Module 8 My future life 模块表格式教学设计

Module 8 My future life 模块表格式教学设计
教材及年级名称 《英语》（新标准）九年级下册 模块名称 Module 8 My future life
教材分析 本模块的选题从学生的实际出发，选取了与同学们息息相关的“毕业后的打算”这一话题，介绍了同学们在毕业之际的交流，并展示了一篇在毕业典礼上的演讲稿。教材内容是关于感恩和珍惜友谊。本模块的对话和课文描写了同学们对友谊的珍惜和对离别的不舍之情，是对学生进行情感态度教育的良好素材。同时也利用这个话题让孩子们展开讨论和思考，说出自己的感受、表达谢意、畅想未来，这对发展学生发表意见和观点的能力，发展学生的思维，提高学生的英语应用能力会有所帮助。本模块的主要语法内容是复习宾语从句和定语从句的用法。教师可以采用归纳法进行语法教学，让学生通过观察、思考、总结、体会，达到理解和运用的目的。Around the world 部分介绍的美国学生的初中毕业舞会，可以让学生了解不同国家的文化，培养学生的跨文化交际意识。
模块教学目标 语言知识目标：1．词汇：handbag, beat, pardon, intend, fetch, pancake, rose, laugh at, kindness, give up, try one’s best, disappointment, note, whom, beside2．语法：定语从句3．语音：能够在朗读句子的时候正确地停顿。语言技能目标：听：能听懂有关分别的谈话，能够转述具体信息。说：能够谈论关于未来的计划，能够表达自己的感受。读：能读懂毕业聚会上的发言，理解作者感受并进行评价。写：能够完成毕业发言稿的写作。情感目标：通过互相之间的交流和毕业感言的阅读、写作，培养学生感恩之心，让学生学会表达对他人的谢意。学习策略：自学策略：能够反思自己的学习，制定恰当的学习计划。合作学习策略：能够与人交流与合作，共同完成任务。文化意识：通过学习，了解中国人与其他国家的人在分别时的不同表现。
教学重点及难点 重点：1．掌握课文内容相关的词汇句型。2．复习宾语从句和定语从句。难点：1．能够准确辨认并理解定语从句。2．能够完成毕业发言稿的写作。
教学辅助 多媒体、图片、卡片、黑板
教学策略 交际教学法、PWP、任务型教学法
教学过程
第一课时教学设计
教材分析 课型：Listening and speaking第一单元的对话围绕毕业的话题展开，主要是关于同学们在毕业之际的感受和对未来的计划，内容和情节都很符合初三下学期年龄段学生的实际，非常能够吸引学生兴趣。本单元需要学生能听懂有关分别的谈话，能够转述具体信息，并能够谈论关于未来的计划，表达自己的感受。
课时教学目标 1. Knowledge objectives:A. Key vocabulary: handbag, beat, pardon, intend, fetch, pancakeB. Key structures: structures of object clauses and attributive clauses2. Ability objectives:A. To identify what Betty and Tony will do after graduation.B. To ask and give information about one’s feelings and future plans.3. Moral objectives: To cultivate the feeling of cherishing sb. or sth.
教学重点与难点 1. Key points:A. To master some useful words and expressions about the subject.B. To improve the abilities of listening and speaking.2. Difficult point: To say something about one’s future.
教学辅助 多媒体、黑板
教学策略 交际教学法
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warming-up:Show the students a picture of a school-leavers’ party, and talk about it with the whole class:What are they doing What party are they having How do they feel Are you going to have a school-leavers’ party What are you going to do at the party 通过毕业晚会的图片激发学生兴趣，引出主题，用 Free talk 的形式打开学生的英文储备，让学生更快进入英文环境；让学生们对自己喜爱的话题进行讨论，为下文做好铺垫。
Step 2: Pre-listening.Get the students to look at the picture and answer the questions in Activity 1.Students give answers.Check answers as a class. 在前一步的铺垫下，本步骤对于学生来说比较简单，是听力前的准备活动，为下一步的听力活动做好准备。
Step 3: Listening.Read the questions with the class so that the students have a focus when listening.Play the tape, Ss listen and answer the questions.Ask students to compare their answers with their partners.Play the tape again for them to check answers.Check answers as a class. 让学生带着问题去听，可以让学生在听的时候目的性更强，更专注。与搭档讨论答案可以调动学生的参与积极性，加强合作学习。
Step 4: Listen and read.1. Tell the students they are going to watch the flash about Betty, Lingling, Tony and Daming at the school-leavers’ party.2. Get the students to watch the flash of the conversation and try to complete the notes in the table in Activity 3.3. Play the tape for the students to listen and follow.Focus on everyday English.4. Complete the table.Get the students to compare the answers with their partners.5. Get the students to work in groups to read in roles.6. Check some groups. 让学生们观看 flash 可以让学生得到更直观的感受，便于学生对课文的理解，也更能吸引学生兴趣。虽然是初三学生，对于语音语调的训练还是应该常抓不懈。让学生分角色朗读课文可以调动学生的积极性，并且可以让学生互相帮助，加强合作。本步骤是学生的输入阶段，只有大量的输入，才能为学生的输出创造可能性。
Step 5: Practice.Get the students to read the conversation again and answer the questions in Activity 4 and Activity 5.Check the answers with the whole class. 本步骤旨在检查学生对对话内容是否理解；对新学词汇是否已经掌握。
Step 6: Pronunciation.Play the tape. Ss listen and mark the pauses in Activity 6 & 7.Check the answers.Play the tape again, students listen and repeat.Invite individual students to say the sentences. 正确、优美的语音语调是学习英语的目标之一，靠的就是平时到位的训练。
Step 7: Practice: Free talk.Get the students to work in pairs to talk about the questions in Activity 8.Ask some pairs to share their ideas. 本活动的设计符合学生的认知水平和生活经验，给学生提供了真实的语境。本步骤是对今天所学内容的巩固，是输出的环节，主要培养学生的口头表达能力，训练学生的英语应用能力。
Classroom assessment Can you say the following now Check (√) the square brackets.1. I can talk about my future plan. [ ]2. I can ask others about their future plans. [ ]
Homework: Read the conversation aloud and try to memorize the conversation. 作业是课堂的延续，目的是巩固今天所学。
第二课时教学设计
教材分析 课型：Reading and writing.第二单元的课文是一篇演讲词，具有鲜明的演讲词特点。它用词优美、生动，充满了珍惜和感恩之情，很能吸引学生兴趣。教师可以引导学生分析演讲词的特点，为写作打下基础。本节课需要学生理解课文内容，弄清楚文章结构，理解作者的态度和意图；并能写演讲稿，表达对人的谢意。
课时教学目标 1. Knowledge objectives:A. Key vocabulary: rose, laugh at, kindness, give up, try one’s best, disappointed, note, whomB. Key structures: structures of object clauses and attributive clauses.2. Ability objectives:A. To understand information about the party.B. To be able to predict, infer the implied meaning, understand the writer’s style.C. To be able to write a speech for a school-leavers’ party.3. Moral objectives:A. To get the Ss to learn to be grateful and to extend thanks to other people.B. To cultivate the interest of English learning through reading the speech.
教学重点与难点 Key points:1. To master some useful words and expressions about the subject.2. To improve the ability of reading and writing. Difficult points: the skill of inferring and writing a speech.
教学辅助 多媒体、图片、黑板
教学策略 PWP
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1: Warming-up:Ask questions about unit 1:Do you remember where were Betty, Lingling, Tony, and Daming in Unit 1 What did they talk about What are their plans for the future T: So, there is little time left for the term. They are going to have a school-leavers’ party. Now let’s come to Unit 2. 此热身活动既是对课后作业的检查，也是为引出本节课即将学习的内容做铺垫。
Step 2: Pre-reading.1. Let students look at the picture and tell what is happening.2. Get the students to read through the questions and try to predict the answers.3. Discuss the answers from different students 本单元的读前活动为预测活动，可以增加阅读的目的性，使学生有目的地阅读，把注意力放在主要信息之上。
Step 3: While-reading.Fast-readingRead the passage and check the answers to the questions in Activity 1.Careful-reading1. Find the sentences which show:(1). The three things the speaker has learnt(2). The three group of people the speaker wants to thank.(3). What the speaker has learnt from each group of people.2. Read the passage again and answer the questions in Activity 3.Get the students to check their answers in groups.Then check answers with the whole class. 首先让学生快速阅读，回答之前预测的两个问题的答案；然后再进行细节阅读，回答问题。这样的活动设计是为了让学生们由浅入深，逐步深入了解故事内容，符合学生的认知规律，并且可以有效地训练学生的阅读技能，提高学生的阅读能力。合作学习可以让学生互相交流，促进理解，发展能力。
Step 4: After-reading.1. Get the Ss to check the answers to the questions in Activity 4.2. Check with the whole class. 本步骤属于让学生理解作者态度和结构推理题，也旨在提高学生的阅读能力。
Step 5: Writing.Write a speech you may give at your school-leavers’ party.Read learning to learn with the class.Get the Ss to work in groups to read through the tips in Activity 5 and work out the structure and content of their speech.Get them to take notes before writing.As a class, discuss what made it a good speech.Get Ss to write down their speech if time permits.Get some Ss to share their speech with the class.Ss and teacher give advice.Ss rewrite their speech. 本步骤采用分组讨论，为写作做素材准备。采用的是：拟出结构—写提纲—写初稿—写定稿这样的流程，符合循序渐进的原则，为学生完成写作任务提供了可能。
Classroom assessment: Can you say the following now Check (√) the square brackets.1. I can understand the speech. [ ]2. I can give a speech at my school-leavers’ party. [ ]
Homework: Write a speech you may give at your school-leavers’ party.
第三课时教学设计
教材分析 课型：Revision and application 第三单元是对本模块的语言知识点，即宾语从句和定语从句（包括先行词为人和物的不同类型，涉及到不同的关系代词）的复习和巩固。Around the world 栏目介绍的是美国学生的初中毕业舞会，对于学生了解和比较中西方文化的差异很有帮助。
课时教学目标 1. Knowledge objectives:To summarize and consolidate the new vocabulary;Revision of the object clauses and attributive clauses.2. Ability objectives:To be able to use the object clauses and attributive clauses.To be able to write a passage about your future plans.3. Moral objectives: To learn about the differences between Chinese and western culture.
教学重点与难点 Key points: To summarize and consolidate the new vocabulary and the object clauses and attributive clauses.Difficult points:To identify the differences between who and whom in the attributive clauses.To write about one’s future plans.
教学辅助 多媒体、黑板
教学策略 Formal and interactive practice, task-based approach
教学内 容 教学活动 设计意图
教师活动 学生活动
Step 1: Lead-in.Let some students share the speech at a school-leavers’ party they have written. 让学生上讲台展示其写的演讲辞，这既检测了前一课时的作业，也给了其他同学示范作用。
Step 2: Language focus:1. Get the students to read through the sentences in the language box. Check the meaning.2. Get them to try to sum up the object clauses and attributive clauses.3. Ask the students tell the differences between who and whom before the teacher explains. 本步骤通过归纳法的教学方式让学生观察句子结构特点，自己总结语法现象和规律，可以深化学生对语法的理解，有助于学生分析和注意力的培养。
Step 3: Practice.Teacher shows a picture of finger food, and asks: what is finger food Helps the students to answer: finger food is the food that/which we eat with our fingers.Then get the students to work in pairs to ask and answer, then complete the sentences.Check the answers with the whole class. 本活动为学生提供了充分练习定语从句和宾语从句的语境，旨在培养学生的语法应用能力。
Step 4: Practice.Get the Ss to work in pairs to discuss the questions in Activity 2. 本活动是一个语法练习，同样通过图片创造语境，目的是帮助学生复习巩固宾语从句和宾语从句。
Step 5: Practice.Get the students to complete the passage with the clauses in the box.Work in pairs to check the answers first, then check with the whole class. 本活动创设一个对话的语境，帮助学生复习巩固宾语从句。
Step 6: Practice.Get the students to join the words in Box A with the words in Box B to make new words.Then get them to complete the conversation with the new words in Activity 4.Check the answers. 本活动是构词法。由于设计了语境，将单词应用到交际之中，可以有效地训练学生的语言应用能力。
Step 7: Practice.Get the students to complete the sentences with the words and expressions in the box.Check the answers. 本活动主要是训练学生正确运用本模块所学词汇的能力。
Step 8 Listening.T: Adam is accepting an interview in the studio. Let’s listen and answer the questions.Get the students to read through the questions first.Play the tape for the Ss to listen and answer.Check the answers. 本活动主要训练学生通过听获取细节的能力。
Step 9: Reading.Get the students to read the passage and choose the correct answers.Get the students to discuss the answers in pairs first, then with the whole class. 本活动主要训练学生的阅读理解能力。
Step 10: Around the world1. Introduce students in different countries doing different things to celebrate the end of junior school.2. Get the students to read the passage.3. Answer any questions from the Ss. 引导学生阅读 Around the world，了解美国初中学生毕业的庆祝方式，了解中西方文化差异，开阔学生眼界。
Step 11: Module task: make plans for your future.1. Think about your life in the future. Make notes about the tips.2. Get the students to use their notes to write sentences.3. Get the students to join the sentences and write a passage about future life. 本模块的任务是一个写作任务，要求学生写一篇文章，描述自己未来的规划。
Classroom Assessment: 一、课堂学习效果评估Can you say the following now Check (√) the square brackets.1. I can use the object clauses and attributive clauses. [ ] 2. I can write a passage about future life. [ ]二、一分钟问题1. Do you know how to use object clauses 2. Can you use attributive clauses correctly 3. Can you write a passage to describe your future plans
Homework: Finish the module task.