module2 my new teachers grammar

Module 2 My New Teachers Section Ⅳ Grammar & Writing[学生用书单独成册]Ⅰ单句语法填空1．At noon, all the workers stop to_have(have) a rest.2．Do you know the difficulty he had keeping(keep) five children at school?3．In some parts of London, missing a bus means waiting(wait) for another hour.4．He tried eating(eat) sweets instead of smoking (smoke)．5．My watch needs repairing/to_be_repaired(repair), but I have no time to go to the town to have it repaired.6．—I have been knocking at the door, but no one answers.—Why not try_knocking(knock) at the back door?7．I like reading(read) newspapers, but I don’t like to_do(do) it on such a cold morning.8．She considers visiting(visit) the Great Wall during the International Labour Day holidays.9．He always keeps putting off seeing(see) the doctor.10．They were lucky to escape being_hit(hit) by the car.Ⅱ阅读理解AMost American students go to traditional public schools.There are about 88，000 public schools all over the US.Some students attend charter schools.Charter schools are self­governing.Certain companies operate(经营) some charter schools.They are similar in some ways to traditional public schools.They receive tax money just as other public schools do.Charter schools must prove to local or state governments that their students are learning.These governments provide theschools with the agreement called a charter that permits(允许) them to operate.Charter schools are different because they do not have to obey most laws that govern traditional public schools.Each school can choose its own goals and decide what to teach and how to teach in its own way.Class size is usually smaller than that in traditional public schools.The government strongly supports charter schools as a way to reorganize public schools, which are failing to educate students.But some education unions are against charter schools.One teachers’ union has just released the results of the study, which compared the progress of students in both traditional public schools and charter schools.The results of the study show that charter school students performed worse on maths and reading tests than the students in traditional public schools.Some experts say the study is not fair because students in charter schools have more problems than students in traditional public schools.Other education experts say the study results would make charter school officials realize that they should help their students make greater progress.1. If a company wants to operate a charter school, it must ________．A．try new methods of teachingB．prove its management abilityC．obey the local and state lawsD．get the government’s permissionD解析：细节理解题。

Module2 my new teachers教案本资料为woRD文档，请点击下载地址下载全文下载地址module2 myNewTeachersⅠ.TheGeneralIdeaofThismoduleThismodulemainlydescribesthedifferentcharacteristic sofdifferentteachersfromtheviewpointofthestudents,a nditalsotellsusthatdifferentstudentspreferdifferent teachingcharacteristics.Theteachergetthestudentstoe xpressthetopic“theteachersIlove”and “therelationshipbetweentheteachersandthestudents”focusingonthemaincontentsandtomakethemunderstandoth ersbetterandcommunicatebetter.Getthestudentstodescr ibedifferentteachingcharacteristics,teachingstylesa ndthestudnets’study.Thestudentsaresupposedtoexpresstheirthoughtsw iththewordslearnedinthismodule.Inthismodule,wearegoingtolearnthevocabularyofthetea chingcharacteristics,sentencepatternsaboutpreferenc eandtheusageofthev.-ingform.Thestudentsarerequiredtomasterthesoundstressandpronouncethemcorrectly.Thro ughthismodule,thestudentsarerequiredtoimproveinlist ening,speaking,readingandwriting.INTRoDUcTIoNFourpracticesarearrangedhere.wordsareintroduced,whi chareabouttheteachers’characteristicsandteachingstyles.Thestudentsarerequ iredtograspthemeaningsofthesewords,whicharefoundati onstofurtherstudyofthismodule.READINGANDVocABULARyThispartintroducesthreeteachersandtheirteachingstyl es.Afterreadingthepassage,thestudentsareexpectedtou nderstanddifferentcharacteristicsandteachingstyles. Thereadingpurposeistomakesurethatthestudentsmastert hevocabularyandtheir usage andobtaintheinformationcorrectly.GRAmmARThispartintroducesthev.-ing formanditsusage:v.-ingusedasanobject.Thestudentsnee dtomastertheusageandsomeverbsthatareusuallyfollowedbythev.-ingform.Afterlearningthisgrammar,westudents candescribethereallifeusingthev.-ingform.SPEAkINGThispartofferssomesituationsinwhichthestudentsdescr ibetheteacherstheylove.Thenthestudentstalkaboutthei rfavoriteschoollifeandwhy.LISTENINGANDVocABULARyThestudentslistentoapassageandthenanswersomequestio ns,fillouttheblankssoastoimprovethestudentslistenin gability.Thestudentsaresupposedtoknowmorewordsabout theschoollife.Bythislisteningpractice,thestudentsma yunderstandthesewordsbetterinthegivensituationsande xpresstheirthoughtsusingthesewords.Finally,writeout theirfavoriteanddifficultsubjects.PRoNUNcIATIoNListenandpayattentiontowordstress:Listenagainandmar kthewordstress.FUNcTIoNANDSPEAkINGLearnthesentencesaboutpreferencetounderstandanduset hemtoexpressone’sownthoughts.EVERyDAyENGLISHLearnthesentencepatterns:suggestionsandlanguageobst acles.Thesewordsandpatternscanbeusedindailyconversa tions.wRITINGGetthestudentstoknowtheimportanceofcommafromthefivegivensentences,thenw riteapassagepayingspecialattentiontothepunctuationm arks.cULTURALcoRNERByreadingthepassage,weknowthatdifferentcountrieshav edifferentschools,andthatdifferentrelationshipsexis tindifferentschools.wealsoknowthattherearedifferent kindsofprivateschoolsandpublicschools.TASkSettingcriteriaforagoodteacher.workinpairs.Thinkofthreeorfourteacherswhoyouthinkar eexcellentand explain why.Readtheinstructions.makesurethestudentsknowwhattodo.Putthestudentsintopairsandhavethemmakenotesontheiri deas.writetencriteriaforagoodteacher.Explainwhyyouthinkt hesethingsare important.Askthestudentstochoosetencriteriafromtheseandmakean ewlist.moDULEFILEThissectionliststhemainareasoflanguagedealtwithinth ismodule.Givethestudentstenminutestogothroughit,tic kingthethingstheyareconfidenttheyknow,puttingaquest ionmarknexttothosethingstheyarenotsureof,andacrossn exttothosetheydon’tknow.Thisshouldthenbethebasisoftheirownrevisionoft hemodule.Ⅱ.Three-DimensionalGoals.knowledgeandSkillsmasterthekeywordsandreadthetextfluently.Improvetherelationship between theteachersandthestudentsbycomparingtherelationship betweentheteachersandthestudentsinothercountries.Learnthe v.-ing formanditsusage.Describethereallifebyusingtheform.2.Processandmethodscombinetheself-taughtwithteachers’guidance.knowtherelationshipbetweenthe teachers andthestudents.Inquiryandactivity,getthestudentstoknowthedifferent teachingstylesofdifferent teachers.Thinking-training,helpthestudentstosetthecorrectand all-the-roundthinkingway,andenforcetocontrolthedire ctionsofthethinking.3.AttitudeofEmotionandValueToknowmoreabouttheteachersandlovetheteachersdeeply. Thestudentsnotonlytakeanactivepartinclass,butalsoco ordinatetheirstudywiththeteachers’teaching.Asaresult,therelationshipbetweentheteacher sandthestudentsaremoreharmonious.Ⅲ.TeachingImportantPointsHowtohelpthestudentsto improve theirreadingcomprehension,masterthereadingmethodsgr aduallyandthewritingmethods.Ⅳ.TeachingDifficultPointsHowtoimprovethestudents’inreadingandwriting,especiallycomprehensionreading. mastertheusageofthev.-ingform.Ⅴ.TeachingTools.Themultimedia.2.SomecardsorBb.Ⅵ.TeachingTime7periodsThefirstperiod:Introduction:VocabularyandIntroductionThesecondandthethirdperiod:ReadingandVocabularyThefourthperiod:Grammar,Speaking,ListeningandVocabu laryThefifthperiod:Pronunciation,FunctionandSpeaking Thesixthperiod:EverydayEnglish,writingTheseventhperiod:culturalcorner,TaskandmoduleFile.w orkbookExercises.TheFirstPeriodTheGeneralIdeaofThisPeriodInthisperiod,we’regoingtolearnsomenewwordsonthepartsofthecomputer.A ndwewillfinishthefouractivitiesonPage11andpractises peakingEnglish.TeachingAims1.Learnandmasterthefollowingwords:amusing,energetic,funny,intelligent,kind,lively,nervous,organized,patient,popular,serious,shy,strict, stupid2.Developthestudents’speakingandlisteningabilitiesbytalkinganddescribing peopletheyknow.3.Talkaboutthepersonstheyknow,urgingthestudentstofu rtherunderstandtheteachingstylesandsentencepatterns.TeachingImportantPoints.Trainthestudents’abilityinspeaking.2.masterthenewwordsandexpressions.TeachingDifficultPointmasterthenewwords.TeachingmethodsIndividual,pairworktomakeeverystudentworkinclass.TeachingAids1.acomputer2.aprojector3.theblackboardTeachingProceduresStep1GreetingsandLead-inT:Hello,boysandgirls.Ss:Goodmorning,missLi.T:Sitdown,please.Now,inthisclasswe’ually,we’llhavenewteacherseachterm.First,let’slearnsomenewwords.Areyouready?Ss:yes,ready.T:ok,LiLei,pleasereadthewordsonthescreen.Step2PresentationT:Let’sfirstlookatthewords.Readafterthetape,theninpairs.Fi nallydothisactivityalone.Asawayofcategorizingthewords,asktheSstowrite“+”forpositiveadjectives,and“-”fornegativeadjectives.Showthewordsonthescreenandask theSstocallbacktheiranswers.Somewordswillhaveapositiveandanegativemeaning,dependingonthecontext.Answers:amusing+energetic+funny+/-instelligent+kind +lively+nervous-organized+patient+popular+serious+/-shy+/-strict+/-stupidT:Tocallsomeoneshyisnotmeantasacriticism,butbeingsh ymaystopthepersondoingsomethingwell,suchasspeakingE nglish.Ateachermaythinkthatbeingstrictisgood,butstu dentsmaynotagree!Someonewhoisseriousmaybehard-worki ngandfocused,oritmaymeansomeonewhohasnosenseofhumor .Someonewhoisfunnymaybe amusing,orpeculiar!Step3PracticeA:ourchineseteacherisseriousbuthisteachingiswellorg anized.B:ourmathteacherisfunnybutverystrict.c:msLi,theEnglishteacheriskindandpatient.D:ourscienceteacherisveryenergeticandintelligent.E:misschen,ourchemistryteacherisshy,butsheisverypop ularwithourstudents.F:IamalwaysinterestedinmsLi’sclasses.Theyareneverboring.Dotheotherexerciseslikethis.Step4ListeningandPracticeT:ListentoAlex,anEnglishstudent,andtickthesentences thatheagreeswith.Playthetapethroughoncewhilethestudentslistentoandre adthestatementsagain.PlaythetapeagainforthemtotickwhatAlexBarnessays.Sscancheckwithapartner.Playthetapeoncemoreforthemtocheck.callbacktheanswersfromtheclass.After listeningtothetape,weknowAlexdoesn’tagreewiththefirstoneandthelasttwo.Thatis,notallgoodteacherstalkalot,sometimesateacherneedstotalkwitho utinterruptionandateachermustbeorganized.T:Allgoodteacherstalkalot.Doyou agree?StudentA?A:No,Idon’tagree.NeitherdoesAlex.Ithinkteachersneedtobestrict .Doyouagree,B?B:yes,Iquiteagreewithwhatyousaid.SodoesAlex.Ilikete acherswhoareamusingandcanlaughwiththeirstudents.Doy ouagree,c?c:yeah,Iagree.SodoesAlex.Themostpopularteachersarea lsaysverykind,isthatright,D:.....Step5SummaryandHomeworkInthisclass,we’velearnedsomenewwordsandexpressions.weknowsomeadjec tiveshavepositiveornegativemeaningsorboth.Step6TheDesignofthewritingontheBlackboardmodule2 myNewTeachersTheFirstPeriodwords:amusingenergeticfunnyintelligentkindlivelynervousorganisedpopularpatientseriousshystrictstupidStep7ActivityandInquiryStepscontentsoftheactivityHavetheSsdescribepeopletheyknow.2GettheSstodiscussandthenchecktheiranswers.Example:1.myfatherislivelyandenergetic,butheisnotve rypatient.2.ourchineseteacherisveryserious,buthisteachingiswe llorganized.3.ourphysicsteacherisveryenergeticandintelligent.4.misswhit,ourEnglishteacher,isshyandkind.。

Module 2 My New Teachers Ⅰ. 模块教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本模块以My new teachers为话题, 介绍了几位具有不同教学风格和个性特征的教师，旨在通过模块的教学使学生学会描述教师及校园生活，并能运用所学词汇、句型来表达自己的喜好，同时通过学习制定好教师的标准使师生之间相互了解。

1.1 INTRODUCTION 首先介绍描述人物个性特征的形容词，再通过听说训练使学生在运用中熟练掌握这些形容词。

1.2 READING AND VOCABULARY 中的课文分为三部分，从学生的角度对三位不同年龄，不同风格的教师作了介绍。

从文中读者可了解三位教师的性格特征、授课方式及学生的评价。

文后设置了完成句子、写词、问答及讨论等阅读理解题，检测学生对课文的理解，培养学生获取信息、猜测词义等能力。

1.3 GRAMMAR 讲解了本模块的语法项目v-ing形式。

1.4 SPEAKING 是课文内容及本模块话题的延续，要求学生通过口头练习运用所学语法知识描述自己喜爱的教师、科目及喜欢的原因。

1.5 LISTENING AND VOCABULARY分为六部分来进行。

Activities 1, 2 & 3分别以问答和听力练习的形式让学生就有关校园生活的词汇进行练习。

Activity 4要求学生表述自己对英语学习的看法并阐述原因，既巩固了所学生词，又运用了本模块的语法V-ing 形式。

Activity 5 给出八组有联系的词，要求学生解释它们之间的联系。

Activity 6 回归课文，复习旧词汇，并表述对Mr Stanton的看法。

1.6 PRONUNCIATION 以听读的方式学习单词重音，为听力的提高奠定基础。

1.7 FUNCTION AND SPEAKING 列举了表达喜好的句式，要求学生以问答方式就自己所学科目进行对话练习。

1.8 EVERYDAY ENGLISH通过补全对话的形式学习一些日常用语。

Module 2 My New Teachers Section Ⅲ Grammar-后接动词-ing 形式作宾语的动词语法图解探究发现①She avoids making you feel stupid!②There are a few students in our class who keep ing to class late but they’re always on time for Mrs Chen’s lessons.③And a few students even admit liking her!④I think this is because he really enjoys teaching Chinese literature — he loves it, in fact!⑤I don’t get used to getting up so early in the morning.⑥Though it was raining, they continued to work/working.⑦I forgot borrowing money from him yesterday. But today I forgot to return the money to him.⑧The flowers want watering/to be watered every day.[我的发现](1)动词(短语)avoid, keep, admit, enjoy和get used to后跟动词­ing形式作宾语。

如例句①②③④⑤。

(2)动词continue后面既可接动词­ing形式也可接动词不定式作宾语，且意义区别不大。

如例句⑥。

(3)动词forget后既可接动词­ing形式也可接动词不定式作宾语，且意义区别较大。

如例句⑦。

(4)动词want(需要)后可接动词­ing形式作宾语，此时动词­ing形式的主动形式表示被动意义，相当于不定式的被动式。

英语教案吴起职教中心张永美Module 2 My New TeachersTeaching Content:Period 2 ReadingTeaching Aims and Demands:1. Language knowledge1) New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scienti fic, physics, literature, summaries, respect…2) Grammar: verbs followed by V–ing2. Reading skill: Understanding how to describe a person3. Affection and attitudes：Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Learning strategies1. Use adjectives to describe characters of people2. Summing up verbs followed by V-ing.Teaching AidsMulti-mediaTeaching ProceduresⅠ. RevisionHelp students to revise words that are learnt in Period One of this module by showing some pictures on the screen and ask the students the questions: Do you know the man/woman on the screen? Do you like him/her? What do you think of him/her?Show some adjectives on the screen and ask the students to read. Students look at the screen and think about the questions. Students speak out asmany words as they can. They read the adjectives together.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 English teacher? 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) Students try to describe the three teachers individually by using the adjectives they have learnt last time. Tell the students that they are going to read a passage about the three new teachers.(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. Ask the students to read the passage quickly and fill in the banks.The students read the passage quickly and try to fill in the blanks individually.Ⅳ. Careful-readingMake sure students get the detailed information by doing the following. Show some questions on the screen. Then ask the students to listen to the tape carefully and then read the text again and try to find out the anwers to the questions.Ask some students to give their answers. Give some corrections when necessary.The students look at the questions first and listen to the tape carefully. They read the text again and then try to find out the answers.Some students give their answers; others listen carefully to check whether the volunteers are right or not.1)What was the author’s first impression of M rs. Li ? Why?2)What do the faster students think of her class?3)Why don’t some of the class like Mrs. Chen?4)Why do most of us appreciate Mrs. Chen?5) What does Mr. Wu do when the students are bored?6)Is Mr. Wu very popular among his students? Why?Ⅴ.GrammarRead the text again and underline all the verbs followed by V –ing. Make sure students understand the meaning of each sentence.ⅥSummery.Ask the students to fill in the blanks according to the text. Then Call back the answers from the class and give corrections. The students look at the passage and try to fill in the blanks according to the text. The students give the answers orally and listen to the teacher carefullyⅦ.Pair Work1. Ask students to discuss the following questions in pairs and then give a presentation. The following key words are given to help them: name appearance character subject teaching style1) Which teacher would you like to have? Why ?2) Who is your favorite teacher now? Why?ⅧHomework1. Write a paragraph about your new English teacher. Try to use some of the words we have learnt in this period.2. Do Activity 2 , 3 on Page 13.。

Module2 My New Teachers 单元教案Teaching Aims:1.Knowledge and Skilla.Speaking: express one' s attitude or views about their teachers and describe whattheir teachers look likeb Reading: understand the meanings of certain words in context applying to guessingmeaning skills.c.Writing: develop the ability of using commasd.Listening: Grasp the ability of listening for specific facts2.Emotion and Valuesa. Improve the relationship between the teachers and the students by comparing therelationship between teachers and the students in other countries.b.To help them set the correct and all-the-round thinking away, and enforce tocontrol the directions of thinking.c.To encourage the Ss to be active and cooperative in the class3.Cross-cultural awareness:a. To help them learn about different relationship between teachers and studentsin other countries.4.Character-building:a. To help them know more about their teachers and love the teachers deeply in order tomake their relationship more harmonious..b. To let them know the importance of cooperating with others in a groupDifficulties and Importance:a. Master the usage of –ing form.b. Improve the student ' s ability of grasping the general idea of the passage.Teaching Method:a. Task-based methodologyb. pair-work& group-workTeaching Procedures:Period 1Teaching Content: Vocabulary and listeningEveryday EnglishActivity 1. Ask the Ss to write ”+” for positive adjectives, and “－” fornegative adjectives. (Some words will have a positive and a negative meaning,depending on the context.)Activity 2. Ask the students to describe their teachers they know, using the words given above.For example: Our science teacher is very energetic and intelligent.I am fond of Mr. Li 's classes. They are never boring.Our English teacher is serious but his teaching style is well organized.Activity 3 Pair workDiscuss the following sentences True or False according to your own experiences. And share your opinions with your partner.1.All good teachers talk a lot.2.I think teachers need to be strict.3.I like teachers who are amusing and can laugh with their students.4.The most popular teachers are always very kind.5.Good teachers make sure that everyone in the class understands.6.Good teachers always return homework quickly.7.You should be able to ask your teacher questions at any time during a lesson.8.It doesn 't matter if a teacher is not organized.Activity 4 Listening.Listen to Alex, and English student, and tick the sentences above that he agreeswith. Compare your choices with Alex and have a discussion with your classmates what makes a good teacher.Activity 5 Everyday Englisha. Make sure the students know the meaning of the following expressions.Have you got that take a look kids that 's settled a couple of things it ' s up to youb. Complete the conversations with these expressions.Activity 5 Homework1.Memorize the adjectives we have learned in the class.2.You should know some adjectives have positive or negative meanings or both. Period 2Teaching Content: Reading and VocabularyActivity 1. Warming-up( brainstorming)Try to find out the positive adjectives to describe the three teachers in thetextbook. Activity 2 Pre-reading(prediction)Look at the pictures given in the textbook, make predictions about which subject do you think they may teach.Listen to the text and check your prediction.Mrs. Li _____________Mrs. Chen _____________Mr. Wu ______________Activity 3 Intensive readinga. skimming and scanning: Read the text silently and quickly to get the general idea. Thenanswering the following questions.1.Which teachers do the students like a lot?2.Who is a very good teacher but is serious and strict?b. detail reading: Answer the following questions according to the article.1.Which paragraphs tell us what the teachers look like?2.What subjects does each teacher teach?3.Who is the most popular teacher?4.Who is the kindest teacher?5.Which teacher are students most afraid of?6.Which teachers explain things clearly?Activity 4 Post-readingInterview: Interview some of your classmates about which teacher they would like to have and ask them to give specific reasons to support their own idea.Activity 5. Key points of the passage1.so ⋯thatadjectives/adverbadj.+a/an+n(singlular)so thatmany/few+n.(plural) many/little+n.(uc.)e.g. He ran 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 givensome.2.working with her 跟她学习3.avoid +doing appreciate+doingenjoy +doing hate +doingadmit +doing mind +doing 这些动词常用ing 形式做宾语。