Grammar教学设计第一课时

外研版高中必修一My first day at senior high的教学设计

Topic: My First Day at Senior High Task: Writing a brochure about your school

教学内容、目的和要求

一、题材内容及任务：

介绍一位高中新生第一天到校观察和接触到的人和事物以及个人的感受，内容紧密结合学生的现实生活。在教学中可以根据学校，班级的情况，布置学生一份简历，做一个小册子，介绍自己的学校。其中包括以下部分：

Introduction 通过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

Reading and Vocabulary

通过阅读，学习生词，让学生对教师，班级，学生以及学校等情况的英语表达有一个初步接触和了解；要求学生通过阅读，初步认识以-ing 和-ed结尾的形容词在句子中的作用

Grammar 1

复习一般现在时的用法，和现在进行时的比较

Listening and Vocabulary

学习生词及其构词法并为听力活动打下词汇基础，通过听力活动巩固所学词汇并加深理解，培养思维能力

Grammar 2

学习以-ing和

–ed结尾的形容词

Pronunciation

学习-ed结尾的单词的发音

Speaking

通过回答模块提出的问题，对美国一所中学进行口头描述

Writing

阅读一名美国中学生写的电子邮件，通过回答问题的方式，为写一封回信

Everyday English and Function

练习对话，学习使谈话继续进行的表达方式

Cultural Corner

通过阅读初步了解和比较中美两国的中学教育系统

Task

通过讨论，准备用书面形式介绍所在的学校

Module File

有助于学生对本模块学习内容进行归纳，对自己的学习进行反思和检验

二、

教学目标

1）语言知识目标： 语音

词汇

语法

功能

话题

2）语言技能目标： 听

听懂有关学校介绍的

并获取信息；听懂其他材料介绍的学校情况并获取信息；识别所学的生词，词语和含有-ing 和-ed 的派生词，听懂它们在句子和段落的意义并获取信息

能说出Everyday English介绍的使对话继续进行的表达方式；熟练地和同学讨论本模块布置的话题；熟练地介绍学校或班级的情况；流利说出含有本模块生词、短语和含有-ing 、-ed的句子和段落

理解所学生词、短语和含有-ing、-ed的句子和段落并获取信息；理解模块及同学提供的介绍学校的材料并获取信息

熟练写出含有一般现在时的句子和段落；熟练完成模块所要求的各种书面表达；比较自如地写出介绍学校情况的文章

3）学习策略： 认知策略

利用派生规则的以形释义和按义择形的认知策略；复习一般现在时的掌握含有-ed结尾的词的发音规则并能准确读出

见113页本模块的Word List 1．

复习一般现在时的三种不同的用法2．

学习以-ing 和-ed 结尾的形容词

表达态度和感情

介绍学校或班级概况；对比国内外教育体系

说

读

写

调控策略

交际策略

资源策略

用法；用现有知识和经历对材料进行理解，分析和综合加工

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

学习Everyday English and Function 中运用恰当词语使对话继续的交际策略

通过其他资源获取更多介绍中学情况等方面的信息

4）文化意识： 交谈技巧

中外对比

5）情感态度：

热爱新学校，新班级和新同学，参与各种英语活动，克服困难，在新环境下进一步树立准确的语言学习观

三、教学安排

PERIOD DIVIDING

PERIOD 1: INTRODUCTION, READING AND VOCABULARY 1，2 PERIOD 2: READING PERIOD 3: GRAMMAR 1& 2, Pronunciation –ed ，WRITING PERIOD 4: LISTENING AND VOCABULARY， EVERYDAY ENGLISH AND FUNCTION PERIOD 5: SPEAKING, CULTURAL CORNER PERIOD 6: TASK，MODULE FILE

PERIOD 3: GRAMMAR 1& 2, Pronunciation –ed ，WRITING

教学内容和目标

1．通过观察，分析，归纳本模块的语法---一般现在时的三种不同的用法

和以-ing 和-ed 结尾的形容词的用法。

2．掌握含有-ed结尾的词的发音规则并能准确读出

了解英语交际中如何根据对方的话语作出恰当的反应

了解英语国家中学教育的大致情况；通过对比，思考我国中学教育

3．熟练写出含有一般现在时的句子和段落，阅读一名美国中学生写的电子邮件，写一封回信

教学设计

Task 1 Revision of the present tenses and make good use of them Activity 1

Do Ex 1 on page 4 --- help Ss to understand the different use between present simple tense and the present continuous tense Activity 2

Read the text--- My First Day at Senior High and classify the sentences with the present simple tense and the present continuous tense Activity 3 Written work My First Day at Senior High

Today is my first day at Senior High. I always _______ (get up) very early. I _________(exercise) this month, so I _________(jog) every morning. I ______(walk ) to school every day because I ___________(live ) not far away from the school

Now I ________(sit ) in the classroom and ___________(listen ) to my new teacher’s self-introduction. I must say I like her very much. She _______(smile) all the time. Everything about the new school is so exciting. I _________(write down) all my feelings now and I __________(look forward ) to the next day at my senior high school. Task 2

Make good use of the adjectives ending in –ing and –ed

Activity 1 Brainstorming ( a competition between groups, writing as many words ending in –ing and -ed) Activity 2 Do Ex 1 on page 6 ---Read My First Day at Senior High again and underline the adjectives with –ing or –ed endings Activity 3 Discuss the differences between –ing and –ed and do Ex 2 and 3 on page 6-7 Activity 4

Creative sentence-making 1. I am _________ in ____________( a school subject). 2. My _________( a school activity) is ________________. 3.

I think ____________(something you don’t like ) is ____________.

4.

I am sometimes _____________ by __________(something you don’t do well at school)

5.

I like _______(something that’s really exciting), it is ___________

amazedisappoint embarrass interestbore

excite surprise Task 3

The pronunciation of the words with –ed endings

Activity 1 Listen to the pronunciation of the words and find out the rules Activity 2 listen again and repeat and find more examples to practice Task 4

Writing a reply to the e-mail Activity 1

Ask Ss to read the e-mail from an American student in tenth grade and find out the questions and the requests Activity 2

T can raise some questions to test the Ss’ understanding. Get the students to practice in groups of 4 or in pairs orally what they are asked to write so as to widen each other’s knowledge.

Activity 3

Ask each Ss write a reply to the e-mail, answering the 4 questions. Teach Ss how to write an-mail and remind Ss of the different tenses they use in the e-mail Activity 4

Give the students enough time to write a passage and show one or two volunteer's writing on the screen. Exchange the work and check.. Ask the students to comment on their writing and help them to correct the mistakes, if any Summary of today‘s lesson

Homework 教学反思

1. The students can hardly really learn grammar by the teacher teaching them. I will show the sample sentences, get the students to read the passage and discover the similar sentences. Then I will ask them to study the sentences and help the find out the grammar rules themselves. Give the students more chances to practice reading them. That’s the way of learning grammar.

2. Give the students another one or two passage to read so that they can recognize the sentences with the kind of grammar they’ve just learned and then give them chances to practice using them. 3. In writing, the first important thing is to guide the students to know the way of writing a passage—that is– how a passage should be developed.