Writing优秀教学设计

Module 2 My New Teacher I. 教学内容分析

本模块以My New Teacher为话题，以学生的角度出发介绍了几位具有不同教学风格和个性特征的教师，希望通过本模块的教学使学生学会运用本模块中的词汇和句型，结合实际描述自己的老师及校园生活，表达自己的喜好，同时通过学习制定好教师的标准来促进师生之间相互了解，使学生尽快适应高中的学习。

Introduction 部分介绍描述人物个性特征的正反两类性质形容词，让学生对描述性格的词汇有感性了解。再通过听力活动来复现相关词汇，让学生在运用中熟练掌握这些形容词。

Reading and Vocabulary 部分是本模块的主要内容，由三个文段组成，从学生的角度对三位不同年龄，不同风格的老师进行介绍。要求学习利用提供的词汇阅读三篇短文，了解不同教师的性格特征、上课方式以及学生的评价。通过阅读培养学生获取信息、猜测词义等能力。

Grammar 部分通过列举三篇短文出现的句子，了解动词-ing形式，要求学生利用练习2中的词汇仿造相关形式的句子。

Speaking 部分是课文内容以及本模块话题的延续，旨在要求学生通过口头练习，运用所学的语法知识，从而达到在学中用，在用中学的目的。

Listening and Vocabulary 分为六个部分。Activities 1, 2分别通过回答问题的方式，让学生初步了解更多介绍学校生活的新词；Activities 3的听力活动使学生在有语境的对话中进一步理解这些词汇的意义；Activity 4要求学生表述自己对英语学习的看法并阐述原因，既巩固了所学生词，又运用了本模块的语法V-ing形式；Activity 5给出了八组有联系的词，要求学生解释它们之间的联系；Activity 6回到听力文段当中，复习所学的词汇，并表述对Mr. Stanton的看法。这几项活动都有很强的语境背景，能让学生有熟悉的话题，为他们开口说英语创造了比较好的条件。

Pronunciation部分以听读的方式学习单词重音，纠正学生的发音错误，使学生养成正确发音的习惯。

Function and Speaking 列举了表达喜好的句式，学生通过回答问题就自己所学科目进行对话练习，学习表达偏爱的句型，理解和运用表达偏爱的语言形式。

Everyday English 部分通过补全对话的形式学习运用Listening and Vocabulary中的一些词语，这些词语可以用语日常对话当中，让学生学而能用，具有很强的语言实用性。

Writing部分学习标点符号的应用，尤其是逗号的用法，使学生学会根据意群断句，了解基本句法，让学生能够较好地理解英语长句，在写作中能正确地运用标点符号。

Cultural Corner部分通过阅读初步了解西方国家的学校种类与不同的师生关系，并让学生就所了解的内容，运用上个模块和这个模块的句型、词汇来与我国的学校及师生关系进行比较。

Task部分通过讨论，回顾本模块的内容，对话题进行升华，使学生在分享中达成共识，并共同去制定心目中一个好教师的标准。

Module File部分通过学生的自评与互评，使其对本模块学习内容进行系统归纳，对

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自己的学习行为及效果进行反思和检验。

II. 教学重点和难点

1. 教学重点

(1)

本单元的生词和短语

(2)

学习动词-ing形式的用法

(3)

了解如何用英语来描述自己的课堂感受及自己喜爱的老师。

2. 教学难点

(1)

听懂有关对教师特征及其风格的描述并获取信息

(2)

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

(3)

了解中外学校及师生关系的情况，并能说出他们之间的异同

(4)

学会描写自己喜欢的老师及其教学特点，风格等内容的文章

III. 教学计划

本单元分六个课时：

第一、二课时：Introduction, Reading and Vocabulary 第三课时：Grammar

第四课时：Listening and Vocabulary, Pronunciation, Function and Speaking 第五课时：Everyday English, Cultural Corner, Workbook Listening and Speaking 第六课时：Writing, Task, Module File IV. 教学步骤：

Period 1 &2 Introduction, Reading and Vocabulary Teaching Goals:

1. To arouse Ss’ interest in learning about the school life; 2. Get Ss to learn some words in order to describe people; 3. Get Ss to master some reading skills.

4. Let Ss discuss orally; Teaching Procedures: Step 1 Leading-in and Introduction Purpose: To arouse Ss’ interest in learning about the school life. 1. Pair Work. Ask Ss some questions like these:

Good morning class. How are you doing? Have you had a good time at the weekend? I really had a nice weekend. Because I went shopping with my best friend. She is an amusing and energetic person. When we stay together, there are a lot of funny things taking place. How about you? Who spent the weekend with you? Can you describe him or her to us? 2. Individual Work. Ask some Ss to express their views. 3. introduce some adjectives to Ss.

(1) amusing: funny

2

(2) energetic: full of energy, very active

(3) intelligent: very clear, smart

(4) organized: have a good order All these words can be used to describe person.

4. Pair Work. Ask Ss to answer the following questions:

You have been in our school several days. How is your feeling about the teachers? Make a discussion with your seatmates. Who is your best teacher? Can you describe him or her? 5. Individual Work. Ask some Ss to talk about their favorite teacher. 6. Group Work. After hearing so many ideas about Ss’favorite teacher, let Ss sum up what a good teacher is like? And tell the reason. 7. Group Work. Ask Ss to finish Activity 3 on page 11. Tick the statements that they agree with. 8. Individual Work. Listen to the tape and see what criteria Alex has. Tick the statements that he agrees with in Activity 3. Suggested answers:

Alex agrees with statements: 2, 3, 4, 5 and 6. Step 2 Reading and Vocabulary Purpose: To introduce three different teachers. 1. Pre-reading:

Pair Work. Ask Ss the following questions:

Turn to page 12. Here are some pictures about three teachers. What do you think of them when you see them at the first time? Do you think they are good teachers? Can you give me some reasons?

(Ask Ss to write down the adjectives and check with their partners.) 2. Skimming:

(1) Individual Work. Ask Ss to read through the passage quickly and check their prediction.

Mrs. Li: _____________________________

Mrs. Chen: _____________________________

Mr. Wu: ________________________________ Suggested answers:

Mrs. Li: nervous, shy, kind, patient

Mrs. Chen: strict, serious, well-organized

Mr. Wu: popular, energetic, good-looking, amusing

(2) Ask Ss to answer the following questions:

①

Who is the most popular teacher?

②

Who is the kindest teacher?

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③

Which teacher are students most afraid of? Suggested answers: ①

Mr Wu ②

Mrs Li ③

Mrs Chen

3. Scaning:

Individual Work. Try to find out some information about the three teachers, and then fill in the chart.

Name Mrs. Li Mrs. Chen Mr. Wu

character

Subject

Teaching style

My feeling Suggested answers: Name Mrs. Li Mrs. Chen Mr. Wu character nervous, shy, kind, patient strict, serious, not smile good-looking, energetic, amusing Subject English physics Chinese literature Teaching style explain, avoid, smile well-organised, clear, explain exactly body language talk loudly and fast tell jokes My feeling slowly for, wonderful for make progress never be my favorite lesson do well in respect a lot 4. Post-reading: Pair Work. Among the three teachers, which do you like best and why? Choose one of them and describe him / her by retelling the passage. Step 3 Language Study

Purpose: Let Ss master the language points in the textbook. Group work. The students are divided into groups of four. Each group is supposed to read through each part, and then discuss them. 1. Good teachers make sure that everyone in the class understands.

好老师确保班上的每个人都能懂。

make sure 一定要，保证做到，弄清楚

Eg Make sure you finish your homework on time. 一定要按时完成作业。

※[辨析] sure & certain (1) sure与certain的意思基本相同，但sure强调主语的心理状态，指主语心中无疑或十分确信、有把握，着重于人的内心世界。

Eg He was sure that the manager must have read the letter.

(2) certain侧重说明有肯定的理由和证据，使人相信或确信，强调内心世界之外的证据。Eg It is certain that his brother will come to his help. 显然，他弟弟会来帮他的。

(3) 当主语是人时，sure和certain常可替换，意思相差不大，但由于sure多表示人的内心世界，故其主语只能是人，且不能用来形容事件，所以当主语是表示事件的名词或代

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词时，或主语是it时，只能用certain。：

Eg It isn’t quite certain whether he will be present at the meeting.

2. I think perhaps she was, as it was her first lesson with us. 我现在认为她也许是的，因为这是她与我们的第一堂课。

As在这里是连词，连接两个句子，意思是“既然，因为”，多位于句首，常用来说明较为明显的原因。

Eg As there are many things for us to do today, we’d better ask for some help.今天我们要干的事情很多，我们就叫些人来帮忙。

※[辨析] because / since / as / for 这四个词都是表示原因或理由的连接词，在语气上由强至弱依次为because  since  as  for。

◆

because引导的从句多置于句末，表示直接的原因或理由，或产生那种结果的必然的因果关系，在回答why的提问时，必须用because作答。

Eg The light went out because the oil was out. ◆

as与since引导的从句多置于句首，不过as表示十分明显的原因，只说明一般的因果关系，可译为“因为、由于”，而since则表示稍加分析、对方已知的原因，一般可译为“既然”。

Eg ①

As it is too late, you’d better stay here.

②

Since the town is far from here, you may go there by bus.

◆

for是并列连词，所引导的不是原因状语从句，而是表示理由的对等句子，是对前面所讲内容的补充和说明。

Eg It must have rained last night, for the ground is so wet.

3. She is kind and patient, and explains English grammar so clearly that even I can understand it!

I hate making mistakes or pronouncing a word incorrectly when I speak English, but Mrs. Li just smiles, so that you don’t feel completely stupid.

这两句中都使用了“so that”，但意义完全不同。“so … that”可译为“如此……以至于……”，有如下几种结构：

◆

so + 形容词或副词

+ that …

Eg He ran so quickly that I couldn’t keep up with him. ◆

so + 形

+ a(n) + 单数可数名词+ that …

Eg Bob is so tall a man that he can almost reach the ceiling. ◆

so + many / few +复数可数名词+ that …

或者so + much / little + 不可数名词+ that …

Eg There is so little water left that only small children and patients were give some. ◆

so that相当于“in order that”, 表示目的。

Eg ①

We set off early so that we arrive on time. ②

Check carefully so that any mistakes will be caught. 4. But now, after two weeks, the class really likes working with her. 两个星期过去了，现在全班同学都很喜欢上她的课。

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(1) 这里的class，不是指一个班级，而是表示“大家”、“全班同学”。

(2) 这里的working with her，并不表示“在同一单位一起工作”，而是指“一起从事教和学两方面的活动”。

5. … Mrs. Li just smiles, so that you don’t feel completely stupid! 李老师只是笑笑，你就不会感到自己是个大笨蛋。

Stupid愚蠢的，笨的；completely stupid彻彻底底的笨，大笨蛋

这里的don’t和completely放在一起的用法：否定词+表示“全部”概念的词，这是一种部分否定的表示法。在本句中，作者认为：因为老师的鼓励，觉得自己虽然还要犯些错误，但不再是彻底的没希望了。

6. She’s very strict – we don’t dare to say a word unless she asks us to.如果她不要求，我们一句话也不敢说。

（1）dare做情态动词时主要用于疑问句、否定句及条件状语从句中。

Eg ①I dare not go there.

②

Dare you ask him?

（2）dare作行为动词用时，有各种形式的变化。后接带to的不定式。在否定句、疑问句中to可省去。以上各句也可用实义动词dare写。

Eg ①

I don’t dare to go there.

②

Do you dare to ask him?

③

She dared say no more.（有时情态动词dare也可有过去式dared。）

④

I didn’t dare come before because I was told you were very strict.

7. There are a few students in our class who keep coming to class late but they’re always on time for Mrs Chen’s lessons! 我们班有几个学生总是上课迟到，但是上陈老师的课，他们总是很准时。

keep doing持续不断地做某事，经常做某事

Eg ①

After the heavy rain, they kept working until it was late into the night.

②

They kept trying until they succeeded.

※

[辨析] keep doing sth / keep on doing sth / keep sb doing / keep sb from doing sth ◆

keep doing sth , keep on doing sth.均含有“继续、重复”之意，许多情况下可以通用。有时keep doing sth 描述客观事实，无感情色彩，可译作“持续地、一直不停地做某事”。keep on doing sth 则带有强烈的感情色彩，可译作“总是反复地做某事”。

Eg ①

He kept thinking of the question.（描述“念念不忘”这一客观事实。）

②

Don’t keep on thinking of the same question.（强调主观厌烦情绪）

◆

keep sb / sht doing 表示“让某人/某物处于做某事的状态”

Eg The boss kept his workers working day and night.

◆

keep sb / sth. from doing sth阻止某人/某物做某事

Eg The heavy rain kept us from starting out on time. 大雨使我们不能准时出发。

8. Some of our class don’t like her, but most of us really appreciate her because her teaching is so well organized and clear. 我们班有的同学不喜欢她，但是大多数人很感激她，因为她的讲解非常有条理、很清楚。

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appreciate vt. 有如下几种意思：

（1）辨识(人、物)之价值，认知……之真价；给与……很高的评价，赏识，重视，珍视

Eg His genius was at last universally appreciated.

(2) 鉴赏，欣赏，品味，玩味（文学、艺术等）

Eg You cannot appreciate English literature unless you understand the language.

(3) 正确地）认识（事物）；察知（事情之严重性等）

Eg He still doesn’t appreciate the urgency of the situation.

(4) 了解（……一事），知道，明白

Eg I fully appreciate that you don’t want to come, but I’m afraid it is your duty.

(5) 感激（他人的好意等），感谢

Eg I greatly appreciate your kindness. 我很感激你的厚意。

9. During scientific experiments, she explains exactly what is happening and as a result my work is improving. 对于科学实验过程中的种种现象，她解释得很准确，因此我的学习一直在进步。

as a result介词短语，意思是“因而，就这样”，相当于therefore。

Eg ①She had so much cold drink yesterday. As a result, she fell ill and had a high fever today. ②

s a result I have to wash all the plates and things after meals, and do a lot of work in the garden.

※

[归纳、拓展] ◆

as a result (of) 作为……的结果

Eg As a result of the flood, thousands of peasants lost their food.

◆

result in 引致，造成。

Eg His laziness results in his failure in the exam.

◆

without result 毫无结果。

Eg Finally he went to his friend for some help but returned without result.

10. Physics will never be my favourite lesson, but I think that I’ll do well in the exam with Mrs Chen teaching me. 物理虽不再是我最喜欢的课，但是我觉得有陈老师教我，我会在考试中发挥出色的。

“with + 名词

+ 其它”是介词及其复合宾语的形式。这一结构可以在句中作状语和定语。常见的有下列形式：

(1) with + 名词

+ 副词

Eg With all the lights out, the room was dark.

(2) with + 名词

+ 形容词（强调名词的特性或状态）

Eg With the door and windows open wide, the room was very cold.

(3) with + 名词

+ 名词

Eg In the north is Scotland, with its capital Edinburgh.

(4) with + 名词

+ 介词短语

Eg The man came in with a book in his hand.。

(5) with + 名词

+ 现在分词（名词和现在分词间为主动关系，状态正在进行）

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Eg With all the students doing their homework silently, the teacher walked around the classroom.

(6) with + 名词

+ 过去分词（强调名词是-ed分词动作的承受者或动作已发生）

Eg From the window she could see a tall tree, with a dog tied to it.

(7) with + 名词

+ 不定式（强调动作尚未发生）

Eg With machinery to do all the work, the farm is highly mechanized.

11. Mr. Wu’s only been teaching us for two weeks and he’s already very popular. 吴老师只教了我们两个星期就已经很受大家欢迎了。

(1) 本句原为：… Mr. Wu has only been teaching us for two weeks …表示从开始到现在，他教了两星期，并且还将教下去。

Eg I have been studying in this school ever since September 1, 2000.

Eg I have been waiting here for more than an hour.

(2) popular在这里并不解释为流行歌曲中的“流行”，而是解释为“被爱戴的”，“受欢迎的”。

12. He’s got so much energy, this is one class you do not fall asleep in! 他精力充沛，在他的课上你绝不会想睡觉（感到困倦）。

(1) 请注意，这里的 in是不可少的。可以把本句分为两句：This is one class. In the class you don’t fall asleep. (2) 请注意，这里one class中的class既不解释为“班级”，也不和前面第4点中the class really likes working with her一样解释为“全班同学”，而是解释为“课”。

(3) 这里fall asleep中asleep为形容词，只能作表语，而sleep则为名词和动词。作为教师，请注意加“a-”的构词法，以便今后向学生介绍，如：alike, alive, alone, ashamed, awake, aware, etc. Step 4 Homework: 1. Finish Activity 2 and Activity 4 on page 13. 2. Finish Activity 5 on P74. Period 3 Grammar

Teaching Goals: 1. To get Ss to have knowledge of this grammar point: V-ing; 2. To enable Ss to use the V-ing form. Teaching procedures: Step 1. Revision

1. Check the answers to the homework and give Ss some directions. Step 2 Grammar

Purpose: Let Ss know how to use V-ing as an object. 1. Individual Work. Ask Ss to underline all the verbs followed by V-ing in the passage. 2.

Ask Ss the following questions:

Have you noticed that there are so many –ing form in the passage? Do they use as

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adjective? Of course not. They used as another kind of function. Let’s have a study what they are used. Look at the verbs followed by V-ing in the passage.

(1) But now, after two weeks, the class really likes working with her.

(2) I’ve always hated making mistakes or pronouncing a word incorrectly ….

(3) There are a few students who keep coming to class late ….

(4) I think this is because he really enjoys teaching Chinese literature. 3. Make a conclusion.

They are used as objects which are often behind the verbs. 4. Pair Work. What verbs have you found that can be followed by v-ing you’ve just read?

(We can use this poem to remember all the verbs followed by –ing form.)

避免

错过

少延期

建议

完成

多练习

喜欢

想象

禁不住

承认

否定

嫉妒

逃避

冒险

莫原谅

忍受

保持

不介意

Suggested answers: avoid

miss

put off / postpone suggest

imagine

practise enjoy

imagine

can’t help admit

deny

envy escape

risk

excuse stand

keep

mind 5. But there are some verbs followed by –ing or to do, such as love, like, hate, prefer, begin, start, continue, plan, forget, regret, remember, stop, try, mean, can’t help, etc. Are they the same meaning when they are followed by –ing form and to do? Some are the same but some are different.

For example, we have learnt “stop to do sth.” and “stop doing sth.”. Do you still remember what the difference between them is?

Stop to do sth.: stop one thing and begin to do another thing

Stop doing sth.: not do the thing

Can you give me some examples like these? (Please fill in the table.) (Group Work) Verbs

-ing

to do

Suggested answers:

Verbs -ing to do 具体动作或特殊情况

9 love, like, hate, 一般情况

prefer Regret Remember Forget Try Mean can’t help 后悔没有干……(表过去没有干) 记得干过某事

忘记干过某事

试着干某事

意味着干某事

情不自禁干某事

遗憾没有干(表现在) 记得去干某事

忘记去干某事

企图干某事

打算干某事

不能帮助干某事

*有时在-ing形式的前面可以加上该动作的逻辑主语

e.g. She didn’t mind my smoking there.

I can’t excuse her pretending not to know me. 4. Individual Work. Ask Ss to finish Activity 2 on page 14. Suggested answers:

(1) dislikes / hates (2) stop / keep (3) finished (4) practise (5) avoids

5. Extra Exercises (1) Mark often attempts to escape ______ whenever he breaks traffic regulations.

A. having been fined

B. to be fined

C. to have been fined

D. being fined (2) Anne never dreams of ______ for her to be sent abroad very soon.

A. there being a chance

B. there to be a chance

C. there be a chance

D. being a chance (3) We’re looking forward ______ the photo exhibition.

A. to visiting

B. to visit

C. to having visited D. visiting (4) The flowers need ________, otherwise they will die.

A. to water

B. be watered

C. watering

D. be watering (5) It is no good _________ to come now. He is busy.

A. if you ask him

B. to ask him

C. asking him

D. that you ask him (6) – How did you get to the airport?

– I got Charlie _______ me there.

A. drove

B. drive

C. driving

D. to drive (7) I’ve got a terrible headache. I tried ______ some medicine but it didn’t help.

A. to take

B. having taken C. taking

D. to have taken (8) – Why did you sell this old TV at such a low price?

– I did it only because I was made ______ it.

A. do

B. to do

C. doing

D. to doing (9) – Would you join us tonight?

– I ______ but I have to prepare for tomorrow’s test.

A. would love to

B. would love so C. would love it

D. would love (10) He now regrets _______ harder when he was at school.

A. not study

B. not studied

C. not studying

D. not to study

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(11) It’s a pity we didn’t visit Tom. I would like ______ him again.

A. seeing

B. to see

C. see

D. saw (12) She can’t help _____ the house because she’s busy making a cake.

A. to clean

B. cleaning

C. cleaned

D. being cleaned (13) On his way home he suddenly heard his name ______.

A. calling

B. called

C. to call

D. call (14) He didn’t keep on asking me the time any longer as he had his watch ______.

A. to repair

B. repaired

C. repairing

D. repair (15) The writer was made _______ to the guest.

A. apologize

B. apologizing

C. to apologize

D. to be apologizing (16) The little time we have together we try _______ wisely.

A. spending it

B. to spend it

C. to spend

D. spending that Suggested answers: 1-5 DAACC

6-10 DCBAC

11-16 BAABCB

Step 3 Homework

1. Finish off the exercises on page 73. 2. Prepare for the listening class. Period 4 Pronunciation, Listening and Vocabulary, Function and Speaking

Teaching Goals:

1. Review the –ing form. 2. Get Ss to master some new words. 3. Enable Ss to know some skills of listening. 4. To study the expression of preference. Teaching procedures: Step 1 Revision Check the answers to the WORKBOOK exercises of Grammar. Step 2 Pronunciation – Stressed sound Purpose: Enable Ss to know how to read the stressed sound 1. Individual Work.

Ask Ss “What are you doing when you hear a new word?”

Then give Ss suggested answers. When you hear a new word, listen carefully for the stressed sound. Repeat the word with the stress. Write down the word and mark the stressed sound. For example: intelligent, scientific. Remember that when you listen to spoken English, you don’t hear every word, because the speaker stresses some words more than others. 2. Pair Work.

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Ask Ss “What

do you like to do before an exam, do some revision or do some translation?”

Make Ss choose their answers and ask them to pay attention to the following words and word information.

revise  revision

translate  translation

choose  choice 3. Group Work.

(1) Ask Ss to listen and repeat the words and find the stressed sound in the words of Activity 1 first. Then listen again and check the answers. Suggested answers: choice

test

fail

student

junior

playground

exam

revision

vacation

(2) Ask Ss to underline the stressed sound in Activity 2. Then listen and check. Suggested answers:

pass

result

senior

school

subject

topic

translation

Step 3 Listening and Vocabulary Purpose: Let Ss master some new words. 1. Words to Study

(1) Pair Work. Ask Ss to explain these words in English by reading the questions in Activity 1. They can ask their deskmates if necessary. Suggested answers: revision: preparation for an examination translation: expressing in another language period: length of time timetable: schedule

headmaster / headmistress: principal man or woman in a school, responsible for organizing it library: room or building where books are kept topic: subject of a discussion or talk choice: act of choosing between two or more possibilities vacation: holiday (2) Pair Work. Ask and answer questions in Activity 1 on P15 so that Ss can be more familiar with the new words. (students’ own answers) (3)

Pair Work. Ask Ss to finish Activity 5 on page 16. (Explain the connection between these words and phrases.) Suggested answers: ②

Senior school is where you go after junior school; it is for older students. ③

At senior school you usually have a different teacher for each subject. ④

The students go into the playground at break and lunch time; it is where they can play games, talk and walk. ⑤

If you are very good at a subject, your teacher will say you are an excellent student. ⑥

When you have a test, you need to do some revision to check whether you know

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everything.’

⑦

When the teacher has marked yourexam you will get the result—for example 75 out of 100. 2. Listening Purpose: To get the main information in the listening part;

To develop Ss’ listening ability.

(1) Pre-listening:

Pair Work. Ask Ss to fill in the blanks in Activity 2 with the words in bold in Activity 1. Suggested answers: ①

choice ②

revision, translation ③

timetables ④

period ⑤

headmaster, library 2. While-listening: (Individual Work)

(1) Listen to the conversation and check your answers.

(2) Ask Ss to listen again and answer the questions in Activity 3 on page 15. Suggested answers: ①

b ②

a ③

a ④

c ⑤

a

(3) fill in the missing words.

Mr. S: Okay, kids, as you know, the _______ are coming up soon, so we need to start work

on ________. This afternoon I’m going to give you a ___________. We can either

do some __________ or we can do some ______________. It’s up to you.

St:

I’d rather do ___________ than ____________, Mr. Stanton.

Mr. S: How many people would like to do ______________?

Chorus of voices: I would /Me/ I’d like to do ______________.

Mr. S: That’s eight of you. So the rest of you would prefer to do __________, is that right?

Chorus of voices: Yes.

Mr. S: That’s sixteen of you. So that’s settled. We’ll do ____________. I’m going to give

you a _________ of topic, too. Do you want to revise Life in the Future or Travel?

St:

I’d rather do 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

_________ is made. But before we start, there are a couple of things I need to say

to you. Firstly, have you all got your new ______________?

Chorus of voices: Yes.

Mr. S: Good. Can you take a look at them? OK. Now, at present you have a free ________

on Tuesday afternoons. Well, that’s been changed and you’ve got French instead.

Have you got that?

Chorus of voices: Yes.

Mr. S: Excellent. And there’s one other thing. The headmaster wants to see everyone in the

___________ at three this afternoon. OK?

Chorus of voices: Yes.

Mr. S: Right. Let’s begin our _________ of Life in the Future.

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Suggested answers: exams

revision

choice

revision

translation translation

revision

translation

translation

revision revision

choice

choice

timetables

period library 3. Post-listening:

Group Work. Ask the students to describe Mr. Stanton, and discuss with their partners whether they would like to have Mr. Stanton as their teacher and list their reasons. Do pay more attention to the sentence pattern: I’d prefer …. / I’d …. Step 5 Function and Speaking Purpose: Let Ss know how to express preference. 1. Pair Work

Ask Ss to tell which of these English language areas is the most difficult for them, grammar, conversation, vocabulary, listening, reading, writing or translation.

The teacher writes some of the Ss’ answers on the blackboard:

I think grammar is difficult for me.

I think vocabulary is more difficult for me.

I dislike translation. 2. Introduce new expressions of preference:

I’d prefer to learn reading.

I’d rather recite the vocabulary.

I’d rather do some listening than learn the grammar.

(Let them make more sentences by using the patterns.) 3. Pair Work.

Ask Ss to finish Activity 2 on page 17. 4. Group Work. Read aloud the expressions in Activity 3, and make sure the students understand them all. Ask Ss to interview their group members. Then try to use the sentence pattern to sum up what they say. Step 5 Homework 1. Finish Workbook Exercise 5, 6, 7 on page 74. 2. Prepare to make a conversation by using the phrases in Everyday English. 3. Preview Cultural Corner. Period 5 Everyday English, Cultural Corner,

Listening and Speaking (P76) Teaching Goals: 1. Enable Ss to know some words and expressions.

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2. Develop reading, speaking and listening skills 3. Foster the sense of cultural awareness. Teaching procedures: Step 1 Revision Ask Ss to show the class the dialogue they prepared in Everyday English on page 18. Step 2 Cultural Corner Purpose: Develop reading skills and foster the sense of cultural awareness. 1. Introduce some colorful pictures about schools, teachers and students downloaded from the net. Ask the questions:

(1) What do you think of the relationship between teachers and students?

(2) How do you find the school? 2. Individual Work. Read through the passage and try to answer the following question.

What kind of differences in school does this passage describe? Suggested answers: The relationship between teachers and students. 3. Pair Work. Read the first paragraph, and fill in the chart in pairs. Countries

Suggested answers:

Countries

France, Germany, Spain, Russia northern European countries America Britain Relationship quite, formal more friendlier and more relaxed quite relaxed quite relaxed, but have big problem with discipline Relationship

4. Individual Work. Ask Ss to read through the second paragraph, and answer the following question.

What’s the main difference between state schools and private school? Suggested answers: State school are paid for by the government, but in private schools, the parents pay for the education of the children. 5. Group Work. Let Ss learn the passage again. They can ask their group members if they have questions. (The teacher walk around the classroom and help the students when necessary.) Step 3 Listening and Speaking (Workbook) 1. Group Work. Revise some words and expressions in listening.

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behave badly, disturb, headmistress, timetable, extra, up to you 2. Individual Work. Listen to the conversation, and finish Activity 10. Suggested answers: (1) F (2) F (3) T (4) T (5) T 3. Individual Work. Listen to the conversation 1 again, and finish Activity 11. Suggested answers: (1) c (2) d (3) c (4) c (5) d

4.Individual Work). Listen to the conversation 2 again, and finish Activity 12. Suggested answers: (1)

Japanese, Russian (2) English, Japanese (3) Japanese, grammar (4) Chinese (5) Chinese (6) Russian

(7) Chinese Step 4 Homework Finish Workbook Reading Exercises on page 75- 76. Period 6 Module File, Writing, Task Teaching

Goals:

1. Help the Ss review what we have learnt in this module; 2. Get the students know how to punctuate a paragraph. 3. Help the Ss learn how to write an article about their teacher. Teaching procedures: Step 1 Revision

Check the Workbook Reading Exercises on page 75-76 and give Ss some directions. Step 2 Writing and Task Purpose: Let Ss know how to use punctuation properly. 1. Individual Work. Ask Ss to read “Reading and Vocabulary” again first. Then give Ss each a piece of paper with the paragraph they’ve just read but without any punctuation or any capitalized words. And ask Ss to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.

Eg Mr. Wu’s only been teaching us for two weeks and he’s already very popular i think this is because he really enjoys teaching Chinese literature he loves it in fact he’s got so much energy this is one class you do not fall asleep in he’s about 28 i think and is rather good-looking he talks loudly and fast and waves his hands about a lot when he gets excited he’s really amusing and tells jokes when he thinks we are getting bored even things like compositions and summaries are fun with Mr. Wu i respect him a lot

(Show Ss’

work on the screen and see if Ss can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are OK.) Suggested answers: Mr. Wu’s only been teaching us for two weeks and he’s already very popular.

I think this is because he really enjoys teaching Chinese literature – he loves it, in fact!

He’s got so much

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energy,

this is one class you do not fall asleep in.

He’s about 28, I

think,

and is rather good-looking.

He talks loudly and fast, and waves his hands about a lot when he gets excited.

He’s really amusing and tells jokes when he thinks we are getting bored.

Even things like compositions and summaries are fun with Mr. Wu.

I respect him a lot.

2. Group Work. Get Ss to discuss why they punctuate the passage like this by asking some questions.

(1) Why do you punctuate your passage like this?

(2) Why are punctuations important in writing?

(3) What is also important besides punctuations in writing?

(Help Ss to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.) 3. .Pair Work. Ask Ss to punctuate the passage on page 18.

Get Ss to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so Ss may have a discussion about whose is better and why. In doing this they can practise what they’ve learnt just now. Suggested answers: 见教材参考P107. Step 3 Task 1. Just now we have learnt something about a good teacher. Do you agree with it? If not, please tell us your opinions. 2. So all your answers –

“kind” is called criterion for a teacher. Do you have more criteria?

Eg A good teacher should be patient / intelligent / kind …, and so on. 3. Ask them to put all their criteria into a passage. (Allow them 15 minutes.) 4. Choose two students’ passages and make comments before the whole class. Step 4 Module File 1. Leading in: Now we have nearly finished module, what have we learnt? 2. Allow the Ss a few minutes to read the module file. 3. Then have a competition like this: Students close their books. The teacher divide them into four groups. Then answer the questions by catching chances.

(1) Words translations: (English to Chinese and Chinese to English. 1 score for each word.)

(2) Function and Everyday English: Ask them to make some sentences by using them.

(At the end of the competition, compare the scores of each group and find the winners to reward.) 4. Review the grammar rules:

(1) Verbs often used with –ing forms: admit / avoid / delay / dislike / finish / imagine / keep / mind / practise / suggest / give up / look forward to / be used to / be good at / can’t help

(2) often used with “to do”: want / decide / hope / wish / promise / pretend / fail / plan / refuse / manage / expect

(3) can be used with both “-ing” and “to do”: remember / forget / regret / try / stop / go on /

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mean 5. Practice: (1) Mark often attempts to escape ______ whenever he breaks traffic regulations.

A. having been fined

B. to be fined

C. to have been fined

D. being fined (2) Anne never dreams of ______ for her to be sent abroad very soon.

A. there being a chance

B. there to be a chance

C. there be a chance

D. being a chance (3) We’re looking forward ______ the photo exhibition.

A. to visiting

B. to visit

C. to having visited D. visiting (4) The flowers need ________, otherwise they will die.

A. to water

B. be watered

C. watering

D. be watering (5) It is no good _________ to come now. He is busy.

A. if you ask him

B. to ask him

C. asking him

D. that you ask him (6) – Why did you sell this old TV at such a low price?

– I did it only because I was made ______ it.

A. do

B. to do

C. doing

D. to doing (7) – I really appreciate _____ to holiday with you on this nice island.

–

It’s my pleasure.

A. have time

B. having time

C. to have time

D. to having time (8) She can’t help _____ the house because she’s busy making a cake.

A. to clean

B. cleaning

C. cleaned

D. being cleaned (9) On his way home he suddenly heard his name ______.

A. calling

B. called

C. to call

D. call (10) These soldiers marched in the valley to avoid _____ by the enemy.

A. to be found

B. to find

C. finding

D. being found (11) I don’t know why he didn’t agree _____ the plan. A. with

B. on

C. to

D. for (12) – Tom, why did you leave your homework undone yesterday?

– ____ I had a very bad headache. A. As

B. Since

C. Because

D. For (13) The little girl _____ there alone. A. not dare go

B. dares not go C. dare not go

D. dare not to go (14) My friend Martin was very sick with a strange fever; _____, he could neither eat nor sleep. A. as a result

B. after all

C. any way

D. otherwise (15) I couldn’t do my homework with all that noise ______.

A. going on

B. goes on

C. went on

D. to go on Suggested answers: 1-5 DAACC

6-10 BBAAD

11-15 CCCAA

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