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2019-2020年高中英语Module2MyNewTeachersTheFourthPeriodWriting精品教案外研版必修1Teachinggoals教学目标
1.Targetlanguage目标语言a.重点词汇和短语favoriteenergeticamusingfunnyintelligentkindlivelynervousorganizedpatientpopularseriousshystrictdisciplinestupidb.重点句式P18Surprisinglyallthestudentsgotgoodmarks.I’mdoingmathschemistryphysicsandbiology.It’ssometimesdifficultformetounderstandhimbutIdomybest.ItwasadifficultproblemIagree.
2.Abilitygoals能力目标Enablethestudentstopunctuatecorrectly.
3.Learningabilitygoals学能目标Helpthestudentstolearnhowtoexpressclearideaswithproperpunctuationmarks.Teachingimportantpoints教学重点Enablethestudentstoknowwheretousemasfullstopscapitallettersandquestionmarks.Teachingdifficultpoints教学难点Howtomakeproperuseofmasinparagraphs.Teachingmethods教学方法Individualworkanddiscussion.Teachingaids教具准备Ablackboardaprojectorandsomeslides.Teachingproceduresways教学过程与方式StepⅠGreetingsandRevisionT:Morning/afternooneveryone.Firstlet’scheckourhomeworkExercises67onP
74.Checktheanswerswiththewholeclass.StepⅡWritingFirstwritethefollowingsentenceontheblackboard:Tomsaidtheteacherisafoolishduck.T:Iwilltellyouastory.OnedaywhenMrStantonenteredtheclassroomTomshouted“Theteacherisafoolishduck.”EveryonelookedatMrStanton.Totheirsurprisetheteachersaidnothingbutwroteasentenceontheblackboard.Hesaid“Todaywe’lllearnpunctuationmarks.”MrStantonsaidhappily.Thenheusedtwomasinthesentence.“Tomsaidtheteacherisafoolishduck.”“PleasepunctuatecorrectlynexttimeTom.”MrStantonsaidwhilepointingtotheblackboard.Writeanothersentenceontheblackboard:Tomsaidtheteacherisafoolishduck.T:Nowyouknowhowimportantamais.PleaseobservethefivesentencesonP18andtellmewhereweshouldusemas.Letthestudentsreadthesentencesandgivetheiranswers.Sampleanswers:
1.用以将引导性或转折性词语如thereforehoweverbytheway与句子的其他部分隔开
2.用来隔开行文中的词、词组或从句
3.用于分隔并列复合句,用于连词andbutor之前
4.用于插入句中的从句等成分之前T:Good!Nowpleasepunctuatethesentencesshownontheslides.Showthefollowingsentencesontheslides.
1.SheiskindandpatientandsheexplainsEnglishgrammarsoclearlythatevenIcanunderstandit
2.Someofourclassdon’tlikeherbutmostofusreallyappreciateherbecauseherteachingissowellorganizedandclear
3.I’vealwayshatedmakingmistakesorpronouncingawordincorrectlywhenIspeakEnglishbutMrsLijustsmilessothatyoudon’tfeelpletelystupid
4.DuringscientificexperimentssheexplainsexactlywhatishappeningandasaresultmyworkisimprovingAfterthestudentsfinishthemchecktheanswersinclass.T:NextlookattheparagraphonP
18.Punctuateit.Usefullstopscapitallettersquestionmarksandmaswherenecessary.Asksomestudentstoreadtheiranswers.StepⅢSpeakingandWritingThispartcanbepletedinthreesteps.Firstthestudentsworkinpairstoansweranddiscussquestionsabouttheiridealteacherstoprepareusefulinformationforwriting;secondpracticeusingpunctuationmarks;atlastletthestudentswriteapositionfollowingthegivenstepsofExercise15onP
78.T:PleaseturntoP
77.WorkinpairstodiscussthequestionsinExercise
13.Sampleanswers:
1.HowoldisyouridealteacherS1:Ithinkanidealteachershouldbeayoungladybecauseayoungteacherisalwaysenergeticandenjoysteaching.S2:Myidealteacheristhirtyyearsoldbecauseafterseveralyears’teachinghe/sheknowswhatthestudentsneedandcanpreparehis/herlessonscarefully.AlsoIbelievehe/sheknowsmuchaboutothersubjects.S3:Ilikeateacherwhoisaboutfiftyyearsoldbecauseanoldteachercanexplainwhatwedon’tunderstandclearlybyshowingmanyexamples.What’smoreshemaygiveususefulsuggestionsthatmayhelpusformagoodhabitoflearning.
2.DoyoupreferseriousorfunnyteachersWhyS1:Ipreferseriousteachers.Inhis/herlessonwecanhavedisciplineandlearncarefully.Generallyaseriousteacherprepareshis/herlessonscarefullyandexplainsexactlywhatishappening.S2:Iwouldratherhaveafunnyteacherbecauseweoftenfeeltiredinclass.Imagineateacherwhojustspeakswithoutacheerfulsmileonhis/herface.Terrible!It’snotlongbeforeyouloseinterestinthissubject.S3:IlikeaseriousteacherbutIhopehe/shecantellusjokeswhenwearebored.Inthiswaywecannotonlylistencarefullyandfinishourhomeworkontimebutalsolovehavinghis/herlessons.
3.DoyouthinkteachersshouldhelpstudentsoutsideschoolifnecessaryS1:YesIthinkso.Agoodteachershouldlikeherstudents.Ifsherealizesherstudentsneedherhelpsheshouldhelptheminsideandoutsideschool.S2:Yes.Ibelieveagoodteacheraimsatimprovingherstudents’abilityandhelpingthemmasterwhatsheteaches.What’smoreeveryteacherlikesastudentwhoiseagertolearnmoreknowledge.S3:Idon’tthinkso.Teachershavespentmuchtimeinteaching.Sometimestheystillpreparetheirlessonsafterschool.Theyneedtohaveagoodrestandtakecareoftheirfamily.Ifweneedhelpwecanturntoothers.
4.HowmuchhomeworkdoyouthinkteachersshouldassignS1:Alittlehomework.IhopewecanfinishourhomeworkatschoolsowecanhavesomefreetimetoplaybasketballreadorwatchTV.S2:Idon’tthinkteachersshouldsethomeworkbecausedifferentstudentshavedifferentneeds.Theycanreviseprevieworreadaccordingtotheirowninterest.S3:Ihopeteacherscansetdifferentkindsofhomeworkbecausestudentsarenotatthesamelevel.Theyshoulddohomeworkwhichsuitsthem.
5.WhatcanteachersdotomaketheirlessonsreallyinterestingS1:Ateacherwhofrequentlychangeshisteachingwaysispopularbecausestudentsarealwayseagertoknowwhattheteacherwilldointhisclass.Theycanlistencarefully.S2:Gamescanmakethelessonsinteresting.Ifstudentscanlearnandpracticeinplayinggamestheywillattendthelessonsactively.S3:Ifteacherscanintroducedifferentculturesintheirlessonsthelessonsmustbefullofinterest.S4:WhynotmakeuseofpicturesrecorderandputerTheycanhelpteachersshowtextvividly.Ifstudentscanlearnthroughcartoonsthelessonswillbefulloflaughter.T:Excellent!Iwilllearnfromyouranswersandtrytomakemylessonsinterestingandenjoyable.Twostudentshavewrittenapassagetointroducetheirfavoriteteacherbuttheyforgottopunctuateit.Nowit’suptoyoutousecapitallettersmasandfullstopswherenecessarytopletethisdescription.Letthestudentsworkindividuallytopleteitthenchecktheanswers.T:Wehavereaddescriptionsofone’sfavoriteteachersdiscussedyourownfavoriteteachersandlearnedthewaysofdescribingteachers.Nowit’syourturntowriteapositionaboutyourfavoriteteachers.DoyoustillrememberthetableFirstlet’sfillinthefollowingtablewiththeinformationofyourfavoriteteacherfirst.Showthetableonthescreen.NameSubjectAppearancePersonalityExamplesAfterafewminutes.T:OK.Writeaparagraphabouthim/heraccordingtothetablebutdon’tmentionhis/hernameorthesubjecthe/sheteachesinyourposition.Givethestudentsenoughtimetofinishwriting.T:HaveyoufinishedNowpleasecopyyourparagraphswithoutanypunctuationandexchangethemwithyourpartners.Punctuatetheparagraphandwritedownthenameoftheteacherthattheparagraphdescribes.Afteramoment.T:Returnyourpartners’positionsandseeifhe/shepunctuatescorrectlyandifhe/shewritestherightname.Ifyoudon’tagreewithhim/heryoucandiscusswithyourpartners.Thenwe’llshowsomeofyourpositionsonthescreentochecktogether.Atlastshowsomesamplesonthescreen.Sampleversions:
1.Myfavoriteteacherisyoungandbeautiful.Sheknowshersubjectwellandexplainsitwelltoo.Studentsinherclasslistentoherquietlybecausesheexplainssowell.Shehasagreatsenseofhumor.Shelikesbeginningherlessonswithastory.
2.Sheplansherlessonscarefullyandifsheseesyoutalkingshewillgetangry.Shedemandsdisciplineinherclasssowecanlistentoherwithoutbeinginterrupted.
3.Ilikehimbecauseherespectsstudentsandtriestoleadustoaconclusionbyourselves.Henevertellsus“Dothisorelse!”StepⅣHomeworkWorkingroupsthinkofthreeorfourteacherswhoyouthinkareexcellentanddescribehisorherpersonality.Makenotesatthesametime.。