Listening and vocabulary优质课一等奖教案

Module 1 My First Day at Senior High The First Period

Introduction + Reading and Vocabulary

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

amazed, amazing, attitude, behavior, bored, hard-working, method, physics, photograph, progress, spelling, textbook, embarrassed, embarrassing, brilliant, geography, instruction, biology, province, impress, previous, IT(Information Technology),

PE (Physical Education),

in other words,

look forward to b. 重点句式

We’re using ... is nothing like that of the teachers at my Junior High school.

I don’t think I will be bored in Ms Shen’s class!

In other words, there are three times as many girls as boys.

For our homework tonight, we have to write a description of the street where we live.

I’m looking forward to doing it!

2. Ability goals能力目标

Enable the Ss to talk about their own school life at Senior High. 3. Emotion goals 情感目标

Ss learn to love the new school and can adapt to the high school life in a short time and try to study hard to realize their dreams. Teaching procedures & ways教学过程与方式

StepⅠBrainstorming (先学自研) T: You have been in the new school for a week. So I believe you have got to know something about your high school life. For example, do you know which subjects you need to learn in the Senior High school? Students write down the subjects in English as many as possible. T: Which subjects are science subjects?

Which subjects are art subjects?

Which of them are not academic subjects?

Which subject(s) do you like best? And why?

Students try to write down some sentences to express their opinions. Step II Presentation (互动探究) Ask students to share their opinions. At the same time the teacher leads students to sum up the sentence patterns describing one’s ideas.

Show your likes: like / love / enjoy / be fond of / be interested in…

I think that…is interesting.

I would rather... (我宁愿干... ...)

I am much more interested... (我更喜欢......)

I really prefer ...(我真的喜欢......) What I like is ...(我喜欢......)

The reason why I like….is that……. T: How about your new school、new teachers and new classmates? Use some words and sentences to describe them. Step Ⅲ Reading (训练内化)

T: How about Li Kang’s school life?

(1) Careful reading Read the passage and underline the sentences describing his new school、new teachers and new classmates. Then students read the sentences out aloud. Finish activity 4 to help students understand the sentences better. Notes: 1. The teacher is a very enthusiastic woman called Ms Shen. 翻译：一个叫汤姆的男孩正在等你。

2. We’re using a new textbook and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High schools.

(1) nothing like=be different from ① It looks nothing like a horse.

它看上去根本不像一匹马。

② Your mobile phone is nothing like mine. 你的手机和我的一点也不像。

(2) that可用来代替前面提到的物体, 以避免重复。

① The climate of Beijing is quite different from that of Qingdao.

②The size of my shoes is larger than that of yours.

3. I don’t think I will be bored in Ms Shen’s class.

学生通过理解句意来体会否定前移的用法。

翻译：我认为他明天不会来参加这次晚会的。

我认为你的观点不正确。

注意：否定前移的反疑问句的用法。

4. There are three times as many girls as boys. 倍数的表达法。

A+ be + 倍数+ as….as B

A+ be +倍数+比较级

than B A+ be + 倍数+ 名词

of B (2) Fast reading Finish activity 3 and activity 6. Step Ⅳ Language Students read the passage aloud and finish: Underline words and phrases they think important. Find the sentences with the words in Activity5. Step V Homework Finish the practice in《情景导学》。

The Second Period

Grammar Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

permanent, regularly, indicate, take place, in this period of time b. 重点句式

P67 We often sing songs in class. We don’t often sing songs in class. / We never sing songs in class.

Where do you come from? 2. Ability goals能力目标

Learn the use of the present simple tense and the present continuous tense. 3. Learning ability goals 学能目标

Enable the Ss to learn how to use the present simple tense. Teaching difficult points教学难点

Enable the Ss to find out the differences between the present simple and the present continuous.

Teaching procedures &ways教学过程与方式

StepⅠ Revision Ask the Ss to retell the diary using the third person with the help of the form about the passage.

T: Last class we’ve learnt a diary about a student’s first day at Senior High. Now I’ll ask some of you to retell the diary using the third person with the help of the form about the text. Who’d like to have a try?

S: Let me have a try. Li Kang is a new Senior Middle school student who lives in Shijiazhuang. Today is his first day at Senior High. The teachers are enthusiastic and friendly. The classrooms are amazing and brilliant, each of which has a computer and a special screen. The English class is really interesting and funny. Their English teacher, Ms Shen is very enthusiastic. She employed a new method of teaching to instruct the students. In English class, with the help of Ms Shen, the students practiced reading comprehension, introduced themselves to each other, and did some spelling games and other activities. They enjoyed themselves in class and they all liked their new English teacher. There are sixty-five students in his class. The number of the girls is twice more than that of the boys. Not only the girls but also the boys are hard-working. He loves his new Senior High school very much. Step Ⅱ Grammar1

(1)

Get the students to translate the following sentences into English and point out what tense it is in the sentences. 我住在石家庄，一个离北京不远的城市。

我们使用一种新的教科书。

老师在电脑上写字，而他们的字会出现在他们背后的屏幕上。

我现在正在写下我对新学校的想法。

(2). Explain the meaning of the uses of the two tenses to the students and ask them to tell which uses the sentences belong to. Meanwhile give students more translation practice to understand the uses better. (3)

Practice Do the practice on P67. 1. Look! Junko ______ into the water. A. jumps

B. is jumping

C. are jumping

D. jump 2. I ______ lunch in the cafeteria every day.

A. have

B. has

C. am having

D. are having 3. I ______ to Toronto next Thursday. Do you want to come? A. go

B. goes

C. is going

D. am going 4. You won’t find Jerry at home right now. He ______ in the library.

A. are studying C. study

B. studies D. is studying 5. Once a week, I ______ to an art class at the college. A. goes

B. are going

C. go

D. am going 6. I ______ you’re crazy!

A. am thinking

B. thinks

C. think D. are thinking

7. Salmon is rich — he ______ a Mercedes. A. are driving

B. drives

C. drive

D. is driving 8. It ______ quite hard —

perhaps we shouldn’t go out tonight.

A. is snowing

B. snows

C. are snowing

D. snow 9. Marie Claude isn’t a Canadian. I ______ she comes from France. A. is believing

B. believe

C. is believing

D. am believing Key: 1-9 BADDCCDAB

Step Ⅲ Grammar2 Read the passage and underline the sentences with adjectives with –ing or –ed endings. Choose the correct explanation. Finish activity3. Step IV Homework Finish the practice in 《情景导学》. The Third Period

Listening+ Everyday English Teaching goals教学目标

1. Target language 目标语言

Master the words in this part. 2. Ability goals能力目标

Learn the use of suffixes to memorize the words effectively.

3. Learning ability goals 学能目标

Enable the Ss to learn to grasp the main information by listening. Teaching difficult points教学难点

Students need to understand the listening material and get the information. Teaching procedures &ways教学过程与方式

Step I Vocabulary Study First, learn some uses of suffixes and ask some of the students to show their collected suffixes. Then review the functions of verbs, nouns and adjectives. Fill in the charts with the proper forms of the words by practicing Activity 1 on page 5 and Exercise 8 on page 68. At last, check the answers with the whole class. T: Today we’re going to learn some uses of suffixes. Do you know what a suffix is? S1: A suffix is a particle, which is added to the end of a root.

T: Quite good! Now it’s time for us to present your collected suffixes. Ss: The following are some of the most commonly used suffixes. 1. Suffixes used as a noun signifier Verb read act train build attend punish invent

sick special true Adjective Suffix -er -or -ee -ing -ance -ment -tion -ness -ist -th Noun reader actor trainee building attendance punishment invention sickness specialist truth 2. Suffixes used as an adjective signifier Noun wind hope Verb

Suffix -y -ful Adjective windy hopeful

adventure hero nation care trouble

depend comfort active imagine -ous -ic (-ical) -al -less -some -ent/-ant -able/-ible -ive/-tive/ -ative/-itive -ary -able -ing -ed adventurous heroic national careless troublesome dependent comfortable attentive imaginative secondary changeable annoying excited

second change annoy excite 3. Suffixes used as a verb signifier Adjective broad simple modern Noun fright

Suffix -en -fy -ize (-ise) Verb broaden, frighten simplify modernize T: Excellent! Now let’s fill in some charts with your partners. Please open your books and turn to page 5 and practice Activity 1, and then practice Exercise 8 on page 68. Later we’ll check the answers with the whole class.

Step II Practice Get the Ss to review the uses of verbs, nouns and adjectives in sentences, filling the form. Ask them to practice Activity 2 on page 5 and complete the sentences, using the suitable forms in the box. At last, check the answers with the whole class. T: Now let’s review the uses of verbs, nouns and adjectives in sentences. Fill in the form below. Who can tell us what functions these three kinds of words can be used as? Sample answers: Part of Subject Object Predicate Predicative Objective Attribute

speech Noun Verb Adjective √

√

√

√

√

√

Complement √

√

√

T: Terrific!

Now practice Activity 2 on page 5, please use the suitable forms in the box to complete the sentences according to their functions in the sentences. A few minutes later, let’s check the answers with the whole class. Step III Listening Get the Ss to listen to the tape and finish the activities on pages 6. For Activity 3 on page 6, get the Ss to read the sentences in Activity 2 again before answering the questions. For Activity 4 on page 6, listen to the tape carefully and then answer the questions, adding more information.

Step IV Function Get the Ss to read the dialogue on page 8, look for the expressions and keep the conversation going in pairs. Then ask them to have a conversation about one of their classes with their partners. T: Now please read the dialogue between Rob and Diane with your partners. While reading, try to look for the expressions they use to keep the conversation going. A few minutes later. T: OK. Who have found the expressions? Ss: How are you doing? Oh really? Is that right?

So have I.

How was it? Cool! T: Very good! Are you interested in keeping the conversation going? I’d like you to practice it with your partners. Then I’ll ask some of you to act out your dialogues.

A few minutes later. T: Does anybody like to go on with the conversation with your partner? Ss: Diane = D

Rob = R D: And what do you think of your first language class? R: Not bad! In the beginning, Miss Wang introduced herself to the whole class. Then she asked us

to introduce ourselves to each other in Chinese. At first, I felt a little nervous, later I became relaxed. All of my classmates were friendly and soon we became good friends. D: Sounds good! How about your English assistant teacher? R: She is very beautiful and her English is as fluent as her Chinese. Miss Wang is very kind but strict with her students.

Her teaching is so lively and interesting that we can easily remember what she teaches us. We all like to attend her lectures.

D: Do you think that Chinese is very difficult for foreigners to learn? R: Yes. But I enjoy learning Chinese. And it will be convenient for foreigners to communicate with the Chinese if we learn it well. D: You’re right. I believe if you keep on studying, your Chinese will be improved.

R: As you know, I’d love to have a talk with my friends in Chinese, though I still have difficulty in finding the right words for my feelings. D: But I think you’re doing very well.

R: Thank you very much. T: Wonderful! Thank you for your excellent performance. Please go on to make up another conversation about one of your classes.

Step V Additional listening If time permits, finish LISTENING activity 15 on P70.

The Fourth Period

Cultural Corner + Writing Teaching goals教学目标

1. Target language

目标语言

a. 重点词汇和短语

cover

receive

at the end of

be divided into

take part in b. 重点句式

I thought I’ d write to tell you about….

2. Ability goals能力目标

Ss learn how to talk about the main differences between Chinese school system and American school system. Teaching procedures & ways教学过程与方式

Step I

Fast reading

T：We have learned something about Li Kang’s school life, how about American students’ life?

Read the passage and underline the sentences describing American school system. Try to get the similarities and differences between American and Chinese school system. Chinese and American School Systems School System Grade Elementary secondary Junior High Term First Chinese 6 (1~6) 3 (7~9) 3 (10~12) Sep.~ Jan. or Feb. Second Feb. or Mar.~ July Vacation (weeks) After school Winter Summer Activity 3 7 2~3 6~8 Jan.~ May American 5 (1~5) 3 (6~8) 4 (9~12) Sep.~ Dec. book, theater, music, art, computer，

sports (football, basketball, volleyball, table tennis, chess) Step II Careful reading Read the passage again and underline important words and phrases. Try to use them to make sentences. Step III Writing Imitate the passage in Reading to write a passage about your new high school life. Step IV Homework Finish Reading activity11、12、13 on P69.