2023学年完整版高中英语1Module2MyNewTeachersTeachingPl

TeachingPlanModule2MyNewTeachers,Student’sBook1I.TeachingMaterialAnalysisThisisModule2inStudent’sBook1,andthetopicisMyNewTeachers.Thesecondpartofthismodule—"Reading"introducesthreeteachersMrs.Li,Mrs.ChenandMr.Wu.Throughfastreadingandcarefulreading,studentswillgetmoreinformationaboutthethreeteachers,andgainthegeneralideaofhowtodescribeateacher.Inthispart,theconceptofpeople-orientedwasadheredtocultivatethestudents'comprehensiveability.So,itplaysanimportantroleinthewholemodule.II.TeachingObjectivesTheoverallobjectivesdescribedinthenewEnglishcurriculumindicateachangeintheunderstandingofthenatureoftheEnglisheducation—achangefrompurelylinguistictoanemphasisonlanguageskills,knowledge,affects,strategies,andcultureawarenessinordertopreparethestudentsforlayingagoodfoundationforcontinuingdevelopment.Thustheteachingobjectivesshouldberelatedtothefollowingfactors:LanguageObjectivesInthismodule,studentsaregoingtodescribeateacher,whichrequiresthemtoknowsomeadjectives.Thus,studentsneedtoknowthefollowingimportantwordsandphrases.amusing,energetic,funny,intelligent,kind,lively,nervous,fat,sothat,dareto,dowellin,makeprogress.AbilityObjectivesWeknowthatadjectivesareusedwidelyinourdailylife.Andstudentsfeelespeciallyinterestedinitsusing.Aftertheylearnthismodule,theyshouldlearnhowtodescribetheirteacher’spersonalities.Thusteachersshouldputthelanguageobjectivesasfollows:(1)Describetheirteacher’spersonalitiesproperly.(2)Getusefulinformationfromthetextafterlearning.MoralObjectivesKnowthegoodqualitiesofateacher.III.ImportantPointsandDifficultPointsImportantpointsarenotalwaysdifficultpoints.Generallyspeaking,importantpointsarelanguageinput,whiledifficultpointsarelanguageoutput.Therefore,teachersshouldpayattentiontobothlanguageinputandlanguageoutput.What’smore,accordingtothedifferencesamongstudents’learningcondition,thestandardofknowledge,interestandotherindividualfactors,theimportantpointsandthedifficultpointsareasfollows:Importantpoints(1)Learnsomebasicsentencepatternstodescribeapersonandgivereasons.(2)Describedifferentteachersusingdifferentadjectives.DifficultPoints(1)Talkaboutwhatteachersarelike.(2)Analyzethetext.I=5\*ROMANV.TeachingMethods1.Task-basedLanguageTeachingandCommunicativeLanguageTeachingareusedasteachingmethods.Theultimategoalofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.ThegoalofCommunicativeLanguageTeachingistodevelopstudents’communicativecompetence.Itistheteacher'sveryroletostimulatethestudents'interestsandmakethemtakeanactivepartintheclass.Task-baskedLanguageTeachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Besides,studentswillberequiredtodosomegroupwork,whichcangivethemmoreopportunitiestospeakout.ThatisthereasonwhyCommunicativeApproachandTask-BasedLanguageTeachingareemployedinthisclass.2.Teachingaids:blackboardandmultimedia.V.LearningMethodsAlthoughitisusefulforateachertoknowwhatisgoingtoteachordointheclass,it'smoreimportantforateachertoknowwhathis/herstudentsareabletoachievebytheendofthelesson.Butmanystudentsarelackofknowledgeandthecouragetoexpresstheirideas.Therefore,asuccessfulleadershouldrecommendsomegoodlearningmethodstothem.Inthislesson,thefollowinglearningstrategieswillberecommendedtothestudents:CommunicativestrategyInsteadoflearningbythemselves,studentspreferworkingingroups.Ifworkingingroups,theyhavemorecouragetospeakouttheirideas,feelingsandopinions,whichcanhelpimprovetheirabilityinspeaking.ResourcestrategyStudentscanfindthekeyinformationthroughtheteacher’stasks.Theycanfindtheusefulresourcesindependently.Atthisclass,theteacherwillgivethestudentsatabletofinish,andthenthestudentscouldhaveaclearunderstandingaboutthetext.VI.TeachingProceduresStepIGreetings(1min)Greetthewholeclassasusual.Thisaimstoconcentratethestudents’attention.StepIILead-in(7mins)Studentsreadvocabulariesfromamusingtoscientific,eachwordfortwice.(2mins)Gooversomeadjectivesusedfordescription.（2mins）Listentothetape,thenstudentsfinishrelatedquestions.StepIIIWhile-reading(30mins)While-readingisthemostimportantpartandtheteacherwillspend30minutesonit.Herecometwosectionsinthispart.FastReading(8mins)(1)Predictingandguessing.Askstudentsopenthebooktolookatthreepicturesfirst,andtrytoguesswhatthethreeteachersarelike.(2)Scanning.Studentsareaskedtoanswerthecomprehensivequestions.Bydoingthis,studentscanscanthetextforspecificinformation.Besides,studentswouldhavefurtherunderstandingofthepassageandtheywouldbemorecuriousaboutthethreeteachers.CarefulReading(12mins)Teacherinstructtherelationshipbetweenstatementanddetails,thenstudentscanunderstandbetter(fromabstracttoconcrete)Usingablankisagoodwaytohelpstudentstosummarizetheinformationbycomparison.Studentsareaskedtofillineachteacher’sname,subject,characterandstudents’opinion.Thisactivityisbasedonstudents’cognitiveability.Bydoingthis,studentscanhaveadeeperunderstandingofthedetailsofthepassageandlearnhowtodescribesomeone.Exercises(10mins)Aftercarefulreading,thestudentswillberequiredtofinishtheactivity2and3onpage13.Bydoingthis,thestudentsnotonlyreviewwhattheyhavelearnedbutalsomeetmorewords