B1M2電子教案

1、哈工大附中高中部20122013（一）英語組新授課教學(xué)設(shè)計(jì)(一、二)學(xué) 科英語 課 題Module 2 My New Teacher 授課時(shí)間3授課班級授課教師課 型Introduction, Reading and Vocabulary教學(xué)目標(biāo)1. To arouse Ss interest in learning about the school life;2. Get Ss to learn some words in order to describe people;3. Get Ss to master some reading skills. 4. Let Ss discuss o

2、rally;教學(xué)重點(diǎn)Get Ss to learn some words in order to describe people;教學(xué)難點(diǎn)Master some useful words and phrases教學(xué)策略Task-based method and multimedia教學(xué)環(huán)節(jié)教 學(xué) 過 程內(nèi)容師生活動設(shè)計(jì)意圖Step 1 Leading-in and IntroductionStep 2 Reading and VocabularyStep 3 Language StudyStep 4 Homework:Step 1 Leading-in and IntroductionPurp

3、ose: To arouse Ss interest in learning about the school life.1. Pair Work. Ask Ss some questions like these:Good morning class. How are you doing? Have you had a good time at the weekend? I really had a nice weekend. Because I went shopping with my best friend. She is an amusing and energetic person

4、. When we stay together, there are a lot of funny things taking place. How about you? Who spent the weekend with you? Can you describe him or her to us?2. Individual Work.Ask some Ss to express their views.3. introduce some adjectives to Ss. (1) amusing: funny (2) energetic: full of energy, very act

5、ive (3) intelligent: very clear, smart (4) organized: have a good orderAll these words can be used to describe person. 4. Pair Work. Ask Ss to answer the following questions:You have been in our school several days. How is your feeling about the teachers? Make a discussion with your seatmates. Who i

6、s your best teacher? Can you describe him or her?5. Individual Work.Ask some Ss to talk about their favorite teacher.6. Group Work.After hearing so many ideas about Ssfavorite teacher, let Ss sum up what a good teacher is like? And tell the reason.7. Group Work.Ask Ss to finish Activity 3 on page 11

7、. Tick the statements that they agree with.8. Individual Work.Listen to the tape and see what criteria Alex has. Tick the statements that he agrees with in Activity 3.Suggested answers: Alex agrees with statements: 2, 3, 4, 5 and 6.Step 2 Reading and VocabularyPurpose: To introduce three different t

8、eachers.1. Pre-reading: Pair Work. Ask Ss the following questions:Turn to page 12. Here are some pictures about three teachers. What do you think of them when you see them at the first time? Do you think they are good teachers? Can you give me some reasons? (Ask Ss to write down the adjectives and c

9、heck with their partners.)2. Skimming: (1) Individual Work. Ask Ss to read through the passage quickly and check their prediction. Mrs. Li: _ Mrs. Chen: _ Mr. Wu: _Suggested answers: Mrs. Li: nervous, shy, kind, patient Mrs. Chen: strict, serious, well-organized Mr. Wu: popular, energetic, good-look

10、ing, amusing (2) Ask Ss to answer the following questions: Who is the most popular teacher? Who is the kindest teacher? Which teacher are students most afraid of?Suggested answers: Mr Wu Mrs Li Mrs Chen3. Scaning: Individual Work. Try to find out some information about the three teachers, and then f

11、ill in the chart. 4. Post-reading:Pair Work. Among the three teachers, which do you like best and why? Choose one of them and describe him / her by retelling the passage.Step 3 Language StudyPurpose: Let Ss master the language points in the textbook.Group work. The students are divided into groups o

12、f four. Each group is supposed to read through each part, and then discuss them.1. Good teachers make sure that everyone in the class understands. 好老師確保班上的每個(gè)人都能懂。make sure 一定要，保證做到，弄清楚Eg Make sure you finish your homework on time. 一定要按時(shí)完成作業(yè)。辨析 sure & certain(1) sure與certain的意思基本相同，但sure強(qiáng)調(diào)主語的心理狀態(tài)，指主語

13、心中無疑或十分確信、有把握，著重于人的內(nèi)心世界。Eg He was sure that the manager must have read the letter. (2) certain側(cè)重說明有肯定的理由和證據(jù)，使人相信或確信，強(qiáng)調(diào)內(nèi)心世界之外的證據(jù)。Eg It is certain that his brother will come to his help. 顯然，他弟弟會來幫他的。(3) 當(dāng)主語是人時(shí)，sure和certain常可替換，意思相差不大，但由于sure多表示人的內(nèi)心世界，故其主語只能是人，且不能用來形容事件，所以當(dāng)主語是表示事件的名詞或代詞時(shí)，或主語是it時(shí)，只能用cer

14、tain。：Eg It isnt quite certain whether he will be present at the meeting. 2. I think perhaps she was, as it was her first lesson with us. 我現(xiàn)在認(rèn)為她也許是的，因?yàn)檫@是她與我們的第一堂課。As在這里是連詞，連接兩個(gè)句子，意思是“既然，因?yàn)椤?，多位于句首，常用來說明較為明顯的原因。Eg As there are many things for us to do today, wed better ask for some help.今天我們要干的事情很多，我們

15、就叫些人來幫忙。辨析 because / since / as / for這四個(gè)詞都是表示原因或理由的連接詞，在語氣上由強(qiáng)至弱依次為because since as for。 because引導(dǎo)的從句多置于句末，表示直接的原因或理由，或產(chǎn)生那種結(jié)果的必然的因果關(guān)系，在回答why的提問時(shí)，必須用because作答。Eg The light went out because the oil was out. as與since引導(dǎo)的從句多置于句首，不過as表示十分明顯的原因，只說明一般的因果關(guān)系，可譯為“因?yàn)?、由于”，而since則表示稍加分析、對方已知的原因，一般可譯為“既然”。Eg As it

16、is too late, youd better stay here. Since the town is far from here, you may go there by bus. for是并列連詞，所引導(dǎo)的不是原因狀語從句，而是表示理由的對等句子，是對前面所講內(nèi)容的補(bǔ)充和說明。Eg It must have rained last night, for the ground is so wet. 3. She is kind and patient, and explains English grammar so clearly that even I can understand i

17、t! I hate making mistakes or pronouncing a word incorrectly when I speak English, but Mrs. Li just smiles, so that you dont feel completely stupid.這兩句中都使用了“so that”，但意義完全不同?！皊o that”可譯為“如此以至于”，有如下幾種結(jié)構(gòu)：Eg We set off early so that we arrive on time. Check carefully so that any mistakes will be caught.

18、4. But now, after two weeks, the class really likes working with her. 兩個(gè)星期過去了，現(xiàn)在全班同學(xué)都很喜歡上她的課。(1) 這里的class，不是指一個(gè)班級，而是表示“大家”、“全班同學(xué)”。(2) 這里的working with her，并不表示“在同一單位一起工作”，而是指“一起從事教和學(xué)兩方面的活動”。5. Mrs. Li just smiles, so that you dont feel completely stupid! 李老師只是笑笑，你就不會感到自己是個(gè)大笨蛋。Stupid愚蠢的，笨的；completely

19、stupid徹徹底底的笨，大笨蛋這里的dont和completely放在一起的用法：否定詞+表示“全部”概念的詞，這是一種部分否定的表示法。在本句中，作者認(rèn)為：因?yàn)槔蠋煹墓膭?lì)，覺得自己雖然還要犯些錯(cuò)誤，但不再是徹底的沒希望了。6. Shes very strict we dont dare to say a word unless she asks us to.如果她不要求，我們一句話也不敢說。（1）dare做情態(tài)動詞時(shí)主要用于疑問句、否定句及條件狀語從句中。Eg I dare not go there. Dare you ask him? （2）dare作行為動詞用時(shí)，有各種形式的變化。后接

20、帶to的不定式。在否定句、疑問句中to可省去。以上各句也可用實(shí)義動詞dare寫。Eg I dont dare to go there. Do you dare to ask him? She dared say no more.（有時(shí)情態(tài)動詞dare也可有過去式dared。） I didnt dare come before because I was told you were very strict. 7. There are a few students in our class who keep coming to class late but theyre always on tim

21、e for Mrs Chens lessons! 我們班有幾個(gè)學(xué)生總是上課遲到，但是上陳老師的課，他們總是很準(zhǔn)時(shí)。keep doing持續(xù)不斷地做某事，經(jīng)常做某事Eg After the heavy rain, they kept working until it was late into the night. They kept trying until they succeeded. Step 4 Homework:1. Finish Activity 2 and Activity 4 on page 13.2. Finish Activity 5 on P74.Class activi

22、tyPair WorkIndividual WorkIndividual Work.Individual workGroup workArouse the students interest in this topic To grasp the general knowledge of this period.To consolidate what they have learnt in this classTo let the Ss grasp the language points.板書設(shè)計(jì)Step 1 Leading-in and IntroductionStep 2. Reading

23、and VocabularyStep 3 Language StudyStep 4 Homework:教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)（三）學(xué) 科英語 課 題Module 2 My New Teacher 授課時(shí)間3授課班級授課教師課 型Period 3 Grammar 教學(xué)目標(biāo)1. To get Ss to have knowledge of this grammar point: V-ing;2. To enable Ss to use the V-ing form.教學(xué)重點(diǎn)Develop Ss knowledge of this grammar point: V-ing;教學(xué)難點(diǎn)Master

24、 some use the correct forms of V-ing form.教學(xué)策略Task-based method and multimedia.教學(xué)環(huán)節(jié)教 學(xué) 過 程內(nèi)容師生活動設(shè)計(jì)意圖Step 1. Revision Step 2 Grammar Step 3. Homework Step 1. Revision 1. Check the answers to the homework and give Ss some directions.Step 2 Grammar Purpose: Let Ss know how to use V-ing as an object.1.

25、Individual Work. Ask Ss to underline all the verbs followed by V-ing in the passage.2. Ask Ss the following questions:Have you noticed that there are so many ing form in the passage? Do they use as adjective? Of course not. They used as another kind of function. Lets have a study what they are used.

26、 Look at the verbs followed by V-ing in the passage. (1) But now, after two weeks, the class really likes working with her. (2) Ive always hated making mistakes or pronouncing a word incorrectly . (3) There are a few students who keep coming to class late . (4) I think this is because he really enjo

27、ys teaching Chinese literature.3. Make a conclusion. They are used as objects which are often behind the verbs.4. Pair Work. What verbs have you found that can be followed by v-ing youve just read? (We can use this poem to remember all the verbs followed by ing form.) 避免錯(cuò)過少延期 建議完成多練習(xí) 喜歡想象禁不住 承認(rèn)否定嫉妒

28、逃避冒險(xiǎn)莫原諒 忍受保持不介意5. But there are some verbs followed by ing or to do, such as love, like, hate, prefer, begin, start, continue, plan, forget, regret, remember, stop, try, mean, cant help, etc. Are they the same meaning when they are followed by ing form and to do? Some are the same but some are diffe

29、rent. For example, we have learnt “stop to do sth.” and “stop doing sth.”. Do you still remember what the difference between them is? Stop to do sth.: stop one thing and begin to do another thing Stop doing sth.: not do the thing Can you give me some examples like these? (Please fill in the table.)

30、(Group Work)有時(shí)在-ing形式的前面可以加上該動作的邏輯主語 e.g. She didnt mind my smoking there. I cant excuse her pretending not to know me.4. Individual Work. Ask Ss to finish Activity 2 on page Step 3 Homework 1. Finish off the exercises on page 73.2. Prepare for the listening class.Individual work and pair workIndivi

31、dual workCheck whether or not Ss have mastered the words learnt in the last period.To train Ss how to use them in special situation.To consolidate what they have learnt in this class板書設(shè)計(jì) Step 1. Revision Step 2. GrammarStep 3. Homework教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)（四）學(xué) 科英語 課 題Module 2 My New Teacher 授課時(shí)間3授課班級授課教師課

32、型Pronunciation, Listening and Vocabulary,Function and Speaking教學(xué)目標(biāo)1. Review the ing form.2. Get Ss to master some new words.3. Enable Ss to know some skills of listening.4. To study the expression of preference.教學(xué)重點(diǎn)To enable Ss to know some skills of listening.教學(xué)難點(diǎn)To let Ss make a conversation教學(xué)策略Ta

33、sk-based method and multimedia教學(xué)環(huán)節(jié)教 學(xué) 過 程內(nèi)容師生活動設(shè)計(jì)意圖Step 1. RevisionStep 2 Pronunciation Stressed soundStep 3 Listening and VocabularyStep 4 Function and SpeakingStep 5 HomeworkStep 1 RevisionCheck the answers to the WORKBOOK exercises of Grammar.Step 2 Pronunciation Stressed soundPurpose: Enable Ss

34、to know how to read the stressed sound1. Individual Work. Ask Ss “What are you doing when you hear a new word?” Then give Ss suggested answers. When you hear a new word, listen carefully for the stressed sound. Repeat the word with the stress. Write down the word and mark the stressed sound. For exa

35、mple: intelligent, scientific. Remember that when you listen to spoken English, you dont hear every word, because the speaker stresses some words more than others.2. Pair Work.Ask Ss “What do you like to do before an exam, do some revision or do some translation?” Make Ss choose their answers and as

36、k them to pay attention to the following words and word information. revise revisiontranslate translationchoose choice3. Group Work. (1) Ask Ss to listen and repeat the words and find the stressed sound in the words of Activity 1 first. Then listen again and check the answers.Suggested answers:choic

37、etestfailstudentjuniorplayground examrevisionvacation (2) Ask Ss to underline the stressed sound in Activity 2. Then listen and check.Suggested answers: pass result senior school subject topic translationStep 3 Listening and VocabularyPurpose: Let Ss master some new words.1. Words to Study (1) Pair

38、Work. Ask Ss to explain these words in English by reading the questions in Activity 1. They can ask their deskmates if necessary.Suggested answers:revision: preparation for an examinationtranslation: expressing in another languageperiod: length of timetimetable: schedule headmaster / headmistress: p

39、rincipal man or woman in a school, responsible for organizing itlibrary: room or building where books are kepttopic: subject of a discussion or talkchoice: act of choosing between two or more possibilitiesvacation: holiday(2) Pair Work. Ask and answer questions in Activity 1 on P15 so that Ss can be

40、 more familiar with the new words. (students own answers)(3) Pair Work. Ask Ss to finish Activity 5 on page 16. (Explain the connection between these words and phrases.)2. ListeningPurpose: To get the main information in the listening part; To develop Ss listening ability.(1) Pre-listening: Pair Wor

41、k. Ask Ss to fill in the blanks in Activity 2 with the words in bold in Activity 1.3. Post-listening: Group Work. Ask the students to describe Mr. Stanton, and discuss with their partners whether they would like to have Mr. Stanton as their teacher and list their reasons. Do pay more attention to th

42、e sentence pattern: Id prefer . / Id .Step 4 Function and SpeakingPurpose: Let Ss know how to express preference.1. Pair Work Ask Ss to tell which of these English language areas is the most difficult for them, grammar, conversation, vocabulary, listening, reading, writing or translation. The teache

43、r writes some of the Ss answers on the blackboard: I think grammar is difficult for me. I think vocabulary is more difficult for me. I dislike translation.2. Introduce new expressions of preference: Id prefer to learn reading. Id rather recite the vocabulary. Id rather do some listening than learn t

44、he grammar. (Let them make more sentences by using the patterns.)3. Pair Work. Ask Ss to finish Activity 2 on page 17.4. Group Work.Read aloud the expressions in Activity 3, and make sure the students understand them all. Ask Ss to interview their group members. Then try to use the sentence pattern

45、to sum up what they say.Step 5 Homework1. Finish Workbook Exercise 5, 6, 7 on page 74.2. Prepare to make a conversation by using the phrases in Everyday English.3. Preview Cultural Corner.Class activityIndividual workGroup workPair workGroup workPair WorkReview what they have learned in last period.

46、To train Ss how to use them in special situation.To develop students ability of effective self-studyBe sure to use the words and phrases correctly.To consolidate what they have learnt in this class板書設(shè)計(jì)Step 1. RevisionStep 2 Pronunciation Stressed soundStep 3 Listening and VocabularyStep 4 Function a

47、nd SpeakingStep 5 Homework教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)（五）學(xué) 科英語 課 題Module 2 My New Teacher 授課時(shí)間3授課班級授課教師課 型Everyday English, Cultural Corner, Listening and Speaking 教學(xué)目標(biāo)1. Enable Ss to know some words and expressions.2. Develop reading, speaking and listening skills3. Foster the sense of cultural awareness.教學(xué)重點(diǎn)To

48、foster the sense of cultural awareness.教學(xué)難點(diǎn)To enable Ss to know some words and expressions.教學(xué)策略Task-based method and multimedia教學(xué)環(huán)節(jié)教 學(xué) 過 程內(nèi)容師生活動設(shè)計(jì)意圖Step 1. RevisionStep 2 Cultural CornerStep 3 Listening and Speaking Step 4 HomeworkStep 1 RevisionAsk Ss to show the class the dialogue they prepared in

49、 Everyday English on page 18.Step 2 Cultural CornerPurpose: Develop reading skills and foster the sense of cultural awareness.1. Introduce some colorful pictures about schools, teachers and students downloaded from the net. Ask the questions: (1) What do you think of the relationship between teacher

50、s and students? (2) How do you find the school?2. Individual Work. Read through the passage and try to answer the following question. What kind of differences in school does this passage describe?Suggested answers:The relationship between teachers and students.3. Pair Work. Read the first paragraph,

51、 and fill in the chart in pairs.Countries RelationshipSuggested answers:Countries RelationshipFrance, Germany, Spain, Russiaquite, formalnorthern European countriesmore friendlier and more relaxedAmericaquite relaxedBritainquite relaxed, but have big problem with discipline4. Individual Work. Ask Ss to read through the second paragraph, and answer the following quest