外研版初三下册Module 教案

外研社初三 下册 数学七年级下册拔高题下载二年级下册除法运算下载七年级下册数学试卷免费下载二年级下册语文生字表部编三年级下册语文教材分析 MODULE10TEACHINGPLANContent：Module10　Myfuturelife[Junior3,NewstandardEnglish]1、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,促使学生更有意识地自觉学习英语。对话内容涉及学生的切身感受，因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： 语音 能够根据意群的划分正确停顿。 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。 功能 能够 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达自己的感受；能表示感谢。 话题 以“毕业生晚会”为话题。1）语言技能： 听 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。 说 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。 读 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。 写 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。 演示与表达 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毕业生晚会的问题。 资源 通过阅读报纸等其他资源获取更多简单英语的有关毕业生晚会的问题的信息。 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。5)情感态度:能够表达对他人的谢意。6)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 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 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。2、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3、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 散步教学设计免费下载洗衣歌教学设计免费下载汽车材料教学设计下载爱护水资源教学设计下载一师一优课教学设计下载 』Title:Module10　MyfuturelifePeriod1:VocabularyandListening&PronunciationandSpeakingTeachingContent:VocabularyandListeningandPronunciationandSpeakingTeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:beat,ceiling,fetch,pardon,raiseKeystructure:Doyouintendto…?What/Howabout…?(重点)2.Listeningskill:TounderstandconversationsandtoidentifywhatBettyandTonywilldoaftergraduation(难点)3.Speakingskill:Toaskandgiveinformationaboutone’sfeelingsandfutureplans4.Attitudes:TakeactivepartinthepartyLearningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:RecallwhatwehavelearnedinthelastModule.Directions:Stepone:Labelthepictureswiththewordsandexpressions.(1).ReadthroughthewordsandexpressionsintheboxandhavetheSs.Repeatthemafteryou.(2).Askthemtolabeltheminthepicturesonthescreen.(3).Listsomewordswhichareconnectedwithparty.Askstudentstospeakoutasmanyastheycan.Steptwo:Tellastoryaboutparties.Askstudentstospeakoutasmuchastheycan.PartII:Leadin:Task:Learnsomethingaboutfitness.Directions:Stepone:1.Workinpairs.Lookatthephotosanddecideswhateverybodydoing.Steptwo:Introducethenewwords.PartIII:ListeningTask1:ListenandanswerthequestionsDirections:Stepone:AsktheSstoreadthroughthequestionsinactivity2onpage80sotheyknowwhattolistenfor.Steptwo:Playtherecordingwhiletheyjustlistenandfocusonthequestions.Stepthree:Playtherecordingagainandhavethemanswerthequestions.Stepfour:PlaytherecordingandhavethemchecktheiranswerwithapartnerStepfive:Callbacktheanswerfromthewholeclass.Task2:Sslistentothedialogueanddecideifweknowtheanswersinactivity5onpage81.Directions:Stepone:AsktheSstoreadthroughthequestionsinactivities5onpage81andmakesuretheSsunderstandthemall.Steptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthesentencefirsttimethrough.Stepthree:Playtherecordingagainandhavethemgettheanswers,thencheckwithapartner.Stepfour:ThenCallbacktheanswersfromthewholeclass.Task3:Tounderstandtheconversation.Directions:Stepone:AsktheSstomakenotesinactivity4onpage81.Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemmakenotes.Stepfour:.PlaytherecordingandhavethemchecktheiranswerwithapartnerStepfive:Callbacktheanswerfromthewholeclass.Task4:Listenandread:Directions:Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.Steptwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.Stepthree:PuttheSs.intogroupsof4topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.Task5:Activity6onpage81.Directions:Stepone:Havethemreadthroughthequestionsandanswerthequestions.HavethemchecktheiranswerswithapartnerSteptwo:Nowworkinpairs.Askandanswerthequestions.HavethemchecktheiranswerswithapartnerStepthree:Callbacktheanswerinawhole-classsetting.(Collecttheanswersincompletesentencesfromtheclass.)PartIV:Languagepoints1.It’sgotagreatbeat!这里beat指（音乐、诗歌等的）主节奏，节拍。例如：Trytofollowthebeat.2.DoyouintendtostayinChinaforlong?这里intendtodosth表示“打算做某事”。例如：FinnyintendstogotoAustralianextyearifallgoeswell.这里forlong相当于foralongtime,表示“很长时间”。例如：--Haveyoubeenwaitingforlong?--No,notforlong,onlyafewminutes.Shewentoutintothegardenbutshedidn’tstayforlong.3.Andwe’llalwaysstayfriends.这里stay的意思是“保持；使……处于某种状态”。例如：Theshopsstayopenuntil9pm.Heneverstaysangryforlong.4.I’mgoingtomissmyclassmates.Begoingto可以表示打算、意图，也可以表示可能性，比如：It’sgoingtorain.这句话中的begoingto也是表示可能。5.Here’stoourfriendship,everyone.Here’sto…是祝酒的常用语，意思是“为……干杯”。PartV:PronunciationTask:ListenandrepeatthesentencesinActivity7onpage81Directions:Stepone:AsktheSstolistenandrepeatthesentences.Steptwo:Playtherecordingagain.AsktheSstopauseattheendofeachsensegroup.Stepthree:AsktheSstolistenandrepeatchorallyandindividually.PartⅥ:speakingTask:TalkaboutyourplansforthefutureinActivity7.Directions:Stepone:Readthroughthesentenceswiththewholeclass.Steptwo:Askthemtoanswerthequestions.Stepthree:Askthemtoworkinpairstoaskandanswerquestions..Stepfour:Callbacksomeexamplesinawhole-classsettingPartⅦ:Atest：DoEx1onpage128intheWB.PartⅧ:Homework:Recitethedialogueasfluentlyaspossible.Period2ReadingandVocabularyTeachingContent:ReadingandVocabularyTeachingAimsandDemands:1.Languageknowledge:Newwords:forgive,treasure,owe,kindness,patience,gift,fair,model(重点)2.Togetinformationfromthereadingmaterial.(难点)Torelayinformationabouttheparty3.Attitudes:Takeanactivepartintheparty.Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionHelpstudentstorevisewhatwaslearntinPeriodoneofthismodule.Showthemsomepicturesaboutparty.HavetheSs.talkaboutthem.Eg.1)Whatisit?2)Whataretheydoing?...PartII:PreparationTask1:Learnthenewwords.Directions:Labelthepictureswiththewords.(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.(2).Readthewordsseparatelyandhavethemrememberthem.(3).Makesomesentenceswiththewords.(4)Callbacktheanswersfromthewholeclass.Task2:Lookattheslidesaboutpartyandtalkaboutthem.Directions:(1).Lookattheslidesaboutpartyonthescreen.Describethepictures.(2).Callbacksomecommentsfromthewholeclass.⑶Thinkaboutaspeechataschoolleavers’party,andanswerthequestionsinActivity1.PartIII:ScanningandSkimming1.Task:ReadthepassageandfindthesentencesinActivity3.Directions:Stepone:TheteacherasktheSstoreadthesentences.Steptwo:Ssreadthepassageandfindthesentenceswhichshowthesamemeaning,givingreasonsforthechoicegiven.Stepthree:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswer.2.Task:Readthepassageagainandanswerthequestions.Directions:Stepone:AsktheSstodoActivity2onthescreenindividually.Thencheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclassascompletesentences.3.Task:Answerthequestionsinactivity4and5onpage83.Directions:Stepone:ReadthroughthesentencesandmakesuretheSsunderstandwhattodo.Ssdoactivity4onpage83individuallyandcheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersPartIV:Dealingwithexpressions.1.…pleaseforgivemeifitshows!注意本句中it指nervous。2.Sometimesthefriendsyoutreasuremostarethefriendsyouseelessoften.注意比较级的表达方式。一般情况下比较级的构成是形容词/副词+er,或more+形容词/副词，但是这种比较级都表示正向比较，记“好”的比较级是“更好”，“差”的比较级是“更差”，“重要”的比较级是“更重要”。但是，如果表示“反向比较”就要用less+形容词/副词。即lessimportant表示“不如……重要”，而这里的lessoften表示“不如……经常”。3.Alifewithoutoldfriendsislikeadaywithoutsunshine.英语中表示“像……”时，可以用belike,as…as表示，我们把这种比喻方式叫做“明喻”。4.Icouldn’tsayitbettermyself.当我们想表达“最……”时，也可以采用比较级的方式，本句就是如此。5.Howmanyofusoweourgoodgradestothesuggestionsyouhavemadeduringthoselongevenings?owe…to…表示“把……归功于……;欠某人……”。例如：Iowemysuccesstomyeducation.Iowe10yuantoJanet.(=IoweJanet10yuan.)6.Sofromthebottomofmyheart,Ithankyouallandwishyousuccessforthefuture.这里fromthebottomofone’sheart表示“诚挚地，衷心地”。例如：WhenIsaidIthankyou,Imeantitfromthebottomofmyheart.PartV:LanguageuseTask:Readthespeechanswerthequestionsinactivity9onpage134.Directions:Stepone:MakesuretheSsunderstandwhattodo.Ssdoactivity9onpage134individuallyandcheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswersStepthree:Givethestudentssometimetorecallwhatthey’velearnedinthisclass.PartVI:Homework:.Retellthetext.Period3:Writing&Aroundtheworld&ModuleTaskTeachingContent:Writing&Aroundtheworld&ModuleTaskTeachingAimsandDemands:1.Writingskill:Towriteaspeechtoextendthankstoothers.Improvethestudents’writingability(难点).2.TolearnaboutJuniorhighschooldances(重点)3.TocompleteataskinvolvingmakingplansforthefutureLearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision新课标第一网Task:Helpstudentstorevisewhatwaslearntinlastmodule.Directions:(1).Revisethewordsandphrases.(2).LettheSs.retellthetext.PartII:Writing.Task:Writeashortaspeech.DirectionsStepOne:Imagineyou’regoingtogiveaspeechatyourschoolleavers’party.Steptwo:●Startyourspeechbysayingwhatyourspeechisgoingtobeabout.Ladiesandgentlemen,I’dliketothankyoufor…●Sayhowyoufeel.IfeelabitnervousasI’venevergivenaspeechbefore.●Decidewhoyouwanttosaythankyouto.TherearemanypeoplewhoI’dliketothank.Thefirstis/are…●Decidewhatyouwanttothankthemfor.Theyhavealwaysshownmegreatkindness…www.xkb1.com●Thinkofexamplesofwhyyouwanttothankthem.Oneday,he/shehelpeddomyhomework…●Thinkofasayingwhichyoucanuseforaschoolleavers’party.Theysaythatyourschooldaysarethebestdaysofyourlife.●Finishyourspeechbygivingbestwishesforthefuture.Thankyouandgoodluckinthefuture.Stepthree:Callbacksomeexamplesfromthewholeclass,havingindividualsreadtheirspeech.PartIII:AroundtheworldTask:LearnsomethingaboutJuniorhighschooldances.DirectionsStepOne:AsktheSs.tolookatthedifferentpicturesaboutJuniorhighschooldancesTelltheSs.someknowledgeaboutthem.Steptwo:ReadthetextandansweranyquestionstheSshave.PartIV:ModuleTaskTask:MakingplansforyourfutureDirections:StepOne:Activity9onpage87.AsktheSs.tothinkaboutyourlifeinthefuture.Makenotesaboutthefollowingthings:●Whatyouareplanningtodointhenextthreeyears●WhatyouwouldliketodoafterthatDoyouwanttogouniversityandgetspecialtrainingorwouldyouliketoworkafterseniorhighschool?●WhatotherareasofyourlifeyouwanttodevelopDoyouwanttobebetteratsports,learntoplaymusic,ordevelopartisticskills?●howyouseeyourpersonallife●whatsortofvaluesyouthinkwillbeimportanttoyouSteptwo:Useyournotesandwritesentences.Stepthree:Joinyoursentencestogetherandwriteapassageaboutyourfuture.Stepfour:Seehowwelltheydid!PartV:RecallingRecallwhatwehavelearnedtoday.PartVI:AtestDoEx.5onpage133andhandinimmediately.PartVII:Homework:DotheSelf-assessmentonpage135.Period4.LanguageinuseTeachingContent:LanguageinuseKeyvocabulary:value,decision,graduateTeachingAimsandDemands:1.Tosummariseandapplywordformationtosentences.(难点）2.Topractisethewordsandexpressions.(重点)3.Affectionandattitudes:Enjoyahealthylife.Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatislearntin3periodsofthismodule.PartIILanguagepracticeTask1:TosummarizeandapplywordformationtosentencesDirections(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseofwordformationtosentences(2).AsktheSs.torepeatthesentencesinthebox.(3).Ask“Canyoumakeothersimilarexamples?”(4).FocustheSs’attentiononthewaysinwhichtheyareused.Task2:1.Completetheinstructionsforthegame,usingwordformationtosentences.Directions:(1).DoActivity1onpage84individually.(2).AsktheSs.tocheckwithapartner.(3).AsktheSs.toreadoutthesentences.(4).Summarize:theuseofthewordformationtosentences.Task3:Completethesentences,usingthecorrectformofthewords.Directions:(1).AsktheSs.todoActivity2onpage84individually.(2).Circulateandmonitortheirproduction.(3)Calltheanswersbackfromsomestudents.Task4:Workinpairs.Lookatthepicturesanddiscussthequestions.Directions:(1).AsktheSs.tocompleteActivity3andActivity4.(2)Calltheanswersbackfromsomestudents.Task4:Readthepassage.Matchthephotosandtheparagraphs.Directions:(1).AsktheSs.toreadthepassageinActivities6and7and8.(2)Calltheanswersbackfromsomestudents.Task5:ListenandcomparethenotesaboutAdam’strip.Directions:(1).AsktheSs.tolistentotheconversationanddoActivity5onpage85onpage85individually.(2).Listenagainandcheckwiththeirpartners.(3)Calltheanswersbackfromtheclass.PartIII:AtestTalkaboutyourfuturelife.PartIV:Homework:FinishalltheexercisesintheWB.