配套K12外研版初三英语上册Module12Unit1教案.docx
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配套K12外研版初三英语上册Module12Unit1教案
外研版初三英语上册Module12Unit1教案
外研社初三上册oDULE12TEAcHINGPLAN
content：
odule12 SuerinLA
[junior3,NeStandardEnglish]
一、题材内容本模块以“暑期学习班”为话题，要求学生能够听懂、读懂并能够描述这样的学习班。
通过本模块的学习，学生能够正确掌握主谓一致的用法，并能够描述某一课程情况。
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,促使学生更有意识地自觉学习英语。
语法难点能够正确掌握主谓一致的用法。
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：
语音能够正确划分意群，朗读句子。
词汇host,acodation,shorts,sunglasses,vacation,headteacher,lady,gentlean,each,course,studio,silly,eory,ell-trained,experienced,eely,progress,friendship,arrange,various,organize,application,rest,boo,baggage,straight
词组aeprogressith,checin
语法能够正确掌握主谓一致的用法。
功能能够描述某一课程情况。
话题以“暑期学习班”为话题。
1）语言技能：
听能听懂包含主谓一致描述的对话；能填对话完成表格。
说能够谈论去某地出游的计划。
读能够读懂介绍暑期英语班的；理解语篇主题和细节。
写能够描写一个学习班的情况。
演示与表达能够结合自己设计的广告，向大家介绍课程班的情况。
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。
学习查词典,阅读报纸,提高自学能力。
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的暑期学习班。
资源通过阅读报纸等其他资源获取更多简单英语的有关暑期学习班的信息。
自学策略能够根据自己的情况预习教材并进行拓展。
合作学习策略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.4）文化意识：
文化意识通过了解其他国家暑期培训班、夏令营等相关信息，拓展视野。
5）情感态度:
培养学生合作互助的情感素质。
参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观。
）任务:
能够就暑期课程班的话题展开讨论。
教学重点和难点重点：
1．通过谈论自己的暑期学习班，训练学生的听、说、读、写能力，能够正确掌握主谓一致的用法，并能够描述某一课程情况。
难点：
能够正确掌握主谓一致的用法，并能够描述某一课程情况。
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，强调兴趣的原则,初步设计“P—T—P”自主学习立体模式：
pre-tas…tas-cycle…post-tas。
二、教材处理核心任务：
能够运用所学句型结构谈论自己的暑期学习班。
三个环节如下：
pre-tas：
学生联系生活实际，激活背景知识。
tas–cycle：
通过整个模块的听说读写的训练，强化正确使用主谓一致的用法，并能够描述某一课程情况，为完成任务做好铺垫post-tas：
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&PronunciationandSpeaingPeriod2:
ReadingandVocabularyPeriod3:
riting&Aroundtheorld&oduleTasPeriod4:
Languageinuse
注：
教学时应根据学生的学习水平、生活实际水平、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:
odule10 yperfectholida
Period1:
VocabularyandListening&PronunciationandSpeaing
Teachingcontent:
VocabularyandListeningandPronunciationandSpeaing
TeachingAisandDeands:
1.Languagenoledgeeyvocabulary:
host,acodation,shorts,sunglasses,vacation,headteacher,lady,gentlean,each,course,studio,silly,eory,ell-trainedeystructure:
Thesubjectandobjectagreeent.2.Listeningsill:
Tounderstandconversations
Speaingsill:
Toasandanserquestionsaboutatriptosoeplace
Learningstrategies:
Botto–upapproachandlisteningtothetapeanddosoeexercises.TeachingAids:
ulti-ediaTeachingProcedures:
PartI:
RevisionTas:
Recallhatehavelearnedinthelastodule.Directions:
Stepone:
Labelthepicturesiththeordsandexpressions..ReadthroughtheordsandexpressionsintheboxandhavetheSs.Repeattheafteryou.
Asthetolabeltheinthepicturesonthescreen.
Listsoeordshichareconnectedithpopulation.Asstudentstospeaoutasanyastheycan.SteptTalabouttheproblesaboutpopulation.
Asstudentstospeaoutasuchastheycan.PartII:
Leadin:
Tas:
Learnsoethingaboutpictures.
Directions:
Stepone:
Asthefolloingquestions:
）Aretheyattheairport?
）hatarethepeopledoing?
）hataretheyearing?
）herearetheygoing?
Stepto:
Introducetheneords.PartIII:
Listening
Tas1:
Listenandanserthequestions
Directions:
Stepone:
AstheSstoreadthroughthequestionsinactivities1onpage96sotheynohattolistenfor.
Stepto:
Playtherecordinghiletheyjustlistenandfocusonthequestions.Stepthree:
Playtherecordingagainandhavetheanserthequestions.
Stepfour:
Playtherecordingandhavethechectheiranserithapartner
Stepfive:
callbactheanserfrotheholeclass.
Tas2:
Sslistentothedialogueandpletethetable.
Directions:
Stepone:
Givethethetableinactivity4onpage97andaesuretheSsunderstandtheall.
Stepto:
Playtherecordingandhavethelistentotherecordingandfocusonthesentencestructurefirsttiethrough.Stepthree:
Playtherecordingagainandhavethegettheansers,thenchecithapartner.Stepfour:
Thencallbactheansersfrotheholeclass.
Tas3:
Tounderstandtheconversation.
Directions:
Stepone:
AstheSstolooatactivity5onpage97
Stepto:
Playtherecordingandhavethelistenandfindsentencesintheconversationhichsuggestthat…1）Thefourfriendsanttolootheirbest.2）Tonyisalittlenervous.3）TheheadteacherliescrazyFeet.4）Becyanghasgoodeoriesoftheschooldays.5）Tonyantstoloocoolattherecordingstudio.Stepthree:
Playtherecordingagainandhavetheanser.Stepfour:
.Playtherecordingandhavethechectheiranserithapartner
Stepfive:
callbactheanserfrotheholeclass.
Tas5:
Listenandread:
Directions:
Stepone:
PlaytherecordingandastheSs.tolistenandreadtheconversation.
SteptPlaytherecordingagainandpauseaftereachphrase,asingtheSs.torepeatchorallyandindividually.
Stepthree:
PuttheSs.intogroupsof5topractisethedialogue.Stepfour:
Theyshouldrepeatitseveralties,changingtheroleseachtie.
PartIV:
Pronunciation
Tas:
ListenandrepeatthesentencesinActivity7onpage97
Directions:
Stepone:
AstheSstolistenandrepeatthesentences.
SteptPlaytherecordingagain.AstheSstopayparticularattentiontothepausebeteeneachsensegroup.
Stepthree:
AstheSstolistenandrepeatchorallyandindividually.
PartV:
speaing
Tas1:
TalabouthatBetty,Tony,LinglingandDaingaregoingtodoinLA.
Directions:
Stepone:
orinpairs.LooatthenotesinActivity4andtalabouthatBetty,Tony,LinglingandDaingaregoingtodoinLA.eg.They’regoingtoLA.TheyflytoLAatthebeginningofAugust.Their…SteptAsthetosayaboutit.
Stepthree:
Asthetoorinpairstosharetheirdescriptions.
Stepfour:
callbacsoeexaplesinahole-classsetting.
Tas2:
AsandanserquestionsaboutyourtripstoLA.
Directions:
Stepone:
Iagineyou’regoingtoLA.aenotesaboutyourplans.SteptNoorithanothergroup.AsandanserquestionsaboutyourtripstoLA.---HolongillyoustayinLA?
----e’respendingaeeinLA…
Stepthree:
callsoepairstoactitout.
PartVI:
AtestDoEx2onpage156intheB.
PartVII:
Hoeor:
Recitethedialogueasfluentlyaspossible.
Period2ReadingandVocabular
Teachingcontent:
ReadingandVocabular
TeachingAisandDeands:
1.Languagenoledge:
Neords:
experienced,eely,progress,friendship,arrange,various,organize,application,rest,boo,baggage,straight，aeprogressith,checineystructures:
Thesubjectandobjectagreeent.2.TogetinforationfrothereadingaterialaboutanEnglishcourse.
Tounderstandhereapassageesfro.
Learningstrategies:
unicativeapproach.TeachingAids:
ulti-ediaTeachingProcedures:
PartI:
Revision
HelpstudentstorevisehataslearntinPeriodoneofthisodule.Shothesoepictures.HavetheSs.talaboutthe.Eg.
）herearethey?
）hatarethepeopledoing?
）hataretheyearing?
）herearetheygoing?
PartII:
Preparation
Tas1:
Learntheneords.
Directions:
Labelthepicturesiththeords..Readthroughtheordsonthescreen.HavetheSs.Repeattheafteryou.
Readtheordsseparatelyandhavethereeberthe.
aesoesentencesiththeords.
callbactheansersfrotheholeclass.
Tas2:
LooattheslidesaboutLosAngelesandtalaboutthe.
Directions:
.LooattheslidesaboutLosAngelesonthescreen.HavetheSs.discussthe.
callbacsoeentsfrotheholeclass.
PartIII:
ScanningandSiing
Tas:
Readthepassageandchoosethebestanser.
Directions:
Stepone:
TheteacherastheSstoreadthepassage.
SteptSsreadthepassageandchoosethebestanser,givingreasonsforthechoicegiven.
Stepthree:
callbactheansersfrotheholeclass,havingindividualsreadouttheanser.
Tas:
atchthetitlesiththeparagraphs.
Directions:
Stepone:
AstheSstodotheactivityonthescreenindividually.Thenchecithapartner.
Steptcallbactheansersfrotheholeclass.
Tas:
Anserthequestionsinactivity4onpage99.
Directions:
Stepone:
ReadthroughthesentencesandaesuretheSsunderstandhattodo.Ssdoactivity4onpage99individuallyandchecithapartner.
Steptcallbactheansersfrotheholeclass,havingindividualsreadouttheansersPartIV:
Dealingithexpressions:
1.课文原句：
youcanchoosebeteensallgroupsoftoorthree,orlargergroupsofupto15.
Note:
upto在这里表示“直到，至多”。
如：
ecaninviteupto65people.
Uptotenpeoplecansleepinthistent.
Everyonehashisparttoplay,frotheofficeboyuptothePresident.
课文原句：
AsellaslearningEnglish,eantyoutoexperiencelifeintheUSA.
Note:
asellas表示“而且，还，也”。
如：
ydaughterBeibeiantstovisitAericaasellasAustraliathissuer.
ouronitorissartasellasfriendly.Everybodylieshi.
课文原句：
Everydayehaveactivitieshichtaeplaceafterclass.
Note:
taeplace表示“发生”，如：
TheconcerttaesplacenextThursday.
henisthetrainingcoursetaingplace?
课文原句：
Ifyouareinterested,pleasefillinourapplicationforhereyouillalsofindourlistofprices.
Note:
fillin表示“填上；把……补齐”。
如：
Pleasefillintheforandsignit.
Theteacherasedustofillintheblans.
PartV:
Languageuse.xb1.
Tas:
pletetheforithyourdetailsandyourchoicesinactivity5onpage99.
Directions:
Stepone:
Iagineyou’replanningtoattendasuercourseinLosAngeles.pletetheforithyourdetailsandyourchoicesinEx.5onpage99.
SteptLet’sseehocanfinishitassoonaspossible.Thendiscussinpairsandfinallyharetheiransersiththeclass.Stepthree:
Givethestudentssoetietorecallhatthey’velearnedinthisclass.PartVI:
Atest:
Exercise11onpage158intheB.PartVII:
Hoeor:
.Retellthetext.Period3:
riting&Aroundtheorld&oduleTas
Teachingcontent:
riting&Aroundtheorld&oduleTas
TeachingAisandDeands:
1.ritingsill:
Toriteadescriptionofacourse.Iprovethestudents’ritingability.2.Tolearnaboutsuercaps.
LearningstrategiesTop-donandInteractiveapproachanddosoeexercises.TeachingAids:
ulti-ediaTeachingProcedures:
PartI:
RevisionTas:
Helpstudentstorevisehataslearntinlastodule.Directions:
Revisetheordsandphrases..LettheSs.retellthetext.
PartII:
riting.Tas:
riteaboutacourseforstudentslearningchineseinyourtonorcity.
Directions
Stepone:
AstheSsrunthroughthenotesinActivity6onPage99andaenotes.
Steptriteaboutacourseforstudentslearningchineseinyourtonorcity.
Stepthree:
callbactheansersfrotheholeclass,havingindividualsreadtheirsentences.PartIII:
Aroundtheorld
Tas:
Learnsoethingaboutsuercaps.
Directions
Stepone:
AstheSs.tolooatthedifferentpicturesaboutsuercaps.
TelltheSs.soenoledgeaboutthe.
SteptReadthetextandanseranyquestionstheSshave.
PartIV:
oduleTas
Tas:
Havingaclassdiscussionaboutsuercourses.Directions:
AstheSs.todoActivity9onpage103.Thinaboutyouranserstothequestionsandritenotes..
Thinabouthatyouanttosayandhoyouanttosayit.
Spealoudlyandclearlysoeveryonecanunderstandhatyousay.
Listenpolitelytohattheotherstudentssayandasquestions.
Draconclusions.6.circulateandonitortheirproduction.
PartV:
Recalling
Recallhatehavelearnedtoday.
PartV
升级会员 