英语外研版module1教案第45课时.docx

英语外研版module1教案：第4-5课时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. 这个特别热忱的女老师是沈老师。called Ms. Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关系，相当于定语从句who/that was called Ms. Shen。 如：We visited the new library built three weeks ago.我们参观了三周前建成的图书馆。The first textbooks written for teaching English as a foreign language came out in the 18th century.最早为外语教学而写的英语课本出如今十八世纪。Most of the artists invited to the party were from South Africa.被邀请来参与聚会的大多是南非艺术家。注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前2And we have fun. I don't think I will be bored in Ms. Shen's class!我们上课上得很快乐，我认为我不会对沈老师的课厌烦的。（1）have (great) fun 玩得快乐=have (a lot of) fun= have a wonderful time=enjoy oneself 如：The children were having a lot of fun with the building blocks.孩子们玩搭积木玩得很快乐。You're sure to have some fun tonight.今晚你确定会玩得很快乐。They had a lot of fun chatting on the net.他们在网上闲聊聊得很快乐。fun/,是不行数名词，常用于be fun 构造中，相当于interesting。如Seeing monkeys in the zoo is great fun.在公园看猴子特别好玩。What fun it is to play a game after work!工作之余活动一下多么好玩！注: 此处的what fun不能用how funny代替，因为"funny"是“滑稽的，好笑的”的意思。拓展for fun=in fun 开玩笑地make fun of 讪笑，取笑。如I'm not saying such a serious thing for fun.我说如此肃穆的事情绝不是开玩笑。It's bad manners to make fun of the blind.取笑盲人是不礼貌的。（2） 我们要留意本句英汉表达的区分。英语中有些动词，如think, believe, expect, suppose, feel, guess, imagine 等，当它们后面接一个具有否认意义的宾语从句时，通常要把主句的动词变为否认式，而宾语从句中的谓语动词用确定形式。这种现象称为否认的转移。如：We don't think there is anything interesting in your pictures.我们认为你的画并没有什么好玩的地方。I don't believe what he said is true.我认为他说的不是真话。I don't suppose they will object to my suggestion.我想他们不会反对我的建议。He didn't imagine that she would go abroad.他料想她不会出国了。I don't feel the food can last us through the winter.我认为这食物是不够我们过冬的。注：在反意疑问句中，若陈述局部是第一人称，think等词用一般如今进，则疑部局部需与从句中的主语与谓语保持一样，否则要与主句的主语与谓语保持一样。如：I don't think it's going to rain tomorrow, is it我认为明不会下雨，对吗？You don't think I have made mistakes, do you你并不认为我犯了什么错误，是吗？3 In other words, there are three times as many girls as boys.换句话说，女孩是男孩的三倍。（1）in other words 意为“换句话”，在句中用作插入成分。如：In other words, she must give up singing.换言之，她必需放弃唱歌。I'm not used to the way you speak to me. In other words, I don't want to continue our conversations.我不习惯于你对我谈话的方式。换句话讲，我不想接着我们的谈话了。Beethoven wrote many world-famous musical compositions. In other words, he was a great musician.贝多芬写过很多世界闻名乐曲。换句话讲，他是一位宏大的音乐家。A + be+倍数 +as+ adj. +as+BAsia is four times as large as Europe.亚洲是欧洲的四倍大。A+be+倍数+ 比拟级+than+BAsia is three times larger than Europe.亚洲比欧洲大三倍。A+be+倍数+the size/length/height/depth/width+ of+ BAsia is four times the size of Europe.亚洲是欧洲的四倍大。注: time 表示倍数，一般只限于表示基数词在内的三倍或三倍以上，若表示两倍可用副词twice 或形容词double。 time 表示的倍数也可以用分数，百分数或某些表程度的副词交换。The street is twice the length of that one.这条街是那条街的两倍长。Ten is double five.十是五的二倍。This pencil is a quarter as long as that one.这枝铅笔是那枝的四分之一长。Our room is 60 the size of theirs. 我们房间的面积是他们房间面积的60%。4 I'm looking forward to doing it！我特别渴望去做。look forward to sth./doing sth. 意思是“期盼着某事/做某事”，其中“to”是介词。I look forward to hearing from you as early as possible.我期盼着早日收到你的来信。Boys and girls are looking forward to Children's Day.孩子们期盼着儿童节的降临。I'm looking forward to his return just as much as he himself seeing me.我期盼他的归来同他渴望见到我的心怀一样剧烈。链接动词介词to构成的常用短语有：look forward to 渴望turn to 求助于；转向；翻到pay attention to 留意stick to 坚持get down to 开场仔细干object to 反对belong to 属于refer to 谈到，涉及，参阅point to 指向see to 处理，料理come to 共计；醒悟reply to 答复agree to 同意add to 增加devoteto 奉献给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.一学年有两个学期，第一学期从九月到十二月，第二学期从一月到五月。（1）be divided into “把分成”。如:Our class is divided into four groups. 我们班分成四组。America is divided into over 30 stales. 美国分成50多个州。（2）the first of which是定语从句，修饰 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) 远离 b) 毫不；远非；一点也不（2）away from & far (away) from , 两个短语都可以用来作表语，状语与后置定语。其中，其中away from用在表示详细间隔 的词后面时，意为“离（多远）， be away from意为“分开”。 far (away) from 通常不与详细的间隔 的词连用，意为“离某地很远”。We were sitting _(离太远)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 _(远离他的家)。7 and Ms Shens method of teaching is nothing like that of the teachers at my Junior High school.Nothing like意为 “没有什么能比得上”， “丝毫不象”。 something like 意为“大约”， “几分像”。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 把某人介绍给某人Introduce sth in/ into 把某物引进Introduce sb to sth 引导或带着某人接触某物Introduce sth to sb 宣布并介绍Introduction n 介绍；引进；引论An introduction to 对的介绍；的引论9 Oh really So have I. “so +助动词/情态动词/系动词+主语”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 . 表示否认意义时用“neither/nor +助动词/情态动词/系动词+主语”，意为“（另一事物）也不” Bob wasnt at school last Friday, and neither/nor was Jack. “so +主语+助动词/情态动词/系动词”表示对之前或对方所说的状况表示赞同或证明，意为“同一个人或事物）的确” -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 在完毕的时候；在的终点； 在的结尾处 in the end (at last; finally)最终，最终 by the end of 到完毕时 at the beginning of (at the start of ) 在开场的时候 at the beginning (in the beginning ; at first) 起初，开场时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 sentencesAsk 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 blanksII 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 isnt.3 Do students at our school do things like this 4 How do you think about the after-school activities Are they good or bad How can we make best use of after-school activities.Give the students some time to discuss the questions and try to report their own ideas. Then the teacher make a summary.Step5 Writing T: We have sorrows and happiness in our school lives, sometimes we want to exchange our feelings with others, so we write a letter or make a call. Now we will read a letter from an American girl who likes sharing her memories of her first year at school. Ok, please turn to P8 and read it.Give the students some time to read the letter.Go through the letter and deal with some important or difficult points.T: Do you want to write a letter to her and tell your memories of the first year at school. Now , can you tell me what should we write this reply and what will you write in it.Ask the students to tell their own ideas and collect them and write down them on the black board.The teacher give the students some suggestions.Ask the students to write the reply in the class if enough time is left. Or, leave it as home work.HomeworkI Ask the students to write and correct their reply.II Remember the uses of ing&-ed endings.III Finish the exercises about this module.