Content：Module 10　My future life

[Junior 3, New standard English]

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。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Stay in touch, pay back, role model

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)撟约旱母惺埽?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。寫能夠完成分別聚會(huì)發(fā)言稿的寫作，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)： Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading and Vocabulary Period 3: Writing& Around the world &Module 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: Module 10　 My future life

Period 1: Vocabulary and Listening &Pronunciation and Speaking

Teaching Content: Vocabulary and Listening and Pronunciation and Speaking

Teaching Aims and Demands: 1. Language Knowledge Key vocabulary and phrases: beat, ceiling, fetch, pardon, raise Key structure: Do you intend to…?

What/ How about…? (重點(diǎn)) 2. Listening skill: To understand conversations and to identify what Betty and Tony will do after graduation (難點(diǎn))

3. Speaking skill: To ask and give information about one’s feelings and future plans

4. Attitudes: Take active part in the party

Learning strategies: Bottom ?up approach and listening to the tape and do some exercises. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Recall what we have learned in the last Module. 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 party. Ask students to speak out as many as they can. Step tw Tell a story about parties.

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 what everybody doing.

Step two: Introduce the new words. Part III: Listening

Task 1: Listen and answer the questions

Directions:

Step one: Ask the Ss to read through the questions in activity 2 on page 80 so they know what 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.

Task 2: Ss listen to the dialogue and decide if we know the answers in activity 5 on page 81.

Directions:

Step one: Ask the Ss to read through the questions in activities 5 on page 81 and make sure the Ss understand them all.

Step two: Play the recording and have them listen to the recording and focus on the 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 make notes in activity 4 on page 81.

Step two: Play the recording and have them listen. Step three: Play the recording again and have them make notes. 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 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 4 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time.

Task 5: Activity 6 on page 81.

Directions:

Step one: Have them read through the questions and answer the questions. Have them check their answers with a partner

Step tw Now work 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: Language points

1. It’s got a great beat!

這里beat指（音樂(lè)、詩(shī)歌等的）主節(jié)奏，節(jié)拍。例如：

Try to follow the beat.

2. Do you intend to stay in China for long?

這里intend to do sth表示“打算做某事”。例如：

Finny intends to go to Australia next year if all goes well.

這里for long相當(dāng)于for a long time, 表示“很長(zhǎng)時(shí)間”。例如：

-- Have you been waiting for long?

-- No, not for long, only a few minutes.

She went out into the garden but she didn’t stay for long.

3. And we’ll always stay friends.

這里stay的意思是“保持；使……處于某種狀態(tài)”。例如：

The shops stay open until 9 pm.

He never stays angry for long.

4. I’m going to miss my classmates.

Be going to 可以表示打算、意圖，也可以表示可能性，比如：It’s going to rain.這句話中的be going to 也是表示可能。

5. Here’s to our friendship, everyone.

Here’s to…是祝酒的常用語(yǔ)，意思是“為……干杯”。

Part V: Pronunciation

Task: Listen and repeat the sentences in Activity 7 on page 81

Directions:

Step one: Ask the Ss to listen and repeat the sentences.

Step tw Play the recording again. Ask the Ss to pause at the end of each sense group.

Step three: Ask the Ss to listen and repeat chorally and individually.

Part Ⅵ: speaking

Task: Talk about your plans for the future in Activity 7.

Directions:

Step one: Read through the sentences with the whole class.

Step tw Ask them to answer the questions .

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 Ⅶ: A test：Do Ex 1 on page 128 in the WB.

Part Ⅷ: Homework:

Recite the dialogue as fluently as possible.

Period 2 Reading and Vocabulary

Teaching Content: Reading and Vocabulary

Teaching Aims and Demands: 1. Language knowledge: New words: forgive, treasure, owe, kindness, patience, gift, fair, model (重點(diǎn)) 2. To get information from the reading material. (難點(diǎn))

To relay information about the party

3. Attitudes: Take an active part in the party.

Learning strategies: Communicative approach. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision

Help students to revise what was learnt in Period one of this module. Show them some pictures about party. Have the Ss. talk about them. Eg.

1) What is it?

2) What are they doing?...

Part II : Preparation

Task 1: Learn the new words.

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

(2).Read the words separately and have them remember them.

(3).Make some sentences with the words.

(4) Call back the answers from the whole class.

Task 2: Look at the slides about party and talk about them.

Directions: (1). Look at the slides about party on the screen. Describe the pictures.

(2). Call back some comments from the whole class.

⑶ Think about a speech at a school leavers’ party, and answer the questions in Activity 1.

Part III: Scanning and Skimming

1.Task: Read the passage and find the sentences in Activity 3.

Directions:

Step one: The teacher ask the Ss to read the sentences. Step tw Ss read the passage and find the sentences which show the same meaning, giving reasons for the choice given.

Step three: Call back the answers from the whole class, having individuals read out the answer.

2. Task: Read the passage again and answer the questions.

Directions:

Step one: Ask the Ss to do Activity 2 on the screen individually. Then check with a partner.

Step tw Call back the answers from the whole class as complete sentences.

3.Task: Answer the questions in activity 4 and 5 on page 83.

Directions:

Step one: Read through the sentences and make sure the Ss understand what to do. Ss do activity 4 on page 83 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. … please forgive me if it shows! 注意本句中it指nervous 。 2. Sometimes the friends you treasure most are the friends you see less often. 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less important 表示“不如……重要”，而這里的less often 表示“不如……經(jīng)�！�。 3. A life without old friends is like a day without sunshine. 英語(yǔ)中表示“像……”時(shí)，可以用be like, as … as 表示，我們把這種比喻方式叫做“明喻”。 4. I couldn’t say it better myself. 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. How many of us owe our good grades to the suggestions you have made during those long evenings? owe …to…表示 “把……歸功于……; 欠某人……”。例如： I owe my success to my education. I owe 10 yuan to Janet. (= I owe Janet 10 yuan.) 6. So from the bottom of my heart, I thank you all and wish you success for the future. 這里 from the bottom of one’s heart 表示“誠(chéng)摯地，衷心地”。例如： When I said I thank you, I meant it from the bottom of my heart. Part V: Language use
Task: Read the speech answer the questions in activity 9 on page 134.

Directions:

Step one: Make sure the Ss understand what to do. Ss do activity 9 on page 134 individually and check with a partner.

Step tw Call back the answers from the whole class, having individuals read out the answers Step three: Give the students some time to recall what they’ve learned in this class. Part VI: Homework: .Retell the text. Period 3: Writing & Around the world &Module Task

Teaching Content: Writing & Around the world &Module Task

Teaching Aims and Demands: 1. Writing skill: To write a speech to extend thanks to others. Improve the students’ writing ability (難點(diǎn)). 2. To learn about Junior high school dances (重點(diǎn))

3. To complete a task involving making plans for the future

Learning strategies Top-down and Interactive approach and do some exercises. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Part I: Revision Task: Help students to revise what was learnt in last module. Directions:

(1). Revise the words and phrases. (2).Let the Ss. retell the text.
Part II: Writing. Task: Write a short a speech.

Directions

Step One: Imagine you’re going to give a speech at your school leavers’ party.

Step tw ● Start your speech by saying what your speech is going to be about.

Ladies and gentlemen, I’d like to thank you for …

● Say how you feel.

I feel a bit nervous as I’ve never given a speech before.

● Decide who you want to say thank you to.

There are many people who I’d like to thank. The first is / are …

● Decide what you want to thank them for.

They have always shown me great kindness …

● Think of examples of why you want to thank them.

One day, he / she helped do my homework …

● Think of a saying which you can use for a school leavers’ party.

They say that your school days are the best days of your life.

● Finish your speech by giving best wishes for the future.

Thank you and good luck in the future.

Step three: Call back some examples from the whole class, having individuals read their speech. Part III: Around the world

Task: Learn something about Junior high school dances.

Directions

Step One: Ask the Ss. to look at the different pictures about Junior high school dances Tell the Ss. some knowledge about them.

Step tw Read the text and answer any questions the Ss have.

Part IV: Module Task

Task: Making plans for your future

Directions:

Step One: Activity 9 on page 87. Ask the Ss. to think about your life in the future. Make notes about the following things: ● What you are planning to do in the next three years ● What you would like to do after that Do you want to go university and get special training or would you like to work after senior high school? ● What other areas of your life you want to develop Do you want to be better at sports, learn to play music, or develop artistic skills? ●how you see your personal life ●what sort of values you think will be important to you Step tw Use your notes and write sentences. Step three: Join your sentences together and write a passage about your future. Step four : See how well they did!

Part V: Recalling

Recall what we have learned today.

Part VI: A test Do Ex.5 on page 133 and hand in immediately.
Part VII: Homework: Do the Self-assessment on page 135. Period 4. Language in use

Teaching Content: Language in use

Key vocabulary: value, decision, graduate Teaching Aims and Demands: 1. To summarise and apply word formation to sentences. (難點(diǎn)） 2. To practise the words and expressions. (重點(diǎn)) 3.Affection and attitudes: Enjoy a healthy life.

Learning strategies: Formal instruction and task-based approach and interactive practice. Teaching Aids: Multi-Media (video, OHP, handout) Teaching Procedures: Part I Revision Help students to revise what is learnt in 3 periods of this module. Part II Language practice

Task1: To summarize and apply word formation to sentences

Directions

(1).Run through the examples with the Ss. and make sure that they are familiar with the use of word formation to sentences

(2). Ask the Ss. to repeat the sentences in the box. (3). Ask“Can you make other similar examples?” (4).Focus the Ss’ attention on the ways in which they are used. Task2: 1. Complete the instructions for the game, using word formation to sentences.

Directions:

(1). Do Activity1 on page 84 individually. (2). Ask the Ss. to check with a partner. (3). Ask the Ss. to read out the sentences. (4). Summarize: the use of the word formation to sentences.

Task 3: Complete the sentences, using the correct form of the words.

Directions:

(1). Ask the Ss. to do Activity 2 on page 84 individually.

(2).Circulate and monitor their production.

(3) Call the answers back from some students.

Task 4: Work in pairs. Look at the pictures and discuss the questions.

Directions:

(1). Ask the Ss. to complete Activity 3 and Activity 4. (2) Call the answers back from some students.

Task 4: Read the passage. Match the photos and the paragraphs. Directions:

(1). Ask the Ss. to read the passage in Activities 6 and 7 and 8 . (2) Call the answers back from some students.

Task 5: Listen and compare the notes about Adam’s trip. Directions:

(1). Ask the Ss. to listen to the conversation and do Activity 5 on page 85 on page 85 individually. (2).Listen again and check with their partners.

(3) Call the answers back from the class.

Part III: A test

Talk about your future life.
Part IV: Homework:


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