nse 8A M1教案.docx
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nse 8A M1教案.docx
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nse8AM1教案
外研社初中必修三MODULE1TEACHINGPLAN
德州禹城第一中学辛爱臣
禹城市综合高中马庆军
Content:
Module1HowtoLearnEnglish[Junior2,NewstandardEnglish]
一、题材内容
本模块题材为学习英语的策略与方法,内容和情节都很符合这一年龄段学生的认知规律,语言简单易懂,,非常有利于开展听、说、读、写方面的语言实践活动,让学生在讨论语言的过程中学习语言,促使学生更有意识地自觉学习英语。
语法重点是复习所学过的一般现在时,一般过去式,一般将来时,现在进行时。
通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能增强学英语的自信心。
本模块的 learning to learn栏目介绍了如何利用各种方式学习英语。
在阅读讨论的过程中,复习所学过的一般现在时,一般过去式,一般将来时,现在进行时,鼓励学生多读多说多记。
教学中教师应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
1)语言知识:
语音
不同句子的音调
词汇
translate,translation,correct,match,number,repeat,grammar,pronunciation,writing,punctuation,spelling,term,advice,mistake,notebook,else,radio,newspaper,message,each,excellent,orchestra,send,language,improve,basic,watch,guess,just,yourself,shy,conversation,deep,breath,smile,remember,forget,piece,place,count,accent,wish,borrow,group,mark,club,start,together,hear.
词组
writedown,penfriend,eachother,enjoyyourself,allthetime,
语法
复习所学过的一般现在时,一般过去式,一般将来时,现在进行时。
功能
怎样提建议。
话题
以“学习英语的策略与方法”为话题。
2)语言技能:
听
能听懂简单的建议.
说
能运用所学知识表达自己的计划
读
能读懂简单的英语短文。
进行简单的阅读技能训练。
写
能用所学句型和短语写出学习计划。
演示与表达
同学们之间互相交流学英语的方法。
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。
观察并归纳提建议的句子,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
学习运用恰当词语交流自己的学习计划。
资源
通过其他资源获取更多简单英语的“英语学习的策略与方法”。
自学策略
能够尝试学习英语的策略与方法。
能注意发现语言现象背后的规律,并能运用规律举一反三。
合作学习策略
互相学习,取长补短,注意从他人的演示中汲取经验,注意学习策略共享.
4)文化意识:
中外对比
通过了解周围世界各种学英语的方式,从而拓展视野,激发学习英语的兴趣。
5)情感态度:
通过讨论应用英语学习的策略与方法提高对英语的学习兴趣,提高学习英语的效率,实现语言结构与运用能力的全面转型,提高对英语的学习兴趣。
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写出自己的英语学习计划。
教学重点和难点
重点:
1.通过训练学生的听、说、读、写能力,复习掌握所学过的一般现在时,一般过去式,一般将来时,现在进行时。
难点:
掌握所学的各种时态形式和找出适合自己的学习方法。
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“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写出适合自己的英语学习的策略与方法。
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,强化讨论学习英语的方法技能,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&PronunciationandSpeaking
Period2:
ReadingandVocabulary
Period3:
Writing&Aroundtheworld&ModuleTask
Period4:
Languageinuse(I)
Period5:
Languageinuse(II)
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:
Module1HowtoLearnEnglish
Period1:
ListeningandVocabulary&PronunciationandSpeaking
TeachingContent:
ListeningandVocabularyandPronunciationandSpeaking
TeachingAimsandDemands:
1.LanguageKnowledge
Keyvocabularyandphrases:
translate,translation,correct,match,number,repeat,grammar,pronunciation,writing,punctuation,spelling,term,advice,mistake,notebook,else,radio,newspaper,message,each,excellent,orchestra
Keystructure:
Whydon’tyou…?
Howaboutdoingsth…?
Trynotto…(重点)
2,Listeningskill:
TounderstandthemethodsoflearningEnglishtoldthroughthepicturesandintheconversation.(难点)
3.Speakingskill:
Todiscussthegoodmethodseachotherbriefly
4.Attitudes:
DevelopthegoodhabitoflearningEnglish.
Learningstrategies:
Bottom–upapproachandlisteningtothetapeanddosomeexercises.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
Part
:
Revision
Task:
RecallwhatwehavelearnedinthelastBook.
Directions:
Stepone:
Labelthepictureswiththephrases.
(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.
(2).Askthemtolabeltheminthepicturesonthescreen.
(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.
Steptwo:
Talkaboutyoursummerholiday.Eg.
Whatdidyoudoinyoursummerholiday?
Didyougetupat7?
Wherehaveyoubeen?
Howmanybookshaveyouread?
Whatwasthenameofthebooks…?
Whichonedoyoulikebest…?
WhatEnglishprogramdidyoulistento?
DidyoureadanyEnglishbooks?
Wasitintresting?
…
Askstudentstospeakoutasmanyastheycan.
PartII:
Leadin:
Task1:
Introducetothemthenewwords.
Directions:
Stepone:
Introducethenewwordsofthisunit.Andlistthemontheboard.
Steptwo:
Readaftertheteacher.
Stepthree:
Practisereadingthewords.
Stepfour:
Askthestudentstolookatthepictures.Elicitwhattheycansee.Ifthereareanynewwords,addthemtothelistontheboard.
Stepfive:
Makesomesentencesusingthenewwordsfromthewholeclass.
Task2:
Matchthewordswiththeheadingsasfollows
Directions:
Stepone.FirstmakesuretheSsunderstandwhattheyshoulddo.Ssreadthewordsfirst.
Steptwo:
Explainthatiftheyhavedifficulties.
Stepthree:
LettheSsmatchthewordswiththeheadingsbythemselves.
Stepfour:
Elicittheanswers.
HavetheSs.makesomesentences.(e.g.Whenwedosomelistening,we…)
Stepfive:
RemindtheSsthatsomewordsgowithmorethanoneheading.
PartIII:
Listening
1.Task:
Listenandthenmatchthewordswiththeconversationsinactivity2onpage2.
Directions:
Stepone:
ReadthroughthewordsandmakesuretheSsunderstandthemall.
Steptwo:
Playtherecordingandhavethemlistentotherecordingandfocusonthewordsfirsttimethrough.
Stepthree:
Playtherecordingagainandhavethemmatchthewordswiththeconversations,thencheckwithapartner.
Stepfour:
ThenCallbacktheanswerfromthewholeclass.
Stepfive:
PlaytherecordingagainfortheSstorememberthewordsinActivity2.
2.Task:
Tounderstandconversations.
Directions:
Stepone:
AsktheSstolistentothepassageandtrytowritenotesinActivity4.
Steptwo:
Playtherecordingagainandhavethemcheck.
Stepthree:
HavetheSsanswerthequestionsaboutthewordsandexpressionsintheboxindividuallyinActivity5,andthenchecktheiranswerwithapartner
Stepfour:
Callbacktheanswerfromthewholeclass.
3.Task:
Listenandread:
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandreadtheconversation.
Steptwo:
Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.
Stepthree:
PuttheSs.intogroupsof4topractisethedialogue.
Stepfour:
Theyshouldrepeatitseveraltimes,changingtheroleseachtime.
PartIV:
Pronunciation
Task:
ListenandrepeatinActivity6
Directions:
Stepone:
PlaytherecordingandasktheSs.tolistenandrepeatthesentencesinActivity6.
Steptwo:
AsktheSstopayparticularattentiontotheintonationofthesentences.
Stepthree:
AsktheSstolistenandpractisethesentencesinactivity6.
Stepfour:
Explainthatdifferentsentencesarepronouncedindifferentways,dependinguponthepatternofthesentence
Stepfive:
Listsomesentences:
Iamgoingtogiveyousomeadvice.↘
Didyougetupat7?
↗
Wherehaveyoubeen?
↘
Whydon’tyoucomeearlier?
↘
Isitgood↗orbad↘?
LettheSstopracticethedifferentsentences.
PartV:
speaking
Task:
Askandanswerthequestions
Directions:
Stepone:
AsktheSstoclosetheirbooks.Runthroughthesentencesaboutgivingadvicewiththeclass,elicitingdifferentsentencesfromdifferentSs.
Steptwo:
AsktheSstoaskandanswerthequestioneachother,takingitinturns.
Whatshouldyoudotoimprove…?
Youshould…
Don’tforgetto…
Stepthree:
Circulateandmonitorproduction,payingspecialattentiontotheuseofthemethods
PartVI:
Atest:
Makesentences.
1.watch,film,to,tryEnglish
2.to,trytranslate,word,notevery.
3.you,whytheradio,listento,don’t?
4.everyday,howabout,tenwords,learning?
5.don’t,to,forget,anEnglishpaper,read.
PartVI:
Homework:
Recitetheshortpassageasfluentlyaspossible.
Period2ReadingandVocabulary
TeachingContent:
ReadingandVocabulary
TeachingAimsandDemands:
1.Languageknowledge:
Newwords:
send,language,improve,basic,watch,guess,just,yourself,shy,conversation,deep,breath,smile,remember,forget,piece,place,count,enjoyyourself,allthetime
Keystructures:
Ittakesalongtime.
Howabout…
Tryto…(重点)
2.Togetinformationfromthereadingmaterial.(难点)
3.Attitudes:
DevelopthegoodhabitoflearningEnglish.
Learningstrategies:
Communicativeapproach.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,handout)
TeachingProcedures:
Part
:
Revision
1.HelpstudentstorevisewhatislearntinPeriodoneofthismodule.
Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.
Revisethesentencesaboutgivingadvice:
What/Howabout…
Tryto…
Trynotto…
Youshould…
Youshouldnot…etc.
Part
:
Preparation
Task1:
Learnthenewwords.
Directions:
Labelthepictureswiththewords.
(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.
(2).Readthewordsseparatelyandhavethemrememberthem.
(3).Makesomesentenceswiththewords.
(4)Callbacktheanswersfromthewholeclass.
Task2:
SaywhatquestionsyouhaveaboutunderstandingrealEnglish/speakingEnglish/learningvocabulary?
.
Directions:
(1).AskthequestionsaboutlearningEnglish.ElicitsomeanswersfromtheSs,andnotethemontheboard.
(2).PairtheSstodiscusswhattheythinkshoulddoaboutthequestions.
(3).Elicitsuggestionsfromtheclass.Acceptanythingtheygive.
Part
:
ScanningandSkimming
1.Task:
Readthepassageandfindoutwhatquestionsotherpeopleask.
Directions:
Stepone:
TheteacherasktheSstoreadthepassagefirstandthentellwhatquestionsotherpeopleask.
Steptwo:
SsreadthepassageandfindtheQuestions.
Stepthree:
Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers
2.Task:
Readthepassageandcompletethesentencesinactivity2.
Directions:
Stepone:
FirstmakesuretheSsunders
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