【module10this is his head免费下载】MODULE10TEACHINGPLAN

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外研社初三上册module 10  teaching   plan
content：module 10　fitness
 [junior 3, new standard english]
一、 题材内容
本模块以“饮食”为话题，谈论健康饮食的问题，与学生的生活息息相关，便于活动的设计与开展。对话内容涉及运动、父母为子女安排学习、训练，包含几乎丢掉父母东西的遭遇。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，学生进一步学习定语从句的用法，能够掌握whose引导的定语从句。为学生提供了充足的语言实际运用的机会。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。语法难点仍是定语从句。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 能够准确意群的语音、语调。
词汇 fitness, unlikely, interest, menu, behave, realize, pasta, refuse, persuade, cooking, ban, educate, typical, disadvantage, concentrate, advertise
词组 give up, pocket money, junk food, at first
语法 能够掌握whose 引导的定语从句。
功能 能够掌握观点、态度的表达方式；能谈论保持身体健康。
话题 以“饮食”为话题。
1） 语言技能：
听 能听懂对话中人物的情感以及解决问题的建议与方式；找出原因。
说 能够询问有关健康的信息，表达态度，提供建议。
读 能够读懂有关健康食品的文章；了解什么是健康食品；理解奥利弗的主张，并发表评论。
写 能够叙述健康饮食，最好能用定语从句。
演示与表达 能够借助图片、生活情境介绍食品问题。
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健康饮食的问题。
资源 通过阅读报纸等其他资源获取更多简单英语的有关健康饮食的问题的信息。
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 通过本模块了解不同国家的饮食；了解不同国家的健康运动；了解不同文化对健康的思考。
5)情感态度:
通过了解托尼的经历，培养体谅、关爱以及移情的态度。
6)任务:能够对健康问题进行调查研究，制作健康宣传作品。
教学重点和难点
    重点：1．通过谈论健康饮食的问题训练学生的听、说、读、写能力，掌握使用whose 引导的定语从句来谈论健康饮食的问题。
难点： 掌握使用whose 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。1234
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 –cycle：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：
period 1: vocabulary and listening &pronunciation and speaking
period 2: reading and vocabulary
period 3: writing& around the world &module task
period 4: language in use
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:    module 10　 fitness
period 1: vocabulary and listening &pronunciation and speaking
teaching content: vocabulary and listening and pronunciation and speaking
teaching aims and demands:
1. language knowledge
   key vocabulary and phrases: fitness, unlikely, interest, give up, pocket money
key structure:  the restrictive attributive clause with whose. (重点)
 2. listening skill: to understand conversations involving the use of restrictive attributive clauses (难点)
 3. speaking skill: to be able to retell tony’s experience and what his classmates did when tony was in trouble
                to ask and give information about exercise and staying healthy
 4. attitudes: take active part in doing exercise and staying healthy

learning strategies:
bottom –up approach and listening to the tape and do some exercises.
teaching aids: multi-media (tape recorder, video, ohp, handout)
teaching procedures:
part i: revision
  task: recall what we have learned in the last module.
   directions:
step one: label the pictures with the words and expressions.
(1). read through the words and expressions in the box and have the ss. repeat them after you.
     (2).ask them to label them in the pictures on the screen.
(3).list some words which are connected with cartoons. ask students to speak out as many as they can.
step two: tell a story of your favourite cartoon stories.
ask students to speak out as much as they can.
 part ii: lead in:
   task: learn something about fitness.
directions:
step one: 1. work in pairs. look at the photos and decides which is the best way to keep fit.       
step two: introduce the new words.
part iii: listening
task 1: listen and answer the questions 1234
directions:
step one: ask the ss to read through the questions in activities 4on page 81 so they know what to listen for.
step two: play the recording while they just listen and focus on the questions.
step three: play the recording again and have them answer the questions. 
step four: play the recording and have them check their answer with a partner
step five: call back the answer from the whole class.
task2: ss listen to the dialogue and check (√) the best ways to keep fit for betty and lingling. 
  directions:
step one: ask the ss to read through the table in activities 2 on page 80 and make sure the ss understand them all.
step two: play the recording and have them listen to the recording and focus on the key sentence first time through.
step three: play the recording again and have them get the answers, then check with a partner.
step four: then call back the answers from the whole class.
 task 3: to understand the conversation.
directions:
step one: ask the ss to look at the look at the photos and describe how the people keep fit in activity 1 on page 80
step two: play the recording and have them listen.
step three: play the recording again and have them answer.
step four:. play the recording and have them check their answer with a partner
step five: call back the answer from the whole class.
 task 4: listen and read:
  directions:
step one: play the recording and ask the ss. to listen and read the conversation.
step two: play the recording again and pause after each phrase, asking the ss. to repeat chorally and individually.
step three: put the ss. into groups of 4 to practise the dialogue.
step four: they should repeat it several times, changing the roles each time.
task 5: activity 5 on page 81.
    directions:
step one: have them 4. match the words in the two boxes. have them check their answers with a partner
step two: now work in pairs. ask and answer the questions .have them check their answers with a partner
 step three: call back the answer in a whole- class setting.( collect the answers in complete sentences from the class.)
part iv: pronunciation
task: listen and repeat the sentences in activity 6 on page 81
  directions:
step one: ask the ss to listen and repeat the sentences.
step two: play the recording again. ask the ss to pay particular attention to the restrictive attributive clause with whose.
step three: ask the ss to listen and repeat chorally and individually.
part v: speaking
task: what do you think about these forms of exercises? complete the table in activity 7.1234
  directions:
step one: read through the table with the whole class.
step two: ask them to complete the table .
step three: ask them to work in pairs to ask and answer questions..
step four: call back some examples in a whole-class setting
part vi: a test do ex 2 on page 148 in the wb.
part vii: homework:
          recite the dialogue as fluently as possible.
 

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