英语ⅰ外研版module1教案(2)
外研版-英语-九上-九上Module1 2单元 精品教案
九上Module 1 Unit 2 精品教案课题: M1Unit2 The Grand Canyon was not just big.(第二课时)知识目标：1、让学生学会使用本课的单词和重点短语。
2、学生能在情景对话或写作中熟练运用所学知识。
能力目标：能熟练掌握本课对世界奇迹的表达法，并能准确运用。
情感目标：通过了解大峡谷，锻炼学生用英文描述某事物，并热爱、保护大自然。
教学重点：1. clear, sign, reply, silent, below, path, grey,shine, etc.fall away, get out of, go through, look over,at the bottom of,...2. There was nothing to see, but I knew it was there.“you’ll get there in five minutes.”教学难点：动词的六大时态。
重难点突破：以介绍为核心，通过小组活动，在听、说、读、写中使单词及句型以不同的形式反复出现，从而强化学习重难点。
教、学法：任务型教学法，讲授法，小组合作学习法，情A. toB. forC. ofD. on( ) 2. ---________ will he come back?--- In two hours.A.How longB. How farC. How oftenD. How soon( ) 3. The river lies 200 metres ______ him.A. onB. underC. belo wD. in( ) 4. He didn’t say a word and got _____ a taxi angrily.A. onB. inC. intoD. onto( ) 5. --- I think maths is too difficult. I’m afraid I can’t learn it well.---You should _____ the difficulty with courage(勇气).A. meetB. giveC. riseD. face板书设计：M1u21.get out of, on the top of,at the bottom of, on eachside of, far awaygo through, look over2. to do , in +段时间3.六种时态的定义、构成及用法。
小学英语新外研版(一起)三年级上册新标准 Module1Unit2 I'm eating hamburgers a教案
小学英语新外研版（一起）三年级上册Module1 Unit2 I’m eating hamburgers and chips.第一课时学案一、学习目标：1.能听懂、会说、会读：grass; hamburgers; chips.2.理解运用句型：—What are you eating?—I’m eating grass.二、学习重点：1.理解hamburgers和chips中的”s”2. 会在恰当的情景运用句型：—What are you eating?—I’m eating grass.三、预习内容：1. 熟读课本中出现的句子；2. 预习反馈对话内容；A. 根据汉语意思在文中找出英文句子并填在横线上。
（1）你正在吃什么？_________________________（2）我正在吃草。
____________________________（3）我正在吃汉堡和薯片。
_____________________________（4）我们说汉语。
___________________________（5）它们是中式快餐。
_________________________B. 单项选择1. 当你想要英式快餐时，你应该说_________。
A. I want English fast food.B. I want England fast food.C. You want English fast food.2. 当你问对方是正在做什么时，你应该说__________。
A. What do you doing?B. What are you doing?C. What is you doing?3.当你想表达正在用手时，你应该说__________.A. I’m using my hands.B. I’m use my hands.C. I use my hands.4. 当你想表达他正在用筷子时，你应该说_________。
Module1(教学设计)外研版(一起)英语二年级上册
本节课面向的是二年级的学生，他们对英语已经有了一定的基础，包括基本的字母和单词。在学习本节课之前，他们已经掌握了基本的英语字母和单词，能够进行简单的英语交流。
在知识方面，二年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语单词和句子。他们已经学习了一些基本的语法知识，如主谓一致、时态等。在学习本节课的过程中，学生需要运用已有的知识进行理解和表达，提高自己的英语水平。
答案：Were
解析：本题考查动词的过去式。根据句意，需要用动词的过去式来表示过去发生的动作。
5. 用所给单词的正确形式填空
例题：She ____(eat) breakfast at seven o'clock this morning.
答案：ate
解析：本题考查动词的过去式。根据句意，需要用动词的过去式来表示过去发生的动作。
Module1（教学设计）外研版（一起）英语二年级上册
课题：
科目：
班级：
课时：计划1课时
教师：
单位：
一、教学内容分析
本节课的主要教学内容是Module1，外研版（一起）英语二年级上册。本节课的主要内容是学习一些基本的日常用语，如问候、介绍、告别等。通过学习这些日常用语，学生可以更好地与身边的人进行交流，提高自己的英语口语能力。
2. 在学习过程中，学生需要运用已有的知识进行理解和表达，提高自己的学习能力。同时，本节课的内容涉及到问候、介绍、告别等日常用语，学生需要通过观察、思考和表达，培养自己的思维品质。最后，通过学习本节课的内容，学生可以了解和尊重不同的文化，提高自己的文化意识。
（二）当堂检测
1. 用所给单词的正确形式填空
2. 设计具体的教学活动：在本节课中，我将设计以下教学活动，以促进学生的参与和互动：
外研版英语八年级上册《Module 1 Unit 2》教学设计2
外研版英语八年级上册《Module 1 Unit 2》教学设计2一. 教材分析《Module 1 Unit 2》是外研版英语八年级上册的一篇课文，主要介绍了一些日常生活中的交际用语和表达方式。
本节课的主要内容包括问候、介绍、道别等日常交际用语，以及一些常用的英语口语表达。
通过本节课的学习，学生能够进一步掌握日常英语交际的技巧，提高口语表达能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常的英语交际用语有所了解。
但部分学生在实际运用中仍存在一定的困难，如口语表达能力较弱，对于一些日常交际用语的掌握不够熟练。
因此，在教学过程中，需要注重学生的实际操作和口语表达能力的培养。
三. 教学目标1.知识目标：学生能够掌握本节课的主要单词和短语，如“问候”、“介绍”、“道别”等。
2.能力目标：学生能够熟练运用日常交际用语进行实际交流，提高口语表达能力。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，培养良好的学习习惯。
四. 教学重难点1.重点：学生能够掌握日常交际用语，如问候、介绍、道别等。
2.难点：学生能够灵活运用日常交际用语进行实际交流，提高口语表达能力。
五. 教学方法1.情境教学法：通过设定各种日常交际场景，让学生在实际情境中学习和运用英语。
2.互动教学法：教师与学生、学生与学生之间的互动，提高学生的参与度和积极性。
3.任务型教学法：通过完成各种任务，让学生在实践中学习和提高英语交际能力。
六. 教学准备1.准备相关教学材料，如课件、教材、练习册等。
2.准备教学多媒体设备，如投影仪、电脑等。
3.准备教学道具，如角色扮演卡片、图片等。
七. 教学过程1.导入（5分钟）教师通过与学生进行简单的日常英语交流，激发学生的学习兴趣，引出本节课的主题。
2.呈现（10分钟）教师通过展示图片、PPT等教学媒体，呈现本节课的主要内容，如问候、介绍、道别等日常交际用语。
3.操练（10分钟）教师学生进行小组活动，让学生模拟各种日常交际场景，运用所学的英语进行实际交流。
外研版(一起)二年级英语上册《Module 1 Unit 2》教案设计
外研版（一起）二年级英语上册《Module 1 Unit 2》教案设计教学内容本教案设计的教学内容是二年级英语上册外研版（一起）教材的 Module 1 Unit 2，主要包括以下内容：1.生词和词组：teacher, student, hello, I, am, you, too, good, bye。
2.日常交际用语：Hello, I am a teacher. / I am a student. / I am five years old. / Goodbye。
3.语音：Hello, I am a teacher. / I am a student. / I am five years old. / Goodbye。
教学目标1.听、说、认读生词和词组；2.能正确运用日常交际用语；3.能正确朗读语音。
教学重点1.生词和词组；2.日常交际用语；3.语音。
教学难点能正确朗读语音。
教学准备1.教材：外研版（一起）二年级英语上册 Module 1 Unit 2。
2.教学用具：单词卡片、录音机、PPT。
教学过程Step 1：导入新课1.教师打招呼：Good morning/afternoon, boys and girls!2.教师自我介绍：I am a teacher. What’s your name?3.学生自我介绍。
Step 2：学习生词和词组1.教师出示单词卡片，让学生模仿读音和发音，学习新生词和词组（teacher, student, hello, I, am, you, too, good, bye）。
2.教师反复听写并巩固学生对新生词和词组的记忆。
Step 3：学习日常交际用语1.教师出示 PPT，模拟日常情境，让学生学习日常交际用语，如 Hello, I ama teacher/student/five years old. Goodbye。
2.学生进行角色扮演，巩固所学知识。
Step 4：学习语音1.教师用录音机朗读出 Hello, I am a teacher/student/five years old. Goodbye，学生跟读。
一年级上英语教案-Module 1-外研版(一起)
一年级上英语教案-Module 1-外研版（一起）一、教学目标：语言知识目标：1.掌握26个英文字母及其大小写形式；2.能听懂、会说、会读、会写单词apple、banana、cat、dog、egg、fish、grape；3.能听懂、会说、会读、会写句子What’s your name? My name is________.(学生填入自己的名字)语言技能目标：1.能听懂、会说、会读、会写26个英文字母及其大小写形式；2.能听懂、会说、会读、会写单词apple、banana、cat、dog、egg、fish、grape；3.能听懂、会说、会读、会写句子What’s your name? My name is________.(学生填入自己的名字)情感态度价值观目标：1.培养学生学习英语的兴趣；2.能够与同学友好沟通交流；3.热爱班级集体。
二、教学重点、难点教学重点：1.掌握英文字母表；2.掌握单词和句子的发音。
教学难点：1.英文字母表和发音的差异；2.语音的语调和重读的位置。
三、教学过程1. Warm-up（热身）（5分钟）问候学生，介绍自己的英文名字，鼓励学生说出自己的中文名字以及对英语学习的期待。
2. Presentation（呈现）（15分钟）a. 英文字母表的介绍教师指着黑板上的英文字母表，一边读出每个字母的名称，要求学生跟读并重复。
b. 英文单词的介绍教师出示单词卡片，一个一个读出单词的名称，要求学生跟读并重复。
3. Practice（练习）（15分钟）a. 听力练习教师播放音频，要求学生听清楚并复述所听到的单词。
b. 书写练习教师出示单词卡片，要求学生模仿卡片上单词的字形，并在课本上完成单词书写练习。
4. Production（表达）（15分钟）a. 口语表达教师模仿发音，示范并鼓励学生跟读单词和句子。
b. 问答演练教师出示卡片上的问句并念出，学生作答，回答问句并填写自己的姓名。
5. Extension（拓展）（5分钟）提示学生，作业完成时需要认真书写，并要求家长在当天帮助学生复习当天所学内容。
一年级上英语教案-Module1-外研版(一起)
一年级上英语教案Module 1外研版（一起）教学目标1. 让学生掌握Module 1中的基础词汇和句型，如“hello”，“goode”，“my name is”等。
2. 培养学生的英语听说能力，能够进行简单的自我介绍和日常交流。
教学内容1. 词汇：hello，goode，morning，afternoon，evening，my，name，is，nice，to，meet，you。
2. 句型：Hello, my name is。
Goode, 。
Nice to meet you。
教学重点与难点1. 教学重点：掌握Module 1中的基础词汇和句型，能够进行简单的自我介绍和日常交流。
2. 教学难点：正确运用词汇和句型，进行流畅的英语交流。
教具与学具准备1. 教具：PPT，录音机，英语教材。
2. 学具：英语课本，练习本，彩色笔。
教学过程1. 热身活动：播放英语歌曲，营造英语学习氛围。
2. 新课导入：通过PPT展示Module 1中的词汇和句型，引导学生跟读。
3. 课堂练习：进行角色扮演，模拟日常交流场景，让学生运用所学词汇和句型进行对话。
4. 巩固提高：布置练习题，让学生独立完成，检验学习效果。
板书设计1. 在黑板上列出Module 1中的基础词汇和句型。
2. 用不同颜色的粉笔，标注出重点和难点。
3. 画出简单的思维导图，帮助学生理解和记忆。
作业设计1. 听力练习：听录音，选出听到的单词。
2. 口语练习：模仿录音，进行角色扮演。
3. 写作练习：根据所学句型，编写简单的英语对话。
课后反思1. 教师要关注学生的学习情况，及时调整教学方法和节奏。
2. 鼓励学生积极参与课堂活动，提高英语学习的积极性。
3. 对于学习有困难的学生，要给予个别辅导，帮助他们克服困难。
4. 定期进行学习效果的检测，及时发现问题，采取措施进行改进。
重点关注的细节是“教学过程”，因为它涵盖了课堂活动的组织、学生的互动参与以及教学内容的具体实施，是教学设计的核心部分。
外研版Module 1教案
Period 1: Introduction & Listening and Vocabulary Teaching Content :Introduction & Listening and V ocabularyTeaching Aims and Demands:1. Language KnowledgeMaster the new words: meet first, lesson, class, student, Miss, twelve, year, thirteen, tooKey structure: I`m from…(重点)2, Listening skill: To understand conversations involving self-introduction.Improve the students’listening ability. (难点)3.Affection and attitudes: We should respect the other people . .Learning strategies:Interactive approach and listening the tape and do some exercises.Teaching Aids :Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: IntroductionTask :Introduce oneselfStep One: Introduce yourself to the classDirections:1. Introduce yourself to the class by saying “Hello. I`m _________, your new English teacher.”2.Try to get the class to say “Hello,________”back to you .3.”Now everybody together.”Then the whole class reply to you..Step Two :The students introduce themselves each other .Directions:1 The students introduce themselves each other by saying”My name is ×××.What’s your name?eg. S : My name is ×××.What’s your name?S: ×××If they have known each other, they can say:S: How are you,×××?S :Fine ,thank you. And youPart II: Listening and V ocabularyTask : To understand conversations involving self-introduction.Improve the students’listening ability .1 .activity 1on page 2Directions:Step one: Ask the students to do activity 1on page 2Note: Tell the students they shouldn`t listen to what the people are saying( the content) but the different voices that speak.Step two: Play the recording once while they just listen.Check the answers with the classmates.Step three Play the recording once again for them to work out how many speakers there are, then once again to check.Step four: Call back the answer in a whole- class setting.Step five: Summarize:2. Activity 2.on page 2 .Directions:Step one: Ask the students to do activity 2 on page 2 by saying “What can you see in the picture?”Note: They can use what they have learned.Step two: Ask the Ss. to use any of the words in the box which they haven`t used so far.3. Listen and read:Directions:Step one: Play the recording and ask the Ss. to listen and read the conversation.Step two :Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.Step three: Put the Ss. into groups of 4 to practise the dialogue.Step four: They should repeat it several times, changing the roles each time.4. Listen and check the true sentencesDirections:Step one: Explain by saying “This activity is designed to check if you have understood the main ideas of the activity. It`s not necessary to learn every new word.”Step two : Ask the Ss. to listen and decide which sentences are truePart III: A testListen to a story and translate it into Chinese.Part IV: HomeworkRecite the short passage as fluently as possible.Period 2: Speaking & Vocabulary and pronunciationTeaching Content: Speaking & V ocabulary and pronunciationTeaching Aims and Demands:1. Language KnowledgeMaster the new words: from, close, open, match, write, practiceKey structure: I`m from…(重点)2, Speaking skill: Improve the students’speaking ability. (难点)3. Affection and attitudes: We should respect the other people.Learning strategies:Interactive approach and listening the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: SpeakingTask : To ask and answer the questions involving self-introduction.Improve the students’speaking ability .DirectionsStep One: Pair the Ss. to do activity 5Step two: Have the Ss. change partners several times to ask and answerStep three: Have them invent other identities and answer as that person.Part II : Vocabulary and pronunciationTask : catch 4 vowels and some words1. Activity 6 on page 3DirectionsStep One: Explain the aim of the activityStep two: Play the tape once without stopping.Step three: Play the tape again and stop at the end of each line .Ask the whole class. to repeat.Step four:Play the tape again and stop at the end of each line .Ask individual students to repeat.Step five: Ask the Ss. to practice the sounds in pairs.2. Activity 7 on page 3DirectionsStep One: Say the words aloud and ask the Ss. to repeatStep two: Ask the whole class to reply3. Match the words with the pictures.DirectionsStep One: Read through the verb list in the box and have the Ss. repeat the words after you.Step two: Make sure they understand all the words.Step three: Show them the example, and ask them to complete the activity individually , then check with a partner.Step four: Call back the answers from the whole class as simple sentences.Step five: Have a gamePut the Ss. into groups of 6 and have one student give the commands for the others to do.Part III: A testTranslate some words:打开. 关掉. 练习. 听. 坐下. 读书. 站起来. 写Part IV: HomeworkDo Ex 1.on page 74 in the WorkbookPeriod 3 Speaking and ReadingTeaching Content: Speaking and ReadingTeaching Aims and Demands:nguage knowledge:New words: city, England, EnglishKey structure: I`m from…(重点)Eg. He`s from England. 他是英国来的.They are from Beijing.他来自北京如果不强调从…来,只要说明身份,也可以说:He`s a Beijinger. 他是北京人.They`re English. 他们是英国人.3.Lingling is in my class.玲玲在我班里.4.I`m not from England.我不是来自英国.表不是的not 放在系动词后.Eg. He isn`t a student. 他不是个学生.5.We`re 12 years old.我们12岁了.a.主语是复数,系动词用复数are.Eg. They are student. 他们是学生.b. years old用来表示年龄,这2词可以省略,只用数字表达也可.Eg. He is 3. 他3岁了6.I`m from China and I`m Chinese.我来自中国,我是中国人.来自某个国家,要使用国名.如果强调某国人时,要用形容词形式.Tom is from America and he`s a American.Discussion : Can you master these phases?Part VI: Language use1. Exercise 1. on page 72.in the WB.Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.2 .(Give the students some time to recall what they’ve learned in this class)First think by themselves Then discuss in pairs and finally in pairs and finally share in class.Part VII: Homework: Retell the text as fluently as possible.Part VIII: A testRetell the text.Period 4 WritingTeaching Content: WritingTeaching Aims and Demands:1 .Language knowledge:New words: fourteen, elevenKey structure: I`m from…(重点)2 Writing skill: 1. Improve the students’writing ability.3.Affection and attitudes: We should respect the other people .Learning strategies: Interactive approachCultural awareness:Getting prepared for the comparisonTeaching Aids :Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: RevisionHelp students to revise what is learnt in Period one of this module.Part II WritingTask : Write some sentences about introducing oneself.Activity 4: Write some sentencesDirectionsStep One: Read through the details about Tom when looking at the picture.Step two: Ask the Ss. to repeat them chorally and individually.Step three: Ask them to complete the details about Jiang Li individually, then check with a partner.Step four: Call back the answers from the whole class, and write them on the board. Activity 5: Write some sentences for you.DirectionsStep One: Ask the Ss. to do this individually.Step two: They can then exchange their work with a partner for peer correction. Activity 6. Join your sentences in Activity 5 with andDirectionsStep One: Ask the Ss. to do this individually.Step two:Call back some examples from the whole class, and write them on the board.Part III: RecallingRecall what we learn today.Part IV: A testJoin the sentences with and.Part V: Homework: Do Ex.11 on page 74.Period 5 Language in useTeaching Content: Language in useTeaching Aims and Demands:1. To summarize and consolidate Simple present tense of be2. Affection and attitudes: We should respect the other people .Learning strategies: Formal and interactive approachCultural awareness:Getting prepared for the comparisonTeaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I RevisionHelp students to revise what is learnt in 4 periods of this module.Part II Language practiceTask : To summarize and consolidate Simple present tense of beDirections1. Run through the examples with the Ss. and make sure that they all have this paradigm clear.Period 6 Around the world &Module TaskTeaching Content: Around the world &Module TaskTeaching Aims and Demands:1. To summarize and consolidate Simple present tense of be2. Affection and attitudes: We should respect the other people .Learning strategies: Formal and interactive approachCultural awareness: Compare the names of people in China with the names of people from America.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I Revision1. Help students to revise what is learnt in 5 periods of this module.2. Bring some pictures of famous people from China , England and America into class. Talk about them by asking “What`s his name?”; “Where`s he from?”etc. Part II Around the worldDirections:1.Ask the Ss. to look at the names and the pictures.2. Talk about how the names work in both cultures.3. Have the Ss. repeat “family name \given name “4.Give them some examples.Yang LiweiDavid BeckhamBritney SpearsJackie ChanPart III: Module TaskIntroduce yourself to your new friendsDirections:1. Look at the pictures on page 7 with the Ss and talk about the 3 people2. Pair them to practice.3. Introduce yourself.4. Re-pair them ,or do the activity as a melee activity.5. Have a interview and report what you have get about the person. Part VI: RecallingRecall what we learn today.Part V. A TestDo the Self-assessment on Page 75 in the workbook.Part VI: Homework。
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英语ⅰ外研版module1教案(2)TheSecondPeriodTheGeneralIdeaofThisPeriodInthisperiod,thestudentsreadthewholepassageandfinishsomeexercisestounderstandthewholepassagebetter.TeachingAims1.Improvethestudents’readingability.2.Mastersomeusefulwordsandexpressions.TeachingImportantPoints1.Getthestudentstograspthemainideaofthepassageandhelpthemunderstandthe passagebetter.2.Learnandmastertheimportantwordsandphrases.TeachingDifficultPoints1.Howtoimprovethestudents’readingability.2.Howtohelpthestudentsmastertheimportantlanguagepointsinthispassage.TeachingMethods1.Listening,reading,speakingandpracticing.2.Fastandcarefulreadingtomakethestudentsunderstandthepassagebetter.3.Discussiontohelpthestudentsfinishtheconcernedexercises.4.Individual,pairorgroupworktomakeeverystudentwork.TeachingAids1.theblackboard2.themultimediaTeachingProceduresStep1RevisionandLead-in(Greetthewholeclassasusual.)T:Inthelastperiod,youtalkedaboutyourselves,yourpreviousschools,yourschoolli feandyourfeelingsaboutyournewschool.Youalldidagoodjob,Ithink.Doyouwanttoknowanotherstudent’sthoughtsabouthisschool?Let’sseewhathe/sheistalkingabout.Step2Pre-readingT:Beforereadingthepassage,let’sdealwiththreequestions.Thefirstone,whatarethemaindifferencesbetweenJuniorHighs choolandSeniorHighschool?Thisquestionisalittledifficult,youcandiscussitwithyour partnerandthenstanduptoansweritvoluntarily,understand?Ss:Yes.(Studentsdiscussit.)S:IthinkstudentsatSeniorHighschoolworkharderthanthoseatJuniorHighschoolandt heyallhaveahopetogotouniversity.S:AtSeniorHigh,studentshavemorespaceandfreedomtostudybythemselvesbecausethe yareoldenoughtodoitlikethis,whileintheJuniorHighschooltheyareoftenaskedevenforb iddentostudy.S:TheperiodofSeniorHighschoolismoreimportantthantheoneinJuniorHighschoolinl earningknowledge,developinginterestandgrowing.S:Therearemorework,morestudentsandteachersatSeniorHighschool.T:OK.Quitegood.Fromwhatyousaid,weknowthatthisperiodisfullofhardwork,development,greathopeandgreatachievements.Sograspeverychancetodevelopyourselvesand realize yourdreams.Nowwhataboutthenexttwoquestions?(Studentsanswerthemtogether.)Step3ReadingT:NowwewilllearnthepassageaboutLiKang’sfirstdayatSeniorHigh.Inthetextyoumaymeetsomenewwords,let’slookatthem. (Theteachershowsthewordsonthescreen.)sentences.1.What’syourattitudetostudyingEnglish.Areyou(a)enthusiastic?(b)interested?(c)notveryin terested?2.DescribethegeneralbehaviorofyourJuniorHighclassinEnglishlessons:Doyouall(a)workhardinclass?(b)behave inaseriousandpolitemanners?(c)sometimesgetnoisy?3.GiveanexampleofyourEnglishteacher’steachingmethod.Doeshe/she(a)tellstories?(b)explaingrammar?(c)writenewwordsonth eblackboard?4.WhatdoyoufindmostdifficultaboutEnglish?(a)Readingcomprehension.(b)Speaking.(c)Spelling.(d)Understandinginstructions.5.What’sthedifferencebetweenthistextbookandtheoneyouusedatJuniorHigh?Thinkabout(a)diff iculty(b)photographs(c)readingtexts.T:JustnowyouallansweredthequestionsbutIdon’tknowyourideassonowitisyourturntoshowyour answers withashortpassage.S:IamveryenthusiasticforEnglish.MyEnglishteacheratSeniorHighisabeautifulgir lwhooftentellsstoriesinclass.Shealwayshasmanywaystomakeherlessonslovelyandinteresting.Ihavesomedifficultiesinlearninggrammar.IthinkIwilllearnitwellthisterm.S:IamnotveryinterestedinEnglish,becauseitisdifficulttorememberthewords.Inth eEnglishclasssometimeswedon’tbehaveinseriousandpolitemanners.IthinkIwilltrymybesttoimprovemyEnglish.T:OK.Aftertalkingaboutyourselves,let’smovetothepassage.Readthepassagequicklyandtrytofindthe answers(Teachergivesstudentsfiveminutestodiscussandcollectstheiranswers.)Possibleanswers:1.Theteachingmethod,classrooms,students.2.Readingcomprehensionandspeaking.3.Spellingandhandwriting.T:Nowlet’sreadthepassagecarefullyandloudlyandtrytogetthemainideaofeachparagraph.Whatabou tthefirstone?Ss:LiKangintroduceshimself.T:Good.Wecanuseonlyoneword“self-introduction”.Isitproper?Ss:Yes.T:Whataboutthenextparagraph?T:Afterfastreadingyouknowthegeneralideaofthewholepassage.Nowarrangethefollo wingsentencesintherightorderaccordingtothetext.1.MynewschoolisverygoodandIcanseewhy.2.TheEnglishclassisreallyinteresting.3.MynameisLiKang.4.MsShenwantstohelpusimproveourspellingandhandwriting.5.Theteachersareveryenthusiasticandfriendlyandtheclassroomsareamazing.6.Therearesixty-fivestudentsinmyclass—morethanmypreviousclassinJuniorHigh.7.TheteacherisaveryenthusiasticwomancalledMsShen.8.Ilikeherattitudeverymuch.Therightorder:31527486T:Maybeyouhaveunderstoodthepassagebetter.Closethebooksandjustlistentomecare fully.I’llreadsomesentencesforyouandthenyoushouldexplainthesesentenceswithyourownwordsa ccordingtoyour understanding,areyouclear?Ss:Yes.(Theteacherreadsthefollowingsentencesandstudentsexplainthemonebyone.)1.MsShen’smethodofteachingisnothingbutlikethatoftheteacher’satmyJuniorHighSchool.2.Idon ’tthinkIwillbeboredinMsShen ’sclass. 3.Somestudentswereembarrassedatfirst.4.MsShengaveusinstructionsandthenweworkedbyourselves.T:Whatyouhavedoneisverygood.PleaseturntoPage3andfinishExercise4quickly.Let ’sspeakouttheanswers.Ss:1.b2.a3.a4.bStep4ConsolidationFillintheblanksaccordingtothepassage.LiKang1inShijiazhuang,thecapitalcityofHebei.Hewritesdownhis2abouthisfirstdayatSeniorHighSchool.Hethinksthathisnewschoolisverygood.Theteachersare3and4andtheclassroomare5.Eachroomhasacomputerwithaspecial6,onwhicheverything7onthecomputerwill8.MsShen,hisEnglishteacher,alwaysmakesherclass really 9.Her 10ofteachingisdifferentfromotherteachers.MsShenpaysmoreattentionto11and12inherclass.Shewantstoimprovethestudents ’13andhandwriting.Thestudentscandothisinafunnywaywithspellinggamesandother14,soLiKanga ndhisclassmatesalllikeMsShen’s15.InLiKang’sclass,therearesixty-fivestudentsandeveryoneis16.7.written 8.appear9.interesting10.method11.readingcomprehension12.speaking 13.spelling14.activities15.attitude16.hard working Step5SummaryandHomeworkT:Todaywehavelearnedsomenewwords,readthewholepassageandgotthemainideaofLiKa ng ’sSeniorHighSchool.Weknowthatheisfullofhope,surpriseandself －confidence,justlikeus.Afterclassyoushouldtrytorememberthenewwordsandreadthetext againtofindsomedifficultsentences.Module1MyFirstDayatSeniorHighTheSecondPeriodSomeimportantwords:enthusiastic,comprehension,instruction, photography,behaviour,attitudeTwoimportantthingstodoinclass:speaking,readingcomprehensionTrytoimprove:spellingandhandwritingStep7ActivityandInquiry。