外研版小學(xué)英語(yǔ)教案
發(fā)表時(shí)間：2021-05-01外研版初三英語(yǔ)下冊(cè)Module6教案。
教案課件是老師不可缺少的課件，大家應(yīng)該開(kāi)始寫(xiě)教案課件了。只有寫(xiě)好教案課件計(jì)劃，才能夠使以后的工作更有目標(biāo)性！你們知道哪些教案課件的范文呢？下面是小編為大家整理的“外研版初三英語(yǔ)下冊(cè)Module6教案”，希望對(duì)您的工作和生活有所幫助。
外研版初三英語(yǔ)下冊(cè)Module6教案
MODULE6TEACHINGPLAN
Module6Lookatyourself!
一、題材內(nèi)容
本模塊的話題是“健康生活”，內(nèi)容涉及“出行安全”、“生活習(xí)慣”、“健康飲食”、“充足睡眠”、“樂(lè)觀心態(tài)”和“遠(yuǎn)離香煙和毒品”等，語(yǔ)言技能和語(yǔ)言知識(shí)都是依據(jù)中心話題展開(kāi)的。第一單元從觀察圖片入手，引入本課主題。對(duì)話以長(zhǎng)途旅行中發(fā)生的事故為話題展開(kāi)，內(nèi)容貼近學(xué)生的生活，對(duì)學(xué)生處理突發(fā)事故也有指導(dǎo)意義。對(duì)話中涉及了多種時(shí)態(tài)，突出了本模塊的語(yǔ)法內(nèi)容。第二單元通過(guò)閱讀健康生活六原則來(lái)引導(dǎo)教育學(xué)生珍愛(ài)生命以及如何安全、健康地生活，在完成閱讀活動(dòng)的過(guò)程中培養(yǎng)學(xué)生分析和推理的閱讀技能。本模塊的寫(xiě)作是仿照閱讀文章并結(jié)合自身的經(jīng)歷，寫(xiě)出自己的健康生活原則。第三單元主要復(fù)習(xí)本模塊的語(yǔ)法、詞匯，擴(kuò)大閱讀量并完成模塊任務(wù)。本模塊語(yǔ)法重點(diǎn)為復(fù)習(xí)學(xué)過(guò)的時(shí)態(tài)。使學(xué)生在無(wú)意識(shí)的情況下掌握語(yǔ)言結(jié)構(gòu),既學(xué)習(xí)語(yǔ)言知識(shí),又感悟語(yǔ)言功能,真正做到了語(yǔ)法為語(yǔ)義表達(dá)服務(wù)。本模塊的Aroundtheworld欄目介紹了laughterforhealth,通過(guò)討論可以加深對(duì)學(xué)習(xí)的興趣，既可學(xué)習(xí)語(yǔ)法，又可培養(yǎng)敘述能力。教學(xué)中教師應(yīng)隨時(shí)隨地靈活利用各種素材組織教學(xué)過(guò)程和內(nèi)容。充分調(diào)動(dòng)學(xué)生的積極性。
教學(xué)目標(biāo)
1）語(yǔ)言知識(shí)：
語(yǔ)音能朗讀不同時(shí)態(tài)的句子，注意意群的停頓。
詞匯Fever,flu,knee,wound,miss,trip,improvement,oncoming,couch,expert,require,fit,amount,weight,effect,cooker,shock,hit,glad,breathe,cancer,fix
語(yǔ)法復(fù)習(xí)學(xué)過(guò)的時(shí)態(tài)。
功能談?wù)摻】瞪睢?/p>
話題以“健康生活”為話題。
2）語(yǔ)言技能：
聽(tīng)能聽(tīng)懂有關(guān)事故發(fā)生的時(shí)間、地點(diǎn)、現(xiàn)場(chǎng)人物和事故發(fā)生的過(guò)程；能根據(jù)所聽(tīng)細(xì)節(jié)信息進(jìn)行推斷。
說(shuō)能敘述過(guò)去發(fā)生的事故，交代清楚時(shí)間、地點(diǎn)、原因及人員受傷情況等。
讀能讀懂有關(guān)健康生活的建議或原則；能根據(jù)文章內(nèi)容進(jìn)行簡(jiǎn)單的推斷和評(píng)價(jià)；能分析文章的結(jié)構(gòu)。
寫(xiě)能根據(jù)生活經(jīng)歷寫(xiě)出自己的健康生活規(guī)則。
演示與表達(dá)能敘述健康生活的原則。
3)學(xué)習(xí)策略：
學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。
認(rèn)知聯(lián)系，歸納，推測(cè)等技能。觀察并歸納現(xiàn)在進(jìn)行時(shí)的用法,提高自學(xué)能力。
調(diào)控從同伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活。
資源通過(guò)其他資源獲取更多健康生活的知識(shí)。
自學(xué)策略歸納、復(fù)習(xí)所學(xué)習(xí)過(guò)的時(shí)態(tài)。
合作學(xué)習(xí)策略交流健康生活的竅門和經(jīng)驗(yàn)。
4)文化意識(shí)：
中外對(duì)比了解中西方不同的生活習(xí)慣和生活方式。
5)情感態(tài)度：
教育學(xué)生要熱愛(ài)生命，培養(yǎng)積極樂(lè)觀的生活態(tài)度。
6)任務(wù)：提供健康生活小指南。
教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)：1．通過(guò)健康生活題材培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，進(jìn)一步鞏固時(shí)態(tài)的用法。
難點(diǎn)：運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活，培養(yǎng)積極樂(lè)觀的生活態(tài)度。
教學(xué)方法：
基于課程改革的理念及“第二語(yǔ)言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開(kāi)展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“P—T—P”自主學(xué)習(xí)立體模式：pre-task—task-cycle—post-task。
二、教材處理
核心任務(wù)：提供健康生活小指南，運(yùn)用所學(xué)句型結(jié)構(gòu)、運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活。三個(gè)環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)。
task-cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，強(qiáng)化運(yùn)用恰當(dāng)詞語(yǔ)介紹健康生活的表達(dá)能力，為完成任務(wù)做好鋪墊。
post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況。
三、教材安排
根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：
Period1:ListeningandVocabularyPronunciationandSpeaking
Period2:ReadingandVocabularyLearningtolearn
Period3:WritingAroundtheworldModuleTask
Period4:Languageinuse
注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計(jì)』
Title:Module6Lookafteryourself!
Period1:ListeningandVocabularyPronunciationandSpeaking
TeachingContent:ListeningandVocabularyandPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabulary:fever,flu,knee,wound,miss,trip
Keystructure:structuresoftenses(重點(diǎn))
2.TolistenandunderstandsentencesofeverydayEnglish;
3.tounderstandtheconversation;tolearnsomerulesofwordformationthroughsomewordsinthemodule.(難點(diǎn))
4.Attitudes:Toprotectourselvesfrombeinghurt.
Learningstrategies:
Bottom–upapproachandlisteningtothetapeanddosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:（筆稿范文網(wǎng) www.gx86.cOM）
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“照顧，照料”，初中階段常見(jiàn)的look短語(yǔ)還有:lookat,lookfor,looklike,lookup等。
2.They’llcatchupinafewminutes.
catchup意思是“追上，趕上”。如：
Ifyoumissalotoflessons,it’sverydifficulttocatchup.
Catchup還可以和with連用，如：
Runfast,oryoucan’tcatchupwithhim.
3.I’llcallforhelponmymobile.
這里call指打電話，for表目的，即“打電話求助”。
4.Thereheis,lyingontheground!
現(xiàn)在分詞短語(yǔ)lyingontheground在本句中作狀語(yǔ)，對(duì)謂語(yǔ)表示的狀態(tài)起陪襯說(shuō)明的作用。
5.He’sgotawoundinhislegandhemaygetafeverbutit’snothingserious.
這里nothingserious表示“不很嚴(yán)重，沒(méi)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.(重點(diǎn))
2.Tounderstandthepassage.(難點(diǎn))
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?yàn)椤薄?/p>
Itwasallagreatsuccess—thankstoalotofhardwork.
2.Thewrongdietmeansyou’llputonweight…
Putonweight意思是“增加體重”
IcanpeatwhatIwant,butIneverputonweight.
3.Sayno…tosmokinganddrug!
這里sayno/yesto…表示“向……說(shuō)不/行”，即“拒絕/同意”。例如：
Didyousayyesto(=accept)herinvitation?
TheirofferwassogoodthatIcouldn’tsayno.
4.Thinkabouttheeffectonyourfamilyandfriends…
這里effect是名詞，意思是“影響、結(jié)果、效果”，后面常接介詞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(難點(diǎn)).
2.Tolearnaboutlaughterforhealth.
3.Togivehealthadvicetopeople.(重點(diǎn))
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.
精選閱讀
外研版初三英語(yǔ)下冊(cè)Module9教案
做好教案課件是老師上好課的前提，大家應(yīng)該開(kāi)始寫(xiě)教案課件了。我們要寫(xiě)好教案課件計(jì)劃，就可以在接下來(lái)的工作有一個(gè)明確目標(biāo)！那么到底適合教案課件的范文有哪些？小編為此仔細(xì)地整理了以下內(nèi)容《外研版初三英語(yǔ)下冊(cè)Module9教案》，歡迎大家與身邊的朋友分享吧！
外研版初三英語(yǔ)下冊(cè)Module9教案
MODULE9TEACHINGPLAN
Module9Englishforyouandme
一、題材內(nèi)容
本模塊以語(yǔ)言為話題,表述了學(xué)生學(xué)習(xí)英語(yǔ)的感受，介紹了英語(yǔ)在世界各國(guó)廣泛使用的原因和歷程，同時(shí)對(duì)英語(yǔ)和漢語(yǔ)的未來(lái)進(jìn)行了預(yù)測(cè)。教學(xué)過(guò)程中可根據(jù)學(xué)生的具體情況，提出與學(xué)生學(xué)習(xí)和生活密切相關(guān)的任務(wù)來(lái)提高學(xué)生的參與熱情。借助這一話題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)的活動(dòng)可以激發(fā)學(xué)生的學(xué)習(xí)熱情，有助于教學(xué)活動(dòng)的設(shè)計(jì)。要求同學(xué)們聽(tīng)懂、讀懂相關(guān)的對(duì)話和描述，明白文章的主旨大意及段落大意；準(zhǔn)確理解并運(yùn)用賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句的用法；正確使用關(guān)系詞that,which,who，whose;正確使用連詞although,if,because,eventhough,until等。教學(xué)中教師應(yīng)靈活利用各種素材組織教學(xué)過(guò)程和內(nèi)容。充分調(diào)動(dòng)學(xué)生的積極性。
教學(xué)目標(biāo)
1）語(yǔ)言知識(shí)：
語(yǔ)音能夠掌握句子重音，根據(jù)句子意思的表達(dá)正確使用重音a。
詞匯
詞組achieve,bright,handwriting,level,certain,however,fairly,nomatter,wherever,own,everyday,essential,tourism,quarter,industrial,recent,Arabic,typhoon,importance,inplaceof,Indian,speaker,period,express
語(yǔ)法能夠準(zhǔn)確理解并運(yùn)用賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句的用法；正確使用關(guān)系詞that,which,who，whose;正確使用連詞although,if,because,eventhough,until等。
功能能夠詢問(wèn)有關(guān)語(yǔ)言學(xué)習(xí)的信息，能夠發(fā)表自己對(duì)英語(yǔ)學(xué)習(xí)的看法。
話題以語(yǔ)言為話題。
2）語(yǔ)言技能：
聽(tīng)能聽(tīng)懂包含賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句的表述，判斷對(duì)話中的具體信息并能轉(zhuǎn)述具體信息。
說(shuō)能夠描述自己語(yǔ)言學(xué)習(xí)的進(jìn)步情況，描述中能夠根據(jù)需要正確使用賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句。
讀能讀懂有關(guān)英語(yǔ)發(fā)展的說(shuō)明，轉(zhuǎn)述主要信息，并且能對(duì)英語(yǔ)的作用進(jìn)行評(píng)述。
寫(xiě)能夠參考課文的結(jié)構(gòu)介紹漢語(yǔ)的發(fā)展，寫(xiě)作中盡可能使用賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句。
演示與表達(dá)能夠開(kāi)展集體項(xiàng)目，比如有關(guān)英語(yǔ)應(yīng)用的項(xiàng)目，做成海報(bào)、展板或者幻燈片在班級(jí)介紹。
3)學(xué)習(xí)策略：
學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。
認(rèn)知聯(lián)系，歸納，推測(cè)等技能。觀察并歸納賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句的用法；正確使用關(guān)系詞that,which,who，whose;正確使用連詞although,if,because,eventhough,until等。
調(diào)控從同伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改
交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語(yǔ)介紹語(yǔ)言。
資源通過(guò)其他資源獲取更多有關(guān)語(yǔ)言的信息。
自學(xué)策略學(xué)會(huì)將談?wù)摰脑掝}繼續(xù)下去，進(jìn)行深入的討論。能注意發(fā)現(xiàn)語(yǔ)言現(xiàn)象背后的規(guī)律,并能運(yùn)用規(guī)律舉一反三。
合作學(xué)習(xí)策略積極參與討論，互相學(xué)習(xí)，取長(zhǎng)補(bǔ)短，注意從他人的演示中汲取經(jīng)驗(yàn),注意學(xué)習(xí)策略共享.
4)文化意識(shí)：
中外對(duì)比通過(guò)本模塊的學(xué)習(xí)，學(xué)生應(yīng)該能夠理解英語(yǔ)的重要性，同時(shí)又要看到漢語(yǔ)的重要性，加深對(duì)漢語(yǔ)的情感和民族自豪感。
5)情感態(tài)度：
通過(guò)學(xué)習(xí)對(duì)話，學(xué)會(huì)關(guān)懷和鼓勵(lì)他人。
6)任務(wù):能夠通過(guò)課外閱讀對(duì)英語(yǔ)和漢語(yǔ)的了解，與他人合作制作有關(guān)英語(yǔ)和漢語(yǔ)學(xué)法建議的海報(bào)。
教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)：1．通過(guò)本模塊的學(xué)習(xí)培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，準(zhǔn)確理解并運(yùn)用賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句的用法；正確使用關(guān)系詞that,which,who，whose;正確使用連詞although,if,because,eventhough,until等。
難點(diǎn)：準(zhǔn)確理解并運(yùn)用賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句的用法。
教學(xué)方法：
基于課程改革的理念及“第二語(yǔ)言習(xí)得論”，培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開(kāi)展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則，初步設(shè)計(jì)“P—T—P”自主學(xué)習(xí)立體模式：pre-task—task-cycle—post-task。
二、教材處理
核心任務(wù)：通過(guò)本模塊的學(xué)習(xí)，運(yùn)用所學(xué)句型結(jié)構(gòu)、運(yùn)用恰當(dāng)詞語(yǔ)談?wù)撜Z(yǔ)言。
三個(gè)環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)。新課標(biāo)第一網(wǎng)
task-cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，強(qiáng)化運(yùn)用恰當(dāng)詞語(yǔ)介紹語(yǔ)言的表達(dá)能力，為完成任務(wù)做好鋪墊。
post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況。
三、教材安排
根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：
Period1:VocabularyandListeningPronunciationandSpeaking
Period2:ReadingandVocabularyLearningtolearn
Period3:WritingAroundtheworldModuleTaskinfinitive
Period4:Languageinuse
注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計(jì)』
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…(重點(diǎn))
2.Listeningskill:TolistenandunderstandconversationsabouthowLinglingandBettylearntEnglish(難點(diǎn))
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?
本句是雙重疑問(wèn)句，howmuchprogress提問(wèn)的是從句中的內(nèi)容，主句為doyouthink,再如下面的問(wèn)句：
Whatdoyouthinkhashappenedtohim?Hehasn’tturnedupyet.
Whodoyouthinkwillbeelectedaspresident?
Whendoyouthinkthemeetingwillstart?
2.Aboveall,it’sthesubjectthatI’mbestat,althoughmyhandwritingcouldbebetter.
注意本句中表達(dá)書(shū)法不好的委婉說(shuō)法：myhandwritingcouldbebetter。另外，注意表述最重要的因素時(shí)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”，用來(lái)連接讓步狀語(yǔ)從句，一般情況下however后要接形容詞或副詞，如：
Howeversimpleitis,youshouldbecareful.
Howeverhardyoutry,youwon’tpersuadehim.
連接讓步狀語(yǔ)從句時(shí)，however,wherever……之類的結(jié)構(gòu)在口語(yǔ)中可用nomatterhow/where……結(jié)構(gòu)替代，如：
Nomatterwhoyouare,youshouldobeythelaw.
＝Whoeveryouare,youshouldobeythelaw.
Nomatterwhenhecomes,healwaysbringssomepresents.
＝Wheneverhecomes,healwaysbringssomepresents.
Whereveryouare,youcanhearpeoplespeakingEnglish.
＝Nomatterwhereyouare,youcanhearpeoplespeakingEnglish.
4.Youmean,thoseclubswhereyougotopractiseyourEnglish?
這里youmean表示“你意思是說(shuō)……?”，常用于口語(yǔ)中，用于核實(shí)你確實(shí)聽(tīng)懂了某人所說(shuō)的話。例如：
--DoyourememberJane?
--ThewomanwemetinScotland,youmean?
Youmeanwe’resupposedtotellyouifwewanttoleaveearly?
動(dòng)詞mean在口語(yǔ)中有很多搭配，請(qǐng)?jiān)囍f(shuō)出其漢語(yǔ)意思：
I’lltakethatsandwichawayifyoudon’teatitproperly—Imeanit!(我是認(rèn)真的)
Yes,Iseewhatyoumean.Thatwouldbethebestwaytodoit.(我明白你的意思)
SeewhatImean?Everytimeshecallsmeupshewantsmetodosomethingforher.(懂我的意思嗎？)
I’msorry,Ididn’tmeanit---itwasjustastupidthingtosay.(我不是有意的)
5.IalwaysthoughttheywereforpeoplewhoseEnglishwasalreadyquitegood.
在這個(gè)句子中，thought表示“原以為……(但實(shí)際并非如此)”。
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(重點(diǎn))
2.Togetinformationfromthereadingmaterial.(難點(diǎn))
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后面所接的介詞，beusedfor表示用于某種目的，beusedas表示“用作……”。
2.ThereisagoodchancethatsomeonewillspeakEnglish.
本句中Thereisagoodchancethat…可以作為一個(gè)句型處理，表示“很可能……”
3.What’smore,Englishspelling…
這里What’smore表示“并且，更有甚者”，常常用于對(duì)剛說(shuō)過(guò)的話做進(jìn)一步補(bǔ)充。例如：
Theseshoesareofgoodquality.What’smore,they’renotveryexpensive.
Hewontherace,andwhat’smore,hebroketheworldrecord.
4.Thereasonisthatinthe18thcentury,theUKwasacountrywhoseindustrialproductsweresoldallovertheworld.
注意：在表示“……的原因是……”這個(gè)意思時(shí)，不能說(shuō)：thereasonisbecause…,而應(yīng)該用thereasonisthat…。再如：
Hedoesn’tcomeheretoday.Thereasonisthathe’sillathome.
5.MoreandmoreschoolsinEuropeareteachingChineseasaforeignlanguage,inplaceofotherEuropeanlanguages.
這里inplaceof相當(dāng)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(難點(diǎn)).
2.Tolearnaboutinventedlanguages.
3.Tosummarizeandconsolidatetheuseofclauses.(重點(diǎn))
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.(重點(diǎn))
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.
外研版初三英語(yǔ)下冊(cè)Module10教案
作為老師的任務(wù)寫(xiě)教案課件是少不了的，大家在認(rèn)真寫(xiě)教案課件了。我們制定教案課件工作計(jì)劃，就可以在接下來(lái)的工作有一個(gè)明確目標(biāo)！有多少經(jīng)典范文是適合教案課件呢？以下是小編收集整理的“外研版初三英語(yǔ)下冊(cè)Module10教案”，但愿對(duì)您的學(xué)習(xí)工作帶來(lái)幫助。
外研社初三下冊(cè)MODULE10TEACHINGPLANContent：Module10 Myfuturelife
[Junior3,NewstandardEnglish]
一、題材內(nèi)容本模塊以“畢業(yè)生晚會(huì)”為話題，與學(xué)生的生活息息相關(guān)，便于活動(dòng)的設(shè)計(jì)與開(kāi)展。學(xué)生可以圍繞這一話題進(jìn)行大量的聽(tīng)、說(shuō)、讀、寫(xiě)方面的語(yǔ)言實(shí)踐活動(dòng),促使學(xué)生更有意識(shí)地自覺(jué)學(xué)習(xí)英語(yǔ)。對(duì)話內(nèi)容涉及學(xué)生的切身感受，因此也比較容易吸引學(xué)生的注意力，激發(fā)學(xué)生的興趣。這些經(jīng)歷都與學(xué)生有密切的關(guān)系，便于教學(xué)活動(dòng)的設(shè)計(jì)。通過(guò)本模塊的學(xué)習(xí)，學(xué)生進(jìn)一步學(xué)習(xí)構(gòu)詞法，能夠掌握復(fù)合、派生等構(gòu)詞法。教學(xué)中教師應(yīng)隨時(shí)隨地靈活利用各種素材組織教學(xué)過(guò)程和內(nèi)容。充分調(diào)動(dòng)學(xué)生的積極性。教學(xué)目標(biāo)語(yǔ)言知識(shí)：語(yǔ)音能夠根據(jù)意群的劃分正確停頓。
詞匯beat,ceiling,fetch,pardon,raise,forgive,treasure,owe,kindness,patience,gift,fair,model,value,decision,graduate
詞組Stayintouch,payback,rolemodel
語(yǔ)法能夠掌握復(fù)合、派生等構(gòu)詞法。功能能夠表達(dá)自己的感受；能表示感謝。
話題以“畢業(yè)生晚會(huì)”為話題。
1）語(yǔ)言技能：聽(tīng)能聽(tīng)懂有關(guān)分別的對(duì)話，轉(zhuǎn)述具體信息，判斷說(shuō)話人的情感態(tài)度，表述其隱含之意。說(shuō)能夠談?wù)撟约旱母惺?，發(fā)表感言，介紹自己的未來(lái)計(jì)劃，能夠表達(dá)自己對(duì)他人的感激之情。讀能夠讀懂有關(guān)畢業(yè)生晚會(huì)上的發(fā)言；判斷說(shuō)話人的感受人的感受并轉(zhuǎn)述主要信息。寫(xiě)能夠完成分別聚會(huì)發(fā)言稿的寫(xiě)作，說(shuō)出自己的感受，表達(dá)自己的謝意，暢想自己的未來(lái)。演示與表達(dá)能夠借助圖片等信息展示自己三年來(lái)的學(xué)習(xí)和生活，要突出一個(gè)主題。3)學(xué)習(xí)策略學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。認(rèn)知聯(lián)系，歸納，推測(cè)等技能。學(xué)習(xí)查詞典,閱讀報(bào)紙,提高自學(xué)能力。調(diào)控從同伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語(yǔ)介紹畢業(yè)生晚會(huì)的問(wèn)題。資源通過(guò)閱讀報(bào)紙等其他資源獲取更多簡(jiǎn)單英語(yǔ)的有關(guān)畢業(yè)生晚會(huì)的問(wèn)題的信息。自學(xué)策略能夠根據(jù)自己的情況預(yù)習(xí)教材并進(jìn)行拓展。合作學(xué)習(xí)策略能夠根據(jù)小組內(nèi)同學(xué)的特長(zhǎng)分工合作，共同完成學(xué)習(xí)任務(wù)。注意學(xué)習(xí)策略共享.4)文化意識(shí)：文化意識(shí)通過(guò)課文閱讀，拓展對(duì)本模塊不同國(guó)家離別之情表達(dá)方式的了解。5)情感態(tài)度:能夠表達(dá)對(duì)他人的謝意。
6)任務(wù):通過(guò)課文閱讀，拓展對(duì)本模塊不同國(guó)家離別之情表達(dá)方式的了解。教學(xué)重點(diǎn)和難點(diǎn)重點(diǎn)：1．通過(guò)談?wù)摦厴I(yè)生晚會(huì)的問(wèn)題訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，掌握使用復(fù)合、派生等構(gòu)詞法學(xué)習(xí)新單詞。難點(diǎn)：掌握使用復(fù)合、派生等構(gòu)詞法學(xué)習(xí)新單詞。教學(xué)方法基于課程改革的理念及“第二語(yǔ)言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開(kāi)展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“P—T—P”自主學(xué)習(xí)立體模式：pre-task…task-cycle…post-task。二、教材處理核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)談?wù)摻】碉嬍车膯?wèn)題。三個(gè)環(huán)節(jié)如下：pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)。task–cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，強(qiáng)化使用whose引導(dǎo)的定語(yǔ)從句的表達(dá)能力，為完成任務(wù)做好鋪墊post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況三、教材安排根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：Period1:VocabularyandListeningPronunciationandSpeakingPeriod2:ReadingandVocabularyPeriod3:WritingAroundtheworldModuleTaskPeriod4:Languageinuse
注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選?！航虒W(xué)設(shè)計(jì)』Title:Module10 Myfuturelife
Period1:VocabularyandListeningPronunciationandSpeaking
TeachingContent:VocabularyandListeningandPronunciationandSpeaking
TeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:beat,ceiling,fetch,pardon,raiseKeystructure:Doyouintendto…?
What/Howabout…?(重點(diǎn))2.Listeningskill:TounderstandconversationsandtoidentifywhatBettyandTonywilldoaftergraduation(難點(diǎn))
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!
這里beat指（音樂(lè)、詩(shī)歌等的）主節(jié)奏，節(jié)拍。例如：
Trytofollowthebeat.
2.DoyouintendtostayinChinaforlong?
這里intendtodosth表示“打算做某事”。例如：
FinnyintendstogotoAustralianextyearifallgoeswell.
這里forlong相當(dāng)于foralongtime,表示“很長(zhǎng)時(shí)間”。例如：
--Haveyoubeenwaitingforlong?
--No,notforlong,onlyafewminutes.
Shewentoutintothegardenbutshedidn’tstayforlong.
3.Andwe’llalwaysstayfriends.
這里stay的意思是“保持；使……處于某種狀態(tài)”。例如：
Theshopsstayopenuntil9pm.
Heneverstaysangryforlong.
4.I’mgoingtomissmyclassmates.
Begoingto可以表示打算、意圖，也可以表示可能性，比如：It’sgoingtorain.這句話中的begoingto也是表示可能。
5.Here’stoourfriendship,everyone.
Here’sto…是祝酒的常用語(yǔ)，意思是“為……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(重點(diǎn))2.Togetinformationfromthereadingmaterial.(難點(diǎn))
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.注意比較級(jí)的表達(dá)方式。一般情況下比較級(jí)的構(gòu)成是形容詞/副詞+er,或more+形容詞/副詞，但是這種比較級(jí)都表示正向比較，記“好”的比較級(jí)是“更好”，“差”的比較級(jí)是“更差”，“重要”的比較級(jí)是“更重要”。但是，如果表示“反向比較”就要用less+形容詞/副詞。即lessimportant表示“不如……重要”，而這里的lessoften表示“不如……經(jīng)?！薄?.Alifewithoutoldfriendsislikeadaywithoutsunshine.英語(yǔ)中表示“像……”時(shí)，可以用belike,as…as表示，我們把這種比喻方式叫做“明喻”。4.Icouldn’tsayitbettermyself.當(dāng)我們想表達(dá)“最……”時(shí)，也可以采用比較級(jí)的方式，本句就是如此。5.Howmanyofusoweourgoodgradestothesuggestionsyouhavemadeduringthoselongevenings?owe…to…表示“把……歸功于……;欠某人……”。例如：Iowemysuccesstomyeducation.Iowe10yuantoJanet.(=IoweJanet10yuan.)6.Sofromthebottomofmyheart,Ithankyouallandwishyousuccessforthefuture.這里fromthebottomofone’sheart表示“誠(chéng)摯地，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(難點(diǎn)).2.TolearnaboutJuniorhighschooldances(重點(diǎn))
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.(難點(diǎn)）2.Topractisethewordsandexpressions.(重點(diǎn))3.Affectionandattitudes:Enjoyahealthylife.
Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatislearntin3periodsofthismodule.PartIILanguagepractice
Task1:Tosummarizeandapplywordformationtosentences
Directions
(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofwordformationtosentences
(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’attentiononthewaysinwhichtheyareused.Task2:1.Completetheinstructionsforthegame,usingwordformationtosentences.
Directions:
(1).DoActivity1onpage84individually.(2).AsktheSs.tocheckwithapartner.(3).AsktheSs.toreadoutthesentences.(4).Summarize:theuseofthewordformationtosentences.
Task3:Completethesentences,usingthecorrectformofthewords.
Directions:
(1).AsktheSs.todoActivity2onpage84individually.
(2).Circulateandmonitortheirproduction.
(3)Calltheanswersbackfromsomestudents.
Task4:Workinpairs.Lookatthepicturesanddiscussthequestions.
Directions:
(1).AsktheSs.tocompleteActivity3andActivity4.(2)Calltheanswersbackfromsomestudents.
Task4:Readthepassage.Matchthephotosandtheparagraphs.Directions:
(1).AsktheSs.toreadthepassageinActivities6and7and8.(2)Calltheanswersbackfromsomestudents.
Task5:ListenandcomparethenotesaboutAdam’strip.Directions:
(1).AsktheSs.tolistentotheconversationanddoActivity5onpage85onpage85individually.(2).Listenagainandcheckwiththeirpartners.
(3)Calltheanswersbackfromtheclass.
PartIII:Atest
Talkaboutyourfuturelife.
PartIV:Homework:
FinishalltheexercisesintheWB.
外研版初三英語(yǔ)下冊(cè)Module7教案
每個(gè)老師需要在上課前弄好自己的教案課件，大家在認(rèn)真寫(xiě)教案課件了。對(duì)教案課件的工作進(jìn)行一個(gè)詳細(xì)的計(jì)劃，才能對(duì)工作更加有幫助！有多少經(jīng)典范文是適合教案課件呢？以下是小編為大家精心整理的“外研版初三英語(yǔ)下冊(cè)Module7教案”，僅供參考，歡迎大家閱讀。
外研版初三下冊(cè)Module7教案
MODULE7TEACHINGPLAN
Module7Eatingtogether
一、題材內(nèi)容
本模塊以食物和飲食習(xí)慣為話題。在21世紀(jì)的今天，越來(lái)越多的人走出國(guó)門，同時(shí)越來(lái)越多的外國(guó)朋友來(lái)到中國(guó)旅游、學(xué)習(xí)和工作。因此了解西方的用餐禮儀不僅是外語(yǔ)教學(xué)的任務(wù)之一，也是時(shí)代提出的要求。本模塊通過(guò)準(zhǔn)備聚會(huì)食物的對(duì)話和介紹西餐用餐習(xí)慣的課文，幫助學(xué)生了解西方的飲食文化和用餐習(xí)俗，同時(shí)可以加深同學(xué)們對(duì)中國(guó)飲食文化的認(rèn)識(shí)與理解。第一單元從談?wù)撜?qǐng)?zhí)_(kāi)始，引入本課的話題。下面的對(duì)話以即將舉辦的畢業(yè)生晚會(huì)為話題談?wù)摬煌瑖?guó)家的傳統(tǒng)食物。對(duì)話中突出了本模塊的語(yǔ)法----被動(dòng)語(yǔ)態(tài)，學(xué)生們可以在學(xué)習(xí)對(duì)話的過(guò)程中復(fù)習(xí)被動(dòng)語(yǔ)態(tài)的用法和結(jié)構(gòu)。第二單元的課文講的是西方的用餐習(xí)俗，內(nèi)容涉及用餐時(shí)間、餐具、食物數(shù)量和如何結(jié)束等方面。第三單元的任務(wù)是復(fù)習(xí)、鞏固被動(dòng)語(yǔ)態(tài)用法、復(fù)習(xí)檢測(cè)重要詞匯并完成模塊任務(wù)。
教學(xué)目標(biāo)
1）語(yǔ)言知識(shí)：
語(yǔ)音能根據(jù)意群正確朗讀語(yǔ)句。
詞匯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
語(yǔ)法復(fù)習(xí)被動(dòng)語(yǔ)態(tài)。
功能談?wù)撌澄锖惋嬍沉?xí)慣。
話題以食物和飲食習(xí)慣為話題。
2）語(yǔ)言技能：
聽(tīng)能聽(tīng)懂有關(guān)飲食習(xí)慣方面的對(duì)話；運(yùn)用記筆記的方法掌握細(xì)節(jié)信息。
說(shuō)能夠談?wù)摼蹠?huì)計(jì)劃。
讀能讀懂有關(guān)介紹食物和飲食習(xí)慣的文章；根據(jù)相關(guān)信息預(yù)測(cè)下文；能評(píng)價(jià)文章和根據(jù)文中信息推斷文章的深層含義。
寫(xiě)能夠模仿課文寫(xiě)一篇關(guān)于中國(guó)食物和飲食習(xí)慣的短文。
演示與表達(dá)展示和介紹中國(guó)的飲食文化。
3)學(xué)習(xí)策略：
學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。
自學(xué)策略在文段中加深理解被動(dòng)語(yǔ)態(tài)的意義、結(jié)構(gòu)和用法。
合作學(xué)習(xí)策略交流健康飲食的竅門和經(jīng)驗(yàn)。
4)文化意識(shí)：
中外對(duì)比了解西方的飲食習(xí)慣，加深對(duì)中國(guó)飲食文化和習(xí)俗的認(rèn)識(shí)。
5)情感態(tài)度：
了解不同國(guó)家的飲食文化，保持中國(guó)飲食文化中良好的習(xí)慣，學(xué)習(xí)西方飲食習(xí)俗中好的方面。
6)任務(wù)：介紹自己的餐飲經(jīng)歷。
教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)：1．掌握介紹食物和飲食習(xí)慣的基本詞匯，能夠敘述自己的餐飲經(jīng)歷，讀懂含有被動(dòng)語(yǔ)態(tài)的句子。
難點(diǎn)：正確介紹自己的餐飲經(jīng)歷。
教學(xué)方法
基于課程改革的理念及“第二語(yǔ)言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開(kāi)展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“P—T—P”自主學(xué)習(xí)立體模式：pre-task—task-cycle—post-task。
二、教材處理
核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)介紹食物和飲食習(xí)慣。三個(gè)環(huán)節(jié)如下：
pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)。
task-cycle：通過(guò)整個(gè)模塊的聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練，強(qiáng)化對(duì)食物和飲食習(xí)慣的表達(dá)能力，為完成任務(wù)做好鋪墊。
post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況。
三、教材安排
根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：
Period1:ListeningandVocabularyPronunciationandSpeaking
Period2VocabularyandReading
Period3.Languageinuse
Period4.WritingAroundtheworldModuleTask
注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。
『教學(xué)設(shè)計(jì)』
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.(難點(diǎn))
2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofpassivevoice.(重點(diǎn))
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看成一個(gè)整體，所以謂語(yǔ)動(dòng)詞用單數(shù)。再如：aknifeandfork;ahorseandcart等
2.Isupposeitcanbeheatedupintheschoolkitchen…
heatup意思是“加熱”。再比如：
Fredaheatedupapieforme.
3.Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.
在這句話中，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（包括盤(pán)子、杯子、碗等）”。例如：I’lljustdothedishesbeforewego.
4.Oh,soup’snogood.
這里nogood表示“沒(méi)（或沒(méi)什么、沒(méi)多大）用處（或好處）”。例如：
Themovieisnogood,Ithink.There’stoomuchfighting.
It’snogoodworryingaboutthatnow.
nogood用法小結(jié)：
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.(難點(diǎn))
2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.
②Totrainreadingstrategiesincludingtakingnotesandscanning.(重點(diǎn))
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.這是一句諺語(yǔ)，意思“入鄉(xiāng)隨俗”。其中，as表示“正如，像……”。例如：
Whileinthechemistrylab,doasIsay,please.
AsImentionedinmylastletter,I’llbebackinTianjininJune.
請(qǐng)說(shuō)出以下諺語(yǔ)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)不要過(guò)河拆橋。/不要忘恩負(fù)義。
3）不勞無(wú)獲。
4）一朝被蛇咬，十年怕井繩。
5）愛(ài)屋及烏。
2.Noonewillbecross.
這里cross是形容詞，表示“生氣的”。例如：
Theoldladywasreallycrosswhentheboy’sballbrokeherwindow.
Allright,youtwo,don’tgetcrosswitheachother.
Adam,Mummywillgetcrossifyoudoitagain.
Don’tgetcrosswithBill.
Cross作動(dòng)詞，表示“橫穿，穿過(guò)；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.(難點(diǎn))
2.Describinganeatingexperience.(重點(diǎn))
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:新課標(biāo)第一網(wǎng)
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(重點(diǎn))
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.
