高中英语模块一Unit One课件、教案.doc

Introductory Lesson
The First English Lesson in Senior High
Aim: Enable the students to know how to study Senior English.
Teaching Procedures
I. Brief Introduction to the whole book — Advance with English
II. Learning strategies
1. Learn to be a high school language learner
2. Learn to take the initiative
3. Learn to use resources
4. Learn to listen
5. Learn to speak
6. Learn to read
7. Learn to write
I try to do my best each day,
In my work and in my play
And if I always do my best.
I needn’t worry about a test.
III. 学习要求五个一:
1. 一本学习笔记：日常学习积累：课堂+课外阅读
2. 一本错题集：日常练习积累：知识的归纳+疏理
3. 一本随笔：日常练笔：描述生活交流思想
4. 一本字典：英汉双解：自主学习的利器
5. 一本课外读物
有意识地学，有目的地做，才能达到目的。
IV. 英语学习一日常规：
1． 今天我背单词了吗？
2． 今天我朗读（课文）了吗？
3． 今天我复习了吗？
4． 今天我完成作业了吗？
5． 今天我预习了吗？
6． 今天我阅读了吗？
7． 今天我听录音了吗？
态度决定一切
成功源自好习惯
好的伙伴，成功一半
V. Summary:
Confident Strict Active
Unit 1 School life
Teaching Objectives:
1. To introduce and develop the theme of school life
2. To identify the differences between school life in different countries
3. To develop the reading skills of skimming and scanning
4. To learn some words about school facilities
5. To learn about attributive clauses and how to use relative pronouns
6. To develop listening, speaking, reading and writing by completing a task and a project
7. To form a positive attitude in a new and challenging situation
8. To learn to be cooperative and helpful when working together

Period 1
Welcome to the unit
Teaching aims:
To find out the differences of their life between senior high and junior high.
To learn something about the high school life in the UK.
To know how to get on well with high school life / study.
To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1. Warming up
Let some students make a self-introduction.
   1. Introduce themselves.
   2. Say something about their junior high school life.
Step 2. Presentation
   1. Pair work: brain storm:
       When we are talking about our school life, what will we probably think of?

   2. Group work
Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what’s the difference between schools in China and the UK?
aspects
In the UK
In China
Huge campus and low-rise buildings
We can see huge campus and low-rise buildings.
It is the biggest difference from schools in China
Schools in China usually have a large enough campus to make sure students have enough space to study and play in.
But most school buildings are taller, at least three storeys.
Lockers for every student
There are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and other belongings.
Students bring what they need for lessons to school and then take it all back home after school. Most schools in china do not have equipment in the classroom.
Fewer students in each class
There are fewer students in a class, no more than 30 per class.
There are usually more students in high school, perhaps 40 to 50 per class. Recently some school are beginning to limit the number of students in each class.
At ease with our teacher
Students have a close relationship with their teachers. They feel at ease and comfortable with them.
It is similar in china. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other.

   3. Writing practice:
What is your dream school life like?
What kind of school activities do you enjoy?
What do you think of your life here in the new school?
4. Summary
   5. Homework
1) Recall all the new words and expressions that appear in this unit.
2) How much do you know about the school and school life in the UK? Try to surf the net, go to the library or interview foreign students.
3) Preview the following lesson.

Period 2
Reading: School life in the UK(1)
Teaching aims:
   1. To read a magazine article about school life in the UK.
   2. To learn to apply two basic reading skills: skimming and scanning.
   3. To learn some expressions about school life.
Teaching procedures:
Step 1. Revision
Check the homework exercise.
Step 2. Presentation
Yesterday discussed the differences between high schools in our country and the UK.
Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.
Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)
Skimming: to get a general idea of the article.
focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …
scanning: to locate specific information about an article.
Look for key words and phrases, dates and words in bold, italics or capital letters…
Step 3. Reading
   1. Skimming question:
       How does Wei Hua feel about her life in the UK?
   2. Scanning:
1)    What topics are mentioned in the WeiHua’s letter?
(opt. are the following aspects of school life mentioned in the article?
teachers classmates friends subjects homework grades
timetable activities school facilities host family food
hobbies customs traditions festivals)
 2)   Scan the passage and complete Part C1, C2 on page 4
Step 4. Group work: what’s the similarity and difference between the schools in China and the UK?

Aspects
In the UK
In China
similarity

difference

Step 5. Practice:
Pair work
Now you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK?
Suppose your desk mate is Wei Hua, make a dialogue.
Step 6. Homework.
1. Complete parts D and E
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.
4. Preview the following lesson.

Period 3
Reading (2)
Step 1. Revision:
    1. Check the homework
    2 . Complete the chart and retell the letter.
On the first day

Teachers
Mr Heywood
Miss Burke
Size of a classroom

Subjects

Food

Wei Hua’s feelings and progress

Step 2. Language focus
    1. Words:
a)        attend (join / join in / take part in )
b)        prepare
c)        miss (missing / gone / lost)
d)        experience
e)        information
f)          sounds
    2. Phrases:
a)        for free
b)        a bit / a little
c)        as well as
    3. Sentences:
a)        Going to a British school for one year has been a very enjoyable and exciting experience for me.
b)        I do like eating.
Step 5. Practice
1. Complete wb A1, A2,
2. Translation
1)Jim加入了我们的讨论之列。
Jim joined us in the discussion.
2)Jane正忙着预习功课。
Jane is busy preparing for their lessons.
3)我错过了早班公共汽车。
I missed the early bus.
4）经验是最好的老师。
Experience is the best teacher.
5）我一点也不疲惫。
I am not a bit tired.
6） 他确实告诉了我这个故事。
He did tell me the story.
Step 7. Homework
1. Recall all the new words and expressions that appear in this lesson.
2. Write a summary of the article written by Wei Hua.
3. Preview the following lesson.

Period 4
Word power
Step 1 Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Step 2 Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3.Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Step 3 Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
3.       Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers

D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Step 4 Homework
1. Let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C

Period 5
Grammar and usage(1)
Teaching aim:
To give a brief introduction to attributive clauses.

Teaching procedures:
1. Tell the students what is attributive clause.
2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.
3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
4. Check the answers with the students.
5. Explain some language points in the article.
6. Give the students some more exercises of attributive clause.
7. Assignment.

Period 6
Grammar and usage(2)
Teaching aim:
To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching procedures:
1.       Check the homework with the students.
2.       Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
3.       Fill in the blanks on Page 11, check the answers with the students and explain the language points.
4.       Tell the students several points that they must pay attention to when they use attributive clauses.
5.       Some exercises which are to review what they learn in this lesson.
Assignment

Period 7&8
Task
Teaching aims:
1. Use abbreviation to fill in timetable.
2. Compare information of two different sources.
3. Write a notice with important information and clear expression.
Procedure:
1-1. Introduce abbreviation.
1-2. Complete school programme timetables with abbreviation
1-3. Compare information of 2 different sources.
2-1 Report the timetable
2-2 Find out important information in a notice.
2-3 Write a notice to notify classmates

Period 9
Project(1)
Teaching aims:
1. To learn two articles about after-school activities in school
2. To learn the use of as and require
3. To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time?
What do they do when parents come to visit the school?
Who started “Poets of the Next Generation”?
What do the members of the group do when they meet?
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _____ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.

principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students?
How do they help the students?
Step 5 Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school?
Do you like them? Why/ Why not?
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?

Period 10
Project(2)
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing re