外研版初三英语上册Module12Unit1教案。
每个老师需要在上课前弄好自己的教案课件,到写教案课件的时候了。教案课件工作计划写好了之后,才能使接下来的工作更加有序!你们到底知道多少优秀的教案课件呢?下面是小编帮大家编辑的《外研版初三英语上册Module12Unit1教案》,希望能对您有所帮助,请收藏。
外研社初三上册MODULE12TEACHINGPLAN
Content:Module12 SummerinLA
[Junior3,NewStandardEnglish]
一、题材内容本模块以“暑期学习班”为话题,要求学生能够听懂、读懂并能够描述这样的学习班。通过本模块的学习,学生能够正确掌握主谓一致的用法,并能够描述某一课程情况。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。语法难点能够正确掌握主谓一致的用法。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:语音能够正确划分意群,朗读句子。
词汇host,accommodation,shorts,sunglasses,vacation,headteacher,lady,gentleman,each,course,studio,silly,memory,well-trained,experienced,weekly,progress,friendship,arrange,various,organize,application,rest,book,baggage,straight
词组makeprogresswith,checkin
语法能够正确掌握主谓一致的用法。功能能够描述某一课程情况。
话题以“暑期学习班”为话题。
1)语言技能:听能听懂包含主谓一致描述的对话;能填对话完成表格。说能够谈论去某地出游的计划。读能够读懂介绍暑期英语班的文章;理解语篇主题和细节。写能够描写一个学习班的情况。演示与表达能够结合自己设计的广告,向大家介绍课程班的情况。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自己的暑期学习班。资源通过阅读报纸等其他资源获取更多简单英语的有关暑期学习班的信息。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:文化意识通过了解其他国家暑期培训班、夏令营等相关信息,拓展视野。5)情感态度:培养学生合作互助的情感素质。参加各种英语活动,感受学习的乐趣,克服困难,在新环境中进一步树立准确的语言学习观。
6)任务:能够就暑期课程班的话题展开讨论。教学重点和难点重点:1.通过谈论自己的暑期学习班,训练学生的听、说、读、写能力,能够正确掌握主谓一致的用法,并能够描述某一课程情况。难点:能够正确掌握主谓一致的用法,并能够描述某一课程情况。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自己的暑期学习班。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,强化正确使用主谓一致的用法,并能够描述某一课程情况,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 Myperfectholiday
Period1:VocabularyandListeningPronunciationandSpeaking
TeachingContent:VocabularyandListeningandPronunciationandSpeaking
TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabulary:host,accommodation,shorts,sunglasses,vacation,headteacher,lady,gentleman,each,course,studio,silly,memory,well-trainedKeystructure:Thesubjectandobjectagreement.(重点)2.Listeningskill:Tounderstandconversations(难点)
3.Speakingskill:Toaskandanswerquestionsaboutatriptosomeplace
Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinthelastModule.Directions:Stepone:Labelthepictureswiththewordsandexpressions.(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.
(2).Askthemtolabeltheminthepicturesonthescreen.
(3).Listsomewordswhichareconnectedwithpopulation.Askstudentstospeakoutasmanyastheycan.SteptwTalkabouttheproblemsaboutpopulation.
Askstudentstospeakoutasmuchastheycan.PartII:Leadin:Task:Learnsomethingaboutpictures.
Directions:
Stepone:Askthefollowingquestions:
1)Aretheyattheairport?
2)Whatarethepeopledoing?
3)Whataretheywearing?
4)Wherearetheygoing?
Steptwo:Introducethenewwords.PartIII:Listening
Task1:Listenandanswerthequestions
Directions:
Stepone:AsktheSstoreadthroughthequestionsinactivities1onpage96sotheyknowwhattolistenfor.
Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.Stepthree:Playtherecordingagainandhavethemanswerthequestions.
Stepfour:Playtherecordingandhavethemchecktheiranswerwithapartner
Stepfive:Callbacktheanswerfromthewholeclass.
Task2:Sslistentothedialogueandcompletethetable.
Directions:
Stepone:Givethemthetableinactivity4onpage97andmakesuretheSsunderstandthemall.
Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthesentencestructurefirsttimethrough.Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.Stepfour:ThenCallbacktheanswersfromthewholeclass.
Task3:Tounderstandtheconversation.
Directions:
Stepone:AsktheSstolookatactivity5onpage97
1.Steptwo:Playtherecordingandhavethemlistenandfindsentencesintheconversationwhichsuggestthat…1)Thefourfriendswanttolooktheirbest.2)Tonyisalittlenervous.3)TheheadteacherlikesCrazyFeet.4)BeckyWanghasgoodmemoriesoftheschooldays.5)Tonywantstolookcoolattherecordingstudio.Stepthree:Playtherecordingagainandhavethemanswer.Stepfour:.Playtherecordingandhavethemchecktheiranswerwithapartner
Stepfive:Callbacktheanswerfromthewholeclass.
Task5:Listenandread:
Directions:
Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.
SteptwPlaytherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:PuttheSs.intogroupsof5topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
PartIV:Pronunciation
Task:ListenandrepeatthesentencesinActivity7onpage97
Directions:
Stepone:AsktheSstolistenandrepeatthesentences.
SteptwPlaytherecordingagain.AsktheSstopayparticularattentiontothepausebetweeneachsensegroup.
Stepthree:AsktheSstolistenandrepeatchorallyandindividually.
PartV:speaking
Task1:TalkaboutwhatBetty,Tony,LinglingandDamingaregoingtodoinLA.
Directions:
Stepone:Workinpairs.LookatthenotesinActivity4andtalkaboutwhatBetty,Tony,LinglingandDamingaregoingtodoinLA.eg.They’regoingtoLA.TheyflytoLAatthebeginningofAugust.Their…SteptwAskthemtosayaboutit.
Stepthree:Askthemtoworkinpairstosharetheirdescriptions.
Stepfour:Callbacksomeexamplesinawhole-classsetting.
Task2:AskandanswerquestionsaboutyourtripstoLA.
Directions:
Stepone:Imagineyou’regoingtoLA.Makenotesaboutyourplans.SteptwNowworkwithanothergroup.AskandanswerquestionsaboutyourtripstoLA.---HowlongwillyoustayinLA?----We’respendingaweekinLA…
Stepthree:Callsomepairstoactitout.
PartVI:AtestDoEx2onpage156intheWB.
PartVII:Homework:
Recitethedialogueasfluentlyaspossible.
Period2ReadingandVocabulary
TeachingContent:ReadingandVocabulary
TeachingAimsandDemands:1.Languageknowledge:Newwords:experienced,weekly,progress,friendship,arrange,various,organize,application,rest,book,baggage,straight,makeprogresswith,checkinKeystructures:Thesubjectandobjectagreement.(重点)2.TogetinformationfromthereadingmaterialaboutanEnglishcourse.(难点)
3.Tounderstandwhereapassagecomesfrom.
Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision
HelpstudentstorevisewhatwaslearntinPeriodoneofthismodule.Showthemsomepictures.HavetheSs.talkaboutthem.Eg.
1)Wherearethey?
2)Whatarethepeopledoing?
3)Whataretheywearing?
4)Wherearetheygoing?
PartII:Preparation
Task1:Learnthenewwords.
Directions:Labelthepictureswiththewords.(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.
(2).Readthewordsseparatelyandhavethemrememberthem.
(3).Makesomesentenceswiththewords.
(4)Callbacktheanswersfromthewholeclass.
Task2:LookattheslidesaboutLosAngelesandtalkaboutthem.
Directions:(1).LookattheslidesaboutLosAngelesonthescreen.HavetheSs.discussthem.
(2).Callbacksomecommentsfromthewholeclass.
PartIII:ScanningandSkimming
1.Task:Readthepassageandchoosethebestanswer.
Directions:
Stepone:TheteacherasktheSstoreadthepassage.
SteptwSsreadthepassageandchoosethebestanswer,givingreasonsforthechoicegiven.
Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswer.
2.Task:Matchthetitleswiththeparagraphs.
Directions:
Stepone:AsktheSstodotheactivityonthescreenindividually.Thencheckwithapartner.
SteptwCallbacktheanswersfromthewholeclass.
3.Task:Answerthequestionsinactivity4onpage99.
Directions:
Stepone:ReadthroughthesentencesandmakesuretheSsunderstandwhattodo.Ssdoactivity4onpage99individuallyandcheckwithapartner.
SteptwCallbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersPartIV:Dealingwithexpressions:1.课文原句:Youcanchoosebetweensmallgroupsoftwoorthree,orlargergroupsofupto15.
Note:upto在这里表示“直到,至多”。如:
Wecaninviteupto65people.
Uptotenpeoplecansleepinthistent.
Everyonehashisparttoplay,fromtheofficeboyuptothePresident.
2.课文原句:AswellaslearningEnglish,wewantyoutoexperiencelifeintheUSA.
Note:aswellas表示“而且,还,也”。如:
MydaughterBeibeiwantstovisitAmericaaswellasAustraliathissummer.
Ourmonitorissmartaswellasfriendly.Everybodylikeshim.
3.课文原句:Everydaywehaveactivitieswhichtakeplaceafterclass.
Note:takeplace表示“发生”,如:
TheconcerttakesplacenextThursday.
Whenisthetrainingcoursetakingplace?
4.课文原句:Ifyouareinterested,pleasefillinourapplicationformwhereyouwillalsofindourlistofprices.
Note:fillin表示“填上;把……补齐”。如:
Pleasefillintheformandsignit.
Theteacheraskedustofillintheblanks.
PartV:Languageuse
Task:Completetheformwithyourdetailsandyourchoicesinactivity5onpage99.
Directions:
Stepone:Imagineyou’replanningtoattendasummercourseinLosAngeles.CompletetheformwithyourdetailsandyourchoicesinEx.5onpage99.
SteptwLet’sseewhocanfinishitassoonaspossible.Thendiscussinpairsandfinallyharetheiranswerswiththeclass.Stepthree:Givethestudentssometimetorecallwhatthey’velearnedinthisclass.PartVI:Atest:Exercise11onpage158intheWB.PartVII:Homework:.Retellthetext.Period3:WritingAroundtheworldModuleTask
TeachingContent:WritingAroundtheworldModuleTask
TeachingAimsandDemands:1.Writingskill:Towriteadescriptionofacourse.Improvethestudents’writingability(难点).2.Tolearnaboutsummercamps.(重点)
LearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:Helpstudentstorevisewhatwaslearntinlastmodule.Directions:
(1).Revisethewordsandphrases.(2).LettheSs.retellthetext.
PartII:Writing.Task:WriteaboutacourseforstudentslearningChineseinyourtownorcity.
Directions
StepOne:AsktheSsrunthroughthenotesinActivity6onPage99andmakenotes.
SteptwWriteaboutacourseforstudentslearningChineseinyourtownorcity.Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadtheirsentences.PartIII:Aroundtheworld
Task:Learnsomethingaboutsummercamps.
Directions
StepOne:AsktheSs.tolookatthedifferentpicturesaboutsummercamps.
TelltheSs.someknowledgeaboutthem.
SteptwReadthetextandansweranyquestionstheSshave.
PartIV:ModuleTask
Task:Havingaclassdiscussionaboutsummercourses.Directions:
1.AsktheSs.todoActivity9onpage103.Thinkaboutyouranswerstothequestionsandwritenotes..
2.Thinkaboutwhatyouwanttosayandhowyouwanttosayit.
3.Speakloudlyandclearlysoeveryonecanunderstandwhatyousay.
4.Listenpolitelytowhattheotherstudentssayandaskquestions.
5.Drawconclusions.6.Circulateandmonitortheirproduction.
PartV:Recalling
Recallwhatwehavelearnedtoday.
PartVI:AtestDoEx.12onpage155andhandinimmediately.
PartVII:Homework:DotheSelf-assessmentonpage155.Period4.Languageinuse
TeachingContent:Languageinuse
Keyvocabulary:rest,book,baggage,straight,heckinKeystructures:Thesubjectandobjectagreement.(难点)TeachingAimsandDemands:1.Tosummariseandconsolidatethefunctionitem-agreementofsubjectandpredicate.2.Topractisethewordsandexpressions.(重点)Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatislearntin3periodsofthismodule.PartIILanguagepractice
Task1:Tosummarizeandconsolidatethesubjectandobjectagreement.
Directions
(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofthesubjectandobjectagreement.
(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’attentiononthewaysinwhichtheyareused.Task2:Completethesentenceswiththecorrectformofthewords.
Directions:
(1).DoActivity1andActivity2onpage100individually.(2).AsktheSs.tocheckwithapartner.
(3).AsktheSs.toreadoutthesentences.
(4).Summarize:thesubjectandobjectagreementTask3:Interviewyourpartner.
Directions:
(1).AsktheSs.todoActivity5onpage101individually.WecanalsodoActivity3atthistime.
(2).Circulateandmonitortheirproduction.
(3)Calltheanswersbackfromsomestudents.
Task4:Completethepassageusingthecorrectformofthewordsandexpressionsinthebox.
Directions:
(1).AsktheSs.tocompletethepassageusingthecorrectformofthewordsandexpressionsintheboxinActivity5andActivity6.(2)Calltheanswersbackfromsomestudents.
Task5:Practiselistening
Directions:
(1).AsktheSs.tolistentotheconversationanddoActivity7andActivity8onpage102individually.(2).Listenagainandcheckwiththeirpartners.
(3)Calltheanswersbackfromtheclass.
PartIII:Atest
Talkaboutyoursummer.
PartIV:Homework:
FinishalltheexercisesintheWB.
精选阅读
外研版初三英语Module1作文课教案
一般给学生们上课之前,老师就早早地准备好了教案课件,大家应该要写教案课件了。用心制定好教案课件的工作计划,才能更好的在接下来的工作轻装上阵!有哪些好的范文适合教案课件的?下面是小编为大家整理的“外研版初三英语Module1作文课教案”,欢迎您阅读和收藏,并分享给身边的朋友!
英语作文课英语写作一直是许多学生的弱项。写作过程中多表现为语法错误,拼写错误,文采不够。特别是文采方面。这里根据自己对初三学生的了解,结合新课标的具体要求,确定本节课的教学目标。
知识和技能目标:
1)掌握定语从句的各种形式
2)理解和掌握一句多译。
3)理解和掌握一些常用谚语。
情感态度价值观目标:
通过对文章,句型的操练,对谚语的掌握,让学生对英语文章的写作有更深一步的理解和获知,从而写出更好的英语文章。
四、教学程序与方法
1、听力训练。
一学生到班级前背诵一英语文章。之后,此学生就文章问几个问题,班上其他同学做出回答。然后老师就文章中的内容编出翻译练习题,其中包含有定语从句。
2、定语从句练习。
使用幻灯片。幻灯片上内容为九年级课本重点句型。如:Irodeacamel.Ithadabadcamel要转换成:Irodeacamelchhadabadcamel.Wealwaysmetkangroos.Theywerejumpingontheroad要转换成Wealwaysmetkangrooswhichwerejumpingontheroad等等。用单个学生回答的形式。
3、一句多译处理。
英语的文采很多时候体现在在同一篇文章中,当有相同意义要表达的时候不要使用同一个单词,同一个词组或同一个句子。让学生翻译:我非常喜欢看书。先学生自己翻译,可以预见学生最多只能写出五种。接着老师在幻灯片中给出答案:
接着让学生口头翻译:他非常喜欢看电影。
4、综合检测。
为了检验学生对词汇的学习掌握情况以及对对话内容的整体理解,设计课内检测题如下。发给每个学生一份试卷,试卷上后三篇文章。根据所给三篇文章,做出期中的中译英和英译中。以四人小组的形式进行。
5、谚语呈现。
英语谚语象中文谚语一样很有魅力。老师先让学生回忆以前学过的,如:asbusyasabee;Everydoghasitsday;Likeme,likemydog.等等。然后再幻灯片上给出新的谚语句子让学生猜测其意义,然后给出正确答案。
6、欣赏美文。
呈现含有定语从句和谚语的写人文章。让学生讨论觉得好的句子。
7、作业布置。
写一篇有文采的关于自己最好的朋友的英语文章。
外研版初三英语下册Module9教案
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.
外研版初三英语下册Module10教案
作为老师的任务写教案课件是少不了的,大家在认真写教案课件了。我们制定教案课件工作计划,就可以在接下来的工作有一个明确目标!有多少经典范文是适合教案课件呢?以下是小编收集整理的“外研版初三英语下册Module10教案”,但愿对您的学习工作带来帮助。
外研社初三下册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.