1、高考资源网（） 您身边的高考专家2014-2015学年高中英语（陕西）同步教案（1-2）：M 2 My New Teacher（外研版必修1）Module 2 My New TeacherI. 教学内容分析本模块以My New Teacher为话题，以学生的角度出发介绍了几位具有不同教学风格和个性特征的教师，希望通过本模块的教学使学生学会运用本模块中的词汇和句型，结合实际描述自己的老师及校园生活，表达自己的喜好，同时通过学习制定好教师的标准来促进师生之间相互了解，使学生尽快适应高中的学习。Introduction 部分介绍描述人物个性特征的正反两类性质形容词，让学生对描述性格的词汇有感性了解。
2、再通过听力活动来复现相关词汇，让学生在运用中熟练掌握这些形容词。Reading and Vocabulary 部分是本模块的主要内容，由三个文段组成，从学生的角度对三位不同年龄，不同风格的老师进行介绍。要求学习利用提供的词汇阅读三篇短文，了解不同教师的性格特征、上课方式以及学生的评价。通过阅读培养学生获取信息、猜测词义等能力。Grammar 部分通过列举三篇短文出现的句子，了解动词-ing形式，要求学生利用练习2中的词汇仿造相关形式的句子。Speaking 部分是课文内容以及本模块话题的延续，旨在要求学生通过口头练习，运用所学的语法知识，从而达到在学中用，在用中学的目的。Listening a
3、nd Vocabulary 分为六个部分。Activities 1, 2分别通过回答问题的方式，让学生初步了解更多介绍学校生活的新词；Activities 3的听力活动使学生在有语境的对话中进一步理解这些词汇的意义；Activity 4要求学生表述自己对英语学习的看法并阐述原因，既巩固了所学生词，又运用了本模块的语法V-ing形式；Activity 5给出了八组有联系的词，要求学生解释它们之间的联系；Activity 6回到听力文段当中，复习所学的词汇，并表述对Mr. Stanton的看法。这几项活动都有很强的语境背景，能让学生有熟悉的话题，为他们开口说英语创造了比较好的条件。Pronunci
4、ation部分以听读的方式学习单词重音，纠正学生的发音错误，使学生养成正确发音的习惯。Function and Speaking 列举了表达喜好的句式，学生通过回答问题就自己所学科目进行对话练习，学习表达偏爱的句型，理解和运用表达偏爱的语言形式。Everyday English 部分通过补全对话的形式学习运用Listening and Vocabulary中的一些词语，这些词语可以用语日常对话当中，让学生学而能用，具有很强的语言实用性。Writing部分学习标点符号的应用，尤其是逗号的用法，使学生学会根据意群断句，了解基本句法，让学生能够较好地理解英语长句，在写作中能正确地运用标点符号。Cul
5、tural Corner部分通过阅读初步了解西方国家的学校种类与不同的师生关系，并让学生就所了解的内容，运用上个模块和这个模块的句型、词汇来与我国的学校及师生关系进行比较。Task部分通过讨论，回顾本模块的内容，对话题进行升华，使学生在分享中达成共识，并共同去制定心目中一个好教师的标准。Module File部分通过学生的自评与互评，使其对本模块学习内容进行系统归纳，对自己的学习行为及效果进行反思和检验。II. 教学重点和难点1. 教学重点(1) 本单元的生词和短语(2) 学习动词-ing形式的用法(3) 了解如何用英语来描述自己的课堂感受及自己喜爱的老师。2. 教学难点(1) 听懂有关对教师
6、特征及其风格的描述并获取信息(2) 运用所学词汇和短语口头表达偏爱，运用表示个性特征的词汇描述熟悉的人物，描述好老师的特征(3) 了解中外学校及师生关系的情况，并能说出他们之间的异同(4) 学会描写自己喜欢的老师及其教学特点，风格等内容的文章III. 教学计划本单元分六个课时：第一、二课时：Introduction, Reading and Vocabulary第三课时：Grammar 第四课时：Listening and Vocabulary, Pronunciation, Function and Speaking第五课时：Everyday English, Cultural Corner
7、, Workbook Listening and Speaking第六课时：Writing, Task, Module FileIV. 教学步骤：Period 1 &2 Introduction, 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. Le
8、t Ss discuss orally;Teaching Procedures:Step 1 Leading-in and IntroductionPurpose: To arouse Ss interest in learning about the school life.1. Pair Work. Ask Ss some questions like these:Good morning class. How are you doing? Have you had a good time at the weekend? I really had a nice weekend. Becau
9、se I went shopping with my best friend. She is an amusing and energetic person. When we stay together, there are a lot of funny things taking place. How about you? Who spent the weekend with you? Can you describe him or her to us?2. Individual Work.Ask some Ss to express their views.3. introduce som
10、e adjectives to Ss. (1) amusing: funny (2) energetic: full of energy, very active (3) intelligent: 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
11、 your feeling about the teachers? Make a discussion with your seatmates. Who is your best teacher? Can you describe him or her?5. Individual Work.Ask some Ss to talk about their favorite teacher.6. Group Work.After hearing so many ideas about Ssfavorite teacher, let Ss sum up what a good teacher is
12、like? And tell the reason.7. Group Work.Ask Ss to finish Activity 3 on page 11. Tick the statements that they agree with.8. Individual Work.Listen to the tape and see what criteria Alex has. Tick the statements that he agrees with in Activity 3.Suggested answers: Alex agrees with statements: 2, 3, 4
13、, 5 and 6.Step 2 Reading and VocabularyPurpose: To introduce three different teachers.1. Pre-reading: Pair Work. Ask Ss the following questions:Turn to page 12. Here are some pictures about three teachers. What do you think of them when you see them at the first time? Do you think they are good teac
14、hers? Can you give me some reasons? (Ask Ss to write down the adjectives and check with their partners.)2. Skimming: (1) Individual Work. Ask Ss to read through the passage quickly and check their prediction. Mrs. Li: _ Mrs. Chen: _ Mr. Wu: _Suggested answers: Mrs. Li: nervous, shy, kind, patient Mr
15、s. Chen: strict, serious, well-organized Mr. Wu: popular, energetic, good-looking, amusing (2) Ask 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: Individu
16、al Work. Try to find out some information about the three teachers, and then fill in the chart. NamecharacterSubjectTeaching styleMy feelingMrs. LiMrs. ChenMr. WuSuggested answers:NamecharacterSubjectTeaching styleMy feelingMrs. Linervous, shy, kind, patientEnglishexplain, avoid, smileslowly for, wo
17、nderful for make progressMrs. Chenstrict, serious, not smilephysicswell-organised, clear, explain exactlynever 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 tea
18、chers, which do you like best and why? Choose one of them and describe him / her by retelling the passage.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 th
19、en discuss them.1. Good teachers make sure that everyone in the class understands. 好老师确保班上的每个人都能懂。make sure 一定要，保证做到，弄清楚Eg Make sure you finish your homework on time. 一定要按时完成作业。辨析 sure & certain(1) sure与certain的意思基本相同，但sure强调主语的心理状态，指主语心中无疑或十分确信、有把握，着重于人的内心世界。Eg He was sure that the manager must hav
20、e read the letter. (2) certain侧重说明有肯定的理由和证据，使人相信或确信，强调内心世界之外的证据。Eg It is certain that his brother will come to his help. 显然，他弟弟会来帮他的。(3) 当主语是人时，sure和certain常可替换，意思相差不大，但由于sure多表示人的内心世界，故其主语只能是人，且不能用来形容事件，所以当主语是表示事件的名词或代词时，或主语是it时，只能用certain。：Eg It isnt quite certain whether he will be present at the
21、 meeting. 2. I think perhaps she was, as it was her first lesson with us. 我现在认为她也许是的，因为这是她与我们的第一堂课。As在这里是连词，连接两个句子，意思是“既然，因为”，多位于句首，常用来说明较为明显的原因。Eg As there are many things for us to do today, wed better ask for some help.今天我们要干的事情很多，我们就叫些人来帮忙。辨析 because / since / as / for这四个词都是表示原因或理由的连接词，在语气上由强至弱依
22、次为because since as for。 because引导的从句多置于句末，表示直接的原因或理由，或产生那种结果的必然的因果关系，在回答why的提问时，必须用because作答。Eg The light went out because the oil was out. as与since引导的从句多置于句首，不过as表示十分明显的原因，只说明一般的因果关系，可译为“因为、由于”，而since则表示稍加分析、对方已知的原因，一般可译为“既然”。Eg As it is too late, youd better stay here. Since the town is far from h
23、ere, you may go there by bus. for是并列连词，所引导的不是原因状语从句，而是表示理由的对等句子，是对前面所讲内容的补充和说明。Eg It must have rained last night, for the ground is so wet. 3. She is kind and patient, and explains English grammar so clearly that even I can understand it! I hate making mistakes or pronouncing a word incorrectly when
24、 I speak English, but Mrs. Li just smiles, so that you dont feel completely stupid.这两句中都使用了“so that”，但意义完全不同。“so that”可译为“如此以至于”，有如下几种结构： so + 形容词或副词 + that Eg He ran so quickly that I couldnt keep up with him. so + 形 + a(n) + 单数可数名词+ that Eg Bob is so tall a man that he can almost reach the ceiling
25、. so + many / few +复数可数名词+ that 或者so + much / little + 不可数名词+ that Eg There is so little water left that only small children and patients were give some. so that相当于“in order that”, 表示目的。Eg We set off early so that we arrive on time. Check carefully so that any mistakes will be caught.4. But now, aft
26、er two weeks, the class really likes working with her. 两个星期过去了，现在全班同学都很喜欢上她的课。(1) 这里的class，不是指一个班级，而是表示“大家”、“全班同学”。(2) 这里的working with her，并不表示“在同一单位一起工作”，而是指“一起从事教和学两方面的活动”。5. Mrs. Li just smiles, so that you dont feel completely stupid! 李老师只是笑笑，你就不会感到自己是个大笨蛋。Stupid愚蠢的，笨的；completely stupid彻彻底底的笨，大笨
27、蛋这里的dont和completely放在一起的用法：否定词+表示“全部”概念的词，这是一种部分否定的表示法。在本句中，作者认为：因为老师的鼓励，觉得自己虽然还要犯些错误，但不再是彻底的没希望了。6. Shes very strict we dont dare to say a word unless she asks us to.如果她不要求，我们一句话也不敢说。（1）dare做情态动词时主要用于疑问句、否定句及条件状语从句中。Eg I dare not go there. Dare you ask him? （2）dare作行为动词用时，有各种形式的变化。后接带to的不定式。在否定句、疑问
28、句中to可省去。以上各句也可用实义动词dare写。Eg I dont dare to go there. Do you dare to ask him? She dared say no more.（有时情态动词dare也可有过去式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
29、 lessons! 我们班有几个学生总是上课迟到，但是上陈老师的课，他们总是很准时。keep doing持续不断地做某事，经常做某事Eg After the heavy rain, they kept 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“
30、继续、重复”之意，许多情况下可以通用。有时keep doing sth 描述客观事实，无感情色彩，可译作“持续地、一直不停地做某事”。keep on doing sth 则带有强烈的感情色彩，可译作“总是反复地做某事”。Eg He kept thinking of the question.（描述“念念不忘”这一客观事实。） Dont keep on thinking of the same question.（强调主观厌烦情绪） keep sb / sht doing 表示“让某人/某物处于做某事的状态”Eg The boss kept his workers working day and
31、 night. keep sb / sth. from doing sth阻止某人/某物做某事Eg The heavy rain kept us from starting out on time. 大雨使我们不能准时出发。8. Some of our class dont like her, but most of us really appreciate her because her teaching is so well organized and clear. 我们班有的同学不喜欢她，但是大多数人很感激她，因为她的讲解非常有条理、很清楚。appreciate vt. 有如下几种意思：
32、（1）辨识(人、物)之价值，认知之真价；给与很高的评价，赏识，重视，珍视 Eg His genius was at last universally appreciated. (2) 鉴赏，欣赏，品味，玩味（文学、艺术等） Eg You cannot appreciate English literature unless you understand the language. (3) 正确地）认识（事物）；察知（事情之严重性等） Eg He still doesnt appreciate the urgency of the situation. (4) 了解（一事），知道，明白 Eg I
33、 fully appreciate that you dont want to come, but Im afraid it is your duty. (5) 感激（他人的好意等），感谢 Eg I greatly appreciate your kindness. 我很感激你的厚意。9. During scientific experiments, she explains exactly what is happening and as a result my work is improving. 对于科学实验过程中的种种现象，她解释得很准确，因此我的学习一直在进步。as a result
34、介词短语，意思是“因而，就这样”，相当于therefore。Eg She had so much cold drink yesterday. As a result, she fell ill and 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. 归纳、拓展 as a result (of) 作为的结果Eg As a result of the flood, thousands of peas
35、ants lost their food. result in 引致，造成。Eg His laziness results in his failure in the exam. without result 毫无结果。Eg Finally he went to his friend for some help but returned without result. 10. Physics will never be my favourite lesson, but I think that Ill do well in the exam with Mrs Chen teaching me.
36、 物理虽不再是我最喜欢的课，但是我觉得有陈老师教我，我会在考试中发挥出色的。“with + 名词 + 其它”是介词及其复合宾语的形式。这一结构可以在句中作状语和定语。常见的有下列形式：(1) with + 名词 + 副词Eg With all the lights out, the room was dark. (2) with + 名词 + 形容词（强调名词的特性或状态）Eg With the door and windows open wide, the room was very cold. (3) with + 名词 + 名词Eg In the north is Scotland, w
37、ith its capital Edinburgh. (4) with + 名词 + 介词短语Eg The man came in with a book in his hand.。(5) with + 名词 + 现在分词（名词和现在分词间为主动关系，状态正在进行）Eg With all the students doing their homework silently, the teacher walked around the classroom. (6) with + 名词 + 过去分词（强调名词是-ed分词动作的承受者或动作已发生）Eg From the window she cou
38、ld see a tall tree, with a dog tied to it. (7) with + 名词 + 不定式（强调动作尚未发生）Eg With machinery to do all the work, the farm is highly mechanized. 11. Mr. Wus only been teaching us for two weeks and hes already very popular. 吴老师只教了我们两个星期就已经很受大家欢迎了。(1) 本句原为： Mr. Wu has only been teaching us for two weeks 表
39、示从开始到现在，他教了两星期，并且还将教下去。Eg I have been studying in this school ever since September 1, 2000. Eg I have been waiting here for more than an hour. (2) popular在这里并不解释为流行歌曲中的“流行”，而是解释为“被爱戴的”，“受欢迎的”。12. Hes got so much energy, this is one class you do not fall asleep in! 他精力充沛，在他的课上你绝不会想睡觉（感到困倦）。(1) 请注意，这里
40、的in是不可少的。可以把本句分为两句：This is one class. In the class you dont fall asleep.(2) 请注意，这里one class中的class既不解释为“班级”，也不和前面第4点中the class really likes working with her一样解释为“全班同学”，而是解释为“课”。(3) 这里fall asleep中asleep为形容词，只能作表语，而sleep则为名词和动词。作为教师，请注意加“a-”的构词法，以便今后向学生介绍，如：alike, alive, alone, ashamed, awake, aware, etc.Step 4 Homework:1. Finish Activity 2 and Activity 4 on page 13.2. Finish Activity 5 on P74.- 7 - 版权所有高考资源网
