山西省吕梁市某中学高一英语精品教案：Module 1 My First Day at Senior High The Third Period Language Study （外研版必修1）

Module 1 My First Day at Senior High
The Third Period Language Study
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
correction , enjoyment, fluency, misunderstand, disappointed, disappointing
b. 重点句式
... he thinks it is good to study Chinese. P6
The classroom was amazing. P7
I was completely amazed by the classroom. P7
2. Ability goals能力目标
Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.
3. Learning ability goals 学能目标
Help the Ss learn how to know the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important points 教学重点
Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.
Teaching difficult points教学难点
Get the Ss to know the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching methods教学方法
Study individually and practice in groups.
Teaching aids教具准备
A computer and a recorder.
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Check the answers to the WORKBOOK exercises.
T: Good morning, boys and girls. Let’s review what we learned last class. Now I’ll check the answers to the WORKBOOK exercises.
Step Ⅱ Vocabulary Study
First, learn some uses of suffixes and ask some of the students to show their collected suffixes. Then review the functions of verbs, nouns and adjectives. Fill in the charts with the proper forms of the words by practicing Activity 1 on page 5 and Exercise 8 on page 68. At last, check the answers with the whole class.
T: Today we’re going to learn some uses of suffixes. Do you know what’s a suffix?
S1: A suffix is a particle, which is added to the end of a root.
T: Right. Anything more about it?
S2: Generally, suffixes do not change the meaning of the root, but it is a part of speech. e.g. lead (v.)→leadership (n.); ill (adj.) → illness (n.)
S3: Although each suffix has its own meaning, it can’t be used separately without the root.　　
S4: However, some suffixes add new meanings to the newly formed words.
e.g. meaning → meaningless; think → thinker
T: Quite good! Now it’s time for us to present your collected suffixes.
Ss: The following are some of the most commonly used suffixes.
1. Suffixes used as a noun signifier
Verb
Adjective
Suffix
Noun
read
-er
reader
act
-or
actor
train
-ee
trainee
build
-ing
building
attend
-ance
attendance
punish
-ment
punishment
invent
-tion
invention
sick
-ness
sickness
special
-ist
specialist
true
-th
truth
2. Suffixes used as an adjective signifier
Noun
Verb
Suffix
Adjective
wind
-y
windy
hope
-ful
hopeful
adventure
-ous
adventurous
hero
-ic (-ical)
heroic
nation
-al
national
care
-less
careless
trouble
-some
troublesome
depend
-ent/-ant
dependent
comfort
-able/-ible
comfortable
active
imagine
-ive/-tive/
-ative/-itive
attentive
imaginative
second
-ary
secondary
change
-able
changeable
annoy
-ing
annoying
excite
-ed
excited
3. Suffixes used as a verb signifier
Adjective
Noun
Suffix
Verb
broad
fright
-en
broaden, frighten
simple
-fy
simplify
modern
-ize (-ise)
modernize
T: Excellent! Now let’s fill in some charts with your partners. Please open your books and turn to page 5 and practice Activity 1, and then practice Exercise 8 on page 68. Later we’ll check the answers with the whole class.
Step Ⅲ Practice
Get the Ss to review the uses of verbs, nouns and adjectives in sentences, filling the form. Ask them to practice Activity 2 on page 5 and complete the sentences, using the suitable forms in the box. At last, check the answers with the whole class.
T: Now let’s review the uses of verbs, nouns and adjectives in sentences. Fill in the form below. Who can tell us what functions these three kinds of words can be used as?
Sample answers:
Part of
speech
Subject
Object
Predicate
Predicative
Objective
Complement
Attribute
Noun
√
√
√
√
Verb
√
√
Adjective
√
√
√
T: Terrific! Now practice Activity 2 on page 5, please use the suitable forms in the box to complete the sentences according to their functions in the sentences. A few minutes later, let’s check the answers with the whole class.
Step Ⅳ Grammar
Get the Ss to learn the uses of adjectives ending in -ing and -ed. Find out the differences between them. Fill in the chart about them. Complete the sentences using the correct forms. At last check the answers with the whole class.
T: Now let’s learn the uses of adjectives ending in
-ing and -ed. Do you know how to explain their uses? Please look at Activity 2 on page 6. Who can tell me which explanation is correct?
S1: The -ing form describes the people or things that cause the feeling.
S2: The -ed form tells us how people feel.
T: Quite right! Now please find out more differences between them by reading the examples. And fill in the chart below.
Show it on the screen.
People
Things
Passive
Active
Explanation
Example
-ing
√
√
√
Cause the feeling
The room is amazing.
-ed
√
√
How people feel
I am amazed by the room.
T: OK, I’d like you to complete the sentences in Activity 3 on page 7. Try to use the correct forms according to the chart. A few minutes later, let’s check the answers with the whole class.
Step Ⅴ Listening
Get the Ss to listen to the tape and finish the activities on pages 6 and 7.
For Activity 3 on page 6, get the Ss to read the sentences in Activity 2 again before answering the questions. For Activity 4 on page 6, listen to the tape carefully and then answer the questions, adding more information. For Pronunciation, -ed ending has three kinds of pronunciation. Listen to them carefully and try to find out the different groups. And while repeating, please pay more attention to the intonation, meaning group and pronunciation.
Step Ⅵ Homework
1. Finish off all the vocabulary and grammar activities.
2. Find out more adjectives ending in -ing and -ed and sentences.
3. Prepare to learn the Cultural Corner.