2019-2020年高一英语 Module 2 My New Teachers教案 外研版必修1 .doc

2019-2020年高一英语 Module 2 My New Teachers教案 外研版必修1Teaching content:INTRODUCTION+ SPEAKING + EVERYDAY ENGLISHTeaching Aims and Demands：1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized, patient, popular, serious, shy, strict, stupid2.Speaking: Expressing preference3.Everyday English: Have you got that? Take a look, kids. Thats settled. Its 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: Introduction1. Revision1) 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: Speaking1.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. Id prefer, Id rather, you would prefer, would also prefer, would preferJason: 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 dont 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 Its now decided thats settled4.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 TeachersPeriod 2Teaching content: Reading and vocabularyTeaching Aims and Demands:1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect2. Grammar: verbs followed by VingReading skillUnderstanding how to describe a personAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Teaching Procedures. 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?. Pre-reading activitiesLead 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). Fast readingHelp 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?. Careful readingMake 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.Chen Mr.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 pletely 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?. Dealing with expressions1. 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 dont 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. 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?. Language use 1. Retell the text according to the key words in the tableNameAppearance/CharacterSubjectTeaching styleMy feelingMrs.Linervous, shy, kind, patientEnglishexplain,avoid,smileslowly for,wonderful formake progressMrs.Chenstrictseriousnot smilephysicswell-organizedclearexplain exactlynever be my favorite lessondo well inMr.Wugood-lookingenergeticamusingChinese literaturetalkwavetellrespect 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 termHomework1 Exercises 2 and 4 (Textbook P13)2 Exercise 5 (Workbook P74)Module 2 My New TeachersPeriod 3Teaching Content:(Reading and vocabulary for revision, Grammar and Writing)Teaching Aims and Demands:Language knowledge1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect2. Grammar: verbs followed by Ving3. Writing: punctuation usage in writingAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Teaching Procedures. 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). Grammar learningLead 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 “like, 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. . Language useHelp 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. Writing1 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 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 writingc) 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 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, 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. Summary1 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.VII. A test1To 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.)Homework1 Prefer to the dictionary and try to get more adjectives used to modify a person.2Sum up the verbs which can be followed by V-ing and write them down in notebooks.3Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters. Module 2 My New TeachersPeriod 4Teaching aims:Listening and Vocabulary + Pronunciation Stressed sound Expressing preference-Id prefer to do / Id rather do (than) do.To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at presentTeaching procedures: Step 1 Revision Ask the students to show the class the dialogue they prepared in Everyday English on Page 18.Step 2 PrepronunciationAsk “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 choiceStep 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 learnAsk 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 .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 .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. 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 6 Homework1. Finish Activity 4, 5 and 6 on Page 16.2. Preview “Cultural Corner”.