Grammar课堂实录【1】

Teaching Plan for Module 2 (Student’s Book 1) The Third Period, Grammar: “My New Teachers”

I. Teaching Objectives

1. Language Objectives By the end of the class, students are able to use the important words and phrases: Like / love / enjoy, dislike / hate, consider, avoid, admit, keep, practice, deny, delay, finish, can’t

help, feel like. 2. Ability Objectives By the end of class, students are able to: (1) Use the V-ing

form correctly. (2) Use the verbs rightly to express their preference and disgust. 3. Moral Objectives

(1) Students can talk confidently. (2) Students can express their preference to their teachers. II. Important Point

Students can explain the verbs followed by -ing form in the practice. III. Difficult Point Learn how to use the verbs followed by –ing form through practice.

IV. Teaching Methods

1. Communicative Language Teaching, Task-based Language Teaching & the Grammar-translation Method 2. Teaching Aids: blackboard, chalks, multimedia. V. Teaching Procedures Step I

Greetings (1 min) Greet the whole class as usual. T: Good morning, boys and girls. Ss: Good morning, Miss Lu. T: How are you going today? Ss: Fine! Thank you! Step II

Lead-in (8 mins)

T: Ok. Before our text, let’s review some words we have learned last lesson. Please look at some pictures. (Show a picture) Look at the picture, and what verb do you think of? Ss: Avoid.

T: Yes, avoid. Please look at the sentence. … Dogs are very fierce, so I am very afraid of them. Are you afraid? Ss: Yes.

T: Ok, let’s look the second picture, they’re hate & love.

“Hate” is the opposite of “Love”. Next picture, look here “I HATE ANGRY BIRDS”. Do you know why the pigs hate angry birds? Ss: No. T: Ok, look at the sentences and you can find the reason. The pigs hate the angry birds, because the birds always use their eggs to attack them. Do you think it’s interesting? Ss: (Laugh) Yes. T: Ok. Can you remember this verb? Ss: Appreciate, 感激。

T: Yes, let’s look at the sentence. … Our mother is really very great, and we should say “Thank you” to our mom. Do you agree? Ss: Yes. T: Anyone knows this word? Ss: 承认. T: Yes. This verb is “承认”. What happened to this man? Ss: Maybe he has committed a crime. T: Yeah, he has committed a crime, so the man in front of the police admitted killing the woman. Can you follow me? Ss: Yes. Step III

Presentation (15 mins) 1. Discovery (2 mins) T: Ok. Today we are going to learn a new grammar: Verbs followed by –ing. Please look at these sentences from the text.

Ss: (Look the six sentences carefully and try to discover the common among them.)

T: What do you notice about the underlined verbs? Have you found any common?

Ss: Yes. They all are followed by -ing. T: Yes. You are so clever.

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Sentences from the texts: （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. 2. Blank-filling (6 mins)

T: Now please look at the screen and complete the sentences with the words from the brackets. 2 minutes for you. Are you clear?

Ss: Yes. T: (Walk around the classroom.)

T: Ok. Stop. Let’s check your answers one by one. This girl. S1: Copying. T: This girl. S2: Talking. T: This girl. S3: …

T: Yes. You are all right. Thank you, guys. One more question, do you know any other verbs followed by –ing?

So please talk with your partners. 2 minutes for you. Ss: (Talk with their partners.)

T: Ok. Time’s up. This girl, have you found any other verbs? S6: Yes. I found that some verbs, such as dislike, admit, avoid, practice, prevent, finish, keep, imagine and miss. T: Do you all agree with her? Ss: Yes. T: Correct. Thank you. Sit down please.

Complete the sentences with words from the brackets. （1）

The student always like______ (copy) from other students. （2）

Please stop_______ (talk). This is public place. （3）

Have you finished ______ (check) your work? It’s time to go home. （4）

You need to practice______ (speak) in English to make progress. （5）

He avoid______ (ask) stupid questions!

Suggested answers:

copying, talking, checking, speaking, asking. 3. Game: Rewrite the sentences (7 mins)

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T: Ok, let’s come to play a game. The game is called rewriting the sentences. I’ll give you some sentences in disorder, you should rewrite them as fast as you can. 3 minutes for you. Let’s go! Ss: …

T: Ok. Stop. This girl, please read your answer. S7: She avoids making me feel stupid! T: Yes. You’re right. Sit down please. This girl, please. S8:

She admitted having broken the traffic rules. T: Ok, you are right. This girl. S9: I regret quarrelling with my mother. T: You’re right. Thank you. Sit down please. Next one. This girl. S10: He is considering find a job to support his family. T: Ok, last one. This girl.

S11: The child dislikes watching TV all day.

T: Ok. Thank you. Sit down please. There are some sentences in disorder, and rewrite them. （1）

stupid, making, She, me, avoids, feel! （2）

She, the, traffic, having, admitted, broken, rules. （3）

mother, with, I, my, quarreling, regret. （4）

his, find, is, considering, He, family, job, support, a. （5）

TV, The, all, watching, day, child, dislike.

Suggested answers: （1）

She avoids making me feel stupid! （2）

She admitted having broken the traffic rules. （3）

I regret quarrelling with my mother. （4）

He is considering find a job to support his family. （5）

The child dislikes watching TV all day.

Step IV

Practice (13 mins)

1. Multiple choices (7 mins) T: Now let’s move on multiple choices. Let’s finish them together. T: Look at the first one. Which one is right? Ss: C T: Yes. You’re right. The second one?

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Ss: A T: Correct. This one? Ss: C T: Yes. You’re right. Let’s move on. Which one is right? Ss: C T: Yes. Next one. Ss: B T: Yes. Next. Ss: C T: Yes. This one? Ss: C T: Yes. Last one. Ss: D T: Yes. You are all right. You are so smart.

Multiple choices: 1.

We should keep ________ English every day. A. to practice speaking

B. practice speaking

C. practicing speaking

D. practicing to speak

2.

In some parts of London, missing a bus means________ for another hour. A. waiting

B. to wait

C. wait

D. to be waiting 3.

My uncle is considering ______ his heath. A. improve

B. to improve

C. improving

4.

D. to be improved

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 5.

He got well-prepared for the job interview, for he couldn’t risk _______ the good

opportunity. A. to lose

B. losing

C. to be lost

D. lost

6.

She was so angry that she felt like ______ something at him.

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A. to throw

B. to have thrown

C. throwing

D. have thrown 7.

Jean did not have time to go to the concert last night because she was busy ______ for her examination. A. to prepare

B. to be prepared

C. preparing

D. be prepared

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Smith enjoys ______ football on Sunday afternoon, doesn’t he?

A. to be playing

B. to playing C. to play

D. playing

Suggested answers:

C A C C B C C D 2.

Translation (6 mins) T: Now, please look at these sentences, and use the words from the brackets to translate the sentences. 3 minutes for you. Ss: …

T: Ok, time’s up. Let’s check your answers. Please read your answers aloud. The first one? Ss: Considering looking for. T: The second one? Ss: Practice singing. …

Use the words from the brackets to translate the sentences. 1. 他正在考虑找份工作。

He is _________________ a job. (consider) 2. 我们每天练习唱这首英语歌。

We _____________ this English song every day. (practice) 3.我不能想象他独自一人完成这样难的任务。

I can’t __________________ such a difficult task alone. (imagine) 4. 他们继续走，说个不停。

They ______________ and never _____________. (go on, stop) 5.

几个月前他已经戒烟了。

He _________________ several months ago.(give up) 6.

我们正为马上到来的运动会做准备。

We are busy ______________ the coming sports meeting. (prepare) Suggested answers:

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1.

considering looking for 2.

practice singing 3.

imagine him finishing 4.

went on walking, stopped talking 5.

gave up smoking 6.

preparing for

Step V

Production (5 mins) Pair work: Dialogues T: Ok. One more practice. There are some words on the screen. Please make up dialogues with your partners using the verbs followed by –ing. For example: A: What do you like doing? B: I enjoy writing, and always imagine being an excellent writer. Are you clear?

Ss: Yes. T: Try to use as many of them as possible. 2 minutes for you. Go. Ss: …

T: Ok. Time’s up. Who’d like to have a try? These girls please. S2: Mary, what do you like doing?

S3: I like playing piano, and I practice playing it every day.

S2: Oh, you are so hard-working.

S3: Thank you! And you? S2: I enjoy English very much, so I keep speaking English in class. T: Yeah, your dialogue is very good. Thank you. Sit down please. Any volunteer? Excuse me, would you like to have a try? S4&S5: Yes. T: Please. S4: Anna, do you like eating vegetables?

S5: Yes, I like, but always avoid eating potatoes. What vegetables do you like? S4: I like eating green vegetables, such as Chinese cabbage.

S5: Great, it’s good for your body！

T: Ok. Thank you, guys. It’s very easy to use the verbs followed by -ing. Do you agree with me? Ss: Yeah. Words on the screen: Admit, consider, finish, avoid, hate, like, enjoy, practice

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Step VI

Summary (2 mins) T: OK. Today, we have learned the grammar —Verbs followed by –ing. The verbs show someone’s feeling of preference and disgust. Look at the verbs and please read them. For example, like, love, enjoy, dislike, hate, admit, avoid, complete, consider, delay, deny, imagine, mind, practice, keep, can’t help, fell like, give up, and look forward to.

T: Wonderful job! That’s all we have learned today. If you still have some problems, please talk to me after class. Understand? Ss: Yes. Step VII

Homework (1 min) T: OK. Today’s homework is: summarize some verbs followed by -ing, and make five sentences by using the verbs you have learned. Ok. We have to stop here today. See you! Ss: See you! VI. Blackboard Design

Module 2 My New Teachers

Important words: avoid; hate & love; appreciate; admit

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Oral Presentation of the Teaching Plan for Module 2 My New Teachers, Student’s Book1 I. Teaching Material Analysis

This is the Module 2 in Student’s Book 1, and the topic is My New Teachers. The grammar part is the highlight of this unit. It mainly introduces some verbs followed by –ing. Students all know that grammar plays a very important role in learning English. According to the new national English Curriculum, the main aim of English–teaching is to improve the students’

overall language abilities. So, we, teachers, not only need to show the theme of this module, but also need to help students master the language points and train their abilities in listening, speaking, reading and writing to achieve both accuracy and fluency in language use.

II. Teaching Objectives

1.

Language Objectives In this module, students are going to learn about some verbs, which require them to recite that these verbs can be followed by -ing. Thus, students need to know the following important words and phrases: Like, love, enjoy, dislike, hate, consider, avoid, admit, keep, practice, deny, delay, finish, can’t

help, feel like. 2.

Ability Objectives We know that teachers play a very important role in our daily life. And students always have some special feelings for their teachers. After they learn this module, they should learn how to describe their teachers. Besides, after studying the grammar part, they need to learn how to express their preference and disgust. Based on these requirements, the ability objectives of the module are as follows. (1) Use the V-ing form correctly. (2) Use the verbs rightly to express their preference and disgust. (3) Be able to promote their ability of speaking. 3.

Moral Objectives As we know, the new English curriculum indicates a change from purely linguistic to an emphasis on language skills, knowledge, affects, strategies, and culture awareness in order to prepare the students for laying a good foundation for continuing development. That's to say, teachers should try to inspire students to express their preference and disgust for someone or something. Thus the moral objectives should be related to the following factors:

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(1) Students can talk confidently. (2) Students can express their preference to their teachers. III. Important Point Students can explain the verbs followed by -ing form in the practice. Because this is the third period of the module, the teacher’s plan is to introduce some new verbs followed by -ing and let students master them well. More importantly, students need to know how to use them.

IV. Difficult Point Learn how to use the verbs followed by –ing form through practice

Students sometimes can remember the new grammar quickly, but they are not sure how to use them properly. Besides, they are usually shy to speak out their attitudes, feelings or opinions. And they are afraid of making mistakes. So, it's a little difficult to activate and encourage them to participate in group work.

V. Teaching Methods 1.

Communicative Language Teaching, Task-based Language Teaching & the Grammar-translation Method. 2.

Teaching Aids: blackboard, chalks, multimedia. Communicative Language Teaching, Task-based Language Teaching and the Grammar-translation Method are adopted in this lesson. The teacher needs to put students in the centre of learning. It is the teacher's very role to stimulate the students' interests and make them take an active part in the class. Usually, students enjoy being led in by pictures, music and they prefer working in groups instead of learning by themselves. So, in the class, the teacher will provide them chances to show some pictures and let them to express their preference and disgust for someone or something so as to activate them quickly involved in the class. Besides, the teacher will let them do some group work, which can give them more opportunities to speak out. That is the reason why Communicative Language Teaching, Task-based Language Teaching and the Grammar-translation Method are employed in this class. VI. Learning Methods

1.

Communicative strategy: Instead of learning by themselves, students prefer working in groups. If working in groups, they have more courage to speak out their ideas, feelings and opinions, which can help improve their ability in speaking. 2.

Resource strategy: Students will be exposed to different new information, including new words, new patterns and new grammar.

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3.

Practice strategy: An old saying "Practice makes perfect" tells the importance of practice. Practice can help the students get the general ideas and have a better understanding of the language. Although it is useful for a teacher to know what is going to teach or do in the class, it's more important for a teacher to know what his/her students are able to achieve by the end of the lesson. But many students are lack of basic knowledge and the courage to express their ideas. Therefore, a successful leader should advise them good learning methods. In this lesson, the following learning strategies will be recommended to the students: VII. Teaching Procedures

Step I Greetings (1 min) Greet the whole class as usual. This aims to concentrate the students’ attention.

Step II Lead-in (8 mins) 1.

Show some pictures about the verbs followed by –ing. 2.

Make use of students’ prior knowledge to introduce new grammar.

New English curriculum specifies that the students are real masters in the learning of English. In a lesson, they are English learners and real masters. So a teacher should act as a guide, an organizer and a director who respectively plays a role when necessary in the teaching procedure. As we all know, the most useful method to lead the students to learn is interest. So, at the beginning of the lesson, students will be allowed to look at some pictures about the verbs followed by -ing, which may catch their attention and make them enter the learning quickly. The pictures present some verbs we have studied last lesson. Through pictures, students can rememorize the verbs followed by –ing easily. There are some sentences in which some verbs are followed by –ing. While students are seeing the sentences, they can learn about the usage of the verbs in advance. After having a fore understanding of the verbs, the teacher will show the new grammar point: Verbs followed by –ing.

Though this way, the students will accept the new grammar point easily. Step III Presentation (15 mins) 1.

Discovery (2 mins) 2.

Blank-filling (6 mins) 3.

A game: Rewrite the sentences (7 mins) According to Pennington, grammar teaching should be “collocational, constructive, contextual, and contrastive”, so the teacher chooses the guided discovery method, that is to say the

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students are introduced to discover rules by themselves and with the teacher’s assistant sometimes. First, the teacher will ask the whole class to look at some sentences from the text. After the whole class has a basic understanding of the new grammar, the teacher would like to ask the students to do some blank-filling. Then, the teacher will ask the students to play a game. By doing this, the students will have a further understanding of the grammar point.

Step IV

Practice (13 mins) 1.

Multiple choices (6 mins) 2.

Translation (7 mins) According to Ur, “practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning.” So the students need to do a plenty of practice. Doing multiple choices is a good way to help students to summarize the information. And the teacher will ask the students to choose the best answers。

After that, the teacher will ask the students to make some translations. By doing this, the students will have a further and comprehensive understanding of the grammar point. Students can grasp the grammar point more accurately through a lot of purposeful practices. Step V

Production (5 mins) Making students aware of grammatical information is one of the teaching objectives, and allowing the students opportunities for using language is just as important. So in order to train students' oral English, the teacher will provide some verbs followed by –ing and ask them to use the verbs to make up some dialogues. Students are required to work in group of 2 and express their preference and disgust by using the verbs in the warm discussion. Then, the teacher will listen to some conversations and give some comments on their performance. Step VI

Summary and Homework (3 mins) In this step, what the students learnt in this class will be summarized. By doing so, their attention can be aroused again and it’s also a good way to see whether they really understand and grasp the new knowledge or not. The homework is to summarize some verbs followed by -ing, and make five sentences by using the verbs。

VIII. Blackboard Design

A good and beautiful blackboard design can help students quickly master the important information more at ease. The blackboard design should be clear and logical. So the teacher’s blackboard design is schemed as the follows. On the top, there is the title of this module. On

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the left, there are some important words. On the right, the grammar points are listed.

Module 2 My New Teachers avoid hate & love appreciate admit

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