Module 1 My First Day at Senior High
I. 教学内容分析
作为高中英语的开始，通过本模块的学习将对学生今后英语学习产生重要的影响。本模块是介绍一位高中新生第一天到学校观察和接触到的人和事物以及个人的感受，内容紧密结合学生现实生活。教学中应尽量激发学生的兴趣，使学生尽快适应高中的学习。
Introduction部分通过几个问题让学生学习有关课程的英语名称，让学生初步了解高中阶段的学习内容，并让学生就自己喜欢的学科展开讨论，消除学生对新环境的陌生，积极表达自己的意见看法，营造良好的学习氛围。
Reading and Vocabulary部分是本模块的主要内容，文章主要是一名高中学生以日记的形式比较了初、高中学校的异同，描写了高中英语课的教学，引导学生热爱现有的班集体。通过阅读，学习相关的生词，让学生对教师、班级、学生以及学校等情况英语表达有个一个初步接触和了解；要求学生通过阅读，初步了解以-ing和-ed结尾的形容词在句子中的作用。
Grammar 1部分通过复习一般现在时的用法，使学生熟练掌握该时态的正确形式，然后再和现在进行时的比较，使学生深化对两种时态含义的理解，从而提高写句子的能力。
Listening and Vocabulary部分学习生词及其构词法（学习动词、名词和形容词的后缀及三者之间的相互转换），并为听力活动以及今后学习打下词汇基础，通过听力活动巩固所学词汇并加以运用。
Grammar 2部分学习-ing和-ed结尾的形容词，并通过相关的练习学会如何正确使用这两种形式的形容词。
Pronunciation部分学习-ed结尾的单词的发音，掌握三种词尾后加-ed的发音规则。
Speaking部分通过三副美国校园生活的图片来引起学生的兴趣，回答模块提出的问题，对美国学校进行相关的描述，并与中国学校进行比较，提出自己的看法。
Writing部分通过阅读一名美国中学生写的电子邮件，并通过回答问题的方式，培养学生基本的造句能力，为写一封关于自己学校的回信作准备。
Everyday English and Function部分两位新生就语言学习的话题展开讨论，通过学习日常用语、练习对话，使学生掌握在真实语境下使谈话继续进行的基本表达方式。
Cultural Corner部分通过阅读初步了解和比较中美两国的中学教育系统，要求学生就中美两国的教育体系进行对比，找出两者的相同点和不同点，并就此发表个人看法。
Task部分通过讨论，回顾本模块的内容，准备用书面表达的方式介绍所在的学校。
Module File部分通过学生的自评与互评，使其对本模块学习内容进行系统归纳，对自己的学习行为及效果进行反思和检验。
II. 教学重点和难点
1. 教学重点
(1)本单元的生词和短语。
(2) 复习一般现在时的三种不同用法；学习以-ing和-ed结尾的形容词。
(3)了解如何用英语来表达与学校、课程有关的内容，了解国内外的教育体系。2. 教学难点
(1)听懂有关学校介绍的内容并获取信息
(2)学会介绍学校或班级的情况
(3)了解中、美学校的情况，并能说出他们之间的异同
(4)学写介绍学校情况的文章
III. 教学计划
本单元分六个课时：
第一课时：Introduction, Cultural Corner, Speaking
第二课时：Reading and V ocabulary
第三课时：Grammar 1
第四课时：Listening and V ocabulary, Everyday English and Function
第五课时：Pronunciation, Grammar 2
第六课时：Module File, Writing, Task
IV. 教学步骤：
Period 1 Introduction, Cultural Corner, Speaking
Teaching Goals:
1. To arouse Ss’ interest in learning about the school life.
2. To introduce the topic “My First Day at Senior High”.
3. Get Ss to master the vocabulary and some reading skills.
Teaching Procedures:
Step 1 Leading-in and Introduction
Purpose: To arouse Ss’ interest in learning about the school life.
1. Ask Ss to answer the following question:
Did you copy down the school timetable? If you did so, please show it to me.
2. Pair Work: According to the timetable, give some questions to them in order that they can talk freely.
(1) How many classes do you have in a week?
(2) What are they?
(3) How many of the subjects are science subjects?
(4) How many of them are languages?
(5) Which are your three favourite subjects? Can you give me some reasons?
(Suggested answers:I like English because I want to communicate with British and understand what the English songs mean.)
(6) Which of them are not academic subjects?
3. Individual Work: Ask Ss to open the book, and turn to page 1.
Read out the vocabulary in the box of Activity 1 in order to keep them in their mind.
4. Individual Work: Ask Ss to complete the sentences in Activity 2 on page 1.
5. Group work: Ask Ss to show their answers to other students and discuss them. Then ask Ss the following questions to make a conclusion:
Do you think your senior high school life will be more interesting than before? Do you know any other kind of school life that is not similar to yours?
Step 2 Cultural Corner
Purpose: To introduce the American Senior High.
1. Explain the aim of Cultural Corner.
Cultural Corner is a passage about culture of other country, which is different from us. As we know, each country has its own culture. For example, in China, Monday is the first day of a week and Sunday is the last one. However, westerners have Sunday as the beginning of a week. So it’s very useful to learn some culture about other countries. It’s sure that it can help us communicate with others successfully.
2. Individual Work:Now let’s turn to page 9 and read the passage about American Senior High school systems within 3 minutes. Try to find some information about American School
Suggested answers:
3. Pair Work: Ask Ss to compare the Chinese school system with the American school system.
(1) How’s it going?
= How is everything recently?
(2) cover：包含，包括
Eg His researches covered a wide field.
[相关词组]
●be covered with 被……覆盖
Eg The field is covered with snow.
●cover over 遮住
from cover to cover 从头到尾
●cover girl 封面女郎
(3) at the end of …在……结束的时候
Eg Class 5 is at the end of the corridor.
[相关词组]
●in the end = at last 最后，终于（一般时态）
Eg I am sure I will win in the end.
●by the end of …到……为止(后用完成时态)
Eg ①By the end of this term, we will have learnt two English books.
②By the end of last year, we had finished our task.
●end up with 以……告终
●make (both) ends meet 量入为出
●be no end fine 好极了
(4) receive 客观上收到; accept 主观上收到
Eg I received his invitation but did not accept it.
(5) divide：划分，把整体分为若干部分
Eg The world is divide into five continents.
※比较
separate：分隔，把原来连在一起或靠近的分隔开来
Eg Separate your things from mine, please.
(6) 表参加活动的短语：
take part in + 活动
join the Party
join in the game
attend + the meeting
Step 3 Speaking (Group Work)
Purpose: Get Ss to know the similarities and differences about school systems. Try to use what they have learnt just now to express their ideas.
1. Divide the whole class into several groups, and let them answer the following questions.
(1) Is the school similar to your school? Explain why it is or isn’t.
(2) Do students at your school do things like this?
(3) What similarities or differences do you know about American and Chinese school systems? Which one do you prefer?
2. Ask some of them to give a brief conclusion.
Step 4 Homework:
1. Review what we have learnt today and try to make some sentences by using the words we just learnt.
2. Preview Reading and Vocabulary.
Period 2 Reading and Vocabulary
Teaching Goals:
1. Get Ss to know the topic “my first day at senior high”;
2. Get Ss to master the reading skills of scanning and skimming;
3. Let Ss master the language points in the textbook.
Teaching procedures:
Step 1. Leading-in
Purpose: To arouse Ss’ interest in learning “My First Day at Senior High”.
1. Group Work.
Ask Ss the following questions:
Last period, we have learnt something about American school. Now we are going to learn something about ours. Before we go to learn the text, I want to ask you some questions. You
have been in our school several days, what is your feeling?
(1) What are the main differences between Junior High school and Senior High school?
(2) Do you think that work at Senior High school is harder than at Junior High school?
(3) Are Senior High teachers similar to Junior High teachers?
2. Ask Ss to express their own opinions.
Step 2 Pre-reading (Vocabulary Study)
Purpose: To let the students know some new words by asking and answering questions and make them easy to read the text.
1. Group Work:
While you are studying English, what is your feeling? Interested or bored?
Introduce a new word “enthusiastic” for Ss. It means very excited to do something.
All of these words are your attitude, which is the point of view.
Eg We must keep a firm attitude. 我们必须态度坚决。
常与介词to, towards连用：
Eg Her attitude towards me has changed. 她对我的态度改变了。
习惯与attitude搭配的动词有take, adopt(采取), keep, maintain（保持）。
2. Group Work When you are in English class, how about your acting? Listen carefully or get noisy?
This is your behavior. Can you guess what “behavior” means?
Behavior means ways of acting or manners. Its verb form is “behave”.
3. I have taught you two lessons. What do you think of me? And what about my teaching? Do you think I should explain grammar, write new words on the blackboard, or something else? All these ways of teaching are my teaching methods. I hope they fit you well.
4. What do you find the most difficult about English? Reading comprehension, speaking, handwriting, spelling, understanding instructions, or something else?
5. And how about the textbook? Do you think it’s very colorful? I mean it has a lot of photographs. What is the difference between this book and the one you used at Junior High? Step 3 While-Reading
1. Skimming
Purpose: To get a brief understanding of the text.
(1) Ask Ss to read the passage and try to answer the questions in Activity 3 and 4.
(2) Read the text again, perfectly the first and the last sentences of each paragraph, and try to put the following sentences in order.
①My new school is very good and I can see why.
②The English class is really interesting.
③My name is Li Kang.
④Ms Shen wants to help us improve our spelling and handwriting.
⑤The teachers are very enthusiastic and friendly and the classrooms are amazing.
⑥There are sixty-five students in my class –more than my previous class in Junior
High.
⑦The teacher is a very enthusiastic woman called Ms Shen.
⑧I like her attitude very much.
Suggested answers:③-①-⑤-②-⑦-④-⑧-⑥
2. Scanning
Purpose: To get Ss to have some details in the text.
(1) Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these:
Q1. How do the teachers use the computer in the classrooms?
Q2. Does Li Kang like to have an English class at Senior High? Why or why not?
Q3. What does Li Kang think of the new Senior High school?
Suggested answers:
A1. The teachers write on the computer, and their words appear on the screen behind them. They can show them photographs, text and information from websites.
A2. Yes, he does. Because the English class is really interesting and funny. Ms Shen is very enthusiastic. She uses a new teaching method.
A3. I think he likes his new school very much. Because the teachers are very enthusiastic and friendly. The classrooms which have a computer and a special screen, are amazing and brilliant. And all the students are all friendly and hardworking. They will also help each other.
(2) Ask Ss to finish Activity 6 on P4. Check whether they have understood the text or not. Suggested answers:
The second summary is the fullest one of what Li Kang writes.
Step 4 Dealing with the language points in groups.
Purpose: To train Ss’ listening ability and language capacity.
Group work. The students are divided into groups of four. Each group is supposed to read through each part, and then discuss them.
1. The teachers are very enthusiastic and friendly and the classrooms are amazing.
表示“吃惊”的几个单词：
◆surprise指“由于出乎意料而感到惊异或诧异”。
Eg His coming surprised me.
◆astonish指“由于出乎意料而又不能理解而感到吃惊”，语意较强。
Eg I was astonished to see he got up so early.
◆amaze指“由于认为似乎不可能或极少可能发生的事的出现而感到大为诧异、迷惑不解”，语意较强。
Eg I was amazed at his confidence.
2. Every room has a computer with a special screen, almost as big as a cinema screen.
as … as…表示“和……一样……”。
Eg My book is as interesting as yours.
3. The teacher is a very enthusiastic woman called Mr. Shen.
请注意该句中动词的-ed形式，called Ms Shen在此作定语。
4. We’re using a new textbook and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.
(1) 表示“方法、办法”的几个单词：
◆method 作可数名词，指（系统的、逻辑的）方法、办法。后面常接of + 动名词，不接不定式）；作不可数名词，指秩序，条理，规律。
Eg ①He is a man of having accurate and strict methods.
②We must get some method into our office filling.
◆way为可数名词，后接不定式或of + 动名词。
Eg ①We must find a way to solve this kind of problem.
②The normal way of carrying out such a kind plan is very difficult.
◆means单复数形式相同，其前有a, one, this, that, every等有时表单数意义，其前有such, these, those, all等有时表复数意义，其多指抽象或概括性的含义，后可接不定式，也可接of + 动名词/名词。
Eg There is no means of finding out what happened.
(2) nothing like + n./pron.
◆完全不像，一点也不像
Eg She’s nothing like her mother.
◆没有什么能赶得上
Eg There’s nothing like a holiday to make one feel rested.
◆绝对不会；没有（那么多，那么好）
Eg Your work is nothing like so good as Mary’s.
5. I don’t think I will be bored in Ms Shen’s class!
Think表示意见和看法，其后的宾语从句中的否定词not被移到主句中，该现象被称为“否定转移”。类似的动词还有：expect, believe, suppose, imagine等。
Eg ①I don’t suppose that she will be back until night.
②I shall not expect you till I see you.
6. We do this in a fun way, with spelling games and other activities.
in a … way以……的方式：
Eg Children like playing games in a fun way, so you must change the plan.
※[辨析] in this way / in no way / in the way / in a way / by the way / on the way
◆in this way 用这种方法、手段
Eg ①Only in this way can you work out the problem.
②You can’t operate the machine in this way.
◆in no way 决不
Eg ①The two accidents are in no way connected.
②We can in no way give in to the enemy.
◆in the way, 也可以写成in one’s way，意思是“挡了某人的路”，“妨碍了某人”。
Eg ①The box is just in my way to the room.
②Don’t stand in the way when I am carrying out the plan.
◆in a way 在某种程度上，有点
Eg You are correct in a way.
◆by the way意思是“顺便说一下”，“顺便问一句”，也可以表示“在途中”。多位于句首。
Eg ①By the way, where has he gone?
②He stopped for a picnic by the way.
◆on the way意思是“在路上”，“即将”，也可以写成on one’s way。后跟介词to。
Eg ①I’ll buy some bread on the / my way home.
②She is on the way to becoming a doctor.
7. In other words, there are three times as many girls as boys.
(1) in other words意为“换言之，换句话说，也就是说”。用来说明使用不同的表达形式，表示相同的含义。
(2) three times as many girls as boys是比较结构“倍数+ as + many + 复数可数名词+ as 从句”，意为“……是……的……倍”。其基本形式是“as + 形容词或副词原级+ as 从句”。Eg ①This room is as big as that one.
②Mary runs as fast as Jenny.
类似的结构还有“as + much +不可数名词+ as 从句”。
Eg He saved as much money as he could.
8. I’m looking forward to doing it!
look forward to意思是“盼望”，后面跟名词或动词的ing形式。
Eg ①All the children are looking forward to the Spring Festival.
②I don’t know what result they are looking forward to seeing.
※[联想、发散] 英语中很多短语中的to为介词。
devote … to 献身于……get down to …认真考虑……
pay attention to …注意……stick to …坚持……
get used to …习惯于……lead to …导致……
9. What are the main differences between Junior High school and Senior High school?
Main 作形容词，意为“最主要的，最重要的”。
Eg She noted down the main points of the speech.
作名词，意为“主要部分，要点”。
Eg She devoted the main of the second chapter to the political system of the country.
※[辨析] major & main
(1) major作形容词，与minor对应，意为“较大的”；“较多的”；“主要的”。
Eg The major part of the town was ruined. ，
(2) major作名词，意为“（大学中的）主修科目”；“主要公司（企业，组织等）”。
Eg English is my major.
(3) major作不及物动词，常与介词in连用，表示“主修”。
Eg I major in English. 我主修英语。
10. Li Kang is very impressed with the teachers and the technology in his new school. Impress及物动词(1) 给予（人）印象。
Eg Their manners impressed us favorably.
(2) 使（人、心等）铭记（事、物）（un, upon）。
Eg That accident impressed on me the necessity of traffic regulations.
(3) 感动（人），打动（人心）(with, by)。
Eg He impressed the world with his adventure. 他的冒险精神使全球的人深受感动。
11. Would you mind answering the questions for me?
句型Would / Could you mind doing sth? 是比较礼貌的表示请求说法，要注意谓语动词mind后要跟动词的ing形式，不可以用不定式。回答时，如果答应（同意）做某事用No. / Not at all. / Of course not. / Oh, no please.等，即表示不介意。
Eg – I will be away on a business trip. Would you mind looking after my cat?
– Not at all. __________,
A. I have no time
B. I’d rather not
C. I’d like it
D. I’d be happy to
答案是：D
12. At the end of twelfth grade, American students receive the high school diploma.
at the end一般不单独使用，后常接of短语，意为“在……结束的时候”，表示时间点，因此句子多用一般时态。
Eg At the end of the talk, he expressed his great satisfaction with us.
※[辨析]
◆by the end 一般不单独使用，后常跟of短语，意为“到……结束的时候”，表示一段时间，因此句子多用完成时态，如过去完成时或将来完成时。
Eg ①By the end of last term, we had learnt 1000 words.
②We will have learnt 2000 words by the end of next month.
◆in the end后不可跟of短语，表示最终的结果，相当于finally或at last。
Eg They found the lost boy in the end.
13. The school year is divided into two semesters, the first of which is September through December, the second January through May.
be divided into 指把一个整体分成若干部分，有时表示“平均分成几份”的意思。
Eg The cake was divided into several pieces by a knife.
※[辨析]
◆separate … into 是把……分成为，即把一个整体分成了若干等份，有时和divide … into 相同。
Eg The largest landmass is usually separated(divided) into two continents along the Ural Mountains.
◆separate … from 把……和……分隔开，指由于事物阻隔而被分离。
Eg Only a narrow strait separates North America from South America.
Step 4. Post-reading
Purpose: To have a deep understanding of the text.
1. Group work:
Ask Ss the following questions:
(1) Is your English classroom like Li Kang’s?
(2) Is your class the same size as his? Is the number of boys and girls the same?
(3) Are you looking forward to doing your English homework?
2. Pair Work:
Try to use what we have learnt today to say something about Li Kang’s new school, new teachers and the new students.
Step 5. Homework
Retell the diary using the words and phrases in Activity 5 on P4.
Period 3 Grammar 1
Goals: 1. To get the Ss to have knowledge of this grammar point: the present tenses;
2. To enable the Ss to use the correct forms of verbs in the present tenses.
Teaching procedures:
Step 1. Revision
Individual Work
Ask the Ss to retell the diary using the words and phrases in Activity 5 on page 4.
Step 2 Grammar 1
Purpose: Let Ss find out the differences between the present simple and the present continuous.
1. Individual Work
Give Ss several sentences. Ask them what they find from the sentences. Do they use the same tense?
(1) I live in Shijiazhuang, a city not far from Beijing.
(2) We are using a new textbook.
(3) The teachers write on the computer, and their words appear on the screen behind them.
(4) I’m writing down my thoughts about it.
Suggested answers:
(1) Sentence 1 means “I”am in Shijiazhuang now. It is a permanent state of affairs. My home is in Shijiazhuang. And the tense of the sentence 1 is present simple tense. Sentence 3 means when the teachers write on the computer, the words will appear on the screen. It is a habit, or something you do regularly. Once you write on the computer, the words will appear on the screen.
(2) Sentence 2 means we are looking at the book now. Something is taking place at this moment. Sentence 4 means I am writing something. Something is taking place in this period of time (e.g. this month, this term, this year, etc.)
2. Group Work
Ask Ss to finish Activity 1 on P4 and discuss with their partners. And then ask some of them to give their opinions on how to use the present simple tense and the present continuous tense.
(1) Simple Present Tense is used
◆to give one’s opinion
Eg I like playing table-tennis very much. You don’t like to go with me.
◆to talk about schedules
Eg ①His ship leaves at 9 am.
②The meeting is at 2 pm.
◆to talk about daily habits
Eg ①The students have sports at five every afternoon.
②He is always ready to help others.
◆to give facts
Eg ①Three plus two is five.
②He said the earth is round.
◆to indicate a permanent state of affairs
Eg ①He is a teacher now.
②She lives in Beijing at present.
(2) Present Continuous Tense is used
◆something that is doing at the time of speaking
Eg ①I am singing a song now.
②All the students in my class are doing their homework.
◆an action that is often repeated
Eg ①She is always thinking of herself.
②Mr. Green is always telling the same old joke.
◆indicate that something is taking place in this period of time
Eg We are studying geography this semester.
◆to talk about something in the future
Eg ①They are going to play football.
②How many students are coming to the meeting?
3. Pair Work
Read the passage again. Choose three sentences in the present simple tense and two in the present continuous tense. Say which uses they show.
4. Individual Work
Practice
1. No one in the department but Tom and I ______ that the director is going to resign.
A. knows
B. know
C. have known
D. am to know
2. – When will you come to see me, Dad?
– I will go to see you when you ______ the training course.
A. will have finished
B. will finish
C. are finishing
D. finish
3. It ______ long before we ______ the result of the experiment.
A. will not be, will know
B. is, will know
C. will not be, know
D. is, know
4. Rainforests ______ and burned at such a speed that they will disappear from the earth in the near future.
A. cut
B. are cut
C. are being cut
D. had been cut
5. He ______ of how he can do more for the people.
A. will always think
B. is always thinking
C. has always been thought
D. does think always
6. I want to know when he _____ for New York.
A. has left
B. is leaving
C. had left
D. would leave
7. My mother and I ______ free tomorrow.
A. are not
B. have not been
C. will not be
D. had not been Suggested answers:
ADCCBBC
Step 3 Homework
1. Finish the exercises on P67.
2. Prepare for the listening class.
Period 4 Listening and Vocabulary, Everyday English and Function
Teaching Goals:
1. Review the present simple tense and the present continuous tense.
2. Get Ss to master some new words.
3. Enable Ss to know some skills of listening.
4. Let Ss make a conversation.
Teaching procedures:
Step 1 Revision
Check the answers to the WORKBOOK exercises of Grammar and give them some directions.
Step 2 Vocabulary Study
Purpose: enable Ss to know the parts of speech according to the suffixes and determine their functions in sentences.
1. Group Work
Learn some useful suffixes.
(1) suffixes used as a noun signifier: -er, -or, -ee (-eer), -ing, -ance (-ence), -ment, -tion, -ness, -ist, -hood, -ism, -ship,
Eg London – Londoner survive – survivor pay – payee
engine – engineer build – building attend -- attendance
different – difference manage – management graduate – graduation
ill – illness biology – biologist child – childhood
social – socialism friend – friendship
(2) suffixes used as an adjective signifier: -y, -ful, -ous, -ic(-ical), -al, -less, -some, -ent/ -ant, -able / -ible, -ive/ -tive, -ative , -ary, -ing, -ed
Eg sand – sandy use – useful danger – dangerous hero – heroic philosophy – philosophical nation – national
home – homeless trouble – troublesome differ – different
import – important change – changeable sense – sensible
act – active talk – talkative second – secondary
interest – interesting interest – interested
(3) suffixes used as a verb signifier: -en, -fy, -ize (-ise)
Eg wide – widen beauty – beautify organ – organize
2. Individual Work
Fill in the charts with the proper forms of the words by practicing Activity 1 on P5. Suggested answers:
Noun Verb Adjective
correction correct /
encouragement encourage /
enjoyment enjoy enjoyable
explanation explain /
fluency / fluent
misunderstanding misunderstand /
progress / progressive
pronunciation pronounce /
3. Pair Work
Ask them to practice Activity 2 on page 5.
Suggested answers:
(1) fluent (2) enjoyable (3) encouragement (4) progress (5) pronunciation (6) correction (7) misunderstood (8) explained
Step 3 Listening
Purpose: To develop Ss’ listening ability.
To get the main information in the listening part;
1. Pre-listening:
Pair Work. Read the sentences in Activity 2 again, and answer the questions.
(1) What do you think the students are doing?
A. They’re talking about a Chinese lesson that they both attended.
B. They’re talking about a Chinese lesson that one of them attended.
C. They’re talking about different language lessons that they attended.
(2) What do you think about the lessons they attended?
A. They were both happy with their lessons.
B. They were both disappointed with their lessons.
C. One was happy but the other was disappointed.
Suggested answers:
(1) C (2) C
2. While-listening:
(1) Individual Work. Listen to the conversation and check Ss’ answers.
(2) Ask Ss to listen again and answer the questions in Activity 4 on page 6.
Suggested answers:
见教材参考P97.
(3) Listen to the tape and fill in the missing words.
Rob: Hi, Diane!
Diane: Hi, Rob! ___________①________________
Rob: I’m fine. I’ve just been to my first language class.
Diane: _______________②____________________
Rob: Really? Which language are you studying?
Diane: Spanish. Which language are YOU studying?
Rob: Chinese.
Diane: _____________③___________ Cool! How was it?
Rob: It was good. The teacher’s name is Mr Davies.
Diane: Mr Davies?
Rob: Yes, he isn’t Chinese, obviously, but he’s _④_______ in Chinese. And there’s an assistant teacher called Miss Wang. She IS Chinese. We’re going to see her
once a week.
Diane: ___________⑤________________
Rob: Well, learning Chinese isn’t going to be easy – but the first lesson was very __⑥________ – I liked it a lot. Mr Davies gave us a lot of ____⑦_______–
he made us feel really good about being there. The most important thing at the
beginning is___________⑧_______, getting the sounds right – and he was very
good at _______⑨_______–he said it didn’t matter if we made mistakes. I think
we all made a lot of _______⑩_______– 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 the rest of the class are really beginners. I ______11___________the teacher – I thought
she said the class was for people who already speak Spanish. I’m not sure if I’m
going to make such _____12___________.
Rob: Oh, I’m sure things will improve.
Diane: Maybe – actually, I was a bit ___13__________ – she explained everything in English.
Rob: Oh, that’s too bad.
Suggested answers:
①How are you doing! ②Oh really? So have I. ③Is that right?
④fluent ⑤And what do you think? ⑥enjoyable
⑦encouragement ⑧pronunciation ⑨correction
⑩progress 11.misunderstood 12.progress
13.disappointed
3. Post-listening
Group Work. Try to retell the conversation using the information we just listened. Your own words or sentences will be allowed.
Step 4 Everyday English and Function
Purpose: Let the Ss know how to continue a conversation.
1. Individual Work. Get Ss to read the dialogue on P8. Look for the expressions they use to keep the conversation going and underline them.
Suggested answers:
How are you doing? Oh, really? So have I. Is that right? Cool. How was it?
2. Pair Work. Ask them to have a conversation about one of their classes with their partners. Step 5 Homework
Finish Activity 8 and 9 on P68 of Workbook.
Period 5 Pronunciation, Grammar 2
Teaching Goals: 1. Enable Ss to know the uses of adjectives ending in –ing / -ed and the differences between them.
2. Help Ss learn how to pronounce the words ending in -ed.
3. Let Ss make a conversation.
Teaching procedures:
Step 1 Revision
Check the answers to the Workbook Activity 8 and 9 and give Ss some directions.
Step 2 Grammar 2
Purpose: Enable Ss to know the uses of adjectives ending in –ing / -ed and the differences between them.
1. Ask Ss the following question:
We have learnt so many suffixes last period. Do you still remember that which suffixes can be used as an adjective?
2. Individual Work
Read My First Day at Senior High again and underline the adjectives with –ing or –ed endings.
3. Group Work
Suggested answers:
4.
Ask Ss to finish Activity 3 on page 7.
Suggested answers:
(1) bored (2) interested (3) amazing (4) disappointed (5) embarrassed (6) boring
Step 3 Pronunciation
1. Group Work.
Check the answers to Activity 3 on page 7 by correcting the pronunciation. Ask Ss to notice the differences between them.
2. Pair Work.
Listen to the pronunciation of these words. What is different about the pronunciation of the ends of the words in the different groups?
(1) amazed bored tired
(2) embarrassed
(3) disappointed excited interested
3. Help Ss to draw some conclusions.
(1) 以元音或浊辅音结尾的，发/d/
(2) 以轻辅音结尾的，发/t/
(3) 以/t/ 或/d/结尾的，发/id/
Step 4 Homework
Finish Workbook Activity 8 on P68.
Period 6 Writing, Task, Module File
Teaching Goals:
1. Help Ss review what we have learnt in this module;
2. Enable Ss to write an email to answer some questions about their school life of their first year at Senior High.
3. Help Ss learn how to write an email and a brochure about their school.
4. Get Ss to learn how to write an email.
Teaching procedures:
Step 1 Revision
1. Check the answers of Activity 8 on P68 of Workbook and give Ss some directions.
Step 2 Writing
Purpose: Let Ss know how to write email.
1. Nowadays, it is high-technology times. Computer plays an important role in our daily life. I usually use computer to type letters, teaching plan, and restore files. How about you? Do you often use computer? Have you ever written an email to your friends? Do you know how to
and try to answer my following questions.
(1) Who is writing the email?
(2) Why is she writing?
(3) What does she remember?
Suggested answers:
(1) Martha, a 16-year-old girl from New York.
(2) She wants students to tell her about their memories.
(3) The smell of wall paint, Molly, her friend, Miss Sharp’s smile.
3. Ask Ss to write a reply, answering the questions in the given email.
4. Ask some of them to show their emails.
Step 3 Task & Assignment
Ask Ss to collect the pictures and introductions and choose materials about our school. Fish the task to write a brochure about their school, introducing the best classroom, the best activity, some special features and a slogan.
Step 4 Module File
1. Leading-in: Now we have nearly finished module, what have we learnt?
2. Allow Ss a few minutes to read the module file.
3. Practice.
(1) Fill in the missing words according to the tips.
①After seeing the film directed by Charlie Champlin, many students were e_____________ about his own manner of acting.
②Mary never thought she was in such an e________________ position that no one could help her out.
③Canada is divided into p____________ instead of into states like America.
④When Mr. Wang stepped into the lecture hall, many scientists were having a ___________ (学术的) discussion.
⑤The great development of China is in great need of high ____________________(技术).
⑥The problem is so difficult that it is over my ___________________ (理解). Suggested answers:
①enthusiastic ②embarrassing ③provinces
④academic ⑤technology ⑥comprehension
(2) Translate the following sentences.
①我很快发现我在做的工作已经有人做过了，也就是说，我在浪费时间。
I soon found that the work I was doing had been done. ________ ________ ________, I was wasting time.
②上大学一直是我期待的梦想。
The dream that I _______ _______ ________ ________ is to _______ _______ _______.
③我对每天课前所唱的那首老歌非常厌烦。
I ______ _______ _______ the old song sung before class every day.
Suggested answers:
①In other words ②am looking forward to, go to college ③am bored w ith
(3) Multiple Choices
①-- When will you come to see me, Dad?
-- I will go to see you when you ____ the training course.
A. will have finished
B. will finish
C. are finishing
D. finish
②He will have learned English for eight years by the time he _____ from the university next year.
A. will graduate
B. will have graduated
C. graduates
D. is to graduate
③-- Will you go skiing with me this winter vacation?
-- It _____.
A. all depend
B. all depends
C. is all depended
D. is all depending
④Selecting a mobile phone for personal use is no easy task because technology ___ so rapidly.
A. is changing
B. has changed
C. will have changed
D. will change
⑤I’ve won a holiday for two weeks to Florida. I ____ my mum.
A. am taking
B. have taken
C. take
D. will have taken
⑥ A new cinema _____ here. They hope to finish it next month.
A. will be built
B. is built
C. has been built
D. is being built
⑦Hundreds of jobs _____ if the factory closes.
A. lose
B. will be lost
C. are lost
D. will lose
Suggested answers:
DCBAADB
【课题】1.1集合与元素 【教学目标】 1、理解集合的概念及元素与集合的关系； 2、掌握集合的构成原则，能准确判断一些对象能否构成集合； 3、了解集合的分类和常用数集及其记法。 【教学重点】 元素与集合之间的关系 【教学难点】 元素与集合之间“属于”、“不属于”关系的区分 【教学设计】 1、通过生活中的实例导入集合与元素的概念； 2、引导学生自然地认识集合与元素的关系。 【课时安排】 1课时（45分钟） 【教学过程】 ?揭示课题 在生活中，我们会遇到不计其数的物品，通过对这些物品的分类，能够加强我们对事物的认识，更好地解决问题。例如：超市中货物的分类摆放能让顾客准确有效地找到想要的东西。 对分类后的事物，我们该用怎样的数学语言进行描述呢？接下来我们就一起来学习今天的课题——1.1集合与元素 ?创设情景兴趣导入 问题：某商店进了一批货，包括：面包、饼干、笔、橡皮、果冻、薯片、尺子、本子。那么如何将这些商品放在指定的篮筐里？ 解决：显然，面包、饼干、果冻、薯片放在食品篮筐；笔、橡皮、本子、尺子放在文具篮筐。 归纳：面包、饼干、果冻、薯片组成了食品集合，也是食品集合的元素；而笔、橡皮、本子、尺子组成了文具集合，它们是文具集合的元素。 ?动脑思考探索新知
概念：一般的，由某些确定的对象组成的整体叫做集合，一般采用大写英文字母A ，B ，C ，…表示。 集合中的每个确定的对象叫做这个集合的元素，小写英文字母a ，b ，c ，…表示集合的元素。 拓展：集合中的元素具有下列特点： 1、互异性：一个给定的集合中的元素都是互不相同的； 2、无序性：一个给定的集合中的元素排列无顺序； 3、确定性：一个给定的集合中的元素必须是确定的。 不能确定的对象，不能组成集合。 例如：某班个子高的同学，不能组成集合，到底多少身高才算高个子，没有确定的标准； 某班个子高于180cm 的同学，可以组成集合。 关系：元素a 是集合A 的元素，记作a A ∈（读作“a 属于A ”）；如果a 不是集合A 的元素，记作a A ?（读作“a 不属于A ”）。 例题讲解：书上P3，例 集合类型： 由有限个元素组成的集合，叫做有限集； 由无限个元素组成的集合叫做无限集； 不含任何元素的集合叫做空集，记作?； 由数组成的集合叫做数集。方程的解集与不等式的解集都是数集。 所有自然数组成的集合叫做自然数集，记作N ；（最小的自然数0） 所有正整数组成的集合叫做正整数集，记作*N 或+ Ζ； 所有整数组成的集合叫做整数集，记作Z ； 所有有理数组成的集合叫做有理数集，记作Q ；（有理数包括整数和分数） 所有实数组成的集合叫做实数集，记作R 。 （书上常用数集的表示要记住，做题的时候经常会遇到） ? 运用知识 强化练习 书P4，练习和习题 ? 课后作业 一点通P4，课堂检测单和课后巩固单
1.知识目标 1) Review the words and phrases learned in the last two periods. 2) Master some important language points. 2.能力目标 1) Improve the Ss’ ability in reading. 2) Train the Ss to grasp the meaning of the words from the context. 3.情感目标 1) Learning to love the new high school life. 2) Form positive attitude towards language learning in new surroundings. 1. How to understand the passage better. 2. Master some important language points. 1. Greet the whole class as usual. 2. Review the new words in this module. Give the students Chinese meanings and let them pronounce and spell the words.
1.Require Ss to listen to the tape carefully and then tick the words that appear in the text. 2.Show the following language points on the screen and explain in detail. 1)Enthusiastic adj.热情的,热烈的 be enthusiastic for/over/about sth.对某事热心 an enthusiastic discussion热烈的讨论 enthusiasm n.热情, 积极性 2)Fun不可数名词,“娱乐,快乐” a lot of fun 3)By oneself=alone, on one’s own独自一人,独自地 4)time倍数表达法 ...times + as...as...相当于……的……倍 ...times + the size (width, length) of...相当于……倍 ...times + upon (over)...超过……倍 5)“word”相关短语 keep one’s word 守约，守信 in a/one word 简而言之，一句话，总之 break one’s word 失信 have a word with sb. 同某人谈话 6)look forward to“盼望”,to是介词，后接名词、代词或 动词的-ing形式 7)介词“to”短语 stick to 坚持come to 谈到，涉及 lead to 通向，导致refer to 提及，谈到，涉及 object to 反对belong to 属于
Module 1 Basketball 知识目标 1. defend vt.防守，防卫，为 ------------- 辩护 His task is to defe nd his oppo nent in the match. 他的任务就是在比赛中防守对手。The union said they would take action to defend their members ' jobs. 工会称他们将采取行动来维护会员们的工作权益。 归纳拓展 defe nd the motherla nd 保卫祖国 defend sb. / sth. from / against 保护, 保卫 defence n.防御，防卫，防御物 in defence of 为了保卫 They took up arms in defence of their country. 他们拿起武器保卫祖国。 词汇辨析 defe nd, guard, protect, preve nt 1）defend 抵御或击退外来威胁或攻击；也可指为某人或论点辩护，常与aga in st连用。 2）guard 意为“保卫，警卫，看守”，指为保证安全而留心守望，警戒，以防可能的攻击或侵害，含有警惕之意，常与against连用。 3）protect指采取保护措施，使人或物免受伤害，常用于防御风雨、疾病或保护权益等，常与against , from连用。 4）prevent 表示“阻止、防止”，不让事情发生。常与from连用。 边学边练 1）那只狗扑向我时，我用棍子自卫。When the dog attacked me, I __________________ myself with a stick. 2）你需要更强有力的证据才能为你的遗产继承权进行辩护。 You' ll n eed stron ger evide nce to ___________ your claim to the in herita nce. 3）人类应该依据法律保护濒危动物。Man should ________________ ani mals in dan ger by law. 4）我们能做什么来防止这种疾病蔓延呢？What can we do to _______________ the disease spreading? 2. value vt.估计----------- 的价值；尊重；重视n.价值；价钱；重要性；价值观 The property has bee n valued at over $200 millio n. 这处房地产价值为两亿多美元。 I really value him as a frie nd. 我真的把他是为朋友。 He is a valued member of staff. 他是职工中受重视的一个。 归纳拓展 of great value = very valuable valuable adj.有价值的，贵重的 The police think that the evidence is of great value. =The police think that the evide nce is very valuable. 3. atte nd vt. 出席（会议）；参加；上（学）；听（课，报告等） Please let us know if you are unable to attend the lecture. All the childre n betwee n the age of 5 and 16 must atte nd school. Two nu rses atte nd （on） the patie nt day and ni ght. The average earnings in the state are about $ 1,500 a month. 一个月。 Even the students with the average intelligence can be the excellent students after improving their study habits. 即使智力一般的学生也可能通过改进学习习惯而成为优等生。 n. 平均，平均水平 Here the average of win ter temperature is 1 ° c，and in summer 23 ° c. 这儿冬季平均气温是1度，夏季为23度 v.平均为，算出——的平均数 知识点击 归纳拓展 atte nd a meeti ng / lecture / concert / weddi ng atte nd school / class 上学/ 上课 atte nd to 处理；注意倾听；专心于 atte nd （on / upon） 照顾，侍候 边学边练 Joa n man aged to college after three years A. go B. en ter C. atte nd D. prese nt 4. average adj. 平均的 hard work. 两个护士日夜护理这个病人。 参加会议/听报告/听音乐会/参加婚礼 警察认为这个证据是很有价值的。 ;照料护理 如果你不能去听演讲，请通知我们。所 有5至16岁的孩子必须上学。 这个州的平均收入是约1，500美元Part I Introduction , Reading and Vocabulary
Unit 2 project Growing pains I. Teaching aims 1.Make sure students understand what growing pains are all about. 2.Improve students’ reading ability. 3.Encourage students to do teamwork and learn to cooperative with each other. II. Teaching importances and difficulties 1.To know the general idea of the article 2.Make sure the students know how to write a report on growing pains III. Teaching procedures Step one: lead- in Have a group competition to review the new words learnt in the morning class. Last,risk,desire,balance,physical,psychological,development,misunderstand,adolescen ce,as if, out of control, in this regard, be confused with, go through, day by day, tend to ,along with, have difficulty in doing sth., Step two: fast-reading Skimming 1.Ask the students to read the test in 1 min and answer the following questions a.What does the passage talk about? Growing pains(from the title) b.What different kinds of changes are talked about? Physical changes,psychological changes,social changes 2.Show some interesting pictures about the 3 changes. Scanning 1.Read the text fast, and answer the following questions. a.Why many teenagers feel lonely?(no more than 12 words) b.What is adolescence?(no more than 8 words) c.What is the good news for teenagers?(no more than 9 words)
1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。
陕西省宁强县天津高级中学高中英语外研版必修五《Module1 British and American English 》语法学案学生版A级学案 学习目标：1.复习一般现在时，现在进行时，一般将来时和现在完成时。 2. for和since在现在完成时中的区别。 学习方法：1. 阅读学案上语法部分，完成学案自主学习部分。 2. 讨论完成学案合作探究部分。 学习过程：Ⅰ.自主学习 1．Action speaks louder than words. 2．English is developing very rapidly now. 3．I think they will help you if you tell them. 4．Great changes have taken place in our city in the past few years. 第1句是________时，表示________；第2句是________时，表示________的动作；第3句是________时，表示________的动作；第4句是________时，表示________的动作。一．一般现在时的用法 1.主要表示目前的特征或状态、现在经常性或习惯性的动作、客观存在及普遍真理等。如： I know you are busy. 我知道你很忙。 She visits her parents every day. 她每天去看她的父母。 Summer follows spring. 春天之后是夏天。 2.在状语从句中一般现在时可表示将来。 如：Turn off the lights before you leave. 走之前关灯。 二、现在进行时的用法 1.表示此时此刻或现阶段正在进行的动作。如： I am planning to travel around China. 我打算环游中国。 2.某些动词（如go, come, leave, start等）的现在进行时可表示计划或安排好了的将来动作。如：They're getting married next month. 他们下个月结婚。 3.与always，often, forever等副词连用可表示赞扬、厌烦等感情色彩。如： He's constantly changing his mind. 他老是改变主意。 三、—般将来时的用法 1.表示在将来的某个时候将要发生的动作或存在的状态。如： The concert will start in a minute. 音乐会马上就开始了。 2.表示将来时间的常见方法。英语中除了“will [shall] + 动词原形”表示将来时态外，还可以有以下多种方法： (1)用“be going to + 动词原形”表示打算或预测，或按迹象将要发生的事。 We are not going to stay there long. 我们不准备在那里久待。 I'm afraid they're going to lose the game. 恐怕他们比赛会输。 (2)用“be to + 动词原形”表示按计划或安排即将要发生的动作；有时也表示命令、禁止或可能性。He is to leave for Beijing tomorrow. 他明天去北京。 Tell him he's not to be back late. 告诉他不准晚归。 (3)用“be about to + 动词原形”表示即将要发生的事。如： Look! The race is about to start. 瞧！比赛就要开始了。 注：该结构通常不与具体的时间状语连用。 3.“will [shall] + 动词”与“be going to + 动词”。两者均可表示将来的打算或意图，有时可换用，有时不可换用。不可换用的情况主要是：若强调某个意图是经过事先考虑好的，
Module 1 Lost and found 一、学习目标: A.单词和短语： crayon, eraser, glove, wallet, watch, whose, first of all, lose, lost, find, found, lost and found box, mine, yours, tape, purple, hers, careful, be careful with, on, from now on, here is / are, camera, phone, mobile phone, lost and found office, in a hurry, leave, plane, taxi, why, airport, hundred, hundreds of, look for, thousand, strange, boat, duck, pig, sausage B.交际用语： 1. Is the football Tony’s? 2. Are these crayons yours? 3. Whose gloves are these? 4. Welcome back! 5. Please be careful with…from now on. 6. —Are the crayons Betty’s? —No, they’re not hers. They’re Llingling’s. 7. — Is thi s your pen? — Yes, it’s mine. — Whose pencil is it? — It’s … 8. —Whose bag is this? —It’s mine. 9. —Whose bag is this? Is it yours? —No, it’s not mine. It’s his. C. 教学目标 1. Function: Finding out what belongs to whom 2. Structure: Possessive pronouns 3. Skills: 1) Listening and understanding familiar topics (school life) 2) Talking about familiar topics (school life)
Module 1 Our Body and Healthy Habits I. 模块教学目标 技能目标Skill Goals Talk about healthy lifestyles Practice talking about future Practice talking about health problems Use nouns as verbs Learn to write an essay about a health problem II. 目标语言 功能句式Talk about the future “You’ll catch a bad cold,”said his mother. “I’ll be fine,”said Zhou Kai, as he opened the door. “Zhou Kai, you’ll get ill. ” Practice talking about a health problem I think I’ve got pneumonia. Why? What are your symptoms? I’ve got a high temperature and my chest hurts when I breathe. Oh dear! What are you going to do? I’m going to stay in bed and ask the doctor to visit me. I’ll ring the doctor for you. Everyday English Terrific! To be off work. Oh, dear! That couldn’t be better . I have a sweet tooth. I’m crazy about football. 词1. 四会词汇 diet, fat, fit, flu, rare, toothache, unhealthy, wealthy, rarely, proverb, anxious,
课时备课表（教案） 课题Module 1What is a wonder of the world? 课型 Listening and speaking 第1 课时 教学目标知 识 目 标 To learn and understand the topic words th rough talking and listening; to know something about the pyramids and the Grand Canyon;to understand the conversation about starting a school magazine involving different tenses . 能 力 目 标 To use the words \phrases\sentences to describe the views. 情 感 目 标 增强探索和热爱大自然之情。 内容 分析重 点 Key vocabulary—wonder,band,review,ancient,composition,grade,pyramid,pupil,meeting, listen up,call, event 难 点 Key structure: The differences among the tenses. 关 键 点 Remember the locus words of each tense. 教 法学法Top-down approa ch 教具 学具 Tape recorder, video, picture 教学程序 教材处理师生活动 时 间Lead-in(activities 1&2) 这是词汇准备阶段。图 片和词汇很自然地引 出模块的中心话题，同 时又为活动2扫清了 单词方面的障碍。通过 谈论图片能很快激活 学生头脑中已有的背 景知识，使他们尽快进 入学习情境中去。 教师出示图片，学生看图，用已学语言简单描述图片，然后 学习框中的词汇，再用这些词汇描述图片，丰富自己的语句。 例如：“Hello, everyone, now look at the picture.What activity is the school going to hold? How do you know that?” 教 学 程 序教材处理师生活动时间
Module 1 Wonders of the world Unit 1 What is a wonder of the world? 一、预习导航（Preview navigation） 1、词汇预习：English book on page 186(2), pay more attention some words: wonder; happen 与take place; fantastic; suggest；how about…;“疑问词+to do”;That’s/It’s news to me 等的用法。 2、课文预习：Listen and read activity3 then finish activity4. 3、语法学习：时态复习：一般现在时，现在进行时，一般过去时，现在进行时，一般将来时，现在完成时。 二、预习检测（Checking the preparing） （一）Translation 1、What’s happening?： 2、That’s news to me!： 3、关于什么内容？： 4、Listen up, everyone.： 5、她和Crazy Feet 乐队一起演唱。： 6、名叫《新标准》： 7、为什么不…？：8、A diary of school events.： 9、还有其他想法吗？: 10、其他人呢？: 11、“家庭作业小助手”怎么样？： 12、如果取得好成绩？：13、“What’s a wonder of the world?”: 14、我认为这真是一个极好的主意。： (二) Grammar 英语六大时态归纳 1、一般现在时 ①定义：表示__________ 或__________的______或______，常与时间状语_____, ______,________,______,________,_________等连用。 ②句型：主语+be(am/is/are)+其他。 主语+v+其他。/主语（三单）+v（三单）+其他。 ③Example: 她是一名医生。 _________________________________. 汤姆每天都做家庭作业。 ________________________________________. 爸爸不在家里吃午饭。 _________________________________. 你通常6点钟到家吗？ ___________________________________. 2、现在进行时 ①定义：指___________,常和____________________________________等连用。 ②句型：主语+be(am/is/are)+v-ing+其他。 ③Example: 听！她正在隔壁房间唱歌呢。 ________________________________________________. 学生们正在上英语课吗？ _________________________________________________. 3、一般将来时
英语ⅰ外研版module1教案(2) TheSecondPeriod TheGeneralIdeaofThisPeriod Inthisperiod,thestudentsreadthewholepassageandfinishsomeexercisestoundersta ndthewholepassagebetter. TeachingAims 1.Improvethestudents’readingability. 2.Mastersomeusefulwordsandexpressions. TeachingImportantPoints 1.Getthestudentstograspthemainideaofthepassageandhelpthemunderstandthe passagebetter. 2.Learnandmastertheimportantwordsandphrases. TeachingDifficultPoints 1.Howtoimprovethestudents’readingability. 2.Howtohelpthestudentsmastertheimportantlanguagepointsinthispassage. TeachingMethods 1.Listening,reading,speakingandpracticing. 2.Fastandcarefulreadingtomakethestudentsunderstandthepassagebetter. 3.Discussiontohelpthestudentsfinishtheconcernedexercises. 4.Individual,pairorgroupworktomakeeverystudentwork. TeachingAids 1.theblackboard 2.themultimedia TeachingProcedures Step1RevisionandLead-in (Greetthewholeclassasusual.) T:Inthelastperiod,youtalkedaboutyourselves,yourpreviousschools,yourschoolli feandyourfeelingsaboutyournewschool.Youalldidagoodjob,Ithink.Doyouwanttoknowano therstudent’sthoughtsabouthisschool?Let’sseewhathe/sheistalkingabout. Step2Pre-reading T:Beforereadingthepassage,let’sdealwiththreequestions.Thefirstone,whatarethemaindifferencesbetweenJuniorHighs choolandSeniorHighschool?Thisquestionisalittledifficult,youcandiscussitwithyour partnerandthenstanduptoansweritvoluntarily,understand? Ss:Yes. (Studentsdiscussit.) S:IthinkstudentsatSeniorHighschoolworkharderthanthoseatJuniorHighschoolandt heyallhaveahopetogotouniversity. S:AtSeniorHigh,studentshavemorespaceandfreedomtostudybythemselvesbecausethe yareoldenoughtodoitlikethis,whileintheJuniorHighschooltheyareoftenaskedevenforb iddentostudy. S:TheperiodofSeniorHighschoolismoreimportantthantheoneinJuniorHighschoolinl earningknowledge,developinginterestandgrowing.
UNIT 1 Nice to meet you ! 课程名称：英语 使用教材及出版社： 《英语基础模块1第2版》高等教育出版社 教学课型：技能课 课时：共9课时 教学目标： 语言知识目标： 学生能够理解并运用在不同场景下的简单问候语，能够使be动词的一般现在时介绍个人及他人信息。 语言技能目标： 听——学生能够听懂在不同场景下的简单问候语。 说——学生能够在不同场景下用简单的问候语问候他人。 读——学生能够读懂名片上的信息。 写——学生能够根据个人情况做出自己的名片。 学习策略： 学生学习将事物归类排序的能力。 文化意识： 学生掌握中文人名与英文国家人名的不同排序规则。 情感态度： 学生了解不同的职业，并初步确定自己的求职意向。 单元任务： 学生能运用所学语言拟定自己未来的名片。 教学重点：学生能够理解并运用在不同场景下的简单问候语。 教学难点：学生能够使be动词的一般现在时介绍个人及他人信息。 学情分析： 学生处于中职英语学习的第二年，英语基础和技能仍然较薄弱，通过 第一年自编教材的学习，口语技能和英语基础知识有一定的训练和提 高。 教学方法：活动教学法、任务教学法、情景教学法
教学准备：PPT、Audio file for listening 教学过程： Period 1-2：Words & Expressions Step 1 Lead-in T greets Ss: Nice to see you again! Last term, we got along well with each other. I hope we can spent a happy term from now on. T help Ss read all the new words correctly. Step 2 New content T helps Ss have a general idea of the usage of some important words. 1. first a. 第一的，最先的（置于名词之前时，通常与the或one’s连用） eg. the first month of the year 一年的第一个月 the first three pages of the book 这本书的前三页 It was my first visit to Europe. 那是我第一次去欧洲。 Linda is the first in her class. 琳达是班上第一名。 b. 一流的，最重要的 eg. be of (the) first important 是最重要的 first and last 总括起来，总之 Fall in love at first sight. 一见钟情。 2. number a. 数字 a high / low number 大的/小的数目 an even / odd number 偶数/ 奇数 lucky number 幸运数字 b. 数量 the number of + n. ……的数量 eg. The number of students in our school has increased. 我们学校的学生数量已经增加。 a number of + n. 许多的，若干的 eg. I have a number of letters to read. 我有许多信要看。 I have seen the movie a number of times. 那部电影我已经看过好多次了。 3. age
Module 1 Europe 教学重点： Remember the following important words, phrases as well as sentence patterns. Important words and phrases:across,continental, landmark,gallery,Situated, symbol, located, architect,Civilivation,aggreement,whereabouts,representative, parliament region, geographical, feature, be located in(on), be famous for, be known as, make…out of…, next to, in front of, on other hand, little by little, the number of. Important sentence pattterns: 1. Paris is the capital and largest city of France, situated on the River Seine. 2.France is Europe’s third largest country and faces the United Kingdom across the English Channel. 教学难点： 1)Make the students master these words, phrases and sentence patterns. 2)Make the students master how to talk about the locations of some European countries correctly and freely. 3)Make the students master the subject and verb agreement. 教具准备： Some pictures, multimedia & a blackboard. 课时安排： Period 1Introduction & Reading and V ocabulary
Module1 Unit1 I want a hot dog , please. 导学案 一、学习目标 1、能听、说、读、写本单元的单词hamburger /cola /cent /d ollar和句型What d o you want ? I want …… 2、能听懂会说：“What d o you want ？I want …… Ｈow much is it ? It’s …”等句子。 3、能会用英语在快餐店点餐。 4、能够用英语讨论点餐和就餐的情况。 二、听读教材P2-3.结合课件把重点单词及短语标出来。 预习学案： 一、自主学习并翻译下列单词和短语： hamburger ___________cola___________ cent ___________ d ollar__________ 热狗 ______________ 三明治_____________ 橘子汁______________ 请用餐____________________ 13.25 美元______________________ 二、导学： 翻译句子： I want an ice cream. Can I help you ? How much is it ? 知识集中营
课堂检测内容： 一、根据汉语提示写出单词。 1、It ________(看起来) good. 2、I want a _________(汉堡包)，pl ease. 3、Please ________(享用)your dinner. 4、The ________(一餐) is very d elicious . 5、One _______(美元) is about seven yuan . 二、用括号内所给词的适当形式填空。 1、I want a hot d og and he _____(want) a hot d og , too. 2、-What d oes she _____(want)? -She ______(want) some rice. 3、We want _______(eat) some fish and chips. 4、Is it _______(real) a dog? 过关检测（合上课本试着回答） A: Can I help you? B: Yes. I ___ a hot d og,pl ease.