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高中英语外研版必修一 Module1 My First Day at Senior High 教案(20页)


Module 1 My First Day at Senior High
I. 教学内容分析 作为高中英语的开始,通过本模块的学习将对学生今后英语学习产生重要的影响。 本模块是介绍一位高中新生第一天到学校观察和接触到的人和事物以及个人的感受,内 容紧密结合学生现实生活。教学中应尽量激发学生的兴趣,使学生尽快适应高中的学习。 Introduction 部分通过几个问题让学生学习有关课程的英语名称, 让学生初步了解高 中阶段的学习内容,并让学生就自己喜欢的学科展开讨论,消除学生对新环境的陌生, 积极表达自己的意见看法,营造良好的学习氛围。 Reading and Vocabulary 部分是本模块的主要内容, 文章主要是一名高中学生以日记 的形式比较了初、高中学校的异同,描写了高中英语课的教学,引导学生热爱现有的班 集体。通过阅读,学习相关的生词,让学生对教师、班级、学生以及学校等情况英语表 达有个一个初步接触和了解;要求学生通过阅读,初步了解以-ing 和-ed 结尾的形容词在 句子中的作用。 Grammar 1 部分通过复习一般现在时的用法,使学生熟练掌握该时态的正确形式, 然后再和现在进行时的比较,使学生深化对两种时态含义的理解,从而提高写句子的能 力。 Listening and Vocabulary 部分学习生词及其构词法(学习动词、名词和形容词的后 缀及三者之间的相互转换) ,并为听力活动以及今后学习打下词汇基础,通过听力活动巩 固所学词汇并加以运用。 Grammar 2 部分学习-ing 和-ed 结尾的形容词, 并通过相关的练习学会如何正确使用 这两种形式的形容词。 Pronunciation 部分学习-ed 结尾的单词的发音,掌握三种词尾后加-ed 的发音规则。 Speaking 部分通过三副美国校园生活的图片来引起学生的兴趣,回答模块提出的问 题,对美国学校进行相关的描述,并与中国学校进行比较,提出自己的看法。 Writing 部分通过阅读一名美国中学生写的电子邮件,并通过回答问题的方式,培养 学生基本的造句能力,为写一封关于自己学校的回信作准备。 Everyday English and Function 部分两位新生就语言学习的话题展开讨论, 通过学习 日常用语、练习对话,使学生掌握在真实语境下使谈话继续进行的基本表达方式。 Cultural Corner 部分通过阅读初步了解和比较中美两国的中学教育系统,要求学生 就中美两国的教育体系进行对比,找出两者的相同点和不同点,并就此发表个人看法。 Task 部分通过讨论,回顾本模块的内容,准备用书面表达的方式介绍所在的学校。 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) 复习一般现在时的三种不同用法;学习以-ing 和-ed 结尾的形容词。
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(3) 了解如何用英语来表达与学校、课程有关的内容,了解国内外的教育体系。 2. 教学难点 (1) 听懂有关学校介绍的内容并获取信息 (2) 学会介绍学校或班级的情况 (3) 了解中、美学校的情况,并能说出他们之间的异同 (4) 学写介绍学校情况的文章 III. 教学计划 本单元分六个课时: 第一课时:Introduction, Cultural Corner, Speaking 第二课时:Reading and Vocabulary 第三课时:Grammar 1 第四课时:Listening and Vocabulary, Everyday English and Function 第五课时:Pronunciation, Grammar 2 第六课时:Module File, Writing, Task IV. 教学步骤:

Period 1 Introduction, Cultural Corner, Speaking
Teaching Goals: 1. To arouse Ss’ interest in learning about the school life. 2. To introduce the topic “My First Day at Senior High”. 3. Get Ss to master the vocabulary and some reading skills. Teaching Procedures: Step 1 Leading-in and Introduction Purpose: To arouse Ss’ interest in learning about the school life. 1. Ask Ss to answer the following question: Did you copy down the school timetable? If you did so, please show it to me. 2. Pair Work: According to the timetable, give some questions to them in order that they can talk freely. (1) How many classes do you have in a week? (2) What are they? (3) How many of the subjects are science subjects? (4) How many of them are languages? (5) Which are your three favourite subjects? Can you give me some reasons? (Suggested answers: I like English because I want to communicate with British and understand what the English songs mean.) (6) Which of them are not academic subjects? 3. Individual Work: Ask Ss to open the book, and turn to page 1. Read out the vocabulary in the box of Activity 1 in order to keep them in their mind. 4. Individual Work: Ask Ss to complete the sentences in Activity 2 on page 1.
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5. Group work: Ask Ss to show their answers to other students and discuss them. Then ask Ss the following questions to make a conclusion: Do you think your senior high school life will be more interesting than before? Do you know any other kind of school life that is not similar to yours? Step 2 Cultural Corner Purpose: To introduce the American Senior High. 1. Explain the aim of Cultural Corner. Cultural Corner is a passage about culture of other country, which is different from us. As we know, each country has its own culture. For example, in China, Monday is the first day of a week and Sunday is the last one. However, westerners have Sunday as the beginning of a week. So it’s very useful to learn some culture about other countries. It’s sure that it can help us communicate with others successfully. 2. Individual Work: Now let’s turn to page 9 and read the passage about American Senior High school systems within 3 minutes. Try to find some information about American School system from the letter. School system Primary Grade Secondary First Second Winter Summer Activity American

semesters vacation After-school Suggested answers: School system

American Primary 1-5 (Junior) 6-8 (High) 9-12 Sep. ~ Dec. Jan. ~ May 2-3 weeks 6-8 weeks Sports (football, basketball, volleyball, table tennis, etc.) theatre club, etc.

Grade

Secondary First Second Winter Summer Activity

semesters vacation After-school

3. Pair Work: Ask Ss to compare the Chinese school system with the American school system.
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Suggested answers: School system Primary Grade Secondary First Second Winter Summer Activity Chinese 1-6 (Junior) 7-9 (High) 10-12 Sep. ~ Jan. Feb. ~ July 3 weeks 6 - 7 weeks Sports (football, basketball, volleyball, table tennis, etc.) theatre club, etc.

semesters vacation After-school

4. Team Work: Explain some key points of the passage. (1) How’s it going? = How is everything recently? (2) cover:包含,包括 Eg His researches covered a wide field. [相关词组] ● be covered with 被……覆盖 Eg The field is covered with snow. ● cover over 遮住 from cover to cover 从头到尾 ● cover girl 封面女郎 (3) at the end of … 在……结束的时候 Eg Class 5 is at the end of the corridor. [相关词组] ● in the end = at last 最后,终于 (一般时态) Eg I am sure I will win in the end. ● by the end of … 到……为止 (后用完成时态) Eg ① By the end of this term, we will have learnt two English books. ② By the end of last year, we had finished our task. ● end up with 以……告终 ● make (both) ends meet 量入为出 ● be no end fine 好极了 (4) receive 客观上收到; accept 主观上收到 Eg I received his invitation but did not accept it. (5) divide:划分,把整体分为若干部分 Eg The world is divide into five continents. ※比较
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separate:分隔,把原来连在一起或靠近的分隔开来 Eg Separate your things from mine, please. (6) 表参加活动的短语: take part in + 活动 join the Party join in the game attend + the meeting Step 3 Speaking (Group Work) Purpose: Get Ss to know the similarities and differences about school systems. Try to use what they have learnt just now to express their ideas.

1. Divide the whole class into several groups, and let them answer the following questions. (1) Is the school similar to your school? Explain why it is or isn’t. (2) Do students at your school do things like this? (3) What similarities or differences do you know about American and Chinese school systems? Which one do you prefer? 2. Ask some of them to give a brief conclusion. Step 4 Homework: 1. Review what we have learnt today and try to make some sentences by using the words we just learnt. 2. Preview Reading and Vocabulary.

Period 2 Reading and Vocabulary
Teaching Goals: 1. Get Ss to know the topic “my first day at senior high”; 2. Get Ss to master the reading skills of scanning and skimming; 3. Let Ss master the language points in the textbook. Teaching procedures: Step 1. Leading-in Purpose: To arouse Ss’ interest in learning “My First Day at Senior High”. 1. Group Work. Ask Ss the following questions: Last period, we have learnt something about American school. Now we are going to learn something about ours. Before we go to learn the text, I want to ask you some questions. You
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have been in our school several days, what is your feeling? (1) What are the main differences between Junior High school and Senior High school? (2) Do you think that work at Senior High school is harder than at Junior High school? (3) Are Senior High teachers similar to Junior High teachers? 2. Ask Ss to express their own opinions. Step 2 Pre-reading (Vocabulary Study) Purpose: To let the students know some new words by asking and answering questions and make them easy to read the text. 1. Group Work: While you are studying English, what is your feeling? Interested or bored? Introduce a new word “enthusiastic” for Ss. It means very excited to do something. All of these words are your attitude, which is the point of view. Eg We must keep a firm attitude. 我们必须态度坚决。 常与介词 to, towards 连用: Eg Her attitude towards me has changed. 她对我的态度改变了。 习惯与 attitude 搭配的动词有 take, adopt(采取), keep, maintain(保持) 。 2. Group Work When you are in English class, how about your acting? Listen carefully or get noisy? This is your behavior. Can you guess what “behavior” means? Behavior means ways of acting or manners. Its verb form is “behave”. 3. I have taught you two lessons. What do you think of me? And what about my teaching? Do you think I should explain grammar, write new words on the blackboard, or something else? All these ways of teaching are my teaching methods. I hope they fit you well. 4. What do you find the most difficult about English? Reading comprehension, speaking, handwriting, spelling, understanding instructions, or something else? 5. And how about the textbook? Do you think it’s very colorful? I mean it has a lot of photographs. What is the difference between this book and the one you used at Junior High? Step 3 While-Reading 1. Skimming Purpose: To get a brief understanding of the text. (1) Ask Ss to read the passage and try to answer the questions in Activity 3 and 4. (2) Read the text again, perfectly the first and the last sentences of each paragraph, and try to put the following sentences in order. ① My new school is very good and I can see why. ② The English class is really interesting. ③ My name is Li Kang. ④ Ms Shen wants to help us improve our spelling and handwriting. ⑤ The teachers are very enthusiastic and friendly and the classrooms are amazing. ⑥ There are sixty-five students in my class – more than my previous class in Junior
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High. ⑦ The teacher is a very enthusiastic woman called Ms Shen. ⑧ I like her attitude very much. Suggested answers: ③-①-⑤-②-⑦-④-⑧-⑥ (3) Try to analyze the structure of the passage. Part 1 2 3 Paragraph Paragraph 1, 2 Paragraphs 3, 4, 5 Paragraphs 6 Main idea The introduction of himself and the new school The reason why he likes English class very much. The brief introduction of his class.

2. Scanning Purpose: To get Ss to have some details in the text. (1) Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these: Q1. How do the teachers use the computer in the classrooms? Q2. Does Li Kang like to have an English class at Senior High? Why or why not? Q3. What does Li Kang think of the new Senior High school? Suggested answers: A1. The teachers write on the computer, and their words appear on the screen behind them. They can show them photographs, text and information from websites. A2. Yes, he does. Because the English class is really interesting and funny. Ms Shen is very enthusiastic. She uses a new teaching method. A3. I think he likes his new school very much. Because the teachers are very enthusiastic and friendly. The classrooms which have a computer and a special screen, are amazing and brilliant. And all the students are all friendly and hardworking. They will also help each other. (2) Ask Ss to finish Activity 6 on P4. Check whether they have understood the text or not. Suggested answers: The second summary is the fullest one of what Li Kang writes. Step 4 Dealing with the language points in groups. Purpose: To train Ss’ listening ability and language capacity. Group work. The students are divided into groups of four. Each group is supposed to read through each part, and then discuss them. 1. The teachers are very enthusiastic and friendly and the classrooms are amazing. 表示“吃惊”的几个单词: ◆ surprise 指“由于出乎意料而感到惊异或诧异” 。 Eg His coming surprised me.
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◆ astonish 指“由于出乎意料而又不能理解而感到吃惊” ,语意较强。 Eg I was astonished to see he got up so early. ◆ amaze 指“由于认为似乎不可能或极少可能发生的事的出现而感到大为诧异、迷惑不 解” ,语意较强。 Eg I was amazed at his confidence. 2. Every room has a computer with a special screen, almost as big as a cinema screen. as … as…表示“和……一样……” 。 Eg My book is as interesting as yours. 3. The teacher is a very enthusiastic woman called Mr. Shen. 请注意该句中动词的-ed 形式,called Ms Shen 在此作定语。 4. We’re using a new textbook and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school. (1) 表示“方法、办法”的几个单词: ◆ method 作可数名词,指(系统的、逻辑的)方法、办法。后面常接 of + 动名词,不 接不定式) ;作不可数名词,指秩序,条理,规律。 Eg ① He is a man of having accurate and strict methods. ② We must get some method into our office filling. ◆ way 为可数名词,后接不定式或 of + 动名词。 Eg ① We must find a way to solve this kind of problem. ② The normal way of carrying out such a kind plan is very difficult. ◆ means 单复数形式相同, 其前有 a, one, this, that, every 等有时表单数意义, 其前有 such, these, those, all 等有时表复数意义,其多指抽象或概括性的含义,后可接不定式,也可接 of + 动名词/名词。 Eg There is no means of finding out what happened. (2) nothing like + n./pron. ◆ 完全不像,一点也不像 Eg She’s nothing like her mother. ◆没有什么能赶得上 Eg There’s nothing like a holiday to make one feel rested. ◆绝对不会;没有(那么多,那么好) Eg Your work is nothing like so good as Mary’s. 5. I don’t think I will be bored in Ms Shen’s class! Think 表示意见和看法, 其后的宾语从句中的否定词 not 被移到主句中, 该现象被称为 “否 定转移” 。类似的动词还有:expect, believe, suppose, imagine 等。 Eg ① I don’t suppose that she will be back until night. ② I shall not expect you till I see you. 6. We do this in a fun way, with spelling games and other activities. in a … way 以……的方式: Eg Children like playing games in a fun way, so you must change the plan.
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※[辨析] in this way / in no way / in the way / in a way / by the way / on the way ◆ in this way 用这种方法、手段 Eg ① Only in this way can you work out the problem. ② You can’t operate the machine in this way. ◆ in no way 决不 Eg ① The two accidents are in no way connected. ② We can in no way give in to the enemy. ◆ in the way, 也可以写成 in one’s way,意思是“挡了某人的路”“妨碍了某人” , 。 Eg ① The box is just in my way to the room. ② Don’t stand in the way when I am carrying out the plan. ◆ in a way 在某种程度上,有点 Eg You are correct in a way. ◆ by the way 意思是“顺便说一下”“顺便问一句” , ,也可以表示“在途中” 。多位于句 首。 Eg ① By the way, where has he gone? ② He stopped for a picnic by the way. ◆ on the way 意思是“在路上”“即将” , ,也可以写成 on one’s way。后跟介词 to。 Eg ① I’ll buy some bread on the / my way home. ② She is on the way to becoming a doctor. 7. In other words, there are three times as many girls as boys. (1) in other words 意为“换言之,换句话说,也就是说” 。用来说明使用不同的表达形式, 表示相同的含义。 (2) three times as many girls as boys 是比较结构 “倍数+ as + many + 复数可数名词 + as 从 句” ,意为“……是……的……倍” 。其基本形式是“as + 形容词或副词原级 + as 从句” 。 Eg ① This room is as big as that one. ② Mary runs as fast as Jenny. 类似的结构还有“as + much +不可数名词+ as 从句” 。 Eg He saved as much money as he could. 8. I’m looking forward to doing it! look forward to 意思是“盼望” ,后面跟名词或动词的 ing 形式。 Eg ① All the children are looking forward to the Spring Festival. ② I don’t know what result they are looking forward to seeing. ※[联想、发散] 英语中很多短语中的 to 为介词。 devote … to 献身于…… get down to … 认真考虑…… pay attention to … 注意…… stick to … 坚持…… get used to … 习惯于…… lead to … 导致…… 9. What are the main differences between Junior High school and Senior High school? Main 作形容词,意为“最主要的,最重要的” 。 Eg She noted down the main points of the speech.
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作名词,意为“主要部分,要点” 。 Eg She devoted the main of the second chapter to the political system of the country. ※[辨析] major & main (1) major 作形容词,与 minor 对应,意为“较大的”“较多的”“主要的” ; ; 。 Eg The major part of the town was ruined. , (2) major 作名词,意为“ (大学中的)主修科目”“主要公司(企业,组织等)。 ; ” Eg English is my major. (3) major 作不及物动词,常与介词 in 连用,表示“主修” 。 Eg I major in English. 我主修英语。 10. Li Kang is very impressed with the teachers and the technology in his new school. Impress 及物动词 (1) 给予(人)印象。 Eg Their manners impressed us favorably. (2) 使(人、心等)铭记(事、物) (un, upon) 。 Eg That accident impressed on me the necessity of traffic regulations. (3) 感动(人) ,打动(人心)(with, by)。 Eg He impressed the world with his adventure. 他的冒险精神使全球的人深受感动。 11. Would you mind answering the questions for me? 句型 Would / Could you mind doing sth? 是比较礼貌的表示请求说法,要注意谓语动词 mind 后要跟动词的 ing 形式,不可以用不定式。回答时,如果答应(同意)做某事用 No. / Not at all. / Of course not. / Oh, no please.等,即表示不介意。 Eg – I will be away on a business trip. Would you mind looking after my cat? – Not at all. __________, A. I have no time B. I’d rather not C. I’d like it D. I’d be happy to 答案是:D 12. At the end of twelfth grade, American students receive the high school diploma. at the end 一般不单独使用,后常接 of 短语,意为“在……结束的时候” ,表示时间点, 因此句子多用一般时态。 Eg At the end of the talk, he expressed his great satisfaction with us. ※[辨析] ◆ by the end 一般不单独使用,后常跟 of 短语,意为“到……结束的时候” ,表示一段 时间,因此句子多用完成时态,如过去完成时或将来完成时。 Eg ① By the end of last term, we had learnt 1000 words. ② We will have learnt 2000 words by the end of next month. ◆ in the end 后不可跟 of 短语,表示最终的结果,相当于 finally 或 at last。 Eg They found the lost boy in the end. 13. The school year is divided into two semesters, the first of which is September through December, the second January through May. be divided into 指把一个整体分成若干部分,有时表示“平均分成几份”的意思。
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Eg The cake was divided into several pieces by a knife. ※[辨析] ◆ separate … into 是把……分成为, 即把一个整体分成了若干等份, 有时和 divide … into 相同。 Eg The largest landmass is usually separated (divided) into two continents along the Ural Mountains. ◆ separate … from 把……和……分隔开,指由于事物阻隔而被分离。 Eg Only a narrow strait separates North America from South America. Step 4. Post-reading Purpose: To have a deep understanding of the text. 1. Group work: Ask Ss the following questions: (1) Is your English classroom like Li Kang’s? (2) Is your class the same size as his? Is the number of boys and girls the same? (3) Are you looking forward to doing your English homework? 2. Pair Work: Try to use what we have learnt today to say something about Li Kang’s new school, new teachers and the new students. Step 5. Homework Retell the diary using the words and phrases in Activity 5 on P4.

Period 3 Grammar 1
Goals: 1. To get the Ss to have knowledge of this grammar point: the present tenses; 2. To enable the Ss to use the correct forms of verbs in the present tenses. Teaching procedures: Step 1. Revision Individual Work Ask the Ss to retell the diary using the words and phrases in Activity 5 on page 4. Step 2 Grammar 1 Purpose: Let Ss find out the differences between the present simple and the present continuous. 1. Individual Work Give Ss several sentences. Ask them what they find from the sentences. Do they use the same tense? (1) I live in Shijiazhuang, a city not far from Beijing. (2) We are using a new textbook. (3) The teachers write on the computer, and their words appear on the screen behind them. (4) I’m writing down my thoughts about it. Suggested answers:
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(1) Sentence 1 means “I” am in Shijiazhuang now. It is a permanent state of affairs. My home is in Shijiazhuang. And the tense of the sentence 1 is present simple tense. Sentence 3 means when the teachers write on the computer, the words will appear on the screen. It is a habit, or something you do regularly. Once you write on the computer, the words will appear on the screen. (2) Sentence 2 means we are looking at the book now. Something is taking place at this moment. Sentence 4 means I am writing something. Something is taking place in this period of time (e.g. this month, this term, this year, etc.) 2. Group Work Ask Ss to finish Activity 1 on P4 and discuss with their partners. And then ask some of them to give their opinions on how to use the present simple tense and the present continuous tense. (1) Simple Present Tense is used ◆ to give one’s opinion Eg I like playing table-tennis very much. You don’t like to go with me. ◆ to talk about schedules Eg ① His ship leaves at 9 am. ② The meeting is at 2 pm. ◆ to talk about daily habits Eg ① The students have sports at five every afternoon. ② He is always ready to help others. ◆ to give facts Eg ① Three plus two is five. ② He said the earth is round. ◆ to indicate a permanent state of affairs Eg ① He is a teacher now. ② She lives in Beijing at present. (2) Present Continuous Tense is used ◆ something that is doing at the time of speaking Eg ① I am singing a song now. ② All the students in my class are doing their homework. ◆ an action that is often repeated Eg ① She is always thinking of herself. ② Mr. Green is always telling the same old joke. ◆ indicate that something is taking place in this period of time Eg We are studying geography this semester. ◆ to talk about something in the future Eg ① They are going to play football. ② How many students are coming to the meeting?
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3. Pair Work Read the passage again. Choose three sentences in the present simple tense and two in the present continuous tense. Say which uses they show. 4. Individual Work Practice 1. No one in the department but Tom and I ______ that the director is going to resign. A. knows B. know C. have known D. am to know 2. – When will you come to see me, Dad? – I will go to see you when you ______ the training course. A. will have finished B. will finish C. are finishing D. finish 3. It ______ long before we ______ the result of the experiment. A. will not be, will know B. is, will know C. will not be, know D. is, know 4. Rainforests ______ and burned at such a speed that they will disappear from the earth in the near future. A. cut B. are cut C. are being cut D. had been cut 5. He ______ of how he can do more for the people. A. will always think B. is always thinking C. has always been thought D. does think always 6. I want to know when he _____ for New York. A. has left B. is leaving C. had left D. would leave 7. My mother and I ______ free tomorrow. A. are not B. have not been C. will not be D. had not been Suggested answers: ADCCBBC Step 3 Homework 1. Finish the exercises on P67. 2. Prepare for the listening class.

Period 4 Listening and Vocabulary, Everyday English and Function
Teaching Goals: 1. Review the present simple tense and the present continuous tense. 2. Get Ss to master some new words. 3. Enable Ss to know some skills of listening. 4. Let Ss make a conversation. Teaching procedures:
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Step 1 Revision Check the answers to the WORKBOOK exercises of Grammar and give them some directions. Step 2 Vocabulary Study Purpose: enable Ss to know the parts of speech according to the suffixes and determine their functions in sentences. 1. Group Work Learn some useful suffixes. (1) suffixes used as a noun signifier: -er, -or, -ee (-eer), -ing, -ance (-ence), -ment, -tion, -ness, -ist, -hood, -ism, -ship, Eg London – Londoner survive – survivor pay – payee engine – engineer build – building attend -- attendance different – difference manage – management graduate – graduation ill – illness biology – biologist child – childhood social – socialism friend – friendship (2) suffixes used as an adjective signifier: -y, -ful, -ous, -ic(-ical), -al, -less, -some, -ent/ -ant, -able / -ible, -ive/ -tive, -ative , -ary, -ing, -ed Eg sand – sandy use – useful danger – dangerous hero – heroic philosophy – philosophical nation – national home – homeless trouble – troublesome differ – different import – important change – changeable sense – sensible act – active talk – talkative second – secondary interest – interesting interest – interested (3) suffixes used as a verb signifier: -en, -fy, -ize (-ise) Eg wide – widen beauty – beautify organ – organize 2. Individual Work Fill in the charts with the proper forms of the words by practicing Activity 1 on P5. Suggested answers: Noun Verb Adjective correction correct / encouragement encourage / enjoyment enjoy enjoyable explanation explain / fluency / fluent misunderstanding misunderstand / progress / progressive pronunciation pronounce / 3. Pair Work Ask them to practice Activity 2 on page 5.
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Suggested answers: (1) fluent (2) enjoyable (3) encouragement (4) progress (5) pronunciation (6) correction (7) misunderstood (8) explained Step 3 Listening Purpose: To develop Ss’ listening ability. To get the main information in the listening part; 1. Pre-listening: Pair Work. Read the sentences in Activity 2 again, and answer the questions. (1) What do you think the students are doing? A. They’re talking about a Chinese lesson that they both attended. B. They’re talking about a Chinese lesson that one of them attended. C. They’re talking about different language lessons that they attended. (2) What do you think about the lessons they attended? A. They were both happy with their lessons. B. They were both disappointed with their lessons. C. One was happy but the other was disappointed. Suggested answers: (1) C (2) C 2. While-listening: (1) Individual Work. Listen to the conversation and check Ss’ answers. (2) Ask Ss to listen again and answer the questions in Activity 4 on page 6. Suggested answers: 见教材参考 P97. (3) Listen to the tape and fill in the missing words. Rob: Hi, Diane! Diane: Hi, Rob! ___________①________________ Rob: I’m fine. I’ve just been to my first language class. Diane: _______________②____________________ Rob: Really? Which language are you studying? Diane: Spanish. Which language are YOU studying? Rob: Chinese. Diane: _____________③___________ Cool! How was it? Rob: It was good. The teacher’s name is Mr Davies. Diane: Mr Davies? Rob: Yes, he isn’t Chinese, obviously, but he’s _④_______ in Chinese. And there’s an assistant teacher called Miss Wang. She IS Chinese. We’re going to see her once a week. Diane: ___________⑤________________
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Well, learning Chinese isn’t going to be easy – but the first lesson was very __⑥________ – I liked it a lot. Mr Davies gave us a lot of ____⑦_______– he made us feel really good about being there. The most important thing at the beginning is___________⑧_______, getting the sounds right – and he was very good at _______⑨_______–he said it didn’t matter if we made mistakes. I think we all made a lot of _______⑩_______– in just an hour! Diane: That’s great. Rob: What about Spanish? Did you start yet? Diane: Yes, we did. The teacher is nice, but I already speak some Spanish and the rest of the class are really beginners. I ______11___________the teacher – I thought she said the class was for people who already speak Spanish. I’m not sure if I’m going to make such _____12___________. Rob: Oh, I’m sure things will improve. Diane: Maybe – actually, I was a bit ___13__________ – she explained everything in English. Rob: Oh, that’s too bad. Suggested answers: ① How are you doing! ② Oh really? So have I. ③ Is that right? ④ fluent ⑤ And what do you think? ⑥ enjoyable ⑦ encouragement ⑧ pronunciation ⑨ correction ⑩ progress 11.misunderstood 12.progress 13.disappointed 3. Post-listening Group Work. Try to retell the conversation using the information we just listened. Your own words or sentences will be allowed. Step 4 Everyday English and Function Purpose: Let the Ss know how to continue a conversation. 1. Individual Work. Get Ss to read the dialogue on P8. Look for the expressions they use to keep the conversation going and underline them. Suggested answers: How are you doing? Oh, really? So have I. Is that right? Cool. How was it? 2. Pair Work. Ask them to have a conversation about one of their classes with their partners. Step 5 Homework Finish Activity 8 and 9 on P68 of Workbook. Rob:

Period 5 Pronunciation, Grammar 2
Teaching Goals: 1. Enable Ss to know the uses of adjectives ending in –ing / -ed and the differences between them.
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2. Help Ss learn how to pronounce the words ending in -ed. 3. Let Ss make a conversation. Teaching procedures: Step 1 Revision Check the answers to the Workbook Activity 8 and 9 and give Ss some directions. Step 2 Grammar 2 Purpose: Enable Ss to know the uses of adjectives ending in –ing / -ed and the differences between them. 1. Ask Ss the following question: We have learnt so many suffixes last period. Do you still remember that which suffixes can be used as an adjective? 2. Individual Work Read My First Day at Senior High again and underline the adjectives with –ing or –ed endings. 3. Group Work Do you know what the differences between them are? Try to finish the chart. Form -ing -ed Suggested answers: Form -ing -ed People √ √ Things √ Explanation Cause the feeling How people feel Example He is an interesting person. He is interested in stamp. People Things Explanation Example

4. Pair Work Ask Ss to finish Activity 3 on page 7. Suggested answers: (1) bored (2) interested (3) amazing (4) disappointed (5) embarrassed (6) boring Step 3 Pronunciation 1. Group Work. Check the answers to Activity 3 on page 7 by correcting the pronunciation. Ask Ss to notice the differences between them. 2. Pair Work. Listen to the pronunciation of these words. What is different about the pronunciation of the ends of the words in the different groups? (1) amazed bored tired
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(2) embarrassed (3) disappointed excited 3. Help Ss to draw some conclusions. (1) 以元音或浊辅音结尾的,发/d/ (2) 以轻辅音结尾的,发/t/ (3) 以/t/ 或 /d/结尾的,发/id/ Step 4 Homework Finish Workbook Activity 8 on P68.

interested

Period 6 Writing, Task, Module File
Teaching Goals: 1. Help Ss review what we have learnt in this module; 2. Enable Ss to write an email to answer some questions about their school life of their first year at Senior High. 3. Help Ss learn how to write an email and a brochure about their school. 4. Get Ss to learn how to write an email. Teaching procedures: Step 1 Revision 1. Check the answers of Activity 8 on P68 of Workbook and give Ss some directions. Step 2 Writing Purpose: Let Ss know how to write email. 1. Nowadays, it is high-technology times. Computer plays an important role in our daily life. I usually use computer to type letters, teaching plan, and restore files. How about you? Do you often use computer? Have you ever written an email to your friends? Do you know how to write an email? Writing an email message An email is less formal than a letter, but there are still a few things to keep in mind. (1) Write the topic of your message on the subject linve. (2) Keep your email as short as possible. (3) Answer the questions if you reply to an email. (4) Check your email for spelling errors and other mistakes. (5) Write your name at the end of your message. 2. Here is the sample of email, please turn to page 8. Read through the mail within 3 minutes, and try to answer my following questions. (1) Who is writing the email? (2) Why is she writing? (3) What does she remember? Suggested answers:
18

(1) Martha, a 16-year-old girl from New York. (2) She wants students to tell her about their memories. (3) The smell of wall paint, Molly, her friend, Miss Sharp’s smile. 3. Ask Ss to write a reply, answering the questions in the given email. 4. Ask some of them to show their emails. Step 3 Task & Assignment Ask Ss to collect the pictures and introductions and choose materials about our school. Fish the task to write a brochure about their school, introducing the best classroom, the best activity, some special features and a slogan. Step 4 Module File 1. Leading-in: Now we have nearly finished module, what have we learnt? 2. Allow Ss a few minutes to read the module file. 3. Practice. (1) Fill in the missing words according to the tips. ① After seeing the film directed by Charlie Champlin, many students were e_____________ about his own manner of acting. ② Mary never thought she was in such an e________________ position that no one could help her out. ③ Canada is divided into p____________ instead of into states like America. ④ When Mr. Wang stepped into the lecture hall, many scientists were having a ___________ (学术的) discussion. ⑤ The great development of China is in great need of high ____________________(技术). ⑥ The problem is so difficult that it is over my ___________________ (理解). Suggested answers: ① enthusiastic ② embarrassing ③ provinces ④ academic ⑤ technology ⑥ comprehension (2) Translate the following sentences. ① 我很快发现我在做的工作已经有人做过了,也就是说,我在浪费时间。 I soon found that the work I was doing had been done. ________ ________ ________, I was wasting time. ② 上大学一直是我期待的梦想。 The dream that I _______ _______ ________ ________ is to _______ _______ _______. ③ 我对每天课前所唱的那首老歌非常厌烦。 I ______ _______ _______ the old song sung before class every day. Suggested answers: ① In other words ② am looking forward to, go to college ③ am bored with (3) Multiple Choices ① -- When will you come to see me, Dad? -- I will go to see you when you ____ the training course.
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A. will have finished B. will finish C. are finishing D. finish ② He will have learned English for eight years by the time he _____ from the university next year. A. will graduate B. will have graduated C. graduates D. is to graduate ③-- Will you go skiing with me this winter vacation? -- It _____. A. all depend B. all depends C. is all depended D. is all depending ④ Selecting a mobile phone for personal use is no easy task because technology ___ so rapidly. A. is changing B. has changed C. will have changed D. will change ⑤ I’ve won a holiday for two weeks to Florida. I ____ my mum. A. am taking B. have taken C. take D. will have taken ⑥ A new cinema _____ here. They hope to finish it next month. A. will be built B. is built C. has been built D. is being built ⑦ Hundreds of jobs _____ if the factory closes. A. lose B. will be lost C. are lost D. will lose Suggested answers: DCBAADB

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