外研版初三英语下册module 5教案

1 / 22 外研版初三英语下册 Module 5 教案 莲山课 件 k 外研版初三下册 module5 教案 moDULE5TEAcHINGPLAN module5Rulesandsuggestions 一、题材内容 本模块话题是规则与建议，主要内容是围绕着在旅游场所及旅行中应遵守的规则及相应的建议展开的，第一单元的对话谈到游览长城时的注意事项，包括一些游览建议；第二单元的阅读课文是一篇游记，记录的是作者在野外宿营时遇到熊的惊险历程，内容生动有趣，扣人心弦，文中还融进了一些有关户外生存的建议。本模 块语法复习的是情态动词。本模块紧紧围绕规则与建议这一主题展开多方面的听、说、读、写的语言实践活动 ,使学生由简单到复杂 ,渐渐感知新的语言 ,并通过范例 ,让学生复习、巩固情态动词。教学中教师应随时随地以课本为出发点，灵活利用各种素材，增加一些开放性的活动，把话题再扩展一些，让学生受到道德方面的教育。 教学目标 语言知识： 语音句子中的连读。 2 / 22 词汇rule,suggestion,rope,stream,clear,starving,valley,peaceful,site,gesture,stick,still,woods,hillside,sudden,blood,damage,cause,effort,fifth,order,director 词组 keepto,leadtheway,fallasleep,reachout,inorderto 语法复习情态动词。 功能能够给指令；提出建议。 话题规则与建议。 1）语言技能： 听能听懂发出指令、提出建议的对话。 说学会发出指令，提出建议。 读能读懂描述旅游经历的文章，掌握其细节内容。进行简单的阅读技能训练 写能写出给旅游者的建议。 演示与表 达能够口、笔头表达旅游建议。 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。观察并归纳情态动词的用法，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 3 / 22 交际学习运用恰当词语给指令，能听懂指令；并能够提出建议。 资源通过其他资源获取更多有关旅游的简单英语。 自学策略能够根据自己的情况预习教材并进行拓展。 合作学习策略互相学习，取长补短，注意学习策略共享，能够与小组同学合作写出给旅游者的建议。 4)文化意识： 中外对比通过对旅游的介绍培养学生的环境保护意识。 5)情感态度： 通过对给指令、听懂指令表达方式的训练，培养学生礼貌使用语言的意识与能力，在表达给指令时能够照顾他人的感受；能够给出合理化建议。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。 6)任务：为来中国的旅游者提建议。 教学重点和难点： 重点： 1掌握给指令、听懂指令的基本词汇，能够给指令、听懂指令，并给出合理化建议。 难点：熟练掌握情态动词的用法。 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4 / 22 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：能够运用所学句型结构给出合理化建议。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，强化对旅游用语的表达能力，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:VocabularyandReading Period3:Languageinuse Period4:Writing&Aroundtheworld&moduleTask 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:module5Rulesandsuggestions 5 / 22 Period1:ListeningandVocabularyandPronunciationandSpeaking Teachingcontent:ListeningandVocabularyandPronunciationandSpeaking TeachingAimsandDemands: keyvocabularyandphrases:rule,suggestion,rope,stream,clear,starving,keepto,leadtheway keystructure:keepto(thepath) gotlost leadtheway feeltired I mstarving! Ithinkthat sall.(重点 ) :Tounderstandconversationsoftalkingaboutrulesandgivingsuggestions.(难点 ) : speakingability. :Weshouldbepolitetotheothers. Learningstrategies: communicativeandinteractiveandlisteningtothetapeanddosomeexercises. TeachingAids:multi-media(Taperecorder,video,oHP,han6 / 22 dout) TeachingProcedures: PartI:Revision Task:Recallwhatwehavelearnedinmodule4. Directions: Stepone:Labelthepictureswiththephrases. (1) (2)Askthemtolabeltheminthepicturesonthescreen. (3) StepTwo:Talkabouttravel. Askstudentstospeakoutasmanyastheycan. PartII:Leadin: Task1:Introducetothemthenewwords. Directions: Stepone: StepTwo:Askthestudentstotalkaboutthepictureinactivity1onpage34. StepThree:collectsomedescriptionsinawhole-classsetting. StepFour:PairtheSstodiscusswhatelsetheyknowabouttherules. StepFive:collectanyotherinformationtheycanprovidefr7 / 22 omthemandlistthemontheboard. Task2:,andsaywhatrulesandadviceyoucangivetovisitorstotheGreatWall. Directions: ,thencomparetheirideaswithanotherpair. StepTwo:callbacksuggestionsfromthewholeclass. PartIII:Listenandanswerthequestionsinactivity2onpage34. :.Tounderstandconversations Directions: Readthroughthewordsintheboxwiththewholeclassandhavethemrepeatthemchorallyandindividually. Askthemtoreadthroughthequestionsindividuall y. Playtherecordingthroughoncewhiletheyjustlistenandfocus. Playitoncemoreforthemtocomplete,checkandcorrect. callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit. Answers: sgoingtoleadthegroupandtellthemeverythingaboutperso8 / 22 nalsafety. :Listenandread: Askthestudentstofollowtheconversationwhileyouplaytherecording. :activity4onpage35. Directions: Askthestudentstodothisindividually;theycanthencheckwithapartner. callbacktheanswersfromthewholeclass. Answers : srulesandsuggestionsinactivity5onpage35 Askthestudentstoreadandnoteindividually;theycanthencheckwithapartner. callbacktheanswersfromthewholeclass. Answers: youmustkeeptothepath;useropesforclimbing;havetherightshoes youmustn tWalkalongtheedge;gooffonyourown 9 / 22 youshouldStartwalking youshouldn tDrinkallthewater youcanGorockclimbing;crossthestreamandclimbupto;takealookacrossthecountryside youcan tHavesomethingtoeatnow youhavetokeeptogether;thinkaboutpersonalsafety :Answerthequestions. Askthestudentstoanswerthequestionsindividually,thencompareanswerswithapartner. callbackanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit. PartIV:languagepoints tgooffonyourown. gooff 意思是 “ 离开，走开 ” 。 onone sown 意思是 “ 单独 ” 。例如： Helivesonhisown. Ineedsometimeonmyown. keepto的意思是 “ 沿着 走；使不离开；留在某个位置 ” 。例如： Let skeeptothepointorwe llneverreachanydecisions. Pleasekeeptothelefthandsideofthestairs. 10 / 22 mstarving!我都快饿死了！ 在非正式英语中，当人们想表达 “ 非常饿 ” 这个概念的时候，常说 “I mstarving!” 例如： What sforlunch?I mstarving! !I llleadtheway. 这里 lead 表示 “ 带（路），领（路） ” 。例如： Idon tknowtheway,soyou dbetterlead. youleadonandwe llfollowbehindonthehorses. comeon 在不同的情境有不同的意思。例如： comeon we regoingtobelateifyoudon thurry!(快点 ) yourpianoplayinghasreallycomeonsinceIlastheardyouplay.(有进步 ) It lltakeatleasttwohourstodothis! oh,comeon!Icoulddoitin20minutes.(得啦！算了吧！ ) PartIV:PronunciationandSpeaking Task1:Activity7:Saythesesentencesaloud. Directions: Askthestudentstopracticethisindividually. Playtherecordingandaskthemtol isten. Playitagain,pausingaftersensegroupsforthemtorepeatchorallyandindividually. 11 / 22 Task2:Activity8: : Askthestudentstochooseoneoftheplacesanddiscussitinpairs. makealistofrulesandsuggestions. Askthestudentstostayintheirpairstodothisactivity. Task3:Activity9: Askthestudentstogettogetherwithapairwhodidadifferentplaceandcomparenotes. Theycancomparenoteswithanotherpairwhodidthesameplacewhentheyhavefinished. callbacksuggestionsfromthewholeclass. PartV:Atest Listentothetapeandtranslatesomeofthesentencesintochinese. Homework： Actouttheshortdialogueasfluentlyaspossible. Period2VocabularyandReading Teachingcontent:VocabularyandReading TeachingAimsandDemands: : Newwordsandphrases:valley,peaceful,site,gesture,stick,still,woods,hillside,sudden,blood， fallasleep(重12 / 22 点 ) :Tounderstandthepassage. Tolearntousemodalverbscorrectly.(难点 ) Learningstrategies:communicativeapproach. TeachingAids:multi-media(Taperecorder,video,oHP,handout) TeachingProcedures: PartI:Revision HelpstudentstorevisewhatislearntinPeriodoneofthismodule. PartII:Preparation Task:Learnthenewwords. Directions:Labelthepictureswiththewords. (1). (2).Ssmatchthepictureswiththewords. (3).callbacktheanswersfromthewholeclass. (4)Talkaboutthepictures. PartIII:ScanningandSkimming :Activity1:Lookatthepictureandanswerthequestions. Directions: Stepone:TheteacherasktheSstodothisindividually,then13 / 22 discusstheirideaswithapartner. StepTwo:callbacktheanswersfromthewholeclass. Answers： Students ownanswers :Activity2:Readthepassageandanswerthequestions. Directions: Stepone:Askthestudentstodothisindividually;theycanthencheckwithapartner. StepTwo:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer. Answers： ownanswer. : Activity3:choosethebestanswer. Answers： :Activity4:Writenotesaboutthethingsyoumustdoiftherearebearsnear. 14 / 22 Askthestudentstodothisindividually;theycanthencheckwithapartner. callbacktheanswersfromthewholeclass Answers： Hangfoodinatree keepthecampsiteclean Pickupyourrubbish makealotnoise Ifyouseeabear,don trun. PartIV:Dealingwithexpressions. ,thethreeofusweretiredafterwalkingforabouteighthours. 在本句中， the 用在数词前，表示特指。 thethreeofus 指的是 “ 我们三个人 ” （一共就三个人）。而 threeofus 则说的是 “ 我们中的三个 ” （不止三个人）。再如： oneontime.这个小组有八个人。这八个人都知道，只有精诚合作，他们才能按时完成任务。 Thereare10peopleintheofficeandeightofthemarewomen.办公室里有 10 个人，其中八个是女士。 2.ifIreachout,Icanjusttouchhim. 这里 reachout 表示 “ 伸出（手臂） ” 。例如： Themonkeyreachedoutahandforthebanana. 15 / 22 Hereachedhishandoutforthephoneandknockedoveraglass. ,everytimetherewasasuddennoise,mybloodwentcold. 这里 go 表示 “ 处于（某种状态，尤指令人生厌的状态） ” ，其后可以接形容词，如本句中的 cold。例如： Whenthecropsfail,thepeoplegohungry. IalwaysgoredwhenI membarrassed. We dbettereattheseapplesbeforetheygobad. everytime 在句中引导一个状语从句，表示 “ 每次 , 每当 ” 。例如： EverytimeIgoandseehim,he salwaysworkingintheroom. 这个句子中不定式作表语，又如： Tosavewateristosaveourlives. tleaveanythingwhichbearsmightthinkisfood. 这里 whichbearsmightthinkisfood 是一个定语从句，修饰anything。 6.注意本课出现的表达不同时间段的短语： onourfirstevening inthemiddleofthenight inthemorning laterthatday duringthenight 16 / 22 thenextday forthenext10days PartV:Languageuse Direction: sseewhocanfinishitassoonaspossible. velearnedinthisclass. PartVI:Homework:Exercise3onpage112intheWB. Period3:Writing&Aroundtheworld&moduleTask Teachingcontent:Writing&Aroundtheworld&moduleTask TeachingAimsandDemands: : writingability(难点 ). (重点 ) Learningstrategies： Top-downandInteractiveapproachanddosomeexercises. TeachingAids:multi-media(Taperecorder,video,oHP,handout) TeachingProcedures: PartI:Revision Task:Helpstudentstorevisewhatislearntinlastmodule. Directions: 17 / 22 (1)Revisethewordsandphrases. (2) PartII:Writing Task: andyourself. Directions： Stepone:Askstudentstosuggestplaces. StepTwo:Askthestudentstowritesomenotesandsetthistaskforhomework. Task:LearnsomethingaboutEco-tourism. Directions: ,“Whatiseco -tourism(responsibletourism,withnoenvironmentaldamage),“Whatdothetouristsdo?”(Theyhelplocalcommunitiestolookaftertheenvironment). PartIV:moduleTask Writeadviceforvisitorstochina Task1:Activity8onpage41: Visitingsomeone shome Travelingonpublictransport Visitingtouristsights Eatinganddrinking 18 / 22 Politebehavourinpublic Task2: youmust youmustn t youshould youshouldn t Task3:? Readthroughtheinstructionsandtheexampleswiththewholeclass. Askthestudentstogetintopairstomakenotes. Whentheyhavefinished,askthemtogetintopairstodiscusstheiradvice. callbacksuggestionsfromthewholeclass. Task4:Writefivepiecesofadviceontheblackboardwhichyourgroupthinkaremosthelpful. PartV:Recalling Recallwhatwelearntoday. PartVI:Atest PartVII:Homework: andyourself. Teachingcontent:Languageinuse 19 / 22 keywords:damage,cause,effort,fifth,order,inorderto,director TeachingAimsandDemands: Tosummarizeandconsolidatetheuseofmodalverbsandthenewvocabulary. Affectionandattitudes:Weshouldenjoyeco-tourism. Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice. TeachingAids:multi-media(video,oHP,handout) TeachingProcedures: PartIRevision Helpstudentstorevisewhatislearntin3periodsofthismodule. PartIILanguagepractice Task1:Tosummarize