Module 2 My New Teachers教案
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| 名称 | Module 2 My New Teachers教案 |  | |
| 格式 | zip | ||
| 文件大小 | 19.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2013-07-10 20:07:25 | ||
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问题生成学导课
第一环节：情境引导，激发欲望（2分钟）
教师通过生活事例来创设问题情境，激发学生学习兴趣和欲望，产生合作学习的冲动和愿望。
歌曲导入：每当我轻轻走过你窗前，明亮的灯光照耀我心房，啊，每当想起我，我的好老师，一阵阵暖流，心中激荡。Teachers are respected by people,what teachers do you like most Use adjectives to describe them.
第二环节：自主学习，结构预习（20分钟）
课前教师要发给学生“问题生成—评价单”，学生结合此单的内容，采取六动预习法（查、划、写、记、练、思），进行结构化预习，这个环节中学生主要是自学，教师巡视督导。
(问题生成—评价单)
①Use adjectives to describe three new teachers
②what is a good teacher like
③In Mrs Li’s class,is it wonderful for the faster students
④Why don’t some of our class like her
⑤Why is Mr wu very popular
⑥What subjects does each teacher teach
⑦What are their teaching styles
⑧What are the author’s feelings
第三环节：问题发现，小组评价（5分钟）
学科长组织成员互批互改，发现学生通过自学而存在的问题，并且对每个成员的成果进行评价。批阅单子
第四环节：组内展示，合作探究（10分钟）
（1）各小组学科长组织成员进行成果展示，围绕自学中尚未解决的问题展开讨论。
（2）组内讨论的一般程序：组内成员交换“问题导读—评价单”→成员进行互批互改→围绕问题组内交流→共同解决成员不能解决的问题→小组内解决不了的问题，由学科长负责将问题提交学术助理。
小组讨论。比较三位老师制定表格。课标30页
Mrs Li Mrs Chen Mr Wu
第五环节：归纳共性，生成问题（3分钟）
通过学习小组合作交流，对个性问题进行有效评价、答疑解惑、二次生成小组共性问题，由学术助理将问题生成卡反馈给教师，教师结合预设的问题和学科生成的问题制作“问题解决—评价单”。
生成的问题：
初高中衔接：she explains English grammar so clearly that even I can underatand it clearly.
高考链接： I’ll do well in the exam with Mrs Chen teaching me.
We don’t dare to say a word unless she asks us to.
预设的问题：
1.I’ll do well in the exam with Mrs Chen teaching me. (C)
(2008福建) You have no idea how she finished the relay race ____ her foot wounded so much.
A. for B. when C. with D. while
2.（2010四川） Tired , Jim was fast asleep with his back ____a big tree.(A)
A on B in C against D for
3.We don’t dare to say a word unless she asks us to.(B)
4.I wonder how he ______ that to the teacher. （1995上海高考）(B)
A. dare to say B. dare saying C. not dare say D. dared say
5. 2012（江苏卷） — Can I help you with it
— I appreciate your ______, but I can manage it myself.(A)
A. advice B. question C. offer D. idea
“问题展示解决课”
第一环节：问题引领，合作学习（2分钟）
课前教师下发“问题解决—评价单”，学生根据教师创设的情境，围绕此单上的问题分组展开积极讨论。
Step1 Revision(A)
Who is the kindest teacher
Who is the most popular teacher
Who is the student most afraid of
Step2 Skimming(B)
Mrs Li Mrs Chen Mr Wu
description
subject
Teaching styles
My feelings
Step3 Scanning for details(B)
1.Can you understand English grammar clearly
2 If we make mistakes what Mrs Li will do
3 what is Ss’ attitude to Mrs Chen
4 what he will do when we are getting bored
Step4 Disscusion(C)
介绍两位老师，谈谈他们的特点，并指出哪个是你更喜欢的老师？你喜欢什么样的师生关系。结合教师根据小组展示的情况，及时点拨提升的固定短语句型：
（2）在学生讨论时，教师要逐组巡查，如发现讨论不积极，不热烈的组，教师要作为角色之一参与进去引导学生进行讨论，使讨论具有实效性和深刻性。
第二环节：小组展示，生生质疑（25分钟）
（1）在学生充分讨论的基础上，组内派出代表进行问题展示。展示时要遵循“展、思、论、评、演、记”六原则。
（2）问题展示形式要灵活多样，尽量满足学生展示需要。让学生充分自我展示，在群体参与、平等对话、共同探究的气氛中，学生可以尽情表演、激情朗读、动情歌唱和手舞足蹈等。总之，以各种形式表达自己内心情感和学习的愉悦，以达到心灵共鸣、思维共振、个性共扬。
活动一：
群答
活动二：（类比能力）
处理表格时（了解重要细节），展示的同学先组织学生核对答案，听描述说出相应的教师（培养学生记忆能力）。
S：She is strict. She teaches physics.
S：Mrs Chen
(理解文章结构)教师点拨：The passage tells us sth about three new teachers.
para1: MrsLi
Para2: Mrs Chen;
Para3: Mr Wu
They have different characters,different teaching styles,but they all good teachers.
活动三：处理回答问题时（理解逻辑关系），让学生一条龙重复。通过问答活动培养学生的听说能力（培养学生合作精神）。
S1:1.Can you understand English grammar clearly
S2: she explains English grammar so clearly that even I can understand it clearly.
S2: If we make mistakes what Mrs Li will do
S3: She smiles so that we don’t feel completely stupid.
S3: what is Ss’ attitude to Mrs Chen
S4: Some of our class don’t like her,but most of us really appreciate her because her teaching is so well organized and clear.And a few students even admit liking her.
S4: what he will do when we are getting bored
S5: He tells jokes when he thinks we are getting bored.
（关键字词句）固定短语句型：so clearly that；admit doing sth. ；getting bored
注意重音‵stupid‵stju:pid, a‵ppreciate, ′organized , ad‵mit
活动四：Disscusion(先学后导)
（明确规范）介绍两位老师，谈谈他们的特点，并指出哪个是你更喜欢的老师？你喜欢什么样的师生关系。结合教师根据小组展示的情况，及时点拨提升的固定短语句型：
（严守规程）教师用书102页：
Mrs Li is friendly,but sometimes may cause students to become lazy and stop working hard. Mrs Chen is too strict to lose sense of humour.For me ,I prefer Mrs Chen.Because sometimes I can’t devote myself to study. As for how to have a good teacher-student relationship, I think teachers should encourage the students to dare to his opinion and avoid feeling stupid. And the students, they must respect their teachers. Students should be eager to learn and willing to work hard. It's important to listen with attention in class and it's more important to learn to raise questions and work out problems in new ways.
（3）在小组展示时，各小组成员要认真倾听其他小组的观点，积极思考并及时质疑追问，要科学评价别人的发言，适当保留个人意见，及时反思交流活动中的表现。
（4）教师根据小组展示的情况，及时点拨提升，给予评价。
第三环节：师生质疑，拓展延伸（5分钟）
教师根据小组展示的情况，对小组难以解决的问题进行引导，并对重难点进行延伸拓展；对小组展示不到位的知识点进行质疑、补充。
How to describe a teacher
（概括规律）
Personal information: age ,subject;
Teaching styles: well organized,explain clealy,energetic,amusing
Teacher-student relationship: relaxed,formal
教师评价：写作训练中，学生要有意识的使用偏爱表达prefer，would rather，使用宾语为-ing的动词.
第四环节：问题训练，评价指导（10分钟）
教师针对小组展示出现的重大问题，采用典型例题进行巩固训练，以达到举一反三的效果.
学生不会灵活使用偏爱表达prefer，would rather
1.I would prefer to study this evening ____ go out.
A.more than B.other than C、less than D、rather than
more than 超过，不仅仅是 other than 不同于，除了 less than 少于 prefer to do rather than do 是词组，表示“宁愿做……而不愿做……”
2.If you have a 42 hand and thicker fingers you may 43 fatter pen.The length of a pen can 44 influence comfort。（2010安徽）
43.A.perfer B.recommend C.prepare D.demand
3.----Shall we go skating or stay at home
----Which ___ do
A. do you rather B. would you rather C. will you rather D. should you rather
答案B。本题考查情态动词rather的用法，would rather +do sth 意为"宁愿"，本题为疑问句，would 提前，所以选B。
would rather do
would rather not do
would rather… than… 宁愿……而不愿。
还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。
If I have a choice, I had sooner not continue my studies at this school.
I would rather stay here than go home. = I would stay here rather than go home.
假如你是陈老师，教物理，结合你的教学风格，师生关系，写一篇教学反思。
第五环节：归纳总结，知识升华（5分钟）
（1）每个小组对本节课的知识进行归纳总结，使思维活跃，方法多样，能力提升。
（2）教师在小组总结的基础上适时补充，使知识更加条理、系统、完善。
You are like the sun.You give us much but ask for nothing. we are like the flower.Grow well under your care.
课后教师结合“问题展示解决课”中尚未解决的问题和未达三维目标的问题制作“问题拓展—评价单”。（动词ing ）
Bb Design
“问题拓展提升课”
第一环节：创设情境，提出问题（5分钟）
（1）课前发放“问题拓展—评价单”，教师要以问题形式创设情境，直入主题。
（2）教师针对学情引导学生对所学知识进行回顾、挖掘，加深学生对问题的理解。
一.仿写句子（课标30页）
1. She explains English grammar so clearly that even I can underatand it clearly.
2. She avoids making feel stupid.
3. most of us really appreciate her
4. And a few students even admit liking her.
5.He is really amusing and tell jokes when he thinks we’re getting bored.
提问：1.仿写找出文中出现的接-ing的动词。
2.回忆初中学过的只跟动词的-ing作宾语的动词。
二.高考链接：
1. Lucy has a great sense of humor and always keeps her colleagues _______with her stories. (10上海33)
A. amused B. amusing C. to amuse D. to be amused
2. Thai is the only way we can imagine _______he overuse of water in students' bathrooms. (10上海35）
A. reducing B. to reduce C. reduced D. reduce
3.The lawyer listened with full attention, ___to miss any point(10四川)
A．not trying B．trying not C．to try not D．not to try
第二环节：小组拓展，总结归纳（5分钟）
小组根据教师引出的问题进行联想、拓展，把本章节的问题进行总结，发现规律。小组要遵循拓展的“忆、练、思、展、论、提”六原则。
初高中衔接：一般式所表示的动作或状态与谓语动词所表示的动作或状态几乎同时发生或发生在谓语动词之后。只跟动词的-ing作宾语的动词有enjoy, finish, mind, enjoy（喜爱）
keep (on)（保持），mind（介意）practise（练习）suggest（建议）give up（放弃），miss（错
过）consider（考虑）
高中需掌握的只跟动词的-ing作宾语的动词有：admit（承认）,advise(建议)， appreciate（感谢）,avoid（避免），，delay（推迟），deny (否认)，dislike （不喜欢），，escape（逃脱），excuse(原谅)，fancy(想象)，finish（完成），forgive(原谅，宽恕), imagine（想象），，），risk(冒险)，），can't help（禁不住），cannot stand（不能容忍）等。
动词-ing形式的否定是在动名词前加not。
I'm sorry for not finishing my task on time.对不起没有准时完成任务。
I must apologize for not letting you know ahead of time. 对不起没有提前通知你。
动词-ing形式的复合结构是由名词所有格或形容词性物主代词加动词-ing构成。名词所有格或形容词性物主代词是动名词的逻辑主语。
I would appreciate your calling back this afternoon. 你今天下午给打电话我很感激。
We are looking forward to the doctor's coming to see her.我们盼着医生来给她看病。
第三环节：问题训练，合作评价（15分钟）
（1）通过“问题拓展—评价单”让学生对所学知识进一步巩固和提高。
（2）小组合作探究学习，学科长组织成员互评。
1.Lucy has a great sense of humor and always keeps her colleagues_______with her stories. (10上海33)
A. amused B. amusing C. to amuse D. to be amused
2.Thai is the only way we can imagine____________he overuse of water in students' bathrooms. (10上海35）
A. reducing B. to reduce C. reduced D. reduce
3.The lawyer listened with full attention,___to miss any point(10四川)
A．not trying B．trying not C．to try not D．not to try
第四环节：关键问题，师生共探（10分钟）
（1）小组内还存在的共性问题在全班做出展示
（2）教师适时引导、点拨、修正。
（3）通过师生共探使问题得以解决、知识体系得以完善、综合能力得以提升。
2.Thai is the only way we can imagine ____________he overuse of water in students' bathrooms. (10上海35）
A. reducing B. to reduce C. reduced D. reduce
第五环节：归纳总结，体验成功（5分钟）
（1）教师要指导学生对学习成果进行自主归纳总结，让学生体验收获和成功的快乐。
（2）在这一环节中我们对学生不作严格的要求，既要起到优生优培的作用，又要对一般学生起到知识的积累及激发兴趣的作用。
（3）体现教学相长，师生合作，完成情感、态度、价值观的目标。
Homework：自主归纳总结
重点短语句型
优美句子
They say that first impressions are very important.
My first impression of Mrs Li was that she was nervous and shy.
The class really likes working with her.
Hate pronouncing a word incorrectly
Feel completely stupid
Smile much
Keep coming to class late
My work is improving
Get much energy
Rather good-looking
Wave about a lot
He is really amusing
第一环节：情境引导，激发欲望（2分钟）
教师通过生活事例来创设问题情境，激发学生学习兴趣和欲望，产生合作学习的冲动和愿望。
歌曲导入：每当我轻轻走过你窗前，明亮的灯光照耀我心房，啊，每当想起我，我的好老师，一阵阵暖流，心中激荡。Teachers are respected by people,what teachers do you like most Use adjectives to describe them.
第二环节：自主学习，结构预习（20分钟）
课前教师要发给学生“问题生成—评价单”，学生结合此单的内容，采取六动预习法（查、划、写、记、练、思），进行结构化预习，这个环节中学生主要是自学，教师巡视督导。
(问题生成—评价单)
①Use adjectives to describe three new teachers
②what is a good teacher like
③In Mrs Li’s class,is it wonderful for the faster students
④Why don’t some of our class like her
⑤Why is Mr wu very popular
⑥What subjects does each teacher teach
⑦What are their teaching styles
⑧What are the author’s feelings
第三环节：问题发现，小组评价（5分钟）
学科长组织成员互批互改，发现学生通过自学而存在的问题，并且对每个成员的成果进行评价。批阅单子
第四环节：组内展示，合作探究（10分钟）
（1）各小组学科长组织成员进行成果展示，围绕自学中尚未解决的问题展开讨论。
（2）组内讨论的一般程序：组内成员交换“问题导读—评价单”→成员进行互批互改→围绕问题组内交流→共同解决成员不能解决的问题→小组内解决不了的问题，由学科长负责将问题提交学术助理。
小组讨论。比较三位老师制定表格。课标30页
Mrs Li Mrs Chen Mr Wu
第五环节：归纳共性，生成问题（3分钟）
通过学习小组合作交流，对个性问题进行有效评价、答疑解惑、二次生成小组共性问题，由学术助理将问题生成卡反馈给教师，教师结合预设的问题和学科生成的问题制作“问题解决—评价单”。
生成的问题：
初高中衔接：she explains English grammar so clearly that even I can underatand it clearly.
高考链接： I’ll do well in the exam with Mrs Chen teaching me.
We don’t dare to say a word unless she asks us to.
预设的问题：
1.I’ll do well in the exam with Mrs Chen teaching me. (C)
(2008福建) You have no idea how she finished the relay race ____ her foot wounded so much.
A. for B. when C. with D. while
2.（2010四川） Tired , Jim was fast asleep with his back ____a big tree.(A)
A on B in C against D for
3.We don’t dare to say a word unless she asks us to.(B)
4.I wonder how he ______ that to the teacher. （1995上海高考）(B)
A. dare to say B. dare saying C. not dare say D. dared say
5. 2012（江苏卷） — Can I help you with it
— I appreciate your ______, but I can manage it myself.(A)
A. advice B. question C. offer D. idea
“问题展示解决课”
第一环节：问题引领，合作学习（2分钟）
课前教师下发“问题解决—评价单”，学生根据教师创设的情境，围绕此单上的问题分组展开积极讨论。
Step1 Revision(A)
Who is the kindest teacher
Who is the most popular teacher
Who is the student most afraid of
Step2 Skimming(B)
Mrs Li Mrs Chen Mr Wu
description
subject
Teaching styles
My feelings
Step3 Scanning for details(B)
1.Can you understand English grammar clearly
2 If we make mistakes what Mrs Li will do
3 what is Ss’ attitude to Mrs Chen
4 what he will do when we are getting bored
Step4 Disscusion(C)
介绍两位老师，谈谈他们的特点，并指出哪个是你更喜欢的老师？你喜欢什么样的师生关系。结合教师根据小组展示的情况，及时点拨提升的固定短语句型：
（2）在学生讨论时，教师要逐组巡查，如发现讨论不积极，不热烈的组，教师要作为角色之一参与进去引导学生进行讨论，使讨论具有实效性和深刻性。
第二环节：小组展示，生生质疑（25分钟）
（1）在学生充分讨论的基础上，组内派出代表进行问题展示。展示时要遵循“展、思、论、评、演、记”六原则。
（2）问题展示形式要灵活多样，尽量满足学生展示需要。让学生充分自我展示，在群体参与、平等对话、共同探究的气氛中，学生可以尽情表演、激情朗读、动情歌唱和手舞足蹈等。总之，以各种形式表达自己内心情感和学习的愉悦，以达到心灵共鸣、思维共振、个性共扬。
活动一：
群答
活动二：（类比能力）
处理表格时（了解重要细节），展示的同学先组织学生核对答案，听描述说出相应的教师（培养学生记忆能力）。
S：She is strict. She teaches physics.
S：Mrs Chen
(理解文章结构)教师点拨：The passage tells us sth about three new teachers.
para1: MrsLi
Para2: Mrs Chen;
Para3: Mr Wu
They have different characters,different teaching styles,but they all good teachers.
活动三：处理回答问题时（理解逻辑关系），让学生一条龙重复。通过问答活动培养学生的听说能力（培养学生合作精神）。
S1:1.Can you understand English grammar clearly
S2: she explains English grammar so clearly that even I can understand it clearly.
S2: If we make mistakes what Mrs Li will do
S3: She smiles so that we don’t feel completely stupid.
S3: what is Ss’ attitude to Mrs Chen
S4: Some of our class don’t like her,but most of us really appreciate her because her teaching is so well organized and clear.And a few students even admit liking her.
S4: what he will do when we are getting bored
S5: He tells jokes when he thinks we are getting bored.
（关键字词句）固定短语句型：so clearly that；admit doing sth. ；getting bored
注意重音‵stupid‵stju:pid, a‵ppreciate, ′organized , ad‵mit
活动四：Disscusion(先学后导)
（明确规范）介绍两位老师，谈谈他们的特点，并指出哪个是你更喜欢的老师？你喜欢什么样的师生关系。结合教师根据小组展示的情况，及时点拨提升的固定短语句型：
（严守规程）教师用书102页：
Mrs Li is friendly,but sometimes may cause students to become lazy and stop working hard. Mrs Chen is too strict to lose sense of humour.For me ,I prefer Mrs Chen.Because sometimes I can’t devote myself to study. As for how to have a good teacher-student relationship, I think teachers should encourage the students to dare to his opinion and avoid feeling stupid. And the students, they must respect their teachers. Students should be eager to learn and willing to work hard. It's important to listen with attention in class and it's more important to learn to raise questions and work out problems in new ways.
（3）在小组展示时，各小组成员要认真倾听其他小组的观点，积极思考并及时质疑追问，要科学评价别人的发言，适当保留个人意见，及时反思交流活动中的表现。
（4）教师根据小组展示的情况，及时点拨提升，给予评价。
第三环节：师生质疑，拓展延伸（5分钟）
教师根据小组展示的情况，对小组难以解决的问题进行引导，并对重难点进行延伸拓展；对小组展示不到位的知识点进行质疑、补充。
How to describe a teacher
（概括规律）
Personal information: age ,subject;
Teaching styles: well organized,explain clealy,energetic,amusing
Teacher-student relationship: relaxed,formal
教师评价：写作训练中，学生要有意识的使用偏爱表达prefer，would rather，使用宾语为-ing的动词.
第四环节：问题训练，评价指导（10分钟）
教师针对小组展示出现的重大问题，采用典型例题进行巩固训练，以达到举一反三的效果.
学生不会灵活使用偏爱表达prefer，would rather
1.I would prefer to study this evening ____ go out.
A.more than B.other than C、less than D、rather than
more than 超过，不仅仅是 other than 不同于，除了 less than 少于 prefer to do rather than do 是词组，表示“宁愿做……而不愿做……”
2.If you have a 42 hand and thicker fingers you may 43 fatter pen.The length of a pen can 44 influence comfort。（2010安徽）
43.A.perfer B.recommend C.prepare D.demand
3.----Shall we go skating or stay at home
----Which ___ do
A. do you rather B. would you rather C. will you rather D. should you rather
答案B。本题考查情态动词rather的用法，would rather +do sth 意为"宁愿"，本题为疑问句，would 提前，所以选B。
would rather do
would rather not do
would rather… than… 宁愿……而不愿。
还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。
If I have a choice, I had sooner not continue my studies at this school.
I would rather stay here than go home. = I would stay here rather than go home.
假如你是陈老师，教物理，结合你的教学风格，师生关系，写一篇教学反思。
第五环节：归纳总结，知识升华（5分钟）
（1）每个小组对本节课的知识进行归纳总结，使思维活跃，方法多样，能力提升。
（2）教师在小组总结的基础上适时补充，使知识更加条理、系统、完善。
You are like the sun.You give us much but ask for nothing. we are like the flower.Grow well under your care.
课后教师结合“问题展示解决课”中尚未解决的问题和未达三维目标的问题制作“问题拓展—评价单”。（动词ing ）
Bb Design
“问题拓展提升课”
第一环节：创设情境，提出问题（5分钟）
（1）课前发放“问题拓展—评价单”，教师要以问题形式创设情境，直入主题。
（2）教师针对学情引导学生对所学知识进行回顾、挖掘，加深学生对问题的理解。
一.仿写句子（课标30页）
1. She explains English grammar so clearly that even I can underatand it clearly.
2. She avoids making feel stupid.
3. most of us really appreciate her
4. And a few students even admit liking her.
5.He is really amusing and tell jokes when he thinks we’re getting bored.
提问：1.仿写找出文中出现的接-ing的动词。
2.回忆初中学过的只跟动词的-ing作宾语的动词。
二.高考链接：
1. Lucy has a great sense of humor and always keeps her colleagues _______with her stories. (10上海33)
A. amused B. amusing C. to amuse D. to be amused
2. Thai is the only way we can imagine _______he overuse of water in students' bathrooms. (10上海35）
A. reducing B. to reduce C. reduced D. reduce
3.The lawyer listened with full attention, ___to miss any point(10四川)
A．not trying B．trying not C．to try not D．not to try
第二环节：小组拓展，总结归纳（5分钟）
小组根据教师引出的问题进行联想、拓展，把本章节的问题进行总结，发现规律。小组要遵循拓展的“忆、练、思、展、论、提”六原则。
初高中衔接：一般式所表示的动作或状态与谓语动词所表示的动作或状态几乎同时发生或发生在谓语动词之后。只跟动词的-ing作宾语的动词有enjoy, finish, mind, enjoy（喜爱）
keep (on)（保持），mind（介意）practise（练习）suggest（建议）give up（放弃），miss（错
过）consider（考虑）
高中需掌握的只跟动词的-ing作宾语的动词有：admit（承认）,advise(建议)， appreciate（感谢）,avoid（避免），，delay（推迟），deny (否认)，dislike （不喜欢），，escape（逃脱），excuse(原谅)，fancy(想象)，finish（完成），forgive(原谅，宽恕), imagine（想象），，），risk(冒险)，），can't help（禁不住），cannot stand（不能容忍）等。
动词-ing形式的否定是在动名词前加not。
I'm sorry for not finishing my task on time.对不起没有准时完成任务。
I must apologize for not letting you know ahead of time. 对不起没有提前通知你。
动词-ing形式的复合结构是由名词所有格或形容词性物主代词加动词-ing构成。名词所有格或形容词性物主代词是动名词的逻辑主语。
I would appreciate your calling back this afternoon. 你今天下午给打电话我很感激。
We are looking forward to the doctor's coming to see her.我们盼着医生来给她看病。
第三环节：问题训练，合作评价（15分钟）
（1）通过“问题拓展—评价单”让学生对所学知识进一步巩固和提高。
（2）小组合作探究学习，学科长组织成员互评。
1.Lucy has a great sense of humor and always keeps her colleagues_______with her stories. (10上海33)
A. amused B. amusing C. to amuse D. to be amused
2.Thai is the only way we can imagine____________he overuse of water in students' bathrooms. (10上海35）
A. reducing B. to reduce C. reduced D. reduce
3.The lawyer listened with full attention,___to miss any point(10四川)
A．not trying B．trying not C．to try not D．not to try
第四环节：关键问题，师生共探（10分钟）
（1）小组内还存在的共性问题在全班做出展示
（2）教师适时引导、点拨、修正。
（3）通过师生共探使问题得以解决、知识体系得以完善、综合能力得以提升。
2.Thai is the only way we can imagine ____________he overuse of water in students' bathrooms. (10上海35）
A. reducing B. to reduce C. reduced D. reduce
第五环节：归纳总结，体验成功（5分钟）
（1）教师要指导学生对学习成果进行自主归纳总结，让学生体验收获和成功的快乐。
（2）在这一环节中我们对学生不作严格的要求，既要起到优生优培的作用，又要对一般学生起到知识的积累及激发兴趣的作用。
（3）体现教学相长，师生合作，完成情感、态度、价值观的目标。
Homework：自主归纳总结
重点短语句型
优美句子
They say that first impressions are very important.
My first impression of Mrs Li was that she was nervous and shy.
The class really likes working with her.
Hate pronouncing a word incorrectly
Feel completely stupid
Smile much
Keep coming to class late
My work is improving
Get much energy
Rather good-looking
Wave about a lot
He is really amusing