高中英语 Module 1 My First Day at Senior High教案1 外研版必修

Module 1 My First Day at Senior High Ⅰ.模块教学目标
Ⅱ. 目标语言
Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以“My first day at Senior High〞为主题, 描写高中学生新的学校生活和丰富多彩的课外活动，比较初高中新旧学校生活以及中美两国学校教育系统的异同。

本模块阅读文章题材丰富，时代特征明显，与学生生活贴近，使学生愿意学，语言生动形象，使学生倍感亲切自然。

通过阅读文章培养学生热爱新学校、新班级和新同学，积极参与各种英语活
动，克服困难，树立正确的语言学习观。

学生从初中到高中的转变有个适应过程，本模块帮助新生尽快适应高中阶段新的学习环境，使新的高中生活有一个良好的开端。

1.1 INTRODUCTION通过介绍新课程, 使学生对各学科有了初步的了解，并针对学生自己喜欢的科目及其喜欢的原因，运用相关的目标语言展开讨论。

1.2 READING AND VOCABULARY呈现了本文的主题“My first day at Senior High〞。

学习相关词语，阅读一名高中新生开学第一天的日记。

日记中比较了初高中学校的异同，描写了新高中英语课堂教学，老师寓教于乐，师生互动、生生互动。

尊师爱生，团结友爱，奋发向上，其乐融融，呈现出一派欣欣向荣的新面貌，抒发了对新学校的无比热爱和对新校园生活的美好憧憬。

1.3 GRAMMAR 1 通过复习一般现在时的用法，使学生学会使用动词的正确形式，更加明确该时态所表达的含义；通过与现在进行时相比较，了解两种时态的区别和联系，从而更加巩固和系统掌握现在时的用法。

1.4 LISTENING AND VOCABULARY包括听力和词汇两部分，学习动词、名词和形容词的后缀及三者之间相互转换,掌握这三种词性在句子中所充当的相应成分。

1.5 GRAMMAR 2 学习形容词后缀“?鄄ing / ?鄄ed〞所表达的不同含义，通过相关练习学会如何正确区分和使用这两种形式。

1.6 PRONUNCIATION通过听读形容词后缀为“?鄄ed〞的单词，掌握三种词尾后所加的“?鄄ed〞不同的发音规那么。

1.7 SPEAKING配有三X美国校园生活的场景图片，要求学生据此与自己所在的中国学校进行比较，讨论两国校园生活的异同。

1.8 WRITING要求学生读完一位美国学生的电子之后，就其提出的四个有关新学校生活的问题给予答复，描述自己对新学校的第一印象。

1.9 EVERYDAY ENGLISH AND FUNCTION中两位新生就语言学习的话题展开讨论,要求学生找出其中的日常用语，并且续编该对话的后半部分。

最后仿照此对话任选一门学科为主题编写一个新的对话。

1.10 CULTURAL CORNER选取了一位美国高中生介绍美国学校系统的来信,要求学生将其与中国的学校教育系统进行比较，找出两者的异同。

1.11 TASK是本模块的核心任务。

要求学生以小组讨论的方式选取最有特色的内容，撰写一篇新校园的简介，并将其展示给其他同学。

2. 教材重组
2.1 INTRODUCTION和READIGN AND VOCABULARY两部分，都是关于高中新生第一天学习生活的内容，整合为一节精读课。

2.2 GRAMMAR 1与WORKBOOK 中的Grammar, 都是关于一般现在时的讲解与练习，整合为一节语法课。

2.3 LISTENIGN AND VOCABULARY, GRAMMAR 2, PRONUNCIATION与WORK BOOK中的Vocabulary, 都是关于形容词、动词和名词后缀及其三者之间相互转换，讲解与练习这三种词性用法，整合为一节语言学习课。

2.4 SPEAKING和EVERYDAY ENGLISH AND FUNCTION两个部分,是有关中美两国学校系统的内容,整合为一节口语课。

2.5 WORKBOOK 中的Reading与Listening and speaking都是关于学校课外活动的内容,整合为一节泛读课。

2.6 写作是由WRITING 和TASK以及WORKBOOK 中的Speaking and writing整合而成，都是有关介绍学校新生活的内容。

其中TASK部分要求学生经过小组讨论后，编写新学校简介；其余两部分在读懂电子的前提下按要求进行回复。

3. 课型设计与课时分配
1st Period Reading
2nd Period Grammar
3rd Period Language Study
4th Period Speaking
5th Period Extensive Reading
6th Period Writing
Ⅳ. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
amazed, amazing, attitude, behavior, bored, hard-working, method, physics, photograph, progress, spelling, textbook, embarrassed, embarrassing, brilliant, geography, instruction, biology, province, impress, previous, IT(Information Technology), PE (Physical Education), in other words, look forward to
b. 重点句式
We’re using ... is nothing like that of the teachers at my Junior High school. P2 I don’t think I will be bored in Ms Shen’s class! P3
In other words, there are three times as many girls as boys. P3
For our homework tonight, we have to write a description of the street where we live. P3
I’m looking forward to doing it! P3
2. Ability goals能力目标
Enable the Ss to talk about their own first day at Senior High.
3. Learning ability goals 学能目标
Enable the Ss to learn how to talk about their own first day at Senior High. Teaching important points 教学重点
Enable the Ss to learn how to talk about the main differences between Junior High school and Senior High school.
Teaching difficult points教学难点
Enable the Ss to talk about their opinions about the new school.
Teaching methods教学方法
Skimming and scanning, individual, pair or group work and discussion.
Teaching aids教具准备
A recorder, a puter and a projector.
Teaching procedures && ways教学过程与方式
Step Ⅰ Lead-in
As this is the first class at a new Senior High school, teacher can lead the Ss to introduce themselves to each other. Give them a paper with questions on it about what their names are, how old they are, where they live, what their telephone numbers are, what their junior schools are and what they enjoy doing. This can be used in groups of 4 to have students introduce each other. At last have them share their papers with the class.
T: Wele to our school, boys and girls. From now on, you bee a Senior High school student. You have a new school, new teachers and new classmates. First of all, please allow me to introduce myself to you. ... Would you like to introduce yourself to each other in groups of 4? Here is a paper with questions on it. Later I’ll have you share your own papers with the class.
Show it on the screen.
A few minutes later.
T: Now please share your own paper with the class.
You may change it with other groups.
Step Ⅱ Introduction
First, ask the Ss to learn the names of the subjects by themselves, answer the questions in Activity 1 on page 1 in pairs. Check the answers with the whole class.
Then get them to discuss their favorite subjects and explain the reasons, filling in the blanks in Activity 2 in groups of 4. At last show some of their answers. T: Now we’ve known each other. We’re going to study in the same class. I think we should make good friends and work hard together. From now on I’ dike to help you with your English study. Do you want to know what other subjects you should learn at Senior High school? Open your books, and turn to page 1. Please look at the words in the box. They are the names of subjects. Now please fill in the form about the subjects by yourselves.
Show it on the screen.
Subjects at Senior High
A few minutes later.
T: OK, let’s check the answers with the whole class.
Now I’d like some of you to answer the questions in Activity 1 in pairs according to the form.
...
T: Do you like English? Why or why not?
S1: Yes, I like English very much because it’s very important and interesting. S2: No, I think it’s too difficult for me to learn it well.
T: Sounds reasonable. How about the other subjects? Now I’d like you to discuss your favorite subjects and explain the reasons, filling in the blanks in Activity 2 in groups of 4.
After discussion.
T: Now I want some of you to show your sentences to the whole class.
S1: I like mathematics because I enjoy calculating.
S2: I think IT is important because it bees more and more useful in our daily life. S3: I think physics is difficult because I can’t deal with the examinations very well.
S4: I would like to study history because it can makeme wiser.
Step Ⅲ Pre-reading
Ask the Ss to discuss the questions in Activity 1 on page 2 in pairs and show their answers. Then get them to practice Activity 2. Check the answers with the whole class. T: All of you just came from the Junior High school. Now I’d like you to pare Junior High school and Senior High School. Please discuss the questions in pairs.
A few minutes later.
T: Now I’ll ask some of you to answer the questions in Activity 1. Who’d like to answer Question 1?
S1: The teaching contents in senior are much more difficult than that in junior. S2: The teaching method has been changed greatly.
S3: Senior students need stronger self-educated ability to prepare and review the lessons.
S4: To get high marks, junior students needn’t use more brains as long as they work hard. But in senior this kind of method of learning is ineffective.
S5: Some senior students, whose homes are far away from school, have to live in the dormitories.
S6: Some courses in Senior High school are more difficult than those in Junior High school, and the amount of assigned homework goes up as well. It’s obvious that there are students who find it difficult to adapt to the senior courses; they don’t do the homework and don’t make plans for study.
S7: It’s more difficult to pass the examinations of Senior High school, because
a provincial exam-passing requirement is needed to get through before graduation. S8: pared with Junior High school, the teaching materials of Senior High school are much larger and more difficult.
T: Excellent job. How about Question 2?
S9: Yes, I think so. Because the lessons in senior are much more difficult. To learn them well, we should work harder than before.
S10: But I don’t think so. I think the right method is more important and effective than hard work.
T: Very good. Question 3?
S11: I think their enthusiasm to the education course, the attitudes of being tireless in teaching and enterprising spirits are similar.
S12: I think the knowledge level and teaching method are different from each other. S13: In my opinion, there are some differences between them. The Senior High teachers need higher diploma and more knowledge.
T: Good. Now let’s practice Activity 2. Please answer the questions about the words in the box.
Step Ⅳ Reading
Scanning
Ask the Ss to prehend the passage quickly and accurately and meanwhile help them to form a good habit of reading. Teacher gives them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide. Encourage the Ss to express their ideas. T: Today we’re going to read a diary kept by a new Senior High school student. He wrote down his thoughts about his first day at Senior High. Now let’s read the diary quickly and find out the answers to the questions on the screen with your partners. Show the questions on the screen.
1. How do the teachers use the puter in the classrooms?
2. Does Li Kang like to have an English class at Senior High? Why or why not?
3. What does Li Kang think of the new Senior High school?
T: Now who can tell me how the teachers use the puter in the classrooms?
S1: The teachers write on the puter, and their words appear on the screen behind them.
S2: They can make use of the multimedia to play CD for the students.
S3: They can show them photographs, text and information from websites on the screen. T: Terrific! Who’d like to answer Question 2?
S4: Yes, he does. This is because the English class is really interesting and funny. T: Any other reasons?
S5: Their English teacher, Ms Shen is very enthusiastic. She uses a new method of teaching to instruct the students.
S6: They enjoyed themselves in the English class and they all liked their new English teacher.
S7: In the English class, with the help of Ms Shen, the students practiced some activities in a fun way.
T: Well done. How about Question 3?
S8: I think he likes his new Senior High school very much because the teachers are very enthusiastic and friendly.
S9: Yes, I agree with you. The classrooms are amazing and brilliant， each of which has a puter and a special screen.
S10: And the students are all friendly and hard-working. They can make good friends and help with each other.
Skimming
In this part, let the Ss read the text again and try to get the main idea of the diary in groups of 4. Then show the form on the screen. Give them a few minutes to fill in the form about the whole text. Check the answers with the whole class.
T: Now please read the text again and try to get the main idea of the diary in groups of 4.
S1: As a new Senior High school student, the writer showed that he loved his new school life and he had a strong desire for knowledge, which can help him study actively and learn new things successfully.
S2: He encouraged the senior students to work hard, take part in activities actively, overe difficulty, set up the right study view and adapt themselves to the new learning circumstance as soon as possible.
T: Well done! Now let’s try to obtain a general understanding of the whole text. I’ll show the form on the screen and give you a few minutes to fill in it. Show the form with blanks on the screen.
My First Day at Senior High
T: Now it’s time for us to check the answers with the whole class.
Explanation
T: Now I’ll deal with some language points about the text. Please turn to pages
2 and 3. Let’s explain the sentences.
We’re using a new textbook and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school. P2
This sentence means that the textbook is new and Ms Shen teaches us in a new way, which is quite different from my junior teachers’.
I don’t think I will be bored in Ms Shen’s class! P3
This sentence means that Ms Shen’s class is very interesting and I will never be tired of it.
In other words, there are three times as many girls as boys. P3
That is to say there are twice more girls than boys.
They say that girls are usually more hard-working than boys, but in this class, everyone is hard-working. P3
It is said that girls usually work harder than boys, but in this class, both boys and girls work hard.
For our homework tonight, we have to write a description of the street where we live. P3
The homework tonight our teacher assigns to us is that we must write a passage to describe the street where we live in.
I’m looking forward to doing it! P3
I’m longing for doing my English homework tonight.
Step Ⅴ Post-reading
Read the passage again. First ask the Ss to practice Activities 3, 4, 5 and 6 in pairs. And then get them discuss the questions in Activity 7 in groups of 4. At last, check the answers with the whole class.
T: Read the passage again. Now I’d like you to practice Activities 3, 4, 5 and 6 in pairs.
A few minutes later, check the answers.
T: Now I’d like you to discuss the questions in Activity 7 in groups of 4. And then we’ll check the answers with the whole class.
A few minutes later.
T: All right! Now let’s check the answers with the whole class. Who’d like to describe our classroom?
S1: Yes, it’s similar to ours. We also have a puter with a screen in each classroom. Sometimes our English teacher plays English CDs for us.
S2: Yes, multimedia enters each classroom. The first-class teaching facilities provide a good environment for the students.
T: Brilliant! How about the number of students of our class?
S3: No, it is less than that in his class. And there are about 60 students in our class.
S4: But the number of the girls is just the same as that of the boys.
T: Quite right! Do you like to do your English homework?
S5: Yes, I’d like to do some interesting tasks. For example, writing a report after practicing social activities.
S6: But I don’t think I like some reciting work. It’s too boring.
T: Good! In future, I’ll make our homework more interesting, practical and meaningful. Now how about the writing style and techniques of this text? Who can tell me?
S: The passage is a diary written by a new Senior High school student called Li Kang. He uses the first person to describe the real people and events in his daily life and express his own deep thoughts frankly about his first day at Senior High. The words are lively and vivid and his description is natural, true and moving, which makes the readers feel as if they were participating and the described people lived among us. For example, he used the words “embarrassed, friendly, nice〞 to describe that in the first English class his classmates were shy to introduce themselves at
the very beginning, but soon they began to introduce themselves to each other bravely with the help of the new English teacher. The writer pared his old junior school with the new senior, which made him easy to adapt himself to the new learning circumstance.
T: Well done! So the writing characteristics are:
1. Describe the writer’s deepest thoughts psychologically.
2. Catch the features of people and things and use adjectives very exactly.
3. Lay the stress on the main subjects and purpose, writing details and briefs properly.
4. Use the first person to make readers feel real, natural and sincere.
T: What should we learn from this text?
S: This diary described the new school, new class, new teachers and new classmates on the writer’s first day at Senior High. He told how the teacher and the students had the first English class. As a new Senior High school student, the writer showed that he loved his new school life and he had a strong desire for knowledge. He encouraged the senior students to work hard, take part in activities actively, overe difficulty, set up the right study view and adapt themselves to the new learning circumstance as soon as possible.
Step Ⅵ Homework
1. Retell the diary using the third person with the help of the form about the text.
2. Discuss the following question: How do you finish the transition smoothly from the JuniorMiddle school to the Senior High school and adapt yourselves to the new learning circumstance as soon as possible?
The Second Period Grammar
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
permanent, regularly, indicate, take place, in this period of time
b. 重点句式 P67
We often sing songs in class.
We don’t often sing songs in class. / We never sing songs in class.
Where do you e from?
2. Ability goals能力目标
Learn the use of the present simple tense.
3. Learning ability goals 学能目标
Enable the Ss to learn how to use the present simple tense.
Teaching important points 教学重点
Enable the Ss to use the correct forms of the verbs in the present tenses. Teaching difficult points教学难点
Enable the Ss to find out the differences between the present simple and the present continuous.
Teaching methods教学方法
Summarizing, practicing, and parative method.
Teaching aids教具准备
A projector and a blackboard.
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
First, ask the Ss to retell the diary using the third person with the help of the form about the passage. Then discuss the question in groups of 4. At last, give their opinions about it.
T: Last class we’ve learnt a diary about a student’s first day at Senior High. Now let’s check our homework. I’ll ask some of you to retell the diary using the third person with the help of the form about the text. Who’d like to have a try? S: Let me have a try. Li Kang is a new SeniorMiddle school student who lives in
Shijiazhuang. Today is his first day at Senior High. The teachers are enthusiastic and friendly. The classrooms are amazing and brilliant, each of which has a puter and a special screen. The English class is really interesting and funny. Their English teacher, Ms Shen is very enthusiastic. She employed a new method of teaching to instruct the students. In English class, with the help of Ms Shen, the students practiced reading prehension, introduced themselves to each other, did some spelling games and other activities. They enjoyed themselves in class and they all liked their new English teacher. There are sixty-five students in his class. The number of the girls is twice more than that of the boys. Not only the girls but also the boys are hard-working. He loves his new Senior High school very much.
T: Very good! Now let’s deal with the discussion work. And I’ll give you a few minutes to talk about it in groups of 4, and then you can give your opinions about it.
Show the question on the screen.
How do you finish the transition smoothly from the JuniorMiddle school to the Senior High school and adapt yourselves to the new learning circumstance as soon as possible?
After discussion.
T: Quite good! Since you entered the Senior High school, you have met a lot of problems. But the most important one is how to finish the transition smoothly and adapt yourselves to the new circumstance. As you know, the teaching contents in senior are much more difficult than that in junior. The teaching method has been changed greatly. Many students feel it hard to adapt themselves to the new school. What should we do at the beginning of the new term? Now, boys and girls, please speak out your opinions freely and actively. OK?
S1: I think we must seek for the scientific study method. In order to get high marks, we should not only work hard but also use an effective learning method.
S2: To enlarge the knowledge, the senior students must go to library or search the Internet so as to get more information and read more after-school materials.
S3: I think we should prepare our new lessons before class so that we can shoot the arrow at the target, and concentrate on solving the problems we meet.
S4: In my opinion, self-confidence is the most important. We should fix a reasonable target and make a practical learning plan according to our own levels.
S5: Yes, I think so. I believe that if we work hard with the guide of the right learning method, we will make progress continuously and improve ourselves step by step. S6: Quite right. I don’t think one can overe all kinds of difficulties unless he has a strong will and great determination.
S7: I suggest that we should ask for our teachers’advice on how to learn our lessons well. With their help, we can promote efficiency and get twice the result with half the effort.
S8: I think it important to listen to the teachers carefully and make notes in class, because it is convenient for us to review the lessons after class.
S9: My father told me to form a good study habit, develop ability to analyze and solve problems on my own.
S10: We ought to keep fit in body and mind. We’d better keep on doing exercise every day. I think it is important to keep a balanced mind.
T: Excellent! You’ve got it. Congratulations on your nice beginning. I’m sure you may soon adapt yourselves to the new school life at Senior High. All of you will realize your ideals if you can stick to working hard in the right way. Here is a formula from the famous scientist Albert Einstein：A=X+Y+Z. Among them, A represents success, X represents hard work, Y represents right method, Z represents few words. Wish you success!
Step Ⅱ Grammar
Uses of the Simple Present
Get the Ss to practice Activity 1 in pairs, and then sum up the uses of the simple present in groups of 4. At last, practice some extra exercises and check the answers with the whole class.
T: Today we’re going to review the uses of the present tenses. Now please open your books and turn to page 4. You can find the answers with your partners.
...
T: Now I’d like you to sum up the uses of the simple present tense in groups of
4. Please give us some examples.
A few minutes later.
T: Who want to have a try first?
Show their notes on the screen.
Simple Present Tense is used
1. to give one’s opinion
I like ice cream. I don’t like spicy food.
2. to talk about schedules
The library opens at 8 am.
It doesn’t open at 7.
3. to talk about daily habits
Sara eats a donut for breakfast every day.
She doesn’t eat cereal.
4. to give facts
The earth circles the sun.
The moon doesn’t circle the sun.
Note:
It’s not always easy to decide which use of the sentence is. In many cases, there are two or more usages of simple present tense.
T: Terrific. Your summary is all-round. Since you’ve known the uses of it, please
do some exercises to check if you can understand it exactly and correctly. After discussion, show the following on the screen.
Choose the correct answer for each sentence below. 1. The train leaves at 10.
A. opinion / fact
B. schedule / fact
C. habit / opinion
2. The sun is very hot in the summer.
A. schedule / habit
B. opinion / habit
C. fact
3. Traffic is terrible in the morning!
A. fact / opinion
B. schedule / opinion
C. habit / opinion
4. The sun rises in the east.
A. habit / schedule
B. fact
C. opinion
5. Susan hates traffic.
A. schedule
B. opinion / fact
C. habit / schedule
6. Every Saturday Sherry goes to the supermarket.
A. schedule / opinion
B. habit
C. opinion
7. Maria dances every Saturday night.
A. schedule
B. opinion
C. fact
8. That pany makes auto parts.
A. schedule
B. habit / fact
C. opinion
9. Jack works every day.
A. habit / fact
B. schedule / opinion
C. opinion
10. A river carries water.
A. opinion
B. schedule
C. fact
After a few minutes.
T: Let’s check the answers with the whole class.
Key: 1-5 BCABB 6-10 BCBAC
Verb form and Structure of the Simple Present
Get the Ss to discuss the structure of the simple present and the rules of the third person singular form in groups of 4. Ask some of them to show their results to the whole class.
T: Now let’s go on to discuss the structure of the simple present and the rules of the third person singular form in groups of 4. Later I’ll ask some of you to show your results to the whole class.
Ss: There are only two basic forms for the simple present tense; one ends with-s and the other doesn’t. Here are the rules: To most verbs, simply addings creates the third person singular form. However, to some verbs, you need to add -es or change the ending a little. Here are the rules.
Subject (1st/2nd/3rd plural) + verb
The uses of the Present Continuous Tense
Get the Ss to discuss the uses of the present continuous tense in groups of 4. And pare it with the present simple with the help of Exercise 2 on page 67. At last, ask them to practice Exercise 1 on page 67 in pairs and then check the answers with the whole class.
T: Now let’s discuss the uses of the present continuous tense in groups of 4. And pare it with the present simple.
Ss: Structure: Subject (3rd singular) + is +verb (ing).
Subject (1st singular) + am + verb (ing).
Subject (1st/2nd/3rd plural) + are + verb (ing).
T: Now please practice Exercise 1 on page 67 in pairs with the help of Exercise 2 and then check the answers with the whole class.
Step Ⅲ Practice
T: Here are some exercises about the uses of the two tenses. Please make choices and then we’ll check the answers with the whole class.
Show them on the screen.
1. Look! Junko ______ into the water.
A. jumps
B. is jumping
C. are jumping
D. jump
2. I ______ lunch in the cafeteria every day.
A. have
B. has
C. am having
D. are having
3. I ______ to Toronto next Thursday. Do you want to e?
A. go
B. goes
C. is going
D. am going
4. Don’t give Jan any cheese. She ______ it!
5. You won’t find Jerry at home right now. He ______ in the library.
A. are studying
B. studies
C. study
D. is studying
6. Once a week, I ______ to an art class at the college.
A. goes
B. are going
C. go
D. am going
7. I ______ you’re crazy!
A. am thinking
B. thinks
C. think
D. are thinking
8. Salmon is rich — he ______ a Mercedes.
A. are driving
B. drives
C. drive
D. is driving
9. It ______ quite hard — perhaps we shouldn’t go out tonight.
A. is snowing
B. snows
C. are snowing
D. snow
10. Marie Claude isn’t a Canadian. I ______ she es from France.
A. is believing
B. believe
C. is believing
D. am believing
Key: 1-5 BADBD 6-10 CCDAB
Step Ⅳ Homework
1. Finish off the exercises on page 67.
2. Prepare for the vocabulary class.
3. Collect the suffixes of noun, adjective and verb.
The Third Period Language Study
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
correction , enjoyment, fluency, misunderstand, disappointed, disappointing
b. 重点句式
... he thinks it is good to study Chinese. P6
The classroom was amazing. P7
I was pletely amazed by the classroom. P7
2. Ability goals能力目标
Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.
3. Learning ability goals 学能目标
Help the Ss learn how to know the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important points教学重点
Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.
Teaching difficult point s教学难点
Get the Ss to know the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching methods教学方法
Study individually and practice in groups.
Teaching aids教具准备
A puter and a recorder.
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Check the answers to the WORKBOOK exercises.
T: Good morning, boys and girls. Let’s review what we learned last class. Now I’ll check the answers to the WORKBOOK exercises.
Step Ⅱ Vocabulary Study
First, learn some uses of suffixes and ask some of the students to show their collected suffixes. Then review the functions of verbs, nouns and adjectives. Fill in the charts with the proper forms of the words by practicing Activity 1 on page 5 and Exercise 8 on page 68. At last, check the answers with the whole class. T: Today we’re going to learn some uses of suffixes. Do you know what’s a suffix? S1: A suffix is a particle, which is added to the end of a root.
T: Right. Anything more about it?
S2: Generally, suffixes do not change the meaning of the root, but it is a part of speech. e.g. lead (v.)→leadership (n.); ill (adj.) → illness (n.)
S3: Although each suffix has its own meaning, it can’t be used separately without the root.
S4: However, some suffixes add new meanings to the newly formed words.
e.g. meaning → meaningless; think → thinker
T: Quite good! Now it’s time for us to present your collected suffixes.
Ss: The following are some of the most monly used suffixes.
1. Suffixes used as a noun signifier。