外研版九年级下全册教案

课时备课表（教案）)重难时间教学程序a1板书设计教学后记2日期教学目标重点难点主要内容及分析方法及手段3课时划分Module2课时备课（教案）第1a重难点a点时间序程学教41.IIsIsIaI二3s时间三IsaI教学程序anervous51板书设计教学后记Module2课时备课表（教案）第2重难点I时间1I教学程序a6二3…………(10)Take时间4教学程序s….2s板书设计7教学后记Module2课时备课表（教案）第3重难点点时间一22教学程序a852aI5sa2daaII…时间教学程序’aaa22s板书设计9教学后记Module2课时备课表（教案）第4a重难点点…时间教学程序aa103aa时间6教学程序aa板书设计教学后记Module2课时备课表（教案）11第5重难点点关键点时间一a教学程序1I3’.122I2’时间3I教学程序板书设计教学后记13Module3Nowandthen第1)重难点关键点时间s教学程序14板书设计15教学后记第2课时重难点点A关键点A时间教学程a序isaattheforher?pastand16,,a板书设计…17教学后记重难关键点A时间教学程序a18,,,板书设计19教学后记重难时间教学程序320板书设计等教学后记重难点关键点21时间教学程序板书设计教学后记22Module4RulesandsuggestionsaaUnit1Teachingaimsanddemands:1.Toenablethestudentstolistencarefullyandunderstandthedialogue2.ToenablethestudentstomastertheusefulexpressionsandeverydayEnglish.Importantpointsanddifficultpoints:ListeningandspeakingTeachingmethod:1.Discussioningroups2.TocreateanactiveandrelaxatmosphereforEnglishlearningTeachingaids:Taperecorder,somepictures,computerifpossibleStep1Warming-up:Lookatthephoto,andsaywhatrulesandadviceyoucangivetovisitorstotheGreatWall.HaveyoueverbeentotheGreatWall?/Whatcanwepayattentionto?/Whatrulesshouldweobey?Step2Sharing-task1:Listenandread1.Bookclose!Listentothetapeandfillintheblank:Everyone,listenup!Beforewecan__________ourselvesontheGreatWall,thereareafew_________andsuggestions.First,youmustkeeptothepath.You_______walkalongtheedge.Second,youhavetokeeptogether,oryoumightgetlost.Third,whenyougorockclimbing,youmustuse________.You23havetothinkaboutpersonal________.2.Listenagain,andcheckingroups:keys:enjoy,rules,mustnt,ropes,safety3.Openthebookandaskthestudentstopracticethedialogueinpairsoringroups.Step3Sharing-task2:completetheexerciseinactivity,thendiscussingroups.(keys:b,c,a,c,a)Step4sharing–task3:readsilentlyagainandfinishactivity5ingroups.Step5sharing-task4:answerthequestionsinactivity6.Step6Languagepoints:1.listenup8.stopdoings.th/todos.thstopfromdoings.th9.thinkabout2.afew3.keeptothepath4.gooffonyourown5.getlost10.takealookacross11.leadtheway6.mstarving.7.startdoings.th12.Ithinksall.13.feeltiredStep5Sharing-task5:Pronunciationandspeaking.Askthestudentstolookatthesentenceandlisten.Thensaythesentencealoudingroup.Step7Homework1.Finishtheexercisesinexercisebook2.Trytorecitethedialogue3.GetfamiliarwiththenewwordsUnit2Teachingaimsanddemands:1.Toenablethestudentstomastertheusefulexpressions2.Toenablethestudentstoimprovetheirreadingcomprehension.Importantpointsanddifficultpoints:ReadingcomprehensionTeachingmethod1.DiscussioningroupTeachingaids:Multimediaifpossible,taperecorderStep1Revision1.Haveadictationandcheckhomework.242.Makesentenceswiththeusefulexpressions.Step2Sharing-task1:askthestudentstolookatthepictureandanswerthequestionsingroups.Step3Sharing-task2:Completethepassagewiththegivenfirstletter.Onourfirstdaytrip,allofusfeltt___________andsoonfellasleepat1night.Inthemid-night,therewasastrangen_______outside.Iwentout,but2therewasn________.Inthemorning,wef_______thebagoffoodwasopen.34Wethoughttherewerebears.Wed________tohangthefoodinatree.During5thenightthebearsc________back.Thistimetheytookthefoodfromthetree.6Thenextday,Iwentforawalkinthef_______.Unluckily,Isawabear.Istood7verys________.IwassofrightenedthatIdidnteventurnmyh______.Ihave89neverr_____sofast,backtomyfriends.(keys:tired,noise,nothing,found,decided,came,forest,still,head,run)Step4Sharing-task3Bookopen.Readthepassagesilentlyandfinishactivity3.Checkanswersingroups.(Keys:b,d,d,a,a)Step5Sharing-task4Readagainindetailsandanswerthequestionsinactivity2.Step6Lhemiddleof…3.noise–voice–soundmakelotsofnoise4.hang…inthetree5.nothighenough6.pickup7.fromadistance8.tidyup9.aboveall10.sees.bdoing/dos.th11.reachout12.runpasts.b13.mybloodwentcold.25Step7Sharing-task5Summary:writenotesaboutthethingsyoumustdoiftherearebearsnear.Step8Sharing-task6Writing:Discussingroupandthinkofanareaofcountrysidenearyou.Makenotesaboutit.Step9Homework1.Prepareforthewordsdictation.2.Finishtheexercisesintheexercisebook.3inTeachingaimsanddemands:1.Toenablethestudentstoimprovetheirwriting.2.Toenablethestudentstousethewordsandexpressionsfreely.Teachingmethod:ModalVerbsTeachingaids:Multimediaifpossible,taperecorderStep1Revision1.Haveadictation,2.ChecktheexercisesStep2Sharing-task1ReadthesentencesinlanguagepracticeandteachModalverbsStep3Sharing-task21)Workinpairsinactivity1.2)Moredetailsintheexercise)Step4DoexercisesinworkbookP112:1)Choosethecorrectanswer(Part2)..2)Rewritetheunderlinedpartsofthesentences.(Part3)3)Readtherulesaboutgymnasticsclassesandcompletethesentences.(Part4)Step5Aroundtheworld:Eco-tourismStep6Moduletask:writingadviceforvisitorstoChina.Step7Homework1.Finishalltheexercisesin2.Prepareforatest..Checkalltheexercises(twoperiods)26Haveatest.(oneperiod)教学后记：27日期教学目标重点难点主要内容及分析方法及手段课时划分Module5课时备课（教案）第128重难点关键点时间1Is教学程序29二3时间三教学程序Ia61板书设计教学后记Module5课时备课表（教案）302第2aa重难点a关键点时间1IIas教学程序二a314I)时间3教学程序62板书设计教学后记Module6课时备课表（教案）2第323aa重难点时间一33a教学程序52aI33eaa时间a教学程序52板书设计教学后记Module5课时备课表（教案）第434重难点时间教学程序a…a…353时间aaaa教学程序a6板书设计教学后记Module5课时备课表（教案）36第5重难点点关键点时间一a教学程序1I3’.372I3’时间3I教学程序5板书设计教学后记386Content：Module6Eatingtogether一、题材内容本模块以食物和饮食习惯为话题。在21世纪的今天，越来越多的人走出国门，被动语态，学生们可以在学习对话的过程及用餐时间、餐具、食物数量和如何结束等方面。第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。教学目标1）语言知识：语音能根据意群正确朗读语句。词汇finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,roll,Roman,saying,cheers,plate,explanation,cross,generally,over,blind,sense,taste,owner,bee,officer,course语法复习被动语态。功能谈论食物和饮食习惯。话题以食物和饮食习惯为话题。2）语言技能：听能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。说能够谈论聚会计划。读能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义。写能够模仿课文写一篇关于中国食物和饮食习惯的短文。演示与表达展示和介绍中国的饮食文化。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。自学策略在文段中加深理解被动语态的意义、结构和用法。合作学习策略交流健康饮食的窍门和经验。文化意识：中外对比了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。情感态度:中好的方面。任务:介绍自己的餐饮经历。教学重点和难点重点：1读懂含有被动语态的句子。39难点：正确介绍自己的餐饮经历。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“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介绍食物和饮食习惯。三个环节如下：：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，强化对食物和饮食习惯的表达能力，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&PronunciationandSpeakingPeriod2VocabularyandReadingPeriod3.LanguageinusePeriod4.Writing&Aroundtheworld&ModuleTask状况进行运用、调整及筛选。『教学设计』Title:Module7EatingtogetherPeriod1:ListeningandVocabularyandPronunciationandSpeakingTeachingContent:ListeningandVocabularyandPronunciationandSpeakingTeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:finger,basket,bread,fork,knife,lemonade,pancake,serve,spoon,hold,hot,rollKeystructure:Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.’smadewithchickenorporkandvegetables.(难点)2.Listeningskill:Tounderstandtheconversationinvolvingtheuseofpassivevoice.重点)3.Speakingskill:Toaskandgiveinformationaboutone’sdietordiethabit.Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinModule6.Directions:Stepone:Labelthepictureswiththephrases.(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.(2).Askthemtolabeltheminthepicturesonthescreen.40(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.Steptwo:Talkaboutfoodanddiethabit.PartII:Leadin:Task1:Introducetothemthenewwords.Directions:Stepone:ReadthroughthenewwordsandphrasesandhavetheSs.repeatthemafteryouchorallyandindividually.Steptwo:Askthestudentstotalkaboutthepicturesonthescreen.Stepthree:Collectsomedescriptionsinawhole-classsetting.Stepfour:PairtheSstodiscusswhatelsetheyknowaboutfood.Stepfive:Collectanyotherinformationtheycanprovidefromthemandlistthemontheboard.Task2:Introducetothemaboutfoodanddiethabit.Directions:Stepone.Theteachercanshowthemthevideoabutfoodanddiethabit.Steptwo:Freetalkaboutfoodanddiethabit.PartIII:ListeningTask1:.Stepthree:LookatthepartyinvitationandanswerthequestionsinActivity1onpage56.Directions:Stepone:Askthestudentstodothisindividually,thencheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.Answers1.Apartyforstudentswhoarecompletingtheirsecondaryschooleducationthatyear.2.Somethingwhichbelongstotheplacewhereyouliveorwhereyou’refrom.3.Foodwhichyoucaneatwithyourhandsyoudon’tneedknivesandforksorchopsticks.4.Listentomusicanddance.Task2.:activity2onpage57.Listenandanswerthequestions.Directions:Stepone:Readthroughthewordsintheboxwiththewholeclass,andhavethemrepeatthemchorallyandindividuallyifyoufeelitisnecessary.Steptwo:Askthestudentstoreadthequestionstothemselves.Stepthree:playtherecordingoncewhiletheyjustlistenandfocus.Stepfour:playitagainforthemtoanswer;theycanthencheckwithapartner.Stepfive:playitoncemoreforthemtocomplete,checkandcorrect.Stepsix:callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswer.Answers1.Inabasket.2.Foodanddrinkforthefamilyandfortheparty.3.Pancakesorpizza.414.Grapes,breadandwine.5.Lemonadeandpizza(ham,tomatoes,cheesetomakethepizza).Task3:Listenandread:Directions:Playtherecordingwhilethestudentsfollowtheconversationintheirbooks.Task4:activity4onpage57.Directions:Stepone:Askthestudentstodothisindividually,thencheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass.Youmaywanttocompleteatableontheboardastheygivetheanswers.AnswersDishMadewithBettyhamburgers(meat)cheese,breadrollLinglingSuanlatangChickenorporkandvegetablesTonypizzaCheese,tomato,hamDamingjiaozi(wedon’tknow,butprobablymeatoreggs,vegetables,flour)Task5:activity5onpage57.Directions:Stepone:Askthestudentstodothisindividually,thencheckwithapartner.Steptwo:Callbacktheanswersinawhole-classsetting.Answers1.Ithinkhefeelspleasedandproud.2.Athome.3.Becausetheirschoolasksthestudents,nottheirrelatives,topreparethefood.4.BecauseyoucaneatiteverywhereinEngland.5.BecauseitisanItaliandishwhichwasn’tintroducedintoBritainthen.PartIV:Languagepoints1.Whatfoodanddrinkisforthefamily?句中的foodanddrink看成一个整体，所以谓语动词用单数。如：aknifeandfork;ahorseandcart等2.Isupposeitcanbeheatedupintheschoolkitchen…heatup意思是“加热”。再比如：Fredaheatedupapieforme.3.Andeveryonehasbeentoldtoprepareatraditionaldishfromourowncountries.在这句话中，dish的意思是“烹制好的菜肴；一道菜；食品”。例如：WhenIwasinItaly,Ihadawonderfulpastadish.Do/washthedishes表示“清洗餐具（包括盘子、杯子、碗等）”。例如：’lljustdothedishesbeforewego.4.Oh,soup’snogood.这里nogood表示“没（或没什么、没多大）用处（或好处）”。例如：Themovieisnogood,Ithink.There’stoomuchfighting.It’snogoodworryingaboutthatnow.nogood用法小结：．nogooddoingsthIt’snogoodtalkingtohim—heneverlistens.42B.nogoodforsthC.nogoodtosb.Theseglassesarenogoodforwine.Acarisnogoodtome,sinceIcan’tdrive.PronunciationandSpeakingTask1:Listenandrepeat.Directions:Stepone:Askthestudentstoreadthroughtheexacttothemselves.Steptwo:Playtherecordingwhiletheylistenandfollow.Stepthree:Playitagain,pausingatthebreaksforthestudentstorepeatitchorallyandindividually.Stepfour:Askthestudentstogetintopairstopractisesayingthepassage,helpingeachotherwithpronunciation.Stepfive:Circulateandmonitortheirproduction.Task2:Workinpairs.Saythesentencesaloud.Makesureyoupauseaftereachsensegroup.Directions:Stepone:Askthestudentstostayintheirpairs.Steptwo:Theyshouldtakeitinturnstoreadthepassage;thelistenershouldhelpthespeakertogetthepausesright.Stepthree:Circulateandmonitortheirproduction.Stepfour:Playtherecordingwhilethestudentslistenandfollow.Stepfive:Playitagain,pausingforthemtorepeatchorallyandindividually.Task3:Activity8.Workinpairs.Makeplansforaparty.Stepone:Askthestudentstogetintopairstomaketheirplans.Steptwo:Askthestudentstomakenotesunderthethreeheadings.Task4:Activity9.Workwithanotherpair.Talkaboutyourparties,andsaywhatplanshavebeenmade.Stepone:Readthroughtheexampleswiththewholeclass.Steptwo:Askthepairstoworkwithanotherpairandtelleachothertheirplans.PartV:AtestListentothetapeandtranslatesomeofthesentencesintoChinese.HomeworkActouttheshortdialogueasfluentlyaspossible.Period2VocabularyandReadingTeachingContent:VocabularyandReadingTeachingAimsandDemands:1.Languageknowledge:Newwords:Roman,saying,cheers,plate,explanation,cross,generally,overKeystructure:Dinnerisservedaround7pmorevenlater.Theforkisheldinyourlefthandandtheknifeinyourright,andfoodisheldwiththeforkandcutwiththeknife.(难点)2.Readingskill:①Tohaveageneralideaofwhatthereadingpassagemainlytalksabout.43②Totrainreadingstrategiesincludingtakingnotesandscanning.重点)Learningstrategies:Interactiveapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionHelpstudentstorevisewhatislearntinPeriodoneofthismodule.Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.PartII:PreparationTask:Learnthenewwords.Directions:Labelthepictureswiththewords.(1).Readthroughthewordsinthebox.HavetheSs.Repeatthemafteryou.(2).Ssmatchthepictureswiththewords.(3).Callbacktheanswersfromthewholeclass.(4)ShowtheSsthevideosofknivesandforksusedforfood.Askthem“Doyouknowwhattheyareusedfor?”(5)Talkaboutthevideos.PartIII:ScanningandSkimming1.Task:ReadthepassageandcheckyouranswerstoActivity2.Directions:Stepone:Askthestudentstodothisindividually,thencheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.Answers1.b2.b3.a2.Task:CompletethecolumnIntheWestwithnotes.Directions:Stepone:Askthestudentstodothisindividually,thencheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass.AnswersInthewestInChinaMealtimesLunch(after12,around1pm);dinner(7pmorlater)ThingstosayAtthestartofameal:inFrance:BonappetitinItaly:BuonappetitinBritain:nothingissaidinBritain:Cheers!HowtoeatfoodMostfoodiseatenwithaknifeandfork.BeingservedYoumaybeaskedtoserveyourself,orbeservedbyyourhost.RefusingfoodPolitelysayyoucan’teatordon’twantanymore.NumberofdishesFewerdishesareofferedthaninChina.AttheendofthemealPeoplestayandtalkaroundthetable;it’srudetoleaveassoonasthemealisover.3.Task:Readthepassageagainandanswerthequestions.Directions:Stepone:Askthestudentstodothisindividually,thencheckwithapartner.44Steptwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersAnswers：1)Youshouldeatwithaknifeandforkunlessitisfingerfood.2)Youdon’tsayanything.3)Ifyou’vebeengivensomethingyoudon’tlike.4)ThatChinesepeoplethinkitisimportanttoofferlotsoffood.5)InChinaamealisoverassoonaspeoplehavefinishedeating.IntheWest,peoplemightsitaroundthetableafterthey’vefinishedeating.4.Task:Readthepassage.WhatarethemostsurprisingpiecesofinformationaboutmealsandeatingcustomsintheWest?Directions:Stepone:Askthestudentstodothisindividually,thencomparetheirideaswithapartner.Steptwo:Callbacksuggestionsfromthewholeclass.AnswersStudents’ownanswersPartIV:Dealingwithexpressions:1.WheninRome,doastheRomansdo.这是一句谚语，意思“入乡随俗”。其中，asWhileinthechemistrylab,doasIsay,please.AsImentionedinmylastletter,I’llbebackinTianjininJune.请说出以下谚语的意思：1)Likefather,likeson.2)Donotcutdownthetreethatgivesyoushade.3)Nopains,nogains.4)Oncebitten,twiceshy.5)Loveme,lovemydog.Key:1)有其父必有其子。2)不要过河拆桥。/不要忘恩负义。3）不劳无获。4）一朝被蛇咬，十年怕井绳。5）爱屋及乌。2.Noonewillbecross.这里cross是形容词，表示“生气的”。例如：Theoldladywasreallycrosswhentheboy’sballbrokeherwindow.Allright,youtwo,don’tgetcrosswitheachother.Adam,Mummywillgetcrossifyoudoitagain.Don’tgetcrosswithBill.Cross作动词，表示“横穿，穿过；交叉”。例如：Ittookthemtwomonthstocrossthedesert.legscrossed.ShewassittingonthefloorwithherPartV:Languageuse1.Exercise6onpage121inWB.45Direction:Ssdoitbythemselves.Let`sseewhocanfinishitassoonaspossible.2.(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)FirstthinkbythemselvesThendiscussinpairsandfinallysharetheiranswerswiththeclass.PartVI:Homework:Exercise7onpage122intheWB.Period3:Writing&Aroundtheworld&ModuleTaskTeachingContent:Writing&Aroundtheworld&ModuleTaskTeachingAimsandDemands:1.Writeapassageforatouristmagazinewithwesternreaderscalled:WheninChina,doastheChinesedo.难点)2.Describinganeatingexperience.重点)3.KnowsomethingaboutBirthdaypartiesintheUSA.LearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:Helpstudentstorevisewhatislearntinlastmodule.Directions:(1).Revisethewordsandphrases.(2).PuttheSs.inpairstopracticethedialogueandthetext.PartII:Writing1.Task:CompletethecolumnInChinainActivity3withnotesaboutmealsandeatingcustomsinChina.DirectionsAskthestudentstodothisindividually,thencomparewithapartner.2.Task:Writeapassageforatouristmagazinewithwesternreaders.Directions:Stepone:Readthroughtheinstructionsandexampleswiththewholeclass.Steptwo:Askthestudentstodothisindividually.Stepthree:Whentheyhavefinished,askthemtoexchangewritingwithapartnerforpeer-correctionoflanguageandcontent.Stepfour:Havesomestudentsreadtheirworkouttothewholeclass.PartIII.AroundtheworldTask:LearnsomethingaboutBirthdaypartiesintheUSA.Directions:1.AsktheSs.toreadthepassagetothemselves.TelltheSs.somethingsabouthim.2.Asksomegeneralquestionssuchas“Whyare16thbirthdaypartiesimportant?”(Becauseit’sthefirststepinbecominganadult.)“Howdopeopleoftencelebrate?”(Withabigpartyorotherspecialevent.)PartIV:ModuleTask46Describeaneatingexperience1.task:Describeaspecialorunusualmealyouhaveeaten.2.task:Compareyourlistwithotherstudents.Directions:1.Readthroughtheinstructionswiththewholeclass.2.Askthemtousethecuestodescribetheirspecial/unusualmeal.3.Theycanthensharetheirexperiencewithapartner.4.Callbacksomeexamplesfromthewholeclass.PartV:RecallingRecallwhatwelearntoday.PartVI:AtestDoEx.8onpage122andhandinimmediately.PartVII:Homework:DotheSelf-assessmentonPage123intheworkbook.inTeachingContent:LanguageinuseKeystructures:Theuseofpassivevoice重点)47TeachingAimsandDemands:1.Tosummariseandconsolidategrammarfocus:Theuseofpassivevoice.Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatwaslearntin3periodsofthismodule.PartIILanguagepracticeTask1:Tosummariseandconsolidatetheusageofpassivevoice(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofthepassivevoice.(2).AsktheSs.torepeatthesentencesinthebox.Task2:Toconsolidatetheuseofpassivevoice:(1).Doactivity1,2onpage60and4onpage61.Grasptheuseofthestructure:(2).AsktheSs.tocallouttheanswersfromthewholeclass.(3).AsktheSs.toreadthecompletesentences.Task3:Activity3.Workinpairs.Lookatthepicturesandsaywhatyouthinkhappened.Directions:(1)AsktheSs.togetintopairstotellthestory.(2)Theycanthengettogetherwithanotherpairtocomparetheirideas.(3)Callthestorybackinawhole-classsetting.AnswerThisisamodelanswer:Amanwaseatingsnacksinarestaurant.Heputhishandintothebowl,butdidn’tnoticeabeeinit.Hepickedupthebeewiththesnacksandputthemintohismouth.Thebeestunghiminhisthroatashewasswallowingthesnacks.Latertherestaurantwascloseddownbecausehundredsofbeeswerefoundinthekitchenbyfoodinspectors.Task4:Activity5.Answerthequestionsaboutthewordsinthebox.Directions:(1)Readthroughthewordsintheboxwiththewholeclass;askthemtorepeatthemchorallyandindividuallyifyoufeelitisnecessary.(2)Askthestudentstodothisactivityindividually,thencheckwithapartner.(3)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.Task5:Activity6.Workinpairsandanswerthequestions.Directions:(1)Askthestudentstoanswerthequestionsindividually.(2)Thenaskthemtogetintopairstoaskandanswerthequestionsofeachother.Task6.Activity7.Listenandmatchtheconversationswiththepictures.Directions:48(1)Askthestudentstolookatthepictures.(2)Playtherecordingwhilethestudentsjustlistenandfocus.(3)Playitagainforthemtoanswer;theycanthencheckwithapartner.(4)Playitoncemoreforthemtocomplete,checkandcorrect.(5)Callbacktheanswersfromthewholeclass.Task7.Activity8.Listenagainandchoosethecorrectanswer.Directions:(1)Askthestudentstodothisindividually,thencheckwithapartner.(2)Callbacktheanswersfromthewholeclassascompletesentences.Task8.Activity9.Readtheemailandanswerthequestions.Directions:(1)Askthestudentstodothisindividually,thencheckwithapartner.(2)Callbacktheanswersfromthewholeclass,havingonestudentaskaquestionandanotheranswerit.PartⅢ:AtestDoactivity1onpage120intheWB.Let’sseewhocanfinishitassoonaspossible.PartIV:Homework.49Module8Myfuturelife一、题材内容本模块以“毕业生晚会”为话题，与学生的生活息息相关，便于活动的设计与开展。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,此也比较容易吸引学生的注意力，激发学生的兴趣。这些经历都与学生有密切的关系，便于教学活动的设计。通过本模块的学习，学生进一步学习构词法，能够掌握复合、派生等构词法。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。教学目标语言知识：词汇beat,ceiling,fetch,pardon,raise,forgive,treasure,owe,kindness,patience,gift,fair,model,value,decision,graduate词组Stayintouch,payback,rolemodel语法能够掌握复合、派生等构词法。话题以“毕业生晚会”为话题。1）语言技能：能听懂有关分别的对话，转述具体信息，判断说话人的情感态度，表述其隐含之意。能够谈论自己的感受，发表感言，介绍自己的未来计划，能够表达自己对他人的感激之情。能够读懂有关毕业生晚会上的发言；判断说话人的感受人的感受并转述主要信息。能够完成分别聚会发言稿的写作，说出自己的感受，表达自己的谢意，畅想自己的未来。演示能够借助图片等信息展示自己三年来的学习和生活，要突出一个主达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。,阅读报纸,提高自学能力。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学习运用恰当词语介绍毕业生晚会的问题。通过阅读报纸等其他资源获取更多简单英语的有关毕业生晚会的问题的信息。自学策能够根据自己的情况预习教材并进行拓展。50合作学能够根据小组内同学的特长分工合作，共同完成学习任务。注意学习策略共享.习策略文化意识：文化意识通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。情感态度:能够表达对他人的谢意。任务:通过课文阅读，拓展对本模块不同国家离别之情表达方式的了解。教学重点和难点重点：1．通过谈论毕业生晚会的问题训练学生的听、说、读、写能力，掌握使用复合、派生等构词法学习新单词。难点：掌握使用复合、派生等构词法学习新单词。教学方法,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“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谈论健康饮食的问题。三个环节如下：pre-task：学生联系生活实际，激活背景知识。task–：通过整个模块的听说读写的训练，强化使用whose引导的定语从句的表达能力，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:VocabularyandListening&PronunciationandSpeakingPeriod2:ReadingandVocabularyPeriod3:Writing&Aroundtheworld&ModuleTaskPeriod4:Languageinuse状况进行运用、调整及筛选。『教学设计』ListeningTeachingContent:VocabularyandListe