Reading and vocabulary教学设计第一课时

Module 2 Highlights of My Senior Year I．教学内容分析

本模块以Highlights of My Senior Year为话题，介绍了美国中学生的学校生活，描述了他们的学校俱乐部以及从事的课外活动，学生通过本模块学习，可了解其他国家中学生的学习生活情况，进行中美学校文化的对比，并学会描写自己高中的生活。

Introduction 部分首先通过表格的形式介绍了美国中学的学制、学习年限和学生年龄等情况，然后通过问答的方式引导学生对比中美学生生活的差异，为阅读部分的学习做好知识背景的铺垫。

Reading and Vocabulary (1) 部分介绍了一位美国中学生的高中生活，要求学生学习相关的词汇，培养略读和查读的能力。

Grammar (1) 部分复习表语从句和主语从句，并通过一系列的练习来巩固和体会如何运用这两种从句。

Speaking 部分是阅读文章后所展开的一项活动，要求学生能够运用本课所学的词汇、短语和句子等，假设在20年后的同学会上，回忆自己的高中生活。

Reading and Vocabulary (2)

部分通过图片和广告语的形式来介绍一些美国中学的俱乐部，培养学生快速获取信息的能力，并引导学生说出自己最喜欢的课外活动。

Listening and Vocabulary

部分让学生听一段校报编辑对报纸主题内容进行的讨论，训练学生对文章整体的理解能力和听后的概括能力。

Grammar (2)

部分是Grammar (1) 的延续，主要通过句式转换练习让学生了解形式主语。

Function 部分学习使用表示建议和想法的句型，让学生通过相关的听力和口语练习活动掌握这种表达方式。

Reading and Vocabulary (3)

部分主要描述了美国中学生的课外活动的情况，让学生在阅读文章中学习词汇；并通过阅读来提高对文章的概括能力。

Speaking 部分要求学生就所了解到的美国中学生课外活动的内容和中国中学生的课外活动进行对比和讨论，并鼓励学生用本模块Function部分所学到的句型来表达自己的想法。

Everyday English 部分主要通过补全对话的形式使学生熟练掌握日常生活中常见的几个交际用语。

Writing

部分训练学生学会如何给报社描述自己理想的高中生活，培养学生对文章结构的把握以及如何表达自己观点的能力。

Reading Practice

部分一篇记叙文，作者描述了自己不愉快的高中生活。由于文章涉及的生词较多，建议在教学的过程中，教师要适当地指引学生根据上下文来猜测生词的词义，从而提高学生理解和运用信息的能力。同时通过让学生完成书上的阅读练习，提高学生获取信息和分析问题的能力。

Cultural Corner部分是一篇介绍美国拉拉队和拉拉队员的文章，让学生通过阅读了解一些外国文化，体验外国文化的魅力。

Task部分是对本模块的一个复习与应用，要求学生运用本模块所学的内容，为校报写一篇关于你高中生活的文章。

Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。

II．教学重点和难点

1. 教学重点

(1)

掌握一些与学校生活相关的词汇。

(2)

学习如何表达想法和意见。

(3)

学习主语从句和表语从句。

2. 教学难点

(1)

听懂介绍学校生活和其他资源介绍的相关信息，听懂和辨别表达想法和观点的句子。

(2)

正确表达自己的想法和观点。

(3)

学会介绍学校生活，进行评论学校生活和各种活动，并学会写关于高中毕业班的精彩生活的文章。

III．教学计划

本单元分六个课时：

第一、二课时：Introduction, Reading and Vocabulary (1)&(2), Function Speaking (Role-play) 第三课时：Reading practice, Cultural Corner 第四课时：Grammar 1 and 2 第五课时：Listening and Vocabulary, Everyday English 第六课时：Module File, Reading and Vocabulary 3, Writing (Task) IV．教学步骤

Period 1~2 Introduction, Reading and Vocabulary (1) & (2), Function, Speaking (Role-play) Teaching Goals:

1. To get Ss to learn some words to describe the life of senior year. 2. To get Ss to know something about American school system and something about American senior high school life. 3. To let Ss master how to summarize a passage. 4. To get Ss to talk something about the highlights of their school life. Teaching Procedures: Step 1. Introduction 1. To arouse Ss’ interest in learning about this period, ask them to look at the

chart on page 15 and answer the following questions in pairs.

(1) How old is an American student when he or she enters middle school?

(2) How many years do they study in middle school?

(3) How old is an American students when he or she enters senior high school? (4) How many years do they study in senior high school? (5) What is the final year of senior high school called? Suggested Answers: (1) 11-12. (2) Three. (3) 14-15. (4) Four. (5) Senior year. 2. Let Ss work in pairs to draw a chart of the Chinese school system and compare it with the American school system. Get them to try to tell some differences between them. For your reference: (1) American students go to middle school earlier than us. (2) There are four years in American senior high school, while we just have three years. …

3.

Ask Ss something about their school life, such as their courses, after-school activities, teachers and so on. Let them express their lives freely. Step 4. Reading and Vocabulary (1)

1. Fast reading Ask Ss to read the passage quickly and try to find out the highlights of the writer’s senior year. Then present a chart in order to let Ss know clearly what

they should do now.

Underline the new words and phrases in order to let Ss pay more attention to them.

Writer

Grade

Highlights

For your reference: Writer Grade Highlights (1) Working as an arts editor for the newspaper; (2) Working as a peer mediator; 12th (senior year) (3) Having fun in a skiing trip; (4) Getting good grades in her final exams; (5) Receiving the senior prize for English Literature; (6) Being elected to the student council; (7) Being elected prom queen.

2. Intensive reading

3. Post-reading Ask Ss to discuss the following question: What kind of person is Joanna? Describe her. For your reference: Joanna is an outgoing person who likes to be involved in student life. She enjoys positions of responsibility. She is also competitive. She likes to have a good time with her friends, too. Step 5. Language Points 1. Ask Ss to discuss the important and difficult language points in groups. Then give them some explanation. Joanna Sykes