老师会对课本中的主要教学内容整理到教案课件中，大家开始动笔写自己的教案课件了。是时候对自己教案课件工作做个新的规划了，这样接下来工作才会更上一层楼！你们了解多少教案课件范文呢？下面是小编精心收集整理，为您带来的《外研版初三下册Module2教案》，欢迎大家与身边的朋友分享吧！

外研版初三下册Module2教案
外研社初三下册MODULE2TEACHINGPLAN
Module2Education
一、题材内容
本模块的中心话题是“教育”，内容主要涉及学校生活。语言技能和语言知识主要也是围绕“教育”这一中心话题设计的。语法重点是复习代词的用法,并能读懂有关“学校”的对话和文章。该话题为学生所熟知,非常有利于开展听、说、读、写方面的语言实践活动。通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能拓展知识面。在阅读过程中,学会应用寻找重复词的阅读技巧。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。
教学目标
1）语言知识：
语音正确读出句子重音。
词汇geography,physical,PE,really,neither,secondaryschool,present,absent,speech,biology,safety,fortunately,drug,Spanish,French,involve,training,athletics,society,disco
词组either…or…
语法语法重点是复习代词的用法。
功能进行比较。
话题中心话题是“教育”。
2）语言技能：
听能听懂谈论关于“学校”的对话。.
说能谈论学校生活，能对不同学校进行对比。
读能运用相关阅读技巧阅读文章，掌握大意；能辨别事实和观点。
写能描述学校生活。
演示与表达能向他人介绍自己的学校生活。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知联系，归纳，推测等技能。观察并归纳代词的用法，提高自学能力。
调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际学习运用恰当词语简单介绍自己的学校生活。
资源通过其他资源获取更多有关“学校生活”的简单英语。
自学策略能够运用观察、发现、归纳和实践等方法学习语言知识,感悟语言功能。能注意发现语言现象背后的规律,并能运用规律举一反三。
合作学习策略互相学习，取长补短，注意学习策略共享,能够与同学交流自己对学校生活的观点。
4)文化意识：
中外对比了解其他国家的教育制度及其他国家学生的学校生活,从而拓展视野,激发学习英语的兴趣。
5)情感态度:
通过学习描述学校生活，提高对英语的学习兴趣。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够介绍并描写自己的学校生活。
教学重点和难点
重点：1．掌握谈论学校生活的基本词汇，复习含有代词的句子，掌握代词用法。
难点：围绕“教育”这一话题进行比较。
教学方法：
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task—task-cycle—post-task。
二、教材处理
核心任务：能够运用所学句型结构介绍和评价自己的学校生活。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task-cycle：通过整个模块的听说读写的训练，强化对“学习生活”的表达能力，为完成任务做好铺垫。
post-task：达成任务，展示成果，反馈学习情况。
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period1:ListeningandVocabularyPronunciationandSpeaking
Period2:ReadingandVocabulary
Period3:WritingAroundtheworldModuleTask
Period4:Languageinuse
注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title:Module2Education
Period1:ListeningandVocabularyPronunciationandSpeaking
TeachingContent:ListeningandVocabularyandPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabularyandphrases:geography,physical,PE,really,neither
Keystructure:What’sitlike?
Let’shavealook.
Butwhat…(重点)
2．Listeningskill:Tounderstandconversationsaboutappraisementofgreatbooks.(难点)
3.Speakingskill:Totalkaboutschool
4.Affectionandattitudes:weshouldloveourschool.
Learningstrategies:
Bottom–upapproachandlisteningtothetapeanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
Task:RecallwhatwehavelearnedinthelastModule.
Directions:
StepOne:Labelthepictureswiththephrases.
(1)ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.
(2)Askthemtolabeltheminthepicturesonthescreen.
(3)Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.
StepTwo:Talkaboutwondersoftheworld.
Askstudentstospeakoutasmanyastheycan.
PartII:Leadin
Task1:Introducetothemthenewwords.
Directions:
StepOne:Introducethenewwordsofthisunit.Andlistthemontheboard.
StepTwo:Readaftertheteacher.
StepThree:Practisereadingthewords.
StepFour:Askthestudentstolookatthepicturesaboutshool.Elicitwhattheyknowaboutthem.Ifthereareanynewwords,addthemtothelistontheboard.
StepFive:Makesomesentencesusingthenewwordsfromthewholeclass.
Task2:Introducetothemsomepronouns.
Directions:
StepOne.ElicitafewsentencesfromtheSs.(e.g.sheisreadinganovel.)andwritethemontheblackboard.
StepTwo:Thenwritethefollowing:
DidyoudoanythinginterestingwhileyouwereinHongKong?
StepThree:Practisetheuseofpronounwithsomesentences
StepFour:HavetheSs.makesomeothersentences.
Stepfive:Talkaboutyourschool:Say①whatbuildingsorspecialroomsithas②whatsubjectsyoudo.
PartIII:Listening
Task:Listenandcompletethesentencesinactivity2onpage10.
Directions:
StepOne:(Closethebooks)Listentothetapecarefully.
StepTwo:Playtherecordingandhavethemlistentotherecordingandfocusonthewordsfirsttimethrough.
StepThree:Playtherecordingagainforthemtocheck.ThenCallbacktheanswerfromthewholeclass.
2.Task:Tounderstandconversations.
Directions:
Stepone:askthestudentstoreadtheconversationandfollowwhiletheylistentoit.
MakesuretheSs.understandtheconversation.
Steptwo:Playtherecordingandhavethemlisten.
Stepthree:Playtherecordingagain,pausingattheendofsensegroupsyouwouldliketopracticesandhavethestudentsrepeatchorallyandindividually.
3.Task:Activity4onpage11.
Directions:
Stepone:Askthestudentstocompletethetableindividually,thencheckwithapartner.
Steptwo:Playtherecordingforthemtochecktheiranswers.
Stepthree:Callbacktheanswerinawhole-classsetting.
4.Task:Listenandread:
Directions:
StepOne:PlaytherecordingandasktheSs.tolistenandreadtheconversation.
StepTwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:PuttheSs.intogroupsof2topractisethedialogue.
StepFour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
5.Explaintheimportantanddifficultpoints.
1．Ibetwe’reevenbetterthanParkSchoolatEnglish!
Ibet表示“我敢肯定，我敢预言；我相信”。例如：
IbetTonyissittingathomenowreadingthebook.
Ibetyou’llneverguesswhoIsawthismorning.
Youbet!表示“的确，当然”。例如：
—GoingtothepartyonSaturday?
—Youbet!
2.Well,anyway,we’reallgoingtogettopgradesforEnglish!
grade在这里表示“成绩等级；评分等级”。例如：
Youneedgoodgradestogotocollege.
6.Task:Activity5onpage11.
Directions:
Stepone:Askthestudentstodothisindividually,thencheckwithapartner.
Steptwo:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.
PartIV:Pronunciationandspeaking
Task1:ListenandrepeatinActivity7.
Directions:
Stepone:Askthestudentstoreadthroughthesentencestothemselves.
Steptwo:Playthroughtherecordingoncewhiletheyjustlistenandfocus.
Stepthree:Playitthroughagain,pausingaftereachsentenceforthestudentstorepeatchorallyandindividually.
Task2:workinpairs.Underlinethewordsthespeakerwillstress.
Directions:
Step1:Putthestudentsintopairstodothisactivity,theycanthencheckwithanotherpairbyperformingtheconversationforeachother.
Step2:Circulateandchecktheirproduction.
Step3:Callbacktheanswersfromthewholeclass.
Step4:playtherecordingforthemtocheck.
Task3:CompletethetableinActivity4foryourschool.
Directions:
Step1:Askthestudentstodothisindividually,thencheckwithapartner.
Step2:NowworkinpairsandcompareyourschoolwithParkSchool.
Step3:Readthroughtheinstructionsandexampleswiththewholeclass.
Step4:Askthestudentstogetintopairstodotheactivity.
Step5:Circulateandmonitortheirproduction.
Step6:Callbacksomeanswersinawhole-classsetting.
PartV:Homework
1.Recitetheshortdialogueasfluentlyaspossible.
2.FinishtheexercisesintheworkbookEx.1,2,34
Period2VocabularyandReading
TeachingContent:VocabularyandReading
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:secondaryschool,present,absent,speech,biology,safety,fortunately,drug,Spanish,French,involve,training,athletics,society,disco
Keystructures:PHSEisaboutthedangersofdrugsandsmoking,amongotherthings.
InADTwealsosothingslikelearningtocookaswellasdrawinganddesign.(重点)
2.Togetinformationfromthereadingmaterialaboutotherschools.
3.Affectionandattitudes:Weshouldloveourschool.
Learningstrategy:interactiveapproach
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.
2.Revisetheuseofpronoun.
PartII:Preparation
Task:Learnthenewwords.
Directions:Labelthepictureswiththewords.
(1)Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.
(2)Readthewordsseparatelyandhavethemrememberthem.
(3)Makesomesentenceswiththewords.
(4)Callbacktheanswersfromthewholeclass.
PartIII:ScanningandSkimming
1.Task:Readthepassageandwriteashorttitleforeachphoto.
Directions:
StepOne:AsktheSstolookatthescreenandaskthemtowriteashorttitleforeachphoto.
StepTwo:Ssreadthepassageandwriteashorttitleforeachphoto.
StepThree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers.
2.Task:ReadthepassageagainandcompletethetimetablewiththeinformationaboutMyschoollifeinactivity3.
Directions:
StepOne:ReadthroughthetimetableandmakesuretheSsunderstandwhattheymean.SsreadthepassageandcompletethetablewiththeinformationaboutMyschoollifeinactivity3individuallyandcheckwithapartner.
StepTwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers.
3.Task:putthestatementsinthecorrectcolumninactivity4.
Directions:
StepOne:ReadthroughthestatementsandmakesuretheSsunderstandwhattheymean.Ssdoactivity4onpage13individuallyandcheckwithapartner.
StepTwo:Callbacktheanswersfromthewholeclass.
PartIV:Dealingwithexpressions
1.PEinvolvesphysicalexercise,basketball,traininginthegymandswimming…
involve表示“包含；涉及”。例如：
Whatwillthejobinvolve?
Thesechangeswilleveryoneonthestaff.
2.ParkSchoolisasecondaryschool.
Secondaryschoolisaschoolforchildrenbetweentheagesof11and16or18.
中学是年龄在11岁到16或18岁学生上学的学校。
3.PUSEisaboutthedangersofdrugsandsmoking,amongotherthings.
这里amongotherthings指在众多人或物中只提到一两个，表示“包括”。例如：
Atthemeetingstheydiscussed,amongotherthings,recenteventsinAsia.
PartV:Activity5.Decideifthesentencesfromthepassageshowfacts(F)oropinions(O).
Directions:
Step1:Askthestudentstodothisindividually,thencheckwithapartner.
Step2:Callbacktheanswersfromthewholeclass,havingonestudentreadasentenceandanothersaywhetheritisfactoropinion.
Answers:1F2F3O4O5F6O
PartVI:Homework:Recitethetext.
Period3:WritingAroundtheworldModuleTask
TeachingContent:WritingAroundtheworldModuleTask
TeachingAimsandDemands:
1.Writingskill:Makingatimetableforyourschoolday.
2.Tolearnabouthomeschool.
3.Tosummarizeandconsolidatetheuseofpronoun.(重点)
4.Affectionandattitudes:weshouldloveourschoolandformthehabitofreading.
Learningstrategies
Top-downandInteractiveapproachanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
Task:Helpstudentstorevisewhatislearntinlastlesson.
Directions:
(1)Revisethewordsandphrases.
(2)PuttheSs.inpairstopracticethetext.
PartII:Writing
1.Task:Makingatimetableforyourschoolday.UsethetimetableinActivity3tohelpyou.
Directions:
StepOne:Askthestudentstodothisindividually,thencheckwithapartner.
Steptwo:Callbacktheanswersfromthewholeclass;youmaywishtomakeamastertimetableontheboard.
PartIII:Aroundtheworld
Task:Learnsomethingabouthomeschool.
Directions
StepOne:AsktheSs.toreadthepassage.
StepTwo:Askthemtogiveyouaspokensummaryofthecontents.
StepThree:Askthemtooffertheiropiniononschooling.
PartIV:ModuleTask
Organizingaclasstalk.
Directions:
1.Readthroughtheinstructionsandexampleswiththewholeclass.
2.Youmaywantthestudentstodothewritingashomework.
3.Whentheyhavefinished,theyshouldexchangetheirworkwithapartnerforpeer-correctionoflanguage,organizationandcontent.
PartV:Recalling
Recallwhatwehavelearnedtoday.
PartVI:Atest
DoEx.4onpage101andhandinimmediately.
PartVII:Homework:DotheSelf-assessmentonpage103.
Period4.Languageinuse
TeachingContent:Languageinuse
Keystructures:Theusageofpronoun.(重点)
TeachingAimsandDemands:
1.Tosummarizeandconsolidategrammarfocus.
2.Tosummarizeandconsolidateexpressionsandvocabulary.
Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.
TeachingAids:Multi-Media(video,OHP,handout)
TeachingProcedures:
PartIRevision
Helpstudentstorevisewhatislearntin3periodsofthismodule.
PartIILanguagepractice
Task1:Tosummarizeandconsolidatetheusageofpronoun.
Directions
(1)RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof
Pronoun.
(2)AsktheSs.torepeatthesentencesinthebox.
(3)Ask“Didyoudoanythinginteresting?”
(4)FocustheSs’sattentiononthewaysinwhichtheyareused:
PartIIILanguageinuse
Task1:Completetheconversationwiththecorrectwordsandexpressions.
Directions:
(1)Readthroughtheexamplesentenceswithwholeclass.
(2)Askthestudentstotellyouaboutthehighlightedwords.
(3)Workinpairs.Askandanswer.
Answers:
1.either2.both3.something4.neither5.afew6.all7.ourselves8.none9.some10.many
Task2:Activity2.Rewritethesentences.Replacetheunderlinedwordswiththecorrectformofthewordsandexpressionsinthebox.
Directions:
(1)Readthroughtheboxesintheboxwiththewholeclass;ifyouwish,havethemrepeatthemchorallyandindividually.
(2)Askthestudentstodotheactivityindividually,thencheckwithapartner
(3)Callbacktheanswersfromthewholeclass.
Answers:
1.ofmine2.myself3.eachother4.Whoseis5.his6.whois7.Either
Task3:CompletethesentenceswiththecorrectformofthewordsintheboxinActivity3.
Directions:
(1)Readthroughthewordsintheboxwiththewholeclassonpage15.
(2)Askthestudentstodotheactivityindividually,thencheckwithapartner.
(3)Callbacktheanswersfromthewholeclassascompletesentences.
Answers:
1.their,They,they,themselves
2.He,himself,him,his
3.She,her,ourselves,we,us,our
Task4:Labelthedifferentpartsoftheschool.
Directions:
(1)Readthroughthewordsintheboxwiththewholeclass.
(2)Askthestudentstodotheactivityindividually,thencheckwithapartner.DoActivity7onpage16.MakesuretheSs.understandthesentences.
(3)Callbacktheanswersfromthewholeclass.
Task5:Activity5:Readthepassageandsaywhereyouthinkitcomesfrom.
Directions:
(1)Askthestudentstodotheactivityindividually,thencheckwithapartner.
(2)Callbacktheanswerfromthewholeclass.
Answers:
1.Languages2.Art,DesignandTechnology3.PersonalHealthandSafetyEducation4.IT5.PE
Task6.Activity6onp16:Readthepassageandsaywhereyouthinkitcomesfrom.
Directions:
（1）Askthestudentstodotheactivityindividually,thencheckwithapartner.
（2）Callbacktheanswerfromthewholeclass.
Answer:B
Task7:Readthepassageagainandmatchtheheadingswiththeparagraphs.
Answers:1.Schoolhours2.Subjects3.Afterschoolactivities4.Sports.
Task8:activity8.
Readthepassageagainandcheck(√)thecorrectanswer.
Answers:
Yes3,4
No1,2,5
PartⅣ:Homework
FinishalltheexercisesintheWB.

扩展阅读

外研版初三英语下册Module10教案

作为老师的任务写教案课件是少不了的，大家在认真写教案课件了。我们制定教案课件工作计划，就可以在接下来的工作有一个明确目标！有多少经典范文是适合教案课件呢？以下是小编收集整理的“外研版初三英语下册Module10教案”，但愿对您的学习工作带来帮助。

外研社初三下册MODULE10TEACHINGPLAN

Content：Module10　Myfuturelife

[Junior3,NewstandardEnglish]

一、题材内容本模块以“毕业生晚会”为话题，与学生的生活息息相关，便于活动的设计与开展。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。对话内容涉及学生的切身感受，因此也比较容易吸引学生的注意力，激发学生的兴趣。这些经历都与学生有密切的关系，便于教学活动的设计。通过本模块的学习，学生进一步学习构词法，能够掌握复合、派生等构词法。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。教学目标语言知识：语音能够根据意群的划分正确停顿。

词汇beat,ceiling,fetch,pardon,raise,forgive,treasure,owe,kindness,patience,gift,fair,model,value,decision,graduate

词组Stayintouch,payback,rolemodel

语法能够掌握复合、派生等构词法。功能能够表达自己的感受；能表示感谢。

话题以“毕业生晚会”为话题。

1）语言技能：听能听懂有关分别的对话，转述具体信息，判断说话人的情感态度，表述其隐含之意。说能够谈论自己的感受，发表感言，介绍自己的未来计划，能够表达自己对他人的感激之情。读能够读懂有关毕业生晚会上的发言；判断说话人的感受人的感受并转述主要信息。写能够完成分别聚会发言稿的写作，说出自己的感受，表达自己的谢意，畅想自己的未来。演示与表达能够借助图片等信息展示自己三年来的学习和生活，要突出一个主题。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。学习查词典,阅读报纸,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语介绍毕业生晚会的问题。资源通过阅读报纸等其他资源获取更多简单英语的有关毕业生晚会的问题的信息。自学策略能够根据自己的情况预习教材并进行拓展。合作学习策略能够根据小组内同学的特长分工合作，共同完成学习任务。注意学习策略共享.4)文化意识：文化意识通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。5)情感态度:能够表达对他人的谢意。

6)任务:通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。教学重点和难点重点：1．通过谈论毕业生晚会的问题训练学生的听、说、读、写能力，掌握使用复合、派生等构词法学习新单词。难点：掌握使用复合、派生等构词法学习新单词。教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。二、教材处理核心任务：能够运用所学句型结构谈论健康饮食的问题。三个环节如下：pre-task：学生联系生活实际，激活背景知识。task–cycle：通过整个模块的听说读写的训练，强化使用whose引导的定语从句的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period1:VocabularyandListeningPronunciationandSpeakingPeriod2:ReadingandVocabularyPeriod3:WritingAroundtheworldModuleTaskPeriod4:Languageinuse

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』Title:Module10　Myfuturelife

Period1:VocabularyandListeningPronunciationandSpeaking

TeachingContent:VocabularyandListeningandPronunciationandSpeaking

TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:beat,ceiling,fetch,pardon,raiseKeystructure:Doyouintendto…?

What/Howabout…?(重点)2.Listeningskill:TounderstandconversationsandtoidentifywhatBettyandTonywilldoaftergraduation(难点)

3.Speakingskill:Toaskandgiveinformationaboutone’sfeelingsandfutureplans

4.Attitudes:Takeactivepartintheparty

Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinthelastModule.Directions:Stepone:Labelthepictureswiththewordsandexpressions.(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Listsomewordswhichareconnectedwithparty.Askstudentstospeakoutasmanyastheycan.SteptwTellastoryaboutparties.

Askstudentstospeakoutasmuchastheycan.PartII:Leadin:Task:Learnsomethingaboutfitness.

Directions:

Stepone:1.Workinpairs.Lookatthephotosanddecideswhateverybodydoing.

Steptwo:Introducethenewwords.PartIII:Listening

Task1:Listenandanswerthequestions

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivity2onpage80sotheyknowwhattolistenfor.

Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.Stepthree:Playtherecordingagainandhavethemanswerthequestions.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task2:Sslistentothedialogueanddecideifweknowtheanswersinactivity5onpage81.

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivities5onpage81andmakesuretheSsunderstandthemall.

Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthesentencefirsttimethrough.Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.Stepfour:ThenCallbacktheanswersfromthewholeclass.

Task3:Tounderstandtheconversation.

Directions:

Stepone:AsktheSstomakenotesinactivity4onpage81.

Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemmakenotes.Stepfour:.Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task4:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

SteptwPlaytherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof4topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

Task5:Activity6onpage81.

Directions:

Stepone:Havethemreadthroughthequestionsandanswerthequestions.Havethemchecktheiranswerswithapartner

SteptwNowworkinpairs.Askandanswerthequestions.Havethemchecktheiranswerswithapartner

Stepthree:Callbacktheanswerinawhole-classsetting.(Collecttheanswersincompletesentencesfromtheclass.)

PartIV:Languagepoints

1.It’sgotagreatbeat!

这里beat指（音乐、诗歌等的）主节奏，节拍。例如：

Trytofollowthebeat.

2.DoyouintendtostayinChinaforlong?

这里intendtodosth表示“打算做某事”。例如：

FinnyintendstogotoAustralianextyearifallgoeswell.

这里forlong相当于foralongtime,表示“很长时间”。例如：

--Haveyoubeenwaitingforlong?

--No,notforlong,onlyafewminutes.

Shewentoutintothegardenbutshedidn’tstayforlong.

3.Andwe’llalwaysstayfriends.

这里stay的意思是“保持；使……处于某种状态”。例如：

Theshopsstayopenuntil9pm.

Heneverstaysangryforlong.

4.I’mgoingtomissmyclassmates.

Begoingto可以表示打算、意图，也可以表示可能性，比如：It’sgoingtorain.这句话中的begoingto也是表示可能。

5.Here’stoourfriendship,everyone.

Here’sto…是祝酒的常用语，意思是“为……干杯”。

PartV:Pronunciation

Task:ListenandrepeatthesentencesinActivity7onpage81

Directions:

Stepone:AsktheSstolistenandrepeatthesentences.

SteptwPlaytherecordingagain.AsktheSstopauseattheendofeachsensegroup.

Stepthree:AsktheSstolistenandrepeatchorallyandindividually.

PartⅥ:speaking

Task:TalkaboutyourplansforthefutureinActivity7.

Directions:

Stepone:Readthroughthesentenceswiththewholeclass.

SteptwAskthemtoanswerthequestions.

Stepthree:Askthemtoworkinpairstoaskandanswerquestions..

Stepfour:Callbacksomeexamplesinawhole-classsetting

PartⅦ:Atest：DoEx1onpage128intheWB.

PartⅧ:Homework:

Recitethedialogueasfluentlyaspossible.

Period2ReadingandVocabulary

TeachingContent:ReadingandVocabulary

TeachingAimsandDemands:1.Languageknowledge:Newwords:forgive,treasure,owe,kindness,patience,gift,fair,model(重点)2.Togetinformationfromthereadingmaterial.(难点)

Torelayinformationabouttheparty

3.Attitudes:Takeanactivepartintheparty.

Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision

HelpstudentstorevisewhatwaslearntinPeriodoneofthismodule.Showthemsomepicturesaboutparty.HavetheSs.talkaboutthem.Eg.

1)Whatisit?

2)Whataretheydoing?...

PartII:Preparation

Task1:Learnthenewwords.

Directions:Labelthepictureswiththewords.(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.

(2).Readthewordsseparatelyandhavethemrememberthem.

(3).Makesomesentenceswiththewords.

(4)Callbacktheanswersfromthewholeclass.

Task2:Lookattheslidesaboutpartyandtalkaboutthem.

Directions:(1).Lookattheslidesaboutpartyonthescreen.Describethepictures.

(2).Callbacksomecommentsfromthewholeclass.

⑶Thinkaboutaspeechataschoolleavers’party,andanswerthequestionsinActivity1.

PartIII:ScanningandSkimming

1.Task:ReadthepassageandfindthesentencesinActivity3.

Directions:

Stepone:TheteacherasktheSstoreadthesentences.SteptwSsreadthepassageandfindthesentenceswhichshowthesamemeaning,givingreasonsforthechoicegiven.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswer.

2.Task:Readthepassageagainandanswerthequestions.

Directions:

Stepone:AsktheSstodoActivity2onthescreenindividually.Thencheckwithapartner.

SteptwCallbacktheanswersfromthewholeclassascompletesentences.

3.Task:Answerthequestionsinactivity4and5onpage83.

Directions:

Stepone:ReadthroughthesentencesandmakesuretheSsunderstandwhattodo.Ssdoactivity4onpage83individuallyandcheckwithapartner.SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersPartIV:Dealingwithexpressions.1.…pleaseforgivemeifitshows!注意本句中it指nervous。2.Sometimesthefriendsyoutreasuremostarethefriendsyouseelessoften.注意比较级的表达方式。一般情况下比较级的构成是形容词/副词+er,或more+形容词/副词，但是这种比较级都表示正向比较，记“好”的比较级是“更好”，“差”的比较级是“更差”，“重要”的比较级是“更重要”。但是，如果表示“反向比较”就要用less+形容词/副词。即lessimportant表示“不如……重要”，而这里的lessoften表示“不如……经常”。3.Alifewithoutoldfriendsislikeadaywithoutsunshine.英语中表示“像……”时，可以用belike,as…as表示，我们把这种比喻方式叫做“明喻”。4.Icouldn’tsayitbettermyself.当我们想表达“最……”时，也可以采用比较级的方式，本句就是如此。5.Howmanyofusoweourgoodgradestothesuggestionsyouhavemadeduringthoselongevenings?owe…to…表示“把……归功于……;欠某人……”。例如：Iowemysuccesstomyeducation.Iowe10yuantoJanet.(=IoweJanet10yuan.)6.Sofromthebottomofmyheart,Ithankyouallandwishyousuccessforthefuture.这里fromthebottomofone’sheart表示“诚挚地，衷心地”。例如：WhenIsaidIthankyou,Imeantitfromthebottomofmyheart.PartV:Languageuse

Task:Readthespeechanswerthequestionsinactivity9onpage134.

Directions:

Stepone:MakesuretheSsunderstandwhattodo.Ssdoactivity9onpage134individuallyandcheckwithapartner.

SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersStepthree:Givethestudentssometimetorecallwhatthey’velearnedinthisclass.PartVI:Homework:.Retellthetext.Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:1.Writingskill:Towriteaspeechtoextendthankstoothers.Improvethestudents’writingability(难点).2.TolearnaboutJuniorhighschooldances(重点)

3.Tocompleteataskinvolvingmakingplansforthefuture

LearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:Helpstudentstorevisewhatwaslearntinlastmodule.Directions:

(1).Revisethewordsandphrases.(2).LettheSs.retellthetext.

PartII:Writing.Task:Writeashortaspeech.

Directions

StepOne:Imagineyou’regoingtogiveaspeechatyourschoolleavers’party.

Steptw●Startyourspeechbysayingwhatyourspeechisgoingtobeabout.

Ladiesandgentlemen,I’dliketothankyoufor…

●Sayhowyoufeel.

IfeelabitnervousasI’venevergivenaspeechbefore.

●Decidewhoyouwanttosaythankyouto.

TherearemanypeoplewhoI’dliketothank.Thefirstis/are…

●Decidewhatyouwanttothankthemfor.

Theyhavealwaysshownmegreatkindness…

●Thinkofexamplesofwhyyouwanttothankthem.

Oneday,he/shehelpeddomyhomework…

●Thinkofasayingwhichyoucanuseforaschoolleavers’party.

Theysaythatyourschooldaysarethebestdaysofyourlife.

●Finishyourspeechbygivingbestwishesforthefuture.

Thankyouandgoodluckinthefuture.

Stepthree:Callbacksomeexamplesfromthewholeclass,havingindividualsreadtheirspeech.PartIII:Aroundtheworld

Task:LearnsomethingaboutJuniorhighschooldances.

Directions

StepOne:AsktheSs.tolookatthedifferentpicturesaboutJuniorhighschooldancesTelltheSs.someknowledgeaboutthem.

SteptwReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask

Task:Makingplansforyourfuture

Directions:

StepOne:Activity9onpage87.AsktheSs.tothinkaboutyourlifeinthefuture.Makenotesaboutthefollowingthings:●Whatyouareplanningtodointhenextthreeyears●WhatyouwouldliketodoafterthatDoyouwanttogouniversityandgetspecialtrainingorwouldyouliketoworkafterseniorhighschool?●WhatotherareasofyourlifeyouwanttodevelopDoyouwanttobebetteratsports,learntoplaymusic,ordevelopartisticskills?●howyouseeyourpersonallife●whatsortofvaluesyouthinkwillbeimportanttoyouSteptwUseyournotesandwritesentences.Stepthree:Joinyoursentencestogetherandwriteapassageaboutyourfuture.Stepfour:Seehowwelltheydid!

PartV:Recalling

Recallwhatwehavelearnedtoday.

PartVI:AtestDoEx.5onpage133andhandinimmediately.

PartVII:Homework:DotheSelf-assessmentonpage135.Period4.Languageinuse

TeachingContent:Languageinuse

Keyvocabulary:value,decision,graduateTeachingAimsandDemands:1.Tosummariseandapplywordformationtosentences.(难点）2.Topractisethewordsandexpressions.(重点)3.Affectionandattitudes:Enjoyahealthylife.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatislearntin3periodsofthismodule.PartIILanguagepractice

Task1:Tosummarizeandapplywordformationtosentences

Directions

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofwordformationtosentences

(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’attentiononthewaysinwhichtheyareused.Task2:1.Completetheinstructionsforthegame,usingwordformationtosentences.

Directions:

(1).DoActivity1onpage84individually.(2).AsktheSs.tocheckwithapartner.(3).AsktheSs.toreadoutthesentences.(4).Summarize:theuseofthewordformationtosentences.

Task3:Completethesentences,usingthecorrectformofthewords.

Directions:

(1).AsktheSs.todoActivity2onpage84individually.

(2).Circulateandmonitortheirproduction.

(3)Calltheanswersbackfromsomestudents.

Task4:Workinpairs.Lookatthepicturesanddiscussthequestions.

Directions:

(1).AsktheSs.tocompleteActivity3andActivity4.(2)Calltheanswersbackfromsomestudents.

Task4:Readthepassage.Matchthephotosandtheparagraphs.Directions:

(1).AsktheSs.toreadthepassageinActivities6and7and8.(2)Calltheanswersbackfromsomestudents.

Task5:ListenandcomparethenotesaboutAdam’strip.Directions:

(1).AsktheSs.tolistentotheconversationanddoActivity5onpage85onpage85individually.(2).Listenagainandcheckwiththeirpartners.

(3)Calltheanswersbackfromtheclass.

PartIII:Atest

Talkaboutyourfuturelife.

PartIV:Homework:

FinishalltheexercisesintheWB.

外研版初三英语下册Module7教案

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“外研版初三英语下册Module7教案”，仅供参考，欢迎大家阅读。

外研版初三下册Module7教案

MODULE7TEACHINGPLAN

Module7Eatingtogether

一、题材内容

本模块以食物和饮食习惯为话题。在21世纪的今天，越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习和工作。因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。本模块通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对中国饮食文化的认识与理解。第一单元从谈论请帖开始，引入本课的话题。下面的对话以即将举办的毕业生晚会为话题谈论不同国家的传统食物。对话中突出了本模块的语法----被动语态，学生们可以在学习对话的过程中复习被动语态的用法和结构。第二单元的课文讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。

教学目标

1）语言知识：

语音能根据意群正确朗读语句。

词汇finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll,Roman,saying,cheers,plate,explanation,cross,generally,over,blind,sense,taste,owner,bee,officer,course

语法复习被动语态。

功能谈论食物和饮食习惯。

话题以食物和饮食习惯为话题。

2）语言技能：

听能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。

说能够谈论聚会计划。

读能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义。

写能够模仿课文写一篇关于中国食物和饮食习惯的短文。

演示与表达展示和介绍中国的饮食文化。

3)学习策略：

学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。

自学策略在文段中加深理解被动语态的意义、结构和用法。

合作学习策略交流健康饮食的窍门和经验。

4)文化意识：

中外对比了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。

5)情感态度：

了解不同国家的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面。

6)任务：介绍自己的餐饮经历。

教学重点和难点：

重点：1．掌握介绍食物和饮食习惯的基本词汇，能够叙述自己的餐饮经历，读懂含有被动语态的句子。

难点：正确介绍自己的餐饮经历。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task—task-cycle—post-task。

二、教材处理

核心任务：能够运用所学句型结构介绍食物和饮食习惯。三个环节如下：

pre-task：学生联系生活实际，激活背景知识。

task-cycle：通过整个模块的听说读写的训练，强化对食物和饮食习惯的表达能力，为完成任务做好铺垫。

post-task：达成任务，展示成果，反馈学习情况。

三、教材安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:ListeningandVocabularyPronunciationandSpeaking

Period2VocabularyandReading

Period3.Languageinuse

Period4.WritingAroundtheworldModuleTask

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title:Module7Eatingtogether

Period1:ListeningandVocabularyandPronunciationandSpeaking

TeachingContent:ListeningandVocabularyandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabularyandphrases:finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll

Keystructure:Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.

It’smadewithchickenorporkandvegetables.(难点)

2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofpassivevoice.(重点)

3.Speakingskill:Toaskandgiveinformationaboutone’sdietordiethabit.

Learningstrategies:

Bottom–upapproachandlisteningtothetapeanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinModule6.

Directions:

StepOne:Labelthepictureswiththephrases.

(1)ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.

(2)Askthemtolabeltheminthepicturesonthescreen.

(3)Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.

Steptwo:Talkaboutfoodanddiethabit.

PartII:Leadin:

Task1:Introducetothemthenewwords.

Directions:

StepOne:ReadthroughthenewwordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.

StepTwo:Askthestudentstotalkaboutthepicturesonthescreen.

StepThree:Collectsomedescriptionsinawhole-classsetting.

StepFour:PairtheSstodiscusswhatelsetheyknowaboutfood.

StepFive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.

Task2:Introducetothemaboutfoodanddiethabit.

Directions:

StepOne.Theteachercanshowthemthevideoabutfoodanddiethabit.

StepTwo:Freetalkaboutfoodanddiethabit.

PartIII:Listening

Task1:

StepThree:LookatthepartyinvitationandanswerthequestionsinActivity1onpage56.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers:

1.Apartyforstudentswhoarecompletingtheirsecondaryschooleducationthatyear.

2.Somethingwhichbelongstotheplacewhereyouliveorwhereyou’refrom.

3.Foodwhichyoucaneatwithyourhands---youdon’tneedknivesandforksorchopsticks.

4.Listentomusicanddance.

Task2:Activity2onpage57.Listenandanswerthequestions.

Directions:

Stepone:Readthroughthewordsintheboxwiththewholeclass,andhavethemrepeatthemchorallyandindividuallyifyoufeelitisnecessary.

StepTwo:Askthestudentstoreadthequestionstothemselves.

StepThree:playtherecordingoncewhiletheyjustlistenandfocus.

StepFour:playitagainforthemtoanswer;theycanthencheckwithapartner.

StepFive:playitoncemoreforthemtocomplete,checkandcorrect.

StepSix:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers:

1.Inabasket.

2.Foodanddrinkforthefamilyandfortheparty.

3.Pancakesorpizza.

4.Grapes,breadandwine.

5.Lemonadeandpizza(ham,tomatoes,cheesetomakethepizza).

Task3:Listenandread

Directions:Playtherecordingwhilethestudentsfollowtheconversationintheirbooks.

Task4:activity4onpage57.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.Youmaywanttocompleteatableontheboardastheygivetheanswers.

Answers:

DishMadewith

Bettyhamburgers(meat)cheese,breadroll

LinglingSuanlatangChickenorporkandvegetables

TonypizzaCheese,tomato,ham

Damingjiaozi(wedon’tknow,butprobablymeatoreggs,vegetables,flour)

Task5:Activity5onpage57.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersinawhole-classsetting.

Answers:

1.Ithinkhefeelspleasedandproud.

2.Athome.

3.Becausetheirschoolasksthestudents,nottheirrelatives,topreparethefood.

4.BecauseyoucaneatiteverywhereinEngland.

5.BecauseitisanItaliandishwhichwasn’tintroducedintoBritainthen.

PartIV:Languagepoints

1.Whatfoodanddrinkisforthefamily?

句中的foodanddrink看成一个整体，所以谓语动词用单数。再如：aknifeandfork;ahorseandcart等

2.Isupposeitcanbeheatedupintheschoolkitchen…

heatup意思是“加热”。再比如：

Fredaheatedupapieforme.

3.Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.

在这句话中，dish的意思是“烹制好的菜肴；一道菜；食品”。例如：

WhenIwasinItaly,Ihadawonderfulpastadish.

do/washthedishes表示“清洗餐具（包括盘子、杯子、碗等）”。例如：I’lljustdothedishesbeforewego.

4.Oh,soup’snogood.

这里nogood表示“没（或没什么、没多大）用处（或好处）”。例如：

Themovieisnogood,Ithink.There’stoomuchfighting.

It’snogoodworryingaboutthatnow.

nogood用法小结：

A．nogooddoingsth.

It’snogoodtalkingtohim—heneverlistens.

B.nogoodforsth.

Theseglassesarenogoodforwine.

C.nogoodtosb.

Acarisnogoodtome,sinceIcan’tdrive.

PronunciationandSpeaking

Task1:Listenandrepeat.

Directions:

StepOne:Askthestudentstoreadthroughtheexacttothemselves.

StepTwo:Playtherecordingwhiletheylistenandfollow.

StepThree:Playitagain,pausingatthebreaksforthestudentstorepeatitchorallyandindividually.

StepFour:Askthestudentstogetintopairstopractisesayingthepassage,helpingeachotherwithpronunciation.

StepFive:Circulateandmonitortheirproduction.

Task2:Workinpairs.Saythesentencesaloud.Makesureyoupauseaftereachsensegroup.

Directions:

StepOne:Askthestudentstostayintheirpairs.

StepTwo:Theyshouldtakeitinturnstoreadthepassage;thelistenershouldhelpthespeakertogetthepausesright.

StepThree:Circulateandmonitortheirproduction.

StepFour:Playtherecordingwhilethestudentslistenandfollow.

StepFive:Playitagain,pausingforthemtorepeatchorallyandindividually.

Task3:Activity8.Workinpairs.Makeplansforaparty.

StepOne:Askthestudentstogetintopairstomaketheirplans.

StepTwo:Askthestudentstomakenotesunderthethreeheadings.

Task4:Activity9.Workwithanotherpair.Talkaboutyourparties,andsaywhatplanshavebeenmade.

StepOne:Readthroughtheexampleswiththewholeclass.

StepTwo:Askthepairstoworkwithanotherpairandtelleachothertheirplans.

PartV:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Homework:

Actouttheshortdialogueasfluentlyaspossible.

Period2VocabularyandReading

TeachingContent:VocabularyandReading

TeachingAimsandDemands:

1.Languageknowledge:

Newwords:Roman,saying,cheers,plate,explanation,cross,generally,over

Keystructure:Dinnerisservedaround7pmorevenlater.

Theforkisheldinyourlefthandandtheknifeinyourright,andfoodisheldwiththeforkandcutwiththeknife.(难点)

2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.

②Totrainreadingstrategiesincludingtakingnotesandscanning.(重点)

Learningstrategies:Interactiveapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

HelpstudentstorevisewhatislearntinPeriodoneofthismodule.

Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

PartII:Preparation

Task:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1)Readthroughthewordsinthebox.HavetheSs.Repeatthemafteryou.

(2)Ssmatchthepictureswiththewords.

(3)Callbacktheanswersfromthewholeclass.

(4)ShowtheSsthevideosofknivesandforksusedforfood.Askthem“Doyouknowwhattheyareusedfor?”

(5)Talkaboutthevideos.

PartIII:ScanningandSkimming

1.Task:ReadthepassageandcheckyouranswerstoActivity2.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Answers:

1.b2.b3.a

2.Task:CompletethecolumnIntheWestwithnotes.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.

Answers:

InthewestInChina

MealtimesLunch(after12,around1pm);dinner(7pmorlater)

ThingstosayAtthestartofameal:

inFrance:Bonappetit

inItaly:Buonappetit

inBritain:nothingissaid

inBritain:Cheers!

HowtoeatfoodMostfoodiseatenwithaknifeandfork.

BeingservedYoumaybeaskedtoserveyourself,orbeservedbyyourhost.

RefusingfoodPolitelysayyoucan’teatordon’twantanymore.

NumberofdishesFewerdishesareofferedthaninChina.

AttheendofthemealPeoplestayandtalkaroundthetable;it’srudetoleaveassoonasthemealisover.

3.Task:Readthepassageagainandanswerthequestions.

Directions:

StepOne:Askthestudentstodothisindividually,thencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Answers:

1)Youshouldeatwithaknifeandforkunlessitisfingerfood.

2)Youdon’tsayanything.

3)Ifyou’vebeengivensomethingyoudon’tlike.

4)ThatChinesepeoplethinkitisimportanttoofferlotsoffood.

5)InChinaamealisoverassoonaspeoplehavefinishedeating.IntheWest,peoplemightsitaroundthetableafterthey’vefinishedeating.

4.Task:Readthepassage.WhatarethemostsurprisingpiecesofinformationaboutmealsandeatingcustomsintheWest?

Directions:

StepOne:Askthestudentstodothisindividually,thencomparetheirideaswithapartner.

StepTwo:Callbacksuggestionsfromthewholeclass.

Answers:

Students’ownanswers.

PartIV:Dealingwithexpressions:

1.WheninRome,doastheRomansdo.这是一句谚语，意思“入乡随俗”。其中，as表示“正如，像……”。例如：

Whileinthechemistrylab,doasIsay,please.

AsImentionedinmylastletter,I’llbebackinTianjininJune.

请说出以下谚语的意思：

1)Likefather,likeson.

2)Donotcutdownthetreethatgivesyoushade.

3)Nopains,nogains.

4)Oncebitten,twiceshy.

5)Love,lovemydog.

Key:

1)有其父必有其子。

2)不要过河拆桥。/不要忘恩负义。

3）不劳无获。

4）一朝被蛇咬，十年怕井绳。

5）爱屋及乌。

2.Noonewillbecross.

这里cross是形容词，表示“生气的”。例如：

Theoldladywasreallycrosswhentheboy’sballbrokeherwindow.

Allright,youtwo,don’tgetcrosswitheachother.

Adam,Mummywillgetcrossifyoudoitagain.

Don’tgetcrosswithBill.

Cross作动词，表示“横穿，穿过；交叉”。例如：

Ittookthemtwomonthstocrossthedesert.

Shewassittingonthefloorwithherlegscrossed.

PartV:Languageuse

1.Exercise6onpage121inWB.

Direction:Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.

2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)

FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass.

PartVI:Homework

Exercise7onpage122intheWB.

Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writeapassageforatouristmagazinewithwesternreaderscalled:WheninChina,doastheChinesedo.(难点)

2.Describinganeatingexperience.(重点)

3.KnowsomethingaboutBirthdaypartiesintheUSA.

Learningstrategies：

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:Helpstudentstorevisewhatislearntinlastmodule.

Directions:

(1)Revisethewordsandphrases.

(2)PuttheSs.inpairstopracticethedialogueandthetext.

PartII:Writing

1.Task:CompletethecolumnInChinainActivity3withnotesaboutmealsandeatingcustomsinChina.

Directions：

Askthestudentstodothisindividually,thencomparewithapartner.

2.Task:Writeapassageforatouristmagazinewithwesternreaders.

Directions:新课标第一网

StepOne:Readthroughtheinstructionsandexampleswiththewholeclass.

StepTwo:Askthestudentstodothisindividually.

StepThree:Whentheyhavefinished,askthemtoexchangewritingwithapartnerforpeer-correctionoflanguageandcontent.

StepFour:Havesomestudentsreadtheirworkouttothewholeclass.

PartIII.Aroundtheworld

Task:LearnsomethingaboutBirthdaypartiesintheUSA.

Directions:

1.AsktheSs.toreadthepassagetothemselves.

TelltheSs.somethingsabouthim.

2.Asksomegeneralquestionssuchas“Whyare16thbirthdaypartiesimportant?”(Becauseit’sthefirststepinbecominganadult.)“Howdopeopleoftencelebrate?”(Withabigpartyorotherspecialevent.)

PartIV:ModuleTask

Describeaneatingexperience.

1.Task:Describeaspecialorunusualmealyouhaveeaten.

2.Task:Compareyourlistwithotherstudents.

Directions:

1.Readthroughtheinstructionswiththewholeclass.

2.Askthemtousethecuestodescribetheirspecial/unusualmeal.

3.Theycanthensharetheirexperiencewithapartner.

4.Callbacksomeexamplesfromthewholeclass.

PartV:Recalling

Recallwhatwelearntoday.

PartVI:Atest

DoEx.8onpage122andhandinimmediately.

PartVII:Homework

DotheSelf-assessmentonPage123intheworkbook.

Period4.Languageinuse

TeachingContent:Languageinuse

Keystructures:Theuseofpassivevoice(重点)

TeachingAimsandDemands:

1.Tosummarizeandconsolidategrammarfocus:Theuseofpassivevoice.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

PartIRevision

Helpstudentstorevisewhatwaslearntin3periodsofthismodule.

PartIILanguagepractice

Task1:Tosummarizeandconsolidatetheusageofpassivevoice.

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof

thepassivevoice.

(2)AsktheSs.torepeatthesentencesinthebox.

Task2:Toconsolidatetheuseofpassivevoice:

(1)Doactivity1,2onpage60and4onpage61.Grasptheuseofthestructure:

(2)AsktheSs.tocallouttheanswersfromthewholeclass.

(3)AsktheSs.toreadthecompletesentences.

Task3:Activity3.Workinpairs.Lookatthepicturesandsaywhatyouthinkhappened.

Directions:

(1)AsktheSs.togetintopairstotellthestory.

(2)Theycanthengettogetherwithanotherpairtocomparetheirideas.

(3)Callthestorybackinawhole-classsetting.

Answer:

Thisisamodelanswer:

Amanwaseatingsnacksinarestaurant.Heputhishandintothebowl,butdidn’tnoticeabeeinit.Hepickedupthebeewiththesnacksandputthemintohismouth.Thebeestunghiminhisthroatashewasswallowingthesnacks.Latertherestaurantwascloseddownbecausehundredsofbeeswerefoundinthekitchenbyfoodinspectors.

Task4:Activity5.Answerthequestionsaboutthewordsinthebox.

Directions:

(1)Readthroughthewordsintheboxwiththewholeclass;askthemtorepeatthemchorallyandindividuallyifyoufeelitisnecessary.

(2)Askthestudentstodothisactivityindividually,thencheckwithapartner.

(3)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Task5:Activity6.Workinpairsandanswerthequestions.

Directions:

(1)Askthestudentstoanswerthequestionsindividually.

(2)Thenaskthemtogetintopairstoaskandanswerthequestionsofeachother.

Task6:

Activity7.Listenandmatchtheconversationswiththepictures.

Directions:

(1)Askthestudentstolookatthepictures.

(2)Playtherecordingwhilethestudentsjustlistenandfocus.

(3)Playitagainforthemtoanswer;theycanthencheckwithapartner.

(4)Playitoncemoreforthemtocomplete,checkandcorrect.

(5)Callbacktheanswersfromthewholeclass.

Task7:

Activity8.Listenagainandchoosethecorrectanswer.

Directions:

(1)Askthestudentstodothisindividually,thencheckwithapartner.

(2)Callbacktheanswersfromthewholeclassascompletesentences.

Task8:

Activity9.Readtheemailandanswerthequestions.

Directions:

(1)Askthestudentstodothisindividually,thencheckwithapartner.

(2)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

PartⅢ:Atest

Doactivity1onpage120intheWB.Let’sseewhocanfinishitassoonaspossible.

PartIV:Homework

FinishalltheexercisesintheWB.

外研版初三英语下册Module5教案

教案课件是老师上课做的提前准备，大家开始动笔写自己的教案课件了。只有制定教案课件工作计划，接下来的工作才会更顺利！适合教案课件的范文有多少呢？以下是小编收集整理的“外研版初三英语下册Module5教案”，供大家借鉴和使用，希望大家分享！

外研版初三下册Module5教案

MODULE5TEACHINGPLAN

Module5Rulesandsuggestions

一、题材内容

本模块话题是规则与建议，主要内容是围绕着在旅游场所及旅行中应遵守的规则及相应的建议展开的，第一单元的对话谈到游览长城时的注意事项，包括一些游览建议；第二单元的阅读课文是一篇游记，记录的是作者在野外宿营时遇到熊的惊险历程，内容生动有趣，扣人心弦，文中还融进了一些有关户外生存的建议。本模块语法复习的是情态动词。本模块紧紧围绕规则与建议这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,让学生复习、巩固情态动词。教学中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生受到道德方面的教育。

教学目标

语言知识：

语音句子中的连读。

词汇rule,suggestion,rope,stream,clear,starving,valley,peaceful,site,gesture,stick,still,woods,hillside,sudden,blood,damage,cause,effort,fifth,order,director

词组keepto,leadtheway,fallasleep,reachout,inorderto

语法复习情态动词。

功能能够给指令；提出建议。

话题规则与建议。

1）语言技能：

听能听懂发出指令、提出建议的对话。

说学会发出指令，提出建议。

读能读懂描述旅游经历的文章，掌握其细节内容。进行简单的阅读技能训练

写能写出给旅游者的建议。

演示与表达能够口、笔头表达旅游建议。

3)学习策略：

学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。

认知联系，归纳，推测等技能。观察并归纳情态动词的用法，提高自学能力。

调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际学习运用恰当词语给指令，能听懂指令；并能够提出建议。

资源通过其他资源获取更多有关旅游的简单英语。

自学策略能够根据自己的情况预习教材并进行拓展。

合作学习策略互相学习，取长补短，注意学习策略共享，能够与小组同学合作写出给旅游者的建议。

4)文化意识：

中外对比通过对旅游的介绍培养学生的环境保护意识。

5)情感态度：

通过对给指令、听懂指令表达方式的训练，培养学生礼貌使用语言的意识与能力，在表达给指令时能够照顾他人的感受；能够给出合理化建议。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

6)任务：为来中国的旅游者提建议。

教学重点和难点：

重点：1．掌握给指令、听懂指令的基本词汇，能够给指令、听懂指令，并给出合理化建议。

难点：熟练掌握情态动词的用法。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task—task-cycle—post-task。

二、教材处理

核心任务：能够运用所学句型结构给出合理化建议。三个环节如下：

pre-task：学生联系生活实际，激活背景知识。

task-cycle：通过整个模块的听说读写的训练，强化对旅游用语的表达能力，为完成任务做好铺垫。

post-task：达成任务，展示成果，反馈学习情况。

三、教材安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:ListeningandVocabularyPronunciationandSpeaking

Period2:VocabularyandReading

Period3:Languageinuse

Period4:WritingAroundtheworldModuleTask

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title:Module5Rulesandsuggestions

Period1:ListeningandVocabularyandPronunciationandSpeaking

TeachingContent:ListeningandVocabularyandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabularyandphrases:rule,suggestion,rope,stream,clear,starving,keepto,leadtheway

Keystructure:keepto(thepath)

gotlost

leadtheway

feeltired

I’mstarving!

Ithinkthat’sall.(重点)

2.Listeningskill:Tounderstandconversationsoftalkingaboutrulesandgivingsuggestions.(难点)

3.Speakingskill:Tousemodalverbstogiveinstruction.Improvethestudents’speakingability.

4.Affectionandattitudes:Weshouldbepolitetotheothers.

Learningstrategies:

Communicativeandinteractiveandlisteningtothetapeanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinModule4.

Directions:

StepOne:Labelthepictureswiththephrases.

(1)ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.

(2)Askthemtolabeltheminthepicturesonthescreen.

(3)Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.

StepTwo:Talkabouttravel.

Askstudentstospeakoutasmanyastheycan.

PartII:Leadin:

Task1:Introducetothemthenewwords.

Directions:

StepOne:ReadthroughthewordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.

StepTwo:Askthestudentstotalkaboutthepictureinactivity1onpage34.

StepThree:Collectsomedescriptionsinawhole-classsetting.

StepFour:PairtheSstodiscusswhatelsetheyknowabouttherules.

StepFive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.

Task2:Workinpairs.Lookatthephoto,andsaywhatrulesandadviceyoucangivetovisitorstotheGreatWall.

Directions:

StepOne.Askthestudentstogetintopairstodothis,thencomparetheirideaswithanotherpair.

StepTwo:Callbacksuggestionsfromthewholeclass.

PartIII:Listenandanswerthequestionsinactivity2onpage34.

1.Task:.Tounderstandconversations

Directions:

●Readthroughthewordsintheboxwiththewholeclassandhavethemrepeatthemchorallyandindividually.

●Askthemtoreadthroughthequestionsindividually.

●Playtherecordingthroughoncewhiletheyjustlistenandfocus.

●Playitoncemoreforthemtocomplete,checkandcorrect.

●Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Answers:

1.Thatthetripwillbedangerous.

2.He’sgoingtoleadthegroupandtellthemeverythingaboutpersonalsafety.

3.Atnoon.

4.Theyshouldtakeropes.

5.Asdangerousascrossingtheroad.

2.Task:Listenandread:

●Askthestudentstofollowtheconversationwhileyouplaytherecording.

3.Task:activity4onpage35.

Directions:Readtheconversation.ChoosethebestanswerforActivity4.

●Askthestudentstodothisindividually;theycanthencheckwithapartner.

●Callbacktheanswersfromthewholeclass.

Answers

1.b2.c3.a4.a5.c

4.Task:MakenotesaboutMr.Jackson’srulesandsuggestionsinactivity5onpage35

●Askthestudentstoreadandnoteindividually;theycanthencheckwithapartner.

●Callbacktheanswersfromthewholeclass.

Answers:

YoumustKeeptothepath;useropesforclimbing;havetherightshoes

Youmustn’tWalkalongtheedge;gooffonyourown

YoushouldStartwalking

Youshouldn’tDrinkallthewater

YoucanGorockclimbing;crossthestreamandclimbupto…;takealookacrossthecountryside

Youcan’tHavesomethingtoeatnow

YouhavetoKeeptogether;thinkaboutpersonalsafety

5.Task:Answerthequestions.

●Askthestudentstoanswerthequestionsindividually,thencompareanswerswithapartner.

●Callbackanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

PartIV:languagepoints

1.Youmustn’tgooffonyourown.

gooff意思是“离开，走开”。

onone’sown意思是“单独”。例如：

Helivesonhisown.

Ineedsometimeonmyown.

2.Youmustkeeptothepath.

keepto的意思是“沿着……走；使不离开；留在某个位置”。例如：

Let’skeeptothepointorwe’llneverreachanydecisions.

Pleasekeeptothelefthandsideofthestairs.

3.I’mstarving!我都快饿死了！

在非正式英语中，当人们想表达“非常饿”这个概念的时候，常说“I’mstarving!”例如：

What’sforlunch?I’mstarving!

4.Comeon!I’llleadtheway.

这里lead表示“带（路），领（路）”。例如：

Idon’tknowtheway,soyou’dbetterlead.

Youleadonandwe’llfollowbehindonthehorses.

Comeon在不同的情境有不同的意思。例如：

Comeon—we’regoingtobelateifyoudon’thurry!(快点)

YourpianoplayinghasreallycomeonsinceIlastheardyouplay.(有进步)

—It’lltakeatleasttwohourstodothis!

—Oh,comeon!Icoulddoitin20minutes.(得啦！算了吧！)

PartIV:PronunciationandSpeaking

Task1:Activity7:Saythesesentencesaloud.

Directions:

●Askthestudentstopracticethisindividually.

●Thenaskthemtosaythepassagetoapartner.Thelistenershouldhelpthepartner.

●Playtherecordingandaskthemtolisten.

●Playitagain,pausingaftersensegroupsforthemtorepeatchorallyandindividually.

Task2:Activity8:Workinpairs.Thinkofatripyou’regoingtomake.Thinkaboutatripto:

●Askthestudentstochooseoneoftheplacesanddiscussitinpairs.

Makealistofrulesandsuggestions.

●Askthestudentstostayintheirpairstodothisactivity.

Task3:Activity9:Workwithanotherpair.Findoutwhatrulesandsuggestionstheyhavemadeintheirlist.

●Askthestudentstogettogetherwithapairwhodidadifferentplaceandcomparenotes.

●Theycancomparenoteswithanotherpairwhodidthesameplacewhentheyhavefinished.

●Callbacksuggestionsfromthewholeclass.

PartV:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Homework：

Actouttheshortdialogueasfluentlyaspossible.

Period2VocabularyandReading

TeachingContent:VocabularyandReading

TeachingAimsandDemands:

1.Languageknowledge:

Newwordsandphrases:valley,peaceful,site,gesture,stick,still,woods,hillside,sudden,blood，fallasleep(重点)

2.Readingskill:Tounderstandthepassage.

Tolearntousemodalverbscorrectly.(难点)

Learningstrategies:Communicativeapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

HelpstudentstorevisewhatislearntinPeriodoneofthismodule.

HavetheSs.talkaboutthemchorallyandindividually.

PartII:Preparation

Task:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1).Readthroughthewordsinthebox.HavetheSs.Repeatthemafteryou.

(2).Ssmatchthepictureswiththewords.

(3).Callbacktheanswersfromthewholeclass.

(4)Talkaboutthepictures.

PartIII:ScanningandSkimming

1.Task:Activity1:Lookatthepictureandanswerthequestions.

Directions:

StepOne:TheteacherasktheSstodothisindividually,thendiscusstheirideaswithapartner.

StepTwo:Callbacktheanswersfromthewholeclass.

Answers：

Students’ownanswers

2.Task:Activity2:Readthepassageandanswerthequestions.

Directions:

StepOne:Askthestudentstodothisindividually;theycanthencheckwithapartner.

StepTwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.

Answers：

1.Walkingandcamping.

2.Oneofthemknowssomething.

3.Highofftheground.

4.Amotherbear.

5.Students’ownanswer.

3.Task:

Activity3:Choosethebestanswer.

Answers：

1.b2.c3.b4.a5.a

4.Task:Activity4:Writenotesaboutthethingsyoumustdoiftherearebearsnear.

●Askthestudentstodothisindividually;theycanthencheckwithapartner.

●Callbacktheanswersfromthewholeclass

Answers：

Hangfoodinatree

Keepthecampsiteclean

Pickupyourrubbish

Makealotnoise

Ifyouseeabear,don’trun.

PartIV:Dealingwithexpressions.

1.Onourfirstevening,thethreeofusweretiredafterwalkingforabouteighthours.

在本句中，the用在数词前，表示特指。thethreeofus指的是“我们三个人”（一共就三个人）。而threeofus则说的是“我们中的三个”（不止三个人）。再如：

Theyhaveeightpeopleintheteam.Theeightofthemallknowonlygoodteamworkwillenablethemtogetthejobdoneontime.这个小组有八个人。这八个人都知道，只有精诚合作，他们才能按时完成任务。

Thereare10peopleintheofficeandeightofthemarewomen.办公室里有10个人，其中八个是女士。

2.…ifIreachout,Icanjusttouchhim.

这里reachout表示“伸出（手臂）”。例如：

Themonkeyreachedoutahandforthebanana.

Hereachedhishandoutforthephoneandknockedoveraglass.

3.Forthenext10days,everytimetherewasasuddennoise,mybloodwentcold.

这里go表示“处于（某种状态，尤指令人生厌的状态）”，其后可以接形容词，如本句中的cold。例如：

Whenthecropsfail,thepeoplegohungry.

IalwaysgoredwhenI’membarrassed.

We’dbettereattheseapplesbeforetheygobad.

everytime在句中引导一个状语从句，表示“每次……,每当……”。例如：

EverytimeIgoandseehim,he’salwaysworkingintheroom.

4.Thefirstruleofcampingistokeepacleancampsite.

这个句子中不定式作表语，又如：

Tosavewateristosaveourlives.

5.Youcan’tleaveanythingwhichbearsmightthinkisfood.

这里whichbearsmightthinkisfood是一个定语从句，修饰anything。

6.注意本课出现的表达不同时间段的短语：

onourfirstevening

inthemiddleofthenight

inthemorning

laterthatday

duringthenight

thenextday

forthenext10days

PartV:Languageuse

1.Exercise1onpage112intheWB.

Direction:Ssdoitbythemselves.Let’sseewhocanfinishitassoonaspossible.

2.Givethestudentssometimetorecallwhatthey’velearnedinthisclass.

Firstthinkbythemselves.Thendiscussinpairsandfinallysharetheiranswerswiththeclass.

PartVI:Homework:Exercise3onpage112intheWB.

Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:

1.Writingskill:Tolearntousemodalverbscorrectlyinwriting.Improvethestudents’writingability(难点).

2.Totalkabouttravel.(重点)

Learningstrategies：

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

TeachingProcedures:

PartI:Revision

Task:Helpstudentstorevisewhatislearntinlastmodule.

Directions:

(1)Revisethewordsandphrases.

(2)PuttheSs.inpairstopracticethedialogueandthetext.

PartII:Writing

Task:Thankofanareaofcountrysidenearyou.MakenotesaboutitandwriteapassagecalledLookafterthecountryside—andyourself.

Directions：

StepOne:Askstudentstosuggestplaces.

StepTwo:Askthestudentstowritesomenotesandsetthistaskforhomework.

PartIII.Aroundtheworld

Task:LearnsomethingaboutEco-tourism.

Directions:

1.AsktheSs.toreadthepassageindividually.

2.Askthemsomegeneralquestions,e.g.“Whatiseco-tourism(responsibletourism,withnoenvironmentaldamage),“Whatdothetouristsdo?”(Theyhelplocalcommunitiestolookaftertheenvironment).

PartIV:ModuleTask

WriteadviceforvisitorstoChina

Task1:Activity8onpage41:Workinpairs.Thinkabout:

Visitingsomeone’shome

Travelingonpublictransport

Visitingtouristsights

Eatinganddrinking

Politebehavourinpublic

Task2:Activity9.Writeyouradvice.

Youmust…

Youmustn’t…

Youshould…

Youshouldn’t…

Task3:Workinpairsandcompareyouradvice.WhichadvicedoyouthinkismosthelpfulforvisitorstoChina?

●Readthroughtheinstructionsandtheexampleswiththewholeclass.

●Askthestudentstogetintopairstomakenotes.

●Whentheyhavefinished,askthemtogetintopairstodiscusstheiradvice.

●Callbacksuggestionsfromthewholeclass.

Task4:Writefivepiecesofadviceontheblackboardwhichyourgroupthinkaremosthelpful.

PartV:Recalling

Recallwhatwelearntoday.

PartVI:Atest

DoEx.5onpage113.

PartVII:Homework:Thankofanareaofcountrysidenearyou.MakenotesaboutitandwriteapassagecalledLookafterthecountryside—andyourself.

Period4.Languageinuse

TeachingContent:Languageinuse

Keywords:damage,cause,effort,fifth,order,inorderto,director

TeachingAimsandDemands:

Tosummarizeandconsolidatetheuseofmodalverbsandthenewvocabulary.

Affectionandattitudes:Weshouldenjoyeco-tourism.

Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

PartIRevision

Helpstudentstorevisewhatislearntin3periodsofthismodule.

PartIILanguagepractice

Task1:Tosummarizeandconsolidatetheusageofmodalverbs.

Directions：

(1)RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof

modalverbs.

(2).AsktheSs.torepeatthesentencesinthebox.

(3).Ask“Canyoumakeothersimilarexamples?”

(4).FocustheSs’sattentiononthewaysinwhichtheyareformed.

Task2:Toconsolidatemodalverbs:

(1).Doactivity1and2onpage38-39.

(2).AsktheSs.tocallouttheanswersfromthewholeclass.

(3).AsktheSs.toreadthecompletesentences.

PartIII:Revisethewordsandphrasethatwelearnedinthismodule:

Task1:Activity3:Workinpairs.ExplainwhytherulesinActivity2areimportant.

Directions：

1.Askthestudentstodothisindividually,thencheckwithapartner.

2.Callbacktheanswersfromthewholeclass.

Possibleanswers：

2.Incaseyouhaveanyproblems.

3.Sothatyoucanhearwhatisgoingonaroundyou.

4.Incasethefirespreadsandcausesdamage.

5.Sothatyouconcentratewhatyouaredoing.

Task2:Activity4:Completethepassagewiththecorrectformofthewordsinthebox.

Answers

1.worried2.stones3.stream4.tourists5.keeping

Task3:ReadthepassageandanswerthequestionsinActivity5.

Nowwritesomerulesforvisitorstotheforests.

Possibleanswers:

Youshouldputyourrubbishinthebins.

Youshouldn’tthrowyourrubbishintothestream.

Youmusttakecareofthetrees.

Youmustn’twriteonthetreeswithstones.

Task4:AsktheSstoreadthepassageonpage40andanswerthequestions.

●Askthestudentstodothisindividually,thencheckwithapartner.

●Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.

Answers

1.Becausesavingwaterhelpstosavelives.

2.Hewastryingtosaythatpeoplemustn’twasteenergy.

3.Thechildrentelltheirfamilieswhattheyhavelearntatschool.

4.Theyhavetohaveenvironmentaleducationonthetimetable.

PartIV:Listenandputtheadviceinthecorrectcolumn.

Directionsl：

1.Askthestudentstoreadtheadvice.

2.Playtherecordingwhiletheyjustlistenandfocus.

3Playtherecordingagainforthemtoanswer.Theycanthencheckwithapartner.

4.Playitoncemoreforthemtocomplete,checkandcorrect.

5.Callbacktheanswersfromthewholeclass.

6.Playtherecordingforthestudentstochecktheiranswers.

Answers：

DoDon’t

Planthewalkcarefully.Tryanewwalkwithagroup.

ChooseastartingpointpeoplecangettobybusortrainWalkinhotweather

Tellpeopletobringapicniclunch.Walkontheroad.

PartV:Homework.

FinishalltheexercisesintheWB.

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