外研社初三上冊(cè)O(shè)DULE 10 TEACHING PLAN
Content：odule 10 Fitness
[Junior 3, New standard English]
一、題材內(nèi)容
本模塊以“飲食”為話題，談?wù)摻】碉嬍车膯?wèn)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。對(duì)話內(nèi)容涉及運(yùn)動(dòng)、父母為子女安排學(xué)習(xí)、訓(xùn)練，包含幾乎丟掉父母東西的遭遇。這些經(jīng)歷都與學(xué)生有密切的關(guān)系，便于活動(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)定語(yǔ)從句的用法，能夠掌握whose引導(dǎo)的定語(yǔ)從句。為學(xué)生提供了充足的語(yǔ)言實(shí)際運(yùn)用的機(jī)會(huì)。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)。語(yǔ)法難點(diǎn)仍是定語(yǔ)從句。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)音能夠準(zhǔn)確意群的語(yǔ)音、語(yǔ)調(diào)。
詞匯fitness, unlikely, interest, menu, behave, realize, pasta, refuse, persuade, cooking, ban, educate, typical, disadvantage, concentrate, advertise
詞組give up, pocket money, junk food, at first
語(yǔ)法能夠掌握whose 引導(dǎo)的定語(yǔ)從句。
功能能夠掌握觀點(diǎn)、態(tài)度的表達(dá)方式；能談?wù)摫３稚眢w健康。
話題以“飲食”為話題。
1）語(yǔ)言技能：
聽(tīng)能聽(tīng)懂對(duì)話中人物的情感以及解決問(wèn)題的建議與方式；找出原因。
說(shuō)能夠詢問(wèn)有關(guān)健康的信息，表達(dá)態(tài)度，提供建議。
讀能夠讀懂有關(guān)健康食品的；了解什么是健康食品；理解奧利弗的主張，并發(fā)表評(píng)論。
寫(xiě)能夠敘述健康飲食，最好能用定語(yǔ)從句。
演示與表達(dá)能夠借助圖片、生活情境介紹食品問(wèn)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)介紹健康飲食的問(wèn)題。
資通過(guò)閱讀報(bào)紙等其他資獲取更多簡(jiǎn)單英語(yǔ)的有關(guān)健康飲食的問(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)化意識(shí)：
化意識(shí)通過(guò)本模塊了解不同國(guó)家的飲食；了解不同國(guó)家的健康運(yùn)動(dòng)；了解不同化對(duì)健康的思考。
5)情感態(tài)度:
通過(guò)了解托尼的經(jīng)歷，培養(yǎng)體諒、關(guān)愛(ài)以及移情的態(tài)度。
6)任務(wù):能夠?qū)】祮?wèn)題進(jìn)行調(diào)查研究，制作健康宣傳作品。
教學(xué)重點(diǎn)和難點(diǎn)
重點(diǎn)：1．通過(guò)談?wù)摻】碉嬍车膯?wèn)題訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，掌握使用whose 引導(dǎo)的定語(yǔ)從句談?wù)摻】碉嬍车膯?wèn)題。
難點(diǎn)： 掌握使用whose 引導(dǎo)的定語(yǔ)從句。
教學(xué)方法
基于程改革的理念及“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時(shí)：
Period 1: Vocabulary and Listening &Pronunciation and Speaking
Period 2: Reading and Vocabulary
Period 3: Writing& Around the world &odule Task
Period 4: Language in use
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 10 Fitness
Period 1: Vocabulary and Listening &Pronunciation and Speaking
Teaching Content: Vocabulary and Listening and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language nowledge
ey vocabulary and phrases: fitness, unlikely, interest, give up, pocket money
ey structure: The restrictive attributive clause with whose. (重點(diǎn))
2. Listening skill: To understand conversations involving the use of restrictive attributive clauses (難點(diǎn))
3. Speaking skill: To be able to retell Tony’s experience and what his classmates did when Tony was in trouble
To ask and give information about exercise and staying healthy
4. Attitudes: Take active part in doing exercise and staying healthy
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 the last odule.
Directions:
Step one: Label the pictures with the words and expressions.
(1). Read through the words and expressions in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).List some words which are connected with cartoons. Ask students to speak out as many as they can.
Step two: Tell a story of your favourite cartoon stories.
Ask students to speak out as much as they can.
Part II: Lead in:
Task: Learn something about fitness.
Directions:
Step one: 1.Work in pairs. Look at the photos and decides which is the best way to keep fit.
Step two: Introduce the neords.
Part III: Listening
Task 1: Listen and answer the questions
Directions:
Step one: Ask the Ss to read through the questions in activities 4on page 81 so they knohat to listen for.
Step two: Play the recording while they just listen and focus on the questions.
Step three: Play the recording again and have them answer the questions.
Step four: Play the recording and have them check their answer with a partner
Step five: Call back the answer from the whole class.
Task2: Ss listen to the dialogue and check (√) the best ways to keep fit for Betty and Lingling.
Directions:
Step one: Ask the Ss to read through the table in activities 2 on page 80 and make sure the Ss understand them all.
Step two: Play the recording and have them listen to the recording and focus on the key sentence first time through.
Step three: Play the recording again and have them get the answers, then check with a partner.
Step four: Then Call back the answers from the whole class.
Task 3: To understand the conversation.
Directions:
Step one: Ask the Ss to look at the Look at the photos and describe how the people keep fit in activity 1 on page 80
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them answer.
Step four:. Play the recording and have them check their answer with a partner
Step five: Call back the answer from the whole class.
Task 4: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: 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 4 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
Task 5: Activity 5 on page 81.
Directions:
Step one: Have them 4.atch the words in the two boxes. Have them check their answers with a partner
Step two: Noork in pairs. Ask and answer the questions .Have them check their answers with a partner
Step three: Call back the answer in a whole- class setting.( Collect the answers in complete sentences from the class.)
Part IV: Pronunciation
Task: Listen and repeat the sentences in Activity 6 on page 81
Directions:
Step one: Ask the Ss to listen and repeat the sentences.
Step two: Play the recording again. Ask the Ss to pay particular attention to the restrictive attributive clause with whose.
Step three: Ask the Ss to listen and repeat chorally and individually.
Part V: speaking
Task: What do you think about these forms of exercises? Complete the table in Activity 7.
Directions:
Step one: Read through the table with the whole class.
Step two: Ask them to Complete the table .
Step three: Ask them to work in pairs to ask and answer questions..
Step four: Call back some examples in a whole-class setting
Part VI: A test Do Ex 2 on page 148 in the WB.
Part VII: Homework:
Recite the dialogue as fluently as possible.
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