Module9TeachingplanUnit1.doc

MODULE 9 TEACHING PLANContent：Module 9 A trip to the zoo Junior 1 , New standard English一、 题材内容本模块话题是“动物”。介绍了世界各地的动物以及其栖息地、习性等，同时也唤起学生热爱动物、保护动物的意识。内容紧密结合初中学生所熟悉和喜爱的话题而展开听、说、读、写的语言实践活动。使学生既开阔了眼界又增长了知识。教学中教师应随时随地以课本为出发点，灵活组织教学过程和内容。教学目标1） 语言知识：语音/IE/ /eE/词汇Animals: tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar, bear, zebraHabits: desert, forest, grassland, jungleContinents and related words: Africa, African, America, American, Asia, Asian, Europe, European, ArcticOthers: trip, zoo, guide, thousand, visit, every, animal, more, bamboo, desert, forest, grass, grassland, jungle, India, leaf, world词组Comefrom，liveinthedesert语法1. 一般现在时第三人称单数做主语的疑问句及其回答功能谈论自己喜欢的动物话题以“动物”为话题。2） 语言技能：听听懂有关动物的对话，并能在听的过程中找出细节信息，提高学生实际应用能力。说能对有关动物的话题进行问答。流利的说出含有本模块生词、短语。读能读懂有关介绍动物的简单文章,并从中获取重要相关细节信息。进行简单的阅读技能训练写1. 能够使用一般现在时第三人称单数做主语的疑问句及其回答2. 能够介绍并写出自己喜欢的动物。演示与表达能够向同学展示自己介绍动物的宣传画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。注意发现合成词的合成规律举一反三地学习和记忆单词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自己喜欢的动物。资源通过充分利用图书馆或网络上的其他资源获取更多有关“动物“的简单英语。自学策略能充分利用图书馆或网络上的其他资源进行学习培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。合作学习策略能用英语与同学谈论自己喜欢的动物制作出有关介绍动物的宣传画4)文化意识：中外对比热爱动物，关爱动物了解常见动物在英语国家中的文化含义5)情感态度:在用英语交流中，培养热爱动物，保护动物的意识。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:能够和同学合作，共同完成有关介绍动物的宣传画。教学重点和难点 重点：1一般现在时第三人称单数做主语的疑问句及其回答。礼貌的进行日常对话。难点：1. 动词第三人称单数形式动物和各大洲词汇 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“PTP”自主学习立体模式：pre-tasktask-cyclepost-task。二、 教材处理核心任务：能够运用所学句型结构向不同的朋友介绍动物活动。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“介绍动物。”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5课时：Period 1: Listening and VocabularyPeriod 2 Vocabulary and ReadingPeriod 3.pronunciation and Speaking & Writing Period 4 Language in use Period 5 Around the world &Module Task 注：教学时应根据学生的学习水平、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: Module 9 A trip to the zooPeriod 1: Vocabulary and ListeningTeaching Content: Vocabulary and ListeningTeaching Aims and Demands:1. Language Knowledge Key vocabulary: tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar, bear, zebra Africa, African, America, American, Asia, Asian, Europe, European, Arctic，trip, zoo, guide, thousand, visit, every, animal, more Key structure: Does the panda eat bamboo?Yes, it does.It eats bamboo.Does the tiger come from Europe?No, it doesnt. It comes from Asia. . (重点) 2, Listening skill: To find specific information in the listening To ask and answer questions about animals (难点)3. Affection and attitudes: We should love and protect animals.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 last module. Directions: Step one (1).Give them some pictures . Let the Ss. speak out the words. (2).Put the Ss. in pairs to practice them Step two: Make some sentences with the words. Step three: Ask students to speak out as many words as they can Part II: Lead in: 1.activity 1 on page 54.Task: Introduce to them the new words.Directions:Step one: Read through the words in activity 1 on page 54 and have the Ss. Repeat them after you chorally and individually.Step two: Ask the students to do activity 1 on page 54. Check their answers with a partner. Step four: Call back the answers as complete sentences in a whole- class setting Step five: Summarize 2.Task: Ask and answer about the pictures.Directions:Step one:The teacher talks about one of the pictures as an example. We can use the followingsentences:What is this/that?Its a/anIs there a?Yes there is.No, there isnt.Is it a/Look at , Is it cute / interesting?What is it doing there?I think it is eating a Step two: Put the Ss. into groups of four and tell them to talk about the animalsStep three: Call back the information from group secretaries in a whole- class setting. They should say what each member of the group likes.Step four: SummarizePart III: Listening 1.Task: Listen and say what you can see.Directions:Step one: Play the recording and have them listen Step two: Play the recording again and have them check their answers with a partnerStep three: Play the recording again and have them repeat the conversation from memory using the photos to help them.2.Task: Introduce the interrogative form of the third person singular of the present simple tense as follows:Directions:Step one: Write : I walk to school every day.Step two: Elicit the questions and the negative forms: Do you walk to school every day?Step three: Write: He and elicit the rest of the sentences. He walks to school every day.Step four: Elicit the questions and the negative forms: Does he walk to school every day? He doesnt walk to school every day. Step five: Practice with other simple verbs. (e.g. eat breakfast; do homework; play football)e.g. Peter has breakfast every day.Does he have breakfast? Steve doesnt have breakfast on Sunday.Paul plays basketball on Wednesday. Paul doesnt play basketball on Wednesday. Does he play basketball on Wednesday? Step six: SummarizePart IV: Listen and readTask: To understand conversations .Improve the students listening ability .1. Task: Lead in:Directions:Step one: The teacher can lead the Ss into the listening as follows: T: Do you like animals? S: Yes. T: If you want to see animals, where would you like to go? S: Zoos, of course. T: Which zoo have you been to? S:. T: Anybody who has been to Beijing Zoo? S: No. T: OK. Today Id like to take you to Beijing Zoo. Heres the guide of the zoo. A guide is a person whose job is to show interesting places to visitors. Daming and Linging are talking to the guide. Listen to their conversation and answer this question: Whats the name of the panda?Step two: Play the recording and ask the Ss. to listen and get the answer.Step three: Call back the answer in a whole- class setting.2. Activity 3 on page 54. .Task: 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 3 to practise the dialogue. Step four: They should repeat it several times, changing the roles each tim