Module 2 My New Teachers 教案
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Module 2 My New Teacher
Period 1 new words
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time：
Teaching aims：
1 Learn some new words of module 2
2 Master the new words
Teaching difficult and important points
1 teach the ss to read the new words
2 help them master the new words
Teaching steps
Step 1 Greeting and revision
1 greet the ss as usual
2 revise the module 1
3 dictation
Step 2 new words
1 ask ss to spell the new words by themselves ,
2 give them enough time to do
3 then teach them to read one by one until they can read clearly
Step 3 Explanation
Step 4 summary
Step 5 homework
Period 2 and Period 3
Introduction, Reading and Vocabulary
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. To arouse Ss’ interest in learning about the school life;
2. Get Ss to learn some words in order to describe people;
3. Get Ss to master some reading skills.
4. Let Ss discuss orally;
Teaching Procedures:
Step 1 Leading-in and Introduction
Purpose: To arouse Ss’ interest in learning about the school life.
1. Pair Work. Ask Ss some questions like these:
Good morning class. How are you doing Have you had a good time at the weekend I really had a nice weekend. Because I went shopping with my best friend. She is an amusing and energetic person. When we stay together, there are a lot of funny things taking place. How about you Who spent the weekend with you Can you describe him or her to us
2. Individual Work.
Ask some Ss to express their views.
3. introduce some adjectives to Ss.
(1) amusing: funny
(2) energetic: full of energy, very active
(3) intelligent: very clear, smart
(4) organized: have a good order
All these words can be used to describe person.
4. Pair Work. Ask Ss to answer the following questions:
You have been in our school several days. How is your feeling about the teachers Make a discussion with your seatmates. Who is your best teacher Can you describe him or her
5. Individual Work.
Ask some Ss to talk about their favorite teacher.
6. Group Work.
After hearing so many ideas about Ss’ favorite teacher, let Ss sum up what a good teacher is like And tell the reason.
7. Group Work.
Ask Ss to finish Activity 3 on page 11. Tick the statements that they agree with.
8. Individual Work.
Listen to the tape and see what criteria Alex has. Tick the statements that he agrees with in Activity 3.
Suggested answers:
Alex agrees with statements: 2, 3, 4, 5 and 6.
Step 2 Reading and Vocabulary
Purpose: To introduce three different teachers.
1. Pre-reading:
Pair Work. Ask Ss the following questions:
Turn to page 12. Here are some pictures about three teachers. What do you think of them when you see them at the first time Do you think they are good teachers Can you give me some reasons
(Ask Ss to write down the adjectives and check with their partners.)
2. Skimming:
(1) Individual Work. Ask Ss to read through the passage quickly and check their prediction.
Mrs. Li: _____________________________
Mrs. Chen: _____________________________
Mr. Wu: ________________________________
Suggested answers:
Mrs. Li: nervous, shy, kind, patient
Mrs. Chen: strict, serious, well-organized
Mr. Wu: popular, energetic, good-looking, amusing
(2) Ask Ss to 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
Suggested answers:
① Mr Wu ② Mrs Li ③ Mrs Chen
3. Scaning:
Individual Work. Try to find out some information about the three teachers, and then fill in the chart.
Name character Subject Teaching style My feeling
Mrs. Li
Mrs. Chen
Mr. Wu
Suggested answers:
Name character Subject Teaching style My feeling
Mrs. Li nervous, shy, kind, patient English explain, avoid, smile slowly for, wonderful for make progress
Mrs. Chen strict, serious, not smile physics well-organised, clear, explain exactly never be my favorite lessondo well in
Mr. Wu good-looking, energetic, amusing Chinese literature body languagetalk loudly and fasttell jokes respect a lot
4. Post-reading:
Pair Work. Among the three teachers, which do you like best and why Choose one of them and describe him / her by retelling the passage.
Step 3 Language Study
Purpose: Let Ss master the language points in the textbook.
Group work. The students are divided into groups of four. Each group is supposed to read through each part, and then discuss them.
Step 4 Homework:
1. Finish Activity 2 and Activity 4 on page 13.
2. Finish Activity 5 on P74.
Step5 Summary
Period 4 Grammar
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. To get Ss to have knowledge of this grammar point: V-ing;
2. To enable Ss to use the V-ing form.
Teaching procedures:
Step 1. Revision
1. Check the answers to the homework and give Ss some directions.
Step 2 Grammar
Purpose: Let Ss know how to use V-ing as an object.
1. Individual Work. Ask Ss to underline all the verbs followed by V-ing in the passage.
2. Ask Ss the following questions:
Have you noticed that there are so many –ing form in the passage Do they use as adjective Of course not. They used as another kind of function. Let’s have a study what they are used. Look at the verbs followed by V-ing in the passage.
(1) But now, after two weeks, the class really likes working with her.
(2) I’ve always hated making mistakes or pronouncing a word incorrectly ….
(3) There are a few students who keep coming to class late ….
(4) I think this is because he really enjoys teaching Chinese literature.
3. Make a conclusion.
They are used as objects which are often behind the verbs.
4. Pair Work. What verbs have you found that can be followed by v-ing you’ve just read
(We can use this poem to remember all the verbs followed by –ing form.)
避免 错过 少延期
建议 完成 多练习
喜欢 想象 禁不住
承认 否定 嫉妒
逃避 冒险 莫原谅
忍受 保持 不介意
Suggested answers:
avoid miss put off / postpone
suggest imagine practise
enjoy imagine can’t help
admit deny envy
escape risk excuse
stand keep mind
5. But there are some verbs followed by –ing or to do, such as love, like, hate, prefer, begin, start, continue, plan, forget, regret, remember, stop, try, mean, can’t help, etc. Are they the same meaning when they are followed by –ing form and to do Some are the same but some are different.
For example, we have learnt “stop to do sth.” and “stop doing sth.”. Do you still remember what the difference between them is
Stop to do sth.: stop one thing and begin to do another thing
Stop doing sth.: not do the thing
Can you give me some examples like these (Please fill in the table.) (Group Work)
Verbs -ing to do
Suggested answers:
Verbs -ing to do
love, like, hate, prefer 一般情况 具体动作或特殊情况
Regret 后悔没有干……(表过去没有干) 遗憾没有干(表现在)
Remember 记得干过某事 记得去干某事
Forget 忘记干过某事 忘记去干某事
Try 试着干某事 企图干某事
Mean 意味着干某事 打算干某事
can’t help 情不自禁干某事 不能帮助干某事
*有时在-ing形式的前面可以加上该动作的逻辑主语
e.g. She didn’t mind my smoking there.
I can’t excuse her pretending not to know me.
4. Individual Work. Ask Ss to finish Activity 2 on page 14.
Suggested answers:
(1) dislikes / hates (2) stop / keep (3) finished (4) practise (5) avoids
Step 3 Homework
1. Finish off the exercises on page 73.
2. Prepare for the listening class.
Step4 Summary
Period 5 Pronunciation, Listening and Vocabulary,
Function and Speaking
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. Review the –ing form.
2. Get Ss to master some new words.
3. Enable Ss to know some skills of listening.
4. To study the expression of preference.
Teaching procedures:
Step 1 Revision
Check the answers to the WORKBOOK exercises of Grammar.
Step 2 Pronunciation – Stressed sound
Purpose: Enable Ss to know how to read the stressed sound
1. Individual Work.
Ask Ss “What are you doing when you hear a new word ” Then give Ss suggested answers. When you hear a new word, listen carefully for the stressed sound. Repeat the word with the stress. Write down the word and mark the stressed sound. For example: intelligent, scientific. Remember that when you listen to spoken English, you don’t hear every word, because the speaker stresses some words more than others.
2. Pair Work.
Ask Ss “What do you like to do before an exam, do some revision or do some translation ” Make Ss choose their answers and ask them to pay attention to the following words and word information.
revise revision translate translation choose choice
3. Group Work.
(1) Ask Ss to listen and repeat the words and find the stressed sound in the words of Activity 1 first. Then listen again and check the answers.
Suggested answers:
choice test fail student junior playground
exam revision vacation
(2) Ask Ss to underline the stressed sound in Activity 2. Then listen and check.
Suggested answers:
pass result senior school subject topic translation
Step 3 Listening and Vocabulary
Purpose: Let Ss master some new words.
1. Words to Study
(1) Pair Work. Ask Ss to explain these words in English by reading the questions in Activity 1. They can ask their deskmates if necessary.
Suggested answers:
revision: preparation for an examination
translation: expressing in another language
period: length of time
timetable: schedule
headmaster / headmistress: principal man or woman in a school, responsible for organizing it
library: room or building where books are kept
topic: subject of a discussion or talk
choice: act of choosing between two or more possibilities
vacation: holiday
(2) Pair Work. Ask and answer questions in Activity 1 on P15 so that Ss can be more familiar with the new words. (students’ own answers)
(3) Pair Work. Ask Ss to finish Activity 5 on page 16. (Explain the connection between these words and phrases.)
Suggested 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 test, you need to do some revision to check whether you know everything.’
⑦ When the teacher has marked your exam you will get the result—for example 75 out of 100.
2. Listening
Purpose: To get the main information in the listening part;
To develop Ss’ listening ability.
(1) Pre-listening:
Pair Work. Ask Ss to fill in the blanks in Activity 2 with the words in bold in Activity 1.
Suggested answers:
① choice ② revision, translation ③ timetables ④ period ⑤ headmaster, library
2. While-listening: (Individual Work)
(1) Listen to the conversation and check your answers.
(2) Ask Ss to listen again and answer the questions in Activity 3 on page 15.
Suggested answers:
① b ② a ③ a ④ c ⑤ a
Step 5 Homework
1. Finish Workbook Exercise 5, 6, 7 on page 74.
2. Prepare to make a conversation by using the phrases in Everyday English.
3. Preview Cultural Corner.
Step 6 Summary
Period 6 Everyday English, Cultural Corner,
Listening and Speaking (P76)
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. Enable Ss to know some words and expressions.
2. Develop reading, speaking and listening skills
3. Foster the sense of cultural awareness.
Teaching procedures:
Step 1 Revision
Ask Ss to show the class the dialogue they prepared in Everyday English on page 18.
Step 2 Cultural Corner
Purpose: Develop reading skills and foster the sense of cultural awareness.
1. Introduce some colorful pictures about schools, teachers and students downloaded from the net. Ask the questions:
(1) What do you think of the relationship between teachers and students
(2) How do you find the school
2. Individual Work. Read through the passage and try to answer the following question.
What kind of differences in school does this passage describe
Suggested answers:
The relationship between teachers and students.
3. Pair Work. Read the first paragraph, and fill in the chart in pairs.
Countries Relationship
Suggested answers:
Countries Relationship
France, Germany, Spain, Russia quite, formal
northern European countries more friendlier and more relaxed
America quite relaxed
Britain quite relaxed, but have big problem with discipline
4. Individual Work. Ask Ss to read through the second paragraph, and answer the following question.
What’s the main difference between state schools and private school
Suggested answers:
State school are paid for by the government, but in private schools, the parents pay for the education of the children.
5. Group Work. Let Ss learn the passage again. They can ask their group members if they have questions. (The teacher walk around the classroom and help the students when necessary.)
Step 3 Listening and Speaking (Workbook)
1. Group Work. Revise some words and expressions in listening.
behave badly, disturb, headmistress, timetable, extra, up to you
2. Individual Work. Listen to the conversation, and finish Activity 10.
Suggested answers:
(1) F (2) F (3) T (4) T (5) T
3. Individual Work. Listen to the conversation 1 again, and finish Activity 11.
Suggested answers:
(1) c (2) d (3) c (4) c (5) d
4.Individual Work). Listen to the conversation 2 again, and finish Activity 12.
Suggested answers:
Japanese, Russian (2) English, Japanese (3) Japanese, grammar (4) Chinese (5) Chinese
(6) Russian (7) Chinese
Step 4 Homework
Finish Workbook Reading Exercises on page 75- 76.
Step 5 Summary
Period 7 Module File, Writing, Task
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. Help the Ss review what we have learnt in this module;
2. Get the students know how to punctuate a paragraph.
3. Help the Ss learn how to write an article about their teacher.
Teaching procedures:
Step 1 Revision
Check the Workbook Reading Exercises on page 75-76 and give Ss some directions.
Step 2 Writing and Task
Purpose: Let Ss know how to use punctuation properly.
1. Individual Work. Ask Ss to read “Reading and Vocabulary” again first. Then give Ss each a piece of paper with the paragraph they’ve just read but without any punctuation or any capitalized words. And ask Ss to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.
Eg Mr. Wu’s only been teaching us for two weeks and he’s already very popular i think this is because he really enjoys teaching Chinese literature he loves it in fact he’s got so much energy this is one class you do not fall asleep in he’s about 28 i think and is rather good-looking he talks loudly and fast and waves his hands about a lot when he gets excited he’s really amusing and tells jokes when he thinks we are getting bored even things like compositions and summaries are fun with Mr. Wu i respect him a lot
(Show Ss’ work on the screen and see if Ss can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are OK.)
Suggested answers:
Mr. Wu’s only been teaching us for two weeks and he’s already very popular. I think this is because he really enjoys teaching Chinese literature – he loves it, in fact! He’s got so much energy, this is one class you do not fall asleep in. He’s about 28, I think, and is rather good-looking. He talks loudly and fast, and waves his hands about a lot when he gets excited. He’s really amusing and tells jokes when he thinks we are getting bored. Even things like compositions and summaries are fun with Mr. Wu. I respect him a lot.
2. Group Work. Get Ss to discuss why they punctuate the passage like this by asking some questions.
(1) Why do you punctuate your passage like this
(2) Why are punctuations important in writing
(3) What is also important besides punctuations in writing
(Help Ss to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)
3. .Pair Work. Ask Ss to punctuate the passage on page 18.
Get Ss to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so Ss may have a discussion about whose is better and why. In doing this they can practise what they’ve learnt just now.
Suggested answers:
见教材参考P107.
Step 3 Task
1. Just now we have learnt something about a good teacher. Do you agree with it If not, please tell us your opinions.
2. So all your answers – “kind” is called criterion for a teacher. Do you have more criteria
Eg A good teacher should be patient / intelligent / kind …, and so on.
3. Ask them to put all their criteria into a passage. (Allow them 15 minutes.)
4. Choose two students’ passages and make comments before the whole class.
Step 4 Module File
1. Leading in: Now we have nearly finished module, what have we learnt
2. Allow the Ss a few minutes to read the module file.
3. Then have a competition like this: Students close their books. The teacher divide them into four groups. Then answer the questions by catching chances.
(1) Words translations: (English to Chinese and Chinese to English. 1 score for each word.)
(2) Function and Everyday English: Ask them to make some sentences by using them.
(At the end of the competition, compare the scores of each group and find the winners to reward.)
Step5 Homework
Step 6 Summary
Period 1 new words
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time：
Teaching aims：
1 Learn some new words of module 2
2 Master the new words
Teaching difficult and important points
1 teach the ss to read the new words
2 help them master the new words
Teaching steps
Step 1 Greeting and revision
1 greet the ss as usual
2 revise the module 1
3 dictation
Step 2 new words
1 ask ss to spell the new words by themselves ,
2 give them enough time to do
3 then teach them to read one by one until they can read clearly
Step 3 Explanation
Step 4 summary
Step 5 homework
Period 2 and Period 3
Introduction, Reading and Vocabulary
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. To arouse Ss’ interest in learning about the school life;
2. Get Ss to learn some words in order to describe people;
3. Get Ss to master some reading skills.
4. Let Ss discuss orally;
Teaching Procedures:
Step 1 Leading-in and Introduction
Purpose: To arouse Ss’ interest in learning about the school life.
1. Pair Work. Ask Ss some questions like these:
Good morning class. How are you doing Have you had a good time at the weekend I really had a nice weekend. Because I went shopping with my best friend. She is an amusing and energetic person. When we stay together, there are a lot of funny things taking place. How about you Who spent the weekend with you Can you describe him or her to us
2. Individual Work.
Ask some Ss to express their views.
3. introduce some adjectives to Ss.
(1) amusing: funny
(2) energetic: full of energy, very active
(3) intelligent: very clear, smart
(4) organized: have a good order
All these words can be used to describe person.
4. Pair Work. Ask Ss to answer the following questions:
You have been in our school several days. How is your feeling about the teachers Make a discussion with your seatmates. Who is your best teacher Can you describe him or her
5. Individual Work.
Ask some Ss to talk about their favorite teacher.
6. Group Work.
After hearing so many ideas about Ss’ favorite teacher, let Ss sum up what a good teacher is like And tell the reason.
7. Group Work.
Ask Ss to finish Activity 3 on page 11. Tick the statements that they agree with.
8. Individual Work.
Listen to the tape and see what criteria Alex has. Tick the statements that he agrees with in Activity 3.
Suggested answers:
Alex agrees with statements: 2, 3, 4, 5 and 6.
Step 2 Reading and Vocabulary
Purpose: To introduce three different teachers.
1. Pre-reading:
Pair Work. Ask Ss the following questions:
Turn to page 12. Here are some pictures about three teachers. What do you think of them when you see them at the first time Do you think they are good teachers Can you give me some reasons
(Ask Ss to write down the adjectives and check with their partners.)
2. Skimming:
(1) Individual Work. Ask Ss to read through the passage quickly and check their prediction.
Mrs. Li: _____________________________
Mrs. Chen: _____________________________
Mr. Wu: ________________________________
Suggested answers:
Mrs. Li: nervous, shy, kind, patient
Mrs. Chen: strict, serious, well-organized
Mr. Wu: popular, energetic, good-looking, amusing
(2) Ask Ss to 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
Suggested answers:
① Mr Wu ② Mrs Li ③ Mrs Chen
3. Scaning:
Individual Work. Try to find out some information about the three teachers, and then fill in the chart.
Name character Subject Teaching style My feeling
Mrs. Li
Mrs. Chen
Mr. Wu
Suggested answers:
Name character Subject Teaching style My feeling
Mrs. Li nervous, shy, kind, patient English explain, avoid, smile slowly for, wonderful for make progress
Mrs. Chen strict, serious, not smile physics well-organised, clear, explain exactly never be my favorite lessondo well in
Mr. Wu good-looking, energetic, amusing Chinese literature body languagetalk loudly and fasttell jokes respect a lot
4. Post-reading:
Pair Work. Among the three teachers, which do you like best and why Choose one of them and describe him / her by retelling the passage.
Step 3 Language Study
Purpose: Let Ss master the language points in the textbook.
Group work. The students are divided into groups of four. Each group is supposed to read through each part, and then discuss them.
Step 4 Homework:
1. Finish Activity 2 and Activity 4 on page 13.
2. Finish Activity 5 on P74.
Step5 Summary
Period 4 Grammar
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. To get Ss to have knowledge of this grammar point: V-ing;
2. To enable Ss to use the V-ing form.
Teaching procedures:
Step 1. Revision
1. Check the answers to the homework and give Ss some directions.
Step 2 Grammar
Purpose: Let Ss know how to use V-ing as an object.
1. Individual Work. Ask Ss to underline all the verbs followed by V-ing in the passage.
2. Ask Ss the following questions:
Have you noticed that there are so many –ing form in the passage Do they use as adjective Of course not. They used as another kind of function. Let’s have a study what they are used. Look at the verbs followed by V-ing in the passage.
(1) But now, after two weeks, the class really likes working with her.
(2) I’ve always hated making mistakes or pronouncing a word incorrectly ….
(3) There are a few students who keep coming to class late ….
(4) I think this is because he really enjoys teaching Chinese literature.
3. Make a conclusion.
They are used as objects which are often behind the verbs.
4. Pair Work. What verbs have you found that can be followed by v-ing you’ve just read
(We can use this poem to remember all the verbs followed by –ing form.)
避免 错过 少延期
建议 完成 多练习
喜欢 想象 禁不住
承认 否定 嫉妒
逃避 冒险 莫原谅
忍受 保持 不介意
Suggested answers:
avoid miss put off / postpone
suggest imagine practise
enjoy imagine can’t help
admit deny envy
escape risk excuse
stand keep mind
5. But there are some verbs followed by –ing or to do, such as love, like, hate, prefer, begin, start, continue, plan, forget, regret, remember, stop, try, mean, can’t help, etc. Are they the same meaning when they are followed by –ing form and to do Some are the same but some are different.
For example, we have learnt “stop to do sth.” and “stop doing sth.”. Do you still remember what the difference between them is
Stop to do sth.: stop one thing and begin to do another thing
Stop doing sth.: not do the thing
Can you give me some examples like these (Please fill in the table.) (Group Work)
Verbs -ing to do
Suggested answers:
Verbs -ing to do
love, like, hate, prefer 一般情况 具体动作或特殊情况
Regret 后悔没有干……(表过去没有干) 遗憾没有干(表现在)
Remember 记得干过某事 记得去干某事
Forget 忘记干过某事 忘记去干某事
Try 试着干某事 企图干某事
Mean 意味着干某事 打算干某事
can’t help 情不自禁干某事 不能帮助干某事
*有时在-ing形式的前面可以加上该动作的逻辑主语
e.g. She didn’t mind my smoking there.
I can’t excuse her pretending not to know me.
4. Individual Work. Ask Ss to finish Activity 2 on page 14.
Suggested answers:
(1) dislikes / hates (2) stop / keep (3) finished (4) practise (5) avoids
Step 3 Homework
1. Finish off the exercises on page 73.
2. Prepare for the listening class.
Step4 Summary
Period 5 Pronunciation, Listening and Vocabulary,
Function and Speaking
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. Review the –ing form.
2. Get Ss to master some new words.
3. Enable Ss to know some skills of listening.
4. To study the expression of preference.
Teaching procedures:
Step 1 Revision
Check the answers to the WORKBOOK exercises of Grammar.
Step 2 Pronunciation – Stressed sound
Purpose: Enable Ss to know how to read the stressed sound
1. Individual Work.
Ask Ss “What are you doing when you hear a new word ” Then give Ss suggested answers. When you hear a new word, listen carefully for the stressed sound. Repeat the word with the stress. Write down the word and mark the stressed sound. For example: intelligent, scientific. Remember that when you listen to spoken English, you don’t hear every word, because the speaker stresses some words more than others.
2. Pair Work.
Ask Ss “What do you like to do before an exam, do some revision or do some translation ” Make Ss choose their answers and ask them to pay attention to the following words and word information.
revise revision translate translation choose choice
3. Group Work.
(1) Ask Ss to listen and repeat the words and find the stressed sound in the words of Activity 1 first. Then listen again and check the answers.
Suggested answers:
choice test fail student junior playground
exam revision vacation
(2) Ask Ss to underline the stressed sound in Activity 2. Then listen and check.
Suggested answers:
pass result senior school subject topic translation
Step 3 Listening and Vocabulary
Purpose: Let Ss master some new words.
1. Words to Study
(1) Pair Work. Ask Ss to explain these words in English by reading the questions in Activity 1. They can ask their deskmates if necessary.
Suggested answers:
revision: preparation for an examination
translation: expressing in another language
period: length of time
timetable: schedule
headmaster / headmistress: principal man or woman in a school, responsible for organizing it
library: room or building where books are kept
topic: subject of a discussion or talk
choice: act of choosing between two or more possibilities
vacation: holiday
(2) Pair Work. Ask and answer questions in Activity 1 on P15 so that Ss can be more familiar with the new words. (students’ own answers)
(3) Pair Work. Ask Ss to finish Activity 5 on page 16. (Explain the connection between these words and phrases.)
Suggested 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 test, you need to do some revision to check whether you know everything.’
⑦ When the teacher has marked your exam you will get the result—for example 75 out of 100.
2. Listening
Purpose: To get the main information in the listening part;
To develop Ss’ listening ability.
(1) Pre-listening:
Pair Work. Ask Ss to fill in the blanks in Activity 2 with the words in bold in Activity 1.
Suggested answers:
① choice ② revision, translation ③ timetables ④ period ⑤ headmaster, library
2. While-listening: (Individual Work)
(1) Listen to the conversation and check your answers.
(2) Ask Ss to listen again and answer the questions in Activity 3 on page 15.
Suggested answers:
① b ② a ③ a ④ c ⑤ a
Step 5 Homework
1. Finish Workbook Exercise 5, 6, 7 on page 74.
2. Prepare to make a conversation by using the phrases in Everyday English.
3. Preview Cultural Corner.
Step 6 Summary
Period 6 Everyday English, Cultural Corner,
Listening and Speaking (P76)
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. Enable Ss to know some words and expressions.
2. Develop reading, speaking and listening skills
3. Foster the sense of cultural awareness.
Teaching procedures:
Step 1 Revision
Ask Ss to show the class the dialogue they prepared in Everyday English on page 18.
Step 2 Cultural Corner
Purpose: Develop reading skills and foster the sense of cultural awareness.
1. Introduce some colorful pictures about schools, teachers and students downloaded from the net. Ask the questions:
(1) What do you think of the relationship between teachers and students
(2) How do you find the school
2. Individual Work. Read through the passage and try to answer the following question.
What kind of differences in school does this passage describe
Suggested answers:
The relationship between teachers and students.
3. Pair Work. Read the first paragraph, and fill in the chart in pairs.
Countries Relationship
Suggested answers:
Countries Relationship
France, Germany, Spain, Russia quite, formal
northern European countries more friendlier and more relaxed
America quite relaxed
Britain quite relaxed, but have big problem with discipline
4. Individual Work. Ask Ss to read through the second paragraph, and answer the following question.
What’s the main difference between state schools and private school
Suggested answers:
State school are paid for by the government, but in private schools, the parents pay for the education of the children.
5. Group Work. Let Ss learn the passage again. They can ask their group members if they have questions. (The teacher walk around the classroom and help the students when necessary.)
Step 3 Listening and Speaking (Workbook)
1. Group Work. Revise some words and expressions in listening.
behave badly, disturb, headmistress, timetable, extra, up to you
2. Individual Work. Listen to the conversation, and finish Activity 10.
Suggested answers:
(1) F (2) F (3) T (4) T (5) T
3. Individual Work. Listen to the conversation 1 again, and finish Activity 11.
Suggested answers:
(1) c (2) d (3) c (4) c (5) d
4.Individual Work). Listen to the conversation 2 again, and finish Activity 12.
Suggested answers:
Japanese, Russian (2) English, Japanese (3) Japanese, grammar (4) Chinese (5) Chinese
(6) Russian (7) Chinese
Step 4 Homework
Finish Workbook Reading Exercises on page 75- 76.
Step 5 Summary
Period 7 Module File, Writing, Task
主备人：舒前会 辅备人：段雪梅 杨玲
Teaching time
Teaching Goals:
1. Help the Ss review what we have learnt in this module;
2. Get the students know how to punctuate a paragraph.
3. Help the Ss learn how to write an article about their teacher.
Teaching procedures:
Step 1 Revision
Check the Workbook Reading Exercises on page 75-76 and give Ss some directions.
Step 2 Writing and Task
Purpose: Let Ss know how to use punctuation properly.
1. Individual Work. Ask Ss to read “Reading and Vocabulary” again first. Then give Ss each a piece of paper with the paragraph they’ve just read but without any punctuation or any capitalized words. And ask Ss to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.
Eg Mr. Wu’s only been teaching us for two weeks and he’s already very popular i think this is because he really enjoys teaching Chinese literature he loves it in fact he’s got so much energy this is one class you do not fall asleep in he’s about 28 i think and is rather good-looking he talks loudly and fast and waves his hands about a lot when he gets excited he’s really amusing and tells jokes when he thinks we are getting bored even things like compositions and summaries are fun with Mr. Wu i respect him a lot
(Show Ss’ work on the screen and see if Ss can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are OK.)
Suggested answers:
Mr. Wu’s only been teaching us for two weeks and he’s already very popular. I think this is because he really enjoys teaching Chinese literature – he loves it, in fact! He’s got so much energy, this is one class you do not fall asleep in. He’s about 28, I think, and is rather good-looking. He talks loudly and fast, and waves his hands about a lot when he gets excited. He’s really amusing and tells jokes when he thinks we are getting bored. Even things like compositions and summaries are fun with Mr. Wu. I respect him a lot.
2. Group Work. Get Ss to discuss why they punctuate the passage like this by asking some questions.
(1) Why do you punctuate your passage like this
(2) Why are punctuations important in writing
(3) What is also important besides punctuations in writing
(Help Ss to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)
3. .Pair Work. Ask Ss to punctuate the passage on page 18.
Get Ss to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so Ss may have a discussion about whose is better and why. In doing this they can practise what they’ve learnt just now.
Suggested answers:
见教材参考P107.
Step 3 Task
1. Just now we have learnt something about a good teacher. Do you agree with it If not, please tell us your opinions.
2. So all your answers – “kind” is called criterion for a teacher. Do you have more criteria
Eg A good teacher should be patient / intelligent / kind …, and so on.
3. Ask them to put all their criteria into a passage. (Allow them 15 minutes.)
4. Choose two students’ passages and make comments before the whole class.
Step 4 Module File
1. Leading in: Now we have nearly finished module, what have we learnt
2. Allow the Ss a few minutes to read the module file.
3. Then have a competition like this: Students close their books. The teacher divide them into four groups. Then answer the questions by catching chances.
(1) Words translations: (English to Chinese and Chinese to English. 1 score for each word.)
(2) Function and Everyday English: Ask them to make some sentences by using them.
(At the end of the competition, compare the scores of each group and find the winners to reward.)
Step5 Homework
Step 6 Summary