最新高中英語-Module-One-My-first-day-at-Senior-high全部教案-外研版必修1

PAGEPAGE14用心愛心專心ModuleOneMyfirstdayatSeniorhighPeriodOneTeachingcontenta)Self-introductionb)Vocabularyandspeakingc)EverydayEnglishandfunctionTeachingaimsanddemandshavethestudentstointroducethemselveshavethestudentstoknowwhatyouexceptfromthemhavethestudentsgetfamiliarwithsomewordsofsubjectshavethestudentstolearntheEverydayEnglishandfunctionTeachingmethodsspeakingb)discussingc)pair-work&group-workTeachingstepsStep1Self-introduction(I)ThisisthefirstEnglishclassinSeniorhigh,youarefreshtothestudents,soarethestudents.Soitisnecessaryforyoutointroduceyourselftothestudentsandgetthemtointroducethemtoyouandotherstudents,youmuststressthatthestudentsmustintroducetheminEnglish.Ifnecessary,youcanmakeanexamplefirst.eg:MynameisLiyingxu,IamyournewEnglishteacher,youcancallmeMr.li.IwasbornonApril16thinasmallvillageinHebeiprovince.IgraduatedfromNorthwest(somedrillsneededtobewrittenontheblackboard)Mynameis……Iama……Iwasbornon/in……Igraduatedfrom……Ilike/amgoodat/amfondof……Ihope/think/want…………(II)Getthestudentstointroducethemtotheirpartnersingroupoffour,thenasksomevolunteerstointroducethemtoallthestudentsinEnglish.orAskthemtointroducethemonebyone.Step2Vocabularyandspeaking(I)VocabularyAskthestudentstotellyouwhatsubjectstheylearnedinJuniorHighschoolandwhatothersubjectstheywilllearninSeniorHighschool,askthestudentstoexpresstheminEnglishaspossibleastheycan,thenwritethewordsontheBb,teachthestudentstopronouncethewordstheydon’tknow.eg:ChineseEnglishMathematicsPhysicsChemistryBiologyPoliticsHistoryGeographyArtsMusicIT(InformationTechnology)PE(PhysicalEducation)GT(GeneralTechnology)JapaneseRussianFrench(II)Dialogue(pair-work)T:Howmanysubjectsaresciencesubjects?S:……T:Howmanyofthemarelanguages?S:……T:Whichlanguagesdoyoustudyatourschool?S:.…..T:Whichsubjectsdoyoulikebest?Why?S:……Askthestudentstoimitatethedialoguetogetwhichsubjecttheirpartnerlikeandwhybyusingthefollowingdrills.Whichsubjectdoyoulikebest?Why?Whichsubjectdoyoulikebetterbetween...and…?Why?Ilike…because…Ithink…isimportantbecause…Iwouldliketostudy/learn…because…Inmyopinion…is…soI…..Asksomeofthemtoshowtheirdialoguestothess.Step3EverydayEnglishandFunction(I)T:Afterwehavetalkedaboutthefavoritesubjectsyoulikebest,nowletsturntoanotherpart.Everydaywhenwehaveabreakbetweenclasseswemaymeetsomeoldfriends,youmaytalkaboutyourclasses,nowpleaseturntoP8,let’slearnthedialogueinEverydayEnglishandFunction.Askthestudentstolistentothetape,thentoreadthedialogueinpairs.(explainsomedifficultwordsandteachaskthemtopronouncethembylookinguptheminthedictionary)Askthestudentstoreadandanalyzethesesentences.1Howareyoudoing?2Ohreally?3Isthatright?(II)Workinpairs.Makeaconversationaboutoneofyourclasses.Usetheconversationinactivity1tohelp.Asksomeofthemtoreportandacttheirdialogueout.Step4SummaryTheteachersummarythewholeclassforthestudentsandtellthemwhattheyshoulddotoimprove.HomeworkIReviewthedrillswelearnedinthisclass.IIPreviewReadingandvocabulary&Culturalcorner.Period2Teachingcontenta)Readingandvocabularyb)CulturalcornerTeachingaimsanddemandsgetthestudentstounderstandthetextswellgetthestudentstoknowtheschoollifeinotherschools(athomeandintheUSA)helpthestudentstoimprovetheirreadingabilityTeachingmethodsa)speakingb)readingc)discussingd)pair-work&group-workTeachingstepsStep1RevisionIReviselastclassbyaskthemwhichsubjecttheylikebestandwhy.IIReviseeverydayEnglishbyaskingwhichclassdoyouhavebeforeourEnglishclassandtalkaboutitwiththehelpofEverydayEnglishandFunctiononP8Step2Lead-in(Discussandcompare)T:Everybody,wehavestudiedinanewschoolnamedPingluoAndaskthemtodiscussthesetwoproblems:1DoyouthinkthatworkatSeniorHighschoolisharderthanthatatJuniorHighschool?2AreSeniorHighteacherssimilartoJuniorHighteachers?T:AfterwehavecomparedSeniorHighschoolandJuniorHighschool,nowwewilllearnsomethingaboutLikang’sFirstdayatSeniorHigh.beforewereadthetextlet’slearnsomewordsfirst.Step3VocabularyDealwiththevocabularyonP2byfinishingthequestionsinthepart.Step4ReadingIScanningReadthetextquicklyandtrytofindtheanswertothesequestions:WhatarethedifferencesbetweenLikang’sJuniorHighschoolandSeniorHighschool?WhatarethetwothingstheEnglishteacherthinksimportanttodoinclass?WhatarethetwothingsthattheEnglishteacherwanttoimprove?IIUnderstandingPlaythetapeforthestudentsandaskthemtolisten&readfollowingthetapeinalowvoice.ThenfinishtheforthpartinReadingandVocabularyonP3.IIICareful-readingAskthestudentstoreadthepassageagainandfindoutwhichwordintheboxinthefifthpartofReadingandVocabularyonP4.AndaskthemtrytoguessthemeaningandexplainthewordsinEnglishaccordingtothetext.AskthestudentstoreadthethreesummariesofLikang’sopinionaboutthenewschoolinthesixthpartinReadingandVocabularyonP4.Decidewhichisthebest.IVDiscussionT:WehaveknowntheLikang’slifeatSeniorHigh,isyourEnglishclassroomlikeLikang’s?isyourclassthesamesizeashis?Isthenumberofboysandgirlsthesame?AreyoulookingforwardtodoingyourEnglishhomework?NowpleasediscusswithyourpartnerandcompareyourschoollifewithLikang’s.Step5CulturalcornerT:wehavelearnedlikang’sschoollifeatseniorhigh,doyouwanttoknowthelifeoftheteenagersinthesimilarageofyouinothercountries?NowpleaseturntoP9,let’sreadthetextinculturalcornerandlearnsomethingabouttheSeniorHighschoollifeintheUS.IAskthestudentstolistentothetapeandreadthetext.IIAskthestudentstoanswerthefollowingquestions:WhatarethedifferencesbetweenthegradesinChinaandtheUS?Howistheschoolyeardivided?HowlongdoestheSummerVacationlast?Whendotheystartandfinishschool?Whatdotheydoafterschool?IIIAskthestudentstoprepareashortreplytointroducetheschoolsystem,vacation,studytime&after-schoolactivitiesinChinabyimitatingtheletterinCulturalcorner.Step6SummaryTheteachersummarytheclassbycomparingtheschoollifeinChinaandtheUS.Homework:IWriteareplytoRobMarshallIIReadthetextforasmanytimesastheycanIIIPreviewthelanguagepointsinthesetwopassages.Period3TeachingcontentthelanguagepointsinthetwopassagestheimportantanddifficultdrillsinthetwopassagesTeachingaimsanddemandsgetthestudentstomastersomeusefulwordsorexpressionsgetthestudentstomastersomeimportantdrillsgetthestudentstodosomeexercisesaboutthelanguagepoints.toimprovethestudentsabilityofusingEnglishTeachingmethodsExplainingDiscoveringPracticingTeachingstepsStep1RevisionReviselastclassbycheckinghomeworkandanalyzethestudents’replies.YoucanalsoasksomethestudentstoreadthegoodrepliesforthestudentsStep2LanguageStudyIUnderlinetheusefulexpressionssciencesubjectacademicsubjectbesimilarto…differencesbetweenAandBtheattitudeto…teachingmethodacitynotfarfrom…writedown…onthecomputeronthescreeninformationfromwebsitesawomancalled….benothinglikespeakalotinclasshavefunintroduceoneselfingroupsgivesbinstructionsworkbyoneselfimproveone’sspellinginafunwayinotherwordsforone’shomeworkadescriptionoflookforwardtodoing…beimpressedwith…AisthesamesizeasBthenumberoftheAmericanschoolsystemssecondaryschoolcover7yearsreceivethehighschooldiplomagotocollegedivide….into..SeptemberthroughDecembertakepartinbefreetodo…withoutthehelpofsbbecomefriendslastalongtimeThereisapopularbeliefTheysaythathavesimilarlifeexperiencesunderthesameroofThanksfordoing…asksbabout…doexperimentshavedinnerstayonatschooltakeabushomeschooldaybefluentinChinesespeakChinesewithfluencymakealotofprogressatthebeginningofwritetosballovertheworldthesmellofpaintthewallmoveto…h(huán)avethebiggestsmileIIAnalyzethelanguagepointsWords1informationnounfactsordetailstellingsthaboutasituation,person,event,etcinformationabout/onsb/sth關(guān)于某人/謀事的信息apieceofinformation一那么消息；一份情報askforinformationon/about打聽關(guān)于……的消息2instructionn(pl)sththatsbtellsyoutodo指示(pl)informationonhowtodoorusesth說明followtheinstructionsfor遵守……的指示instructionson(howtodo)sth〔如何做〕某事的指示instructionstodosth做某事的指示onsb’instructions遵照某人的指示beunderinstructionstodosth被指示做某事instructionsin有關(guān)……的指示3embarrassedadj.feelingnervousanduncomfortableandworryingbeembarrassedtodosth羞于做某事beembarrassedabout/at對……感到困窘4attitudensb’sopinionsoffeelingsaboutsth,especiallyasshownbytheirbehaviourattitudeto/towardssth/sb對某人/某事的態(tài)度5behaviournwayoftreatingothers;mannersbehaviourtowards/to……對……的態(tài)度/行為beonone’sgood/bestbehaviour循規(guī)蹈矩；行為檢點putsbonhisbestbehaviour奉勸/警告某人要規(guī)規(guī)矩矩6previousadjhappeningorexistingbeforetheeventorobjectyouaretalkingabout以前的；從前的thepreviousday前一天previousto在……以前previouslyadv以前；從前7impressvt.tohaveafavourableeffectonsb;tomakesbfeeladmirationandrespectimpresssthin/onsthimpresssthon/oponsbimpresssbwithsthbeimpressedat/by/withimpressionn.makeanimpressiononsb8covervttoincludeordealwithsth包含becoveredby/with被……所覆蓋coverforsb頂替某人cover(adistance)走〔一段距離〕cover(sthnew)報道〔消息；新聞〕coversthup/over蓋住某物Step3PracticingAskthestudentstodosomeexercisesaboutthelanguagepointsjustlearnedHomeworkIRemembertheusagesofthewordstodayIIPreviewandtrytoanalyzethedifficultsentencesinthesetopassagesPeriod4Teachingcontenta)thelanguagepointsinthetwopassagesb)theimportantanddifficultdrillsinthetwopassagesTeachingaimsanddemandsa)getthestudentstomastersomeusefulwordsorexpressionsb)getthestudentstomastersomeimportantdrillsc)getthestudentstodosomeexercisesaboutthelanguagepoints.d)toimprovethestudentsabilityofusingEnglishTeachingmethodsa)Explainingb)Discoveringc)PracticingTeachingstepsStep1RevisionRevisethewordslearnedyesterdaybydoingsometranslationexercises.(CtoEorEtoC).Step2languagestudy1．TheteacherisaveryenthusiasticwomancalledMs.Shen.

這個非常熱情的女老師是沈老師。

calledMs.Shen是過去分詞短語作定語，與所修飾的詞之間存在著邏輯上的被動關(guān)系，相當于定語從句who/thatwascalledMs.Shen。如：

Wevisitedthenewlibrarybuiltthreeweeksago.

我們參觀了三周前建成的圖書館。

ThefirsttextbookswrittenforteachingEnglishasaforeignlanguagecameoutinthe18thcentury.

最早為外語教學(xué)而寫的英語課本出現(xiàn)在十八世紀。

MostoftheartistsinvitedtothepartywerefromSouthAfrica.

被邀請來參加聚會的大多是南非藝術(shù)家。注：短語一般放在被修飾詞之后，單個過去分詞放在被修飾詞之前2．Andwehavefun.Idon'tthinkIwillbeboredinMs.Shen'sclass!

我們上課上得很開心，我認為我不會對沈老師的課厭煩的。

〔1〕have(great)fun玩得開心

=have(alotof)fun

=haveawonderfultime

=enjoyoneself如：

Thechildrenwerehavingalotoffunwiththebuildingblocks.

孩子們玩搭積木玩得很開心。

You'resuretohavesomefuntonight.

今晚你一定會玩得很開心。

Theyhadalotoffunchattingonthenet.

他們在網(wǎng)上聊天聊得很開心。

fun/,是不可數(shù)名詞，常用于befun結(jié)構(gòu)中，相當于interesting。如

Seeingmonkeysinthezooisgreatfun.

在公園看猴子非常有趣。

Whatfunitistoplayagameafterwork!

工作之余活動一下多么有趣！

注:此處的whatfun不能用howfunny代替，因為"funny"是“滑稽的，好笑的〞的意思。

［拓展］forfun=infun開玩笑地

makefunof嘲笑，取笑。如

I'mnotsayingsuchaseriousthingforfun.

我說如此嚴肅的事情絕不是開玩笑。

It'sbadmannerstomakefunoftheblind.

取笑盲人是不禮貌的。

〔2〕我們要注意本句英漢表達的區(qū)別。英語中有些動詞，如think,believe,expect,suppose,feel,guess,imagine等，當它們后面接一個具有否認意義的賓語從句時，通常要把主句的動詞變?yōu)榉裾J式，而賓語從句中的謂語動詞用肯定形式。這種現(xiàn)象稱為否認的轉(zhuǎn)移。如：

Wedon'tthinkthereisanythinginterestinginyourpictures.

我們認為你的畫并沒有什么有趣的地方。

Idon'tbelievewhathesaidistrue.我認為他說的不是真話。

Idon'tsupposetheywillobjecttomysuggestion.

我想他們不會反對我的建議。

Hedidn'timaginethatshewouldgoabroad.

他料想她不會出國了。

Idon'tfeelthefoodcanlastusthroughthewinter.

我認為這食物是不夠我們過冬的。

注：在反意疑問句中，假設(shè)陳述局部是第一人稱，think等詞用一般現(xiàn)在進，那么疑部局部需與從句中的主語和謂語保持一致，否那么要與主句的主語和謂語保持一致。如：

Idon'tthinkit'sgoingtoraintomorrow,isit?

我認為明不會下雨，對嗎？

Youdon'tthinkIhavemademistakes,doyou?

你并不認為我犯了什么錯誤，是嗎？3Inotherwords,therearethreetimesasmanygirlsasboys.

換句話說，女孩是男孩的三倍。

〔1〕inotherwords意為“換句話〞，在句中用作插入成分。如：

Inotherwords,shemustgiveupsinging.

換言之，她必需放棄唱歌。

I'mnotusedtothewayyouspeaktome.Inotherwords,Idon'twanttocontinueourconversations.

我不習(xí)慣于你對我談話的方式。換句話講，我不想繼續(xù)我們的談話了。

Beethovenwrotemanyworld-famousmusicalcompositions.Inotherwords,hewasagreatmusician.

貝多芬寫過許多世界著名樂曲。換句話講，他是一位偉大的音樂家。

①A+be+倍數(shù)+as+adj.+as+B

AsiaisfourtimesaslargeasEurope.

亞洲是歐洲的四倍大。

②A+be+倍數(shù)+比擬級+than+B

AsiaisthreetimeslargerthanEurope.

亞洲比歐洲大三倍。

③A+be+4I'mlookingforwardtodoingit！我非?？释プ觥?/p>

lookforwardtosth./doingsth.意思是“期待著某事/做某事〞，其中“to〞是介詞。

Ilookforwardtohearingfromyouasearlyaspossible.

我期待著早日收到你的來信。

BoysandgirlsarelookingforwardtoChildren'sDay.

孩子們期盼著兒童節(jié)的來臨。

I'mlookingforwardtohisreturnjustasmuchashehimselfseeingme.

我期待他的歸來同他盼望見到我的心懷一樣強烈。

［鏈接］動詞＋介詞to構(gòu)成的常用短語有：

lookforwardto盼望……turnto求助于；轉(zhuǎn)向；翻到……

payattentionto注意……stickto堅持

getdownto開始認真干……objectto反對

belongto屬于referto談到，涉及，參閱

pointto指向seeto處理，料理

cometo共計；蘇醒replyto答復(fù)

agreeto同意addto增加

devote…to…奉獻……給……compare…to…把……比作……5Theschoolyearisdividedintotwosemesters,thefirstofwhichisSeptemberthroughDecember,andthesecondisJanuarythroughMay.

一學(xué)年有兩個學(xué)期，第一學(xué)期從九月到十二月，第二學(xué)期從一月到五月。

〔1〕bedividedinto“把……分成……〞。如:

Ourclassisdividedintofourgroups.我們班分成四組。

Americaisdividedintoover30stales.美國分成50多個州。

〔2〕thefirstofwhich…是定語從句，修飾semesters.如：

Weliveinahouse,infrontofwhichisasmallriver.6IliveinShijiazhuang,acitynotfarfromBeijing〔1〕farfroma)遠離b)毫不；遠非；一點也不〔2〕awayfrom&far(away)from,兩個短語都可以用來作表語，狀語和后置定語。其中，其中awayfrom用在表示具體距離的詞后面時，意為“離……〔多遠〕，beawayfrom意為“離開〞。far(away)from通常不和具體的距離的詞連用，意為“離某地很遠〞。Weweresitting___________(離……太遠)thestagetobeabletoseeverymuch.TheSmithslive___________(20英里以外)thecityofNewYork.Heworksinacompany________________(遠離他的家)。7…andMsShen’smethodofteachingisnothinglikethatoftheteachersatmyJuniorHighschool.Nothinglike意為“沒有什么能比得上〞，“絲毫不象〞。somethinglike意為“大約〞，“幾分像〞。Itlooksnothinglikeahorse.Insummerthereisnothinglikeswimmingasameansofkeepingfit.ItmustbesomethinglikesevenO’clock.8Todayweintroducedourselvestoeachother.Introducesbtosb把某人介紹給某人Introducesthin/into把某物引進Introducesbtosth引導(dǎo)或帶著某人接觸某物Introducesthtosb宣布并介紹Introductionn介紹；引進；引論Anintroductionto對……的介紹；……的引論9Ohreally?SohaveI.“so+助動詞/情態(tài)動詞/系動詞+主語〞表示“〔另一事物〕也……〞HeisinterestedinphysicsandsoamIIfyoucanfinishitintime,socanI.表示否認意義時用“neither/nor+助動詞/情態(tài)動詞/系動詞+主語〞，意為“〔另一事物〕也不……〞Bobwasn’tatschoollastFriday,andneither/norwasJack.“so+主語+助動詞/情態(tài)動詞/系動詞〞表示對之前或?qū)Ψ剿f的情況表示贊同或證實，意為“同一個人或事物〕確實……〞Youhavedroppedawordhere.Yes,soIhave.10Attheendoftwelfthgrade,Americanstudentsreceivethehighschooldiploma.attheendof在……結(jié)束的時候；在……的盡頭；在……的結(jié)尾處intheend(atlast;finally)最終，終于bytheendof到……結(jié)束時atthebeginningof(atthestartof)在……開始的時候atthebeginning(inthebeginning;atfirst)起初，開始時11Itakepartinallkindsofafter-schoolactivities…takepartinjoininjoinStep3PracticeandsummaryAskthestudentstorevisethelanguagepointsjustlearned,theteachershouldmakeashortsummarytohelpthem.HomeworkIRememberthepointslearnedtodayIIPreviewGrammar1,Listeningandvocabulary,PronunciationIIIReadthepassagesasoftenaspossible.Period5Teachingcontenta)Grammar1b)ListeningandvocabularyTeachingaimsanddemandsa)torevisethepresenttensesb)tohelpthestudentstolearnsomeformsofoneword,inordertointroducesomethingaboutword-formationTeachingmethodsa)Discoveringb)practisingc)listeningandspeakingd)imitatingTeachingstepsStep1RevisionRevisetheimportantpointslearnedinlastclassbytranslatingsomeChinesesentencesintoEnglish.Step2LeadinTherearetwosentencesinthepassage“MyfirstdayatSeniorHigh〞1)IliveinShijiazhuang,acitynotfarfromBeijing.2)Iamwritingdownmythoughtsaboutit.Whatarethetensedifferencesaretherebetweenthesetwosentences?Askthestudentstoanalyzethetenses.Step3GrammarstudyT:Todaywewillrevisetheusesofthepresenttenses.Oneisthepresentsimpletense,theotheristhepresentcontinuoustense.Nowlet’slookatsomeexamples:(I)Shevisitsherparentseveryday.Whatisthetimebyyourwatch?Themoongoesaroundtheearth.Thetrainleavesatsevenandarrivesatnine.Wewillgototheparkifitdoesn’traintomorrow.Pleasetellhimaboutitassoonashecomesback.(II)Allthestudentsarelookingattheblackboardcarefully.WearelearningNewStandardEnglish.Nowweareleavingtheclassroomandapproachingtheplayground.Sheisalwaysthinkingofherself.Askthestudentstoanalyzetheexamplesandtrytofindouttheprinciplesoftheusesofthepresentsimpletense&thepresentcontinuoustense.Theteachersummarizetheusesofthetwotenses.Askthestudentstoreadthepassageagainandchoosesentencesinthepresentsimpletenseandinthepresentcontinuoustense.Saywhichusestheyshow.Step4Listeningandvocabulary(I)VocabularyT:Wehavelearnedsomethingaboutgrammar,nowlet’srevisesomeoldwordslearnedinJuniorHighEnglish.ExplainExplanationPronouncePronunciationEncourageEncouragementUnderstandUnderstandingmisunderstandingNowfinishthechartwiththewordsinthebox.Completethesesentenceswithasuitableformofeachwordinthebox.,thenchecktheanswerswiththestudents.Askthestudentstoreadthesentencesinactivity2againandanswerthequestionsinactivity3.(II)ListeningT:Ireallydon’tknowifyouranswersarecorrectornot,solet’slistentotheconversationtocheckyouranswers,andyoumusttryyourbesttogetthegeneralideaoftheconversation.Playthetapeforthestudents,thenaskthestudentstotellyouwhattheyhavelearnedfromtheconversation.T:Yes,mostofyouhaveknownsomethingabouttheconversation,butyoudidn’tgetthedetailsclearly.Iwillplaythetapeforyouafteryoureadthequestionsinactivity4.Nowpleasereadthequestionsquickly.Playthetapeforthestudentsandaskthemtomakesomenoteswhichwillhelpthemtoanswerthequestionsbywritedownsomekeywordsorphrases.Checkanswerswiththestudentsandwritedownthedifficultpoints.Playthetapeforthethirdtime,stopwhenandwherenecessary,repeatthedifficultparts.Step4SummaryTheteachersummarizetheclassbyrevisingtheword-formation.Andaskthestudentstoreadthesentencesinactivity2inListeningandvocabulary.HomeworkIRememberthewordsandthesentencesinListeningandvocabulary.IITrytofindsomeotherprinciplesofword-formation.IIIPreviewGrammar2,Pronunciation&Writing.SpeakingPeriod6Teachingcontenta)Grammar2b)Pronunciationc)Speakingd)writingTeachingaimsanddemandsa)getthestudentstomastertheusesof–ingformand–edformb)helpthestudentstoimprovetheirabilityoftalkingabouttheschoollife.c)toimprovestudents’pronunciationbylisteningandsummarizingd)toteachthestudentssomethingabouthowtowriteanE-mailreply.Teachingmethodsa)discoveringandsummarizingb)listeningandspeakingc)imitatingd)discussingandwritingTeachingstepsStep1Revisiona)Askthestudentstorepeattheusesofthepresentsimpletenseandthepresentcontinuoustense.b)haveadictationaboutthewordsandsentencesinactivity2inListeningandvocabulary.Step2GrammarILeadinbydoingexercises:1Iwas________whenIsawthe_______news.(exciting&excited)2Thed