2012高一英语教案：Module1--3模块整体解读及分析（3份打包）（外研必修1）

Module 2
模块整体解读及分析
Book 1 Module 2 My New Teachers
话题 本模块的话题为“我喜爱的教师”和“师生关系”。从学生的角度描述了不同教师的课堂教学风格，说明了不同学生对不同教学风格的偏爱，极富真实性。教师应围绕中心内容结合具体情况，组织学生运用所学知识和技能表达“我喜爱的教师”和“师生关系”等话题内容，使他们能够更好地理解别人，实现感情交流。
高考链接 话题为School life，具体为“师生关系”，在高考各种题型中比较接近的有：2009年湖北，完形填空题, 记叙文。记述一位对作者有着深远影响的老师。 2009年山东，完形填空题，记叙文。一位老师记述学生可爱的事迹。2009年陕西，阅读理解A篇，记叙文。记述作者小时候一次大雪天在幼稚园和一位耐心的老师的故事。
功能 本模块的功能是运用本模块所学词汇和短语表达偏爱 (Preference)
高考链接 听力理解：高考听力理解中，表达“偏爱”在对话中常常考查。作文：2009年天津卷作文，发言稿。主题为关于“我最喜爱的小说”的演讲比赛。2009年上海卷作文，信件。关于选择参加英语夏令营课程的申请信。2008年浙江卷作文，议论文。讨论两种工作方式并表达自己喜欢的方式。2007年山东卷作文，议论文。陈述选择成为师范生的理由。这些作文题从内容上基本都涉及“偏爱”的表达法的运用
结构 本模块的语法是学习动词-ing形式做宾语的用法。
高考链接 语法应用考查：2009年：全国卷II 16题; 上海卷21题；2008年：江苏卷29题，2007年：辽宁卷34题，
任务 Task of Module 2:对教师的教学风格进行总结和对比；讨论好教师的标准。Task of Period 1:Discussion and speaking: Students discuss their difficulties in English language areas in learning. Then talk about and share their successful experience and suggestions to help each other to improve. Task of Period 2: 1. Summarize the ways to express preference:2. Make a summary of the words and expressions to describe different teachers and teaching styles：1) Have students fill in a table about three teachers’ styles and pick out the descriptive expressions.2) Brainstorm expression to describe people and their personality. Task of Period 3:1. Speaking: In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. 2. Fast Reading: Deal with Workbook Reading about an English teacher named Tom Wood. It is a fast reading task to practise students’ reading comprehension in limited time. Task of Period 4:1. Set criteria for a good teacher.2.Writing: Learn about English punctuation and make a writing outline about students’ favorite teachers Task of Period 5:1. Compare schools in different countries and those in China. 2. Compare different schools and the relationship between students and teachers.*为方便任务设计的课堂实施，建议必要时设计模块“学案”印发给学生，以指导学生学习和完成任务。
课时划分 第一课时 Listening & vocabulary + Pronunciation + Everyday English
第二课时 Function & Speaking +Introduction + Reading & Vocabulary
第三课时 Reading & Vocabulary +Grammar +Speaking +Reading(WB)
第四课时 Task +Writing + Speaking and writing(WB)
第五课时 Cultural Corner +Listening & Speaking (WB)+Module File (Evaluation)
分课时教学设计
第一课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第一课时
教学对象 高一学生
教学项目 教材内容 Listening & vocabulary + Pronunciation + Everyday English
词语 表达偏爱的词汇和短语：prefer, would rather, favorite
结构 表达偏爱的句型结构：I’d prefer to do ...；I’d rather do ... than ...；My favorite teacher is ...
其他
教学目标 语言知识 headmaster, headmistress, period, revision, translation, timetable, topic, vacation, take a look, a couple of, up to sb; That’s settled.
语言技能 Reading: 理解听力题目要求，准确理解听力语段内容Listening: 在对话语段中识别表示偏爱的句型并推断意义；从对话中找出特定信息的词汇短语做相应的练习；Dictation：理解并根据所听内容写下题目要求填写的内容；Speaking: 练习运用表示偏爱(preference)的词汇和句型。
语言运用 掌握和运用描述学校生活的词汇、短语和句型；学习正确发音，尤其是单词中的重读音节(stressed sound in words)
文化意识 了解英语课堂讨论的情况及教师的授课风格。
情感态度 通过听对学校生活的描述，唤起学生对学校生活的体验，感受师生和谐融洽的关系，更加主动地配合教师，提高英语学习兴趣。
学习策略 总结和运用新学词汇短语、表示偏爱的句型； 学习运用描述学校生活的语言； 通过精听、朗读学习正确的重音发音，了解其特点和规律。
教学重点 掌握谈论校园学习生活的短语和词汇，尤其是表达偏爱的用法。
教学难点 正确运用表达偏爱的语言表达，并能正确的发音，读出重读音节。
运用任务 Task of Period 1:Discussion and speaking: Students discuss their difficulties in English language areas in learning. Then talk about and share their successful experience and suggestions to help each other to improve.
教学方法 听说法，任务教学法；合作学习(cooperative learning)
教学媒体 黑板，录音机（多媒体电脑+投影设备）
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 课堂启动 Talk about the topic of Module 1, “First day at senior high”, both as a review and an introduction to the topic of listening. Ask questions: 1. What do you think of your first week of senior high 2. How about your learning in class 回忆第一模块内容。回答问题。 复习和热身：为进入下一学习阶段铺垫。通过问答复习上一模块内容，并引出“听力”话题；创设情景让学生表达。
第6-11分钟 词汇学习 1．Ask and answer questions in Activity 1 on P15 so that the students can be more familiar with the new words.Step 1 Introduce the new words Teacher introduces a few words and then asks students to explain and answer the questions to learn their meanings. Teacher talk: Before we start a new module, we usually do some revision of the module we have finished. You do revision before exams, too. In learning English, sometimes you have to do some translation from English into Chinese in the book so that you can understand it more easily. Do you do a lot of translation in your language classes Then have students explain and answer the questions. Encourage them to give as many answers as possible to prepare themselves for listening tasks. Do it in pairs if possible. 2. Teacher writes down these new words on the blackboard and asks the students to read and correct their pronunciation error if any. 回忆词汇意义。回答问题。 学生学习、熟悉校园生活的词汇。利用认知策略，发挥学生自主学习积极性，学习和运用词汇。
第10-17分钟 听力练习 Listening tasks: 1. Play once and students finish Activity 2 Check answers. 2. Play twice and students finish Activity 3. Check answers. 认真听并听写、选择正确信息词汇。口头回答核对答案。 通过听和听写，进一步巩固刚才学过的有关学习生活的词汇。训练听解和听记特定信息能力。
第18-26分钟 听力延伸任务日常英语 Everyday English P181. Listen to the conversation once more. Ask students to dictate the important phrases and words in the context and explain their meanings if necessary. Tapescript (St=Student Mr. S=Mr. Stanton) Mr. S: Okay, kids, as you know, the exams are coming up soon, so we need to start work on revision. This afternoon I’m going to give you a choice. We can either do some revision or we can do some translation. 1) _____________. St: 2) _____________ do translation________ (than) revision, Mr. Stanton. Mr. S: How many people would like to do translation Chorus of voices: I would/Me/I’d like to do translation. Mr. S: That’s eight of you. So the rest of you would 3) ___________ revision, is that right Chorus of voices: Yes. Mr. S: That’s sixteen of you. So 4) ___________. We’ll do revision. I’m going to give you a choice of topic, too. Do you want to revise Life in the future St: I’d prefer to do Travel Mr. S: Hands up for Life in the future. (Students raise their hands) Eighteen of you. The choice is made. But before we start, there are 5) _______________ I need to say to you. Firstly, have you all got your new timetables Chorus of voices: Yes. Mr. S: Good. Can you 6) ___________ at them OK, Now, at present you have a free period on Tuesday afternoons. Well, that’s been changed and you’ve got French instead. 7) _____________ Chorus of voices: Yes. Mr. S: Excellent. And there’s one other thing. The headmaster wants to see everyone in the library at three this afternoon. OK Chorus of voices: Yes. Mr. S: Right. Let’s begin our revision of Life in the future.Key: (1.It’s up to you 2.I’d rather 3.prefer to do 4.that’s settled 5.a couple of things 6.take a look 7.Have you got that) Sample explanations:It’s up to you: It’s left to you to decide. That’s settled: The choice is made. A couple of things: A few things Take a look: Have a look.Have you got that: Understand 2. Then complete the conversations with these expressions.3. Give another conversation for the students to practice these expressions in a specific context. A sample conversation:S1: Attention, kids. There are a couple of things to tell you. We have a new timetable. Take a look after class. We’ll start our classes at 2:30. Don’t be late tomorrow. Have you got that S2: Yes. S1: We will decorate our classroom this weekend. I’ve prepared a couple of pictures. Take a look at the screen. Which one would you like to choose It’s up to you. S2: We prefer to draw pictures by ourselves. Do you agree S1: Great! Do what you like. That’s settled. Now let’s turn to the text. 听第三遍对话。口头回答填空。解释相关短语含义。 延伸听力练习，充分利用资源策略，设计听力填空使学生有进一步的训练机会。加深对语境中的语言运用的理解，更好的掌握知识，训练运用能力。[如有电脑投影，此练习设计使用会方便些，用录音机需要操作暂停以便提问]
第27-30分钟 听力任务延伸重音发音训练 Pronunciation P161. Pay attention to the stressed sound of the words in the table in Activity 1. Students listen and read after the tape.Have students underline the stressed sound in the words in Activity 2 first and check answers after listening. Tell students to pay attention to the pronunciation of stress sound in learning vocabulary. 听录音。模仿。辨音学习。 发展资源策略，指导学生利用录音，提高英语语音语调的水平
第31-36分钟 听力任务延伸讨论英语学习问题 Back to Activity 41. Ask the students to tick their difficult language areas then tell their difficulties in English learning.grammar, conversation, vocabulary, reading,writing, listening, translationExamples:T: Which of the areas is the most difficult for you and which is easiest Tell your reasons. S1: I think listening is really hard for me. Sometimes it’s just impossible to understand the materials.T: Who can give him some advice S2: Me. If you keep on practicing listening and reading aloud every day, you can make rapid progress. The more you listen to English, the easier it becomes.T: Discuss in groups of four. Tick the easiest and the most difficult, then ask for help or give advice. 学生自主分组练习。 本练习设计得好，一方面学生述说自己的困难，练习口语表达，另一方面分享学习经验和体会，互相加深了解，同时交流学习策略，共同提高。
第37-42分钟 听力任务延伸英语词汇关联 Activity 5. Explain the connection between these words and phrases. Study the example first and finish the rest. Students do this in pairs or groups and then report their answers. Possible answers: 2) Senior school is where you go after junior school; it is for older students.3) At senior school you usually have a different teacher for each subject.4) The students go into the playground at break and lunch time; it is where they can play games, talk and walk.5) If you are very good at a subject, your teacher will say you are an excellent student.6) When you have a teat, you need to do some revision to check whether you know everything.7) When the teacher has marked your exam you will get the results—for example 75 out of 100.8) When you take your textbooks home to do your homework, you put them into your schoolbag.*Activity 6 can be used in writing and speaking. It can be omitted if time is limited. 学生分组自主练习，然后回答分享答案。 根据生活体验，在不同词汇之间建立语义练习并用句子表述出来。是对学生的理解和表达能力的训练。需要给学生更多机会练习表达能力。
第43-45分钟 课程总结与布置作业 1. Summary: Sum up what is learnt in listening. Phrases: .It’s up to you. I’d rather…; prefer to do; that’s settled. a couple of things; take a look; Have you got thatExpressing Preference:I’d prefer to do ...；I’d rather do ... than ...；2. Homework:1) Finish Function & Speaking about expressing preference. 2) Do Exercises 6 & 7 on P74. Have the students do this individually. 3) Preview Reading and finish related activities. 回忆总结所学知识。完成练习。 总结是简单的回顾一节课所讲所学，帮助学生回忆，并养成及时总结的学习习惯。
第二课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第二课时
教学对象 高一学生
教学项目 教材内容 Function & Speaking + Introduction + Reading & Vocabulary
词语 形容词：amusing, energetic, intelligent, nervous, organised, patient, serious, shy, strict, scientific动词：avoid, hate, appreciate, enjoy, admit, wave名词：literature, impression, summary, respect短语：make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
结构 Verbs followed by –ing I’ve always hated making mistakes or pronouncing a word incorrectly ...There are a few students who keep coming to class late ...I think this is because he really enjoys teaching Chinese literature.
其他 掌握和运用描述人的词汇和句子1. She is kind and patient, and she explains English grammar so clearly that even I can understand it! 2. She is very strict — we don’t dare to say a word unless she asks us to. 3. She’s also very serious and doesn’t smile much.
教学目标 语言知识 词汇：描述人的形容词amusing, energetic, intelligent, nervous, organised, patient, serious, shy, strict； 接-ing形式作宾语的动词avoid, hate, appreciate, admit, enjoy, keep等常用短语：同上栏短语部分
语言技能 Reading：理解介绍教师风格和师生关系的短文、获取信息并掌握和理解作者的观点；阅读中能识别新词汇短语、动词-ing形式并推断出意义；阅读和理解来自其他途径的相关文章。Listening：听懂对教师特征及其风格的描述并获取相关信息；听懂相关内容的其他对话和文章。Speaking：运用表示个性特征的词汇描述熟悉的人物；描述好老师的特征；比较中外学校和师生关系。Writing：运用所学词汇、短语、动词-ing形式，按照要求做书面练习；描写自己喜欢的老师。
语言运用 用表示个性特征的词汇描述熟悉的人物；描述好老师的特征；掌握运用常用的描述人物特征的句式，例如：She is also very serious and doesn’t smile much.Some ..., but most of us really appreciate her ... well organized and clear. There are few students ... who keep coming to class late...
文化意识 了解国外中学生对教师风格的要求；通过对比改进学习风格。通过对中外学校师生关系进行对比，进一步促进师生关系的发展。
情感态度 加深对老师的了解和热爱，既发挥学习主动性，也配合教师的教学工作，使师生关系更加融洽。
学习策略 认知策略：总结动词-ing形式作宾语的词汇，根据现有知识和经历对介绍教学风格的材料进行理解、分析、比较和综合。调控策略：根据模块问题锻炼略读和查读技能，加强对思维方向的自觉控制。资源策略：通过其他资源获取更多介绍师生关系等方面的信息。
教学重点 熟练掌握描述人物特征的词汇表达以及如何描述不同人物和职业，比如教师。
教学难点 使学生掌握描述人物特征的词汇和表达，能够简单描述自己喜欢的教师和课程并说明原因。
运用任务 Task of Period 2: 1. Summarize the ways to express preference: Students summarize the expressions about preference. ■One’s own preferences:- I'd rather/I'd sooner + infinitive -I prefer sth/ doing… to sth/ doing…-I prefer to do … (rather than do…)-I would prefer to do… (rather than…) ■Preferences about other people:- I'd rather you + simple past (Did, were etc...)... to refer to the present or the future- I'd rather you + past perfect (Had done, told etc...) … to refer to the past 2. Make a summary of the words and expressions to describe different teachers and teaching styles：1) Have students fill in a table about three teachers’ styles and pick out the descriptive expressions.2) Brainstorm expressions to describe people and personality: 头脑风暴法，让学生给出更多的描述人的特征的词汇和表达，拓展词汇。
教学方法 任务教学法，讨论法，合作学习(cooperative learning)
教学媒体 黑板，录音机（多媒体电脑+投影设备），几幅本校教师和师生课堂学习的图片
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-3分钟 复习 1. Revision Dictation. Ask students to write down the following words and check the meanings. headmaster headmistress period revision translation timetable topic vacation 听写单词。 复习听力部分词汇巩固知识
第4-8分钟 引入听力延伸任务 Function and Speaking1. Finish Activity 1 on page 17.2. Finish Activity 2. Call back the answer from the class, with one student asking the question and the other answering. 回答问题。 继续听力任务学习表达“偏爱”的句型
第9-13分钟 总结“偏爱”表达法和用法 Task 1: Sum up the expressions of preference and explain the usage of would rather.■One’s own preferences:- I'd rather (not) /I'd (not) sooner + do sth…宁愿(不)做某事-I would rather do sth than do sth =would do sth rather than do sth=(would) prefer to do sth rather than do sth -I prefer sth/ doing… to sth/ doing…-I prefer to do …(rather than do…)-I would prefer to do… (rather than…)■Preferences about other people:-I'd rather you + simple past (Did, were etc...)... to refer to the present or the future宁愿某人做某事(用一般过去时表示现在和将来)-I'd rather you + past perfect (Had Done, told etc...) to refer to the past宁愿某人做过某事(过去完成时表示过去的情况)【例句】1. 我宁可呆在家里,不想外出。I’d rather stay at home than go out. 2. 你愿意步行还是坐公共汽车 Would you rather walk or take a bus？ 3. 我宁愿你明天来。I’d rather you came tomorrow。 4. 我宁愿你昨天没有做那件事. I’d rather you hadn’t done it yesterday. 5. ——你介意我抽烟吗 ——嗯, 最好别抽。 —Do you mind if I smoke —Well, I’d rather you didn’t. *如时间允许，扩展复习表示喜欢的表达，或布置为课下拓展任务。例如：I like doing…; I am fond of sth/doing…; I am into sth; be interested in sth/ to do sth …;be enthusiastic about; be crazy about… 回忆总结。给出更多的可能的表达。 同学回忆总结句型，并通过例句讲解用法。
第14-19分钟 介绍阅读话题 Introduction：1. Do Activity 1 on P11. Put the words into two groups by deciding they are positive (+) or negative (-). positive (+)negative (-)2. Show some pictures of the students’ teachers. Students work in groups of four to describe the pictures using words from Activity 1, they can give more words to better describe different teachers. First, show a few pictures of yourself Second, show some pictures of other teachers. Students may give different descriptions. 3. Ask students a question: What’s a good teacher like in your opinion Have students tick the statements that you agree with in Activity 3, P11. 4. Listen to the tape and see what criteria Alex has. Have students tick he statements that he agrees with in Activity 3. Students listen and tick the statements. Let the students compare his / her choices with Alex’s. 小组合作。学习讨论。阅读并选择自己认同的选项。听音并比较自己和Alex的观点。 引入阅读话题，通过词汇分类学习描述任务的词汇，并在下面的活动中运用，熟练掌握词汇。
第20-26分钟 快速阅读 Reading Task 1 Fast reading 1. Turn to P12 and look at their pictures. They are Mrs Li, Mrs. Chen and Mr. Wu. Let’s answer the following questions before reading according to the pictures. Questions:1) What’re your impressions of each teacher from the pictures 2) Which teacher do you think the students like a lot 2. Fast read the text to see whether what students say is true or false. Have students read the text quickly and check their answers and find out the answers to questions in Activity 1.3. Which teachers do students like a lot 4. Who is a very good teacher but serious and strict 5. What subjects does each teacher teach Ask some to tell their answers after the students read the text. 3.Words and expressionsHave students finish Activity 2 and Activity 3 on P13.Check their answers in class. 观察图片描述印象。快速阅读。 利用课文配置的图片练习描述对人物的印象。快速阅读，练习查读和扫读的阅读策略。迅速在文中定位题目要求的特定信息。阅读中理解和猜测新学词汇的意义并通过练习巩固。
第27-35分钟 深入阅读 Reading Task 2 In-depth Reading 1. Have students answer the questions in Activity 4.2. Students read the passage again and work together with their partners to learn the way the author describes a teacher. 3. Show a table on the screen (draw one on the blackboard). Give them a few minutes (2minutes) to fill in the table about the whole text after reading the text again. Check the answers with the whole class.NameSubjectAppearancePersonalityExamplesMrs Li Mrs ChenMr Wu4. Discuss the questions in Activity 4 and call back students’ answers to practise the expressions. 再次阅读课文，带着学习目的找出描述人物的词汇和表达，并按照类别分类，在下面的练习中学习运用。 深入阅读一方面旨在训练学生的深层理解篇章能力，通过问答练习给出特定信息。另一方面要完成阅读学习任务，总结描述人物特征的词汇和表达，并练习运用，训练表达能力。
第36-40分钟 语言学习 Task 2：Learn how the author describes a teacher, and master the way of describing people.描述个性Personality:kind, patient, serious, strict, organized and clear, energetic and amusing描述教学风格Teaching styles: -Explain grammar clearly, avoid making students feel stupid-Not smile much, none dare to be late, explain exactly what is happening -Talk loudly and fast, wave his hand about a lot, tell jokes sometimes其他表达Other ways: …Have students brainstorm more words and expressions to describe people. Then make a summary. 总结人物特征的英文词汇和表达，尽可能将所学过的知识联想起来，扩展词汇 在深层阅读基础上把课文中的描述性的词汇和句子表达总结出来，并适当扩展，以巩固所学，并为后面的口语表达和作文训练初步奠定基础。
第41-44分钟 总结 Make a summary together with students of what has been learnt in the lesson. Briefly look back on the topic of the reading passage and the ways to describe different people. 与老师一起总结本节课所学重点，回忆巩固。 总结回忆本节课所学，巩固知识。
第45分钟 布置作业 Homework 1) Review the reading and language knowledge. 2) Oral homework: Activity 3 on P17. The students can use some useful words and sentence patterns. 3) Collect more information about your teachers and fill it in the table on the blackboard. Introduce one of your teachers and try to use some of the words we have learnt in reading. 4) Finish Activity 5on P74. 理解作业要求。按时完成。为下节课做好准备。 布置课后作业，笔头和口头都考虑，使学生注意英语学习的特点和规律，自主练习提高。
第三课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第三课时
教学对象 高一学生
教学项目 教材内容 Reading & Vocabulary + Grammar +Speaking +Reading (WB)
词语 动词：avoid, hate, appreciate, enjoy, admit, wave短语：make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
结构 动词后加-ing形式和描述人物句型：...and the class really likes working with her. I’ve always hated making mistakes or pronouncing a word incorrectly ...There are a few students who keep coming to class late ...表偏爱句型：I prefer ... ；I’d prefer to do ...；I’d rather do ... ；I’d rather do ... than ...I think this is because he really enjoys teaching Chinese literature.
其他 WB Reading句型学习P75I designed this webpage so that ... I think it is important to get to know my students well.
教学目标 语言知识 动词：Verbs followed by –ing admit, appreciate, avoid, consider, dislike, enjoy, finish, keep, hate, imagine, like, love, practise, stop, suggest短语：don’t dare to do, make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes
语言技能 Reading：理解介绍教师风格和师生关系的短文、获取信息并掌握和理解作者的观点；阅读中能识别新学词汇短语并推断出意义，理解新词汇并学习运用Listening：听懂对教师特征及其风格的描述并获取信息。Speaking：运用所学词汇和短语口头表达偏爱；运用表示个性特征的词汇描述熟悉的人物；描述好老师的特征。
语言运用 在口语表达中掌握和运用描述人物特征的词汇、接-ing作宾语的常见动词和表达偏爱的句型。运用所学内容学习新的相关话题的文章，理解含义，查读特定信息。
文化意识 了解国外中学生对教师风格的要求；通过对比改进学习风格。
情感态度 加深对老师的了解和热爱，既发挥学习主动性也配合教师的教学工作，使师生关系更加融洽。
学习策略 认知策略：总结和运用新学词汇短语；根据现有知识和经历对介绍教学风格的材料进行理解、分析、比较和综合。资源策略：通过其他资源（如练习册中或报刊的文章等）获取更多介绍师生关系等方面的信息。
教学重点 掌握和运用描述人物特征的词汇，熟练运用接-ing的动词。通过快速阅读了解个人主页的任务自我介绍，了解教师Tom Wood的特点。
教学难点 熟练掌握和运用接-ing的动词。熟练运用表达偏爱的句型。
运用任务 Task of Period 3:1. Speaking In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. 2. Fast Reading Deal with Workbook Reading about an English teacher named Tom Wood. It is a fast reading task to practise students’ reading comprehension in limited time.
教学方法 听说法, 任务式教学法，合作学习(cooperative learning)
教学媒体 黑板（投影设备），录音机
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 复习作业核对 Check students’ homework: 1. Check answers to Activity 5on P74 about vocabulary. 2. Have students do Activity 3 on P17 orally to practise Expressing Preference. 3. Ask two student each to write descriptive words and verbs followed by –ing form on the chalkboard as a reminder for them. kind, patient, serious, strict, organized, clear, energetic, amusingappreciate, avoid, consider, enjoy, hate, like, love4. Have students introduce one of their teachers and try to use some of the words that have been learnt in reading. 核对练习。口语表达，介绍自己的一位教师。 通过练习核对，熟悉所学词汇，检验学习效果，督促学生学习并通过介绍一位自己的教师真实的运用本模块知识。
第6-12分钟 课文语言学习 Pick out important language focus and explain them. Ask students to practise some of them. 1. …but Mrs. Li just smiles, so that you don’t feel completely stupid! (Para.1) so that 引导结果状语从句。例如：1) All the people laughed at me, so that I felt embarrassed. 2) The girl practiced playing the violin very hard, so that she did a very good job at the concert.2. I’ll do well in the exam with Mrs. Chen teaching me. ( Para.2) with + N + doing 语法上称为with复合结构，在句子中一般做状语和定语。1) I’ll make more progress in my English study with you helping me. 2) He really couldn’t work with a baby crying in the next room.3) They walked on with the white snow shining under the sun.3. She’s very strict—we don’t dare to say a word unless she asks us to.1) dare 作实义动词时, 一般用于否定句和疑问句，用助动词提问和否定：don’t dare to do /Do you dare to do.. 作情态动词时, 一般用于肯定句, 否定句和疑问句，直接提问和否定：dare do / dare not do I dare not answer his question. = I don’t dare to answer his question.2) unless = if not. 这句话可转换成 we don’t dare to say a word if she doesn’t ask us to. My father comes home before dinner every day, unless there is something urgent to do. unless不可用于指尚未发生的事情的结果，因而不可用于“假想的”虚拟条件句中。We would have had a lovely holiday if it hadn’t rained every day.4. He’s got so much energy; this is one class you don’t fall asleep in. 他精力充沛。他的课你不会想睡觉的。 这是一个定语从句，关系词that或which，在句子中作宾语，可以省略。课文中其他定语从句：There are a few students who keep coming to class late.5. Mr Wu’s only been teaching us for two weeks and he is already very popular.have been doing 现在完成进行时表示动作从过去某一时间开始，一直延续到现在，可能还要继续下去。对比: 现在完成时(主要用于表示已完成的或现在已经做过的事)I have typed your letter. 我把你的信打出来了I have been typing your letter. 我一直给你打信6. Have one student write the sentences from their talks on the chalkboard. Examples:She likes giving us some interesting examples.I hated learning mathematics.We enjoy listening to English.We disliked learning English, but now we all admit liking it.Ask students to read out the sentences with verbs followed by –ing form in Activity 1 on P14. And then answer the questions to tell what they notice about the sentences. Students point out that these words are usually followed by –ing as their objectives. 理解课文中的重要词汇和句子结构，并通过练习掌握其运用。 语言学习是阅读训练中的重要环节。在阅读的基础上，要求学生理解课文中的重要词汇、短语和句子结构，并通过分析和翻译练习掌握其运用。
第13-20分钟 语法学习 1. Finish Grammar, Activity 2 on plete the sentences with words from the box. There may be more than one answer. Change the forms where necessary.2．Check their answers in class and correct any mistakes if there are.Students work in pairs to make sentences and share with each other for 2 minutes. 3. Brainstorm more verbs that are usually followed by –ing as objective. Grammar: Verbs followed by –ing1)直接接动名词的作宾语的动词有: admit, avoid, advise, allow, appreciate, consider(考虑), delay, enjoy, escape, fancy, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest；2)直接接动名词的短语有: feel like, give up, can’t help, keep on, insist on, put off, be busy in, have some trouble/difficulty /problems(in), be/get used to, look forward to, devote…to, stick to, object to(反对), thanks to, get down to(开始,着手)[例句] I am looking forward to seeing you. 我盼着再见到你。The book advised taking more exercise. 医生建议多运动。.The boy refused to admit stealing my money. 这个男孩拒绝承认偷了我的钱。We missed the 5:30 bus, which means waiting for another hour. 我们误了5:30的班车,这意味着还得等一个小时。.I really enjoyed working on the farm. 我真的喜欢在农场干活。She had finished listening to the new. 她听完了新闻。■动名词的复合结构：动名词有时可有自己的逻辑主语,构成动名词的复合结构 one(one’s)doing sth,其中其逻辑主语不可使用主格代词。 Would you mind my opening the door 我打开门你介意吗 归类接-ing作宾语动词，并通过练习扩展该类词汇，拓展词汇。 语法学习是语言学习的重要内容，本模块的内容是重要的非限定动词-ing形式作宾语的动词总结，要求学生同过课文学习和练习扩展词汇，掌握其用法，以更好的运用和表达。
第21-25分钟 语法练习 1. Finish the Practice 2 and Practice 3 in Workbook on P 71. Have students finish the practice about verbs followed by –ing and master them in context. 完成练习，掌握词汇。 在讲解语法的基础上，马上练习，巩固所学。
第26-32分钟 口语训练 Task 1: Speaking P14 1. In this part the students will talk about their favorite teachers, and the parts of school life they enjoy most. 1) Talk about your favorite teachersRead the example of Activity 1 in SPEAKING first.2) Work in groups and describe their favorite teachers. Allow students 2 minutes to practise and then share their description. Examples：Student 1I’ll never forget my mathematics teacher Mrs Wang. She looks like a little girl, though she has been a teacher for six years. She is very kind and patient. And her teaching is well organized and clear. What’s more, she likes giving us some interesting examples to help us understand some difficult points. I hated learning mathematics, but now I find it interesting. 在老师指导和同伴合作中完成口语训练任务，掌握描述人物的词汇和句型。 说的能力是重要的输出技能，需要利用教材的内容，结合学生的实际生活，创设真实的语境运用所学，表达思想。
第33-40分钟 快速阅读 Task 2: Reading After practicing speaking, encourage students to go further to learn more about a different teacher. This is a fast reading task to practise students’ reading comprehension in limited time. Workbook Reading on P75 is a webpage. An English teacher named Tom Wood introduces himself and his life. The students can know his everyday life, his hobbies and his family. Before reading, ask the students to read the questions first and give them 5 minutes or so to read the passage silently to get the information they need quickly. Then decide if the sentences in Exercise 9 are true or false by referring to the webpage again. The students make judgment and correct the false ones.Sample answers: 1. Tom Wood is an English teacher working in China.2. He lives in Beijing, China. 3. He speaks English, Putonghua and a little Cantonese.4. Photos.Some useful expressions：1. 设计网页 2. 做…也公平3. 我在中国已生活和工作了十五年。4. enchanting flower 5. 一点点的… 6. 组织一次比赛 7. 点击下一个链接Key: 1. design a webpage2. it is only fair that…/to do …3. I’ve lived and worked in China for the past 15 years. 4. enchanting (迷人的) 5. a little bit of …6. organize a competition7. click on the next link 在老师的指导下完成快速阅读任务。 完成课文学习和口语练习后，继续学习人物介绍的文章，既应用所学词汇巩固知识，又训练快速阅读，通过查读技能定位特定信息，完成阅读问题。快速阅读的重点不是语言学习，而是阅读技能的训练。时间允许的话，可以稍作语言学习。
第41-44分钟 总结 Sum up language focus and verbs followed by –ing. The sentence patterns to express preference, to describe people’s personality and teacher’s jobs. 回忆总结所学，巩固知识。 与学生一起总结所学，巩固记忆，也培养学生及时总结的学习习惯和策略。
第45分钟 布置作业 1. Review what has been learnt in this lesson, vocabulary and grammar. 2. Pair work: Interview Read the example of Speaking Activity 2 on P 14. Work in pairs. One acts as a journalist, and the other a student. Talk about the parts of school life you enjoy most and why. 3. Other related practice s 完成作业。 指导学生及时复习所学并通过练习应用掌握。
第四课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第四课时
教学对象 高一学生
教学项目 教材内容 Task +Writing + Speaking and writing(WB)
词语 favorite, energetic, amusing, funny, intelligent, kind, lively, nervous, organized, patient, popular, serious, shy, strict, discipline, stupid
结构 标点与句子结构Surprisingly, all the students got good marks.I’m doing maths, chemistry, physics and biology.It’s sometimes difficult for me to understand him, but I do my best.It was a difficult problem, I agree.
其他 学习正确理解文意，正确规范地使用标点。
教学目标 语言知识 写作任务主要是复习和运用本模块所学习得词汇、短语和句型等知识。
语言技能 Reading：读懂与话题相关的文章，理解意义，复习标点的作用和写作中的正确运用；Writing：在写作中能准确运用标点符号；描写教师的教学特点；论述好教师的标准。
语言运用 在写作中能准确运用标点符号。
文化意识 正确理解英文文章中的标点的使用并学习规范运用，自觉比较英文、中文的标点的异同，正确使用英文标点。
情感态度 在写作练习中加深对任教老师的了解和热爱，理解和体会老师的工作，既发挥学习主动性也配合教师的教学工作，使师生关系更加融洽。
学习策略 认知策略：总结和运用新学词汇短语；根据现有知识和经历对介绍教学风格的材料进行理解、分析、比较和综合。资源策略：利用课文资源和其他来源地文章来获取更多描述教师个性特征和工作以及介绍师生关系等方面的信息、词汇和表达，并在写作任务中运用。
教学重点 复习描写人物的词汇，并在作文中运用。在作文中正确规范的标点（use commas, full stops, capital letters and question marks），以清楚地表达意思。
教学难点 在作文中，正确的标点（如逗号、句号、大写字母等），表达自己的思想。
运用任务 Task of Period 4:1. Set criteria for a good teacher.2. Writing: Learn about English punctuation and make a writing outline about students’ favorite teachers.
教学方法 任务教学法，合作学习(cooperative learning)
教学媒体 黑板(多媒体电脑+投影设备）
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 复习作业呈现 Interview:At most two pairs present their Interview to practise speaking about their enjoyable school life. 口头作业检查，表演采访对话。 检查作业，同时训练学生的口语能力。
第5-15分钟 模块任务 Module Task: Setting criteria for a good teacher.After learning the texts and different practice, it is time for students to do this task. It is time for them to speak out their minds and practise expressing their ideas in English. 1. Read the instructions of Activity 1 and make sure students know what to do. Have students form groups of four to have a discussion about their ideas. Make notes on the paper. (3 minutes) ■An alternative: Prepare a handout (as in a learning plan) with a rubric given in the Teacher’s Book (P25) for students to think over and tick their choices. This may provides students with a wider range of choices to think about. 2. Carry out the task in a competition. See which group can give the most criteria. (3 minutes ) Each group select one representative to give their answers and write them on the chalkboard. Students can judge which group give the most and win the prize. 3. Finish Activity 3 based on the discussion, and write ten criteria for a good teacher. The final list may be over ten to include more creative and wonderful ideas. (4 minutes)Sample criteria:1. A good teacher teaches very clearly. This is important because students can easily follow the teacher.2. A good teacher properly uses real cases in teaching. This is important because real cases will enable students to make practical use of what they have learnt in class.3. A good teacher teaches the content of course logically. This is important because students will get a clear idea of what is taught in each lesson.4. A good teacher pays attention to improving students’ ability to analyze / solve problems. This is important because problem solving is an important skill that everyone should master.5. A good teacher tries to make teaching lively and interesting and avoid monotony(单调). This is important because students won’t feel bored and sleepy in class.6. A good teacher uses examples comparing different theories and methods. This is important because examples make theories easy to understand.7. A good teacher is very confident. This is important because students usually trust and admire confident teachers.8. A good teacher looks tidy and well-dressed. This is important because that will make students feel pleased.9. A good teacher is friendly to every student. This is important because good relationship will make learning smooth. 10. A good teacher respects the students’ opinions. This is important because that will encourage students to express themselves.Other criteria for reference: humorous; friendly tone; pay attention to students’ needs; ready to accept students’ suggestions; having fun with students; introducing different cultures; say “It doesn’t matter.” when students make mistakes and help solve them 理解任务要求，利用所学知识，小组讨论合作，得出问题的可能答案。小组之间以竞赛的形式练习。综合各种答案最后总结得出好教师的标准。■另一种做法：给学生印发《教师用书》25页的表格供他们讨论选择，得出自己的结论。可以用学生的话来总结，并整合到样例中，再给学生印发，供其学习。 本模块的任务是通过小组讨论，得出一些评判好老师的标准，在学习完课文和听力之后，利用所学并结合学生的生活，总结归纳好教师的标准。通过小组竞争比赛，激发学生兴趣，激活更多的语言运用，及复习巩固知识，又锻炼了表达能力。
第15-18分钟 写作任务呈现 1. First write the following sentence on the blackboard:Tom said the teacher is a foolish duck. Teacher tells a story as follows:One day, when Mr. Stanton entered the classroom, Tom shouted “The teacher is a foolish duck.” Everyone looked at Mr. Stanton. To their surprise, the teacher said nothing but wrote a sentence on the blackboard. He said “Today we’ll learn punctuation marks.” Mr. Stanton said happily. Then he used two commas in the sentence. “Tom, said the teacher, is a foolish duck.” “Please punctuate correctly next time, Tom.” Mr. Stanton said, while pointing to the blackboard. Teacher needs to write the word “punctuation” on the chalkboard while telling the story for explanation. 2. Write another sentence on the blackboard:Tom, said the teacher, is a foolish duck.Then ask students: What does the story tell us Sample answer: How important punctuation is. (The importance of punctuation) 听故事，理解含义，得出关于标的作用的结论。 通过一个小故事来讲述标点对一句话意思的改变，并引导学生思考标点的作用，重视英文 标点的使用。
第19-22分钟 写作任务 1. Ask students to observe the five sentences on P18 and tell where we should use commas.Let the students read the sentences and give their answers.Sample answers: 1. 用以将引导性或转折性词语如therefore, however, by the way 与句子的其他部分隔开。2. 用来隔开行文中的词、词组或从句。3. 用于分隔并列复合句，用于连词and, but, or 之前。4. 用于插入句中的从句等成分之前。 完成练习，总结逗号的作用。 通过朗读总结逗号在句中的作用，加深学生对标点的作用的认识。
第23-26分钟 写作标点训练 1. Finish Activity 2. Make sure that students understand the meaning of full stops, capitals letters, question marks, and commas. Then Punctuate the paragraph. Use full stops, capital letters, question marks and commas where necessary. Ask some students to read their answers. Sample answer: What is a good teacher I don’t think there is one answer only to this important question, because good teachers can be strict, kind, lively, quiet, amusing or serious. However, there are some things that a good teacher must do. For example, he or she must plan his or her lessons carefully and must explain things clearly. If not, students will have problems. Also it’s very important for teachers to have discipline in the class, don’t you think so Finally, a good teacher needs to like his students and enjoy teaching. I believe that’s very important. 2. Have students punctuate a paragraph from Reading and Vocabulary. Show the paragraph without punctuation on the screen (or on a handout) and ask them to punctuate it without referring to the text. Mr. Wu’s only been teaching us for two weeks and he’s already very popular I think this is because he really enjoys teaching Chinese literature he loves it in fact he’s got so much energy this is one class you do not fall asleep in he’s about 28 I think and is rather good-looking he talks loudly and fast and waves his hands about a lot when he gets excited he’s really amusing and tells jokes when he thinks we’re getting bored even things like compositions and summaries are fun with Mr. Wu I respect him a lot Let students check on their own. 完成练习，体会标点的作用和规范标点的使用。 通过段落练习标点的使用，理解段落表达的意义，体会其重要作用。
第27-41分钟 练习册写作训练 Speaking and Writing (WB) P77 This part can be completed in three steps. 1. Students work in pairs to answer and discuss questions in Practice 13 about their ideal teachers to prepare useful information for writing; (3 minutes)2. Practice using punctuation marks in Practice 14;(3 minutes)3. Allow students to write a composition following the given steps of Practice 15 on P78. (5minutes) First have students write down an outline of their composition because of the limited time. Leave this as written homework. 练习段落中标点的使用，讨论自己的理想和喜欢教师并作笔记，准备作文素材。 延伸至练习册中的写作练习,标点的使用。讨论学生喜欢的老师并做笔记，写作提纲，为作文做准备，也养成学生的作文构思习惯和学习策略。
第42-44分钟 总结 Sum up the lesson about punctuation in writing. 和老师一起回顾本课所学。 课堂结束时复习巩固所学内容
第45分钟 布置作业 1. Review 2. Finish Writing Practice 15 (WB) P78 and hand in. 3. Preview Cultural Corner 完成作业。做好预习。 延伸课堂写作任务，课后完成作文。指导预习。
第五课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 2 My New Teachers 第五课时
教学对象 高一学生
教学项目 教材内容 Cultural Corner + Listening & Speaking (WB) Module File (Evaluation)
词语 relationship, formal, relaxed, similarly, discipline, relationship, state schools, private schools
结构 This is true of..., where discipline and respect for the teacher is considered very important. In America, students and teachers are quite relaxed with each other.
其他
教学目标 语言知识 掌握教育体系的词汇，如discipline, relationship, similarly, state schools, private schools, be relaxed with和阐述、比较的句型如This is true of…, the same is true of …
语言技能 Enable the students to learn how western schools are different from Chinese schools.Enable the students to get to know Tom Wood by reading his webpage.
语言运用 阅读短文, 了解国外公、私立学校不同情况，掌握相关词句，并进行初步的中外对比。
文化意识 了解我们国家和国外公、私立学校师生关系的相同点和不同点。
情感态度 了解我们国家和国外公、私立学校师生关系的相同点和不同点，加深本国教育的了解，和师生关系的认识，激发对教师的和国家的热爱，发挥学习主动性，也配合教师的教学工作，使师生关系更加融洽，提高学习质量。
学习策略 认知策略：总结相关话题的新词汇、短语、句型；根据现有知识和经历理解、分析、比较中外公、私立学校和师生关系。调控策略：根据文章的问题锻炼略读和查读技能，加强对思维方向的自觉控制。 资源策略：通过报刊、网络等其他资源获取更多介绍中外公、私立学校和师生关系等方面的信息。
教学重点 通过阅读使学生了解国外公、私立学校不同情况，并结合自己经验对比中国教育体系，得出其异同之处。
教学难点 用英文表达中国学校教育体系并进行中外比较。
运用任务 Task of Period 5:1. Compare schools in different countries and those in China. 2. Compare different schools and the relationship between students and teachers.
教学方法 听说法，任务教学法，合作学习(cooperative learning)
教学媒体 黑板(电脑+投影设备)，录音机，相关图片
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-3分钟 复习 1. Show (or on the handout) the following passage on the screen. Ask students to fill in the blanks with proper words. Actually I'd prefer to ______ Mrs. Li ______ my English teacher. Mr. Stanton No, I don't like him very much. ______ I think he avoids ______ decisions himself. It seems he ______ prepare his teaching plan well and is not well ______. What should a good teacher be like Firstly, he/she should be patient. Secondly, he/she should know what ______ need although he/she should give us ______. A good teacher enjoys ______ with us and gives us a lot of ______. Of course he/she should let us keep practicing ______ things on our own. I'd rather try things _______ listen to the teacher explain everything. But I can't imagine a teacher ______ Mr. Stanton who likes ______ to the students too much. Another reason why I like Mrs. Li is that she tells ______ and her lessons are so______. She is kind, but also ______. I love ______ in her classes.Keys: have, as, why, making, doesn't, organised, we, choices, working, fun, doing, myself, than, like, listening, jokes, interesting, strict, sitting 完成练习。 用一篇短文综合复习课文阅读和听力涉及的语言内容，给出具体语境，复习所学词汇。
第4-6分钟 话题引入 Presentation as lead-in After learning about different teachers in readings. A further study about schools in different countries comes.Different countries have different schools. In this lesson we will learn Cultural Corner, which is about some differences between schools in different countries. 随着老师介绍进入话题，做好阅读准备。 总结前面所学，从教师到教育体系和师生关系，自然引入文化背景阅读话题。
第7-10分钟 听读任务 1. Listen to the recording of the text. Answer the following question:1) What’s the main idea of the passage This passage introduces different relationship between teachers and students in western countries and differences between schools in different countries. 听力理解，听出并表达特定信息。 阅读可以处理为听的练习，让学生听出并总结主旨。
第11-14分钟 快速阅读任务 2. Fast Reading practice Read the text quickly and silently, and then answer the questions below. 1) What are the differences between teacher and student relationship in some countries like France, USA and Britain The relationship between teachers and students in France is formal. In America and Britain, students and teachers are quite relaxed with each other, but the teachers can have big problems with discipline. 2) What’s the main difference between state schools and private schools State schools are paid for by the government, but in private schools, the parents pay for the education of their children. 快速阅读，找出问题所需的信息。 阅读设计快速阅读练习，训练学生定位特定信息能力
第15-20分钟 阅读讨论 3. Further Reading for comparison and discussion Think about the questions below: 1) What’s the relationship between students and teachers in China 2) What about difference between state schools and private schools in China Get students to read the text carefully and prepare to answer the questions. Discuss the questions in groups and then tell their discoveries. 深入阅读。结合自身学习教育经验，比较中外学校体系和师生关系，并用英文表达结论。 充分利用阅读文章的话题，深入文本，引导学生结合自己的学校体验和知识对比、分析总结，强化文化差异意识，比较中外的异同，提高分析和表达能力。
第21-28分钟 语言学习 I. Have students finish this with books closed. Fill in the blanks according to the text The relationship between teachers and students in Germany, and Spain is _______, where _______ and ________ for the teacher is considered very important. The same is ______ ______ Russia. In northern European countries, _______, the relationship between teachers and students is _____ _______ and _____ _______. In America, students and teachers are quite _______ ______ each other. Keys: quite formal, discipline, respect, true, of, however, much, friendlier, more relaxed, relaxed with.II. Language learning 1. In many European countries, for example, the relationship between teachers and students is quite formal.relationship n. connection关系 relationship between And B with sb (人、团体、国家之间的)关系，联系她和她妹妹关系非常的亲密。 She has a very close relationship with her sister. 我已经和我的老板建立起良好的工作关系。I have established a good working relationship with my boss.2. This is true of France, Germany, and Spain, where discipline and respect for the teacher is considered very important. The same is true of Russia.be true of (某种情况)适用于,适宜于;合乎事实的. It is true of everybody. 这件事适用于每个人. come true 变成现实 be true to life 栩栩如生3. In northern European countries, however, the relationship between teachers and students is much friendlier and more relaxed. relaxed adj. 轻松的, 松懈的, 宽松的He appeared relaxed and confident before the match. 比赛之前,他显得镇定而自信. She had a relaxed manner. 她的举止特别自然. 比较：The time spent was so pleasant, so relaxing. relaxing adj. 令人放松的, 轻松的 a relaxing drink/walk/evening 使人感到轻松的一杯饮料/一次散步/一个夜晚4. In Britain, relationships are quite relaxed, but teachers can have big problems with discipline. have problems with …会碰到……的问题 Early in his life Degas began to have problems with eyesight.德加在早年的生涯中视力开始出现问题。5. Similarly, America has both state and private schools. similarly adv.相同的,同样的 (可以修饰动词,也可以修饰整个句子)Husband and wife were similarly successful in their chosen careers. 夫妻俩在各自选择的事业上都很成功。The United States won most of the track and field events. Similarly, in swimming, the top three places went to Americans. 美国赢得了田径比赛大多数项目的胜利。同样，在游泳方面，美国人也囊括了前三名。 6.… but the private schools can be very good. can 在肯定句中表达客观可能性 Children can be tiresome. 孩子们有时很烦人。 Jogging can be harmful for the health. 慢跑也可能会对健康有害。 学习语言，完成练习。通过翻译和语境理解学习重要的语言表达。 语言学习是阅读的一大功能，在适合的语篇内容，找出重点，通过翻译和语境理解学习重要的语言表达。
第29-36分钟 听力任务 Workbook Listening and Speaking P 16-17 Make sure students know what to do. Teacher Talk: After class, two teachers are talking about their lessons and some students are talking about their class. What are their topics 1. Listen to the two conversations and judge whether the statements in Exercise 10 are true or false.Students listen and judge them.2. Read Exercise 11 to get the listening points first and then listen to Conversation 1 again. Then choose the correct answers.Students read and then listen to choose the right answers.3. Now listen to Conversation 2 again and complete the sentences in Exercise 12.Then check the answers. 延伸练习。在老师的指导下完成练习中的听力练习。 利用练习册中的合适的话题训练学生的听力理解能力，同时也是对本模块话题内容的复习。
第37-43分钟 模块评价与总结 Module File (Evaluation) 1. Look at P 20. Get students to check if they have already mastered all the vocabulary, expressions, if they can remember all the verbs followed by –ing as objective. A simple but handy rubric can be used to self-evaluate their performance(as can be seen on a handout):Self-EvaluationName ______ Date _______ Total _______The things I can doEvaluationI have a good command of vocabulary and phrases of the module and especially expressions about describing people and their personality. 5 4 3 2 1I know how to express preference using expressions of “prefer, would rather” in daily life. I can list of all their phrases and patterns. 5 4 3 2 1I have learnt about student-teacher relationship and school systems in some other countries. I can get more information through reading books, magzines and the Internet.5 4 3 2 1I am satisfied with my performance in task fulfillment and language using.5 4 3 2 1学生自评，然后教师对学生的学习情况进行客观评价。2. Sum up what has been learnt in the lesson together with students. 尝试回忆本模块所学的词汇、语法、功能和日常用语的主要内容。自我评价：反思哪个任务完成的好，哪个完成的不好，差距在哪。吸取经验教训，为下一模块更好地学习努力。结合自己的课堂笔记和书面作业，总结和回顾本模块学习过程中的得与失，针对自己学习中存在的问题，和老师交流，取得帮助和指导。 总结归纳在本单元所学到的知识，培养学生自我反思的学习策略；监测自己的真实语用能力。对学生听说读写及在参与语言活动的过程的表现进行语言性的自我综合评价。
第44-45分钟 布置作业 1. Review the whole module 2. Finish other related practice.3. Preview next module. 全面复习本模块内容巩固知识。 要求学生复习，整理知识，形成好的学习习惯。
附：语法练习Grammar: -ing form as objective
[题组一]
1. In some parts of London, missing a bus means______ for another hour.
A. waiting B. to wait C. wait D. to be waiting
2. The discovery of new evidence(证据) led to ______.
A. the thief having caught B. catch the thief
C. the thief being caught D. the thief to be caught
3. One learns a language by making mistakes and ______ them.
A. correct B. correcting C. corrects D. to correct
4. She meant ______ but the look on your face suggested “No”.
A. explaining B. to explain C. explanation D. to be explained
5. — When did you go to the States
— I remember ______ there when I was ten.
A. having taken B. to be taken C. being taken D. to take
6. He is so busy that he can’t help ______ the classroom.
A. cleaning B. to cleaning C. to clean D. cleaned
7. — I have been knocking the door, but no one answers.
— Why not ______ at the back door
A. try knocking B. try to knock C. to try knocking D. to try to knock
8. As a young man from a rich family, can you imagine ______ in such a small and dirty place
A. to work B. yourself to work C. working D. work
9. My uncle is considering ______ his heath.
A. improve B. to improve C. improving D. to be improved
10. We should keep ______ English every day.
A. to practice speaking B. practise speaking
C. practicing speaking D. practising to speak
key: 1-5ACBBC 6-10 CDCCC
[题组二]
1. —Who will look after the child when his parents are away
—______.
A. It’s up to you B. You are welcome
C. No problem D. Thank you.
2. —Jia Ning admitted ______ to us this morning.
—That’s nothing. Tell him to avoid ______ lies.
A. lying; telling B. to lie; telling
C. lying; to tell D. to lie; to tell
3. —Be ______ with the children, for they are too hard to look after.
—I will. They are too young after all.
A. nervous B. energetic C. serious D. patient
4. We are so pleased with the progress that she has ______ in her researches in recent days.
A. made B. respected C. kept D. graded
5. Much attention should be paid to ______ your handwriting, or you won’t get high marks.
A. improve B. improving C. be improved D. be improving
6. The visiting professor ______ giving lecture to students ______ invited to meetings at times.
A. preferred; to being B. preferred; rather than
C. preferred; than being D. preferred to; to being
7. How about the two of us ______ a walk down the road
A. to take B. take C. taking D. to be taking
8. You’ll miss the train ______ you start at once.
A. since B. when C. if D. unless
9. I don’t think the story worth ______ twice.
A. being read B. to be read C. reading D. to read
10. He was very sorry for having missed ______ you while you were in Shanghai.
A. to meet B. to have met C. meeting D. being met
Key: 1-5AADAB 6-10 ACDCCModule 3
模块整体解读及分析
Book 1 Module 3 My First Ride on a Train
话题 以My First Ride on a train为话题， 旨在通过本模块的教学使学生学会描述旅游经历，介绍风光特色， 学会关于交通工具和地貌等自然现象的词语， 学会用表示过去的用语进行回忆、写游记、介绍风光。
高考衔接 2009年高考浙江卷的完型填空和陕西卷的阅读D篇都涉及旅游这一话题；2009年高考全国卷II的书面表达是有关旅游与交通的话题。
功能 学会礼貌用语。
高考衔接 作为情景交际内容考查2009年高考重庆卷第35题—Ken, I hate to say this, but your TV is going too loud.—Oh, I’m sorry. I’ll turn it down right now.2009年高考全国卷2第19题— Do you mind my opening the window It’s a bit hot in here. — Yes, I do, as a matter of fact.
任务 Task of Module 3: 利用照片、明信片、纪念品等向同伴介绍旅游情况。Task for Period 1:Learn vocabulary about different kinds of vehicles and classify them by filling in two forms.Practice “Which vehicles do you use if...”Describe the first time they travelled a long distance.Learn about the maglev train.Task for Period 2Read the passage to get a thorough understanding and complete the summary of the passage by filling in the blanks with proper words.Improve the conversation by putting into use polite expressions learned.Task of Period 3Share childhood memory with the whole class，using past time expressions.Task of Period 4Role-play: Students act as Mary Lennon and do a self-introduction with the information learned from listening.Write a paragraph to talk about one’s memory.Task of Period 5: 1. Module Task presentation.2. Evaluation
课时划分 第一课时 Introduction+ Cultural Corner
第二课时 Reading and Vocabulary+ Function
第三课时 Grammar(1)+ Vocabulary+ Reading and Speaking+ Grammar (2)
第四课时 Listening+ Everyday English+ Pronunciation+ Writing
第五课时 Task+ Module File+ Evaluation
分课时教学设计
第一课时
一、教学内容分析
教学内容 《英语》（外研版）必修1 Module 3 My First Ride on a Train第一课时
教学对象 高一学生
教学项目 教材内容 Introduction+ Cultural Corner
词语 helicopter, motorbike, tram, distance,
结构 Verbs matched with the means of transport
其他
教学目标 语言知识 能理解helicopter, motorbike, tram, distance, downtown, vacuum, ceremony, track在所学材料中的含义。学会相关动词及动词短语与不同交通方式的搭配。
语言技能 Speaking：流利说出各种交通方式Reading：能从文章中获取和处理主要信息及所需信息Listening: 能听懂同学有关初次旅行经历的描述Writing：填出教师给出的两个分类表格
语言运用 能准确说出生活中各种长短距离的交通方式。
文化意识 了解包括磁悬浮列车在内的我国现代化建设的最新成就。
情感态度 为祖国现代化建设的成就感到骄傲
学习策略 运用资源策略丰富有关交通工具的词汇。认知策略方面训练速读、略读和查读的技能。有效地使用词典等工具书。
教学重点 复习、补充有关交通方式的词汇及其使用、回忆第一次长途旅行。了解磁悬浮列车。
教学难点 各种交通方式的表达，尤其是动词与名词的搭配。
运用任务 Task of Module 3: 利用照片、明信片、纪念品等向同伴介绍旅游情况。Task for Period 1:Learn vocabulary about different kinds of vehicles and classify them by filling in two forms.Practice “Which vehicles do you use if...”Describe the first time they travelled a long distance.Learn about the maglev train.
教学方法 任务教学法，合作学习
教学媒体 录音机、黑板
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-2分钟 教学启动 Ask questions:“Did you do any travelling during the summer holidays Where did you go and how did you get there ” 回答问题。 给学生自由表达的机会，热身并进入后续学习阶段。
第3-12分钟 课时任务呈现 After the students mention several means of transportation, ask students to match the words with the pictures.(Introduction Activity 1)Ask the students to present the other means of transport they get from other resources as their homework before class.(trolley bus, subway, metro, steamboat, maglev train…) 将交通工具与图片连线。小组活动讨论后选出四种交通方式写在黑板上。 帮助学生复习熟悉交通工具的词汇。利用资源策略，发挥学生自主学习积极性扩大词汇。
第13-27分钟 语言学习及操练 Get the students in pairs. Ask and answer the questions in Activity 2 of Introduction. Fill in the diagram.Ways to travel Vehicleson roads on rails on the water in the air Ask students to think about how to use each means of transportation. Work individually to fill in the form and then check in pairs.VerbsVehiclesget on get offget into get out ofridedrivetake offlandGive questions and divide the students into groups. Have a competition. The groups, which answer most questions, will be rewarded.Questions:(1) Which vehicles do you use if you travel a short distance How about a long distance
(2) Which vehicles do you use if you want to be fast How about if you are not in a hurry
(3) Which vehicles do you use if you don’t have a big place to take off and land
(4) Which vehicles do you use if you want to fly in space
(5) Which vehicles do you use to go to school every day Go for a picnic 两人小组活动，先问答后填表。填表，并进行两人间的核对，彼此更正。小组比赛，答对最多问题的小组获胜。 通过口头与书写进一步熟悉有关交通工具的词汇。通过先笔头后口头的练习，掌握与各种交通工具搭配的动词或动词短语。通过竞赛形式调动学生的积极性。以交通工具在实际生活中的使用来再一次熟悉这些词汇。同时为下一活动做好铺垫。
第28-32分钟 模块任务初次呈现 Introduction Activity 4. Ask students to describe the first time they travelled a long distance. Follow the example in the textbook. 仿效书上例句用一、两句话回忆首次长途旅行。 第一次呈现模块任务。由前一活动中交通工具的使用自然过渡到学生自身的经历。
第33-44分钟 文化知识背景泛读 Cultural Corner reading.1. Pre-reading task:Leading in:Some of you mentioned the maglev train when we talked about different means of transport. But what do you know about it except that it is fast Let’s find out now.Get the students to go through the questions quickly.2. While –reading task:(1) Ask students to pick out the topic sentence for each paragraph.(2) Answer the two questions.(3) Have a discussion in class.3. Post-reading task:Ask several students to talk about the advantages of maglev trains. 准备进入泛读阅读，通过教师的引导，熟悉阅读话题及课本所提出的问题。找出段落主题句并回答课本中的问题。说出磁悬浮列车的优点。 由前面提及的交通方式用教师语言过渡到所要阅读的文章的话题。浏览文前的问题帮助学生做好心理上的准备。回答问题检测学生是否理解文章内容，学会获取信息；寻找段落主题句训练学生总结归纳能力。利用所读到的信息进行加工处理。完成信息的输出。
第45分钟 作业布置 Do a research about Australia online. Answer the questions in Activity 1 of Reading and Vocabulary. Make a presentation about Australia in groups next period. 搜集有关澳大利亚的背景知识。完成Reading and Vocabulary中第一部分的问题。 利用资源策略做好读前的背景知识准备。
第二课时
一、教学内容分析
教学内容 《英语》（外研版）必修1 Module 3 My First Ride on a Train第二课时
教学对象 高一学生
教学项目 教材内容 Reading and Vocabulary+ Function
词语 abandoned, camels, cassette, desert, diamonds, experts, midnight, products, scenery, shoot, soil
结构
其他 Function---Being polite
教学目标 语言知识 能理解abandoned, camels, cassette, desert, diamonds, experts, midnight, products, scenery, shoot, soil在文中的含义，了解所阅读材料的内容及信息
语言技能 Reading: 能快速阅读从文章中获取和处理主要信息及所需信息； 能够依据标题预测文章大意。Speaking: 能完成有关澳大利亚背景知识的介绍； 能流利地说出含有所学词汇的句子，用所学词汇讨论文 中内容。Listening: 能识别所学词语，并能听懂它们所在句子和段落的意义 并获取信息。
语言运用 学习和运用礼貌用语。
文化意识 了解澳大利亚的地貌特色和风土人情
情感态度 提高世界文化意识；提倡文明，讲究礼貌。
学习策略 借助联想建立相关知识之间的联系；对材料进行记忆、整理和归纳；训练速读、略读和查读的技能。从网上或其他媒体阅读有关旅游和介绍我国及世界各地地貌特征和风土人情的文章。
教学重点 阅读掌握并灵活运用词汇，了解材料中的信息和内容。Being polite
教学难点 略读和查读能力利用模块提供的礼貌用语进行双方的对话。
运用任务 Task of Module 3: 利用照片、明信片、纪念品等向同伴介绍旅游情况。Task for Period 2Read the passage to get a thorough understanding and complete the summary of the passage by filling in the blanks with proper words.Improve the conversation by putting into use polite expressions learned
教学方法 任务教学法；
教学媒体 学生制作的PPT课件，录音机，多媒体设备
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 复习 Get students to revise the words and expressions concerning means of transport learned last period. 回顾上节课所学的有关交通方式和交通工具的词汇及短语。 复习巩固旧知识，向新知识过渡。
第6-10分钟 阅读任务导入 Ask students to make a presentation about Australia.Get the students to ask and answer the questions in Activity 1. 以小组为单位用PPT课件展示有关澳大利亚的背景知识。轮流问答。 汇报作业情况，同时给学生展示的机会，发挥学生自主学习的积极性。培养学生在视听中获取所需信息的能力。
第11-14分钟 阅读任务呈现 Pre-reading taskAsk students to check the meaning of the words in Activity 2 with the help of the word list or a dictionary.Ask students some questions concerning travelling on the train with the words given in the box.When you were riding on a train, … What kind of weather would you prefer Would you like some great meals cooked by experts Which would you prefer, listening to any cassettes, enjoying the colorful scenery, talking with other passengers or watching the night sky with the stars shining like diamonds Have you ever seen any places like abandoned farms, desert, fields with dark red soil and so on Have you ever seen any animals, such as camels, sheep and so on 熟悉阅读相关的生词、熟词的含义。完成词语和释疑的搭配。回答教师提出的问题。 培养学生使用字典的学习习惯，帮助学生学习生词。通过问答再次熟悉刚刚学会的词汇。训练在听的过程中理解生词的能力。
第15-28分钟 阅读任务 While-reading task:Ask students to read the passage quickly and find out what the passage is about. (Activity 2 Reading and Vocabulary)Ask students to work out the main idea for each paragraph and divide the whole passage into three parts.Part I (para )Part II (para )Part III (para )Ask students to read the passage once again and answer the questions in Activity 3. Take notes when necessary.Ask students to retell the sentences combining the questions and answers.e.g. Alice travelled on a train recently. 速读，总结文章主旨大意。略读，总结段落大意。将文章划分为三部分。查读回答有关课文内容理解的问题。仿照例子改写问题答案。 训练学生速读技能。训练略读和总结概括能力。训练学生查读、记笔记能力。将词汇学习与课文理解结合。
第29-35分钟 读后任务 Post-reading task: Ask students to fill in the blanks according to the reading passage. Alice, an _____________ girl, comes from Sydney, Australia. Recently together ________ a friend she had her _________ ride on a ________________ train. They spent two days and nights on the __________ Ghan train. The meals cooked by _________ were great and the scenery was very ___________. They first saw fields with __________ soil, and then __________. There were even some _____________ farms ___________ more than a hundred years ago. It looked like a place from ______________. During the day, she sat by the window, _________ out of it, __________ books or __________to some cassettes. At night, she watched the stars __________like diamonds. The reason why the train is called the Ghan is that ___________ camels from Afghanistan were once used to carry food and other ______________. In the 1920s, a new railway line was built and the camels weren’t needed _______________. Get the students into groups and have a discussion about the questions in Activity 5. 回顾文章内容，完成短文填空。小组开放式讨论。 通过文章摘要的填空，让学生第三次熟悉课文内容。在获取信息的基础上，完成信息的输出。通过小组活动鼓励学生间的合作学习，发挥学生的想象力。练习与阅读材料有关的口语表达。
第36-44分钟 语言运用 Function—Being politeActivity 1. Ask two students to read the dialogue while the others listen without referring to the textbook. Get the students to say what the ticket inspector wants.Activity 2. Discuss the questions with students.Get the students to work in pairs and improve the conversation using the polite expressions listed in Activity 3.Ask students to add more lines to the conversation with the questions listed in Activity 4. 听对话，回答问题。根据对话回答问题。根据课本提示改写对话。 续写对话并表演。 将书上对话转化为听力小训练，培养学生在听中获取信息的能力。检测学生是否深层理解对话内容。礼貌用语的操练。在语用限制性基础上加入半开放式训练。
第45分钟 作业布置 Revise the reading passage.Make up a dialogue using the polite expressions that have been learned concerning situations like seeing sb. off at the airport or borrowing a book from the library.Get ready for Module Task—collect some photos or pictures of an impressive trip made before. Write an outline of the trip. 1．复习阅读篇章中的词汇短语。2．用礼貌用语编写对话。3．选取一次旅行，收集有关照片、图片，写出大纲。 阅读后加强语言知识的复习巩固。编写对话发挥学生的积极性和创造力。为模块任务展示做准备。
第三课时
一、教学内容分析
教学内容 《英语》（外研版）必修1 Module 3 My First Ride on a Train第三课时
教学对象 高一学生
教学项目 教材内容 Grammar(1)+ Vocabulary+ Reading and Speaking+ Grammar (2)
词语 circus, seaside, stadium, eagle, frighten, kindergarten, apartment, cartoon
结构 The -ed form; Past tense time expressions
其他
教学目标 语言知识 正确理解circus, seaside, stadium, eagle, frighten, kindergarten, apartment, cartoon在特定语境中的含义。学习-ed形式做形容词；学习过去时间表达法。
语言技能 Speaking：熟练运用过去时间表达法进行回忆Reading：理解过去时间表达法所给予的信息；理解所学生词、短语和含有-ed形式的句子和段落并获取信息Listening：识别所学生词、短语和含有-ed的形容词，听懂它们所在句子和段落的意义并获取信息；听懂对过去事件的回忆并获取信息。Writing：熟练写出含有过去时间表达法的句子和段落；熟练写出包含所学词汇、短语和-ed形容词的句子和段落。
语言运用 运用过去时间状语叙述过去经历。
文化意识
情感态度 树立在英语学习中的自信心，敢于用英语进行交流与表达。
学习策略 总结所接触语言材料中的语言规律并加以应用；在学习中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳。
教学重点 学习、运用过去时间表达法进行回忆
教学难点 学习、运用含有-ed的形容词
运用任务 Task of Module 3: 利用照片、明信片、纪念品等向同伴介绍旅游情况。Task of Period 3Share childhood memory with the whole class，using past time expressions.
教学方法 任务教学法，学生中心教学法
教学媒体 黑板，多媒体设备或图片
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 复习 Ask students to act out the dialogue they made up, using polite expressions. 表演有关礼貌用语的对话。 复习语言运用知识，练习礼貌用语在真实语境中的应用。
第6-15分钟 语法学习 Grammar 1Ask students to read the example sentences and answer the questions.Ask students to compare the different positions of –ed forms in the sentences.Give more examples to help students understand the use of –ed form used as attributes. Try changing the –ed form into attributive clauses.the color TV set produced last year =the color TV set that was produced last year a letter written to me by my daughter =a letter that was written to me by my daughter Is this the book written (that was written) by Henry James He was then a professor respected (that was respected) by all the teachers and students of the college. a broken cup=a cup that has been brokena wounded soldier=a soldier that has been wounded a grown woman=a woman that has grownan escaped prisoner=a prisoner that has escaped 读例句，回答问题。练习将过去短语作定语转化为定语从句。 理解过去分词充当形容词做定语的用法。明确过去分词作定语的来源及分词作定语和从句作定语的关系。
第16-25分钟 词汇学习 Show some pictures to the students and ask them to elicit what they see.Ask students to read the words of places and activities clearly and correctly.Ask students to tick the places and activities they have their first experiences of and exchange their choices with their partners. 看图片说出地点或活动内容。准确读出有关词汇和短语。选出首次经历的地方或活动。与同伴交流。 用图像法刺激学生，引出要学习的词汇。复习旧词汇，学习新词汇，为下一步学习做铺垫。回忆首次经历，为下一步活动做好准备。同位间交换信息，合作学习。
第26-33分钟 阅读与口语操练 Reading and SpeakingAsk students to read about people’s childhood memories and decide which are happy and which are unhappy.Ask students to compare the answers first in pairs and then report to the whole class.Put the students into groups of four. Ask them to tell each other about their first experiences of one of the activities. Remind them of the tense and the beginning sentence—“ I can remember/ will never forget my first….”Choose several students to share their childhood memories with the whole class. 阅读段落，理解作者的思想感情。仿照例文段落，和同伴分享自己的童年回忆。 通过阅读获取信息并推测作者的情感态度。训练学生根据熟悉的话题，稍做准备后，有条理地作简短的发言的语言技能。
第34-44分钟 语法学习 Grammar 2Activity 1. Ask students to read the time expressions and distinguish whether they are used to refer to the past or present actions.Activity 2. Ask students to complete the sentences with the time expressions in Activity 1. Divide the class into 8 groups and get them ready for a story-relay game. Give some clues to start the story.travel from Shanghai to Sydney, take a taxi to the airport, take off, not have any rest, arrive in, not a very long time to the hotel, beautiful sightseeing, Kangaroo and Koala The groups take turns to continue the story, (using past time expressions), the one that can stick to the end wins. 理解过去时间表达式，区分过去与现在。完成句子。编故事接力赛，利用教师所给故事开头，后续故事，运用过去时间表达法。 使用适当的语言形式描述事物，简单地表达观点、态度或情感等。 以竞赛形式激发学生兴趣和积极性，将所学语法应用于实际生活中。
第45分钟 作业布置 Finish Workbook P79 Exx. 1&2. P80-81 Exx. 5&6.Write out the travel experience based on the outline, using past time expressions. 完成练习册练习。写出旅行经历，使用学过的过去时间表达法。 巩固所学知识。继续准备模块任务。
第四课时
一、教学内容分析
教学内容 《英语》（外研版）必修1 Module 3 My First Ride on a Train第四课时
教学对象 高一学生
教学项目 教材内容 Listening+ Everyday English+ Pronunciation+ Writing
词语 interview, event, exhausted
结构
其他 掌握根据对方话语作出回应，表达态度的表达法
教学目标 语言知识 学习交际用语；练习读句子中的重音
语言技能 Speaking：无误的说出EVERYDAY ENGLISH介绍的对话中的回 应方式Reading：能从文章中获取和处理主要信息及所需信息Listening：听懂对过去事件的回忆并获取信息Writing：写出介绍旅游情况的文章和各种回忆
语言运用 运用所学内容写童年某一事件的过程训练记忆，进行整理和归纳。
文化意识 学会表达不同态度的用语。
情感态度 在英语交流中能理解并尊重他人的情感
学习策略 交际策略——根据对方话语作出回应、表达态度
教学重点 听力及相关训练
教学难点 提升运用所学语言素材与知识进行写作的能力。
运用任务 Task of Module 3: 利用照片、明信片、纪念品等向同伴介绍旅游情况。Task of Period 4Role-play: Students act as Mary Lennon and do a self-introduction with the information learned from listening.Write a paragraph to talk about one’s memory.
教学方法 听说法，任务教学法
教学媒体 录音机，黑板
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5 分钟 复习 Check the exercises in the Workbook with students in class. 核对练习册作业。 检查作业完成情况，复习旧知。
第6分钟 听力任务呈现 Tell the students “Listen to part of an interview with a 90-year-old silent movie actress called Mary Lennon. She was born in England but went to America to make films in the 1930s.” 听老师的介绍。 帮助学生做好听前的准备。
第7-16分钟 听力任务 Ask students to go over the questions in Activity 1 and tell them to take notes while listening.Ask students to do Activity 2 —match the questions and answers individually and then check in pairs.Role-play. Ask students to act as Mary Lennon and do a self-introduction with the information got from Activity 1 &2. 在听的过程中做好笔记，回答问题。问答连线，同位间核对并作问答练习。扮演Mary Lennon，利用获得的信息作第一人称的自我介绍。 通过听对话，训练抓住要点和信息的技能。训练通过记忆完成相关听力任务。听说结合的训练，将听力材料输入的语言进行输出性训练。
第17-25分钟 语音与日常用语训练 Pronunciation Ask students to work in pairs and work out the stressed words in the dialogue.Play the tape for the students to check.Ask them to practice the dialogue in pairs, paying attention to the stressed words.Everyday EnglishActivity 1. Ask students to read the expressions and answer the questions in pairs.Ask students to complete the dialogue with one of the expressions and practice the dialogue in pairs.Present two more dialogues and ask students to complete them.(1)I: __________, Mary, where were you born M: I was born in London.I:_________ And when did you go to America M: In 1934, when I was 19 years old, I went to New York.I: _____________ Did you travel by plane M: By plane No, _____________! We traveled by ship!I: ___________! (Tell me, Really, Is that right of course not! Goodness!)(2) I: Miss, _________ ask you some questions M: _______! ________ what you want to know about me.I: _________________ telling us your favorite sport M: ____________. It’s jogging. I jog anywhere I can.I: ___, _____. Perhaps you think it’s good for your health M: ____________!I: __________________ I ask something about your boyfriend M: ___________________ I don’t think I’d talk about it.I: Never mind! _________________ know where you live M: Of course. I am now living in London.(could I ，Oh yes ，Tell me ，Would you mind Not at all，Oh, I see ，Absolutely，Would you mind if，I’m very sorry but，Could I possibly) 同位一起找出对话中的重读单词。听录音核对后，练习对话。回答问题。根据回忆，用Activity 1中的表达法完成对话。两人练习。补全对话。 识别和准确读出句子重音。训练学生根据对方话语作出回应，表达态度的技能。练习“作出回应、表达态度”的实际应用。
第26-44分钟 写作任务 Pre-writing taskAsk students to choose one topic.Students fill in the chart about their writing. time place persons what to do process attitudes and emotions result Writing taskAsk students to combine the words and expressions in the chart and write out a paragraph.Post-writing taskAsk students to exchange the paragraphs in pairs and talk about how to improve the writing.Ask students to improve the paragraph.Give instructions:The first-person compositions are stories about real events that happened to us in the past or imaginary stories written in the first person (“I/We”), as if we were the main character.(2) Past tenses ---Past simple for an action which started and ended in the past.e.g. My colleges and I had a visit to the Great Ocean Road in Australia.Past continuous for an action that was in progress at certain time in the past.e.g. It was raining for about half an hour.Past perfect for an action which happened before another action in the past.e.g. The train had already left by the time we got to the station. (3) Linking words are used to show sequence (Firstly , First, First of all, to start with, Secondly, Next, then, Afterwards, After this/that, Finally, Last, Lastly, etc )(4) We write about our feelings, by using effective words, such as splendid, enjoy ourselves, instead of beautiful, happy etc. 确定写作题目。填写写作流程图，列出写作内容。连词成句，连句成文。同位间交流，提出修改意见后，自己做最后修改。理解老师的指导，做好记录。 给学生以充分的自主权，使他们在写作时做到有话可说。训练记忆、整理和归纳等逻辑思维能力。写作训练。通过互相点评，进行总结，提高写作质量。学会如何做好笔记。
第45分钟 作业布置 Improve the writing paragraph.Finish module task. Improve the passage and prepare for the presentation, making use of the pictures and photos. 完善写作的段落。完成模块任务。 写作训练。
第五课时
一、教学内容分析
教学内容 《英语》（外研版）必修1 Module 3 My First Ride on a Train第五课时
教学对象 高一学生
教学项目 教材内容 Task+ Module File+ Evaluation
词语 见MODULE　FILE
结构
其他
教学目标 语言知识 见Module File
语言运用 运用本模块所学的语言知识，表达法做回忆、写游记、介绍风光
情感态度 通过小组互评，使学生在合作中互相学习，在分享中共同进步。
学习策略 能与教师或同学交流学习英语的体会和经验；能评价自己学习的效果，总结有效的学习方法；能在课内活动中积极用英语与同学交流与沟通。
教学重点 展示模块任务，引导学生进行评价和总结。
教学难点 通过组内互评和全班展示，能够切实做到取长补短，共同反思，有所收获。
运用任务 Task of Module 3: 利用照片、明信片、纪念品等向同伴介绍旅游情况。Task of Period 5: 1. Module Task presentation.2. Evaluation
教学方法 任务教学法
教学媒体 黑板，投影仪
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1分钟 布置任务 Ask students to work in groups of four. Hand out an evaluation form for each group to evaluate each member’s presentation of Module task. (evaluation form见附件) 了解任务。 以真实的任务开展教学，使学生明确学习目的，提高学习自觉性，激发学生的学习兴趣，让学生在任务的驱动下更有目的地学习。
第2-23分钟 组内评价 Group evaluation of each member’s presentation and complete the evaluation form.Each member presents the module task to the group members.Other members evaluate his or her work by discussing questions in the form. (Take notes in the evaluation form)Grade the reply in the group.Prepares for a group report on the following topics: 1) Choose the best presentation of the group. Read it to the whole class and give the reasons for your group’s choice in brief.2) Make a summary of the common problems. 小组活动完成组内互评、总结的任务。 通过有指导的小组互评的方式引导学生对自己本模块学习效果进行评价和反思，同时鼓励学生通过交流学习，取长补短。
第 24-34分钟 任务完成 Group presentation of the evaluation report. 各小组按要求进行小组汇报。 通过全班展示，扩大相互学习的范围。
第35-44分钟 模块复习与任务反审 Module RevisionRefer to the Module File to make revision.Self-EvaluationName ______ Date _______ Total _______The things I can doEvaluationI have a good command of vocabulary and phrases about transport, travelling experiences and childhood memory.5 4 3 2 1I know how to communicate with others with polite expressions and react properly to others’ talk and express my feelings and attitude towards others’ talk.5 4 3 2 1I know how to learn about other countries and cultures with the help of other students and the Internet.5 4 3 2 1I am satisfied with my performance in task fulfillment and language using.5 4 3 2 1学生自评后，教师对学生的学习情况进行客观评价。 认真阅读本模块所学的词汇、语法、功能和日常用语的主要内容。思考自己哪个任务完成的好，哪个完成的不好，原因是什么，其他同学完成的怎么样，差距在哪。从而吸取经验教训，为下一模块语用任务的更好完成而努力。结合自己的课堂笔记和书面作业，总结和回顾本模块学习过程中的得与失，针对自己学习中存在的问题，向老师和同学请教。 总结归纳在本单元所学到的知识，培养学生自我反思的学习策略；监测自己的真实语用能力。对学生听说读写及在参与语言活动的过程的表现进行语言性的自我综合评价。
第45分钟 布置作业 完成模块基础知识检测（见附件） 记下作业，完成课后练习。 通过练习强化和补充课时所学内容。
附：模块基础知识检测题
Module 3 My First Ride on a Train
I．单项选择
WTO is short _______the World Trade
A. of B. to. C. as. D. for
2. _________ beautiful scenery it is when in spring!
A. How a B. What a C. How D. What
3. Seeing the __________ that the students were busy preparing their lessons, I couldn’t help an expecting all of them to be admitted by colleges.
A. scenery B. sight C. scene D. view
4. ___________ the company at such an evening party, he has been choosing a suit which will _____ best.
A. Representing; agree B. Represented; fit
C. Represent; match D. To represent; suit
5. The person ______ at the meeting is famous______ an actor.
A. referred; for B. refer to; as C. referred to; for D. referring; as
6. The short- wave can travel through air_____ light.
A．at a speed of B. at the speed of C. in a speed of D. in the speed of
7. If you have some trouble with work, I can ______ you a job in the company.
A. offer B. accept C. supply D. provide
8. He made another wonderful discovery, _________ of great importance to science.
A. which I think is B. which I think it is
C. which I think it D. I think which is
9. We are not allowed _________ in the class.
A. talking B. to talk C. talked D. read
10. In the library we found hiｍ ________ at a desk, with his attention ______ on a book..
A. sitting; fixing B. sit; fixed C. sitting; to be fixed D. seated; fixed
II. 翻译下列句子
你认为那是什么舞蹈？
我每天骑车去上学。
你完成李教授布置的练习了么？
他们给无家可归的儿童提供衣食。
他门抬头仰望已升起的太阳。Module 1
模块整体解读及分析
Book 1 Module 1 My first day at senior high
话题 本模块介绍一位高中新生第一天到学校观察和接触到的人和事以及个人的感受，内容紧密结合学生现实生活，引导学生学会认真观察周围的新环境，并通过观察引发对新学校的喜爱，进而对高中的学习生活充满信心。
高考链接 2009湖南卷 作文 话题是以一名教师的身份描述第一天到校的情景，并谈谈个人的感想2009广东卷 阅读B篇 作者讲述了五年级时参加海报设计竞赛，内容涉及到校园生活2008广东卷 任务型写作 “Preparing Myself for College Life”如何适应新的学习环境2008山东卷 作文 话题是帮助班内一名新转学的学生适应新的环境2008天津卷 完形填空 讲述一个优秀初中毕业生如何适应高中学习生活2007北京卷 情景作文 话题是向英国的笔友介绍班内竞选班长的过程2007安徽卷 阅读B篇 “King’s College Summer School”
本模块的功能是学习如何进行与新学校和高中学习生活相关话题的对话；学会如何介绍自己的新学校。
结构 本模块的语法是复习一般现在时和现在进行时的用法及动词-ed和-ing形式作为形容词的正确使用。
高考链接 2009年时态：福建卷31题；天津卷2题；辽宁卷31题；陕西卷7题；重庆卷30题；江西卷28题；动词-ed和-ing形式作为形容词：浙江卷3题；2008年时态：上海卷第28题；重庆卷35题；辽宁卷29题；江西卷32题；浙江卷7题；湖南卷35题；动词-ed和-ing形式作为形容词：上海春卷38题；上海卷37题；湖南卷26题；2007年时态：辽宁卷27题；动词-ed和-ing形式作为形容词：湖南卷34题；山东卷26题；上海卷36题；
任务 Task of Module 1: Write a brochure about your school.Task of Period 1: Collect the background knowledge about the differences between American and Chinese school systems; Use the sentence patterns to express your opinions on different subjects. Period 2: Describe the new school, new teachers and new environment using the expressions learned from the text.Task of Period 3: Use the-ed & -ing to describe the surroundings; use suitable tense in a brochure. Task of Period 4: Use the words and expressions in the listening material to talk about the new school and environment; use the proper sentences to encourage others to talk more about one topic. Task of Period 5: Write a reply to your pen pal and finish the school brochure.
课时划分 第一课时 Speaking & Cultural Corner & Introduction
第二课时 Reading and Vocabulary
第三课时 Grammar 1,2 & Pronunciation
第四课时 Listening & Everyday English
第五课时 Writing
分课时教学设计
第一课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 1 My first day at senior high 第一课时
教学对象 高一学生
教学项目 词语 academic, biology, chemistry, geography, physics, IT, PE, cover, diploma, science subject, receive high school diploma, be divided into, take part in, after-school activity
结构 How’s it going I like … because …I think … is important because …I would like to study … because …I like … because …
课文 Speaking & Cultural Corner & Introduction
教学目标 语言知识 学习各个课程的英文名称和与文章相关的新词，让学生初步了解高中阶段学习内容。
语言技能 能进行以高中新生活为主题的对话；能熟练运用I like … because …I think … is important because …I would like to study … because …I like … because …表达观点。
语言运用 运用相关词汇和短语进行以高中生活为主题的对话。
文化意识 初步了解中美两国的中学教育系统并进行比较。
情感态度 通过对美国教育系统的了解，使学生从侧面了解美国文化的一个方面，开拓视野。
学习策略 通过听和读获取相关信息并对信息加以整合，增强文化意识。
教学方法 任务教学法
教学媒体 PPT课件、黑板
教学重点 初步了解美国中学教育系统并能和中国中学教育系统进行简单比较；运用所学句型结构表达观点并陈述理由。
教学难点 如何运用恰当的表达方式对中美中学教育系统进行简单比较。
运用任务 Task of the Module: Write a brochure about your school.Task of Period 1: Collect the background knowledge about the differences between American and Chinese school systems; Use the sentence patterns to express your opinions on different subjects.
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
预备铃响后 热身准备 播放新学校教学环境的照片 观看照片 激发学生的兴趣
第1-5分钟 教学启动 1. Just now we watched some pictures, how do you like them 2. Now you are in the senior high, what do you think are the differences between junior high and senior high 回答问题 通过设置问题引导学生思考并且给他们机会去表达，并引出Introduction的话题
第5-7分钟 模块任务呈现 Just imagine that your American pen pal is going to move to Tianjin with his parents because they have to work here for 3 years. So, he has to transfer, but he hasn’t decided yet which school to choose. You hope he can come here so that you can study and live together. Therefore, you want to write a school brochure to him.The essential part of a brochure is the brief introduction of the school. In this module, you are going to learn some useful expressions to describe our beautiful campus and colorful school life. Besides, a good brochure consists of not only words, but also some beautiful pictures. As a result, you need to take some photos of our school. I believe, after learning this module, you can make an exquisite school brochure which can persuade your pen pal to come here. 思考如何通过介绍能让好友选择自己的学校进而去选择适合、恰当的表达方式去呈现内容。 提前呈现本模块的任务，让学生明确学习目标，有目的的去着手准备和学习，并且情境的设置能激发学生的学习热情。
第7-10分钟 课时任务呈现 Since we want to persuade your American pen friend to come to study in our school, you’d better know something about what the American school is like first. Then you can know the advantages and disadvantages of American and Chinese school systems. Please watch the pictures on page 7 and answer the questions below.Is the school similar to your school Explain why it is or isn’t.Do students at your school do things like this What similarities or differences do you know about American and Chinese school systems Well, the third question seems difficult to answer. Don’t worry. Here is a letter from your pen pal, a Senior High student—Rob Marshall. He can tell you something about the American school system. 学生观看图片，引发思考。 细化模块任务，创设与第一课时教学内容相关的任务活动。问题的设置使得课时任务的呈现自然，并且对于问题的思考可以引出cultural corner部分
第10-25分钟 阅读任务 Pre-reading task: Say something about Chinese school system, taking our school for example. Scanning:Fill in the table according to the content of the text.Things to compareUS school systemChinese school system (take our school for example)Years (from …to …)School diplomaFirst semesterSecond semesterSummer vacationSchool scheduleCompulsory subjectsForeign languages to chooseAfter-school activity 以自己的学校为例谈论谈中国的教育体系浏览文章，与同桌同学讨论，完成表格；组织语言做一个调查报告。 学生对于身边的事例了解得多，感悟深刻，并且谈论自己的学校比谈论整个中国的教育体系来得轻松。小组合作更利于学生的互相学习；做调查报告能锻炼学生的语言组织和表达能力；调查报告可以作为制作brochure的背景知识。
第25-35分钟 语言知识学习 Up to now, you have some background knowledge about the two school systems. We have finished the first step of making a brochure. Next, you need to introduce the school life, such as the subjects you are learning. What are they (write them down on the blackboard)How many of them are science subjects How many of them are art subjects Which of them are academic subjects Which are your three favorite subjects The way to explain the reason for liking something:I like … because …I think … is important because …I would like to study … because …I like … because …Give the students examples of each sentence pattern and ask the students to imitate. Try to make up a dialogue.A: Which subjects do you like best B: … is my favorite.A: Oh, really Why do you like it B: I would like to study … because …. What about you A: I think … is important because … 在教师的启发下思考并用英语说出学科的英文名称；学习新的学科名称；运用所学句型表达喜爱某物的原因。学生进行口语练习。 教师的总结和引导可以使学生产生成就感，并且更加明确学习目标。此活动可以帮助学生巩固新句型，并且锻炼口语表达能力
第35-42分钟 口语表达 Invite two or three groups to show your dialogues. 学生进行对话展示。 给学生提供展示平台，让他们在使用英语的时候更加自信
第42-44分钟 总结归纳 Well done! You have finished the first two steps of making a brochure. Tomorrow, we’ll learn more. Let us recall what we’ve learned today. 学生完善自己的表格 回顾本节课所学知识，为写作任务做准备。
第45分钟 布置作业 Enhance your dialogue, write it down and hand it in tomorrowRevision of thie periodPreview the Reading and Vocabulary 口语练习要落实到写作；强调复习和预习的重要性。
第二课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 1 My first day at senior high 第二课时
教学对象 高一学生
教学项目 词语 attitude, behavior, handwriting, comprehension, instruction, method, photograph, website, description, screen, enthusiastic, amazing, brilliant, bored, embarrassed, fun, previousnothing like, give instructions, by oneself, in a …way, in other words, look forward to, write a description of
结构 There are three times as many girls as boys. 倍数的表达方式；That作为代词的用法；
其他 Talk about the new school and environment
教学目标 语言知识 了解behavior, handwriting, comprehension, instruction, method, photograph, website, description, screen, previous, method, brilliant, give instructions和write a description of在文中的含义；理解并运用attitude, enthusiastic, amazing, bored, embarrassed, fun, nothing like, by oneself, in a … way, in other words, look forward to
语言技能 能理解含有本模块所学词汇和结构的句子、段落并获取信息；能根据不同的阅读目的运用查读、略读、扫读等方式获取信息；微技能：1) Reading for main idea; 2) Reading for specific information能仿照课文中的重点句子写出正确的句子。
语言运用 能背诵含有新词和短语的句子；能仿照例句写出正确的句子来描述自己的学校和学习生活。
情感态度 参与课堂英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
文化意识 初步了解高中的学习生活，并从意识上开始逐步适应。
学习策略 锻炼查读和略读技能；能根据不同的阅读目的运用不同的阅读策略获取信息；能总结文章中的语言运用规律并加以运用。
教学方法 任务教学法
教学媒体 PPT课件、黑板
教学重点 掌握并灵活运用词汇；通过阅读把握材料中的信息和内容。
教学难点 学习比较级和代词that的用法。
运用任务 Task of the Module: Write a brochure about your schoolTask of Period 2: Period 2: Describe the new school, new teachers and new environment using the expressions learned from the text.
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 复习热身 This is our “Quiz Show” time. Work with your partner and fill in the blank with the words given as quick as possible. The group which gets the right answers wins. 通过竞答(Quiz show)的形式来检查预习课文的情况，所有的词都来自课文enthusiastic, amazing, appear, information, bored, attitude, methodThe ______ fans waited in long lines in the rain to see the famous music star. If you want to do a survey, you have to collect enough _______ about it. The students were quickly ______ with the long speech. When you click the word, a lovely mouse will ______ on the screen. Everybody should have positive ______ towards/ to life. Avatar is a(n) ______ movie. Millions of people around the world have been attracted by it. I think we should use a different ______ to solve this math problem. Keys: 1. enthusiastic 2. information 3. bored 4. appear 5. attitude 6. amazing 7. method 学生与同桌同学讨论并完成填空练习。 学生乐于参与此类有竞赛性质的活动，这样不仅可以检查学生预习的情况，帮助他们加深理解词汇的运用，而且可以调动起学生学习的兴趣，分组还可以培养学生的协作能力，可谓一箭三雕
第5-7分钟 任务导入 Questions: Do you think that work at Senior High school is harder than that at Junior High Are Senior High teachers similar to Junior High teachers 3. What differences between Junior High and Senior High have you noticed 学生回答问题。 教师和学生的问答引出本课的话题，导入自然
第7-8分钟 课时任务呈现 In the first period, we know that the most important part of a brochure is the brief introduction. But, how can we introduce the new school Today, we are going to learn that. Are you ready 学生了解课时任务。 提前呈现任务，使学生明确本课时学习任务，提高学习目的性。
第8-25分钟 阅读任务 While-reading Task:1). Show the table on the screen. Ask the students to finish it after reading. Share your answers with your partner. Parts The main idea of each part.Part 1 (para.1)My first day at Senior High school.Part 2 (para.2)Part 3 (pars.3-5)Part 4 (para.6)Keys: My new school.My new English teacher and English class.My new classmates.2). Read the text and try to find:1. something about this school which is different from Li Kang’s Junior High school2. two things that the English teacher thinks are important to do in class3. two things that the English teacher wants to improve3). Choose the best answers according to the text.◆All of the following are reasons why we like Ms. Shen except that _____. A. she is a very enthusiastic woman with a new teaching methodB. we speak a lot and have fun in her English classC. she helps us improve our spelling and handwriting in a fun wayD. she is beautiful and often plays games with us◆Which of the following statements about the class is not true A. There are more girls that boys in the class.B. There is a computer with a special screen in the classroom.C. We can watch TV in the classroom.D. All the students are hard-working. ◆On the first day at Senior High school, how did the author feel A. Excited and nervous.B. Anxious and frightened.C. Interested and cheerful.D. Disappointed and uneasy. Keys: 1-3 D C C 认真阅读文章，能根据不同的阅读目的运用查读、略读、扫读等方式获取信息。 培养根据不同的阅读目的运用简单的阅读策略获取信息的能力。阅读策略一：Reading for main idea.阅读策略二：Reading for specific informati-on.
第25-35分钟 语言知识讲解 Ask the students to find out the sentences which contain the words or phrases followed. attitude & attitude to/towardsas …as …method that作代词bored & be bored with in a … way倍数表达方式look forward to doingby oneself & for oneselfsentences: ⊙ Your attitude towards/ to English is enthusiastic. ⊙ Every room has a computer with a special screen, almost as big as a cinema screen. ⊙ Ms. Shen’s method of teaching is nothing like that of teachers at my Junior High school. ⊙ I don’t think I will be bored in Ms. Shen’s class.⊙ We do this in a fun way. ⊙ In other words, there are three times as many girls as boys.⊙ I’m looking forward to doing it!⊙ Ms. Shen gave us instructions and then we worked by ourselves. 【点拨】：注意与attitude搭配的介词，一定是towards或to使用as … as …结构要小心的是两个as之间是形容词或副词的原级method与way同样意为“方法”，但是前者侧重指科学的、有条理的方法，如method of teaching, method of doing experiments等；而后者则是最普通意义的方法，常用在短语“in a … way”中；that作为代词，为了避免重复，指代上文中提及的单数可数名词或不可数名词e.g. It is colder in winter in Beijing than that in Shanghai. bored，意为“（人）感到厌烦的”，常用于短语be bored with sth.常见的倍数表达方式有：倍数+as + adj.+as倍数+比较级+than倍数+the + n. + of6．Look forward to+ doing，因为to是介词；具有相同意义的单词expect的用法为：expect sb. to do sth. 7. by oneself表示“独自”；for oneself表示“为自己；亲自” Work with your partner. Make up sentences with the words and phrases, imitating the sentences in the text. 在文中找出含有单词和短语的句子并朗读。学生依照教师的指导记忆重点单词和短语。以小组为单位，仿照文中句子造句。 此环节帮助学生了解和掌握本课文重要语言点。思路的点拨可以帮助学生更好地学习和记忆重要语言点。给出例句并仿写是掌握词汇的重要途径。
第35-40分钟 口语练习 Ask two or three groups of students to share their sentences with others. Correct the mistakes in the sentences if necessary. 学生将自己的句子写在黑板上，其他学生帮助改正错误。 此举可以让学生之间互相学习；改错环节可以提高学生的语言运用能力。
第40-44分钟 整理回顾 Read the text together. Revison of this period. 学生大声朗读课文。 通过朗读课文可以帮助回忆课文内容，回顾重要语言点；教师不做特别的指导，给学生留有自己总结归纳的空间，这对他们的能力是一种提升。
第45分钟 布置作业 1. Recite all the 8 sentences and review the text. 2. Finish Exercise 6-13 in the workbook on page 68-70. 课后练习巩固所学。
第三课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module My first day at senior high 第三课时
教学对象 高一学生
教学项目 词语 amazed, amazing, embarrassing, embarrassed, impress, technology, disappointed, disappointing, bored, boring
结构 The teacher is a very enthusiastic woman called Ms. Shen. 动词-ed和-ing形式作后置定语；一般现在时和现在进行时的用法复习归纳。
课文 Grammar 1,2 & Pronunciation
教学目标 语言知识 以-ed和-ing形式结尾的形容词；一般现在时和现在进行时的用法。
语言技能 理解-ed和-ing形式结尾的形容词的含义；能正确使用它们进行语言表达；能根据不同语境使用恰当的时态。
语言运用 能运用所学的知识和表达方式来描述身边事物。
情感态度 热爱新学校，热爱新班级和新同学，能有意识参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
学习策略 认知策略：根据语境，利用推理和归纳的方法理解语言现象，并加以应用。交际策略：利用所学重点词汇和短语为语言表达做储备。
教学方法 任务教学法
教学媒体 PPT课件、黑板
教学重点 1．区分动词-ed和-ing形式作定语；2．了解一般现在时和现在进行时的用法。
教学难点 根据语境正确使用动词-ed和-ing形式作定语；能在不同的语言环境中正确使用时态。
运用任务 Talk of module 1: Write a brochure about your school.Task of Period 3: Use the-ed & -ing to describe the surroundings; use suitable tense in a brochure.
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 复习预热 Dictation. （听写句子，教师给出中文，学生写英文）⊙ Your attitude towards/ to English is enthusiastic. ⊙ Every room has a computer with a special screen, almost as big as a cinema screen. ⊙ Ms. Shen’s method of teaching is nothing like that of teachers at my Junior High school. ⊙ I don’t think I will be bored in Ms. Shen’s class.⊙ We do this in a fun way. ⊙ In other words, there are three times as many girls as boys.⊙ I’m looking forward to doing it!⊙ Ms. Shen gave us instructions and then we worked by ourselves. Ask the students to underline the adjectives with -ing & -ed endings. 听写重点句子学生从文中找出以-ing & -ed结尾的单词。 复习上节课所学内容。此环节可以让学生反复阅读课文，达到复习的效果，另外引出本堂课的内容。
第5-6分钟 任务呈现 In the last period, we learned some useful sentences to describe the new school, but if we want to make the sentences in the brochure better, we should use some proper adjectives. And we also need to use the proper tense. 学生在教师的引领下，开始准备本堂课的学习。 提前呈现任务，使学生明确本课时学习任务，提高学习效率。
第6-35分钟 语境体验 Show the students the following sentences and ask them to make conclusions. I. 分词转化而来的形容词The film “The Pearl Harbor” is really exciting. I am excited about it.His response to the question was quite disappointing. All of us felt disappointed at it.The film we saw last night was very interesting, but some were not interested in it.Seeing the frightening monster, the little boy felt quite frightened. He had worked for a long time, but he was not a bit tired.What a boring movie it is! All of us are bored. The young lady was embarrassed when they asked about her age.As we all know, China is the biggest developing country in the world, while the USA is the richest developed country in the world. Conclusion 1: -ing形容词表示主语或所修饰名词本身的________，意为“令人……的”。-ed形容词表示主语或所修饰名词对外界事物的________，意为“感到……的”。此类分词已经转化为形容词，故可以用very修饰。分词形容词可在句中作表语、定语、补足语和状语。Keys: 特征，特性；感受Exercise:boreMy brother got so _____ with his job that he gave it up and became a farmer.The TV programme last night were really _____, so I went to bed very early.amaze He’s not used to making speeches in public; it’s so _____.He stood there with an _____ smile on his face. exciteHe could see the car and the _____ crowd as he stood up.How _____! I’ve never been there. Keys: bored; boring 2. amazing; amazed 3. excited; excitingII. 现在进行时Read the sentences and try to get the conclusion. Mum can’t come to the phone because she’s having a shower.I’m learning to drive these days.We are flying to Paris tomorrow.He is always asking for money.Conclusion II: 表示_____________________，常连用的时间状语有now, at this moment, at present. 表示目前___________________，但说话时该动作不一定正在进行。常用的时间状语有these day.表示将要发生的动作，尤其是按____________发生的动作，一般跟时间状语，表明发生的时间。常用于动词arrive, begin, come, go, leave, start, stay, fly, return, play, do, have, work, wear, spend, see, meet等。与always, forever, continually, constantly等副词连用，表示反复发生的或习惯性的动作或持续存在的状态，往往带有说话人__________ 或赞扬的情绪。Keys: 1. 说话时正在发生或者进行的动作2. 一段时间内正在进行的动作 3. 计划、安排 4. 厌烦、抱怨III. 一般现在时She always wears a pony tail.She is always like that.Time and tide wait for no man.We’ll go shopping if it doesn’t rain tomorrow. The train starts at nine in the morning.Look! Here comes the bus!Conclusion III:表示_________、习惯性的动作，常连用的时间状语有always, usually, regularly, every …, often, sometimes occasionally, from time to time, twice a week, rarely, seldom, once a month, hardly ever, never等。表示现状、性质或___________。表示客观事实或_____________。在时间或_______状语从句中，代替一般将来时。表示按计划、规定、________安排好的要发生的动作，常用于转移动词，常见的有：begin, come, leave, go, arrive, start, stop, return等。在____, there开头的句子里表示现在时刻发生的动作或存在的状态。Keys: 1. 经常性 2. 经常存在的状态 3. 普遍真理 4. 条件5. 时刻表 6. hereExercise: Choose the best answers. –Have you got any job offers --No. I _____.A. waited B. had been waiting C. have waited D. am waiting2. According to the timetable, the train for Shanghai _____ at 9:00 in the morning. A. leaves B. has left C. was left D. will leave3. Put on your coat! I _____ you down to the doctor. A. took B. was taking C. am taking D. take4. We’ll leave without saying goodbye to you if you _____ on time. A. come B. will come C. won’t come D. don’t comeKeys: D A C D 学生先读句子，进入语境，体会几组分词的用法。 与同组的同学讨论并得出结论。理论联系实际，当堂巩固所学知识。学生先读句子，进入语境，体会几组分词的用法。小组合作，得出结论小组合作，得出结论理论联系实际，当堂巩固所学知识。 语法的教授和学习一直是困难的和枯燥的，根据新课标的理念，语言类教学应让学生多多体验语言在实际当中的应用，可以将原来枯燥的语法课变得生动活泼，这样教师教的开心，学生也可以学的开心。语境的设置可以帮助学生更好的理解语法现象，从而达到应用的目的。
第35-42分钟 即学即用 Show the students some pictures of the school, teachers and classmates. Ask them to use the adjectives followed by –ed and –ing to make up sentences to describe the pictures. 学生按照要求造句并且进行组内交流。 亲切的画面可以激发学生的兴趣和灵感；造句可以使得学生掌握并运用所学知识，为模块任务的完成奠定基础
第42-44分钟 知识回顾 教师将本堂课的知识内容进行回顾、整理、总结 学生依照教师的思路，自己归纳总结知识点。 帮助学生养成良好的学习习惯。
第45分钟 作业布置 复习课堂内容，完成书后p67 Exercise 1-4.预习听力部分 课后练习辅助巩固课堂学习的语言点；预习任务能帮助学生更好地完成听力训练
第四课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 1 My first day at senior high 第四课时
教学对象 高一学生
教学项目 词语 correction, encouragement, enjoyment, enjoyable, fluency, fluent, misunderstanding, assistant, obviously, pronunciation, disappointedmake progressIt didn’t matter if …
结构 进行时表示将来 We’re going to see her once a week.So引导倒装句型 So have I.
课文 Listening & Everyday English
其他 交际用语：How are you doing Oh, really Is that right That’s great./ That’s too bad. How was it What do you think I’m not sure. Oh, I’m sure things will improve.
教学目标 语言知识 能理解correction, encouragement, enjoyment, pronunciation, fluency, assistant在所学材料中的含义；识记并运用disappointed, obviously, fluent, enjoyable, misunderstanding, make progress, It didn’t matter if …；会使用so引导的倒装句，会用进行时表示将来。
语言技能 能听懂材料中与高中学习生活相关话题的对话；能仿照范例就高中学习生活的话题展开充分对话。
语言运用 以高中学习生活为主题进行对话，掌握恰当的、与询问信息相关的交际语言。
文化意识 掌握谈论以高中学习生活为话题的对话的一般技巧；初步了解国外高中学生的学习环境与中国的异同。
情感态度 有正确的英语学习动机，明确英语学习的目的是为了沟通与表达；在英语学习树立自信，敢于用英语进行交流与表达。
学习策略 利用派生规则的以行释义和按义择行的认知策略；总结所接触语言材料中的语言规律并加以应用；通过听的训练，获取有效信息并进行加工；通过说的练习，将听到的信息巩固、强化，达到运用的目的；根据对方话语做出回应、表达态度。
教学方法 任务教学法
教学媒体 PPT课件、黑板
教学重点 学习构词法，加深词汇记忆和理解；听懂材料中与高中课程相关的内容，并能获取重要信息。
教学难点 改变思维模式，增强通过不同渠道获取信息的能力。
运用任务 Task of module 1: Write a brochure about your school.Task of Period 4: Use the words and expressions in the listening material to talk about the new school and environment; use the proper sentences to encourage others to talk more about one topic.
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-5分钟 检查预习 Match the words with the English definitions. 1. correction 2. encouragement 3. enjoyment 4. explanation 5. fluency 6. misunderstanding 7. progress 8. pronunciationa. when you encourage someone or something, or the things that encourage themb. the act of changing something in order to make it right or betterc. advancement to an improved or more developed state, or to a forward positiond. the reasons you give for why something happened or why you did somethinge. the way in which a language or a particular word is pronouncedf. the feeling of pleasure you get from something you enjoy doingg. when someone does not understand something correctlyh. able to speak a language very wellkeys:1. b 2. a 3. f 4. d 5. h 6. g 7. c 8. e Check the answers of exercise1 on page 5. And the teacher should help the students to correct the pronunciation. 学生积极思考，将单词和英文解释对应起来。学生宣读答案。 练习的设置可以使教师了解学生预习情况。
第5-10分钟 知识导入 构词法：In English, there are some short words that always be a part of some long words, for example, act—reaction. The short words are called “root”, while the rest parts consisting of the long words are named “prefix or suffix”. Please look at the table in the book. And try to make a conclusion. Talk with the partner.verb—noun -tion, -sion, -ment, -ingverb—adj. -a(i)ble, -t(s)ive, ous, Finish exercise 2 on page 5. 根据练习表格自己总结，得出结论；完成书后相关练习。 构词法对于帮助学生改善单词记忆、改变学习方法有重要的意义。
第10-30分钟 听力训练 Answer the question-- How do you like language class OK, do you want to know how do the students abroad think of the language class Let us listen to the tape and see what their attitude towards language class is.Listen to the tape twice and answer the questions in exercise4 on page 6. Listen to the tape once again, and try to fill in the blanks with the missing words. Rob: Hi, Diane! Diane: Hi, Rob! _____________________ Rob: I'm fine. I've just been to my first language class. Diane: Oh really ________________. Rob: Really Which language are you studying Diane: ________. Which language are YOU studying Rob: Chinese. Diane: Is that right Cool! ______________ Rob: It was good. The teacher's name is Mr. Davies. Diane: Mr. Davies Rob: Yes, he isn't Chinese, _________, but he's _______ in Chinese. And there's an __________ teacher called Miss Wang. She IS Chinese. We're going to see her once a week. Diane: And _____________ Rob: Well, learning Chinese isn't going to be easy—but the first lesson was very __________—I liked it a lot. Mr. Davies gave us a lot of ____________—he made us feel really good about being there. The most important thing at the beginning is __________, getting the sounds right—and he was very good at _________—he said ______________ if we made mistakes. I think we all made a lot of _________—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 _________ of the class are really beginners. I __________ the teacher—I thought she said the class was for people who already speak Spanish. _______________ if I'm going to make much progress. Rob: Oh, I'm sure things will improve. Diane: Maybe—actually, I was a bit ____________—she explained everything in English. Rob: Oh, that's too bad.Keys: 答案详见教参 学生回答问题。听材料，完成练习。与同桌讨论后，教师公布答案要点。听材料，完成填空练习。 问题的提出给学生提供机会表达想法，教师可以从这个侧面了解学生的学习状况，并自然导入本堂话题。训练学生根据要求抓住材料要点的能力。听力填空可以帮助学生把握材料细节，并为语言点的讲授作铺垫。
第30-35分钟 知识梳理 Language points: 1．So have I. 讲解so引导的倒装句；So have I & So I have的区别。2．It doesn’t matter if … 句型讲解。 学生在教师的引领下，对知识点进行归纳整理。 知识点的梳理能帮助学生更好地理解听力材料，并加以运用。
第35-44分钟 口语练习 Read the dialogue and learn how to make conversation. Ask the students to look for the expressions in Everyday English and the tape scripts they use to keep the conversation going and write them down. Keys: How are you doing Oh, really Is that right That’s great./ That’s too bad. How was it What do you think I’m not sure. Oh, I’m sure things will improve. Make up a dialogue about the study in Senior High. Try to use the given sentences as many as possible. 学生找出句子并在教师的带领下朗读。学生根据指令与同组同学完成对话练习，并请2组同学展示。 熟悉句子并为对话练习做准备。对话练习口语使学生将当堂学习的内容进行实践，巩固所学。
第45分钟 作业布置 1. Make the dialogue better after class and write down the dialogue and hand it in tomorrow. 2. Revise what we have learned in the class. 3. Preview the writing part. 4. Take some photos of the campus and school life. 复习和预习工作可以帮助学生养成良好的学习习惯。
第五课时
一、教学内容分析
教学内容 《英语》（新标准）必修1 Module 1 My first day at senior high 第五课时
教学对象 高一学生
教学项目 词语 teenager, disappear, move, assistant
结构 Would you mind + doing sth.
课文 Writing
教学目标 语言知识 理解teenager, disappear, move, assistant在文中的含义；读懂文章。
语言技能 能仿照例文、总结所学内容，写出文章。
语言运用 运用所学内容写一封回信，回答来信中的四个问题；总结前面所学，写出一份学校的宣传册。
文化意识 学会如何用文字与不同文化的人交流。
情感态度 有正确的英语学习动机，明确英语学习目的是为了沟通与表达；在英语学习中，树立信心，敢于用英语进行交流与表达。
学习策略 认知策略：总结所接触语言材料中的语言规律并加以应用。交际策略：运用写信的方式用英语进行表达。
教学方法 任务教学法
教学媒体 PPT课件、黑板
教学重点 通过阅读、总结，掌握写作技巧，提高写作能力。
教学难点 提升运用所学语言素材与知识进行写作的能力。
运用任务 Task of the Module: Write a brochure about your school.Task of Period 5: Write a reply to your pen pal and finish the school brochure.
二、课堂教学过程
预设时间 教学步骤 教师活动 学生活动 教学目的
第1-10分钟 引入话题、阅读短文 Your American pen pal writes to you again. Let us read the e-mail together. What does he want to know this time 学生阅读短文、回答问题。 情境的设置使得一开始就直切话题，令学生一下子进入状态。
第10-11分钟 任务呈现 You see, he is expecting your letter. Why not send him the letter with a brochure I think, you must have designed your brochure well. So, what are you waiting for Let us do it right now. 学生做好写作准备。 接上面的话题引出今天的主题--写作；学生在教师的引导下，开始写作练习。
第11-30分钟 写作任务 Step I: Ask the students to write down their own answers to the questions. Step II: Next, add some proper conjunctions to the sentences to make them a short passage. Step III: Write a brochure, using the sentences and expressions learned in the first 4 periods. Step IV: Polish the brochure, and add pictures to it. Step V: Read and check. 学生按照教师的指导，一步一步完成作文，请两位中等水平的学生到黑板上板书他们的作文。 几个步骤的设定可以帮助学生掌握一定的写作方法，并且学生的板书可以提供范例。
第30-38分钟 例文讲评 Read the two compositions on the blackboard and ask the other students to correct the two if necessary. And teacher make a comment on the two compositions. Then ask the other students to express their opinions on them. 学生给黑板上的例文挑错并改正。学生聆听教师对于例文的讲评。学生发表对例文的看法。 帮助他人改错有助于提醒自己避免此类错误。听取教师的意见有助于写作者改进提高。学生在教师的指导下讲评同学作文可以提升他们的鉴赏能力，从而提高其作文水平。
第38-42分钟 改进提升 教师将范文发下，让学生对照自己的文章，进行比较和赏评。 学生比对自己的文章和范文，找出自身的不足。 范文可供学生学习、提高。
第42-45分钟 模块知识回顾与自我评价 Module RevisionRefer to the Module File to make revision.Self-EvaluationName ______ Date _______ Total _______The things I can doEvaluationI have a good command of vocabulary and phrases about new school and senior high life.5 4 3 2 1I know how to communicate with others and react properly to others’ talk and how to ask for more information.5 4 3 2 1I know how to use –ed and –ing to describe the surroundings and how to use the proper tense when describing something. 5 4 3 2 1I am satisfied with my performance in task fulfillment and language using.5 4 3 2 1学生自评后，教师对学生的学习情况进行客观评价。 认真阅读本模块所学的词汇、语法、功能和日常用语的主要内容。思考自己哪个任务完成的好，哪个完成的不好，原因是什么，其他同学完成的怎么样，差距在哪。从而吸取经验教训，为下一模块语用任务的更好完成而努力。结合自己的课堂笔记和书面作业，总结和回顾本模块学习过程中的得与失，针对自己学习中存在的问题，向老师和同学请教。 总结归纳在本单元所学到的知识，培养学生自我反思的学习策略；监测自己的真实语用能力。对学生听说读写及在参与语言活动的过程的表现进行语言性的自我综合评价。