继上一模块My first day at senior high 之后，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，旨在通过模块教学使学生学会描述教师及校园生活，并运用所学词汇来表达自己的喜好。课文分3 部分，从学生的角度对3 位年龄不同、风格不同的教师作了介绍。文后设置了完成句子、写词、问答、讨论等阅读理解题目，检测学生对课文的理解，培养学生获取信息和猜测词义的能力。 三、教学目标： 1. 语言知识目标：
Let the students learn the useful new words and expressions in the part. 2. 语言技能目标：
（1）Enable the students to learn to describe a teacher and his / her personality. （2）Develop the students’reading abilities and let them learn different reading skills. 3. 情感态度目标：
（1）Arouse the students’feelings to their teachers and get along well with their teachers. （2）Develop the students’ability of coopera tive learning. 四、教学重点和难点: 1. 教学重点：
（1）How to describe different teachers.
（2）Get the students to learn different reading skills. 2. 教学难点：
Enable the students to describe the teachers they like and tell the reasons. 五、教学过程: Part 1 Pre-reading
1. Guess the main idea of each paragraph.
2. Guess the Chinese meanings of the following words, phrases and sentences through the text and try to recite them.
①Words: impression, avoid, hate, incorrectly,completely, immediately, appreciate, admit, scientific,wave, respect ②Phrases:
speak English, do well in, with Mrs. Chen teaching me, wave his hands, hate doing sth, on time, as a result,fall asleep, get excited, get bored, tell jokes, make progress ③Sentences:
My first impression of Mrs. Li is that she was nervous and shy. She is very strict -we don’t dare to say a word unless she ask us to. She explains English so clearly that even I can understand it.
3. Find the phrases or sentences that you can’t understand and then discuss in your group. If you still can’t make sense of them, write them on your paper.
[设计说明]掌握好学生的预习情况是上好一节阅读课不可或缺的内容。一个简单可行的预习方案可以帮助学生做好预习，使学生学会自主学习，提高课堂效率。 Part 2 Reading
Step1Revision of some words, expressions and sentences.
[设计说明]通过对重点句子和单词、短语的展示，一则检查学生的自主学习情况，二则提高学生对这些内容的敏感度，通过反复操练，使学生尽快掌握这些内容。 Step 2Lead in
1. Show the picture of myself and the students to describe.
2. Show the pictures of other teachers and ask one student to describe and others to guess. 3. Today we will learn another three new teachers.
[设计说明]通过让学生对教师本人照片及其他学科的老师的描述导入新课，提高学生的学习兴趣。这样使学生对My new teachers 这个话题有话可说，活跃了课堂气氛。一些学生甚至能够运用本模块的新词汇，锻炼了他们的运用能力。 Step 3Fast reading
1. Read the passage quickly and answer the following questions: ①How many teachers are mentioned in the pas-sage? ②What subject does each teacher teach?
[设计说明]通过预习学生对这些问题已很了解，这样设计符合阅读由浅入深、易到难的原则，使学生全员参与，调动了大家的学习积极性。
2. Read the passage again and then catch themain idea of each paragraph. Para 1 Mrs. Li is kind, patient and tolerant,so she is liked by her students.
Para 2 Mrs. Chen is too strict, but because her teaching is very organized and clear,some students do like her.
Para 3Mr. Wu is amusing, energetic and he enjoys teaching, so he is very popular.
[设计说明]通过阅读让学生对文章有一个框架性的把握，锻炼他们概括文章主旨大意的能力。 Step 4Careful reading
1. Answer the following questions:
①Who is a very good teacher but is serious andstrict?
②Which teachers explain things clearly? ③Who is the most popular teacher? ④Who is the kindest teacher?
⑤Which teacher is the students most afraid of?
[设计说明]这部分锻炼和考查学生带着问题细读文章的能力，通过前面的速读和对段落大意的把握，学生会很快得出答案。本环节是质疑与探究环节，通过教师设疑学生质疑，阅读任务的设计层层递进，一环扣一环，使学生更好地捕捉信息，增加了阅读信心。 2. Read the passage again and fill the chart. .
[设计说明]通过表格的形式对3 位教师进行对比，使学生更加了解3 位教师的教学风格并形成自己的观点，为下面的讨论做准备。 Step V Summary
My first impression of Mrs. Li was that she was ____. But now, after two weeks the class really likes ____. She is ____ and ____ and ____ English
grammar so clearly that I can ____. She ____ making you feel stupid. I feel I’m going to ____ with her.
Mrs. Chen is very ____ and ____ and doesn’t smile much. But her teaching is so well ____ and clear. So most of us really ____ her. I think I’ll ____the exam with Mrs. Chen teaching me. Mr. Wu, who teaches us ____ is a ____ man. He is really amusing and ____ when we are getting ____.
So we won’t ____ in his class and he is already very____ with us. I like the three of them. [设计说明]这是复述课文的一种形式。高一开学不久，我将学生分层，鼓励优生复述课文，中等学生进行填空式阅读，中等偏下学生读会课文。这样可以使各个层次的学生在学习中都能有成就感，激发学生努力跳一跳摘果子的热情，符合因材施教的教学理念。 Step 6Important language points
1. My first impression of ... was that... that 引导表语从句 ①The fact is that we are behind the others.
②The problem is that I don’t know how to work it out.
③The first thing she did was that she went up to her and thanked her. 2. She explains English grammar so clearly thateven I can understand it! so + adj. / adv. + that...
such + n. + that... 如此......以至②......(that 引导结果状语从句） ①This is so heavy a box that no one can move it. This is such a heavy box that no one can move it.
②Tom was so naughty that he was punished by his teacher. Tom was so naughty a boy that he was punished by his teacher.
③Mr. Dobbins was so strict that his students were afraid of him.Mr. Dobbins was so strict a teacher that his students were afraid of him.
3. I’ve always hated making mistakes or pronounc-ing a word incorrectly when I speak English, but Mrs. Li just smiles, so that you don’t feel completely stupid! 后面跟动词ing形式的动词还有不少，例如： ①Tom admitted drawing the picture. ②Betty avoided being punished.
4. with+宾语+ adj / prepositional phrase / to do /doing / done ①He slept with the window open. ②I walked quietly with the baby asleep.
③With some flowers in her hand, she ran to the hero. ④I came into the room, with a book in my hand. ⑤With Mr. Wang to help me, I’m sure I can suc-ceed. ⑥With so many work to do，he was like a cat on hot bricks.
⑦With time going on, I begin to realize the importance of learning English. ⑧With the work done, I went home happily. ⑨I had to walk home, with the bike broken. 5. unless的用法
①She will die unless the doctor operates on her immediately.
②She said she would go to the police station unless she was given her money back. ③The people will have to wait all day unless the doctor works faster. [设计说明]学习重点词汇和句型可以帮助学生更好地理解课文。 Step 8Post-reading Discussion
1. Which teacher would you like to have? Explain why. 2. What do you think a teacher should be? For example:
1. I’d like to have Mrs. Chen because her teaching is well organised and clear. 2. I think a teacher should be...
[设计说明]任务型教学让学生在真实的体验中进行自主、合作、探究式的学习。这个活动首先建立在学生们的好奇之上，同时需要他们大力配合：一是课前材料的准备，二是课堂上大胆表现。这样在模拟的真实情景中学习英语、运用英语，学生兴趣很浓。 Step 9Homework
Write a passage to describe a person around you.
[设计说明]英语教学的根本目的就是促进学生听说读写综合能力的提高和增强他们的跨文化交际
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