Listening and vocabulary教学设计思路

Module Two

My New Teachers

Period One

cuiyongcheng Teaching content:

Introduction; Speaking & Everyday English Teaching important points: 1.Encourage the students to talk about their favourite teachers; 2.Train the students` speaking abilities; 3.Teach the students some new words: amusing, energetic, funny, intelligent, lively, nervous, organized, patient, popular, serious, shy, strict, stupid... Teaching difficult points: 1.Lead the students to talk in class actively;

2.Help them to make sense of the new words describing characters.

Teaching procedures: Step 1 Introduction 1. Revision 1) Brainstorming: Try to bring out as many adjectives used to describe a person as possible,and then get the meaning of the positive adjectives or negative adjectives.Read out these words aloud in class together.(Activity 1 on P11) 2) Help the Ss to use the adjectives to describe the people they know.(Activity 2 on P11) 2.Activity 3 on P11 Read through the statements and tick; Read out the statements aloud in class together or individually. 3.Activity 4 on P11 Listen the first time to get the main idea.The students don`t need to understand every word,just the general sense.

Listen the second time and tick,then check with a partner or the teacher.

If possible,listen the third time to check again and understand better. Step2

Speaking

1.Pre-task: Ask the Ss to describe their favourite teachers, using the adjectives they have just learned and try to tell the reasons why. Then present in class.(Activity 1 in Speaking on P14) They can write down the description.If they don`t want to mention the teacher`s name,they can write "This teacher" rather than the teacher`s actual name. 2.Activity 2 1)Read through the example dialogue.Have the students repeat the questions after the teacher to practice the correct intonation. 2)Encourage the students to think out more words expressing likes.Write the words on the blackboard so that they may use them for the next exercise. 【enjoy

like

prefer

be into

be fond of

favor

in favor of

care for

admire

adore...】

3)Pair work: Make a dialogue after the example to discuss what parts of school life they enjoy and why, using the expressions of describing their likes: eg:

I like… better than…, because I ….

I enjoy…, because….

I prefer…

I am not good at … because….

【*4.Exercises about the description of likes. 】

( I’d prefer, I’d rather, you would prefer, would also prefer, would prefer)

Jason: Hi, Mary. Do you have an English class this morning? Mary: Oh, yes, Jason. This is our first English lesson. I hope that my new teacher is a young girl. (1) ________ to have a beautiful and lively English teacher. Jason: Oh really? (2) _________ learn from an older teacher, because an older teacher is more intelligent I think. Mary: No, I don’t think so. (3) _______ to talk with an energetic and amusing young girl, because I will become nervous if the teacher is strict. (4) ________ to have a relaxed class. Jason: Perhaps you are right. I know Miss Li is a very popular teacher on this campus. Many students (5) ________ to learn from her. If she can teach us, (6) ________ learn from her. Mary: But I think you (7) ________ to follow an older teacher? Jason: Well, I guess that a popular teacher (8) ________ to teach popular students like me.

Suggested answers: Students` own answers.

Step3: Everyday English

1.Read through the expressions as the class follow,and make sure that the students understand them all.The teacher may give some explanations and encourage the students to match the explanations with the expressions given. Have you got that?

children

take a look

you decide

kids

have a look

that’s settled

It’s now decided

a couple of things

several things it`s up to you

Have you been told about that? 2.Ask them to complete the sentences, then check the answers. Step4: Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Activity 5 on P74 in workbook.

Period Two Teaching content:

Reading and Vocabulary Teaching important points: 1.Encourage the students to speak actively in class;

2.Train the students` reading skills; 3.Teach the students some difficult language points.

Teaching difficult points: 1.How to help the students improve their reading ability.

2.How to help the students to make sense of the passage. 3.Teach the students to describe someone`s character.

Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Ask some students to read out words in this module OR check the homework in last period. Step 2 Lead in Look at the pictures of the three teachers on P12 and try to guess their characters and personalities. Try to use the words you learned last class to talk about your first impressions on the teachers. eg:I guess she is a new teacher,but I don`t think she is very shy... Step 3 Fast reading Help the students to grasp the main idea of the text by doing the task. Read the text fast and check your prediction. Mrs. Li

shy, nervous, kind, patient Mrs. Chen

strict, serious, not smile

Mr. Wu

popular, good-looking, energetic, amusing

Step 4 Careful reading Make sure students get the detailed information by doing the following. 1.Read the text again and fill in the table. Name Mrs.Li Appearance/ Character nervous,

shy, kind, patient strict serious not smile good-looking energetic amusing Subject English Teaching style explain, avoid, smile well-organized clear explain exactly talk wave tell jokes My feeling slowly for, wonderful for make progress never be my favorite lesson do well in respect a lot Mrs.Chen physics Chinese literature Mr.Wu 2.Explain some language points to the students.(Ref: Notes to the text) 3.Read the text a third time to understand it better and then finish Activity4 on P13 quickly. 4.Finish Activity2-3 as usual. 【*Activity1 and Activity5 can be omitted】

Step 5

Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Finish Reading on P75-76 in workbook.

Appendix: Notes to the text

1.I think perhaps she was, as it was her first lesson with us.

as

conj.

1)因为（引导原因状语从句）

eg: As he wasn`t ready in time, we went without him. 2)以…方式（引导方式状语从句）

eg: Do as I say. 3)当…的时候，一边…一边（引导时间状语从句）

eg: I listened to music as I wandered around the mall. 2.She explains English grammar so clearly that even I can understand it.

...but Mrs Li just smiles, so that you don`t feel completely stupid. 1)so...that 分开用时引导结果状语从句，意为“如此…以至于…”

eg: He is so honest that everybody trusts him.

He was so ill that we had to send for a doctor. 2)so that连在一起用时引导的从句既可表示目的，也可表示结果，要根据句子意思确定，意为“以便…，以至于…”

eg: I worked hard so that I could pass the exam.(目的)

He was caught in the rain so that all his clothes got wet.(结果) 3.We don’t dare to say a word unless she asks us to unless 从属连词，引导条件状语从句，含有否定意义，所以

unless= if …not 意为“除非，如果不”。

eg: Don’t come unless I phone you.(=Don`t come if I don`t phone you.) 除非我打电话，否则就不要来。

You will fail unless you work hard.(=You will fail if you don`t work hard.)

除非你努力工作，否则你会失败的。

4. There are a few students in our class who keep coming to class late

keep doing sth.

一直不断地做某事

keep on doing sth.

接连…/反复…/继续…做某事

keep sb. doing sth.

使某人一直做某事

keep sb. from doing sth.

阻止某人做某事

注意：

keep doing sth.表示状态或动作的持续，

keep on doing sth.表示动作的反复

e.g. He kept standing there for two hours without moving.

He kept on standing in the meeting.（会议中他一再地站起来。）

Don`t keep the girl waiting outside.

We keep the students from smoking.

Why do you keep (on) laughing all the time? 5....she explains exactly what is happening and as a result my work is improving. as a result 因此，结果；

as a result of(=because of ) 因为，由于…的结果

eg:Many people helped him. As a result, he succeeded at last.

As a result of the flood,many people become homeless. 6.…but I think that I`ll do well in the exam with Mrs Chen teaching me.

with + 宾语

+ 宾补

eg: We lay in bed with the window open.

With a book in his hand, the teacher entered the classroom.

She was knitting, with the television on.

With so many things to deal with, I can`t go on a holiday.

With time going by, the girl understood her parents. 7.Useful expressions They say that(=It is said that) one`s (first) impression of avoid/hate/admit doing sth. make you feel stupid make progress be strict with sb. in

sth. do well in in fact tell jokes/a joke fall asleep

Period Three Teaching content:

Grammar; Pronunciation & Writing Teaching important points: 1.Encourage the students to sum up grammatical rules; 2.Train the students` writing skills; 3.Improve the students` pronunciation.

Teaching difficult points: 1.How to help the students apply verbs followed by -ing form.

2.How to help the students use punctuations correctly. 3.Teach the students to recognize the stressed sound of a word.

Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check the homework in last period. Step 2 Grammar 1.Finish Activity1 in this part on P14. 2.Summarize the verbs followed by the gerund(['dʒerənd] 【英语语法学】动名词). 非谓语动词作宾语用法总结：

1）只能跟-ing形式作宾语的动词及短语

常用动词：admit, avoid, advise, allow, appreciate, consider(考虑), delay, enjoy, escape, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest 常用短语：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)

eg: 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.

I really enjoyed working on the farm. 我真的喜欢在农场干活。

She had finished listening to the news. 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。

eg: Would you mind my opening the door? 我打开门你介意吗? I am angry at my brother`s being late. 2) 只能跟

to do sth. 作宾语的动词

decide, agree, expect, hope, manage, refuse, want, offer, pretend, promise, fail, plan, beg, determine, afford eg:I refuse to take part in anything that is illegal. 3) 既能跟

-ing 也能跟

to do sth. 作宾语，意思差别不大的动词

like, love, hate, prefer, begin, start 4) 既能跟

-ing 也能跟

to do sth. 作宾语，意思差别很大的动词

remember doing sth 记得曾经做过某事

remember to do sth 记住做某事

forget doing sth

忘记曾经做过某事

forget to do sth

忘记去做某事

regret doing 后悔做过某事

regret to do sth 后悔或遗憾地去做某事

stop doing 停止做某事

stop to do sth 停下来去做某事

try doing 试着做某事

try to do sth 尽力去做某事

mean to do sth 打算做某事

mean doing 意味着

3.Finish Activity2 in this part on P14. Then read out the sentences aloud in class. *4.Finish Activity3 in this part on P14 if possible. Step 3 Pronunciation 1. Ask the students to listen and repeat the words and find the stressed sound in the words of Activity 1. 2.Tell the students something about the stress of words. 3. Ask the students to underline the stressed sound in Activity 2. Then listen and check. Step 4 Writing 1.Look at the position of commas in these sentences in this part.

Ask the students to pay attention to the importance of punctuation in a sentence. 2.Punctuate the paragraph in this part. *3.Write an essay about your favourite teacher after the model in Activity14 on P78 in workbook. [General description of the teacher; The reasons for your liking him/her OR his/her characters; How will your study be with him/her.] (You can refer to the reading text in this module.) Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Finish Activity3-4 on P73 in workbook.

Period Four Teaching content:

Listening and Vocabulary & Function and Speaking

Teaching important points: 1.To motivate the students to work together; 2.To train their listening and speaking skills; 3.To make sure they know how to express preference.

Teaching difficult points: 1.How to enable the students to express preference.

2.How to arouse their interest in taking part in classroom activities.

Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check the homework in last period. Step 2 Listening and Vocabulary 1. Activity1 in this part 1)Read the words in the box and have the students repeat them after you, paying particular attention to stress. 2)Ask the students to work in pairs to do questions and answers.(If the level of the students is not very high, they can just read through and understand the questions and they don`t need to answer them.) 2.Activity 2 in this part 1)Read the sentences and make sure they understand the words. 2)Listen to the tape and fill in the blanks. If necessary, explain the words or expressions. 3)Check the answers and listen again to understand it better.(Write on the blackboard.) 3.Activity 3 in this part 1)Read the given information and make sure they understand the words. 2)Listen to the tape and choose the right answers.

3)Check the answers and listen again to understand it better. 4.Read through Activity4 and Activity5 to understand the given information and just ask the students to think these questions by themselves in their mind. *5.Activity6 can be omitted. Step 3 Function and Speaking 1.Activity1 in this part on P17 1)Have the students do this activity individually and check their answers. 2)Help the students summarize the sentence patterns expressing preference.

【Sum up the expressions of preference and explain the usages.】

I`d / I would/ I prefer A (to B).

宁愿…而不原…

I`d / I would/ I prefer doing A (to doing B). I`d / I would/ I prefer to do A (rather than do B). I`d / I would/ I prefer sb. (not) to do eg: --Coffee or tea?

--I would prefer tea, thanks!

He prefers watching TV to going out for a walk.

I would prefer not to think about it.

I`d prefer to play basketball rather than go swimming.

My mother would prefer me not to go out alone at night.

would rather (not) do sth. 宁愿（不）做某事

would rather do…

than do…(=would do…

rather than do…)宁愿做…而不愿做…

eg: I would rather not take a trip with him.

I would rather die than apologize to Helen.(=I would die rather than apologize to Helen.) 2.Activity2 in this part on P17 1)Ask the students to write the answers individually and then check the answers. 2)Ask the students to read out these sentences aloud in class together. 3.Activity3 in this part on P17 1)Read the instructions and the example.Make sure the students know what to do. 2)Ask the students to try their best to make dialogues after the example and then to act out. Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period. 2.Homework: Activity 6-7 on P74 in workbook.

Period Five Teaching content:

Cultural Corner; Task & Module File Teaching important points: 1.Make the students learn about different schools of different countries; 2.Develop the students` reading skills; 3.Encourage the students to set criteria for a good teacher.

Teaching difficult points: 1.How to set criteria for a good teacher.

2.How to foster the sense of cultural awareness.

Teaching procedures: Step 1 Greetings and Revision 1.Greet the students as usual. 2.Check the homework in last period. Step 2 Cultural Corner 1.Lead in After learning about different teachers in reading,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.

2.Read the passage and fill in the chart in pairs.

Countries Northern Europe France & Germany Spain Russia Relationship between T and S friendlier and relaxed formal formal formal State or private schools

both,most state schools

state schools

America Britain China relaxed relaxed but have problems

both,most state schools both

3.Language points(Ref: Notes to the text) 4.Read the passage again carefully to understand it better. 【*Step 3 Task:Setting criteria for a good teacher.】

1.Ask the students to think of three or four teachers who they think are excellent and explain why.(Activity1) eg:I like Mrs. Fang ,because she is kind and patient. 2.A brainstorm for the criteria of a good teacher.(Words only) eg:strict, energetic, kind, patient, always interesting, full of love... 3.Write down these criteria for a good teacher and give your reasons.(Activity2) 4.If possible,ask the students to write an article entitled "Criteria for a Good Teacher". Step 4 Module File This section lists the main areas of language dealt with in this module. The teacher may give the students about 5 minutes to go through it,ticking the things they are confident that they know, putting a question mark next to those things they are not sure of, and a cross next to those they don`t know.Then they may make up for it accordingly.Or you may provide a chance for them to have a consolidation. Step 5 Summary and Homework 1.Summary: Summarize what they have learned in this period.

2.Homework: Give some extra exercise.

Appendix: Notes to the text 1. This is true of France, Germany, and Spain, where discipline and respect for the teacher is considered very important.

be true of…

(某种情况)适用于…，对…适用

eg:It is true of everybody. 这件事适用于每个人.

The same is true of Russia. 2.In America, students and teachers are quite relaxed with each other. be relaxed with…

与…相处得随意而轻松

eg:Lily is very relaxed with her parents at home. 3.In Britain, relationships are quite relaxed, but teachers can have big problems with discipline. have problems/difficulty/trouble/a hard time with sth.

在…方面存在问题/困难

have problems/difficulty/trouble/a hard time (in) doing sth. eg: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。

We have difficulty paying the rent.