Module 1 My First Day at Senior High教案(全）
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| 名称 | Module 1 My First Day at Senior High教案(全） |  | |
| 格式 | zip | ||
| 文件大小 | 18.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2011-11-19 08:32:40 | ||
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Module 1 My first day at senior high
Period One
Teaching aims and demands:
1. New words: academic; similarity; system; assistant
2. Speaking: talk about different school systems
3. Pronunciation: pronunciation of the words ending with –ed form
4. Everyday English and Function:
How are you doing
Oh, really
So have I.
Is that right
How was it
Teaching procedures:
Step 1. Introduction
（因为这是入高中后的第一节课，所以在正式开始进行教材内容之前，有必要首先介绍一下几点：介绍自己；介绍教材；介绍自己的教学方式等。）
Activities 1~3: Ask the students to finish the task individually, and then check their answers in pairs.
Step 2. Pronunciation
a. Listen and find the different pronunciations of -ed
b. Listen and repeat
c. Practice
Step 3. Speaking
a. Ask the students to answer questions according to the photos in the textbook.
b. Introduce the school generally according to the contents of the answers. (这样做，不但能训练学生说的能力，同时也能训练其表达和写作能力。)
Step 4. Everyday English and Function
a. Remind the students of the expressions to keep the conversation going.
b. Ask the students to read the dialogue individually.
c. Listen to the tape and ask the students to repeat.
d. Put the students into pairs to practise the conversation.
e. Make up a conversation: put the students into pairs and give them some time to make up conversations and practise them. (训练学生对新知识的运用能力)
Step 5. Homework Revise the knowledge learned today and preview Reading and Vocabulary .(从课堂教学的策略来讲，本堂课听说读写并举,旨在突出语言交际能力的培养，并为接下来的课堂教学内容做好铺垫。)
Period Two
Teaching content: Reading and Vocabulary
Teaching aims and demands:
1. Learn the language in this part and train the students in the reading comprehension.
2. Learning to love the new high school life and forming positive attitude towards language learning in new surroundings.
Teaching procedures:
Step 1. Pre-reading activities Lead in the study of the text by carrying out the activities 1and 2 of this part. (读前活动是阅读项目的准备和铺垫，能为整个项目的学习创造气氛，激发兴趣以及指出思维方向；更为重要的是，它能训练联想、对比和归纳等认知策略。通过做选择题学习生词，培养学生用英语进行初步思考的能力，为正面阅读做准备，应引起我们教师的重视。)
Step 2. Fast-reading Ask the students to read the passage quickly and then do activity 3. (训练学生快速获取知识的能力)
Step 3. Detailed-reading
A. Decide if the following sentences are true or false Decide which paragraph they each belong to.
Li Kang lives in the town，not from Shijiazhuang.
Every room in his new school has a computer with a special screen.
Li Kang is very interested in Ms Shen’s lessons.
In his English class, they play spelling games and other activities.
In his new class, they are more boys than girls.
Do activities 4, 5, 6.
(了解重点细节，寻找相关信息，学会归纳段落大意，并通过略读、详读的方式，培养各种阅读技能。)
C. Analysis of the passage.
Step 4. Discuss
The students work in teams and encourage them to give their opinions and finally two teams report their opinions to the whole class.
Topics to discuss: activity 7
(这是利用已知信息构想和创设新信息，开放性答案的使用，能够培养学生的想象能力。)
Step 5. Homework
a. Read the reading part in the Workbook and do Exercises12 and 13.
Write a short passage about your new school.
Period Three
Teaching content: Grammar1 and Grammar2
Teaching aims and demands:
a. Grammar 1: Revision of the present tenses
b. Grammar 2: adjectives ending in -ing and -ed
Teaching procedure:
Step 1. Grammar1 (本模块主要是帮助学生理清概念，复习初中已学过的一般现在时的基本用法并打下扎实的基础，一定要引导学生归纳出来,而不是老师演绎法讲解)
·Activity 1. Ex1: 提醒学生注意一般现在时和现在进行时表达的不同概念
Ex2: 帮助学生认清一般现在时三种用法
Ex3: 帮助学生理清现在进行时的两种用法
·Activity 2. Pair wok:完成活动，强化认识。
Step 2. Grammar 2
Read the text again and underline adjectives with -ing or –ed endings
Activity 2. Choose the correct explanation.
Activity 3. Complete the sentences.
Activity 4. Summing up more adj. with such endings.
（这是一节语法课，这方面的知识要尽可能的引导学生自己去总结归纳，老师不要过多的讲解。在学生理解的基础上进行一些必要的训练，以帮助学生巩固所学知识。）
Step 3. Homework
a. Do exercises 1~5 in the Workbook at Page 67.
b. Preview the next part of this module.
Period Four
Teaching content: listening and vocabulary+ cultural corner
Teaching aims and demands:
a. Develop skills in listening
b. Understanding different school systems in China and US
Teaching procedures:
Step 1. Listening and Vocabulary
(1) Pre-listening: Activities 1 and 2（学习新单词，能够扫除部分听力障碍。另外，将这两项活动放在一起，目的是让学生感知构词法，通过活动加强感性认识。可以从初中学过的explain, explanation, pronounce, pronunciation引出correction;从encourage, enjoy引出encouragement, enjoyment;从understand引出understanding再引misunderstanding等。）
(2) Activity 3: Read and guess your answers.
Ask the students to predict the contents of listening according to Activity 2.
(这种pre-listening的准备可以训练注意力的定向以及猜测、联想、分析等逻辑思维能力，教师应给予必要的指导。)
A
(3) Listen to the tape and answer questions.
(4) Check the answers.
Step 2. Cultural corner
(1) Look through the passage and find answers:
What’s similar and what’s different in American and Chinese school systems
(2) Check the answer.
(3) Find the main idea of each paragraph. (培养学生归纳总结的能力)
(4) Deal with the points.
cover, at the end of, go to college, be divided into, take part in
Step 3. Summary
Give the students some time to recall what they’ve learned in this period.
Step 4. Homework
Preview the writing part of this module
Period Five
Teaching content: Writing + Task
Teaching aims and demands:
Writing: reply to an e-mail
Task: Writing a brochure about your school
（本课时重点是培养学生的写作能力）
Teaching procedures:
Step 1. Writing
a. Ask the students to read the e-mail individually.
b. Ask them some comprehension questions:
Who is writing the e-mail (Martha, a 16-year-old girl from New York)
Why is she writing (She wants students to tell her about their memories of their first year at primary school.)
What does she remember （The smell of wall paint; Molly, her friend; Miss Sharp’s smile.）
c. Go through the questions in the e-mail with the students and then ask them to write a reply individually in about 15 minutes.
Step 2. Task
a. Show the students a brochure about a school.
b. Prepare a brochure about your school.
Put the students into groups of three or four to do this task. Ask them to choose the best classroom and after-school activities Choose special features of your school (architecture, location, famous student).
c. Prepare material for the brochure.
Write a paragraph for each special feature.
Think of a slogan for your school: A Great Place for Study
d. Show your brochure to other groups of students.
Step 3. Homework
Finish Exercises19~21 in the workbook at Page 71.
Period Six
Teaching content: Listening and Speaking (Workbook P70) + Module file
Teaching aims and demands:
Improve students’ listening skills
Revise the whole module
Teaching procedures:
Step 1. Listening and Speaking (Workbook P70)
a. Pre-listening: [Activity 14 (P70)]
b. Listen and complete the form [Activity 15( P70)]
c. Listen and check
Step 2. a. Leading in: We’ve already finished the contents of Module One. What have we learned in this module And how many have you mastered Now let’s read Module File.
b. Give the students a few minutes to read the file.
c. Have a dictation on some new words and expressions.
d. Translation (English to Chinese or Chinese to English).
Step 3. Homework Finish the workbook.
Period One
Teaching aims and demands:
1. New words: academic; similarity; system; assistant
2. Speaking: talk about different school systems
3. Pronunciation: pronunciation of the words ending with –ed form
4. Everyday English and Function:
How are you doing
Oh, really
So have I.
Is that right
How was it
Teaching procedures:
Step 1. Introduction
（因为这是入高中后的第一节课，所以在正式开始进行教材内容之前，有必要首先介绍一下几点：介绍自己；介绍教材；介绍自己的教学方式等。）
Activities 1~3: Ask the students to finish the task individually, and then check their answers in pairs.
Step 2. Pronunciation
a. Listen and find the different pronunciations of -ed
b. Listen and repeat
c. Practice
Step 3. Speaking
a. Ask the students to answer questions according to the photos in the textbook.
b. Introduce the school generally according to the contents of the answers. (这样做，不但能训练学生说的能力，同时也能训练其表达和写作能力。)
Step 4. Everyday English and Function
a. Remind the students of the expressions to keep the conversation going.
b. Ask the students to read the dialogue individually.
c. Listen to the tape and ask the students to repeat.
d. Put the students into pairs to practise the conversation.
e. Make up a conversation: put the students into pairs and give them some time to make up conversations and practise them. (训练学生对新知识的运用能力)
Step 5. Homework Revise the knowledge learned today and preview Reading and Vocabulary .(从课堂教学的策略来讲，本堂课听说读写并举,旨在突出语言交际能力的培养，并为接下来的课堂教学内容做好铺垫。)
Period Two
Teaching content: Reading and Vocabulary
Teaching aims and demands:
1. Learn the language in this part and train the students in the reading comprehension.
2. Learning to love the new high school life and forming positive attitude towards language learning in new surroundings.
Teaching procedures:
Step 1. Pre-reading activities Lead in the study of the text by carrying out the activities 1and 2 of this part. (读前活动是阅读项目的准备和铺垫，能为整个项目的学习创造气氛，激发兴趣以及指出思维方向；更为重要的是，它能训练联想、对比和归纳等认知策略。通过做选择题学习生词，培养学生用英语进行初步思考的能力，为正面阅读做准备，应引起我们教师的重视。)
Step 2. Fast-reading Ask the students to read the passage quickly and then do activity 3. (训练学生快速获取知识的能力)
Step 3. Detailed-reading
A. Decide if the following sentences are true or false Decide which paragraph they each belong to.
Li Kang lives in the town，not from Shijiazhuang.
Every room in his new school has a computer with a special screen.
Li Kang is very interested in Ms Shen’s lessons.
In his English class, they play spelling games and other activities.
In his new class, they are more boys than girls.
Do activities 4, 5, 6.
(了解重点细节，寻找相关信息，学会归纳段落大意，并通过略读、详读的方式，培养各种阅读技能。)
C. Analysis of the passage.
Step 4. Discuss
The students work in teams and encourage them to give their opinions and finally two teams report their opinions to the whole class.
Topics to discuss: activity 7
(这是利用已知信息构想和创设新信息，开放性答案的使用，能够培养学生的想象能力。)
Step 5. Homework
a. Read the reading part in the Workbook and do Exercises12 and 13.
Write a short passage about your new school.
Period Three
Teaching content: Grammar1 and Grammar2
Teaching aims and demands:
a. Grammar 1: Revision of the present tenses
b. Grammar 2: adjectives ending in -ing and -ed
Teaching procedure:
Step 1. Grammar1 (本模块主要是帮助学生理清概念，复习初中已学过的一般现在时的基本用法并打下扎实的基础，一定要引导学生归纳出来,而不是老师演绎法讲解)
·Activity 1. Ex1: 提醒学生注意一般现在时和现在进行时表达的不同概念
Ex2: 帮助学生认清一般现在时三种用法
Ex3: 帮助学生理清现在进行时的两种用法
·Activity 2. Pair wok:完成活动，强化认识。
Step 2. Grammar 2
Read the text again and underline adjectives with -ing or –ed endings
Activity 2. Choose the correct explanation.
Activity 3. Complete the sentences.
Activity 4. Summing up more adj. with such endings.
（这是一节语法课，这方面的知识要尽可能的引导学生自己去总结归纳，老师不要过多的讲解。在学生理解的基础上进行一些必要的训练，以帮助学生巩固所学知识。）
Step 3. Homework
a. Do exercises 1~5 in the Workbook at Page 67.
b. Preview the next part of this module.
Period Four
Teaching content: listening and vocabulary+ cultural corner
Teaching aims and demands:
a. Develop skills in listening
b. Understanding different school systems in China and US
Teaching procedures:
Step 1. Listening and Vocabulary
(1) Pre-listening: Activities 1 and 2（学习新单词，能够扫除部分听力障碍。另外，将这两项活动放在一起，目的是让学生感知构词法，通过活动加强感性认识。可以从初中学过的explain, explanation, pronounce, pronunciation引出correction;从encourage, enjoy引出encouragement, enjoyment;从understand引出understanding再引misunderstanding等。）
(2) Activity 3: Read and guess your answers.
Ask the students to predict the contents of listening according to Activity 2.
(这种pre-listening的准备可以训练注意力的定向以及猜测、联想、分析等逻辑思维能力，教师应给予必要的指导。)
A
(3) Listen to the tape and answer questions.
(4) Check the answers.
Step 2. Cultural corner
(1) Look through the passage and find answers:
What’s similar and what’s different in American and Chinese school systems
(2) Check the answer.
(3) Find the main idea of each paragraph. (培养学生归纳总结的能力)
(4) Deal with the points.
cover, at the end of, go to college, be divided into, take part in
Step 3. Summary
Give the students some time to recall what they’ve learned in this period.
Step 4. Homework
Preview the writing part of this module
Period Five
Teaching content: Writing + Task
Teaching aims and demands:
Writing: reply to an e-mail
Task: Writing a brochure about your school
（本课时重点是培养学生的写作能力）
Teaching procedures:
Step 1. Writing
a. Ask the students to read the e-mail individually.
b. Ask them some comprehension questions:
Who is writing the e-mail (Martha, a 16-year-old girl from New York)
Why is she writing (She wants students to tell her about their memories of their first year at primary school.)
What does she remember （The smell of wall paint; Molly, her friend; Miss Sharp’s smile.）
c. Go through the questions in the e-mail with the students and then ask them to write a reply individually in about 15 minutes.
Step 2. Task
a. Show the students a brochure about a school.
b. Prepare a brochure about your school.
Put the students into groups of three or four to do this task. Ask them to choose the best classroom and after-school activities Choose special features of your school (architecture, location, famous student).
c. Prepare material for the brochure.
Write a paragraph for each special feature.
Think of a slogan for your school: A Great Place for Study
d. Show your brochure to other groups of students.
Step 3. Homework
Finish Exercises19~21 in the workbook at Page 71.
Period Six
Teaching content: Listening and Speaking (Workbook P70) + Module file
Teaching aims and demands:
Improve students’ listening skills
Revise the whole module
Teaching procedures:
Step 1. Listening and Speaking (Workbook P70)
a. Pre-listening: [Activity 14 (P70)]
b. Listen and complete the form [Activity 15( P70)]
c. Listen and check
Step 2. a. Leading in: We’ve already finished the contents of Module One. What have we learned in this module And how many have you mastered Now let’s read Module File.
b. Give the students a few minutes to read the file.
c. Have a dictation on some new words and expressions.
d. Translation (English to Chinese or Chinese to English).
Step 3. Homework Finish the workbook.