about schools in different countries.
Different countries have different schools, even have great/big difference. 1. Listen to the recording of the text and answer the following question: 1) What’s the main idea of the passage?
This passage introduces different relationship between teachers and students in western countries and differences between schools in different countries.
2) What are the differences between teacher and student relationship in some countries like France, USA and Britain?
The relationship between teachers and students in France is formal. In America and Britain, students and teachers are quite relaxed with each other, but the teachers can have big problems with discipline.
3) What’s the main difference between state schools and private schools?
State schools are paid for by the government, but in private schools, the parents pay for the education of their children.
2. Further Reading for comparison and discussion. Think about the questions below: 1) What’s the relationship between students and teachers in China?
2) What about difference between state schools and private schools in China?
Step 5 Workbook Reading?on P75.
Read the web page and answer these questions on page 75.
Get the students to read the passage. Three or four minutes later, help the students to ?answer these questions.?
? Step 6 Summary and Homework?
T: In this period, we have learned how the author describes a teacher, and we must
master the way of describing people.
①Personality: kind, patient, serious, strict, organized and clear, energetic and amusing ②Teaching styles:
- Explain grammar clearly, avoid making students feel stupid
- Not smile much, none dare to be late, explain exactly what is happening
- Talk loudly and fast, wave his hand about a lot, tell jokes sometimes
③Other ways: the feedback of students.
T: In this period we’ve read through the text and we know Mistress Li was nervous and shy, kind, patient.?
Mistress Chen was strict, serious, but her teaching is so well organized and clear.? Mister Wu is very popular, energetic, often tells jokes.?
Period?Three
The General Idea of This Period?
In this period, we are goingto introduce the v.-ing form and its usage.?
Teaching Aims?1. Learn the v.-ing form.?2. Master its usage (as an object).?
3. Some of the verbs can only be followed by v.-ing form, not infinitive form.?
Teaching Important Points?v. -ing form and it is used as an object.?
Teaching Methods? Pair work to get all the students to take part in the class.? Teaching Aid? Blackboard Teaching Procedures?
? Step 1 Revision and Presentation
Lead 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?
(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”) 2).Read the text again and the Ss 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 Bb 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?‖. 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.
?
.T: 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 Activity 1 in Grammar.
1. But now, after two weeks, the class really likes working with her.?
2. I’ve always hated making mistakes or pronouncing a word incorrectly....? ……………………………………………. T: What speech are the underlined parts?
.S: We use nouns and pronouns as objects. Some other forms can also be used as an
object, such as v.-ing form.?
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.? T: Can you think of a sentence like this?
S: I’ve finished reading the novel.? I appreciate reading poems aloud. ?etc. T: OK. Great. Thank you.?
? Step 2 Practice (Activity 2)
T: Well, we know some verbs can be followed by v.-ing form. Let’s deal with this exercise. Complete the sentences with words from the box. There may be more than one answer. Change the form where necessary.? After the Ss discuss a while, check the answers.?
? Step 3 Practice (Activity 3)
1. Write three more true sentences about yourself. Use the words in the box.?[ e.g.: I enjoy learning English, but I dislike remembering new words.? T: Get ready, any volunteers? OK. Li Lei, please!
I like reading English, but I dislike reciting the text.? I love swimming, but I hate practising a lot every day.?
I enjoy reading English novels. I’ve finished reading one this week.? …………………………………
Step 4 Workbook Grammar (Activities 1,2,3 and 4 on P73)
? Step 5 Summary and Homework?
T: In this class, we’ve learned the v.-ing used as an object. Try your best to memorize the verbs in this module that can be followed by an v.-ing form.
So much for this period. Goodbye, boys and girls!
? Step 6 The Design of the Writing on the Blackboard?
Module 2 My New Teaches? The Fourth Period? 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!
Period?Four
The General Idea of This Period?
In this period, we are going to study the part of Pronunciation and practise the Stressed sound of words, Listening and Vocabulary and Everyday English.
Teaching Aim? To improve the Ss’ abilities in listening and speaking.
Teaching Important Points ?Improve the Ss’ abilities in listening and speaking. Teaching Difficult Points Use words and sentence patterns to talk freely and correctly. Teaching Methods? Pair work to get all the students take part in the activities. Teaching Aids? 1. a tape recorder.? 2. blackboard? Teaching Procedures?
Step 1 Greetings and Lead-in?
T: Hello, boys and girls.? Ss: Good morning, Miss Li.?
T: Sit down, please. Today we are going to deal with the Pronunciation, Listening and vocabulary, and Everyday English.
? Step 2 Speaking?
Work in groups. Describe your favourite teachers and subjects.?
Step 3 Pronunciation on page 16
1. Ask the students to listen and repeat the words and find the stressed 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 learn
Ask 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
1. Read the words in the box and have the students repeat them after you, paying particular attention to stress. (Activity 1) 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. Check the answers in class.
2. Read the sentences and make sure they understand the words. (Activity 2)
Ask the students to decide which words might go into the spaces. If necessary, explain the words or expressions.
Check the answers in class by listening to the conversation and ask a few students to write their answers on the blackboard.
1. This afternoon I’m going to give you a _________ .
2. We can either do some _________ or we can do some _________. ? 3. Firstly, have you all got your new _________?
4. At present, you have a free _________on Tuesday afternoon.? 5. The _________wants to see everyone in the school _________.
3. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four. (Activity 3)
Then ask the groups to give their answers in class. 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 Workbook on P76
Play the tape, ask the Ss to finish the activities 10-12 on P76.
Step 7 Everyday English
Complete the conversations with these expressions and make sure that the students
understand them all.?Ask Ss to make a conversation with these expressions. A sample conversation:
S1: Attention, kids. There are a couple of things to tell you. We have a new timetable. Take a look after class. We’ll start our classes at 7:30. Don’t be late tomorrow. Have you got that? S2: Yes.
S1: We will decorate our classroom this weekend. I’ve prepared a couple of pictures. Take a look at the screen. Which one would you like to choose? It’s up to you. S2: We prefer to draw pictures by ourselves. Do you agree?
S1: Great! Do what you like. That’s settled. Now let’s turn to the text. ……………………………………………………………
Step 8 Homework Finish Activity 4, 5 and 6 on Page 16. Step 9 Activity and Inquiry? Possible example for activity5:
2 Senior school is where you go after junior school; it is for older students. 3 At senior school you usually have a different teacher for each subject. The students go to the playground at break and lunch time; it is where they can play 4 games, talk and walk. 5 If you are very good at a subject, your teacher will say you are an excellent student. When you have a test, you need to do some revision to check whether you know 6 everything. When the teacher has marked your exam you will get the results—for example 75 out 7 of 100. When you take your textbooks home to do your homework, you put them into your 8 schoolbag. Period?Five
The General Idea of This Period?
In this period, we’ll sum up the expressions of preference and explain the usage of would rather and learn about the importance and the usage of punctuation.
Teaching Aims?
1. Summarize the ways to express preference.?
2. Learn about English punctuation and make a writing outline about Ss’ favorite teachers.
Teaching Important Points? Function and Speaking, English punctuation Teaching Difficult Point? the expressions of preference and usage of punctuation. Teaching Methods? summing-up Teaching Aid? Blackboard Teaching Procedures? ?
Step 1 Greetings and Lead-in?
T: Hello, boys and girls.? S: Good morning, Miss Li.?
T: Sit down, please. We will study the Function and Speaking and Writing part.?
? Step 2 Function and Speaking?
1. Finish Activity1 on P17. Sum up the expressions of preference and explain the
usage of would rather / prefer.
1). One’s own preferences: 表达自己的偏爱
- I'd rather(not)/I'd sooner + do sth… 宁愿/可做……
- I’d rather do sth than do sth 宁愿做…，也不愿做…
= I would do sth rather than do sth
= I (would) prefer to do sth rather than do sth
- I prefer sth/ doing… to sth/ doing… 相对于（做）…，我更喜欢（做）… - I (would) prefer to do …(rather than do…) 宁/更愿做…，而不愿做… 2). Preferences about other people: 表达对别人的
- I'd rather you + did/were... 宁愿某人做… (一般过去时表示现在和将来) - I'd rather you + had done... ?? 宁愿某人做过某事 (过去完成时表示过去的情况)
e.g.: Would you rather walk or take a bus你愿步行还是坐车? I had rather not see him.最好不见。
I’d rather stay at home than go out. 我宁可呆在家里,不想外出。
She’d sooner share a house with other students than live at home with her parents.
她宁可和其他学生合住，也不愿跟父母住在家里。
She’d rather die than give a speech. 她宁愿死也不肯发言。