九年级下册module7-10教案

外研初三下册MODULE 7
Content：Module 7 Eating together
一、 题材内容
本模块以食物和饮食习惯为话题。在21世纪的今天，越来越多的人走出国门，同时越来越多的外国朋友来到中国旅游、学习和工作。因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。本模块通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时可以加深同学们对中国饮食文化的认识与理解。第一单元从谈论请帖开始，引入本课的话题。下面的对话以即将举办的毕业生晚会为话题谈论不同国家的传统食物。对话中突出了本模块的语法---- 被动语态，学生们可以在学习对话的过程中复习被动语态的用法和结构。第二单元的课文讲的是西方的用餐习俗，内容涉及用餐时间、餐具、食物数量和如何结束等方面。第三单元的任务是复习、巩固被动语态用法、复习检测重要词汇并完成模块任务。
教学目标
1） 语言知识：
语音 能根据意群正确朗读语句。
词汇 finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll, Roman, saying, cheers, plate, explanation, cross, generally, over, blind, sense, taste, owner, bee, officer, course
语法 复习被动语态。
功能 谈论食物和饮食习惯。
话题 以食物和饮食习惯为话题。
2） 语言技能：
听 能听懂有关饮食习惯方面的对话；运用记笔记的方法掌握细节信息。
说 能够谈论聚会计划。
读 能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义。
写 能够模仿课文写一篇关于中国食物和饮食习惯的短文。
演示与表达 展示和介绍中国的饮食文化。
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。
自学策略 在文段中加深理解被动语态的意义、结构和用法。
合作学习策略 交流健康饮食的窍门和经验。
4)文化意识：
中外对比 了解西方的饮食习惯，加深对中国饮食文化和习俗的认识。
5)情感态度:
了解不同国家的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面。
6)任务:介绍自己的餐饮经历。
教学重点和难点
重点：1．掌握介绍食物和饮食习惯的基本词汇，能够叙述自己的餐饮经历，读懂含有被动语态的句子。
难点：正确介绍自己的餐饮经历。
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介绍食物和饮食习惯。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，强化对食物和饮食习惯的表达能力，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: Listening and Vocabulary & Pronunciation and Speaking
Period 2 Vocabulary and Reading
Period 3. Language in use
Period 4. Writing& Around the world &Module Task
注：教学时应根据学生的学、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 7 Eating together
Period 1: Listening and Vocabulary and Pronunciation and Speaking
Teaching Content : Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll
Key structure: And everyone has been told to prepare a traditional dish from our own countries.
It’s made with chicken or pork and vegetables. (难点)
2. Listening skill: To understand the conversation involving the use of passive voice. (重点)
3. Speaking skill: To ask and give information about one’s diet or diet habit.
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 Module 6.
Directions:
Step one: Label the pictures with the phrases.
(1). Read through the phrases in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).Make some sentences with the phrases. Ask students to speak out as many as they can.
Step two: Talk about food and diet habit.
Part II: Lead in:
Task 1 : Introduce to them the new words .
Directions:
Step one: Read through the new words and phrases and have the Ss. repeat them after you chorally and individually.
Step two: Ask the students to talk about the pictures on the screen.
Step three: Collect some descriptions in a whole- class setting.
Step four: Pair the Ss to discuss what else they know about food.
Step five: Collect any other information they can provide from them and list them on the board.
Task 2: Introduce to them about food and diet habit.
Directions:
Step one. The teacher can show them the video abut food and diet habit.
Step two: Free talk about food and diet habit.
Part III: Listening
Task1:. Step three: Look at the party invitation and answer the questions in Activity 1 on page 56.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class, having one student ask a question and another answer.
Answers
1. A party for students who are completing their secondary school education that year.
2. Something which belongs to the place where you live or where you’re from.
3. Food which you can eat with your hands--- you don’t need knives and forks or chopsticks.
4. Listen to music and dance.
Task2.: activity 2on page 57. Listen and answer the questions.
Directions:
Step one: Read through the words in the box with the whole class, and have them repeat them chorally and individually if you feel it is necessary.
Step two: Ask the students to read the questions to themselves.
Step three: play the recording once while they just listen and focus.
Step four: play it again for them to answer; they can then check with a partner.
Step five: play it once more for them to complete, check and correct.
Step six: call back the answers from the whole class, having one student ask a question and another answer.
Answers
1. In a basket.
2. Food and drink for the family and for the party.
3. Pancakes or pizza.
4. Grapes, bread and wine.
5. Lemonade and pizza (ham, tomatoes, cheese to make the pizza).
Task3: Listen and read:
Directions: Play the recording while the students follow the conversation in their books.
Task4: activity 4 on page57.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class. You may want to complete a table on the board as they give the answers.
Answers
Dish Made with
Betty hamburgers (meat) cheese, bread roll
Lingling Suanla tang Chicken or pork and vegetables
Tony pizza Cheese, tomato, ham
Daming jiaozi (we don’t know, but probably meat or eggs, vegetables, flour)
Task5: activity 5 on page 57.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers in a whole- class setting.
Answers
1. I think he feels pleased and proud.
2. At home.
3. Because their school asks the students, not their relatives, to prepare the food.
4. Because you can eat it everywhere in England.
5. Because it is an Italian dish which wasn’t introduced into Britain then.
Part IV: Language points
1. What food and drink is for the family
句中的food and drink看成一个整体，所以谓语动词用单数。
如：a knife and fork; a horse and cart 等
2. I suppose it can be heated up in the school kitchen…
heat up 意思是“加热”。再比如：Freda heated up a pie for me.
3. And everyone has been told to prepare a traditional dish from our own countries.
在这句话中，dish 的意思是“烹制好的菜肴；一道菜；食品”。例如：
When I was in Italy, I had a wonderful pasta dish.
Do / wash the dishes 表示“清洗餐具（包括盘子、杯子、碗等）”。
例如：I’ll just do the dishes before we go.
4. Oh, soup’s no good.
这里no good 表示“没（或没什么、没多大）用处（或好处）”。例如：
The movie is no good, I think. There’s too much fighting.It’s no good worrying about that now.
no good用法小结：
A． no good doing sth It’s no good talking to him—he never listens.
B. no good for sth These glasses are no good for wine.
C. no good to sb. A car is no good to me, since I can’t drive.
Pronunciation and Speaking
Task1: Listen and repeat.
Directions:
Step one: Ask the students to read through the exact to themselves.
Step two: Play the recording while they listen and follow.
Step three: Play it again, pausing at the breaks for the students to repeat it chorally and individually.
Step four: Ask the students to get into pairs to practise saying the passage, helping each other with pronunciation.
Step five: Circulate and monitor their production.
Task 2 : Work in pairs. Say the sentences aloud. Make sure you pause after each sense group.
Directions:
Step one: Ask the students to stay in their pairs.
Step two: They should take it in turns to read the passage; the listener should help the speaker to get the pauses right.
Step three: Circulate and monitor their production.
Step four: Play the recording while the students listen and follow.
Step five: Play it again, pausing for them to repeat chorally and individually.
Task 3: Activity 8. Work in pairs. Make plans for a party.
Step one: Ask the students to get into pairs to make their plans.
Step two: Ask the students to make notes under the three headings.
Task 4: Activity 9. Work with another pair. Talk about your parties, and say what plans have been made.
Step one: Read through the examples with the whole class.
Step two: Ask the pairs to work with another pair and tell each other their plans.
Part V: A test
Listen to the tape and translate some of the sentences into Chinese.
Homework
Act out the short dialogue as fluently as possible.
Period 2 Vocabulary and Reading
Teaching Content: Vocabulary and Reading
Teaching Aims and Demands:
1. Language knowledge:
New words: Roman, saying, cheers, plate, explanation, cross, generally, over
Key structure: Dinner is served around 7 pm or even later.
The fork is held in your left hand and the knife in your right, and food is held with the fork and cut with the knife. (难点)
2. Reading skill: ①To have a general idea of what the reading passage mainly talks about.
② To train reading strategies including taking notes and scanning. (重点)
Learning strategies: Interactive approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
Part II : Preparation
Task: Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words in the box. Have the Ss. Repeat them after you.
(2).Ss match the pictures with the words.
(3). Call back the answers from the whole class.
(4) Show the Ss the videos of knives and forks used for food. Ask them
“Do you know what they are used for ”
(5) Talk about the videos.
Part III: Scanning and Skimming
1.Task: Read the passage and check your answers to Activity 2.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class, having one student ask a question and another answer it.
Answers 1. b 2. b 3.a
2. Task: Complete the column In the West with notes.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class.
Answers In the west In China
Meal times Lunch (after 12, around 1 pm); dinner (7pm or later)
Things to say At the start of a meal:
in France: Bon appetit
in Italy: Buon appetit
in Britain: nothing is said
in Britain: Cheers!
How to eat food Most food is eaten with a knife and fork.
Being served You may be asked to serve yourself, or be served by your host.
Refusing food Politely say you can’t eat or don’t want any more.
Number of dishes Fewer dishes are offered than in China.
At the end of the meal People stay and talk around the table; it’s rude to leave as soon as the meal is over.
3. Task: Read the passage again and answer the questions.
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back the answers from the whole class, having individuals read out the answers
Answers ：
1) You should eat with a knife and fork unless it is finger food.
2) You don’t say anything.
3) If you’ve been given something you don’t like.
4) That Chinese people think it is important to offer lots of food.
5) In China a meal is over as soon as people have finished eating. In the West, people might sit around the table after they’ve finished eating.
4. Task: Read the passage. What are the most surprising pieces of information about meals and eating customs in the West
Directions:
Step one: Ask the students to do this individually, then compare their ideas with a partner.
Step two: Call back suggestions from the whole class.
Answers
Students’ own answers
Part IV : Dealing with expressions:
1. When in Rome, do as the Romans do. 这是一句谚语，意思“入乡随俗”。其中，as 表示“正如，像……”。例如：While in the chemistry lab, do as I say, please.
As I mentioned in my last letter, I’ll be back in Tianjin in June.
请说出以下谚语的意思：
1) Like father, like son.
2) Do not cut down the tree that gives you shade.
3) No pains, no gains.
4) Once bitten, twice shy.
5) Love me, love my dog.
Key:
1) 有其父必有其子。
2) 不要过河拆桥。/ 不要忘恩负义。
3）不劳无获。
4）一朝被蛇咬，十年怕井绳。
5）爱屋及乌。
2. No one will be cross.
这里cross 是形容词，表示“生气的”。例如：
The old lady was really cross when the boy’s ball broke her window.
All right, you two, don’t get cross with each other.Adam, Mummy will get cross if you do it again.
Don’t get cross with Bill.
Cross 作动词，表示“横穿，穿过；交叉”。例如：
It took them two months to cross the desert. She was sitting on the floor with her legs crossed.
Part V: Language use
1. Exercise 6 on page 121 in WB.
Direction: Ss do it by themselves .Let`s see who can finish it as soon as possible.
2.(Give the students some time to recall what they’ve learned in this class)
First think by themselves Then discuss in pairs and finally share their answers with the class.
Part VI: Homework: Exercise 7 on page 122 in the WB.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Write a passage for a tourist magazine with western readers called: When in China, do as the Chinese do. (难点)
2. Describing an eating experience. (重点)
3. Know something about Birthday parties in the USA.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what is learnt in last module.
Directions:
(1). Revise the words and phrases.
(2).Put the Ss. in pairs to practice the dialogue and the text.
Part II: Writing
1. Task: Complete the column In China in Activity 3 with notes about meals and eating customs in China.
Directions
Ask the students to do this individually, then compare with a partner.
2. Task: Write a passage for a tourist magazine with western readers.
Directions:
Step one: Read through the instructions and examples with the whole class.
Step two: Ask the students to do this individually.
Step three: When they have finished, ask them to exchange writing with a partner for peer-correction of language and content.
Step four: Have some students read their work out to the whole class.
Part III. Around the world
Task: Learn something about Birthday parties in the USA.
Directions:
1. Ask the Ss. to read the passage to themselves.
Tell the Ss. some things about him.
2. Ask some general questions such as “Why are 16th birthday parties important ”(Because it’s the first step in becoming an adult.) “How do people often celebrate ” (With a big party or other special event.)
Part IV: Module Task
Describe an eating experience
1. task: Describe a special or unusual meal you have eaten.
2. task: Compare your list with other students.
Directions:
1. Read through the instructions with the whole class.
2. Ask them to use the cues to describe their special / unusual meal.
3. They can then share their experience with a partner.
4. Call back some examples from the whole class.
Part V: Recalling
Recall what we learn today.
Part VI: A test
Do Ex.8 on page 122 and hand in immediately.
Part VII: Homework: Do the Self-assessment on Page 123 in the workbook.
教学反思
Period 4. Language in use
Teaching Content: Language in use
Key structures: The use of passive voice (重点)
Teaching Aims and Demands:
1. To summarise and consolidate grammar focus: The use of passive voice.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what was learnt in 3 periods of this module.
Part II Language practice
Task1: To summarise and consolidate the usage of passive voice
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of
the passive voice.
(2). Ask the Ss. to repeat the sentences in the box.
Task2 : To consolidate the use of passive voice:
(1). Do activity 1, 2 on page 60 and 4 on page 61. Grasp the use of the structure:
(2). Ask the Ss. to call out the answers from the whole class.
(3). Ask the Ss. to read the complete sentences.
Task 3 : Activity 3. Work in pairs. Look at the pictures and say what you think happened.
Directions:
(1) Ask the Ss. to get into pairs to tell the story.
(2) They can then get together with another pair to compare their ideas.
(3) Call the story back in a whole-class setting.
Answer
This is a model answer:
A man was eating snacks in a restaurant. He put his hand into the bowl, but didn’t notice a bee in it. He picked up the bee with the snacks and put them into his mouth. The bee stung him in his throat as he was swallowing the snacks. Later the restaurant was closed down because hundreds of bees were found in the kitchen by food inspectors.
Task 4: Activity 5. Answer the questions about the words in the box.
Directions:
(1) Read through the words in the box with the whole class; ask them to repeat them chorally and individually if you feel it is necessary.
(2) Ask the students to do this activity individually, then check with a partner.
(3) Call back the answers from the whole class, having one student ask a question and another answer it.
Task 5: Activity 6. Work in pairs and answer the questions.
Directions:
(1) Ask the students to answer the questions individually.
(2) Then ask them to get into pairs to ask and answer the questions of each other.
Task 6. Activity 7. Listen and match the conversations with the pictures.
Directions:
(1) Ask the students to look at the pictures.
(2) Play the recording while the students just listen and focus.
(3) Play it again for them to answer; they can then check with a partner.
(4) Play it once more for them to complete, check and correct.
(5) Call back the answers from the whole class.
Task 7. Activity 8. Listen again and choose the correct answer.
Directions:
(1) Ask the students to do this individually, then check with a partner.
(2) Call back the answers from the whole class as complete sentences.
Task8. Activity 9. Read the email and answer the questions.
Directions:
(1) Ask the students to do this individually, then check with a partner.
(2) Call back the answers from the whole class , having one student ask a question and another answer it.
PartⅢ: A test
Do activity 1on page 120 in the WB. Let’s see who can finish it as soon as possible.
Part IV: Homework.
Finish all the exercises in the WB.
教学反思
外研社初三下册MODULE 8 TEACHING PLAN
Content：Module 8 On the town
1、 题材内容
随着物质生活水平的提高，人们对精神生活的追求也不对提高，其中包括对闲娱乐活动的要求。了解外面的精彩世界可以开阔视野，培养健康的兴趣和爱好可以使自己生活得更美好。本模块的中心话题是“城市生活”，内容涉及“观看戏剧表演”、“介绍不夜城纽约”等。语言技能和语言知识都是依据中心话题展开的。通过本模块的学习，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,可以增加学生的见识。让学生在使用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。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
1） 语言知识：
语音 句子重音。
词汇 dialogue, line, nurse, recite, role, row, servant, bit, superb, impressed, front, nightlife, musical, Japanese, industry, trade
词组 play the role of, in the open air
语法 复习、巩固动词不定式用法。
功能 谈论娱乐活动。
话题 以“城市生活”为话题。
1） 语言技能：
听 能够听懂谈论有关表演、比赛等内容的对话；能运用预测和推断的方法抓住听力材料的细节信息。
说 能够谈论有关表演和比赛等方面的内容。
读 能够读懂有关介绍城市娱乐活动和场所的文章。
写 能笔头介绍生活城市的娱乐文化生活。
演示与表达 介绍一座城市的娱乐活动和场所。
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 学习运用恰当词语进行有关表演、比赛等内容的对话。
资源 通过阅读报纸等其他资源获取更多简单英语的有关表演、比赛等内容的信息。
自学策略 能够根据自己的爱好检索资料，组织语言介绍自己所喜欢的东西。
合作学习策略 同学之间用英语谈论、交流有关所生活城市的娱乐活动和场所。
4)文化意识：
文化意识 了解纽约的娱乐文化生活，开阔眼界。
5)情感态度:
培养健康的兴趣和爱好，更愉快地生活。
6)任务:制定一个娱乐活动的海报。
教学重点和难点
重点：1．通过谈论城市生活训练学生的听、说、读、写能力，掌握运用恰当词语介绍摄影比赛。
难点：运用恰当词语谈论城市生活。
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。
1、 教材处理
核心任务：能够运用所学句型结构谈论城市生活。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，强化对谈论城市生活的表达能力，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
1、 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: Listening and Vocabulary &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、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』
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: dialogue, line, nurse, recite, role, row, servant, bit, superb, impressed, front, play the role of
Key structure: I was pleased to see it, but three hours is a long time to stay still.
The best place to sit is in the front row.
The best way is to read the play before you see it. (重点)
2. Listening skill: To understand the conversation involving the use of the infinitive . (难点)
3. Speaking skill: To retell partners advice about listening to real English.
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: Read through the words and expressions in the box and have the Ss. Repeat them after you.
Step two: Ask them to label them in the pictures on the screen.
Step three: List some words which are connected with food. Ask students to speak out as many as they can.
Part II: Lead in:
Task: Talk about the picture.
Directions:
Step one: Introduce new words. Have the Ss repeat them chorally and individually.
Step two: Talk about the picture. Ask the students to get into pairs to discuss the photo.
Step three: Call back comments from the whole class.
Part III: Listening
Task 1: Listen and answer the questions in Activity 2.
Directions:
Step one: Read the words in the box with the whole class and have them repeat them chorally and individually.
Step two: Ask the students to read through the questions.
Step three: Play the recording while they just sit and focus.
Step four: Play the recording again for them to answer; they can then check with a partner.
Step five: Play it again for them to complete, check and correct.
Step six: Call back the answers from the whole class, having one student ask a question and another answer it.
Answers:
1. She tells him that it’s a love story.
2. Betty is speaking lines from Shakespeare in an American accent.
3. Mercutio (Romeo’s friend) and Juliet’s nurse.
4. In the back row.
5. That the actors have loud voices.
Task2: Ss listen to the dialogue and read it.
Directions: Ask the students to follow the conversation while you play the recording.
Task 3: To choose the best answer.
Directions:
Step one: Ask the Ss to do this individually, then check with a partner.
Step two: Call back the answers from the whole class as complete sentence.
Answers 1. c 2. a 3.c 4. b 5. b
Task 4: Activity 5 on page plete the sentences in your own words.
Directions:
Step one: Answer the students to do this individually, then compare with a partner.
Step two: Call back the answer in a whole- class setting.( Collect the answers in complete sentences from the class.)
Answers
These are possible answers:
1. was pleased to see it
2. the fight between the two families
3. they couldn’t get married
4. they didn’t have enough time
5. didn’t know any more
Part IV: language points
1. … but three hours is a long time to stay still.
这里的three hours 作主语，我们把它看成一个整体，所以后面的be动词是单数形式。此外，表示“一段距离”，“一笔钱”的短语作主语，谓语动词也用单数。例如：
Five years is needed to finish this task.
A million pounds is a large sum of money.A hundred miles was covered in a single night.
2. What was the best bit
本句中bit 相当于part, 意思是“部分，片段，小块”。例如：
I like the last bit of the film best.
The best bit of the holiday was seeing the Grand Canyon.
3. And the actors who played the roles of Romeo and Juliet were superb!
这句话是复合句，定语从句who played the roles of Romeo and Juliet 修饰名词actors。
4. No such luck!
这是一句口头语，意思是“没那么幸运！”。类似的说法还有：No such thing! (没有的事！)
Task 5: 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 5 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
Part V: Pronunciation and speaking
Task1: Underline the words you expect the speaker to stress in Activity 6 on page 65
Directions:
Step one: Ask the Ss to do this individually, then check with a partner.
Step two: Call back the answers from the whole class.
Step three: Play the recording for them to check.
Answers
The fight between the two families and their servants! And the actors who played the roles of Romeo and Juliet were superb! But it’s sad at the end, because Juliet loves Romeo, but her father has decided she must marry someone else. So they both decide to kill themselves.
Task 2: Activity 7. Think about listening to real English in films, songs or plete these sentences in your own words.
● Ask the students to do this individually, then compare with a partner.
● Call back the answers from the whole class and compare their ideas.
Answers
Students’ own answers
Task 3: Activity 8. Make a list of advice about listening to real English.
● Ask the students to do this individually.
Task 4: Activity 9. Work in pairs. Tell your partner your advice.
● Ask the students to work in pairs and compare their list with a partner.
● Call back the answers from the whole class.
Answers
These are possible answers:
● Don’t try to understand every word.
● Try to understand the main idea.
● Make opportunities to listen to real English.
● Listen to TV, radio, films, songs and other recordings in English frequently.
● Try to meet and talk to native speakers.
Part VI: A test: Do Ex 1 on page 124 in the WB.
Part VII: Homework:
Recite the dialogue as fluently as possible.
Period 2 Reading and Vocabulary
Teaching Content: Reading and Vocabulary
Teaching Aims and Demands:
1. Language knowledge:
New words and phrases: nightlife, musical, Japanese, industrial, trade, in the open air
Key structures: infinitive be known for spend some time doing (重点)
2. To train reading strategies including taking notes, inferring , and reformulation (难点)
3. To identify information about a wonderful town
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Help students to revise what was learnt in Period one of this module.
Show them some pictures. Have the Ss. talk about them.
Part II : Preparation
Task 1: Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words on the screen. Have the Ss. Repeat them after you.
(2).Read the words separately and have them remember them.
(3).Make some sentences with the words.
(4) Call back the answers from the whole class.
Task 2: Ask the students to look at the photo and say what type of entertainment or sport you can see.
Directions:
(1). Ask the students to do this individually, then compare ideas with a partner.
(2). Call back answers from the whole class.
Part III: Scanning and Skimming
Task1: Read the passage. Which paragraph describes what you can see in the photo
Directions:
Step one: Ask the students to do this individually, then check with a partner.
Step two: Call back answers from the whole class.
Answer Paragraph 2
Task2: Complete the column In New York with notes.
Directions:
Step one: Ask the Ss to do activity 3 individually. Then check with a partner.
Step two: Call back the answers from the whole class.
Answers
Entertainment In New York
Sport Madison Square Garden (basketball; boxing); Yankee Stadium / Shea Stadium (baseball)
Movies Film Forum (foreign and American movies)
Jazz Greenwich Village (jazz clubs); Blue Note
Opera Metropolitan Opera House
Theatre Broadway; Central Park (open-air Shakespeare)
Museums Museum of Modern Art; Guggenheim Museum
Restaurants Food from all over the world
Night life Discos (Limelight) and night clubs
Task3: Reading the passage.
Directions:
Step one: The Ss read the passage by themselves.
Step two: Have individuals read out the passage.
Task4: Answer the questions in Activity 4.
Directions:
(1) Ask the students to do this individually, then check with a partner.
(2) Call back the answers from the whole class, having one student ask a question and another answer it.
Answers
1. The Bronx is a district in the north of Manhattan and the Battery is a park at the south.
2. Because it has so many different forms of entertainment.
3. They make New York the subject of the movie.
4. Because you can see famous actors from Broadway and Hollywood.
5. Because there is something to do all day and all night.
Task 5: Activity 5. Look at the sentences. The underlined words suggest an opinion, and the rest are facts.
Now look at these sentences and underline any words which suggest opinions.
Directions:
(1) Ask the students to do this individually, then check with a partner.
(2) Call back the answers from the whole class.
Answers
1. Stars of today and tomorrow; world- famous
2. one of the most important things to see
3. bigger; best
Part IV : Dealing with expressions.
1. Carnegle Hall is well-known for its concerts of all types of music, classical and modern.
be known for意思是“因……而闻名”，如：Hawaii is also known for its beauty of its countryside.类似的短语还有：be known as … 意思是“以……知名；被认为是……”; be known to …,意思是“为……所熟知”，如：
It has long been known as the best car in the world.
The use of gunpowder was known to the Chinese before the Europeans.
2. Broadway is not just a street but an area of New York.
Broadway （百老汇）直译是“宽街”。它是指纽约市中以巴特里公园为起点，由南向北纵贯曼哈顿岛，全长25公里的一条长街。在百老汇大街汇集了众多闻名遐迩的剧院，随着剧院的发展壮大，这里的戏剧表演艺术取得了无与伦比的成就。而今百老汇是美国现代歌舞艺术乃至美国娱乐业的代名词，每年都有几百万来自世界各地的游客到纽约来欣赏百老汇的歌舞剧。
3. If you ever come to New York in summer, remember to spend a day in Central Park watching a play by Shakespeare in the open air…
纽约中央公园位于曼哈顿的中央，于1873年建成。面积为340万平方米，占150个街区，有总长93公里的步行道、9000张长椅和6000棵树木。院内设有动物园、运动场、美术馆和剧院等各种设施。中央公园免费游览，每年游览人数达2500多万。中央公园四季皆美，春天嫣红嫩绿、夏天阳光璀璨、秋天枫红似火、冬天银白萧索。
Part V: Language use
Give the students some time to recall what they’ve learned in this class.
Part VI: A test: Exercises 6 on page 125 in the WB.
Part VII: Homework: Retell the text.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about a town or city you known well. Improve the students’ writing ability (难点).
2. To learn about some open-air rock concerts
3. Preparing an entertainment poster. (重点)
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what was learnt in last module.
Directions:
(1). Revise the words and phrases.
(2).Let the Ss. retell the text.
Part II: Writing: Write about a town or city you known well.
Task: Think about a town or city you know well. You’re going to write a passage about entertainment in your town or city.
Directions
Step One: Read through the instructions and examples with the whole class.
Step two: Ask the students to do their writing individually; you will probably want them to do it as homework.
Step three: When they have finished, ask them to exchange work with a partner for peer-correction of the language and content.
Step four: If you wish, have some students read their writing to the whole class.
Answer
The passage on New York is a good model for this task.
Part III: Around the world
Task: To learn about some open-air rock concerts.
Directions
Step One: Ask the Ss. to read the passage to themselves.
Step two: Ask one or two general questions, e.g. “What is an open-air rock concert ”. (A concert which is not inside a building--- in a stadium or other outdoor venue.), “Where do the spectators sleep ” (Outdoors in tents.)
Part IV: Module Task
Task: Preparing an entertainment poster
1. Activity 8 on page 71. Work in groups. Choose a play, sports event or musical entertainment you like.
2. Activity 9. Write some information about the event.
3. Activity 10. Describe the event and encourage people to come.
4. Activity 11. Make your pictures and paragraphs into a poster.
Now display your posters in the classroom.
Directions:
1. Read through the instructions and examples with the whole class.
2. Ask the students to work in groups of four or five.
3. They will need time at home to produce the materials, so set a deadline.
4. Arrange a time when they can display their posters.
5. Have the groups tell the class about what they have produced.
Part V: Recalling
Recall what we have learned today.
Part VI: A test
Do Ex.2 on page 124 and hand in immediately.
Part VII: Homework: Do the Self-assessment on page 143.
Period 4. Language in use
Teaching Content: Language in use
Key vocabulary: industry, trade
Key structures: the infinitive
Teaching Aims and Demands:
1. To summaries and consolidate the words and expressions. (重点)
2. To practise the infinitive (难点）
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what is learnt in 3 periods of this module.
Part II Language practice
Task1: To summarize and consolidate the usage of the infinitive
Directions
(1).Read through the sentences with whole class.
(2). Ask them to identity the highlight language points (infinitive).
Task2: Activity 1. Complete the sentences with the correct form of the words in the box.
Directions:
(1). Ask the students to do this individually, then check with a partner.
(2). Call back the answers from the whole class as complete sentences.
Answers
1. to watch 2. to be 3. having 4. to see 5. to go 6. To listen 7. going 8. to see 9. taking 10. to understand
Task 3: Activity 2. Work in pairs. Talk about things to do in your town.
Directions:
(1). Ask the Ss. to write the full questions individually, then check with their partner.
(2). They should then take it in turns to ask and answer the questions.
(3) Circulate and monitor their production.
(4).Call the answers back from the whole class.
Answers
1. Where can you go to eat
2. What do you like to do in the evening
3. Where can you go to buy clothes
4. Where can you go to listen to music
5. What are the important sights to show visitors
Answers: students’ own answers
Task 4: Put the words into the correct column.
Directions:
(1). Ask the Ss. to do this individually, then check with a partner.
(2).Call back the answers from the whole class.
Answers
Cinema Music Sport Theatre
actor conversationdirectormoviesplay(v.) band concert jazz(stadium) baseballcompetitionmatch playerstadium actorconversationdirector play (n./v.)
Task 5: Activity 4. Listen and choose the correct answer.
Directions:
(1). Ask the Ss. to read through the questions to themselves.
(2).Play the recording once through while they just listen and focus.
(3). Play it again for them to answer; they can then check with a partner.
(4). Play it once more for them to complete, check and correct.
(5). Call back the answers from the whole class as complete sentences.
Answers
1. a concert 2. online 3. three friends 4. Wednesday 5. two
Task6: Activity 5. Listen again and complete the ticket.
Directions:
(1). Ask the Ss. to do this individually, then check with a partner.
(2).Call the answers back from some pairs.
Answers
Place: the stadium
Day: Wednesday and Thursday
Start: 7 o’clock
Finish: 11 o’clock
Price: RMB300
Task7: Activity 6. Read the passage and find:
Directions:
(1). Ask the Ss. to do this individually, then check with a partner.
(2).Call the answers back from the whole class as complete sentences.
Answers
1. The River Mersey is the river in Liverpool.
2. The Maritime Museum is the place to find out about Liverpool’s history as a sea city.
3. The Beatles are musicians who came from Liverpool.
4. John Lenmon International Airport is named after a famous singer from Liverpool.
5. The Tate Gallery is the place to see a lot of modern art.
Task 8: Activity 7. Read the passage again and answer the questions.
Directions:
(1). Ask the Ss. to do this individually, then check with a partner.
(2).Call the answers back from the whole class, having one student ask a question and another answer it.
Answers
1. Taking a ferry across the River Mersey.
2. No, it wasn’t (it was famous for industry and trade).
3. At the Cavern Club.
4. Because the Beatles mention these places in their songs.
5. Yes, they are friendly and welcoming.
Part III: A test
Do Ex 7 on page 126 in the WB. Let’s see who can finish it as soon as possible.
Part IV: Homework:
Finish all the exercises in the WB.
外研社初三下册MODULE 9 TEACHING PLAN
Content：Module 9 English for you and me
1、 题材内容
本模块以语言为话题,表述了学生学习英语的感受，介绍了英语在世界各国广泛使用的原因和历程，同时对英语和汉语的未来进行了预测。教学过程中可根据学生的具体情况，提出与学生学习和生活密切相关的任务来提高学生的参与热情。借助这一话题开展听、说、读、写的活动可以激发学生的学习热情，有助于教学活动的设计。要求同学们听懂、读懂相关的对话和描述，明白文章的主旨大意及段落大意；准确理解并运用宾语从句、定语从句和状语从句的用法；正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。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 能够掌握句子重音，根据句子意思的表达正确使用重音a。
词汇词组 achieve, bright, handwriting, level, certain, however, fairly, no matter, wherever, own, everyday, essential, tourism, quarter, industrial, recent, Arabic, typhoon, importance, in place of, Indian, speaker, period, express
语法 能够准确理解并运用宾语从句、定语从句和状语从句的用法；正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。
功能 能够询问有关语言学习的信息，能够发表自己对英语学习的看法。
话题 以语言为话题。
1） 语言技能：
听 能听懂包含宾语从句、定语从句和状语从句的表述，判断对话中的具体信息并能转述具体信息。
说 能够描述自己语言学习的进步情况，描述中能够根据需要正确使用宾语从句、定语从句和状语从句。
读 能读懂有关英语发展的说明，转述主要信息，并且能对英语的作用进行评述。
写 能够参考课文的结构介绍汉语的发展，写作中尽可能使用宾语从句、定语从句和状语从句。
演示与表达 能够开展集体项目，比如有关英语应用的项目，做成海报、展板或者幻灯片在班级介绍。
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。观察并归纳宾语从句、定语从句和状语从句的用法；正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。
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语言。
资源 通过其他资源获取更多有关语言的信息。
自学策略 学会将谈论的话题继续下去，进行深入的讨论。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 积极参与讨论，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 通过本模块的学习，学生应该能够理解英语的重要性，同时又要看到汉语的重要性，加深对汉语的情感和民族自豪感。
5)情感态度:
通过学习对话，学会关怀和鼓励他人。
6)任务:能够通过课外阅读对英语和汉语的了解，与他人合作制作有关英语和汉语学法建议的海报。
教学重点和难点
重点：1．通过本模块的学习培养学生的听、说、读、写能力，准确理解并运用宾语从句、定语从句和状语从句的用法；正确使用关系词that, which, who，whose;正确使用连词although, if, because, even though, until 等。
难点：准确理解并运用宾语从句、定语从句和状语从句的用法。
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。
1、 教材处理
核心任务：通过本模块的学习，运用所学句型结构、运用恰当词语谈论语言。
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，强化运用恰当词语介绍语言的表达能力，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
1、 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 & Learning to learn
Period 3: Writing& Around the world &Module Task & infinitive
Period 4: Language in use
注：教学时应根据学生的学、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』
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: achieve, bright, handwriting, level, certain, however, fairly, no matter, wherever
Key structure: that clause, which clause, whose clause and who clause
Although / No matter how… (重点)
2. Listening skill: To listen and understand conversations about how Lingling and Betty learnt English (难点)
3 Speaking: To ask and give information about one’s learning experience.
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 phrases.
(1). Read through the phrases in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).Make some sentences with the phrases. Ask students to speak out as many as they can.
Step two: Talk about language learning.
Part II: Lead in:
Task: Introduce to them the new words.
Directions:
Step one: Introduce the new words of this unit. And list them on the board.
Step two: Read after the teacher.
Step three: Practise reading the words.
Step four: Ask the students to look at the pictures about language learning. Elicit what they know about them. If there are any new words, add them to the list on the board.
Part III: Listening
1. Task: Activity 2 on page 72. Listen and answer the questions. Use the words to help you.
Directions:
(1) Read through the words in the box with the whole class, and have them repeat them chorally and individually.
(2) Pay particular attention to the words where the stress isn’t on the first syllable: achieve, require.
(3) Ask the students to read through the questions to themselves.
(4) Play the recording through once while they just listen and focus.
(5) Play it again for them to answer; they can then check with a partner.
(6) Play it once more for them to complete, check and correct.
(7) Call back answers from the whole class, having one student ask a question and another answer.
Answers
1. Better than last year.
2. Because he has practiced it every day.
3. His handwriting and reading.
4. You don’t need to be bright, but you have to make an effort.
5. He thinks it’s simpler than English.
6. He thinks it’s quite good.
3. Task: To understand conversations .
Directions:
Step one: Ask the Ss to complete the table in Activity 4 on page 73.
Step two: Play the recording and have them listen and complete it.
Step three: Play the recording again and have them check individually.
Step four: Call back the answer from the whole class.
4. Task: 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.
5. Task: Activity 5. Check who might think the following.
Directions:
● Ask the students to do this individually, then check with a partner.
● Call back the answers from the whole class. Answers
Betty Lingling
English corners are for people with a low level of English. √
English is a simple language.
Chinese may be more popular than English in the future. √
English is spoken all over the world. √
To speak a language, you need to work hard. √
You have to be bright to speak English.
English is my favourite lesson at school.
It’s good to practice even if the other person is better than you are at English √
6. Task: Activity 6. Complete the sentences in your own words.
Directions:
● Ask the students to do this individually, then compare their answers with a partner.
● Call back some different answers from the whole class.
Answers
These are possible answers:
1. is spoken all over the world
2. you go
3. the language is quite easy
4. their language level might be higher than yours
5. English level is quite low
6. can speak Chinese than English
7. Task: Activity 6. Answer the questions.
Directions:
● Ask the students to do this individually, then compare their answers with a partner.
● Call back some different answers from the whole class.
Answers
Students’ own answers
Part IV: Language points
1. How much progress in English do you think you’ve made this year, Lingling
本句是双重疑问句，how much progress 提问的是从句中的内容，主句为do you think, 再如下面的问句：
What do you think has happened to him He hasn’t turned up yet.
Who do you think will be elected as president
When do you think the meeting will start
2. Above all, it’s the subject that I’m best at, although my handwriting could be better.
注意本句中表达书法不好的委婉说法：my handwriting could be better。另外，注意表述最重要的因素时使用的above。再如：
I prefer to live in the suburb. The air is clean, traffic is light, and above all, the cost of living is low.
3. Learning a foreign language requires a certain effort, however easy it is.
However在本句中意思是“不管多么”，用来连接让步状语从句，一般情况下however后要接形容词或副词，如：
However simple it is, you should be careful. However hard you try, you won’t persuade him.
连接让步状语从句时，however, wherever……之类的结构在口语中可用no matter how / where……结构替代，如：
No matter who you are, you should obey the law.
＝ Whoever you are, you should obey the law.
No matter when he comes, he always brings some presents.
＝ Whenever he comes, he always brings some presents.
Wherever you are, you can hear people speaking English.
＝ No matter where you are, you can hear people speaking English.
4. You mean, those clubs where you go to practise your English
这里you mean表示“你意思是说…… ”， 常用于口语中，用于核实你确实听懂了某人所说的话。例如：
-- Do you remember Jane -- The woman we met in Scotland, you mean
You mean we’re supposed to tell you if we want to leave early
动词mean在口语中有很多搭配，请试着说出其汉语意思：
I’ll take that sandwich away if you don’t eat it properly—I mean it! (我是认真的)
Yes, I see what you mean. That would be the best way to do it. (我明白你的意思)
See what I mean Every time she calls me up she wants me to do something for her. (懂我的意思吗？)
I’m sorry, I didn’t mean it--- it was just a stupid thing to say. (我不是有意的)
5. I always thought they were for people whose English was already quite good.
在这个句子中，thought 表示“原以为…… (但实际并非如此) ”。
I thought he was honest, but I’m wrong.I thought you would be late—it rained so heavily!
Part IV: Pronunciation and speaking
Task 1:Activity 7. Look at the stressed words in this passage from the conversation. Try to remember every word of what the speaker says.
Directions:
● Ask the students to do this individually; they can then try to say it for a partner to check.
● Play the recording for them to hear and talk along with.
Task 2: Activity 8. Say this passage aloud. Make sure you stress the correct words.
Directions:
● Ask the students to say it to themselves a few times; they can then say it for a partner to check their stress.
● Play the recording for them to listen to.
Answers
I went to English corner once, and there were some people whose level was fairly low. But it’s good to meet other people who want to learn English, no matter how good their English is. And you can often meet some people who come from the UK or the USA.
Task 3: Activity 3. Look at your answer to Activity 6.
Now work in pairs. Talk about your progress in English vocabulary, grammar, listening, speaking, reading and writing.
Directions:
● Ask the students to get into pairs to do this.
● Circulate and monitor their production.
Part V: A test
Ask the Ss to do Ex 1 on page 128 and hand in immediately .
Part VI: Homework:
Recite the short dialogue as fluently as possible.
Period 2 Reading and Vocabulary
Teaching Content: Reading and Vocabulary
Teaching Aims and Demands:
1. Language knowledge:
New words: own, everyday, essential, tourism, quarter, industrial, recent, Arabic, typhoon, importance, in place of, Indian
Key structures: clauses (重点)
2. To get information from the reading material. (难点)
3.To train reading strategies including skimming, inferring, and reformulating.
4. To cultivate the sense of coherence.
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
1. Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
2. Act out the dialogue.
Part II : Preparation
Task 1: Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words on the screen. Have the Ss. Repeat them after you.
(2).Read the words separately and have them remember them.
(3).Make some sentences with the words.
(4) Call back the answers from the whole class.
Task 2: Activity 1.Work in pairs. Talk about the photos.
Directions:
(1).Ask the students to get into pairs to do this activity.
(2). They can then share their ideas with another pair.
(3). Call back the answers from the whole class.
Answers
1. China; English and Chinese
2. India; English (probably)
3. Africa; English (probably)
Task3: Activity 2. Work in pairs. Answer the questions.
Directions:
(1).Ask the students to do this individually, then check with a partner.
(2). Call back the answers from the whole class, having one student ask a question and another answer it.
Answers
1. About 4oo million.
2. In the 20th century.
3. In the 18th century, the UK’s industrial products were sold all over the world. In the 20th century, the USA spread English all over the world through newspapers, TV, films and advertising.
4. By the middle of the 21st century.
5. Everyone who speaks it.
Part III: Scanning and Skimming
1.Task: Read the passage and Choose the best answer.
Directions:
● Ask the students to do this individually, then check with a partner.
● Call back the answers from the whole class as complete sentences.
Answers 1. d 2. c 3. b 4. c
2. Task: Activity4: Work in pairs. Talk about your answers to the questions.
Directions:
● Ask the students to get into pairs for a discussion.
● Call back ideas in a whole-class setting.
Part IV : Dealing with expressions.
1. In Ghana, India, Nigeria and Singapore, English is used for government, education and trade…
注意used后面所接的介词，be used for 表示用于某种目的，be used as 表示“用作……”。
2. There is a good chance that someone will speak English.
本句中There is a good chance that…可以作为一个句型处理，表示“很可能……”
3. What’s more, English spelling…
这里What’s more表示“并且，更有甚者”，常常用于对刚说过的话做进一步补充。例如：
These shoes are of good quality. What’s more, they’re not very expensive.
He won the race, and what’s more, he broke the world record.
4. The reason is that in the 18th century, the UK was a country whose industrial products were sold all over the world.
注意：在表示“……的原因是……”这个意思时，不能说：the reason is because…, 而应该用the reason is that…。再如：
He doesn’t come here today. The reason is that he’s ill at home.
5. More and more schools in Europe are teaching Chinese as a foreign language, in place of other European languages.
这里in place of 相当于instead of, 表示“代替”的意思。例如：
I invited Joe in place of Tony, who was ill.
In place of our advertised progrmme, we’ll be showing a film.
Part V: Language useGive the students some time to recall what they’ve learned in this class.
Part VI: A test: Exercise 7 on page 130 in the WB.
Part VII: Homework: Retell the text.
Period 3: Writing&Module Task & Around the world
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1.Writing skill: To write about The future of Chinese. Improve the students’ writing ability (难点).
2. To learn about invented languages.
3. To summarize and consolidate the use of clauses. (重点)
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what was learnt in last module.
Directions:
(1). Revise the words and phrases.
(2).Let the Ss. retell the text.
Part II: Writing and Module Task
1. Task: Write a passage about The future of Chinese.
Directions
● Give them an example and make sure that they know what to do.
● Ask the Ss to w rite a passage about The future of Chinese.
●When they have finished, ask them to exchange their writing with a partner for peer-correction of the language and content.
● If you wish, have some students read their compositions to whole class.
Answer
This is a model answer:
The future of Chinese
About 800 million people speak Chinese at home in China. Outside China, people in Singapore, Malaysia and people in Chinese communities in other countries also speak Chinese. Schoolchildren in the UK and USA are learning Chinese. In the future, people will speak Chinese as an international language because China is becoming a very important country in the world. Many foreigners visit China, and many countries trade with China. China is a world leader, and so many people will learn Chinese and speak Chinese as an international language.
2. Module task: Making a list of tips for learning English
Activity 9 on page79. Work in groups and talk about what problems you have in learning English.
Activity 10 on page79. Give tips for solving the problems.
Activity 11 on page79. Make a list of the tips and present them on a poster for others to read.
Directions
● Read through the instructions with the whole class.
● Ask them to get into groups of four or five to do the task.
● Ask them to produce their posters and display them on the walls or desks:
● The class can then walk around and read the others posters.
● Have a general class feedback about the content.
Part III: Around the world invented languages
Task: Learn something about invented languages.
Directions
● Ask the students to read through the box.
● Ask some general questions, such as: “Why have people been inventing languages ”(To bring world peace.) “What is Esperanto based on ” (Latin, German and Greek.)
Part V: Recalling
Recall what we have learned today.
Part VII: A test
Do Ex.4 on page 129 and hand in immediately.
Part VIII: Homework: Do the Self-assessment on page 147.
教学反思
Period 4. Language in use
Teaching Content: Language in use
Key words: speaker, period, express
Key structure: clauses. (重点)
Teaching Aims and Demands:
1. To summarize and consolidate the use of clauses.
2. To summarize and consolidate expressions and vocabulary.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what is learnt in 3 periods of this module.
Part II Language practice
Task1: To summarize and consolidate the usage of clauses.
Directions
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of clauses.
(2). Ask the Ss. to repeat the sentences in the box.
(3). Ask“Can you make other similar examples ”
(4). Focus the Ss’s attention on the structure.
Task2: To summarize and consolidate the use of clauses.
Task 3: Do activities 1 on page 76.
● Read through the words in the box with the students; have them repeat them chorally and individually if you feel it is necessary.
● Ask them to complete the activity individually, then check with a partner.
● Call back the answers from the whole class, having one student read the original two sentences, and another the rewritten version.
Task 4: Activity 2. Complete the sentences so that they are true for you.
Directions:
(1) Ask the Ss. to do this individually, then compare their answers with a partner.
(2) Call the answers back from the class.
Task 5: Activity3. Read your answers to Activity 2 and answer these questions.
Directions:
(1).Ask the Ss. to get into pairs to do this activity, then compare their answers with a partner.
(2). Call the answers back from the class .
Answers a. 5 b. 3 c. 4 d. 2 e. 1
Task 6: Activity 4. Work in pairs. Read the reports and diccuss the questions..
Directions:
(1) Ask the Ss. to get into pairs to do this activity .
(2) They can then check their answers with another pair.
(3) Call the answers back from the class.
Answers
1. Ned needs to work on handwriting.
2. Toby enjoys sport and he likes schoolwork less than it.
3. Meg. Extremely well.
4. Yes.
5. He needs to practise every day.
Task 7: Activity 5. Complete the sentences and give advice.
Directions:
● Ask the students to do this individually, then compare their answers with a partner.
● Call back different answers from the whole class as complete sentences.
Answers
These are possible answers:
1. listen to some real English on TV or radio every day
2. a lot of hard work
3. you work hard
4. to learn words that go together at the same time
5. keep writing them down and saying them
6. keep trying
7. talking in English with your friends
8. won’t mind
Task 8: Activity 6. Read the passage and choose the best answer.
Directions:
● Ask the students to do this individually, then check their answers with a partner.
● Call back the answers from the whole class as complete sentences.
Answers 1. d 2. a 3. b 4. c
Task 9: Activity 7. Listen to the advertisement and say what it is for.
Directions:
● Ask the students to read the possible answers.
● Play the recording through once for them to just listen and focus.
● Play it again for them to answer. They can then check with a partner.
● Play it again for them to complete, correct and check.
● Call back the answers from the whole class.
Answer a)
Task 10: Activity 8. Listen again and answer the questions.
Directions:
● Ask the students to do this individually, then check their answers with a partner.
● Call back the answers from the whole class , having one student ask a question and another answer.
Answers
1. Books, CDs and computer courses.
2. Speaking practice.
3. An online course in conversation.
4. Because there are only four students and one teacher per class.
5. Yes.
Part IV: A test
Complete Ex 4 on page 129 in the TB. Let’s see who can finish it as soon as possible.
Part V: Homework:
Finish all the exercises in the WB.
MODULE 10 TEACHING PLAN
Content：Module 10　My future life
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 Stay in touch, pay back, role model
语法 能够掌握复合、派生等构词法。
功能 能够表达自己的感受；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
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。
1、 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
1、 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、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』
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: beat, ceiling, fetch, pardon, raise
Key structure: Do you inte