【頂尖教案】外研版高中英語必修1教案：M 2 My New Teacher共5課時.doc

module 2 my new teachersperiod oneteaching aims and demands: language knowledge:1. new words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect 2. grammar: verbs followed by ving reading skill:1. understanding how to describe a person. 2. affection and attitudes. 3. understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. learning strategies :1. categorizing adjectives used to describe characters of people. 2. summing up verbs followed by v-ing. teaching procedures:step 1. revision help students to revise words that is learnt in period one of this module by answering questions: 1. who was your favorite teacher in junior high? 2. what adjectives will you use to describe your favorite teacher in junior high? step 2. pre-reading activities lead in the study of the text by carrying out the following activities. 1. what adjectives will you use to describe me - your new english teacher? what about other teachers? (ask students to speak out as many words as they can.) 2. look at the pictures. what are your first impressions of the three teachers? (prediction) (ask students to write down the adjectives and check with their partners.) step 3. reading for main idea help students to grasp the main idea of the text by doing the task. 1. read the text fast and check your prediction. mrs. li _ mrs. chen _ mr. wu _ 2. answer the following questions. (1) who is the most popular teacher? (2) who is the kindest teacher? (3) which teacher are students most afraid of? step 4. reading for detailed information make sure students get the detailed information by doing the following. 1. read the text again and fill in the table. nameappearance/charactersubjectteaching stylemy feelingmrs.limrs.chenmr.wu2. read the text again. ask and answer the questions in pairs: (1) what first impression did mrs. li give to the writer? why? (2) why dont you feel completely stupid in her class? (3) guess what faster students think of her class? (4) are all the students on time for mrs. chens class? why? (5) why dont some of the class like her? (6) what is mr. wus teaching style? (7) why is he very popular among his students? step 5. dealing with expressions 1. read the text again and underline all the verbs followed by v ing. make sure students understand the meaning of each sentence. 2. find words and phrases in the text that match the definitions below. (activity 3, p13) 3. pay attention to these sentences. a. but mrs. li just smiles, so that you dont feel completely stupid! (line 8, para.1) (1) all the people laughed at me, so that i felt embarrassed. (2) the girl practised playing the violin very hard, so that she did a very good job at the concert. (3) the next morning my uncle got up early, so that he was able to catch the first bus. discussion: what does so that + clause show? time, reason, purpose or result? b. ill do well in the exam with mrs. chen teaching me. (the last sentence of para.2) (1) ill make more progress in my english study with you helping me. (2) he really couldnt work with a baby crying in the next room. (3) they walked on with the white snow shining under the sun.questions: (1) do you understand these sentences? (2) can you rewrite each sentence? step 6. language use 1. retell the text according to the key words in the table. nameappearance/charactersubjectteaching stylemy feelingmrs. linervous, shy, kind, patientenglishexplain, avoid, smile slowly for,wonderful for making progressmrs. chenstrict, serious, not smilephysicswell-organized, clear, explain exactlynever be my favorite lesson do well inmr. wugood-looking, energetic, amusingchineseliterature, talk, wave, tellrespect a lot2. discuss the following questions in pairs: (1) of the three teachers which one do you like best? why? (2) would you like mrs. chen to be your physics teacher? why or why not? 3. ask students to describe their new teachers in groups of four and then give a presentation. the following key words are given to help them: name, appearance/character, teaching style, their goals in the new term step 7. homework 1exercises 2 and 4 (textbook p13) 2exercise 5 (workbook p74) period twoteaching aims and demands: language knowledge 1. new words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect 2. grammar: verbs followed by ving 3. writing: punctuation usage in writing 4. reading skill (1) understanding how to describe a person (2) affection and attitudes (3) understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. 5. learning strategies (1) categorizing adjectives used to describe characters of people (2) summing up verbs followed by v-ing. (3) learning how to punctuate a paragraph. 6. cultural awareness getting prepared for the comparison of education systems, teacher-student relationship and other aspects between china and foreign countries. teaching procedures:step 1. revision 1 help students to revise words that is learnt in period two of this module by doing activity 2 p13. 2 help the students to review the adjectives used to describe a person by doing exercise 5 (workbook p74). 3 ask the students to read “my new teachers” and then check their understanding of the passage by doing activity 4 p13. step 2. grammer learning lead in the study of grammar by carrying out the following activities. 1what verbs have you found that can be followed by v-ing from the passage youve just read? (ask students to speak out the verbs like “l(fā)ike, avoid, hate, keep, admit , enjoy”) 2look at the passage again. ask the students to find the sentences with the verbs followed by v-ing. (ask students to underline the sentences in the passage and then teacher shows them on the screen with the verbs underlined.) 3 encourage the students to find out themselves why the sentences are written in this way by asking “what do you notice about the verbs that follow the underlined verbs?” (the students may work in pairs.) 4 collect the answers from the students. ( the verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.) 5help the students to sum up the words theyve learned which can be followed by v-ing. step 3. language use help students to learn to use the verbs followed by v-ing as object. 1. activity 2 p14. 2. get the students to work in pairs introducing each other by using the verbs in activity 2. and then ask several pairs to act it out in class. 3. activity 3 p14. (ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.) step 4. writing 1. ask the students to read any paragraph in “reading and vocabulary” again first. 2. give the students each a piece of paper with the paragraph theyve just read but without any punctuations or any capitalized words. and ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary. ( show the students work on the screen and see if the students can do it correctly. there might be some differences from the punctuations used in the passage, but if they are acceptable, they are o.k.) 3. get the students to discuss why they punctuate the passage like this by asking some questions. (1) why do you punctuate your passage like this? (2) why are punctuations important in writing (3) what is also important besides punctuations in writing? ( help the students to sum up by themselves how to use punctuations in a passage. and remind them of the importance of punctuation marks and capital letters.) step 5. practice 1. ask the students to punctuate the passage on p18. (get the students to work on this individually and then check in pairs and teacher can show two or three students work on the screen, so the students may have a discussion about whose is better and why. in doing this they can practise what theyve learned just now.) 2. if time is allowed, teacher may prepare another passage without punctuations or capital letters to give the students more practice. 3. ask the students to write a short description of their favourite teacher. remind the students to use capital letters, commas and full stops where necessary. ( if there is still time in class, teacher can show some students work on the screen, or else in the next period.) step 6. summary 1. give the students some time to recall what theyve learned in this class. ( ask the students to think by themselves first, then discuss in pairs and finally share in class.) 2. ask the students to call out as many verbs as possible which can be followed by v-ing. 3. get the students to say the adjectives used to modify a person. step 7. a test 1. to check the verbs followed by v-ing.( maybe a blank-filling.) 2. to check the adjectives to modify a person.( maybe orally, for example ask the students to describe their favourite winners of the olympic gold medals or maybe film stars.) 3.sage without punctuations step 8. homework 1. prefer to the dictionary and try to get more adjectives used to modify a person. 2. sum up the verbs which can be followed by v-ing and write them down in notebooks. 3. write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters. period threeteaching procedures:step 1. revision ask the students to show the class the dialogue they prepared in everyday english on page 18. step 2. pre-pronunciation ask “what do you like to do before an exam, do some revision or do some translation?” make the students choose their answers and ask them to pay attention to the following words and word formation. reviserevision translatetranslation choosechoice step 3. pronunciationstressed sound open the books of page 16. 1. ask the students to listen and repeat the words and find the stressed sound in the words of activity 1. 2. listen again and check the answers. 3. ask the students to underline the stressed sound in activity 2. then listen and check. step 4. learning to learn ask the students to read “l(fā)earning to learn” on page 16 and answer this question: “what do you remember when you listen to spoken english? why?” step 5. function and speaking 1. ask the students to tell which subject they like better, english or pe. 2. the teacher writes some of the students possible answers on the blackboard: i like pe better. i like pe better than english. i dislike english. my favorite subject is pe. i prefer pe to english. id like to study pe. 3. introduce new expressions of preference: id prefer to study pe. id rather study pe. id rather study pe than english. 4. ask the students to make sentences with substitute words and encourage them to use different sentence pattern. e.g. id prefer to play basketball. hed / shed prefer to play baseball. theyd rather choose music than pe. 5. ask them to open their books on page 17 and do activity 1, 2 and 3. * activity1 read the sentences, choose the right answers and then present their answers to the class. * activity 2 i. read the sentences to the students. .they can write the answers individually, and check with a partner. .choose to do two or three sentences in this activity, the others can be done as homework if you have limited time. * activity 3 i. read aloud the expressions, and make sure the students understand them all. .ask the students to find a good friend in the class and do the questions and answers in pairs. they may choose anyone and leave their seats. dont forget to limit their time. then encourage them to present their work to the class. step 6. listening and vocabulary * activity 1 i. read the words in the box and have the students repeat them after you, paying particular attention to stress. . ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers. . check the answers in class. * activity 2 i. read the sentences and make sure they understand the words. . ask the students to decide which words might go into the spaces. if necessary, explain the words or expressions. . check the answers in class by listening to the conversation and ask a few students to write their answers on the blackboard. * activity 3 i. play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four. . then ask the groups to give their answers in class. . if necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “id ”. e.g. id rather do translation than revision. id like to do translation. so the rest of you would prefer to do revision. id rather do life in the future. id prefer to do travel. step 7. a short summary ask the students to tell something about what theyve learned in this lesson. (esp. id prefer to do./ id rather do.) step 8. homeworks 1. finish activity 4, 5 and 6 on page 16. 2. preview “cultural corner”.period fourteaching objectives: 1. grasp the words and expressions: relationship, formal, discipline, relaxed, similarly, disturb, headmistress, extra help, timetable, behave badly, up to you 2. develop reading, speaking and listening skills 3. apply the learning strategies: predicting ,obtaining information, analyzing and comparing 4. foster the sense of cultural awareness: teaching procedures:step 1. pre-reading activities 1. introduce some colorful pictures about schools, teachers and students downloaded from the net. ask the questions: (1) what do you think of the relationship between teachers and students? (2) how do you find the school? 2. cultural corner (1) scan the passage and find out the answers to the questions. what kind of difference in schools does the passage describe? whats the difference between state schools and public schools? (2) call back the answers from students. step 2. reading 1read the passage again and fill in the chart in pairs. countries relationship between teachers and students state schools or private schools northern europefrancegermanyspainrussiaamericabritainchina 2. talk about the chart in pairs. match words and expressions with their definitions . relationship be suitable for formal like, the state of being like discipline order, rules relaxed connection, having sth. to do with similarly in accordance with rules be true of less tight or strict step 3. listening and speaking (p 76) ( divide the class into a, b groups and have a competition .make sure students understand how to compete. see which will get more points. whoever loses will sing a song. ) who will win, a or b? 1. revise some words and expressions in listening: behave badly, disturb, headmistress, timetable, extra, up to you thats if it fits into our timetable. 2. activity 10 listen to conversation 1 . decide t or f of the statements( 1, 2, 4 ). 3. activity 11 go over the questions first. listen again and choose the correct answers. then call back the answers from class. 4. activity 10 listen to conversation 2 and decide t or f of the statements (3,5). 5. activity 12 listen again and complete the sentences according to conversation 2. then report the answers to the class. step 4. homeworkwrite a passage about the relationship between teachers and students in china. period fiveteaching aims: 1. review the whole module. 2. finish the task. 3. finish the reading on page 75. important points: 1. ing-forms 2. adjectives describing people teaching procedures: step 1. introduction 1. in our text “my new teachers” ,we have learned something about three teachers. do you still remember them? which teacher do you like best? tell me your reason. (students may have different answers) eg: i like mrs chen because her teaching is so well organized and clear. so “ organized and clear” is called a criterion for a teacher. do you have more critera(plural form)? ( sts can understand this word) ( the teacher can collect their answers ) eg: a good teacher should be patientintelligent kind.and so on.( write these critera on the bb.) 2. choose 35 critera for the students to write.( i think its not necessary to write 10 critera) . allow them a few minutes. 3. then choose two students passages and make comments before the whole class.( 可以用實物投影現(xiàn)場點評) step 2. wb p75 reading 1. leading in: now as we know,more and more foreign teachers are working in china . what are their life like? lets read the passage written by tom wood on page 75. 2. before reading: see the 4 questions above. 3. students read it once ,then check the answers to the 4 questions above. 4. students read again and do the “true or false” on page 76. 5. if time permits,explain some words or sentences in the passage. step 3. module file1. leading in : now we have nearly finished module. 2. what have we learned? i think wed better review the whole module, ok? as we know, if we want to learn english well, we should often do some revision. have you got that? excellent. now lets look at the module file on page 20) 3. allow the students a few minutes to read the module file. 4. then have a com