做好教案课件是老师上好课的前提,大家应该开始写教案课件了。我们要写好教案课件计划,就可以在接下来的工作有一个明确目标!那么到底适合教案课件的范文有哪些?小编为此仔细地整理了以下内容《外研版初三英语下册Module9教案》,欢迎大家与身边的朋友分享吧!
外研版初三英语下册Module9教案
MODULE9TEACHINGPLAN
Module9Englishforyouandme
一、题材内容
本模块以语言为话题,表述了学生学习英语的感受,介绍了英语在世界各国广泛使用的原因和历程,同时对英语和汉语的未来进行了预测。教学过程中可根据学生的具体情况,提出与学生学习和生活密切相关的任务来提高学生的参与热情。借助这一话题开展听、说、读、写的活动可以激发学生的学习热情,有助于教学活动的设计。要求同学们听懂、读懂相关的对话和描述,明白文章的主旨大意及段落大意;准确理解并运用宾语从句、定语从句和状语从句的用法;正确使用关系词that,which,who,whose;正确使用连词although,if,because,eventhough,until等。教学中教师应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:
语音能够掌握句子重音,根据句子意思的表达正确使用重音a。
词汇
词组achieve,bright,handwriting,level,certain,however,fairly,nomatter,wherever,own,everyday,essential,tourism,quarter,industrial,recent,Arabic,typhoon,importance,inplaceof,Indian,speaker,period,express
语法能够准确理解并运用宾语从句、定语从句和状语从句的用法;正确使用关系词that,which,who,whose;正确使用连词although,if,because,eventhough,until等。
功能能够询问有关语言学习的信息,能够发表自己对英语学习的看法。
话题以语言为话题。
2)语言技能:
听能听懂包含宾语从句、定语从句和状语从句的表述,判断对话中的具体信息并能转述具体信息。
说能够描述自己语言学习的进步情况,描述中能够根据需要正确使用宾语从句、定语从句和状语从句。
读能读懂有关英语发展的说明,转述主要信息,并且能对英语的作用进行评述。
写能够参考课文的结构介绍汉语的发展,写作中尽可能使用宾语从句、定语从句和状语从句。
演示与表达能够开展集体项目,比如有关英语应用的项目,做成海报、展板或者幻灯片在班级介绍。
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。观察并归纳宾语从句、定语从句和状语从句的用法;正确使用关系词that,which,who,whose;正确使用连词although,if,because,eventhough,until等。
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语言。
资源通过其他资源获取更多有关语言的信息。
自学策略学会将谈论的话题继续下去,进行深入的讨论。能注意发现语言现象背后的规律,并能运用规律举一反三。
合作学习策略积极参与讨论,互相学习,取长补短,注意从他人的演示中汲取经验,注意学习策略共享.
4)文化意识:
中外对比通过本模块的学习,学生应该能够理解英语的重要性,同时又要看到汉语的重要性,加深对汉语的情感和民族自豪感。
5)情感态度:
通过学习对话,学会关怀和鼓励他人。
6)任务:能够通过课外阅读对英语和汉语的了解,与他人合作制作有关英语和汉语学法建议的海报。
教学重点和难点:
重点:1.通过本模块的学习培养学生的听、说、读、写能力,准确理解并运用宾语从句、定语从句和状语从句的用法;正确使用关系词that,which,who,whose;正确使用连词although,if,because,eventhough,until等。
难点:准确理解并运用宾语从句、定语从句和状语从句的用法。
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:通过本模块的学习,运用所学句型结构、运用恰当词语谈论语言。
三个环节如下:
pre-task:学生联系生活实际,激活背景知识。新课标第一网
task-cycle:通过整个模块的听说读写的训练,强化运用恰当词语介绍语言的表达能力,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:VocabularyandListeningPronunciationandSpeaking
Period2:ReadingandVocabularyLearningtolearn
Period3:WritingAroundtheworldModuleTaskinfinitive
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:Module9Englishforyouandme
Period1:VocabularyandListeningPronunciationandSpeaking
TeachingContent:VocabularyandListeningandPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabularyandphrases:achieve,bright,handwriting,level,certain,however,fairly,nomatter,wherever
Keystructure:thatclause,whichclause,whoseclauseandwhoclause
Although/Nomatterhow…(重点)
2.Listeningskill:TolistenandunderstandconversationsabouthowLinglingandBettylearntEnglish(难点)
3Speaking:Toaskandgiveinformationaboutone’slearningexperience.
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:Talkaboutlanguagelearning.
PartII:Leadin
Task:Introducetothemthenewwords.
Directions:
StepOne:Introducethenewwordsofthisunit.Andlistthemontheboard.
StepTwo:Readaftertheteacher.
StepThree:Practisereadingthewords.
StepFour:Askthestudentstolookatthepicturesaboutlanguagelearning.Elicitwhattheyknowaboutthem.Ifthereareanynewwords,addthemtothelistontheboard.
PartIII:Listening
1.Task:Activity2onpage72.Listenandanswerthequestions.Usethewordstohelpyou.
Directions:
(1)Readthroughthewordsintheboxwiththewholeclass,andhavethemrepeatthemchorallyandindividually.
(2)Payparticularattentiontothewordswherethestressisn’tonthefirstsyllable:achieve,require.
(3)Askthestudentstoreadthroughthequestionstothemselves.
(4)Playtherecordingthroughoncewhiletheyjustlistenandfocus.
(5)Playitagainforthemtoanswer;theycanthencheckwithapartner.
(6)Playitoncemoreforthemtocomplete,checkandcorrect.
(7)Callbackanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.
Answers
1.Betterthanlastyear.
2.Becausehehaspracticediteveryday.
3.Hishandwritingandreading.
4.Youdon’tneedtobebright,butyouhavetomakeaneffort.
5.Hethinksit’ssimplerthanEnglish.
6.Hethinksit’squitegood.
3.Task:Tounderstandconversations.
Directions:
Stepone:AsktheSstocompletethetableinActivity4onpage73.
Steptwo:Playtherecordingandhavethemlistenandcompleteit.
Stepthree:Playtherecordingagainandhavethemcheckindividually.
Stepfour:Callbacktheanswerfromthewholeclass.
4.Task:Listenandread:
Directions:
Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.
Steptwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:PuttheSs.intogroupsof4topractisethedialogue.
Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
5.Task:Activity5.Checkwhomightthinkthefollowing.
Directions:
●Askthestudentstodothisindividually,thencheckwithapartner.
●Callbacktheanswersfromthewholeclass.
Answers:
BettyLingling
EnglishcornersareforpeoplewithalowlevelofEnglish.√
Englishisasimplelanguage.
ChinesemaybemorepopularthanEnglishinthefuture.√
Englishisspokenallovertheworld.√
Tospeakalanguage,youneedtoworkhard.√
YouhavetobebrighttospeakEnglish.
Englishismyfavouritelessonatschool.
It’sgoodtopracticeeveniftheotherpersonisbetterthanyouareatEnglish√
6.Task:Activity6.Completethesentencesinyourownwords.
Directions:
●Askthestudentstodothisindividually,thencomparetheiranswerswithapartner.
●Callbacksomedifferentanswersfromthewholeclass.
Answers
Thesearepossibleanswers:
1.isspokenallovertheworld
2.yougo
3.thelanguageisquiteeasy
4.theirlanguagelevelmightbehigherthanyours
5.Englishlevelisquitelow
6.canspeakChinesethanEnglish
7.Task:Activity6.Answerthequestions.
Directions:
●Askthestudentstodothisindividually,thencomparetheiranswerswithapartner.
●Callbacksomedifferentanswersfromthewholeclass.
Answers
Students’ownanswers
PartIV:Languagepoints
1.HowmuchprogressinEnglishdoyouthinkyou’vemadethisyear,Lingling?
本句是双重疑问句,howmuchprogress提问的是从句中的内容,主句为doyouthink,再如下面的问句:
Whatdoyouthinkhashappenedtohim?Hehasn’tturnedupyet.
Whodoyouthinkwillbeelectedaspresident?
Whendoyouthinkthemeetingwillstart?
2.Aboveall,it’sthesubjectthatI’mbestat,althoughmyhandwritingcouldbebetter.
注意本句中表达书法不好的委婉说法:myhandwritingcouldbebetter。另外,注意表述最重要的因素时使用的above。再如:
Iprefertoliveinthesuburb.Theairisclean,trafficislight,andaboveall,thecostoflivingislow.
3.Learningaforeignlanguagerequiresacertaineffort,howevereasyitis.
However在本句中意思是“不管多么”,用来连接让步状语从句,一般情况下however后要接形容词或副词,如:
Howeversimpleitis,youshouldbecareful.
Howeverhardyoutry,youwon’tpersuadehim.
连接让步状语从句时,however,wherever……之类的结构在口语中可用nomatterhow/where……结构替代,如:
Nomatterwhoyouare,youshouldobeythelaw.
=Whoeveryouare,youshouldobeythelaw.
Nomatterwhenhecomes,healwaysbringssomepresents.
=Wheneverhecomes,healwaysbringssomepresents.
Whereveryouare,youcanhearpeoplespeakingEnglish.
=Nomatterwhereyouare,youcanhearpeoplespeakingEnglish.
4.Youmean,thoseclubswhereyougotopractiseyourEnglish?
这里youmean表示“你意思是说……?”,常用于口语中,用于核实你确实听懂了某人所说的话。例如:
--DoyourememberJane?
--ThewomanwemetinScotland,youmean?
Youmeanwe’resupposedtotellyouifwewanttoleaveearly?
动词mean在口语中有很多搭配,请试着说出其汉语意思:
I’lltakethatsandwichawayifyoudon’teatitproperly—Imeanit!(我是认真的)
Yes,Iseewhatyoumean.Thatwouldbethebestwaytodoit.(我明白你的意思)
SeewhatImean?Everytimeshecallsmeupshewantsmetodosomethingforher.(懂我的意思吗?)
I’msorry,Ididn’tmeanit---itwasjustastupidthingtosay.(我不是有意的)
5.IalwaysthoughttheywereforpeoplewhoseEnglishwasalreadyquitegood.
在这个句子中,thought表示“原以为……(但实际并非如此)”。
Ithoughthewashonest,butI’mwrong.
Ithoughtyouwouldbelate—itrainedsoheavily!
PartIV:Pronunciationandspeaking
Task1:Activity7.Lookatthestressedwordsinthispassagefromtheconversation.Trytoremembereverywordofwhatthespeakersays.
Directions:
●Askthestudentstodothisindividually;theycanthentrytosayitforapartnertocheck.
●Playtherecordingforthemtohearandtalkalongwith.
Task2:Activity8.Saythispassagealoud.Makesureyoustressthecorrectwords.
Directions:
●Askthestudentstosayittothemselvesafewtimes;theycanthensayitforapartnertochecktheirstress.
●Playtherecordingforthemtolistento.
Answers
IwenttoEnglishcorneronce,andthereweresomepeoplewhoselevelwasfairlylow.Butit’sgoodtomeetotherpeoplewhowanttolearnEnglish,nomatterhowgoodtheirEnglishis.AndyoucanoftenmeetsomepeoplewhocomefromtheUKortheUSA.
Task3:Activity3.LookatyouranswertoActivity6.
Nowworkinpairs.TalkaboutyourprogressinEnglishvocabulary,grammar,listening,speaking,readingandwriting.
Directions:
●Askthestudentstogetintopairstodothis.
●Circulateandmonitortheirproduction.
PartV:Atest
AsktheSstodoEx1onpage128andhandinimmediately.
PartVI:Homework:
Recitetheshortdialogueasfluentlyaspossible.
Period2ReadingandVocabulary
TeachingContent:ReadingandVocabulary
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:own,everyday,essential,tourism,quarter,industrial,recent,Arabic,typhoon,importance,inplaceof,Indian
Keystructures:clauses(重点)
2.Togetinformationfromthereadingmaterial.(难点)
3.Totrainreadingstrategiesincludingskimming,inferring,andreformulating.
4.Tocultivatethesenseofcoherence.
Learningstrategies:Communicativeapproach.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.
2.Actoutthedialogue.
PartII:Preparation
Task1:Learnthenewwords.
Directions:Labelthepictureswiththewords.
(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.
(2).Readthewordsseparatelyandhavethemrememberthem.
(3).Makesomesentenceswiththewords.
(4)Callbacktheanswersfromthewholeclass.
Task2:Activity1.Workinpairs.Talkaboutthephotos.
Directions:
(1)Askthestudentstogetintopairstodothisactivity.
(2)Theycanthensharetheirideaswithanotherpair.
(3)Callbacktheanswersfromthewholeclass.
Answers:
1.China;EnglishandChinese
2.India;English(probably)
3.Africa;English(probably)
Task3:Activity2.Workinpairs.Answerthequestions.
Directions:
(1)Askthestudentstodothisindividually,thencheckwithapartner.
(2)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.
Answers:
1.About4oomillion.
2.Inthe20thcentury.
3.Inthe18thcentury,theUK’sindustrialproductsweresoldallovertheworld.Inthe20thcentury,theUSAspreadEnglishallovertheworldthroughnewspapers,TV,filmsandadvertising.
4.Bythemiddleofthe21stcentury.
5.Everyonewhospeaksit.
PartIII:ScanningandSkimming
1.Task:ReadthepassageandChoosethebestanswer.
Directions:
●Askthestudentstodothisindividually,thencheckwithapartner.
●Callbacktheanswersfromthewholeclassascompletesentences.
Answers
1.d2.c3.b4.c
2.Task:
Activity4:Workinpairs.Talkaboutyouranswerstothequestions.
Directions:
●Askthestudentstogetintopairsforadiscussion.
●Callbackideasinawhole-classsetting.
PartIV:Dealingwithexpressions.
1.InGhana,India,NigeriaandSingapore,Englishisusedforgovernment,educationandtrade…
注意used后面所接的介词,beusedfor表示用于某种目的,beusedas表示“用作……”。
2.ThereisagoodchancethatsomeonewillspeakEnglish.
本句中Thereisagoodchancethat…可以作为一个句型处理,表示“很可能……”
3.What’smore,Englishspelling…
这里What’smore表示“并且,更有甚者”,常常用于对刚说过的话做进一步补充。例如:
Theseshoesareofgoodquality.What’smore,they’renotveryexpensive.
Hewontherace,andwhat’smore,hebroketheworldrecord.
4.Thereasonisthatinthe18thcentury,theUKwasacountrywhoseindustrialproductsweresoldallovertheworld.
注意:在表示“……的原因是……”这个意思时,不能说:thereasonisbecause…,而应该用thereasonisthat…。再如:
Hedoesn’tcomeheretoday.Thereasonisthathe’sillathome.
5.MoreandmoreschoolsinEuropeareteachingChineseasaforeignlanguage,inplaceofotherEuropeanlanguages.
这里inplaceof相当于insteadof,表示“代替”的意思。例如:
IinvitedJoeinplaceofTony,whowasill.
Inplaceofouradvertisedprogram,we’llbeshowingafilm.
PartV:Languageuse
Givethestudentssometimetorecallwhatthey’velearnedinthisclass.
PartVI:Atest
Exercise7onpage130intheWB.
PartVII:Homework
Retellthetext.
Period3:WritingModuleTaskAroundtheworld
TeachingContent:WritingAroundtheworldModuleTask
TeachingAimsandDemands:
1.Writingskill:TowriteaboutThefutureofChinese.Improvethestudents’writingability(难点).
2.Tolearnaboutinventedlanguages.
3.Tosummarizeandconsolidatetheuseofclauses.(重点)
Learningstrategies
Top-downandInteractiveapproachanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
Task:Helpstudentstorevisewhatwaslearntinlastmodule.
Directions:
(1).Revisethewordsandphrases.
(2).LettheSs.retellthetext.
PartII:WritingandModuleTask
1.Task:WriteapassageaboutThefutureofChinese.
Directions:
●Givethemanexampleandmakesurethattheyknowwhattodo.
●AsktheSstowriteapassageaboutThefutureofChinese.
●Whentheyhavefinished,askthemtoexchangetheirwritingwithapartnerforpeer-correctionofthelanguageandcontent.
●Ifyouwish,havesomestudentsreadtheircompositionstowholeclass.
Answer:
Thisisamodelanswer:
ThefutureofChinese
About800millionpeoplespeakChineseathomeinChina.OutsideChina,peopleinSingapore,MalaysiaandpeopleinChinesecommunitiesinothercountriesalsospeakChinese.SchoolchildrenintheUKandUSAarelearningChinese.Inthefuture,peoplewillspeakChineseasaninternationallanguagebecauseChinaisbecomingaveryimportantcountryintheworld.ManyforeignersvisitChina,andmanycountriestradewithChina.Chinaisaworldleader,andsomanypeoplewilllearnChineseandspeakChineseasaninternationallanguage.
2.Moduletask:MakingalistoftipsforlearningEnglish
Activity9onpage79.WorkingroupsandtalkaboutwhatproblemsyouhaveinlearningEnglish.
Activity10onpage79.Givetipsforsolvingtheproblems.
Activity11onpage79.Makealistofthetipsandpresentthemonaposterforotherstoread.
Directions:
●Readthroughtheinstructionswiththewholeclass.
●Askthemtogetintogroupsoffourorfivetodothetask.
●Askthemtoproducetheirpostersanddisplaythemonthewallsordesks:
●Theclasscanthenwalkaroundandreadtheothersposters.
●Haveageneralclassfeedbackaboutthecontent.
PartIII:Aroundtheworldinventedlanguages
Task:Learnsomethingaboutinventedlanguages.
Directions:
●Askthestudentstoreadthroughthebox.
●Asksomegeneralquestions,suchas:“Whyhavepeoplebeeninventinglanguages?”(Tobringworldpeace.)“WhatisEsperantobasedon?”(Latin,GermanandGreek.)
PartV:Recalling
Recallwhatwehavelearnedtoday.
PartVII:Atest
DoEx.4onpage129andhandinimmediately.
PartVIII:Homework:DotheSelf-assessmentonpage147.
Period4.Languageinuse
TeachingContent:Languageinuse
Keywords:speaker,period,express
Keystructure:clauses.(重点)
TeachingAimsandDemands:
1.Tosummarizeandconsolidatetheuseofclauses.
2.Tosummarizeandconsolidateexpressionsandvocabulary.
Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.
TeachingAids:Multi-Media(video,OHP,handout)
TeachingProcedures:
PartIRevision
Helpstudentstorevisewhatislearntin3periodsofthismodule.
PartIILanguagepractice
Task1:Tosummarizeandconsolidatetheusageofclauses.
Directions:
(1)RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofclauses.
(2)AsktheSs.torepeatthesentencesinthebox.
(3)Ask“Canyoumakeothersimilarexamples?”
(4)FocustheSs’sattentiononthestructure.
Task2:Tosummarizeandconsolidatetheuseofclauses.
Task3:Doactivities1onpage76.
●Readthroughthewordsintheboxwiththestudents;havethemrepeatthemchorallyandindividuallyifyoufeelitisnecessary.
●Askthemtocompletetheactivityindividually,thencheckwithapartner.
●Callbacktheanswersfromthewholeclass,havingonestudentreadtheoriginaltwosentences,andanothertherewrittenversion.
Task4:Activity2.Completethesentencessothattheyaretrueforyou.
Directions:
(1)AsktheSs.todothisindividually,thencomparetheiranswerswithapartner.
(2)Calltheanswersbackfromtheclass.
Task5:Activity3.ReadyouranswerstoActivity2andanswerthesequestions.
Directions:
(1)AsktheSs.togetintopairstodothisactivity,thencomparetheiranswerswithapartner.
(2)Calltheanswersbackfromtheclass.
Answers:
a.5b.3c.4d.2e.1
Task6:Activity4.Workinpairs.Readthereportsanddiccussthequestions..
Directions:
(1)AsktheSs.togetintopairstodothisactivity.
(2)Theycanthenchecktheiranswerswithanotherpair.
(3)Calltheanswersbackfromtheclass.
Answers:
1.Nedneedstoworkonhandwriting.
2.Tobyenjoyssportandhelikesschoolworklessthanit.
3.Meg.Extremelywell.
4.Yes.
5.Heneedstopractiseeveryday.
Task7:Activity5.Completethesentencesandgiveadvice.
Directions:
●Askthestudentstodothisindividually,thencomparetheiranswerswithapartner.
●Callbackdifferentanswersfromthewholeclassascompletesentences.
Answers:
Thesearepossibleanswers:
1.listentosomerealEnglishonTVorradioeveryday
2.alotofhardwork
3.youworkhard
4.tolearnwordsthatgotogetheratthesametime
5.keepwritingthemdownandsayingthem
6.keeptrying
7.talkinginEnglishwithyourfriends
8.won’tmind
Task8:Activity6.Readthepassageandchoosethebestanswer.
Directions:
●Askthestudentstodothisindividually,thenchecktheiranswerswithapartner.
●Callbacktheanswersfromthewholeclassascompletesentences.
Answers:
1.d2.a3.b4.c
Task9:Activity7.Listentotheadvertisementandsaywhatitisfor.
Directions:
●Askthestudentstoreadthepossibleanswers.
●Playtherecordingthroughonceforthemtojustlistenandfocus.
●Playitagainforthemtoanswer.Theycanthencheckwithapartner.
●Playitagainforthemtocomplete,correctandcheck.
●Callbacktheanswersfromthewholeclass.
Answer:a)
Task10:Activity8.Listenagainandanswerthequestions.
Directions:
●Askthestudentstodothisindividually,thenchecktheiranswerswithapartner.
●Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.
Answers:
1.Books,CDsandcomputercourses.
2.Speakingpractice.
3.Anonlinecourseinconversation.
4.Becausethereareonlyfourstudentsandoneteacherperclass.
5.Yes.
PartIV:Atest
CompleteEx4onpage129intheTB.Let’sseewhocanfinishitassoonaspossible.
PartV:Homework
FinishalltheexercisesintheWB.
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MODULE10TEACHINGPLANContent: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.
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.
文章来源:http://m.jab88.com/j/88393.html
更多