高一外研版必修1Module 2 My New Teachers教案

Module 2 My New Teachers Ⅰ. 模块教学目标
Ⅱ. 目标语言
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V ocabulary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 Reading
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.
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 ⅠGreetings 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 ⅡFast 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 ⅢCareful 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.
Sample answers:
Step ⅣRetelling
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 ⅤVocabulary
T: Now there is a little time left. Let’s come to V ocabulary on P74.
If time is limited, it can be finished after class.
Step ⅥHomework
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 Speaking
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
... 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 ⅠRevision 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 ⅡGrammar
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 ⅢSpeaking
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 ⅣFunction 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 ⅤHomework
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 Listening
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?
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 ⅠRevision
Check the answers to Homework 1 and answer any questions they may ask.
Step ⅡVocabulary
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 ⅢListening 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.
Suggested answers:
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 ⅣEveryday 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 prepareｄa 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 ⅤPronunciation
T: Turn to P16, Pronunciation. Pay attention to the stressed sound of the words in the。