外研社新标准英语初中初三上册Module 6 精品英语教案.docx
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外研社新标准英语初中初三上册Module6精品英语教案
外研社初中MODULE6TEACHINGPLAN
Content:
Module6Saveourworld
[Junior3,NewstandardEnglish]
一、题材内容
本模块以绿色环保为题材,讨论了如何从点滴小事做起,节约能源,保护环境。
对话、阅读都是以学生的口吻谈论宣传环保知识,内容积极、活泼有趣。
其中,对话从学生自己办的网络杂志引入,谈到“绿色学校”等;阅读文章则以一个学生的口吻讨论作为中学生怎样才能为保护环境、节约能源做贡献,内容贴近学生生活实际。
语法重点为构词法。
使学生在无意识的情况下掌握语言结构,既学习语言知识,又感悟语言功能,真正做到了语法为语义表达服务。
本模块的Aroundtheworld栏目介绍了环保小组,通过讨论可以加深对学习的兴趣,既可学习语法,又可培养叙述能力。
教学中教师应随时随地灵活利用各种素材组织教学过程和内容。
充分调动学生的积极性。
教学目标
1)语言知识:
语音
句子中的连读。
词汇
metal,pollution,ocean,reader,environmental,reusable,hopeless,heart,reduce,reuse,necessary,plastic,repair,latest,cloth,sort,harm,simple,difference,product,cost,last,china,material,bottle,boil,whenever,cause
词组
doharmto,makeadifferenceto,takepartin,madefrom
语法
对前缀、后缀有初步了解。
功能
能够掌握谈论环境的日常交谈用语。
话题
以“绿色环保”为话题。
2)语言技能:
听
能听懂有关环保的日常对话,获取准确信息。
说
能比较自如地谈论环保等相关话题。
读
能读懂关于环保的文章;能利用构词法理解一些生词的意思。
写
能够在写作中用适当的句型提出建议,并简要说明理由。
演示与表达
能简单介绍环保举措,劝说人们增加环保意识。
3)学习策略
学习一定程度形成自主学习,有效交际、信息处理、英语思维能力。
认知
联系,归纳,推测等技能。
观察并归纳现在进行时的用法,提高自学能力。
调控
从同伴处得到反馈,对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语介绍环保小知识。
资源
通过其他资源获取更多环保知识。
自学策略
能够学会使用口语中的一些常用功能句。
合作学习策略
能够有礼貌地同别人进行交谈。
4)文化意识:
中外对比
注意在日常口语中存在的中外文化的不同;学习外国在环保方面先进的理念和做法。
5)情感态度:
引导学生提高环保意识。
6)任务:
能够用阅读和对话中学过的语言,讨论环保问题。
教学重点和难点
重点:
1.通过绿色环保题材培养学生的听、说、读、写能力,初步掌握构词法。
难点:
运用恰当词语介绍环保知识,鼓励人们树立环保意识。
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:
能够收集绿色环保题材的信息制作招贴画,运用所学句型结构、运用恰当词语介绍环保知识。
三个环节如下:
pre-task:
学生联系生活实际,激活背景知识,。
task–cycle:
通过整个模块的听说读写的训练,强化运用恰当词语介绍环保知识的表达能力,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:
ListeningandVocabulary&PronunciationandSpeaking
Period2:
ReadingandVocabulary&Learningtolearn
Period3:
Writing&Aroundtheworld&ModuleTask
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:
Module6Saveourworld
Period1:
ListeningandVocabulary&PronunciationandSpeaking
TeachingContent:
ListeningandVocabularyandPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabulary:
metal,pollution,ocean,reader,environmental,reusable,hopeless,heart
Keystructure:
somerulesofworldformation(重点)
2.TolistenandunderstandsentencesofeverydayEnglish;
3.tounderstandtheconversation;tolearnsomerulesofwordformationthroughsomewordsinthemodule.(难点)
4.Attitudes:
Toprotectourworld.
Learningstrategies:
Bottom–upapproachandlisteningtothetapeanddosomeexercises.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
Part
:
Revision
Task:
RecallwhatwehavelearnedinthelastModule.
Directions:
Stepone:
Labelthepictureswiththephrases.
(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.
(2).Askthemtolabeltheminthepicturesonthescreen.
(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.
Steptwo:
Imperativesentence.Eg.
Noshouting!
Don’ttouch!
Youmustn’tgetupthere.
Youcan’ttakeaphoto.
Youaren’tallowedtotouchtheexhibits.
Let’sgoupstairs.
…
Askstudentstospeakoutasmanyastheycan.
PartII:
Leadin:
Task:
Introducetothemthenewwords.
Directions:
Stepone:
Introducethenewwordsofthisunit.Andlistthemontheboard.
Steptwo:
Readaftertheteacher.
Stepthree:
Practisereadingthewords.
Stepfour:
Askthestudentstolookatthepicturesaboutenvironment.Elicitwhattheycansee.Ifthereareanynewwords,addthemtothelistontheboard.
Stepfive:
Makesomesentencesusingthenewwordsfromthewholeclass.
PartIII:
Listening
1.Task:
Listenandcheckwhichwordsintheboxyoucanusetodescribetheminactivity1onpage42.
Directions:
Stepone:
Readthroughthewordsintheboxandmakesuretheyunderstandthem
Steptwo:
Playtherecordingandhavethemlistentotherecordingandcheckwhichwordsintheboxyoucanusetodescribethemfirsttimethrough.
Stepthree:
ThenCallbacktheanswerfromthewholeclass.
Stepfour:
PlaytherecordingagainfortheSstocheckandconsolidate.
2.Task:
Tounderstandconversations.
Directions:
Stepone:
AsktheSstolookatthequestionsonthescreen.
1)HowdidZhaoMingfeelwhenhereadthearticle?
2)Whatisagreenschool?
3)Whyisitwastefultothrowawayglassandpaper?
4)Whathappensifwedon’tturnofflights?
Steptwo:
Playtherecordingandhavethemlisten.
Stepthree:
Playtherecordingagainandhavethemanswerthequestionsindividually.
Stepfour:
Callbacktheanswerfromthewholeclass,havingonestudentaskaquestionandanotheranswer.
3.Task:
Activity4onpage43.
Directions:
Stepone:
HavethemreadthepassageandcompletethetablewiththenotesbelowindividuallyinActivity3.Havethemchecktheiranswerswithapartner
Steptwo:
Havethemchecktheiranswerswithapartner
Stepthree:
Callbacktheanswerinawhole-classsetting.
Stepfour:
Playtherecordingagainandhavethemcheck.
4.Task:
Activities6onpage43.
Directions:
Stepone:
HavethemdotheExxindividuallyinActivities6.Havethemchecktheiranswerswithapartner
Steptwo:
Callbacktheanswerfromthewholeclass.
5.Task:
Listenandread:
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandreadtheconversation.
Steptwo:
Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:
PuttheSs.intogroupsof2topractisethedialogue.
Stepfour:
Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
PartIV:
Pronunciation
Task:
ListenandrepeatinActivity8
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandrepeatinActivity8.
Steptwo:
AsktheSstopractisewithapartner.Saythesentencesaloud.Makesureyoulinkthesounds
Stepthree:
PlayitoncemorefortheSstorepeatchorallyandindividually.
PartV:
Speaking
Task:
Workinpairs.Saywhatyoushoulddoabouttheseproblems.Directions:
Stepone:
Thinkaboutwhatyou7.Workinpairs.Saywhatyoushoulddoabouttheseproblems.
Steptwo:
AsktheSstoaskandanswerwitheachother.
Stepthree:
Circulateandmonitorproduction.
Stepfour:
Letsomepairscometothefronttoactitout.
Stepfive:
PairtheSsforfurtherpractice.
PartVI:
Atest
AsktheSstodoEx2onpage132andhandinimmediately.
PartVI:
Homework:
Recitetheshortdialogueasfluentlyaspossible.
Period2ReadingandVocabulary
TeachingContent:
ReadingandVocabulary
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:
heart,reduce,reuse,necessary,plastic,repair,latest,cloth,sort,harm,simple,difference,product,cost,last,china,material
Keystructures:
Somerulesofwordformation:
prefixandsuffix.(重点)
2.Tounderstandthepassage.(难点)
3.Togetthemainideaofeachparagraph.
4.Attitudes:
Toprotectourworld.
Learningstrategies:
Communicativeapproach.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
Part
:
Revision
1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.
2.Retellthedialogue
Part
:
Preparation
Task1:
Learnthenewwords.
Directions:
Labelthepictureswiththewords.
(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.
(2).Readthewordsseparatelyandhavethemrememberthem.
(3).Makesomesentenceswiththewords.
(4)Callbacktheanswersfromthewholeclass.
Task2:
Talkaboutthepicture,sayingwhichthingsarebetterfortheenvironmentandwhy.
Directions:
(1).LettheSslookatthepicturesofindividuallyandthendiscusswhatthingsarebetterfortheenvironmentandwhywithapartner.ElicitsomesuggestionsfromtheSs,andnotethemontheboard.Acceptanythingtheygive.
(2).PairtheSstotalkaboutthem.
Part
:
ScanningandSkimming
1.Task:
Lookatthetitleofthepassageandthewordsinthebox.Whatsuggestionsdoyouthinkthepassagewillmake?
Directions:
Stepone:
TheteacherasktheSstolookatthetitleofthepassageandthewordsinthebox.Whatsuggestionsdoyouthinkthepassagewillmake?
Steptwo:
Callbacktheanswersfromthewholeclass.
Stepthree:
Ssreadthepassageandcheckindividually.
2.Task:
Readthepassageand3.Check(√)thethingsyoushoulddoinactivity4.
Directions:
Stepone:
FirstmakesuretheSsunderstandwhattheyshoulddo.Ssreadthepassageanddoactivity4onpage45individuallyandcheckwithapartner.
Steptwo:
Callbacktheanswersfromthewholeclass,havingonestudentaskandanotheranswer.
Part
:
Dealingwithexpressions:
1.课文原句:
Weallneedahealthyenvironment,butweproducewasteeverydayanditdoesharmtoourenvironment.
Note:
doharmto意为“对……有害处”。
英文中“对……有好处”可以说:
dogoodto…如:
Tomwouldneverdoharmtothem.
Aholidaywilldogoodtoyou.
Goingtobedlateeverynightwilldomoreharmthangood.
2.课文原句:
Infact,eventhesimplesteverydayactivitiescanmakearealdifferencestotheenvironment.
Note:
everyday是一个形容词,意为“每日的,每天的”,它用来修饰后面的名词;而everyday
是两个单词,后面不能有名词被它修饰,只能在句中作状语。
如:
Computersarenowpartofeverydaylife.
Wewalktoschooleveryday.
3.课文原句:
Althoughittakesenergytochangesomethingintosomethingelse,itisbetterthanthrowingthingsawayorburningthem.
Note:
change…into…表示“把……变成……”。
如:
Youcan’tchangeironintogold.
4.课文原句:
Infact,eventhesimplesteverydayactivitiescanmakearealdifferencestotheenvironment.
Note:
makeadifference