英語ⅰ外研版module1教案：第4-5課時.doc

英語外研版module1教案：第4-5課時Period 4Teaching contenta) the language points in the two passagesb) the important and difficult drills in the two passagesTeaching aims and demandsa) get the students to master some useful words or expressionsb) get the students to master some important drillsc) get the students to do some exercises about the language points.d) to improve the students ability of using EnglishTeaching methodsa) Explainingb) Discovering c) PracticingTeaching steps Step 1 Revision Revise the words learned yesterday by doing some translation exercises.(C to E or E to C).Step 2 language study 1The teacher is a very enthusiastic woman called Ms. Shen. 這個非常熱情的女老師是沈老師。called Ms. Shen 是過去分詞短語作定語，與所修飾的詞之間存在著邏輯上的被動關系，相當于定語從句who/that was called Ms. Shen。 如：We visited the new library built three weeks ago.我們參觀了三周前建成的圖書館。The first textbooks written for teaching English as a foreign language came out in the 18th century.最早為外語教學而寫的英語課本出現(xiàn)在十八世紀。Most of the artists invited to the party were from South Africa.被邀請來參加聚會的大多是南非藝術家。注：短語一般放在被修飾詞之后，單個過去分詞放在被修飾詞之前2And we have fun. I dont think I will be bored in Ms. Shens class!我們上課上得很開心，我認為我不會對沈老師的課厭煩的。（1）have (great) fun 玩得開心=have (a lot of) fun= have a wonderful time=enjoy oneself 如：The children were having a lot of fun with the building blocks.孩子們玩搭積木玩得很開心。Youre sure to have some fun tonight.今晚你一定會玩得很開心。They had a lot of fun chatting on the net.他們在網(wǎng)上聊天聊得很開心。fun/,是不可數(shù)名詞，常用于be fun 結構中，相當于interesting。如Seeing monkeys in the zoo is great fun.在公園看猴子非常有趣。What fun it is to play a game after work!工作之余活動一下多么有趣！注: 此處的what fun不能用how funny代替，因為funny是“滑稽的，好笑的”的意思。拓展for fun=in fun 開玩笑地make fun of 嘲笑，取笑。如Im not saying such a serious thing for fun.我說如此嚴肅的事情絕不是開玩笑。Its bad manners to make fun of the blind.取笑盲人是不禮貌的。（2） 我們要注意本句英漢表達的區(qū)別。英語中有些動詞，如think, believe, expect, suppose, feel, guess, imagine 等，當它們后面接一個具有否定意義的賓語從句時，通常要把主句的動詞變?yōu)榉穸ㄊ?，而賓語從句中的謂語動詞用肯定形式。這種現(xiàn)象稱為否定的轉移。如：We dont think there is anything interesting in your pictures.我們認為你的畫并沒有什么有趣的地方。I dont believe what he said is true.我認為他說的不是真話。I dont suppose they will object to my suggestion.我想他們不會反對我的建議。He didnt imagine that she would go abroad.他料想她不會出國了。I dont feel the food can last us through the winter.我認為這食物是不夠我們過冬的。注：在反意疑問句中，若陳述部分是第一人稱，think等詞用一般現(xiàn)在進，則疑部部分需與從句中的主語和謂語保持一致，否則要與主句的主語和謂語保持一致。如：I dont think its going to rain tomorrow, is it?我認為明不會下雨，對嗎？You dont think I have made mistakes, do you?你并不認為我犯了什么錯誤，是嗎？3 In other words, there are three times as many girls as boys.換句話說，女孩是男孩的三倍。（1）in other words 意為“換句話”，在句中用作插入成分。如：In other words, she must give up singing.換言之，她必需放棄唱歌。Im not used to the way you speak to me. In other words, I dont want to continue our conversations.我不習慣于你對我談話的方式。換句話講，我不想繼續(xù)我們的談話了。Beethoven wrote many world-famous musical compositions. In other words, he was a great musician.貝多芬寫過許多世界著名樂曲。換句話講，他是一位偉大的音樂家。A + be+倍數(shù) +as+ adj. +as+BAsia is four times as large as Europe.亞洲是歐洲的四倍大。A+be+倍數(shù)+ 比較級+than+BAsia is three times larger than Europe.亞洲比歐洲大三倍。A+be+倍數(shù)+the size/length/height/depth/width+ of+ BAsia is four times the size of Europe.亞洲是歐洲的四倍大。注: time 表示倍數(shù)，一般只限于表示基數(shù)詞在內的三倍或三倍以上，若表示兩倍可用副詞twice 或形容詞double。 time 表示的倍數(shù)也可以用分數(shù)，百分數(shù)或某些表程度的副詞替換。The street is twice the length of that one.這條街是那條街的兩倍長。Ten is double five.十是五的二倍。This pencil is a quarter as long as that one.這枝鉛筆是那枝的四分之一長。Our room is 60 the size of theirs. 我們房間的面積是他們房間面積的60%。4 Im looking forward to doing it！我非?？释プ?。look forward to sth./doing sth. 意思是“期待著某事/做某事”，其中“to”是介詞。I look forward to hearing from you as early as possible.我期待著早日收到你的來信。Boys and girls are looking forward to Childrens Day.孩子們期盼著兒童節(jié)的來臨。Im looking forward to his return just as much as he himself seeing me.我期待他的歸來同他盼望見到我的心懷一樣強烈。鏈接動詞介詞to構成的常用短語有：look forward to 盼望turn to 求助于；轉向；翻到pay attention to 注意stick to 堅持get down to 開始認真干object to 反對belong to 屬于refer to 談到，涉及，參閱point to 指向see to 處理，料理come to 共計；蘇醒reply to 答復agree to 同意add to 增加devoteto 貢獻給compareto把比作5 The school year is divided into two semesters, the first of which is September through December, and the second is January through May.一學年有兩個學期，第一學期從九月到十二月，第二學期從一月到五月。（1）be divided into “把分成”。如:Our class is divided into four groups. 我們班分成四組。America is divided into over 30 stales. 美國分成50多個州。（2）the first of which是定語從句，修飾 semesters. 如：We live in a house, in front of which is a small river.6 I live in Shijiazhuang, a city not far from Beijing（1）far from a) 遠離 b) 毫不；遠非；一點也不（2）away from & far (away) from , 兩個短語都可以用來作表語，狀語和后置定語。其中，其中away from用在表示具體距離的詞后面時，意為“離（多遠）， be away from意為“離開”。 far (away) from 通常不和具體的距離的詞連用，意為“離某地很遠”。We were sitting _(離太遠)the stage to be able to see very much.The Smiths live _( 20英里以外)the city of New York.He works in a company _(遠離他的家)。7 and Ms Shens method of teaching is nothing like that of the teachers at my Junior High school.Nothing like意為 “沒有什么能比得上”， “絲毫不象”。 something like 意為“大約”， “幾分像”。It looks nothing like a horse.In summer there is nothing like swimming as a means of keeping fit.It must be something like seven Oclock.8 Today we introduced ourselves to each other.Introduce sb to sb 把某人介紹給某人Introduce sth in/ into 把某物引進Introduce sb to sth 引導或帶領某人接觸某物Introduce sth to sb 宣布并介紹Introduction n 介紹；引進；引論An introduction to 對的介紹；的引論9 Oh really? So have I. “so +助動詞/情態(tài)動詞/系動詞+主語”表示“（另一事物）也” He is interested in physics and so am I If you can finish it in time, so can I . 表示否定意義時用“neither/nor +助動詞/情態(tài)動詞/系動詞+主語”，意為“（另一事物）也不” Bob wasnt at school last Friday, and neither/nor was Jack. “so +主語+助動詞/情態(tài)動詞/系動詞”表示對之前或對方所說的情況表示贊同或證實，意為“同一個人或事物）確實” -You have dropped a word here. -Yes, so I have.10 At the end of twelfth grade, American students receive the high school diploma. at the end of 在結束的時候；在的盡頭； 在的結尾處 in the end (at last; finally)最終，終于 by the end of 到結束時 at the beginning of (at the start of ) 在開始的時候 at the beginning (in the beginning ; at first) 起初，開始時11 I take part in all kinds of after-school activities take part in join in join Step3 Practice and summary Ask the students to revise the language points just learned, the teacher should make a short summary to help them.Homework I Remember the points learned today II Preview Grammar 1 , Listening and vocabulary , Pronunciation III Read the passages as often as possible.Period 5Teaching content a) Grammar 1 b) Listening and vocabularyTeaching aims and demands a) to revise the present tenses b) to help the students to learn some forms of one word ,in order to introduce something about word-formation Teaching methods a) Discovering b) practising c) listening and speaking d) imitatingTeaching steps Step1 Revision Revise the important points learned in last class by translating some Chinese sentences into English. Step2 Lead in There are two sentences in the passage “My first day at Senior High”1)I live in Shijiazhuang, a city not far from Beijing .2)I am writing down my thoughts about it.What are the tense differences are there between these two sentences?Ask the students to analyze the tenses. Step3 Grammar study T: Today we will revise the uses of the present tenses. One is the present simple tense, the other is the present continuous tense. Now lets look at some examples:(I) She visits her parents everyday. What is the time by your watch? The moon goes around the earth. The train leaves at seven and arrives at nine. We will go to the park if it doesnt rain tomorrow. Please tell him about it as soon as he comes back.(II) All the students are looking at the blackboard carefully. We are learning New Standard English. Now we are leaving the classroom and approaching the playground. She is always thinking of herself.Ask the students to analyze the examples and try to find out the principles of the uses of the present simple tense & the present continuous tense.The teacher summarize the uses of the two tenses.Ask the students to read the passage again and choose sentences in the present simple tense and in the present continuous tense. Say which uses they show. Step4 Listening and vocabulary (I) VocabularyT: We have learned something about grammar ,now lets revise some old words learned in Junior High English. Explain Explanation Pronounce Pronunciation Encourage Encouragement Understand Understanding misunderstanding Now finish the chart with the words in the box.Complete these sentences with a suitable form of each word in the box., then check the answers with the students. Ask the students to read the sentences in activity 2 again and answer the questions in activity 3.(II) ListeningT: I really dont know if your answers are correct or not, so lets listen to the conversation to check your answers ,and you must try your best to get the general idea of the conversation.Play the tape for the students, then ask the students to tell you what they have learned from the conversation.T: Yes , most of you have known something about the conversation ,but you didnt get the details clearly. I will play the tape for you after you read the questions in activity 4. Now please read the questions quickly.Play the tape for the students and ask them to make some notes which will help them to answer the questions by write down some key words or phrases.Check answers with the students and write down the difficult points.Play the tape for the third time , stop when and where necessary, repeat the difficult parts. Step 4 Summary The teacher summarize the class by revising the word-formation. And ask the students to read the sentences in activity2 in Listening and vocabulary. Homework I Remember the words and the sentences in Listening and vocabulary. II Try to find some other principles of word-formation. III Preview Grammar 2 , Pronunciation &Writing. Speaking Period 6Teaching content a) Grammar 2 b) Pronunciation c) Speaking d) writing Teaching aims and demands a) get the students to master the uses of ing form and ed form b) help the students to improve their ability of talking about the school life. c) to improve students pronunciation by listening and summarizing d) to teach the students something about how to write an E-mail reply.Teaching methods a) discovering and summarizing b) listening and speaking c) imitating d) discussing and writingTeaching steps Step 1 Revision a) Ask the students to repeat the uses of the present simple tense and the present continuous tense.b) have a dictation about the words and sentences in activity 2 in Listening and vocabulary. Step 2 Grammar I Lead in by doing exercises:1 I was _ when I saw the _ news. (exciting & excited)2 The dog was _ in playing _ games, such as playing balls, wires and plates. (interesting & interested)Now please look at these two questions, can you fill in the blanks?II Discovering and summarizing Read My First Day at Senior High again and underline the adjectives with ing or ed endings. After you have found out them try to find out the different uses of words with different endings. Ask the students to choose the correction explanation in activity 2 in Grammar 2. Finish the excises in activity 3. Step 3 Pronunciation T: I found some students could not pronounce the words with ed endings correctly, now lets have a look at these words:1 amazed bored tired 2 embarrassed 3 disappointed excited interested Play the tape for the students and ask the to find the differences and try to imitate the pronunciation . Ask the students to find out the principles. Step 4 Speaking T: We often take part in many after-school activities , now lets look at the pictures in Speaking part to find out what the US high school students do after class.1 What can you see in the picture and what are they doing .2 Is the school similar to ours? Explain why it is or