haihongyuan.com
海量文库 文档专家
全站搜索:
您现在的位置:首页 > 初中教育 > 初中英语初中英语

Module 1-My first day at senior high period

发布时间:2013-11-30 12:30:24  

Lesson plan

— My First Day at Senior High

Module 1

PERIOD 1

INTRODUCTION

VOCABULARY FOR READING (Activity 1 & 2 on Page 2) Background information:

Students:Senior high school students,Grade 1

Lesson duration: 45 mins

Teaching objectives:

By the end of the lesson, students should be able to:

1. say in English the names of subjects appear in this part;

2. distinguish which field those subjucts belong to;

3. know the new words which will helpful in the reading;

4. use interview strategies to find out information and take notes;

5. present the interview results confidently to other students;

6. learn to be a good listener and brave to ask questions in English.

Teaching contents:

Review the vocabulary of subjects: biology, chemistry, history, geography… The expressions: I like/don’t like…because…

I think/don’t think…is important/difficult because… I would/wouldn’t like to study…because…

New words: attitude, behaviour, comprehension, handwriting…

Teaching emphases and difficulties:

Pay attention to the new words, make sure the students know both the spelling and meaning.

After a long vocation, it’s hard to recall the knowledge students already have. Teaching aids: blackboard, chalk, ppt, pictures.

Type of the lesson: vocabulary, speaking

Teaching procedures:

Step 1: Review (10 mins)

a) A brief introduction about myself.

b) Students write the names of subjects they already know on paper.

c) Draw a form on the blackboard, fill ‘science subjects, languages, academic subjects’ in the first line, then find volunteers to complete this form in order to distinguish those subjects.

d) Complement the subjects which students have dropped.

Step 2: Practice the expressions (10 mins)

a) Pair-work. Deskmate ask each other which subject does she/he likes

most, why?

b) Students volunteer to present their results.

c) List the right expressions used by students on the blackboard, and give

them the requested expressions.

d) Find some students to tell the whole class which subject does she/he

likes most with the requested expressions.

Step 3: Learn the new words (15 mins )

a) Repeat some sentences include new words with actions, and students

guess the meaning of the new words.

b) Explain some abstract words carefully, use Chinese if it is necessary.

(like: attitude, instruction…)

c) The lightning round: Divide the whole class into four groups, explain

the words in English, students find out the right word, see which group do it best.

Step 4: Questionaire (10 mins)

a) Show some pictures of this school, list the questions of activity 1 on

ppt. Students draw a questionaire about it.

b) Students go around to find some classmates to answer their questions,

full fill the questionaire.

c) Students pick several questionaires to share.

Optional activities and homework:

Optional activitiey:

Students volunteer to tell the whole class stories about their Junior High school life.

Homework: Work book Ex 6,7,9 on page 68

Finish activity 2 on page 2;

Write a short paragraph which must include the new words just learnt.

Reflection: (to be written immediately after the lesson).

PERIOD 2

READING

Background information:

Students:Senior high school students,Grade 1

Lesson duration: 45 mins

Teaching objectives:

By the end of the lesson, students should be able to:

1. use some useful words and expressions like: brilliant, bored, embarrassed, enthusiastic, amazing… nothing like, not … so / as + adj / adv + as…, in other words…

2. get the main idea of the diary and retell the diary with teacher’s help

3. ask questions about class condition

4. use some reading strategies like: predicting, skimming, scanning…

5. know the importance of focus while reading

Teaching contents:

Review the new vocabulary: attitude, behaviour, comprehension, handwriting… Help students to understand the diary, explain some difficult sentences.

The use of some expressions like: far from, give sb. instructions to do sth, in other words, They say that…, be bored with, …times as many …as…, looking forward to doing…, …

Some adjectives to modify somebody or something:

brilliant bored embarrassed enthusiastic amazing

Teaching emphases and difficulties:

Pay attention to the adjectives and expressions mentioned above, make sure the students know how to use them.

It’s hard for students to read fast and get the main idea, teach students the right way.

Teaching aids: blackboard, chalk, ppt.

Type of the lesson: reading

Teaching procedures:

Step 1: predicting (5 mins)

e) Students recall the questionaire in the last lesson.

f) Students predict what this diary talk about based on the title ‘My First Day at Senior High’.

g) Students volunteer to share their idea.

Step 2: Fast reading (10 mins)

e) List the three questions of activity 3 on page2 on ppt, students read the

diary fast, find the answer.

f) Students volunteer to present their results.

g) Help students to find the right place of the answers.

Step 3: Learn the diary in detail (25 mins )

d) Find several students to read the diary, other students follow to read

silently.

e) Students find out the structure and main idea of this diary, discuss it in

group of four, then share their idea in the whole class. Give them the

best answer.

f) Students find out as many adjectives and phrases as possible in the

diary, they speak out them, teacher write them on the blackboard. Use

them in context and students try to learn. Give students the usage of

those words and phrases.

g) Students do exercises of activity 4&5.

h) Students retell the diary with some key words like: live, new school,

English class…

Step 4: Discussion (5 mins)

d) Pair-work. Students discuss the questions of activity 7.

e) Students volunteer to share.

Optional activities and homework:

Optional activitiey:

Students reread the diary and find some sentences they still can’t understand very clear then ask.

Homework:

Review the new words learned today and get familiar with the text by reading Give a description of your new senior high school to your previous classmate and ask about his.

Do exercise 11-Reading on page 69-70

Reflection: (to be written immediately after the lesson).

PERIOD 3

GRAMMAR 1& 2, PRONUNCIATION, WRITING Background information:

Students:Senior high school students,Grade 1

Lesson duration: 45 mins

Teaching objectives:

By the end of the lesson, students should be able to:

1. understand the different use between present simple tense and the present continuous tense and use them properly in real life.

2. make good use of the adjectives ending in –ing and –ed.

3. pronunce the words with –ed endings in the right way.

4. write a reply to the e-mail.

5. ask questions about what they don’t understand.

Teaching contents:

The difference between present simple tense and the present continuous tense. The adjectives ending in –ing and –ed like: bored/boring interested/interesting… The right pronunciation of the words with –ed endings.

The content of the e-mail.

Teaching emphases and difficulties:

Pay attention to the grammar, make sure students know how to use. Many students may have difficulties in pronunciation.

Teaching aids: blackboard, chalk, ppt.

Type of the lesson: grammar, pronunciation, writing.

Teaching procedures:

Step 1: Revision of the present tenses (10mins)

h) Recall the knowledge about present tenses students already have.

i) Do some actions to show present simple tense and the present continuous tense. Eg: I am walking around the classroom now./You come to school everyday.

j) Students conclude the useage of this two tenses and discuss with partner, then try to find the sentences with this two tenses in the text—my first day at senior high.

Step 2: Learning of the adjectives ending in –ing and –ed. (15 mins)

h) Students turn back to the diary, find the adjectives with –ed/-ing

endings. Led in the primary concept of this kind of adjectives.

i) Brainstorm. Divide the class into 4 groups. Organise a competition

between groups, writing as many words ending in –ing and –ed.

j) Students discuss with their partner the differences between adjectives

ending in –ing and –ed and do exercises 2&3 on page 6-7. Check the answer.

Step 3: Pronunciation (10 mins )

i) Play the tape, students find out the differences between the words’ ends

in exercise 1.

j) Students volunteer to read those words, others listen and judge whether

he/she is right.

k) Teacher draw a conclusion.

l) Students repeat the words follow the tape.

Step 4: Writing (10 mins)

f) Students read the e-mail silently and get the main idea of it.

g) Teacher raise some questions to test the students’ understanding.

h) Students practise in pairs orally what they are asked to answer in the

e-mail.

i) Students write a reply after class.

Optional activities and homework:

Optional activitiey:

One student volunteer to do some actions showing his/her mood, others guess and describe with the adjectives and tenses just learned.

Homework:

Give the students another one or two passage to read so that they can recognize the sentences with the kind of grammar they’ve just learned and then give them chances to practise using them.

Students write a reply to the e-mail.

Reflection: (to be written immediately after the lesson).

PERIOD 4

SPEAKING ,CULTURAL CORNER

Background information:

Students:Senior high school students,Grade 1

Lesson duration: 45 mins

Teaching objectives:

By the end of the lesson, students should be able to:

7. know the high school system in the US;

8. try to think about something our education system need to be improved;

9. introduce the situation of their own school or class fluently with the using of phrases and expressions appeared in this part;

10. shape the idea that they should develop themselves in a comprehensive way. Teaching contents:

How to describe photos and environment around. (catch the key character and object, speak out by one’s own simple words)

The content of the letter on page 9.

Review the expressions: How’s it going? at the end of… …divide into… take part in…

Cultural difference—about school system.

Teaching emphases and difficulties:

Students must try to speak as much as they can to practice their oral English. The cultural difference maybe hard to understand by students, teacher should give right instructions.

Teaching aids: blackboard, chalk, ppt.

Type of the lesson: speaking, reading

Teaching procedures:

Step 1: Speaking(10mins)

k) Daw students attention by a question.

l) Show some pictures of high school in china and US.

m) Students volunteer to explain what did they see and try to make a comparison.

Step 2: reading (10 mins)

k) A question to arose students’ curiosity.

l) Students volunteer to read the letter and others follow to read silently.

m) Students try to find out the main idea of the letter and give their idea to

the class.

n) Teacher emphasize some phrases they already known and make sure

they can remember them. (divide into…take part in…)

Step 3: Comparison activity (15 mins )

m) Students scaning the letter to find out what does American school

system like and mark them.

n) Students discuss in pairs: what do you know about Chinese school

system and American school system. Teacher gives them some

instructions.

o) Students draw a form to have a comparison of this two system on

paper and two of the students draw it on the blackboard.

p) Students check it first and teacher give them the best answer to consult. Step 4: More practice on speaking (10 mins)

j) Since students already have an image of high school both in china and

US, they can discuss in groups which kind of school they prefer to

study in, why? And is it necessary to make some changes of the school

system in china? And in what way?

k) Students share their opinion in the class.

Optional activities and homework:

Optional activitiey:

More cultural differences between China and US in other field. (like: symbol of different color…)

Homework:

Search to find more passage about the school systems in different counties and share something exciting tomorrow.

Reflection:

Students have their oral English practiced through the activities, but some of them were not so active result from the lack of information about cultural background. Teacher should pay attention to give some instructions so that every students can have something to talk about.

网站首页网站地图 站长统计
All rights reserved Powered by 海文库
copyright ©right 2010-2011。
文档资料库内容来自网络,如有侵犯请联系客服。zhit326@126.com