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“TeachingPlan9AUnitFourPeriodFour”，供大家借鉴和使用，希望大家分享！

TeachingAims:

1Theaffectiveaims

Getstudentstoknowtheteenagelifeshouldbecolorful,andletthemknowthepressureisfortimebeing.2Theknowledgeaims

UsethenewwordsuchasdocumentarycartooncomedydramaseriesprizetotalkabouttheirfavoriteTVprograms.andletthemknowthetypesofTVprograms.

3Theabilityaims

1)Fosterstudents’abilitiesofusingEnglish,especiallythenewwords.

2)Improvethestudents’fourskills-listening,speaking,readingandwriting,especiallyspeakingandwritingability.

Teachingmethods

1Task-basedapproach

2Individual,pairorgroupworktomakeeverystudentworkinclass.

Learningstrategies:

1Learntopracticethewordinthesentences.

2Socialcommunicativestrategies:learnhowtoshowyourinterestinsomething.

Properties

Somepicturesandvideotapesandmulti-media.TeachingproceduresStep1warming-up

Teachingmaterial

Content

Aim

Apicture

Talkingabouttheteenageproblemsandhowtorelaxourselves

Presentthenewtopic---watchTVprograms---ThetypesofTVprograms.

Step2lead-in

Teachingmaterial

content

Aim

Differentprogramsonthescreen

Teachergivesthestudentssomepicturesandletthemchoosetheirfavorite.

InterestthestudentsandletthestudentsknowtheoutlineofthedifferenttypesofTVprograms.

Step3DiscussingtheTVprograms.

Teachingmaterial

Content

Aim

Cartoon

1Talkaboutstudents’favoritecartooncharacters

2Talkaboutthecharacteristicsofthecartoonandaskthemwhytheylikeitornot.

1.Arousetheinterestofthestudents.

2.Presentthewords:funny,interesting,lovelyandlivelyandsoon

Comedy

1Talkabouttheirfavoriteactorsoractresses.

2Talkaboutthefeaturesofthecomedyandaskthemwhethertheylikeitornot.

1.Thefeatureofit:veryfunnyandinterestingmakepeoplelaugh

Documentary

1TalkaboutCCTV9/10andasktheywhattheycanlearnthroughCCTV9/10.

2.TalkaboutShenzhou6andAstronautsFeijunlongandNiehaisheng.

1.learnalotaboutnature,history,andreallifeeventfromthem.

2.excitingandeducational

Dramaseries

1.TalkaboutwhichTVplayisverypopularatpresentandtalkabouttheirfavoritedramaseries.

2.Talkaboutthefeatureofthedramsseries.

1.haveinterestingstories.Itismadeupofaseriesofstories.

2longandhavenotimetositinfrontoftheTV.

Chatshow

1.Talkaboutwhethertheylikewatchingprogramsaboutchatting.(Zhujun)

2.Talkaboutwhethertheylikeitornot.

1.famouspeopletalkabouttheirlives.

2.interesting

Gameshow

1TalkaboutthefamoushostLiyong.Afamoushost(energetic,active,humorous)

2.Talkaboutwhethertheylikegameshowornot.Whyorwhynot.

1.excitingandinteresting.

2.answerallthequestionsandwinagreatprize

Step4TalkingabouttheconversationbetweenSandyandherfriends.

Teachingmaterial

content

Aim

Aconversationamongstudents

TheconversationonPage64

1.GetthemtolearnmoreaboutthetypesofTVprograms.

2.Improvetheabilityofspeakingandwriting.

Step5.PracticingspeakingtheirfavoriteTVprograms.

Teachingmaterial

content

Aim

Somepicturesandsomeinstructionsonthescreen

1.Ilike___because________.

2.Iprefer____to___because___.

3Ilike____betterthan____because______.

4Ilike___bestbecause_____.

5Ilike____leastbecause____.

1.Practicesomewordsindifferentsentencepatterns.

2.MakepreparationsforthewritinginMAINTASK.

Step6.Makingupastorywiththewords

Teachingmaterial

content

Aim

Words

cartoon,chatshow,comedy,documentary,dramaseries,gameshow.

1.Workingroups.Trytolearnteamspirit.

2.Usewhattheylearnedtotalkabouttheirownfavoriteprograms.

Step7.Discussion

Teachingmaterial

content

Aim

Discussion

Asweknow,allthestudentsinGrade9areverybusyallday.Someparentsandteachersdon’tthinkitisgoodforyoutowatchTV?Doyouagreewiththem?Whyorwhynot?IfyouwatchTV,whatisyourfavorite?Why?

1.LearninginusingEnglishandpracticingspeakingEnglish.

2.Letthemlearntothinkaboutthethingshappenedaroundus.Trytojudgewhetheritisgoodorbad.

一、教材分析：

１、教材的地位及作用：

这是牛津英语9A第二模块（teenagelife青少年生活）的第四单元第四课时—词汇教学（不同的电视节目）。本单元围绕做“电视节目TVprograms”这个题材开展多种教学活动，它与前三单元有一定的联系，是从青少年的另一个方面来拓展话题的。２、教学目标：（德育目标、知识目标、能力目标）

德育目标：让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人。知识目标：

(１)学习、掌握六个不同的电视节目（卡通、喜剧、聊天类、游戏类、连续剧和文献片）

(２)学习单词cartoon,documentary,chatshow,comedy,dramaseriesandsoon)

能力目标：提高学生听、说、读、写及知识运用的综合能力。

确立教学目标的依据：

1.根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。2根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

３、重点与难点：

重点：学习了解不同节目的特点。

难点：学会用英语表达喜欢或者不喜欢的理由（相关词汇的准确表达方法）

确立重点与难点的依据：

根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：

根据以上对教材的分析，同时针对实验班学生学习外语能力的实际情况。首先与学生进行心灵的沟通。同时能够进一步对学生目前的情况表示深深的理解和支持。通过自由谈话激发学生学习兴趣，使学生在参与谈话交流中掌握语言知识。最后通过让学生用所学英语知识进行训练，从而达到巩固知识的目的。

三、教学方法：

通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

四、教学手段：

主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：

１、新课导入

为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来感觉心情如何？学生的可能的答案是（累、困、有压力等等）。此时，问他们如果有压力的时候，你们知道如何去放松自己吗？用一个句式Icanfeelrelaxedbydoingsomething.其中肯定有学生说想通过看电视来放松自己？这时，就是我切入主题的时候了！---谈论电视节目。你喜欢看电视吗？每天花多长时间看电视？你最喜欢看的电视节目是什么？谁是你最喜欢的电视节目主持人？

２、新课的讲解

本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。通过不同节目的展示让学生来接触了解不同的电视节目。其中多媒体展示的图画更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。

３、反复操练和巩固应用

　为了调动学生的积极性，利用Workinpairs,ingroup,及Boysask,Girlsanswer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。同时注意让学生在练个别词汇的时候注意词不离句。

４、反馈练习让学生在用所学的语言知识，表达自己所喜欢的电视节目。并提供给学生的一定的句子结构。给学生一定的启示。

５、归纳总结

本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。

６、展示板书Unit4TVProgramsPeriod4VocabularyCartooncomedychatshowgameshowdocumentarydramaseriesIlike____because_________Iprefer_____to______because_______.

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。

相关阅读

TeachingPlan教案

一般给学生们上课之前，老师就早早地准备好了教案课件，到写教案课件的时候了。我们制定教案课件工作计划，才能更好地安排接下来的工作！你们清楚教案课件的范文有哪些呢？下面是小编精心为您整理的“TeachingPlan教案”，仅供参考，欢迎大家阅读。

TeachingPlanforUnit1ofModule11
Teachingcontent:Unit1WhatdidZhanTianyoudo?
TeachingAims:
1.LetstudentscollectinformationaboutZhanTianyouasmuchastheycanwiththe
helpofInternetandlibraryinordertogetfamiliarwiththekeywords.
2.Letstudentsmasterthenewwordsinthearticles.
3.Letstudentsmasterthemainpointsonhowtodescribeaherotheyknowbylearningtheexample.
Teachingaids:recorder
Teachingmethods:Bottom-upapproach
TeachingProcedures:
Step1Warmingup
T:Goodmorning,everyone.Howdoyougohomeeveryday?
Ss:Onfoot,bybike,bybus
T:Good.I’dliketointroduceanotherkindoftransport.Train,Thenonwhatkindofroaddoesatrainrun?
Ss:…
T:Railroad.
T:Doyouknowonefamousrailroadbuiltlastyear?It’sTibet-railroad.
T:Doyoulikeit?
T:Wonderful!Doyouthinkitisdifficultoreasytobuildsucharailroad?
Ss:…
Step2Lead-in
T:Itisverydifficulttobuildsucharailroad.HowaboutthefirstrailroadinChina?Doyouknowthename?
Ss:…
T:ItsnameisJingzhangRailroad.Whobuiltit?
Ss:…
T:ZhanTianyou.
T:DoyouwanttoknowmoreaboutZhanTianyou?PleasefollowmetolearnModule11Unit1WhatdidZhanTianyoudo?
Step3:Practice
HaveSsdescribethepicture,thentheteacherdescribeitagainforsummary,
Step4:ActivityOne
T:Nowit’sthegreattimetogetclosetoZhanTianyou.NowopenyourbookanddoActivityOne.Listencarefullyandusethewordstofilltheblanks.
T:Let’scheckanswersonebyone.
Step5:ActivityTwo
Listentothetape,andanswertwoquestions.Whatweretheytalkingabout?WhendidZhanTianyoudie?(Ssanswer)
T:Morequestionsforyou.WhowasZhanTianyou?(Hewasanationalhero.)
T:Whatdidhedo?(Hewasanengineerofafamousrailroad.)
T:Whendidheworkonit?(From1905to1909.)
Atlast,understandtheconversation
Step5Practice
T:Iwillgiveyoutwominutestoreadthedialogueloudlybyyourselves.Thenreadingroups.
Step6FreeTalk
T:JustnowwetalkedaboutalotofZhanTianyou.hewasagreathero.Thenhowaboutyourhero?
T:Youcandolikethis.
A:Whoisyourhero?
B:MyheroisLiuxiang.
A:Why?
B:Becausehecanrunfast.
Step7Summary
Whathaveyoulearntfromthislesson?
Step8Homework

MODULE10TEACHINGPLAN

作为老师的任务写教案课件是少不了的，大家在用心的考虑自己的教案课件。只有规划好了教案课件新的工作计划，才能促进我们的工作进一步发展！你们会写多少教案课件范文呢？为了让您在使用时更加简单方便，下面是小编整理的“MODULE10TEACHINGPLAN”，欢迎您参考，希望对您有所助益！

外研社初三上册MODULE10TEACHINGPLAN

Content：Module10　Fitness

[Junior3,NewstandardEnglish]

一、题材内容

本模块以“饮食”为话题，谈论健康饮食的问题，与学生的生活息息相关，便于活动的设计与开展。对话内容涉及运动、父母为子女安排学习、训练，包含几乎丢掉父母东西的遭遇。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，学生进一步学习定语从句的用法，能够掌握whose引导的定语从句。为学生提供了充足的语言实际运用的机会。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。语法难点仍是定语从句。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：

语音能够准确意群的语音、语调。

词汇fitness,unlikely,interest,menu,behave,realize,pasta,refuse,persuade,cooking,ban,educate,typical,disadvantage,concentrate,advertise

词组giveup,pocketmoney,junkfood,atfirst

语法能够掌握whose引导的定语从句。

功能能够掌握观点、态度的表达方式；能谈论保持身体健康。

话题以“饮食”为话题。

1）语言技能：

听能听懂对话中人物的情感以及解决问题的建议与方式；找出原因。

说能够询问有关健康的信息，表达态度，提供建议。

读能够读懂有关健康食品的文章；了解什么是健康食品；理解奥利弗的主张，并发表评论。

写能够叙述健康饮食，最好能用定语从句。

演示与表达能够借助图片、生活情境介绍食品问题。

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健康饮食的问题。

资源通过阅读报纸等其他资源获取更多简单英语的有关健康饮食的问题的信息。

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：

文化意识通过本模块了解不同国家的饮食；了解不同国家的健康运动；了解不同文化对健康的思考。

5)情感态度:

通过了解托尼的经历，培养体谅、关爱以及移情的态度。

6)任务:能够对健康问题进行调查研究，制作健康宣传作品。

教学重点和难点

重点：1．通过谈论健康饮食的问题训练学生的听、说、读、写能力，掌握使用whose引导的定语从句来谈论健康饮食的问题。

难点：掌握使用whose引导的定语从句。

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:VocabularyandListeningPronunciationandSpeaking

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:Module10　Fitness

Period1:VocabularyandListeningPronunciationandSpeaking

TeachingContent:VocabularyandListeningandPronunciationandSpeaking

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabularyandphrases:fitness,unlikely,interest,giveup,pocketmoney

Keystructure:Therestrictiveattributiveclausewithwhose.(重点)

2.Listeningskill:Tounderstandconversationsinvolvingtheuseofrestrictiveattributiveclauses(难点)

3.Speakingskill:TobeabletoretellTony’sexperienceandwhathisclassmatesdidwhenTonywasintrouble

Toaskandgiveinformationaboutexerciseandstayinghealthy

4.Attitudes:Takeactivepartindoingexerciseandstayinghealthy

Learningstrategies:

Bottom–upapproachandlisteningtothetapeanddosomeexercises.

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

TeachingProcedures:

PartI:Revision

Task:RecallwhatwehavelearnedinthelastModule.

Directions:

Stepone:Labelthepictureswiththewordsandexpressions.

(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Listsomewordswhichareconnectedwithcartoons.Askstudentstospeakoutasmanyastheycan.

Steptwo:Tellastoryofyourfavouritecartoonstories.

Askstudentstospeakoutasmuchastheycan.

PartII:Leadin:

Task:Learnsomethingaboutfitness.

Directions:

Stepone:1.Workinpairs.Lookatthephotosanddecideswhichisthebestwaytokeepfit.

Steptwo:Introducethenewwords.

PartIII:Listening

Task1:Listenandanswerthequestions

Directions:

Stepone:AsktheSstoreadthroughthequestionsinactivities4onpage81sotheyknowwhattolistenfor.

Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.

Stepthree:Playtherecordingagainandhavethemanswerthequestions.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task2:Sslistentothedialogueandcheck(√)thebestwaystokeepfitforBettyandLingling.

Directions:

Stepone:AsktheSstoreadthroughthetableinactivities2onpage80andmakesuretheSsunderstandthemall.

Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthekeysentencefirsttimethrough.

Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.

Stepfour:ThenCallbacktheanswersfromthewholeclass.

Task3:Tounderstandtheconversation.

Directions:

Stepone:AsktheSstolookattheLookatthephotosanddescribehowthepeoplekeepfitinactivity1onpage80

Steptwo:Playtherecordingandhavethemlisten.

Stepthree:Playtherecordingagainandhavethemanswer.

Stepfour:.Playtherecordingandhavethemchecktheiranswerwithapartner

Stepfive:Callbacktheanswerfromthewholeclass.

Task4:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

Steptwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof4topractisethedialogue.

Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

Task5:Activity5onpage81.

Directions:

Stepone:Havethem4.Matchthewordsinthetwoboxes.Havethemchecktheiranswerswithapartner

Steptwo:Nowworkinpairs.Askandanswerthequestions.Havethemchecktheiranswerswithapartner

Stepthree:Callbacktheanswerinawhole-classsetting.(Collecttheanswersincompletesentencesfromtheclass.)

PartIV:Pronunciation

Task:ListenandrepeatthesentencesinActivity6onpage81

Directions:

Stepone:AsktheSstolistenandrepeatthesentences.

Steptwo:Playtherecordingagain.AsktheSstopayparticularattentiontotherestrictiveattributiveclausewithwhose.

Stepthree:AsktheSstolistenandrepeatchorallyandindividually.

PartV:speaking

Task:Whatdoyouthinkabouttheseformsofexercises?CompletethetableinActivity7.

Directions:

Stepone:Readthroughthetablewiththewholeclass.

Steptwo:AskthemtoCompletethetable.

Stepthree:Askthemtoworkinpairstoaskandanswerquestions..

Stepfour:Callbacksomeexamplesinawhole-classsetting

PartVI:AtestDoEx2onpage148intheWB.

PartVII:Homework:

Recitethedialogueasfluentlyaspossible.

MODULE7TEACHINGPLAN

每个老师不可缺少的课件是教案课件，大家在仔细规划教案课件。认真做好教案课件的工作计划，才能规范的完成工作！你们了解多少教案课件范文呢？以下是小编为大家收集的“MODULE7TEACHINGPLAN”仅供您在工作和学习中参考。

外研社初中MODULE7TEACHINGPLAN

Content：Module7Australia

[Junior3,NewStandardEnglish]

一、题材内容本模块以澳大利亚为话题,以旅游为引线,介绍了澳大利亚的饮食、历史、文化等,使学生在学习语言知识的同时能了解不同国家、不同文化。旅游是一个很好的话题，澳大利亚也是一个热门话题，根据这个话题展开教学有主语激发学生的参与感，也有助于教学的开展，而且在语境中很自然地体验本单元的语法项目“that引导的定语从句。”本模块紧紧围绕“Australia”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,引导学生总结、归纳，掌握完整的语法知识。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，让学生灵活地掌握that引导的定语从句。教学目标

1）语言知识：语音掌握感叹句的语调。

词汇crocodile,hand,alongside,grasp,ham,lamb,outback,sheep,spirit,wine,surfing,helicopter,purple,similar,ours,especially,cricket,rugby,sunshine,full,expression,mate,temper,lifestyle,sunbathing,mineral,ancestor

词组havealookat,similarto,fullof,watersports

语法能够that引导的定语从句。功能能够询问他人的旅游经历；能够向他人介绍自己（在一个国家）的旅游经历；掌握相应的表达方式。

话题以“Australia”为话题。

2）语言技能：听能够辨别所描述的细节。说能够所参观过的地点。读能读懂旅游介绍的文章，理解语片主题和细节。写能够用定语从句描写自己的旅游经历；能用短语等表明先后顺序。演示与表达能够利用图片等资料介绍自己所喜欢的东西。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。自学策略能够根据图片等资料介绍自己的经历、介绍景点地区。合作学习策略能够与他人合作制作招贴画。4)文化意识：中外对比能够了解不同国家的风景，了解其不同的自然与文化；同时能够介绍中国的文化景点，增强民族意识。5)情感态度:交谈经历时能够注意他人的情感，不因别人不能周游各地而蔑视，要表现关怀与平等。

6)任务:能够利用各种资源介绍一个景点、城市等，并选择适当的展示方式，比如招贴画、宣传栏等。教学重点和难点重点：1．掌握介绍“Australia”的基本词汇，能够叙述自己的旅游经历，读懂含有that引导的定语从句难点：正确运用that引导的定语从句。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“Australia”。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“Australia”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:ListeningandVocabularyPronunciationandSpeakingPeriod2VocabularyandReadingPeriod3.LanguageinusePeriod4.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:Module7Timeoff

Period1:ListeningandVocabularyandPronunciationandSpeaking

TeachingContent:ListeningandVocabularyandPronunciationandSpeaking

TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:hand,havealookat,alongsideKeystructure:Theattributiveclausewiththat(难点)2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofrestrictiveattributiveclause.(重点)3.Speakingskill:Toaskandgiveinformationaboutone’stravelexperiencesorcompetitionexperiences.Improvethestudents’speakingability.Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinModule6.Directions:Stepone:Labelthepictureswiththephrases.(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.SteptwTalkaboutSaveourworld.g.Whenareyougoingtowriteaboutenvironmentaleducation?

Ifwedon’tthefutureishopeless.

It’swastefultothrowawaypaperandmetal.

Reusemeans“useagain”.

Everyclasscollectsreusablewaste.

PartII:Leadin:Task1:Introducetothemthenewwords.

Directions:

Stepone:ReadthroughthenewwordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.

Steptwo:Askthestudentstotalkaboutthepicturesonthescreen.Stepthree:Collectsomedescriptionsinawhole-classsetting.Stepfour:PairtheSstodiscusswhatelsetheyknowaboutAustralia.

Stepfive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.

Task2:IntroducetothemaboutAustralia.

Directions:

Stepone.TheteachercanshowthemthevideoabutAustralia.

Steptwo:FreetalkaboutAustralia.

PartIII:Listening

1.Task:.Stepthree:ListenandanswerthequestionsinActivity1onpage56.

Directions:

Stepone:LettheSsreadthroughthequestionsinActivity1onpage56.

MakesuretheSs.understandthequestions.Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemwritetheanswersindividually.

Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner.

Stepfive:Callbacktheanswerfromthewholeclass.

2..Task:activity4onpage57.

Directions:

Stepone:PlaytherecordingagainandhavethemcompleteinActivity4.Havethemchecktheiranswerswithapartner

SteptwPlaytherecordingagain.Havethemchecktheiranswerswithapartner

Stepthree:Callbacktheanswerinawhole-classsetting.

3..Task:Listenandread:

Directions:

Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.

SteptwPlaytherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Stepthree:PuttheSs.intogroupsof2topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

4.Task:activity5onpage57.

Directions:

Stepone:ReadthroughthequestionswiththeSs.

SteptwHavethemanswerthequestionsinActivity5.

Stepthree:Callbacktheanswersinawhole-classsetting.

5.Task:activity6onpage57.

Directions:

Stepone:ReadthroughthesentenceswiththeSs.

SteptwHavethemcompletethesentencesintheirownwordsinActivity6.

Stepthree:Callbacktheanswersinawhole-classsetting.

PartIV:PronunciationandSpeaking

Task1:Listenandrepeatthesentence

Directions:

Stepone:PlaytherecordingandasktheSs.tolistentothesentencesandrepeatthesentences.

SteptwPlaytherecordingagainandhavetheSsrepeatchorallyandindividually.

Stepthree:Pairthemtopractiseandsumup.

Task2:Makenotesaboutthebestthingsyousawthere.

Directions:

Stepone:Thinkofsomewhereyouhavevisitedandwhichyouliked.Makenotesaboutthebestthingsyousawthere.SteptwNowworkinpairs.Askandanswerquestionsabouttheplaceyouhavechosen.Stepthree:Saywhatit’scalled.Saywhereitis.Saywhatspecialdetailsithas.PartV:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Homework

Actouttheshortdialogueasfluentlyaspossible.

Period2VocabularyandReading

TeachingContent:VocabularyandReading

TeachingAimsandDemands:1.Languageknowledge:Newwords:grape,ham,lamb,outback,sheep,spirit,wine,surfing,helicopter,purple,similar,ours,especially,cricket,rugby,sunshine,full,expression,mate,temper,lifestyleKeystructure:Therestrictiveattributiveclausewiththat(难点)2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.②Totrainreadingstrategiesincludingtakingnotesandscanning.(重点)Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision

1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

2.Revisetheattributiveclausewiththat.

PartII:Preparation

Task:Learnthenewwords.

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

(2).Ssmatchthepictureswiththewords.

(3).Callbacktheanswersfromthewholeclass.(4)ShowtheSsthevideosofAustralia.Askthem“Doyouknowtheseplaces?”

(5)Talkaboutthevideos.PartIII:ScanningandSkimming

1.Task:ReadthepassageandcheckyouranswerstoActivity2.

Directions:

Stepone:2.LookatthewordsintheboxinActivity1.GuesswhatTonyisgoingtosayinhisletter.

SteptwSsreadthepassageanddiscusswiththeirpartner.

Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers2.Task:Readthepassageandwritenotesaboutthese.

Directions:

Stepone:MakesuretheSsunderstandwhattheyshoulddo.SsreadthepassageandwritenotesabouttheseinActivity4individuallyandcheckwithapartner.

SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers.3.Task:Readthepassageandcheck(√)thetruestatements.

Directions:

Stepone:ReadthroughthestatementsandmakesuretheSsunderstandwhattheymean.Ssreadthepassageandcheck(√)thetruestatementsinactivity4onpage59individuallyandcheckwithapartner.

SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

PartIV:Dealingwithexpressions:1.besurprisedat对…感到惊讶

Tomwassurprisedattheresultoftheexam.

besurprisedto+v.

Tomwassurprisedtohearthenews.

2.besimilarto与…相似

Hisanswerissimilartomine.

3.befullof充满了…（强调状态）

Thebottleisfullofwater.

befilledwith用…装满（强调动作）

Thebottleisfilledwithwater.

4.haveagood/badtemper有好／坏脾气

MissLiisverykind.Shehasagoodtemper.

5.keepdoing一直做…

Hehaskeptworkingfor3hours.

6.although/though尽管(不能与but同时使用,但能与still,yet同用）

Although/thoughheisverypoor,hestilltrieshisbesttohelpothers.

7.worryabout担心…(v.phr.)

Theyworryabouttheirson’shealth.

beworriedabout担心…(adj.phr.)

Theyareworriedabouttheirson’shealth.

8.suchas（例如）

Helikessportsverymuch,suchasswimming,runningandsurfing.

PartV:Languageuse1.Exercise6onpage59intheTB.Direction:Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass.PartVI:Homework:Exercise11onpage138intheWB.Period3:WritingAroundtheworldModuleTask

TeachingContent:WritingAroundtheworldModuleTask

TeachingAimsandDemands:1.Writeaboutone’stravelexperiences.Improvethestudents’writingability(难点).2.MakingaposteraboutEnglish-speakingcountries.(重点)

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

(1).Revisethewordsandphrases.(2).PuttheSs.inpairstopracticethedialogueandthetext.PartII:Writing

1.Task:Writeashortpassageaboutone’stravelexperiences

Directions

StepOne:Imaginethatyouarevisitingacity/townofChina.Writethreeplacesthatyouhavevisitedorthingsyouhavedonethere.SteptwNowwritealettertoafriendandtellthemwhatyouhavevisited.BeginandendtheletterlikeTony’s.Writeabout:thepeople/lifestyle/countryside/food/language/eventsduringthetripStepthree:Callbackafewexamplesfromthewholeclass.

Stepfour:Thensummarise

PartIII.Aroundtheworld

Task:LearnsomethingaboutCathyFreeman.Directions:

1.AsktheSs.tolookatthedifferentpicturesaboutCathyFreeman.

TelltheSs.somethingsabouthim.

2.ReadthetextandansweranyquestionstheSshave.

PartIV:ModuleTask

MakingaposteraboutEnglish-speakingcountries.

Directions:

1.Activities10and11onpage63.AsktheSs.tothinkaboutthreeplacesthattheyhavevisitedorthingsyouhavedonethere.2.Askthemtowritealettertoafriendandtellthemwhattheyhavevisited.BeginandendtheletterlikeTony’s.3.Circulateandmonitortheirproduction.

4.AsksomeSstoreadtheirletter.Givecommentsandencouragethem.

PartV:Recalling

Recallwhatwelearntoday.

PartVI:AtestDoEx.8onpage138andhandinimmediately.

PartVII:Homework:DotheSelf-assessmentonPage139intheworkbook.

Period4.Languageinuse

TeachingContent:Languageinuse

Keystructures:Therestrictiveattributiveclausewiththat(重点)TeachingAimsandDemands:1.Tosummariseandconsolidategrammarfocus:Therestrictiveattributiveclausewiththat2.Tosummariseandconsolidatetheexpressionsandvocabulary.Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatwaslearntin3periodsofthismodule.PartIILanguagepractice

Task1:TosummariseandconsolidatetheusageoftherestrictiveattributiveclausewiththatDirections

(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofTherestrictiveattributiveclausewiththat.(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’sattentiononthewaysinwhichtheyareformed.Task2:ToconsolidateTherestrictiveattributiveclausewiththat:

(1).Doactivity1onpage60and4and5onpage61.Grasptheuseofthestructure:(2).AsktheSs.tocallouttheanswersfromthewholeclass.(3).AsktheSs.toreadthecompletesentences.Task3:PractisetheconversationsinActivity5.

Directions:

(1).AsktheSs.toworkinpairstopractisetheconversations.

(2)Circulateandmonitortheirproduction,payingparticularattentiontoonpage60.PartIII:Revisethewordsthatwelearnedinthismodule:

Task1:6.Writethewordsinthecorrectcolumn.

Directions

1.ExplaintherulestotheSsandensurethattheSs.Knowwhattodo

LettheSsreadthroughthewords.

2.AsktheSstodotheactivityindividually.Thencheckwithapartner.

3.Collecttheanswers.

Task2:Completethepassagewiththecorrectformofthewordsinthebox.

Directions

1.LettheSsreadthroughthepassage.

2.AsktheSstodotheactivityindividually.Thencheckwithapartner.

3.Collecttheanswers.

Task3:.Haveadictation.LettheSshandinimmediately.

Directions

1.ExplaintherulestotheSsandensurethattheSs.Knowwhattodo

2.LettheSswritethewordstheteacherread.

3.LettheSshandinimmediately.

PartIV:Listenandnumberthephotos1-5intheorderthattheyaredescribed.

Directions

1.Playthetapewhiletheyjustlistenandfocusinactivity6onpage62.

2.Playthetapeagainforthemtocorrectandcheck.

4.Thencheckwithapartner.

5.Collecttheanswers.

PartV:Atest

Doactivity1onpage136intheWB.Let’sseewhocanfinishitassoonaspossible.

PartVI:Homework.

FinishalltheexercisesintheWB.

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