高中英语外研版必修1Module 1 My First Day at Senior High教学设计

这是一份高中英语外研版必修1Module 1 My First Day at Senior High教学设计，共18页。

Teaching cntent
a)Self-intrductin
b)Vcabulary and speaking
c)Everyday English and functin
Teaching aims and demands
have the students t intrduce themselves
have the students t knw what yu except frm them
have the students get familiar with sme wrds f subjects
have the students t learn the Everyday English and functin
Teaching methds
speaking b)discussing c)pair-wrk& grup-wrk
Teaching steps
Step1 Self-intrductin
(I) This is the first English class in Senir high, yu are fresh t the students , s are the students. S it is necessary fr yu t intrduce yurself t the students and get them t intrduce them t yu and ther students , yu must stress that the students must intrduce them in English. If necessary, yu can make an example first.
eg : My name is Liyingxu , I am yur new English teacher ,yu can call me Mr.li. I was brn n April 16th in a small village in Hebei prvince. I graduated frm Nrthwest Minrities University , I have taught English in this schl fr three years. I am a friendly teacher , I am usually ready t help everyne f yu. I like sprts very much ,but I am nt gd at it. I dn’t like music s much ,especially pp music, in my pinin, it is s nisy and meaningless. In my spare time, I like reading. I hpe we can get alng well with each ther and I will try my best t teach yu hw t learn English well mre than the grammar & vcabulary & drills. I will be strict with every student, s yu must fllw my wrds, r yu will be punished.
(sme drills needed t be written n the black bard)
My name is ……
I am a ……
I was brn n/in ……
I graduated frm ……
I like/ am gd at / am fnd f ……
I hpe/ think/ want ……
……
(II) Get the students t intrduce them t their partners in grup f fur, then ask sme vlunteers t intrduce them t all the students in English. r
Ask them t intrduce them ne by ne.
Step2 Vcabulary and speaking
(I) Vcabulary
Ask the students t tell yu what subjects they learned in Junir High schl and what ther subjects they will learn in Senir High schl, ask the students t express them in English as pssible as they can, then write the wrds n the Bb, teach the students t prnunce the wrds they dn’t knw.
eg : Chinese English Mathematics Physics Chemistry Bilgy Plitics Histry Gegraphy Arts Music IT (Infrmatin Technlgy) PE(Physical Educatin) GT(General Technlgy) Japanese Russian French
(II)Dialgue (pair-wrk)
T: Hw many subjects are science subjects?
S: ……
T: Hw many f them are languages?
S: ……
T: Which languages d yu study at ur schl?
S: .…..
T: Which subjects d yu like best? Why?
S: ……
Ask the students t imitate the dialgue t get which subject their partner like and why by using the fllwing drills.
Which subject d yu like best? Why?
Which subject d yu like better between …? Why?
I like … because …
I think … is imprtant because …
I wuld like t study/learn … because …
In my pinin … is … s I …..
Ask sme f them t shw their dialgues t the ss.
Step 3 Everyday English and Functin
(I) T: After we have talked abut the favrite subjects yu like best, nw lets turn t anther part. Every day when we have a break between classes we may meet sme ld friends, yu may talk abut yur classes , nw please turn t P8 , let’s learn the dialgue in Everyday English and Functin .
Ask the students t listen t the tape ,then t read the dialgue in pairs. (explain sme difficult wrds and teach ask them t prnunce them by lking up them in the dictinary)
Ask the students t read and analyze these sentences.
1 Hw are yu ding?
2 Oh really?
3 Is that right?
(II) Wrk in pairs. Make a cnversatin abut ne f yur classes . Use the cnversatin in activity 1 t help. Ask sme f them t reprt and act their dialgue ut.
Step4 Summary
The teacher summary the whle class fr the students and tell them what they shuld d t imprve .
Hmewrk
I Review the drills we learned in this class.
II Preview Reading and vcabulary & Cultural crner.
Perid 2
Teaching cntent
a) Reading and vcabulary
b) Cultural crner
Teaching aims and demands
get the students t understand the texts well
get the students t knw the schl life in ther schls ( at hme and in the USA)
help the students t imprve their reading ability
Teaching methds
a) speaking b) reading c) discussing d) pair-wrk& grup-wrk
Teaching steps
Step 1 Revisin
I Revise last class by ask them which subject they like best and why.
II Revise everyday English by asking which class d yu have befre ur English class and talk abut it with the help f Everyday English and Functin n P8
Step 2 Lead-in (Discuss and cmpare)
T: Everybdy , we have studied in a new schl named Pinglu Middle Schl . Befre yu cme here , all f yu studied in different schls, nw I will give yu sme time t think what the main differences and similarities between Junir High schl and Senir High schl.
And ask them t discuss these tw prblems:
1 D yu think that wrk at Senir High schl is harder than that at Junir High schl?
2 Are Senir High teachers similar t Junir High teachers?
T: After we have cmpared Senir High schl and Junir High schl, nw we will learn smething abut Likang’s First day at Senir High . befre we read the text let’s learn sme wrds first.
Step 3 Vcabulary
Deal with the vcabulary n P2 by finishing the questins in the part.
Step 4 Reading
I Scanning
Read the text quickly and try t find the answer t these questins:
What are the differences between Likang’s Junir High schl and Senir High schl?
What are the tw things the English teacher thinks imprtant t d in class?
What are the tw things that the English teacher want t imprve?
II Understanding
Play the tape fr the students and ask them t listen & read fllwing the tape in a lw vice. Then finish the frth part in Reading and Vcabulary n P3.
III Careful-reading
Ask the students t read the passage again and find ut which wrd in the bx in the fifth part f Reading and Vcabulary n P4. And ask them try t guess the meaning and explain the wrds in English accrding t the text.
Ask the students t read the three summaries f Likang’s pinin abut the new schl in the sixth part in Reading and Vcabulary n P4. Decide which is the best.
IV Discussin
T: We have knwn the Likang’s life at Senir High, is yur English classrm like Likang’s? is yur class the same size as his? Is the number f bys and girls the same? Are yu lking frward t ding yur English hmewrk? Nw please discuss with yur partner and cmpare yur schl life with Likang’s.
Step5 Cultural crner
T: we have learned likang’s schl life at senir high, d yu want t knw the life f the teenagers in the similar age f yu in ther cuntries? Nw please turn t P9, let’s read the text in cultural crner and learn smething abut the Senir High schl life in the US.
I Ask the students t listen t the tape and read the text.
II Ask the students t answer the fllwing questins:
What are the differences between the grades in China and the US?
Hw is the schl year divided ?
Hw lng des the Summer Vacatin last?
When d they start and finish schl?
What d they d after schl?
III Ask the students t prepare a shrt reply t intrduce the schl system , vacatin, study time & after-schl activities in China by imitating the letter in Cultural crner.
Step6 Summary
The teacher summary the class by cmparing the schl life in China and the US.
Hmewrk:
I Write a reply t Rb Marshall
II Read the text fr as many times as they can
III Preview the language pints in these tw passages.
Perid 3
Teaching cntent
the language pints in the tw passages
the imprtant and difficult drills in the tw passages
Teaching aims and demands
get the students t master sme useful wrds r expressins
get the students t master sme imprtant drills
get the students t d sme exercises abut the language pints.
t imprve the students ability f using English
Teaching methds
Explaining
Discvering
Practicing
Teaching steps
Step 1 Revisin
Revise last class by checking hme wrk and analyze the students’ replies. Yu can als ask sme the students t read the gd replies fr the students
Step 2 Language Study
I Underline the useful expressins
science subject academic subject
be similar t… differences between A and B
the attitude t… teaching methd a city nt far frm …
write dwn… n the cmputer n the screen
infrmatin frm websites a wman called…. be nthing like
speak a lt in class have fun intrduce neself
in grups give sb instructins wrk by neself
imprve ne’s spelling in a fun way in ther wrds
fr ne’s hmewrk a descriptin f lk frward t ding…
be impressed with… A is the same size as B the number f
the American schl systems secndary schl
cver 7 years receive the high schl diplma g t cllege
divide….int.. September thrugh December take part in
be free t d… withut the help f sb becme friends
last a lng time There is a ppular belief They say that
have similar life experiences under the same rf Thanks fr ding…
ask sb abut… d experiments have dinner
stay n at schl take a bus hme schl day
be fluent in Chinese speak Chinese with fluency make a lt f prgress
at the beginning f write t sb all ver the wrld
the smell f paint the wall mve t…
have the biggest smile
II Analyze the language pints
Wrds
1 infrmatin nun facts r details telling sth abut a situatin, persn ,event, etc
infrmatin abut/n sb/sth 关于某人/谋事的信息
a piece f infrmatin 一则消息； 一份情报
ask fr infrmatin n/abut 打听关于……的消息
2 instructin n (pl) sth that sb tells yu t d 指示
(pl) infrmatin n hw t d r use sth 说明
fllw the instructins fr 遵守……的指示
instructins n(hw t d ) sth （如何做）某事的指示
instructins t d sth 做某事的指示
n sb’ instructins 遵照某人的指示
be under instructins t d sth 被指示做某事
instructins in 有关……的指示
3 embarrassed adj. feeling nervus and uncmfrtable and wrrying
be embarrassed t d sth 羞于做某事
be embarrassed abut/at 对……感到困窘
4 attitude n sb’s pinins f feelings abut sth, especially as shwn by their behaviur
attitude t/twards sth/sb 对某人/某事的态度
5 behaviur n way f treating thers ; manners
behaviur twards/t ……对……的态度/行为
be n ne’s gd/best behaviur 循规蹈矩；行为检点
put sb n his best behaviur 规劝/警告某人要规规矩矩
6 previus adj happening r existing befre the event r bject yu are talking abut 以前的；从前的
the previus day 前一天
previus t 在……以前
previusly adv 以前；从前
7 impress vt. t have a favurable effect n sb ; t make sb feel admiratin and respect
impress sth in /n sth
impress sth n/pn sb
impress sb with sth
be impressed at/by/with
impressin n.
make an impressin n sb
8 cver vt t include r deal with sth 包含
be cvered by/ with被……所覆盖
cver fr sb 顶替某人
cver (a distance) 走（一段距离）
cver (sth new )报道（消息；新闻）
cver sth up/ver 盖住某物
Step 3 Practicing
Ask the students t d sme exercises abut the language pints just learned
Hmewrk
I Remember the usages f the wrds tday
II Preview and try t analyze the difficult sentences in these t passages
Perid 4
Teaching cntent
a) the language pints in the tw passages
b) the imprtant and difficult drills in the tw passages
Teaching aims and demands
a) get the students t master sme useful wrds r expressins
b) get the students t master sme imprtant drills
c) get the students t d sme exercises abut the language pints.
d) t imprve the students ability f using English
Teaching methds
a) Explaining
b) Discvering
c) Practicing
Teaching steps
Step 1 Revisin
Revise the wrds learned yesterday by ding sme translatin exercises.(C t E r E t C).
Step 2 language study
1．The teacher is a very enthusiastic wman called Ms. Shen.
这个非常热情的女老师是沈老师。
called Ms. Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关系，相当于定语从句wh/that was called Ms. Shen。 如：
We visited the new library built three weeks ag.
我们参观了三周前建成的图书馆。
The first textbks written fr teaching English as a freign language came ut in the 18th century.
最早为外语教学而写的英语课本出现在十八世纪。
Mst f the artists invited t the party were frm Suth Africa.
被邀请来参加聚会的大多是南非艺术家。
注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前
2．And we have fun. I dn't think I will be bred in Ms. Shen's class!
我们上课上得很开心，我认为我不会对沈老师的课厌烦的。
（1）have (great) fun 玩得开心
=have (a lt f) fun
= have a wnderful time
=enjy neself 如：
The children were having a lt f fun with the building blcks.
孩子们玩搭积木玩得很开心。
Yu're sure t have sme fun tnight.
今晚你一定会玩得很开心。
They had a lt f fun chatting n the net.
他们在网上聊天聊得很开心。
fun/,是不可数名词，常用于be fun 结构中，相当于interesting。如
Seeing mnkeys in the z is great fun.
在公园看猴子非常有趣。
What fun it is t play a game after wrk!
工作之余活动一下多么有趣！
注: 此处的what fun不能用hw funny代替，因为"funny"是“滑稽的，好笑的”的意思。
［拓展］fr fun=in fun 开玩笑地
make fun f 嘲笑，取笑。如
I'm nt saying such a serius thing fr fun.
我说如此严肃的事情绝不是开玩笑。
It's bad manners t make fun f the blind.
取笑盲人是不礼貌的。
（2） 我们要注意本句英汉表达的区别。英语中有些动词，如think, believe, expect, suppse, feel, guess, imagine 等，当它们后面接一个具有否定意义的宾语从句时，通常要把主句的动词变为否定式，而宾语从句中的谓语动词用肯定形式。这种现象称为否定的转移。如：
We dn't think there is anything interesting in yur pictures.
我们认为你的画并没有什么有趣的地方。
I dn't believe what he said is true.我认为他说的不是真话。
I dn't suppse they will bject t my suggestin.
我想他们不会反对我的建议。
He didn't imagine that she wuld g abrad.
他料想她不会出国了。
I dn't feel the fd can last us thrugh the winter.
我认为这食物是不够我们过冬的。
注：在反意疑问句中，若陈述部分是第一人称，think等词用一般现在进，则疑部部分需与从句中的主语和谓语保持一致，否则要与主句的主语和谓语保持一致。如：
I dn't think it's ging t rain tmrrw, is it?
我认为明不会下雨，对吗？
Yu dn't think I have made mistakes, d yu?
你并不认为我犯了什么错误，是吗？
3 In ther wrds, there are three times as many girls as bys.
换句话说，女孩是男孩的三倍。
（1）in ther wrds 意为“换句话”，在句中用作插入成分。如：
In ther wrds, she must give up singing.
换言之，她必需放弃唱歌。
I'm nt used t the way yu speak t me. In ther wrds, I dn't want t cntinue ur cnversatins.
我不习惯于你对我谈话的方式。换句话讲，我不想继续我们的谈话了。
Beethven wrte many wrld-famus musical cmpsitins. In ther wrds, he was a great musician.
贝多芬写过许多世界著名乐曲。换句话讲，他是一位伟大的音乐家。
①A + be+倍数 +as+ adj. +as+B
Asia is fur times as large as Eurpe.
亚洲是欧洲的四倍大。
②A+be+倍数+ 比较级+than+B
Asia is three times larger than Eurpe.
亚洲比欧洲大三倍。
③A+be+倍数+the size/length/height/depth/width+ f+ B
Asia is fur times the size f Eurpe.
亚洲是欧洲的四倍大。
注: time 表示倍数，一般只限于表示基数词在内的三倍或三倍以上，若表示两倍可用副词twice 或形容词duble。 time 表示的倍数也可以用分数，百分数或某些表程度的副词替换。
The street is twice the length f that ne.
这条街是那条街的两倍长。
Ten is duble five.十是五的二倍。
This pencil is a quarter as lng as that ne.
这枝铅笔是那枝的四分之一长。
Our rm is 60％ the size f theirs. 我们房间的面积是他们房间面积的60%。
4 I'm lking frward t ding it！我非常渴望去做。
lk frward t sth./ding sth. 意思是“期待着某事/做某事”，其中“t”是介词。
I lk frward t hearing frm yu as early as pssible.
我期待着早日收到你的来信。
Bys and girls are lking frward t Children's Day.
孩子们期盼着儿童节的来临。
I'm lking frward t his return just as much as he himself seeing me.
我期待他的归来同他盼望见到我的心怀一样强烈。
［链接］动词＋介词t构成的常用短语有：
lk frward t 盼望…… turn t 求助于；转向；翻到……
pay attentin t 注意…… stick t 坚持
get dwn t 开始认真干…… bject t 反对
belng t 属于 refer t 谈到，涉及，参阅
pint t 指向 see t 处理，料理
cme t 共计；苏醒 reply t 答复
agree t 同意 add t 增加
devte…t… 贡献……给…… cmpare…t…把……比作……
5 The schl year is divided int tw semesters, the first f which is September thrugh December, and the secnd is January thrugh May.
一学年有两个学期，第一学期从九月到十二月，第二学期从一月到五月。
（1）be divided int “把……分成……”。如:
Our class is divided int fur grups. 我们班分成四组。
America is divided int ver 30 stales. 美国分成50多个州。
（2）the first f which…是定语从句，修饰 semesters. 如：
We live in a huse, in frnt f which is a small river.
6 I live in Shijiazhuang, a city nt far frm Beijing
（1）far frm a) 远离 b) 毫不；远非；一点也不
（2）away frm & far (away) frm , 两个短语都可以用来作表语，状语和后置定语。其中，其中away frm用在表示具体距离的词后面时，意为“离……（多远）， be away frm意为“离开”。 far (away) frm 通常不和具体的距离的词连用，意为“离某地很远”。
We were sitting ___________(离……太远)the stage t be able t see very much.
The Smiths live ___________( 20英里以外)the city f New Yrk.
He wrks in a cmpany ________________(远离他的家)。
7 …and Ms Shen’s methd f teaching is nthing like that f the teachers at my Junir High schl.
Nthing like意为 “没有什么能比得上”， “丝毫不象”。
smething like 意为“大约”， “几分像”。
It lks nthing like a hrse.
In summer there is nthing like swimming as a means f keeping fit.
It must be smething like seven O’clck.
8 Tday we intrduced urselves t each ther.
Intrduce sb t sb 把某人介绍给某人
Intrduce sth in/ int 把某物引进
Intrduce sb t sth 引导或带领某人接触某物
Intrduce sth t sb 宣布并介绍
Intrductin n 介绍；引进；引论
An intrductin t 对……的介绍；……的引论
9 Oh really? S have I.
“s +助动词/情态动词/系动词+主语”表示“（另一事物）也……”
He is interested in physics and s am I
If yu can finish it in time, s can I .
表示否定意义时用“neither/nr +助动词/情态动词/系动词+主语”，意为“（另一事物）也不……”
Bb wasn’t at schl last Friday, and neither/nr was Jack.
“s +主语+助动词/情态动词/系动词”表示对之前或对方所说的情况表示赞同或证实，意为“同一个人或事物）确实……”
------Yu have drpped a wrd here.
------Yes, s I have.
10 At the end f twelfth grade, American students receive the high schl diplma.
at the end f 在……结束的时候；在……的尽头； 在……的结尾处
in the end (at last; finally)最终，终于
by the end f 到……结束时
at the beginning f (at the start f ) 在……开始的时候
at the beginning (in the beginning ; at first) 起初，开始时
11 I take part in all kinds f after-schl activities…
take part in
jin in
jin
Step3 Practice and summary
Ask the students t revise the language pints just learned, the teacher shuld make a shrt summary t help them.
Hmewrk
I Remember the pints learned tday
II Preview Grammar 1 , Listening and vcabulary , Prnunciatin
III Read the passages as ften as pssible.
Perid 5
Teaching cntent
a) Grammar 1
b) Listening and vcabulary
Teaching aims and demands
a) t revise the present tenses
b) t help the students t learn sme frms f ne wrd ,in rder t intrduce smething abut wrd-frmatin
Teaching methds
a) Discvering
b) practising
c) listening and speaking
d) imitating
Teaching steps
Step1 Revisin
Revise the imprtant pints learned in last class by translating sme Chinese sentences int English.
Step2 Lead in
There are tw sentences in the passage “My first day at Senir High”
1)I live in Shijiazhuang, a city nt far frm Beijing .
2)I am writing dwn my thughts abut it.
What are the tense differences are there between these tw sentences?
Ask the students t analyze the tenses.
Step3 Grammar study
T: Tday we will revise the uses f the present tenses. One is the present simple tense, the ther is the present cntinuus tense. Nw let’s lk at sme examples:
(I) She visits her parents everyday.
What is the time by yur watch?
The mn ges arund the earth.
The train leaves at seven and arrives at nine.
We will g t the park if it desn’t rain tmrrw.
Please tell him abut it as sn as he cmes back.
(II) All the students are lking at the blackbard carefully.
We are learning New Standard English.
Nw we are leaving the classrm and appraching the playgrund.
She is always thinking f herself.
Ask the students t analyze the examples and try t find ut the principles f the uses f the present simple tense & the present cntinuus tense.
The teacher summarize the uses f the tw tenses.
Ask the students t read the passage again and chse sentences in the present simple tense and in the present cntinuus tense. Say which uses they shw.
Step4 Listening and vcabulary
(I) Vcabulary
T: We have learned smething abut grammar ,nw let’s revise sme ld wrds learned in Junir High English.
Explain Explanatin Prnunce Prnunciatin Encurage Encuragement
Understand Understanding misunderstanding
Nw finish the chart with the wrds in the bx.
Cmplete these sentences with a suitable frm f each wrd in the bx., then check the answers with the students.
Ask the students t read the sentences in activity 2 again and answer the questins in activity 3.
(II) Listening
T: I really dn’t knw if yur answers are crrect r nt, s let’s listen t the cnversatin t check yur answers ,and yu must try yur best t get the general idea f the cnversatin.
Play the tape fr the students, then ask the students t tell yu what they have learned frm the cnversatin.
T: Yes , mst f yu have knwn smething abut the cnversatin ,but yu didn’t get the details clearly. I will play the tape fr yu after yu read the questins in activity 4. Nw please read the questins quickly.
Play the tape fr the students and ask them t make sme ntes which will help them t answer the questins by write dwn sme key wrds r phrases.
Check answers with the students and write dwn the difficult pints.
Play the tape fr the third time , stp when and where necessary, repeat the difficult parts.
Step 4 Summary
The teacher summarize the class by revising the wrd-frmatin. And ask the students t read the sentences in activity2 in Listening and vcabulary.
Hmewrk
I Remember the wrds and the sentences in Listening and vcabulary.
II Try t find sme ther principles f wrd-frmatin.
III Preview Grammar 2 , Prnunciatin &Writing. Speaking
Perid 6
Teaching cntent
a) Grammar 2
b) Prnunciatin
c) Speaking
d) writing
Teaching aims and demands
a) get the students t master the uses f –ing frm and –ed frm
b) help the students t imprve their ability f talking abut the schl life.
c) t imprve students’ prnunciatin by listening and summarizing
d) t teach the students smething abut hw t write an E-mail reply.
Teaching methds
a) discvering and summarizing
b) listening and speaking
c) imitating
d) discussing and writing
Teaching steps
Step 1 Revisin
a) Ask the students t repeat the uses f the present simple tense and the present cntinuus tense.
b) have a dictatin abut the wrds and sentences in activity 2 in Listening and vcabulary.
Step 2 Grammar
I Lead in by ding exercises:
1 I was ________ when I saw the _______ news. (exciting & excited)
2 The dg was ________ in playing _________ games, such as playing balls, wires and plates. (interesting & interested)
Nw please lk at these tw questins, can yu fill in the blanks?
II Discvering and summarizing
Read My First Day at Senir High again and underline the adjectives with –ing r –ed endings. After yu have fund ut them try t find ut the different uses f wrds with different endings.
Ask the students t chse the crrectin explanatin in activity 2 in Grammar 2.
Finish the excises in activity 3.
Step 3 Prnunciatin
T: I fund sme students culd nt prnunce the wrds with –ed endings crrectly, nw let’s have a lk at these wrds:
1 amazed bred tired
2 embarrassed
3 disappinted excited interested
Play the tape fr the students and ask the t find the differences and try t imitate the prnunciatin . Ask the students t find ut the principles.
Step 4 Speaking
T: We ften take part in many after-schl activities , nw let’s lk at the pictures in Speaking part t find ut what the US high schl students d after class.
1 What can yu see in the picture and what are they ding .
2 Is the schl similar t urs? Explain why it is r isn’t.
3 D students at ur schl d things like this ?
4 Hw d yu think abut the after-schl activities? Are they gd r bad? Hw can we make best use f after-schl activities.
Give the students sme time t discuss the questins and try t reprt their wn ideas. Then the teacher make a summary.
Step5 Writing
T: We have srrws and happiness in ur schl lives, smetimes we want t exchange ur feelings with thers, s we write a letter r make a call. Nw we will read a letter frm an American girl wh likes sharing her memries f her first year at schl. Ok, please turn t P8 and read it.
Give the students sme time t read the letter.
G thrugh the letter and deal with sme imprtant r difficult pints.
T: D yu want t write a letter t her and tell yur memries f the first year at schl. Nw , can yu tell me what shuld we write this reply and what will yu write in it.
Ask the students t tell their wn ideas and cllect them and write dwn them n the black bard.
The teacher give the students sme suggestins.
Ask the students t write the reply in the class if enugh time is left. Or, leave it as hme wrk..
Hmewrk
I Ask the students t write and crrect their reply.
II Remember the uses f –ing&-ed endings.
III Finish the exercises abut this mdule.