点评从课堂教学的策略来讲.doc

Module 2 My New TeachersPeriod 1Teaching content: Introduction vocabulary and listening + SPEAKING + EVERYDAY ENGLISHTeaching Aims and Demands1.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 attitudesUnderstanding 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.Learning Strategies1.Learning the adjectives used to describe characters of people and forming the positive and negative attitudes.2.Summing up more and more adjectives used to describe a person.Cultural AwarenessGetting prepared for the descriptions of a teacher, and the relationship between teachers and students in China and other foreign countries.Teaching AidsMulti-mediaTeaching designsTeaching ProceduresI. Introduction vocabulary and listening1. 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.Activity 2 Have a discussion about their own favourite teachers standard and tick or cross the following statements.What do you think of Alexs about the statements? Now listen to the tape and tick or cross the statements.Compare yours with Alexs and tell the reason why.4.Go to Wb. Vocabulary p74. 5.II. 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 become 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.III. Everyday English 1.Revise the adjectives and the description of “I prefer”.2.Group work: Ask the Ss to complete 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.IV. Homework:1.Make a description of the following pictures of teachers, using the adjectives used to describe a person and tell the reasons why.点评：从课堂教学的策略来讲，本堂课突出了语言交际能力的培训，并为接下来的课堂教学做好了词汇方面的铺垫。有一点遗漏就是听力活动。从课堂教学活动的组织来看,Everyday English 的教学活动显得不连贯。Module 2 My New TeachersPeriod 2Teaching Content:Reading And Vocabulary Teaching Aims and Demands:Language knowledge1. 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.Learning strategies1.Categorizing adjectives used to describe characters of people2.Summing up verbs followed by V-ing.Cultural awarenessGetting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.Teaching Aids Multi-media 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). Reading for main ideaHelp 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?. Reading for detailed informationMake 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 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?. 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. (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 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)点评：本课突出了第二模块中的阅读文章。首先，文章中将要使用的词汇通过学生的口语活动得以复习巩固，为下一步的阅读任务做好了准备；接着，以看图预测的方式导入阅读活动，使学生能够较快地进入角色，开始积极地快速阅读，检测自己的预测。完成阅读后的任务练习题丰富、多样并具有一定的拓展性，很好地发掘了学生的语言潜能，同时培养了学生对教师的情感认识；也对教师本身有所启发。在学生对阅读文章已形成一个整体认识，建立语篇意向之后，再进行比较详细的句意分析，保证了大部分学生都能读懂文章。最后，总结性地巩固了该课中心词汇，并通过应用这些词汇让学生复述课文，从而有效地培养了学生口语表达能力。课后练习的处理也很合理，将课文中的练习同活动用书的练习一起当作作业来安排，就为课堂教学节约出时间来。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 writingReading skillUnderstanding how to describe a personAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Learning strategies1.Categorizing adjectives used to describe characters of people2.Summing up verbs followed by V-ing.3.Learning how to punctuate a paragraph.Cultural awarenessGetting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.Teaching Aids Multi-media 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).3 Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13. 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 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.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, 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.)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.)3 sage without punctuationsHomework1 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. 点评：从课堂教学安排来看，本课重点突出以复习上节课所学描述人物时用的形容词，后跟动名次结构的动词，以及英文文章中标点的正确使用而展开的。但是，每项活动内容的导入显得有点冗长，占用课时过多；另外，教材中可选用的练习内容（例如，活动用书中P73，Exx4&8 可作为Grammar Leaning 和Language Use中的练习；可将EX 8中的短篇练习先做快速阅读训练，再找出后面跟动名词结构的动词，让学生在语篇中进一步认识这些动词的应用；之后可将本阅读练习中的话题作为学生口头作文的一个范本，从而较自然地过渡到Writing这一教学环节。这时学生就可以写数句有关“What isa good teacher？”的小短篇，两人活动，检查标点正误情况；之后转入学生用书中Writing的练习。Module 2 My New TeachersPeriod 4教学目标Listening and Vocabulary + Pronunciation +Function and speakingStressed 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 present教学重点：Listening and vocabulary Stressed sound Expressing preference教学难点：Function and speaking教具学具准备：A tape recorder, dictionaries, textbooks and exercise-books教学过程： 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 Function and Speaking1. 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.* Activity1Read the sentences, choose the right answers and then present their answers to the class.* Activity 2 . 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 .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 .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 f