1、Module 2 My New TeacherI. 教學內容分析本模塊以My New Teacher為話題，以學生的角度出發介紹了幾位具有不同教學風格和個性特征的教師，希望通過本模塊的教學使學生學會運用本模塊中的詞匯和句型，結合實際描述自己的老師及校園生活，表達自己的喜好，同時通過學習制定好教師的標準來促進師生之間相互了解，使學生盡快適應高中的學習。Introduction 部分介紹描述人物個性特征的正反兩類性質形容詞，讓學生對描述性格的詞匯有感性了解。再通過聽力活動來復現相關詞匯，讓學生在運用中熟練掌握這些形容詞。Reading and Vocabulary 部分是本模塊的主要內容，由三個文

2、段組成，從學生的角度對三位不同年齡，不同風格的老師進行介紹。要求學習利用提供的詞匯閱讀三篇短文，了解不同教師的性格特征、上課方式以及學生的評價。通過閱讀培養學生獲取信息、猜測詞義等能力。Grammar 部分通過列舉三篇短文出現的句子，了解動詞-ing形式，要求學生利用練習2中的詞匯仿造相關形式的句子。Speaking 部分是課文內容以及本模塊話題的延續，旨在要求學生通過口頭練習，運用所學的語法知識，從而達到在學中用，在用中學的目的。Listening and Vocabulary 分為六個部分。Activities 1, 2分別通過回答問題的方式，讓學生初步了解更多介紹學校生活的新詞；Acti

3、vities 3的聽力活動使學生在有語境的對話中進一步理解這些詞匯的意義；Activity 4要求學生表述自己對英語學習的看法并闡述原因，既鞏固了所學生詞，又運用了本模塊的語法V-ing形式；Activity 5給出了八組有聯系的詞，要求學生解釋它們之間的聯系；Activity 6回到聽力文段當中，復習所學的詞匯，并表述對Mr. Stanton的看法。這幾項活動都有很強的語境背景，能讓學生有熟悉的話題，為他們開口說英語創造了比較好的條件。Pronunciation部分以聽讀的方式學習單詞重音，糾正學生的發音錯誤，使學生養成正確發音的習慣。Function and Speaking 列舉了表達喜

4、好的句式，學生通過回答問題就自己所學科目進行對話練習，學習表達偏愛的句型，理解和運用表達偏愛的語言形式。Everyday English 部分通過補全對話的形式學習運用Listening and Vocabulary中的一些詞語，這些詞語可以用語日常對話當中，讓學生學而能用，具有很強的語言實用性。Writing部分學習標點符號的應用，尤其是逗號的用法，使學生學會根據意群斷句，了解基本句法，讓學生能夠較好地理解英語長句，在寫作中能正確地運用標點符號。Cultural Corner部分通過閱讀初步了解西方國家的學校種類與不同的師生關系，并讓學生就所了解的內容，運用上個模塊和這個模塊的句型、詞匯來與

5、我國的學校及師生關系進行比較。Task部分通過討論，回顧本模塊的內容，對話題進行升華，使學生在分享中達成共識，并共同去制定心目中一個好教師的標準。Module File部分通過學生的自評與互評，使其對本模塊學習內容進行系統歸納，對自己的學習行為及效果進行反思和檢驗。II. 教學重點和難點1. 教學重點本單元的生詞和短語學習動詞-ing形式的用法了解如何用英語來描述自己的課堂感受及自己喜愛的老師。2. 教學難點聽懂有關對教師特征及其風格的描述并獲取信息運用所學詞匯和短語口頭表達偏愛，運用表示個性特征的詞匯描述熟悉的人物，描述好老師的特征了解中外學校及師生關系的情況，并能說出他們之間的異同學會描寫

6、自己喜歡的老師及其教學特點，風格等內容的文章III. 教學計劃本單元分六個課時：第一、二課時：Introduction, Reading and Vocabulary第三課時：Grammar 第四課時：Listening and Vocabulary, Pronunciation, Function and Speaking第五課時：Everyday English, Cultural Corner, Workbook Listening and Speaking第六課時：Writing, Task, Module FileIV. 教學步驟：Period 1 &2 Introduction,

7、Reading and VocabularyTeaching 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 IntroductionPurpose: To arouse Ss int

8、erest 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 togeth

9、er, 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) energetic: full of energy, very active (3) intelligent:

10、very clear, smart (4) organized: have a good orderAll 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?

11、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 Ssfavorite 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

12、 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 VocabularyPurpose: To introduce three different teachers.1. Pre-readin

13、g: 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 partn

14、ers.)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

15、Ss to answer the following questions: Who is the most popular teacher? Who is the kindest teacher? Which teacher are students most afraid of?Suggested answers: Mr Wu Mrs Li Mrs Chen3. Scaning: Individual Work. Try to find out some information about the three teachers, and then fill in the chart. Nam

16、echaracterSubjectTeaching styleMy feelingMrs. LiMrs. ChenMr. WuSuggested answers:NamecharacterSubjectTeaching styleMy feelingMrs. Linervous, shy, kind, patientEnglishexplain, avoid, smileslowly for, wonderful for make progressMrs. Chenstrict, serious, not smilephysicswell-organised, clear, explain e

17、xactlynever be my favorite lessondo well inMr. Wugood-looking, energetic, amusingChinese literaturebody languagetalk loudly and fasttell jokesrespect a lot4. 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 p

18、assage.Step 3 Language StudyPurpose: 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. 好老師確保班上的每個人都能懂。m

19、ake sure 一定要，保證做到，弄清楚Eg Make sure you finish your homework on time. 一定要按時完成作業。辨析 sure & certain(1) sure與certain的意思基本相同，但sure強調主語的心理狀態，指主語心中無疑或十分確信、有把握，著重于人的內心世界。Eg He was sure that the manager must have read the letter. (2) certain側重說明有肯定的理由和證據，使人相信或確信，強調內心世界之外的證據。Eg It is certain that his brother w

20、ill come to his help. 顯然，他弟弟會來幫他的。(3) 當主語是人時，sure和certain常可替換，意思相差不大，但由于sure多表示人的內心世界，故其主語只能是人，且不能用來形容事件，所以當主語是表示事件的名詞或代詞時，或主語是it時，只能用certain。：Eg It isnt quite certain whether he will be present at the meeting. 2. I think perhaps she was, as it was her first lesson with us. 我現在認為她也許是的，因為這是她與我們的第一堂課。

21、As在這里是連詞，連接兩個句子，意思是“既然，因為”，多位于句首，常用來說明較為明顯的原因。Eg As there are many things for us to do today, wed better ask for some help.今天我們要干的事情很多，我們就叫些人來幫忙。辨析 because / since / as / for這四個詞都是表示原因或理由的連接詞，在語氣上由強至弱依次為because since as for。 because引導的從句多置于句末，表示直接的原因或理由，或產生那種結果的必然的因果關系，在回答why的提問時，必須用because作答。Eg The

22、 light went out because the oil was out. as與since引導的從句多置于句首，不過as表示十分明顯的原因，只說明一般的因果關系，可譯為“因為、由于”，而since則表示稍加分析、對方已知的原因，一般可譯為“既然”。Eg As it is too late, youd better stay here. Since the town is far from here, you may go there by bus. for是并列連詞，所引導的不是原因狀語從句，而是表示理由的對等句子，是對前面所講內容的補充和說明。Eg It must have rain

23、ed 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 dont feel completely stupid.這兩句中都使用了“so that

24、”，但意義完全不同?！皊o that”可譯為“如此以至于”，有如下幾種結構： so + 形容詞或副詞 + that Eg He ran so quickly that I couldnt keep up with him. so + 形 + a(n) + 單數可數名詞+ that Eg Bob is so tall a man that he can almost reach the ceiling. so + many / few +復數可數名詞+ that 或者so + much / little + 不可數名詞+ that Eg There is so little water left

25、 that only small children and patients were give some. so that相當于“in order that”, 表示目的。Eg We set off early so that we arrive on time. Check carefully so that any mistakes will be caught.4. But now, after two weeks, the class really likes working with her. 兩個星期過去了，現在全班同學都很喜歡上她的課。(1) 這里的class，不是指一個班級，

26、而是表示“大家”、“全班同學”。(2) 這里的working with her，并不表示“在同一單位一起工作”，而是指“一起從事教和學兩方面的活動”。5. Mrs. Li just smiles, so that you dont feel completely stupid! 李老師只是笑笑，你就不會感到自己是個大笨蛋。Stupid愚蠢的，笨的；completely stupid徹徹底底的笨，大笨蛋這里的dont和completely放在一起的用法：否定詞+表示“全部”概念的詞，這是一種部分否定的表示法。在本句中，作者認為：因為老師的鼓勵，覺得自己雖然還要犯些錯誤，但不再是徹底的沒希望了。6

27、. Shes very strict we dont dare to say a word unless she asks us to.如果她不要求，我們一句話也不敢說。（1）dare做情態動詞時主要用于疑問句、否定句及條件狀語從句中。Eg I dare not go there. Dare you ask him? （2）dare作行為動詞用時，有各種形式的變化。后接帶to的不定式。在否定句、疑問句中to可省去。以上各句也可用實義動詞dare寫。Eg I dont dare to go there. Do you dare to ask him? She dared say no more.

28、（有時情態動詞dare也可有過去式dared。） I didnt 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 theyre always on time for Mrs Chens lessons! 我們班有幾個學生總是上課遲到，但是上陳老師的課，他們總是很準時。keep doing持續不斷地做某事，經常做某事Eg After the heavy rain, they kep

29、t working until it was late into the night. 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“繼續、重復”之意，許多情況下可以通用。有時keep doing sth 描述客觀事實，無感情色彩，可譯作“持續地、一直不停地做某事”。keep on doing sth 則帶有強烈的感情色彩，可譯作

30、“總是反復地做某事”。Eg He kept thinking of the question.（描述“念念不忘”這一客觀事實。） Dont keep on thinking of the same question.（強調主觀厭煩情緒） keep sb / sht doing 表示“讓某人/某物處于做某事的狀態”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.

31、 大雨使我們不能準時出發。8. Some of our class dont like her, but most of us really appreciate her because her teaching is so well organized and clear. 我們班有的同學不喜歡她，但是大多數人很感激她，因為她的講解非常有條理、很清楚。appreciate vt. 有如下幾種意思：（1）辨識(人、物)之價值，認知之真價；給與很高的評價，賞識，重視，珍視 Eg His genius was at last universally appreciated. (2) 鑒賞，欣賞，品

32、味，玩味（文學、藝術等） Eg You cannot appreciate English literature unless you understand the language. (3) 正確地）認識（事物）；察知（事情之嚴重性等） Eg He still doesnt appreciate the urgency of the situation. (4) 了解（一事），知道，明白 Eg I fully appreciate that you dont want to come, but Im afraid it is your duty. (5) 感激（他人的好意等），感謝 Eg I

33、 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. 對于科學實驗過程中的種種現象，她解釋得很準確，因此我的學習一直在進步。as a result介詞短語，意思是“因而，就這樣”，相當于therefore。Eg She had so much cold drink yesterday. As a result, she fell ill an

34、d had a high fever today. s a result I have to wash all the plates and things after meals, and do a lot of work in the garden. 歸納、拓展 as a result (of) 作為的結果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 r

35、esult 毫無結果。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 Ill do well in the exam with Mrs Chen teaching me. 物理雖不再是我最喜歡的課，但是我覺得有陳老師教我，我會在考試中發揮出色的。“with + 名詞 + 其它”是介詞及其復合賓語的形式。這一結構可以在句中作狀語和定語。常見的有下列形式：(1) wit

36、h + 名詞 + 副詞Eg With all the lights out, the room was dark. (2) with + 名詞 + 形容詞（強調名詞的特性或狀態）Eg With the door and windows open wide, the room was very cold. (3) with + 名詞 + 名詞Eg In the north is Scotland, with its capital Edinburgh. (4) with + 名詞 + 介詞短語Eg The man came in with a book in his hand.。(5) with

37、 + 名詞 + 現在分詞（名詞和現在分詞間為主動關系，狀態正在進行）Eg With all the students doing their homework silently, the teacher walked around the classroom. (6) with + 名詞 + 過去分詞（強調名詞是-ed分詞動作的承受者或動作已發生）Eg From the window she could see a tall tree, with a dog tied to it. (7) with + 名詞 + 不定式（強調動作尚未發生）Eg With machinery to do all

38、 the work, the farm is highly mechanized. 11. Mr. Wus only been teaching us for two weeks and hes already very popular. 吳老師只教了我們兩個星期就已經很受大家歡迎了。(1) 本句原為： Mr. Wu has only been teaching us for two weeks 表示從開始到現在，他教了兩星期，并且還將教下去。Eg I have been studying in this school ever since September 1, 2000. Eg I ha

39、ve been waiting here for more than an hour. (2) popular在這里并不解釋為流行歌曲中的“流行”，而是解釋為“被愛戴的”，“受歡迎的”。12. Hes got so much energy, this is one class you do not fall asleep in! 他精力充沛，在他的課上你絕不會想睡覺（感到困倦）。(1) 請注意，這里的in是不可少的?？梢园驯揪浞譃閮删洌篢his is one class. In the class you dont fall asleep.(2) 請注意，這里one class中的class既

40、不解釋為“班級”，也不和前面第4點中the class really likes working with her一樣解釋為“全班同學”，而是解釋為“課”。(3) 這里fall asleep中asleep為形容詞，只能作表語，而sleep則為名詞和動詞。作為教師，請注意加“a-”的構詞法，以便今后向學生介紹，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.Peri

41、od 3 GrammarTeaching 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. Indi

42、vidual 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 adjective? Of course not. They used as another kind of function. Lets have a study what they are used. Loo

43、k at the verbs followed by V-ing in the passage. (1) But now, after two weeks, the class really likes working with her. (2) Ive 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 t

44、eaching 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 youve just read? (We can use this poem to remember all the verbs followed by ing form.) 避免錯過延期 建議完成練習 喜歡想象禁不住 承認否定嫉妒 逃避冒險原諒

45、 忍受保持介意Suggested answers:avoidmissput off / postponesuggestimaginepractiseenjoyimaginecant helpadmitdeny envyescaperiskexcusestandkeep mind5. 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,

46、cant 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

47、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-ingto doSuggested answers: Verbs-ingto dolove, like, hate, prefer一般情況具體動作或特殊情況Regret后悔沒有干(表過去沒有干)遺憾沒有干(表現在)Remember記得干過某事記得去干某事Forget忘記干過某事忘記去干某事Try試著干某事企圖干某事

48、Mean意味著干某事打算干某事cant help情不自禁干某事不能幫助干某事*有時在-ing形式的前面可以加上該動作的邏輯主語 . She didnt mind my smoking there. I cant 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. Ext

49、ra Exercises(1) Mark often attempts to escape _ whenever he breaks traffic regulations. A. having been finedB. to be fined C. to have been finedD. being fined(2) Anne never dreams of _ for her to be sent abroad very soon. A. there being a chanceB. there to be a chance C. there be a chanceD. being a

50、chance(3) Were looking forward _ the photo exhibition. A. to visitingB. to visitC. to having visitedD. visiting(4) The flowers need _, otherwise they will die. A. to waterB. be wateredC. wateringD. be watering(5) It is no good _ to come now. He is busy. A. if you ask himB. to ask himC. asking himD.

51、that you ask him(6) How did you get to the airport? I got Charlie _ me there. A. droveB. driveC. drivingD. to drive(7) Ive got a terrible headache. I tried _ some medicine but it didnt help. A. to takeB. having takenC. takingD. to have taken(8) Why did you sell this old TV at such a low price? I did

52、 it only because I was made _ it. A. doB. to doC. doingD. to doing(9) Would you join us tonight? I _ but I have to prepare for tomorrows test. A. would love to B. would love soC. would love itD. would love(10) He now regrets _ harder when he was at school. A. not studyB. not studiedC. not studyingD.

53、 not to study(11) Its a pity we didnt visit Tom. I would like _ him again. A. seeingB. to seeC. seeD. saw(12) She cant help _ the house because shes busy making a cake. A. to cleanB. cleaningC. cleanedD. being cleaned(13) On his way home he suddenly heard his name _. A. callingB. calledC. to callD.

54、call(14) He didnt keep on asking me the time any longer as he had his watch _. A. to repairB. repairedC. repairingD. repair(15) The writer was made _ to the guest. A. apologizeB. apologizingC. to apologizeD. to be apologizing(16) The little time we have together we try _ wisely. A. spending itB. to

55、spend itC. to spendD. spending thatSuggested answers:1-5DAACC6-10 DCBAC11-16 BAABCBStep 3 Homework 1. Finish off the exercises on page 73.2. Prepare for the listening class.Period 4 Pronunciation, Listening and Vocabulary,Function and SpeakingTeaching Goals: 1. Review the ing form.2. Get Ss to maste

56、r some new words.3. Enable Ss to know some skills of listening.4. To study the expression of preference.Teaching procedures:Step 1 RevisionCheck the answers to the WORKBOOK exercises of Grammar.Step 2 Pronunciation Stressed soundPurpose: Enable Ss to know how to read the stressed sound1. Individual

57、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 yo

58、u listen to spoken English, you dont hear every word, because the speaker stresses some words more than others.2. Pair Work.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 w

59、ord information. revise revisiontranslate translationchoose choice3. 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:choicetestfailstudentjuniorplayground examrevisionvacatio

60、n (2) Ask Ss to underline the stressed sound in Activity 2. Then listen and check.Suggested answers: pass result senior school subject topic translationStep 3 Listening and VocabularyPurpose: Let Ss master some new words.1. Words to Study (1) Pair Work. Ask Ss to explain these words in English by re