Welcome
Unit
Period
4
Reading
for
Writing
课题
Period
4
Reading
for
Writing
单元
Welcome
Unit
学科
English
教材
分析
During
this
period,
the
class
will
focus
on
reading
for
writing.
Students
are
expected
to
get
the
skill
to
write
a
student
profile
The
teachers
would
inspire
students
to
master
the
skill
to
know
more
about
qualities.
教学目标与核心素养
Learn
and
master
the
key
words
and
phrases.
Train
the
students’
ability
to
write
a
student
profile.
Enable
the
students
know
about
how
to
discover
their
own
learning
style.
重点
Master
the
usage
of
key
words
and
phrases.
Improve
the
students’
ability
to
write.
难点
Let
students
master
how
to
write
a
student
profile.
教学过程
教学环节
教师活动
学生活动
设计意图
Daily
routine
Step
1
Warm
up
Teacher
greets
the
whole
class
as
usual.
Activate
students
and
remind
them
to
concentrate.
Step
2
Preview
check
Teacher
asks
students
the
meaning
of
words,
phrases
and
knowledge
points
learnt
last
lesson.
Students
answer
the
questions
loudly
together.
Check
the
teaching
situation
of
last
lesson
quickly.
Help
students
consolidate
the
knowledge
points.
Lead-in
Step
3
Are
you
good
at
making
friends?
Do
you
want
to
make
friends
with
your
classmates?
Have
you
and
your
classmates
already
been
familiar
with
each
other?
After
getting
the
information
and
the
meaning
of
the
new
words,
answer
the
questions.
Use
pictures
to
catch
students’
attention.
Expand
their
horizons
and
spark
their
interest.
Step
4
New
words
Teacher
explains
the
meaning
of
the
new
words,
and
asks
students
to
translate
the
meaning
of
the
whole
sentence.
curious
curiosity
company
in
company
with
revise
revise
for
She
has
such
a
kind,
friendly
personality.
per·?son·?al·?i·?ty
I
like
your
style
(=
I
like
the
way
you
do
things).
Caution
was
not
her
style
(=
not
the
way
she
usually
behaved).
I'm
surprised
he
rides
a
motorbike—I'd
have
thought
big
cars
were
more
his
style
(=
what
suited
him).
Teach
the
meaning
of
new
words.
Step
5
Let’s
play
Teacher
chooses
students
to
answer
the
questions.
Steve
was
intensely
_________
about
the
world
I
came
from.
Sheila
found
some
work
as
a
secretary
in
an
insurance
_________.
She
is
a
woman
of
great
__________.
Our
children's
different
needs
and
learning
_________
created
many
problems.
With
time
he
came
to
________
his
opinion
of
the
profession.
keys:1.
curious
2.
company
3.
personality
4.
styles
5.
revise
Familiarize
the
new
words
Clear
the
tackle
of
next
step.
Writing
practice
Step
6
Let’s
learn
Teacher
shows
the
questions
and
asks
students
to
answer.
Read
the
student
profiles
and
discuss
the
questions.
My
name
is
Ann
Wells
and
I'm
a
Grade
10
student
at
Lakeside
High
School.
I'm
an
active
person
and
I
love
sports.
I'm
curious
about
everything.
I
often
ask
questions,
but
I
learn
best
by
doing.
My
favourite
subject
is
physics.
Dancing
and
skating
are
my
hobbies,
and
I
also
like
to
read
short
stories.
I
plan
to
become
an
engineer
in
the
future.
I'm
Thando
Gowon.
I'm
16
this
year.
I
come
from
South
Africa.
I'm
a
Grade
10
student
at
South
Hill
High
School.
I
look
good,
think
fast,
and
play
hard.
You'll
never
see
me
without
a
book
or
a
pen.
If
I'm
not
in
class,
I'm
either
in
the
library
or
in
the
computer
lab.
At
the
weekends,
I
play
computer
games
if
I'm
not
busy
studying.
My
dream
is
to
start
my
own
IT
company!
What
is
Ann
like?
How
do
you
know?
What
does
"You'll
never
see
me
without
a
book
or
a
pen"
mean?
Which
profile
do
you
like
better?
Why?
keys:
She
is
active
and
curious.
We
know
this
from
the
second,
third,
and
fourth
sentences.
It
means
he
nearly
always
has
a
book
or
open
with
him,
because
he
likes
to
study.
I
like
the
second
profile
better,
because
he
paints
a
clearer
picture
of
what
kind
of
person
he
is.
The
first
profile
mostly
contains
lists.
Study
the
Language
features.
A
student
profile
can
include
the
following
parts.
Fill
in
each
part
with
the
information
from
the
student
profiles.
Name,
age,
grade,
school
Personality
Favorite
subject
Learning
style
Hobbies
Future
plans
and
dreams
Ann:
A
Ann
Wells,
15,
Grade
10,
Lakeside
High
School
B
active
and
curious
C
physics
D
learn
best
by
doing
(physical)
E
dancing,
skating,
and
reading
short
stories
F
to
become
an
engineer
Thando:
A
Thando
Gowon,
16,
Grade
10,
South
Hill
High
School
B
look
good,
think
fast,
and
play
hard
C
computer
science
D
reading
and
writing
(visual
and
verbal)
E
play
computer
games
F
to
start
his
own
IT
company
Circle
the
phrases
that
Ann
and
Thando
use
to
describe
their
personalities
and
underline
the
sentences
that
they
use
to
describe
their
learning
styles.
keys:
Ann
circled:
an
active
person;
curious
about
everything
underlined:
I
often
ask
questions,
but
I
learn
best
by
doing.
Thando
circled:
look
good,
think
fast,
play
hard
underlined:
You'll
never
see
me
without
a
book
or
a
pen.
If
I'm
not
in
class,
I'm
either
in
the
library
or
in
the
computer
lab.
Brainstorm:
Besides
the
information
above,
what
else
would
you
like
to
introduce
in
the
profile?
Group
game:
Each
group
sends
a
representative
to
write
the
ideas
that
can
be
imagined,
and
the
group
with
the
most
reasonable
points
wins!
Example
of
Qualities:
Video:
Discover
Your
Learning
Style
Do
the
practice.
Familiarize
students
with
analysis
skills.
Exercise
students’
writing
skills.
Step
7
Use
what
you
have
learnt
to
write
your
own
student
profile.
Complete
the
outline
and
use
it
to
draft
your
student
profile
Sample
Writing
Li
Hua,
16
Zhonghua
Senior
High
School
China
My
name
is
Li
Hua,
and
I'm
a
Grade
10
student
at
Zhonghua
Senior
High
School.
I'm
quiet
and
very
easy-going.
I
just
don't
let
things
bother
me—I
always
try
to
stay
as
cool
as
a
cucumber.
My
favorite
subject
is
Chinese,
because
I
find
Chinese
characters
fascinating,
and
I
love
to
write
new
characters
using
calligraphy.
In
fact,
I
spend
most
of
my
free
time
practicing
it.
When
I'm
not
studying
or
practicing
calligraphy,
I
play
basketball
with
my
friends.
I
plan
on
being
a
writer
in
the
future.
Students
learn
how
to
write.
Get
the
tips
of
writing.
Improve
their
fast-writing
skill.
Step
8
Pair
work
Exchange
drafts
with
your
partner!
Use
the
checklist
to
give
feedback
on
your
partner's
draft.
Does
the
profile
give
you
a
good
impression
of
the
student?
Are
all
the
parts
in
Activity
2
included
and
organised
in
a
good
order?
Are
the
sentence
structures
correct?
Do
all
the
sentences
begin
with
capital
letters?
Are
there
any
spelling
mistakes?
Get
your
draft
back
and
revise
it.
Add
a
photo
or
drawing
of
yourself
and
show
your
student
profile
to
your
class.
Use
what
they
have
learnt
to
check
their
partner’s
writing.
Practice
their
writing
and
analysis
skills.
Share
their
ideas
and
broaden
their
horizons.
Practice
their
team
work
sprit.Welcome
Unit
Period
3
Discovering
Useful
Structures
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Period
1
I
Learn
the
technical
terms-1.
1.
S
(subject)
主语
2.
V
(verb)
谓语动词
3.
O
(object)
宾语
4.
P
(predicative)
表语
5.
A
(adverbial)
状语
6.
DO
(direct
objective)
直接宾语
7.
IO
(indirect
objective)
间接宾语
8.
C
(objective
complement)
宾语补足语
9.
There
be
…
there
be结构
1.
回答问题
2.
分组讨论什么词（词性）可以充当句子的“主语，宾语，表语，直接宾语，间接宾语，宾语补足语和状语”
学生需要掌握这些句子基本构成成分的概念。这是正确理解英语句子内容的基本保障。
讲授新课
Period
1
II
Learn
the
technical
terms-2.
1.
What
can
be
used
as
“Subject,
Object,
Predicative,
Direct
Object,
Indirect
Object
and
Ojective
complement”
in
a
sentence?
2.
What
can
be
used
as
“Adverbial”
in
a
sentence?
3.
What
can
be
used
as
“verb”
in
a
sentence?
Answers
to
questions
1-3:
1.
Nouns,
pronouns
and
appellations
can
be
used
as
“Subject,
Object,
Predicative,
Direct
Object,
Indirect
Object
and
Objective
Complement”.
Besides,
adjectives
can
be
used
as
“Predicative
and
Objective
Complement”
in
a
sentence.
2.
Adverbs
and
prepositional
phrases
can
be
used
as
“Adverbial”.
3.
Verbs
with
actual
meaning
can
be
used
as
“Verb”
in
a
sentence.
Auxiliary
verbs
alone
cannot
be
used
as
“Verb”
in
a
sentence.
III
Learn
to
recognize
the
sentence
structures.
1.
SV
structure.
For
Example:
(1)
A
birdflies.
S
V
(2)
A
monkeyjumps.
S
V
(3)
A
fishswims.
S
V
√
In
SV
structures,
verbs
are
“intransitive
verbs”.
2.
SVO
structure.
For
Example:
(1)
A
sheepeatsgrass.
S
V
O
(2)
Theylikebananas.
S
V
O
(3)
Hewantscandy.
S
V
O
√
In
SVO
structures,
verbs
are
“transitive
verbs”.
3.
SP
structure.
For
Example:
(1)
This
is
great.
S
P
(2)
He
looks
well.
S
P
(3)
Shebecame
a
teacher.
S
P
√
In
SP
structures,
Predicatives
are
formed
by
“link
verbs”
and
“adjectives
or
nouns”.
√
link
verbs:
be,
become,
grow,
look,
feel,
taste,
etc.
4.
SV
IO
DO
structure.
For
Example:
(1)
Heaskedmea
question.
S
V
IO
DO
(2)
Dannywrotemea
letter.
S
V
IO
DO
(3)
BillybroughtSama
kite.
S
V
IO
DO
√
In
SV
IO
DO
structures,
the
verbs
are
transitive
and
are
followed
by
two
objectives
–
pronouns
or
nouns
as
Indirect
Objective,
and
nouns
as
Direct
Objectives.
√
verb
pattern:
tell
sb.
sth.
5.
SVOC
structure.
For
Example:
(1)
The
warmadehima
hero.
S
V
O
C
(2)
Theyfoundthe
sankedead.
S
V
O
C
(3)
WecallhimMr.
Wood.
S
V
O
C
√
In
SVOC
structures,
the
verb
is
transitive
and
is
followed
by
an
objectives
and
a
complement.
The
complement
here
is
used
to
show
the
situation
of
the
object.
√
In
SVOC
structures,
Objective
complements
can
be
nouns,
adjectives,
–ing
phrases
or
–ed
phrases.
6.
SVA
structure.
For
Example:
(1)
Itrainedheavily.
S
V
A
(2)
Hecoughedbadly.
S
V
A
(3)
The
rabbitranfast.
S
V
A
√
In
SVA
structures,
the
verb
is
intransitive
and
is
followed
by
an
adverbial.
7.
SVOA
structure.
For
Example:
(1)
A
sheepeatsgrassover
there.
S
V
O
A
(2)
Mummakeslunchin
the
kitchen.
S
V
O
A
(3)
Theylikedthe
filmvery
much.
S
V
O
A
√
SVOA
structure
is
formed
by
SVO
structure
plus
an
adverbial
at
the
end.
8.
There
be
structure.
For
Example:
(1)
There
isan
appleon
the
table.
V
S
A
(2)
There
are7
daysin
a
week.
V
S
A
(3)
There
ismilk
and
breadon
the
table.
V
S
A
√
In
“There
be…”
structure,
subject
and
verb
“be”
is
inverted.
√
The
number
of
“Be”
is
decided
by
the
very
first
subject
followed.
IV
Questions
to
think:
1.
Look
at
the
picture
below
and
examine
the
sentence
structures.
What
parts
are
shared
by
all
of
them?
2.In
the
eight
basic
structures,
what
is
the
more
stable
element
and
what
is
the
most
unstable
element
in
a
sentence?
V
Read
the
sentences
and
analyse
the
structures.
1.
The
100-year-old
schoolliesin
the
center
of
S
V
A
the
city.
2.
Wemust
act.
S
V
3.
The
maths
homeworklooks
easy.
S
P
4.
The
teacherfoundthe
classroomempty.
S
V
O
C
5.
My
mumboughtmea
new
dictionary.
S
V
IO
DO
6.
Tomis
looking
forward
tomeeting
the
new
S
V
O
exchange
studnent.
7.
Thereisan
English
cornerat
our
school.
V
S
A
8.
Wehadchemistryin
the
newly
built
lab.
S
V
O
A
VI
Read
the
passage
and
analyse
the
structures
of
the
underlined
sentences.
1.
That
dreamhas
come
true!
S
P
2.
Tim
and
his
classmatesare
livingon
a
ship.
S
V
A
3.
They
also
learn
aboutships
and
the
sea.
S
V
O
4.
Timwriteshis
parentsevery
weekandtells
S
V
O
A
V
themwhat
happened
on
the
ship.
IO
DO
5.
There’s
always
something
exciting
to
do.
V
S
6.
Studying
and
doing
homeworkseem
much
more
S
P
fun.
VII
Answers
to
“IV
Questions
to
think”
1.
Each
sentence
shall
have
a
“S”
and
a
“V”.
2.
“S”
is
relatively
stable,
compared
to
“V”
-
the
most
unstable
part
in
English
sentence.
1.
学生逐个举例子分析，穷尽可以充当“S,V，O,P,A,DO，IO，C”等句子成分的词性。
2.
列表，判断并总结可以作“主语，宾语,
表语,直接宾语,间接宾语,
宾语补足语”等成分的词性。
3.
学生做练习，分析句子成分。
4.
逐个提问学生，请学生通过看图做出判断。
5.
逐个提问学生回答问题。
6.
逐个提问学生回答问题。
1.学生进行“头脑风暴”，通过分析，归纳，最后得出结论,尝试回答问题1-3。
2.
区别“词性”与“句子成分”的概念。
3.
使学生熟练掌握这8种基本句子结构。
4.培养学生仔细观察，对比分析的能力。同时，让学生带着问题思考后面所做练习的意义。
5.
练习识别基本句子结构。
6.
培训学生快速识别句子基本结构的能力。
课堂小结
Summary
In
this
period,
we’ve
learned
about
some
important
concepts
of
syntax.
1.
The
definitions
of
“S
(subject),
V
(verb),
O
(object),
P
(predicative),
A
(adverbial),
DO
(direct
object),
IO
(Indirect
object)
and
C
(object
complement)”;
2.
The
morphologic
features
corresponding
to
“
S
(subject),
V
(verb),
O
(object),
P
(predicative),
A
(adverbial),
DO
(direct
object),
IO
(Indirect
object)
and
C
(object
complement)”;
3.
“V”,
as
the
most
unstable
part
in
English
sentence,
decides
all
the
varieties
of
the
basic
sentence
structures.
4.
the
importance
of
learning
Verb
patterns.
Home
work:
1.
Recite
the
meanings
of
the
capitalized
initials
“S
(subject),
V
(verb),
O
(object),
P
(predicative),
A
(adverbial),
DO
(direct
object),
IO
(Indirect
object)
and
C
(object
complement)”.
2.
Finish
Ex.
2
and
Ex.
3
on
page
5
3.
Think
about
the
significance
of
distinguishing
“transitive
verbs”
from
“intransitive
verbs”?
学生认真阅读该小结，回忆前面做过的练习和分析。
帮助学生梳理本节课的重要内容
板书
Period
2
I
What
is
What?
1.
1
What
can
be
used
as
“Subject”
in
a
sentence?
1.1.1
Nouns.
For
example:
A
tiger
eats
meat.
S
1.1.2
Subject
Pronouns.
For
example:
He
is
a
teacher.
S
1.1.3
Appellations.
For
example:
Mr.
Wood
is
coming.
S
1.2
What
can
be
used
as
“Object”
in
a
sentence?
1.2.1
Nouns.
For
example:
A
tiger
eats
meat.
O
1.2.2
Object
Pronouns.
For
example:
I
like
him.
O
1.2.3
Appellations.
For
example:
We
invite
Mr.
Wood.
O
1.3
What
can
be
used
as
“Predicative”
in
a
sentence?
1.3.1
Link
verb
+
adjective
/
noun.
For
example:
He
is
a
teacher.
This
is
great
P
P
1.3.2
Link
verbs.
For
example:
be,
look,
feel,
tastes,
smell,
become,
grow,
etc.
1.4
What
can
be
used
as
“Adverbial”
in
a
sentence?
1.4.1
Preposition
+
a
place.
For
example:
in
the
room
A
1.4.2
Preposition
+
time.
For
example:
in
1918
A
1.4.3
Preposition
+
a
traffic
tool.
For
example:
by
bus
A
1.4.3
Preposition
+
a
noun.
For
example:
with
your
help
A
1.5
What
can
be
used
as
“DO”
in
a
sentence?
1.5.1
Nouns.
For
example:
Give
me
the
book.
DO
1.5.2
Pronouns.
For
example:
Pass
them
to
me.
DO
1.6
What
can
be
used
as
“IO”
in
a
sentence?
1.6.1
Pronouns.
For
example:
Send
him
a
letter.
IO
1.6.2
Nouns.
For
example:
Send
my
mum
a
letter.
IO
1.6.3
Appellations.
For
example:
Send
Mr.
Jin
a
letter.
IO
1.7
What
can
be
used
as
“C”
in
a
sentence?
1.7.1
Adjectives.
For
example:
It
makes
me
happy.
C
√The
implied
logic
between
“me”
and
“happy”
is
“I
am
happy”
1.7.2
Nouns.
For
example:
The
war
left
him
an
orphan.
C
1.7.3
–ing
phrases.
For
example:
He
found
it
exciting.
C
1.8
“There
be
…”
is
actually
an
inversion
of
“SV”
or
“SVA”.
For
example:
1.8.1
There
isa
boyin
the
room.
V
S
A
1.8.2
There
sitsa
boy.
V
S
II
Find
the
differences
–
SP
vs.
SVA
2.1.
P
in
“SP”
means
“link.
verb”
+
“adj.
/
noun”
2.2
VA
means
“intransitive
verb”+
adverb
2.3
For
example:
look
great
P
(link
verb
+
adj.)
work
hard
V
A
(vi.
+
adv.)
III
Find
the
differences
–
SVOC
vs.
SVOA
3.1
“C”
means
“nouns
/
adjectives.”
3.2
“A”
means
“adverbs
/
prepositional
phrases”
3.3
For
example:
makehima
hero
/
happy
V
O
C
missyouvery
much
/
in
my
heart
V
O
A
I
要求学生适当记笔记，区分词性与句子成分。
II
要求学生记笔记，抓住重点和难点。
III
要求学生记笔记，抓住重点和难点。
I
逐条总结S,
V,
O,
P,
IO，
DO，
C
等基本概念。
II
强化重点和难点，以便学生更准确地识别句子结构。
III
强化重点和难点，以便学生更准确地识别句子结构。Welcome
Unit
Period
2
Reading
and
thinking
教材分析:
The
reading
passage
titled
First
Impressions
briefly
describes
Han
Jing’s
feelings
on
her
first
senior
high
school
life.
Faced
with
freshmen
in
new
senior
high
school,
the
teacher
is
expected
to
encourage
students
to
talk
more
about
their
own
feelings
about
their
first
day
of
senior
high
school,
largely
due
to
the
fact
that
new
students
probably
have
the
similar
feelings
to
Han
Jing.
Then
teachers
can
encourage
students
to
look
at
the
pictures
and
the
title
to
guess
what
the
text
might
be
about.
Then
let
them
skim
for
the
general
idea
for
each
section,
and
scan
for
further
understanding.
教学目标与核心素养:
1.
Enable
students
to
acquire
the
basic
usage
of
the
new
words
and
expressions
concerning
new
school
life
and
learn
to
use
them
flexibly.
2.
Enable
students
to
have
a
good
understanding
of
life
in
the
new
senior
high
school
which
is
quite
different
from
junior
middle
school.
3.
Develop
students’
sense
of
cooperative
learning
and
individual
thinking
capability.
4.
Develop
students’
different
learning
skills
to
solve
different
reading
comprehensive
problems
教学重难点:
1.
Develop
students’
reading
ability
such
as
skimming,
scanning
and
summarizing.
2.
Lead
students
to
understand
Han
Jing’s
mood
and
experience
to
help
students
know
how
to
use
some
words
and
sentences
to
express
their
feelings.
教学过程:
Step
1
Leading-in
1)
Have
a
free
talk
with
students.
Ask
them
the
following
questions:
How
did
you
feel
on
your
first
day
of
senior
high
school?
Did
you
feel
anxious?
“Anxious”
means
“worried”.
Did
you
feel
annoyed?
I
mean
if
there
was
anything
that
made
you
angry.
Did
you
feel
frightened?
I
mean
if
there
was
anything
you
were
afraid
of?
Was
there
anything
that
made
you
feel
awkward?
“Awkward”
means
“not
relaxed
or
comfortable”.
What
made
you
feel
happy/excited/anxious/annoyed/frightened/awkward?
2)
Read
the
words
on
the
PPT
aloud,and
play
a
guess
game
using
facial
expression
or
body
languages
to
present
these
adjectives.
Step
2
Pre-reading
1.
Let
students
brainstorm
some
difficulties
that
they
might
encounter
at
the
beginning
of
their
senior
school
life.
【suggested
answers】I
might
have
difficulty
with
my
new
lessons
and
I
might
not
get
along
well
with
my
new
classmates.
Besides,
I
don’t
like
to
live
in
the
dorm
with
others.
2.
Ask
students
to
guess
what
kind
of
information
will
be
introduced
in
the
passage
by
reading
the
title
and
taking
a
quick
look
at
the
pictures
in
the
passage.
【suggested
answers】A
girl’s
feelings
and
experience
in
a
new
school.
Step
3:
Reading
1.
Fast
reading
Ask
students
to
skim
the
reading
passage
and
then
fill
in
the
following
chart.
Time
What
was
Han
Jing
texting
about
7:00
am
12:30
pm
6:32
pm
10:29pm
(Let
students
look
through
the
chart
first
and
then
read
the
text
silently.
Three
minutes
later,
check
the
answers
with
the
whole
class.
Show
the
suggested
answers
on
the
screen)
2.
Intensive
reading
Allow
students
to
read
carefully
this
time
to
understand
the
main
idea
of
each
paragraph
and
the
important
details
and
then
finish
the
following.
1.
Read
the
passage
carefully
and
sum
up
the
main
idea
of
each
paragraph.
Paragraph
1:____________________________________
Paragraph
2_____________________________________
Paragraph
3:____________________________________
Paragraph
4_____________________________________
2.
Answer
the
following
questions.
1)
Why
did
Han
Jing
feel
anxious
before
school?
2)
How
was
her
first
maths
class?
3)
What
happened
in
the
chemistry
class?
What
would
you
do
if
this
happened
to
you?
4)
What
did
Han
Jing
learn
from
her
first
day
in
senior
high
school?
Step
4:
Further
Reading
and
discussion
Read
the
text
the
third
time
and
work
in
pairs
to
do
the
following.
1.
What
are
Han
Jing’s
first
impressions
of
her
new
school
day?
Talk
about
your
first
impressions
on
the
new
school
day?
2.
What
kind
of
girl
is
Han
Jing?
What
about
you?
Do
you
think
you
can
make
good
friends
with
a
girl
like
Han
Jing?
3.
Do
you
think
Han
Jing
can
get
used
to
the
new
senior
school
day
quickly
and
why
do
you
think
so?
Step
5:
Passage
Consolidation
Complete
the
passage
with
the
suitable
words
from
the
passage.
Complete
the
passage
with
the
correct
forms
of
the
words
and
Phrases
below.
explore
impression
feel
confident
senior
experiment
concentrate
on
Tian
Hua
is
a
new
student
in
a
school
in
America.She
is
studying
in
an
American
high
school
for
one
year.
In
China,
Tian
Hua
was
in
Grade
1in______high
school,
but
in
America,
she
is
in
Grade
10!
She
did
not
_____________at
all
when
she
arrived.
Her
first___________
was
that
English
was
difficult
and
people
too
quickly,
but
soon
she
found
that
if
she
______________the
ideas
not
the
single
words,
she
would
understand!
She
also
made
friends
and
began
to
__________
the
city
with
them.
Her
new
friends
were
happy
to
explain
things
to
her
after
class.
Her
favourite
class
is
chemistry
because
the
teacher
lets
the
students
do
cool
_________!
Tian
Hua
is
not
sure
how
well
she
will
do
in
school
this
year,
but
she
is
not
nervous
any
more.
She
is
excited.
Answers:
senior;
feel
confident;
impression;
concentrate
on;
explore;
experiments
Step
6:
Homework
1.
Write
a
passage
to
introduce
you
first
senior
school
day.
(100
words
or
so)
2.
Learn
the
useful
new
words
and
expressions
in
this
part
by
heart.Welcome
Unit
Period
1
Listening
and
Speaking
教材分析:
该板块的活动主题是“认识新人”（Get
to
know
new
people），选取了高中开始时的常见校园场景，复习和巩固初中学过的语言功能项目——作介绍和打招呼（making
introductions
and
greetings）。学生最后要能够自编对话，根据不同的场合和谈话对象选择适当的语言打招呼、介绍自己或他人。
教学目标与核心素养:
学生能正确使用本节课的重点单词。
学生能掌握元音字母的发音规律，并利用这些规律准确辨音。
学生能用恰当的语言打招呼、介绍自己或他人。
4.学生能了解中外高中学生在开学之初的学习生活及感受。
重点:
1.掌握重点单词的使用。
2.引导学生通过听对话获取关键信息，并能使用得体的语言打招呼、介绍自己或他人，建立良好的人际关系。。
难点:
使用得体的语言打招呼、介绍自己或他人。
教学过程:
Step1
Lead-in
1.让学生理解名言。“A
thousand-mile
journey
begins
with
the
first
step.
Do
you
think
so？
2.学生进一步探讨first
step的含义，同时关注逻辑思维能力的培养。教师可以板书下面的句子结构：A
thousand-mile
journey
begins
with,because/so教师提出下列问题启发学生思考：What's
your
first
step？Do
you
think
the
first
step
is
very
important/challenging？
3.学生看单元标题和主题图，并讨论开篇页Look
and
discuss
中的问题。
4.学生阅读本单元学习目标，了解主要学习活动和内容。
Step2
Pre-listening
1.教师通过问题，引入听力话题，同时帮助学生初步掌握生词。教师提问：
Where
did
you
go
and
what
did
you
do
on
the
first
day
of
senior
high
school？Do
you
have
exchange
students
from
other
countries？
教师可以重复senior
high
school，并说出中文，帮助学生掌握生词senior；还可以呈现学校报告厅、注册办公室、外籍学生等图片，帮助学生学习生词lecture、registration、exchange等。
2.学生观察活动1中的三幅图片，讨论其中的人物和活动。教师提问：Here
we
have
three
pictures
about
the
first
day
of
senior
high
school.
Look
at
the
pictures.
Who
can
you
see
in
the
pictures？What
are
they
doing？
3.学生阅读活动1中的句子，匹配句子和图片。
Step3
While-listening
1.学生观察活动2中的学生登记表，预测听力内容。同时，教师可以带领学生认识生词female、sex、nationality。随后学生带着问题听对话。听力结束后，学生先互对答案，然后再与教师核对。
2.教师指导学生浏览活动3所提供的听力任务，圈出关键信息，预测听力内容。然后让学生听第二段对话，完成活动3的听力任务，最后师生核对答案。
3.学生就自已喜爱的科目及未来专业的选择进行讨论，然后听第三段对话，完成活动4。
教师核对答案，并让学生猜测designer的词义。教师提问:Can
you
guess
what
a
designer
is？How
do
you
know
it？
4.教师可根据课堂情况进一-步提问：What
other
courses
do
you
think
Ms
Li
will
advise
Amy
to
choose？Why？
Step3
Speaking
1.帮助学生复习初中阶段的相关语言知识，对活动5中的介绍、问候等语言表达进行补充。教师提问：Do
you
know
other
ways
of
making
introductions，offering
greetings
or
giving
responses？Add
them
to
the
form.
2.创设示范语境，例如：教师就早晨在教室与某学生见面的场景开展师生对话，为学生小组对话活动做好准备。
3.学生结对完成活动5，自编对话并在班内展示，最后教师进行评价。
4.学生结对或组成小组，根据开学初发生在同学之间或师生之间的事，利用本节课所学语言，自编自导小情景剧，在班内表演展示。
Step4
Pronunciation
1.观看元音学习视频。
2.学生分成小组，在规定的时间内写出元音字母在开音节与团音节中有相同发音规律的单词，以游戏的方式展开竞赛，每类写出最多单词的组获胜。
Step5
Summary
1.
How
to
know
new
people
2.
How
to
make
introduction
and
greetings
3.
Vowel
sounds
Step6
Homework
Write
an
essay
about
“the
first
day
of
school”.
