外研版高中英语必修1Module2教案Grammar

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外研版高中英语必修一Module 2My New TeachersGrammar教案11

Module 2 my new teachersPeriod 2: Grammar and usageStep1: General introduction1.Nouns used as verbs (名词转化动词)Warming upWarming up by reading and translating the following sentences taken from the text:When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously.Warming up by understand the following sentences:1) Stop mothering me! I am not a child.2) She fingered the silk gently.3) You ought to diet and take more exercise.Summary about the Nouns used as verbs1. to be, become or to act as the person, animal, or the object denote by the noun1) nouns of persons:She mothered the orphan (act in the manner of a mother)他慈母般地照顾这个孤儿。

2) nouns of animals:Mark parroted what the boss had said（to repeat by rote）鹅鹉学舌般地重复。

He wolfed his meal.（to eat greedily）他狼吞虎叨地吃饭．His cat has kittened. (to give birth)他的猫已下仔儿。

高中英语外研版必修1Module2Grammar教学设计

高中英语外研版必修1Module2Grammar教学设计【名师授课教案】1教学目标1. Knowledge and skills (知识与技能)a. Make the students master the verbs and phrases followed by –ing.b. The verbs followed by both –ing and to do.2. Process and methods(过程与方法)a. Communicative approach to make every student participate in the classb. Teacher’s explanations to make the students master the knowledge.3. Emotion and values (情感与价值)a. To arouse students to participate in class activities.b. Develop the students’spirit of cooperating with others.2学情分析本校学生的英语底子相对比较薄弱,尤其是语法,大部分学生缺乏语境的运用能力和对语法规则的总结能力,因此在教学实践中老师要引导学生如何去应用并总结语法规则,让学生在理解的基础上,在具体语境中学会语法。

3重点难点教学重点⑴The verbs followed by -ing⑵The phrases followed by –ing.⑶The verbs followed by both –ing and to do.教学难点How to put the verbs and phrases followed by –ing and the verbs followed by both –ing and to do into practice.4教学过程4.1第一学时教学活动1【导入】Look at these sentences。

外研版高中英语必修1Module2教案

我打开门你介意吗?
只能跟 to do sth. 作宾语的动词
既能跟 -ing 也能跟 to do sth. 作
love, hate, prefer, begin,
既能跟 -ing 也能跟 to do sth. 作
记得曾经做过某事 remember to do sth 记住
教案1--Module2．
教案 Edited by Wang Qijiang Bazhong No. 5 Middle School August
ning of the positive adjectives
feel like, give up, can't
put off, be busy in, have some
…to, stick to, object to(反
), thanks to, get
开始,着手)
I am looking forward to seeing
我盼着再见到你。
教案 Edited by Wang Qijiang Bazhong No. 5 Middle School August
）只能跟-ing形式作宾语的动词及短语
admit, avoid, advise,
考虑), delay, enjoy,
students (5) ________ to learn from her. If she can teach
But I think you (7) ________ to follow an older teacher?
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外研版高中英语必修1Module2教案

外研版高中英语必修1Module2教案外研版高中英语必修1Module2教案一、教学目标通过本模块的学习，学生能够：1、掌握与模块主题相关的词汇和语法知识，如不规则动词的变化、名词和代词的用法等。

2、提高听、说、读、写四项语言技能，特别是听力和口语表达能力。

3、运用所学语言知识完成本模块的交际任务，如简单的对话、短文写作等。

4、了解中西方文化差异，增强跨文化交流意识。

二、教学内容与步骤1、Warming up（热身活动，5分钟）引导学生看模块标题“Module 2：My New Teachers”，让他们预测本模块的主题和内容。

教师提问学生：“What do you think this module is about?”学生自由回答，鼓励他们使用已学知识进行猜测和推断。

2、Vocabulary and grammar（词汇与语法学习，15分钟）（1）词汇：教师展示一些与“teachers”相关的图片和例句，引导学生学习新单词和短语，如“describe, impression, feedback”等。

同时，复习已学过的相关词汇，如“interesting, friendly, strict”等。

（2）语法：通过练习和讲解，让学生掌握不规则动词的变化和名词、代词的用法。

例如，“am/is/are”的变化、名词的复数形式、“this/that/these/those”的使用等。

3、Listening and speaking（听与说，15分钟）（1）听力：播放一段关于三位新老师的对话，让学生听并回答问题：“What do these teachers look like? What are their teaching styles?”等。

然后，教师展示一些与听力材料相关的图片，让学生根据听到的内容进行匹配和填空练习。

（2）口语：让学生两两一组，根据所学的词汇和语法知识，描述自己的老师，可以涉及外貌、性格、教学风格等方面。

外研版高中英语必修一模块二教案

Book1 Module 2 My New Teacher执笔人：刘淑康Topic: My new teacherTask: Setting criteria for a good teacherGrammar: Verbs followed by –ing formFunction: Expressing preferenceTeaching skills: Reading(Understanding how to describe a person); Listening(listening for specific facts); Writing( Using commas); Speaking( Expressing preference); Pronunciation(Sound stress).Culture corner: School differences in different countriesLearning to learn: How to deal with a new word while listeningV ocabulary: Adjectives for personality, school life and workEveryday English: Have you got that? Take a look, kids. It’s up to you.Teaching procedures for the whole Unit: Six periods for teaching plus one period for doing exercisesPeriod 1 Introduction and Listening and SpeakingTeaching Content: Introduction and Speaking and ListeningTeaching Focus: (1) V ocabulary that describe people (2)Talk about teachers’ personality Teaching difficulties: (1) Use adjectives to describe a person (2) Tell a word positive or negativeTeaching Procedures:Step 1. Brainstorm about wordsWhen we describe a person, we may use some “adjectives”, can you give us some wordslike this: kind, warm-hearted, ugly, mean, selfish, cool, cold-blooded, foolish, wise, clever,lazy friendly…(Put these words in different columns on the blackboard)Look at the blackboard, can you tell me why I put them in two columns?Ok, we can easily see that words in the left’s column describe people’s good aspects ,we can name these words “positive”; while words in the right describe people’s bad aspects, we can name these words “negative”.Step 2. Vocabulary in the boxLet’s look at these words in the box and tell which ones are positive and which words are negative.You can see some words can both describe good aspects and bad aspects. Its meaning should be understood in specific context.For example, When we say: Tom is serious. That maybe means “he is strict with us” or “We can not see his smile”.Step 3. SpeakingNow, let’s use these words to describe people you know.My mother is kind, but sometimes she is strict with us.My elder brother is energetic, but I think I will like him better if he can be patient when playing chess with me.Forest Gan is popular, but he looks a little stupid.Here is your turn to give me your answers.Step 4. Do a listening quizLook at the sentences that describe good teachers’standard. Tick your answers according to your understanding.Step 5. ListeningRead these sentences again and listen to the tape to find what Alex, an English teacher, think about and tick the sentences that he agree with.Deal with some new words in simple English.Step 6. Check the answers with the class.Period 2 Reading and vocabularyTeaching Content s: Reading and vocabularyTeaching Focus: (1) The general idea of a text; (2) Skimming skillsTeaching difficulties: How to get the general idea quickly by looking through the text Teaching Procedures:Step 1.IntroductionLast class, we have talked about some words that describe a good teacher. Now, let’s read an article “My new teachers’ quickly and try your best to underline the words we have seen last class.Step 2.SkimmingNow, read through the text again and try your best to find answers to questions of Exercises 1 on page 12.Which teacher do students like a lot? (Mrs Li and Mr Wu )Who is a very good teacher but is serious and strict? (Mrs Chen)Can you tell us which sentence in which paragraph that support your answers for Exercises 1 ?Step 3. Picture workCan you describe the person in the picture using some information in the text.The first teacher: She is nervous and shy. / She is kind and patient. / Mrs Li smiles a lot.The second teacher: She is strict with us./She is also very serious and doesn’t smile much./her teaching is so well organized and clear.The third teacher; He is very popular./He has got so much energy./He is rather good-looking. Step 4.ScanningRead the text again to find more details and answer questions of Exercises 4 on page 13.1.Which paragraphs tell us what the teachers look like? (Paragraph 2 and 3)2.What subjects does each teacher teach? (Mrs Li---English; Mrs Chen---Physics; Mr Wu---Chinese)3.Who is the most popular teacher? (Mr Wu)4.Who is the kindest teacher? (Mrs Li)5.Which teacher are students most afraid of? ( Mrs Chen)6.Which teachers explain things clearly? (Mrs Li and Mrs Chen)Check the answers with the class.Step5. Language points1.amusing adj. : funny and enjoyable 有趣的，可笑的拓展：vt.amuse: 使…..开心n. amusement :娱乐，消遣乐趣。

外研社版高中英语必修一Module 2 Grammar教案设计

2.Try to comprehend and memorize the important words and phrases in mind.
5．
布置作业
1.Finish Exercise3 in the workbook.
2.Preview the listening part.
板书设计
Module2MyNew Teachers
动词+ing形式是一种非限定动词，在句中可作主语，表语，宾语等
2.Introduce the usage of v-ing form. (words in the textbook which need Ss remember)
常见的直接接动词ing形式的动词有:
admit,finish, mind, keep, permit, allow,suggest, avoid etc.
2.Ss can express preference
教学难点
Rememberthe verbs can only be followed by v.-ing form,not infinitive formand be able toБайду номын сангаасuse them.
教学方法
Pair work or group work to get all the students to take part in the class.
教材目标
1.知识目标
1) Ss will be able to understand the v-ing form.
2) Ss will be able to master the usage of v-ing form as an object.

外研社必修一高一英语说课稿、教案

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 aims1) 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 pointsIn 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 methods1) 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 3：PracticeLet the students do some relative exercises to help them understand this part of grammar.1. The situation is more ____than ever. I’m _____ about what to do next.A. puzzled; puzzledB. puzzling; puzzlingC. puzzling; puzzledD. puzzled; puzzling2. The ______ news ______ Jim. He was _____ at it.A. surprising; surprised; surprisedB. surprised; surprised; surprisingC. surprised; surprising; surprisedD. surprised; surprising; surprising3. It was so ___ a poem that quite a few students were _____ to tears.A. moved; movedB. moving; movingC. moving; movedD. moved; moving4 —How did Jack do in the exams this time?—Well, his parents seem _____ with his results.A. pleasingB. pleasureC. pleasedD. Pleasant5 They are _____ at the news that their team was beaten by ours.A. disappointingB. disappointedC. surprisingD. PleasedStep 4: Question time and homeworkI 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 studentsreceive the high school diploma. 2. I take part in all kinds ofafter-school activities.c. Grammar: Attribute clause.e.g. The school year is divided into two semesters, the first of which isSeptember through December, and the second of which is Januarythrough 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 points1) 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 methods1) 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 proceduresStep 1: Warming-up and lead-inWe have learned Li K ang’s 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, let’s 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 thesecond 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 studen t’safter-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 w rite something about American or China’s school system as homework.Part 5 Blackboard arrangementModule 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 aims1) 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 preferto…., would rather…….b. Enable students to tell others their preference.2. Important points and difficult pointsThere 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 methodsI 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-inGreet the class and tell the students that in today’s 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 PracticeFinish 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, m y 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 arrangementI 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 materialThis 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 aims1) Affection aims:a. Through reading the passage about travelling, the students can hold a feelingof 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 thebackground 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) afterdetailed 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-reading1. 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 dopresentations 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 people’s 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 aims1) Knowledge objectivesa. 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 to…when…The first time I went to / visit …I remember the day…2) Ability objectivesa. 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 points1. 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 havea better understanding of language; to some extent, students can develop their ability of communication, thinking and expression in English.3) Use modern electricity teaching equipments and all kinds of teaching means, it can improve the students’ creativity in learning English.Part 3 Studying methodsSince students are those who are in Grade One, it is important to help them form a good habit of studying.1) Make the students join in the reading and they are masters of the class.2) They should pay attention to their oral English.3) Require students to do listening activity, Q & A and free discussion.Part 4 Teaching proceduresStep 1 Warming-up and lead-inGreet the class and tell the students that in today’s lesson we are going to learn how to express first experiences.Step 2 Preparations1) Provide students some useful expressions:I can remember my first visit /trip to…when…The first time I went to / visit …I remember the day…2) Teach students how to describe their experiences by using these expressions.For example: elements of who, when, where, what, why and how should be included.Step 3 While-readingLet the students r ead the five people’s descriptions about their childhood memories and underline the topic sentences they use.Step 4 Practice1) Tell other students the first time you did one of the activities.2) Group work: Describe the first time you traveled a long distance to one another.Step 5 Question time and homeworkLeave 5 minutes for students to ask questions freely.The homework is to write an article about their unforgettable first experiences of doing one activity so that their writing can be improved.Part 5 Blackboard arrangementI will divide the blackboard into three parts.Middle: the title “reading and speaking”Left: some useful words and expressions.Right: some typical examples.Module 4 Listening and vocabularyPart 1 Teaching materialThis lesson is the listening and vocabulary part. It needs students to listen to two passages and answer relative questions. By studying this lesson, students can improve their listening capability, and train their skills to grasp the key points while listening. Moreover, there are some new words and phrases for students to grasp, thus their vocabulary can be enlarged through learning this lesson.1. Teaching aims1) Knowledge objectives:a. Students can improve their listening and speaking ability.b. Students can grasp new words and phrases: committee, organization, unemployed, household, occupation, professional, manual, employment, a great many things, fascinating, as a result, congratulations, to do well, make it.2) Ability objectives:a. Enable students to understand the stressed words and its meaning, as well as big numbers.b. Enable students to pronounce properly the notional words and the stressed words.3) Cultural awareness:The students can know more about our city and community.4) Affection aims:a. Through listening the passages about the community, the students can hold afeeling of loving the country and their hometown.b. Students can keep conscious of good co-operation.2. Important points and difficult points1) Important points:a. Grasp the key words and phrases.b. Improve students’ listening level2) Difficult points:How to get effective information while listening?Part 2 Teaching methods:Students of this stage are quick in thought and 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’ ability of grasping the effective information while listening. Therefore, I will mainly adopt “whole language teaching” method and “task-based teaching” method.1. Whole language teaching” method can help to improve students’ integrated English language competence including listening, speaking and writing.2. Task-based teaching method can offer students an opportunity to complete the tasks in which students use language to achieve a specific outcome.Part 3 Studying methods1. I will summarize the new words and phrases appearing in the listening part and introduce the key points and methods to describe a place.2. Enable students to know more about other cities and communities through learning the listening materials.3. Enable students to grasp the effective information while listening.Part 4 Teaching proceduresStep 1 Warming-up and lead-inGreet the class and write down the key words that will appear in the listening part, which will help students eliminate the vocabulary barrier.Step 2 Pre-listeningLet the students guess what the passage is about just according to those key words given on the blackboard.Step 3 While-listening1) Fill in the chart on page 35 after the first listening.2) Set students into groups to discuss the meaning and its usage of phrases and sentence patterns, then ask each group to give a dialogue by using these phrases and sentence patterns. Through this kind of practice, the usage of these patterns can be easily grasped.3) Let the students mark the stressed words, then set every two students as a pair and read out the listening part especially the stressed ones to the other.Step 4 Post-listeningDiscussion: Talk about the neighborhood committee in your area.Then ask one or two students as the representatives to talk about their neighborhood committee in class.Step 5 HomeworkMake a survey of your neighborhood committee with your partner. This way can also help students train their team spirit.Part 5 Blackboard arrangementKey words and phrases: committee, organization, unemployed, household, occupation, professional, manual, employment, a great many things, fascinating, as a result, congratulations, to do well, make it.Discussion：Talk about the neighborhood committee in your area.Module 4 Grammar 2 Present perfect tense 2Part 1 Teaching materialThis lesson is the grammar part, and it is about the present perfect tense. By studying this lesson, the students can know better about the present perfect tense and use it correctly. Moreover, learning this part well would improve students’reading and writing ability. Teacher and students will summary and do exercises together to help students grasp the usage of present perfect tense.1. Teaching aims1) Knowledge objectivesa. Review the past simple tense and the present perfect tense.b. Grasp important phrases and sentence patterns:so far, up to now, till now, all one’s lifeI’ve worked for it for four years now.I’ve known him since September.It’s been very successful, so far.Up to now, I’ve understood everything the teacher’s said.We’ve had very good weather this winter, t ill now.2) Ability objectivesa. The students will be able to learn more about the Present Perfect Tense.b. The students can know how to use present perfect tense.2. Important points and difficult points1) Important points:a. Grasp the present perfect tense.b. To enable students to strengthen their grammar language knowledge which would help them to improve their ability of listening, reading and writing by doing some relative exercises.2) Difficult points:Present perfect tense with verbs is to describe events that can continue over a period of time, and it is easily mixed with the simple past tense which describes events happened at a particular point in time. So how to correctly use present perfect tense will be the difficult part.Part 2 Teaching methodsAs we know, grammar is an important but difficult part in learning English, so we should apply proper methods to help them learn easily and quickly. According to the situation, I will apply “deduction”method and “induction”method. These two methods would also help to improve students’ ability of self-learning.Moreover, I’d like to apply “task-based”method which offers students an opportunity to complete the tasks when they use language to achieve a specific outcome.Part 3 Studying methods1) As for learning grammar, doing exercise is the most common way to help students to learn.2) Another way is comparison which can help students to understand grammarand figure out the usage of present perfect tense.Part 4 Teaching proceduresStep 1 Greeting and lead-inGreet the class as usual and help students revise the use of present perfect tense.Step 2 The usage of present perfect tense：1. Present perfect tense is used for completed past actions or events, and it is the present result of the events that is significant. It is usually used together with just, recently, so far, up to now, till now, in the past, ever and never, etc.1）They have put up a lot of high-rise buildings recently.2）My wife has just bought a beautiful dress from one of the shops there.3）I've seen quite a lot of China.4）It has been six years since we last saw each other.2. Present perfect tense can also be used for ongoing or habitual situations continuing up to the present time (and not necessarily completed), particularly in describing for how long or since when something has been the case.And it usually used together with since, these days, this year, now, etc.1）She has lived in Beijing since she came to China.2）They have been friends for forty years.3）How many words have you learned this year?Step 3 PracticeLet the students do the exercises on page 36.Step 4 Question time and homeworkIf any student has confusion about this part, he or she can ask questions freely.The homework is to ask students to review what they have learnt in today’s lesson and finish the rest of the post-text exercises.Part 5 Blackboard arrangementBlackboard design should be thought for a thing that attracts students’ attention.I will divide the blackboard into three parts.Middle: Title “present perfect tense”.Left: The first situation of the usage of present perfect tense as well as its related words and phrases.Right: the second situation of the usage of present perfect tense as well as its related words and phrases.Module 5 Cultural CornerPart 1 Teaching materialThis lesson is cultural corner part. It is Mark Kendon’s description of science teaching in his school. By studying this lesson, students can have knowledge of the situation of learning science in foreign countries. Moreover, students can improve their reading ability and enlarge their vocabulary.1. Teaching aims:1) Knowledge objectivesa. Learn and grasp the following important useful new words and expressions in the part:lecture，astonished，used to do，be supposed to do and so on.b. Understand a passage about science teaching in Canada.2) Ability objectivesa. Improve the ability in reading.b. Grasp the meaning of the words from the context.3) Emotion aimsa. To raise students' interests in science and form the rigorous scientific attitude.b. Arouse their interest of learning so that they can form their own goals of study.c. To make them understand the importance of scientific knowledge.2. Important points and difficult pointsa. To make the students understand and grasp the vocabulary and knowledge related to science and experimentsb. To enable the students to grasp the effective information of the text.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. And the main aim is to develop the students’ability of using English in any aspect. Therefore, in this lesson, I will mainly use “discussion” method and “task-based” method.Discussion method can stimulate students’ interests in reading the text.Task-based method can offer students the 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 teaching means. All of these would let the students get a better understanding of the text.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. In class, I will try my best to help them form a good habit of studying English.1. They should consider the text as a whole.2. They should pay attention to the main idea and the topic sentences.3. I should note the key points and useful expressions.Part 4 Teaching proceduresStep 1 Greeting and lead-in。

高中英语外研版必修1 Module 2 Grammar

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高中英语课件
Module 2
My New Teachers
Grammar
1. Learn the usage of the -ing form as objective.
2. Use the -ing form to describe life.
Review the sentences in the text . 1.But now, after two weeks, the class really likes working like with her . doing 2.I’ve always hated making mistakes or pronouncing a hate doing word incorrectly.
try to do sth. 尽力去做某事
I remember seeing you somewhere in Beijing. 我记得在北京什么地方见到过你。 Do you remember to post the letter? 你记得要寄这封信吗?
I shall never forget hearing her singing 名词的语态和否定形式
1.I like reading books of this kind．
—No, I don’t like playing football. But I enjoy
watching it .
2. 能跟动名词和不定式作宾语的动词 ⑴ 动词like, love, prefer, hate后接不定式或动词-ing
形式作宾语均可。但有一些细微的差别。如表示经
常性、习惯性的动作常用动词-ing形式，如表示特定情况或具体动作则常用动词不定式。例如： I like playing basketball. 我喜欢打篮球。 I don’t like to play basketball today．我今天不想打篮球。

外研版高中英语必修一Module 2My New TeachersGrammar教案1

Grammar: Verbs followed by –ing1)直接接动名词的有: admit, avoid, advise, allow, appreciate, consider(考虑), delay,enjoy, escape, fancy, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest,2)直接接动名词的短语有: feel like, give up, can’t help, be used to, keep on, insiston, look forward to, put off, devote…to , stick to, object to, thanks to, be busy in, get down to, have some trouble/difficulty /problems(in)e.g. I am looking forward to seeing you. 我盼着再见到你。

The book advised taking more exercise. 医生建议多运动。

.The boy refused to admit stealing my money. 这个男孩拒绝承认偷了我的钱。

We missed the 5:30 bus, which means waiting for another hour. 我们误了5:30的班车,这意味着还得等一个小时。

.I really enjoyed working on the farm. 我真的喜欢在农场干活。

She had finished listening to the new. 她听完了新闻。

注:①有些动词,如: remember. forget, stop, try, mean，regret 等,后既可以跟动名词,也可以跟动词不定式,但意义不同。

高中英语外研版必修1 教学设计 Module 2

Module 2 My New Teacher本模块的中心话题是“高中新老师”，具体讲述高中新生对新老师的印象，内容紧密结合学生现实生活。

本节课着重培养学生的阅读能力。

通过文章的阅读学习，培养学生热爱新学校、新班级和新同学的感情，鼓励学生参与各种英语活动，克服困难。

A级目标1.掌握并记忆本课的重点词汇和短语2.培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨，运用想象，联想，学会用英语思考的能力3. 让学生理解动名词做宾语的用法，并掌握这些用法。

B级目标：如何用英语来描写一位你喜欢的教师【过程与方法目标】1.通过阅读课文来加深学生对新老师的印象让学生了解高中和初中老师的不同。

2.通过朗读指导，自主探究，小组活动等方面来引导学生掌握这个单元的单词，文章和知识点。

【情感态度价值观目标】了解我们的身体和健康的饮食习惯【教学重点】1.学习和掌握本课生词2.让学生掌握并灵活运用动名词做宾语的用法。

【教学难点】1.多层次的训练阅读能力，提高阅读水平2.怎样让学生灵活使用词汇、短语和句型来做题。

Step one: Introduction and vocabulary & Everyday EnglishThe teacher gives a brainstorm of the new words in this module.The teacher asks Ss to do the exercise in Introduction and then check the answers.The teacher asks Ss: what makes a good teacher to introduce the topic.The teacher asks Ss to do the exercises in Everyday English and check the answersStep two: ReadingReview the new words learn before.Pre-reading: give Ss a picture and let them use some adjectives to describe her.Reading: let the Ss to Read fast and try to figure out the main idea of the passage and finish True or False question.1. Mrs Li explains grammar clearly and I can follow her.2. Mrs Li makes me feel stupid when I make mistakes.3. With Mrs Li’s help, I begin to do better in English.4. Mrs Chen is very strict and some students don’t like her.5. Mr Wu is rather good-looking, so all the students like him.the keys: T F T T FCareful reading: read the text again and fill in the table with words or sentences and answer the questions.1.What kind of person is Mrs Li ?2.Why do you think not all the students in the class like Mrs Chen ?3.Do you like Mr Wu? why?Translate and rewriteI'll do well in the exam with Mrs Chen teaching me.= I'll be good at the exam because Mrs Chen teaches me.有陈老师教我，我在考试中会取得好成绩。

2 外研版高中英语必修一Module2-Grammar- link words试讲教案

2 外研版高中英语必修一Module2-Grammar- link words试讲教案2Link wordsTeaching Objectives: Knowledge Objective:students learn how to use the link words :“but” “however” “although” and “while”, and how to make comparisons. Ability Objective:Students enable to sum up grammatical rules themselves. Emotional Objective:Ss can cultivate the logical thinking of turning and contrast Teaching important pointsStudents grasp the usage of link words and comparisons. Teaching difficult pointsHow to write sentences with link words and using comparisons. Teaching methods:1).deduction 2) group work cognitive approach Teaching aids: blackboard, multimediaTeaching type: Grammer Teaching Period: Period 2Teaching procedures: Step1: Lend-inAsk students to give some advice to rewrite a single sentence composition. Step2:Presentation1. Grouping :divide the class into 8 groups.2. Deduction 1: Ask them to deduct the usage of link words in Activity13. Racing1: Answer the questions in Activity14. Grammar teaching5. Racing2: students ace to be the first to answer the question inActivity2 6. Deduction 2: Ask students to deduc the usage of link words in Activity3 7. Racing3: Answer the questions in Activity3 8. Grammar teaching9. Racing4: students ace to be the first to answer the question inActivity4. Step3:practice1. Ask students to rewrite the composition to different forms with link words.2. Choose 2 students to present the composition at random.3. Praise the winner. Step4:SummaryChoose 5 Students to summary what we learn Step5:homeworkMake 5 sentences with what we learn today.Blackboard designBut: conj. +sentences/phrasesHowever : adv. +fact / piece of information. +comma However, ……….. ; ….,however.…… , however, …..While: coordinating conjunction emphasize the difference Although : subordinating conjunction surprise or unlikelyTeaching ReflectionLink wordsGood morning, dear judges. I’m the candidate NO X. My topic today is……. It’s my great honor to stand here to give my presentation. Hope you will like it. Shall we begin?1、 GreetingClass begins./ Good morning, class./Sit down, please.Good morning my dear class. Nice to see you again. we are going to learning two couples of link words(板书) with games and your thinking . That is “ but, however” and “although ,while ” ok ,open your books and turn to page 14. 2、 Presentation 1. Lead-inFirst of all, look at the PPT. there is a composition compound with 8 single sentences. You should rewrite it into 4 sentences without changing its form. What can we do? Please give me some advices. Just thinking.Yes, one method is that to use link words. But how to use it? Do you want to know?Ok, I will divide you into 8 groups, every 5 students should work together to do the activities in the whole class. The one who do the best will be the winner, whose names will stand on the honor roll for a whole day, and theywill share their successes on the platform. Got it? Any questions?Ok, now who want to be the group leader. Ok, you,you……Wonderful. 2. Racing1: Well, please look at the part one .there are three sentences that use link words “but or however”. Now ,you should read these sentences and think the difference between the two link words.Time is up. Ok , on the basis of these sentences, try to race to be the first to answer the following question1.Dose however means the same as but?Which group is the most brave one. OK,G2,Lily. Lily says xxx. Mark 1 point to G22. Which link word begins a sentence?3. Which link word can join two parts of a sentence?4. Which link word is followed by a comma? ? Firstly ,however mean the same as but. ? Secondly, However begins a sentence? Thirdly, But can join two parts of a sentence. ? Fourthly, However is followed by a comma.3. Grammar teachingWell, let me tell you the distinctive between but and however.（板书）But: but is a conjunction. it is used to connect sentences or parts of sentences. It is seldm used at the beginning of a sentence..However : is used especially in more formal writing with comma, for example: XXX (书上内容) 4. Racing2: Now its your working time. Please discuss the PART2 in group. 2 minutes later, you can race to give me the answer. Ready ,go. Time is up.1. In a developed country, people have nice clothes to wear but in a poor Country people have few clothes.2. In a developed country, most people have a home but in a poor country，a much larger percentage of the population is homeless.3. In a developed country, one can get good medical care but in a poor country，there is often no money for care.4. In a developed countiy, people have small families but in a poor country，the families are larger.5 Part three:deductive the usage of link words in Activity36 acing3: Answer the questions in Activity3 （板书）： While: We often use while to emphasize the difference between two situations, activities, and so on.(并列连词 coordinating conjunction)it two facts and appears between.often comparesalthough :we often use although introduce a situation that make you main sentence seem surprise or unlikely.(从属连词subordinating conjunction ) the clause can appear before or after the main clauses. Sometimes we can rewrite the sentence using the word “but”. step 5 Part fou r:1.Although developed countries are rich,they don’t give enough financial help to developing countries.2.Europe has a lot of industry while Africa does not have much.3.In some parts of Europe,incomes are high while in other parts they are much lower.4.Although there is poverty in this area,people are happier than in the city5.Some children receive a good education while others never go to school at all.6.Although life expectancy is still low,it has improved in the last ten yearsStep6 Homework and Ending:感谢您的阅读，祝您生活愉快。

高中英语：module1grammar教案(外研版必修2)

Module 1 Our Body and Healthy HabitsGrammarGrammar 1 nouns used as verbs名词转化为动词很多表示物件、身体部位或某类人的名词可以用作动词，某些抽象名词也可用作动词。

名词和动词在转化时，有时不改变意思，有时意思也相应地转变，在学习的进程中注意记忆总结。

1 名词和动词在转化时，有时不改变意思，有时也相应地转变。

eye n. 眼睛.（用眼睛看）注释，端详ship n. 船，v. 用船装help v. 帮忙n. 帮忙love v. 爱n.. 爱picture 能画，照片v. 用图表示，描述2 有些名词和动词在转化时会发生元音改变或词尾转变blood----bleed sell----sale sing---- song advise----advice bathe----- bath believe---- beliefship grain to Africa.咱们把谷物运往非洲。

These desks and chairs are coated with dust. 这些桌椅落上了尘埃。

We lunched together.咱们一路吃了午饭。

3 Look at the verbs in bold. What are the nouns of these verbs?When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously.B And I’m not overweight so I never have to diet4 1) She mothered the orphan他慈母般地照顾这个孤儿。

He wolfed his meal.他狼吞虎叨地用饭．2）Tom braked the car.汤姆刹了车。

外研社高一英语必修一模块2教案.docx

...Consolidate the knowledge of this class
and repeated practice.The oral exercise impels students have a good spoken language.
Blackboard Design:
Module 2 My new teachers
The objectives of this period, aiming to make students like this class, attach importance to this class, remember this class. At the same time ,students love not only this English class, but also this English subject. Gradually, paying attention to the study of English.
synonyms under the help of teachers.
Third,let the students read the text clearly, nd know the meaning.
Fourth, give students detailed analysis of the Reading.
(Group work)
First, let the students use some adjectives for the teachers who in films.
(amusing;enegetic;funny;intelli-
Gent )
Second, have a dialogue with students who as senior middle school students for two weeks, talk about their own teachers use adjectives. One sentence pattern for the students to describe their teachers.

高中英语外研版必修1 【教学设计】Module 2

Module 2 My New Teacher本模块的中心话题是“高中新老师”，具体讲述高中新生对新老师的印象，内容紧密结合学生现实生活。

本节课着重培养学生的阅读能力。

通过文章的阅读学习，培养学生热爱新学校、新班级和新同学的感情，鼓励学生参与各种英语活动，克服困难。

A 级目标1. 掌握并记忆本课的重点词汇和短语2. 培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨，运用想象，联想，学会用英语思考的能力3. 让学生理解动名词做宾语的用法，并掌握这些用法。

B 级目标：如何用英语来描写一位你喜欢的教师【过程与方法目标】1. 通过阅读课文来加深学生对新老师的印象让学生了解高中和初中老师的不同。

2. 通过朗读指导，自主探究，小组活动等方面来引导学生掌握这个单元的单词，文章和知识点。

【情感态度价值观目标】了解我们的身体和健康的饮食习惯【教学重点】1. 学习和掌握本课生词2. 让学生掌握并灵活运用动名词做宾语的用法。

【教学难点】1. 多层次的训练阅读能力，提高阅读水平2. 怎样让学生灵活使用词汇、短语和句型来做题。

外研版高中英语必修1Module2教案Grammar

外研版高中英语必修一Module 2My New TeachersGrammar教案11

高中英语外研版必修1Module2Grammar教学设计

外研版高中英语必修1Module2教案

外研版高中英语必修1Module2教案

外研版高中英语必修一模块二教案

外研社版高中英语必修一Module 2 Grammar教案设计

外研社必修一 高一英语说课稿、教案

高中英语 外研版必修1 Module 2 Grammar

外研版高中英语必修一Module 2My New TeachersGrammar教案1

高中英语外研版必修1 教学设计 Module 2

2 外研版高中英语必修一Module2-Grammar- link words试讲教案

高中英语：module1grammar教案(外研版必修2)

外研社高一英语必修一模块2教案.docx

高中英语外研版必修1 【教学设计】Module 2

外研社必修一高一英语说课稿、教案

高中英语外研版必修1 Module 2 Grammar