2012高一英语教案：Module2模块整体解读及分析（外研必修1）
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| 名称 | 2012高一英语教案：Module2模块整体解读及分析（外研必修1） |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2012-01-26 15:47:16 | ||
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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：I’d prefer to do ...；I’d 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; That’s 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 1．Ask 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 I’m 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/I’d like to do translation. Mr. S: That’s eight of you. So the rest of you would 3) ___________ revision, is that right Chorus of voices: Yes. Mr. S: That’s sixteen of you. So 4) ___________. We’ll do revision. I’m going to give you a choice of topic, too. Do you want to revise Life in the future St: I’d 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, that’s been changed and you’ve got French instead. 7) _____________ Chorus of voices: Yes. Mr. S: Excellent. And there’s one other thing. The headmaster wants to see everyone in the library at three this afternoon. OK Chorus of voices: Yes. Mr. S: Right. Let’s begin our revision of Life in the future.Key: (1.It’s up to you 2.I’d rather 3.prefer to do 4.that’s settled 5.a couple of things 6.take a look 7.Have you got that) Sample explanations:It’s up to you: It’s left to you to decide. That’s 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. We’ll start our classes at 2:30. Don’t be late tomorrow. Have you got that S2: Yes. S1: We will decorate our classroom this weekend. I’ve prepared a couple of pictures. Take a look at the screen. Which one would you like to choose It’s up to you. S2: We prefer to draw pictures by ourselves. Do you agree S1: Great! Do what you like. That’s settled. Now let’s 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 it’s 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 results—for 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: .It’s up to you. I’d rather…; prefer to do; that’s settled. a couple of things; take a look; Have you got thatExpressing Preference:I’d prefer to do ...；I’d 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 I’ve 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 don’t dare to say a word unless she asks us to. 3. She’s also very serious and doesn’t 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 doesn’t 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. ■One’s own preferences:- I'd rather/I'd 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:- I'd rather you + simple past (Did, were etc...)... to refer to the present or the future- I'd 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.■One’s own preferences:- I'd rather (not) /I'd (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:-I'd 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)-I'd 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。I’d 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。I’d rather you came tomorrow。 4. 我宁愿你昨天没有做那件事. I’d rather you hadn’t done it yesterday. 5. ——你介意我抽烟吗 ——嗯, 最好别抽。 —Do you mind if I smoke —Well, I’d rather you didn’t. *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: What’s 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 Alex’s. 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. Let’s answer the following questions before reading according to the pictures. Questions:1) What’re 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 4 and call back students’ answers to practise the expressions. 再次阅读课文，带着学习目的找出描述人物的词汇和表达，并按照类别分类，在下面的练习中学习运用。 深入阅读一方面旨在训练学生的深层理解篇章能力，通过问答练习给出特定信息。另一方面要完成阅读学习任务，总结描述人物特征的词汇和表达，并练习运用，训练表达能力。
第36-40分钟 语言学习 Task 2：Learn how the author describes a teacher, and master the way of describing people.描述个性Personality:kind, patient, serious, strict, organized and clear, energetic and amusing描述教学风格Teaching styles: -Explain grammar clearly, avoid making students feel stupid-Not smile much, none dare to be late, explain exactly what is happening -Talk loudly and fast, wave his hand about a lot, tell jokes sometimes其他表达Other ways: …Have students brainstorm more words and expressions to describe people. Then make a summary. 总结人物特征的英文词汇和表达，尽可能将所学过的知识联想起来，扩展词汇 在深层阅读基础上把课文中的描述性的词汇和句子表达总结出来，并适当扩展，以巩固所学，并为后面的口语表达和作文训练初步奠定基础。
第41-44分钟 总结 Make a summary together with students of what has been learnt in the lesson. Briefly look back on the topic of the reading passage and the ways to describe different people. 与老师一起总结本节课所学重点，回忆巩固。 总结回忆本节课所学，巩固知识。
第45分钟 布置作业 Homework 1) Review the reading and language knowledge. 2) Oral homework: Activity 3 on P17. The students can use some useful words and sentence patterns. 3) Collect more information about your teachers and fill it in the table on the blackboard. Introduce one of your teachers and try to use some of the words we have learnt in reading. 4) Finish Activity 5on P74. 理解作业要求。按时完成。为下节课做好准备。 布置课后作业，笔头和口头都考虑，使学生注意英语学习的特点和规律，自主练习提高。
第三课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第三课时
教学对象 高一学生
教学项目 教材内容 Reading & Vocabulary + Grammar +Speaking +Reading (WB)
词语 动词：avoid, hate, appreciate, enjoy, admit, wave短语：make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
结构 动词后加-ing形式和描述人物句型：...and the class really likes working with her. I’ve always hated making mistakes or pronouncing a word incorrectly ...There are a few students who keep coming to class late ...表偏爱句型：I prefer ... ；I’d prefer to do ...；I’d rather do ... ；I’d rather do ... than ...I think this is because he really enjoys teaching Chinese literature.
其他 WB Reading句型学习P75I designed this webpage so that ... I think it is important to get to know my students well.
教学目标 语言知识 动词：Verbs followed by –ing admit, appreciate, avoid, consider, dislike, enjoy, finish, keep, hate, imagine, like, love, practise, stop, suggest短语：don’t dare to do, make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
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；阅读中能识别新学词汇短语并推断出意义，理解新词汇并学习运用Listening：听懂对教师特征及其风格的描述并获取信息。Speaking：运用所学词汇和短语口头表达偏爱；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。
语言运用 在口语表达中掌握和运用描述人物特征的词汇、接-ing作宾语的常见动词和表达偏爱的句型。运用所学内容学习新的相关话题的文章，理解含义，查读特定信息。
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。
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：总结和运用新学词汇短语；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。资源策略：通过其他资源（如练习册中或报刊的文章等）获取更多介绍师生关系等方面的信息。
教学重点 掌握和运用描述人物特征的词汇，熟练运用接-ing的动词。通过快速阅读了解个人主页的任务自我介绍，了解教师Tom Wood的特点。
教学难点 熟练掌握和运用接-ing的动词。熟练运用表达偏爱的句型。
运用任务 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.
教学方法 听说法, 任务式教学法，合作学习(cooperative learning)
教学媒体 黑板（投影设备），录音机
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 复习作业核对 Check students’ homework: 1. Check answers to Activity 5on P74 about vocabulary. 2. Have students do Activity 3 on P17 orally to practise Expressing Preference. 3. Ask two student each to write descriptive words and verbs followed by –ing form on the chalkboard as a reminder for them. kind, patient, serious, strict, organized, clear, energetic, amusingappreciate, avoid, consider, enjoy, hate, like, love4. Have students introduce one of their teachers and try to use some of the words that have been learnt in reading. 核对练习。口语表达，介绍自己的一位教师。 通过练习核对，熟悉所学词汇，检验学习效果，督促学生学习并通过介绍一位自己的教师真实的运用本模块知识。
第6-12分钟 课文语言学习 Pick out important language focus and explain them. Ask students to practise some of them. 1. …but Mrs. Li just smiles, so that you don’t feel completely stupid! (Para.1) so that 引导结果状语从句。例如：1) All the people laughed at me, so that I felt embarrassed. 2) The girl practiced playing the violin very hard, so that she did a very good job at the concert.2. I’ll do well in the exam with Mrs. Chen teaching me. ( Para.2) with + N + doing 语法上称为with复合结构，在句子中一般做状语和定语。1) I’ll make more progress in my English study with you helping me. 2) He really couldn’t work with a baby crying in the next room.3) They walked on with the white snow shining under the sun.3. She’s very strict—we don’t dare to say a word unless she asks us to.1) dare 作实义动词时, 一般用于否定句和疑问句，用助动词提问和否定：don’t dare to do /Do you dare to do.. 作情态动词时, 一般用于肯定句, 否定句和疑问句，直接提问和否定：dare do / dare not do I dare not answer his question. = I don’t dare to answer his question.2) unless = if not. 这句话可转换成 we don’t dare to say a word if she doesn’t ask us to. My father comes home before dinner every day, unless there is something urgent to do. unless不可用于指尚未发生的事情的结果，因而不可用于“假想的”虚拟条件句中。We would have had a lovely holiday if it hadn’t rained every day.4. He’s got so much energy; this is one class you don’t fall asleep in. 他精力充沛。他的课你不会想睡觉的。 这是一个定语从句，关系词that或which，在句子中作宾语，可以省略。课文中其他定语从句：There are a few students who keep coming to class late.5. Mr Wu’s only been teaching us for two weeks and he is already very popular.have been doing 现在完成进行时表示动作从过去某一时间开始，一直延续到现在，可能还要继续下去。对比: 现在完成时(主要用于表示已完成的或现在已经做过的事)I have typed your letter. 我把你的信打出来了I have been typing your letter. 我一直给你打信6. Have one student write the sentences from their talks on the chalkboard. Examples:She likes giving us some interesting examples.I hated learning mathematics.We enjoy listening to English.We disliked learning English, but now we all admit liking it.Ask students to read out the sentences with verbs followed by –ing form in Activity 1 on P14. And then answer the questions to tell what they notice about the sentences. Students point out that these words are usually followed by –ing as their objectives. 理解课文中的重要词汇和句子结构，并通过练习掌握其运用。 语言学习是阅读训练中的重要环节。在阅读的基础上，要求学生理解课文中的重要词汇、短语和句子结构，并通过分析和翻译练习掌握其运用。
第13-20分钟 语法学习 1. Finish Grammar, Activity 2 on plete the sentences with words from the box. There may be more than one answer. Change the forms where necessary.2．Check their answers in class and correct any mistakes if there are.Students work in pairs to make sentences and share with each other for 2 minutes. 3. Brainstorm more verbs that are usually followed by –ing as objective. Grammar: Verbs followed by –ing1)直接接动名词的作宾语的动词有: admit, avoid, advise, allow, appreciate, consider(考虑), delay, enjoy, escape, fancy, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest；2)直接接动名词的短语有: feel like, give up, can’t help, keep on, insist on, put off, be busy in, have some trouble/difficulty /problems(in), be/get used to, look forward to, devote…to, stick to, object to(反对), thanks to, get down to(开始,着手)[例句] I am looking forward to seeing you. 我盼着再见到你。The book advised taking more exercise. 医生建议多运动。.The boy refused to admit stealing my money. 这个男孩拒绝承认偷了我的钱。We missed the 5:30 bus, which means waiting for another hour. 我们误了5:30的班车,这意味着还得等一个小时。.I really enjoyed working on the farm. 我真的喜欢在农场干活。She had finished listening to the new. 她听完了新闻。■动名词的复合结构：动名词有时可有自己的逻辑主语,构成动名词的复合结构 one(one’s)doing sth,其中其逻辑主语不可使用主格代词。 Would you mind my opening the door 我打开门你介意吗 归类接-ing作宾语动词，并通过练习扩展该类词汇，拓展词汇。 语法学习是语言学习的重要内容，本模块的内容是重要的非限定动词-ing形式作宾语的动词总结，要求学生同过课文学习和练习扩展词汇，掌握其用法，以更好的运用和表达。
第21-25分钟 语法练习 1. Finish the Practice 2 and Practice 3 in Workbook on P 71. Have students finish the practice about verbs followed by –ing and master them in context. 完成练习，掌握词汇。 在讲解语法的基础上，马上练习，巩固所学。
第26-32分钟 口语训练 Task 1: Speaking P14 1. In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. 1) Talk about your favorite teachersRead the example of Activity 1 in SPEAKING first.2) Work in groups and describe their favorite teachers. Allow students 2 minutes to practise and then share their description. Examples：Student 1I’ll never forget my mathematics teacher Mrs Wang. She looks like a little girl, though she has been a teacher for six years. She is very kind and patient. And her teaching is well organized and clear. What’s more, she likes giving us some interesting examples to help us understand some difficult points. I hated learning mathematics, but now I find it interesting. 在老师指导和同伴合作中完成口语训练任务，掌握描述人物的词汇和句型。 说的能力是重要的输出技能，需要利用教材的内容，结合学生的实际生活，创设真实的语境运用所学，表达思想。
第33-40分钟 快速阅读 Task 2: Reading After practicing speaking, encourage students to go further to learn more about a different teacher. This is a fast reading task to practise students’ reading comprehension in limited time. Workbook Reading on P75 is a webpage. An English teacher named Tom Wood introduces himself and his life. The students can know his everyday life, his hobbies and his family. Before reading, ask the students to read the questions first and give them 5 minutes or so to read the passage silently to get the information they need quickly. Then decide if the sentences in Exercise 9 are true or false by referring to the webpage again. The students make judgment and correct the false ones.Sample answers: 1. Tom Wood is an English teacher working in China.2. He lives in Beijing, China. 3. He speaks English, Putonghua and a little Cantonese.4. Photos.Some useful expressions：1. 设计网页 2. 做…也公平3. 我在中国已生活和工作了十五年。4. enchanting flower 5. 一点点的… 6. 组织一次比赛 7. 点击下一个链接Key: 1. design a webpage2. it is only fair that…/to do …3. I’ve lived and worked in China for the past 15 years. 4. enchanting (迷人的) 5. a little bit of …6. organize a competition7. click on the next link 在老师的指导下完成快速阅读任务。 完成课文学习和口语练习后，继续学习人物介绍的文章，既应用所学词汇巩固知识，又训练快速阅读，通过查读技能定位特定信息，完成阅读问题。快速阅读的重点不是语言学习，而是阅读技能的训练。时间允许的话，可以稍作语言学习。
第41-44分钟 总结 Sum up language focus and verbs followed by –ing. The sentence patterns to express preference, to describe people’s personality and teacher’s jobs. 回忆总结所学，巩固知识。 与学生一起总结所学，巩固记忆，也培养学生及时总结的学习习惯和策略。
第45分钟 布置作业 1. Review what has been learnt in this lesson, vocabulary and grammar. 2. Pair work: Interview Read the example of Speaking Activity 2 on P 14. Work in pairs. One acts as a journalist, and the other a student. Talk about the parts of school life you enjoy most and why. 3. Other related practice s 完成作业。 指导学生及时复习所学并通过练习应用掌握。
第四课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第四课时
教学对象 高一学生
教学项目 教材内容 Task +Writing + Speaking and writing(WB)
词语 favorite, energetic, amusing, funny, intelligent, kind, lively, nervous, organized, patient, popular, serious, shy, strict, discipline, stupid
结构 标点与句子结构Surprisingly, all the students got good marks.I’m doing maths, chemistry, physics and biology.It’s sometimes difficult for me to understand him, but I do my best.It was a difficult problem, I agree.
其他 学习正确理解文意，正确规范地使用标点。
教学目标 语言知识 写作任务主要是复习和运用本模块所学习得词汇、短语和句型等知识。
语言技能 Reading：读懂与话题相关的文章，理解意义，复习标点的作用和写作中的正确运用；Writing：在写作中能准确运用标点符号；描写教师的教学特点；论述好教师的标准。
语言运用 在写作中能准确运用标点符号。
文化意识 正确理解英文文章中的标点的使用并学习规范运用，自觉比较英文、中文的标点的异同，正确使用英文标点。
情感态度 在写作练习中加深对任教老师的了解和热爱，理解和体会老师的工作，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：总结和运用新学词汇短语；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。资源策略：利用课文资源和其他来源地文章来获取更多描述教师个性特征和工作以及介绍师生关系等方面的信息、词汇和表达，并在写作任务中运用。
教学重点 复习描写人物的词汇，并在作文中运用。在作文中正确规范的标点（use commas, full stops, capital letters and question marks），以清楚地表达意思。
教学难点 在作文中，正确的标点（如逗号、句号、大写字母等），表达自己的思想。
运用任务 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.
教学方法 任务教学法，合作学习(cooperative learning)
教学媒体 黑板(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 复习作业呈现 Interview:At most two pairs present their Interview to practise speaking about their enjoyable school life. 口头作业检查，表演采访对话。 检查作业，同时训练学生的口语能力。
第5-15分钟 模块任务 Module Task: Setting criteria for a good teacher.After learning the texts and different practice, it is time for students to do this task. It is time for them to speak out their minds and practise expressing their ideas in English. 1. Read the instructions of Activity 1 and make sure students know what to do. Have students form groups of four to have a discussion about their ideas. Make notes on the paper. (3 minutes) ■An alternative: Prepare a handout (as in a learning plan) with a rubric given in the Teacher’s Book (P25) for students to think over and tick their choices. This may provides students with a wider range of choices to think about. 2. Carry out the task in a competition. See which group can give the most criteria. (3 minutes ) Each group select one representative to give their answers and write them on the chalkboard. Students can judge which group give the most and win the prize. 3. Finish Activity 3 based on the discussion, and write ten criteria for a good teacher. The final list may be over ten to include more creative and wonderful ideas. (4 minutes)Sample criteria:1. A good teacher teaches very clearly. This is important because students can easily follow the teacher.2. A good teacher properly uses real cases in teaching. This is important because real cases will enable students to make practical use of what they have learnt in class.3. A good teacher teaches the content of course logically. This is important because students will get a clear idea of what is taught in each lesson.4. A good teacher pays attention to improving students’ ability to analyze / solve problems. This is important because problem solving is an important skill that everyone should master.5. A good teacher tries to make teaching lively and interesting and avoid monotony(单调). This is important because students won’t feel bored and sleepy in class.6. A good teacher uses examples comparing different theories and methods. This is important because examples make theories easy to understand.7. A good teacher is very confident. This is important because students usually trust and admire confident teachers.8. A good teacher looks tidy and well-dressed. This is important because that will make students feel pleased.9. A good teacher is friendly to every student. This is important because good relationship will make learning smooth. 10. A good teacher respects the students’ opinions. This is important because that will encourage students to express themselves.Other criteria for reference: humorous; friendly tone; pay attention to students’ needs; ready to accept students’ suggestions; having fun with students; introducing different cultures; say “It doesn’t matter.” when students make mistakes and help solve them 理解任务要求，利用所学知识，小组讨论合作，得出问题的可能答案。小组之间以竞赛的形式练习。综合各种答案最后总结得出好教师的标准。■另一种做法：给学生印发《教师用书》25页的表格供他们讨论选择，得出自己的结论。可以用学生的话来总结，并整合到样例中，再给学生印发，供其学习。 本模块的任务是通过小组讨论，得出一些评判好老师的标准，在学习完课文和听力之后，利用所学并结合学生的生活，总结归纳好教师的标准。通过小组竞争比赛，激发学生兴趣，激活更多的语言运用，及复习巩固知识，又锻炼了表达能力。
第15-18分钟 写作任务呈现 1. First write the following sentence on the blackboard:Tom said the teacher is a foolish duck. Teacher tells a story as follows:One day, when Mr. Stanton entered the classroom, Tom shouted “The teacher is a foolish duck.” Everyone looked at Mr. Stanton. To their surprise, the teacher said nothing but wrote a sentence on the blackboard. He said “Today we’ll learn punctuation marks.” Mr. Stanton said happily. Then he used two commas in the sentence. “Tom, said the teacher, is a foolish duck.” “Please punctuate correctly next time, Tom.” Mr. Stanton said, while pointing to the blackboard. Teacher needs to write the word “punctuation” on the chalkboard while telling the story for explanation. 2. Write another sentence on the blackboard:Tom, said the teacher, is a foolish duck.Then ask students: What does the story tell us Sample answer: How important punctuation is. (The importance of punctuation) 听故事，理解含义，得出关于标的作用的结论。 通过一个小故事来讲述标点对一句话意思的改变，并引导学生思考标点的作用，重视英文 标点的使用。
第19-22分钟 写作任务 1. Ask students to observe the five sentences on P18 and tell where we should use commas.Let the students read the sentences and give their answers.Sample answers: 1. 用以将引导性或转折性词语如therefore, however, by the way 与句子的其他部分隔开。2. 用来隔开行文中的词、词组或从句。3. 用于分隔并列复合句，用于连词and, but, or 之前。4. 用于插入句中的从句等成分之前。 完成练习，总结逗号的作用。 通过朗读总结逗号在句中的作用，加深学生对标点的作用的认识。
第23-26分钟 写作标点训练 1. Finish Activity 2. Make sure that students understand the meaning of full stops, capitals letters, question marks, and commas. Then Punctuate the paragraph. Use full stops, capital letters, question marks and commas where necessary. Ask some students to read their answers. Sample answer: What is a good teacher I don’t think there is one answer only to this important question, because good teachers can be strict, kind, lively, quiet, amusing or serious. However, there are some things that a good teacher must do. For example, he or she must plan his or her lessons carefully and must explain things clearly. If not, students will have problems. Also it’s very important for teachers to have discipline in the class, don’t you think so Finally, a good teacher needs to like his students and enjoy teaching. I believe that’s very important. 2. Have students punctuate a paragraph from Reading and Vocabulary. Show the paragraph without punctuation on the screen (or on a handout) and ask them to punctuate it without referring to the text. 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’re getting bored even things like compositions and summaries are fun with Mr. Wu I respect him a lot Let students check on their own. 完成练习，体会标点的作用和规范标点的使用。 通过段落练习标点的使用，理解段落表达的意义，体会其重要作用。
第27-41分钟 练习册写作训练 Speaking and Writing (WB) P77 This part can be completed in three steps. 1. Students work in pairs to answer and discuss questions in Practice 13 about their ideal teachers to prepare useful information for writing; (3 minutes)2. Practice using punctuation marks in Practice 14;(3 minutes)3. Allow students to write a composition following the given steps of Practice 15 on P78. (5minutes) First have students write down an outline of their composition because of the limited time. Leave this as written homework. 练习段落中标点的使用，讨论自己的理想和喜欢教师并作笔记，准备作文素材。 延伸至练习册中的写作练习,标点的使用。讨论学生喜欢的老师并做笔记，写作提纲，为作文做准备，也养成学生的作文构思习惯和学习策略。
第42-44分钟 总结 Sum up the lesson about punctuation in writing. 和老师一起回顾本课所学。 课堂结束时复习巩固所学内容
第45分钟 布置作业 1. Review 2. Finish Writing Practice 15 (WB) P78 and hand in. 3. Preview Cultural Corner 完成作业。做好预习。 延伸课堂写作任务，课后完成作文。指导预习。
第五课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第五课时
教学对象 高一学生
教学项目 教材内容 Cultural Corner + Listening & Speaking (WB) Module File (Evaluation)
词语 relationship, formal, relaxed, similarly, discipline, relationship, state schools, private schools
结构 This is true of..., where discipline and respect for the teacher is considered very important. In America, students and teachers are quite relaxed with each other.
其他
教学目标 语言知识 掌握教育体系的词汇，如discipline, relationship, similarly, state schools, private schools, be relaxed with和阐述、比较的句型如This is true of…, the same is true of …
语言技能 Enable the students to learn how western schools are different from Chinese schools.Enable the students to get to know Tom Wood by reading his webpage.
语言运用 阅读短文, 了解国外公、私立学校不同情况，掌握相关词句，并进行初步的中外对比。
文化意识 了解我们国家和国外公、私立学校师生关系的相同点和不同点。
情感态度 了解我们国家和国外公、私立学校师生关系的相同点和不同点，加深本国教育的了解，和师生关系的认识，激发对教师的和国家的热爱，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，提高学习质量。
学习策略 认知策略：总结相关话题的新词汇、短语、句型；根据现有知识和经历理解、分析、比较中外公、私立学校和师生关系。调控策略：根据文章的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：通过报刊、网络等其他资源获取更多介绍中外公、私立学校和师生关系等方面的信息。
教学重点 通过阅读使学生了解国外公、私立学校不同情况，并结合自己经验对比中国教育体系，得出其异同之处。
教学难点 用英文表达中国学校教育体系并进行中外比较。
运用任务 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.
教学方法 听说法，任务教学法，合作学习(cooperative learning)
教学媒体 黑板(电脑+投影设备)，录音机，相关图片
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. Show (or on the handout) the following passage on the screen. Ask students to fill in the blanks with proper words. Actually I'd prefer to ______ Mrs. Li ______ my English teacher. Mr. Stanton No, I don't like him very much. ______ I think he avoids ______ decisions himself. It seems he ______ prepare his teaching plan well and is not well ______. What should a good teacher be like Firstly, he/she should be patient. Secondly, he/she should know what ______ need although he/she should give us ______. A good teacher enjoys ______ with us and gives us a lot of ______. Of course he/she should let us keep practicing ______ things on our own. I'd rather try things _______ listen to the teacher explain everything. But I can't imagine a teacher ______ Mr. Stanton who likes ______ to the students too much. Another reason why I like Mrs. Li is that she tells ______ and her lessons are so______. She is kind, but also ______. I love ______ in her classes.Keys: have, as, why, making, doesn't, organised, we, choices, working, fun, doing, myself, than, like, listening, jokes, interesting, strict, sitting 完成练习。 用一篇短文综合复习课文阅读和听力涉及的语言内容，给出具体语境，复习所学词汇。
第4-6分钟 话题引入 Presentation as lead-in After learning about different teachers in readings. A further study about schools in different countries comes.Different countries have different schools. In this lesson we will learn Cultural Corner, which is about some differences between schools in different countries. 随着老师介绍进入话题，做好阅读准备。 总结前面所学，从教师到教育体系和师生关系，自然引入文化背景阅读话题。
第7-10分钟 听读任务 1. Listen to the recording of the text. Answer the following question:1) What’s the main idea of the passage This passage introduces different relationship between teachers and students in western countries and differences between schools in different countries. 听力理解，听出并表达特定信息。 阅读可以处理为听的练习，让学生听出并总结主旨。
第11-14分钟 快速阅读任务 2. Fast Reading practice Read the text quickly and silently, and then answer the questions below. 1) What are the differences between teacher and student relationship in some countries like France, USA and Britain The relationship between teachers and students in France is formal. In America and Britain, students and teachers are quite relaxed with each other, but the teachers can have big problems with discipline. 2) What’s the main difference between state schools and private schools State schools are paid for by the government, but in private schools, the parents pay for the education of their children. 快速阅读，找出问题所需的信息。 阅读设计快速阅读练习，训练学生定位特定信息能力
第15-20分钟 阅读讨论 3. Further Reading for comparison and discussion Think about the questions below: 1) What’s the relationship between students and teachers in China 2) What about difference between state schools and private schools in China Get students to read the text carefully and prepare to answer the questions. Discuss the questions in groups and then tell their discoveries. 深入阅读。结合自身学习教育经验，比较中外学校体系和师生关系，并用英文表达结论。 充分利用阅读文章的话题，深入文本，引导学生结合自己的学校体验和知识对比、分析总结，强化文化差异意识，比较中外的异同，提高分析和表达能力。
第21-28分钟 语言学习 I. Have students finish this with books closed. Fill in the blanks according to the text The relationship between teachers and students in Germany, and Spain is _______, where _______ and ________ for the teacher is considered very important. The same is ______ ______ Russia. In northern European countries, _______, the relationship between teachers and students is _____ _______ and _____ _______. In America, students and teachers are quite _______ ______ each other. Keys: quite formal, discipline, respect, true, of, however, much, friendlier, more relaxed, relaxed with.II. Language learning 1. In many European countries, for example, the relationship between teachers and students is quite formal.relationship n. connection关系 relationship between And B with sb (人、团体、国家之间的)关系，联系她和她妹妹关系非常的亲密。 She has a very close relationship with her sister. 我已经和我的老板建立起良好的工作关系。I have established a good working relationship with my boss.2. This is true of France, Germany, and Spain, where discipline and respect for the teacher is considered very important. The same is true of Russia.be true of (某种情况)适用于,适宜于;合乎事实的. It is true of everybody. 这件事适用于每个人. come true 变成现实 be true to life 栩栩如生3. In northern European countries, however, the relationship between teachers and students is much friendlier and more relaxed. relaxed adj. 轻松的, 松懈的, 宽松的He appeared relaxed and confident before the match. 比赛之前,他显得镇定而自信. She had a relaxed manner. 她的举止特别自然. 比较：The time spent was so pleasant, so relaxing. relaxing adj. 令人放松的, 轻松的 a relaxing drink/walk/evening 使人感到轻松的一杯饮料/一次散步/一个夜晚4. In Britain, relationships are quite relaxed, but teachers can have big problems with discipline. have problems with …会碰到……的问题 Early in his life Degas began to have problems with eyesight.德加在早年的生涯中视力开始出现问题。5. Similarly, America has both state and private schools. similarly adv.相同的,同样的 (可以修饰动词,也可以修饰整个句子)Husband and wife were similarly successful in their chosen careers. 夫妻俩在各自选择的事业上都很成功。The United States won most of the track and field events. Similarly, in swimming, the top three places went to Americans. 美国赢得了田径比赛大多数项目的胜利。同样，在游泳方面，美国人也囊括了前三名。 6.… but the private schools can be very good. can 在肯定句中表达客观可能性 Children can be tiresome. 孩子们有时很烦人。 Jogging can be harmful for the health. 慢跑也可能会对健康有害。 学习语言，完成练习。通过翻译和语境理解学习重要的语言表达。 语言学习是阅读的一大功能，在适合的语篇内容，找出重点，通过翻译和语境理解学习重要的语言表达。
第29-36分钟 听力任务 Workbook Listening and Speaking P 16-17 Make sure students know what to do. Teacher Talk: After class, two teachers are talking about their lessons and some students are talking about their class. What are their topics 1. Listen to the two conversations and judge whether the statements in Exercise 10 are true or false.Students listen and judge them.2. Read Exercise 11 to get the listening points first and then listen to Conversation 1 again. Then choose the correct answers.Students read and then listen to choose the right answers.3. Now listen to Conversation 2 again and complete the sentences in Exercise 12.Then check the answers. 延伸练习。在老师的指导下完成练习中的听力练习。 利用练习册中的合适的话题训练学生的听力理解能力，同时也是对本模块话题内容的复习。
第37-43分钟 模块评价与总结 Module File (Evaluation) 1. Look at P 20. Get students to check if they have already mastered all the vocabulary, expressions, if they can remember all the verbs followed by –ing as objective. A simple but handy rubric can be used to self-evaluate their performance(as can be seen on a handout):Self-EvaluationName ______ Date _______ Total _______The things I can doEvaluationI have a good command of vocabulary and phrases of the module and especially expressions about describing people and their personality. 5 4 3 2 1I know how to express preference using expressions of “prefer, would rather” in daily life. I can list of all their phrases and patterns. 5 4 3 2 1I have learnt about student-teacher relationship and school systems in some other countries. I can get more information through reading books, magzines and the Internet.5 4 3 2 1I am satisfied with my performance in task fulfillment and language using.5 4 3 2 1学生自评，然后教师对学生的学习情况进行客观评价。2. Sum up what has been learnt in the lesson together with students. 尝试回忆本模块所学的词汇、语法、功能和日常用语的主要内容。自我评价：反思哪个任务完成的好，哪个完成的不好，差距在哪。吸取经验教训，为下一模块更好地学习努力。结合自己的课堂笔记和书面作业，总结和回顾本模块学习过程中的得与失，针对自己学习中存在的问题，和老师交流，取得帮助和指导。 总结归纳在本单元所学到的知识，培养学生自我反思的学习策略；监测自己的真实语用能力。对学生听说读写及在参与语言活动的过程的表现进行语言性的自我综合评价。
第44-45分钟 布置作业 1. Review the whole module 2. Finish other related practice.3. Preview next module. 全面复习本模块内容巩固知识。 要求学生复习，整理知识，形成好的学习习惯。
附：语法练习Grammar: -ing form as objective
[题组一]
1. In some parts of London, missing a bus means______ for another hour.
A. waiting B. to wait C. wait D. to be waiting
2. The discovery of new evidence(证据) led to ______.
A. the thief having caught B. catch the thief
C. the thief being caught D. the thief to be caught
3. One learns a language by making mistakes and ______ them.
A. correct B. correcting C. corrects D. to correct
4. She meant ______ but the look on your face suggested “No”.
A. explaining B. to explain C. explanation D. to be explained
5. — When did you go to the States
— I remember ______ there when I was ten.
A. having taken B. to be taken C. being taken D. to take
6. He is so busy that he can’t help ______ the classroom.
A. cleaning B. to cleaning C. to clean D. cleaned
7. — I have been knocking the door, but no one answers.
— Why not ______ at the back door
A. try knocking B. try to knock C. to try knocking D. to try to knock
8. As a young man from a rich family, can you imagine ______ in such a small and dirty place
A. to work B. yourself to work C. working D. work
9. My uncle is considering ______ his heath.
A. improve B. to improve C. improving D. to be improved
10. We should keep ______ English every day.
A. to practice speaking B. practise speaking
C. practicing speaking D. practising to speak
key: 1-5ACBBC 6-10 CDCCC
[题组二]
1. —Who will look after the child when his parents are away
—______.
A. It’s up to you B. You are welcome
C. No problem D. Thank you.
2. —Jia Ning admitted ______ to us this morning.
—That’s nothing. Tell him to avoid ______ lies.
A. lying; telling B. to lie; telling
C. lying; to tell D. to lie; to tell
3. —Be ______ with the children, for they are too hard to look after.
—I will. They are too young after all.
A. nervous B. energetic C. serious D. patient
4. We are so pleased with the progress that she has ______ in her researches in recent days.
A. made B. respected C. kept D. graded
5. Much attention should be paid to ______ your handwriting, or you won’t get high marks.
A. improve B. improving C. be improved D. be improving
6. The visiting professor ______ giving lecture to students ______ invited to meetings at times.
A. preferred; to being B. preferred; rather than
C. preferred; than being D. preferred to; to being
7. How about the two of us ______ a walk down the road
A. to take B. take C. taking D. to be taking
8. You’ll miss the train ______ you start at once.
A. since B. when C. if D. unless
9. I don’t think the story worth ______ twice.
A. being read B. to be read C. reading D. to read
10. He was very sorry for having missed ______ you while you were in Shanghai.
A. to meet B. to have met C. meeting D. being met
Key: 1-5AADAB 6-10 ACDCC
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：I’d prefer to do ...；I’d 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; That’s 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 1．Ask 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 I’m 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/I’d like to do translation. Mr. S: That’s eight of you. So the rest of you would 3) ___________ revision, is that right Chorus of voices: Yes. Mr. S: That’s sixteen of you. So 4) ___________. We’ll do revision. I’m going to give you a choice of topic, too. Do you want to revise Life in the future St: I’d 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, that’s been changed and you’ve got French instead. 7) _____________ Chorus of voices: Yes. Mr. S: Excellent. And there’s one other thing. The headmaster wants to see everyone in the library at three this afternoon. OK Chorus of voices: Yes. Mr. S: Right. Let’s begin our revision of Life in the future.Key: (1.It’s up to you 2.I’d rather 3.prefer to do 4.that’s settled 5.a couple of things 6.take a look 7.Have you got that) Sample explanations:It’s up to you: It’s left to you to decide. That’s 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. We’ll start our classes at 2:30. Don’t be late tomorrow. Have you got that S2: Yes. S1: We will decorate our classroom this weekend. I’ve prepared a couple of pictures. Take a look at the screen. Which one would you like to choose It’s up to you. S2: We prefer to draw pictures by ourselves. Do you agree S1: Great! Do what you like. That’s settled. Now let’s 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 it’s 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 results—for 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: .It’s up to you. I’d rather…; prefer to do; that’s settled. a couple of things; take a look; Have you got thatExpressing Preference:I’d prefer to do ...；I’d 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 I’ve 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 don’t dare to say a word unless she asks us to. 3. She’s also very serious and doesn’t 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 doesn’t 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. ■One’s own preferences:- I'd rather/I'd 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:- I'd rather you + simple past (Did, were etc...)... to refer to the present or the future- I'd 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.■One’s own preferences:- I'd rather (not) /I'd (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:-I'd 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)-I'd 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。I’d 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。I’d rather you came tomorrow。 4. 我宁愿你昨天没有做那件事. I’d rather you hadn’t done it yesterday. 5. ——你介意我抽烟吗 ——嗯, 最好别抽。 —Do you mind if I smoke —Well, I’d rather you didn’t. *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: What’s 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 Alex’s. 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. Let’s answer the following questions before reading according to the pictures. Questions:1) What’re 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 4 and call back students’ answers to practise the expressions. 再次阅读课文，带着学习目的找出描述人物的词汇和表达，并按照类别分类，在下面的练习中学习运用。 深入阅读一方面旨在训练学生的深层理解篇章能力，通过问答练习给出特定信息。另一方面要完成阅读学习任务，总结描述人物特征的词汇和表达，并练习运用，训练表达能力。
第36-40分钟 语言学习 Task 2：Learn how the author describes a teacher, and master the way of describing people.描述个性Personality:kind, patient, serious, strict, organized and clear, energetic and amusing描述教学风格Teaching styles: -Explain grammar clearly, avoid making students feel stupid-Not smile much, none dare to be late, explain exactly what is happening -Talk loudly and fast, wave his hand about a lot, tell jokes sometimes其他表达Other ways: …Have students brainstorm more words and expressions to describe people. Then make a summary. 总结人物特征的英文词汇和表达，尽可能将所学过的知识联想起来，扩展词汇 在深层阅读基础上把课文中的描述性的词汇和句子表达总结出来，并适当扩展，以巩固所学，并为后面的口语表达和作文训练初步奠定基础。
第41-44分钟 总结 Make a summary together with students of what has been learnt in the lesson. Briefly look back on the topic of the reading passage and the ways to describe different people. 与老师一起总结本节课所学重点，回忆巩固。 总结回忆本节课所学，巩固知识。
第45分钟 布置作业 Homework 1) Review the reading and language knowledge. 2) Oral homework: Activity 3 on P17. The students can use some useful words and sentence patterns. 3) Collect more information about your teachers and fill it in the table on the blackboard. Introduce one of your teachers and try to use some of the words we have learnt in reading. 4) Finish Activity 5on P74. 理解作业要求。按时完成。为下节课做好准备。 布置课后作业，笔头和口头都考虑，使学生注意英语学习的特点和规律，自主练习提高。
第三课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第三课时
教学对象 高一学生
教学项目 教材内容 Reading & Vocabulary + Grammar +Speaking +Reading (WB)
词语 动词：avoid, hate, appreciate, enjoy, admit, wave短语：make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
结构 动词后加-ing形式和描述人物句型：...and the class really likes working with her. I’ve always hated making mistakes or pronouncing a word incorrectly ...There are a few students who keep coming to class late ...表偏爱句型：I prefer ... ；I’d prefer to do ...；I’d rather do ... ；I’d rather do ... than ...I think this is because he really enjoys teaching Chinese literature.
其他 WB Reading句型学习P75I designed this webpage so that ... I think it is important to get to know my students well.
教学目标 语言知识 动词：Verbs followed by –ing admit, appreciate, avoid, consider, dislike, enjoy, finish, keep, hate, imagine, like, love, practise, stop, suggest短语：don’t dare to do, make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
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；阅读中能识别新学词汇短语并推断出意义，理解新词汇并学习运用Listening：听懂对教师特征及其风格的描述并获取信息。Speaking：运用所学词汇和短语口头表达偏爱；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。
语言运用 在口语表达中掌握和运用描述人物特征的词汇、接-ing作宾语的常见动词和表达偏爱的句型。运用所学内容学习新的相关话题的文章，理解含义，查读特定信息。
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。
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：总结和运用新学词汇短语；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。资源策略：通过其他资源（如练习册中或报刊的文章等）获取更多介绍师生关系等方面的信息。
教学重点 掌握和运用描述人物特征的词汇，熟练运用接-ing的动词。通过快速阅读了解个人主页的任务自我介绍，了解教师Tom Wood的特点。
教学难点 熟练掌握和运用接-ing的动词。熟练运用表达偏爱的句型。
运用任务 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.
教学方法 听说法, 任务式教学法，合作学习(cooperative learning)
教学媒体 黑板（投影设备），录音机
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 复习作业核对 Check students’ homework: 1. Check answers to Activity 5on P74 about vocabulary. 2. Have students do Activity 3 on P17 orally to practise Expressing Preference. 3. Ask two student each to write descriptive words and verbs followed by –ing form on the chalkboard as a reminder for them. kind, patient, serious, strict, organized, clear, energetic, amusingappreciate, avoid, consider, enjoy, hate, like, love4. Have students introduce one of their teachers and try to use some of the words that have been learnt in reading. 核对练习。口语表达，介绍自己的一位教师。 通过练习核对，熟悉所学词汇，检验学习效果，督促学生学习并通过介绍一位自己的教师真实的运用本模块知识。
第6-12分钟 课文语言学习 Pick out important language focus and explain them. Ask students to practise some of them. 1. …but Mrs. Li just smiles, so that you don’t feel completely stupid! (Para.1) so that 引导结果状语从句。例如：1) All the people laughed at me, so that I felt embarrassed. 2) The girl practiced playing the violin very hard, so that she did a very good job at the concert.2. I’ll do well in the exam with Mrs. Chen teaching me. ( Para.2) with + N + doing 语法上称为with复合结构，在句子中一般做状语和定语。1) I’ll make more progress in my English study with you helping me. 2) He really couldn’t work with a baby crying in the next room.3) They walked on with the white snow shining under the sun.3. She’s very strict—we don’t dare to say a word unless she asks us to.1) dare 作实义动词时, 一般用于否定句和疑问句，用助动词提问和否定：don’t dare to do /Do you dare to do.. 作情态动词时, 一般用于肯定句, 否定句和疑问句，直接提问和否定：dare do / dare not do I dare not answer his question. = I don’t dare to answer his question.2) unless = if not. 这句话可转换成 we don’t dare to say a word if she doesn’t ask us to. My father comes home before dinner every day, unless there is something urgent to do. unless不可用于指尚未发生的事情的结果，因而不可用于“假想的”虚拟条件句中。We would have had a lovely holiday if it hadn’t rained every day.4. He’s got so much energy; this is one class you don’t fall asleep in. 他精力充沛。他的课你不会想睡觉的。 这是一个定语从句，关系词that或which，在句子中作宾语，可以省略。课文中其他定语从句：There are a few students who keep coming to class late.5. Mr Wu’s only been teaching us for two weeks and he is already very popular.have been doing 现在完成进行时表示动作从过去某一时间开始，一直延续到现在，可能还要继续下去。对比: 现在完成时(主要用于表示已完成的或现在已经做过的事)I have typed your letter. 我把你的信打出来了I have been typing your letter. 我一直给你打信6. Have one student write the sentences from their talks on the chalkboard. Examples:She likes giving us some interesting examples.I hated learning mathematics.We enjoy listening to English.We disliked learning English, but now we all admit liking it.Ask students to read out the sentences with verbs followed by –ing form in Activity 1 on P14. And then answer the questions to tell what they notice about the sentences. Students point out that these words are usually followed by –ing as their objectives. 理解课文中的重要词汇和句子结构，并通过练习掌握其运用。 语言学习是阅读训练中的重要环节。在阅读的基础上，要求学生理解课文中的重要词汇、短语和句子结构，并通过分析和翻译练习掌握其运用。
第13-20分钟 语法学习 1. Finish Grammar, Activity 2 on plete the sentences with words from the box. There may be more than one answer. Change the forms where necessary.2．Check their answers in class and correct any mistakes if there are.Students work in pairs to make sentences and share with each other for 2 minutes. 3. Brainstorm more verbs that are usually followed by –ing as objective. Grammar: Verbs followed by –ing1)直接接动名词的作宾语的动词有: admit, avoid, advise, allow, appreciate, consider(考虑), delay, enjoy, escape, fancy, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest；2)直接接动名词的短语有: feel like, give up, can’t help, keep on, insist on, put off, be busy in, have some trouble/difficulty /problems(in), be/get used to, look forward to, devote…to, stick to, object to(反对), thanks to, get down to(开始,着手)[例句] I am looking forward to seeing you. 我盼着再见到你。The book advised taking more exercise. 医生建议多运动。.The boy refused to admit stealing my money. 这个男孩拒绝承认偷了我的钱。We missed the 5:30 bus, which means waiting for another hour. 我们误了5:30的班车,这意味着还得等一个小时。.I really enjoyed working on the farm. 我真的喜欢在农场干活。She had finished listening to the new. 她听完了新闻。■动名词的复合结构：动名词有时可有自己的逻辑主语,构成动名词的复合结构 one(one’s)doing sth,其中其逻辑主语不可使用主格代词。 Would you mind my opening the door 我打开门你介意吗 归类接-ing作宾语动词，并通过练习扩展该类词汇，拓展词汇。 语法学习是语言学习的重要内容，本模块的内容是重要的非限定动词-ing形式作宾语的动词总结，要求学生同过课文学习和练习扩展词汇，掌握其用法，以更好的运用和表达。
第21-25分钟 语法练习 1. Finish the Practice 2 and Practice 3 in Workbook on P 71. Have students finish the practice about verbs followed by –ing and master them in context. 完成练习，掌握词汇。 在讲解语法的基础上，马上练习，巩固所学。
第26-32分钟 口语训练 Task 1: Speaking P14 1. In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. 1) Talk about your favorite teachersRead the example of Activity 1 in SPEAKING first.2) Work in groups and describe their favorite teachers. Allow students 2 minutes to practise and then share their description. Examples：Student 1I’ll never forget my mathematics teacher Mrs Wang. She looks like a little girl, though she has been a teacher for six years. She is very kind and patient. And her teaching is well organized and clear. What’s more, she likes giving us some interesting examples to help us understand some difficult points. I hated learning mathematics, but now I find it interesting. 在老师指导和同伴合作中完成口语训练任务，掌握描述人物的词汇和句型。 说的能力是重要的输出技能，需要利用教材的内容，结合学生的实际生活，创设真实的语境运用所学，表达思想。
第33-40分钟 快速阅读 Task 2: Reading After practicing speaking, encourage students to go further to learn more about a different teacher. This is a fast reading task to practise students’ reading comprehension in limited time. Workbook Reading on P75 is a webpage. An English teacher named Tom Wood introduces himself and his life. The students can know his everyday life, his hobbies and his family. Before reading, ask the students to read the questions first and give them 5 minutes or so to read the passage silently to get the information they need quickly. Then decide if the sentences in Exercise 9 are true or false by referring to the webpage again. The students make judgment and correct the false ones.Sample answers: 1. Tom Wood is an English teacher working in China.2. He lives in Beijing, China. 3. He speaks English, Putonghua and a little Cantonese.4. Photos.Some useful expressions：1. 设计网页 2. 做…也公平3. 我在中国已生活和工作了十五年。4. enchanting flower 5. 一点点的… 6. 组织一次比赛 7. 点击下一个链接Key: 1. design a webpage2. it is only fair that…/to do …3. I’ve lived and worked in China for the past 15 years. 4. enchanting (迷人的) 5. a little bit of …6. organize a competition7. click on the next link 在老师的指导下完成快速阅读任务。 完成课文学习和口语练习后，继续学习人物介绍的文章，既应用所学词汇巩固知识，又训练快速阅读，通过查读技能定位特定信息，完成阅读问题。快速阅读的重点不是语言学习，而是阅读技能的训练。时间允许的话，可以稍作语言学习。
第41-44分钟 总结 Sum up language focus and verbs followed by –ing. The sentence patterns to express preference, to describe people’s personality and teacher’s jobs. 回忆总结所学，巩固知识。 与学生一起总结所学，巩固记忆，也培养学生及时总结的学习习惯和策略。
第45分钟 布置作业 1. Review what has been learnt in this lesson, vocabulary and grammar. 2. Pair work: Interview Read the example of Speaking Activity 2 on P 14. Work in pairs. One acts as a journalist, and the other a student. Talk about the parts of school life you enjoy most and why. 3. Other related practice s 完成作业。 指导学生及时复习所学并通过练习应用掌握。
第四课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第四课时
教学对象 高一学生
教学项目 教材内容 Task +Writing + Speaking and writing(WB)
词语 favorite, energetic, amusing, funny, intelligent, kind, lively, nervous, organized, patient, popular, serious, shy, strict, discipline, stupid
结构 标点与句子结构Surprisingly, all the students got good marks.I’m doing maths, chemistry, physics and biology.It’s sometimes difficult for me to understand him, but I do my best.It was a difficult problem, I agree.
其他 学习正确理解文意，正确规范地使用标点。
教学目标 语言知识 写作任务主要是复习和运用本模块所学习得词汇、短语和句型等知识。
语言技能 Reading：读懂与话题相关的文章，理解意义，复习标点的作用和写作中的正确运用；Writing：在写作中能准确运用标点符号；描写教师的教学特点；论述好教师的标准。
语言运用 在写作中能准确运用标点符号。
文化意识 正确理解英文文章中的标点的使用并学习规范运用，自觉比较英文、中文的标点的异同，正确使用英文标点。
情感态度 在写作练习中加深对任教老师的了解和热爱，理解和体会老师的工作，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：总结和运用新学词汇短语；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。资源策略：利用课文资源和其他来源地文章来获取更多描述教师个性特征和工作以及介绍师生关系等方面的信息、词汇和表达，并在写作任务中运用。
教学重点 复习描写人物的词汇，并在作文中运用。在作文中正确规范的标点（use commas, full stops, capital letters and question marks），以清楚地表达意思。
教学难点 在作文中，正确的标点（如逗号、句号、大写字母等），表达自己的思想。
运用任务 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.
教学方法 任务教学法，合作学习(cooperative learning)
教学媒体 黑板(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 复习作业呈现 Interview:At most two pairs present their Interview to practise speaking about their enjoyable school life. 口头作业检查，表演采访对话。 检查作业，同时训练学生的口语能力。
第5-15分钟 模块任务 Module Task: Setting criteria for a good teacher.After learning the texts and different practice, it is time for students to do this task. It is time for them to speak out their minds and practise expressing their ideas in English. 1. Read the instructions of Activity 1 and make sure students know what to do. Have students form groups of four to have a discussion about their ideas. Make notes on the paper. (3 minutes) ■An alternative: Prepare a handout (as in a learning plan) with a rubric given in the Teacher’s Book (P25) for students to think over and tick their choices. This may provides students with a wider range of choices to think about. 2. Carry out the task in a competition. See which group can give the most criteria. (3 minutes ) Each group select one representative to give their answers and write them on the chalkboard. Students can judge which group give the most and win the prize. 3. Finish Activity 3 based on the discussion, and write ten criteria for a good teacher. The final list may be over ten to include more creative and wonderful ideas. (4 minutes)Sample criteria:1. A good teacher teaches very clearly. This is important because students can easily follow the teacher.2. A good teacher properly uses real cases in teaching. This is important because real cases will enable students to make practical use of what they have learnt in class.3. A good teacher teaches the content of course logically. This is important because students will get a clear idea of what is taught in each lesson.4. A good teacher pays attention to improving students’ ability to analyze / solve problems. This is important because problem solving is an important skill that everyone should master.5. A good teacher tries to make teaching lively and interesting and avoid monotony(单调). This is important because students won’t feel bored and sleepy in class.6. A good teacher uses examples comparing different theories and methods. This is important because examples make theories easy to understand.7. A good teacher is very confident. This is important because students usually trust and admire confident teachers.8. A good teacher looks tidy and well-dressed. This is important because that will make students feel pleased.9. A good teacher is friendly to every student. This is important because good relationship will make learning smooth. 10. A good teacher respects the students’ opinions. This is important because that will encourage students to express themselves.Other criteria for reference: humorous; friendly tone; pay attention to students’ needs; ready to accept students’ suggestions; having fun with students; introducing different cultures; say “It doesn’t matter.” when students make mistakes and help solve them 理解任务要求，利用所学知识，小组讨论合作，得出问题的可能答案。小组之间以竞赛的形式练习。综合各种答案最后总结得出好教师的标准。■另一种做法：给学生印发《教师用书》25页的表格供他们讨论选择，得出自己的结论。可以用学生的话来总结，并整合到样例中，再给学生印发，供其学习。 本模块的任务是通过小组讨论，得出一些评判好老师的标准，在学习完课文和听力之后，利用所学并结合学生的生活，总结归纳好教师的标准。通过小组竞争比赛，激发学生兴趣，激活更多的语言运用，及复习巩固知识，又锻炼了表达能力。
第15-18分钟 写作任务呈现 1. First write the following sentence on the blackboard:Tom said the teacher is a foolish duck. Teacher tells a story as follows:One day, when Mr. Stanton entered the classroom, Tom shouted “The teacher is a foolish duck.” Everyone looked at Mr. Stanton. To their surprise, the teacher said nothing but wrote a sentence on the blackboard. He said “Today we’ll learn punctuation marks.” Mr. Stanton said happily. Then he used two commas in the sentence. “Tom, said the teacher, is a foolish duck.” “Please punctuate correctly next time, Tom.” Mr. Stanton said, while pointing to the blackboard. Teacher needs to write the word “punctuation” on the chalkboard while telling the story for explanation. 2. Write another sentence on the blackboard:Tom, said the teacher, is a foolish duck.Then ask students: What does the story tell us Sample answer: How important punctuation is. (The importance of punctuation) 听故事，理解含义，得出关于标的作用的结论。 通过一个小故事来讲述标点对一句话意思的改变，并引导学生思考标点的作用，重视英文 标点的使用。
第19-22分钟 写作任务 1. Ask students to observe the five sentences on P18 and tell where we should use commas.Let the students read the sentences and give their answers.Sample answers: 1. 用以将引导性或转折性词语如therefore, however, by the way 与句子的其他部分隔开。2. 用来隔开行文中的词、词组或从句。3. 用于分隔并列复合句，用于连词and, but, or 之前。4. 用于插入句中的从句等成分之前。 完成练习，总结逗号的作用。 通过朗读总结逗号在句中的作用，加深学生对标点的作用的认识。
第23-26分钟 写作标点训练 1. Finish Activity 2. Make sure that students understand the meaning of full stops, capitals letters, question marks, and commas. Then Punctuate the paragraph. Use full stops, capital letters, question marks and commas where necessary. Ask some students to read their answers. Sample answer: What is a good teacher I don’t think there is one answer only to this important question, because good teachers can be strict, kind, lively, quiet, amusing or serious. However, there are some things that a good teacher must do. For example, he or she must plan his or her lessons carefully and must explain things clearly. If not, students will have problems. Also it’s very important for teachers to have discipline in the class, don’t you think so Finally, a good teacher needs to like his students and enjoy teaching. I believe that’s very important. 2. Have students punctuate a paragraph from Reading and Vocabulary. Show the paragraph without punctuation on the screen (or on a handout) and ask them to punctuate it without referring to the text. 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’re getting bored even things like compositions and summaries are fun with Mr. Wu I respect him a lot Let students check on their own. 完成练习，体会标点的作用和规范标点的使用。 通过段落练习标点的使用，理解段落表达的意义，体会其重要作用。
第27-41分钟 练习册写作训练 Speaking and Writing (WB) P77 This part can be completed in three steps. 1. Students work in pairs to answer and discuss questions in Practice 13 about their ideal teachers to prepare useful information for writing; (3 minutes)2. Practice using punctuation marks in Practice 14;(3 minutes)3. Allow students to write a composition following the given steps of Practice 15 on P78. (5minutes) First have students write down an outline of their composition because of the limited time. Leave this as written homework. 练习段落中标点的使用，讨论自己的理想和喜欢教师并作笔记，准备作文素材。 延伸至练习册中的写作练习,标点的使用。讨论学生喜欢的老师并做笔记，写作提纲，为作文做准备，也养成学生的作文构思习惯和学习策略。
第42-44分钟 总结 Sum up the lesson about punctuation in writing. 和老师一起回顾本课所学。 课堂结束时复习巩固所学内容
第45分钟 布置作业 1. Review 2. Finish Writing Practice 15 (WB) P78 and hand in. 3. Preview Cultural Corner 完成作业。做好预习。 延伸课堂写作任务，课后完成作文。指导预习。
第五课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第五课时
教学对象 高一学生
教学项目 教材内容 Cultural Corner + Listening & Speaking (WB) Module File (Evaluation)
词语 relationship, formal, relaxed, similarly, discipline, relationship, state schools, private schools
结构 This is true of..., where discipline and respect for the teacher is considered very important. In America, students and teachers are quite relaxed with each other.
其他
教学目标 语言知识 掌握教育体系的词汇，如discipline, relationship, similarly, state schools, private schools, be relaxed with和阐述、比较的句型如This is true of…, the same is true of …
语言技能 Enable the students to learn how western schools are different from Chinese schools.Enable the students to get to know Tom Wood by reading his webpage.
语言运用 阅读短文, 了解国外公、私立学校不同情况，掌握相关词句，并进行初步的中外对比。
文化意识 了解我们国家和国外公、私立学校师生关系的相同点和不同点。
情感态度 了解我们国家和国外公、私立学校师生关系的相同点和不同点，加深本国教育的了解，和师生关系的认识，激发对教师的和国家的热爱，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，提高学习质量。
学习策略 认知策略：总结相关话题的新词汇、短语、句型；根据现有知识和经历理解、分析、比较中外公、私立学校和师生关系。调控策略：根据文章的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：通过报刊、网络等其他资源获取更多介绍中外公、私立学校和师生关系等方面的信息。
教学重点 通过阅读使学生了解国外公、私立学校不同情况，并结合自己经验对比中国教育体系，得出其异同之处。
教学难点 用英文表达中国学校教育体系并进行中外比较。
运用任务 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.
教学方法 听说法，任务教学法，合作学习(cooperative learning)
教学媒体 黑板(电脑+投影设备)，录音机，相关图片
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. Show (or on the handout) the following passage on the screen. Ask students to fill in the blanks with proper words. Actually I'd prefer to ______ Mrs. Li ______ my English teacher. Mr. Stanton No, I don't like him very much. ______ I think he avoids ______ decisions himself. It seems he ______ prepare his teaching plan well and is not well ______. What should a good teacher be like Firstly, he/she should be patient. Secondly, he/she should know what ______ need although he/she should give us ______. A good teacher enjoys ______ with us and gives us a lot of ______. Of course he/she should let us keep practicing ______ things on our own. I'd rather try things _______ listen to the teacher explain everything. But I can't imagine a teacher ______ Mr. Stanton who likes ______ to the students too much. Another reason why I like Mrs. Li is that she tells ______ and her lessons are so______. She is kind, but also ______. I love ______ in her classes.Keys: have, as, why, making, doesn't, organised, we, choices, working, fun, doing, myself, than, like, listening, jokes, interesting, strict, sitting 完成练习。 用一篇短文综合复习课文阅读和听力涉及的语言内容，给出具体语境，复习所学词汇。
第4-6分钟 话题引入 Presentation as lead-in After learning about different teachers in readings. A further study about schools in different countries comes.Different countries have different schools. In this lesson we will learn Cultural Corner, which is about some differences between schools in different countries. 随着老师介绍进入话题，做好阅读准备。 总结前面所学，从教师到教育体系和师生关系，自然引入文化背景阅读话题。
第7-10分钟 听读任务 1. Listen to the recording of the text. Answer the following question:1) What’s the main idea of the passage This passage introduces different relationship between teachers and students in western countries and differences between schools in different countries. 听力理解，听出并表达特定信息。 阅读可以处理为听的练习，让学生听出并总结主旨。
第11-14分钟 快速阅读任务 2. Fast Reading practice Read the text quickly and silently, and then answer the questions below. 1) What are the differences between teacher and student relationship in some countries like France, USA and Britain The relationship between teachers and students in France is formal. In America and Britain, students and teachers are quite relaxed with each other, but the teachers can have big problems with discipline. 2) What’s the main difference between state schools and private schools State schools are paid for by the government, but in private schools, the parents pay for the education of their children. 快速阅读，找出问题所需的信息。 阅读设计快速阅读练习，训练学生定位特定信息能力
第15-20分钟 阅读讨论 3. Further Reading for comparison and discussion Think about the questions below: 1) What’s the relationship between students and teachers in China 2) What about difference between state schools and private schools in China Get students to read the text carefully and prepare to answer the questions. Discuss the questions in groups and then tell their discoveries. 深入阅读。结合自身学习教育经验，比较中外学校体系和师生关系，并用英文表达结论。 充分利用阅读文章的话题，深入文本，引导学生结合自己的学校体验和知识对比、分析总结，强化文化差异意识，比较中外的异同，提高分析和表达能力。
第21-28分钟 语言学习 I. Have students finish this with books closed. Fill in the blanks according to the text The relationship between teachers and students in Germany, and Spain is _______, where _______ and ________ for the teacher is considered very important. The same is ______ ______ Russia. In northern European countries, _______, the relationship between teachers and students is _____ _______ and _____ _______. In America, students and teachers are quite _______ ______ each other. Keys: quite formal, discipline, respect, true, of, however, much, friendlier, more relaxed, relaxed with.II. Language learning 1. In many European countries, for example, the relationship between teachers and students is quite formal.relationship n. connection关系 relationship between And B with sb (人、团体、国家之间的)关系，联系她和她妹妹关系非常的亲密。 She has a very close relationship with her sister. 我已经和我的老板建立起良好的工作关系。I have established a good working relationship with my boss.2. This is true of France, Germany, and Spain, where discipline and respect for the teacher is considered very important. The same is true of Russia.be true of (某种情况)适用于,适宜于;合乎事实的. It is true of everybody. 这件事适用于每个人. come true 变成现实 be true to life 栩栩如生3. In northern European countries, however, the relationship between teachers and students is much friendlier and more relaxed. relaxed adj. 轻松的, 松懈的, 宽松的He appeared relaxed and confident before the match. 比赛之前,他显得镇定而自信. She had a relaxed manner. 她的举止特别自然. 比较：The time spent was so pleasant, so relaxing. relaxing adj. 令人放松的, 轻松的 a relaxing drink/walk/evening 使人感到轻松的一杯饮料/一次散步/一个夜晚4. In Britain, relationships are quite relaxed, but teachers can have big problems with discipline. have problems with …会碰到……的问题 Early in his life Degas began to have problems with eyesight.德加在早年的生涯中视力开始出现问题。5. Similarly, America has both state and private schools. similarly adv.相同的,同样的 (可以修饰动词,也可以修饰整个句子)Husband and wife were similarly successful in their chosen careers. 夫妻俩在各自选择的事业上都很成功。The United States won most of the track and field events. Similarly, in swimming, the top three places went to Americans. 美国赢得了田径比赛大多数项目的胜利。同样，在游泳方面，美国人也囊括了前三名。 6.… but the private schools can be very good. can 在肯定句中表达客观可能性 Children can be tiresome. 孩子们有时很烦人。 Jogging can be harmful for the health. 慢跑也可能会对健康有害。 学习语言，完成练习。通过翻译和语境理解学习重要的语言表达。 语言学习是阅读的一大功能，在适合的语篇内容，找出重点，通过翻译和语境理解学习重要的语言表达。
第29-36分钟 听力任务 Workbook Listening and Speaking P 16-17 Make sure students know what to do. Teacher Talk: After class, two teachers are talking about their lessons and some students are talking about their class. What are their topics 1. Listen to the two conversations and judge whether the statements in Exercise 10 are true or false.Students listen and judge them.2. Read Exercise 11 to get the listening points first and then listen to Conversation 1 again. Then choose the correct answers.Students read and then listen to choose the right answers.3. Now listen to Conversation 2 again and complete the sentences in Exercise 12.Then check the answers. 延伸练习。在老师的指导下完成练习中的听力练习。 利用练习册中的合适的话题训练学生的听力理解能力，同时也是对本模块话题内容的复习。
第37-43分钟 模块评价与总结 Module File (Evaluation) 1. Look at P 20. Get students to check if they have already mastered all the vocabulary, expressions, if they can remember all the verbs followed by –ing as objective. A simple but handy rubric can be used to self-evaluate their performance(as can be seen on a handout):Self-EvaluationName ______ Date _______ Total _______The things I can doEvaluationI have a good command of vocabulary and phrases of the module and especially expressions about describing people and their personality. 5 4 3 2 1I know how to express preference using expressions of “prefer, would rather” in daily life. I can list of all their phrases and patterns. 5 4 3 2 1I have learnt about student-teacher relationship and school systems in some other countries. I can get more information through reading books, magzines and the Internet.5 4 3 2 1I am satisfied with my performance in task fulfillment and language using.5 4 3 2 1学生自评，然后教师对学生的学习情况进行客观评价。2. Sum up what has been learnt in the lesson together with students. 尝试回忆本模块所学的词汇、语法、功能和日常用语的主要内容。自我评价：反思哪个任务完成的好，哪个完成的不好，差距在哪。吸取经验教训，为下一模块更好地学习努力。结合自己的课堂笔记和书面作业，总结和回顾本模块学习过程中的得与失，针对自己学习中存在的问题，和老师交流，取得帮助和指导。 总结归纳在本单元所学到的知识，培养学生自我反思的学习策略；监测自己的真实语用能力。对学生听说读写及在参与语言活动的过程的表现进行语言性的自我综合评价。
第44-45分钟 布置作业 1. Review the whole module 2. Finish other related practice.3. Preview next module. 全面复习本模块内容巩固知识。 要求学生复习，整理知识，形成好的学习习惯。
附：语法练习Grammar: -ing form as objective
[题组一]
1. In some parts of London, missing a bus means______ for another hour.
A. waiting B. to wait C. wait D. to be waiting
2. The discovery of new evidence(证据) led to ______.
A. the thief having caught B. catch the thief
C. the thief being caught D. the thief to be caught
3. One learns a language by making mistakes and ______ them.
A. correct B. correcting C. corrects D. to correct
4. She meant ______ but the look on your face suggested “No”.
A. explaining B. to explain C. explanation D. to be explained
5. — When did you go to the States
— I remember ______ there when I was ten.
A. having taken B. to be taken C. being taken D. to take
6. He is so busy that he can’t help ______ the classroom.
A. cleaning B. to cleaning C. to clean D. cleaned
7. — I have been knocking the door, but no one answers.
— Why not ______ at the back door
A. try knocking B. try to knock C. to try knocking D. to try to knock
8. As a young man from a rich family, can you imagine ______ in such a small and dirty place
A. to work B. yourself to work C. working D. work
9. My uncle is considering ______ his heath.
A. improve B. to improve C. improving D. to be improved
10. We should keep ______ English every day.
A. to practice speaking B. practise speaking
C. practicing speaking D. practising to speak
key: 1-5ACBBC 6-10 CDCCC
[题组二]
1. —Who will look after the child when his parents are away
—______.
A. It’s up to you B. You are welcome
C. No problem D. Thank you.
2. —Jia Ning admitted ______ to us this morning.
—That’s nothing. Tell him to avoid ______ lies.
A. lying; telling B. to lie; telling
C. lying; to tell D. to lie; to tell
3. —Be ______ with the children, for they are too hard to look after.
—I will. They are too young after all.
A. nervous B. energetic C. serious D. patient
4. We are so pleased with the progress that she has ______ in her researches in recent days.
A. made B. respected C. kept D. graded
5. Much attention should be paid to ______ your handwriting, or you won’t get high marks.
A. improve B. improving C. be improved D. be improving
6. The visiting professor ______ giving lecture to students ______ invited to meetings at times.
A. preferred; to being B. preferred; rather than
C. preferred; than being D. preferred to; to being
7. How about the two of us ______ a walk down the road
A. to take B. take C. taking D. to be taking
8. You’ll miss the train ______ you start at once.
A. since B. when C. if D. unless
9. I don’t think the story worth ______ twice.
A. being read B. to be read C. reading D. to read
10. He was very sorry for having missed ______ you while you were in Shanghai.
A. to meet B. to have met C. meeting D. being met
Key: 1-5AADAB 6-10 ACDCC