外研版英语九年级上册Module10教学设计

《外研版英语九年级上册Module10教学设计》由会员分享，可在线阅读，更多相关《外研版英语九年级上册Module10教学设计（10页珍藏版）》请在装配图网上搜索。

1、MODULE 10 TEACHING PLANContent：Module 10 Fitness题材内容本模块围绕健身的话题展开，主要涉及对待不同健身活动的态度和提倡健康的饮食理念。在生活质量普遍提高的今天，健康已经成为十分重要的生活质量指标，人们对之给以极大的关注。因此，在中学阶段的英语教学活动中倡导健康的生活理念，对中学生的成长具有现实指导意义。教学应当紧密联系学生生活实际展开教学目标1） 语言知识：词汇Fitness， unlikely， interest， menu，behave，realize，pasta，refuse，persuade，cooking，ban，educate，typ

2、ical，disadvantage，concentrate，advertise。 词组give up, pocket money，junk food，at first。语法学会灵活运用由whose引导的定语从句。功能能够比较熟练地围绕对待不同健身活动的态度，合理饮食以及健康的生活理念等话题展开对话。话题对待不同健身活动的态度，健康饮食以及提倡健康的生活理念。2） 语言技能：听听懂有关健身和健康饮食的简短对话，提高学生实际应用能力。说能利用whose引导的定语从句介绍自己对待不同健身活动的态度；流利的运用本模块生词、短语。读能读懂由whose引导的定语从句以及与健康，健身相关的简单文章；进行简单

3、的阅读技能训练。写1. 能利用whose写出的简短的关于健身话题的定语从句。2. 能正确并恰当运用本模块生词、短语。3. 能围绕自己的日常生活习惯作文。演示与表达以两人搭档的形式面向全班同学展开健身的对话。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。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日常的生活习惯，就健身发表自己的看法。资源通过其他资源获取更多健身的相关信息。自学策略培养话题和词汇的语言域意识，形成话题联想的习惯。合作学习策略 掌握询问和澄清策略。掌握搭配策略。4)文化意识：个体差异学生

4、对待健身的不同态度，对健康的生活理念持有各自的看法以及学生间个性化的生活习惯。5)情感态度: 通过让学生了解不合理的饮食习惯和生活方式对健康的损害，进而在学生中间倡导健康的生活理念，同时鼓励学生坚持体育锻炼的重要性和必要性。此外，通过本模块的学习，还应当支持学生参加各种英语活动，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:：能够运用所学句型结构，短语和新词汇与他人展开有关健身，健康生活的日常对话；找到并践行适合自己的保持健康的生活方式。一、 教学重点和难点 重点：1如何使用地道的英语与他人展开有关健身，健康生活的日常对话。2掌握whose引导的定语从句的使用。 难点：能用恰当地道

5、的英语与他人展开有关健身，健康生活的日常对话。二、 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。三、 教材处理核心任务：能够运用所学句型结构与他人展开有关健身，健康生活的日常对话。 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“与他人展开有关健身，健康生活的日常对话

6、”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。四、 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：Period 1: Unit 1 Ive got a friend whose brother is training for the Olympics. Period 2:Unit 2 Jamie is a cook whose ideas are changing school dinners. Period 3:Language in use &Around the world 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

7、时状况进行运用、调整及筛选。教学设计Title: Module10.Fitness Unit 1 Ive got a friend whose brother is training for the Olympics.Teaching Content : Listening and Vocabulary Teaching Aims and Demands:1. Language Knowledge Key vocabulary& phrases: Fitness， unlikely， interest ，give up Key structure: whose引导的定语从句 2, Listen

8、ing skill: To get information about peoples attitude towards different forms of sports in listening. Improve students listening ability. 3.Affection and attitudes: Help students realize the importance and necessity of exercise and find their own ways to keep fit.Learning strategies:Bottom up , Inter

9、active approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: Lead in: 1 .activity 1 on page 80Task: Look at the pictures and revise words about sports, then ask students to work in pairs and decide which i

10、s the best way to keep fit.Directions:Procedures:教师活动学生活动Step one Show teaching aims to make sure the students get a bird eye view on what will be taught in the class.Read new words of this unit and have the Ss. repeat them after you. Pick 34 students to read new words out individually to correct mi

11、stakes in pronunciation.Listen and read after teacher. Try to find errors in pronunciation while other students reading.Step twoRevise sporting words by asking the Ss. to list names of exercises out on paper. Then show photos and ask different student to choose the way they like best to keep fit.Wri

12、te down names of sports as many as they can. Look at the photos and discuss their favorite way to keep fit.Part II: Listening and VocabularyTask : To understand conversations .Improve the students listening ability .1 .activity 2 on page 80 Directions: Procedures:教师活动学生活动Step one Play the tape and a

13、sk Ss. to complete blanks on page 80. Check answers in a whole- class setting.listen to the tape to find Betty and Linglings ways to keep fit, filling in the blanks on page 80.Step two Ask student to describe how the exercises help Betty and Lingling keep fit individually, using the words given in b

14、ox.Tell the reasons why the exercises help Betty and Lingling keep fit.Step three2. Activity 3.on page 80. .Task: Listen and read: Directions:Procedures:教师活动学生活动Step one Play the recording and ask the Ss. to answer the questions of exercise 5 on page 81 in a whole-class setting.Listen and answer.Ste

15、p two Play the recording again to check answers.Step threePlay the recording once again. Divide the Ss. into 2 groups to practice the key sentences of exercise 6 on page 81. They should repeat it several times, changing the roles each time.Read after the tape loudly. Pay attention to the key sentenc

16、es and practice the pronunciation and intonation Step four Revise language point “attributive clause” by doing exercises 1 & 3 on page 148.Invite different student to read sentences out loudly. Do exercises 1 &3 on page 148.3. practice: Directions:Procedures:教师活动学生活动Step one Ask 34 students to come

17、to the front to do exercise “match the words” on blackboard. Then check answers in a whole-class setting. Other students to give marks to each student for evaluation to foster their consciousness of competition.Do exercise “match the words” on page 80 and give grades to the students Step two Ask dif

18、ferent students to answer questions of exercise 5 shown on page 81. Check answers and explain why.Answer questions.Step threeAsk the Ss. to make sentences on paper and walk around the class to help those in need.Let several groups of students speak the sentences out in pairs in front of the class.Us

19、e phrases of “everyday English” to make sentences then read them out in pairs.Step four Ask students to work in pairs to practice the questions of exercise 7 on page 81 and finish the blanks with partners.Then invite several pairs of students to share their findings with other classmates.Key sentenc

20、es include: Do you like it? Why dont you like it? How good are you at it?Ask and answer. Complete the blanks of exercise 7 on page 81. Share their attitudes towards different forms of exercises with the class.Part III: play game.Arrange several groups to play guessing game after the model shown in e

21、xercise 3 on page 84.Part IV: Homework Recite the short passage as fluently as possible and finish the Ex.2 & 4 on page 148 and translate the sentences into Chinese.Unit 2 Jamie is a cook whose idea is changing school dinners.Teaching Content: Vocabulary ,Reading &writing.Teaching Aims and Demands:1

22、. Language knowledge:New words: junk food, behave, realize, pasta, refuse, persuade, cooking, ban, educate, typical, disadvantage, concentrate, advertise, at first.2. Reading skill:( 1). To understand texts concerning introduction of healthy food. To get information of the importance and necessity o

23、f healthy meals for youngsters.(2). Improve the students reading ability. 3. Affection and attitudes: We should eat less junk food and establish healthy diet in schools.Learning strategies: Bottom-up; Interactive approach.Teaching Aids : Multi-Media (Tape recorder , video, OHP, handout)Teaching Proc

24、edures:Part I: Revision1. Help students to revise what is learnt in Period one of this module.Part II : PreparationTask: Catch new wordsDirections:Procedures:教师活动学生活动Step oneLead in the study of the text by carrying out the following activities:Show teaching aims to let the Ss know the main task of

25、this lesson.Teach new vocabularies of this unit.Show food pictures and ask the Ss. to name them.Invite students to work in pairs to tell which meal they would like to eat ,using words give in the box of exercise 1 on page 82.Learn new words of this unit.Look and speak. Describe the photos and discus

26、s the foods they love to eat.Step two Ask the Ss. to divide the foods above into two groups: healthy food and junk food. Write down them on paper.Do food classification. Answers may be like this: Junk foodHealthy foodIce creamricefriesfruitsStep fourPart III: Reading 1. Task: Read the passage and ma

27、tch the headings with the paragraphs.Directions:Procedures:教师活动学生活动Step one Play the tape and let the Ss. get understood of the passage.Listen and try to catch the main ideas of the passage.Step two Give the Ss. several minutes to match the headings with the paragraphs and then check the answers in

28、a whole-class setting.Go over the passage and do the “match” exercise.Step threeDo exercises 3, 4, 5&6 on page 83 and exercise 7 on page 149.1. Give the Ss. Several minutes to finish exercises 3, 4 & 5 individually first and then allow them to check with deskmates. Teacher walk around the class to o

29、ffer help if necessary. Finally call back answers in a whole-class setting.2. Arrange pairs to act out the questions of exercise 6 on page 83 & exercise 7 on page 149 and provide words they may need like fresh, tasty and fat on the blackboard. Give marks to each group involved for evaluation. By doi

30、ng this to help the Ss. to establish the ideas of importance to eat healthy foods rather than junk food.3.Do exercises 3, 4, 5&6 on page 83 and exercise 7 on page 149.Ask and answer. React to questions of exercise 6 exercise 7 on page 149 actively.Part IV: Vocabulary.Task: Get familiar with the word

31、s and learn to make sentences with them.Procedures:教师活动学生活动Step one Move to exercise 5 on page 149.Ask the Ss. to match the words in the two boxes individually. Then allow them check in pairs and finally give answers to the whole class.Do exercise and make sentences.Try to remember the words with a

32、similar meaning.Step twoInvite students to make sentences starting like this:1. Typical school meals include:2. I think the disadvantage of junk food is 3. It is important to eat healthy food like Correct possible mistakes with other students.Make sentences.Get familiar with the key words of this un

33、it and try to find errors in sentences made by other students.Step threePart v: Homework: 1. Finish the exercises 6&8 on page 149 and write a short passage called “Feed me better”.2. Do exercise 12&13 on page 150.Unit 3 language in use & module taskTeaching Content: Language in use Key vocabulary: b

34、an, persuade, put on, healthy, improve, get better, encourage, gain.Key structure: whose 引导的定于从句 Teaching Aims and Demands:1.To summarize and practice the language covered in this module.2. To review and check vocabulary. Affection and attitudes: We should eat less junk food and establish healthy di

35、et not only in schools but in our daily life.Learning strategies: Formal instruction and task-based approach.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I RevisionHelp students to revise what is learnt in the two previous periods of this module.Part II La

36、nguage practiceTask : To consolidate “whose 引导的定于从句”DirectionsProcedures:教师活动学生活动Step one Lead in to the exercises by asking 3 students to translate the sentences in box on page 84 individually and then check answers with the class.Listen and find possible mistakes in the translation made by other s

37、tudents.Step twoDo exercises 1, 3,4&5 on page 85 and exercise 8 on page 86:1. Give the Ss. minutes to finish the instructions of exercise 1&4 on page 84 exercise 8 on page 86 individually first. Then allow them to check answers with deskmates. Walk around the class to offer help if necessary.2. Chec

38、k answers by asking different students to speak out their answers and translating the sentences into Chinese. Then correct them if mistakes happen.3. Show “PPT” to the Ss. to do exercise 5 on page 85, each sentence asking one student. Check answers in a whole-class setting and stress the use of thes

39、e words with similar meaning.4. Invite students to work in pairs to play the guessing games after model made between teacher and a picked student. Change roles each time.Do exercises 1, 3,4&5 on page 84.Do pair work and get involved in the guessing game positively. Try to get familiar with the use o

40、f the words of exercise 5 with similar meaning.Step threeGo through the passage “spa” on page 86 and make sure the Ss. understand the main ideas of this passage.Read the passage “spa” on page 86.Part III: listen and do exercises.Task : practice listening ability.DirectionsProcedures:教师活动学生活动Step one

41、Play the tape to finish exercise 6 on page 85. Check answers with the class.Listen and do exercises.Step twoPlay the passage again to complete the table on the top of page 86 and then inquire the Ss. to write 5 complete sentences from the table.Listen and do exercises.Step threePlay the tape to fini

42、sh the exercises 9 & 10 on page 150. Ask 45 students to repeat the sentences and correct possible mistakes in pronunciation.Listen and repeat. Pay attention to errors in pronunciation of the picked students.Part IV: homework1. Write a short diary describing daily life, or your food and fitness diary recently.2. Fill in the questionnaire on page 87.