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2019-2020年高一英語 Module 2 My New Teachers教案 外研版必修1 Teaching content: INTRODUCTION+ SPEAKING + EVERYDAY ENGLISH Teaching Aims and Demands： 1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized, patient, popular, serious, shy, strict, stupid… 2.Speaking: Expressing preference 3.Everyday English: Have you got that? Take a look, kids. That’s settled. It’s up to you. Affection and attitudes: Understanding how to make a description of a new teacher in Senior High and forming positive attitudes towards the new teachers and their methods of teaching. Teaching Procedures: Step1: Introduction 1. Revision 1) Brainstorming: Try to bring out as many adjectives used to describe a person as possible. 2) Help the Ss to use the adjectives to describe their favourite teachers, and then get the meaning of the positive adjectives or negative adjectives. 2.Lead in the study of the adjectives: Ask each of the groups to write down their positive adjectives and negative adjectives and check the answers themselves. 3.Go to Wb. Vocabulary p74. 5. Step2: Speaking 1.Pre-task: Ask the Ss to describe their favourite teachers, using the adjectives they have just learned and tell the reasons why. 2.Pair work: Ask the Ss to talk about the parts of school life you enjoy most and why. Guidance: I like… better than…, because I …. 3.Pair work: Make a dialogue, using the expressions of describing their likes: I enjoy…, because…. I prefer… I am not good at … because…. 4.Exercises about the description of likes. I’d prefer, I’d rather, you would prefer, would also prefer, would prefer Jason: Hi, Mary. Do you have an English class this morning? Mary: Oh, yes, Jason. This is our first English lesson. I hope that my new teacher is a young girl. (1) ________ to have a beautiful and lively English teacher. Jason: Oh really? (2) _________ learn from an older teacher, because an older teacher is more intelligent I think. Mary: No, I don’t think so. (3) _______ to talk with an energetic and amusing young girl, because I will bee nervous if the teacher is strict. (4) ________ to have a relaxed class. Jason: Perhaps you are right. I know Miss Li is a very popular teacher on this campus. Many students (5) ________ to learn from her. If she can teach us, (6) ________ learn from her. Mary: But I think you (7) ________ to follow an older teacher? Jason: Well, I guess that a popular teacher (8) ________ to teach popular students like me. Step3: Everyday English 1.Revise the adjectives and the description of “I prefer…”. 2.Group work: Ask the Ss to plete the conversations with the expressions. 3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given. have a look take a look children kids Have you been told about that? Have you got that? several things a couple of things It’s now decided that’s settled 4.Pair work: Read the short dialogues aloud. Step4: Homework: 1. Make a description of the following pictures of teachers, using the adjectives used to describe a person and tell the reasons why. Module 2 My New Teachers Period 2 Teaching content: Reading and vocabulary Teaching Aims and Demands: 1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect… 2. Grammar: verbs followed by V–ing Reading skill Understanding how to describe a person Affection and attitudes Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. Teaching Procedures Ⅰ. 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? Ⅱ. 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) Ⅲ. Fast reading 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? Ⅳ. Careful reading Make sure students get the detailed information by doing the following. 1.Read the text again and fill in the table. Name Appearance/ Character Subject Teaching style My feeling Mrs.Li Mrs.Chen Mr.Wu 2. 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 don’t you feel pletely stupid in her class? 3)Guess what faster students think of her class? 4)Are all the students on time for Mrs. Chen’s class? Why? 5)Why don’t some of the class like her? 6)What is Mr. Wu’s teaching style? 7)Why is he very popular among his students? Ⅴ. 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. (Act3, p13) 3. Pay attention to these sentences. A.but Mrs. Li just smiles, so that you don’t feel pletely stupid! (Line 8, Para.1) 1)All the people laughed at me, so that I felt embarrassed. 2)The girl practiced 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. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2) 1)I’ll make more progress in my English study with you helping me. 2)He really couldn’t 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? Ⅵ. Language use 1. Retell the text according to the key words in the table Name Appearance/ Character Subject Teaching style My feeling Mrs.Li nervous, shy, kind, patient English explain, avoid, smile slowly for, wonderful for make progress Mrs.Chen strict serious not smile physics well-organized clear explain exactly never be my favorite lesson do well in Mr.Wu good-looking energetic amusing Chinese literature talk wave tell respect a lot 2. 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 Homework 1． Exercises 2 and 4 (Textbook P13) 2． Exercise 5 (Workbook P74) Module 2 My New Teachers Period 3 Teaching Content: (Reading and vocabulary for revision, Grammar and Writing) Teaching 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 V–ing 3. Writing: punctuation usage in writing Affection and attitudes Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. Teaching Procedures Ⅰ. 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). Ⅱ. Grammar learning Lead in the study of grammar by carrying out the following activities. 1．What verbs have you found that can be followed by V-ing from the passage you’ve just read? (Ask students to speak out the verbs like “l(fā)ike, avoid, hate, keep, admit ,enjoy”) 2．Look 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.) 5．Help the students to sum up the words they’ve learned which can be followed by V-ing. Ⅲ. 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.) IV. 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 they’ve 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 mas 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. a) Why do you punctuate your passage like this? b) Why are punctuations important in writing c) 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.) V. 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 they’ve 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, mas 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.) VI. Summary 1． Give the students some time to recall what they’ve 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. VII. 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.) 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. Module 2 My New Teachers Period 4 Teaching aims: Listening and Vocabulary + Pronunciation Stressed sound Expressing preference-----I’d prefer to do… / I’d rather do …(than) do…. To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at present Teaching 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. revise→ revision translate → translation choose→ choice Step 3 Pronunciation –Stressed 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 “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English? Why?” Step 5 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. ⅱ.Ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers. ⅲ. Check the answers in class. * Activity 2→ ⅰ.Read the sentences and make sure they understand the words. ⅱ. Ask the students to decide which words might go into the spaces. If necessary, explain the words or expressions. ⅲ. 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. ⅱ. Then ask the groups to give their answers in class. ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”. e.g. I’d rather do translation than revision. I’d like to do translation. So the rest of you would prefer to do revision. I’d rather do Life in the Future. I’d prefer to do Travel. Step 6 Homework 1. Finish Activity 4, 5 and 6 on Page 16. 2. Preview “Cultural Corner”.