高一外研版必修1Module 2 My New Teachers教案.docx
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高一外研版必修1Module2MyNewTeachers教案
Module2MyNewTeachers
Ⅰ.模块教学目标
技能目标SkillGoals
▲Talkaboutteachersandtheirpersonalities
▲Practiseexpressingone’spreference
▲Practicesettingcriteriaforagoodteacher
▲Studyverbsfollowedby–ing
▲Practiceusingcommas
Ⅱ.目标语言
功能句式
Practiseexpressingone’spreference
I’dprefertodo...
I’dratherdo...than...
Myfavoriteteacheris...
词汇
1．四会词汇
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．认读词汇
impression,scientific,literature,grade,headmaster,headmistress,timetable
3．词组
makesure,sothat,makeprogress,asaresult,infact,fallasleep,telljokes
语法
Verbsfollowedby-ing
I’vealwayshatedmakingmistakesorpronouncingawordincorrectly...
Thereareafewstudentswhokeepcomingtoclasslate...
IthinkthisisbecausehereallyenjoysteachingChineseliterature.
重点句子
1.Sheiskindandpatient,andsheexplainsEnglishgrammarsoclearlythatevenIcanunderstandit!
P12
2.Sheisverystrict—wedon’tdaretosayawordunlesssheasksusto.P12
3.She’salsoveryseriousanddoesn’tsmilemuch.P12
4.Someofourclassdon’tlikeher,butmostofusreallyappreciateherbecauseherteachingissowellorganizedandclear.P12
5.I’vealwayshatedmakingmistakesorpronouncingawordincorrectlywhenIspeakEnglish,butMrsLijustsmiles,sothatyoudon’tfeelcompletelystupid!
P12
6.Thereareafewstudentsinourclasswhokeepcomingtoclasslatebutthey’realwaysontimeforMrsChen’slessons!
P12
7.Duringscientificexperiments,sheexplainsexactlywhatishappeningandasaresultmyworkisimproving.P12
Ⅲ.教材分析和教材重组
1.教材分析
本模块以Mynewteachers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。
1.1INTRODUCTION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。
1.2READINGANDVOCABULARY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。
1.3GRAMMAR讲解了本模块的语法项目v?
鄄ing形式。
1.4SPEAKING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。
1.5LISTENINGANDVOCABULARY分为六部分来进行。
Activities1,2&&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。
Activity4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。
Activity5给出八组有联系的词，要求学生解释它们之间的联系。
Activity6回归课文，复习旧词汇，并表述对MrStanton的看法。
1.6PRONUNCIATION以听读的方式学习单词重音，为听力的提高奠定基础。
1.7FUNCTIONANDSPEAKING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。
1.8EVERYDAYENGLISH通过补全对话的形式学习一些日常用语。
1.9WRITING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。
1.10CULTURALCORNER介绍西方国家的学校种类与不同的师生关系。
1.11TASK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,READINGANDVOCABULARY和WORKBOOK中的Vocabulary部分整合成一节阅读课。
2.2将GRAMMAR,SPEAKING,FUNCTIONANDSPEAKING及WORKBOOK中的Grammar整合成一节口语课。
2.3LISTENINGANDVOCABULARY与PRONUNCIATION,EVERYDAYENGLISH整合成一节听力课。
2.4将WRITING与WORKBOOK中的Speakingandwriting整合成一节写作课。
2.5将CULTURALCORNER与WORKBOOK中的Reading,Listeningandspeaking以及TASK整合为一节综合实践课。
3.课型设计与课时分配
1stPeriodReading
2ndPeriodSpeaking
3rdPeriodListening
4thPeriodWriting
5thPeriodIntegratingSkills
Ⅳ.分课时教案
TheFirstPeriodReading
Teachinggoals教学目标
1.Targetlanguage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,makesure,sothat,makeprogress,asaresult,infact,fallasleep,telljokes
b.重点句式（P12）
Sheisalsoveryseriousanddoesn’tsmilemuch.
Some...,butmostofusreallyappreciateher...wellorganizedandclear.
Therearefewstudents...whokeepcomingtoclasslate...
2.Abilitygoals能力目标
Enablethestudentstolearnexpressionsusedtodescribeateacherandhis/herpersonality.
3.Learningabilitygoals学能目标
Helpthestudentslearntodescribetheirteachers.
Teachingimportantpoints教学重点
Howtodescribedifferentteachers.
Teachingdifficultpoints教学难点
Enablethestudentstodescribetheteacherstheylikeandtellthereasons.
Teachingmethods教学方法
Discussion,reading,questions-answersandcooperativelearning.
Teachingaids教具准备
Somepictures,aprojectorandsomeslides.
Teachingprocedures&&ways教学过程与方式
StepⅠGreetingsandLead-in
Nowsincethestudentshavebeenfamiliarwiththeirteachers,showsomepicturesoftheirteachers.Studentsworkingroupsoffourtodescribethepictures.Aftertheirdiscussion,askonestudenttodescribeoneofthepictures,andtheothersguesswhohe/sheisdescribing.ItisapracticeofthewordsinActivity1onP11atthesametime.
T:
Doyouknowthisman/woman?
Showapictureoftheteacherhimself/herself.
Ss:
It’syou!
T:
Right!
What’syourimpressionofme?
Canyoudescribemeinoneortwosentences?
S1:
You’reaslimandwarm-heartedteacher.
S2:
Youcanexplainwhatwedon’tunderstandclearlybyshowingusinterestingexamples.
S3:
Youareenergetic,sowearefullofenergyinyourclass,especiallywhenweareplayinggames.
S4:
I’mveryluckytobeyourstudent,becauseyouneverscoldusbutalwayssmile.Thatencouragesusalot.
T:
Thankyouverymuch.I’llkeeponworkinghardandIbelievewecanmakegreatprogresstogether.
Showsomepicturesofotherteachers.
T:
Lookatthesepictures.Doyouknowthem?
Yes,theyareyourteachers.DescribeoneofthemwithyourpartnersandtrytousethewordsinActivity1atthesametime.
Afewminuteslater.
T:
OK.NowI’dlikeoneofyoutodescribeateacherinclasswhiletheothersguesswhoitis.Attention,don’tmentiontheteacher’sname.Justguessaccordingtoyourdescription.
S1:
Letmetry.Sheisalittleshy.Sometimesshespeaksinalowvoice,sowecan’thearherclearly.Butsheisverypatientandexplainseverythingtillweunderstandthem.Whoisshe?
Ss:
MissHe.
S2:
Noneofusdarestocometoherclasslate.Andwehavetohandinourhomeworkontime,oryou’llbefoundrecitingatextinheroffice.Sheisverystrict,butwealllikeher,especiallythosewholackself-control.
Ss:
MrsWang.
S3:
Weareallverynervousinhisclass,becausehekeepsonaskingquestions.Ifyoudon’treviewthelastlessonandcan’tanswerhisquestions,you’llfeelverystupid.
Ss:
MrZhang.
S4:
Thisteacherishumorousandpopularwithus.Whenwearetired,hewilltelljokes.Buthisclassesarenotwellorganized,healwaysjumpfromonetopictoanother.
Ss:
MrDu.
S5:
Sheisverycareful,andalwaysreturnsourhome-workontimeandcorrectsourmistakescarefully.
Ss:
MissLi.
Studentsmaygivedifferentdescriptions.
T:
Excellent!
Inyouropinion,what’sagoodteacherlike?
TickthestatementsthatyouagreewithinActivity3,P11.
Studentsreadandtickthestatements.
T:
Iamsuredifferentstudentshavedifferentcriteria.Let’slistentothetapeandseewhatcriteriaAlexhas.TickthestatementsthatheagreeswithinActivity3.
Studentslistenandtickthestatements.Letthestudentscomparehis/hercriteriawithAlex’s.
StepⅡFastreading
T:
Inthisperiod,Iamgoingtointroduceyouanotherthreeteachers.First,turntoP12andlookattheirpictures.TheyareMrsLi,MrsChenandMrWu.Let’sanswerthefollowingquestionsbeforereadingaccordingtothepictures.
Questions:
1.What’reyourimpressionsofeachteacher?
2.Whichteacherdoyouthinkthestudentslikealot?
3.Whoisaverygoodteacherbutseriousandstrict?
4.Whatsubjectsdoeseachteacherteach?
S1:
Accordingtothepicture,MrsLiisyoungandenergetic.Thestudentsmustlike
heralot.IthinksheisanEnglishteacher.
S2:
MrsChenmustbeverystrictwithherstudents.Formthepicturewecanseesheis
veryserious.SoIthinknotallofherstudentslikeher.Maybesheisahistory
teacher.
S3:
IguessMrWuisveryhandsomeandamusing.Hislessonsmustbevery
interesting.Andthestudentsarelikelytolikehimalot.Ithinkheteaches
chemistry.
T:
Veryboldguessing!
Butweneedtoreadthetexttoseewhetherwhatyousaidistrueorfalse.Nowlet’sreadthetextquicklyandfindthetrueanswers.
Afterthestudentsreadthetext,asksometotelltheiranswers.
T:
Anydifferencesbetweenyourfirstimpressionsandthefacts?
Who’dliketotellusthefactsabouttheteachers?
Sampleanswers:
1.MrsLiiskindandpatient.MrsChenisstrictandherteachingiswellorganizedandclear.MrWuisenergeticandamusing.
2.MrsLiandMrWu.
3.MrsChen.
4.MrsLiteachesEnglish,MrsChenteachesphysicsandMrWuteachesChinese.
Wordsandphrases
T:
Nowlet’sdealwithsomenewwordsinthetext.LookattheboxinActivity2onP13.Pleasecompletethesentencesusingthewordsfromthebox.Changetheformwherenecessary.
Afterthestudentsfinishit,checktheiranswersinclass.
T:
PleasereadthedefinitionsinActivity3onP13firsttomakesureyouunderstandthemandthenfindwordsandphrasesfromthetextMyNewTeachersthatmatchthem.
Studentsreadanddothematch.Thenchecktheanswers.
Explanations
T:
Wonderful!
Now,let’sdealwithsomelanguagepoints.Ifyouhaveanyquestions,pleaseraiseyourhands.
S:
Canyouexplainthissentence“ThereareafewstudentsinourclasswhokeepcomingtoclasslatebuttheyarealwaysontimeforMrsChen’slessons.”?
T:
ThewriterwantstotellusMrsChenisverystrictwithherstudents.Somestudentsarealwayslateforlessons,buttheyareontimeforMrsChen’slessons.“Who”refersto“afewstudents”.
T:
Payattentiontothissentence“MrWu’sonlybeenteachingusfortwoweeksandhe’salready
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