Listening and vocabularyPPT配套教学设计内容

外研版教材2006版

[键入文字] [键入文字] B1M2 My New Teachers (Introduction & Reading and Vocabulary) I. Analysis of teaching material

主题语境

人与自我

人与社会

主题群

生活与学习

社会服务与人际沟通

主题语境内容要求

学校生活

良好的人际关系与社会交往

作为必修段教材第一册第二模块，本模块延续了第一模块的主题“人与自我”，关注“学校生活”，但侧重于“师生关系”这一方面的内容。本课时主要教学内容包括：1）introduction部分让学生根据自身体验，对老师进行评价；2）Reading部分是一篇描述性文本，介绍了三位风格各异的老师；3）通过对单元主题意义的探究和语篇分析，我补充了一个文本The Personal Qualities of a Teacher，以辅助学生建立对老师的正确评价。（附件1）

II. Analysis of students

从英语语言基础角度来讲，学生在初中已经初步学习了一些对人的描述性词汇和句型结构；从话题角度讲，师生关系是紧贴学生生活的话题，他们有体验、有认知，但有些认识过于感性或偏激。对于刚刚进入高一的学生而言，第一周的学习让他们接触到了新的老师、新的教学方法，该如何正确评价老师？如何调整以适应新的老师？如何借力于老师以提高自己？这些正是他们目前最需要的引导。

III. Learning objectives 1

外研版教材2006版

[键入文字] [键入文字] By the end of the class, we will be able to: 1.

describe a teacher’s appearance, teaching styles and popularity by using sentence patterns “S+Link.V+P” and “S+V”. 2.

make comments on teachers by using positive and negative adjectives. 3.

express our likes and dislikes to a teacher by using verbs such as “like, appreciate”. 4.

add stress to our expressions by using adverbs of degree like “very, really, rather”. 5.

make proper judgements about teachers by using the criteria of good teachers. 6.

build trust on teachers and develop a healthy relationship with them through understanding teachers better. IV. Teaching procedures Stage & Time

Warmer (1’) Predicting (1’)

Students’ Activities Teachers’ Activities Rationale To activate students’

schema, Guess who is being described. Give descriptions of a teacher. review some expressions and bring in new ones. Predict what subjects they each teach Show pictures of the three To arouse students’

interest, and who is the most popular? teachers introduced in the text. prepare them for reading, and 2

外研版教材2006版

[键入文字] [键入文字] understand their preferences.

(3’)

(3’)

(3’) Reading

&

1. Read the last paragraph. 2. Use one or two adjectives to summarize each description. 1. Read and circle the expressions. 2. Share the expressions in class. 1. Observe. 2. List them on the blackboard. (adverbs) 1. Read the text.

1. Check predictions in class.

2. Decide Mr. Wu to be the most

popular. 2. Ask students to find supportive expressions. To train students to read for specific information by scanning & skimming, and train comparative thinking. To train students to read for details & draw their attention to the connection between content and language. 1. Ask students to find out To encourage students apply why he is the most popular? 2. List them.

(adjective) the words learnt and train them to summarize. Understanding 1. Decide Mrs. Chen to be the teacher. 1. Ask students towards which

&

teacher the writer’s class have

3

外研版教材2006版

[键入文字] [键入文字] Analyzing & Applying (5’)

(5’)

(5’)

various attitudes and why?

To train students to read for 2. Read and underline the expressions. 2. Ask students to find out details & draw their attention

3. Share in class. supportive expressions. 3. List them. (verbs +adj.) to the connection between content and language. 1. Read and underline the expressions. 1. Ask students whether the

2. Share in class. 1. Read and locate the sentences.

2. Discuss in groups and then share in class.

class like Mrs Li and what characteristics she has?

2. List them. (verbs + adj.) 1. Ask students if the writer have confidence in studies with the three teachers.

2. Ask students what we can learn from the writer. To foster an idea in students that we should treat teachers and their subjects in a just and mature way. (8’) 1. Recall. 1. Ask them to write criteria of To help students build a 4

外研版教材2006版

[键入文字] [键入文字] Judging & Creating

(5’)

good teachers. overview of what they have learnt in this class, enrich it, and help them form right criteria of good teachers. 2. Read Ex.3 on P11, tick the ones they 2. Add to the list. agree with and add more. 3. Share in class. 4. Read the supplementary reading material and add more to their list.

Draw a conclusion and ask To encourage students to (1’)

students to be more build a healthy relationship with teachers. understanding and mature. V. Blackboard design Unit 2 My New Teachers teachers appearance

…

v. teaching style

popularity

adv.

adj.

5 v.

…

…

…

…

…

外研版教材2006版

[键入文字] [键入文字] VI. Homework Please write a short passage introducing one of your teachers form aspects of his/her appearance, teaching style and popularity.

【附件1】Supplimentary Reading Material The Personal Qualities of a Teacher

What personal qualities should a teacher have? Probably no two people would write exactly similar lists, but I think the following would be generally accepted. First, a teacher should be live and attractive. This does not rule out people who are not good-looking or even ugly, because many such have great personal charm. But it does rule out such types as the over-excitable, dull, sad, cold-mannered, or any with other undesirable qualities. Secondly, it is important for a teacher to be sympathetic --- to understand the minds and feelings of other people, and especially, since most teachers are school teachers, the minds and feelings of children. Closely-related with this is 6

外研版教材2006版

[键入文字] [键入文字] the ability to be tolerant---not of what is wrong, but of weaknesses of human nature which lets people, and again especially children, make mistakes.

I find it important for a teacher to be a bit of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should put on an act to make his lesson interesting and vivid. A teacher must show great patience. This, I may say, is largely a matter of self-training. We are none of us born like that. Teaching takes great energy and a teacher should be able to deal with problem children. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be perfect. There is always something more to learn about it. The two main principles(原则) of British education today are that education is education of the whole person, and that it is best achieved through full and active cooperation between two persons, the teacher and the learner. 7