外研社必修一_高一英语说课稿、教案.docx

module 1 grammar 2 adjectives ending in ing and edpart 1 teaching materialthis lesson is the grammar part talking about adjectives ending in ing and ed. it plays an important role in the english teaching of this unit. by studying this lesson, students can clearly know what the differences between ing and ed forms and how to use them. teacher and students will summarize and do exercises together to help students grasp the usage of “adjectives ending in ing and ed”.1. teaching aims 1) knowledge objectives: a. students are required to know the explanations of ing form and ed form. b. students should find adjectives with ing or ed endings appeared in the text. 2) ability objectives: a. students can translate relative sentences or phrases between english and chinese. b. students can learn to apply the ing form and ed form in their writing.2. important points and difficult points in this lesson, the important points and the difficult points are the same. that is, let the students know what the ing form and the ed form stand for, teach them how to use these two forms correctly and do some relative exercises to strengthen their knowledge. part 2 teaching methodsas we know, the grammar is important and difficult part for students to learn english, so we should apply the proper methods to help them learn easily and quickly. according to the situation, i will apply the discussion method, the induction method and deduction method, which will help students remember the grammar rules correctly and use them properly.part 3 studying methods 1) doing exercise is the most common way to help students to learn grammar.2) another way is to compare e the different usages between the ing and ed forms, which can help students to understand grammar and not confuse the different usage of ing and ed forms.part 4 teaching proceduresstep 1: presentation usageexampleadjectives ending in -ingdescribing the people or things that cause the feelingthe classroom was amazing.xiao shenyang is very interesting.adjectives ending in -edtelling us how people feeli was completely amazed by the classroom.step 2: bring out as many adjectives ending in ing& -ed as you can. (2 mins)adjectives ending in ingadjectives ending in -edamazing interesting boring embarrassingexciting surprisingpleasing amazed interestedbored embarrassed excited surprisedpleased step 3：practicelet the students do some relative exercises to help them understand this part of grammar. 1.the situation is more _than ever. im _ about what to do next. a. puzzled; puzzled b. puzzling; puzzling c. puzzling; puzzled d. puzzled; puzzling2.the _ news _ jim. he was _ at it. a. surprising; surprised; surprised b. surprised; surprised; surprising c. surprised; surprising; surprised d. surprised; surprising; surprising3. it was so _ a poem that quite a few students were _ to tears. a. moved; moved b. moving; moving c. moving; moved d. moved; moving4 how did jack do in the exams this time? well, his parents seem _ with his results. a. pleasing b. pleasure c. pleased d. pleasant 5 they are _ at the news that their team was beaten by ours. a. disappointing b. disappointed c. surprising d. pleasedstep 4: question time and homework i will leave 5 minutes for students to quickly review what i have taught in this lesson, and if any one has confusion about this part, he or she can ask me questions freely about that. homework is to let students carefully review what they have learnt in class and arrange them to finish post-text exercises.part 5: blackboard arrangementi will divide the blackboard into three parts.middle: write down the title “adjectives ending in ing and ed”.left: the ing form, the explanation and the relative words.right: the ed form, the explanation and the relative words.module 1 cultural corner a letter from a senior high schoolpart 1 teaching materialthe reading passage is a letter telling about the american school system. the emphasis of this period will be placed on the important new words, expressions in the part of vocabulary and reading. the teacher will let students find out the differences in the american and chinese school systems, and then ask them to give explanations about the differences. by studying this lesson, the students can improve their reading ability, comprehend the text better and master the usage of important words.1. teaching aims1) knowledge objectives: a. important words and phrases：cover, divide, join in, take part in, attend. b. important sentences: 1. at the end of twelfth grade, american students receive the high school diploma. 2. i take part in all kinds of after-school activities. c. grammar: attribute clause.e.g. the school year is divided into two semesters, the first of which is september through december, and the second of which is january through may. 2) ability objectives: a. understand the main idea of the text and answer some questions.b. talk about similarities and differences. c. improve students reading ability. 3) emotion objectives: a. let students judge the difference between china and america. b. develop students sense of cooperative learning. 2. important points and difficult points 1) important points: master the new words and phrase such as cover, divide, take part in, and attend; understand the main idea of the text and answer relative questions. 2) difficult points: find out the differences in chinese and american school systems and grasp the usage of attribute clause.part 2 teaching methodsfast reading, intensive reading, pair work and discussion. 1). task-based language teachingthe students can get the meaning of the words and phrases. practice can help the students get the general idea and have a better understanding of the us school system.2). communicative approachdiscussion, pair work and group work can help students to express their idea bravely and clearly.part 3 studying methods 1) students should consider the text as a whole.2) students should pay attention to the main ideas and topic sentences.3) students should discuss in class to understand the passage better.part 4 teaching procedures step 1: warming-up and lead-in we have learned li kangs school life at senior high; do you want to know the life of the teenagers in the similar age of you in other countries? now please turn to p9, lets read the text in cultural corner and learn something about the senior high school life in the us. step 2 fast-readingask the students to read the text and answer the question on page 9. (fast reading)similarities: a school year is divided into two semesters.differences: american schools have long vacations.step3 careful-readingask the students to answer the following questions. (careful reading) 1. how long does secondary school cover in the us? (seven years) 2. which grades is high school? (ninth to twelfth grades) 3. what do they need if they want to go to college? (a high diploma) 4. how many semesters are there in the school year? (two semesters) 5. what are they? (the first of which is september through december, and the second january through may.).6. what is the school schedule? (they start at 7:50 am and they finish at 3 pm.)7. what is the main idea of the third and the fourth paragraph? (the students after-school activities; the author wants to know something about the chinese school system.)step 4 discussionwhat do you think of the american school system and chinese school system? (please express your own opinion and discuss with your partner.)step 5 question time and homework1. leave 5 minutes for students to deal with their confusion. 2. let students write something about american or chinas school system as homework.part 5 blackboard arrangementmodule 1 a letter from a senior high student1. discussion:what are the similarities and differences between american and chinese school system?2. language points:1) cover 2) divide into3) the first of which 4) take part in/join /attend module 2 function and speakingpart 1 teaching materialthis lesson is function and speaking part. it needs students to know how to express preference through conversations. as is known to all, one of the most important ways to learn a language is communication. thus, by studying this part, students can not only learn the patterns of expressing preference, but also improve their speaking and listening ability. 1. teaching aims 1) knowledge objectives: a. students can use the patterns to express their preference in conversation. b. students can improve their listening and speaking ability. 2) ability objectives: a. train students to grasp the new expressions of preference, such as prefer to., would rather. b. enable students to tell others their preference. 2. important points and difficult points there are two important points. 1. let the students learn to use the patterns of preference.2. how to express their preference to others.the difficult point: the students need to ask questions with new expressions and get the right answers based on the given information.part 2 teaching methods i will adopt the “task-based” teaching method and “scene-activity” teaching method.1. “task-based” teaching method can establish a real scene and the interaction between teacher and students.2. “scene-activity” teaching method offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome.part 3 studying methodssince the students are those who are in grade one, it is important to help them form a good habit of studying.1. they should pay attention to their oral english.2. practice makes perfect. students should practice more so as to consolidate the usage of preference expressions. 3. i should note the key points and useful expressions and encourage the students to use them after class.part 4 teaching proceduresstep 1: warming-up and lead-in greet the class and tell the students that in todays lesson we are going to learn how to express preference.step 2: preparations1) ask some questions which would enable students to get a brief sense of the situations given in the book. e.g.:a. who is your favorite teacher? and why?b. which of these english language areas is the most difficult for you, grammar, conversation, vocabulary, listening, reading, writing or translation?2) provide students some useful expression of preference, such as: prefer to do rather than to, prefer to, would rather (not) do.3) teach students how to use the useful expressions by making sentences, such as: a. i would rather drink tea than coffee. b. i would rather not go. c. she preferred to stay at home rather than go out.step 3 practice finish activity 2 and activity 3. work in pairs, with one student asking the question and the other answering. in activity 3, the students can use some useful words and sentence patterns. for example: i would prefer to do sth rather than do sth, would rather do sth than do sth, would do sth rather than do sth , i enjoy/love doing sth, i like/hate doing sth, my favorite subject is step 4 question time and homeworkquestion time: leave 5 minutes for students to ask questions freely.homework: write down a composition about favorite subject and it should include the reasons for liking it.part 5 blackboard arrangement i will divide the blackboard into three parts.middle: the title “function and speaking”.left: the expressions of preferenceright: some examples of using these expressions.module 3 my first ride on a trainpart 1 teaching material this lesson is a reading passage. it plays an important role in teaching this module. it tells about the travel to the central part of australia. by studying this lesson, students can improve their reading ability and learn more about how to describe a travel. they can understand some difficult words and sentences to comprehend the text better. the students should do some listening, speaking and writing too. 1. teaching aims 1) affection aims:a. through reading the passage about travelling, the students can hold a feeling of loving the nature.b. students can have courage to describe their train ride experience.c. students can keep conscious of good co-operation2) reading skills:a. students are able to predict the main idea of the passage based on the background information and the title. b. students are able to find the main idea of the passage by fast reading.c. students are able to answer detailed questions (true or false questions) after detailed reading.3) cultural awareness:the students can know much more about the landscape, people and customs of australia. 2. important points and difficult points1) important points: train the students reading skills (predicting, fast reading and detailed reading); teach students how to express their travel.2) difficult point: teach the students to describe their first train ride focusing on who, when, where, what and how. part 2 teaching methodsstudents in high school are quick in thought, they are eager to show what they know and they have a certain ability to read. and the main aim is to develop the students capability of using english in any aspect. so i will mainly adopt “discussion” method and “task-based” method.1. discussion method can stimulate students interests in reading the passage.2. task-based method can offer the students an opportunity to complete the tasks in which students use language to achieve a specific outcome.at the same time, i will make use of the modern electricity teaching equipments and all kinds of teaching means. all these would let the students get a better understanding of the passage.part 3 studying methodssince the students are those who are in grade one, it is important to help them form a good habit of studying. 1) students should consider the text as a whole.2) students should pay attention to the main ideas and topic sentences.3) students should discuss in class so as to understand the passage better.part 4 teaching proceduresstep 1: pre-readinggreet the class and talk about first travel.step 2: while-reading 1. fast reading: 1) read the text quickly and find the main idea and the main idea of each paragraph. 2) discuss in pairs and match the main ideas with each paragraph. this method is to improve the students reading capability and generalization. 2. intensive reading: read the text again carefully and take some notes on the textbook, then answer the questions1) was her destination on the coast of australia?2) was the scenery the same during the whole journey?3) did she study while she was on the train?4) do they still use camels to deliver goods?step 3: post-reading:1) retell the passage according to some key words.2) share their first train ride experiences in group and some students do presentations to the whole classstep 4: question time and homeworkleave 5 minutes for students to deal with their confusion.the homework is to write an article about their first train ride experiences.part 5 blackboard arrangementblackboard design should be thought for a thing that attracts the students attention. i will divide the blackboard into three parts.middle: the title “my first ride on a train”.left: new words and expressionsright: relative questions about the passage.module 3 reading and speakingpart 1 teaching materialthis lesson is the reading and speaking part. it plays an important role in the teaching of this unit. it tells about peoples childhood memories that they did one of the activities for the first time. by studying this lesson, students can improve their reading and speaking ability, and learn more about how to express their childhood memories. 1. teaching aims 1) knowledge objectives a. students can improve their reading and speaking ability. b. students can hear, read and use the main sentence patterns to express their memories, for example: i can remember my first visit /trip towhen the first time i went to / visit i remember the day 2) ability objectives a. enable the students to describe their first experiences. b. enable students to grasp the specific information such as when, where, how, and why. 2. important points and difficult points 1. important points: a. get the students to learn to use the starting patterns of describing their first experiences. b. how to tell others about their first experiences.2. difficult points:the students need to cover all the elements like who, when, where, what, why and how for the purpose of expressing their experiences clearly.part 2 teaching methodsstudents of this stage are quick in thought and they are eager to show what they know, and they have a certain ability to read. but they are lack of the courage to express their ideas. therefore, in this lesson, i will use the following strategies.1) basic learning strategy: the students can get the meaning of new words and phrases.2) practice strategy: practice can help the students get the general idea and have a better understanding of language; to some extent, students can develop their ability of communication, thinkin