASK 整合为一节综合实践课。 3. 课型设计与课时分配 1st Period Reading 2nd Period Speaking 3rd Period Listening 4th Period Writing 5th Period Integrating Skills Ⅳ. 分课时教案 The First Period Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 amusing, energetic, intelligent, nervous, organized, patient, avoid, appreciate, admit, scientific, literature, joke, summary, respect , make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes b. 重点句式 (P12) She is also very serious and doesn’t smile much. Some ..., but most of us really appreciate her ... well organized and clear. There are few students ... who keep coming to class late... 2. Ability goals 能力目标 Enable the students to learn expressions used to describe a teacher and his / her personality. 3. Learning ability goals 学能目标 Help the students learn to describe their teachers. Teaching important points 教学重点 How to describe different teachers. Teaching difficult points 教学难点 Enable the students to describe the teachers they like and tell the reasons. Reading

Teaching methods 教学方法 Discussion, reading, questions-answers and cooperative learning. Teaching aids 教具准备 Some pictures, a projector and some slides. Teaching procedures && ways 教学过程与方式 Step Ⅰ Greetings and Lead-in Now since the students have been familiar with their teachers, show some pictures of their teachers. Students work in groups of four to describe the pictures. After their discussion, ask one student to describe one of the pictures, and the others guess who he / she is describing. It is a practice of the words in Activity 1 on P11 at the same time. T: Do you know this man / woman? Show a picture of the teacher himself / herself. Ss: It’s you! T: Right! What’s your impression of me? Can you describe me in one or two sentences? S1: You’re a slim and warm-hearted teacher. S2: You can explain what we don’t understand clearly by showing us interesting examples. S3: You are energetic, so we are full of energy in your class, especially when we are playing games. S4: I’m very lucky to be your student, because you never scold us but always smile. That encourages us a lot. T: Thank you very much. I’ll keep on working hard and I believe we can make great progress together. Show some pictures of other teachers. T: Look at these pictures. Do you know them? Yes, they are your teachers. Describe one of them with your partners and try to use the words in Activity 1 at the same time. A few minutes later. T: OK. Now I’d like one of you to describe a teacher in class while the others guess

who it is. Attention, don’t mention the teacher’s name. Just guess according to your description. S1: Let me try. She is a little shy. Sometimes she speaks in a low voice, so we can’ t hear her clearly. But she is very patient and explains everything till we understand them. Who is she? Ss: Miss He. S2: None of us dares to come to her class late. And we have to hand in our homework on time, or you’ll be found reciting a text in her office. She is very strict, but we all like her, especially those who lack self- control. Ss: Mrs Wang. S3: We are all very nervous in his class, because he keeps on asking questions. If you don’t review the last lesson and can’t answer his questions, you’ll feel very stupid. Ss: Mr Zhang. S4: This teacher is humorous and popular with us. When we are tired, he will tell jokes. But his classes are not well organized, he always jump from one topic to another. Ss: Mr Du. S5: She is very careful, and always returns our home-work on time and corrects our mistakes carefully. Ss: Miss Li. Students may give different descriptions. T: Excellent! In your opinion, what’s a good teacher like? Tick the statements that you agree with in Activity 3, P11. Students read and tick the statements. T: I am sure different students have different criteria. Let’s listen to the tape and see what criteria Alex has. Tick the statements that he agrees with in Activity 3. Students listen and tick the statements. Let the students compare his / her criteria with Alex’s. Step Ⅱ Fast reading T: In this period, I am going to introduce you another three teachers. First, turn to P12

and look at their pictures. They are Mrs Li, Mrs Chen and Mr Wu. Let’s answer the following questions before reading according to the pictures. Questions: 1. What’re your impressions of each teacher? 2. Which teacher do you think the students like a lot? 3. Who is a very good teacher but serious and strict? 4. What subjects does each teacher teach? S1: According to the picture, Mrs Li is young and energetic. The students must like her a lot. I think she is an English teacher. S2: Mrs Chen must be very strict with her students. Form the picture we can see she is very serious. So I think not all of her students like her. Maybe she is a history teacher. S3: I guess Mr Wu is very handsome and amusing. His lessons must be very interesting. And the students are likely to like him a lot. I think he teaches chemistry. T: Very bold guessing! But we need to read the text to see whether what you said is true or false. Now let’s read the text quickly and find the true answers. After the students read the text, ask some to tell their answers. T: Any differences between your first impressions and the facts? Who’d like to tell us the facts about the teachers? Sample answers: 1. Mrs Li is kind and patient. Mrs Chen is strict and her teaching is well organized and clear. Mr Wu is energetic and amusing. 2. Mrs Li and Mr Wu. 3. Mrs Chen. 4. Mrs Li teaches English, Mrs Chen teaches physics and Mr Wu teaches Chinese. Words and phrases T: Now let’s deal with some new words in the text. Look at the box in Activity 2 on P13. Please complete the sentences using the words from the box. Change the form where necessary.

After the students finish it, check their answers in class. T: Please read the definitions in Activity 3 on P13 first to make sure you understand them and then find words and phrases from the text My New Teachers that match them. Students read and do the match. Then check the answers. Explanations T: Wonderful! Now, let’s deal with some language points. If you have any questions, please raise your hands. S: Can you explain this sentence “There are a few students in our class who keep coming to class late but they are always on time for Mrs Chen’s lessons.”? T: The writer wants to tell us Mrs Chen is very strict with her students. Some students are always late for lessons, but they are on time for Mrs Chen’s lessons. “Who” refers to “a few students”. T: Pay attention to this sentence “Mr Wu’s only been teaching us for two weeks and he’s already very popular.” Here, “Mr Wu’s” equals to “Mr Wu has” and “he’s” means “he is”. “Have been teaching us for two weeks” means Mr Wu has taught us for two weeks and now he is still teaching us. Any other questions? Step Ⅲ Careful reading In this part, the students will read the passage again and work together with their partners to learn the way the author describes a teacher. Then show a table on the screen. Give them a few minutes to fill in the table about the whole text. Check the answers with the whole class. T: The author describes the three teachers so vividly as if they were just around us. Can you tell me in which aspects the writer describes the three teachers? Discuss with your partners, please. After discussion. S: in each paragraph, the author describes the teachers’ personalities, subjects they teach and their ways of teaching. He / she gives examples to support his / her points. In the third paragraph, the teacher’s appearance is also described. T: You are quite right. Now let’s try to get a general understanding of the passage. Fill

in the table on the blackboard after reading the text again. Draw a table on the blackboard. Name Mrs Li Mrs Chen Mr Wu Sample answers: Name Mrs Li Subject English Appearance Personality Kind, patient Examples Explain grammar Subject Appearance Personality Examples

clearly, avoid making students feel stupid

Mrs Chen

Physics

sixty

serious, strict, organized and clear

Not smile much, none dare explain to be late, exactly

what is happening Talk loudly and fast, wave his hand about a lot, tell jokes

Mr Wu

Chinese

28,good-loo king

Energetic and amusing

sometimes Step Ⅳ Retelling Give the students several minutes to prepare for retelling. After they retell the passage, they will understand deeply how the author describes a teacher, and master the way of descripting people. T: Among the three teachers, which do you like best and why? Choose one of them and describe him /her by retelling the passage. You may refer to the table above. Samples of retelling: S1: I like Mrs Chen because she is strict with her students. Her teaching is well organized and clear. And during scientific experiments, she explains exactly what is happening. I’m interested in physics but I don’t know how to learn it well. Also, I have

a bad habit of wasting time playing games. I think that I would do well in physics with the help of Mrs Chen. S2: Good teachers are always very kind. I like Mrs Li because she is kind and patient and she explains grammar clearly. Just as the writer, I hate making mistakes in class, so I am a little nervous when a teacher asks me to answer questions, especially when I can’t answer them. Sometimes I can’t focus my attention on learning but expect the lesson is over as soon as possible. Mrs Li understands her students as she just smiles and avoids making her students feel stupid. I would be brave enough to answer questions in class and make rapid progress, if I were a student of Mrs Li. S3: I prefer Mr Wu. In my opinion if a teacher is full of energy and devotes himself to the lesson, his / her students will be interested in the lesson and follow the teacher to learn new knowledge. None of the students can fall asleep and all are eager to learn more about the subject. An amusing and interesting teacher is also very popular. I always fall asleep in class. An interesting class can draw our attention. Step Ⅴ Vocabulary T: Now there is a little time left. Let’s come to Vocabulary on P74. If time is limited, it can be finished after class. Step Ⅵ Homework 1. Collect more information about your teachers and fill it in the table on the blackboard. In next period, I’ll ask some of you to introduce one of your teachers. Try to use some of the words we have learnt in this period. 2. Try to find out the structures about expressing preference. The Second Period Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 admit, avoid, consider, dislike, enjoy, finish, hate, keep, imagine, like, love, practice, stop, suggest, would rather, would prefer b. 重点句式 ... really likes working with her. P14 Speaking

... hated making mistakes or pronouncing a word incorrectly ... P14 ... who keep coming to class late ... P14 ... really enjoys teaching ... P14 I prefer ... P14 I’d prefer to do ... P17 I’d rather do ... P17 I’d rather do ... than ... P17 2. Ability goals 能力目标 Enable the students to express preference. Enable the students to use verbs followed by -ing. 3. Learning ability goals 学能目标 Help the students learn how to express preference and explain the reasons. Teaching important points 教学重点 How to express preference and use verbs followed by -ing. Teaching difficult points 教学难点 Understand the patterns used to express preference. Teaching methods 教学方法 Speaking, discussion and cooperative learning. Teaching aids 教具准备 A projector. Teaching procedures && ways 教学过程与方式 Step Ⅰ Revision and Lead-in Check the students’ homework by asking some of them to introduce their teachers. And write verbs followed by-ing included in their talk on the blackboard. T: Good morning/afternoon, boys and girls. Any volunteers to introduce your teachers? S1: Let me have a try. I’ll never forget my mathematics teacher Mrs Wang. She looks like a little girl, though she has been a teacher for six years. She is very kind and patient. And her teaching is well organized and clear. What’s more, she likes giving us some interesting examples to help us understand some difficult points. I hated

learning mathematics, but now I find it interesting. S2: I’ll describe a teacher who I don’t like. She is well-known in our school for her strictness. All of us are afraid to have her lessons. If you can’t give right answers in class, she will stare at you, which tells you how stupid you are. Most of us make rapid progress. But many students are no longer interested in her lessons. I hope that she can be patient and kind. S3: My favorite teacher is a beautiful young lady. She is full of energy and introduces different cultures to us. We listen to foreign songs, watch world famous films and enjoy listening to English at the same time. At first we disliked learning English. But now we all admit liking it. Step Ⅱ Grammar While the students give their talks, write a few sentences on the blackboard in which verbs followed by-ing are included. Show the following sentences on the blackboard. She likes giving us some interesting examples. I hated learning mathematics. We enjoy listening to English. We disliked learning English, but now we all admit liking it. T: Please look at the blackboard. What do you notice about the verbs? Ss: The verbs like, hate, enjoy, dislike and admit are all followed by-ing. T: Exactly! These-ing forms act as nouns. We can say “I like playing football.” and “I like football.” They have the same meaning. Please turn to P14, Activity 2, Grammar. Look at the words in the box. Can all of them be followed by-ing? If you are not sure, please turn to your dictionary. Then complete the sentences with words from the box. There may be more than one answer. Change the forms where necessary. Check their answers in class and correct any mistakes if there are. T: Excellent! Now, please work in pairs to make sentences about yourselves, using the words in the box. It will be better to make a paragraph. Students work in pairs to make sentences. T: Are you ready?

S1: I enjoy playing piano. And I practice playing it every morning. S2: I admit liking listening to pop music, but my sister hates it. She said it’s too noisy. She suggests my listening at school. S3: I enjoy writing, and always imagine being an excellent writer. ... Step Ⅲ Speaking In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. Task 1 Talk about your favorite teachers T: Teachers, just like friends, some will be forgotten after you graduate, while some will be remembered forever because they are our favorite teachers. Please work in groups and describe your favorite teachers. Read the example of Activity 1 in SPEAKING first. A few minutes later. T: Are you ready? S1: Miss Li, our English teacher, is my favorite teacher. I like her classes very much because she often plays games in her classes. She has many ways to make her lessons lively and interesting. One day, she brought a big bag in which we found different kinds of fruit. We mastered the new words about fruit at once. S2: We all enjoy having maths lessons. Mr Wang, our maths teacher, can make us confident. When we find out the way of working out a problem, we are proud of ourselves. S3: My favorite teacher is Mrs Zhang, our history teacher. I love her classes very much because we need not worry about answering questions. We can just follow her and imagine living in ancient times or enjoy different cultures. We get a lot in her classes. Task 2 Interview T: Work in pairs. One acts as a journalist, and the other a student. Talk about the parts of school life you enjoy most and why. Read the example of Activity 2 first. Samples: 1. S1: Which subject do you like, mathematics or English?

S2: Neither of them. I like PE most. S1: Why is that? S2: Because I’m good at playing football. 2. S1: My favorite subject is geography. S2: Why? S1: Because I can learn why and where earthquakes happen and some other interesting things. What about you? S2: I prefer physics and chemistry because I find it interesting to do experiments. S1: Do you enjoy English? S2: I don’t like English very much. I like reading, but I am not good at listening and speaking. 3. S1: The subject that I study more is English. My favorite subject is art because I am good at it. What about you? S2: I don’t like physics because it is complex. I prefer music and Chinese. Step Ⅳ Function and Speaking Get the students to know how to express preference. Give two examples to help them learn the structures and show more structures on the screen. Then let them work in pairs to discuss the subject they prefer to learn. T: Please turn to P17. Look at Activity 1. What does“I’d”in the sentences stand for? I would or I had? And any differences between “I’d prefer” and “I’d rather” in usage? Look at the statements and choose the correct answers. After the students finish Activity 1, check the answers, and then give them more structures about expressing preference. Write down these structures on the blackboard: I prefer apples. Father preferred our house painted white. She prefers to be alone. We prefer Mrs Li to teach us English. I prefer reading to playing basketball. I prefer to watch TV rather than play games.

He preferred that nothing should be said about his coming. He’d rather begin at once. I’d rather go to the beach than stay at home. Then let the students complete Activity 2 on P17 and check the answers. T: Jane, which subject would you prefer to have, English or Chinese? Why? Jane: I’d rather study English than Chinese because I can watch my favorite English movies without looking at the caption. T: Very good. But you need to work very hard on it. OK, now let’s do Activity 3 on P17. Work in pairs and tell your partners which subject you would prefer to have and explain why? Don’t forget to use the structures we just learnt. Samples: 1. S1: Which subject would you prefer to have, English or Russian? S2: I prefer to study English because I have learned English for several years and Russian is more difficult to learn, especially the pronunciation and grammar. 2. S1: Would you prefer physics or chemistry? S2: I’d rather study chemistry than physics because it’s wonderful to watch the change in experiments and I want to know the reason. 3. S1: I would rather study IT than biology. What about you? S2: I prefer biology because I can learn a lot about human, plants and animals. Step Ⅴ Homework 1. Finish Exercises 1, 2, 3 and 4 on P73, Grammar. 2. Explain the new words on P15 in English and make sentences with them. The Third Period 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? Listening

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 (+) kind and patient friendly try to be one of the students listen to the students like his students Negative (-) 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. The Fourth Period Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 favorite, energetic, amusing, funny, intelligent, kind, lively, nervous, organized, patient, popular, serious, shy, strict, discipline, stupid b. 重点句式 (P18) Surprisingly, all the students got good marks. I’m doing maths, chemistry, physics and biology. It’s sometimes difficult for me to understand him, but I do my best. It was a difficult problem, I agree. 2. Ability goals 能力目标 Enable the students to punctuate correctly. 3. Learning ability goals 学能目标 Help the students to learn how to express clear ideas with proper punctuation marks. Teaching important points 教学重点 Enable the students to know where to use commas, full stops, capital letters and question marks. Writing

Teaching difficult points 教学难点 How to make proper use of commas in paragraphs. Teaching methods 教学方法 Individual work and discussion. Teaching aids 教具准备 A blackboard, a projector and some slides. Teaching procedures && ways 教学过程与方式 Step Ⅰ Greetings and Revision T: Morning / afternoon, everyone. First let’s check our homework, Exercises 6 && 7 on P74. Check the answers with the whole class. Step Ⅱ Writing First write the following sentence on the blackboard: Tom said the teacher is a foolish duck. T: I will tell you a story. One day, when Mr Stanton entered the classroom, Tom shouted “The teacher is a foolish duck.” Everyone looked at Mr Stanton. To their surprise, the teacher said nothing but wrote a sentence on the blackboard. He said “Today we’ ll learn punctuation marks.” Mr Stanton said happily. Then he used two commas in the sentence. “Tom, said the teacher, is a foolish duck.” “Please punctuate correctly next time, Tom.” Mr Stanton said, while pointing to the blackboard. Write another sentence on the blackboard: Tom, said the teacher, is a foolish duck. T: Now you know how important a comma is. Please observe the five sentences on P18 and tell me where we should use commas. Let the students read the sentences and give their answers. Sample answers: 1. 用以将引导性或转折性词语如 therefore, however, by the way 与句子的其他部 分隔开。

2. 用来隔开行文中的词、词组或从句。 3. 用于分隔并列复合句,用于连词 and, but, or 之前。 4. 用于插入句中的从句等成分之前。 T: Good! Now please punctuate the sentences shown on the slides. Show the following sentences on the slides. 1. She is kind and patient and she explains English grammar so clearly that even I can understand it 2. Some of our class don’t like her but most of us really appreciate her because her teaching is so well organized and clear 3. I’ve always hated making mistakes or pronouncing a word incorrectly when I speak English but Mrs Li just smiles so that you don’t feel completely stupid 4. During scientific experiments she explains exactly what is happening and as a result my work is improving After the students finish them, check the answers in class. T: Next look at the paragraph on P18. Punctuate it. Use full stops, capital letters, question marks and commas where necessary. Ask some students to read their answers. Step Ⅲ Speaking and Writing This part can be completed in three steps. First, the students work in pairs to answer and discuss questions about their ideal teachers to prepare useful information for writing; second, practice using punctuation marks; at last, let the students write a composition following the given steps of Exercise 15 on P78. T: Please turn to P77. Work in pairs to discuss the questions in Exercise 13. Sample answers: 1. How old is your ideal teacher? S1: I think an ideal teacher should be a young lady because a young teacher is always energetic and enjoys teaching. S2: My ideal teacher is thirty years old because after several years’ teaching, he / she knows what the students need and can prepare his / her lessons carefully. Also I believe he / she knows much about other subjects.

S3: I like a teacher who is about fifty years old because an old teacher can explain what we don’t understand clearly by showing many examples. What’s more, she may give us useful suggestions that may help us form a good habit of learning. 2. Do you prefer serious or funny teachers? Why? S1: I prefer serious teachers. In his / her lesson, we can have discipline and learn carefully. Generally, a serious teacher prepares his / her lessons carefully and explains exactly what is happening. S2: I would rather have a funny teacher because we often feel tired in class. Imagine a teacher who just speaks without a cheerful smile on his / her face. Terrible! It’s not long before you lose interest in this subject. S3: I like a serious teacher, but I hope he / she can tell us jokes when we are bored. In this way, we can not only listen carefully and finish our homework on time, but also love having his / her lessons. 3. Do you think teachers should help students outside school if necessary? S1: Yes, I think so. A good teacher should like her students. If she realizes her students need her help, she should help them inside and outside school. S2: Yes. I believe a good teacher aims at improving her students’ ability and helping them master what she teaches. What’s more, every teacher likes a student who is eager to learn more knowledge. S3: I don’t think so. Teachers have spent much time in teaching. Sometimes, they still prepare their lessons after school. They need to have a good rest and take care of their family. If we need help, we can turn to others. 4. How much homework do you think teachers should assign? S1: A little homework. I hope we can finish our homework at school, so we can have some free time to play basketball, read, or watch TV. S2: I don’t think teachers should set homework because different students have different needs. They can revise, preview or read according to their own interest. S3: I hope teachers can set different kinds of homework because students are not at the same level. They should do homework which suits them. 5. What can teachers do to make their lessons really interesting?

S1: A teacher who frequently changes his teaching ways is popular because students are always eager to know what the teacher will do in this class. They can listen carefully. S2: Games can make the lessons interesting. If students can learn and practice in playing games, they will attend the lessons actively. S3: If teachers can introduce different cultures in their lessons, the lessons must be full of interest. S4: Why not make use of pictures, recorder, and computer? They can help teachers show text vividly. If students can learn through cartoons, the lessons will be full of laughter. T: Excellent! I will learn from your answers and try to make my lessons interesting and enjoyable. Two students have written a passage to introduce their favorite

teacher, but they forgot to punctuate it. Now it’s up to you to use capital letters, commas and full stops where necessary to complete this description. Let the students work individually to complete it, then check the answers. T: We have read descriptions of one’s favorite teachers, discussed your own favorite teachers and learned the ways of describing teachers. Now it’s your turn to write a composition about your favorite teachers. Do you still remember the table? First, let’s fill in the following table with the information of your favorite teacher first. Show the table on the screen. Name Subject Appearance Personality Examples

After a few minutes. T: OK. Write a paragraph about him / her according to the table, but don’t mention his / her name or the subject he / she teaches in your composition. Give the students enough time to finish writing. T: Have you finished? Now please copy your paragraphs without any punctuation and exchange them with your partners. Punctuate the paragraph and write down the name of the teacher that the paragraph describes.

After a moment. T: Return your partners’ compositions and see if he / she punctuates correctly and if he / she writes the right name. If you don’t agree with him / her, you can discuss with your partners. Then we’ll show some of your compositions on the screen to check together. At last show some samples on the screen. Sample versions: 1. My favorite teacher is young and beautiful. She knows her subject well and explains it well too. Students in her class listen to her quietly because she explains so well. She has a great sense of humor. She likes beginning her lessons with a story. 2. She plans her lessons carefully and if she sees you talking she will get angry. She demands discipline in her class, so we can listen to her without being interrupted. 3. I like him because he respects students and tries to lead us to a conclusion by ourselves. He never tells us “Do this, or else!” Step Ⅳ Homework Work in groups, think of three or four teachers who you think are excellent and describe his or her personality. Make notes at the same time. The Fifth Period Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 relationship, formal, relaxed, similarly, discipline, relationship, state schools, private schools b. 重点句式 This is true of ..., where discipline and respect for the teacher is considered very important. P19 In America, students and teachers are quite relaxed with each other. P19 I designed this webpage so that ... P75 I think it is important to get to know my students well. P75 Integrating Skills

2. Ability goals 能力目标 Enable the students to learn how western schools are different from Chinese schools. Enable the students to get to know Tom Wood by reading his webpage. 3. Learning ability goals 学能目标 Help the students learn how to compare different schools and the relationship between students and teachers. Help the students learn how to get information from webpages. Teaching important points 教学重点 Learn about different schools in western countries. Teaching difficult points 教学难点 How to talk about schools in China. Teaching methods 教学方法 Listening, taskbased learning and discussion. Teaching aids 教具准备 A tape recorder and some pictures. Teaching procedures && ways 过程与方式 Step Ⅰ Greetings and Revision T: Good morning/afternoon, class. Among your teachers, who do you think are excellent? And what qualifications do you think a good teacher should have? Which group would like to share your opinions? Group 1 Mr Wu, our physics teacher, is excellent. He enjoys teaching physics. When I asked him why he chose to be a teacher, he replied, “Teaching is a meaningful job. There is always information to share with you.” He is very patient and has a way to make the class interesting. Mrs Zhang, our history teacher, is also good at teaching. She doesn’t just teach us dates and names. She makes things interesting and exciting to learn. Now we find history is fascinating. Group 2 We all like Mrs Wang, our maths teacher. She varies her lessons to make them

more interesting. If you succeed in working out a problem, she will praise you in class. She makes us believe we can learn maths well. And Mr Li is a special teacher, too. She keeps improving her methods of teaching to attract more students. We are active in class. We have various after class activities, such as singing, English corner, and having talks and discussions on our subjects. Group 3 We like football and love to play with my classmates. Our PE teacher trains us on Wednesdays after school. What is best about him is that he really knows what he is doing — how to play the game. If he teaches maths or English, I’d be the best. We like Mr Wang. He is in charge of our class and he is always ready to help every one of us. If two boys had a fight, he would have settled it for them nicely. But his best quality is he likes all his students. He always tells us, “You are my students and I am with you.” Step Ⅱ Reading The passage on P75 is a webpage. An English teacher named Tom Wood introduces himself and his life. The students can know his everyday life, his hobbies and his family. Before reading, ask the students to read the questions first and give them a few minutes to read the passage silently to get the information they need quickly. Then decide if the sentences in Exercise 9 are true or false by reading the webpage again. T: We know many people have their own webpages, especially those who are good at computer and Internet technology. Have you created your own webpages? Please put up your hands if you have. Some students put up their hands. T: That’s cool. I am wondering what are included in your webpages. Who would like to tell us something about your webpage? S1: I created a webpage not long ago. My uncle helped me with it. He is an IT engineer. In my webpage, you can see my photos, updated school activities and diaries. You can also read interesting stories in it. In a word, you will know more about me from this page. T: Fantastic! That is really a good way to show yourself to others and make new

friends. Today we will read an English teacher’s webpage and see what he tells us about himself in his page. Turn to P75. Please read the questions first and then read the webpage quickly to get the answers. Sample answers: 1. Tom Wood is an English teacher working in China. 2. He lives in Beijing, China. 3. He speaks English, Putonghua and a little Cantonese. 4. Photos. T: Read the text again to decide if the sentences in Exercise 9 on P76 are true or false. If there are false sentences, please correct them. The students make judgment and correct the false ones. Step Ⅲ Cultural Corner This passage introduces different relationship between teachers and students in western countries and differences between schools in different countries. First get the students to discuss the relationship between teachers and students in China. And tell the differences between state schools and private schools in China. Then lead them to read the passage to know the differences between schools in China and schools in western countries. T: When I was a child, I believed that what teachers said was always correct, and everyone should follow it. I didn’t realize that teachers might make mistakes until I went to a senior middle school. What about you? S1: I was afraid to talk with teachers, when I was a child. The moment I saw them, I ran away at once. But now I know teachers are our friends. They are strict with us in class but can be our friends after class. S2: I think students should respect teachers wherever they are and obey the teachers’ instructions. T: Good! Can you explain the words “private schools”? S3: Parents must pay a lot of money for the education of their children in private schools. You must live in the school. Private schools have arranged everything for their students. What the students need to do is learning.

T: The passage in Cultural Corner describes the differences between schools in different countries. Please read the passage and answer the following questions. 1. What kind of differences in schools does this passage describe? 2. What’s the relationship between teachers and students in some countries like France and Britain? 3. What’s the main difference between state schools and private schools? Let the students answer the questions. Then discuss their answers with their partners. Sample answers: 1. It describes the differences in relationship between teachers and students and the differences between state schools and private schools. 2. In many European countries, such as France, Germany, Spain and Russia, the relationship between teachers and students is quite formal. Discipline and respect for the teacher is considered very important. It’s much more friendly and more relaxed in northern European countries. In American and Britain, relationships are quite relaxed, but sometimes teachers have big problems with discipline. 3. State schools are paid for by the government, but in private schools, the parents pay for the education of their children. Step Ⅳ Listening and Speaking Ask the students to listen to two dialogues to get the information needed. For the first time, listen to the two dialogues to grasp the topics. Then listen to them separately to get some details of the dialogues. T: After class, two teachers are talking about their lessons and some students are talking about their class. What are their topics? Let’s listen to the two conversations and judge whether the statements in Exercise 10 are true or false. Students listen and judge them. T: Read Exercise 11 to get the listening points first and then listen to Conversation 1 again. Then choose the correct answers. Students read and then listen to choose the right answers. T: Now listen to Conversation 2 again and complete the sentences in Exercise 12. Then check the answers.

Step Ⅴ Homework T: Write ten criteria for a good teacher. Then explain why you think these things are important. You may refer to the example on P20. Sample criteria: 1. A good teacher conducts classes very clearly. This is important because students can easily follow the teacher. 2. A good teacher properly uses case studies in teaching. This is important because case studies will enable students to make practical use of what they learnt in class. 3. A good teacher conducts the content of course logically. This is important because students will get a clear idea of what is being taught in each lesson. 4. A good teacher pays attention to improving students’ ability to analyze / solve problems. This is important because problem solving is an important skill that everyone should master. 5. A good teacher tries to make teaching interesting and avoid monotony. This is important because students won’t feel bored and sleepy in class. 6. A good teacher uses examples comparing different theories and methods. This is important because examples make theories easy to understand. 7. A good teacher is very confident. This is important because students usually trust and admire confident teachers. 8. A good teacher looks tidy and well-dressed. This is important because that will make students feel pleased. 9. A good teacher is friendly to every student. This is important because good relationship will make learning smooth. 10. A good teacher respects the students’ opinions. This is important because that will encourage students to express themselves. Other criteria for reference: humorous; friendly tone; pay attention to students’ needs; ready to accept students’ suggestions; having fun with students; introducing different cultures; say “It doesn’t matter.” when students make mistakes


I. 课文注释与疑难解析 .



1. 1) She is kind and patient, and explains English grammar so clearly that even I can understand it! 2)I hate making mistakes or pronouncing a word incorrectly when I speak ) English, but Mrs Li just smiles, so that you don’t feel completely stupid. 这两句中都使用了“so that” ,但意义完全不同。 “so ... that” 可译为“如此…… 以至于……” ,而“so that”表示目的。 A. so + 形容词或副词 + 形+a(n)+ 单数可数名词 + many / few + 复数可数名词 + much / little + 不可数名词 + that ... e.g. 1) He ran so quickly that I couldn’t keep up with him. 2) Bob is so tall a man that he can almost reach the ceiling. 3) There is so little water left that only small children and patients were given some. B. so that: in order that e.g. 1) We set off early so that we arrive on time. 2) Check carefully so that any mistakes will be caught. 2. Mr Wu’s only been teaching us for two weeks and he is already very popular. have been doing 现在完成进行时表示动作从过去某一时间开始,一直延续到现 在,可能还要继续下去。 e.g. They have been working for two hours. I have been writing the letter since this morning. Ⅱ. 文化背景知识 Mark of a Good Teacher Medical students have long ago learned that the quality of a teacher will make or break a rotation. Clearly, you want to have a rotation with someone who is enthusiastic and is able to challenge you at the appropriate level.

There is some truth in that good teachers like to teach. The best sign of enthusiasm for teaching is experiencing doing it. One indication of this is the number of years one has been teaching. This sometimes translates to a teaching appointment with a university, but not always. Challenge at the appropriate level is a tough call. This is why a previous student raved about his or her experience, and you feel that your hands are being held back, or that the preceptor has given you more than you can or should handle. Fix this problem by immediate and continuing feedback to your preceptor! A good teacher will be able to modify his or her style to meet individual requirements of students. Schools in other countries When you go into American elementary, secondary, or high school classrooms, you will find you have entered a colorful and attractive world with many interesting and meaningful decorations on the walls. Classroom rules, proverbs, the American flag, students’ homework and teachers’ assignment can be seen on the walls. Wherever you go on the campus, there are always beautiful pictures, drawings and art works which show you a vivid and warm atmosphere. It is very different from the Chinese classroom. Everything must be neat. Everything should be in order. Americans like to make their high school classrooms similar to those of elementary schools. On the contrary, we Chinese always make our elementary classrooms the same as those in middle schools. We aim to establish a kind of academic atmosphere, but Americans do the opposite. They try to give children a lively, colorful world because in their eyes the world is like that. The most interesting decorations are the proverbs on the walls. Most are slogans or excerpts from western authors and philosophers, all written on colorful paper with different shapes and sizes. They are really motivational for students. Some of them indicate a respect for others; some of them encourage a love of learning. For instance, there is a sentence saying: “Shoot for the moon, even if you miss,

you will land among the stars.” What a sentence! There are so many good sayings: “Never pass up a chance to be nice to one another.” “A good book can really grab you.” “You won’t be rewarded for having brains, but for using them.” The students are immersed in a self-educated atmosphere and won’t feel bored. That’s really a good idea and typical of American classroom culture. The British Education System State Education All state schools in Britain are free, and schools provide their pupils with books and equipment for their studies. Nine million children attend 35,000 schools in Britain. Education is compulsory from 5 - 16 years. Parents can choose to send their children to a nursery school or a preschool play group to prepare them for the start of compulsory education. Children start primary school at 5 and continue until they are 11. Most children are taught together, boys and girls in the same class. At 11 most pupils go to secondary schools called comprehensives which accept a wide range of children from all backgrounds and religious and ethnic groups. Ninety percent of secondary schools in England, Scotland and Wales are co educational. At 16 pupils take a national exam called “GCSE” (General Certificate of Secondary Education) and then they can leave school if they wish. This is the end of compulsory education. Some 16 year-olds continue their studies in the sixth form at school or at a sixth form college. The sixth form prepares pupils for a national exam called “A” level (Advanced Level) at 18. You need “A” levels to enter a university. Other 16-year-olds choose to go to a college of further education to study for more practical (vocational) diplomas relating to the world of work, such as hairdressing, typing or mechanics. Universities and colleges of higher education accept students with “A” levels from 18. Students study for a degree which takes on average three years of fulltime study. Most students graduate at 21 or 22 and are given their degree at a special

graduation ceremony. Private Education Seven percent of British school children go to private schools called independent schools. There are 2,400 independent schools and they have been growing in number and popularity since the mid 1980s. Parents pay for these schools, and fees vary from about £250 a term for a private nursery to £3,000 a term or more for a secondary boarding school (pupils board, i.e. live at the school). Some independent schools are called prep schools because they prepare the children for the Common Entrance Exam which they take at the age of 13. This exam is for entry into the best schools. The most famous schools are called “public schools” and they have a long history and tradition. It is often necessary to put your child’s name on a waiting list at birth to be sure he or she gets a place. Children of wealthy or aristocratic families often go to the same public school as their parents and their grandparents. Eton is the best known of these schools. The majority of independent secondary schools, including public schools, are single-sex, although in recent years girls have been allowed to join the sixth forms of boys’ schools. Independent schools also include religious schools (Jewish, Catholic, Muslim etc.) and schools for ethnic minorities.


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