外研版初三英语下册Module9教案。
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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.
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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.
外研版初三英语下册Module6教案
教案课件是老师不可缺少的课件，大家应该开始写教案课件了。只有写好教案课件计划，才能够使以后的工作更有目标性！你们知道哪些教案课件的范文呢？下面是小编为大家整理的“外研版初三英语下册Module6教案”，希望对您的工作和生活有所帮助。
外研版初三英语下册Module6教案
MODULE6TEACHINGPLAN
Module6Lookatyourself!
一、题材内容
本模块的话题是“健康生活”，内容涉及“出行安全”、“生活习惯”、“健康饮食”、“充足睡眠”、“乐观心态”和“远离香烟和毒品”等，语言技能和语言知识都是依据中心话题展开的。第一单元从观察图片入手，引入本课主题。对话以长途旅行中发生的事故为话题展开，内容贴近学生的生活，对学生处理突发事故也有指导意义。对话中涉及了多种时态，突出了本模块的语法内容。第二单元通过阅读健康生活六原则来引导教育学生珍爱生命以及如何安全、健康地生活，在完成阅读活动的过程中培养学生分析和推理的阅读技能。本模块的写作是仿照阅读文章并结合自身的经历，写出自己的健康生活原则。第三单元主要复习本模块的语法、词汇，扩大阅读量并完成模块任务。本模块语法重点为复习学过的时态。使学生在无意识的情况下掌握语言结构,既学习语言知识,又感悟语言功能,真正做到了语法为语义表达服务。本模块的Aroundtheworld栏目介绍了laughterforhealth,通过讨论可以加深对学习的兴趣，既可学习语法，又可培养叙述能力。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
1）语言知识：
语音能朗读不同时态的句子，注意意群的停顿。
词汇Fever,flu,knee,wound,miss,trip,improvement,oncoming,couch,expert,require,fit,amount,weight,effect,cooker,shock,hit,glad,breathe,cancer,fix
语法复习学过的时态。
功能谈论健康生活。
话题以“健康生活”为话题。
2）语言技能：
听能听懂有关事故发生的时间、地点、现场人物和事故发生的过程；能根据所听细节信息进行推断。
说能叙述过去发生的事故，交代清楚时间、地点、原因及人员受伤情况等。
读能读懂有关健康生活的建议或原则；能根据文章内容进行简单的推断和评价；能分析文章的结构。
写能根据生活经历写出自己的健康生活规则。
演示与表达能叙述健康生活的原则。
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。观察并归纳现在进行时的用法,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介绍健康生活。
资源通过其他资源获取更多健康生活的知识。
自学策略归纳、复习所学习过的时态。
合作学习策略交流健康生活的窍门和经验。
4)文化意识：
中外对比了解中西方不同的生活习惯和生活方式。
5)情感态度：
教育学生要热爱生命，培养积极乐观的生活态度。
6)任务：提供健康生活小指南。
教学重点和难点：
重点：1．通过健康生活题材培养学生的听、说、读、写能力，进一步巩固时态的用法。
难点：运用恰当词语介绍健康生活，培养积极乐观的生活态度。
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：提供健康生活小指南，运用所学句型结构、运用恰当词语介绍健康生活。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，强化运用恰当词语介绍健康生活的表达能力，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:ReadingandVocabularyLearningtolearn
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:Module6Lookafteryourself!
Period1:ListeningandVocabularyPronunciationandSpeaking
TeachingContent:ListeningandVocabularyandPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabulary:fever,flu,knee,wound,miss,trip
Keystructure:structuresoftenses(重点)
2.TolistenandunderstandsentencesofeverydayEnglish;
3.tounderstandtheconversation;tolearnsomerulesofwordformationthroughsomewordsinthemodule.(难点)
4.Attitudes:Toprotectourselvesfrombeinghurt.
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:structuresoftenses.E.g.
Heoftengoestotheplaceinhissparetime.
Thebuildingisbeingbuilt.
Ithappenedtenyearsago.
Iwasdoingmyhomeworkwhentherewasaknockatthedoor.
Hewillgotothepostofficeafterschool.
…
Askstudentstospeakoutasmanyastheycan.
PartII:Leadin
Task1:Introducetothemthenewwords.
Directions:
StepOne:Introducethenewwordsofthisunit.Andlistthemontheboard.
StepTwo:Readaftertheteacher.
StepThree:Practisereadingthewords.
StepFour:Askthestudentstolookatthepicturesabouthealthylife.Elicitwhattheycansee.Ifthereareanynewwords,addthemtothelistontheboard.
StepFive:Makesomesentencesusingthenewwordsfromthewholeclass.
Task2:Activity1.Lookatthepictureandanswerthequestions.
StepOne:Askthestudentstothinkaboutthepictureindividually,thendiscussitwithapartner.
StepTwo:Callbacktheirideasinawhole-classsetting.
PartIII:Listening
1.Task:Activity2onpage42:Listenandanswerthequestions.Usethewordsintheboxtohelpyou.
Directions:
StepOne:Readthroughthewordsintheboxandmakesuretheyunderstandthem
StepTwo:Askthestudentstoreadthroughthequestionsindividually.
StepThree:Playtherecordingthroughoncewhilethestudentsjustlistenandfocus.
StepFour:PlaytherecordingagainfortheSstoanswer.
StepFive:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanothergivetheanswer.
Answers:
1.No.
2.Hisfinger,hiskneeandhisshoulder.
3.Onemonthforthefinger;alongtimeforthekneeandshoulder.
4.Hegetsflu.
5.Fever.
6.Astomachachefromeatingtoomuch.
2.Task:Listenandread.
Directions:Askthestudentstolistenandfollowtheconversation.
3.Task:Activity4onpage49.
Directions:
StepOne:Askthestudentstodothisindividually,thencheckwithapartner.
StepTwo:Callbacktheanswersfromthewholeclass.
Answers:
Accidentreport
WhereOntheGreatWall
WhoDaming
WhathappenedHetrippedandfellovertheedge
HowisthepersonhurtHe’scuthisheadandhisknee,hisleghurts,andhefeelscold.
4.Task:Activities5onpage49.
Directions:
StepOne:Askthestudentstodothisindividually,thencheckwithapartner.
StepTwo:Callbacktheanswerfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.
Answers
1)Becauseitisgoingtorain.
2)Wedon’tknowbutmaybenotfarawayfromwhereTonymetMrJackson.
3)About10minutesago.
4)Tocheckifhehasbrokenhisleg.
5.Task:Activity6Completethesentences:
Directions:
StepOne:Askthestudentstodothisindividually,thencheckwithapartner.
StepTwo:Callbacktheanswersfromthewholeclassascompletesentences.
Answers:
1)theywerewalkingmoreslowlythanthem
2)Tonycamecallingforhelp
3)Hewasrunningalongthewall,andtrippedandfellovertheedge
4)Hasn’tbrokenhisleg
5)saysitisnothingserious
PartIV.Languagepoints
1.Lookafteryourself!
Lookafter意思是“照顾，照料”，初中阶段常见的look短语还有:lookat,lookfor,looklike,lookup等。
2.They’llcatchupinafewminutes.
catchup意思是“追上，赶上”。如：
Ifyoumissalotoflessons,it’sverydifficulttocatchup.
Catchup还可以和with连用，如：
Runfast,oryoucan’tcatchupwithhim.
3.I’llcallforhelponmymobile.
这里call指打电话，for表目的，即“打电话求助”。
4.Thereheis,lyingontheground!
现在分词短语lyingontheground在本句中作状语，对谓语表示的状态起陪衬说明的作用。
5.He’sgotawoundinhislegandhemaygetafeverbutit’snothingserious.
这里nothingserious表示“不很严重，没什么大事”。例如：
Don’tworry!Nothingserious!
PartV:Pronunciationandspeaking
Task1:ListenandrepeatinActivity7
Directions:
StepOne:Askthestudentstoreadthroughtheextracttothemselves.
StepTwo:Playtherecordingwhiletheylistenandfollow.
StepThree:Playitagain,pausingatthebreaksforthemtorepeatchorallyandindividually.
Task2:Activity8.Saythesesentencesaloud.Makesureyoupauseinthecorrectplaces.
StepOne:Askthestudentstopractisethesentencesaloudtothemselves.
StepTwo:Playtherecording.Pauseitatappropriateplacesforthemtorepeatchorallyandindividually.
Task3:Activity9.Workinpairs.
●Readthroughtheinstructionsandexampleswiththewholeclass.
●Askthestudentstothinkaboutanaccidenttheyhavehad.
●Askthemtogetintopairsandtelleachotherabouttheaccidents.
●Circulateandmonitortheirproduction.
PartVI:Homework
Recitetheshortdialogueasfluentlyaspossible.
Period2ReadingandVocabulary
TeachingContent:ReadingandVocabulary
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:improvement,oncoming,couch,expert,require,fit,amount,weight,effect
Keystructures:Whenyou’reoutwalking,youshouldalwaysgowithsomeone.
It’scomfortabletositonthecouchandwatch.(重点)
2.Tounderstandthepassage.(难点)
3.Togetthemainideaofeachparagraph.
Learningstrategies:Interactiveapproach.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.
2.Retellthedialogue
PartII:Preparation
Task1:Learnthenewwords.
Directions:Labelthepictureswiththewords.
(1)Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.
(2)Readthewordsseparatelyandhavethemrememberthem.
(3)Makesomesentenceswiththewords.
(4)Callbacktheanswersfromthewholeclass.
Task2:Talkaboutthepicture,sayingwhattheadvantagesordangersare.
Directions:
(1)Askthestudentstothinkaboutthepicturesindividually,thencompareideaswithapartner.
(2)Callbacksuggestionsinawhole-classsetting.
PartIII:reading
Task1:Readthepassage.Whichparagraphsdescribewhatyoucanseeinthepictures?
●Askthestudentstothinkaboutthepicturesindividually,thencheckwithapartner.
●Callbackanswersfromthewholeclass.
Answers
Picture1—paragraph2
Picture2—paragraph3
Picture3—paragraph1
Task2:Decidewhothepassageidwrittenfor.
●Askthestudentstodothisindividually,thencheckwithapartner.
●Callbackanswerfromthewholeclass.
Answer
2.teenagers
Task3:Activity4Decidewherethesesentencesgointhepassage.
●Askthestudentstodothisindividually,thencheckwithapartner.
●callbackanswersfromthewholeclass.
Answers:
a.)paragraph2(beforethelastsentence)
b.)paragraph4(attheend)
c.)paragraph5(beforethelastsentence)
Task4:Answerthequestionsinactivity5.
●Askthestudentstodothisindividually,thencheckwithapartner.
●Callbackanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.
Answers:
Students’ownanswers
PartIII:languagepoints
1.Thankstoimprovementsinbothhealthcareandpersonalsafety,mostpeoplearelivinghealthier,longerlives.
Thanksto意思是“由于，因为”。
Itwasallagreatsuccess—thankstoalotofhardwork.
2.Thewrongdietmeansyou’llputonweight…
Putonweight意思是“增加体重”
IcanpeatwhatIwant,butIneverputonweight.
3.Sayno…tosmokinganddrug!
这里sayno/yesto…表示“向……说不/行”，即“拒绝/同意”。例如：
Didyousayyesto(=accept)herinvitation?
TheirofferwassogoodthatIcouldn’tsayno.
4.Thinkabouttheeffectonyourfamilyandfriends…
这里effect是名词，意思是“影响、结果、效果”，后面常接介词on。例如：
Theplanfailedtoachievethedesiredeffectofdivertingtrafficfromthecity.
Theaccidenthadahugeeffectonherlife.
PartIV:Writing
Task1:Activity6.Makenotesabouttherulesyoureadinthepassage.
Nowthinkofonemoreexampleofwhatyoushouldorshouldn’tdoforeachrule.
●Askthestudentstodothisindividually,thencomparetheiranswerswithapartner.
●Callbackexamplesfromthewholeclass.
Answers:
Students’ownanswers
Task2:Activity7.Thinkofasituationwhenyoubrokeoneormoreoftherules.
●Readthroughtheinstructionsandtheexampleswiththewholeclass.
●Askthestudentstowritetheirsentencesindividually,thencomparewithapartner.
●Callbackexamplesfromthewholeclass.
Answers:
Students’ownanswers.
PartV:Homework
Writeapassage:Myrulesforasafeandhealthylife.
Period3:WritingAroundtheworldModuleTask
TeachingContent:WritingAroundtheworldModuleTask
TeachingAimsandDemands:
1.Writingskill:Tolearntomakerulesandgivereasons.Improvethestudents’writingability(难点).
2.Tolearnaboutlaughterforhealth.
3.Togivehealthadvicetopeople.(重点)
4.Attitudes:Toleadahealthylife.
Learningstrategies:
Top-downandInteractiveapproachanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
PartI:Revision
Task:Helpstudentstorevisewhatwaslearntinlastmodule.
Directions:
(1)Revisethewordsandphrases.
(2)LettheSs.toretellthetext.
PartII:Writing
Task1:Activity6onpage51.Makenotesabouttherulesyoureadinthepassage.
Nowthinkofonemoreexampleofwhatyoushouldorshouldn’tdoforeachrule.
●Askthestudentstodothisindividually,thencomparetheiranswerswithapartner.
●Callbackexamplesfromthewholeclass.
Answers:
Students’ownanswers.
Task2:Activity7onpage51.Thinkofasituationwhenyoubrokeoneormoreoftherules.
●Readthroughtheinstructionsandtheexampleswiththewholeclass.
●Askthestudentstowritetheirsentencesindividually,thencomparewithapartner.
●Callbackexamplesfromthewholeclass.
Answers:
Students’ownanswers
Task3:Writeapassage:Myrulesforasafeandhealthylife
PartIII:Aroundtheworld
Task:Learnsomethingaboutlaughterforhealth.
Directions:
StepOne:AsktheSs.toreadthepassageindividually.
StepTwo:Askafewgeneralquestionsaboutit,suchas“Whateffectsdoeslaughterhaveonparties?”(Itmakesthemgetbetterfaster);“Whateffectsdoeslaughterhaveonthebody?”(Itrelaxesthebodyandhelpsittoexerciseandloseweight.)
PartIV:ModuleTask
Givinghealthadvicetopeople.
Task1:Activity9onPage55.Workingroups.Makenotestogiveadviceforthefollowingproblems.
Task2:Activity10.Haveaclassdiscussionabouttheproblems.
Task3:Activity11.Writesomeadviceforeachproblemontheboard.
PartV:Recalling
Recallwhatwehavelearnedtoday.
PartVI:Atest
DoEx.3onpage116andhandinimmediately.
PartVII:Homework:DotheSelf-assessmentonpage119.
Period4.Languageinuse
Teachingtype:Revisionandapplication
Teachingapproach:Formalandinteractivepractice
TeachingAimsandDemands:
1.Tofurtherreviewdifferenttenses.
2.Toconsolidatethekeyvocabularyinthismodule.
TeachingAids:Multi-Media(video,OHP,handout)
TeachingProcedures:
PartIRevision
Helpstudentstorevisewhatislearntin3periodsofthismodule.
PartIILanguagepractice
Directions:
(1)Runthroughthesentenceswiththewholeclass.
(2)Discusswhatthehighlightedpointsindicatewiththestudents(differenttenses).
Task1:ReadJack’sdiaryandchoosethecorrectanswertocompleteeachsentence.
Directions:
(1)Askthestudentstodothisindividually,thencheckwithapartner.
(2)Callbacktheanswersfromthewholeclassascompletesentences.
Answers:
1.a2.c3.b4.b5.d6.a7.c
Task2:Completethepassagewiththecorrectformoftheverbsinactivity2.
Directions:
(1)AsktheSs.todothisindividually,thencheckwithapartner.
(2)Callbacktheanswersfromthewholeclassascompletesentences.
Answers
1.came2.wasshaking3.noticed4.wasstanding5.wasgetting6.hit7.waslying8.wasmaking9.dancing
Task3:Activity3.Workinpairs.Describethepictures.Usethewordsintheboxtohelpyou.
Directions:
(1)Readthroughthewordsintheboxwiththewholeclassandhavethemrepeatthemchorallyandindividually.
(2)Askthestudentstodothisindividually,thencheckwithapartner.
(3)Callbacktheanswersfromthewholeclass.
Answers:
Thesearepossibleanswers:
1.Hehascuthisfingerandthereisbloodonit.
2.Shelooksasifshehasflu,andhasafever.
3.Thefootballplayerhasbeenhurtwhileplaying.Hehaswoundinhiskneeanditisbleeding.Hehasalsohurthisshoulder.
Task4:Activity4.Completetheconversationwiththewordsandexpressionsinthebox.
Directions:
1.Readthroughthewordsintheboxwiththewholeclassandhavethemrepeatthemchorallyandindividually.
2.Askthestudentstodothisindividually,thencheckwithapartner.
3.Callbacktheanswersfromthewholeclassascompletesentences.
Answers
1.steps2.need3.exercise4.couchpotato5.puton6.smoking7.worst
Task5:Activity5.Listenandanswerthequestions.
Answers:
1.Atthedoctor’s(surgery)
2.ThedoctorandMrMaxwell(apatient)
3.MrMaxwell(Thepatient)wantstogiveupsmoking.
Task6:Activity6.Listenagainandcompletethenotes.
Answers:
Patient:MrMaxwell
Problem:smokesabout20cigarettesaday
Hestartedsmoking25yearsago.
Hasthepatienttriedtostopsmokingbefore?Yes
Generalhealth:notfit
Hasacoughandfrequentlygetscolds
Advice:joinagrouptostopsmoking
Task7:Activity7.Readthepassageandmatchthesentenceswiththeparagraphs.
Answer:
a)Paragraph4b)Paragraph3c)Paragraph1d)Paragraph2
PartIV:Atest
DoEx7onpage118intheWB.Let’sseewhocanfinishitassoonaspossible.
PartV:Homework
FinishalltheexercisesintheWB.
