Module2MyNewTeachers

Module Two My New TeachersI. Teaching Goals1.Knowledge and Skills(1) Enable the students to understand the passage and learn something new words describing teachers characters: amusing, energetic, intelligent, nervous, patient, serious, shy, strict, organized, etc.(2) Master some verbs followed by the ing form as the object: admit, hate, avoid, appreciate, etc. 2. Abilities Improve Ss abilities to listen, speak, read and write.3.Emotion and ValuesAfter few weeks of study, students get used to the life in Senior High. They know more about their teachers and maybe they have their own criteria of a good teacher and they can describe their favorite teachers with their own words.Process and Methods(1) Inquiry and activity. Students should know how to describe their favorite teachers and try to use what they have learned to describe their school life.(2) Thinking practice is helpful for the students to have a right attitude to language study.Teaching Important PointsTo learn something about school life, master important words and phrases, improve reading and writing abilities.Teaching Difficult Points How to improve Ss ability to listen and speak.Teaching Aids A tape recorder & the blackboard.The TimeEight periodsThe First Period：Introduction The Second and Third Period:Reading and VocabularyThe Forth Period:Grammar The Fifth Period: Listening and Vocabulary The Sixth Period: Function and SpeakingThe Seventh Period: Everyday English and WritingThe Eighth Period:Cultural CornerPeriod OneTeaching ContentIntroduction and SpeakingTeaching Aims1. Learn the following words about describing people:amusing, energetic, funny, intelligent, kind, lively, nervous, organized, patient, popular,serious, shy, strict, stupid.2. Improve the students ability to speak by describing their favorite teachers.Teaching Important PointMake the students free to talk in and after class. Teaching Difficult PointHow to finish the task of speakingTeaching AidThe blackboardTeaching Methods a) speaking b) discussing c) pair-work & group-workTeaching ProceduresStep 1 Greeting and LeadinT: Good morning/afternoon, everyone.S: Good morning/afternoon, Mr/Ms.T: Sit down please. After few weeks of study in Senior High, you may have used to the life here. Do you like the school? S: Some say yes, some say no.T: Oh, I see. You are old enough to have your own choices. So, you must have your own favorite teachers. Right? S: Yes. Of course.T: Good. You must have some special reasons. But do you know how to describe the teacher you like most?S: Beautiful, kind, patient, strict Step 2 SpeakingT: Ok, Lets look at these words in the box on P.11.amusing energetic funny intelligent kind lively nervous organised patient popular serious shy strict stupidT: What are these words mean? You, please S: T: Good. Now, you have more words to describe your favorite teachers. Please look at the first example on the blackboard. Please try to imitate it and you have 3 minutes to prepare alone.(3 minutes later.)T: Time is up. Who wants to tell us something about the teacher you like most? / Who want to try? Suggested answer: My favorite teacher is Mrs. Zhou, our Chinese teacher. She is very kind and patient, but she is not very amusing. I enjoy her classes very much because I can learn much knowledge. Dialogue (pair-work)T: Please look at the second dialogue on the blackboard. You can imitate the dialogue that talking about the parts of school life you like most and why with your partner. Ill walk around and see your performance. Then I will let some of you to perform your dialogues. Before that, I want you to pay attention these two phrases on the blackboard. be good at “擅长”，强调一种笼统情况。后接名词、代词或V-ing形式。 否定形式：be not good at do well in “在（某方面）出色；擅长”。后接名词、代词或V-ing形式。 否定形式：do badly ine.g.: Mary is good at English. Mary does well in English.Tom is good at jumping. (笼统情况) Tom did well in the sports meeting. (具体情况) (3 minutes later)T: Ok, time is up. Who want to try?S1: S2: (About 3 pairs of students perform their dialogues.)Step 3 Summary and Homework1. The teacher summary the whole class for the students and tell them what they should do to improve.2. Review the drills we learned in this class.3. Preview Reading and vocabulary.4. Exercise: Workbook P.74 Vocabulary 5. and Learners Guidance Books P.23 Introduction subject one and two.Teaching Reflection: The contents on the blackboardModule Two My New TeachersExample: My favorite teacher is _, our_ teacher. He/She is_ and _, but he is not very _. I enjoy his/her classes very much because Dialogue:Student A: Do you enjoy mathematics?Student B: Its all right, but I prefer Chinese and English.Student A: Why is that?Student B: Because Im not very good at sciencebe good atdo well in Period TwoTeaching Content Reading and vocabularyTeaching Aims1. Improve the students reading ability.2. Master some useful words and expressions.Teaching Important Points1. Get the students to grasp the main idea of the passage and help them understand the passage better.2. Learn and master the important words and phrases.Teaching Difficult Points1. How to improve the students reading ability.2. How to help the students master the important language points in this passage.Teaching Methods1. Listening, reading, speaking and practicing.2. Fast and careful reading to make the students understand the passage better.3. Discussion to help the students finish the concerned exercises.4. Individual, pair or group work to make every student work.Teaching Aids1. The blackboard2. The tape recorderTeaching ProceduresStep 1 Revision and Lead-in (Greet the whole class as usual.)T: In the last period, we learned some new words of describing someone and we talked about how to describe your favorite teachers. You all did a good job. Today, we will learn a passage and see what these three teachers look like.Step 2 Pre-readingT: Listen to the tape then you will answer the two questions on P.12.(Play the tape recorder.)T: Can you tell me your answers? The first question: Which teachers do students like a lot?S1: Mr. Wu.T: Just Mr. Wu. Any more? S2: Mrs. Li and Mr. Wu.T: Yes, all right. What about the second question?S: Mrs.Chen. Step 3 While-reading (language points) (因为之前已经讲解了一部分难点，因此结合导与学勾画重点部分。)T: Yes, very good. Ok, now lets look at the passage and I ll explain some important words and expressions for you.1. she explains English grammar so clearly that even I can understand it! （她把英语语法解释得很清楚，即便是我也能听懂。）Mrs. Li just smiles, so that you dont feel completely stupid! （李老师只是微笑着，这样你就不会感觉自己很傻。）sothat 如此以至于（so后需接形容词或副词，that后的从句表示前面原因的结果。）e.g.: I got up so early that I can see the sunrise. 我起得很早，以便能看到日出。so that 如此，以至于（so that引导的从句即可表目的，也可表结果。）e.g.: （表目的）I worked hard so that I could pass the exam. 我努力学习以便能通过测试。（表结果）He was caught in the rain so that all his clothes got wet. 他淋了雨，衣服都湿了。2. We dont dare to say a word unless she asks us to. dare 可用作实意动词和情态动词，用作情态动词时，意思是“敢”，其后接动词原形，通常只用于否定句或疑问句以及if或whether之后，一般不用于肯定句：e.g.: Dare you tell her the truth? 你敢告诉她事实真相吗？I dont know whether he dare try. 我不知他是否敢试一试。I darent ask her for a rise. 我不敢要求她加薪。 dare 用于实意动词时，意为“敢于”，可用于各类句型（肯定句、否定句、疑问句及各类从句等），其后多接带to的不定式，有时to也可省去（尤其是在否定句或疑问句），可用于非谓语形式，完成时态等：e.g.: We must dare to think, speak and act. 我们必须敢想、敢说、敢做。I wonder how he dares (to) say such things. 我纳闷他怎么竟敢说出这样的话来。Did he dare (to) tell her? 他敢告诉他她吗？ unless和if not的区别 unless 与if not 都可以用来引导条件状语从句，unless的语气较重，从句中的动词一般用一般现在时代替一般将来时。e.g.: We will visit the Great Wall tomorrow unless it rains. 除非明天下雨，否则我们就去参观长城。Dont enter the lab unless you are permitted to. 只有经过允许才能进入实验室。 两者都可表示否定的条件，有时可互换。e.g.: Come tomorrow unless I phone. = Come tomorrow if I dont phone. 要是我没有打电话，明天就来。 You wont catch the rain unless you hurry. = You wont catch the train if you dont hurry. 你要是不抓紧时间，就赶不上火车了。3. There are a few students in our class who keep coming to class late （班上有些同学上课老是/总是迟到 ）keep doing sth. 一直不断地做某事（表示状态或动作上的持续）e.g.: He kept standing there for two hours without moving. 他站在那儿两个小时一动不动。扩展keep sb. from doing sth. 阻止某人做某事e.g.: We keep the students from smoking. 我们不让/阻止学生抽烟。4. Mr.Wus only been teaching us for two weeks and hes already very popular. 吴老师刚教了我们两个星期，但他已经很受学生的欢迎。 本句原为： Mr. Wu has only been 表示从开始到现在，他教了两个星期，并且还将继续教下去。 popular 流行的；大众的；受欢迎的be popular with/ among 在中流行；受到的欢迎e.g.: The song is very popular with/ among the young. 这首歌在年轻人中很流行。5. Ill do well in the exam with Mrs. Chen teaching me. （with+宾语+宾语补足语的用法）该结构在英语中被称为介词的复合结构，它在句中一般充当后置定语或状语。with+ doing to do ed/ done with + doing 表明正在进行的动作(宾语和宾补动词之间是主动关系)。（with是介词）e.g.: With him leading our way, we found the destination easily. to do 表明动作还未发生/即将发生的事情。如果做宾语补足语的非谓语动词所表示的动作在谓语动词发生时尚未发生的话，则宾语补足语一律使用不定式to do，且无论宾语和宾补动词之间是主动还是被动关系，一律使用不定式的主动结构，而不能使用to be done.e.g.: With much wok to do, I cant go out with you now. ed/ done 表明已经发生发生或完成的状态（宾语和宾补动词之间为被动关系）。e.g.: With much work done, I decided to take a good rest.With the matter settled, we can go home.6. I respect him a lot. 我很尊敬他。 respect n.& v. 尊敬，尊重 e.g.: n. Please give my respects to your parents. 请代我向你的父母致敬。 v. We deeply respect him. 我们十分尊敬他。扩展respect 当名词作“敬意”“问候”讲时，要用复数形式，此时它是可数名词；作“尊敬”“考虑”讲时，是不可数名词；作“重视”讲时，后接to或for。e.g.: The leaders should pay respect to/for the needs of the people. 领导应该关心人民的疾苦。7. 课本P.13 be enough to do & so that 当that引导的从句为肯定式时，若从句主语与主句主语相同时，sothat可转换为enough to结构；若从句主语与主句主语不相同时，sothat可转换为enough for sb to结构。e.g.: Xiao Lin is so old that he can go to school. Xiao Lin is old enough to go to school. The box is so light that he can carry it. The box is light enough for him to carry. 当that引导的从句为否定式时，若从句主语与主句主语相同时，sothat可转换为enough to的否定结构；若从句主语与主句主语不相同时，sothat可转换为enough for sb to的否定结构。同时要注意，转换后的形容词（副词）要用其相应的反义词。e.g.: The man is so old that he cant go to work. The man isnt young enough to go to work. The desk is so heavy that I cant move it. The desk isnt light enough for me to move.8. be afraid of be afraid of 意思是“害怕”。 afraid是形容词，在句中只能作表语，后跟名词或动词的-ing形式（指自己不能决定而突然发生的事）。e.g.: I am afraid of mice. 我害怕老鼠。 Dont be afraid of making mistakes. 不要怕犯错误。 be afraid后还可跟that引导的宾语从句， 意思是“担心，恐怕”。 e.g.: I am afraid that you are ill. 恐怕你是病了。Im afraid that we may not catch the train. 我担心我们可能赶不上火车。 Step 4 Summary and Homework1. The teacher summary the whole class for the students and tell them what they should do to improve.2. Review the important words and expressions we learned in this class.3. Read the passage carefully and finish the exercise 2 and 3 on P.13.4. Exercise: The exercises in Learners Guidance Books on P.24.Teaching Reflection: The contents on the blackboardReading and Vocabularyso that sothatdare to do & dare dounless & if keep doing & keep sb. from doing sth.be popular with/amongwith+ doing/ to/ -ed (done)pay respect to/ forbe enough to do & so thatbe afraid of + n./ v-ingbe afraid of + that-clausePeriod ThreeTeaching Contents1. Reading and vocabulary2. Check answers for previous exercises. Teaching Aims1. Review the words and phrases learned in the last two periods.2. Master more useful words and expressions.Teaching Important Points1. Learn and master more important words and phrases.2. Learn how to study more useful words and phrases by oneself.Teaching Difficult Points1. How to improve the students reading ability.2. How to help the students master the important language points in this passage.Teaching Methods1. Revision method to consolidate the words and expressions.2. Explanation and practice methods to make the students master the words, expressions and some sentences.Teaching AidThe blackboardTeaching ProceduresStep 1 Greetings and Revision 1. Greet the whole class as usual.2. Review the words and expressions learned in the last two periods.Step 2 PresentationT: Yesterday, we read through the passage and learned some important words and expressions. Today Ill check your answers for all your exercises. Ok, lets begin.T: Please turn to P.13; lets check the answers for subject two. Who want to try? Ok, from this line, one by one.S1: S2: T: Pretty good. Any problem?S: No.T: Ok, lets turn to the next subject, “Find words and expressions in My New Teachers that match the definitions below.” What about the first one?S: Frst impression.T: Good. The second one?S: Incorrectly.T: Yes, you are right. The next one? Oh, this one may be a little difficult for you. Let me give you some suggestions. You can find the answer in paragraph two.S: Dare.T: Yes, you are very clever. What about the forth question?S: wave.T: We should say wave about. Right?S: Yes.T: The last question?S: Good-looking.T: All right. Good. Now, lets take out yours Guidance Books and turn to P.23. Lets check the answers.(Read the answers one by one.) T: Any question?S: No.T: Good. You did a great job. Now, I want to tell you something about the following parts in this book. (Show the Guidance Books to students.)T: There are many exercises in this book; you must feel very bored with them. But we have to learn how to study something important after class by ourselves and this book is very useful. Now, lets draw the outline of some important words and expressions.Step 3 Summary and HomeworkT: Today, we checked all the answers and learned how to study by yourselves. I hope you will work harder and make more progress. Todays homework is to finish exercise 3 and 4 on P.73 of your textbook and exercise on P.32 in your Learners Guidance book. Then if time is permitted, you should preview the grammar on P.14. Teaching Reflection: The contents on the blackboardReading and Vocabularyadmit+ doing sth. hate+ doing sth.avoid+ doing sth. Period FourTeaching contentGrammar Teaching Aims1. Learn verbs followed by ing forms.2. Learn to sum up grammatical rules themselves.Teaching Important Points1. Encourage the students to sum up grammatical rules.2. Remember some usual words followed by -ing.Teaching Difficult PointHow to help them apply verbs followed by the ing form.Teaching AidThe blackboardTeaching ProceduresStep 1 Greetings and Lead-inT: In the last three periods, we have some important words and expressions in the passage. Today we will deal with Grammar “Verbs followed by -ing”. Step 2 Grammar T: Lets look at these sentences on the blackboard, can you tell the similarity of them? S: Some say yes, some say no.T: Ok, who want to tell us?S: The verbs are all followed by the ing form.T: Yes, youre right. That is our point today: the verbs followed by gerund (动名词).动词的-ing形式是一种非限制性动词。从性质上讲它相当于名词、形容词和副词。在句子中可充当主语、表语、定语、宾语、补语、状语等。Please take out your Learners Guidance and turn to P.34 “Using V-ing as object”.常见的后接动名词作宾语的动词和短语有： （Write these on the blackboard）T: Lets make some sentences. How to translate “玛丽在考虑换辆汽车。”S: Mary is considering changing her car.T: Good. What about “我真的很喜欢和他们聊天。”S: I really like chatting/ talking with them.T: Very good. These verbs on the blackboard are be arranged into a doggerel(顺口溜). You should try your best to remember them. Ok?S: Ok.T: Lets finish the exercise in Activity 2 on P.14.T: T: Now, you should pay attention some verbs “want, need, require”(Write on the blackboard). want, need, require 后跟动名词的主动形式表示被动意义，相当于其后跟动词不定式的被动式。For example, “屋顶需要修理了。” S：The roof needs repairing. T: Yes, very good. What about “这些花需要浇水了。”S: These flowers need watering.T: Well done. Are you clear about it?S: Yes.T: Here, we should pay attention to “begin” and “start”? begin & startbegin / start to do something 和begin / start doing something都有表示开始干什么事情的意思。 begin / start doing something特别指很强烈的持续性。e.g.: He began / started smoking three years ago. 他三年前开始抽烟。（既开始养成习惯） This year the rainy season came earlier than before, it began / started raining in June. 今年的雨季比以前来的早，在六月就下雨了。 begin / start to do something 表示一件事情的开端，持续与否不重要。e.g.: Its beginning / starting to rain, we had better hurry home. 下雨了，我们快回家吧。At first it was only drizzling, but soon it began / started to rain heavily. 开头只下毛毛雨，可是不久就大起来啦。T: Ok, lets look at P.35 of your Learners Guidance. Please pay much attention to part two “在remember, forget, stop, t