外研社初中ODULE 7 TEACHING PLAN

Content：odule 7 Australia
[Junior 3, New Standard English]

一、題材內(nèi)容本模塊以澳大利亞為話題,以旅游為引線,介紹了澳大利亞的飲食、歷史、化等,使學(xué)生在學(xué)習(xí)語言知識(shí)的同時(shí)能了解不同國家、不同化。旅游是一個(gè)很好的話題，澳大利亞也是一個(gè)熱門話題，根據(jù)這個(gè)話題展開有主語激發(fā)學(xué)生的參與感，也有助于的開展，而且在語境中很自然地體驗(yàn)本單元的語法項(xiàng)目“that引導(dǎo)的定語從句。”本模塊緊緊圍繞“Australia”這一主題展開多方面的聽、說、讀、寫的語言實(shí)踐活動(dòng),使學(xué)生由簡(jiǎn)單到復(fù)雜,漸漸感知新的語言,并通過范例,引導(dǎo)學(xué)生總結(jié)、歸納，掌握完整的語法知識(shí)。教學(xué)中教師應(yīng)隨時(shí)隨地以本為出發(fā)點(diǎn)，靈活利用各種素材，增加一些開放性的活動(dòng)，把話題再擴(kuò)展一些，讓學(xué)生靈活地掌握that引導(dǎo)的定語從句。教學(xué)目標(biāo)

1） 語言知識(shí)： 語音掌握感嘆句的語調(diào)。

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

詞組have a look at, similar to, full of , water sports

語法能夠that引導(dǎo)的定語從句。功能能夠詢問他人的旅游經(jīng)歷；能夠向他人介紹自己（在一個(gè)國家）的旅游經(jīng)歷；掌握相應(yīng)的表達(dá)方式。

話題以“Australia”為話題。

2） 語言技能： 聽能夠辨別所描述的細(xì)節(jié)。說能夠所參觀過的地點(diǎn)。讀能讀懂旅游介紹的，理解語片主題和細(xì)節(jié)。寫能夠用定語從句描寫自己的旅游經(jīng)歷；能用短語等表明先后順序。演示與表達(dá)能夠利用圖片等資料介紹自己所喜歡的東西。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、英語思維能力。自學(xué)策略能夠根據(jù)圖片等資料介紹自己的經(jīng)歷、介紹景點(diǎn)地區(qū)。合作學(xué)習(xí)策略能夠與他人合作制作招貼畫。4)化意識(shí)： 中外對(duì)比能夠了解不同國家的風(fēng)景，了解其不同的自然與化；同時(shí)能夠介紹中國的化景點(diǎn)，增強(qiáng)民族意識(shí)。5)情感態(tài)度: 交談經(jīng)歷時(shí)能夠注意他人的情感，不因別人不能周游各地而蔑視，要表現(xiàn)關(guān)懷與平等。

6)任務(wù):能夠利用各種資介紹一個(gè)景點(diǎn)、城市等，并選擇適當(dāng)?shù)恼故痉绞�，比如招貼畫、宣傳欄等。教學(xué)重點(diǎn)和難點(diǎn) 重點(diǎn)：1．掌握介紹“Australia”的基本詞匯，能夠敘述自己的旅游經(jīng)歷，讀懂含有that引導(dǎo)的定語從句難點(diǎn)：正確運(yùn)用that引導(dǎo)的定語從句。教學(xué)方法基于程改革的理念及“第二語言習(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)，開展和諧愉悅的堂活動(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“Australia”。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：通過整個(gè)模塊的聽說讀寫的訓(xùn)練，強(qiáng)化對(duì)“Australia”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)英語的特點(diǎn)和規(guī)律，我們把本模塊劃分為4時(shí)： Period 1: Listening and Vocabulary & Pronunciation and Speaking Period 2 Vocabulary and Reading Period 3. Language in use Period 4. Writing& Around the world &odule Task

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: odule 7 Time off

Period 1: Listening and Vocabulary and Pronunciation and Speaking

Teaching Content : Listening and Vocabulary and Pronunciation and Speaking

Teaching Aims and Demands: 1. Language nowledge ey vocabulary and phrases: hand, have a look at , alongside ey structure: The attributive clause with that (難點(diǎn)) 2. Listening skill: To understand the conversation involving the use of restrictive attributive clause.(重點(diǎn)) 3. Speaking skill: To ask and give information about one’s travel experiences or competition experiences. Improve the students’ speaking ability. Learning strategies: Bottom ?up approach and listening to the tape and do some exercises. Teaching Aids: ulti-edia (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Recall what we have learned in odule 6. Directions: Step one: Label the pictures with the phrases. (1). Read through the phrases in the box and have the Ss. Repeat them after you.

(2).Ask them to label them in the pictures on the screen.

(3).ake some sentences with the phrases. Ask students to speak out as many as they can. Step tw Talk about Save our world. g. When are you going to write about environmental education?

If we don’t the future is hopeless.

It’s wasteful to throw away paper and metal.

Reuse means “use again”.

Every class collects reusable waste.

Part II: Lead in: Task 1 : Introduce to them the neords .

Directions:

Step one: Read through the neords and phrases and have the Ss. repeat them after you chorally and individually.

Step two: Ask the students to talk about the pictures on the screen. Step three: Collect some descriptions in a whole- class setting. Step four: Pair the Ss to discuss what else they know about Australia.

Step five: Collect any other information they can provide from them and list them on the board.

Task 2: Introduce to them about Australia.

Directions:

Step one. The teacher can show them the video abut Australia.

Step two: Free talk about Australia.

Part III: Listening

1. Task:. Step three: Listen and answer the questions in Activity 1 on page 56.

Directions:

Step one: Let the Ss read through the questions in Activity 1 on page 56.

ake sure the Ss. understand the questions. Step two: Play the recording and have them listen. Step three: Play the recording again and have them write the answers individually.

Step four: Play the recording and have them check their answer with a partner.

Step five: Call back the answer from the whole class.

2..Task: activity 4 on page 57.

Directions:

Step one: Play the recording again and have them complete in Activity 4. Have them check their answers with a partner

Step tw Play the recording again .Have them check their answers with a partner

Step three: Call back the answer in a whole- class setting.

3. .Task: Listen and read:

Directions:

Step one: Play the recording and ask the Ss. to listen and read the conversation.

Step tw Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.

Step three: Put the Ss. into groups of 2 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time.

4.Task: activity 5 on page 57.

Directions:

Step one: Read through the questions with the Ss.

Step tw Have them answer the questions in Activity 5.

Step three: Call back the answers in a whole- class setting.

5. Task: activity 6 on page 57.

Directions:

Step one: Read through the sentences with the Ss.

Step tw Have them complete the sentences in their own words in Activity 6.

Step three: Call back the answers in a whole- class setting.

Part IV: Pronunciation and Speaking

Task 1 : Listen and repeat the sentence

Directions:

Step one: Play the recording and ask the Ss. to listen to the sentences and repeat the sentences.

Step tw Play the recording again and have the Ss repeat chorally and individually.

Step three: Pair them to practise and sum up.

Task 2 : ake notes about the best things you saw there.

Directions:

Step one: Think of somewhere you have visited and which you liked. ake notes about the best things you saw there. Step tw Noork in pairs. Ask and answer questions about the place you have chosen. Step three: Say what it’s called. Say where it is . Say what special details it has. Part V: A test

Listen to the tape and translate some of the sentences into Chinese.

Homework

Act out the short dialogue as fluently as possible.

Period 2 Vocabulary and Reading

Teaching Content: Vocabulary and Reading

Teaching Aims and Demands: 1. Language knowledge: Neords: grape, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle ey structure: The restrictive attributive clause with that (難點(diǎn)) 2. Reading skill: ①To have a general idea of what the reading passage mainly talks about. ② To train reading strategies including taking notes and scanning. (重點(diǎn)) Learning strategies: Communicative approach. Teaching Aids: ulti-edia (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision

1. Help students to revise what is learnt in Period one of this module. Show them some pictures about the neords in last period. Have the Ss. spell them chorally and individually.

2. Revise the attributive clause with that.

Part II : Preparation

Task: Learn the neords.

Directions: Label the pictures with the words. (1). Read through the words in the box. Have the Ss. Repeat them after you.

(2).Ss match the pictures with the words.

(3). Call back the answers from the whole class. (4) Show the Ss the videos of Australia. Ask them “Do you know these places?”

(5) Talk about the videos. Part III: Scanning and Skimming

1.Task: Read the passage and check your answers to Activity 2.

Directions:

Step one: 2. Look at the words in the box in Activity 1. Guess what Tony is going to say in his letter.

Step tw Ss read the passage and discuss with their partner.

Step three: Call back the answers from the whole class, having individuals read out the answers 2. Task: Read the passage and write notes about these.

Directions:

Step one: ake sure the Ss understand what they should do. Ss read the passage and write notes about these in Activity 4 individually and check with a partner.

Step tw Call back the answers from the whole class, having individuals read out the answers. 3. Task: Read the passage and check (√) the true statements.

Directions:

Step one: Read through the statements and make sure the Ss understand what they mean. Ss read the passage and check (√) the true statements in activity 4 on page 59 individually and check with a partner.

Step tw Call back the answers from the whole class, having individuals read out the answers

Part IV : Dealing with expressions: 1. be surprised at 對(duì)…感到驚訝

Tom was surprised at the result of the exam.

be surprised to + v.

Tom was surprised to hear the news.

2. be similar to 與…相似

His answer is similar to mine.

3. be full of充滿了…（強(qiáng)調(diào)狀態(tài)）

The bottle is full of water.

be filled with 用…裝滿（強(qiáng)調(diào)動(dòng)作）

The bottle is filled with water.

4. have a good/bad temper有好／壞脾氣

iss Li is very kind. She has a good temper.

5. keep doing一直做…

He has kept working for 3hours.

6. although/though盡管(不能與but同時(shí)使用,但能與still, yet同用）

Although/though he is very poor, he still tries his best to help others.

7. worry about擔(dān)心…(v. phr.)

They worry about their son’s health.

be worried about擔(dān)心…(adj. phr.)

They are worried about their son’s health.

8. such as（例如）

He likes sports very much, such as swimming, running and surfing.

Part V: Language use 1. Exercise 6 on page 59 in the TB. Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible. 2.(Give the students some time to recall what they’ve learned in this class) First think by themselves Then discuss in pairs and finally share their answers with the class. Part VI: Homework: Exercise 11 on page 138 in the WB. Period 3: Writing & Around the world &odule Task

Teaching Content: Writing & Around the world &odule Task

Teaching Aims and Demands: 1. Write about one’s travel experiences. Improve the students’ writing ability (難點(diǎn)). 2. aking a poster about English-speaking countries. (重點(diǎn))

3. now something about Cathy Freeman. Learning strategies Top-down and Interactive approach and do some exercises. Teaching Aids: ulti-edia (Tape recorder , video, OHP, handout) Teaching Procedures: Part I: Revision Task: Help students to revise what is learnt in last module. Directions:

(1). Revise the words and phrases. (2).Put the Ss. in pairs to practice the dialogue and the text. Part II: Writing

1. Task: Write a short passage about one’s travel experiences

Directions

Step One: Imagine that you are visiting a city / town of China. Write three places that you have visited or things you have done there. Step tw Norite a letter to a friend and tell them what you have visited. Begin and end the letter like Tony’s. Write about: the people/ lifestyle/ countryside/ food/ language /events during the trip Step three: Call back a few examples from the whole class.

Step four: Then summarise

Part III. Around the world

Task: Learn something about Cathy Freeman. Directions:

1. Ask the Ss. to look at the different pictures about Cathy Freeman.

Tell the Ss. some things about him.

2. Read the text and answer any questions the Ss have.

Part IV: odule Task

aking a poster about English-speaking countries.

Directions:

1.Activities10 and 11 on page 63. Ask the Ss. to think about three places that they have visited or things you have done there. 2. Ask them to write a letter to a friend and tell them what they have visited. Begin and end the letter like Tony’s. 3. Circulate and monitor their production.

4. Ask some Ss to read their letter. Give comments and encourage them.

Part V: Recalling

Recall what we learn today.

Part VI: A test Do Ex.8 on page 138 and hand in immediately.

Part VII: Homework: Do the Self-assessment on Page 139 in the workbook.

Period 4. Language in use

Teaching Content: Language in use

ey structures: The restrictive attributive clause with that (重點(diǎn)) Teaching Aims and Demands: 1. To summarise and consolidate grammar focus: The restrictive attributive clause with that 2. To summarise and consolidate the expressions and vocabulary. Learning strategies: Formal instruction and task-based approach and interactive practice. Teaching Aids: ulti-edia (video, OHP, handout) Teaching Procedures: Part I Revision Help students to revise what was learnt in 3 periods of this module. Part II Language practice

Task1: To summarise and consolidate the usage of the restrictive attributive clause with that Directions

(1).Run through the examples with the Ss. and make sure that they are familiar with the use of The restrictive attributive clause with that . (2). Ask the Ss. to repeat the sentences in the box. (3). Ask “Can you make other similar examples?” (4).Focus the Ss’s attention on the ways in which they are formed. Task2 : To consolidate The restrictive attributive clause with that:

(1). Do activity 1 on page 60 and 4 and 5 on page 61. Grasp the use of the structure: (2). Ask the Ss. to call out the answers from the whole class. (3). Ask the Ss. to read the complete sentences. Task 3 : Practise the conversations in Activity 5.

Directions:

(1). Ask the Ss. to work in pairs to practise the conversations.

(2) Circulate and monitor their production, paying particular attention to on page 60. Part III: Revise the words that we learned in this module:

Task 1 : 6. Write the words in the correct column.

Directions

1. Explain the rules to the Ss and ensure that the Ss. nohat to do

Let the Ss read through the words.

2.Ask the Ss to do the activity individually. Then check with a partner.

3.Collect the answers.

Task 2 : Complete the passage with the correct form of the words in the box.

Directions

1.Let the Ss read through the passage.

2.Ask the Ss to do the activity individually. Then check with a partner.

3.Collect the answers.

Task 3 :.Have a dictation. Let the Ss hand in immediately.

Directions

1.Explain the rules to the Ss and ensure that the Ss. nohat to do

2.Let the Ss write the words the teacher read.

3. Let the Ss hand in immediately.

Part IV: Listen and number the photo s 1-5 in the order that they are described.

Directions

1. Play the tape while they just listen and focus in activity 6 on page 62.

2. Play the tape again for them to correct and check.

4. Then check with a partner.

5. Collect the answers.

Part V: A test

Do activity 1on page 136 in the WB. Let’s see who can finish it as soon as possible.

Part VI: Homework.

Finish all the exercises in the WB.

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