必修1Module2模块整体解读及分析.doc

Module 2模块整体解读及分析Book 1 Module 2 My New Teachers 话题本模块的话题为“我喜爱的教师”和“师生关系”。从学生的角度描述了不同教师的课堂教学风格，说明了不同学生对不同教学风格的偏爱，极富真实性。教师应围绕中心内容结合具体情况，组织学生运用所学知识和技能表达“我喜爱的教师”和“师生关系”等话题内容，使他们能够更好地理解别人，实现感情交流。高考链接话题为School life，具体为“师生关系”，在高考各种题型中比较接近的有：2009年湖北，完形填空题, 记叙文。记述一位对作者有着深远影响的老师。 2009年山东，完形填空题，记叙文。一位老师记述学生可爱的事迹。2009年陕西，阅读理解A篇，记叙文。记述作者小时候一次大雪天在幼稚园和一位耐心的老师的故事。功能本模块的功能是运用本模块所学词汇和短语表达偏爱 (Preference) 高考链接听力理解：高考听力理解中，表达“偏爱”在对话中常常考查。作文：2009年天津卷作文，发言稿。主题为关于“我最喜爱的小说”的演讲比赛。2009年上海卷作文，信件。关于选择参加英语夏令营课程的申请信。2008年浙江卷作文，议论文。讨论两种工作方式并表达自己喜欢的方式。2007年山东卷作文，议论文。陈述选择成为师范生的理由。这些作文题从内容上基本都涉及“偏爱”的表达法的运用 结构本模块的语法是学习动词-ing形式做宾语的用法。高考链接语法应用考查：2009年：全国卷II 16题; 上海卷21题；2008年：江苏卷29题，2007年：辽宁卷34题，任务Task of Module 2:对教师的教学风格进行总结和对比；讨论好教师的标准。Task of Period 1:Discussion and speaking: Students discuss their difficulties in English language areas in learning. Then talk about and share their successful experience and suggestions to help each other to improve. Task of Period 2: 1. Summarize the ways to express preference:2. Make a summary of the words and expressions to describe different teachers and teaching styles：1) Have students fill in a table about three teachers styles and pick out the descriptive expressions.2) Brainstorm expression to describe people and their personality. Task of Period 3:1. Speaking: In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. 2. Fast Reading: Deal with Workbook Reading about an English teacher named Tom Wood. It is a fast reading task to practise students reading comprehension in limited time. Task of Period 4:1. Set criteria for a good teacher.2.Writing: Learn about English punctuation and make a writing outline about students favorite teachers Task of Period 5:1. Compare schools in different countries and those in China. 2. Compare different schools and the relationship between students and teachers.*为方便任务设计的课堂实施，建议必要时设计模块“学案”印发给学生，以指导学生学习和完成任务。课时划分第一课时Listening & vocabulary + Pronunciation + Everyday English 第二课时Function & Speaking +Introduction + Reading & Vocabulary 第三课时Reading & Vocabulary +Grammar +Speaking +Reading(WB) 第四课时Task +Writing + Speaking and writing(WB) 第五课时Cultural Corner +Listening & Speaking (WB)+Module File (Evaluation)分课时教学设计第一课时一、教学内容分析教学内容英语（新标准）必修1 Module 2 My New Teachers 第一课时教学对象高一学生教学项目教材内容 Listening & vocabulary + Pronunciation + Everyday English词语表达偏爱的词汇和短语：prefer, would rather, favorite 结构表达偏爱的句型结构：Id prefer to do .；Id rather do . than .；My favorite teacher is .其他教学目标语言知识headmaster, headmistress, period, revision, translation, timetable, topic, vacation, take a look, a couple of, up to sb; Thats settled. 语言技能Reading: 理解听力题目要求，准确理解听力语段内容Listening: 在对话语段中识别表示偏爱的句型并推断意义；从对话中找出特定信息的词汇短语做相应的练习；Dictation：理解并根据所听内容写下题目要求填写的内容；Speaking: 练习运用表示偏爱(preference)的词汇和句型。语言运用掌握和运用描述学校生活的词汇、短语和句型；学习正确发音，尤其是单词中的重读音节(stressed sound in words)文化意识了解英语课堂讨论的情况及教师的授课风格。情感态度通过听对学校生活的描述，唤起学生对学校生活的体验，感受师生和谐融洽的关系，更加主动地配合教师，提高英语学习兴趣。学习策略总结和运用新学词汇短语、表示偏爱的句型； 学习运用描述学校生活的语言； 通过精听、朗读学习正确的重音发音，了解其特点和规律。教学重点掌握谈论校园学习生活的短语和词汇，尤其是表达偏爱的用法。教学难点正确运用表达偏爱的语言表达，并能正确的发音，读出重读音节。运用任务Task of Period 1:Discussion and speaking: Students discuss their difficulties in English language areas in learning. Then talk about and share their successful experience and suggestions to help each other to improve. 教学方法听说法，任务教学法；合作学习(cooperative learning)教学媒体黑板，录音机（多媒体电脑+投影设备）二、课堂教学过程预设时间教学步骤教师活动学生活动教学目的第1-5分钟课堂启动Talk about the topic of Module 1, “First day at senior high”, both as a review and an introduction to the topic of listening. Ask questions: 1. What do you think of your first week of senior high? 2. How about your learning in class? 回忆第一模块内容。回答问题。复习和热身：为进入下一学习阶段铺垫。通过问答复习上一模块内容，并引出“听力”话题；创设情景让学生表达。第6-11分钟词汇学习1Ask and answer questions in Activity 1 on P15 so that the students can be more familiar with the new words.Step 1 Introduce the new words Teacher introduces a few words and then asks students to explain and answer the questions to learn their meanings. Teacher talk: Before we start a new module, we usually do some revision of the module we have finished. You do revision before exams, too. In learning English, sometimes you have to do some translation from English into Chinese in the book so that you can understand it more easily. Do you do a lot of translation in your language classes? Then have students explain and answer the questions. Encourage them to give as many answers as possible to prepare themselves for listening tasks. Do it in pairs if possible. 2. Teacher writes down these new words on the blackboard and asks the students to read and correct their pronunciation error if any. 回忆词汇意义。回答问题。 学生学习、熟悉校园生活的词汇。利用认知策略，发挥学生自主学习积极性，学习和运用词汇。 第10-17分钟听力练习Listening tasks: 1. Play once and students finish Activity 2 Check answers. 2. Play twice and students finish Activity 3. Check answers. 认真听并听写、选择正确信息词汇。口头回答核对答案。通过听和听写，进一步巩固刚才学过的有关学习生活的词汇。训练听解和听记特定信息能力。第18-26分钟听力延伸任务日常英语Everyday English P181. Listen to the conversation once more. Ask students to dictate the important phrases and words in the context and explain their meanings if necessary. Tapescript (St=Student Mr. S=Mr. Stanton) Mr. S: Okay, kids, as you know, the exams are coming up soon, so we need to start work on revision. This afternoon Im going to give you a choice. We can either do some revision or we can do some translation. 1) _. St: 2) _ do translation_ (than) revision, Mr. Stanton. Mr. S: How many people would like to do translation? Chorus of voices: I would/Me/Id like to do translation. Mr. S: Thats eight of you. So the rest of you would 3) _ revision, is that right? Chorus of voices: Yes. Mr. S: Thats sixteen of you. So 4) _. Well do revision. Im going to give you a choice of topic, too. Do you want to revise Life in the future? St: Id prefer to do Travel Mr. S: Hands up for Life in the future. (Students raise their hands) Eighteen of you. The choice is made. But before we start, there are 5) _ I need to say to you. Firstly, have you all got your new timetables? Chorus of voices: Yes. Mr. S: Good. Can you 6) _ at them? OK, Now, at present you have a free period on Tuesday afternoons. Well, thats been changed and youve got French instead. 7) _? Chorus of voices: Yes. Mr. S: Excellent. And theres one other thing. The headmaster wants to see everyone in the library at three this afternoon. OK? Chorus of voices: Yes. Mr. S: Right. Lets begin our revision of Life in the future.Key: (1.Its up to you 2.Id rather 3.prefer to do 4.thats settled 5.a couple of things 6.take a look 7.Have you got that) Sample explanations:Its up to you: Its left to you to decide. Thats settled: The choice is made. A couple of things: A few things Take a look: Have a look.Have you got that: Understand?2. Then complete the conversations with these expressions.3. Give another conversation for the students to practice these expressions in a specific context. A sample conversation:S1: Attention, kids. There are a couple of things to tell you. We have a new timetable. Take a look after class. Well start our classes at 2:30. Dont be late tomorrow. Have you got that?S2: Yes. S1: We will decorate our classroom this weekend. Ive prepared a couple of pictures. Take a look at the screen. Which one would you like to choose? Its up to you. S2: We prefer to draw pictures by ourselves. Do you agree? S1: Great! Do what you like. Thats settled. Now lets turn to the text. 听第三遍对话。口头回答填空。解释相关短语含义。延伸听力练习，充分利用资源策略，设计听力填空使学生有进一步的训练机会。加深对语境中的语言运用的理解，更好的掌握知识，训练运用能力。如有电脑投影，此练习设计使用会方便些，用录音机需要操作暂停以便提问第27-30分钟听力任务延伸重音发音训练Pronunciation P161. Pay attention to the stressed sound of the words in the table in Activity 1. Students listen and read after the tape.Have students underline the stressed sound in the words in Activity 2 first and check answers after listening. Tell students to pay attention to the pronunciation of stress sound in learning vocabulary. 听录音。模仿。辨音学习。发展资源策略，指导学生利用录音，提高英语语音语调的水平第31-36分钟听力任务延伸讨论英语学习问题Back to Activity 41. Ask the students to tick their difficult language areas then tell their difficulties in English learning.grammar, conversation, vocabulary, reading,writing, listening, translationExamples:T: Which of the areas is the most difficult for you and which is easiest? Tell your reasons. S1: I think listening is really hard for me. Sometimes its just impossible to understand the materials.T: Who can give him some advice?S2: Me. If you keep on practicing listening and reading aloud every day, you can make rapid progress. The more you listen to English, the easier it becomes.T: Discuss in groups of four. Tick the easiest and the most difficult, then ask for help or give advice.学生自主分组练习。本练习设计得好，一方面学生述说自己的困难，练习口语表达，另一方面分享学习经验和体会，互相加深了解，同时交流学习策略，共同提高。第37-42分钟听力任务延伸英语词汇关联Activity 5. Explain the connection between these words and phrases. Study the example first and finish the rest. Students do this in pairs or groups and then report their answers. Possible answers: 2) Senior school is where you go after junior school; it is for older students.3) At senior school you usually have a different teacher for each subject.4) The students go into the playground at break and lunch time; it is where they can play games, talk and walk.5) If you are very good at a subject, your teacher will say you are an excellent student.6) When you have a teat, you need to do some revision to check whether you know everything.7) When the teacher has marked your exam you will get the resultsfor example 75 out of 100.8) When you take your textbooks home to do your homework, you put them into your schoolbag.*Activity 6 can be used in writing and speaking. It can be omitted if time is limited.学生分组自主练习，然后回答分享答案。根据生活体验，在不同词汇之间建立语义练习并用句子表述出来。是对学生的理解和表达能力的训练。需要给学生更多机会练习表达能力。第43-45分钟课程总结与布置作业1. Summary: Sum up what is learnt in listening. Phrases: .Its up to you. Id rather; prefer to do; thats settled. a couple of things; take a look; Have you got thatExpressing Preference:Id prefer to do .；Id rather do . than .；2. Homework:1) Finish Function & Speaking about expressing preference. 2) Do Exercises 6 & 7 on P74. Have the students do this individually. 3) Preview Reading and finish related activities. 回忆总结所学知识。完成练习。总结是简单的回顾一节课所讲所学，帮助学生回忆，并养成及时总结的学习习惯。第二课时一、教学内容分析教学内容英语（新标准）必修1 Module 2 My New Teachers 第二课时教学对象高一学生教学项目教材内容Function & Speaking + Introduction + Reading & Vocabulary 词语形容词：amusing, energetic, intelligent, nervous, organised, patient, serious, shy, strict, scientific动词：avoid, hate, appreciate, enjoy, admit, wave名词：literature, impression, summary, respect短语：make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes结构Verbs followed by ing Ive 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.其他掌握和运用描述人的词汇和句子1. She is kind and patient, and she explains English grammar so clearly that even I can understand it! 2. She is very strict we dont dare to say a word unless she asks us to. 3. Shes also very serious and doesnt smile much.教学目标语言知识词汇：描述人的形容词amusing, energetic, intelligent, nervous, organised, patient, serious, shy, strict； 接-ing形式作宾语的动词avoid, hate, appreciate, admit, enjoy, keep等常用短语：同上栏短语部分语言技能Reading：理解介绍教师风格和师生关系的短文、获取信息并掌握和理解作者的观点；阅读中能识别新词汇短语、动词-ing形式并推断出意义；阅读和理解来自其他途径的相关文章。Listening：听懂对教师特征及其风格的描述并获取相关信息；听懂相关内容的其他对话和文章。Speaking：运用表示个性特征的词汇描述熟悉的人物；描述好老师的特征；比较中外学校和师生关系。Writing：运用所学词汇、短语、动词-ing形式，按照要求做书面练习；描写自己喜欢的老师。语言运用用表示个性特征的词汇描述熟悉的人物；描述好老师的特征；掌握运用常用的描述人物特征的句式，例如：She is also very serious and doesnt smile much.Some ., but most of us really appreciate her . well organized and clear. There are few students . who keep coming to class late.文化意识了解国外中学生对教师风格的要求；通过对比改进学习风格。通过对中外学校师生关系进行对比，进一步促进师生关系的发展。情感态度加深对老师的了解和热爱，既发挥学习主动性，也配合教师的教学工作，使师生关系更加融洽。学习策略认知策略：总结动词-ing形式作宾语的词汇，根据现有知识和经历对介绍教学风格的材料进行理解、分析、比较和综合。调控策略：根据模块问题锻炼略读和查读技能，加强对思维方向的自觉控制。资源策略：通过其他资源获取更多介绍师生关系等方面的信息。教学重点熟练掌握描述人物特征的词汇表达以及如何描述不同人物和职业，比如教师。教学难点使学生掌握描述人物特征的词汇和表达，能够简单描述自己喜欢的教师和课程并说明原因。运用任务Task of Period 2: 1. Summarize the ways to express preference: Students summarize the expressions about preference. Ones own preferences:- Id rather/Id sooner + infinitive -I prefer sth/ doing to sth/ doing-I prefer to do (rather than do)-I would prefer to do (rather than) Preferences about other people:- Id rather you + simple past (Did, were etc.). to refer to the present or the future- Id rather you + past perfect (Had done, told etc.) to refer to the past 2. Make a summary of the words and expressions to describe different teachers and teaching styles：1) Have students fill in a table about three teachers styles and pick out the descriptive expressions.2) Brainstorm expressions to describe people and personality: 头脑风暴法，让学生给出更多的描述人的特征的词汇和表达，拓展词汇。 教学方法任务教学法，讨论法，合作学习(cooperative learning)教学媒体黑板，录音机（多媒体电脑+投影设备），几幅本校教师和师生课堂学习的图片二、课堂教学过程预设时间教学步骤教师活动学生活动教学目的第1-3分钟复习1. Revision Dictation. Ask students to write down the following words and check the meanings. headmaster headmistress period revision translation timetable topic vacation 听写单词。复习听力部分词汇巩固知识第4-8分钟引入听力延伸任务Function and Speaking1. Finish Activity 1 on page 17.2. Finish Activity 2. Call back the answer from the class, with one student asking the question and the other answering.回答问题。继续听力任务学习表达“偏爱”的句型第9-13分钟总结“偏爱”表达法和用法Task 1: Sum up the expressions of preference and explain the usage of would rather.Ones own preferences:- Id rather (not) /Id (not) sooner + do sth宁愿(不)做某事-I would rather do sth than do sth =would do sth rather than do sth=(would) prefer to do sth rather than do sth -I prefer sth/ doing to sth/ doing-I prefer to do (rather than do)-I would prefer to do (rather than)Preferences about other people:-Id rather you + simple past (Did, were etc.). to refer to the present or the future宁愿某人做某事(用一般过去时表示现在和将来)-Id rather you + past perfect (Had Done, told etc.) to refer to the past宁愿某人做过某事(过去完成时表示过去的情况)【例句】1. 我宁可呆在家里,不想外出。Id rather stay at home than go out. 2. 你愿意步行还是坐公共汽车?Would you rather walk or take a bus？ 3. 我宁愿你明天来。Id rather you came tomorrow。 4. 我宁愿你昨天没有做那件事. Id rather you hadnt done it yesterday. 5. 你介意我抽烟吗? 嗯, 最好别抽。 Do you mind if I smoke? Well, Id rather you didnt. *如时间允许，扩展复习表示喜欢的表达，或布置为课下拓展任务。例如：I like doing; I am fond of sth/doing; I am into sth; be interested in sth/ to do sth ;be enthusiastic about; be crazy about回忆总结。给出更多的可能的表达。同学回忆总结句型，并通过例句讲解用法。第14-19分钟介绍阅读话题Introduction：1. Do Activity 1 on P11. Put the words into two groups by deciding they are positive (+) or negative (-). positive (+)negative (-)2. Show some pictures of the students teachers. Students work in groups of four to describe the pictures using words from Activity 1, they can give more words to better describe different teachers. First, show a few pictures of yourself Second, show some pictures of other teachers. Students may give different descriptions. 3. Ask students a question: Whats a good teacher like in your opinion?Have students tick the statements that you agree with in Activity 3, P11. 4. Listen to the tape and see what criteria Alex has. Have students tick he statements that he agrees with in Activity 3. Students listen and tick the statements. Let the students compare his / her choices with Alexs. 小组合作。学习讨论。阅读并选择自己认同的选项。听音并比较自己和Alex的观点。引入阅读话题，通过词汇分类学习描述任务的词汇，并在下面的活动中运用，熟练掌握词汇。第20-26分钟快速阅读Reading Task 1 Fast reading 1. Turn to P12 and look at their pictures. They are Mrs Li, Mrs. Chen and Mr. Wu. Lets answer the following questions before reading according to the pictures. Questions:1) Whatre your impressions of each teacher from the pictures?2) Which teacher do you think the students like a lot?2. Fast read the text to see whether what students say is true or false. Have students read the text quickly and check their answers and find out the answers to questions in Activity 1.3. Which teachers do students like a lot? 4. Who is a very good teacher but serious and strict?5. What subjects does each teacher teach?Ask some to tell their answers after the students read the text. 3.Words and expressionsHave students finish Activity 2 and Activity 3 on P13.Check their answers in class.观察图片描述印象。快速阅读。利用课文配置的图片练习描述对人物的印象。快速阅读，练习查读和扫读的阅读策略。迅速在文中定位题目要求的特定信息。阅读中理解和猜测新学词汇的意义并通过练习巩固。第27-35分钟深入阅读Reading Task 2 In-depth Reading 1. Have students answer the questions in Activity 4.2. Students read the passage again and work together with their partners to learn the way the author describes a teacher. 3. Show a table on the screen (draw one on the blackboard). Give them a few minutes (2minutes) to fill in the table about the whole text after reading the text again. Check the answers with the whole class.NameSubjectAppearancePersonalityExamplesMrs Li Mrs ChenMr Wu4. Discuss the questions in Activity