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111 Ⅰ. 模塊教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲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. 目標(biāo)語言 功 能 句 式 Practise expressing one’s preference I’d prefer to do ... I’d rather do ... than ... My favorite teacher is ... 詞 匯 1． 四會(huì)詞匯 amusing, energetic, intelligent, nervous, organised, patient, serious, shy, strict, avoid, hate, incorrectly, completely, immediately, appreciate, admit, loudly, wave, joke, summary, respect, period, revision, translation, topic, vacation, revise, discipline, relationship, formal, relaxed, similarly 2． 認(rèn)讀詞匯 impression, scientific, literature, grade, headmaster, headmistress, timetable 3． 詞組 make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes  語 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. 重 點(diǎn) 句 子 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 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. 教材分析和教材重組 1. 教材分析 本模塊以My new teachers為話題, 介紹了幾位具有不同教學(xué)風(fēng)格和個(gè)性特征的教師，旨在通過模塊的教學(xué)使學(xué)生學(xué)會(huì)描述教師及校園生活，并能運(yùn)用所學(xué)詞匯、句型來表達(dá)自己的喜好，同時(shí)通過學(xué)習(xí)制定好教師的標(biāo)準(zhǔn)使師生之間相互了解。 1.1 INTRODUCTION 首先介紹描述人物個(gè)性特征的形容詞，再通過聽說訓(xùn)練使學(xué)生在運(yùn)用中熟練掌握這些形容詞。 1.2 READING AND VOCABULARY 中的課文分為三部分，從學(xué)生的角度對(duì)三位不同年齡，不同風(fēng)格的教師作了介紹。從文中讀者可了解三位教師的性格特征、授課方式及學(xué)生的評(píng)價(jià)。文后設(shè)置了完成句子、寫詞、問答及討論等閱讀理解題，檢測(cè)學(xué)生對(duì)課文的理解，培養(yǎng)學(xué)生獲取信息、猜測(cè)詞義等能力。 1.3 GRAMMAR 講解了本模塊的語法項(xiàng)目v-ing形式。 1.4 SPEAKING 是課文內(nèi)容及本模塊話題的延續(xù)，要求學(xué)生通過口頭練習(xí)運(yùn)用所學(xué)語法知識(shí)描述自己喜愛的教師、科目及喜歡的原因。 1.5 LISTENING AND VOCABULARY分為六部分來進(jìn)行。Activities 1, 2 & 3分別以問答和聽力練習(xí)的形式讓學(xué)生就有關(guān)校園生活的詞匯進(jìn)行練習(xí)。Activity 4要求學(xué)生表述自己對(duì)英語學(xué)習(xí)的看法并闡述原因，既鞏固了所學(xué)生詞，又運(yùn)用了本模塊的語法V-ing 形式。Activity 5 給出八組有聯(lián)系的詞，要求學(xué)生解釋它們之間的聯(lián)系。Activity 6 回歸課文，復(fù)習(xí)舊詞匯，并表述對(duì)Mr Stanton的看法。 1.6 PRONUNCIATION 以聽讀的方式學(xué)習(xí)單詞重音，為聽力的提高奠定基礎(chǔ)。 1.7 FUNCTION AND SPEAKING 列舉了表達(dá)喜好的句式，要求學(xué)生以問答方式就自己所學(xué)科目進(jìn)行對(duì)話練習(xí)。 1.8 EVERYDAY ENGLISH通過補(bǔ)全對(duì)話的形式學(xué)習(xí)一些日常用語。 1.9 WRITING學(xué)習(xí)標(biāo)點(diǎn)符號(hào)的應(yīng)用，尤其是逗號(hào)的用法，使學(xué)生學(xué)會(huì)斷句，了解英語句子結(jié)構(gòu)。 1.10 CULTURAL CORNER介紹西方國家的學(xué)校種類與不同的師生關(guān)系。 1.11 TASK要求學(xué)生介紹自己喜歡的老師并陳述理由，并在討論后寫出好教師的標(biāo)準(zhǔn)說明理由。 2. 教材重組 2.1 將INTRODUCTION, READING AND VOCABULARY和WORKBOOK中的Vocabulary部分整合成一節(jié)閱讀課。 2.2 將GRAMMAR, SPEAKING, FUNCTION AND SPEAKING及WORKBOOK 中的Grammar整合成一節(jié)口語課。 2.3 LISTENING AND VOCABULARY與PRONUNCIATION, EVERYDAY ENGLISH整合成一節(jié)聽力課。 2.4 將WRITING 與WORKBOOK 中的Speaking and writing整合成一節(jié)寫作課。 2.5 將CULTURAL CORNER與WORKBOOK中的Reading, Listening and speaking以及TASK整合為一節(jié)綜合實(shí)踐課。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Reading 2nd Period Speaking 3rd Period Listening 4th Period Writing 5th Period Integrating Skills Ⅳ. 分課時(shí)教案 The First Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 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. 重點(diǎn)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 能力目標(biāo) Enable the students to learn expressions used to describe a teacher and his / her personality. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn to describe their teachers. Teaching important points 教學(xué)重點(diǎn) How to describe different teachers. Teaching difficult points 教學(xué)難點(diǎn) Enable the students to describe the teachers they like and tell the reasons. Teaching methods 教學(xué)方法 Discussion, reading, questions-answers and cooperative learning. Teaching aids 教具準(zhǔn)備 Some pictures, a projector and some slides. Teaching procedures && ways 教學(xué)過程與方式 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. 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 Subject Appearance Personality Examples Mrs Li Mrs Chen Mr Wu Sample answers: Name Subject Appearance Personality Examples Mrs Li English Kind, patient Explain grammar clearly, avoid making students feel stupid Mrs Chen Physics sixty serious, strict, organized and clear Not smile much, none dare to be late, explain exactly what is happening Mr Wu Chinese 28,good-looking Energetic and amusing Talk loudly and fast, wave his hand about a lot, tell jokes 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 Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 admit, avoid, consider, dislike, enjoy, finish, hate, keep, imagine, like, love, practice, stop, suggest, would rather, would prefer b. 重點(diǎn)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 能力目標(biāo) Enable the students to express preference. Enable the students to use verbs followed by -ing. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to express preference and explain the reasons. Teaching important points 教學(xué)重點(diǎn) How to express preference and use verbs followed by -ing. Teaching difficult points 教學(xué)難點(diǎn) Understand the patterns used to express preference. Teaching methods 教學(xué)方法 Speaking, discussion and cooperative learning. Teaching aids 教具準(zhǔn)備 A projector. Teaching procedures & ways 教學(xué)過程與方式 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? 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 le