外研版九年级下册Module 8 Unit 3 教学设计 （表格式）

教学设计
课程基本信息
学科 英语 年级 九年级 学期 春季
课题 Module 8 Unit 3 Language in use
教科书 书 名：英语（新标准） 出版社：外语教学与研究出版社
语篇研读
听力语篇： What: 该语篇为电台主持人和准大学生Adam之间的对话。在主持人问题的引导下，Adam讲述了自己间隔年在非洲戛纳一个村庄援助的经历，他帮助建造小学，提高他们受教育水平，在那里过得很愉快。非洲的一年使Adam明确了自己不想成为原来期待的职业。电台主持人点明Adam的经历改变了他的人生。 Why: 通过学习Adam的经历，了解“gap year”，引导学生反思自己的未来计划，促使学生结合自身经历，理性制定未来计划。 How: 该对话语篇是电台主持人对准大学生Adam的电台采访，该语篇以非洲经历为主线，通过询问Adam在非洲的活动、感受和对现在的影响，学生能从多方面考虑未来计划。 2. 阅读语篇： What: 该语篇由一幅图片和一篇阅读文本组成。图片是飞机修理工和飞机的合照。阅读文本主要介绍了职高学生Mark Smith未来计划做飞机修理工，并阐述了他的原因和感受。 Why：通过学习这篇关于职高学生Mark Smith未来计划的文章，学生了解到通过合理规划，每个人都可以有美好的未来。 How: 该语篇以第三人称叙述和Mark Smith的直接引语构成，文中包含如何表述未来计划的句型以及大量的宾语从句和定语从句用以帮助解释理由和表达感受，很好地帮助他们形成语言支架。 教学思路 根据对本课相关内容的分析，确定本堂课的内容是以to know Adam’s future plan→ to know Mark’s future plan → to make my future plan为主线，以制定计划的原因和个人感受为抓手，对本课内容进行学习和拓展，即在不同情境下讨论计划是什么，为什么制定这个计划，对于计划的感受是什么，巩固表达未来计划，陈述理由和表达感受的语言知识，并拓展从多方面考虑，合理制定未来计划，引导学生明白每个人都有适合自己的职业，每个职业都是重要的，从而形成正确理性的职业观。
教学目标
At the end of the class, you’ll be able to: summarize Adam’s and Mark’s future plans. 2. introduce your plan by using “want to”/ “be going to”. 3. state your reasons and share feelings by using object clauses and attributive clauses. 4. make your future plan wisely by considering your ability, your hobby, social need and so on.
教学内容
教学重点： Help students learn to talk about Adam’s and Mark’s future plans from the content, reasons and feelings by using “want to”/ “be going to”, objective clauses and attributive clauses.. Help students make future plans wisely by considering the abilities, hobbies, social need and so on. 教学难点： 1. Students may find it difficult to state reasons and share feelings about the plan by using objective clauses and attributive clauses.
2. Students may find it difficult make future plans wisely by considering the abilities, hobbies, social need and so on and write a passage about it.
教学过程
Steps activities purposes
1.Lead in Watch a video named Great Jobs in the World and tell the jobs mentioned in the video. Talk about your future plan and give reasons. 通过观看视频和互动交流环节，活跃课堂气氛，快速把学生带入情境，激活主题“未来计划”。
2.Learn about Adam’s future plan 1. Listen to the radio interview between Adam and interviewer. Choose Adam’s future plan that he thought before and now. Listen again for more details about Adam and find out what changed his life plan. Learn about gap year from its time, popular options and common reasons. 通过听理解Adam的未来计划，总结出Adam在非洲的经历改变了他的未来计划，拓展了解间隔年“gap year”的含义。
Learn about Mark Smith’s future plan Read the picture and guess what the boy wants to be in the future. Read the passage quickly and check if the guess is right and give comments to Mark’s future job. Read the passage carefully and think about the three questions: How can he realize the plan Why does he make the plan How does he feel about the plan Further think about what is considered when he makes the plan. Read the passage again and summarize how to talk about future plans and how to help state reasons and show feelings. 通过读图，略读和细读活动了解Mark Smith的未来计划，总结他制定计划的原因和考虑的因素，培养理性制定未来计划的能力。通过探讨Mark Smith的感受，引导学生明白每个人都有适合自己的职业，每个职业都是重要的，从而形成正确理性的职业观。归纳有用的表达方式用以谈论未来计划和帮助解释理由、表示感受，感知积累语言知识。
Make your future plan Make notes about the 5 questions about future plans. Write sentences with the notes. Try to use “want to/be going to” to answer the first three questions and use object clauses and attributive clauses to answer the last two questions. Write a passage about your future plan with the sentences according to the checklist. 通过写词组，连词成句，连句成篇的方式，小步子搭建写作的结构性知识和语言支架。通过让学生制定自己的未来计划，培养学生理性制定未来计划的能力。
Homework Must do: Polish your future plan. Finish the reading exercise on the work sheet. Choose to do: Find more information about your plan (the school/the job/...) on the internet.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。