2018届外研版选修七一轮复习：Module2HighlightsofMySeniorYear教学设计（12页）

2018届外研版选修七一轮复习：Module2HighlightsofMySeniorYear教学设计（12页）

Module 2 Highlights of My Senior Year 教学设计说明 话题介绍 本模块主题是对学校生活进行描述，介绍学校俱乐部以及课外活动的形式和内容，进行中美文化的对比，进一步增强学生对学校的热爱。‎ Period 1 ‎Reading INTRODUCTION Vocabulary and reading 和READING AND VOCABULARY合并为第一课时“阅读课”。 “Introduction”了解美国中学学制、学习年限和学生的分段情况，接触有关词汇，联系中国学制，展开说的活动。课文“Highlights of My Senior Year”属记叙文，学生课前自学、预习的基础上，以背景介绍导入新课，然后采取“自上而下”的阅读教学模式，引导学生关注文章的篇章结构、段落大意，得出“树型图”，进行“信息转换”，理解全文、复述意义。 教师还可以参考“教学资源”，帮助学生解决字、词、句等方面的问题。‎ Period 2 Function 第二课时FUNCTION Describing location是“功能课”，学习描述“观点”。教学重点是句式 “As far as I’m concerned…, What’s your view about …, In my view…”用法。‎ Period 3 Grammar 课本P18 GRAMMAR 1 Predicative clauses and subject clauses和P21的Grammar 2 Subject clauses 合并为第三课时“语法课”，集中学习和演练Predicative clauses and subject clauses。语法教学的方法不外乎“归纳法”、和“演绎法”。在外语教学环境中，一般采用演绎法。‎ Period 4 Writing 课本P24的“Writing”为 “写作课”，学习writing about your ideal senior high school life。引导学生用对话形式演绎阅读课课文，然后模仿其语篇结构、尽量运用课文中学到的词语、结构和话题模式，介绍自己的理想高中生活。‎ Period 5 Speaking 课本P24的“SPEAKING”和“EVERYDAY ENGLISH” 为“口语课”。利用我们提供的材料，使用“演绎法”教学“反意疑问句”，然后模仿课文模式，引导学生小组谈论中国学制、学校生活和美国中学学制、学校生活进行比较全面的对比，鼓励不同意见，允许争论。‎ Period 6 Cultural Corner 了解美国和中国的啦啦队的情况。“文化阅读课”和“阅读课”的区别是：前者注重意义阅读，后者注重技能阅读。‎ Period 7 Task 课本P28的TASK 是“任务课”，对本模块的词语、语法、功能和日常英语进行总结和归纳， 是培养学生自我总结、自我反思等学习策略的重要形式。 学生可在时间精力允许的情况下，利用阅览室和多媒体，做一些有关美国学校生活和拉拉队活动等方面的课外阅读和了解，扩大视野，巩固增加词汇量和语言结构。‎ Period 1 Reading -- Highlights of My Senior Year ‎▇Goals ● To learn to read passages with predicative clauses and subject clauses about my highlights ● To learn to read with strategies ‎▇Procedures Step 1: Warming up by learning about the American secondary school system Similar to China, the American secondary school system also contains two parts: middle school and senior high school. But unlike China, they have 3 years in middle school and 4 years in senior high school, while we just the opposite and their after-school life is more colorful than in China. ‎ After-school activities are a very important part for American students. For them, the development of social skills is considered as important as the development of intellectual skills. To help students develop their social skills, schools offer a large number of after-school activities and different sports clubs. To decide which students to accept, employers and colleges look for students who have several areas. Exam grades are very important, but so are the after-school activities. By taking part in these activities, students show their special talents, their ability to lead, and their ability to get on with others. ‎ Proms are important for American girls. It’s popular that American girls start thinking about prom night, months before the actual event. They plan their clothes and discuss where they are going to buy their dress, which should be long and very elegant. It’s important that a girl looks as good as she can. If she can afford it, she will probably have her hair specially done. If a girl knows she looks pretty on the night, she is almost sure to have a good time. ‎ Step 2: Before you read Please go over the word list for this module, paying attention to the pronunciation of the words, the relationship between its pronunciation and its spelling.‎ Step 3: While you read Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.‎ Step 4: After you read ‎1. Copy all the useful expressions into your Expression Book. If possible, make your own sentences with these expressions.‎ Useful expressions from Highlights of My Senior Year prom night, high school diploma, too…to, it seems strange that..., find oneself doing..., be a real success, have problems with, work as a peer mediator, it’s clear that..., during the Easter vacation, the student council, have great fun, suit somebody perfectly, be worth it, it’s a pity that…, watch the sunrise over the sea Sentences made with expressions from Module 2‎ ‎1. Who are you taking to the Senior Prom?‎ ‎2. Usually the higher diploma one has, the more opportunities one will have.‎ ‎3. I’m afraid the box is too heavy for you to carry it ‎4. It seems strange that American students can join so many clubs. ‎ ‎5. When she woke up, she found herself lying in bed, with her parents and classmates around her. ‎ ‎6. The senior prom was a real success for me. ‎ ‎7. When I have problems with John, Mary always works as the peer mediator, and we soon make up.‎ ‎8. It’s clear that neither of them has forgotten the powerful emotions.‎ ‎9. I often go on a trip during the summer vacation. ‎ ‎10. I’ve been hoping to be elected to the student council.‎ ‎11. The children have great fun watching Oliver Twist.‎ ‎12. I bought a dress that suited me perfectly and had my hair specially done.‎ ‎13. A good mother is worth a hundred schoolmasters.‎ ‎14. It’s a pity that I have never studied NCE (新概念英语), so I don’t say anything about it. ‎ ‎15. I shall always remember watching the sunset down the mountain with Daniel that evening. ‎ ‎2. Drawing a diagram of the text to show its organization Highlights of My Senior Year ‎↓‎ One of the best things about this year has been working as an arts editor for this newspaper.‎ ‎↓‎ Something else I’ve greatly enjoyed is working as a peer mediator.‎ ‎↓‎ During the Easter vacation, I went on a short school skiing trip to the Rocky Mountains.‎ ‎↓‎ Other things I’m pleased about---getting good grades on my final exams, receiving the senior prize for English Literature and being elected to the student council.‎ ‎↓‎ The highlight of the year was the senior prom, and I was elected prom queen. ‎ Step 5: Closing up by retelling the text. ‎ To end this period we are going to retell the text with the help of the diagram above , using as many predicative and subject clauses as possible.‎ It seems strange that in a few days’ time, I’ll be walking out of the school gates forever. I find myself looking back at my senior year, and thinking about all the wonderful things that have happened. One of the best things about this year has been working as an arts editor. I’ve so enjoyed it! Something else I’ve greatly enjoyed is working as a peer mediator, someone who helps students to settle problems that they have with other students. During the Easter vacation, we had great fun racing each other down the ski slopes. Other things I’m pleased about—getting good grades on my final exams and receiving the senior prize for English Literature. I’ll never forget being elected to the student council. But the highlight of the year was the senior prom. I was elected prom queen, which was a perfect ending of a perfect year. ‎ Period 2 Function -- Expressing thoughts and opinions ‎▇ Goals ● To learn to express thoughts and opinions ‎▇ Procedures Step 1: Learning how to express thoughts and opinions There are many ways to express thoughts and opinions. We often say “In my opinion...” “It seems to me that...” “I feel...” “I find it interesting /amusing/strange that...”. Actually, we have many other expressions for this, like “In my view” “As far as I’m concerned” “As I see it” “My feeling is that...”. Here are some sentences.‎ ‎1. In my opinion, our paper’s too short.‎ ‎2. As far as I’m concerned, our paper is as perfect as it is.‎ ‎3. As I see it, it could be a bit longer.‎ ‎4. In my view, we need a new editor.‎ ‎5. It seems to me that he’s very good at his job.‎ ‎6. I find it strange that we’re all arguing!‎ ‎7. My feeling is that we should stop arguing and have a cup of tea.‎ Step 2: Practice Take turns to give an opinion about the students’ after-school activities ‎ A: I find it interesting that American students have so many clubs and their life is so colorful!‎ B: My feeling is that they have too many. It’s a waste of time.‎ A: I’m afraid I don’t agree with you. In my opinion/view, the development of social skills is as important as the development of intellectual skills. That’s why American schools offer a number of after-school activities like various clubs.‎ B: As far as I’m concerned, exam grades are always the most important.‎ A: That’s because you’re in China. It seems to me that in America, for some students and parents, high school sport is considered more important than academic achievements, so many students join sports clubs. ‎ B: Yeah, as I see it, it’s because they are competitive.‎ A: That’s it.‎ Step 3: Closing down by listing common expressions for feelings and thoughts ‎ It seems to me that...‎ I find it interesting/amusing/strange that...‎ In my opinion,...‎ In my view,...‎ As far as I’m concerned...‎ As I see it,...‎ My feeling is that...‎ I feel that...‎ I think that...‎ Period 3 Grammar -- Predicative clauses and subject clauses ‎▇Goals ‎●To learn about the predicative clauses and subject clauses ‎ ‎■Procedures ‎ Step 1: Learning about predictive clauses and subject clauses ‎1. Subject clause: The clause is used as a subject of the main verb. Subject clauses begin with that, if, whether, who, what, which, when, where, how, why, whoever, whichever, etc.‎ Examples:‎ 1) Why he did that wasn’t quite clear.‎ 2) How‎ this happened is not clear.‎ 3) Where she has gone is not known yet.‎ 4) When they will start is not known yet.‎ 5) Which team will win the match is still unknown.‎ 6) Who will go makes no difference.‎ 7) What I’m looking for is a real success.‎ 8) Whether she will come or not is still a question.‎ 9) That she was able to come made us very happy.‎ 10) Whoever breaks the law should be punished.‎ ‎2. Predicative clause: The clause is used as a predicate nominative of a link verb. Predicative clauses begin with that, whether, as if, who, what, which, whose, when, where, how, why, etc. ‎ Examples 1) My belief is that he’s got a health problem.‎ 2) The reason why he didn’t come was that he was ill.‎ 3) My problem is whether we can accomplish it in time.‎ 4) He looked as if he was going to cry.‎ 5) The question is who can complete the difficult task.‎ 6) That’s just what we expected.‎ 7) The problem is how we can find such stuffs.‎ Notes ‎1. “it” is used as the formal subject. ‎ Sometimes it is put at the beginning of a sentence and used the formal subject while the real subject clause is put at the end, because in English people usually put long or complicated items towards the end of a sentence. Therefore, it can also be called a preparatory subject.‎ ‎1) It is clear/certain/likely/true/surprising that...‎ ‎2) It is a pity/shame/good idea/ no wonder that...‎ ‎3) It is said/ reported/ believed/ known/ thought/ suggested that...‎ ‎4) It seems/ happens that...‎ eg: It happened that I went out last night.‎ ‎ It is said that China will win in the World Cup.‎ ‎ It seems strange that he should have said that.‎ ‎ It’s clear that we should do something to stop it.‎ ‎2. We can use whether to introduce a subject clause or predicative clause when the clause is a yes/ no question. If not used at the beginning, we can also use if to introduce the subject clause. We use whether or not, but not if or not; we use both whether... or not and if...or not.‎ eg. Whether it is going to clear up keeps me wondering.‎ Whether the meeting will be put off has not been decided.‎ The question is whether they have so much money.‎ It’s unknown whether /if he’s finished his new novel.‎ It’s under discussion whether / if we will go backpacking or not.‎ ‎3. that and what ‎ that doesn’t work as an element in the subject or predictive clause, but usually not omitted. what must be an element of the clause.‎ 1) That he said so much was very encouraging.‎ 2) What we can’t get seems better than what we have.‎ 3) What you described is quite different from what we see now.‎ 4) What troubles me is that I can’t learn all these English idioms by heart.‎ 5) The problem is that we don’t have enough money.‎ 6) Energy is what makes things work.‎ 7) I mean what I say.‎ 8) Do what you want to do and say what you have to say.‎ Step 2: Exercises for consolidation ‎1. Multiple choices ‎1._____ she will be given the job is still under discussion.‎ A. Although B. Whether C. If D. What ‎ ‎2. ____ is still unknown when the president is going to make a public speech.‎ A. Which B. That C. It D. What ‎3. ____ books you borrow from the library should be returned in two weeks’ time.‎ A. Which B. Whatever C. No matter D. What ‎4. It is suggested that _____ a while before we make a decision.‎ A. she waited B. she wait C. she waits D. she will wait ‎5. It is pretty well understood ___ controls the flow of carbon dioxide in and out of the atmosphere today. (2003 上海)‎ A. that B. when C. what D. how ‎ ‎6._____ she couldn’t understand was ____ fewer and fewer students showed interest in her lessons. (2000上海).‎ A. What, why B. That, what C. What, because D. Why, that ‎7. First of all, ____we should prevent him from doing it is the most important.‎ A. that B. what C. / D. which ‎8. It moved me a bit ___ he had spent so much time in helping me with my lessons.‎ A. if B. that C. while D. because ‎9. The reason why he didn’t pass the final examination is _____ he wasn’t interested in study. ‎ A. that B. because C. / D. which ‎ ‎10.____ is hoped that we may have the pleasure of seeing you again soon.‎ A. That B. This C. Which D. It ‎ ‎11. ___ was telling a lie.‎ A. Those who told you that B. Anyone told you ‎ C. Whoever told you D. Whoever told you that ‎12. ____ was of little importance. ‎ A. No matter he might pass the exam B. Whether he had passed the exam C. Though he might pass the exam D. He might pass the examination ‎13. ____surprised me most was ____ he was too late for the important meeting, for he was chairman of it. ‎ A. What, why B. That, how C. What, how D. That, why ‎ ‎14. -Have you found your key?‎ ‎ -Yes, it was ____ I often watch TV in my room. ‎ A. what B. which C. how D. where ‎15. ___ was said here must be kept a secret. ‎ ‎ A. That B. Which C./ D. Whatever ‎16. ____ fashion differs from country to country may reflect the cultural differences from one aspect. ‎ ‎ A. What B. That C. This D. Which ‎17. -I drove to Zhuhai for the air show last week.‎ ‎ -Is that ____ you had a few days off? (NMET99)‎ ‎ A. why B. when C. what D. where ‎18. ____you go or stay at home won’t make any difference.‎ ‎ A. If B. When C. That D. Whether ‎ ‎19. The problem is not ____ we leave, but ____ we can get there. ‎ ‎ A. when, how B. when, where C. how, which D. where, when ‎ ‎20. The reason for his success is ____ he worked hard.‎ ‎ A. why B. that C. because D. for ‎2. Translation ‎1. 重要的是你做什么，而不是说什么。‎ ‎2. 他出生在何时何地还不知道。‎ ‎3. 那个人何时被谋杀，为什么被谋杀尚不知道。‎ ‎4. 问题是他对那个小男孩做了些什么。‎ ‎5. 我们相信他已经挣了足够的钱来盖所房子。‎ Keys: 1. 1-5 BCBBC 6-10AABA D 11-15 DBADD 16-20 BADA B ‎2. 1. The important thing is what you do, not what you say.‎ ‎2. Where and when he was born has not been found.‎ ‎3. When and why the person was murdered is still unknown.‎ ‎4 .The problem is what he has done to the little boy.‎ ‎5. Our belief was that he had earned enough money to build a house.‎ Period 4 Writing about your ideal senior high school life and writing dialogues ‎■Goals To learn to write about school life ‎■Procedures Step 1: Writing about you ideal senior high school life Model answer My name is Lingling. I am seventeen years old, and am in class 2. My favorite subjects are mathematics and physics. I am very happy in our school because it is a small secondary school, and you know most of the students and teachers here. I wouldn’t like to be in a big anonymous school. I think the timetable is mostly good, but I would like some more free study time to work in the library. I also think the long holidays should be shorter, but there should often be long study weekends—say three or four times a year, we should have Friday to Monday off to complete projects. ‎ I would like there to be more out-of-class activities like in American and British schools. I am a member of the gymnastics group here, and that is great, but in my opinion there should be a film society for us older students, where we could see films from lots of different countries which don’t come to our cinemas. It would also be a good idea to have other societies which met at lunch-time, so that students have something different to do between morning and afternoon lessons—a music club, for example, where we could hear different kinds of music. ‎ It would be nice if there were other special events for the final year students, too. For example, a dinner-dance in the evening two or three times during the year. Another great idea would be to go away as a class somewhere for a week, just to get to know each other better and have a good time in a nice place. Of course, studying hard and doing well at school are the most important things for senior high school students, but learning how to interact socially is important, too.‎ Step 2: Putting your writing about ideal school into a dialogue.‎ A: I’m doing a survey about the ideal senior high, would you like to help me? ‎ B: My pleasure. ‎ A: First, would you please introduce yourself? ‎ B: Ok. My name is Lingling. I’m seventeen years old, and I’m in class 2. ‎ A: What are your favorite subjects? ‎ B: Mathematics and physics. I really enjoy them much.‎ A: What type of school do you prefer, large or small?‎ B: I’m very happy in our school because it is a small secondary school, and you know most of the students and teachers here. I wouldn’t like to be in a big anonymous school.‎ A: What do you think of the timetable? Is our timetable ok?‎ B: I think our timetable is mostly good, but I would like some free study time to work in the library. I also think the long holidays should be shorter, but there should often be long study weekends--say three or four times a year, we should have Friday to Monday off to complete projects.‎ A: Good idea. Then what after-school clubs would you like to join in your ideal school？‎ B: I would like there to be more out-of-class activities like in American and British school. I am a ‎ member of the gymnastics group here, and that is great, but in my opinion, there should be a film society for us older students, where we could see films from lots of different countries which don’t come to our cinemas. ‎ A: Sounds reasonable. Do you think there should be clubs at lunch time? ‎ B: That’s a good idea. In that case, students have something different to do between morning and afternoon lessons—a music club, for example, where we could hear different kinds of music. ‎ A: Any other suggestions? ‎ B: It would be nice if there were other special events for the final year students, too. For example, a dinner-dance in the evening two or three times during the year. ‎ A: Too good to come true!‎ B: Another great idea would be to go away as a class somewhere for a week, just to get to know each other better and have a good time in a nice place.‎ A: It would be wonderful to be in your ideal senior high school! By the way, what do you think the most important things are in your ideal senior high school life?‎ B: Studying hard and doing well at school are of course the most important things for senior high school students, but learning how to interact socially is important, too. ‎ A: Well, thanks for your participant and your ideal senior high school. Maybe our next generation will be able to enter your ideal school!‎ Period 5 Speaking -- Role-play ‎■Goals ‎ ‎●To role- play a conversation of the highlights of your senior year.‎ ‎■Procedures Step 1: Review the readings ‎ Step 2: Role-play A: Haven’t seen you for a long time, Joanna.‎ B: Yes, I’ve just finished senior high school and am taking my vacation here. ‎ A: Really? I’ll be in grade 3 after the vacation, the last year in senior high school. Senior year is hard for most students in China. How about it in America? ‎ B: As far as I’m concerned, I greatly enjoyed it. I had a lot of successes during my senior year.‎ A: Like...?‎ B: Well, one of the best things was working as an arts editor for our school newspaper. I enjoyed it! I love writing, and working on the paper was my first step towards becoming a journalist, so it was a real success for me ‎ A: Anything else?‎ B: Something else I greatly enjoyed was working as a peer mediator.‎ A: Peer mediator?‎ B: Yeah, a peer mediator is someone who helps students to settle problems that they have with other students. ‎ A: I see. We don’t have peer mediators in our school.‎ B: At the start of the school year, we were given training in how to do this, and it’s clear that this ‎ kind of work can really help people. I think I’ll continue to work as a mediator when I go to college.‎ A: I hear you American students have great fun outside classroom lessons. ‎ B: You are right. During the Easter vacation, I went on a short school skiing trip to the Rocky‎ ‎Mountain. I’d been skiing quite a few times but never with the school, and since two good friends came on the trip, we had great fun racing each other down the ski slopes. It’s well-known that American is competitive, and I did enjoy it whenever I won our races!‎ A: I would also enjoy it if I won a race!‎ B: Other things I was pleased about – getting good grades on my final exams, and receiving the senior prize for English Literature. I was given a car by my parents so I was able to drive to school, which was brilliant.‎ A: Wow, they’re so generous. I took the first place in my last exams, and my parents only treated me to dinner!‎ B: I’ll never forget being elected to the students’ council. I really enjoyed meeting the teachers and telling them how we, the students, felt about things, and what we thought should happen in the school!‎ A: It’s a good thing that you are relaxed with your teachers.‎ B: Sure. All these things were wonderful. But I have to say, the highlight of the year was the senior prom.‎ A: Senior prom? I hear of it. It’s said that for an American girl, it’s so important that you have a good time at the prom. ‎ B: Well, I did! Daniel, a boy in my English class, asked me to go to the prom with him, and I was so pleased—I’d been hoping he would ask me. I found a dress that suited me perfectly, and had my hair specially done on the day of the prom. It took two hours but it was worth it, as everyone told me I looked very elegant! A group of us rented a nice car to take us to the prom. The food was delicious and I ate so much that I had to stop dancing for a while! We shared a table with some good friends, and laughed and told jokes all evening. ‎ A: A great time!‎ B: Daniel and I danced most of the dances together. But the big surprise of the evening was when I was elected prom queen.‎ A: Congratulations!‎ B: Thank you. This was so unexpected, and I can’t tell you how good this made me feel! After the prom, a group of us drove down to the coast, and sat on the beach in our long dresses and dinner jackets. I shall never forget watching the sunrise over the sea—it was unforgettable! Afterwards, we went and had an enormous breakfast in a nearby hotel—it was a perfect ending to a perfect school year.‎ A: I really envy you!‎ Period 6 Cultural Corner--The American Art of Cheerleading ‎■Goals ‎●To read about the American art of cheerleading ‎■Procedures Step 1: Before you read Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.‎ Step 2: While you read Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.‎ Step 3: After you read Copy all the useful expressions into your Expression Book. You may make sentences with these expressions.‎ Useful expressions from The American Art of Cheerleading do gymnastics, competitive games, sports teams, a cheerleading squad, all-men colleges, in the late nineteenth and early twentieth centuries, as time passed, not until, play an important part in, the National Cheerleading Championships, be shown on television, offer courses in cheerleading, athletic events, see...as..., do the dance and gym routines Period 7 Task -- Writing an article for a school newspaper about the highlights of your school year ‎■Goals ‎●To learn to write an article ‎■Procedures Display the completed articles around the class For reference The Last School Year—A Memorable One Last year at school, as far as I’m concerned, was my best year at school so far. I hope next year will be even better! For a start, my –7Z—has a great set of students in it, and we can always have fun together. And the teachers we had last year were both competent in their subjects, and mostly very nice people, too.‎ There’s so much to remember that I hardly know where to begin. Perhaps the highlight of the year was our class trip to Hong Kong. We had a great week, I can tell you! We stayed in two-bed rooms. I say “slept” ... but of course, we were up most of each night talking, listening to music and having fun. Then we visited all the great sites and had lots of adventures.‎ Another memorable night was the end-of-year party, where we had a bonfire and dance outside, with lots of wonderful things to eat and drink. Everyone had a great time, and it went on all night until the next morning. ‎ Of course, there were other nice things, too. Our class football team came second in the school championship. Xiang won the floor gymnastics at the town competition and I starred in the class play at the end of the year to great acclaim. And almost everybody did well at the end of year exams, too， which shows that you can work hard and play hard at the same time. ‎ My feeling is that if next year is half as good, it will be wonderful!‎