外研版必修一英语：Module2 My New Teachers. 教案
Module 2 My New TeachersThe Third PeriodThe General Idea of This PeriodLearn the text in detail; master some of the language points.Teaching Aims1. Learn and master the following words and expressions:With +v.-ing pletelypopular fall asleep2. Master the following sentence patterns:prefer...(to/rather than +v.-ing)This is one class you do not fall asleep in.Teaching Important Points1. Comprehension reading2. Language pointsTeaching Difficult PointHow to use the keywords, sentence patterns correctlyTeaching MethodsIndividual and pair work to make every student take an active part in class.Teaching Aids1. a tape recorder2. a notebook computerTeaching ProceduresStep 1 Greetings and Lead-inT: Hello, boys and girls.Ss: Good morning, Miss Li.T: Sit down, please. In this period, we are going to read the passage and study the language points. Well, let's first review the passage.Step 2 RevisionRead and finish off all the exercises.Read through the words in the box while the Ss follow (on Page 13).Make sure they understand them and all Ss complete the sentence individually.(Call back the answers from the class. Check the answers with the whole class.)admit appreciate avoid hate joke literature respect scientific summary1. The young man ________that he stole the money.2. I love reading good________.3. Thank you so much. I really ________ your help.4. It's a very interesting________ experiment.5. I________ being late for school.6. Write a________ of this text. Use about 100 words.7. I try to ________boring people.8. I ________you because you work hard and are a good person.9. That________ was very amusing.1.admitted2.literature3.appreciate(d)4.scientific5.hate6.summary7. avoid8.respect9. jokeStep 3 PracticeComplete the sentences with these adjectives.amusing boring intelligent nervous organized patient popular serious shy strict1. Mister Wood is a very________ teacher. He never gets angry, even when his students behave badly.2. Our history teacher is a very ________man. He's nice but he never smiles.3. Jane is always very________ before an exam and she can't eat anything.4. Mister Wood is a very ________man. He knows the answer to any question.5. All the students like Mister Wood. He is a very________ teacher.6. My English teacher is very ________.He always makes us laugh in the lesson.7. To be a good teacher, you need to be________ .This is because there are a lot of things to do each day.8. Our mathematics teacher is very ________.He gets angry if we don't do our homework or if we speak in class.9. There are a few________ students in my class. They never say anything or try to answer any of the questions.10. I'm not really interested in chemistry-I find it ________.Get the students to fill in the blanks and help them to finish the exercises. After a few minutes, check the answers with the whole class.The answers are:1.patient2.serious3.nervous4.intelligent5.popular6.amusinganized8.strict9.shy10.boringStep 4 Language Points1.so...that...如此……以至……E.g. He ran so quickly that we couldn't keep up with him.他跑得很快我们跟不上他。
Bob is so tall a man that he can almost reach the ceiling.鲍勃个子这么高，几乎够得着天花板。
I've had so many falls that I'm black and blue all over.我跌了好多跤，浑身摔得青一块紫一块的。
There was so little water left that only small children and patients were given some.留下的水不多了，只给小孩和病人分了一些。
2. working with her 跟她学习3. avoid +v.-ing a ppreciate +v.-ingenjoy +v.-ing hate +v.-ingadmit +v.-ing mind +v.-ing这些动词常用v.-ing形式作宾语4. faster students/learners 学习快的人5. do not dare to sayI dare say 可能、也许（不肯定）E. g. I dare say that he'll come.可能他会来。
I dare to say我敢说(肯定)E. g. I dare to say that he'll come.我敢说他一定来。
6.as a result作为……结果vi. result from 起因、由来，句子主语是"果"，from的宾语是"因"；result in 导致、结果，句子主语是"因"，in 的宾语是"果"。
E.g. Hard work results in success.勤奋获得成功。
Success results from hard work.成功源于勤奋。
7. do well ine. g. Lucy does well in physics.8.be popular (with/among) somebody 为某人所喜爱，受某人欢迎E. g. She is very popular with her pupils.她深受学生们喜爱。
Step 5 Summary and HomeworkT: Well, in this class, we'll have a careful reading of the text and some of the Ss and I have explained the key language points to us all. I do hope you'll understand the passage better. Try to recite some of the paragraphs if not the whole text. This is your homework. Thank you! Goodbye! Step 6 The Design of the Writing on the Blackboard1. so...that... 如此……以至……E. g. He ran so quickly that we couldn't keep up with him.Bob is so tall a man that he can almost reach the ceiling.I've had so many falls that I'm black and blue all over.There was so little water left that only small children and patients were given some.2.working with her 跟她学习3. avoid +v.-ing appreciate +v.-ing enjoy+v.-ingHate +v.-ing admit +v.-ing 这些动词常用v.-ing形式4.faster students/learners 学习快的人5. do not dare to sayI dare say 可能、也许（不肯定）E. g. I dare say that he'll come.可能他会来。
外研版高中英语必修1《module2mynewteachers》word教案
外研版高中英语必修1《module2mynewteachers》word教案Language Points1.They say that first impressions are very important.They say=It is said=Sb is said to do 据说It is said that ……/He is said to ….They say that good things come to those who bother to seize the opprtunity.有人说好情况总是眷顾那些努力抓住机会的人2.My first impression of Mrs Li was that she was nervous and shy. one’s first impression of sb/sth对…的第一印象My first impression of Ben Laden was that he was very handsome. leave/make/have a +adj+ impression on sb 给某人留下…的印象The thief left him a very deep impression.be impressed with/by/at sth 对…有印象I’m impressed with his sense of humour.They were very impressed by his new house.impress sb with sth 给某人留下…的印象China impressed this foreigner with the high speed of development. impress on 使…明白重要性；印上impress on sb sth=impress sth on sbHe impressed on me the importance of work.He impressed his name on the box.3.I think perhaps she was, as it was …省略句I think perhaps she was nervous and shy, as……Because 强调缘故或理由，回答why的提问Since =now that, 既然（表示已为人知的缘故，强调关系上的自然结果）As 只说明一样的因果关系，放在主句前后均可For 连接一个表缘故的并列分句，要紧放在两个并列句之间，表直截了当的、随便的附加说明的理由或推断的理由。
【高中教育】高中英语Module2Mynewteachers第二课时教案外研版必修1.doc
My New Teachers第二课时一、教材分析本课学习的内容是外研版新课标B1M2 My New Teachers的gra mmar的一个课时。
课本内容包括：学习动名词的形式；学习形容词的用法；只能跟动名词形式的动词。
通过语法的学习掌握动词的用法，理解句子的成分，为英语学习打下坚实的基础。
二、教学目标1. 知识与能力目标Learn the v.-ing form.2.过程与方法Master its usage (as an object).3. 情感态度与价值观Some of the verbs can onl y be followed by v.-ing form, not infinitive form.v. -ing form and it is used as an object.Pair work or group work to get all the students to take part in the class.multimedia（一）导入T: Hello, boys and girls.Ss: Good morning, Miss Li.T: Sit down, please. Today we’re going to study the grammar: the v.-ing form used as an object in a sentence. OK. Let’s look at the screen.Show the following sentences on the screen:1. But now, aft er two weeks, the class really likes working with her.2. I’ve always hated making mistakes or pronouncing a word incorrectly....[来源:学*科*网]T: What speech are the underlined parts?S: We use nouns and pronouns as objects. Some other forms can alsobe used as an object. v.-ing form is one.T: Can you find some examples in the reading passage?S: There are a few students who keep coming to class late....S: I think this is because he really enjoys teaching Chinese literature. [来源:学科网ZXXK]T: Can you think of a sentence like this?S: I’ve finished reading the novel.[来源:学_科_网Z_X_X_K]S: I appreciate reading poems aloud. [来源:学.科.网Z.X.X.K]T: OK. Great. Thank you.T: Well, we know some verbs can be followed by v.-ing form. Let’s deal with this exercise. C omplete the sentences with words from the box. There may be more than one answer. Change the form where necessary.1. The students _________copying from other students.2. Please _________ taking.3. Have you _________checking your work? It’s time to go home.4. You need to _________ speaking in English to make progress.5. He _________asking stupid questions!After the Ss discuss a while, check the answers.T: Sa, can you try the first one?Sa: Yes. Dislikes or hates.Answer:1.dislikes/hates 2. stop/keep 3. finished 4.practice 5.avoids1. Write three more true sentences about yourself. Use the words in the box.Example: I enjoy learnin g English, but I dislike remembering new words.T: Get ready, any volunteers? OK. Li Lei, please!Li Lei: I like reading English, but I dislike reciting the text.Wu Pin g: I love swimming, but I hate practising a lot every day. [来源:学|科|网]Wang Lily: I enjoy reading English novels. I’ve finished readingone this week.2. Choose the best meaning for these words.(1)Revision means _________ .a. stopping doing somethinb. changing somethingc. studying something again(2)Grammar is _________of a language.a. the vocabularyb. the rule sc. the tenses(3)If we fail an exam, we _________ .a. do well in i tb. do badly in itc. don’t take it(4)When we write a summary of something, we _________ .a. answer a qeustionb. write down the answersc. only write down the main ideasT: Who will try?S: C. studying something again.T: Great! Well, next one.S: B. Grammar is the rules of a language.T: You did a good job. The third one?S: B. Fail an exam means doing badly in it.T: Very good. And now, the last one.S: C. When we write a summary of something, we only write down the main ideas.T: That’s right.T: In this class, we’ve learned the v.-ing used as an object. Try your best to memorize the ver bs in this module that can be followed by an v.-ing form. So much for this period. Goodbye, boys and girls!（五）作业布置make some sentences with v.-ing form, using verbs in this unit.七、板书设计Module 2 My New Teaches1. The students _________ copying from other students.2. Please _________taking.3. Have you _________ Chec king your work? It’s time to go home.4. You need to _________ speaking in English to make progress.5. He _________ asking stupid questions!八、教学反思。
外研版高一英语必修一Module2MyNewTeachers教学设计
《外研版高一英语必修一Module 2 My New Teachers》教学设计课时教学目标鉴于上述分析，形成以下课时教学目标：1.知识目标：学习掌握新词汇和短语，归纳和整理描述人的词汇、短语。
2.阅读技能目标：通过浅层、深层阅读，学会略读、查读文章的阅读能力。
3.情感目标：通过文章学习，使师生关系更加融洽。
教学过程教师活动引导以小组形式进行学生讨论，后以适度点拨，予以评价。
引导学生把文章的内容转换为自己的语言进行叙述，倡导小组合作，教师及时进行鼓励和引领。
通过头脑风暴让学生列举描述人的形容词，激发学生的兴趣。
引导学生结合《导学案》自主预习课文，把握文章大意，完成词汇的识读和结合课文的浅层阅读任务，教师巡视指导、点拨。
给出文章概要，要求学生通过细读、查读等阅读要求找出相关内容，引导学生把握文章结构和主要信息。
能力拓展提升，思维碰撞，集体讨论，完成用英语为文章补充一个结尾。
激情投入，充分预热。
课前预习，学习内容了然于胸。
结合《导学案》自主学习，理解并掌握课文主旨大意，完成预习案和导学案的相关内容，班内展示学习成果。
小组合作完成文章内容的简要总结（以填空的形式）。
小组成员合作学习，共同完成四个精细阅读教学任务。
对文章结构和主要信息能够有意识地进行分析和归纳。
学生活动Teaching process:Step 1: leading- in( 4 min')Let the students list some words to describe people. Use the words mentioned above to talk about your favorite teachers.( 通过引导学生列举描述人的形容词并用这些词来描述自己自喜欢的老师导入课文) Step 2: Skimming ( 5 min')Let the students find the key word of each paragraph through going through the first sentence of each paragraph.Task 1: Read the passage quickly with the following questions in your mind and at the same time check whether your first impressions on the three teachers are in agreement with the descriptions in the passage.1.Who are the teachers mentioned in the passage and what subjects are they teaching now?2.Which teacher are students most afraidof ? Who is the kindest teacher and who is the most popular teacher?( 通过让学生快速阅读，寻找段落关键词、理清文章篇章结构，弄清文章段落大意，培养学生跳读和概括归纳能力）Step 3: Scanning (18 min')Read the passage in detail and answer the following questions paragraph by paragraph.Read para1 answer the following questions. subject impression teaching________ First impression- Shewas_____________she is kindand ________ She _______English grammar so clearly. She ______making you feel stupid.Generally speaking, the class really likes________with her. Personally speaking, I feel I'm going to make __________with her. Read para2 answer the following questions.1. The author's first impression of Mrs. Chen was ______.A. enthusiasticB. kind and friendlyC. strict and serious2. What's the meaning of the phrase “as a result“?A. becauseB. soC. because ofD. result from 3. Fill in the blanks, using the correct form of the word. (1) A few students even admit _______ (like) her.(2) I'll do well in the exam with Mrs. Chen _______(teach)me.4. Which sentence can replace(代替）the one below？We are afraid of speaking if Mrs. Chen doesn't allow it.Read para3 carefully and answer the true or false questions: 1. Mr. Wu is ordinary-looking and boring.2. He's so energetic that every student doesn't fall asleep in his class.3. He talks loudly and fast, and waves his hands about a lot when students are getting bored.4. Personally speaking, I respect him a lot.（通过问题的设计，帮助学生归纳整合段落内部信息，达到训练学生寻读、查读的能力；通过判断正误问题的设计，帮助学生获取有效的信息。
Module-2-My-new-teachers-外研版必修一教学设计教学文案
Module 2 Book IMy New Teachers一、课程分析（一）学习内容本节课所授内容是本模块的阅读部分。
重点谈了“我”升入高中后，对三位新教师的个性以及教师执教风格的描述。
旨在让学生运用本模块所学词汇及表达“偏爱”的短语来描述自己的课堂感受，描述喜爱的老师，最终让学生提高表述“学校生活”的综合能力。
（二）学习重点学生在能准确地识读单词，记住释义及主要用法的基础上，能运用本模块所学词汇及短语表达偏爱；会用恰当的词汇描述自己的课堂感受和自己喜爱的老师；能听懂对教师特征及其风格的描述并获取信息。
（三）学习难点学生掌握描述教师特征及其风格的词汇或表达方式。
二、学情分析高一学生具备一定的听说能力，但掌握的词汇量较少，阅读能力还有待提高，但学生的表现热情较高。
本篇文章“My New Teachers”，对高一新生来说，是非常熟悉的话题。
三、设计理念引导学生总结、运用新学词汇及短语，并以课外作业的形式，让学生通过其它资源获取更多介绍师生关系等方面的信息。
课堂上，通过老师设计的问题和活动，让学生的阅读和表达技能得到加强，充分体现“和谐高效、思维对话”的教学理念。
教学流程由Pre-class, Leading-in, Skimming, Scanning, Discussion and Acting and Homework组成。
四、学习目标本节课侧重于训练学生的阅读技能，在保证学生理解课文的前提下，引导学生从自己的角度描述不同教师的执教风格，同学之间谈论对教师不同教学风格的偏爱，围绕“我最喜爱的教师”和“师生关系”等话题内容，展开讨论，让学生学会更好地理解别人，实现感情交流。
五、教学流程（一）课前准备Step 1: Pre-class1. Ask the students to prepare their graduation pictures.2. Ask the students to collect as many words about their graduation pictures as possible.点评：以自己所准备的材料来预知新课内容，调动他们的好奇心和求知欲；收集有关词汇，也为新课的顺利进行做好充分的准备。
外研版英语必修一module2 教案
外研新标准book1 module 2 period 6 教案Module 2 My New TeachersPeriod 6Teaching Contents: Task + Module File ＋ (WbP: 75 Reading)Teaching aims:1.review the whole module2.finish the task3.finish the reading on page75Important Points:1.ing-forms2.adjectives describing peopleTeaching Process:I. Introduction: (prepare for the task)1.In our text “my new teachers” ,we have learned something about three teachers. Do you still remember them?Which teacher do you like best? Tell me your reason.(students may have different answers) eg:I like Mrs Chen because her teaching is so well organized and clear.So “ organized and clear” is called a criterion for a teacher.Do you have more critera(plural form) ? ( sts can understand this word)( the teacher can collect their answers ) eg:A good teacher should be patient\intelligent \kind…..,and so on.( write these critera on the Bb)2.Choose 3—5 critera for the students to write.( I think it’s not necessary to write 10 critera) . Allow them a few minutes.3.Then choose two students?passages and make comments before the whole class.( e 可以用实物投影现场点评)II. WB P75 Reading1.Leading in: Now as we know,more and more foreign teachers are working in China . What are their life like? Lets read the passage written by Tom Wood on page 75.2.Before reading: See the 4 questions above3.Students read it once ,then check the answers to the 4 questions above.4.Students read again and do the “True or False” on page765.If time permits,explain some words or sentences in the passage.III. Module File:1.Leading in : Now we have nearly finished module2.What have we learned ? I think we’d better review the whole module,ok? As we know,if we want to learn English well ,we should often do some revision. Have you got that? Excellent. Now lets look at the Module File on page 20)3. Allow the students a few minutes to read the module file.4.Then have a competition like this: Students close their books. The teacher divide them into groups. Then answer the questions by catching chances.Part one: (words): do translation (English to Chinese and Chinese to English.1 score for each word)Part two (Function and Everyday English): Ask them to make some sentences using them. Eg:Teacher: I told you to read the module file, have you got that?Students:Yes.( review others with them,1 score for each one.)(At the end of the competition, compare the scores of each group and find the winners to reward)5.Review the grammar rules:(1).Verbs often used with –ing forms:admit\avoid\delay\dislike\enjoy\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 6.Can be used with both “-ing” form and “to do”:remember\forget\regret\try\stop\go on\mean(Study the following sentences and try to find the differences)I remember posting the letter for you.Please remember to post the letter for me.I regret not having accepted the invitation.I regret to tell you that you are not chosen.He tried to speak English to us.He tried speaking English to us.You can’t start your car?Try filling the tank with hot water.This means setting out at once.He really meant to come.。
教育最新K12高一英语 Module 2 My New Teachers教案 外研版必修1
Module 2 My New TeachersPeriod 1Teaching content:INTRODUCTION+ SPEAKING + EVERYDAY ENGLISHTeaching Aims and Demands：1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized,patient, popular, serious, shy, strict, stupid…2.Speaking: Expressing preference3.Everyday English: Have you got that? Take a look, kids.That’s settled. It’s up to you.Affection and attitudes:Understanding how to make a description of a new teacher in Senior High and forming positive attitudes towards the new teachers and their methods of teaching.Teaching Procedures:Step1: Introduction1. Revision1) Brainstorming: Try to bring out as many adjectives used to describea person as possible.2) Help the Ss to use the adjectives to describe their favourite teachers, and then get the meaning of the positive adjectives or negative adjectives.2.Lead in the study of the adjectives: Ask each of the groups to write down their positive adjectives and negative adjectives and check the answers themselves.3.Go to Wb. Vocabulary p74.5.Step2: Speaking1.Pre-task: Ask the Ss to describe their favourite teachers, using the adjectives they have just learned and tell the reasons why.2.Pair work: Ask the Ss to talk about the parts of school life you enjoy most and why.Guidance: I like… better than…, because I ….3.Pair work: Make a dialogue, using the expressions of describing their likes: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 preferJason: 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 e nergetic 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.Step3: Everyday English1.Revise the adjectiv es and the description of “I prefer…”.2.Group work: Ask the Ss to complete the conversations with the expressions.3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given.have a look take a lookchildren kidsHave you been told about that? Have you got that?several things a couple of things It’s now decided that’s settled4.Pair work:Read the short dialogues aloud.Step4: Homework:1.Make a description of the following pictures of teachers, using theadjectives used to describe a person and tell the reasons why.Module 2 My New TeachersPeriod 2Teaching content: Reading and vocabularyTeaching Aims and Demands:1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…2.Grammar: verbs followed by V–ingReading skillUnderstanding how to describe a personAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Teaching ProceduresⅠ. RevisionHelp students to revise words that is learnt in Period One of this module by answering questions:1. Who was your favorite teacher in Junior High?2. What adjectives will you use to describe your favorite teacher in Junior High?Ⅱ. Pre-reading activitiesLead in the study of the text by carrying out the following activities.1.What adjectives will you use to describe me –- your new Englishteacher? What about other teachers?(Ask students to speak out as many words as they can)2. Look at the pictures. What are your first impressions of the three teachers? (Prediction)(Ask students to write down the adjectives and check with their partners)Ⅲ. Fast readingHelp students to grasp the main idea of the text by doing the task..1.Read the text fast and check your prediction.Mrs. Li _______________Mrs. Chen _______________Mr. Wu _______________2. Answer the following questions.1) Who is the most popular teacher?2) Who is the kindest teacher?3) Which teacher are students most afraid of?Ⅳ. Careful readingMake sure students get the detailed information by doing the following.1)What first impression did Mrs. Li give to the writer? Why?2)Why don’t you feel completely stupid in her class?3)Guess what faster students think of her class?4)Are all the students on time for Mrs. Chen’s class? Why?5)Why don’t some of the class like her?6)What is Mr. Wu’s teaching style?7)Why is he very popular among his students?Ⅴ. Dealing with expressions1. Read the text again and underline all the verbs followed by V –ing.Make sure students understand the meaning of each sentence.2. Find words and phrases in the text that match the definitions below. (Act3, p13)3. Pay attention to these sentences.A.but Mrs. Li just smiles, so that you don’t feel completely stupid! (Line 8, Para.1)1)All the people laughed at me, so that I felt embarrassed.2)The girl practiced playing the violin very hard, so that she did a very good job at the concert.3)The next morning my uncle got up early, so that he was able to catch the first bus.Discussion: What does so that + clause show? Time, reason, purpose or result?B. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2)1)I’ll make more progress in my English study with you helping me.2)He really couldn’t work with a baby crying in the next room.3)They walked on with the white snow shin ing under the sun. …… Questions: 1)Do you understand these sentences?2) Can you rewrite each sentence?Ⅵ. Language use1. Retell the text according to the key words in the table1) Of the three teachers which one do you like best? Why?2) Would you like Mrs. Chen to be your physics teacher? Why or why not?3. Ask students to describe their new teachers in groups of four and then give a presentation.The following key words are given to help them:name, appearance/character, teaching style, their goals in the new term Homework1．Exercises 2 and 4 (Textbook P13)2．Exercise 5 (Workbook P74)Module 2 My New TeachersPeriod 3Teaching Content:(Reading and vocabulary for revision, Grammar and Writing)Teaching Aims and Demands:Language knowledge1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, litera ture, summaries, respect…2.Grammar: verbs followed by V–ing3. Writing: punctuation usage in writingAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Teaching ProceduresⅠ. Revision1．Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13.2．Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74).Ⅱ. Grammar learningLead in the study of grammar by carrying out the following activities. 1．What verbs have you found that can be followed by V-ing from the passage you’ve just read?(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. ) 3．Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”(The students may work in pairs.)4．Collect the answers from the students.( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.)5．Help the students to sum up the words they’ve learned which can be followed by V-ing.Ⅲ. Language useHelp students to learn to use the verbs followed by V-ing as object.1. Activity 2 P14.2. Get the students to work in pairs introducing each other by using the verbs in Activity 2.And then ask several pairs to act it out in class.3. Activity 3 P14.( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.)IV. Writing1．As k the students to read any paragraph in “Reading and Vocabulary”again first.2．Gi ve the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.) 3．Get the students to discuss why they punctuate the passage like this by asking some questions.a)Why do you punctuate your passage like this?b)Why are punctuations important in writingc)What is also important besides punctuations in writing?( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)V. Practice1．Ask the students to punctuate the passage on P18.(Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practis e what they’ve learned just now.)2. If time is allowed, Teacher may prepare another passage withoutpunctuations or capital letters to give the students more practice.3. Ask the students to write a short description of their favouriteteacher. Remind the students to use capital letters, commas and full stops where necessary.( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)VI. Summary1．Gi ve the students some time to recall what they’v e learned in this class.( Ask the students to think by themselves first, then discuss in pairs and finally share in class.)2．Ask the students to call out as many verbs as possible which can befollowed by V-ing.3．Get the students to say the adjectives used to modify a person. VII. A test1．To check the verbs followed by V-ing.( Maybe a blank-filling.) 2．To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.)Homework1．Prefer to the dictionary and try to get more adjectives used to modifya person.2．Sum up the verbs which can be followed by V-ing and write them down in notebooks.3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.Module 2 My New TeachersPeriod 4Teaching aims:Listening and Vocabulary + PronunciationStressed soundExpressing preference-----I’d prefer to do… / I’d rather do …(than) do….To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at presentTeaching procedures:Step 1 RevisionAsk the students to show the class the dialogue they prepared in Everyday English on Page 18.Step 2 Pre—pronunciationAsk “What do you like to do before an exam, do some revision or do some translation?”Make the students choose their answers and ask them to pay attention to the following words and word formation.revise→ revision translate → translation choose→ choiceStep 3 Pronunciation –Stressed soundOpen the books of Page 16.1. Ask the students to listen and repeat the words and find thestressed sound in the words of Activity 1.2. Listen again and check the answers.3. Ask the students to underline the stressed sound in Activity 2.Then listen and check.Step 4 Learning to learnAsk the students to read “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English?Why?”Step 5 Listening and vocabulary* Activity 1→ⅰ.Read the words in the box and have the students repeat them after you, paying particular attention to stress.ⅱ.Ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers.ⅲ. Check the answers in class.* Activity 2→ⅰ.Read the sentences and make sure they understand the words.ⅱ. Ask the students to decide which words might go into the spaces.If necessary, explain the words or expressions.ⅲ. Check the answers in class by listening to the conversation and aska few students to write their answers on the blackboard.* Activity 3→ⅰ. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four. ⅱ. Then ask the groups to give their answers in class.ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”.e.g. I’d rather do translation than revision.I’d like to do translation.So the rest of you would prefer to do revision.I’d rather do Life in the Future.I’d prefer to do Travel.Step 6 Homework1. Finish Activity 4, 5 and 6 on Page 16.2. Preview “Cu ltur al Corner”.。
高中英语必修1 module2 my new teachers-reading教案(外研版).doc
Module 2 My New Teacher-reading教案2. Get the Ss to know what are the good qualities of a teacher.How to improve the Ss’ reading2.T: Good morning! Sit down, please. Today we are going to read the text. First, read it quickly and answer the questions. Then read the text carT: Read the text silently and quickly to get the general idea. After a while, I’ll ask you a few questions. Are you ready?(While the Ss are reading the passage, the tea1. Which teachers do the students like a lot?2. Who is a very good teacher but is serious and strict?Answers:T: Now reread the passage carefully to further understand it. Make sure the Ss understand them. Then workT: Read “My NeAnswers:2. Mistress Li—English, Mistress Chen—physics, Mister Wu—Step 4 WorkbookRead the web page and answer these questions:Li: Tom Wood is an English teacher who is woT: Excellent! Well, next one. Where does he live? Lucy, have a try, OK?Lucy: OK. Let me have a try. He lives in Beijing in China, is that right?T: Great! You are special. OK. Next one, any volunteers? The third one. What languages does he speak? Well, Wang Bin, please!T: Very good! Now the last one. What other pages are there on his website? Wu Dong, I’m sure you know theWu Dong: Yes, there are photos on his website.Mistress Chen was strict, serious, but her teaching is so well organized and c2. in the wrong way ___Answers:1.first impressions2.incorrectly3.dare4.wave aboutT: Do the exercises one by one, then check their answModule 2Answers:5. good-looking。
高中英语 Module 2《My New Teachers》introduction,reading and vocab教案8 外研版必修1
外研新标准book1 module 2 period 6 教案Module 2 My New TeachersPeriod 6Teaching Contents: Task + Module File ＋ (WbP: 75 Reading)Teaching aims:1.review the whole module2.finish the task3.finish the reading on page75Important Points:1.ing-forms2.adjectives describing peopleTeaching Process:I. Introduction: (prepare for the task)1.In our text “my new teachers” ,we have learned something about three teachers. Do you still remember them?Which teacher do you like best? Tell me your reason.(students may have different answers) eg:I like Mrs Chen because her teaching is so well organized and clear.So “ organized and clear” is called a criterion for a teacher.Do you have more critera(plural form) ? ( sts can understand this word)( the teacher can collect their answers ) eg:A good teacher should be patient\intelligent \kind…..,and so on.( write these critera on the Bb)2.Choose 3—5 critera for the students to write.( I think it’s not necessary to write 10 critera) . Allow them a few minutes.3.Then choose two students’ passages and make comments before the whole class.( 可以用实物投影现场点评)II. WB P75 Reading1.Leading in: Now as we know,more and more foreign teachers are working in China . What are their life like? Lets read the passage written by Tom Wood on page 75.2.Before reading: See the 4 questions above3.Students read it once ,then check the answers to the 4 questions above.4.Students read again and do the “True or False” on page765.If time permits,explain some words or sentences in the passage.III. Module File:1.Leading in : Now we have nearly finished module2.What have we learned ? I think we’d better review the whole module,ok? As weknow,if we want to learn English well ,we should often do some revision. Have you got that? Excellent. Now lets look at the Module File on page 20)3. Allow the students a few minutes to read the module file.4.Then have a competition like this: Students close their books. The teacher divide them into groups. Then answer the questions by catching chances.Part one: (words): do translation (English to Chinese and Chinese to English.1 score for each word)Part two (Function and Everyday English): Ask them to make some sentences using them. Eg:Teacher: I told you to read the module file, have you got that?Students:Yes.( review others with them,1 score for each one.)(At the end of the competition, compare the scores of each group and find the winners to reward)5.Review the grammar rules:(1).Verbs often used with –ing forms:admit\avoid\delay\dislike\enjoy\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\expect6.Can be used with both “-ing” form and “to do”:remember\forget\regret\try\stop\go on\mean(Study the following sentences and try to find the differences)I remember posting the letter for you.Please remember to post the letter for me.I regret not having accepted the invitation.I regret to tell you that you are not chosen.He tried to speak English to us.He tried speaking English to us.You can’t start your car?Try filling the tank with hot water.This means setting out at once.He really meant to come.IV.Homework:1.Review the grammar: verbs used with –ing forms2.Prepare for the new module. ( preview the new words in module3.Multiple choices (do it after class, print and hand out the papers to the students )1. ______ to hospital in time, the wounded soldiers were saved at last.A. TakenB. TakingC. having takenD. To take2. –How did you get to the airport?--I got Charlie ______ me there.A. droveB. driveC. drivingD. to drive3. I’ve got a terrible headache. I tried ______ some medicine but it didn’t help.A. to takeB. having takenC. takingD. to have taken4. –Why did you sell this old TV at such a low price?--I did it only because I was made ______ it.A. doB. to do c. doing D. to doing5. –What did Vicky think of your decision?--She ______ to believe that I meant it.A. found that impossibleB. found impossibleC. found which impossibleD. found it impossible6. –Would you join us tonight?--I ______ but I have to prepare for tomorrow’s test.A. would love toB. would love soC. would love itD. would love7. The road ______ the two villages is very narrow.A. joiningB. joinedC. to joinD. to be joining8. He now regrets ______ harder when he was at school.A. not studyB. not studied c. not studying D. not to study9. It’s a pity we didn’t visit Tom. I would like ______ him again.A. seeingB. to seeC. seeD. saw10. They now have a good government, ______ by all the people.A. having supportedB. supportingC. supportedD. to be supported11. He let me repeat his instruction ______ sure that I understood what was ______ after he went away.A. to make, to doB. making, doing c. to make, to be done D. making, to do12. Once your business becomes international, ______ constantly will be part of your life.A. you flyB. flyingC. your flightD. flight13. She can’t help ______ the house because she’s busy maki ng a cake.A. to cleanB. cleaningC. cleanedD. being cleaned14. –What do you think made Mary so upset?--______ her new bicycle.A. As she lostB. LostC. LosingD. Because of losing15. ______ book of this writer is East and West.A. known to be the bestB. It was the best knownC. Known as the bestD. The best known16. On his way home he suddenly heard his name ______.A. callingB. calledC. to callD. call17. He didn’t keep on asking me the time any longer as he had his watch ______.A. to repairB. repairedC. repairingD. repair18. The writer was made ______ to the guest.A. apologizeB. apologizingC. to apologizeD. to be apologizing19. As soon as she entered the room, the girl caught sight of the flowers ______ by her mother.A. buyingB. being bought c. were bought D. bought20. Who is the man ______ now?A. operating onB. operated onC. being operated onD. to be operated on21. He hung up the phone, ______, with a smile on his face.A. having satisfiedB. to be satisfiedC. satisfyingD. satisfied22. She looks forward every spring to ______ the flower-line garden.A. visitB. paying a visitC. walk inD. walking in23. The little girl has a habit of having her hands ______ before meals.A. washB. washedC. washingD. to be washed24. The little time we have together we try ______ wisely.A. spending itB. to spend it c. to spend D. spending that25. Seeing the sun ______ above the surface of the sea, we let out a shout of joy.A. to riseB. to raiseC. rising d. raising1-10 ADAADABCBC11-20ABACCBBCDC21-25DDBCC点评：本课堂教学的安排突显复习课的特点，不仅对本模块所学知识做了比较系统的复习，而且根据本模块中出现的较难语法现象，自编练习题目，使学生及时地感知所碰到过的语法现象，得以不断积累。
【外研版】2017年必修一英语：Module2MyNewTeachers全单元教案
【外研版】2017年必修一英语Module 2 My New TeachersPeriod 1Teaching content:Introduction vocabulary and listening + SPEAKING + EVERYDAY ENGLISHTeaching Aims and Demands1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized,patient, popular, serious, shy, strict, stupid…2.Speaking: Expressing preference3.Everyday English: Have you got that? Take a look, kids.That’s settled. It’s up to you.Affection and attitudesUnderstanding how to make a description of a new teacher in Senior High andforming positive attitudes towards the new teachers and their methods of teaching.Learning Strategies1. Learning the adjectives used to describe characters of people and forming thepositive and negative attitudes.2. Summing up more and more adjectives used to describe a person.Cultural AwarenessGetting prepared for the descriptions of a teacher, and the relationship betweenteachers and students in China and other foreign countries.Teaching AidsMulti-mediaTeaching designsTeaching ProceduresI. Introduction vocabulary and listening1. Revision1) Brainstorming: Try to bring out as many adjectives used to describe a person aspossible.2) Help the Ss to use the adjectives to describe their favorite teachers, and then get the meaning of the positive adjectives or negative adjectives.2.Lead in the study of the adjectives: Ask each of the groups to write down theirpositive adjectives and negative adjectives and check the answers themselves.3.Activity 2①Have a discussion about their own favorite teacher’s standard and tick or cross the following statements.②What do you think of Alex’s about the statements? Now listen to the tape and tick or cross the statements.ason why.③Compare yours with Alex’s and tell the re4.Go to Wb. Vocabulary p74.5.II. Speaking1.Pre-task: Ask the Ss to describe their favorite teachers, u sing the adjectives theyhave just learned and tell the reasons why.2.Pair work: Ask the Ss to talk about the parts of school life you enjoy most and why.Guidance: I like… better than…, because I ….3.Pair work: Make a dialogue, using the expressions of describing their likes: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 preferJason: 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 teacheris 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.III. Everyday English1.Revise the adjectives and the description of ―I prefer…‖．2.Group work: Ask the Ss to complete the conversations with the expressions.3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given.have a look take a lookchildren kidsHave you been told about that? Have you got that?several things a couple of thingsIt’s now decided that’s settled4.Pair work:Read the short dialogues aloud.IV. Homework:1.Make a description of the following pictures of teachers, using the adjectives used to describe a person and tell the reasons why.点评：从课堂教学的策略来讲，本堂课突出了语言交际能力的培训，并为接下来的课堂教学做好了词汇方面的铺垫。
配套K12高一英语 Module 2 My New Teachers教案 外研版必修1
Module 2 My New TeachersPeriod 1Teaching content:INTRODUCTION+ SPEAKING + EVERYDAY ENGLISHTeaching Aims and Demands：1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized,patient, popular, serious, shy, strict, stupid…2.Speaking: Expressing preference3.Everyday English: Have you got that? Take a look, kids.That’s settled. It’s up to you.Affection and attitudes:Understanding how to make a description of a new teacher in Senior High and forming positive attitudes towards the new teachers and their methods of teaching.Teaching Procedures:Step1: Introduction1. Revision1) Brainstorming: Try to bring out as many adjectives used to describea person as possible.2) Help the Ss to use the adjectives to describe their favourite teachers, and then get the meaning of the positive adjectives or negative adjectives.2.Lead in the study of the adjectives: Ask each of the groups to write down their positive adjectives and negative adjectives and check the answers themselves.3.Go to Wb. Vocabulary p74.5.Step2: Speaking1.Pre-task: Ask the Ss to describe their favourite teachers, using the adjectives they have just learned and tell the reasons why.2.Pair work: Ask the Ss to talk about the parts of school life you enjoy most and why.Guidance: I like… better than…, because I ….3.Pair work: Make a dialogue, using the expressions of describing their likes: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 preferJason: 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 e nergetic 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.Step3: Everyday English1.Revise the adjectiv es and the description of “I prefer…”.2.Group work: Ask the Ss to complete the conversations with the expressions.3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given.have a look take a lookchildren kidsHave you been told about that? Have you got that?several things a couple of things It’s now decided that’s settled4.Pair work:Read the short dialogues aloud.Step4: Homework:1.Make a description of the following pictures of teachers, using theadjectives used to describe a person and tell the reasons why.Module 2 My New TeachersPeriod 2Teaching content: Reading and vocabularyTeaching Aims and Demands:1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…2.Grammar: verbs followed by V–ingReading skillUnderstanding how to describe a personAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Teaching ProceduresⅠ. RevisionHelp students to revise words that is learnt in Period One of this module by answering questions:1. Who was your favorite teacher in Junior High?2. What adjectives will you use to describe your favorite teacher in Junior High?Ⅱ. Pre-reading activitiesLead in the study of the text by carrying out the following activities.1.What adjectives will you use to describe me –- your new Englishteacher? What about other teachers?(Ask students to speak out as many words as they can)2. Look at the pictures. What are your first impressions of the three teachers? (Prediction)(Ask students to write down the adjectives and check with their partners)Ⅲ. Fast readingHelp students to grasp the main idea of the text by doing the task..1.Read the text fast and check your prediction.Mrs. Li _______________Mrs. Chen _______________Mr. Wu _______________2. Answer the following questions.1) Who is the most popular teacher?2) Who is the kindest teacher?3) Which teacher are students most afraid of?Ⅳ. Careful readingMake sure students get the detailed information by doing the following.1)What first impression did Mrs. Li give to the writer? Why?2)Why don’t you feel completely stupid in her class?3)Guess what faster students think of her class?4)Are all the students on time for Mrs. Chen’s class? Why?5)Why don’t some of the class like her?6)What is Mr. Wu’s teaching style?7)Why is he very popular among his students?Ⅴ. Dealing with expressions1. Read the text again and underline all the verbs followed by V –ing.Make sure students understand the meaning of each sentence.2. Find words and phrases in the text that match the definitions below. (Act3, p13)3. Pay attention to these sentences.A.but Mrs. Li just smiles, so that you don’t feel completely stupid! (Line 8, Para.1)1)All the people laughed at me, so that I felt embarrassed.2)The girl practiced playing the violin very hard, so that she did a very good job at the concert.3)The next morning my uncle got up early, so that he was able to catch the first bus.Discussion: What does so that + clause show? Time, reason, purpose or result?B. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2)1)I’ll make more progress in my English study with you helping me.2)He really couldn’t work with a baby crying in the next room.3)They walked on with the white snow shin ing under the sun. …… Questions: 1)Do you understand these sentences?2) Can you rewrite each sentence?Ⅵ. Language use1. Retell the text according to the key words in the table1) Of the three teachers which one do you like best? Why?2) Would you like Mrs. Chen to be your physics teacher? Why or why not?3. Ask students to describe their new teachers in groups of four and then give a presentation.The following key words are given to help them:name, appearance/character, teaching style, their goals in the new term Homework1．Exercises 2 and 4 (Textbook P13)2．Exercise 5 (Workbook P74)Module 2 My New TeachersPeriod 3Teaching Content:(Reading and vocabulary for revision, Grammar and Writing)Teaching Aims and Demands:Language knowledge1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, litera ture, summaries, respect…2.Grammar: verbs followed by V–ing3. Writing: punctuation usage in writingAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Teaching ProceduresⅠ. Revision1．Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13.2．Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74).Ⅱ. Grammar learningLead in the study of grammar by carrying out the following activities. 1．What verbs have you found that can be followed by V-ing from the passage you’ve just read?(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. ) 3．Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”(The students may work in pairs.)4．Collect the answers from the students.( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.)5．Help the students to sum up the words they’ve learned which can be followed by V-ing.Ⅲ. Language useHelp students to learn to use the verbs followed by V-ing as object.1. Activity 2 P14.2. Get the students to work in pairs introducing each other by using the verbs in Activity 2.And then ask several pairs to act it out in class.3. Activity 3 P14.( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.)IV. Writing1．As k the students to read any paragraph in “Reading and Vocabulary”again first.2．Gi ve the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.) 3．Get the students to discuss why they punctuate the passage like this by asking some questions.a)Why do you punctuate your passage like this?b)Why are punctuations important in writingc)What is also important besides punctuations in writing?( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)V. Practice1．Ask the students to punctuate the passage on P18.(Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practis e what they’ve learned just now.)2. If time is allowed, Teacher may prepare another passage withoutpunctuations or capital letters to give the students more practice.3. Ask the students to write a short description of their favouriteteacher. Remind the students to use capital letters, commas and full stops where necessary.( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)VI. Summary1．Gi ve the students some time to recall what they’v e learned in this class.( Ask the students to think by themselves first, then discuss in pairs and finally share in class.)2．Ask the students to call out as many verbs as possible which can befollowed by V-ing.3．Get the students to say the adjectives used to modify a person. VII. A test1．To check the verbs followed by V-ing.( Maybe a blank-filling.) 2．To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.)Homework1．Prefer to the dictionary and try to get more adjectives used to modifya person.2．Sum up the verbs which can be followed by V-ing and write them down in notebooks.3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.Module 2 My New TeachersPeriod 4Teaching aims:Listening and Vocabulary + PronunciationStressed soundExpressing preference-----I’d prefer to do… / I’d rather do …(than) do….To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at presentTeaching procedures:Step 1 RevisionAsk the students to show the class the dialogue they prepared in Everyday English on Page 18.Step 2 Pre—pronunciationAsk “What do you like to do before an exam, do some revision or do some translation?”Make the students choose their answers and ask them to pay attention to the following words and word formation.revise→ revision translate → translation choose→ choiceStep 3 Pronunciation –Stressed soundOpen the books of Page 16.1. Ask the students to listen and repeat the words and find thestressed sound in the words of Activity 1.2. Listen again and check the answers.3. Ask the students to underline the stressed sound in Activity 2.Then listen and check.Step 4 Learning to learnAsk the students to read “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English?Why?”Step 5 Listening and vocabulary* Activity 1→ⅰ.Read the words in the box and have the students repeat them after you, paying particular attention to stress.ⅱ.Ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers.ⅲ. Check the answers in class.* Activity 2→ⅰ.Read the sentences and make sure they understand the words.ⅱ. Ask the students to decide which words might go into the spaces.If necessary, explain the words or expressions.ⅲ. Check the answers in class by listening to the conversation and aska few students to write their answers on the blackboard.* Activity 3→ⅰ. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four. ⅱ. Then ask the groups to give their answers in class.ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”.e.g. I’d rather do translation than revision.I’d like to do translation.So the rest of you would prefer to do revision.I’d rather do Life in the Future.I’d prefer to do Travel.Step 6 Homework1. Finish Activity 4, 5 and 6 on Page 16.2. Preview “Cu ltur al Corner”.。