外研版九年级下第九模块说课稿.doc

一、教材分析本模块以语言为话题，表述了学生学习英语的感受，介绍了英语在世界各国广泛使用的原因和历程，同时对英语和汉语的未来进行了预测。在听、说、读、写方面要求大家：能够听懂包含宾语从句、定语从句和状语从句的表述，判断对话中的具体信息并能转述具体信息。能够描述自己语言学习的进步情况，描述中能够根据需要正确使用宾语从句、定语从句和状语从句。能够读懂有关英语发展的说明，转述主要信息，并且能对英语的使用进行评述。能够参考课文的结构介绍汉语的发展，写作中尽可能使用宾语从句、定语从句和状语从句。正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。2、 学情分析： 通过本单元的学习，让学生能够理解英语的重要性，同时又要看到汉语的重要性，加深对汉语的情感和民族自豪感。通过学习对话，学会关怀和鼓励他人。能够通过课外阅读对英语和汉语的了解，与他人合作制作有关英语和汉语学法建议的海报。教学目标： 1能够掌握句子重音，根据句子意思的表达正确使用重音a.2掌握词组 achieve, bright, handwriting, level, certain, however, fairly, no matter, wherever3能够准确理解并运用宾语从句、定语从句和状语从句的用法；正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。教学重难点：1通过本单元的学习培养学生的听、说、读、写能力，准确理解并运用宾语从句、定语从句和状语从句的用法；正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。2、准确理解并运用宾语从句、定语从句和状语从句的用法。教学准备：1、搜集英语在日常生活中的应用资料。2、 制作课件。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。 Module 9 English for you and me Unit 1: Im proud of what Ive learntTeaching goals：1. To identify how Lingling and Betty learnt English. 2. To transfer information about Lingling and Bettys attitudes towards English. 3. To ask and give information about ones learning experience. 4. To form a right idea about learning English as a foreign language. Teaching important points：key vocabularyachieve, b right, handwriting, level, certain, however, no matter, whereverKey structures-that clause, which clause, whose clause, and who clause Although/No matter how .Teaching methods ：Listening and answering; individual, pair and group work, reading, talking and discussing.Teaching aids ：A tape recorder, a blackboard, projector and some slides or some pictures about clothes.Teaching procedures and ways：Part I: Revision Task: Recall what we have learned in the last Module. 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) Make some sentences with the phrases. Ask students to speak out as many as they can.Step Two: Talk about language learning. Part II: Lead in Task: Introduce to them the new words.Step One: Introduce the new words of this unit. And list them on the board.Step Two: Read after the teacher.Step Three: Practise reading the words.Step Four: Ask the students to look at the pictures about language learning. Elicit what they know about them. If there are any new words, add them to the list on the board.Part III: Listening1. Task: Activity 2 on page 72. Listen and answer the questions. Use the words to help you.(1) Read through the words in the box with the whole class, and have them repeat them chorally and individually. (2) Pay particular attention to the words where the stress isnt on the first syllable: achieve, require.(3) Ask the students to read through the questions to themselves.(4) Play the recording through once while they just listen and focus.(5) Play it again for them to answer; they can then check with a partner.(6) Play it once more for them to complete, check and correct.(7) Call back answers from the whole class, having one student ask a question and another answer.2. Task: To understand conversations .Step One: Ask the Ss to complete the table in Activity 4 on page 73.Step Two: Play the recording and have them listen and complete it.Step Three: Play the recording again and have them check individually.Step Four: Call back the answer from the whole class.3. Task: Listen and read: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 Tour: They should repeat it several times, changing the roles each time.Part IV: A test Ask the Ss to do Ex 1 on page 128 and hand in immediately .Part V: Homework: Recite the short dialogue as fluently as possible.Module 9 English for you and me Unit2 We all own EnglishTeaching Aims and Demands:5. To relay information about English. 6. To tell how English has become an international language. 7. To comment on the future of English and Chinese. 8. To write a brief introduction of Chinese. 9. To learn clauses. 10. To learn English that is used in everyday life. Teaching method:individual, pair and group work, reading, talking and discussing.Main content: key vocabularyown, everyday, tourism, quarter, recent, typhoon, importance, in place of, Indian. Key structures- clausesTeaching aids: pictures, tape recorder, computer, blackboard, chalk, OHPTeaching Procedures:Part I: revision1. Revise the key words learned last class and the main content of the text. Part II : leading-in Task: to learn English used in everyday life. Directions:Step One: ask the ss. whether they have known English has been used in daily life. Step Two: show the ss. pictures of English used in daily life. Step Three: ask the ss. to look at the picture on Page 74 and say where they are and what languages they can see.Step Four: encourage the ss. to think of other examples and places where English is used. Step Five: ask the ss. to have a discussion with their partners and answer the questions on the book. Step Six: encourage on pair to present their discussion. Part III: reading1. Task: read the text and finish the exercise on Page 67. Step One: listen to the tape and read the text. Step Two: ask the ss. to find the answers to the questions they have just discussed about and check whether they had get the right answer. Step Three: encourage one ss. to answer one question. Step Four: check the answer with the class. 2. .Task: re-readingDirections:Step One: ask the ss. to read the text in detail again and do the exercise above the text. Step Two: encourage the whole class to say their answers. Step Three: check the answer with the whole class and find where the answer comes from. Part IV : post-reading1. Task: understand the key structures of this text. Directions:Step One: show the structures below on PPT and explain firstly in English and then in Chinese to make sure that the students understand the usage of each structure. 1.be essential for sth/ sb to do sth 对.至关重要 It was essential then for me to finish the work in time. essential = important/crucial 2. there is a chance that+从句/to do sth有机会做3. what is more 而且，并且 4. last adj. & adv.上一（个，次)，最后的5.in place of 代替一些place的短语：take place 发生，没有被动语态take the place of sb/sth 代替The war took place in the 19th century. He has taken the place of me and becomes the new manager. Step Two: explain the classification of cause and show them example of every kind of causes and ask the ss. to find more. Part V: writing Step One: ask the ss. to work in pairs and talk about the questions listed in the book on Page 75.Step Two: ask two pairs to present their discussion. Part VI: homeworkWrite a composition called “ the future of Chinese” according to the suggestions given in the book. Revise the phrases and grammar learned today. Finish the exercises in Unit 3. Module9 English for you and me Unit3 Language in use Teaching Aims and Demands:11. To apply object clause, attributive clause and adverbial clause.12. To practice vocabulary. 13. To complete the module task: make a list of tips for learning English. 14. To learn to cooperate with classmates and complete a task together. Teaching method: performance-based and task-supported approachMain content: key vocabularyspeaker, period, express Key structures- object clause, attributive clause, and adverbial clause. Teaching aids: recorder, PPT, blackboard, chalk, and computerTeaching Procedures:Part I: revision Step one: ask the whole class to recite each sentence and say what kind of clauses are used in the sentences according to what learnt last class. Step two: judge whether the whole class have answered correctly. If there is any disagreement, give an explanation. Part II : exercise Task: to consolidate the use of clausesStep one: ask one student to talk about his/ her answer. Step two: ask the whole class whether the student have got the right answer. It there is any mistake, encourage the student to correct his answer in time. Step three: ask another 4 students to answer the left questions. Part III: speaking1. Task: discussion Step one: ask the ss. to fall in groups and complete the sentences in as many ways as they can. Step two: ask a member of each group to present one of their answers. Ask the rest of the class to add their different answers. Step three: ask each group to their answers above and answer the questions on Page 77. Step four: each group find the question to which the answer is the sentence they have presented. 2. .Task: reading and speakingStep one: divide the class into three groups to read different reports. Step two: each group has a discussion and answer the questions below the reports. Step three: when the three groups find the answer to some question comes from their report, one of them stands up and answer the question. But a person can not answer the question twice. Part IV : discussion1. Task: learn to give advices. Step one: ask the ss. to complete the sentences on their own. Step two: ask the ss. to exchange their sentences and advices and discuss about their different answers. Step three: ask one student to present the advices given by his/ her partner and add his own answers. Part V: readingStep one: ask the ss. to read the passage and choose the correct answer on Page 78. Step two: check the answers with the whole class. Step three: explain the language points in the passage by firstly show them the structures and phrases and ask them to guess the meanings and then explain to them. Step four: give examples