外研社必修一 高一英语说课稿教案.docx
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外研社必修一 高一英语说课稿教案.docx
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外研社必修一高一英语说课稿教案
Module1Grammar2Adjectivesendingin–ingand–ed
Part1Teachingmaterial
ThislessonistheGrammarparttalkingaboutadjectivesendingin–ingand–ed.ItplaysanimportantroleintheEnglishteachingofthisunit.Bystudyingthislesson,studentscanclearlyknowwhatthedifferencesbetween–ingand–edformsandhowtousethem.Teacherandstudentswillsummarizeanddoexercisestogethertohelpstudentsgrasptheusageof“adjectivesendingin–ingand–ed”.
1.Teachingaims
1)Knowledgeobjectives:
a.Studentsarerequiredtoknowtheexplanationsof–ingformand–edform.
b.Studentsshouldfindadjectiveswith–ingor–edendingsappearedinthetext.
2)Abilityobjectives:
a.StudentscantranslaterelativesentencesorphrasesbetweenEnglishandChinese.
b.Studentscanlearntoapplythe–ingformand–edformintheirwriting.
2.Importantpointsanddifficultpoints
Inthislesson,theimportantpointsandthedifficultpointsarethesame.Thatis,letthestudentsknowwhatthe–ingformandthe–edformstandfor,teachthemhowtousethesetwoformscorrectlyanddosomerelativeexercisestostrengthentheirknowledge.
Part2Teachingmethods
Asweknow,thegrammarisimportantanddifficultpartforstudentstolearnEnglish,soweshouldapplythepropermethodstohelpthemlearneasilyandquickly.Accordingtothesituation,Iwillapplythediscussionmethod,theinductionmethodanddeductionmethod,whichwillhelpstudentsrememberthegrammarrulescorrectlyandusethemproperly.
Part3Studyingmethods
1)Doingexerciseisthemostcommonwaytohelpstudentstolearngrammar.
2)Anotherwayistocompareethedifferentusagesbetweenthe–ingand–edforms,whichcanhelpstudentstounderstandgrammarandnotconfusethedifferentusageof–ingand–edforms.
Part4Teachingprocedures
Step1:
Presentation
Usage
Example
Adjectivesendingin-ing
Describingthepeopleorthingsthatcausethefeeling
Theclassroomwasamazing.
XiaoShenyangisveryinteresting.
Adjectivesendingin-ed
Tellingushowpeoplefeel
Iwascompletelyamazedbytheclassroom.
Step2:
Bringoutasmanyadjectivesendingin–ing&-edasyoucan.(2mins)
Adjectivesendingin–ing
Adjectivesendingin-ed
amazinginteresting
boringembarrassing
excitingsurprising
pleasing…
amazedinterested
boredembarrassed
excitedsurprised
pleased…
Step3:
Practice
Letthestudentsdosomerelativeexercisestohelpthemunderstandthispartofgrammar.
1. Thesituationismore____thanever.I’m_____aboutwhattodonext.
A.puzzled;puzzledB.puzzling;puzzlingC.puzzling;puzzledD.puzzled;puzzling
2. The______news______Jim.Hewas_____atit.
A.surprising;surprised;surprisedB.surprised;surprised;surprising
C.surprised;surprising;surprisedD.surprised;surprising;surprising
3.Itwasso___apoemthatquiteafewstudentswere_____totears.
A.moved;movedB.moving;movingC.moving;movedD.moved;moving
4—HowdidJackdointheexamsthistime?
—Well,hisparentsseem_____withhisresults.
A.pleasingB.pleasureC.pleasedD.Pleasant
5Theyare_____atthenewsthattheirteamwasbeatenbyours.
A.disappointingB.disappointed
C.surprisingD.Pleased
Step4:
Questiontimeandhomework
Iwillleave5minutesforstudentstoquicklyreviewwhatIhavetaughtinthislesson,andifanyonehasconfusionaboutthispart,heorshecanaskmequestionsfreelyaboutthat.
Homeworkistoletstudentscarefullyreviewwhattheyhavelearntinclassandarrangethemtofinishpost-textexercises.
Part5:
Blackboardarrangement
Iwilldividetheblackboardintothreeparts.
Middle:
writedownthetitle“adjectivesendingin–ingand–ed”.
Left:
the–ingform,theexplanationandtherelativewords.
Right:
the–edform,theexplanationandtherelativewords.
Module1CulturalCornerALetterfromaSeniorHighSchool
Part1Teachingmaterial
ThereadingpassageisalettertellingabouttheAmericanschoolsystem.Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsinthepartofVocabularyandReading.TheteacherwillletstudentsfindoutthedifferencesintheAmericanandChineseschoolsystems,andthenaskthemtogiveexplanationsaboutthedifferences.Bystudyingthislesson,thestudentscanimprovetheirreadingability,comprehendthetextbetterandmastertheusageofimportantwords.
1.Teachingaims
1)Knowledgeobjectives:
a.Importantwordsandphrases:
cover,divide,joinin,takepartin,attend.
b.Importantsentences:
1.Attheendoftwelfthgrade,Americanstudentsreceivethehighschooldiploma.2.Itakepartinallkindsofafter-schoolactivities.
c.Grammar:
Attributeclause.
e.g.Theschoolyearisdividedintotwosemesters,thefirstofwhichisSeptemberthroughDecember,andthesecondofwhichisJanuarythroughMay.
2)Abilityobjectives:
a.Understandthemainideaofthetextandanswersomequestions.
b.Talkaboutsimilaritiesanddifferences.
c.Improvestudents’readingability.
3)Emotionobjectives:
a.LetstudentsjudgethedifferencebetweenChinaandAmerica.
b.Developstudents’senseofcooperativelearning.
2.Importantpointsanddifficultpoints
1)Importantpoints:
masterthenewwordsandphrasesuchascover,divide,takepartin,andattend;understandthemainideaofthetextandanswerrelativequestions.
2)Difficultpoints:
findoutthedifferencesinChineseandAmericanschoolsystemsandgrasptheusageofattributeclause.
Part2Teachingmethods
Fastreading,intensivereading,pairworkanddiscussion.
1).Task-BasedLanguageTeaching
Thestudentscangetthemeaningofthewordsandphrases.PracticecanhelpthestudentsgetthegeneralideaandhaveabetterunderstandingoftheUSschoolsystem.
2).CommunicativeApproach
Discussion,pairworkandgroupworkcanhelpstudentstoexpresstheirideabravelyandclearly.
Part3Studyingmethods
1)Studentsshouldconsiderthetextasawhole.
2)Studentsshouldpayattentiontothemainideasandtopicsentences.
3)Studentsshoulddiscussinclasstounderstandthepassagebetter.
Part4Teachingprocedures
Step1:
Warming-upandlead-in
WehavelearnedLiKang’sschoollifeatseniorhigh;doyouwanttoknowthelifeoftheteenagersinthesimilarageofyouinothercountries?
NowpleaseturntoP9,let’sreadthetextinculturalcornerandlearnsomethingabouttheSeniorHighschoollifeintheUS.
Step2Fast-Reading
AskthestudentstoreadthetextandanswerthequestiononPage9.(FastReading)
Similarities:
Aschoolyearisdividedintotwosemesters.
Differences:
Americanschoolshavelongvacations.
Step3Careful-Reading
Askthestudentstoanswerthefollowingquestions.(CarefulReading)
1.HowlongdoessecondaryschoolcoverintheUS?
(Sevenyears)
2.Whichgradesishighschool?
(Ninthtotwelfthgrades)
3.Whatdotheyneediftheywanttogotocollege?
(Ahighdiploma)
4.Howmanysemestersarethereintheschoolyear?
(Twosemesters)
5.Whatarethey?
(ThefirstofwhichisSeptemberthroughDecember,andthesecondJanuarythroughMay.).
6.Whatistheschoolschedule?
(Theystartat7:
50amandtheyfinishat3pm.)
7.Whatisthemainideaofthethirdandthefourthparagraph?
(Thestudent’safter-schoolactivities;theauthorwantstoknowsomethingabouttheChineseschoolsystem.)
Step4Discussion
WhatdoyouthinkoftheAmericanschoolsystemandChineseschoolsystem?
(Pleaseexpressyourownopinionanddiscusswithyourpartner.)
Step5Questiontimeandhomework
1.Leave5minutesforstudentstodealwiththeirconfusion.
2.LetstudentswritesomethingaboutAmericanorChina’sschoolsystemashomework.
Part5Blackboardarrangement
Module1ALetterfromaSeniorHighStudent
1.Discussion:
WhatarethesimilaritiesanddifferencesbetweenAmericanandChineseschoolsystem?
2.Languagepoints:
1)cover
2)divideinto
3)thefirstofwhich
4)takepartin/join/attend
Module2FunctionandSpeaking
Part1Teachingmaterial
Thislessonisfunctionandspeakingpart.Itneedsstudentstoknowhowtoexpresspreferencethroughconversations.Asisknowntoall,oneofthemostimportantwaystolearnalanguageiscommunication.Thus,bystudyingthispart,studentscannotonlylearnthepatternsofexpressingpreference,butalsoimprovetheirspeakingandlisteningability.
1.Teachingaims
1)Knowledgeobjectives:
a.Studentscanusethepatternstoexpresstheirpreferenceinconversation.
b.Studentscanimprovetheirlisteningandspeakingability.
2)Abilityobjectives:
a.Trainstudentstograspthenewexpressionsofpreference,suchaspreferto….,wouldrather…….
b.Enablestudentstotellotherstheirpreference.
2.Importantpointsanddifficultpoints
Therearetwoimportantpoints.
1.Letthestudentslearntousethepatternsofpreference.
2.Howtoexpresstheirpreferencetoothers.
Thedifficultpoint:
thestudentsneedtoaskquestionswithnewexpressionsandgettherightanswersbasedonthegiveninformation.
Part2Teachingmethods
Iwilladoptthe“task-based”teachingmethodand“scene-activity”teachingmethod.
1.“Task-based”teachingmethodcanestablisharealsceneandtheinteractionbetweenteacherandstudents.
2.“Scene-activity”teachingmethodoffersthestudentsanopportunitytocompletethetasksinwhichstudentsuselanguagetoachieveaspecificoutcome.
Part3Studyingmethods
SincethestudentsarethosewhoareinGradeOne,itisimportanttohelpthemformagoodhabitofstudying.
1.TheyshouldpayattentiontotheiroralEnglish.
2.Practicemakesperfect.Studentssho
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