模块教学设计

1、模块教学设计开发区第九中学 刘仲苓 三上 M7Module 7 Australia 一、 题材内容本模块以澳大利亚为话题,以旅游为引线,介绍了澳大利亚的饮食、历史、文化等,使学生在学习语言知识的同时能了解不同国家、不同文化。旅游是一个很好的话题，澳大利亚也是一个热门话题，根据这个话题展开教学有主语激发学生的参与感，也有助于教学的开展，而且在语境中很自然地体验本单元的语法项目“that引导的定语从句。”本模块紧紧围绕“Australia”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,引导学生总结、归纳，掌握完整的语法知识。教学中教师应随时随地

2、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，让学生灵活地掌握that引导的定语从句。教学目标：1） 语言知识：语音掌握感叹句的语调。词汇crocodile, hand, alongside, grasp, ham, lamb, outback, sheep, spirit, wine, surfing, helicopter, purple, similar, ours, especially, cricket, rugby, sunshine, full, expression, mate, temper, lifestyle, sunbathing, mine

3、ral, ancestor 词组have a look at, similar to, full of , water sports 语法能够that引导的定语从句。功能能够询问他人的旅游经历；能够向他人介绍自己（在一个国家）的旅游经历；掌握相应的表达方式。话题以“Australia”为话题。12） 语言技能：听能够辨别所描述的细节。说能够说参观过的地点。读能读懂旅游介绍的文章，理解语片主题和细节。写能够用定语从句描写自己的旅游经历；能用短语等表明先后顺序。演示与表达 能够利用图片等资料介绍自己所喜欢的东西。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。自学策略能够根

4、据图片等资料介绍自己的经历、介绍景点地区。合作学习策略能够与他人合作制作招贴画。4)文化意识：中外对比能够了解不同国家的风景，了解其不同的自然与文化；同时能够介绍中国的文化景点，增强民族意识。5)情感态度:交谈经历时能够注意他人的情感，不因别人不能周游各地而蔑视，要表现关怀与平等。6)任务:能够利用各种资源介绍一个景点、城市等，并选择适当的展示方式，比如招贴画、宣传栏等。教学重点和难点 重点：掌握介绍“Australia”的基本词汇，能够叙述自己的旅游经历，读懂含有that引导的定语从句难点：正确运用that引导的定语从句。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

5、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介绍“Australia”。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“Australia”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3课时

6、：Period 1: Listening and VocabularyPeriod 2 Reading and writingPeriod 3. Language in use 教学设计：Period 1 Listening and speakingTeaching Aims and Demands:1. Language Knowledge Key vocabulary and phrases: hand, have a look at , alongsideKey structure: The attributive clause with that (难点) 2. Listening s

7、kill: To understand the conversation involving the use of restrictive attributive clause.(重点) 3. Speaking skill: To ask and give information about ones travel experiences or competition experiences. Improve the students speaking ability.Learning strategies:Bottom up approach and listening to the tap

8、e and do some exercises.Teaching Aids: Multi-Media (Computer, OHP)Teaching Procedures:Step 1: Building language environment, stimulating emotion and interests: Show some pictures about Australia to the students and ask “Whats your favorite picture?” Students are helped to answer the questions like t

9、his: I like the picture that has a shark in it. Or I like the picture that the kangaroos are playing happily inStep 2:.Beginning with seeing and hearing, presenting the targets: T: Would you please tell us something more about Australia? S1: S2:. S3: .Step 3: Listening and answering the questions: T

10、he six questions on Page 57 of the students books.Step4: Reading and Acting Students are given more time to read the dialogue and then act it out in front of the class.Step 5: Summing up and consolidation:Join the sentences with “that”1.He is the man . I met the man yesterday. 2.I like music. I can

11、dance to music.3.I prefer a sandwich. A sandwich is really delicious.4. Im looking for the photos. You took them in Australia.5. Were doing a project about countries.We want to visit them.Period 2: Reading and writing:教学目标：知识目标：1. 学生能够在语境中借助图片准确读出并掌握下列单词与短语：grape, ham, lamb, wine, helicopter, rugby,

12、 cricket, be similar to学生在语境中能够理解与掌握 “that”引导的定语从句，并能自觉地将其运用于写作中。2. 学生能在理解文章大意与此话题写作框架的基础上向他人介绍自己的家乡大连。学习策略：1. 自学策略：一定程度上形成自主学习，进行有效交际、提高信息处理、培养英语思维能力。2.合作学习策略：能够与他人合作完成给 “Tony”的信。文化意识：中外对比能够了解不同国家的风景，了解其不同的自然与文化；同时能够介绍中国的文化景点，增强民族意识。教学过程Step 1: Building language environment, stimulating emotion and

13、 interest：Activity One: Play the video about the beautiful views of Australia with a piece of wonderful music before class begins.Activity Two: Free talkHow much do you know about Australia? S1: S2: S3: .Step 2: Beginning with seeing and hearing, presenting the targets: After talking about something

14、 more about Australia, students need to listen to a letter from Tony and the pictures that he sent to the teacher yesterday. After that, the teacher shows her opinion: T: Among the four pictures, I love the picture of the rock that has different colors at different times of day. What about you? S1:

15、S2:. .S3: Step 3: Listening to the letter and telling “ True” or “ False” 1.In the letter Tony introduces us food, hobbies and clothes. ( )2.The Australians enjoy the same food and hobbies as English. ( ) 3.The countryside near the coast is very green.( ) The students are learning the new words and

16、phrases while they are telling “true” or “false”.Step 4: Reading and matching the main ideas with the main ideas of the first four paragraphs:Para.1 A. The language that they speakPara. 2 B. The weather of the placePara.3 C. The life of the peoplePara.4 D. The place that Tony visitsPara. 1-Place Par

17、a. 2-lifestyle Para. 3-weather Para. 4-languageStep 5 Reading and finding details in the first four paragraphs Para.1place1. Where in the center of near Uluru ( Ayers Rock)2.What do-take seerock size color3. People Aborigines Aboriginal storiesPara. 2lifestyle hamfood and drink lamb winelifestyle ru

18、gby be hobbies cricket similar surfing to football TonysPara. 3Weather Summer near the coastWeather outback sunshinePara. 4Language Englishlanguage special expressionsStep 6 Summing up and Writing Students are encouraged to sum up the writing structure and work in fours to finish the letter back to

19、Tony.what to doWriting structure:what to seePara. 1-Place peoplefood and drink hobbiesPara. 2-lifestyle summerPara. 3-weather sunshine EnglishexpressionsPara. 4-language Dear Tony,Thank you very much for your beautiful pictures! I enjoyed them a lot. Now Id like to introduce my hometown to you. I am

20、 looking forward to your coming. Love, LydiaPeriod 3 Revision-language in useTeaching Content: Language in use Key structures: The restrictive attributive clause with that (重点)Teaching Aims and Demands:1.students summarise and consolidate grammar focus: The restrictive attributive clause with that2.

21、 students summarise and consolidate the expressions and vocabulary.Learning strategies: Formal instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (computer, OHP)Teaching Procedures:Part I Revisionstudents need to revise what was learnt in the first two units of t

22、his moduelPart II Language practice Task1:students summarise and consolidate the usage of the restrictive attributive clause with that in groups Directions(1).Run through the examples with the Ss. and make sure that they are familiar with the use of the restrictive attributive clause with that .(2).

23、 Ask the Ss. to repeat the sentences in the box.(3). Ask “Can you make other similar examples?”(4).Focus the Sss attention on the ways in which they are formed.Task2 : To consolidate The restrictive attributive clause with that:(1). Do activity 1 on page 60 and 4 and 5 on page 61. Grasp the use of t

24、he structure:(2). Ask the Ss. to call out the answers from the whole class.(3). Ask the Ss. to read the complete sentences.Task 3 : Practise the conversations in Activity 5.Directions:(1). Ask the Ss. to work in pairs to practise the conversations.(2) Circulate and monitor their production, paying p

25、articular attention to on page 60.Part III: Revise the words that we learned in this module:Task 1 : 6.Write the words in the correct column.Directions1. Explain the rules to the Ss and ensure that the Ss. Know what to doLet the Ss read through the words.2.Ask the Ss to do the activity individually. Then check with a partner. 3.Collect the answers. Task 2 : Complete the